Interventions

In Hopkins, we believe in developing all of our scholar's strengths. This is called an asset-based mindset. When a scholar needs additional support to build those strengths, there are many strategies we use to meet their unique needs.

In this section you will find information about some programs and services that are supported by the Innovation Design and Learning department. They are meant to provide additional support to our students, teachers, and families.

Group of elementary students walking into school wearing backpacks.

Contacts

Kristina Shirokova, Administrative Assistant Kristina.Shirokova@HopkinsSchools.org
952-988-4133

Ann Ertl, Director of Innovation, Design and Learning
Ann.Ertl@HopkinsSchools.org
952-988-4889

Title I

Title I Reading and Math Assistance

Title I is a federally funded program designed to assist students below grade level in reading and math. The amount of funding is based on the number of students who qualify for free and reduced-price lunch. All Title I services and programming are supplemental to the regular classroom instruction.

a group of students stand together in a circle

Title I Programming

The Hopkins Title I program primarily serves students in kindergarten through sixth grade, both in reading and math. Title I teachers are trained in a variety of research-based instructional methods to best meet the needs of individual students. Title I teachers provide their services to students in a small-group setting both inside and outside the regular classroom.

Hopkins Schools Eligible for Title I Services

Four elementary schools in the Hopkins Public Schools have school-wide programs — Alice Smith, Eisenhower, Gatewood, and Tanglen. In a schoolwide model, all students are eligible for Title I services.

Parental Involvement

There are several ways parents can become involved in both your child's school and the Title I program. These include participating in an annual meeting, attending conferences and open houses, or serving as a Title I site representative. Each school site also has developed its own plan for ensuring parent involvement in Title I services.

Parent Right To Know

Teacher quality is important for your child's achievement. If your child attends a Title I school, you have the right to know the following information about your child's teacher:

The certification of the grade level and subject they teach.
Whether they are teaching under an emergency or provisional license.

Parent Involvement Plans: School Year 2021-22

Alice Smith Elementary

Everyone gains if school and home work together to promote high achievement of our Alice Smith students. The purpose of this plan is to encourage and help you become involved in your child’s education. It also lists how Alice Smith intends to include parents in all aspects of our Schoolwide program. Parents are invited and encouraged to participate in the planning of and implementation of both our Schoolwide program and Parental Involvement Plan.

Alice Smith provides multiple opportunities to learn about the Schoolwide Program.

Each fall Alice Smith will hold an Open House night and parent-teacher conferences in order to provide information regarding the Schoolwide program.
Each fall Alice Smith will hold an Annual Schoolwide meeting where parents can learn more about the Schoolwide program, curriculum, academic expectations, and assessments.
Alice Smith will provide transportation and interpreter services for both the conferences and Annual Schoolwide meeting if needed.
Alice Smith will translate common communications in Spanish and Somali.

Alice Smith wants you to understand the standards we are setting for your children and why your children may be offered extra services in order to meet those standards.

Academic Expectations are available on the Hopkins School district website and will be printed in the office for parents who request it.
Results of Minnesota Comprehensive Assessment (MCA) scores are provided at both conferences and via mail to individually show your child’s performance level in reading and math. Measures of Academic Progress (MAP) scores will be provided at conferences and sent home with report cards. They are also available on Infinite Campus.
Conferences will be held two times a year and report cards will be sent home two times a year.
Alice Smith provides access to all staff via phone, email, and our district website.

Alice Smith provides opportunities/materials to help you successfully work with your children at home.

The Alice Smith Contract for Success, a document that highlights the responsibilities of the school as well as you and your child’s responsibilities for academic achievement, will be shared with all families.
Alice Smith will continue to educate parents and staff about the value of parental involvement in the education of all Alice Smith students. We will do this through additional evening programs and PAWS weekly updates.
Alice Smith will provide parents with information about the Parental Information and Resource Center in Minnesota. Copies of this information will be available in the school office.
Alice Smith will work with Hopkins Early Childhood Family Education in order to integrate parent involvement programs and activities with Alice Smith Ready 4 K Preschool program.

Alice Smith provides opportunities for feedback from you on how well the Schoolwide Program is working for your child.

If you want to have additional meetings to discuss the decisions about your child’s education, please contact your child’s classroom teacher at any time via telephone or email.
Alice Smith will develop and revise the Schoolwide plan with parents each spring. Copies will be provided to all parents during Open House, the Annual Meeting, and on the Alice Smith website.
Alice Smith School will develop and revise with parents the Contract for Success each spring.
A yearly survey will be sent to all Alice Smith families seeking input on your satisfaction with both the Schoolwide program and parental involvement activities. An annual Schoolwide evaluation meeting will occur each year in order to make recommendations for the following year.

This Parental Involvement Plan was developed by the Alice Smith Schoolwide Planning Team on June 8th and will be in effect for the period of the 2020-21 school year.

Schoolwide Planning Team

Abby Taylor (Parent)
Michelle Dobbins (Parent)
Beth Kivett (Parent)
Leah Rusakov (Kindergarten Teacher)
Jody De St. Hubert (Principal)

Español: Read the Alice Smith Elementary Parent Involvement Plan in Spanish
Soomaali: Read the Alice Smith Elementary Parent Involvement Plan in Somali

Español: Read the Alice Smith Elementary Parent Involvement Plan in Spanish

Todos nos beneficiamos si la escuela y los padres trabajamos en conjunto para promover el alto rendimiento de nuestros estudiantes de Alice Smith. El propósito de este plan es alentarlos y ayudarlos para que participen en la educación de sus hijos. También enlista la manera en la que Alice Smith piensa/intenta incluir a los padres en todos los aspectos de nuestros programas escolares. Los padres están invitados a participar en la planificación e implementación tanto del programa escolar como del Plan de Participación de los Padres.

Alice Smith provee varias oportunidades de aprendizaje sobre nuestros programas escolares.

Cada otoño, Alice Smith tendrá una Reunión Informativa (Open House) y conferencias de padres y maestros con el fin de dar información sobre nuestro programa escolar.
Cada otoño, Alice Smith tendrá una reunión anual en donde los padres aprenderán más sobre nuestro programa escolar, plan de estudios, expectativas académicas y exámenes.
Alice Smith proveerá medio de transporte y servicios de interpretación para las conferencias y las reuniones anuales según sea necesario.
Alice Smith seguirá traduciendo nuestras comunicaciones más frecuentes al español y somalí.

Alice Smith desea que usted comprenda los estándares que estamos estableciendo para sus hijos y porqué es probable que a sus hijos se les ofrezcan servicios adicionales para alcanzar esos estándares.

Las Expectativas Académicas están disponibles en el sitio web del distrito escolar de Hopkins y se imprimirán en la oficina para los padres que lo soliciten.
Los resultados de las Evaluaciones Exhaustivas de Minnesota (MCA) se proporcionarán en ambas conferencias y se enviarán por correo para mostrar el nivel de rendimiento individual de su hijo en lectura y matemáticas. La puntuación de las Medidas de Progreso Académico (MAP) se presentará en las conferencias y se enviará por correo con la boleta de calificaciones. También estará disponible en Infinite Campus.
Las conferencias se llevarán a cabo dos veces al año y las boletas de calificaciones se enviarán a casa dos veces al año.
Alice Smith proporciona acceso para contactar a todo el personal escolar, ya sea por teléfono, correo electrónico, o nuestro sitio web del distrito.

Alice Smith ofrece oportunidades y materiales que le ayudarán a trabajar exitosamente con sus hijos en casa.

El Contrato de Alice Smith para el Éxito, un documento que destaca las responsabilidades de la escuela, así como las responsabilidades de usted y de su hijo para el rendimiento académico, se compartirá con todas las familias.
Alice Smith seguirá educando a los padres y al personal sobre el valor de la participación de los padres en la educación de todos los estudiantes de Alice Smith. Haremos esto mediante programas nocturnos adicionales y actualizaciones semanales PAWS.
Alice Smith proporcionará a los padres información sobre el Centro de información y recursos para padres en Minnesota. Copias de esta información estarán disponibles en la oficina de la escuela.
Alice Smith trabajará con el programa de Educación Familiar de la Primera Infancia de Hopkins, a fin de integrar programas de participación de los padres y actividades con nuestro programa preescolar de Alice Smith, Ready 4 K.

Alice Smith ofrece oportunidades de retroalimentación para que nos diga qué tan bien está funcionando el programa escolar para su hijo.

Si usted desea tener otras reuniones para hablar de las decisiones sobre la educación de su hijo, póngase en contacto con el maestro de su hijo en cualquier momento, ya sea por teléfono o correo electrónico.
Cada primavera, Alice Smith desarrollará y revisará el plan escolar con los padres. Se proporcionarán copias a todos los padres durante la Reunión Informativa (Open House), la Reunión Anual, y en el sitio web de Alice Smith.
Cada primavera, Alice Smith desarrollará y revisará con los padres el Contrato para el Éxito.
Una encuesta anual será enviada a todas las familias de Alice Smith para conocer la opinión de su satisfacción del programa escolar y las actividades de participación de los padres. Cada año se llevará a cabo una reunión de evaluación anual con el fin de hacer recomendaciones para el año siguiente.

Este Plan de Participación de los padres fue desarrollado por el equipo de planificación de toda la escuela Alice Smith el 8 de junio y estará en efecto por el período del año escolar 2020-2021.

Equipo de Planificación Escolar

Abby Taylor (Madre de familia)
Michelle Dobbins (Madre de familia)
Beth Kivett (Madre de familia)
Leah Rusakov (Maestra de Kínder)
Jody De St. Hubert (Directora)

Soomaali: Read the Alice Smith Elementary Parent Involvement Plan in Somali

Dhinac kastaba waa laga guulaysanayaa marka ay qoysaska iyo Alice Smith si ay guul u gaaraan ardayd. Ujeedada barnaamijkan laga leeyahayna waa in lagugu dhiiragaliyo in aad saamayn ku yeelatid waxbarashada ilmahaaga. Waxa kale oo qorshahan lagu soo bandhigayaa sida uu waalidku uga qaybqaadan karo guud ahaan howlaha iskuulka ka socda. Waalidka waxaa lagu dhiiragalinayaa laguna soo dhaweynayaa in ay ay ka qaybqaataan dajinta iyo fulinta guud ahaan howlaha iskuulka iyo qaabka uu waalidu uga qayb galayaba.

Alice Smith waxa uu diyaariyay fursado kala duwan si loo ogaado barnaajyada guud ee iskuulka.

Sanad kasta waqtiga dayrta (fall) Alice Smith waxa uu qabanayaa kulan ay cid kastaaba ka soo qaybgali karto iyo kulanka waalidka-macalimiinta si loo soo bandhigo xogta guud ee barnaamijyada ka socda guud ahaan iskuulka.
Sanad kasta Alice Smith waxa uu qabanayaa kulanka sanadlaha ah oo ay waalidku ku baranayaan barnaamijyada iskuulka, manhajka, heerka waxbarasho ee la doonayo in la gaaro iyo qiimaynta waxbarashada.
Alice Smith waxaa uu diyaarinayaa gaadiidka, caruurta oo la hayo iyo tarjumaad loogu talogalay labada kulanba hadii loo baahdo.

Alice Smith waxa uu doonayaa in aad fahamtid heerka la doonayo in ay ilmahaagu gaaraan iyo sababta ilmahaaga loogu qabanayo shaqooyin dheeraad ah si heerkaa loo gaaro.

Heerka waxbarasho ee la doonayo in la gaaro waxaa laga heli karaa websiteka Hopkins School District amase xafiiska ayaa loogu daabacayaa waalid kasta oo codsada.
Natiijada ka soo baxda kaalinta ilmahaaga ee ahkriska iyo xisaabta ee Qiimaynta Guud ee Waxbarashada Minnesota (Minnesota Comprehensive Assessment/MCA) waxaa lagu soo gudbinayaa labada kulan ama email ahaan ayaa laguugu soo dirayaa. Qaabka qiimeynta ee natiijada (Measures of Academic Progress/MAP) waxaa lagu soo gudbinayaa kulamada, gurigana warbixin (report card) ahaan ayaa loogu soo dirayaa.
Kulamadu sanadkii labo mar ayay dhacayaan warbixinadana sanadkiiba labo mar ayaa guriga loo soo dirayaa.
Alice Smith waxa uu fududeeyay in la helowebsiteka, telefoonada iyo emailada dhamaan shaqaalaha.

Alice Smith waxa uu kuugu talogalay fursado si uu kuugu caawiyo sidii ay u guulaysanlahayd hawsha aad ilmahaaga ku caawiso marka uu guriga joogo.

Qoraalka Balanqaadka ee Alice Smith (The Alice Smith Contract for Success) oo si cad u muujinaya mas’uuliyada iskuulka iyo mida ardayga ee dhanka waxbarshada waxaa lala wadaagi doonaa dhamaan qoysaska.
Alice Smith waxa uu barayaa dhamaan waalidka iyo shaqaalaha muhiimada ay leedahay in uu waalidku saamayn ku yeesho waxbarashada dhamaan ardayda Alice Smith.
Alice Smith waxa uu waalidka siinayaa akhbaaraadka ku saabsan xogta uu waalidku u baahanyahay iyo halka ay ka heli karaan xogta Minnesota (Resource Center in Minnesota) Nuqulka qoraalada waxaad ka heli kartaa xafiiska iskuulka.
Alice Smith waxa ay la shaqaynaysaa qaybata waxbarashada bilowga ah (Hopkins Early Childhood Family Education) si ay isku dhexgalaan barnaamijyada saamaynta waalidka iyo barnaamijyada isku diyaarinta Alice Smith ee waqtiga bilowga.

Alice Smith waxa uu ku siinayaa fursad aad ku soo gudbin kartid sida aad u aragtid sida ay ilmahaaga u caawinayaan guud ahaan howlaha iskuulka ka socda.

Hadii aad doonaysid in lagula yeesho kulamo dheeri ah si lagaagala hadlo waxbarashada ilmahaaga, fadlan telefoon ama email u dir macalinka fasalka ilmahaaga.
Xagaa kasta (spring) Alice Smith waxaa horumarinayaa, isbadalna ku samaynayaa qorshaha guud ee iskuulka. Nuqulka qoraalkaas waxaa lagu soo gudbinayaa kulamada guud ee iskuulka, kulanka waalidka-macalimiinta iyo websiteka iskuulka.
Alice Smith waxaa uu isbadal horumarineed ku samaynayaa Balanqaadka Hormarineed ee Iskuulka. Isbadalkaa oo la samaynayo Xagaa kasta waxaa lagala tashanayaa waalidka.
Sanad kasta waalidka waxaa loo soo dirayaa qoraalo xog ururin ah oo lagu waydiinayo sida ay u arkaan guud ahaan barnaamijyada iskuulka ka socda iyo argtidooda sida ay waalid ahaan uga qaybqaataan hawlaha iskuulka.

Qorshahan ay waalidku uga qayb qaadanayaan howlaha iskuulka waxaa diyaariyay Gudiga Guud ee Qorshaynta Alice Smith, bishii June 8dii. Waxaana lagu shaqaynayaa sanad dugsiyeedka 2020-2021.

Schoolwide Planning Team

Abby Taylor (Parent)
Michelle Dobbins (Parent)
Beth Kivett (Parent)
Leah Rusakov (Kindergarten Teacher)
Jody De St. Hubert (Principal)

Eisenhower Elementary

Students succeed when the school and home work together to promote high achievement for our Eisenhower students. The purpose of this plan is to detail steps our schools will take to engage parents in their children’s education, and how Eisenhower intends to include parents in all aspects of our schoolwide program. Parents are invited and encouraged to participate in the planning, implementation, and review of our schoolwide program and parent involvement plan.

Eisenhower Elementary staff members and parent representatives will develop and revise the Parent Involvement Plan each spring.
The Eisenhower Plan for Student Success, a document that highlights the responsibilities of the school as well as parent and child responsibilities for academic achievement, will be shared with all families.
There will be an annual meeting each fall to inform parents about schoolwide goals, assessments and opportunities for additional support.
Eisenhower Elementary will assist in coordinating childcare and interpreter services for schoolwide informational events as needed. Eisenhower Elementary will assist in coordinating additional support for families based on need.
A yearly survey will be sent to all Eisenhower Elementary families asking for input regarding satisfaction with parent involvement activities. Information gathered will be evaluated and used to revise schoolwide Title I plans. Families who have questions or concerns regarding the parent involvement plan can share ideas and suggestions through the survey and by contacting the school at any time.
Each fall Eisenhower Elementary will share grade level standards through the school newsletter. Standards will also be shared with all families at conferences.
Links to grade level academic resources are available on the school website under the Media Center heading. Games and other curriculum resources will be shared with families at conferences and academic strategies will be highlighted in classroom and school newsletters.
Families will receive information about their child’s progress four times per year through report cards and at fall and spring conferences.
Results of the Minnesota Comprehensive Assessment scores will be shared in spring report cards and by mail to show students’ performance levels in reading and math.
Eisenhower Elementary provides access to staff by phone, e-mail, the school website and scheduled meetings.
All Eisenhower parents are invited and encouraged to volunteer and participate in classroom and schoolwide activities.
Eisenhower Elementary will continually work to ensure all families feel welcome into our school.
Eisenhower Elementary will continue to translate and/or interpret our most common communications in both Spanish and Somali.

This Parent Involvement Plan was developed by the Eisenhower Title I Planning Team on June 9, 2020 and will be in effect for the period of the 2020-2021 school year.

Schoowide Planning Team

Melissa Ness (Principal)
Sara Schmidt (Assistant Principal)
Julie Boehmer (Title I Coordinator)
Kristy Nelson (Literacy Coach)

Español: Read the Eisenhower Elementary Parent Involvement Plan in Spanish

Español: Read the Eisenhower Elementary Parent Involvement Plan in Spanish

Los estudiantes tienen éxito cuando la escuela y el hogar trabajan en conjunto para promover un alto rendimiento para nuestros estudiantes de Eisenhower. El propósito de este plan es detallar los pasos que tomará nuestra escuela para involucrar a los padres en la educación de sus hijos y enumerar cómo Eisenhower pretende incluir a los padres en todos los aspectos de nuestro programa escolar. Los padres están invitados a participar en la planificación, ejecución y revisión de nuestro programa escolar, así como del Plan de Participación de los Padres.

Los miembros del personal de la escuela Primaria Eisenhower y los representantes de padres desarrollarán y revisarán el Plan de Participación de los Padres cada primavera. El plan será distribuido a todas las familias en las conferencias de otoño.
El Plan para el Éxito Estudiantil de Eisenhower, un documento que realza las responsabilidades de la escuela, así como las responsabilidades de usted y de su hijo para el rendimiento académico, será compartido con todas las familias.
Habrá una reunión anual cada otoño para informar a los padres acerca de las metas escolares, evaluaciones y oportunidades para dar ayuda adicional.
La escuela Primaria Eisenhower ayudará a coordinar los servicios de cuidado infantil y de interpretación para eventos informativos escolares según sea necesario. La escuela Primaria Eisenhower ayudará a coordinar el apoyo adicional para las familias según la necesidad.
Una encuesta anual se enviará a todas las familias de la escuela Primaria Eisenhower, pidiendo información respecto a la satisfacción sobre las actividades de participación de los padres. La información obtenida será evaluada y utilizada para revisar el Plan de Título I. Las familias que tengan preguntas o preocupaciones sobre el Plan de Participación de los Padres pueden compartir ideas y sugerencias a través de la encuesta y contactando a la escuela en cualquier momento.
Cada otoño, la escuela Primaria Eisenhower compartirá los estándares de nivel de grado por medio del boletín escolar. También se compartirán estos estándares con todas las familias durante las conferencias.
Los enlaces a los recursos académicos de nivel de grado están disponibles en el sitio Web de la escuela bajo el título del Centro de Medios (Media Center). Los juegos y otros recursos didácticos se compartirán con las familias durante las conferencias, y las estrategias académicas serán recalcadas en el salón de clases y los boletines escolares.
Las familias recibirán información sobre el progreso de sus hijos cuatro veces al año, a través de boletas de calificaciones y reportes durante las conferencias de otoño y primavera.
Los resultados de las Evaluaciones Exhaustivas de Minnesota (MCA), se proporcionarán en ambas conferencias y se enviarán por correo para mostrar el nivel de rendimiento individual de su hijo en lectura y matemáticas.
La escuela Primaria Eisenhower proporciona acceso para contactar a todo el personal escolar, ya sea por teléfono, correo electrónico, nuestro sitio Web escolar y por medio de reuniones programadas.
Todos los padres de Eisenhower están invitados a ofrecerse como voluntarios y participar en actividades del salón de clases y la escuela.
La escuela Primaria Eisenhower trabajará continuamente para asegurar que todas las familias se sientan bienvenidas en nuestra escuela.
La escuela Primaria Eisenhower seguirá traduciendo y/o interpretando nuestras comunicaciones más frecuentes al español y somalí.

El Plan de Participación de los Padres fue desarrollado por el Equipo de Planificación de Título 1 de Eisenhower el 9 de junio de 2020 y estará vigente durante el año escolar 2020-2021.

Equipo de Planificación Escolar

Melissa Ness (Directora)
Sara Schmidt (Asistente de la Directora)
Julie Boehmer (Coordinadora de Título I)
Kristy Nelson (Instructora Literaria)

Gatewood Elementary

Gatewood is committed to the goal of providing quality education for every child in this school. We want to establish ongoing partnerships with parents and with our community. Everyone gains if school and home work together to support high achievement and high engagement of our children. We can’t do this job alone! Parents and families play an extremely important role as children’s first teachers. Their support for their children and for the school is critical to their children’s success every step along the way.

Gatewood Elementary will:

Seek input from our parents and families as we create, develop and revise our Parent Involvement Plan. We will do this each spring during our annual evaluation of our schoolwide plan. We will also seek parent input on the school’s goals and strategies during the planning and review stage of our Schoolwide Plan each year.
- We will begin the process of seeking parent input at the March 2021 PTO meeting.
Convene an annual meeting each fall where the Schoolwide Plan Goals and Strategies will be shared, along with parent engagement opportunities available.
- The Gatewood annual meeting at a date to be determined.
Will offer flexible meeting times so we can better engage ALL of our families and offer transportation, childcare and translators as needed.
- We will provide an update at each PTO meeting throughout the school year.
Provide assistance to parents of all Gatewood students to help them understand and access the following: Programs offered to engage in their child’s education, explanation of the curriculum and state standards, state and local assessments, and if requested, opportunities to participate in decisions related to their child’s education.
- We will provide assistance to parents at the annual meeting, the spring family involvement event, at monthly PTO meetings, during parent-teacher conferences, through school and classroom teacher communication, and on our school website.

Sharing Responsibility with our families for high student academic achievement:

Gatewood Elementary will, along with parents, develop a school-parent Compact for Success which will outline how parents, school staff and students will share responsibility for improved student academic achievement.
- We will start the annual review of the Compact at the March PTO meeting.
Conduct parent-teacher-student conferences where the Compact for Success will be shared.
- We will share the Compact for Success at parent-teacher conferences on October 12 and 13, 2020.
Provide students and families with frequent reports of student progress.
- Report cards will be sent home in January and June 2021. Teachers will also communicate student progress with families through email messages, phone calls and classroom newsletters.
Provide parents information on how to contact school staff, opportunities to volunteer and participate in their child’s class.
- This information will be shared on Gatewood’s website and through our family newsletter, The Gator Gab.
Provide school communications, information and school reports, as much as possible, in a language the parents and family members can understand. Gatewood will provide full opportunities for school participation of parents with children with limited English proficiency, and parents with children with disabilities.
- We will share information in English and other languages through our newsletter, through email messages, and during PTO meetings. We will use the language line and provide translators at school events and conferences.

The Gatewood Elementary parent involvement plan has been developed jointly with and agreed on with parents of children participating in schoolwide Title I programs.

This parent plan will be in effect for the 2020-2021 school year.

Gatewood Elementary will distribute this plan to all parents at Gatewood Elementary and make it available to the larger community on the school website.

Parents: Kim Radel, Michelle Kuhl, Jessica Lindblom, Christine Haider
Staff: Mark French, Chris King, Sarah Sandon, Kay McCarthy, Dawn Lindblom, Kye Nicholls, Jill Bloedorn, Heather Frary, Tracey Benson, Amy Kodet, Karla Anderson

L.H. Tanglen Elementary

Tanglen is committed to the goal of providing quality educational experiences for each and every child. We want to establish ongoing partnerships with parents and our community. Everyone gains if school and home work together to support high achievement and high engagement of our children. Parents and families play an extremely important role as children’s first teachers. Their support for their children and for the school is critical to their children’s success every step along the way. We want our students to know their families and guardians are teaming with the school to help them develop positive skills and traits for successful lives beyond the halls of Tanglen.

Tanglen Elementary School Staff Members are committed to:

1. Seeking input from our parents and families as we create, develop and revise our Schoolwide Academic Plan and our Parent Involvement Plan by:

Providing parents and families ongoing opportunities to give input about both our academic plan and our parent involvement plan.
Providing parents and families with an opportunity to give input during our annual evaluation meetings each spring.
Providing an annual parent survey each year seeking input about our school and parent involvement.

2. Convening an annual meeting each fall where the Schoolwide goals and strategies will be shared with our community, along with parent engagement opportunities available at Tanglen.

The Annual Meeting was held virtually on Monday, October 25.
The presentation was recorded and put on the Tanglen website so all parents can have access to the information throughout the school year.

3. Providing assistance to parents of all Tanglen students to help them understand and access programs offered to engage in their child’s education, curriculum and state standards, assessments utilized at Tanglen and, if requested, opportunities to participate in decisions related to their child’s education in the following ways:

During Open House/Annual Meeting in the fall.
As part of parent teacher conferences.
By sending home weekly school and classroom information/updates electronically with the option to have them translated electronically.
Linking the Minnesota State Standards to Tanglen’s website.

4. Developing a school-parent-student Compact For Success which will outline how parents, school staff and students share responsibility for improved student academic achievement which will be shared at fall conferences.

2021-22 Hopkins School District conference dates: October 18 and 19 & February 16 to 18

5. Providing students and families with frequent reports of student progress in the following ways:

Report Cards (midyear and end of year)
Providing access to the Parent Portal
Parent-Teacher Conferences (fall and spring)

6. Providing parents information and resources on how to contact school staff, opportunities to volunteer and participate in their child’s class in the following ways:

Website
Weekly Tanglen Update
Seesaw and/or Canvas
Parent Volunteer Coordinators
Parent Grade Level Volunteer Representatives

7. Providing school communications, information and school reports, as much as possible, in a language the parents and family members can understand and providing full opportunities for school participation of parents with children with limited English proficiency and parents with children with disabilities.

Weekly Updates, PTO communications, report cards, Schoolwide Information, Compacts for Success and the Parent Involvement Plan will all be translated into Hmong, Spanish, Somali.
District Cultural Liaisons will be utilized for specific family outreach.
Translators will be scheduled for families at conferences.
Access to Language Line for parent/school communications around individual students.

The Tanglen Elementary parent involvement plan has been developed jointly, and agreed on, with parents of children participating in schoolwide Title I initiatives.

Español: Read the L.H. Tanglen Elementary Parent Involvement Plan in Spanish
Hmong: Read the L.H. Tanglen Elementary Parent Involvement Plan in Hmong

Español: Read the L.H. Tanglen Elementary Parent Involvement Plan in Spanish

Tanglen está comprometido con el objetivo de proporcionar experiencias educativas de calidad para cada niño. Queremos establecer una colaboración continua con los padres y nuestra comunidad. Todos ganan si la escuela y el hogar trabajan en conjunto para apoyar el alto rendimiento y la alta participación de nuestros hijos. Los padres y las familias juegan un papel extremadamente importante como primeros maestros de los niños. El apoyo a sus hijos y a la escuela es fundamental para el éxito de sus hijos en cada paso del camino. Queremos que nuestros estudiantes sepan que sus familias y tutores se están asociando con la escuela para ayudarlos a desarrollar habilidades y cualidades positivas para una vida exitosa más allá de los pasillos de Tanglen.

Los miembros del personal de la escuela Primaria Tanglen están comprometidos a:

Buscar la opinión de nuestros padres y familias a medida que creamos, desarrollamos y revisamos nuestro Plan Académico Escolar y nuestro Plan de Participación de los Padres al:
- Brindar a los padres y familias oportunidades continuas para dar su opinión sobre nuestro plan académico y nuestro plan de participación de los padres.
- Brindar a los padres y familias cada primavera la oportunidad de dar su opinión durante nuestras reuniones anuales de evaluación.
- Proporcionar una encuesta anual a los padres cada año en busca de comentarios sobre nuestra escuela y la participación de los padres.
Convocar una reunión anual cada otoño donde se compartirán los objetivos y estrategias de toda la escuela con nuestra comunidad, junto con las oportunidades de participación de los padres disponibles en Tanglen.
- La reunión anual tendrá lugar el jueves 29 de agosto, como parte de nuestra Reunión Informativa (Open House).
- La presentación se grabará y se pondrá en el sitio web de Tanglen para que todos los padres puedan tener acceso a la información durante todo el año escolar.
- En el otoño, el director presentará esta información a los tres grupos de padres (Hmong, Latinx y Somalí) para proporcionar más oportunidades para interactuar y hacer preguntas.
Brindar asistencia a los padres de todos los estudiantes de Tanglen para ayudarlos a comprender yacceder a los programas ofrecidos para participar en la educación de sus hijos, el plan de estudios y los estándares estatales, las evaluaciones utilizadas en Tanglen y, si se solicita, las oportunidades para participar en las decisiones relacionadas con la educación de sus hijos de las siguientes formas:
- Durante la Reunión Informativa (Open House)/Reunión Anual en el otoño.
- Como parte de las Noches Familiares de otoño y las conferencias de padres y maestros.
- Enviando a casa información/noticias semanales de nivel de grado en mochilas y/o electrónicamente.
- Vinculando los Estándares del Estado de Minnesota al sitio web de Tanglen.
Desarrollar un Acuerdo para el Éxito entre la escuela-padre-estudiante, que se compartirá en las conferencias de otoño y que describirá cómo los padres, el personal escolar y los estudiantes comparten la responsabilidad de mejorar el rendimiento académico de los estudiantes.
- Fechas de las conferencias del Distrito Escolar de Hopkins 2020-21: 12 y 13 de octubre y 25 y 26 de febrero.
Proporcionar a los estudiantes y sus familias informes frecuentes sobre el progreso de los
estudiantes de las siguientes maneras:
- Boletas de calificaciones (mitad de año y fin de año).
- Proporcionando acceso al Portal de Padres.
- Conferencias de padres y maestros (otoño y primavera).
Brindar a los padres información y recursos sobre cómo comunicarse con el personal de la escuela,oportunidades para ser voluntario y participar en la clase de sus hijos de las siguientes maneras:
- Sitio web
- Noticias semanales de Tanglen
- Seesaw
- Coordinadores de Padres Voluntarios
- Representantes de Padres Voluntarios de nivel de grado
Proporcionar comunicaciones escolares, información e informes escolares, tanto como sea posible, en un idioma que los padres y los miembros de la familia puedan entender y brindar muchas oportunidades para la participación escolar de padres con niños con un dominio limitado del inglés y padres con niños con discapacidades.
- Las noticias semanales, las comunicaciones de la Organización de Padres y Maestros (PTO), las boletas de calificaciones, la información de toda la escuela, el Contrato para el Éxito y el Plan de Participación de los Padres se traducirán al hmong, español y somalí.
- Los enlaces o representantes culturales del distrito tendrán la función de alcanzar a más familias.
- Se programarán intérpretes para las familias durante las conferencias.
- Habrá acceso a Language Line (Línea de interpretación) para comunicaciones entre padres y la escuela sobre estudiantes individuales.

El plan de participación de padres de la Primaria Tanglen se ha desarrollado conjuntamente y acordado con padres de niños que participan en iniciativas de Título I a nivel escolar.

Padres: Jen Cameron, Lara Erpelding, Melissa Morse, Carrie Ross
Personal Escolar: Anne Baird, Julie Boehmer, Andy Cacka, Jim Hebeisen

Hmong: Read the L.H. Tanglen Elementary Parent Involvement Plan in Hmong

Tanglen cog lus rau lub hom phiaj ntawm kev kawm zoo rau txhua tus me me nyuam. Peb xav kom tsim kom muaj kev kom tes nrog cov niam txiv thiab peb lub zej zog. Sawv daws nce qib yog hais tias tsev kawm ntawv thiab kev kawm tom tsev los ua ke txhawb kom muaj cua mtshuam rau cov me nyuam. Cov niam txiv thiab cov yim neeg yog ib qhov tseem ceeb heev thiab yog cov me nyuam thawj twg xibfwb. Nej txoj kev koom tes pab txhawb cov me nyuam tseem ceeb heev rau tus me nyuam txoj kev kawm. Pev xav kom peb cov tub ntxhais kawm ntawv paub hais tias peb koom tes nrog niam txiv los pab thiab los tsim kev kawm kom zoo tshaj li qub rau tom Tanglan.

Tanglen Elementary School Cov Neeg ua Haujlwm los cog lus:

Nrhiav rswv yim ntawm peb cov niam txiv thiab cov yim neeg raws li peb tsim tau, thiab txhim kho peb txoj kev npaj qhia ntawv thiab peb cov niam txiv txoj kev koom tes los ntawm:
- Muab ib qhov chaw rau niam txiv thiab tsev neeg los muab tswv yim txog peb txoj kev npaj rau lub hom phiak thiab muaj kev koom tes nrog niam txiv.
- Muab ib loub xij haum rau niam txiv los muab tswv yim rau thaum peb muaj peb rooj sib tham txhua txhua xyoo.
- Muab kev ntsuam xyuas rau niam txiv ib xyoo twg los muab lus qhia thiab lus los hais rau peb.
Npaj ib lub rooj sib tham txhua txhua xyoo rau lub caij nplooj zeeg los xyuas cov hom phiaj thiab los xyuas cov tswv yim rau lub zej zog, nrog rau niam txiv nyob rau hauv Tanglan.
- Lub rooj sib tham yuav yog rau hnub Thursday, August 29, ua feem ntawm peb lub tsev kawm ntawv qhib.
- Kev nthuav qhia yuav raug kaw thuab muab twso rau hauv Tanglan lub website rau tag nrho cov niam txiv tau saib.
- Tus thawj xibfwb yuav tuaj qhia rau peb cov Niam Txiv es nyob rau hauv peb pawg Affinity rau Niam Txiv Pab Pawg Neeg (Hmoog, Latin, and Somali) nyob rau lub caij nplooj zeeg peb mas muaj lub sij hauj los nug thiab los teb lus.
Muab kev pab rau cov niam txiv nyob tom Tanglan thiab kev tom taub thiab muaj kev nkaj rau cov program es muaj rau cov tub ntxhais txoj kev kawm, thiab kev xeem tom Tanlgan, thiab yog muaj sij haum rau niam txiv los koom tes rau tus me nyuam txoj kev kawm li no:
- Rau lub sij haum thaum Open House/ib xyoo twg sib tham rau lub caij nplooj zeeg.
- Ua ib feeb rau Family Night thiab thaum niam txiv muaj kev sib tham nrog cov xibfwb thaum muaj conference.
- Xa ntawv los tsev txhua txhua lub lum tiam/xa ntaub ntawv hauv tus menyuam lub hnab lossis xa rau hauv hluav taws xob.
- Muab cov standard hauv Minnesota rau Tanglan lub website.
Tsim ib yxoj kev rau niam txiv thiab cov xibfwb rau Compact for Success yuav pub rau niam txiv paub rau lub caij nplooj zeeg rau lub rooj sib tham conference ntawm.
- 2020-21 Hopkins School District cov hnub rau conference yog: lub October 12 and 13 thiab lub February 25 and 26.
Muab cov tub ntxhias kawm ntawv cov qhab nias rau niam txiv li ntawm no:
- Xa report card (ib nrab xyoo thiab tom qab kev kawm tag).
- Nrhiav kev rau niam txiv nkag rau hauv Parent Portal.
- Koom cov conference nrog niam txiv thiab tus xibfwb (caij nplooj zeeg thiab caij nplooj hlav).
Muab cov lus qhia rau niam txiv thiab cov kev pab rau cov neeg ua haujlwm rau tom tsev kawm ntawv thiab koom nrog cov menyuam li no:
- Lub wesbite
- Txhua txhua lub lim tiam xa cov lus tshiab tuaj
- Seesaw
- Niam txiv tuaj pab tom tsev kawm ntawv
- Niam txiv koom pawg xib fwb los koom kev sib tham
Muab kev qhia rau cov tsev neeg, cov ntaub ntawv qhia txog kev kawm ntawv, cov lus hais cov lus kom cov tsev neeg tom taub, thiab muab kev rau cov niam txiv thiab cov me nyuam paub txog cov lus qhia los ntawm tsev kawm ntawv los.
- Xa ntawv txhua txhua lub lim tiam, xa cov lus ntawm PTO rau niam txiv, xa cov report card, xa cov ntaub ntawv hais txog Compact for Success muaj txhais lus Hmoob, lus Mes thiab lus Somali.
- Yuav siv cov Liaison tom tsev kawm ntawv.
- Yuav siv cov neeg txhais lus rau cdov conference nrog niam txiv thiab cov xibfwb.
- Muab kev txhais lus hauv xov tooj rau niam txiv thiab rau cov neeg es ua haujlwm tom tsev kawm ntawv.

Tanglan Elemantary cov niam txiv txoj kev koom tes tsim tau ua ke, pom zoo nrog peb tsev kawm ntawv, thuab ua rau niam txiv thiab cov me nyuam koom tes nrog peb koom tes nrog Title 1 cov teg num.

Parents: Jen Cameron, Lara Erpelding, Melissa Morse, Carrie Ross
Staff: Anne Baird, Julie Boehmer, Andy Cacka, Jim Hebeisen

Dyslexia

Dyslexia is identified as a specific learning disorder that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.

In Hopkins, 75% of our teachers are trained in LETRS (Language Essentials for Teachers of Reading and Spelling) a professional development program approved by the International Dyslexia Association and the Minnesota Department of Education to support solid instruction for students with dyslexia or dyslexia characteristics. This training is rigorous and takes about 80 hours to complete. We anticipate that 100 percent of our K-2 staff will be trained next year so we can support all of our learners' literacy needs.

Dyslexia Resources: Spanish

Dyslexia Resources: Somali

Please note: These PDFs may not work properly with a screen reader or other accessibility device. If you need an accessible version of these documents, please contact Innovation, Design and Learning at 952-988-4133.

Characteristics of Dyslexia

Preschool

What you might see or hear from your child

Trouble learning common nursery rhymes, such as “Jack and Jill”
Difficulty learning (and remembering) the names of letters and their corresponding sounds in the alphabet
Difficulty recognizing letters in his/her own name
Mispronounces familiar words; persistent “baby talk”
Difficulty recognizing rhyming patterns like cat, bat, rat

Terms you may hear from adults about your child

Emergent reader
Language Delayed
At-risk reader
Immature learner

Actions you can take

Read more about early reading development to help you know what is expected at this age.
Gather examples and information on what your child can do compared to what is expected for the age (for more information on what to look for read the page on Screening Tools on the Get Ready to Read website).
Start working at home to build skills in phonemic awareness and sound symbol relationships; be ready to explain how much practice it takes for progress to be seen.
Have your child formally screened at school or with a psychologist or speech pathologist to determine:
- Differences between the child’s listening, speaking, reading and writing abilities and age or grade level expectations
- If the child is at-risk and appropriate services

Source MDE

Kindergarten-Grade 1

What you might see and hear from your child

Reading

Makes errors that show no connection to the sounds of the letters on the page—will say, “puppy” instead of “dog” when shown picture labeled dog
Does not understand that words come apart
Complains about how hard reading is, or “disappears” when it is time to read
Has parents with or family history of dyslexia and reading problems
Cannot sound out even simple words like cat, map, nap
Does not associate letters with sounds, such as the letter b with the “b” sound

Speaking and Listening

Uses vague or generic terms for specific things
Needs directions repeated frequently
Relies on body language or non-verbal cues to support communication
Slow to find the word to use in a conversation
Complains that others are better readers
Resists reading and practicing at home

Terms you may hear from adults about your child

Struggling reader
At-risk reader
Student in need of interventions
Possible dyslexia

Actions you can take

Continue all the actions listed at earlier ages, plus:

Read more about early reading development to help you know what is expected at this age
Ask your child’s teacher to describe or provide examples of grade level expectations
Have your child formally screened at school or formally evaluated with a psychologist or speech pathologist to determine differences between the child’s listening, speaking, reading and writing abilities and age or grade level standards
Advocate for and accept evidencebased interventions or intervention services
Continue working at home to build skills in phonemic awareness and sound symbol relationships. When talking to professionals, be ready to explain how much practice it takes for progress to be seen

If all above have been done, move to actions listed at the next grade levels

Source MDE

Grade 2 and Up

What you might see and hear from your child

Reading

Is very slow in acquiring reading skills; reading is slow and awkward
Has trouble reading unfamiliar words, i often making wild guesses because he cannot sound out the word, or same errors over and over
Does not have a strategy for reading new words
Avoids reading out loud f Confuses or reads "saw" for "was", "what" for "that"
Omits small words or parts of words when reading aloud

Speaking and Listening

Searches for a specific word, but uses vague language such as “stuff” or “thing” a lot, without naming object f Pauses, hesitates and/or uses lots of “umm’s” when speaking
Confuses words that sound alike, such as saying “tornado” for “volcano,” substituting “lotion” for “ocean”
Mispronounces long, unfamiliar, or complicated words
Needs extra time to respond to questions

School and Life

Frequently misunderstands what was said
Has trouble remembering dates, names, telephone numbers, random lists
Has trouble finishing tests on time because of slow reading or writing
Has great difficulty learning a foreign language f Has messy handwriting and or poor spelling; poor handwriting may mask poor spelling
Practice spelling words do not stick and do not show up in daily writing
Demonstrates low self-esteem that may not be immediately visible
Frequently misses steps in multi-step directions (indicates weaknesses in working memory)

Terms you may hear from adults about your child

Adults express concerns that the student has poor attention, is being lazy or unmotivated, doesn’t work to his potential, or is not trying hard enough
In need of intervention
In need of an IEP

Actions you can take

Participate in meetings to adjust ineffective interventions; make a plan with the school on when to move forward with an evaluation
Know your rights and how to request services so that you know what to do if you disagree with school's course of action
Monitor and notice if your child shows physical or emotional symptoms related to the stress of school and reading
Continue to build skills at home and monitor how much practice is required to see improvement
Seek supports within the community to help you understand, advocate for and support child; this may include obtaining an independent evaluation
Discuss with language specialists if there are concerns about the child’s speaking and listening, attention and/or memory

If all above have been done, move to actions listed at the next grade levels

Source MDE

Young Adults and Adults

What you might see and hear from your young adult

Reading

A childhood history of reading and spelling difficulties
While reading skills have developed over time, reading still requires great effort and is done at a slow pace
Rarely reads for pleasure
Slow reading of most materials— books, manuals, subtitles in films
Avoids reading aloud

Speaking and Listening

Not fluent, often anxious while speaking
Pausing or hesitating often when speaking; using lots of “um’s”
Using imprecise language, for example, “stuff” or “things,” instead of the proper name of an object
Often mispronounces the names of people and places; trips over words
Difficulty remembering names; confuses names that sound alike
Struggles to retrieve words
Slow response in conversations and/or writing; struggles when put on the spot
Spoken vocabulary is narrower than listening vocabulary
Avoids saying words that might be mispronounced
Oral language difficulties persist

School and Life

Despite good grades, will often say that she is dumb or is concerned that peers think that she is dumb
Penalized by tests that limit ability to communicate knowledge (ex. multiple choice tests)
Sacrifices social life for studying
Suffers fatigue when reading
Performs rote clerical tasks poorly and struggles to complete tasks on time
Struggles with writing projects and essay tests

Terms you may hear from adults about your child

Student is unmotivated, not reaching his her potential, not completing work and should just try harder
Student needs a 504 Plan Student needs special education Student has dyslexia, depression, anxiety, attention, or other disorders
Student is at-risk of dropping out or not graduating

Actions you can take

Continue all the actions listed at earlier ages, plus:

As the child grows older provide opportunities for him or her to self-advocate and actively participate in making decisions about when, how and to what degree supports are provided
Watch for changes in ability to recover from failure and frustration, and attitude towards school and learning
Continue monitoring and supporting a balance between work and special interests
Ensure documentation of disability and need for accommodations, modifications, services, etc. stays current and shows what is working
Begin discussing and planning for post school plans in junior high school, if not earlier
Ensure assistive technology and Accessible Educational Materials are in place and effective

Source MDE

Strengths of a Dyslexic Child

Kindergarten and first grade

What you might see and hear from your child
Potential Strengths

Curiosity
Creative imagination
Ability to figure things out
Eager embrace of new ideas
Gets the gist of things
Good understanding of new concepts
Larger vocabulary than peers
Talent at building models
Oral language is relatively stronger than phonemic awareness and decoding abilities

Actions you can take

Do not let reading problems define your child
Look for and support the child's interests and strengths
Avoid talking about child's reading struggles with other adults when child can hear you

Second grade and up

What you might see from your child
Potential Strengths

Reading

Relatively strong thinking skills: conceptualization, reasoning, imagination, abstraction; gets the “big picture”
Stronger with tasks that are meaningful, rather than rote memorization
Understands most of what is read aloud
Reads and understands overlearned (highly practiced) words in a special area of interest at a high level; for example, reads and understands auto mechanic magazines if hobby is restoring cars
Reading in an area of interest becomes easier and productive as vocabulary is mastered
Stronger listening vocabulary than indicated by reading and writing scores and samples
Excellence in areas not dependent on reading, such as math, computers and visual arts, or excellence in more conceptual (versus factoid-driven) subjects such as philosophy, biology, social studies, neuroscience and creative writing

Actions you can take

Continue to build a picture of your child’s growth, strengths, weaknesses and what supports are working; add new information from all professionals working with you and your child
Encourage a growth mindset and focus on effort and strategies that lead to success and independent learning
Continue to advocate for use of alternate instructional materials to balance practice in reading with access to subject matter vocabulary subjects
Encourage and support areas of interest and special talents. Balance school with other interests and family time; consider tutoring as needed

Young Adult and Adult

Potential Strengths

Demonstrates persistence in areas of interest f Noticeable improvement when given more time on multiple-choice exams
Noticeable excellence when focused on a highly specialized area such as medicine, law, public policy, finance, architecture, or basic science
Quality thought and elaboration of ideas in writing (spelling poor)
Relatively articulate in the expression of ideas and feelings f Success in areas not dependent on rote memory
Talent for high-level conceptualization, ability to come up with original insights
Big-picture thinking; inclination to think outside of the box
Noticeable resilience, ability to adapt

Source MDE

Dyslexia or Significant Reading Difficulty?

Ask these questions:

Are the characteristics above at odds with my perception of the student’s strengths and abilities?
Does the student exhibit exceptional skills and talents in multiple areas?

Strong comprehension when read to
Conversations and thinking demonstrates sophisticated listening and speaking vocabulary
Creativity
Vivid imagination
Curiosity and high level of knowledge on topics, activities, or skills that do not require reading
Intuitive and insightful

If you have answered yes to these questions, it is possible that this student may be dyslexic. Regardless of how you answered the questions, this student needs targeted, systematic, sequential, cumulative, and explicit phonemic awareness and phonics instruction.

Our Assessment Plan

Screening

Universal Screening — FastBridge

Hopkins Public Schools uses FastBridge assessments for early identification screening of all students.

Kindergarten-Grade 1: All students are assessed in the fall and spring. Students not meeting the fall benchmark and receiving intervention services are also assessed in the winter. Phonemic awareness, phonics and decoding, word segmenting, sight words and fluency (spring of grade 1) are the focus of these assessments.

Grades 2: All students are screened in the fall and spring, using an oral reading fluency assessment as well as the areading and amath assessments. The oral reading fluency assessment provides us with information about decoding skills, accuracy and fluency. The areading and amath assessments provide information about students’ broad reading and math skills, respectively. Students not meeting the fall benchmark and receiving intervention services are also assessed in the winter.

Grades 3-6: All students are screened in the fall using an oral reading fluency assessment. This assessment provides us with accuracy decoding skills, accuracy and fluency. Students scoring below the fall benchmark and below proficient on the fall MAP assessment are rescreened during the winter and spring.

Our FastBridge screening assessments do not diagnose dyslexia. They are our first steps in identifying students who need additional targeted instruction in the components of reading. Next steps may include the following diagnostic assessments:

Phonological Awareness Screening Test (PAST)
Phonemic Awareness Inventory
Decoding Inventory
Family History - Is dyslexia present in family members?
RAN/RAS - Rapid Automatized Naming/Rapid Alternating Stimulus Tests
Teacher Checklist for Characteristics of Dyslexia
Classroom observations

Interventions

Targeted Interventions used in Hopkins include:

PRESS (Path to Reading Excellence in School Sites) - These targeted, skill-based interventions provide sequential and explicit instruction in phonemic awareness, phonics and fluency in combination with connected text.
SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) - This cumulative program provides a structured literacy approach to foundational reading skills instruction through explicit instructional routines. Instruction is differentiated based on an initial placement assessment.
KPALS/PALS (Peer Assisted Learning Strategies) - This targeted intervention focuses on phonemic awareness and early phonics skills for kindergarten and first grade students.

Tier 3 Interventions or Special Education Services:

Not all students with characteristics of dyslexia need special education services. Students who are not showing adequate progress after at least two targeted interventions have been provided may be referred to the Student Assistance Team to determine next steps. The team may determine that a formal special education assessment is the next step.

SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) - This cumulative program provides a structured literacy approach to foundational skills instruction through explicit instructional routines. Instruction is differentiated based on an initial placement assessment. Multisensory learning is used to enhance memory and learning of written language.

Tier 3 or Special Education?
Frequency, duration, intensity of instruction, grade level, and SIPPS level will differentiate the use of the SIPPS curriculum in providing intensive instruction in general education vs special education.

Progress Monitoring

Students who receive intervention support are monitored to document growth and the effectiveness of the intervention. If a student is making progress, we continue with the intervention until the student reaches grade level proficiency. If a student is not making progress, instruction may be adjusted in frequency or intensity. A student may also be placed in different intervention materials. Skill-specific assessments and on-grade level measures are both used to document student progress throughout intervention.

Parent Notification

Dyslexia Diagnosis

Public school districts cannot formally diagnose dyslexia. We do closely monitor student performance and screen for reading concerns that would indicate a need for supplemental instruction, alternative learning methods, or specialized services. Through these screenings we may also determine that no additional services are required.

Parents of students diagnosed with dyslexia by an outside source should make the classroom teacher aware of the diagnosis and share any additional information that would be helpful, including, but not limited to the outside evaluator’s summary and recommendations. The classroom teacher will bring this information to the attention of the building’s Student Assistance Team for consideration. The team will collaborate with parents to investigate the extent to which the dyslexia is affecting the student’s performance in reading instruction and determine the next steps. These steps may include: additional evaluation, implementation of classroom accommodations, inclusion in one of the interventions available at the site, or that no additional services are required. Parents will be notified of the team’s findings and will communicate permission prior to proceeding with additional supports or services.

Resources for Families

Minnesota Department of Education

International Dyslexia Association

Local Literacy/Read Well by Third Grade

Hopkins Public Schools is dedicated to the success of all our students. This Literacy Plan describes the current goals, practices, and supports for students in Grades K-3 who need targeted assistance to reach grade level proficiency expectations in reading. This plan meets the requirements of MN statute 120B.12, also referred to as "Reading Well by Third Grade."

Curriculum & Instruction/Multi-Tiered System of Support

In Hopkins Schools, we help all children become independent readers and writers through a balanced literacy program. Of equal importance in literacy instruction are the emphasis on reading for meaning and the promotion of literature for enrichment and lifelong learning. The balanced literacy program in our elementary schools includes reading aloud, shared reading, guided reading, and independent reading.

Local Literacy Plan: 2024-25 School YearPlease contact Erica.Lee@hopkinsschools.org if you need an accessible version of this document.

Assessment
Parent Notification and Involvement

Assessment

Reading proficiency develops over time, and students of all abilities need sustained and intentional reading instruction throughout their K-12 schooling. It is important to monitor student progress toward reading proficiency from Kindergarten through third grade and beyond in order to ensure that instruction is meeting the needs of all students and that proper support services are in place for those needing additional instructional time.

By regularly assessing students' progress in reading, Hopkins teachers can identify which students need more help and which are likely to make good progress with quality core instruction alone. An effective assessment plan has four main objectives:

Identify students who are at risk or who are experiencing difficulties on an ongoing basis and who may need extra instruction or intensive interventions if they are to make adequate progress toward grade-level expectations (screening measurements).
Inform instructional planning in order to meet the needs of individual students (diagnostic measurements).
Monitor students' progress during the year to determine whether students in intervention are making adequate progress in literacy development (progress monitoring measurements).
Evaluate the effectiveness of intervention and whether the instruction provided is intensive enough to help students achieve grade-level outcomes by the end of each year (evaluative measurements).

Parent Notification and Involvement

Parents or guardians will be notified of student results on the above assessments at the earliest possible time when their child performs below grade level on screening assessments. An explanation of the types of services the teachers will provide for their student will be discussed either via phone call or through a parent/teacher conference in the fall following the required screening assessments. Parents are encouraged to call their child's teachers when they have questions regarding this service. Parents have the right to decline service for their child by signing and returning the informational letter that they receive following the conference discussion.

Parents are given suggestions from teachers at conference times as to how they might help their child to improve in his/her literacy skills. A monthly district Reading Connections newsletter is posted on each building's website or printed for take-home.