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Programs assisting with learning
Several programs and support resources are available to assist students in learning. Whether families are looking for a little guidance off the Internet or an extensive intervention plan, there is something already available to meet your child's needs. If you have any questions, please contact a school counselor.
Interventions: Individual learning plans for students needing academic help with core classes including English, math and science. One of three levels of intensity is chosen for participating students.
Educational equity: English learners, the Indian education program and student achievement advisors focus on reducing the academic disparity between different groups of learners, ie. white vs. minorities, or high income vs. low income.
Special needs: The Special Education program and special accommodations (504 plan) help students with special needs learn in the most unrestrictive environment possible.
Interventions
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Tier I: Core instructional interventions
The primary level of support is the level at which all students receive high quality instruction in the core curriculum of the school. More details can be found on the curriculum, instruction and assessment department page. -
Tier II: Group interventions
If students struggle in the Tier I level, they receive targeted support at the Tier II level. The Tier II level of support typically involves small-group instruction that is delivered as part of the general education curriculum. More details can be found on the curriculum, instruction and assessment department page.
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Tier III: Intensive interventions
If students are still struggling in the core curriculum after receiving support at the Tier II level, a more intensive level of support may be necessary. The Tier III level includes the most individualized interventions targeted to each student’s area(s) of need. More details can be found on the curriculum, instruction and assessment department page.
Supplemental programs
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What is supplemental programs?
The primary focus is to support students who are at-risk for not meeting state proficiency standards in the areas of reading and mathematics. Research-based practices provide the basis for interventions to help students achieve greater academic success. Instructional interventions are designed to provide support to learners on specific skills and concepts.
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Which students are eligible for service?
The following assessments are considered to determine eligibility:- Kindergarten and grade 1: FastBridge (FAST) earlyReading. Bridges Math Assessments, and teacher judgment
- Grade 2: FastBridge aReading and CBMreading, Phonics assessment, Conceptual Place Value (CPV), Bridges Math Assessments, and teacher judgment
- Grade 3: FastBridge aReading and CBMreading, NWEA MAP math scores, Bridges Math Assessment, and teacher judgment
- Grade 4-5: student performance, reading fluency passages, NWEA MAP reading and math scores, MCA, and teacher judgment
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Targeted services
Targeted services is a state-funded, by-invitation-only program that offers additional learning opportunities to academically targeted K-8 students. Students are invited if they would benefit from the program and are able to be independent, safe and successful within the program.Targeted services programs are purposefully designed to build academic skills, as well as to help students develop better organizational and social/emotional skills. Targeted services programs are taught by highly-qualified teachers and are offered at Anoka-Hennepin schools through extended day (before and after school) and summer school programs (extended year).Every student enrolled in a targeted services program must have a continuous learning plan (CLP). The CLP is required by the Minnesota Statutes, section 124D.128, Subdivision 3. It is a communication tool to show why the student was recommended and to involve/inform the parents about the process. A parent/guardian must sign the registration form for the extended day/year program, as well as their child's CLP. -
Qualifying factors
In Anoka-Hennepin, students qualify based upon informal and formal district assessment measures such as NWEA MAP, MCA and district reading and math benchmarks. Students are selected for participation because they have demonstrated academic performance below grade-level expectations, are at-risk for failing to meet the state's academic content standards, or have social challenges that may put them at-risk of not being successful in school.The identification of students who could benefit from a targeted service program can be referred by: classroom teachers, support teachers, social workers, or other school personnel. -
Extended day (before and after school)
Extended day programs are held at a student's assigned school of attendance outside of the regular school day. The intervention is an optional learning support that students receive, which is intended to serve students who meet specific academic criteria and are struggling in core academic areas. Days of the week, time of day, length of the sessions, and classes offered will vary from school to school.
Contact the targeted services secretary at your child's school for more information. -
Summer school
Targeted services summer school is an optional program and is only available to students who have qualified academically based on district and state assessment scores and/or district reading and math benchmarks. For specific information regarding the possibility of your child attending the summer program, please contact your child's classroom teacher.The summer program follows the same school year expectations of strict attendance and behavioral policies. Summer school is a privilege and adhering to these policies will promote an atmosphere that will provide the best educational learning experience for all of our summer school students. -
What intervention programs are used?
Eligible students may be supported using number sense focused interventions such as Bridges Intervention or Conceptual Place Value or literacy interventions including WonderWorks or Wonders skill-specific Tier II interventions.
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Who is responsible for the instruction of Title I/Supplemental programs?
- Classroom teachers are responsible for the core or initial reading and math instruction.
- The supplemental programs teachers work cooperatively with the classroom teachers to provide additional instruction and/or support.
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How are supplemental programs funded?
Supplemental programs are funded through a state grant and federal Title I funds. Schools qualify for Title I funds based on their free & reduced lunch percentages. The principal and the Building Leadership Team/Title I Schoolwide Planning Team are responsible for academic support decisions in their building. This team determines the best way to meet the needs of their at-risk students as outlined in their School Improvement Plan/Title I Schoolwide Plan, with the funds allocated to them.
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Supplemental programs staff directory
Annette Ziegler, Director of Elementary Schools: annette.ziegler@ahschools.us, 763-506-1122
Beth Engman, Teacher SA-TALS: beth.engman@ahschools.us, 763-506-1136
Judy Kronstedt, Secretary: judith.kronstedt@ahschools.us, 763-506-1072
Coleen Mateychuk, Secretary: coleen.mateychuk@ahschools.us, 763-506-1123
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Targeted services contact information
Each building has a targeted services building lead or coordinator and a targeted services secretary who oversees the program process. Please ask your child's teacher who this person is at your child's building if you have questions.
Title II
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Program overview
The Title II Program provides professional development funding to Local Education Agencies (LEAs) that is tied to research-based curriculum that impacts student achievement. These funds are intended to increase the academic achievement of students by improving teacher and principal quality. In particular, Title II funds are used to provide continuous, ongoing training that helps teachers better understand academic subjects and to learn new instructional strategies focused on improved student learning.
In addition to using Title II funds for professional development, funds can also be used for a variety of other purposes, from recruiting and retaining teachers to reducing class sizes. -
Title II schools [non-public]
Title II, Part A
These are professional development services that supplement professional development provided to private school teachers, principals, and other educational personnel at the private school. The law requires that all uses of Title II, Part A funds supplement non-federal funds (i.e., private school funds) that would otherwise be used for activities. Professional development provided with federal funds needs to be in addition to, and not in place of, what the private school would otherwise provide. These services can be provided in the form areas such as training, workshops/conferences, mentoring/coaching, professional learning communities, etc.
- The following non-public schools within the Anoka-Hennepin attendance boundaries accept Title II funding: Cross of Christ, Epiphany, Legacy Christian Academy, Northside Christian, St. Stephen's and Way of the Shepherd.
Student Achievement Advisors
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What is a student achievement advisor (SAA)?
The student achievement advisors' role, in collaboration with the administration and staff of the Anoka-Hennepin School District, is to support the efforts of our students to succeed academically and socially as well as strengthen relationships with the families and communities our students represent.
There are Student Achievement Advisors (SAAs) placed at each middle and high school throughout the district and one elementary school.
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High school SAAs
Andover High School: Destiny CummingsAnoka High School: Jesse JeffersonAnoka High School: Vivienne WilliamsonSandburg Regional High School: Stephanie JohnstonChamplin Park High School: Henry GallowayChamplin Park High School: Michele HickmanCoon Rapids High School: Rumeal Setts -
Middle school SAAs
Anoka Middle School: Catherine BriskiCoon Rapids Middle School: Lisa Reyes Tauer, websiteJackson Middle School: Samii LimNorthdale Middle School: Peace MitchellOak View Middle School: Emily WiseRoosevelt Middle School: Amy Her -
Elementary SAAs
Monroe Elementary: Jaleel Ramey
Monroe Elementary: Cathy Ngo
American Indian Education
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What is American Indian Education?
Anoka-Hennepin American Indian Education Program
Since its beginning in the 1973-74 school year, the Anoka-Hennepin American Indian Education program has focused on the educational needs of American Indian students.Our purpose is to encourage and inspire the academic achievement, social and emotional development, and cultural awareness of our American Indian students; to serve as a resource to review and recommend accurate curriculum; and to promote cultural diversity among our community, staff, and students.Contact our program:
Indian_ed@ahschools.us
763-506-1159 -
More information
More info on the program:
Questions?Contact the Program Supervisor:
Mindy Meyers
American Indian Education Coordinator
Mindy.Meyers@ahschools.us
763-506-1186American Indian Education office:Educational Service Center
2727 N Ferry St.
Anoka, MN 55303Culture Lessons/Resources for teachers/families:
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Academic advisement
Advisors meet with students at their schools. Short group pull-out sessions are scheduled throughout the school year to help students achieve a greater level of success. One-on-one pull-out sessions are scheduled for students participating who need additional support and/or intervention, or as requested by parents and/or students. Advisors monitor attendance, grades, testing results, behavior, and course load. They provide post-secondary planning and career advisement at the high school level. Advisors work closely with parents/guardians, teachers, school staff, and administration to ensure students are getting the best experience possible.Advocacy
- Advocacy Between Home and School
- Liaison to District Personnel
- One-to-One Connection/Support
- Special Education
- Track Grades and Attendance
- Tutoring Scholarships
- Summer Reading Program
- Career Planning
- College Prep and Scholarship Application Assistance
- Information and Referral to Social Agencies
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Cultural advisement
One of the goals of the American Indian Education program is to increase cultural awareness and knowledge of our student's American Indian Heritage. We strive to instill pride in our students and the belief that the generations before them had value, and contributed to the world they now live in. Advisors create opportunities for students to learn about their culture through community events, field trips, and K-12 lesson plans that they develop each year.
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Student activities/Community events
To meet our cultural and academic goals Anoka-Hennepin American Indian Education organizes multiple student activities and community events throughout the year, including but not limited to:- Cultural Activities
- College Visits
- Field Trips
- Picnics
- Scholarship Night
- Senior Honoring
- Trimester Celebrations
For more details on upcoming events, please view the events page.
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Elementary Advisors
Elementary Schools
**Exception: River Trail Learning Students fall under the Andover/Alternative School Cluster
Elementary Cluster 1
Jenny Porter
jenny.porter@ahschools.us
763-506-1172- Andover Elementary
- Brookside Elementary
- Champlin Brooklyn Park Academy
- Crooked Lake Elementary
- Dayton Elementary
- Evergreen Park Elementary
- Lincoln Elementary
- Monroe Elementary
- Oxbow Creek Elementary
- Ramsey Elementary
- Rum River Elementary
- Wilson Elementary
Elementary Cluster 2
Biiwaabik, Laura Pederson
763-506-1280- Adams Elementary
- Eisenhower Elementary
- Hamilton Elementary
- Hoover Elementary
- Jefferson Elementary
- Johnsville Elementary
- Madison Elementary
- McKinley Elementary
- Mississippi Elementary
- Morris Bye Elementary
- Sand Creek Elementary
- Sunrise Elementary
- University Elementary
Program Coordinator
Mindy Meyers, Waapishki Kiisis Ikwe
763-506-1186 -
Secondary Advisors
Cluster Alignment:
The Anoka-Hennepin American Indian Education program follows a cluster model. Each advisor is aligned to a specific school cluster and supports the students in those buildings. This allows our advisors to follow students for more than just a few years, given they do not switch schools or move.
**Students who opt to enroll in the Step Ahead Online program will work with their "home school" cluster advisor.
Secondary Schools
Andover/Alternative Cluster
Danielle Hale, Makade Giniw
763-506-1287- Andover High School
- Anoka-Hennepin Technical High School
- Bridges
- Compass Programs
- Oak View Middle School
- Pathways
- River Trail Learning Center
- Including RTLC Elementary
- Teen Pregnancy Program
Anoka ClusterTBAFor immediate assistance, please reach out to Program Coordinator, Mindy Meyers:
mindy.meyers@ahschools.us ; 763-506-1186- Anoka High School
- Anoka Middle School for the Arts - Fredmoore Campus
- Anoka Middle School for the Arts - Washington Campus
- Sandburg Regional High School
Tina Vinton763-506-1342- Blaine High School
- Northdale Middle School
- Roosevelt Middle School
Bryan Waukau, Okehmah763-506-1281- Champlin High School
- Jackson Middle School
Elizabeth Hendrickson -
American Indian Education events
UPCOMING EVENTS
The American Indian Education Team is off for the summer. We will see you in the fall!ONLINE VIRTUAL SPEAKER SERIES
During the height of the pandemic, we hosted an online-virtual speaker series. We hosted live speakers and asked speakers to pre-record videos for our online speaker series. All videos can be found on our Youtube Channel.
ANNUAL AMERICAN INDIAN EDUCATION EVENTS
Trimester Celebrations
Twice a year, American Indian Education hosts two community potlucks to celebrate and honor students' achievements after Trimester One and Trimester Two.We believe in recognizing students both for their academic achievements as well as community and cultural achievements. Awards given are:- A Honor Roll: 3.6 GPA (weighted)
- B Honor Roll: 2.6-3.5 GPA (weighted)
- Exemplary Attendance: 97% attendance (about less than 1.5 days missed).
- Outstanding Attendance: 95% (about less than 3 days missed)
- Above and Beyond: The purpose of this award is to recognize students who exceed expectations and take on leadership roles during groups with their advisors.
- Community Advocate: The purpose of this award is to recognize students who have volunteered in their communities during the trimester. Submit a nomination here.
- Cultural Leadership: The purpose of this award is to recognize students who have shown cultural leadership through their participation in cultural activities during the trimester. Examples include participation in: powwows (dancing, drumming, contests), ceremony, language tables, etc. Submit a nomination here.
American Indian Education provides the main dish for the meal, paper products, juice and coffee. We hope to see you there. Please bring a dish to share if you are able.Annual American Indian Education Fall Kickoff Potluck Picnic
Each September the American Indian Education Program plans a potluck picnic to kick off the school year! This is one of our biggest events of the year. It is a great place to meet new friends in the community and renew old friendships lost during the busy summer months. We often have a wide variety of activities for students and families to participate in.This is a potluck event. Indian Education provides the main dish for the meal, paper products, juice, and water. Please bring a dish to share if you are able.
End of Year PicnicEach June, the Indian Education Program plans a potluck picnic to close out the school year. During this picnic we celebrate our students who are transitioning from elementary to middle school, middle to high school, and high school graduates.
This is a potluck event. Indian Education provides the main dish for the meal, paper products, juice, and water. Please bring a dish to share if you are able.Winter Event & College/Career Fair
Each year, our program hosts a family culture day known as the Winter Event. This is a day of fun and engaging cultural activities and presentations that is also paired with a college/career fair. Past winter events have included: storytellers, leather pouch making, star lab, small community powwow, MN Zoo Mobile, hoop dance performers and classes, Drum history, Ojibwe and Dakota language games/activities, traditional lacrosse, and much more!
Parent Committee Meetings
Parent committee meetings are monthly and open to the public. 2022-2023 parent committee dates TBA.
Learn more about our parent committees here.
VOLUNTEERS
Indian Education has a variety of volunteer opportunities throughout the year. Whether you’re a family member, district staff member, student, or friend, we welcome your valuable talents and expertise.
- Parent committee (parents, secondary students, and district staff)
- Picnics
- Field Trips
- College Visits
- Senior Honoring
- Guest Speaker/Presenter
- Mailings
- Craft Preparation
All program volunteers must work with the volunteer coordinator at their schools to submit a volunteer application and any other necessary paperwork. If you are interested in volunteering, please contact your cluster advisor or the program coordinator for more information.
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Parent committee elections
Purpose of the American Indian Education Parent Advisory Committee
The purpose of the Anoka-Hennepin American Indian Education Parent Advisory Committee and Indian Education program is to encourage and inspire the academic achievement, social and emotional development, and cultural awareness of our American Indian Students; to serve as a resource to review and recommend accurate curriculum; and to promote cultural diversity between community, staff and students.
Parent committees
The Parent Advisory Committee (PAC) is a committee composed of parents or guardians of American Indian students, school district representatives and secondary American Indian students. There is also a separate committee that works specifically with the Johnson O’Malley Grant (JOM). This committee is composed of parents or guardians of JOM certified American Indian students.
The Parent Advisory Committee and Johnson O’Malley Committee meet on a monthly basis throughout the school year. They provide an important link with the Indian community and advise the school district on all aspects of the Indian Education program. If you are interested in serving, please contact your cluster advisor for more information.
All parent committee meetings are open to the public. See our Events page for more information.Nominations
Nominations are accepted at the beginning of each year to fill vacancies in both parent committees. They should be postmarked by the date on the Self Nomination Form.
Nominations should be submitted to:
Mindy MeyersAnoka-Hennepin School DistrictRE: American Indian Education Program-Election
2727 N Ferry St.
Anoka, MN 55303Or email information to: mindy.meyers@ahschools.usElections are held at the annual kickoff picnic in September. All parents/guardians of children enrolled in American Indian Education are eligible to vote. Students in grades 7 - 12 who are enrolled in American Indian Education may also vote.
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Tutoring
American Indian Education Tutoring Scholarships
Anoka Hennepin American Indian Education offers limited tutoring scholarships
each trimester students participating in our program
Purpose: To focus on filling skill gaps in the areas of math and reading. Filling skill gaps rather than providing homework help will provide students with the foundation they need and help support their long-term academic success as they move through elementary, middle school, and high school.Each trimester a limited number of scholarships are available to students (grade 1-12). Through partnership with Sylvan Learning Center, we are able to offer a limited number of full and partial scholarships each trimester, allowing students to participate in 25 hours of tutoring for their scholarship trimester.Families who opt for partial scholarships will pay half the tutoring cost at a discounted rate. The cost is $550 up front per trimester.To bring students to grade level reading, priority is given (up to 7 spots) to 1-5th grade students who are below grade-level. Additionally, these students may have the opportunity to continue tutoring each trimester.Scholarships will be awarded via a random drawing of the registrations turned in during the enrollment period. Once the scholarship limit has been reached, we will keep a running list of students on a waiting list. These students on the waiting list will be first in line for the upcoming trimester to ensure they receive tutoring. They may also be the first to receive a tutor if a student currently receiving tutoring is dropped from tutoring.
Scholarship recipients will be notified by the selected tutoring service. Non-recipients will be contacted by their American Indian Education Advisor and placed on the waiting list.**NOTE: We are currently not partnering with Yellow Parachute Learning Center. -
Documents and useful links
Program Enrollment
Academic/homework
Stay Connected
ScholarshipsNewsletters and publications
History and culture
Health and wellness
Local, county and federal organizations
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Federal law 504 for special accommodations
Section 504 is a federal law designed to protect qualified students with disabilities. It requires that school districts provide a free appropriate public education (FAPE) to qualified students who have a physical or mental impairment that substantially limits one or more major life activities. Eligibility for 504 services are determined through an evaluation process at the student's school of attendance. If determined eligible, school staff work with parents and the student (when appropriate) to create a 504 Accommodation Plan designed to meet the students individual needs.
Special education
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Ages three to five
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School age
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History
Special education has a long history, but it wasn't until relatively recently, that it really became a standard part of education. One of the first schools to serve students with special needs was founded in 1787 in Paris. It was set up to serve students with vision impairments. From then until 1975, various schools or small initiatives were started around the United States to support students with special needs, but there was no assurance that every student would be able to participate fully in the public school setting.
In 1975, special education support became law in the U.S. when Congress enacted the "Education for All Handicapped Act" (Public Law 94-142). That law was approved to assure that all students, regardless of abilities, be allowed to participate in a free and appropriate public education.
The law was revised in 1983, 1986 and 1990 to expand the services and populations served. In 1990, the law was renamed the "Individuals with Disabilities Education Act" (IDEA), and it is this version of the law that we currently use to assure that our students' needs are met.
English learners
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What is the English learners program?
The primary goal of the English Learners (EL) program is to help students to use U.S. academic English, understand the culture of U.S. schools, and be successful learners. In our program, students will understand:
- English is used to communicate for a variety of purposes in social, cultural and academic settings.
- English language strategies support academic achievement in content areas.
- English language mastery requires proficiency in listening, speaking, reading and writing.
English Language instruction:
- Direct English language instruction is delivered by licensed EL teachers.
- All teachers are teachers of students that qualify for EL services.
- All teachers provide a language rich environment accessible for all students using research-based instructional strategies.
- Direct EL instruction is provided in small EL groups and sheltered EL classrooms.
- EL teachers build a foundation of content knowledge, academic problem-solving skills, and language proficiency.
- Curriculum and instruction is aligned to WIDA English Language Development Standards as well as the Minnesota K-12 Academic Content Standards
English Language students, families, and community
- Multilingualism as an asset.
- Interpreters and translation services for families’ home language.
- Language-rich school learning environments.
- Bilingual SEALS opportunities for students.
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Assessments and proficiency levels
When should a student be assessed for the EL program?
A student should be assessed for the EL program if parents indicate a language in addition to English on the Minnesota Language Survey:
1. My students first learned
2. My student speaks
3. My student understands
4. My student has consistent interaction in
Students will be assessed in four domains; reading, writing, speaking and listening of academic English.
Where are students assessed?
Students who meet the criteria are assessed at the Family Welcome Center in the Coon Rapids Family Center Mall, 11224 Crooked Lake Blvd. NW, Coon Rapids, MN 55433. The Family Welcome Center can be reached at 763-433-4680 during regular office hours (7:30 a.m. to 4 p.m., Monday through Friday).
What happens after students are assessed?
Students receive an ineligible or eligible status.
Ineligible: If a student is not eligible for EL services based on his/her test scores, families will schedule a registration meeting with their child's school. The student will not receive English support from EL staff.
Eligible: If a student is eligible for EL services based on his/her test scores, the test information is shared with the assigned school offering EL support. Families will also meet with their child's school.
How do students leave the EL program?
A student must show proficiency in English by:
- Meeting state and district criteria on the ACCESS 2.0 for ELLs (Assessing Comprehension and Communication in English State-to-State for English Language Learners) assessment.
Online resources
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High school