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.

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.

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.

• Kindergarten and grade 1: FAST. Bridges Math Assessments, and teacher judgment
• Grade 2: Oral Reading Fluency, Phonics assessment, MAP reading and math scores, Bridges Math Assessments, and teacher judgment
• Grade 3-5: student performance, MAP reading and math scores, MCA, and teacher judgment

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.

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.

• 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. 

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.

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 I is a federally funded program that is part of the Every Student Succeeds Act (ESSA). The goal of this law is to help all students meet grade level expectations in reading and math as written in the Minnesota state standards. Our school has extra reading and math intervention teachers who can help the students who are performing below grade level in reading and/or math. This is done to be fair and equitable for all students.

The elementary schools which have over 40% of their students who get free and reduced priced meals receive Title I dollars to help all the students in the school. We are a Title I Schoolwide school, and so we write goals each year to meet the needs of our school. These goals are written with staff, family, and student voices. The resources and money that come from Title I are used to meet those goals and support student success.

You may be able to help increase the funding that your school receives. If you believe that your family income may be within the guidelines for the program, you may view the application online, request an application from your school or from the school district's child nutrition program by calling 763-506-1240.

View the Anoka-Hennepin School District family engagement plan. (2023-24 school year).

View the full version of the Anoka-Hennepin School District family engagement plan (2023-24).

 Title I schoolwide schools:

• Adams Elementary School
• Eisenhower Elementary School
• Evergreen Park World Cultures Community School
• Hamilton Elementary School 
• Hoover Elementary School
• Jefferson Elementary School
• Johnsville Elementary School
• Lincoln Elementary School for the Arts
• Madison Elementary School
• Mississippi Elementary School
• Monroe Elementary School - Mathematics, Science and Children's Engineering
• Morris Bye Elementary School
• Ramsey Elementary School
• Sand Creek Elementary School
• University Avenue Elementary School - Aerospace, Children's Engineering and Science
• Wilson Elementary School

Eligible private schools located within the geographic attendance boundaries of the Anoka-Hennepin School District are given the option of participating in equitable services for private school students and staff under the Elementary Secondary Education Act (ESEA). Under ESEA school districts are required to provide eligible children attending private elementary and secondary schools, their teachers and their families with services or other benefits that are equitable to those provided to eligible public school children, their teachers, and their families. Services, not funding, are provided by the district to eligible students, their families, and staff at the nonpublic school sites. 

Title I, Part A

These are educational services that supplement students’ education at the private school so that all children have a fair, equal, and significant opportunity to obtain a high-quality education. Generally, to qualify for assistance under Title I, a student must reside within the attendance area of a participating public school located in a low-income area and be failing, or at risk of failing, to meet student academic achievement standards. 

• The following non-public schools within the Anoka-Hennepin attendance boundaries qualify and accept Title I funding: Epiphany, St. Stephen's Catholic Schools and Way of the Shepherd. 

District parent advisory committee (district PAC)

Title I Parents Right to Know

As a parent in a Title I funded school, you have the right...

• To know the qualifications of your child's teacher.
• To know when your child has a substitute teacher for more than four weeks and the qualification of the substitute teacher.
• To expect regular communication with your school in a language and format that you can understand.
• To work with other parents and staff to jointly develop, and provide input on the Family-School Compact, Parent Involvement Plan and Family Engagement planning. 

For more information or to get involved in the Title I Parent Advisory Committee at your student's school, contact the school's principal. 

View the Title I Parents Right to Know document (2023-24).

Documents and resources

• Ways families can support their child's education
• Minnesota Department of Education reference links:
  • Title I/federal programs
  • School report cards
  • Minnesota academic standards
  • Students and families

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, 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.

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.

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.

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.

Grades 9-12 support resources