CurriculumEducation Standards
Hope of Detroit Academy is a multicultural, multilingual school staffed by highly qualified, dedicated teachers. Hope of Detroit Academy uses the Michigan Curriculum Framework which is aligned with the Michigan K-8 Grade Level Content Expectations and the English Language Proficiency Standards. To ensure the best foundation for education, Hope of Detroit Academy provides a safe, caring, drug-free environment. We operate daily on the belief that all students can learn and succeed, given a motivating and a nurturing learning environment. |
Step Up to Writing
To ensure that our students are able to express themselves in a clear, succinct manner, focusing more on depth than breadth, Hope of Detroit Academy has adopted the Step Up To Writing Program, which is a structured K-8 writing curriculum. Students learn how to master their writing skills by developing note-taking techniques, learning formalized vocabulary that is used cross-curricular and understanding the development of a paragraph. Step Up To Writing also increases student reading comprehension levels by organizing information from expository texts to aid in the creation of a cohesive summary. In addition, the program allows students to become more evaluative of their own writing, which develops their critical thinking skills.
Treasures
Treasures is a K-5 reading program that is published by MacMillan McGraw Hill. The 2007/2008 school year is the first year that we implemented the program at Hope of Detroit. The selection of this program was initiated through an action plan developed by our curriculum committee. The committee examined ELA data at every grade level and developed a list of target standards. We then used the data along with strategies for best practice to develop a scoring rubric for looking at the reading program. We evaluated the program sample and scored it using a depth of knowledge survey and the rubric to determine how effectively it would address our students’ needs.
The program is research based and aligned with the Michigan Curriculum standards for language arts and incorporates many best practice strategies. Each grade level completes a prescreening assessment that determines the reading level of each student. There is a 90-minute block of guided instruction on vocabulary, phonics, spelling and comprehension which are embedded into the weekly reading selections. Students are then organized into ability-leveled groups where they participate in differentiated instruction lessons, cross-curricular activities, technology and listening centers. There is also another 30 to 45 minutes of grammar and writing instruction which incorporates weekly themes and provides daily lessons on the formal writing process. Assessment of the program is done formally and informally.
In grades K-2, teachers will also utilize the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment to identify early reading interventions and conduct individual progress monitoring.
Teachers are also able to assess students with daily quick checks, practice work, benchmark assessments and weekly and unit tests.
Another part of reading program is the Treasure Chest component which is used to address the needs of our growing population of ELL learners. This component is designed as a companion piece that correlates with the regular classroom program and has embedded strategies to assist ELL learners in language acquisition. The program is designed to support the needs of our ELL students at three different stages of language development. The weekly themes and objectives are designed to match up with the core program to make the transition into the homeroom’s instructional block smooth and seamless.
The program is research based and aligned with the Michigan Curriculum standards for language arts and incorporates many best practice strategies. Each grade level completes a prescreening assessment that determines the reading level of each student. There is a 90-minute block of guided instruction on vocabulary, phonics, spelling and comprehension which are embedded into the weekly reading selections. Students are then organized into ability-leveled groups where they participate in differentiated instruction lessons, cross-curricular activities, technology and listening centers. There is also another 30 to 45 minutes of grammar and writing instruction which incorporates weekly themes and provides daily lessons on the formal writing process. Assessment of the program is done formally and informally.
In grades K-2, teachers will also utilize the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment to identify early reading interventions and conduct individual progress monitoring.
Teachers are also able to assess students with daily quick checks, practice work, benchmark assessments and weekly and unit tests.
Another part of reading program is the Treasure Chest component which is used to address the needs of our growing population of ELL learners. This component is designed as a companion piece that correlates with the regular classroom program and has embedded strategies to assist ELL learners in language acquisition. The program is designed to support the needs of our ELL students at three different stages of language development. The weekly themes and objectives are designed to match up with the core program to make the transition into the homeroom’s instructional block smooth and seamless.
