About Hoover School

| Hoover History | Open House | Enrollment |

| Guiding Principles | Academic Program | Organization | Classroom Structure | 
| Campus Environment | Communication | Homework | Unique Features |

A More Structured Alternative to Elementary Education
in the Palo Alto Unified School District

Herbert Hoover Elementary School places primary emphasis on a core curriculum, stressing basic academic skills and good study habits. The school seeks to build within each child a sense of responsibility, confidence, pride in accomplishment, and a positive self-image through academic achievement. Toward this end, the school provides the quiet and orderly environment many children need to learn.

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Guiding Principles

(Adopted June, 2001)

Hoover consistently emphasizes the following principles:

BASIC SKILLS

• We value the teaching of the basic curriculum with an emphasis on reading, writing, math, social studies, and science.

• We value using a more structured approach to teaching these basic skills while also providing opportunities for problem solving and creative thinking.

• We value the development of good study habits and communication skills.

POSITIVE SCHOOL ENVIRONMENT

• We value a quiet and orderly environment with uninterrupted instructional time.

• We value clear academic and behavior rules for children and adults.

• We value the professional staff and parent commitment to, and support of, Hoover's Guiding Principles.

• We value respect, responsibility, accountability, and cooperation among all members of our community.

ACADEMIC ACHIEVEMENT

• We value individual accountability as a key ingredient to a student's academic achievement.

• We value high expectations to maximize each student's potential.

• We value parent involvement in assuring a child's success outside the classroom.

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Academic Program

At Hoover Elementary School, the instructional program and associated activities are initiated, directed, and supervised by the classroom teacher. There is an emphasis on one teacher having most responsibility for a specific group of students within an instructional program largely defined on the basis of grade-level expectations for students' cognitive, affective, and physical growth and development.

Using the PAUSD guidelines, Curriculum Standards, as an instructional base, teachers devote a major part of the school day to core academic subjects. The curriculum follows a definite progression, building on skills and abilities acquired at each level. Children learn reading, handwriting, composition, grammar, history, geography, government, science, art, and music at appropriate levels following a literature-based, traditional approach. Children master basic math facts and skills and learn to apply them to higher-order mathematical thinking. Students also receive instruction in health and physical education.

Hoover's academic program clearly defines content to be mastered and expectations for students. The program features other learning tools as well, for example, research skills, outlining, note-taking, and reporting (oral and written). Although classroom instruction is student-centered, classroom activities are teacher-initiated, directed, and supervised. A limited number of field trips and assembly programs are specifically designed to support the curriculum.

In each classroom, the primary emphasis is on the mastery of academic skills and the development of problem solving and critical thinking skills. The regular classroom/PAUSD program is supplemented by classroom assistance in writing and an art program taught by specialists. Instruction priorities include the acquisition of basic academic skills in a sequential manner, establishment of good independent study habits and the quantitative measurement of student progress through testing and assessment. Homework is assigned at all grade levels, K-5. Progress Reports for the first through fifth graders are distributed  approximately two times per month.

Locally developed and/or funded supplemental support programs include the following:

• Hoover Kindergarten Program utilizes parent volunteers who assist in a variety of ways during the daily instruction.
• Hoover Writing Program emphasizing expository writing utilizes writing instructors who, in conjunction with each classroom teacher, work with students.
• Hoover Reading Recovery Program has been implemented in the primary grades to ensure that all students are reading at grade level by the end of third grade.
• Hoover Art Program offers weekly art lessons for K-5 students with a specialist.

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Organization

Hoover School's K-5 program has three self-contained single-grade classrooms for all grade levels. All regular classroom teachers are full-time.

Program organization and resources support the key role of the classroom teacher. Human resources supplementing the work of the classroom teacher are either part of the district-wide support staff, or carefully planned, specifically focused exceptions to the concept of one teacher being exclusively responsible for every aspect of her or his students' learning. Both types of programs support and enhance the learning of specific groups of students. District-wide supplemental support programs include Special Education and related services, Gifted and Talented Education services, music instruction, physical education instruction, library skills instruction, SPECTRA Art instruction, and the Mentor Teacher Program.

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Classroom Structure

Each regular classroom teacher initiates, directs, and supervises daily instruction and associated activities, both in and outside the classroom. Classroom teachers provide student-centered, whole-group, direct instruction. Daily lessons tie-in clearly with long-term instructional goals. Supplemental activities outside the classroom are closely tied to the same instructional goals.

Parent volunteers work extensively in the kindergarten classrooms, supporting a full schedule of teacher-led activities. In grades one through five, parent volunteers may be called upon to assist teachers with the preparation of materials or with other tasks not directly involving classroom instructional activities. In support of the concept of the classroom teacher having primary responsibility for student instruction, Hoover does not employ instructional aides or use parent volunteers in the classroom, except in kindergarten.

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Campus Environment

Hoover School seeks to build within each child a sense of responsibility, confidence, pride in accomplishment, and a positive self-image through academic achievement. Toward this end, the school provides a safe, orderly, academically oriented environment. Teachers, parents, and students have high academic and social behavior expectations, and the school community works together to ensure success in meeting these standards.

The purpose of any disciplinary action is to help students understand the consequences of and to develop personal responsibility for their behavior, as well as to guide them in actively helping to resolve their difficulties. Fourth and Fifth graders have the opportunity to participate in a conflict resolution program to assist all students in treating each other with respect and to find mutually acceptable, positive resolutions to problems.

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Communication

The Hoover PTA sponsors three "Open House" visiting days at Hoover each year. At these times, parents are welcome to visit and observe any classroom. Many prospective parents find these days useful for learning about the classroom environment and teaching style(s) offered at Hoover.

As a means of communicating a student's classroom progress on an ongoing basis, all teachers complete bi-monthly reports for each student, grades 1-5, sending them home on Friday of each full five-day school week. These comprehensive reports summarize student progress, including completed homework and areas requiring attention. Students receive report cards three times per year. In addition to scheduled parent-teacher conferences, parents can confer with teachers by phone, e-mail, or in person by appointment as they feel necessary.

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Homework

Homework is assigned to students in kindergarten through fifth grade on a regular basis. It is intended to:

• provide reinforcement and practice of skills and concepts.
• provide enrichment opportunities for students as an important supplement to classroom activities.
• encourage independent work and good study habits.

Generally, one-half hour of homework per day will be assigned to students in first and second grade, and up to one hour per day to third through fifth grades.

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Unique Features

The Hoover philosophy emphasizes basic academic skills, good study habits, academic achievement, and a quiet and orderly environment. Because Hoover is an alternative school, it requires a special commitment on the part of all who choose it. There is strong mutual support among teachers, principal, parents, and children.

• Strong academic emphasis
• Student-centered, teacher-initiated direct classroom instruction
• Uninterrupted instruction
• Single-grade-level, self-contained classrooms
• Supplemental Writing Program for grades 1-5
• Homework to reinforce concepts and skills
• Friday reports with regular written communication between parents and teachers
• Strong parent/teacher satisfaction
• Excellent student conduct and behavior
• Written philosophy
• Clear expectations for everyone
• Parental support for Hoover philosophy
• Enrollment by choice

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