Hopkins East Learning Program spotlight: small special-education setting reports behavioral gains and SEL engagement

The Hopkins School Board heard a program spotlight on Jan. 14 for the Hopkins East Learning Program (HELP), a district special-education setting for secondary students that the presenters said provides intensive social‑emotional learning and skills‑based instruction.

Demond Johnson, associate principal at Hopkins East, and Amy Gregoire, special‑education lead, described HELP’s structure and student supports. The program serves students in grades 9‑12 (the presenters said there were 17 scholars at the site during the presentation) in a small‑group setting with a target 1:8 classroom model. Staff include three teachers, three paraprofessionals, a special‑education lead and site administration. The program occupies space in the Hopkins East building (the former Boy Scouts building) and offers daily advisory circles, individualized behavior goals, student‑led progress tracking and integrated SEL instruction.

Presenters gave several program details and outcomes: - Opening and enrollment: HELP began operations in the 2017‑18 school year (presenters cited “02/17/18” as the start year). The program is an established district program housed on the third floor of Hopkins East. - Student makeup: At the time of the presentation, HELP had 17 scholars (grades 9–12); presenters said about 82% of scholars identified as male and 18% as female, with racial composition listed as approximately 55% white and 45% Black or two or more races; presenters said two students were open‑enrolled from other districts. - Instruction and supports: The HELP model includes individualized, measurable behavior goals (reviewed weekly or more often), daily SEL advisory circles, student-led data tracking, speech and occupational therapy, mental-health services and collaboration with outside providers as needed. Staff described curricular supports that pull content from the high school and integrate it into the HELP setting. - Measured outcomes: Presenters cited Panorama school-climate results and internal behavior tracking. Panorama figures cited included: 81% of students said they were encouraged to think more deeply and inclusively; 84% said they feel valued and respected by staff; 86% reported having a teacher they can count on. Presenters compared internal behavior data from school year 2023‑24 to the current year timeline: incidents decreased from 27 to 7, physical‑aggression incidents decreased from 6 to 0, and suspensions decreased from 18 to 5 (program staff said current‑year data covered the partial year to date). - Enrichment and partnerships: Staff highlighted the program’s hydroponics work with the University of Minnesota Green Superheroes/4‑H program, a Peace Garden and a functional fitness space used as calming and physical-activity supports. The program has increased career exploration activities and monthly family check‑ins as part of an effort to maintain family engagement.

Board members asked clarifying questions about special‑education setting designations (district staff explained the difference between ‘setting 3’ and ‘setting 4’ placements and said HELP is a setting 4 where students receive primarily specialized instruction rather than general‑education classes) and demographic differences compared with services provided by Intermediate District 287. Staff explained referral and placement processes: students are referred internally and the program team and the student’s special‑education lead determine if HELP is the appropriate placement.

Board members praised the program’s daily SEL work and its emphasis on student‑led data and cited the behavior reductions as encouraging. No formal board action was taken on the program spotlight; presenters invited board members to visit HELP, particularly on Fridays when staff said they run more hands‑on activities.

Speakers in the spotlight included Demond Johnson (associate principal, Hopkins East) and Amy Gregoire (special education lead).