Our Program: Hours & Programs
School day hours and administrative office hours will be aligned with other public elementary schools in the Beaverton School District.

Before/After School Programs
HCCS will offer after school programs on site. Before school care will be offered if there is high enough interest to provide the program. These programs will be competitively priced with comparable programs in the district.

Summer School
HCCS will offer Chinese immersion summer school annually beginning in 2013. The availability of summer school for our first year, 2012, will be determined when the school location is confirmed. The HCCS summer school program offers children the opportunity to learn and explore within an immersion environment. It also promotes skill building for students who want to improve their Chinese language skills for the coming school year.

Preschool
HCCS does not currently offer a preschool program, but may develop one in the future. We encourage families to consider enrolling their preschool-aged children into a Chinese immersion program. Studies show that there are many advantages to introducing a second language to children by age 5.

Peace Building Program
Hope Chinese Charter School is proud to be a PBIS school. PBIS is a research-validated program which stands for "Positive Behavior Interventions and Supports". The program goal is simple, yet powerful – to ensure HCCS provides a positive, respectful environment that enables all students to reach their highest potential in academic and personal success. School-wide PBIS emphasizes a positive, proactive approach to student behavior.

Through PBIS, the HCCS staff and community will develop common values, language and expectations that will embrace the bilingual, multicultural focus of the school. In contrast to many discipline programs which often focus on only reactionary responses to problem behavior, school-wide PBIS emphasizes prevention and skills building through teaching and regular positive feedback when students are engaging in appropriate behavior. This approach has proven to reduce problem behavior and create safer, more positive schools for students and staff.

When responding to student problem behavior, PBIS emphasizes fair and consistent consequences that minimize the loss of instructional time and re-teach behavioral expectations and social skills. For those students who require additional help, PBIS focuses on creating systems of support guided by data to intervene early and maximize school resources. Students learn to be inclusive, to work together, and to feel connected to teachers and each other.

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