More about our curriculum.


The focus of Nasha Shkola — a free, choice public school, open to all MN students — is to meet the unique educational needs of Slavic immigrant students, students of Russian descent, students interested in Russian language and culture and any other student choosing to enroll.

This K-12 school (starting as K-5) will utilize the Core Knowledge Sequence as a solid foundational base for the educational curriculum and a program in Russian Language, Heritage and Culture where all students will become proficient in both Russian and English. These opportunities are both new and unique for the Russian speaking community and also a unique opportunity for non-Russian speakers.  There are currently no other schools in the seven-county metropolitan with this focus.

Nasha Shkola (NS) has developed a robust, well-researched and engaging curriculum in a diverse range of subjects including language arts, math, science, social studies, creative art, Russian Language and Russian studies. Core curricula have been aligned with MN state standards. Academic excellence for all students is a central goal for Nasha Shkola. The school’s talented staff works hard to support the students in achieving this goal. NS educational program includes:

  • Core Knowledge Sequence and Curriculum provides comprehensive, content-rich learning material and sequence aligned with MN academic standards. CK curriculum develops student knowledge and skills and promotes educational excellence, multiculturalism and the arts. NS uses CK materials for Language Arts and social studies in grades K-8. 
To learn more about Core Knowledge please visit:
  • Singapore Math emphasizes problem solving and positive attitudes toward mathematics, while focusing on student’s development of skills, concepts, processes, and metacognition. NS uses SM in grades K-8.
    To learn more about Singapore Math please visit:

  • Science: NS uses a variety of curriculum resources including the Framework for Delivery of Minnesota Math & Science Standards (developed by SciMathMN and MDE), Pearson Interactive Science in grades K-5, and ScienceFusion in grades 6-8. Interactive Science leads students to understand scientific concepts through active investigations, data collection, and written documentation. ScienceFusion builds inquiry and STEM skills in students and provides an opportunity to present lesson concepts through a variety of learning modalities including on-line materials. NS values the principles of STEM education for our students and intends to develop and implement STEM program.
  • The Fountas & Pinnell Leveled Literacy Intervention System(LLI): NS uses LLI daily during schoolwide Guided Reading Intervention.  The Fountas & Pinnell Leveled Literacy Intervention System(LLI) is an intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult. The goal of LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading. The LLI systems are designed to:
    • Advance the literacy learning of students not meeting grade-level expectations in reading
    • Deepen and expand comprehension with close reading
    • Elevate the expertise of teachers
    • Increase reading volume by engaging students in large amounts of successful daily reading
    • Increase student engagement with books that build knowledge
    • Intervene with small groups of struggling readers to maximize growth
    • Meet the needs of struggling readers
    • Monitor student progress
  • Creative Arts curriculum offers music instruction, choir and theater groups. Music and Art are prominently included in the CK Sequence and integrated whenever possible with history and literature emphasizing an interdisciplinary approach. Students are expected to gain an appreciation for the interpretation of music and art, issues and viewpoints about music and art, understand the styles of music and art, influences and themes in art and music, and the historical and cultural contexts in which the music and art were generated. Studies have shown the connection between participation in art and music education and success in academics. Moreover, the opportunities to perform and participate help children build self-confidence and become comfortable with public speaking.
  • The Physical Education program encourages personal fitness through individual activities and with team games. Participation and good sportsmanship is emphasized. Instruction on health and wellness is a part of the Physical Education curriculum.
  • Russian Language & Russian Studies: Nasha Shkola was founded on the premise that daily Russian language and culture instruction is vital to global citizenship. Students receive one hour of daily Russian instruction that prepares them to be proficient in a world language and preserve their cultural heritage. Instruction is provided in two areas: Russian as a foreign language and Heritage Russian. Research indicates that simply adding more English instruction time does not yield higher achievement measured in English for English Learners; rather, the students who achieve at the highest levels in English are those who achieve at the highest levels in the home language. In addition to Russian Language, Russian Studies Framework has been developed and implemented both in Russian and English, Language Arts, Music, Social Studies and Science subject areas.

Nasha Shkola’s teaching staff are committed to student success. They believe that effective teaching is a building block of high student achievement. Instructional practices chosen by NS are based on evidence from a body of high quality research and on high expectations for all students. NS staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice. NS teachers employ the following research based instructional practices:

  • Formative Assessment Process: Since 2015, NS has been actively developing and implementing Formative Assessment as a research-proven intervention strategy to improve student achievement outcomes. “Formative assessment is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students’ self- assessment, reflection, and attainment of curricular learning targets/goals” (Smarter Balanced Assessment Consortium, 2013). Teachers at NS have incorporated FA into classroom practice to modify teaching and learning activities to improve student attainment. During instruction, all teachers set up a learning target and criteria for success, check for understanding, provide feedback, and adjust the lesson based on student needs.
  • SIOP (Sheltered Instruction) Strategies: NS staff apply several selected SIOP strategies that that provide access for ELLs to grade-level content while they continue to improve English language proficiency. The teachers employ Purposeful Planning strategy that includes setting content objectives and language objectives to teach vocabulary in an explicit way. Another strategy includes Scaffolding that allows to move students progressively toward stronger comprehension and, ultimately, greater independence in the learning process.
  • Daily 5: NS teachers in grades K-4 deliver literacy instruction within the Daily 5 framework that enables them to choose individualized goals, assign strategies, monitor progress, and provide timely instruction to meet the needs of every student.
  • Homework and Practice: NS teachers and parents make a great emphasis on the importance of home work and practice as an extremely important way of extending learning time for mastering a certain skill.

Multi-Tiered System of Support serves as NS Child Find special education process.

  • Tier 1 represents the classroom instruction, the core education program, that is designed to meet the needs of the majority of the school population. Three critical elements of Tier 1 include an effective core academic program aligned with MN Standards, ongoing formative and summative assessments, and differentiated instruction to match students’ needs. Current examples of individualized instruction and differentiation used in NS include: 1) Daily 5 framework for literacy instruction in grades K-4, 2) a 30-minute daily Reading Block to deliver guided reading support simultaneously to all students in grades 1-8, 3) assignment of educational assistants and paras to classrooms to support instructional environment.
  • Tier 2 instruction is used for students who are falling behind on basic academic skills (scoring below 60%tile in NWEA) and need additional support to meet grade level expectations. Most Tier 2 students are identified through the use of benchmarking, MAP data, and teacher input. Tier 2 students receive 20-30 minutes of additional instruction 4-5 days per week in the area of difficulty. This instruction occurs outside of the core instructional time. It is provided by a literacy tutor, Title teachers and paraprofessionals. The students receiving interventions are tested on a weekly basis until improvement is shown.
  • Tier 3 instruction is for those students who have not made necessary growth with Tier 2 interventions (scoring below 40%tile NWEA) and require a more intensive approach. Tier 3 interventions typically take place outside the classroom with an intervention specialist (Title 1 teacher/paraprofessional). Tier 3 interventions consist of lower student ratios and explicit instruction matched to the student’s needs. If Tier 3 interventions are unsuccessful, team proceeds to other options such as General Education Plan, Functional Behavioral Assessment, and/or SPED Evaluation.

The English language learners are provided language support based on their level of English language proficiency as measured by WIDA ACCESS and other assessments and academic support measures. The decision is based on a body of evidence to include data and teacher observations. NS teachers reach both ELLs and English-speaking students while providing the same high-quality, academically challenging content. The majority of the ELL students at the elementary level reach proficiency through mainstream English Language Arts classes, literacy support, and teacher-implemented classroom scaffolding strategies, such as

• use of cooperative learning activities with an appropriately designed heterogeneous grouping of students
• a focus on academic language as well as key content vocabulary
• use of hands-on activities using authentic materials, demonstrations, and modelling
• explicit teaching and implementation of learning strategies.

All ELL students are supported in the mainstream classroom with 90 minutes of daily instruction in reading & writing and 90 minutes of math instruction. Science and social studies are also taught daily.

Additional programming is provided to:

• All students in the area of literacy (reading comprehension and fluency, writing, vocabulary building) through Guided Reading Leveled Literacy Intervention that is conducted daily for 30mins in a small group format.
• Students with limited or no command of the English language (students with LEP levels of 1 or 2) receive an additional 30-minute block of literacy development daily. These services are provided in a small group pull-out format through the work with highly-skilled academic support staff.
• ELL students that are not making expected growth in their English language and academic development are offered targeted services and their progress is monitored through the Child Find process.

Other instructional strategies include

Native Language Concept Reinforcement: This is a support strategy within other instructional models delivered by bilingual teachers and paraprofessionals. Concept reinforcement focuses on tapping into and building background knowledge, increasing students’ conceptual reservoirs, and using higher-order thinking skills.

After-school tutoring and summer tutoring for ELLs and students that struggle academically. The program is provided on free of charge basis twice a week in a small-group or individual setting.

Russian Language Instruction: Nasha Shkola was founded on the premise that daily Russian language and culture instruction is vital to global citizenship. All students in grades K-8 receive 45 minutes of daily Russian instruction that prepares them to be proficient in a world language and preserves their cultural heritage.

Nasha Shkola employs a part time special education teacher that provides services and conducts evaluations and a part time sped para. The school has a part time director of special education hired through Designs for Learning, a charter school support agency, to manage the compliance issues related to special education. Designs for Learning also provides contracted services of school psychologist, speech therapist and occupation therapist.

Online Resources for Parents: Reading/English
Чтение: ресурсы на интернете

Online Resources for Parents: Math
Математика: ресурсы на интернете


Social Studies & History

Art, Music & Movement


About Nasha Shkola

Nasha Shkola — Russian for Our School — is an academically rigorous K-8 charter school, providing a highly-structured learning environment for students interested in Russian language and culture.

Contact Us

    School Info

    Nasha Shkola
    6717 85th Ave North
    Brooklyn Park, MN 55445

    Phone: 763-496-5550
    Fax: 763-424-8520

    School Hours
    Monday – Friday:
    8:30 am – 4:30 pm

    Office Hours
    Monday – Friday:
    8 am – 4 pm