COVID-19 Information

Dear High Tech High Families,

In a previous email we outlined HTH's plan for implementing distance learning in the event we did not reopen schools on April 7th.  San Diego Unified School District released a press release last night, indicating that they will not be returning on April 6th and will be implementing distance learning for all of their schools through the month of April.  We have officially decided that we follow suit and will not return for in person instruction on April 7th.

When HTH teachers return on April 6th, they will spend that week designing and piloting plans for distance learning.  We will be reaching out for your thoughts and feedback as we do this work.

We will roll out our approach to distance learning the week of April 13th and you will receive detailed information from your child’s teachers about what to expect going forward.  We are asking teachers to plan for their first distance learning module from April 13th - May 8th. Our hope is that by that time, we may be able to return to school, but if that is not the case, we will begin a second module that will run until the end of the year.

Leaders and teachers from across High Tech High have been working to design a framework for distance learning at our schools and create the infrastructure necessary to support that plan.  We’ll continue to engage in this work over spring break using your input regarding your technology access to help us craft an approach tailored to our community’s needs.

If your family currently does not have reliable internet access, please see the options that local internet companies are offering as families try to stay informed.  Getting Internet Access: Available Plans

Thank you for your patience and support. 




Estimadas HTH familias,

En un correo electrónico anterior, describimos el plan de HTH para implementar el aprendizaje a distancia en caso de que no volviéramos a abrir las escuelas el 7 de abril. El Distrito Escolar Unificado de San Diego lanzó un comunicado de prensa anoche, indicando que no regresarán el 6 de abril y que implementarán el aprendizaje a distancia para todas sus escuelas durante el mes de abril. Hemos decidido oficialmente que hacemos lo mismo y no volveremos para recibir instrucción en persona el 7 de abril.

Cuando los maestros de HTH regresan el 6 de abril, pasarán esa semana diseñando y poniendo a prueba planes para el aprendizaje a distancia. Nos pondremos en contacto para solicitar sus pensamientos y comentarios mientras hacemos este trabajo.

Implementaremos nuestro enfoque de la educación a distancia la semana del 13 de abril y su familia recibirá información detallada de los maestros de su hijo/a sobre qué esperar en el futuro. Estamos pidiendo a los maestros que planifiquen su primer módulo de aprendizaje a distancia para el 13 de abril al 8 de mayo. Nuestra esperanza es que para ese momento, podamos regresar a la escuela, pero si ese no es el caso, comenzaremos un segundo módulo que se ejecutará hasta el final del año escolar.

Los líderes y maestros de High Tech High han estado trabajando para diseñar un marco de referencia para el aprendizaje a distancia en nuestras escuelas y crear la infraestructura necesaria para apoyar ese plan. Continuaremos participando en este trabajo durante las vacaciones de primavera, utilizando su aportación con respecto a su acceso a la tecnología para ayudarnos a diseñar un enfoque adaptado a las necesidades de nuestra comunidad.

Si su familia actualmente no tiene acceso confiable a internet, vea las opciones que las compañías locales de internet ofrecen mientras las familias intentan mantenerse informadas. Obtención de acceso a Internet: planes disponibles

Gracias por su paciencia y apoyo.

Please visit our COVID-19 (novel coronavirus) Updates page for all developments. - updated March 24, 2020
Food Service Sites Open During School Closures.

Student Projects

Operation: Protect San Diego 2.0

Authors: Janice Swaisgood, Ricardo Borja, Desiree Powers, Jami Saville

Grade: 2nd

Subject: Biology

What can the average San Diego citizen do to protect our local environment and its inhabitants?

How are you a scientist, contributor, and change-maker?

Second graders took on the role of Junior Conservation Biologists, studying globally endangered species and then “bringing it local” to learn from a variety of experts here in San Diego. Our young scientists worked together in groups of four to collect data on local endangered species of their choice. After expert visitations to our school and impactful fieldwork at the San Diego Zoo’s Beckman Institute for Conservation Research, our young scientists were invited to work closely with a team of scientists studying the endangered Pacific Pocket Mouse. Through hands-on, interactive experiences, our young scientists had the opportunity to do real work, fundraise, and educate others about the Pacific Pocket Mouse. Research indicates that kids who have positive experiences in nature, especially with a caring adult mentor, grow to love and care about the environment and its inhabitants. One aim of this project is to set our students in motion to become the next generation of conservation biologists, doctors, lawyers and teachers who care about and care for our natural world through love and personal action. Students learned about a variety of “Environmental Champions” including Jane Goodall and Wangari Maathai, as well as local environmental champions. They also learned from a variety of conservation biologists both in class and in the field. Final products included original artwork and writing featured on notecards to generate revenue to be collected and donated to the conservation of the Pacific Pocket Mouse.

As teachers, we noticed that our students were naturally drawn to animals and it was important to us that our students were passionate about their upcoming project. A connection to San Diego Zoo Global allowed us to provide unique experiences for our students from beginning to end. As it turned out, our students were very excited and motivated to learn about local endangered species and the idea that they could make a difference was just icing on the cake! In addition to their innate interest in the project, students also learned and practiced necessary skills like working in small groups, how to problem solve and produce great authentic work.

“What I really liked was seeing the conservation research team because they taught us a lot about what these animals are good for and why we need to save them.” – Tamar