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

Travelling Without Moving

Authors: Matthew Patrick, Loredana Mitescu

Grades: 10th, 9th

Subjects: Humanities, Spanish

Travelling Without Moving: Project photo
Travelling Without Moving: Project photo
Travelling Without Moving: Project photo
Travelling Without Moving: Project photo
Travelling Without Moving: Project photo
Travelling Without Moving: Project photo
Travelling Without Moving: Project photo

How does / can urban planning impact us as individuals and as a community?

Through the lens of the city, this Humanities & Spanish project examined fundamental topics such as identity, diversity, justice, and action, with a particular focus on segregation. Students explored how the city can drive positive societal change as well as exacerbate damaging negative stereotypes. Looking at the complex relationship between the city, transportation, and social mobility, students made time lapses of their school commute, recorded interviews and observations about their neighborhood, and ultimately proposed solutions to identified neighborhood issues in front of a panel of urban planners.

In the first few weeks, students made time lapses of their school commute, highlighting the great distances some students travel, and exposing San Diego’s rich variety of neighborhoods. Most students used the free LapseIt app to capture their journey, then edited in iMovie. To better understand their neighborhood, students interviewed locals, asking about the history of the area and their hopes for the future.

Students formed groups, selected neighborhoods with the most intriguing issues and conducted additional research – recording more interviews and observations. Students conducted hours of fieldwork, making several visits to their neighborhoods. Students also went on a series of field trips, broadening their understanding of community issues and the importance of urban planning. These trips included visits to Chicano Park, The Central Library, San Diego History Museum, Balboa Park.

Students then formulated solutions to their identified neighborhood issues and pitched proposals to a panel of urban planners, of whom all had presented ideas to students throughout the semester. Students covered a variety of topics, including environmental and psychological impact, funding and costs, political and professional sources, transit solutions, and 5, 10, and 20 year plans.

Finally, students turned their neighborhood solution pitches into short-films, shown on exhibition night. Students created posters, detailing their proposed solutions. These posters were displayed on exhibition night, prompting rich discussions with guests.

Student neighborhood pitches:

Student documentaries:

Commute time lapses:

Neighborhood interviews:

Spanish neighborhood interviews:


Travelling Without Moving: Student Work Sample

Travelling Without Moving: Student Work Sample

Travelling Without Moving: Student Work Sample

Travelling Without Moving: Student Work Sample

Travelling Without Moving: Student Work Sample

Travelling Without Moving: Student Work Sample

Traveling Without Moving was a project that gave students an opportunity to look deeper into our neighborhoods. Though we spend endless hours in our own neighborhood, we still pass by things on our typical drives and journeys within the area that are not familiar to us. The objective of our project was to get out of our comfort zone and explore interesting parts of San Diego’s neighborhoods. That’s why we started this project with a time lapse displaying our school commute, complete with Spanish subtitles, pointing out things that may look familiar to us, but are strangely unique to others.

We continued to integrate Spanish into our project by interviewing native Spanish speakers around San Diego. We interviewed them to get their perspective on their neighborhood and how they feel about living there, owning a business there, or just working there.

From there, we proposed a synthesized need, based on our neighborhood ethnographic research and the feedback from the interviews. We proposed improvements that could be made to each neighborhood based on the expressed needs of the locals. We chose 6 different neighborhoods that had the most captivating potential and started to formulate a plan to enhance them. We then created a blueprint of what we envisioned and presented it to city officials to take it to San Diego’s streets!

We learned a lot about who we are where we live through this project. It showed us how different cultures have evolved throughout San Diego. We were so fortunate to visit some very diverse places throughout San Diego such as Chicano Park, Little Italy, The Spanish International House, San Diego History Museum, The San Diego Public Library and Old Town. We were able to take a deeper look into different cultures around San Diego. During our project, we saw the differences within each neighborhood and the similarities between the cultures. We enjoyed traveling around the city to some places we have never been. We saw another side of San Diego and interacted with different communities, gaining valuable perspective.


— Adhara and Gilli