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 https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

Thank you for your patience and support. 

 

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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 https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

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

Healing our Humanity

Authors: Karly Robinson, Jaimee Rojas O’Kelley

Grade: 9th

Subject: Humanities

Healing our Humanity Project Photo
Healing our Humanity Project Photo
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Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
  • How do people talk about race and hear each other?

  • What voices are we not hearing?

  • How do we experience each other’s’ stories?

  • What choices do you face when speaking up?

  • What power lies in demographics?

  • What does it mean to listen honestly and speak honestly?

  • How can we foster the better side of human nature?

  • How does each person’s story contribute to the larger narrative of United States history?

 

Our nation is in need of healing: healing from our racial division, healing from bigotry and oppression, and healing from fear. 9th grade students will explore how we can honestly start the process toward conflict resolution and lasting peace in a time of tension and turmoil. As you investigate the origins and effects of our nation’s history, they will do their part to change the narrative. They will unpack the meaning of privilege, deconstruct the myth of power, and listen and understand diverse perspectives. They will be given an open forum to share their findings at a summit they they will produce.

 

  • Students are civically engaged as they plan interactive sessions that answer the questions, “how can we heal our humanity?”

  • Students are effective communicators of their original ideas through organized, expository writing, pair-shares and class discussions

  • Students are engaged in core academic content

  • Students develop a “growth mindset” as they revise their drafts and develop interactive sessions

 

  • How to be empathetic toward each other

  • Ways to resolve disagreements without conflict

  • How to listen and honor the speaker

  • How to develop and strengthen our authentic voices

  • How to understand a perspective that is different than your own

 

 

 

What can we do for our interactive session?

  • Art Sessions (live art, gallery walks)

  • Culinary experiences (dinner conversations, sharing culture over food)

  • Talks (dialogue, table conversations)

  • Wellness sessions (indoor fitness, outdoor fitness)

  • Impact endeavors (campaigns, donation drives)

  • Performances (Dance, rap, acoustic)

 

Will we work in groups?

Yes. The writing piece will be individual but you work in teams to plan your interactive sessions.

 

Who will be in charge of this event?

Leadership Team positions:

  • Director of Event

  • VP of Marketing

  • Chief Financial Officer

  • Operations Manager

  • Visual Manager

  • Head of Public Relations

  • Editor-in-Chief of Magazine

 

 

 

Dates

Major Events

Deliverables

Week 1

September 5-8

  • Analyzing Vice News-Charlottesville

  • Model Continuous Learning

  • Media Deep Dives Part 1

Free Write on discrimination

Week 2

September 11-15

  • Introduce Thinking Maps

  • Media Deep Dive Part 2

  • Thinking Map project work time

Free write on the racism scale

Week 3

September 18-22

  • Museum of Man RACE Exhibit

  • Discussion about the origin of “race”

  • What came first: race or racism?

  • Reading Assessments

  • “My Life as an Undocumented Immigrant”

  • Free write on “White Privilege”

Thinking Map + Note cards

Annotations on “My Life as an Undocumented Immigrant”

Week 4

September 25-29

  • Introductions to SLC’s

  • Understanding assessments

  • Introduce Project Expectations

  • What is a compelling piece of writing?

Annotations on “The First White President”

Week 5

October 2-6

  • Guest Speaker Rose Schindler, Holocaust speaker

  • Elements of storytelling

  • 6-word race biographies

  • SLC Prep

Draft Zero  of Individual Writing Piece Due

Week 6

October 9-13

  • Brainstorming writing piece

  • Intro to Book Layout/Design

  • SLC’s (Half-Days)

  • Teacher Writing Conferences

1st Draft of Individual Writing Piece due

Week 7

October 16-20

  • Critique and Revision of Draft

  • Teacher Writing Conferences

2nd draft of Individual Writing Piece due

Week 8

October 23-27

  • Final Editing Sessions

  • Teacher Writing Conferences

Final Individual Draft Due

Week 9

October 30-Nov. 3

  • Final Design Workshop

  • Project Work Time

  • Design workshops on Interactive sessions

Group Proposal-Draft 1

Week 10

Nov. 6-10

  • Final Magazine PDF to Publisher

  • Design Workshop

Conference with Jaimee and Karly for final approval

Week 11

Nov 13-17

  • Designing interactive exhibits

  • Final Summit Map and Program) due (leadership team)

  • Exhibition Rehearsals

Materials List due

Week 12

Nov 20-24

THANKSGIVING BREAK

Final PDF of Magazine sent to publisher

Week 12

Nov 27-Dec 6

  • Final Exhibition Prep-Pack and label boxes

  • Summit at BRICK in Liberty Station on December 6

  • Reflection and Feedback

Final Summit Maps and Program due (leadership team)

Exhibition Q and A Final

Final Product/Packaging

Exhibition

Final Reflection