COVID-19 Information Parent and Student Resources, Meal Services, and Distance Learning 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.   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.

More information can be found at hightechhigh.org/covid19


------

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. 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.

Se puede encontrar más información en hightechhigh.org/covid-19-spanish/

Student Projects

Give Me Shelter

Authors: Sacha Casciato, David Visser, Charley Jacob

Grade: 7th

Subjects: Math, Science

What impact can I have to positively influence my community?

How does stereotyping and making assumptions impact ourselves and others?

What is equity?

What populations are affected most by homelessness?

What are the underlying issues to homelessness?

In this project, we discussed the issue of homelessness and poverty to encourage our students to develop their sense of empathy and to see the world from different perspectives. Students took a closer look at the underlying issues of homelessness. Topics such as how easy it is to go from the lives we know to struggling for the basic requirements of life. We examined the issues of resource availability, equity, and access. We grappled with questions about over represented populations. Students took a hard look at their own biases and misconceptions then developed a better understanding through community service. Students created change by spreading awareness with public service announcements, demonstrations holding cardboard signs with facts and statistics, and the creation and implementation of community food pantries.

  • Free pantries to provide food and necessities to the public in multiple locations
  • Videos, posters, and cardboard statistics to spread awareness about homelessness
  • The cardboard statistics will then be turned into an art piece for the front of our classrooms.
  • True empathy for other human beings
  • Exploring time periods where poverty was rampant such as the Great Depression and the Mexican Revolution
  • Characterization and theme from the novel Esperanza Rising by Pam Munuz Ryan
  • Interviewing techniques to collect and gather pertinent information
  • The importance of self reflection and perspective taking
  • Engineering design, the design process
  • Geometry
  • How to work with 2D and 3D objects
  • Making models, Scaling, percent problems
  • Rational numbers, Single and multi-step ratio problems
  • Statistics and probability
  • Resource availability and populations in an ecosystem
  • Patterns of interactions among organisms

This was a very impactful project for both of us because we saw a tremendous shift in our students’ own thinking and perceptions about what it means to be homeless. Throughout the process it was evident that students were growing as empathetic individuals who wanted to create change in their local community. Each student worked in our local community to help the homeless population gain access to much needed resources.

“This project was based on empathy. Anyone who had the privilege to be a part of it and doesn’t feel that they made an impact on other’s lives must not have had the experience that many of us did. This project helped us see how the other half of the world lives, and that we can do so much to change the world if only we try.” – Emersyn

 

“I didn’t know much about the homeless population until we did this project” – Pablo

 

“The campout made me realize that they’ve been living in harsh conditions, like cold, rain, and hard places to sleep. Having to build our own shelters helped me understand because ours fell down in the middle of the night.” – Ashby