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Kindergarten:
Ms. Vasko
Ms. Shelton
1st Grade:
Mr.Manger
2nd Grade:
Ms.Kim
Exploratory:
Mrs. Lee (Science and Art)
Mrs.Magelli (Movement and Inclusion Specialist)
Academic Coaches:
Ms.Jones, Ms. Thin, and Ms. Potter
Director:
Ms.Komatsubara
Site Manager:
Ms.Jocelyn
Speech Therapist:
Ms.Jessica
School Counselor:
Ms.Marissa
HTe Family Collaborative Initiative is comprised of parents, families and community members to make a difference for the children and staff at HTe. Members of the Family Collaborative Initiative will develop "teams" of their interest and engage collaboratively to support the school. These "teams" are democratically family led where each voice is valued equally.
High Tech High: 9th - 12th grade
405 students
24 teachers
11% of students with free and reduced lunch
High Tech Middle: 6th - 8th grade
328 students
15 teachers
12% of students with free and reduced lunch
High Tech Elementary: Kindergarten - 5th grade
17 teachers
47% of students with free and reduced lunch.
HTe North County is rooted in project based learning. Their curriculum is designed around an essential question and students are involved in authentic tasks to investigate the question. Throughout the process, students are exploring, finding solutions, working in groups, discussing artifacts and articles, reflecting on their findings and critiquing and designing multiple drafts of a product that will serve a purpose for an authentic audience. All projects are designed to ignite curiosity, fuel passions and connect with a larger audience.
At HTe North County there are 17 classrooms: three kindergarten classes, three 1st grade classes, three 2nd grade classes, two 3rd grade classes, two 4th grade classes one 5th grade class and three exploratory classes.
Additionally, there is an after school and before school program. The before school supervision begins at 7:30 and the after school program ends at 5pm.
HTe also has one director, two site managers, three academic coaches, two inclusion specialist, a counselor, a psychologist and a speech specialist to assist parents, teachers and students with various needs.
There are a total of twelve schools in the HTH community, including two elementary schools, four middle schools, five high schools, and a graduate school program.
Throughout the day, projects are balanced with a more traditional approach to teaching the core components of reading, mathematics and writing.
8:15-8:45 Morning Meeting
* Teacher & Student led meeting
8:45-10:00 Discovery Centers
Consists of small group activities such as word work practice, guided reading, and ST Math (A spatial temporal math program.)
10:00-10:15 Recess
10:15-11:45 Exploratory
11:45-12:30 Lunch
12:30-12:45 Read Aloud
12:45-1:45 Project Time
1:45-2:00 Reflection
2:00-2:15 Clean up
2:15-2:30 Celebrations Meeting
* Student led meeting
2:30-2:45 Walk outside and go home
HTe North County's cores are "I care..." and "I persevere...". Through these two core values are practiced throughout the school day and through school curriculum. I care for myself, others and this place and I persevere by committing, engaging, trying, improving and reflecting on my learning.
I commit
I keep trying
I reflect
About this Place
About Others
About Myself
Within the walls of the school, the environment is one in which promotes collaborative practices and spaces for exploring and wondering.
Students have personal cubbyholes in the hallways, tables to promote group work, a large rug for community meetings, and a library nook with pillows, cushions, and beanbags to support a comfortable reading area.
High Tech Elementary North County currently serves 52 students. Their spaces are filled through a lottery system, with weighted points given to zip code and to students currently receiving free and reduced lunch to ensure a diverse student population and the reflect the demographics of the region in which the school is located.
Morning meetings are centered around The Responsive Classroom approach. Each meeting is a time for students to share, develop listening skills and build a stronger classroom community. These meetings prepare students for the day and help foster collaboration amongst peers.
Morning Meeting schedules go as follows:
*Greeting
*Sharing
*Activity
*Message
In this 2nd grade classroom, morning meetings are held on the rug every morning. Students and teachers engage in a democratically led meeting where students and teachers vote on activities and lead together.
Every meeting the emphasis of "Sharing the Air - Stepping back and stepping up" allows students to give equitable access to others. Expectations such as listening, eye contact, and proper body language during greetings set the tone of the meeting. Students are encouraged to converse and are facilitated in dialogue that promotes awareness of multiple perspectives and equity.
Students have two hour and a half sessions of exploratory with another teacher. These sessions take place twice a week for each grade level. There are three exploratories at HTe: 1)Science; 2)Visual & Performing Arts; 3)Engineering.
Exploratory is an opportunity for students to engage in a separate elective at school with an expert instructor. Exploratory teachers often collaborate with other educators to create a cross-curriculum project where learning from the classroom to exploratory is seamless.
Exploratory Teachers:
Student led conferences (SLCs) are like traditional teacher conferences, only the student is leading the discussion on their goals and progress in class.
This is an opportunity for students to share their learning with their family and teacher. Students reflect on the process of their project, and their strengths and areas for growth in reading, writing, math and group work.
The goals of SLCs are to celebrate the students and empower their voices in their educational endeavors.
Students and staff at HTe join together for a community meeting celebration. The purpose of these meetings is to cultivate a strong school culture. During these meetings, students are recognized for their work, community ideas are shared and students are celebrated. At these meetings students and teachers lead various discussions and activities. This collaboration fosters a student-centered approach where student voice and choice is valued. The opportunities for students to lead empower them and motivate them to contribute to HTe's community.
Currently,
Students participate in field work endeavors which provide them opportunities to investigate their essential questions in their community. These experiences lead to further wonderings and discoveries in an authentic manner.
At the end of every project, students are required to exhibit their work and articulate the process of the project and their understandings to a public audience.
These exhibitions are an opportunity for students to celebrate their work, share the process of the project and present their learning to others. It also serves as a final assessment of their learning.
As your enter into the school, a lovely woman with a bright smile greets you at the front desk. In the middle of the hallways.
Opening the door, you see students sitting in a circle on the rainbow rug and you hear a child leading a celebrations meeting.
A Hispanic girl with dark brown bangs is called on by the leader, "I would like to respect Mahalia for helping me with my project."
"BOOM BOOM RESPECT!" chants the class.
"A boy next," says the student leader. "Oscar."
"I would like to respect Jerimiah for inviting me to play."
This is a democratic student led classroom where student voice and equity is strongly valued. Students are encouraged to lead various activities throughout the day, including the celebrations meeting.
The 4th grade teacher believes passionately about:
On August 26, 2013, HTH opened its twelfth school in San Marcos, California called High Tech Elementary North County. HTe North County is a K-5 school. It has 21 classrooms including three exploratory classes. HTe North County is located on the same campus as HTH and HTM North County.
High Tech Elementary educators employ the same project principles as HTH in developing their curriculum.
All HTe students pursue a rigorous curriculum that provides the foundation for entry and success. Schools articulate common expectations for learning that value 21st century skills, the integration of hands and minds, and the merging of academic disciplines. Assessment is performance-based: all students develop projects, solve problems, and present their understandings through public presentations. All students are required to complete several student-led conferences and participate in exhibitions of their work.
HTe is a full inclusion school. Teachers employ a variety of approaches to accommodate diverse learners, and recognize the value of having students from different backgrounds working together.
HTe teachers are program and curriculum designers. They collaborate and tune their projects to incorporate the common core standards, with a combination of student and teacher passions. They take the lead in staff meetings and action groups addressing school issues.
HTe teachers know their students well, and are committed to a learner-centered approach that supports and challenges each student. Through projects, students pursue their passions and continually reflect on their learning and growth. Students with special needs are supported through a full inclusion model. HTe educators also conduct home visits to build a stronger connection and understanding of their students outside of the classroom.
HTe students connect their studies to the world beyond school through field studies, community service, internships, and consultation with outside experts. Students routinely create work for authentic audiences and exhibit that work in professional venues.
Projects are tailored to provide authentic learning with interdisciplinary content of the common core standards.
(State-wide mandated standards for public schools.)
In 2000, High Tech High began as a single charter high school launched by a coalition of San Diego business leaders and educators. The roots of the High Tech High program and curriculum lie in earlier work of Larry Rosenstock and colleagues in the New Urban High School Project (NUHS), an initiative of the U.S. Department of Education’s Office of Vocational and Adult Education.
High Tech High has distilled the six NUHS design principles to four: personalization, adult world connection, and common intellectual mission, teacher as designer. All HTH pedagogy is based in project based learning. This means that the faculty guides their students through the creation of projects designed to develop their understanding of the world around them. Students are immersed in the process of learning: exploring, discussing, designing, reflecting, and refining. They create something together that demonstrates their new understandings to a real audience, often outside the school walls.