avuhsd – leading innovation education in this issue€¦ · puts proven learning principles into...

A N T E L O P E VA L L E Y U N I O N H I G H S C H O O L D I S T R I C T

“ W h e r e e d u c at i o n m e e t s t h e f l i g h t o f r e a l i t y ”

may 2013 | high school highlights | 1

AVUHSD – Leading Innovation in Education

Soar Prep Academy is a unique college readiness program designed for 7th and 8th grade students with high potential to get ready for the next step in their education.

Modeled after SOAR High School, Antelope Valley Union High School District’s innovative and highly successful early college program, SOAR Prep puts proven learning principles into the hands and minds of middle school students. Utilizing Advancement Via Individual Determination (AVID) techniques and focusing on science, technology, engineering and math (STEM), SOAR Prep’s goal is to

“Blended” Online Learning: Keeping Up With the Kids!

Soar Prep

See SOAR on page 12

AvuhSd – leAding innOvAtiOn

in educAtiOn ....................................1

SOAR PReP .....................................1, 12.digitAl Age..........................................3

Student in gOveRnMent...............3

SteM educAtiOn............................ 4-5

FAlcOn AcAdeMy OF SuStAinAble

technOlOgieS..................................5

innOvAtiOn in educAtiOn...........6,.7

liFelOng leARneRS.........................8

cOnnecting cAliFORniA

teAcheRS...........................................8

cOMMOn cORe StAndARdS............9

AdvAnced PlAceMent

cOuRSeS.............................................9

technOlOgy tARgeted FOR

teAching And leARning.......10,.12

inteRnAtiOnAl bAccAlAuReAte

(ib) PROgRAM...................................11

linked leARning.............................11

digitAl deSign And

engineeRing AcAdeMy...............12

Staying steps ahead of today’s youth is a challenging task as technology stretches the reach of information and changes the way we live and do business everyday. The Antelope Valley Union High School District has established and continues with the tradition of integrating cutting edge educational techniques into daily instruction by moving forward with technology and online learning. Expanding opportunities and access for all students continues to be the district’s mission as we prepare each of them for both college and career.

From the day a baby is born, parents find themselves constantly trying to stay one step ahead of them. Before they start toddling around and getting into things, we put childproof locks on cabinet doors. We put training wheels on their bicycles to help them learn to gain balance and ease them into the risky world of a two-wheeled bike. But, we also leave open some cabinet doors that contain opportunities for learning and growth. We don’t worry about the plastic storage containers that make great drums in the kitchen and we sometimes take one training wheel off at a time so our kids become aware of their own learning and development.

The Antelope Valley High School District excels at staying a few steps ahead of our youth while allowing them opportunities for growth and innovation. This year, our district made landmark strides towards the future of education by opening a dependent charter school, Academies of the Antelope Valley (AAV), and integrating a Virtual Academy serving students from grades 7–12 in this inaugural year. Technology and the online world continue to be an enduring presence in society and the lives of young people. By engaging our youth in educational activities online and meeting kids where they spend their time — in the virtual world — the Antelope Valley High School District has moved the standard concept of how education

looks today into a 21st century design that prepares our students for their future in both college and career.

Our online learning model makes use of the strategies that have met with success in the traditional setting in combination with innovative new directions powered by technology. The AAV Virtual Academy requires students to meet with their teachers every week and they participate in a variety of activities with their classmates during those meetings. In addition, tutoring hours are available each week to provide additional instruction to students and to support their learning. Some of the classroom activities include projects, interactive experiences using technology, and labs. Students will have fieldtrip opportunities including college visits, tours of businesses, and experiences at culturally enriching venues such as museums, theatres, and historical landmarks.

The wide variety of online courses offered in the AAV Virtual Academy includes several electives that are both college prep and career-related. Complete pathways are available in the areas of Law and Criminal Justice, Health Sciences, Digital Photography and Multimedia Design, Business, and Education. As students complete the pathways, they can further their learning with workplace experience through internships at Northrop-Grumman, the City of Palmdale, the City of Lancaster, the Antelope Valley Courthouse, and through other business and industry partners throughout the valley. These courses also implement online tools and learning strategies that help educate students regarding digital citizenship and how to participate in the online world responsibly.

Staying steps ahead of today’s youth is a challenging task as technology stretches the reach of information and changes the way we live and do business everyday. The Antelope Valley Union High School District has established and continues with the tradition of integrating cutting edge educational techniques into daily instruction by moving forward with technology and online learning. Expanding opportunities and access for all students continues to be the district’s mission as we prepare each of them for both college and career.

“Just as energy is the basis of life itself, and ideas the source of innovation, so is innovation the vital spark of all human change,

improvement and progress.” —Ted Levitt

Antelope Valley Union High School District

in this issue

Superintendent’s Message

comPrehensiVe high schools

mr. matt anderson PrinciPalanteloPe Valley HigH ScHool44900 division streetlancaster, ca 93535(661) 948-8552; faX 945-8867www.avhs.org

dr. Joe Kelly PrinciPaleaStSide HigH ScHool3200 east avenue J-8lancaster, ca 93535(661) 946-3800; faX 946-3850www.eastsidehigh.org

mr. steve ford PrinciPal Highland High School39055 25th street WestPalmdale, ca 93551(661) 538-0304; faX 538-0405www.highlandhs.org

mr. Will laird PrinciPal William J. “Pete” KnigHt HigH ScHool37423 70th street eastPalmdale, ca 93552(661) 533-9000; faX 533-0111www.khshawks.org

mr. steve radford PrinciPallancaSter HigH ScHool44701 32nd street Westlancaster, ca 93536(661) 726-7649; faX 726-7694www.lnhs.org

ms. Karen Parker PrinciPal littlerocK HigH ScHool10833 east avenue rlittlerock, ca 93543(661) 944-5209; faX 944-5191www.lhslobos.org

mr. greg nehen PrinciPal Palmdale HigH ScHool2137 east avenue rPalmdale, ca 93550(661) 273-3181; faX 273-1093www.phsfalcons.org

ms. cheri Kreitz PrinciPal Quartz Hill HigH ScHool6040 West avenue lQuartz hill, ca 93536(661) 718-3100; faX 943-8203www.qhhs.org

mr. chris grado PrinciPal academieS oF tHe anteloPe Valley aav.avhsd.org follow us on twitter: @academies_aV like us on facebook.com/aaVca

Soar PreP academy (661) 943-2091

aV Virtual academy 6300 West ave l, lancaster, ca 93536. adjacent to Qhhs (661) 575-1004 *individual resource centers are located in the aaV Building, and at eastside high school, and at the roP building in Palmdale.

Soar HigH ScHool “students on the academic rise” 3041 West avenue K, lancaster, ca 93536 located at aVc campus (661) 722-6509, fax – 722-6583 www.avc.edu/academics/avsoar/

dr. susan mcdougal PrinciPal alternate education ProgramSdeSert WindS continuation HigH ScHool45030 third street eastlancaster, ca 93535(661) 948-7555; faX 948-5947www.dwhs.org

PHoenix cdc SoutH community day school – lancaster area2270 east avenue QPalmdale, ca 93550(661) 274-4619; faX 274-9543 avdistrict.org

PHoenix cdc nortH community day school – Palmdale area228 east avenue h-8lancaster, ca 93535(661) 729-3936; faX 945-2253 avdistrict.org

r. rex ParriS continuation HS assists struggling students to graduate38801 clock tower Plaza drivePalmdale, ca 93550(661) 274-1230; faX 274-1168 www.rrphs.org

deSert PatHWayS “severe special education focus”6300 West avenue lQuartz hill, ca 93536(661) 722-4421; faX 722-4752

mr. terry o’connor PrinciPalanteloPe Valley adult ScHool main location45110 third street east lancaster, ca 93535 (661) 942-3042; faX 948-0846 www.avadult.org

aV adult education SoutH Valley Satelite Site 1212 east avenue s Palmdale, ca 93550 (661) 575-1012; faX 575-1077 www.avadult.org

aVuHS diStrict adminiStratiVe oFFiceS 44811 sierra highway lancaster ca 93534 (661) 948-7655 www.avdistrict.org

aVuHSd Student SerViceS oFFice 548 W. lancaster Blvd, lancaster, ca 93534 (661) 729-2321

Bo a r d o f Tr u s T e e sBarbara Willibrand PreSident

Jill mcgrady Vice PreSident

Kathy carothers clerK

donita J. Winn memBer

James t. lott memBer

anthony Barros, Student memBer

How to reach us

Antelope Valley Union High School District

2 | high school highlights | may 2013 may 2013 | high school highlights | 3

a d m i n i s T r aT i o ndr. david J. Vierra SuPerintendent

Jeffery e. foster dePuty SuPerintendent

mark Bryant aSSiStant SuPerintendent, PerSonnel SerViceS

shandelyn Williams aSSt. SuPerintendent, Student SerViceS

44811 sierra highway, lancaster, ca 93534-3226 (661) 948-7655

Innovation in Education

The Antelope Valley Union High School District’s strong history of excellence in education has led to the incorporation of purposeful innovation to ensure all of our graduates are prepared with skills and education levels needed to be competitive in the 21st century. Our new charter school venture, Academies of the Antelope Valley (AAV), consisting of SOAR PREP Academy (7th and 8th grade) and the Virtual Academy (7th-12th grade), grew out of identifying current best practices in SOAR High School and recognizing the increased opportunity to learn in an online/blended environment.

Our mission of preparing students for college and career readiness has led to the growth of Advanced Placement, AVID and California Partnership Academies. The district has become a recognized leader in Science Technology Engineering and Math (STEM) through our award winning robotics programs, aerospace pathways, and public works internship opportunities. In addition, we have expanded our Project Lead the Way engineering coursework into Biomedical engineering.

From improving our student information systems, expanding access to professional development for our teachers, and integrating new instructional practices into our classrooms, technology is a vital part of many of these innovative efforts. With the incorporation of online learning, one-to-one initiatives, interactive devices, and e-textbooks into our academic programs, we are engaging the digital natives of this generation.

The Antelope Valley Union High School District is a proven leader in the area of innovative education reform efforts. We are committed to continue to challenge ourselves to meet the needs of all our students and we are dedicated to fully prepare them to meet their education and career goals within a rapidly changing global economy.

David J. Vierra, Ph.D.Superintendent


Students in Government— Student Board MeMBer

The way we communicate and interact in this century has changed dramatically with the onset of technology. Information is now available at our finger tips. We can communicate from the mall to relatives around the world through a simple text message in an instant! News updates and weather alerts are received within seconds of happening. Because of this the integration of technology in education is now an essential component of the learning environment and the systems that support it.

The Antelope Valley Union High School District is not standing still watching the world change around us. We are constantly pushing forward to bring technology into education as it is provides powerful tools for learning and improves efficiency. AVUHSD has implemented the following innovative technology measures to keep pace with these changes.

Last summer, AVUHSD rolled out a new online enrollment platform called Info Snap. This program enables parents to enroll their students online without the time consuming task of completing reams of paperwork. In working with our middle school feeder districts, we are able to load incoming students and parent information into our system, saving parents of newly enrolled students’s valuable time in completing the enrollment paperwork. Parents are able to review and accept all policies from their homes as well as make changes to the information already stored. Those parents who have taken advantage of InfoSnap are completing the enrollment process in 15 minutes are less without waiting in line! This year we integrated InfoSnap into the PowerSchool Parent Portal making it even easier for our parents to enroll their students.

At the beginning of the current school year, AVUHSD completed its district wide state of the art wireless system. BYOT (Bring Your Own Technology) became a reality. All 23,000 District students now have access

to our wireless subnet so they can use their own mobile devices in targeted classrooms to access research, resources, teacher lessons and education applications. Our digital native students have now entered digital world classrooms. We have opened up social networks, such as Facebook®, Twitter®, and YouTube® so students and teachers can harness this powerful media to support their learning.

AVUHSD is also part of the new App driven world. New mobile apps allow teachers, parents, and students to quickly access up to date classroom information. Teachers, parents and students with iOS devices can login to the App Store and download any PowerSchool apps for free. Teachers with the iPad gradebook app have access to their grade books anywhere the internet is available. Parents and students have access to grades, attendance, bulletins and upcoming assignments by merely downloading the Power School App and using the 93534 zip code to find their school. Non iOS users have the ability to login to their PowerSchool accounts via any web browser giving them access to student and course information.

These technology upgrades, policy changes and apps integration are just a few of the exciting changes made over the past year with the goal of improving student learning and engagement. Stay tuned for more innovations to support learning, including electronic access to many of our textbooks, supplemental reading materials and clear understandable testing data, and much more.

Digital AgeThe AVUHSD is constantly pushing forward to bring technology into

education as it is provides powerful tools for learning and improves efficiency. Trying to catch up with Anthony Barros is like trying to

catch the wind. The Antelope Valley Union High School District (AVUHSD) Student Board Member is a very busy senior. “I am sorry for the late message,” he replied when we tried to sit him down for this interview. “I was at UC Berkeley this past weekend.”

Anthony Barros has been the Student Board Member for the AVUHSD since July of 2012. A Student Board Member plays an active role in the governance of the AVUHSD. The District’s bylaws states ‘that engaging the student body and seeking its input and feedback regarding the district’s education programs and activities are vital to achieving the district’s mission of educating district students.’ In the past year Anthony has attended every board meeting, bringing with him his wit, humor, and serious concerns about education.

Little did Anthony know that his concern for student representation in government would lead him to the Student Board Member position. Originally, he thought he could make a positive difference by joining the school’s Associated Student Body (ASB), and last year, he became the President of Antelope Valley High School’s ASB. He was then elected by the 23,000 students in high schools in the AVUHSD to be their voice on the Board of Trustees.

When Anthony started high school, he was told that maybe he shouldn’t go to Antelope Valley High School. That maybe he would get a better start somewhere else. That certainly wasn’t the case for this young man. Antelope Valley High School and Anthony Barros became a good match.

Not only is Anthony active in sports on AVHS’s campus but he volunteers in the community as well. You might wonder how he was able to find the time to study. But study he did and all of his hard work earned him TWO full ride scholarships. Anthony received the Gates Millennium Scholarship and he also received the UC Berkeley Regent’s and Chancellors’ Scholarship. A full ride scholarship will take a student as far as they want to go with their education and Anthony has plans! Anthony wants to major in Political Science and then go to law school.

“In some sense our ability to open the future will depend not on how well we learn

anymore but on how well we are able to unlearn.”

—Alan Kay

“Anthony reinforces what we do as a District for students.”

—Barbara Willibrand, President of the Board of Trustees.

Focusing intently on instruments, high school students take and record patient vital signs, as others help treat student athletes’ injuries; dental assisting students take mouth impressions and learn how to take and process dental x-rays; others apply the Venturi Principle to problems with auto engines. Powered by designs created by high school student teams, wind turbines are assembled and solar panels are attached to sustainable house models; buckets attached to balsa wood bridges are loaded slowly with more and more sand until the loud cracking sound symbolizes that the bridges have met their weight limit and they collapse. Robots programmed by students move automatically through a maze, while parts designed in Autodesk Inventor© are printed out in cutting edge 3D printers and laser etchings.

The AVUHSD currently houses 6 career academies, all of which include some STEM (science, technology, engineering, and math) component: Green Enterprise at AVHS (Project Lead the Way© pre-engineering and business); Law and Government at Highland (crime scene investigation); Digital Design and Engineering at Knight (PLTW pre-engineering, 3D simulations); Agriculture and Environmental Science at Littlerock; and the Health Careers Academy, and Falcon Academy of Sustainable Technology (FAST) (PLTW pre-engineering, automotive, construction, 3D simulations) at Palmdale. In addition, STEM career pathways and courses are in place at other high schools, including: PLTW pre-engineering at Lancaster and Quartz Hill; health science with dental concentration at AVHS; automotive technology at Highland, Littlerock, Quartz Hill and Desert Winds; agricultural science at AVHS and Palmdale; and computer multimedia design at every AVUHSD comprehensive site. Many of the courses in these sequences are articulated with Antelope Valley College, offering successful completers both high school and college credit.

SOAR High School, an early college high school

located on the campus of AVC, incorporates a STEM focus, while SOAR Prep Academy, a middle school within the Academies of the Antelope Valley (AAV) charter, delivers Gateway to Technology© modules including Design & Modeling, Automation & Robotics, Energy & the Environment, and Science of Technology, leading to the PLTW pre-engineering pathways in the high schools. STEM courses such as Body Systems and Diseases are also offered through the Virtual Academy segment of the AAV, as part of a medical pathway which will be expanded beginning August 2013. New Biomedical Sciences pathways from PLTW will be introduced at both Eastside and Littlerock in the fall of 2013, beginning with the Principles of Biomedical Sciences course. Junior ROTC programs at AVHS, Highland, Lancaster, and Littlerock also incorporate STEM principles within their curriculum.

In 2011, the AVUHSD and AVC spearheaded the development of a ground-breaking course, Senior Mathematics Acceleration and Preparation (S-MAP), in which high school seniors receive articulation credit for successfully completing algebra course modules, using common software to individually tailor curriculum and assessments. The course, now offered at AVHS, Littlerock, and Palmdale, with plans to expand to Highland and Quartz Hill in fall of 2013, better prepares students to enter college-level algebra courses without remediation. AVUHSD is also actively planning to implement the Common Core in fall 2013 to more fully integrate curriculum for students’ college and career readiness, along with the anticipated Next Generation Science Standards in 2014.

These projects range from smaller activities such as those noted above to more complex academy-wide projects involving multiple grade levels and courses working together on a challenge. Examples from the current school year include: the FAST Academy’s project on a fictional disease outbreak at the mall which required student teams

to determine and make presentations about what resources were available to isolate the infection through construction and transportation, as well as to sustain victims during quarantine; Health Careers student teams researched the effects of a major disaster, made inferences of the readiness of PHS and developed a disaster plan and supplies for the school; Littlerock AG students research and debate the topic of genetically modified foods, as well as doing a community STEM Expo; while Digital Design & Engineering students work on projects involving wind, solar, efficiency, and alternative fuels across the grade level curriculum.

Students in the PLTW pre-engineering courses are able to take industry certification exams for Autodesk© Inventor software at the approved testing center at AVUHSD’s Center for CTE in Palmdale, while multimedia students can obtain Adobe© certifications, testing at Lancaster High.

Extra-curricular activities to support STEM learning are plentiful; career-technical student organizations SkillsUSA, HOSA, and FFA help students to acquire leadership skills acting as chapter

AVUHSD Leads the Way in STEM Education

A hallmark of the STEM academies and pathways is project-based learning for students,

in contrast with more traditional lectures and memorization.


Science Technology Engineering Mathematics

See SteM on page 5

and state/national officers, to participate in service learning community projects, and to compete locally and at the state and national levels for awards and scholarships. AVUHSD students have enjoyed great success in their CTSO chapters, winning at all levels, including Palmdale FAST students placing at gold and bronze in the SkillsUSA national Sustainability Solutions event in June 2012 for their “Little Green Planet” video game design, and automotive and construction students receiving multiple medals at state competitions in 2013, Palmdale’s Health Careers Academy students once again bringing home multiple gold, silver, bronze and national recognitions from the Cal-HOSA State Leadership Conference in March 2013, and Littlerock FFA members placing third at the National Agriscience Fair in Environmental Resources in June 2012 with several teams participating again in 2013.

The AVUHSD, assisted by industry donations and volunteers, has held PLTW/Society of Manufacturing Engineers© Summer Gateway Academy “camps” at Lancaster and Knight High Schools over the past four years, receiving an enthusiastic reception from 7th and 8th grade students and their parents alike. Free sessions are on tap again this summer. For more information and applications, please visit www.avrop.avhsd.org/Summer .

Community-wide events such as the Aerospace Valley Science Olympiad, sponsored by Lockheed, AFRL, and the HSI STEM Grant, hosting approximately 300 middle school and 50 high school students at AVC in March 2013, also allow students to apply STEM concepts, critical thinking, and problem-solving abilities in competitions in bridge-building, rocket-launching, Disease Detectives, CrimeBusters, Sustainable Society, Water Quality, and Experimental Design, among many others. The High School Innovation Challenge, sponsored by Northrop Grumman and held locally in April 2013 at Knight High (which also won the competition), had AVUHSD student teams programming a VEX robot to autonomously avoid, track, and rendezvous through an unknown obstacle course. Many of the school sites also participate in robotics competitions, both at the FIRST and LEGO League levels; Quartz Hill and Lancaster teams were finalists at a Monrovia competition in March 2013, with Lancaster’s Eagle Robotics team a frequent competitor in the national finals. Several high school sites boast rocketry teams, while others participate in STEM service learning through the Mojave Environmental Education Consortium (MEEC).

AVUHSD staff and industry members have worked closely with local K-8 districts to assist in expanding STEM pathways down into the middle schools, while allowing for a smooth transition to high school programs from the middle school courses. Other AV districts and private schools offer a variety of STEM-related activities and courses for their students.

While the hope in the not-distant past was to reach the milestone of 1,000 STEM students in the greater AV, the current estimate is over 7,000 students already in the pipeline (many of those within the AVUHSD), with momentum continuing to build toward 13,000 students anticipated in the upcoming few years. It is through the close relationships developed among AV educators, business, industry, and government that this groundswell has occurred. Continued outreach and cooperation among the partners is key to the success of the AVUHSD mission statement: “to enable our students to develop the necessary academic, technical, and work-related skills of the 21st century. Every student who graduates will be prepared to pursue college or any career to which he/she aspires.”


SteM continued from page 4

Falcon Academy of Sustainable Technologies

The students in the FAST (Falcon Academy of Sustainable Technologies) at Palmdale High School are currently working on a project that integrates several academic disciplines. Students in groups of 4-6 are building functioning wind turbines models. The students use salvaged gears from broken/discarded printers, scanners, and combine them with other off the shelf gears, to create a mechanical advantage (higher ratio) that will increase the wind turbine’s performance.

First the students learn the benefits of mechanical advantage and how to apply this concept by creating gear boxes with gear ratios that will allow the wind turbine to “do work” with given wind velocity/volume. They test their project using a variety of blade designs, shapes, weights lengths and materials. They then collect data, analyze it and if needed go through the redesigning phase Once they have done this the project is complete.

Geometry, algebra and physics are the obvious disciplines but the project also integrates English Language Arts because the students have to write design statements, research and present their projects. The wind turbine projects that rate highest on all of the measures compete at the Antelope Valley Wind Turbine Challenge.

Projects like these display critical thinking and creativity skills. As one student in the academy commented, “It is a cool way of learning and just having fun.”

“Once we rid ourselves of traditional thinking we can

get on with creating the future.” —James Bertrand


Did you know?…

Innovation in education

ANTELOPE VALLEY HIGH SCHOOL • Last year AVHS students received over $1,100,000 in

scholarships and grants to pursue higher education opportunities.

• In the last four years, five AVHS students have been selected as Gates Millennium Scholars, receiving full ride scholarships to a four year university.

• Through generous donations and a strong partnership with AV Fairgrounds, the Agriculture facility has been revitalized to create a 21st century learning environment.

• The renovation includes state of the art hydroponic watering system.

• Received one of 20 statewide grants for a Green Energy Academy, integrating engineering and business.

AV ADULT SCHOOL • Courses offered include high school diploma, GED

preparation and testing, English as a Second Language, Citizenship and Career Technical Education

• The GED Test Center has been the only official testing center in the area for over 30 years.

• Instructors use a computer based curriculum that meets high standards for content.

ACADEMIES OF THE ANTELOPE VALLEY • A newly established district owned free public charter

school has two academies.

• Open to 7-12 grade students.

VIRTUAL ACADEMY • Offers blended on-line courses that include AP and A-G

electives in Business, Health Sciences, Criminal Justice, Film, Art and Photography.

• Students enrolled in Virtual Academy are eligible for CIF athletics and can participate in activities at their home school of residence.

• Offers project based learning, field trips and counseling services.

SOAR PREP ACADEMY • Prepares students for SOAR High School by giving them

priority admission.

• Focuses on STEM

• Will be adding sports teams in the 2013/14 school year.

DESERT WINDS HIGH SCHOOL • Has a Race Team which is affiliated with the Summit

Racing Series sanctioned by the NHRA for semi-professional race car drivers.

DESERT PATHWAYS HIGH SCHOOL • Students have bicycles to ride during Physical Education

• Faculty, staff and students are working together on the campus beautification projects which includes the art students working on new signs for the school

• Students are participating in a new job shadowing program to observe workers and work ethics.

EASTSIDE HIGH SCHOOL • Has the largest AVID program in the high school district

and is currently applying to be a Nationally Recognized AVID school.

• According to US News and World Report, the “College Going Culture” has led to recognition of being the #2 school in the district for college preparedness due to the success of students taking AP classes and AP tests.

• The Parent Center provides computer access for parents to access student information and community resources.

HIGHLAND HIGH SCHOOL • Air Force JROTC Drill Teams won SECOND place at the

A Team Color Guard competition, THIRD place in the Crimson Knights Armed Drill, and SEVENTH place in the Armed Drill. HHS JROTC has over 2000 community service hours for this year alone.

• Technology is making a big difference in the classroom, as HHS has added 17 teachers to the ipad team.

• Two athletes received national recognition: Ashley Kelsick (girls basketball) was the leading scorer for the entire nation, averaging 40.7 points per game; and Andrew Simmons (wrestling) was CIF SS Champion and finished in the top 24 of the nation.

WILLIAM. J. “PETE” KNIGHT HIGH SCHOOL• Knight High School (KHS) ranked #1 in the AVUHSD as

defined by the percentage of 12th graders that took and passed an AP exam.


• Students at KHS participated in a state video contest entitled ‘Directing Change’ and they won SECOND place in their Southern California region.

• KHS took FIRST place and received a grant for $1,250 in the Northrop Grumman sponsored High School Innovation Challenge for high school students.

• KHS student Javier Estrada is one of the top junior boxers in the country. He has been selected by the US Olympic Committee/USA Boxing to participate in an international competition.

LANCASTER HIGH SCHOOL• Lancaster High School’s (LnHS) Learning and Achieving

in Multimedia Production and Engineering Academy (LAMPE) was selected as an Apple Distinguished Program for the 2012/13 school year.

• This year LnHS Eagle Robotics team won the Engineering Inspiration Award for the fourth time. The Engineering Inspiration award is the second-highest award presented by FIRST International Competition.

• For the 10th year in a row, Lancaster’s Air Force JROTC unit received the Distinguished Unit Award with Merit, the highest award a unit can receive.

LITTLEROCK HIGH SCHOOL• For two years in a row, Littlerock’s API scores for Special

Education have increased by 60 plus points.

• Littlerock High School (LHS) opened a new Community Center to be used by organizations in the area. Contact Lennie Jenkins, 944-5209, ext. 388 for availability.

• Littlerock’s Army JROTC was the host school for the annual JROTC Cadet Leadership Challenge this year.

• Littlerock’s FFA Chapter won FIRST place in the Horticulture competition and THIRD in individual judging. LHS was named a National Chapter and selected as Southern California’s Outstanding Nation Chapter.

PALMDALE HIGH SCHOOL• Palmdale High School’s (PHS) FAST Academy students

competed at the State Championships for SkillsUSA, CA. Thirty-two students earned medals at the State Championships, including 5 FIRST place, GOLD awards, 3 SECOND place, SILVER awards, and 3 THIRD place, BRONZE awards.

• PHS Health Careers Academy HOSA Chapter students returned from the State Leadership Conference with 3 GOLD medals, 3 SILVER medals, 3 BRONZE medals, and 18 National Recognitions. They also received the Outstanding HOSA Chapter award.

• PHS Associated Student Body collected and re-donated 30 prom dresses to students who may not otherwise have had the means to go to prom.

PHOENIX HIGH SCHOOL• Students at both North and South Phoenix campuses

have been hiking with the wolves. Wolf Connection is a youth education and empowerment program where students learn about loyalty, honesty, integrity, courage, contribution to society, commitment, sense of purpose and self-confidence.

QUARTZ HILL HIGH SCHOOL• Quartz Hill High School’s (QHHS) Mock Trial Team won

FIRST place in this year’s competition. QHHS has placed FIRST for the last 9 years.

• QHHS STEM team won SECOND place for total wins at the Lockheed Martin sponsored Science Olympiad. They won FIRST place in bridge design, SECOND in sustainable design, THIRD in tower building and SECOND in egg-o-naut.

• QHHS Robotics Team won the TEAM INSPIRATIONAL AWARD at the regional qualifier and SECOND place at the FTC Los Angeles Regional competition.

R. REX PARRIS HIGH SCHOOL• R. Rex Parris High School (RRPHS) students conducted

an Anti-Texting and Driving Campaign to bring awareness to the danger of distracted driving.

The Class of 2013 at RRPHS promises to be the largest graduating class in the history of the school.

SOAR HIGH SCHOOL• Students On Academic Rise (SOAR) High School was

named one of California’s top 10 schools for two years in a row.

• Twenty-five percent of this year’s graduating class at SOAR will receive their AA Degree from Antelope Valley College along with their high school diploma.

• SOAR has three students who have received full-ride QuestBridge Scholarships.

If you knew how many educators in the Antelope Valley Union High School District hold a doctorate degree, you might think you were at a health care facility instead of a high school district. Twenty-five educators have earned the title of Doctor. Three AVUHSD teachers hold a National Board Certification, which just happens to be the highest credential you can earn in the United States. Quite impressive. When you couple that with the number of teachers who have a Master’s Degree, and the fact that all teachers are highly qualified in their field of expertise, you know your child’s education is in good hands. Quite impressive, indeed!

It should come as no surprise that educators want to further their education. It’s what they do. It’s their life work. Their pursuit of knowledge makes them highly qualified professionals. The following awards are just a sampling of the achievements awarded to AVUHSD educators recently.

Area E Award The California Association of Directors of

Activities (CADA) at their state convention in March gave out the “Area E, Los Angeles County, Award.” This year Jeff Culver, Activities Director at Quartz Hill High School (QHHS), was the recipient of this award. The award is given to CADA members who have made a significant impact and contribution to Area E. Jeff Culver’s enthusiasm and commitment stands as a positive representation of QHHS and the entire Antelope Valley Union High School District.

Outstanding Engineering Achievement Merit Award

“In recognition of outstanding service as a dedicated high school educator and mentor in the fields of science, technology, engineering and mathematics”, Jonathan Over, teacher at Eastside High School (EHS), received the “Outstanding Engineering Achievement Merit Award.” Jonathan Over is not only a successful math teacher at Eastside, but also the AP Physics teacher and Science Department Chair. Jonathan Over mentored many students at EHS, several of whom earned prestigious internships with Lockheed Martin.

Outstanding STEM Educator Award 2013 The Engineer’s Council (Sherman Oaks,

California) puts on an award ceremony to honor engineering professionals and their

accomplishments. This year Mr. Eric Knutson, Vice President at Lockheed Martin had an opportunity to interview students for several intern positions. During those interviews students were asked who influenced them the most to want to pursue engineering? All the students responded “Mr. Kerns and the QHHS engineering program.” Mr. Knutson contacted Mr. Kerns about the pathway into engineering that resulted in a nomination to the Engineering Council Selection Committee comprised of professional engineering teams from Lockheed Martin, Northrop Grumman, JPL, NASA, US Air Force, and Boeing. Mr. Kerns received the “Outstanding STEM Educator Award” for 2013.

Aspirations in Computing Educator AwardAspirations in Computing is a talent

development pipeline initiative of the National Center for Women and Information Technology (NCWIT) designed to increase women’s meaningful participation in computing. Sherry Garmon, teacher at William “Pete” Knight High School, was nominated by her students and received one of the Aspirations in Computing Educator Award. Mrs. Garmon spent three months writing two new computing courses, which were approved for A-G credit in the UC/CSU system. Due to the course emphasis on design, these course offerings have helped to increase the number of high school female students involved in the academy.

California’s Agriscience Teacher of the YearRobin Olsen is an agriscience teacher at

Littlerock High School. She works hard to help her students understand the importance and relevance of agriscience. Through her leadership, Littlerock FFA was not only named a National Chapter but was selected as Southern California’s Outstanding National Chapter. Ms. Olsen was named California’s Agriscience Teacher of the Year.

This level of competence shows the commitment the AVUHSD educators have given their career. This commitment shows the passion for education they pass on to their students.

Life Long Learners

8 | high school highlights | may 2013

The University of California Curriculum Institutes (UCCI) are a natural outgrowth of UC’s continuing work with schools to encourage the development and submission of career technical education courses for “A-G” approval in all subject areas. More than 11,000 A-G courses now on school course lists throughout California.

Many of these integrated courses fall within subject areas — laboratory science (“d”), visual and performing arts (“F”), and college-prep electives (“G”) — that align well with certain CTE industry sectors. The UCCI Institutes were launched in 2010 directly facilitate the creation of integrated courses in the areas where more are needed: history/social science, English, and mathematics. Recent Institutes have also focused on integrating CTE with language other than English (“E”), in recognition of the career value of proficiency in more than one language.

The UCCI Institutes are listed as a key objective in the Career Readiness Campaign of state Superintendent of Public Instruction Tom Torlakson. To meet the objective of creating new “A-G”/CTE courses where they are most needed, the UCCI Institutes call on the expertise of California teachers from both the academic and career-technical areas. AVUHSD has had over 10 teachers been accepted into these institutes. The Virtual Academy Intro to Education teacher applied and received a grant to write and integrate English Language Arts and Film Production. These courses highlight the ways in which schools can take innovative relevant approach to teaching academic subjects such as English, algebra and world languages to engage students and prepare them for college.

Connecting California Teachers, Enriching High School Education

AVUHSD Teachers Participate in UC Curriculum Institutes

“We now accept the fact that learning is a lifelong process of

keeping abreast of change. And the most pressing task is to teach people

how to learn.” — Peter Drucker

Did you know that Advanced Placement (AP) courses help students skip introductory college courses, earn college credit while in high school, and can make college applications stand out? Wouldn’t it be great to get a step ahead in college by jumping into more advanced courses right away and not having to compete for a seat in the entry-level classes?

AP courses show college admissions officers that the student who has taken them is already familiar with the challenge of college-level coursework and expectations because the AP curriculum is written at that level. In addition, AP courses are evaluated using a higher GPA scale that can help to boost students’ overall grade point average, making their college applications more competitive for college acceptance. All 11th and 12th graders are eligible to take AP courses and the recommended courses that students should take before the AP class can be reviewed at: apcentral.collegeboard.org

At the Antelope Valley Union High School District, our priority is to prepare our students effectively for the AP exams and to increase their access to AP courses. In the 2007–2008 academic year, 15% of 11th and 12th graders took AP exams and 47% of those exam takers earning a passing score of 3 or higher. The number of exam takers in the 2010–2011 academic year increased by 3% while the number of exam takers earning a passing score increased by a whopping 15% that year!

We are proud of the increase in student success in passing their AP exams and we are equally proud of the increased number of students taking AP courses throughout the district because of the AVUHSD’s efforts to add AP course periods. From 2010–2012, the AVUHSD added 25 AP class periods! This resulted in over 1,000 additional students taking AP courses!

When students pass their AP exams, they can bypass overcrowded introductory courses and take their upper level courses. In addition, over 90% of colleges and universities across the country provide college credit for AP exams. This is a huge cost savings in an era of increasing college tuition and saves students’ valuable time by completing the courses that are most college approved while they are still in high school. Finally, AP courses also help students explore subject areas they might be interested in as college majors at the same level that they will experience after they leave high school.

The Antelope Valley Union High School District supports college and career readiness as part of its mission and we want each of our students to have the opportunity to get ahead by taking AP courses that give them a college-level experience as well as the preparation necessary to pass AP exams that provide college credit or exemption from introductory courses. We look forward to encouraging even more AVUHSD students to explore AP courses as we continue adding AP class periods to support their academic preparation for college and career!

The Common Core State Standards (CCSS) are the first step in providing our young people with a high-quality education. They were written with the input of teachers, parents, and community leaders, and address what students need to know and be able to do to be productive citizens in the 21st Century.

The standards clearly communicate what is expected of students at each grade level, and allow our teachers to know exactly what they need to help students learn, and establish individualized learning goals for them. The Common Core State Standards focus on conceptual understandings and procedures which are built upon from elementary through high school, and allow both teachers and students the time to develop those skills.

The CCSS will focus on math, English/language arts, literacy in all subject areas, and college/career readiness. Our district has been in the planning stage of implementation for the past year, with full-implementation in math, language arts and literacy to begin this fall.

The CCSS in math have an increased focus on application. To that end, a team of teachers has been meeting since January to revise the Algebra 1 curriculum and to compile resources for teachers. Additionally, training is being offered to all algebra teachers in June. This workshop will provide teachers with the opportunity to review new curricular units and to practice new instructional strategies. Teachers

will also be provided with materials to use in their classrooms.

Healthful living will play a key role in CCSS implementation: In this course, students will begin to explore college and career options and develop technology skills. To address the CCSS literacy standards, teachers will provide students with articles, pamphlets, and other “real world” literature as part of health education instruction. Professional development for all health teachers will be held in June, where the curriculum will be further refined.

In English/Language Arts, there is an increased focus on informational text, versus literature. The AVUHSD has compiled a District Literacy Team to help teachers teach students to read complex text and then be able to write and speak about it. The team has specifically recommended that teachers focus on annotation as an active reading strategy to help students understand complex text. The team’s work for the 2013–14 school year is to help all students become proficient with this strategy, no matter the content area.

The E/LA 9 and 10 curriculum team is working to create curricular units that teach content via the Common Core State Standards and 21st Century Skills. The team has met monthly since January 2013 and will continue to work during the summer and 2013–14 school year to refine these units. There is also time set aside this summer to introduce all ELA

9 and 10 teachers to these units and the shifts in instruction that will have students focusing more on reading complex text, writing from sources, and focusing on literacy as a skill to be taught in all content areas.

On June 3rd and 4th, 2013, AVUHSD faculty, counselors, and administrators will come together in collaborative style to kick-off the Common Core State Standards implementation.

We have partnered with the International Center for Leadership in Education (ICLE) to develop essential professional learning workshops that will prepare us, in part, for the shift from a paradigm of isolation to integration across the curriculum.

This district-wide event begins with a motivational message from an ICLE keynote speaker and promises to be dynamic, energetic, and interactive. In addition to our learning experiences, we will have access to materials and services from sponsoring educational organizations.

We have created a website with information for school personnel, as well as a Facebook page and Twitter account.

Visit us at:https://twitter.com/AVHSD_CCSS.https://www.facebook.com/AvuhsdCcss

Common Core State Standards

Advanced Placement (AP) Courses:

Getting a Step Ahead!


As Elizabeth prepares her lessons this week, her goal is to engage and support all students in learning as the California Standards for the Teaching Profession stipulate. Thanks to district professional learning opportunities, she now feels prepared to embed 21st century tools in her instruction to support this endeavor. For the last four years, she has been trained in smart board technology, and in recent years, integrated tools for instruction across subject areas. For this lesson, she created an electronic flipchart with instructions and links to resources that she will display on a Promethean smart board during class. She will also have the option to save the flipchart for future reference, including her lecture recording. Within the lesson is a collaborative activity for an argumentative essay that Elizabeth saw modeled in her PD360 online resource. She will implement strategies for writing the essay, using Google Docs, on which the students will collaborate, as they write and peer-review their papers. After the papers are written and published, students will produce their arguments on either Google Presentation or website. As a follow-up activity for student reflection, she can request information via a survey on Google Forms. As Elizabeth delves deeply into the curriculum for future lessons, she can identify video clips, speeches, and other forms of multimedia resources on Learn 360 all aligned to standards, with formative assessment tools.

The scenario above depicts the nature of the 21st century classroom. Antelope Valley Union High School District (AVUHSD) is among the growing number of educational organizations that provide technology tools and professional

learning workshop opportunities, enabling teachers to acquire skills for curriculum delivery, student engagement, formative and summative assessments as well as maintain a virtual presence for active learning outside of school hours.

All comprehensive high schools as well as SOAR High School and SOAR Prep have an interactive whiteboard (for example, Promethean, Mobis, etc.) system on which teachers can use electronic tools to display text, diagrams, and graphics for curriculum demonstration. In addition, teachers can conveniently switch to online resource, such as the Internet, digital textbooks, and informational databases to offer core information. For the past four years, the district has partnered with Promethean, a smart board instructional engagement company, to conduct local summer professional learning summits. Teachers spend 2 to 3 days at the summit to either learn the fundamentals of using the Promethean smart board, or share best practices with other teachers who are more experienced. Beyond the engagement factor, students benefit by using the board themselves to display their understanding of the lesson or view their responses to teachers’ questions via response clickers. As students enter responses to teachers’ questions or prompts, results are displayed in anonymous format on the screen, offering the class a general picture of their understanding. In the meantime, the teacher has access to private records of each student’s performance.

In an attempt to appeal to learning styles, students can now attract the visual learner in a targeted manner. The AVUHSD

provides a multimedia resource called Learn 360 that breaks videos into segments for quick retrieval of relevant parts along with assessment components in most cases. Multiple groups of teachers across school sites have been trained to identify learning resources in Learn 360 that range from “A Day in History” to poetry slams to gerunds to watching chemical experiments. The resource also comes with embedded online quizzes based on relevant videos, providing worthwhile testing activities to pursue in preparation for the Common Core Standards performance-based assessments.

Furthermore, the AVUHSD is now a Google district. Both teachers and students have access to Google tools to enable collaboration across academic departments and sites. Groups of teachers have been trained in Google Docs, offering them a web-based word processor that accommodates users across time and space. In addition, teachers can create presentations using the Google presentation tools, without having to meet in the same physical space. Being trained in this suite of tools allows them to transfer the skills to their students, who in turn can collaborate with peers in project-based activities. Another Google tool that is transforming the way teachers amass data and can empower their students to manage information is Google Forms. One example of teacher use is employing the tool as a survey to offer students a friendly, non-threatening way to share unique information about themselves for purposes of building rapport and differentiating instruction or to check

Technology Targeted for Teaching and Learning

“Learning and innovation go hand in hand. The arrogance of success is to think that what you

did yesterday will be sufficient for tomorrow.” —William Pollard

See technOlOgy on page 12


Linked Learning: An Innovative Approach

A major part of the Antelope Valley Union High School District’s commitment to education means ensuring that every student graduates prepared for a successful future. In California, one solution to help us prepare all students is Linked Learning. Linked Learning, which is gaining momentum across the state, is the innovative approach through our pathway programs. Our goal is to engage students in their studies by connecting them with their passions, inspiring them to reach higher, and preparing them for a path to college and career readiness.

Linked Learning works like this: students take a full set of rigorous academic courses integrated with career-based classroom learning, career-based learning experiences and real-world workplace experiences, and personalized mentoring. All these components are tied to real-world professions in our state’s priority industries like, performing arts, health care, law, and more. AVUHSD offers many career pathways, including six academies. Students are held to a high standard of academic rigor and given opportunities to interact with experts in professional settings. Everything is geared toward making education relevant to students and answering the question, “Why do I need to learn this?”

Linked Learning is a practice that has shown the potential to boost achievement for all students, increase graduation rates, and reduce dropout rates. It helps students to truly own their education and opens them up to the many potential opportunities that are available to them after high school. Many students find their calling in life while in high school. For those who remain unsure, a Linked Learning education will be more relevant and inspire them to work

harder, aim higher, and be prepared for any future path they chose. Linked Learning has already made a tremendous difference in the

lives of students in selected districts throughout California. AVUHSD has recently been selected through an application process by the California Dept. of Education as one of 20 pilot programs. This will allow our district to continue work in the area of rigorous academic and career based instruction to ensure that all students can succeed in college, career and life. To find out more about Linked Learning pathways and learn how you can get involved, go to www.LinkedLearning.org.

“Never before in history has innovation offered promise of so much to so many in so short a time.” —Bill Gates


The Antelope Valley Union High School District (AVUHSD) believes that all students should have the opportunity to participate in a broad array of academic opportunities. In an effort to ensure the fulfillment of the High School District’s mission of promoting a rigorous curriculum and enabling students to develop the necessary academic, technical, and work-related skills of the 21st century, the District provides multiple college prep programs. Two of these programs, Advance Placement (AP) and International Baccalaureate (IB), are available for students who wish to participate in these rigorous, academic paths of study.

The AP and IB programs are primarily offered to Junior and Senior students. There are a few AP courses that can be taken during the Sophomore year, however, Freshman and Sophomore students can participate in the district’s Honors Program in preparation of both AP and IB courses of study. In the AP Program, students can take a variety of courses, depending on their interests and post high school directions.

Advanced Placement courses and the International Baccalaureate Program are both designed to provide a

quality educational experience to students, as well as to provide opportunities beyond what the high school curriculum traditionally offers. The AP Program is structured around a curriculum representing introductory college courses, and allows students to enroll in courses in which they exhibit both ability and interest. The IB Program combines advanced content knowledge with a focus on the development of critical thinking. Earning an IB diploma requires a multiyear commitment across disciplines. In the IB Program, students must take a prescribed set of courses during their Junior and Senior years to meet the requirements of the International Baccalaureate Diploma.

Research has documented that gifted students tend to find the teachers and the curriculum of both AP and IB courses challenging. Certainly these options offer sufficient challenge to meet the academic needs of many gifted students, but not all. Students also report great satisfaction in being in classes with equally motivated and advanced peers. Whether to take all or some AP courses, be an IB diploma student, be an IB certificate student, or take a mixture of AP and IB courses needs to be a matter of student preference, interest, and learning style.

The AVUHSD believes that all students should have open access to rigorous Honors and College Prep courses. If a student is interested in either one of these programs, see the Guidance Counselor at one of the District’s high schools for more information and program requirements.

International Baccalaureate (IB) Program:A Rigorous Academic Path of Study

CORE COMPONENTS OF LINKED LEARNING1 > Rigorous academics that prepare students for success in

California’s community colleges and universities, as well as in apprenticeships and other postsecondary programs.

2 > Career-based learning that delivers concrete knowledge and skills through a cluster of three or more courses, emphasizing the practical application of academic learning and preparing students for high-skill, high-wage employment.

3 > Professional learning via job shadowing, apprenticeships, internships, and professional skill-building opportunities.

4 > Support services that include counseling and supplemental instruction in reading, writing, and math to help students master the rigorous academic and professional skills necessary for success in college and career.

for understanding. Students, likewise, can engage in various survey activities during class projects, and analyze results from their spreadsheets, thereby acquiring real world, data analytical skills. At the end of one Google Docs training, a teacher from Littlerock High School expressed, “I am excited about using Google docs with my students. Some of my students know more than I do about it so hopefully they can help ME! I think it is a matter of becoming experienced in using it that will assist in learning. I feel comfortable getting it going in my classroom.”

In striving for differentiation of instruction towards students, the district has also invested in differentiation of professional learning for faculty and administration. Each educator has a PD360 account, enabling him or her to independently access professional learning videos that run the gamut from classroom management to Common Core State Standards. Videos are categorized by themes, programs or presenters, and viewing activity and reflections are recorded for future reference.

Additionally, in PD360 online courses can be created as well as collaborative groups and communities. Teachers in the Beginning Teacher Support and Assessment (BTSA) program enroll in a PD360 online course each month as part of their reflection requirement. In this course, they watch video clips pertinent to the monthly induction topic and post their feedback or follow-up discussions in the BTSA online community group. Several other online groups exist throughout the district such as subject-specific groups, Common Core and instructional coaches.

Last February, the BTSA teachers had an opportunity in one of their monthly professional learning sessions to share technology resources that they were learning and using in their classrooms. The feedback at the end of the session was positive:

“I have been wanting to use Learn 360, My time is so limited, and I did not have an opportunity to find out about it until today. Now I’m ready to “roll” with it! I’m excited!”

A math teacher reports: “I really

enjoyed the presentations about the different technologies AVUHSD has made available to us. I’m looking forward to using those technologies in my classroom.”

From a more analytical stance, an English teacher says, “Having the teachers present their experiences in using technology in ways that are both unique to their style and helpful for kids is very encouraging and empowering.

Also — teachers showing us how easy the integration can be is really great because I sometimes have a fear of using new technology and programs. The learning curve is something that I fear because teachers are really busy people and finding the time to re-train/re-learn can be problematic.”

AVUHSD is pleased with the progress of professional learning that has been offered in technology tools but realizes that the field is vast and dynamic and looks forward to greater accomplishments. Plans are constantly being developed to keep teachers on the leading edge of 21st century tools.

12 | high school highlights | may 2013

The students in Knight High School Digital Design and Engineering Academy (DDE) prepare for college and career in a program which combines both engineering and multimedia. With a science emphasis centered on design principles, students work in teams on projects that demonstrate knowledge in areas such as energy efficiency, alternative rocket fuels and simulations using video game design. Academic areas of English Language Arts and math are woven through these projects for students to aid in both academic achievement and gain relevance. DDE students have won the Northrop Innovation Challenge and Vex Robotics. They have also competed in national rocketry and the Ion mini-urban challenge with LEGO NXT robotics. Currently these students are working with the Society of Experimental Test Pilots to develop a flight simulator/mentor guided training program. Students also run their own business designing products and manufacturing them. The over 300 students who are in the academy have been able to participate in internships, go on field trips to colleges and energy businesses. Over 90% of students in the academy have been accepted to postsecondary education, including UC /CSU, prestigious private universities, technical and community colleges.

Digital Design and Engineering Academy (DDE)

challenge young minds to achieve more.SOAR Prep students will probably

study harder than they ever have before. These students are held to high standards and are offered important new skills and tools critical for success. Passive learners are transformed into active participants in their own education. They become critical thinkers, able to reach reasoned conclusions independently and learn to manage their time and organize their lives. Learning becomes less of a chore and more of an adventure.

While SOAR Prep’s emphasis is on science and math, students receive

a well-rounded education. In order to develop language arts proficiency, reading and writing assignments are integrated into the overall curriculum. Foreign language, fine and performing arts programs are available, as well as a number of clubs and social activities.

With frequent guest speakers, occasional field trips, and a very hands-on approach to learning, students become enthused and engaged in their education. They will collaborate with their classmates on projects, learn how to investigate, analyze and evaluate their options to the problems presented

to them.Students who successfully complete

the two-year program will have the skills needed to take on elite high school classes, including early college and advanced placement programs. Highly qualified and motivated teachers lead students through a challenging project-based curriculum that allows students to explore engaging topics as they absorb new knowledge. For example, the teachers who teaches engineering was an engineer in the field before bringing her knowledge to the classroom.

SOAR PReP continued from page 1

tehcnOlOgy continued from page 10

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