Our Mission and Values

We provide an unparalleled education in an inclusive and diverse community, empowering students to become contributors to a better society.

About HTS

Educating and equipping the leaders of tomorrow

Welcome to Hope Technology School. Our mission is to provide an outstanding education so that all students are motivated to reach their full academic potential; inspired to value inclusion and diverse perspectives; equipped to use technology for the betterment of their lives and the world; and nurtured in a strong community so that they become confident and compassionate leaders who contribute to a more equitable and inclusive society.

The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same ways.

Using a holistic and inclusive educational model, we actively involve every student in a journey that is transformative for their academic, emotional, and interpersonal development.

— Howard Gardner (Harvard Graduate School of Education), Frames of Mind: The Theory of Multiple Intelligences.

Value #1

Individualized academic attention

At HTS, education is personal. Small class sizes allow teachers to give individual attention to every student, maximizing their strengths and motivating every child to reach their full academic potential.

We recognize and value the learning style of every student, so we follow a universal design for learning (UDL) framework in our classrooms to ensure that students have the opportunity to thrive. UDL is a highly-effective teaching method based on cognitive neuroscience research about how the brain works. UDL recognizes that learners are diverse and helps all students learn better by providing them with different options for how they can access, interact with, and express their understanding of the content. By using UDL, we help our students become expert learners who are motivated, resourceful, and strategic.

Value #2

Inclusive and diverse environment

Every HTS student, regardless of their abilities or disabilities, is valued and supported. In our full inclusion model, neurotypical students and neurodiverse students learn together in the same classroom. This model is beneficial to all students, not only those with special educational needs. Inclusion exposes students to a wide variety of perspectives that may be different from their own. It also teaches our students respect and tolerance, improves academic performance, and prepares them for a diverse society.

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“Throughout my son’s time at HTS, it was clear that all of the staff were committed to helping him succeed in the way that was best for him.”

Emily C., Parent
Value #3

Interpersonal and social-emotional growth through project-based learning

We believe that an emotional education is essential to the success of every student in school and in life. We provide opportunities for every student to develop strong interpersonal skills through project-based learning (PBL) and social-emotional learning (SEL).

Our teachers are certified in PBL, which equips our learners with the 21st century skills they need like teamwork and communication. HTS teachers also receive regular training to embed social-emotional learning into their curriculum. Prosocial concepts and lessons that HTS students learn include mindfulness, growth mindset, flexible thinking, and more.

Value #4

Empowering potential through technology

When used effectively, technology has the capacity to maximize every student’s potential in the classroom and beyond. At HTS, we view technology as a means to overcome human limitations. Our STEM curriculum integrates creative and innovative technology solutions, enabling teachers and therapists to offer students of all abilities opportunities for growth. HTS students and alumni are empowered and equipped to use technology, ensuring their successful participation in the communities and workplaces of the 21st century.

Value #5

A collaborative path to educational excellence

The power of inclusion lies in its capacity to maximize the potential of every student by fostering a culture of connection, customization, and communication. This culture ensures that school and home support each other in their shared effort to provide holistic progress for every student.

Over our 20-plus years of practicing life-changing inclusion, we have discovered that the collaborative approach of our community of directors, teachers, parents, therapists, and paraeducators is essential to this vision.

Value #6

Individual sense of meaning and purpose

Students at HTS are encouraged to explore their unique strengths and how they can use them to live meaningful lives and contribute to a better society. With a unique understanding of the benefits of inclusion and diversity, our students and alumni are prepared to bring valuable perspectives to the world after graduation.

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Being a student at HTS helped me to find learning inspiring and fun, giving me a passion to learn about all sorts of new things. The inclusion of technology in every subject compelled me to dream about using technology to make a difference in the world.

After HTS, I got a degree in Computer Science at Santa Clara University and now I have a career in supporting nonprofits through digital media.

Parker A., HTS Alumni

Our vision for a transformative, inclusive education is now a reality.

After over two decades of serving students from around the Bay Area, we continue to enjoy success in inclusive education, inspiring remarkable student growth and achievement.

Our programs from preschool to 12th grade are licensed and accredited by the Western Association of Schools and Colleges. Students from HTS have gone on to pursue higher education at schools such as the University of San Francisco, Santa Clara University, San Jose State University, San Francisco State University, Emerson College, University College of London, and a number of other institutions including culinary and trade schools.

HTS’s commitment to excellence hasn’t gone unnoticed. Voted ‘Best of the Best’ by Bay Area Parents for 2023, the school has been recognized for its outstanding STEM subject support, preschool and childcare center, private high school, and technology program. This accolade places HTS in the prestigious ‘Best of the Best Hall of Fame,’ a reflection of its unwavering dedication to providing top-tier education.

The impact of the HTS inclusive model has attracted international visits from countries such as Laos, Japan, South Korea, and the Netherlands, eager to learn from our inclusive and innovative educational framework.

  • Inclusive education: HTS is known for its inclusive classrooms, where students of all abilities learn together. This model attracts educators and policymakers interested in replicating similar inclusive practices in their own countries.
  • Innovative teaching methods: The school’s approach to integrating technology and personalized learning strategies is another key reason for these visits. Delegations often come to observe and learn from HTS’s successful implementation of these methods.
  • Strong community: The strong community engagement and support systems at HTS are also a draw. Visitors are keen to understand how the school fosters a supportive and inclusive community for both students and their families.

We hosted a delegation from the Overseas Training Program for Specialists in Special Education consisting of 15 educators, educational administrators, and policymakers. They observed and met with the teachers and students to learn how to implement the practice of inclusion. The delegation from South Korea was highly impressed with HTS’s use of technology to include students with and without special needs together in the classroom.

We also have an ongoing international collaboration program with Hogeschool de Kempel, a prestigious university in the Netherlands that has been ranked as the best primary school teacher education in their country for nine consecutive years. Representatives from the Netherlands visited to study HTS’s community engagement strategies and inclusive practices, aiming to implement similar approaches back home. They also taught our students about the culture, history, and geography of their country through interactive educational games and enrichment activities

Delegations from Laos and Japan have visited to explore HTS’s inclusive education model and see firsthand how it benefits students with diverse learning needs.

A collaborative, adaptive approach to learning

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HTS emphasizes social-emotional learning (SEL) as part of our vision for inclusion as we recognize the importance of teaching social skills alongside academic subjects. As such, our teachers and other staff members have been trained in K-8 social-emotional developmental milestones, various SEL concepts, strategies, and learning materials. Equipped with this knowledge, we are able to consider the social-emotional needs of our students to create lessons, programs, and accommodations that support students both academically and emotionally.

Our therapy department (SLP, SLPA, and adaptive PE teacher) works with the teachers and students to further provide support throughout the school year. Our SLP consults with the teachers regularly regarding lesson planning ideas and individual student needs. The SLPA offers social skills groups, which is an afterschool program. Our APE teacher has worked with classrooms for brain workouts of the day (WODs) and Husky Habits, an 8th grade elective.

Hope Technology School considers the development of technological proficiency a core belief. We want our students to become proficient users of technology through an immersive educational experience which equips them to use these 21st century tools seamlessly whether they are in the classroom, at work, or participating in society. They gain experience in the practical use of technology to complete basic tasks as well as an understanding of the creative and innovative uses of new media to connect, include, communicate and inspire. Each student will demonstrate this by:

  • Developing familiarity with and utilizing technology to facilitate participation in the community.
  • Using technology to access, analyze, and present information.
  • Leveraging technology to accomplish individual goals.

At Hope Technology School, students are equipped in the areas of communication, self-management, executive functioning, and organization in preparation for future life and career. The individual skills acquired include:

  • Employing self-management strategies, including calming and/or motivating techniques and coping strategies for various situations.
  • Learning response strategies and communication skills (strategies for responding to people in various situations) and how to adapt them to appropriate situations.
  • Learning to effectively communicate within cooperative groups to achieve a common goal.
  • Utilizing organizational strategies and tools to improve executive functioning and accomplish goals.

A collaborative, adaptive approach to learning

Social emotional learning (SEL)

HTS emphasizes social-emotional learning (SEL) as part of our vision for inclusion as we recognize the importance of teaching social skills alongside academic subjects. As such, our teachers and other staff members have been trained in K-8 social-emotional developmental milestones, various SEL concepts, strategies, and learning materials. Equipped with this knowledge, we are able to consider the social-emotional needs of our students to create lessons, programs, and accommodations that support students both academically and emotionally.

Our therapy department (SLP, SLPA, and adaptive PE teacher) works with the teachers and students to further provide support throughout the school year. Our SLP consults with the teachers regularly regarding lesson planning ideas and individual student needs. The SLPA offers social skills groups, which is an afterschool program. Our APE teacher has worked with classrooms for brain workouts of the day (WODs) and Husky Habits, an 8th grade elective.

Bridging gaps with technology

Hope Technology School considers the development of technological proficiency a core belief. We want our students to become proficient users of technology through an immersive educational experience which equips them to use these 21st century tools seamlessly whether they are in the classroom, at work, or participating in society. They gain experience in the practical use of technology to complete basic tasks as well as an understanding of the creative and innovative uses of new media to connect, include, communicate and inspire. Each student will demonstrate this by:

  • Developing familiarity with and utilizing technology to facilitate participation in the community.
  • Using technology to access, analyze, and present information.
  • Leveraging technology to accomplish individual goals.

Developing skills for independence

At Hope Technology School, students are equipped in the areas of communication, self-management, executive functioning, and organization in preparation for future life and career. The individual skills acquired include:

  • Employing self-management strategies, including calming and/or motivating techniques and coping strategies for various situations.
  • Learning response strategies and communication skills (strategies for responding to people in various situations) and how to adapt them to appropriate situations.
  • Learning to effectively communicate within cooperative groups to achieve a common goal.
  • Utilizing organizational strategies and tools to improve executive functioning and accomplish goals.

A collaborative, adaptive approach to learning

Social emotional learning (SEL)

HTS emphasizes social-emotional learning (SEL) as part of our vision for inclusion as we recognize the importance of teaching social skills alongside academic subjects. As such, our teachers and other staff members have been trained in K-8 social-emotional developmental milestones, various SEL concepts, strategies, and learning materials. Equipped with this knowledge, we are able to consider the social-emotional needs of our students to create lessons, programs, and accommodations that support students both academically and emotionally.

Our therapy department (SLP, SLPA, and adaptive PE teacher) works with the teachers and students to further provide support throughout the school year. Our SLP consults with the teachers regularly regarding lesson planning ideas and individual student needs. The SLPA offers social skills groups, which is an afterschool program. Our APE teacher has worked with classrooms for brain workouts of the day (WODs) and Husky Habits, an 8th grade elective.

Bridging gaps with technology

Hope Technology School considers the development of technological proficiency a core belief. We want our students to become proficient users of technology through an immersive educational experience which equips them to use these 21st century tools seamlessly whether they are in the classroom, at work, or participating in society. They gain experience in the practical use of technology to complete basic tasks as well as an understanding of the creative and innovative uses of new media to connect, include, communicate and inspire. Each student will demonstrate this by:

  • Developing familiarity with and utilizing technology to facilitate participation in the community.
  • Using technology to access, analyze, and present information.
  • Leveraging technology to accomplish individual goals.

Developing skills for independence

At Hope Technology School, students are equipped in the areas of communication, self-management, executive functioning, and organization in preparation for future life and career. The individual skills acquired include:

  • Employing self-management strategies, including calming and/or motivating techniques and coping strategies for various situations.
  • Learning response strategies and communication skills (strategies for responding to people in various situations) and how to adapt them to appropriate situations.
  • Learning to effectively communicate within cooperative groups to achieve a common goal.
  • Utilizing organizational strategies and tools to improve executive functioning and accomplish goals.

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