Subjects include math, reading, language arts, science and social studies. We use the following curriculum:

• McGraw Hill Curriculum across all subjects
• Glencoe Science Curriculum
• Great Explorations in Math and Science (GEMS), Developed by Lawrence Hall of Science at UC Berkeley
• Tribes Social Curriculum 
• Handwriting without Tears
• LifeSkills Curriculum for Middle School and Prep Center students
• Zoophonics for Preschool students
• Dynamic Physical Education curriculum for P.E. in addition to an optional enrichment program, "Fit Fun."

In creating an inclusive environment, many factors need to be considered.  We have found self-regulation and sensory integration diets to be essential. For some students, standard school furniture can cause distractions by creating annoying tactile sensations, or by being confining. We use a variety of tools to help our students including quiet and cozy areas in each classroom, various seats (ball chairs and rocking desk chairs, cushion seats), swings, noise canceling headphones, music players.   All of these tools are implemented differently across the school to sustain attention, regulate behavior and optimize learning.
The Balance Ball Chair provides a springy surface on which the student may sit.  It allows students to bounce to regulate their sensory input and requires the use of core muscles to sit, thus increasing concentration.  The Ball Chair makes it possible for students who would otherwise be distracted to focus and concentrate on their tasks.
The Zuma Rocking Chair is designed for limited movement on its rocking rails.  It allows the students to change their seating by rocking back or forward while sitting.  The rocking motion helps students regulate their sensory input safely by swinging back and forth.
Indoor Swings for vestibular stimulation.
Couches and Cozy Corners in our classrooms provide a variety of environments for students.  Depending on each student's mood and emotional state, they need a variety of surfaces and textures; couches provide the classes with soft surfaces to allow students to moderate their sensory diet.

Like many Bay Area schools, we administer the CAT/6 standardized test, and for the 6^th consecutive year our students performed exceptionally well. The Lucile Packard Foundation for Kids Health (www.kidsdata.org) reports that only 45% of 3^rd grade students in both San Mateo County and 47% in Santa Clara County score at or above grade level for reading.

All of our third grade students who took the test passed above grade level. Among our neuro-typical 3rd grade students, the average reading level is 2 years above grade level.   
 
Program-wide, 78% of our students who took the test, both typically developing and those with special needs, scored at or above grade level in reading. Among the typically developing children alone, 95% pass with grade level scores or better. 
 
By test results, HTS shows that its program continues to be one of the stronger programs in the area.  We are meeting the needs of the typically developing students as well as the students with learning differences.