Valley High School
Anteater Honor Program:
A Four-Year University Preparation Program
Our Vision
We believe that entrance into a four-year university is the most direct gateway to access many selective
and competitive professions. We believe that Valley High School has a significant number of students
who have the requisite aptitude and desire to achieve entrance into these universities. Our goal is to
provide the educational environment at Valley that will empower these students to achieve this goal.
Our Mission
We will mentor our students so that their academic achievement is on par with students entering these
universities. To do this, we will ensure that each component of achievement is carefully supported
throughout their four years at Valley. A rigorous course load will be intensively supported by the team of
teachers so that all students are ensured success as measured through standardized testing and grades.
Students will be supported by the teachers in registering SAT and ACT scores commensurate with their
exceptional aptitudes by practicing test taking skills and tracking progress with both practice and actual
tests until they score at their potential. We will also provide guidance on extra-curricular activities to
ensure they have a well-rounded high school experience.
Why join the Anteater Program?

Small Learning Community (SLC)
-Students rotate classes together, generally having four classes with the same classmates. This
allows students to form stronger bonds, which allows them to collaborate more effectively in and
outside the classroom. Student interaction and academic dialogue is enhanced because of
student familiarity, and therefore student learning is enhanced.
-Teachers share a common group of students (approximately 72 per grade level) which allow them
to work together to meet the needs of each individual student.

Anteater Team (teachers, counselors, administrators, and others) contains experts that help students
become highly competitive. This includes a focus on four year planning that tracks students’ progress
in the four critical areas needed for admission into top universities: GPA, rigorous classes, SAT scores,
and extra-curricular activities.

Teachers collaborate to build critical thinking, concepts, and skills that students need in each successive
course, and in college.

The Anteater Honor Program allows students to take the most challenging classes available while
providing them with support to ensure success.
What it means to be a part of the Anteater Team
Each teacher who joins the Anteater team is making a four-year commitment to every Anteater. Our
commitment to them goes beyond ensuring their success in the particular classes we teach. We make a
commitment to actively support them in all components of achievement to ensure their success. This
means that we work as a cross-curricular team and offer help in any curricular area as the need arises.
We see student success as the only option, and we are willing to put in whatever effort is necessary to
ensure that all students succeed. As personally demanding as this is, we willing take this commitment on
as a promise to our students. We also understand the supportive role administration plays in student
success, and work under the guidance of administration.
Some of the specific commitments Anteater teachers make






Participate in regular Academy meetings that may occur during prep, lunch, before or after school
Participate in vertical collaborations
Participate in Math/Science and ELA/History collaborations
Give finely tuned homework that takes no more than 30 minutes daily for a student to complete
Make a personal and explicit commitment to each student that you will ensure his/her success
Follow through, no matter whatever effort it takes, to ensure success for each student in your
Anteater classes
Anteater Honor Program Schedule:
English
History
Math
Science
9th Grade
10th Grade
11th Grade
12th Grade
ELA 9
Honors
World History
Honors (pre AP)
Algebra 1+
Honors
Biology Honors
(pre AP)
ELA 10
Honors
AP World History
AP English
Language
AP US
History
Algebra II+
Honors
Physics Honors
Chemistry
Honors
AP English
Literature
AP Government and
Economics
AP Calculus AB/BC;
AP Statistics
AP Physics;
AP Environmental;
AP Chemistry;
Anatomy
Geometry+
Honors
AP Biology
Courses subject to change
An Anteater Student:




Has excellent attendance
Completes all classroom assignments
Completes 2-3 hours of homework every night
Engages in classroom activities and discussions
and collaborates with other students to
enhance learning




Asks for help from other students, tutors, and
teachers when needed
Gives help to other students
Participates in extracurricular activities
Works hard to become highly competitive for
college admission
Summary of grade level plans
9th Grade: Algebra 1 Honors, Honors Biology, World History Honors, ELA 9 Honors.

Grade level focus: Focus on helping students be excellent academic students. Help them get off to
a good start in all of their classes. Students should feel that they are working hard to achieve their
goals but are also having lots of fun in high school and in the Anteater program.
10th Grade: Geometry Honors, AP Biology, AP World History, ELA 10 Honors.

Grade level focus: Focus on helping students be excellent academic students. Help them get off to
a good start in all of their classes. Students should feel that they are working hard to achieve their
goals but are also having lots of fun in high school and in the Anteater program. Students will
need more help with time management and prioritizing their activities.
11th Grade: Math Analysis Honors, AP Biology, AP US History, AP English Language

Grade level focus: Focus on helping students be excellent academic students. Students should feel
that they are working hard to achieve their goals but are also having lots of fun in high school and
in the Anteater program. Students will need more help with time management and prioritizing
their activities. Students need extra support to succeed in 3 AP classes, especially as we get closer
to testing time. Students also need help with preparing for the SAT inside and outside of their
classes.
12th Grade: AP Calculus, AP Science, AP Government, AP English Literature

Grade level focus: Students will need more help with time management and prioritizing their
activities. Students need extra support to succeed in 3-5 AP classes, especially as we get closer to
testing time. Students also need help with preparing for the SAT inside and outside of their
classes. Significant focus and class time needs to be spent helping students with the entirety of
the college process (applications, financial aid, and decision time).
Detailed Grade Level Plans
8th Grade:
Present to all 8th graders at Carr and Spurgeon about the Anteater Academy and as many other 8th Graders as
possible. This will be done through classroom visits at Carr and Spurgeon as well as the 8th grade visit.
9th Grade: Algebra 1 Honors, Biology Honors, World History Honors, ELA 9 Honors

Grade level focus: Focus on helping students be excellent academic students. Help them get off to a good
start in all of their classes. Students should feel that they are working hard to achieve their goals but are
also having lots of fun in high school and in the Anteater program.

Encourage students to get involved in extracurricular activities at the school and outside of school
o -Presentation for the NAC
o -ValleyTHINK
o -Boys and Girls Club of Santa Ana
o -Clubs at Valley
o -Sports at Valley



Continuously talk to students about why they want to go to a four-year university, and the requirements.
Course collaboration: Math/Physics and ELA/History and block scheduling for the classes that are “X-ed”
Take a team approach to students that are struggling (Include all teachers, counselor, parent). Try to help
accommodate the student so that they feel supported and are more likely to succeed. Understand the
needs for the particular individual student and make decisions and adjustments based on what is needed
for that student!
Events: Events with the upper class Anteaters for community building and mentoring. These can be done in
class, at lunch, during homeroom, after school, or on Saturdays.
o -Mixer (groups made up of different grade level Anteaters)
o -Guest speakers
o -College student panel and workshop








Field Trip to UCI
Parent event that helps parents understand what it takes for students to be accepted into a four-year
university, and how they can help their students succeed.
Students take the PSAT
Students complete career and college major activities
Work with students on deciding if a HS inc academy is a good fit for them, and which one would be best.
Work with students on picking electives
Work with students on planning their summer activities (summer school, extra curricular activities,
community service, etc.)
10th Grade: Geometry Honors, AP Biology, AP World History, ELA 10 Honors

Grade level focus: Focus on helping students be excellent academic students. Help them get off to a good
start in all of their classes. Students should feel that they are working hard to achieve their goals but are
also having lots of fun in high school and in the Anteater program. Students will need more help with time
management and prioritizing their activities.

Encourage students to get involved in extracurricular activities at the school and outside of school
o -Presentation for the NAC
o -ValleyTHINK
o -Boys and Girls Club of Santa Ana
o -Clubs at Valley
o -Sports at Valley
o -HS Inc Academies


Continuously talk to students about why they want to go to a four-year university, and the requirements.
Take a team approach to students that are struggling (Include all teachers, counselor, parent). Try to help
accommodate the student so that they feel supported and are more likely to succeed. Understand the
needs for the particular individual student and make decisions and adjustments based on what is needed
for that student!

Course collaboration: ELA/History and block scheduling for the classes that are “X-ed”

Events: Events with the upper class Anteaters for community building and mentoring. These can be done in
class, at lunch, during homeroom, after school, or on Saturdays.
o -Mixer (groups made up of different grade level Anteaters)
o -Guest speakers
o -College student panel and workshop



Students take the PSAT
Field Trip to UCSD
Parent event that helps parents understand what it takes for students to be accepted into a four-year
university, and how they can help their students succeed.
Students complete career and college major activities
Work with students on picking electives
Work with students on planning their summer activities (summer school, extra curricular activities,
community service, summer programs, etc.)
Students take SAT 2 in World History and Spanish/Math?
Students prepare for the SAT over the summer





11th Grade: Math Analysis Honors, Physics/Chemistry Honors, AP US History, AP English
Language

Grade level focus: Focus on helping students be excellent academic students. Students should feel that
they are working hard to achieve their goals but are also having lots of fun in high school and in the
Anteater program. Students will need more help with time management and prioritizing their activities.
Students need extra support to succeed in 3 AP classes, especially as we get closer to testing time.
Students also need help with preparing for the SAT inside and outside of their classes.

Encourage students to remain involved in extracurricular activities at the school and outside of school, but
remind students that they need to not overwhelm and overextend themselves.

More focus is placed on specific student interest and potential majors/careers. Students start to build a
better understanding for which universities are best for them.

Take a team approach to students that are struggling (Include all teachers, counselor, parent). Try to help
accommodate the student so that they feel supported and are more likely to succeed. Understand the
needs for the particular individual student and make decisions and adjustments based on what is needed
for that student!

Course collaboration: ELA/History and block scheduling for the classes that are “X-ed”

Events: Events with the upper class Anteaters for community building and mentoring. These can be done in
class, at lunch, during homeroom, after school, or on Saturdays.
o -Mixer (groups made up of different grade level Anteaters)
o -Guest speakers
o -College student panel and workshop






Spring Break College Road Trip
Students complete career and college major activities
Personal Statement workshop
Students write their personal statement
Work with students on picking electives
Work with students on planning their summer activities (summer school, extra curricular activities,
community service, summer programs, SAT prep, part-time jobs, etc.)
Intensive teacher help is often given to help students with these applications
SAT Prep classes
Students take the SAT in March or June
Students take SAT 2 in May: Math 2, Biology, US History, Spanish
Students prepare for the SAT over the summer





12th Grade: AP Calculus, AP Science, AP Government, AP English Literature

Grade level focus: Students will need more help with time management and prioritizing their activities.
Students need extra support to succeed in 3-5 AP classes, especially as we get closer to testing time.
Students also need help with preparing for the SAT inside and outside of their classes. Significant focus and
class time needs to be spent helping students with the entirety of the college process (applications,
financial aid, and decision time).

Focus is placed on specific student interest and potential majors/careers and which universities are best for
each individual student
Encourage students to remain involved in extracurricular activities at the school and outside of school, but
remind students that they need to not overwhelm and overextend themselves.
Work with students on leadership and help them succeed in the leadership roles that they take



Take a team approach to students that are struggling (Include all teachers, counselor, parent). Try to help
accommodate the student so that they feel supported and are more likely to succeed. Understand the
needs for the particular individual student and make decisions and adjustments based on what is needed
for that student!

Events: Events with the upper class Anteaters for community building and mentoring. These can be done in
class, at lunch, during homeroom, after school, or on Saturdays.
o -Mixer (groups made up of different grade level Anteaters)
o -Guest speakers
o -College student panel and workshop












Additional college field trips
Students complete career and college major activities
Students take the SAT in October, November, December
Students apply to college October-December (CSU and UC due November 30th)
Application help after school and on Saturdays
Parent events that reassure parents that their student will be better off if they move away
Scholarship presentation in classes to students
Personal Statement/Extra curricular activities workshop in classes to students
Students work on their personal statements in class
Most scholarships are due December or later
Financial AID (FASFA and Dream Act – March)
Work with students on specific things they can do to succeed in college
Anteater Math
Anteater Math Goals for what students need to be able to do to succeed on the SAT, in AP math, and to succeed
in math courses in college.
Beyond the content that is necessary for students to do well, the following are core things that our students need
to succeed:

Students need to have strategies for solving problems quickly and under time constraints. This applies to
shorter multiple choice questions and to longer free response questions.

Students need to be able to use their problem solving skills to solve problems that are unfamiliar to them.
Students need strategies that allow them to gain access to the problems and they need perseverance to
stick with a problem and engage in multiple strategies in an attempt to solve it.

Be well equipped with using the graphing calculator.
In order to accomplish these goals, these are our primary focuses for each grade level
Grade 9: Algebra 1 Honors: Problem solving and effective collaboration. Particular skills include graphing real
world problems that require students to create their own graphs, axis scales, and explain verbally and in writing the
meaning of the problem and anything that they calculate. Students need to become familiarized with doing math
under time constraints. Wednesday’s can be used to start introducing students to problem solving by having
students work on MARS tasks, problems of the month, or other problem solving activities in partners or teams.
Grade 10: Geometry Honors: Problem solving, effective collaboration, and solving problems with time constraints.
Students do more modeling of situations and solving of longer problems that require perseverance. Students start
becoming familiar with using the graphing calculator. Students spend time doing problem solving in teams as well
as individuals.
Grade 11: Math Analysis Honors: Problem solving, solving problems with time constraints, and advanced use of the
graphing calculator. Particular skills include graphing in context and exploring rates of change and area under the
curve, trig and the unit circle, and limits. Routine practice SAT sessions that mimic the real testing environment.
Wednesday’s can be used weekly to do a SAT practice session (20-25 minutes) followed by a review of the content
or strategies that can be used to solve the questions more efficiently and effectively.
Grade 12: AP Calculus/Statistics: Students have are familiar with and have effective strategies for answering AP
style questions. Students have belief in their ability and are determined to succeed on the AP test. Multiple Choice
released questions will be used as the warm ups. Transponders will be used to help students with the actual time
constraints necessary for each multiple choice question on the AP exam. Free Response Questions will be assigned
on Mondays as homework and will be peer graded on Wednesdays. The peer grading will allow students to
understand the intricacies of how the AP exam is graded and what they need to do to earn the most points.
Anteater English
Anteater English goals for what students need to be able to do to succeed on the in AP English, on the SAT, and
in a first-year English Literature/Humanities course in college.
Goals: The following are overarching goals all students following the Anteater course sequence should meet:

Students need to be able to read complex texts with understanding and critically analyze such texts,
breaking the texts into fundamental parts and explore the relationships between all involved parts. Texts
include nonfiction prose and essays, imaginative fictional works of prose and poetry, and visual images.

Students need to be able to write essays of sufficient richness to communicate clearly and effectively with
mature readers in condensed periods of time. Students will write in different methods (argumentative,
informative/explanatory, and narrative) to express their views in comparison to the author’s views.
In order to accomplish these goals, these are our primary focuses for each grade level:
Grade 9: English 9 Honors
Students will gain exposure to and analyze a variety of texts from different genres, including informational texts,
fiction, non-fiction, and poetry, being able to identify the literary devices used in each. Students will also be
introduced to and develop an understanding for the purposes of different writing genres (argumentative,
informative, narrative), will know how to approach each writing genre, and be aware of what each genre entails.
Students will also develop their vocabulary through the reading of literature and analysis of word parts through the
use of word dissection.
Grade 10: English 10 Honors
Students will perform “close” readings of literary writers and novelists with the inclusion of some nonfiction
writers, poets, as well visual texts identifying the author’s thesis, purpose, point of view, tone or attitude, audience
and occasion, evidence or data, and appeals (logos, ethos, pathos), as well as literary devices (diction, tone, syntax,
figurative language, etc.) that enhance the argument within the text. After readings students are expected to
synthesize information into an original argumentative essay using MLA formatting guidelines. Students will be
expected to write both processed, timed, and research based essays.
Grade 11: AP English Language and Composition
Students will perform “close” readings of many nonfiction writers, a few sterling fiction writers and poets, as visual
texts identifying the author’s thesis, purpose, point of view, tone or attitude, audience and occasion, evidence or
data, appeals (logos, ethos, pathos), assumptions or warrants, and style. Students will identify rhetorical
techniques used by authors, biographers, critics, essayists, journalists, and political writers. Students will also write
timed essays in different methods to express their views in comparison to the author’s views.
Grade 12: AP English Literature and Composition
Students will explore short stories, novels, poetry, and drama, deconstructing works into fundamental elements of
literature. Students will complete both timed formal argumentative writing (essays) and informal narrative writing
(journaling) assignments that analyze works of literature and explore the textual details of such works. Students
will be given numerous opportunities to develop a wide-ranging vocabulary, to develop the skills to utilize a variety
of sentence structures, and to work with and adjust their organizational strategies and utilize techniques to
improve their flow and tone, including repetition, transitions, voice, and diction.
Anteater Science
Anteater Science Goals for what students need to be able to do to succeed on the SAT, in AP science, and to
succeed in science courses in college.
Beyond the content that is necessary for students to do well, the following are core things that our students need
to succeed:

Students need to have strategies for understanding science concepts quickly and under time constraints.
This applies to laboratory situations and to longer free response questions.

Students need to be able to use their problem solving skills to solve problems that are lab based. Students
need strategies that allow them to engage in multiple strategies to solve proposed hypotheses.

Be well equipped with using laboratory equipment.
In order to accomplish these goals, these are our primary focuses for each grade level
Grade 9: Biology Honors:
Freshmen physics provides the opportunity to set a rigorous, in depth, and standardized approach to the
application of mathematics in the sciences. Working in collaboration with their honors math teachers, crosscurricular investigative labs and engineering projects develop a deep and intuitive understanding of the core
concepts and their underlying mathematical basis. This math-based conceptual understanding will serve them in all
of their high school math classes, including differential and integral calculus. As in their math classes, all students in
the program succeed through individualized support focused on their specific needs in this rigorous program.
Grade 10: AP Biology: Correct laboratory procedures, effective collaboration, comprehension of scientific concepts,
increase in scientific vocabulary, respond to a current event reading prompt. Students will be able to complete labs
correctly and in a timely fashion. Students will work in lab groups collaboratively to reach correct conclusions. The
scientific vocabulary will be continually introduced and reinforced. Major scientific concepts will be presented
repeatedly from a myriad of different approaches. Writing assessments will be given to respond to a reading
prompt.
Grade 11: Physics H/Chemistry H: Students are introduced to four big ideas centered on biological concepts.
Students are subjected to free responses in relation to biological concepts. A total of eight to thirteen labs are to
be completed in an inquiry approach to fully understand the scientific concepts. The four big ideas are introduced
at the beginning of the school year to be followed throughout the school year. A free response will be assigned for
each biological unit to fully understand the scientific concepts and ideas. A written report, poster or presentation
is to be completed for each lab conducted in the classroom. As a result, the scientific method with an inquiry
approach is fully displayed, while learning the scientific concepts. The main goal is for students to practice AP style
questions from the use of transponder questioning and multiple-choice exams to be fully prepared for the AP
exam.
Grade 12: AP Chemistry /AP Environmental/AP Physics/Human Anatomy & Physiology:
Students will conduct laboratory procedures, collaborate in lab settings, comprehend scientific vocabulary, and
develop writing skills. A variety of strategies are to be conducted, such as writing prompts, thinking maps, and
real-world applications. Many of the lab procedures are associated with real-life applications, so that students can
relate to the scientific concepts in relation to their cultural background and understanding. The main goal of these
science courses is to develop good laboratory skills and critical thinking skills through vocabulary development and
writing prompts.