As part of our ongoing commitment to providing health and wellness education for our students, we will offer sexual/relationship health education to all of our 9th grade students this semester. Erin Skyles (LSW, AHS school counselor) and Lynn Joselyn, PA-C (UnHushed Advisory Medical Board Member, AHS alumni parent) will be co-facilitating the evidence-informed curriculum, UnHushed, on Wednesday mornings for 2-hour blocks of time (for a total of 12 hours of curriculum) on October 12 and 26 and November 2, 9, 16 and 30. You can read more about the UnHushed curriculum here. 

UnHushed is a medically accurate, comprehensive, trauma-informed human sexuality curriculum. This curriculum is designed to support the needs of today’s youth as they consider the influences of sex and sexuality through themselves, their peers and the larger world. UnHushed is inclusive and gives students an in-depth array of sexual health topics that will support ongoing healthy relationships. Lesson topics will cover areas such as: Identity and Values, Healthy Relationships, Sexuality and the Media and Sexual Health.

Most teens report that, even when they receive comprehensive sexual education in their school, the biggest influence in their sexual decision making is their parents or guardians. For more resources on how to talk to your youth about sexual health, check out these websites:

• Talk With Your Kids
• What Should I Teach My Teen About Sex and Sexuality?
• Talking With Your Teens About Sex

Please contact Erin Skyles at [email protected]com or (970) 247-2474 x2337 if you would like to opt your student out of this program, receive more information or ask any follow up questions.

Welcome to TWIGS, AHS' family engagement program! Our mission is to create meaningful connections among AHS families so that we can collectively provide social, educational and financial support for Animas High School.

At the foundation of every beautiful Osprey getting ready to soar is an intricate woven nest of twigs, creating a safe and secure environment. Even though our students are learning to be fabulously independent humans, that support is still essential to their success. As AHS is not your typical high school, TWIGS is not your typical PTA. We are creating a fun, social environment where families can connect, support the students and staff and be a part of the AHS community at large.

Osprey Parents and Families are invited to join us for TWIG Coffees on the 2nd Monday of each month. Gather right after student drop off for a cup of joe, connective conversation and a chance to hear school community updates from Rebecca and our staff. TWIG Coffees and other events are a great way to meet other parents and learn how you can get more involved.

TWIGS: Together We Inspire Greatness!

Chew on This: Career Lunch and Learns @ AHS

Bring your lunch and join our special guest professionals for valuable information and advice!

A Presentation of Learning is a formal presentation given by students to a panel comprised of peers, community members, administrators, teachers and/or parents at the end of each semester. Before POLs, students practice their presentations, focus on specific public-speaking skills, receive feedback from teachers and peers and finally refine and rehearse their POL delivery. At the end of second semester, transitional presentations are used to determine whether students are ready to advance to the next grade. Requirements for TPOLs are grade-level specific, but typically include an oral presentation, use of the student’s digital portfolio and evidence or artifacts from their core classes. Students who attempt but do not pass POLs/TPOLs are given additional opportunities to present once they have refined their work based upon the review panel’s feedback. Students must continue to redo their POL/TPOL until they pass.

A Presentation of Learning is a formal presentation given by students to a panel comprised of peers, community members, administrators, teachers and/or parents at the end of each semester. Before POLs, students practice their presentations, focus on specific public-speaking skills, receive feedback from teachers and peers and finally refine and rehearse their POL delivery. At the end of second semester, transitional presentations are used to determine whether students are ready to advance to the next grade. Requirements for TPOLs are grade-level specific, but typically include an oral presentation, use of the student’s digital portfolio and evidence or artifacts from their core classes. Students who attempt but do not pass POLs/TPOLs are given additional opportunities to present once they have refined their work based upon the review panel’s feedback. Students must continue to redo their POL/TPOL until they pass.

A Presentation of Learning is a formal presentation given by students to a panel comprised of peers, community members, administrators, teachers and/or parents at the end of each semester. Before POLs, students practice their presentations, focus on specific public-speaking skills, receive feedback from teachers and peers and finally refine and rehearse their POL delivery. At the end of second semester, transitional presentations are used to determine whether students are ready to advance to the next grade. Requirements for TPOLs are grade-level specific, but typically include an oral presentation, use of the student’s digital portfolio and evidence or artifacts from their core classes. Students who attempt but do not pass POLs/TPOLs are given additional opportunities to present once they have refined their work based upon the review panel’s feedback. Students must continue to redo their POL/TPOL until they pass.

A Presentation of Learning is a formal presentation given by students to a panel comprised of peers, community members, administrators, teachers and/or parents at the end of each semester. Before POLs, students practice their presentations, focus on specific public-speaking skills, receive feedback from teachers and peers and finally refine and rehearse their POL delivery. At the end of second semester, transitional presentations are used to determine whether students are ready to advance to the next grade. Requirements for TPOLs are grade-level specific, but typically include an oral presentation, use of the student’s digital portfolio and evidence or artifacts from their core classes. Students who attempt but do not pass POLs/TPOLs are given additional opportunities to present once they have refined their work based upon the review panel’s feedback. Students must continue to redo their POL/TPOL until they pass.