Special Academic Programs

Library Media Department

Library Media Department Philosophy

The Library Media Department provides students with instruction and skills development in information literacy, library science, and writing across the curriculum through interdisciplinary, hybrid lessons integrated into courses offered at every grade level through English, Social Studies, Theology, and other departments. Collectively, these lessons form a library curriculum distinct from, but complementary to, offerings in other subject areas, with its own instructional outcomes intended to prepare students for college success and a lifetime of independent learning. Supported by its varied print and electronic collections, the LaRock Library maintains itself as a hub for research, technology training, and campus literary life not only in assigned academics, but also through extracurricular activities and support for recreational reading and independent inquiry.

Department Outcomes

As a result of their experiences in the LaRock Library, students will be able to:


Core lessons in the SKILL Curriculum

Freshman Year:

  • TRAILS Pre-Test
  • OPAC Strand: Introduction to LaRock Library/Guided Tour/Introduction to Library Catalog
  • OPAC Strand: Individual /Collective Biographies and Specialized Encyclopedias
  • Database Strand: Introduction to Databases
  • Web Strand: Google presentations • Ethics and Technology Strand: Cyberbullying, Avoiding Plagiarism and Using Paraphrasing

Sophomore Year:

  • OPAC Strand: Inter-library loans
  • OPAC Strand: Keyword vs. Subject Searches
  • Narrowing a Research Topic
  • Database Strand: Specialized Databases for Controversial Issues (Points of View)
  • Web Strand: MLA Citation Types
  • Boolean Logic
  • Web Strand: CABL method for evaluating websites and other sources
  • Ethics and Technology Strand: Assorted Online Privacy Issues

Junior Year:

  • OPAC Strand: Primary and Secondary Resources
  • Database Strand: Public Library Databases
  • Web Strand: Online Resources, LibGuides
  • Ethics and Technology Strand: US Copyright Law, Citing Images

Senior Year:

  • OPAC Strand: Refined searches
  • Database Strand: Journal articles
  • Discussion boards
  • Ethics and Technology Strand: Netiquette, Avoiding Identity Theft, Technology and Health
  • TRAILS Post Test

Online Health

Health - Online

1 credit

Grade Level: 9-12

This course takes a holistic approach to health as it includes physical, social, and emotional aspects of health. It is a required curriculum for all four years for students in grades 9-12. Because the curriculum is taught each year, it allows faculty to present to and discuss age-appropriate health topics with students. The course is taught combining online work with in-class, face-to-face interaction and instruction by a health teacher. Students will meet with teacher for classroom instruction and will communicate and work online with the instructor to complete assignments.

The Safe and Sacred Places Curriculum is used for the purpose of fulfilling the Protection of Children and Youth mandate of the Archdiocese of St. Paul and Minneapolis. It is a safe and healthy relationship education program for the prevention of sexual abuse; it is not about sex education. If you have questions about this curriculum, please talk directly with the health teacher, a theology teacher, an administrator, or counselor.

Learner Outcomes:

Students will:

Grade 9

Grade 10

Grade 11

Grade 12

    1. Wellness;
    2. Mental health and emotional wellness;
    3. Violence awareness;
    4. Substance use, abuse and addiction;
    5. Human growth and development;
    6. Diversity awareness; and
    7. Personal safety. 


Service Requirement

In response to the Gospel call to serve others, the Church’s call to witness as disciples, the Sisters of St. Joseph’s call to serve the “dear neighbor” and AHA’s mission to serve selflessly, it is the desire of AHA to form students to be people of service in their daily lives.

The outcome is that students are people of service who can identify and work to solve social issues and real-world problems.

Christian Service Graduation Requirements

AHA requires 15 hours of volunteer Christian service per year for ninth graders, 20 hours per year for tenth, eleventh, and twelfth graders. Students submit hours each trimester to remain current. Students who do not meet trimester requirements will be marked incomplete and hence academically ineligible (for definition, see the Academics section of the Student Policy Handbook) until hours are complete. Incomplete service hours will need to be completed in the summer before moving on to the next grade level.

The term “service” is understood as participating in actions for persons, groups, or agencies without payment or other compensation and for whom the recipient is not a relative.

See "Service Requirements" on the AHA website in the Student Policies Handbook.

Blue and Gold Service Awards

Students can earn a Blue Service Award by doubling their required service hours (serving a total of 30 hours for ninth graders and 40 hours for tenth, eleventh, and twelfth graders) or a Gold Service Award by tripling their required service hours (serving a total of 45 hours for ninth graders and 60 hours for tenth, eleventh, and twelfth graders) in one academic year. Students are recognized in the spring.

Summer Hours

Summer hours of service are applied to the upcoming year, beginning on the first day following Celebration Day. When a student participates in intensive, short-term service experiences such as volunteering for a week in the summer at a camp, or participating in a mission trip, a maximum of 8 hours per day will be awarded to the student. Hours to be applied to the service requirement need to be completed on or after the first day of freshmen year.

Freshman Year Service Assignments

Service hours are due to the service coordinator incrementally throughout the year and some hours will assigned to the student through academic classes, such as theology. 

Grade 9 service requirements summarized

Trimester I: Ninth Grade Service and Fun Day

= 5 hours

Trimester II: : One service assignment in Theology

= 5 hours

Trimester III: Two “on your own” service hours; three hours from School Service Day

= 5 hours

School year total                                   = 15 hours

Grade 10 service requirements summarized

Trimester I: Seven hours “on your own” 

= 7 hours

[submit all summer hours]

Trimester II: One two-hour service assignment in theology class; hours “on your own”

= 7 hours

Trimester III: three “on your own” service hours; plus three hours from School Service Day

= 6 hours

School year total                                  = 20 hours

Grade 11 and 12 service requirements summarized

Juniors and seniors can meet the service requirement in a variety of ways:

  1. Submit hours that they have serve “on their own”, similar to the process in grades 9 and 10. (Students must complete seven hours Trimester 1; seven hours in Trimester II, and three hours "on your own", plus three hours on All School Service Day in Trimester III for year-end total of 20 hours.)
  2. Students submit hours in a combination of ways: curricular and co-curricular service learning opportunities such as service-learning classes (teachers will designate the number of service hours they will receive), Faith in Action, Respect Life Club, Social Justice Club, Students Assisting Students, National Honor Society, Student Government, Parish Youth Groups, Eagle Scout Awards, or other appropriate organizations.

STEM Diploma

The faculty of AHA believes that four years of core-course study in science, mathematics and technology, that incorporates the principles of engineering, is the best preparation to enter prestigious college and university programs in science, technology, engineering, and mathematics. Students in all AHA mathematics and science courses achieve the essential elements of a STEM program.

The STEM Diploma recognizes those students who have dedicated themselves to mastery of this rigorous course of study and who can demonstrate and apply 21st Century Skills in Critical Thinking, Creativity, Communication, and Collaboration in the curricular and co-curricular areas. 

Learner Outcomes

Science: By completing four years of core science courses, inclusive of biology, chemistry, and physics, students will be prepared to enter an advanced college science program.

Technology: By completing courses in fine and practical arts and computer science, students will develop a deeper understanding of computer systems and be able to use and apply computer software skills in CAD, Word, and Excel and be able to use industrial equipment to design and build 3-D objects, model buildings, or robots.

Engineering: By learning and applying the Engineering Design Process in mathematics and science courses, students will be able to identify a problem, create a solution, and test it.

Mathematics: By completing four years of core mathematics courses, including Advanced Pre-calculus, Pre-calculus, Calculus or AP Calculus, students will be able to enter Calculus I or Calculus II in first-year college programs. 

Science Requirements

Four years of science including one AP science course (AP Biology, AP Chemistry, AP Physics I, or AP Physics II) with a minimum grade of C.

Technology/Engineering Requirements

Completion of at least two trimesters from any of the following technology courses with a minimum grade of C:

Mathematics Requirements

Four years of mathematics including the completion of Pre-Calculus or Advanced Pre-Calculus, Calculus, AP Calculus, with a minimum grade of C.

STEM Experience Requirements

  1. Job Shadow with a scientist, engineer, dentist, physician, IT specialist or similar professional in the area of science, mathematics, or technology (6 hour minimum)
  2. All students must complete two additional STEM experiences from the following list:

Communication Requirements

It is important that all STEM students be able to communicate their experiences to others.

Using and exploring creativity is essential. For related coursework, try: Introduction to Drawing, AP Studio Art, Anatomy & Physiology, Engineering Technology in Science, Public Speaking & Presentation Styles, Moral Philosophy, Music, Starlight Productions- Set Design, Speech Team.

World Language Certificates & Seals

The Academy of Holy Angels and the Minnesota Department of Education would like to recognize the superior efforts of our students who achieve bilingual or multilingual proficiency before graduation.

By demonstrating proficiency via a few approved testing protocols (including the AP test), students may receive a certificate of recognition and a seal of proficiency on their high school diploma.  This designation will also appear on their high school transcript to demonstrate to colleges a unique skillset.

Students who wish to be recognized for their multilingual proficiency may accomplish their second (or additional) language knowledge via Holy Angels coursework or any other source.  This could be via after hours schooling, past native or travel experience, or by speaking languages other than English at home.

Students who take a World Language Advanced Placement course already pay fees for the AP test.  Beyond successful achievement on the AP test, there is no further cost to receive the certificate or seal. 

For other students who wish to receive certification, an additional outside proficiency test (such as the AVANT or STAMP) must be arranged and administered.  Approximate costs are $25, depending on the test.  There is no further cost for the certificate or seal.

Students can receive information and be invited by their World Language instructor or other Holy Angels staff to take part in appropriate testing to demonstrate proficiency and receive recognition.

MNSCU colleges may grant from two to four semester credits for college level language courses, depending on the proficiency level of the student.  Students should work closely with their college and career counselor to understand the benefits and financial implications of requesting such credit.  Students must work directly with their chosen university to request the credit. 

Theater School

General Description

The Academy of Holy Angels Theater School is a four-year academic program for theater within the general curriculum. It is designed so that students in the program fulfill all general requirements for graduation from the Academy while focusing their elective credits in the theater curriculum and related studies. Students are free to enter the program at any time in their four years at AHA, depending on previous experience and courses completed. Students entering at ninth grade enter at level I. 

AHA Theater ProgramCourse of Study

Acting Track

  • Introduction to Theatrical Arts*
  • Acting I: Contemporary Scene Study*
  • Acting II: Shakespearean Scene Study
  • Acting III: Accelerated Scene Study
  • Audition Techniques
  • Theater Design and Technical Production*
  • Public Speaking
  • Media Studies
  • Dance and Movement* (Physical Education) 

Design/Technical Track

  • Introduction to Theatrical Arts*
  • Acting I: Contemporary Scene Study*
  • Design Technology: Woods I
  • Computer Aided Drafting
  • Theater Design and Technical Production*
  • Introduction to Drawing
  • Introduction to Painting
  • Studio Drawing or Studio Painting
  • Design Technology: Woods II or Architectural Model Building

*Denotes courses required of all Theater School Students 


Level I:     2 Credits

Level II:    2-3 Credits

Level III:   3-5 Credits

Level IV:   Students in the fourth level have a variety of options:

      • Complete required course work
      • Introduction to Directing
      • Design and execute a Senior Project as an independent-study credit (must be arranged a year in advance)

Examples: Senior Showcase, internship with a professional theater company, design and execute set or lighting for AHA production, stage manage an AHA production. 






Writing Across the Curriculum

Writing Across the Curriculum (WAC) is a program unique to AHA that encourages student writing in all disciplines. All teachers assign writing appropriate to their curriculum. Students collect and file four or more pieces of their own writing from several subject areas each year and keep these pieces in folders in their homerooms. Requirements and options vary for each grade level. Before graduation, students participate in writing conferences, one-on-one, with faculty and staff and then take possession of their portfolios.

Writing Across Curriculum Evaluation AHA believes that writing clearly and concisely is a basic skill that our students should master to further their studies and to communicate effectively in a global society. In addition, the WAC program demonstrates that course content, process, and product are interdependent and equally important. Writing is not only a mechanical skill our graduates should achieve but also a lifelong skill that they should continue to develop.

To meet this goal, WAC encourages students to revise and evaluate their own writing. We want to foster in students a responsibility for their own skill development independent of teachers’ assessments. Portfolio options are further intended to encourage writing for pleasure. By having their writing samples accumulate in one place, students can reflect on their personal growth. The WAC program is immensely successful and rewarding for students.

A completed writing portfolio is a graduation requirement. Students must be complete in their portfolios at the end of each year to be eligible to participate in co-curricular activities.