PROGRAM PLANNING GUIDE

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WITH A COMMITMENT TO EXCELLENCE

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EMPOWERS THE INDIVIDUAL WITH KNOWLEDGE

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A PASSION FOR

LIFE

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LONG LEARNING AND A RESPECT FOR THE PRINCIPLES OF

OUR DIVERSE DEMOCRATIC SOCIETY

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ISIT OUR WEBSITE FOR FREQUENT UPDATES AT

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ESIDENCY

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EQUIREMENT

The District requires verification of residency for all students new to the District or re-enrolling and all incoming 9th

grade students. Returning students do not need to prove residency again unless they have recently moved. All regular residency verifications are done in the Main Office located at 19400 Santa Maria Ave. The following dates and times are for incoming freshmen from Canyon and Creekside Middle Schools only.

Thursday, February 26 4:00 p.m to 5:45 p.m. (Residency and 8th _{Grade Parent Night)}

Thursday. March 12 4:00 p.m. to 7:00 p.m. Thursday. March 26 4:00 p.m. to 7:00 p.m. Tuesday. April 14 4:00 p.m. to 7:00 p.m. Saturday. May 2 10:00 a.m. to 1:00 p.m. Tuesday. May, 19 4:00 p.m. to 7:00 p.m.

Students coming from other schools may verify residency beginning April 13, Monday through Friday between 10:00 a.m. and 2:00 p.m. in the Main Office on the days that school is in session. These students will also enroll at this time. Please bring an original birth certificate, immunization records and a copy of the current report card or transcript.

Note: Classes will not be scheduled for incoming 9th _{graders until residency verification is completed. The}

final date for proving residency is May 22, 2015.

**Proof of residency forms can be found at www.castrovalleyhigh.org and www.cv.k12.ca.us

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SHARON BALTAZAR,ASSISTANT PRINCIPAL

J.C.FARR,ASSISTANT PRINCIPAL

JESSE HANSEN,ASSISTANT PRINCIPAL

RUBEN MATA,INTERIM ASSISTANT PRINCIPAL

NIKKI PITCHER,ASSISTANT PRINCIPAL

COUNSELORS

MIKE BYER,COUNSELOR

CHRISTINE DEFRANCE,COUNSELOR

SUSAN ELLIOTT,COUNSELOR

IVERY MCKNIGHT,COUNSELOR

SANDRA PULA,COUNSELOR

JESUS RIVERA,COUNSELOR

CVHS GRADUATION REQUIREMENTS

CVHS

Units Years

English

40 4

Math*

20 2

Physical Science

10 1

Biological Science

10 1

Health

5 ½

CCG

5 ½

Modern World History 10 1

US History

10 1

Economics

5 ½

Government

5 ½

Visual & Performing Arts

10 1

Career Technical Education

10 1

Physical Education

20 2

Electives

70 7 Classes

Total Units

230

*Students must pass Integrated Math I and II (or Algebra 1 and Geometry).

All students are also required to pass the California High School Exit Exam. Students will begin taking this test for the first time during spring of their sophomore year.

No more than 20 credits towards graduation may be earned through alternative methods, except

for credit earned through a juvenile court school or private foreign language instruction. In order to receive CVHS credit towards graduation, a student must submit an approved request for credit/concurrent enrollment form to their Counselor and Assistant Principal. Advancement credits earned above the 20 unit maximum may be posted on a CVHS transcript, but these units will not be applied towards

graduation. Parents and students please be advised that the UC/CSU and NCAA systems does not

accept all online courses. It is the students/parents responsibility to discuss this option with their counselor to ensure that a class may be used to meet the A-G requirements.

UC/ CSU A-G Minimum Admission Requirements (Years)

(Grades must be a C- or higher)

English

4

Math (through Algebra 2)

3

Physical Science

1

Biological Science

1

Social Science

2

Visual & Performing Arts

1

World Language

2

CVHS

PREREQUISITE

PHILOSOPHY

The Castro Valley High School faculty has designed sequences of courses within each subject area that develop and build upon student skills. Success in courses which follow a beginning or introductory class depends upon student readiness and specific abilities and knowledge acquired. To help ensure a student’s success individual departments have designated some courses as prerequisites and, in some cases, students must earn a minimum grade in the appropriate course prerequisite prior to enrollment. Such course and grade prerequisites are created to enable a student to compete with similarly prepared peers. The CVHS faculty feels very strongly that both course and grade prerequisites are legitimate and tangible indicators of a student’s ability to perform and learn successfully in some courses. The prerequisite grade must be met before enrolling or, in some cases, continuing in a year-long

course.

If a parent requests that a student enroll or continue in a course without meeting a published prerequisite, the parent must complete a prerequisite waiver form. Submitting this form to the student’s House Office acknowledges that the student and parent are aware of the stated prerequisite and choose to take the course, accepting the challenges and consequences. Parents and students alike need to be aware of rules regarding program changes after a semester has begun. Prerequisite waiver forms can be obtained from the student’s counselor. This waiver does not apply to grade level prerequisites and does not guarantee placement in a class. A prerequisite waiver form cannot be used to waive into an Honors or AP course. *Prerequisite waivers are considered as an OBLIGATION to remain in a class.

ADD

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DROP POLICY

Courses you list on your Course Selection are your "reservations" for the fall semester. Teachers are assigned on the basis of your selections, and books and supplies are ordered based on that information. Although we recognize that some program changes are necessary in the fall because of conflicts and other scheduling issues, in most cases we cannot accommodate changes of mind. Most schedule changes will be limited to the first few weeks of school.

If a student drops a course more than five days after the mailing of the first or third Quarter Progress Report teachers will issue a semester grade of "F." In most instances it is impossible to drop a course this late into the semester.

COURSE CHANGE POLICY

Communication is frequently the key to understanding and resolving problems, disagreements, or misunderstandings that arise due to a student’s classroom behavior, a teacher’s instructional methodology and grading expectations, or the relationship between a student and teacher. Good communication is often the best way for students and teachers to resolve problems and strengthen problem-solving skills. Changing teachers to resolve disagreements is a very last resort.

Following are steps that students, teachers, or parents must take before consideration is given to a change of teacher:

 Teacher or student/ parent initiates oral communication with each other to explain, discuss and try to resolve the problem.

 If the problem involves inappropriate student behavior (non-suspendable offenses), the teacher takes normal steps to correct the behavior including conference with student, phone calls to parent, and teacher detentions, or other teacher-assigned penalty.

 Teacher or student/ parent ask counselor for assistance in resolving the problem if it has not been resolved thus far. At this point an in-person conference is recommended between the parties involved.

 If the initial problem was behavior, then the student is referred to their Assistant Principal.

 If the problem is still not resolved after these steps, then counselor and/or administrator may decide, in conjunction with the parties involved, that a change of teacher should be made.

PROGRAMMING GUIDELINES

Freshmen: Class of 2019

Freshmen must take at least six courses all year. You will be programmed into a core of requirements which meet both graduation and some college requirements. These courses are:

Freshman English (full year) Physical Education I (full year) Health (one semester)

Comparative Cultures and Geography (one semester)

Mathematics (full year– the level will be determined by your 8th grade mathematics teacher) Biology

You will also choose one elective from the areas of World Language, Career Technical Education, Visual and Performing Arts, or non-departmental courses.

Sophomores: Class of 2018

Sophomores must take at least six courses each semester. The following courses are graduation requirements and must be completed in the 10th grade.

Sophomore English (full year) Modern World History (full year) Math (full year)

Science (full year)

Physical Education II (full year)

You will also choose one elective from the areas of World Language, Career Technical Education, Visual and Performing Arts, or non-departmental courses. Your grades as a sophomore will greatly influence your college eligibility and will determine what courses you are eligible to take Junior year. Students will also take the California High School Exit Exam (CAHSEE) March of their sophomore year.

Juniors: Class of 2017

Juniors must take at least six courses each semester. The following courses are graduation requirements and must be completed in the 11th grade.

United States History (full year) English (full year)

The Eden Area Regional Occupational Program (ROP) is now available to you. Several of the ROP courses grant college credit at Chabot College if taken for two years. This will be noted in the course description. Visit the Career Center to learn more about ROP.

The Junior year is vitally important because you will have more choices about your course work and will be able to explore more options that relate to your future.

Your semester grades as a junior might be the last grades a four-year college will see when they assess your application. Choose a challenging program that reflects your talents and interests.

Seniors: Class of 2016

Seniors must take at least five classes each semester. The following courses are graduation requirements and must be completed in the 12th _grade.

Government (one semester) Economics (one semester) English (full year)

You will have to submit a final transcript to colleges who may choose to revoke your admissions if your academic performance declines in your senior year. This is your last chance to finish your high school education in a meaningful way. If you feel less sure than before about your goals, use this year to explore a new interest. The ROP courses teach occupational skills and many give on-the-job experience that will help you clarify your goals

PROGRAMMING INFORMATION

When you turn in your Course Selection Sheet, include any teacher recommendations that are required in the course description. When choosing an elective, please list at least two alternate courses in case of scheduling conflicts. Seniors have priority in scheduling classes, followed by Juniors and so on due to limited space in courses. Most classes are not repeatable for additional subject area credit. If a course is repeatable for credit, the course description will specify this. A seven period day schedule could include the classes listed below. Space for a seven period day is extremely limited and not guaranteed.

7th Class Options for 9-10 7th Class Options for 11-12 Vocal Ensemble OWE - Outside Work Experience Concert Band Journalism

Symphonic Band Symphony Orchestra Symphonic Orchestra Marketing

Marketing Vocal Ensemble/Adv. Choir/A Capella/Madrigals ELD Yearbook

Standards and Assessment Division

Web Site Addresses

Standards and Assessment

http://www.cde.ca.gov/statetests

Standardized Testing and Reporting (STAR) Program

http://www.cde.ca.gov/statetests/star

California High School Exit Examination (CAHSEE)

http://www.cde.ca.gov/statetests/cahsee

California English-Language Development Test (CELDT)

http://www.cde.ca.gov/statetests/celdt

Physical Fitness Test (PFT)

http://www.cde.ca.gov/statetests/pe

National Assessment of Educational Progress (NAEP)

http://www.cde.ca.gov/statetests/naep

General Educational Development (GED)

http://www.cde.ca.gov/ged

California High School Proficiency Examination (CHSPE)

AP,

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ROGRAM

The following courses are available for students interested in pursuing an Advanced, Honors, or Advanced Placement Program of study at Castro Valley High School. Most of these courses have prerequisites and require an application for admission. Courses marked with an asterisk (*) meet university system guidelines for Honors/AP course work. It is recommended that students taking AP courses will take the appropriate Advanced

Placement Exam. There is a fee for these exams and financial aid is available based on student need. Students

enrolled in AP/Honors/Advanced classes are expected to remain in the class for the full year.

Students should consider the number of AP, Honors, or Advanced level courses they enroll in as space may be limited in regular A-G courses once the year begins and changing courses may not be an option.

English Sophomore English Advanced Visual & Performing AP Art History* American Literature Honors* Arts Advanced Studio Art AP English Literature* Advanced Ceramics

Math AP Calculus* AB/BC Advanced Graphic Design AP Statistics* AP Studio Art*

AP Computer Science Science** Physics Honors* Honors Pre-Calculus AP Biology Algebra 2 Advanced Chemistry Honors*

Social Studies AP U.S. History* AP Chemistry*

AP European History* AP Environmental Sci.* AP Economics

World Lang. AP French* AP German* AP Spanish* AP Japanese* ASL Honors

Grading for AP and Honors courses: The University system and CVHS will count the grades taken in Honors /AP

courses in the student’s last three years of high school on a scale of A=5, B=4, C=3. Public colleges in California limit these extra points to eight semesters of work.

*Students do not receive an extra grade point on the honors scale for taking a regular advanced course.

Acceptance into some of these courses will be based upon earning an appropriate entrance score. Points may be earned based on the following categories:

 Entrance Exam Score

 Department G.P.A

 Teacher Recommendation

Specific information regarding the teacher recommendation criteria will be given to students during programming. Students who choose to apply for any of the courses listed below are required to: 1) completely fill out an application (one per course), 2) file the application on time, 3) attend an orientation meeting, and 4) take an entrance exam if applicable.

** Please note that some Honors and AP Science classes do not require entrance exams. To be eligible for placement in Honors and AP Science classes, students must meet the prerequisites listed under the specific course description.

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LASSES

A. History/Social Studies

 Comparative Cultures and Geography

 European History (AP)

 Afrocentric U.S. History

 U.S. Government

 U.S. History

 U.S. History (AP)

 Modern World History

B. English

 Adv English Language Development

 Afrocentric American Literature

 American Literature 1-2

 American Literature 1-2 (H)

 English Literature & Composition (AP)

 ERWC

 Freshman English

 Literature and Film

 Multi-Cultural Literature

 Puente English 9

 Sophomore English

 Sophomore English Advanced

C. Mathematics  Integrated Math I  Geometry  Algebra 2  Algebra 2 Advanced  Calculus  Calculus AB (AP)  Calculus BC (AP)  Geometry  Honors Pre-Calculus  Pre-Calculus

 Probability and Statistics

 Statistics (AP)

D. Laboratory Science

 Anatomy and Physiology

 Biology 1-2  Biology (AP)  Biology 1-2 (H)  Biotechnology  Chemistry (AP)  Chemistry 1-2  Chemistry 1-2 (H)

 Environmental Science (AP)

 Physics (H)  Physics 1-2  Physics of Robotics E. World Languages  ASL 1-4  ASL Honors  Spanish 1-4, AP Spanish

 Spanish for Heritage Speakers

 Spanish for Heritage Speakers 2

 French 1-4, AP French

 German 1-4, AP German

 Japanese 1-4, AP Japanese

F. Visual and Performing Arts (VAPA)

 A Cappella Choir

 Advanced Ceramics

 Advanced Choir Ensemble

 Advanced Photography

 Advanced Studio Art

 Advanced Theatre

 Art History

 Art History (AP)

 Beginning Guitar

 Beginning Studio Art

 Beginning Theatre

 Ceramics 1-2

 Chamber Orchestra (H)

 Concert Band

 Floral Design/Event Planning (ROP)

 Graphic Design, Advanced Graphic Design

 Figure and Fashion

 Intermediate Theatre  Jazz Band  Madrigals  Photography  Play Production  Sculpture

 Studio Art (AP)

 Symphonic Band

 Symphonic Orchestra

 Technical Theatre

 Vocal Ensemble

 Web Graphics, Digital Design (ROP)

G. Electives

 Careers in Education I, II (ROP)

 Criminal Justice/Forensic Science (ROP)

 Culinary Arts (ROP)

 Economics

 Journalism

 Marketing

 Medical Careers I, II (ROP)

 National Global Issues

 Psychology 1-2

 AP Macroeconomics

 AP Microeconomics

 AP Computer Science

Castro Valley High School’s course list for A-G requirements can befound at

COLLEGE

ADMISSIONS

High school grades remain one of the best predictors of success in college but a new trend is evident. Admissions offices, especially those of selective colleges like the University of California, are taking a closer look at the rigor of academic preparation and the kinds of courses a student takes. As

approximately 49% of CVHS graduates enter a four-year college and 46% go to a two-four-year college, it is important to choose classes to broaden your options.

Selectivity - Selective colleges have many more

applicants than they can accommodate each year. The student who is most able to compete for a spot in such a school will have a transcript that represents both breadth (a wide range of course work) and depth (taking the most challenging courses in the

department) in the academic subjects required for admission. Students who fulfill only minimum

entrance requirements will have difficulty gaining admission to selective colleges.

The Senior Year - Sometimes students carry light

loads in the senior year because they have fulfilled minimum college entrance requirements and are attempting to attain a higher GPA. But a senior carrying a lighter load may relax his/her study habits making it difficult to carry a full load the first year of college. For these and other reasons, some colleges and universities have recently raised their subject matter requirements for admission. When evaluating transcripts they may also give extra points for college prep courses taken beyond the minimum entrance requirements. Additionally, college applicants complete forms in November listing their planned senior courses. Any changes in academic courses

in the spring semester require that a letter be sent to the college to correct the application and may jeopardize admission. A decline in academic performance in either semester of senior year will jeopardize admission.

Recommendation Letters - When requesting a letter

of recommendation, students should fill out a Senior “Brag Sheet” and submit it to their counselor and teacher. In order for counselors and teachers to write personalized recommendation letters, it is strongly recommended that students give counselors and teachers at least 2 work weeks notice prior to the due date of recommendation letters. It is in a student’s best interest to get to know their counselor during their four years of high school in order to ensure a strong letter of recommendation. Be aware of deadlines and school breaks. *If a recommendation letter is due during winter break, students must give counselors and teachers two weeks notice prior to the break. All students applying on the Common

Application to private schools will need a counselor recommendation.

Advanced Courses – It is recommended that students inquire about honors and advanced

placement sections in the courses they plan to take. College admissions boards have devised a formula to weight grades in honors and advanced placement courses higher than for traditional university

preparation courses to encourage students to take the most challenging program. However, they also point out that an AP course is of true value to the student if the national AP exam is also taken. The University of California notes an alarming trend of students taking Honors and AP courses for the extra grade point without challenging themselves with the AP exam.

UC admissions staff have asked high school counselors to urge all prospective students to take AP exams as part of the AP courses and, when available, for honors courses.

Activities - Extracurricular activities are important to

a student’s high school experience, but not to the exclusion of academic requirements. Focused interest in a single activity from which the student gains personal insight or experience is highly valued. Community service is strongly recommended but not a graduation requirement. Colleges recommend continued participation in extracurricular activities over time and leadership positions are recognized.

CALIFORNIA COMMUNITY COLLEGES

Students may enroll in community colleges such as Chabot or Las Positas College if they are at least 18 years old, or are younger than 18 and have earned a high school diploma or have passed the California High School Proficiency Exam or the G.E.D. These colleges offer three basic programs:

1) The Certificate Program is available for those who wish specific training in a career field. Students may consult the Career Center for locations of programs at community colleges.

2) The Associate of Arts Degree (AA) Program is available for those who want to conclude their higher education after the first two years of college. When students start classes at community colleges they should familiarize themselves with requirements so the classes they take will lead towards the A.A. degree. Many ROP classes lead directly to programs at Chabot College.

3) The Transfer Program is intended for students who want to complete the first two years of college at a community college before transferring to a four-year college. Students with this intention need to be sure that the courses they select will be transferable for credit to the four-year school they have selected. Check with individual community colleges about Transfer Agreement Guarantees (TAG’s) Visit

www.Assist.org for more information.

Entrance Tests: Community colleges have various

exam requirements. All community colleges require an English and a math placement examination which can be taken at the college. SAT or ACT tests are not required for admission. We encourage students to take advantage of the Early Decision Program at

Chabot or Las Positas. Early Decision, if it is offered, typically happens during the spring semester. More information is available in the Career Center.

Websites: Most community colleges are accessible at

www.nameofcollege.cc.ca.us

CALIFORNIA STATE UNIVERSITIES (CSUs)

There are 23 campuses in this system, ranging from Humboldt near the Oregon border to San Diego on the Mexican border. The Cal State University System has entrance requirements designed to admit the top 1/3 of California’s high school graduates. Eligibility for admissions depends upon the GPA combined with a score from either the SAT or the ACT admission tests. The rule of thumb is that the higher the GPA the lower the test score required, and conversely, the lower the GPA the higher the test score required. October 1 to November 30 of the senior year is the application-filing period for the following fall. Some impacted campuses expect an early November filing.

Grade Requirement: Students must have an

academic GPA of 2.0 or higher to be eligible for admission to a CSU. The GPA includes only those grades earned in a minimum of fifteen, college prep courses taken in grades 10-12. All courses taken to meet the requirements must be completed with a grade of "C" or better. Details on calculating GPA, including the use of Honors or Advanced Placement course grades, are available from counselors.

Test Requirement: Most students must take the

SAT and/or ACT college entrance test prior to being admitted. It is recommended that all testing be completed by December of the senior year although some schools may have November deadlines. Many students benefit from taking both the ACT and SAT as colleges will use the highest score of either test. The practice SAT is offered in October every year and is recommended for junior students.

Selectivity: Many CSU campuses are impacted.

They have more applicants than they can

accommodate. Applicants to CSU campuses should visit the Website: www.csumentor.edu for current admission status on all 23 campuses in the system.

UNIVERSITY OF CALIFORNIA (UCs)

There are campuses in this system including Berkeley, San Francisco, Davis, Santa Cruz, Santa Barbara, Los Angeles, Irvine, Riverside, Merced, and San Diego. San Francisco is a graduate level school only. To be eligible for admission, students must satisfy all requirementslisted on page 44 of this program planning guide. The UC System admits approximately the top one eighth, or 12%, of all high school graduates. October 1 – November 30th of the senior year is the application-filing period for the following fall. Students should apply as early as possible for admission.

Grade Requirement: Students must have an

academic GPA of 3.0 or higher to be eligible for admission to a UC. All courses taken to meet the admission requirements must be completed with a grade of "C" or better. Details on calculating grade point average (GPA), including the use of Honors or Advanced Placement course grades, are available from counselors. A combination of GPA and ACT/SAT test scores and the Personal Statement is the primary basis for admission to the University of California system. Because admissions criteria change each year, parents and students are

encouraged to consult current admissions material in the House Offices, Career Center, or on the college Web site.

Test Requirement: All students must take the SAT

Reasoning Test or ACT with writing college entrance test prior to being admitted. Additionally, testing should be completed by December of the senior year for fall applicants. Students should see their

counselor for specific entrance requirements. Admission requirements have changed starting with the class of 2016. Students are recommended to discuss these changes with their counselor. While students are no longer required to take the SAT Subject Tests, they are encouraged to take them to show proficiency in a subject area.

Selectivity: Because most UC campuses have more

applicants than they can accommodate, they emphasize the breadth (range of course work taken) and depth (number of years taken; Advanced, Honors and AP courses) when making admission decisions.

Websites: www.ucop.edu/pathways and

www.collegeboard.com are helpful for current UC campus information.

CALIFORNIA PRIVATE/ INDEPENDENT COLLEGES &UNIVERSITIES

California’s independent schools located as far north as Redding and as far South as San Diego, offer students a rich diversity of education programs. They range in size from very small: Simpson College in Redding enrolls a mere 356, to very large: University of Southern California in Los Angeles has over 26,000 students. Most, however, are relatively small–around 1,200 students--and offer students a personalized campus community life. Among the independents are major research universities such as California Institute of Technology (CalTech) and Stanford University. Comprehensive universities in California include Loyola Marymount University, University of the Pacific, University of San Diego, and Santa Clara University. Occidental College, Pomona College, and Saint Mary’s College are considered liberal arts institutions. There are also many religiously oriented schools like California Baptist College, Pepperdine University, Westmont College and California Lutheran University. Mills and Scripps Colleges are women’s schools. California is also home to several

prestigious specialty schools such as American Academy of Dramatic Arts, California College of Arts

and Crafts and Harvey Mudd College (engineering, math and science).

In the private college sector, emphasis in admissions is the total student. Factors considered include (roughly in order of importance): high school grades, curriculum and class rank, test scores, school and community activities, honors earned, letters of recommendation, special interests and talents, and personal potential. Each application is reviewed individually by two or three people before a decision regarding admission is made. In regard to selectivity, private schools vary greatly. There is definitely an independent college (or two!) that is a match for you. To apply go to www.commonapp.org or the individual school site.

Generally speaking, the UC subject requirements are a solid guideline of what a college-prep curriculum should be. The private/independent schools tend to look for a minimum of four years of English, three years of math, two years of world language, two years of science, and two years of social science. In addition, many of the private/independent schools factor your freshman (ninth grade) year grades into your cumulative G.P.A.

Since the private schools do not receive money from the state, they generally cost more than public institutions. But do not let this dissuade you from applying! Most private schools are also able to offer substantial financial packages which make them affordable. Another factor to keep in mind is that private schools graduate almost all of their students in four years. College counselors advise students to apply to the independents that appeal to them and to apply for aid. Decide whether or not the school is the one for you after you receive your acceptance package and financial aid package.

More information on California private/independent colleges and universities can be found at

www.aiccumentor.org.

VOCATIONAL/ TRADE SCHOOLS

If you are planning on gaining vocational skills after high school we are fortunate to have a variety of options in the Bay Area. Vocational schools can give you the hands-on training and job-specific skills to prepare for employment–and in less time than a four-year college. To be admitted, most vocational schools require that you have a high school diploma (or equivalent). Some vocational schools require a portfolio, an interview, and/ or an entrance test. If you would like to research options, two good websites to peruse are www.calapprenticeship.org (California’s apprenticeship training website and www.vocational-schools.info. You will find information about: culinary arts schools, massage schools, real estate schools, technical schools, medical training schools, nursing schools, paralegal schools, pharmacy technician schools, dental training schools, accounting schools, art schools, fashion design schools, interior design schools, photography schools, film schools, aviation schools, truck driving schools, and more.

CAREER PLANNING

A high school diploma now more than ever is a crucial component in the future plans of Castro Valley High School students. Castro Valley expects all students to graduate with a sense of having a head start toward meeting their established career goals. This means either acquiring a set of workplace skills or completing the course work to pursue college or a technical training program. To set career goals students need to learn about themselves, develop skills in working and communicating with others, evaluate employment opportunities, and master the use of a variety of technologies. The high school staff is continually expanding career exploration and planning opportunities for all students.

The Counseling and Career Center staff provides students with the latest post-high school information including vocational training and college opportunities. Students participate in career exploration sophomore year through classroom activities with the materials from the Career Center used as resources for the lessons. Additionally, all students are able to schedule individual counseling appointments as needed. Students will find SAT and ACT information in House Offices as well as financial aid forms, applications to public colleges, transcript request forms, and scholarship applications. College information books and catalogs as well as related software programs are available in the Career Center.

Evening Activities and Bulletins - Counselors host

annual events to encourage parent involvement in the post-high school planning process. In the Fall, Senior Night provides information to the student and parent on high school graduation status, the college application and financial aid process, as well as armed service and career training opportunities. Seniors are strongly encouraged to follow up this evening with an "exit" meeting with their counselor before the end of the school year. In Spring, College and Career Night focuses on the exploration of college and vocational opportunities. At Eighth Grade Parent Night in the Spring, high school department representatives provide information about their programs and answer parent questions. In addition to these events, counselors send out bulletins to juniors and seniors alerting them to important events, deadlines, and planning tips including important information about scholarship opportunities. Students are regularly encouraged to explore career possibilities from people who currently work in the field. During Career Week, Castro Valley High provides speakers, classroom presentations, and workshops for all gradelevels, with a special emphasis for sophomores. Counselors encourage students and parents to attend the East Bay College Fair at CSU East Bay or St. Mary’s College or the Alameda County College Fair in the spring.

Career Center - The Career Center, located near the library, houses information and resources

designed to assist students in making decisions about their futures. The Center offers a computerized career information system as well as a library of college catalogs and resource guides. Also housed here are scholarship information, college and vocational videos, and books on occupations of interest. Students may research employment outlook and information relating to the education and training requirements of these careers. The Center hosts lunchtime events for students, staff, and parents focusing on career selection and college choice. The Career Center advertises local part-time job

opportunities and issues work permits. A Career Technician is available on a drop-in basis.

Career Assessment and ROP - During Career Week

in Spring, sophomores complete a series of career clarifying activities through a project in their

Sophomore English classes. They are introduced to the resources of the Career Center and Career

Cruising, a career/college software program which

they may utilize from the library and computer labs on campus as well as from their home computer. Students also participate in an annual Career/College

Fair where they meet community members representing a wide range of occupations.

Information about the Regional Occupation Program and their technical training classes is available in the House Offices and the Career Center. Sophomore students will have the opportunity to visit the ROP Center in the Spring. The ROP liaison visits our campus regularly meeting with students individually and in classrooms. All sophomores have the opportunity to visit the ROP Center in the Spring and students and their parents are encouraged to attend an open house in May.

www.careercruising.com www.californiarealitycheck.com

SMALL LEARNING COMMUNITIES

(SLCs)/Pathways

ACADEMY OPTIONS

2015-2016

Academies are an option for students who would like to become a part of a Small Learning Community /Pathway (SLC) at Castro Valley High School. Academy students are grouped into cohorts and take two to three required classes together. This framework allows for community-building as well as interdisciplinary lessons and projects. The academy program combines a college-preparatory curriculum with an interest or career theme, emphasizing skills that are necessary for success in college, postsecondary training, and the workplace. Academies also provide community-building opportunities for students and teachers through academy events, field trips, guest speakers and service learning projects. Joining a small learning

community/pathway adds another layer of personalization, focus, and support for individual students during their high school experiences.

Once enrolled in an academy, students are required to remain in the academy for the entire school year; however, they may choose to enroll in a different academy, or none at all, the next school year. This is a voluntary program for students and teachers who are interested in forming Small Learning

Communities/Pathways at Castro Valley High School.

There are three academy options for the 2014-2015 school year:

DADA: The Drama, Art and Design Academy HABiT: The Health and Bio-Technology Academy

ICT : The Information and Communication Technologies Academy

The Drama, Art and Design Academy (DADA)

The Drama, Art and Design Academy (DADA) is a small learning community dedicated to providing students with a curricular program which allows them to explore the fields of dramatic and visual arts. DADA students are grouped into cohorts through their Arts and English classes with the addition of either Social Studies or Science at various grade levels. Using this collaborative coring approach, DADA teachers design cross-curricular lessons, arts-focused assignments, and arts field-trips to form the backbone of the DADA

program. It is our intention that these experiences inspire students to achieve highly in all fields of study and to mature academically, artistically and personally. DADA students’ shared experiences help create a tightly-knit community of students who regularly support each other both in and out of class.

Drama, Art and Design Academy students take a very structured course schedule. This means that students in DADA are not currently able to take AP or honors courses for their English or Social Studies classes. They are also expected to take a specified dramatic or visual art elective each year. While this presents limited course options for the DADA student, it is to the benefit of the student community as a whole; it allows the students to spend half of their day together and ensures that they share their core teachers. This facilitates the multitude of rich, unique experiences DADA students share, allowing for a small community to grow where drama and art can be imbued into the curriculum across multiple subject areas. It is also one of the few ways for a student to take four full years of drama or art while on a college track at CVHS. Students who are unwilling to take the prescribed course schedule should not enroll in DADA.

Upon completion of the DADA program and graduation from CVHS, DADA students are prepared to

continue their arts studies at the post-secondary level or pursue professional training that will enable them to enter a variety of theatre or art related occupational fields.

Course Requirements For DADA

Freshman (9th_):

*Beginning Theatre or Beginning Studio Art *Freshman English

*Biology

Current level of Math

Comparative Cultures & Geography / Health Physical Education

Sophomore (10th_):

*Intermediate Theatre or Graphic Design *Sophomore English

*Modern World History Current level of Math World Language (year 1)

Physical Education, Chemistry or other Science (reminder: 2 years of PE required to graduate)

Junior (11th_):

*Advanced Theatre, Advanced Graphic Design or Advanced Studio Art *American Literature

*U.S. History

Current level of Math or Elective World Language (year 2)

Physical Education, Chemistry or other Science (reminder: 2 years of Science required to graduate)

Senior (12th_):

*Advanced Theatre, Technical Theatre, AP Studio Art, Advanced Graphic Design or Advanced Studio Art *Literature and Film: The Imagined World

*U.S. Government / Economics Current level of Math or Elective World Language (year 3) or Elective Elective

*Indicates required courses within the academy cohort. Students must take these courses to enroll in DADA.

Potential Careers Related to DADA:

Arts Education Visual Media Producer Fashion Designer Film and Television Graphic Artist/Designer Packaging Designer Web Page Designer Advertising Video Game Designer Animator Interior Designer Illustrator

Photographer/Photo Editor Art Director Interactive Artist Actor Lighting Designer Producer

Rigger Scenic Painter Special Effects Designer Stage Manager Sound Designer Artistic Director

Playwright Stage Crew Technical Director Museum/Gallery Curator

The Health and Biotechnology Academy (HABiT)

The HABiT academy focuses on preparing students for careers and/or college majors in the fields of healthcare, emergency response, and biotechnology. This pathway will help students build an understanding of world health issues as well as private, public health services and the ways in which scientific knowledge, social values, and politics have affected these issues and services therein. Students will gain knowledge in preparation for work in entry, technical and professional levels in a variety of settings including healthcare administration and management as well as preventative and acute care, e.g. nursing, physician, veterinary medicine, therapist, acupuncture, chiropractic,

dentistry, pathology, firefighting, emergency medical technician (EMT), psychology, research, sports medicine, kinesiology, epidemiology, etc.

Students will be cored through their Science, English, and Social Studies classes whenever possible. This coring will allow teachers to create lessons that have cross-curricular themes, provide field trip opportunities, and assistance for students who are in need of tutoring or a more supportive environment. HABiT students must be enrolled in all required HABiT classes (as indicated with a * below) to be a part of the academy. All classes will assist students with preparation for entry into college, technical/training programs or work.

Course Requirements For HABiT

Freshman (9th_): *Biology

*Freshman English

*Comparative Cultures & Geography / Health Current level of Math

World Language (Year 1) Physical Education

Sophomore (10th_): *Chemistry

*Sophomore English Modern World History Current level of Math World Language (Year 2) Physical Education

Junior (11th_):

*Anatomy and Physiology American Literature *U.S. History Current level of Math World Language (Year 3)

Elective (reminder: 1 year of Visual or Performing Art required to graduate)

Senior (12th_):

*Biotechnology or Medical Careers (reminder: Either satisfies the Technical/Career requirement) Senior English Elective

*U.S. Government / Economics Current level of Math

World Language (Year 4) or Elective

Science Elective (Physics or AP Biology suggested)

*Indicates required courses within the academy cohort. Students must take these courses to enroll in HABiT.

Potential Careers Related to HABiT:

Bioethics Specialist Genetic Engineer Athletics Coach Naturopathic Medicine Hospital Administrator Personal Trainer Biomedical Engineer Licensed Vocational Nurse Pharmacist Certified Nursing Assistant Laboratory Technician Physical Therapist Chiropractor Medical Assistant/Receptionist Physician (M.D.) Clinical Lab Scientist Medical Illustrator Physician’s Assistant Genetic Counselor Exercise Physiologist Psychologist

Dental Hygienist Microbiologist Registered Nurse (R.N.) Dentist Nuclear Medicine Technician Respiratory Therapist Dietician Occupational Therapist Sports Medicine

Drug & Alcohol Counselor Health Educator Surgical Technician Forensic Pathologist Optometrist Veterinarian

Social Worker Paramedic/EMT Public Health Director Medical Researcher

The Information and Communication Technologies Academy (ICT)

The Information and Communication Technologies Academy (ICT) is a new college and career pathway dedicated to providing students with a program which allows them to explore the field of Information and Communication

Technologies; a high- wage, high-skill, high- growth industry. ICT students are grouped into cohorts through their English classes. This collaborative coring approach allows ICT teachers to design cross-curricular lessons, ICT-focused assignments, and ICT field-trips. In addition, this pathway will give students the opportunity for college credit and preparation leading to industry-recognized ICT and networking certifications and careers. ICT students’ shared experiences help create a tightly-knit community of students who regularly support each other both in and out of class.

ICT students will be exposed to Common Core State Standards as well as industry- approved Information and Communication Technologies curriculum. Through a CISCO (one of the leading corporations in the ICT industry) designed curriculum, students will have the opportunity to learn using hands-on, virtual and simulated tools. Upon completion of the ICT Pathway and graduation from CVHS, ICT Pathway students will be prepared for ICT and networking certification as well as post-secondary education paths. This training will give students access to the varied field of Information and Communication Technologies.

Course Requirements for ICT

Freshman (9th_):

*Introduction to Computers and Information Technology /Web Page Design *Freshman English

Biology

Current level of Math

Comparative Cultures & Geography / Health Physical Education

Sophomore (10th_):

*CISCO Advanced Information Technology *Sophomore English

Chemistry or other Physical Science Current level of Math

Modern World History World Language (year 1)

Junior (11th_):

* AP Computer Science/ Internet Engineering *American Literature

U.S. History

Physical Education or other science elective Current Level of Math

World Language (year 2)

Senior (12th_):

*AP Computer Science/Internet Engineering *Senior English Elective

U.S. Government / Economics VAPA (Graduation requirement)

World Language (year 3) or Elective/Current level of math or elective Physical Education/or other science elective

Potential Careers Related to ICT:

ICT Pathway students can pursue ICT careers in industries like: financial services, fashion, entertainment, healthcare, and more. Today nearly every organization relies on Information and Communication Technologies for success.

 Analyst Programmers  Chief Information Officers  Communications Trade

Workers

 Computer Network Professionals

 Database and Systems Administrators and ICT Security

 ICT Business and Systems Analysts  ICT Managers  ICT Sales Assistants  ICT Sales Professionals  ICT Support Technicians  ICT Support and Test

Engineers  ICT Trainers  Library Technicians  Managers (ICT)  Media Equipment Operators

 Multimedia Specialists and Web Developers

 Network Professionals (ICT)

 Programmers

 Sales Assistants (ICT)  Sales Professionals (ICT)  Security Specialists (ICT)  Software and Application

Programmers

 Systems Administrators  Systems Analysts (ICT)  Technical Sales

Representatives  Technicians (Gallery,

Library and Museum)  Technicians (ICT Support)  Telecommunications

Technical Specialists  Telecommunications

Trades Workers  Test Analysts (ICT)  Trainers (ICT)  Web Developer

C

AREER

T

ECHNICAL

E

DUCATION

Students must earn at least 10 units in either Business, Consumer Family Studies, Industrial Technology, or the Regional Occupational Program, in grades 9-12.

ROP classes in this section are on campus.

B

USINESS

ECONOMICS OF BUSINESS (ROP)

Full year course, 10 units, (Co-Op work experience is an optional part of this class), grade 12

Prerequisites: Students who have taken Marketing

with a minimum "B" semester grade, application, and recommendation of 2 teachers, with approval by teacher.

Description: Economics of Business is a

two-semester course. Fall two-semester focuses on microeconomics concepts: supply & demand, business organization and competition, international trade, the marketing process, management

structures, and the Corporate Form of Business in the US. The Junior Achievement Corporation (with corporate sponsors) is a major portion of first semester. Second semester focuses primarily on Macroeconomics with volunteers from the Venture Capital Roundtable of Silicon Valley to assist students with Business Plans, International Marketing/Business Plans, Market Research Projects, and other written events for DECA competitions.

MARKETING OCCUPATIONS (ROP)

Full year course, 15 units each semester (5 units classroom, 10 units Co-op), grades 9-12 (Students must also be enrolled in 5 other classes).

Prerequisites: Interest in the field of marketing:

advertising, fashion, merchandising, sales, distribution, business communications, product development, and leadership.

Description: Marketing Occupations is a three-part

program focusing on:

1) Classroom instruction: Marketing careers, economics, selling, fashion merchandising,

advertising, the consumer market, pricing and product strategies, retail store organization and management, communication skills, and marketing math

2) Co-Op (on the job training): An important component of this program, Co-Op consists of approximately 12 hours paid, on-the-job training per week (or 150 cumulative hours per semester) at an approved job site.

3) DECA: The CVHS DECA chapter is part of a national association of marketing and business students. It is a vehicle which provides students with a program of leadership, personal development, competition, and travel.

SPORTS AND ENTERTAINMENT MARKETING (ROP)

Full year course, 10 units, grades 10-12

Prerequisites: None

Description: This course is designed to introduce the student to

the world of sports and entertainment marketing. Students will learn how to apply the marketing mix (product, place, price, and promotion) to the sports and entertainment industries. Students will learn about sponsorships, careers, look at advertising, the media, licensing, merchandising, copyright laws and create promotional materials. Students will gain a greater awareness of marketing campaigns used to sell products in each of these industries as well as understand the economic impact of sports and entertainment. Students will also have opportunities to participate in community classroom and/or cooperative vocational education (CC/CVE) and DECA.

GRAPHIC ART/GRAPHICS/GRAPHICS YEARBOOK (ROP)

Full year course, 10 units, grades 10-12

Prerequisites: None

Description: The Web, Graphic, Digital Design course

prepares students to work in the design industry and processing printed and electronic materials. The course includes graphic technologies, typography, graphic/web design, illustration, photography, computer animation, desktop publishing, and multimedia.

C

ONSUMER

F

AMILY

S

TUDIES

Full year course, 10 units, grades 10-12

Prerequisites: None

Description: A study of basic principles of food

preparation which will include instruction in nutrition, purchasing, food handling, safety, sanitation, serving, and storage of food. Food-related careers will be explored. Laboratory includes preparation and evaluation of individual food products.

C

OMPUTER

T

ECHNOLOGY

CAD(COMPUTER AIDED DESIGN PRE -ENGINEERING)

In conjunction with Engineering, Construction and Technology Academy

Full year course, 10 units, grade 10-12

Prerequisites: None

Description: This course is designed to provide

students with the ability to visualize objects in three dimensions, prepare working drawings, read working drawings blueprints, think through drafting problems clearly and completely, draw clearly and accurately, and obtain practice in drafting techniques through the use of a computer-aided drafting (CADD)

INTERNETENGINEERING1ROP

FULL YEAR COURSE,10 UNITS, GRADES 11-12(STUDENTS MUST ALSO BE ENROLLED IN 5 OTHER CLASSES). Prerequisites: Teacher approval

Description: Internet Engineering 1 is an

interdisciplinary course designed to prepare students for post-secondary success in the Information and Communication Technologies (ICT) field. The course engages students with studies of: the history and implications of network communications; the protocols which make the Internet possible; how networks provide access to services: and college and career preparation in the ICT field. This course integrates the theory application of network communications, and exposes students to media that invites them to produce college-ready writing, collaborate with others, research, develop study skills, and develop 21st

century skills in this course.

CISCOADVANCED INFORMATION TECHNOLOGY

Full year course, 10 units, grades 9–12 (Students must also be enrolled in 5 other classes).

Prerequisites: Electronics recommended or teacher

approval.

Description: IT Essential Cisco Curriculum: PC

Hardware and Software presents an in-depth exposure to computer hardware and operating systems. Students learn the functionality of hardware and software components as well as suggested best practice in maintenance, and safety issues. Through hands on activities and labs, students learn how to

assemble and configure in a computer, install operating systems and software, and troubleshoot hardware and software

problems. In addition, chapters on networks and

communication skills are included. This course helps students prepare for CompTIA’s A+ certification and leads to networking and its certifications.

INTRODUCTION TO COMPUTERS AND INFORMATION

TECHNOLOGY

One semester course, 5 units, grade 9-12

Prerequisites: None

Description: This course will provide a foundation of computer

skills that will help the student succeed in advanced computer courses on campus and in higher education.

WORD PROCESSING

One semester course, 5 units, grades 9-12

Prerequisites: None

Description: This course is for anyone who will be using a

computer. The "touch" system is utilized so that students memorize the alphanumeric keyboard and strike the correct keys with the appropriate fingers while keeping the eyes on the copy. Correct posture, hand, and arm position are stressed. Students will use keyboarding texts and word processing, and timed-writing software. Students will develop skill in technique, speed, and accuracy, and basic formatting.

WEB PAGE PUBLISHING

One semester, 5 units, 10-12

Prerequisites: Completed application and one teacher

recommendation.

Description: This intra-departmental elective course integrates

writing, computer literacy, mathematics, art reading, time management skills, and cooperative learning, to teach students to design, produce, and maintain a professional school web site. Creating a product that meets or exceeds the project

specifications in the given time limit is key to student success and will help prepare students for future careers. Skills developed will include time management, problem-solving, personal organization, manipulation of tools and equipment, critical thinking, communication, and self-evaluation. Class may be repeated for credit with instructor’s approval.

I

NDUSTRIAL

T

ECHNOLOGY

.

WOOD 1

Full year course, 5 units each semester, grades 9–12

Prerequisites: None

Description: This is a basic course in woodworking, including

selection, care, and use of hand tools as well as safety practices and habits when using power equipment. The use of power tools is limited to basic and simple operations. The use of hand tools is taught to show their need in the finishing of all projects. In Wood 1 the student will complete a basic hand tool

assignment and two required projects. Wood 2 students will make a cutting board, a small project selected from 18 projects, and, if time permits, a project based on the student’s ability and instructor’s consent. Projects will integrate academic skills of sequential thinking, mathematics, measurement, time management, and following written and/or oral instructions.

WOOD 2,WOOD 3

Full year course, 5 units each semester, grades 9-12

Prerequisites: Students must have completed Wood

1 and have instructor’s approval.

Description: Wood 2 and 3 are a continuation of

wood. Students will use the machines in more complex and advanced operations, such as dadoes, rabbets, shaper, and router work. Safe use and care of the woodworking machines is stressed. Students will design and make small pieces of furniture, such as coffee tables, end tables, beds, chests or

bookcases. In advanced courses, woodworking skills are stressed as students complete advanced work in furniture and cabinet making. Academic skills will be reinforced, including a written report at the end of the semester.

AUTO 1-2 (ROP)

Full year course, 5 units each semester, grades 9-12 (Students must also be enrolled in 5 other classes).

Prerequisites: None

Description: Auto 1-2 is an introductory course that

explores the modern automobile, its major systems, and the automotive industry. The emphasis of this course is on consumer and car owner knowledge, (e.g., how to buy a car, how to take care of its appearance, and how to maintain it mechanically). Topics will include the theory, repair, and

maintenance of engines, transmissions, suspensions, steering, brake, and electrical systems, including computer controls. The first part of the course is primarily in the classroom in conjunction with hands-on activities with engine comphands-onents to apply the concepts learned in the classroom. Students will be allowed to work on their own cars during the latter part of the course after they have mastered the basic concepts.

AUTOMOTIVE SCIENCE

Full year course, 5 units each semester, grades 10-12

Prerequisites: Completed Pre-Algebra or equivalent Description: This course explores the chemical and

physical principles behind the design and operation of the automobile. While emphasizing a "hands-on" learning approach utilizing the traditional auto shop and science lab, District and State Science Standards are addressed in an academic setting. Upon

successful completion of this course, students will develop teamwork, problem-solving, organizational skills, critical thinking, oral and written communication skills

ADVANCED AUTO MECHANICS (ROP)

Full year course, 10 units each semester, grades 11-12 (Course is repeatable for credit.) Students must also be enrolled in 5 other classes.

Prerequisites: None; however, Auto 1-2, Small Gas

Engines, or outside experience is recommended.

Description: This course provides students the

opportunity to develop entry level job skills in the automotive industry such as basic service, tune-up, and major engine overhaul. Units of instruction also

carburetion, ignition, electronics, computer, and emission controls. Basic shop skills including fundamentals of welding, fasteners, and measurement will also be taught. Major emphasis is hands-on learning. Class may be repeated for credit with instructor’s approval.

PHOTOGRAPHY (ROP)

Full year course, 10 units, grades 11-12 (Students must also be enrolled in 5 other classes).

Prerequisite: Students are encouraged to provide their own

camera.

Description: This course teaches basic black and white and

digital photography. This includes printing, processing, and mounting techniques used in traditional photography. Digital techniques include scanning, image manipulation, and outputting. Both platforms explore the techniques used in both fine art and commercial photography. The course emphasizes the skills necessary for entry into more advanced training at the college level or in the work force. Students will leave the class with a portfolio, a resume listing the relevant skills they have learned, and basic interviewing techniques. Students are expected to gain a sense of personal empowerment, self-esteem, and critical thinking skills through the exploration of photography.

ADVANCED PHOTOGRAPHY (ROP)

Full year course, 10 units, grade 12. (Students must also be enrolled in 5 other classes.)

Prerequisite: Students must have completed at least one

previous year-long course in photography with a grade of "C" or better or instructor approval.

Description: Advanced photography will extend basic

photography and problem solving skills. Additionally, students will be introduced to more advanced photographic techniques: using artificial light sources, studio lighting, and digital image management and editing techniques using professional standard software. Students will be required to refine their printing skills and will be expected to produce exhibition quality prints. Students will produce both black and white and digital color portfolios.

GRAPHIC DESIGN

ADVANCED GRAPHIC DESIGN

TECHNICAL THEATRE