Castro Valley High School

2006-07 School Accountability Report Card (SARC) Published in 2007-2008 The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available at the California Department of Education (CDE) Web site at http://www.cde.ca.gov/ta/ac/sa/. For additional information about the school, parents and community members should contact the school principal or the district office. DataQuest, an online data tool at http://data1.cde.ca.gov/dataquest/, contains additional information about this school and comparisons of the school to the district, the county, and the state.

About This School Contact Information School Name Street City, State, Zip Phone Number Principal E-mail Address

School Castro Valley High 19400 Santa Maria Ave. Castro Valley, CA 94546-3400 (510) 537-5910 Peter Alvarez [email protected]

District Name Phone Number Web Site Superintendent E-mail Address CDS Code

District Castro Valley Unified (510) 537-3000 www.cv.k12.ca.us James Fitzpatrick 01-61150-0132225

School Description and Mission Statement Castro Valley High School is proud to present this Annual School Report. We encourage parents and community members who would like to know more about our school to visit our campus during a scheduled tour day, attend our Back to School Night in the fall, or attend Eighth Grade Parent Night in the spring. California schools are ranked through an Academic Performance Index (API) and Castro Valley High School is considered a High Achieving School. We are a California Distinguished School which is an honor given to only 5% of the state’s high schools. Castro Valley High School offers a rich and rigorous course of study including 21 Advanced Placement and Honors classes plus an extensive ROP program. The student body of 2,800 students is actively involved in athletics, student government, and a variety of special interest clubs. Our activity program has been recognized for the seventh consecutive year as one of California’s top high school programs.

Our parents work collaboratively with us in our extensive Booster Club programs and Parent Association. The excellent quality of our high school comes from staff, parents, students, and community members working together to provide the best possible programs for our students. We work constantly to make our school a place that reflects the admiration of our community for being an outstanding educational center for their students.

Mission Statement The mission of the Castro Valley Unified School District (CVUSD), a public preschool through adult organization, is to provide all students programs of excellence that instill a passion for lifelong learning while preparing them for the challenges of tomorrow. The CVUSD will enhance students’ self-esteem, help them discover and maximize their individual potential, and guide each to dignify, appreciate, respect, and accept human diversity.

Opportunities for Parental Involvement Parents and community are very supportive of the educational program at Castro Valley High School. Numerous programs and activities are enriched by the generous contributions made by local businesses and organizations supporting Renaissance, Castro Valley High School Athletics, and the Visual and Performing Arts. Castro Valley High School’s website (http://www.cvhs.cv.k12.ca.us) provides a variety of resources and information for parents, staff, students, and community members. The School Site Council, consisting of school staff, students, and parents, is the major governing body that meets regularly to address programs and act as a communication liaison between the community and the school.

Student Enrollment by Grade Level Grade Level Grade 9 Grade 10 Grade 11 Grade 12 Ungraded Secondary Total Enrollment

Number of Students 767 773 689 594 0 2823

Student Enrollment by Group This table displays the percent of students enrolled at the school who are identified as being in a particular group.

Group African American American Indian or Alaska Native

Percent of Total Enrollment 5.63 % 0.64 %

Asian

22.46 %

Filipino Hispanic or Latino Pacific Islander

3.29 % 14.24 % 0.85 %

Group White (not Hispanic) Multiple or No Response Socioeconomically Disadvantaged English Learners Students with Disabilities

Percent of Total Enrollment 50.55 % 2.34 % 9 % 4 % 7 %

Average Class Size and Class Size Distribution (Secondary) This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom).

Subject

Avg. Class Size

English Mathematics Science Social Science

27.3 28.1 31.4 31.8

2004-05 Number of Classrooms 12333+ 20 32 36 30 28 31 15 38 1 40 33 3

35

39

Avg. Class Size 26.0 27.7 32.1 31.5

2005-06 Number of Classrooms 12333+ 20 32 46 36 25 31 29 30 3 30 43 7

30

42

2006-07 Number of Avg. Classrooms Class 1- 23Size 33+ 20 32 26.9 43 21 42 28.1 27 35 28 31.7 2 37 41 31.9

6

18

58

School Climate School Safety Plan This section provides information about the school's comprehensive safety plan.

Castro Valley High School strives to maintain a safe, healthy, nurturing, and orderly school campus that encourages positive attitudes in students and staff. An emphasis has been placed on campus safety and security. Campus patrollers supervise students before and after school and during break periods. Students in the ninth grade are required to stay on campus during school hours while students in grades ten through twelve are afforded the responsibility of an open campus policy. All visitors must sign in at the school office and receive proper authorization to be at the school. Visitors are asked by the school site to display their pass at all times. Castro Valley High School’s Safety Plan is revised annually each fall by the Site Safety Committee, which is comprised of the principal, members of the teaching staff, and key representatives from the Sheriff’s Office. Key elements of the Safety Plan include a three-stage evacuation plan and staff duty assignment. According to state mandate fire drills are conducted quarterly; earthquake and secure campus drills are each held twice during the year.

School Discipline Practices This section provides information about the school's efforts to create and maintain a positive learning environment, including the school’s use of disciplinary strategies.

Awards are given to students at assemblies and special presentation throughout the school year. Castro Valley High School participates in the Renaissance Program which is designed to increase self-esteem, academic motivation, and positive feelings on campus. High achievers earn Renaissance cards and privileges on campus. Students who raise their grade point averages are also recognized. Other programs that recognize students include: Students of the Month, Student of the Quarter, Renaissance Student of the Month, and the Herculean Award, which is presented to athletes who obtain varsity status in seven or more sports. Students are encouraged to participate in the school’s additional academic and extracurricular activities that are an integral part of the educational program. The school’s interscholastic athletic programs promote individual and team-oriented achievement. Most athletic programs are offered at the Freshman, Junior Varsity, and Varsity levels.

Fall Athletics: • Cross Country • Girls Tennis • Football • Girls Volleyball • Spirit Squad • Girls Golf

Spring Athletics: • Badminton • Baseball • Boys Golf • Boys Tennis • Swimming • Boys Volleyball • Softball • Track & Field • Spirit Squad

Winter Athletics: • Boys & Girls Basketball • Boys & Girls Soccer • Wrestling (Boys and Girls) • Spirit Squad Extracurricular activities, clubs, and programs include: • Aljaha • Hands Building Bridges Club (HBBC) • American Red Cross • Harry Potter Fan Club • Amnesty International • H.I.P.P.I.E • Animal Rights Club • Intellectual Diversions • Art Club Club • Break Dancing Club • Interact Club • CV Flava • Invisible Children • CV Badminton • Japanese Cultural Club • Changing Spaces • Jewish Club • Comedy Sports (Improv) • Junior Statesmen of • Culinary Club America (JSA) • Environmental • Key Club Awareness • Knitting Club • Gardening Club • Leo Club • German Club • Library Ambassadors • Guitar Heroes of America • Mah Jong Club Club • Model United Nations

• • • • • • • • • • • • • • • •

The Office Club Odyssey of the Mind Photography Club Ping Pong Club Poemty Revelations Club Rock Climbing Club Rock ‘n’ Roll Club Skaterfest Club Ski and Snowboard Club Spectrum Spirit Squads Teens Reaching Out Ultimate Frisbee Club Writer’s Workshop Youth 2 Youth

Suspensions and Expulsions This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period.

Rate Suspensions Expulsions

2004-05 8.0 0.4

School 2005-06 5.8 0.4

2006-07 5.7 0.0

2004-05 10.4 0.2

District 2005-06 8.9 0.2

2006-07 7.3 0.2

School Facilities School Facility Conditions and Improvements This section provides information about the condition of the school’s grounds, buildings, and restrooms, and a description of any planned or recently completed facility improvements.

Castro Valley High School is located in the town of Castro Valley, a beautiful community of rolling hills and canyons with mild winters and pleasant summers. Across the bay from San Francisco and just south of the city of Oakland, Castro Valley is a growing and a richly diverse community with neighborly appeal. Castro Valley High School facilities were built in 1956. A voter-approved bond measure has meant widespread renovations to the campus. Students, staff, and the community welcome the opening of the newly constructed 500-seat Center for the Arts. An auxiliary gymnasium, complete with new locker rooms and a team room and new athletic facilities opened in the fall of 2007. A custodial staff maintains clean and safe facilities. District maintenance staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely manner. A work order process is used to ensure efficient service and that emergency repairs are given the highest priority.

School Facility Good Repair Status This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected Gas Leaks Mechanical Systems Windows/Doors/Gates (interior and exterior) Interior Surfaces (walls, floors, and ceilings) Hazardous Materials (interior and exterior) Structural Damage Fire Safety Electrical (interior and exterior) Pest/Vermin Infestation Drinking Fountains (inside and outside) Restrooms Sewer Playground/School Grounds Roofs Overall Cleanliness

Repair Status Good Fair Poor X X

Repair Needed and Action Taken or Planned

X X X X X X X X X X X X

To be re-roofed Summer of 2008

X

Overall Summary of School Facility Good Repair Status This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected

Exemplary X

Overall Summary

Facility Condition Good Fair

Poor

Teachers Teacher Credentials This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Teachers With Full Credential Without Full Credential Teaching Outside Subject Area of Competence

2004-05 113 2 0

School 2005-06 112 7 0

2006-07 121 4 0

District 2006-07 416 7 N/A

Teacher Misassignments and Vacant Teacher Positions This table displays the number of teacher misassignments (teachers assigned without proper legal authorization) and the number of vacant teacher positions (not filled by a single designated teacher assigned to teach the entire course at the beginning of the school year or semester). Note: Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.

Indicator Misassignments of Teachers of English Learners Total Teacher Misassignments Vacant Teacher Positions

2005-06 0 0 0

2006-07 0 0 0

2007-08 0 0 0

Core Academic Classes Taught by No Child Left Behind Compliant Teachers This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers at the school, at all schools in the district, at high-poverty schools in the district, and at low-poverty schools in the district. More information on teacher qualifications required under NCLB can be found at the CDE Web site at http://www.cde.ca.gov/nclb/sr/tq/.

Location of Classes This School All Schools in District High-Poverty Schools in District Low-Poverty Schools in District

Percent of Classes In Core Academic Subjects Taught by NCLB Compliant Taught by Non-NCLB Compliant Teachers Teachers 100.0 0.0 99.7 0.3 0

0

99.7

0.3

Substitute Teacher Availability This section provides information about the availability of qualified substitute teachers and the impact of any difficulties in this area on the school’s instructional program.

The district has a pool of qualified substitute teachers that is able to fill in for an absent teacher. If, for some reason, a substitute is unavailable the site’s certificated or administrative staff are able to fill the need.

Teacher Evaluation Process This section provides information about the procedures and the criteria used for teacher evaluations. Regular and comprehensive evaluations help instructional staff improve their teaching skills and raise students’ levels of achievement. Evaluations are used to recognize the exemplary skills and accomplishments of staff and to identify areas needing improvement. Certificated staff are formally observed and given constructive feedback twice each semester and more often when necessary. Teachers are observed and evaluated using the California Standards for the Teaching Profession. These standards include:

• • • • • •

Engaging and supporting all students in learning Creating and maintaining effective environments for student learning Understanding and organizing subject matter for student learning Planning instruction and designing learning experiences for all students Assessing student learning Developing as a professional educator

All administrators have had extensive training in the supervision and documentation of quality teaching practices. Professional development has allowed administrators to develop greater knowledge of the California Standards for the Teaching Profession and the quality characteristics of best teaching practices with the emphasis on student learning.

Support Staff Academic Counselors and Other Support Staff This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.

Title Academic Counselor Library Media Teacher (Librarian) Library Media Services Staff

Number of FTE Assigned to School 6.0 1.0 1.0

Average Number of Students per Academic Counselor 470 N/A N/A

(paraprofessional) Psychologist Social Worker Nurse Speech/Language/Hearing Specialist Resource Specialist (non-teaching) Other

1.0

N/A N/A N/A N/A N/A N/A

.2 1.0

School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2005-06) This table displays a comparison of the school’s per pupil expenditures from unrestricted (basic) sources with other schools in the district and throughout the state, and a comparison of the average teacher salary at the school site with average teacher salaries at the district and state levels. Detailed information regarding school expenditures and teacher salaries can be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/ec/ and http://www.cde.ca.gov/ds/fd/cs/.

Total Expenditures Per Pupil N/A N/A

Level District State

Expenditures Per Pupil (Supplemental) N/A N/A

Expenditures Per Pupil Average Teacher (Basic) Salary $6645 $58242 $4943 $58776

Types of Services Funded This section provides information about the programs and supplemental services that are available at the school and funded through either categorical or other sources.

• • • • • • • • • • •

School and Library Improvement Block Grant Tobacco Use Prevention Education (TUPE) Economic Impact Aid (EIA) th

10 Grade Counseling Title V Innovative Strategies Gifted and Talented Education (GATE) Professional Development Block Grant English Language Acquisition Program CAHSEE Intensive Instruction Carl Perkins Vocational Education Regional Occupation Program

• • • • • • • • • • • • • •

Title I, Part A Basic Grant Title II, Part A Teacher Quality Title II, Part D Enhancing Education Through Technology Title III (LEP Students) Title IV, Part A Safe and Drug Free Schools School Safety Peer Assistance and Review Smaller Learning Communities Supplemental School Counseling Program Drug Free Community Support Art and Music Block Grants Art, Music, and PE Equipment Block Grants Pupil Retention Block Grants Instructional Materials, Library Materials, and Education Technology Grant

Teacher and Administrative Salaries (Fiscal Year 2005-06) This table displays district-level salary information for teachers, principals, and superintendents, and compares these figures to the state averages for districts of the same type and size. The table also displays teacher and administrative salaries as a percent of a district’s budget, and compares these figures to the state averages for districts of the same type and size. Detailed information regarding salaries may be found at the CDE Web site at http://www.cde.ca.gov/ds/fd/cs/.

Average Salaries CVUSD

Average Salaries for Similar Districts

200000

200000

180000

180000

160000

160000

140000

140000

120000

120000

100000

100000

80000

80000

60000

60000

40000

40000

20000

20000

0

Beginning Teacher

M id-Range Teacher

Highest Teacher

Element ary Principal

M iddle School Principal

High School Principal

Category Percent of Budget for Teacher Salaries Percent of Budget for Administrative Salaries

Superint endent

0

Beginning Teacher

M id-Range Teacher

Highest Teacher

Element ary Principal

M iddle School Principal

High School Principal

Superint endent

District Amount 43.5%

State Average For Districts In Same Category 40.8 %

6.5 %

5.7 %

Student Performance California Standards Tests The California Standards Tests (CSTs) show how well students are doing in relation to the state content standards. The CSTs include English-language arts and mathematics in grades 2 through 11; science in grades 5, 8, 9, 10, and 11; and history-social science in grades 8, 9, 10, and 11. Student scores are reported as performance levels. Detailed information regarding CST results for each grade and performance level, including the percent of students not tested, can be found at the CDE Web site at http://star.cde.ca.gov. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

CST Results for All Students – Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards).

Subject English-Language Arts Mathematics Science History-Social Science

2005 55 35 55 51

School 2006 58 35 52 52

2007 60 33 54 47

2005 62 59 56 49

District 2006 2007 64 65 60 59 54 61 49 48

2005 40 38 27 32

State 2006 42 40 35 33

2007 43 40 38 33

CST Results by Student Group – Most Recent Year This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period.

Group African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not Hispanic) Male Female Economically Disadvantaged

Percent of Students Scoring at Proficient or Advanced English-Language History-Social Mathematics Science Arts Science 40 16 29 27 60 23 * * 72 51 68 59 58 28 42 41 40 17 33 31 36 40 * 31 63 30 55 48 56 35 55 53 64 30 52 41 40 25 33 27

English Learners Students with Disabilities Students Receiving Migrant Education Services

11 13

25 9

21 12

13 16

California High School Exit Exam (CAHSEE) Results The California High School Exit Exam is primarily used as a graduation requirement in California, but the results of this exam are also used to determine Adequate Yearly Progress (AYP) for high schools, as required by the federal No Child Left Behind (NCLB) law. The CAHSEE has an English language-arts section and a math section and, for purposes of calculating AYP, three performance levels were set: Advanced, Proficient, and Not Proficient. Note: To protect student privacy, scores are not shown when the number of students is 10 or less. The score a student must achieve to be considered Proficient is different than the passing score for the graduation requirement.

CAHSEE Results for All Students – Three-Year Comparison This table displays the percent of students achieving at the Proficient or Advanced level.

Subject

School 70.9 68.2

English Mathematics

2004-05 District 67.4 63.9

State 49.0 45.2

School 74.1 69.4

2005-06 District 71.2 66.0

State 51.1 46.8

School 70.9 74.1

2006-07 District 67.8 71.1

State 48.6 49.9

CAHSEE Results by Student Group – Most Recent Year This table displays the percent of students, by group, achieving at each performance level in English language-arts and mathematics separately for the most recent testing period.

Group All Students Male Female African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not Hispanic) English Learners Socioeconomically Disadvantaged Students Receiving Migrant Education Services Students with Disabilities

Not Proficient 29.1 32 26.1 46.9

English Proficient Advanced

Mathematics Not Proficient Advanced Proficient 25.9 38.1 35.9 23.5 38.2 38.2 28.5 38 33.4 57.6 24.2 18.2

30.5 34.9 25.8 31.2

40.3 33.1 48.1 21.9

*

*

*

*

*

*

22.7 34.8 41.4 * 27.7 66

24.3 34.8 25.3 * 33.1 22.6

53 30.4 33.3 * 39.3 11.3

9.8 17.4 48 * 25.8 35.2

28.8 52.2 34.3 * 43.8 38.9

61.4 30.4 17.6 * 30.3 25.9

76.2

23.8

0

47.6

38.1

14.3

*

*

*

*

*

*

81.4

11.6

7

87.5

10.4

2.1

California Physical Fitness Test Results The California Physical Fitness Test is administered to students in grades 5, 7, and 9 only. This table displays by grade level the percent of students meeting fitness standards (scoring in the healthy fitness zone on all six fitness standards) for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/pf/. Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

Grade Level 9

Percent of Students Meeting Fitness Standards 31.6

Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ap/.

API Ranks - Three-Year Comparison This table displays the school’s statewide and similar schools API ranks. These ranks are published when the Base API is released each March. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest 10 percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest 10 percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing 10 schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools.

API Rank Statewide Similar Schools

2004 9 4

2005 8 1

2006 9 3

API Changes by Student Group - Three-Year Comparison This table displays by student group the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant.

Group All Students at the School African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not Hispanic) Socioeconomically Disadvantaged English Learners Students with Disabilities

Actual API Change 2004-05 2005-06 2006-07 -16 15 -3

API Score 2007 782 659

-2

7

3

852

-25

25

-7

698

-21 -36 N/A N/A

18 22

-2 -16

782 671

3

-8

526

Adequate Yearly Progress The federal NCLB act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria:

• • • •

Participation rate on the state's standards-based assessments in English-language arts (ELA) and mathematics Percent proficient on the state's standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

AYP Overall and by Criteria This table displays an indication of whether the school and the district made AYP overall and whether the

school and the district met each of the AYP criteria. AYP Criteria Overall Participation Rate - English-Language Arts Participation Rate - Mathematics Percent Proficient - English-Language Arts Percent Proficient - Mathematics API Graduation Rate

School Yes Yes Yes Yes Yes Yes Yes

District Yes Yes Yes Yes Yes Yes Yes

Federal Intervention Program Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (English-language arts or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found at the CDE Web site at http://www.cde.ca.gov/ta/ac/ay/.

Indicator

School

Program Improvement Status First Year of Program Improvement Year in Program Improvement Number of Schools Currently in Program Improvement Percent of Schools Currently in Program Improvement

District Not In PI

N/A N/A

School Completion and Postsecondary Preparation Dropout Rate and Graduation Rate This table displays the school’s one-year dropout rates and graduation rates for the most recent three-year period for which data is available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

School District State 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06 2003-04 2004-05 2005-06 Dropout Rate (1-year) 0.4 0.6 0.8 1.6 2.2 2.0 3.2 3.1 3.5 Graduation Rate 99.4 97.3 96.7 96.9 93.6 89.7 85.3 85.0 83.0 Indicator

Completion of High School Graduation Requirements Students in California public schools must pass both the English-language arts and mathematics portions of the California High School Exit Examination (CAHSEE) to receive a high school diploma. For students who began the 2006-07 school year in the 12th grade, as evidenced by that school year’s October CBEDS enrollment, this table displays by student group the percent who met all state and local graduation requirements for grade 12 completion, including having passed both portions of the CAHSEE or received a local waiver or state exemption. Detailed information about the CAHSEE can be found at the CDE Web site at http://www.cde.ca.gov/ta/tg/hs/. Note: "N/A" means that the student group is not numerically significant.

Group All Students African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White (not Hispanic) Socioeconomically Disadvantaged English Learners Students with Disabilities

Graduating Class of 2007 School District State 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A 100% 100% N/A

Career Technical Education Programs This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

Castro Valley High School provides the follow CTE classes: • Computer-Aided Design (CAD) • Engineer and Construction Materials • Cisco • Woods 1-8 • Foods 1-2 • Economics of Business • Introduction to International Business • Computer Maintenance • Advanced Graphic Design • Animation • Word Processing • Web Page Publishing • Auto 1-2 • Advanced Auto Mechanics • Technical Theater

Courses for University of California and/or California State University Admission This table displays for the most recent year two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in and completion of courses required for UC/CSU admission can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Indicator Students Enrolled in Courses Required for UC/CSU Admission Graduates Who Completed All Courses Required for UC/CSU Admission

Percent 75.3 64.0

Advanced Placement Courses This table displays for the most recent year the number of Advanced Placement (AP) courses that the school offered by subject and the percent of the school’s students enrolled in all AP courses. Detailed information about student enrollment in AP courses can be found at the CDE Web site at http://dq.cde.ca.gov/dataquest/.

Subject Computer Science English Fine and Performing Arts Foreign Language Mathematics Science Social Science All courses

Number of AP Courses Offered 1 1 2 2 2 8

Percent of Students In AP Courses N/A N/A N/A N/A N/A N/A N/A 3.0

SAT Reasoning Test This table displays the percent of the school’s 12th grade students who voluntarily take the SAT Reasoning Test for college entrance, and the average verbal, math, and writing scores of those students. Detailed information regarding SAT results, and comparisons of these average scores to the district and state levels, can be found at the CDE Web site at http://www.cde.ca.gov/ds/sp/ai/. Note: Scores are not shown when the number of students tested is 10 or less either because the number of students in this category is too small for statistical accuracy, or to protect student privacy.

Indicator Percent of Grade 12 Students Taking the Test Average Verbal Score Average Math Score Average Writing Score

2005 61.8 513 559 N/A

2006 56.1 533 563 535

2007 58.25 514 543 512

Instructional Planning and Scheduling School Instruction and Leadership This section provides information about the structure of the school's instructional program and the experience of the school’s leadership team.

All curriculum development at Castro Valley High School is built around the California Content Standards. Teachers align classroom curriculum to ensure that students meet or exceed state proficiency levels. The development of Small Learning Communities encourages staff to collaborate and make connections between what’s taught and real world applications. Leadership at Castro Valley High School is a shared responsibility between the site principal, the associate principal, the assistant principals, district administration, the instructional staff, students, and parents. Primary leadership duties are the responsibility of the principal Peter Alvarez.

Professional Development This section provides information about the program for training the school's teachers and other professional staff.

The Castro Valley Unified School District Professional Development Program is based on the premise that the fundamental goal of schooling is student learning. To that avail the instructional program is viewed as a powerful tool of learning directed by “highly qualified” teachers/principals/educators/instructional leaders, and based on: - Well articulated content and performance standards - Strong content knowledge - Research-based, effective instructional methodology/pedagogy - Targeted instruction based on identified student needs - Differentiated and equity based learning opportunities for all students - Continuous reflection and adjustment based on Cycle of Inquiry and needs assessments Powerful Instructional Leaders are a prerequisite to the development and maintenance of powerful instructional programs. Teacher leadership is crucial in our professional development model. Teacher leaders are researchers and instructors in our courses and provide essential coaching and modeling resources for our schools. Teacher leadership is crucial in our curriculum network committees where professional development is institutionalized within the system and helps shape and influence textbook adoptions, district assessment, and instructional programs district-wide. Professional development opportunities included: Literacy/English Language Arts: • Best Practices in Early Literacy Instruction • Best Practices II: A Literacy Lab Classroom Experience • Prime Practices • Better Practices • The Write Tools • The Write Tools Coaching and Modeling • Language! Literacy/English Learners • Literacy Best Practices Integration • EL Coaches Training • California English Language Development Test (CELDT) Administration Mathematics: • PRIME Numbers: Grades 4-5 (Practicing Reform in Mathematics Education) • PRIME Numbers: Grades 6-7 • PRIME Numbers: Algebra • ACCLAIM Mathematics Institutes Cross-Curricular: • Science/Social Science Technology Integration for K-5

• •

Science Technology Integration 6-8 TriValley Teacher Induction Project (TV/TIP)

Visual and Performing Arts • Model Arts Training

Instructional Minutes This table displays a comparison of the number of instructional minutes offered at the school to the state requirement for each grade level.

Grade Level 9 -12

Offered 68,450

Instructional Minutes State Requirement 64,800

Minimum Days in School Year The section provides information about the total number of days in the most recent school year that students attended school on a shortened day schedule and the reasons for the shortened day schedule.

Castro Valley High School had 8 minimum days scheduled for finals; 1 day for Homecoming assembly; 1 day for Days of Diversity; and 6 days for STAR testing