Eastview High School- Home of the Lightning
Principal: Mr. Bruce Miller
6200 140th Street West
Apple Valley, Minnesota 55124
Main Office Fax: 952-431-8911
Attendance Absence: 651-683-6969 Box 88677
Office Hours: 7:00 a.m. to 4:00 p.m.
School Hours 7:30 a.m. to 2:25 p.m.
- Daily Schedule
- Term Length
- The EVHS Comprehensive Curriculum “ Focus, Rigor and Relevance”
- College-Bound Students
- Career/School to Work Options
- Minnesota Post-Secondary Enrollment Option
- Independent Study
- Pass/No-Credit System
- 9th Grade Core Program
- Course Sequencing
- Human Sexuality and HIV/AIDS Prevention Curriculum
- Failures and Incompletes
- Transfer Credits
- Early Graduation
- EVHS Cocurricular Programs
Eastview High School operates on a 7-period day. Most of our classes are one-period in length (approximately 50 minutes).
A few of our classes are two-periods in length (approximately 100 minutes) to provide time for the important hands-on, active learning experiences that are so much a part of these classes (e.g. our Career Development classes and our "field experience" programs).
Also, some of our classes that are one period in length are scheduled consecutively with another course that is one period in length, and these two teachers will coordinate their use of time so that two-period opportunities are available and used appropriately in each content area. For example, a science course and a math course may be scheduled consecutively so that time can be adjusted to accommodate science labs or hands-on experiences in math that could benefit from a longer period time block. A similar arrangement will be made with some of our English/language arts and social studies classes.
With our intent to offer classes in both one-period and two-period formats, we will be able to increase the flexibility in the scheduling of students for the classes they choose using the 9-week/quarter model. At the same time, using the 9-week/quarter model will increase the frequency of feedback to students and parents regarding student progress.
Full Year - 36 weeks
Trimester - 12 weeks. There are three trimesters in a full year.
Quarter - 9 weeks. There are four quarters in a full year.
The majority of the courses at Eastview High School are 9-week, quarter courses. Some courses (School of Environmental Science courses and Career Development courses) will be 12 weeks in length because students from all district high schools will be attending these courses.
Eastview High School offers courses in 15 subject areas, including a full range of special education courses, work program alternatives and school to work electives. Many of these courses are designed to meet the needs of students across a broad range of abilities, interests and post-high school aspirations. However, certain courses are focused on special needs of students.
Advanced Placement and Honors/Accelerated courses are offered across the curriculum to meet the special needs of high-performing students interested in testing and extending their personal and intellectual limits in the classroom. Students can choose from a variety of demanding course offerings in each department, including Advanced Placement courses which not only stretch the limits, as indicated above, but offer college-bound students the opportunity to earn college credit while in high school. The Advanced Placement examinations are optional for students and are administered through the nonprofit College Board for a student-paid fee. Additional opportunities are available for exceptional students including such courses as the Mentor Program, Student Leadership and Service, College in the Schools and cooperative programs with local colleges and universities.
Students who may not anticipate college attendance will find courses offered throughout the curriculum that are designed to provide a broad exposure to academics and experiences in a variety of subject areas, along with opportunities which provide a focus on a career interest/skill.
Special Programs (Special Education and Work Experience) provide a continuum of services for students having academic, social, emotional or psychological difficulties which may interfere with the teaching/learning experience.
College entrance requirements vary. Some institutions of higher learning require many selective courses while others will accept students with a high school diploma. For this reason, college-bound students should make contact with school counselors to become familiar with the entrance requirements of their chosen colleges. The specific college catalog should be read for complete information.
Most four year colleges in Minnesota require students to be at least in the upper half of their graduating class and perform satisfactorily on an entrance test such as the American College Test (ACT) or Scholastic Aptitude Test (SAT). Colleges look with favor upon the student who has earned better than average grades, but who has also taken college preparatory subjects and has been involved in cocurricular activities.
As a general rule, college-bound students should take at least 3 years of math (through advanced algebra) and 3 years of science (such as earth science, biology, chemistry). Students planning to pursue courses in engineering, architecture or any of the scientific fields should complete courses in beginning algebra, geometry, higher algebra, trigonometry and AP Calculus. Chemistry and physics are frequently considered essential. Students are strongly encouraged to enroll in composition, research paper, advanced literature courses and 2-4 years of uninterrupted study in a world language for college preparation. Having a high school diploma is generally acceptable for admission to technical and community colleges.
For those students who are planning a specific career after high school, the courses selected should be chosen with career preparation in mind. Students should choose courses which provide a broad base of preparation for the future. Therefore students anticipating a career as the next step after high school, should select a variety of subjects.
Good grades are important to students, in addition to the development of a good general school record. The importance of positive attitudes about school, as well as good study habits, should not be underestimated. Prospective employers are very interested in applicants’ records of absences, tardiness and effort in school work.
Post-high school training opportunities should be explored by students anticipating a career as the next step after high school. Technological advances have increased the need for specialists in many fields. Therefore, students should strongly consider attending a business, trade or technical school after high school. Many students plan to further their education in the military. Students who plan to attend a technical school or the Armed Forces should plan their high school courses accordingly.
A good mathematics background (at least beginning algebra and geometry) is required for post-high school and Armed Forces training in such fields as drafting, electronics, construction and machine trades. Business, technical and trade schools are emphasizing the importance of good communication skills in reading, writing, speaking and listening. Employers often hire applicants with certain expectations about their potential for future advancement.
Eligible juniors and seniors at Eastview High School may enroll at Minnesota post-secondary college on a full or part-time basis. Students may take classes for either secondary or post-secondary credit. The purposes of the program are to promote rigorous educational pursuits and to provide a wider variety of options for students. Interested students should make an appointment with their counselor prior to registration to discuss this option.
Independent study provides an opportunity for an in-depth study in a selected area of interest. Qualifications for independent study include completion of prerequisite background classes, a 3.0 cumulative G.P.A., and satisfactory mastery of related skills and technical information. In addition, to assure student ability to successfully study on an independent level, the student must display a high interest in the subject area, shown evidence of self motivation and self discipline, and display leadership qualities and initiative. Previous outside exploration of the subject will be considered an advantage for the applicant. The student will have completed a majority of the coursework in the area of interest of the department granting approval of the independent study. Students should contact their counselor to discuss this option.
Students may take one course (.75 credit) each quarter (3 credits each year) on a "Pass/No-Credit" basis. This option is to encourage students to explore interests in a subject and yet not risk receiving a low grade.
Procedure: Students must apply within the first 10 school days of the quarter. Written permission of parents is required. Application forms are available in the Guidance and Counseling Office. "Pass/No-Credit" students will take all tests, turn in all regular class work and receive marks along with the other students. The final mark will be a "Pass" if the student completes all work at the passing level. The final mark will be "No-Credit" if the student does not complete all work at the passing level. A credit toward graduation will be granted for a "Pass" mark. No credit toward graduation will be granted for a "No-Credit" mark. Subjects taken on the "Pass/No-Credit" basis will not be averaged into a student’s class rank or honor roll standing. However, overall class rank may be affected for students choosing the "Pass/No-Credit" option due to the honor point/credits attempted mathematical conversion. The EVHS attendance policy will be in effect for students choosing the Pass/No-Credit option.
If a student is taking a class on the Pass/No-Credit basis and is removed from class by an administrator, the student will receive a grade of "F" for the course and be assigned to transitional study hall for the remainder of the quarter. The NCAA will not accept the Pass/No-Credit option for core academic courses.
We will make the transition into high school for our incoming 9th graders a positive and successful experience. Each 9th grader will be assigned to a team of teachers who will teach in the content area of English/Language Arts, Science or Social Studies. Collectively, this team of teachers will build relationships with this group of students and their parents, and set the expectations and tone for their next four years at Eastview High School. This team will teach additional skills to all of our 9th graders in such areas as study skills, decision making, goal setting, problem solving, conflict resolution, technology, career awareness and awareness of opportunities that are available at Eastview High School. This team of teachers will also monitor student progress and provide timely feedback to parents and students. Developing this heightened awareness, building these important skills, and monitoring progress will increase the success for students at Eastview High School.
Selected courses for the school year may be offered in a 9 or 18 week, two-period format. The scheduling of courses in this manner provides for greater focus through in-depth teaching, learning and guided practice. Course sequencing will also provide opportunities to implement a variety of instructional methods in order to meet individual student learning styles, more time in the period to teach/learn concepts, and a strengthening of the teacher/student relationship through a longer class period.
District 196 teaches students human sexuality curriculum and HIV/AIDS prevention curriculum. Course descriptions in this catalog identify where this curriculum is taught. If you would like specific information about what is taught in these areas, please contact your school principal. Parents who are uncomfortable with the curriculum after talking with the principal/designee may withhold their student from specific class sessions in which these curricula are taught.
When a student is having academic difficulty in a class, the teacher should be consulted for assistance. It is also suggested that the student inform his/her counselor of the problem, especially if grades in more than one class are being affected.
Students who fail a required class should see their counselor without delay to make arrangements for repeating the course. Failure to make up required courses will jeopardize a student’s graduation. Credits for failed elective subjects must also be made up.
The advice of the school counselor must be sought in deciding which classes are to be repeated and where substitute credits are acceptable. This would also apply to students who receive grades of NC or Failure due to poor attendance.
Incomplete grades are assigned at the discretion of the teacher to those students who have not completed required class assignments/expectations or who have not met course outcomes and competencies during the quarter. When students receive an "Incomplete" grade, they should see their teacher as soon as possible to arrange for needed make up work. The deadline for making up an incomplete grade is Friday of the 2nd week in the next quarter. Incomplete grades that are not made up will result in failure of the course and loss of credit.
Students requesting the transfer of credits earned in other educational settings (alternative schools, summer college courses, language camps, etc.) must obtain written permission from their counselor prior to participating in the educational experience. Transfer Credit Request Forms may be obtained in the Guidance/Counseling office.
Seniors interested in graduating early should discuss this option with their counselor during their junior year to ensure all graduation requirements are covered. Students will be asked to complete an early graduation application. Upon approval by the parent, counselor, and assistant principal the students shedule will be created to accommodate an early graduation.
District 196 believes that cocurricular programs play a substantial and important role in providing successful and meaningful, educational experiences for students. In addition to a comprehensive list of courses, Eastview High School offers a wide variety of school activities to meet students’ interests and needs. These cocurricular activities provide at least four educational benefits for students.
1. They promote cognitive, affective and psycho-motor growth and development.
2. They are well-guided activities which utilize student time in an excellent educational environment.
3. They provide opportunities for students to find new friends.
4. They promote good self-concept, positive school attitudes and better school academic achievement.
Eastview High School suggests that all students participate in at least one or more cocurricular activities during the year.