A Message from the Board

To Our Alt. Ed. Community,

Now that the Model Community Day School Award program is underway, CCEA Plus is excited to announce the addition of two new regional advisor positions becoming available. There is one advisor position available for the North and South, respectively, to support the expansion of the Model School Program. If you’ve considered being more involved with CCEA Plus, alternative education and/or growing in your leadership capacity, then a Regional Advisor position will provide you with the means and access to meet your professional goals. For detailed information on the expectations and requirements for this position, visit the CCEA Plus Regional Advisor page.

One last thing. A BIG THANK YOU to all who have submitted volunteer interest forms. The annual conference and model school readings would not be successful without the energy, expertise and overall support of our members. If you’re interested in partnering with us as a volunteer, we would love to have you share your talents. CCEA Plus is looking for volunteers in the space of Social Media, the upcoming conference, contributors to the newsletter and many other areas. Use this link to let us know how you would like to serve.

Sincerely,
CCEA Plus Board | Meet the Officers

Save the Dates

Upcoming Dates for Model School Applications, as part of the MCHS (continuation) program and the new MCDS (community day) program this year:

This Month’s Spotlight is On…

Calaveras Hills High School

Project-Based Learning – A New Way Forward

Calaveras Hills High School (CHHS) is proud to present a Project Based Learning curriculum. The move to PBL is helping CHHS with implementing more authentic assessments. By creating a project around an Essential Question, students are much more likely to find success as they engage in deeper learning. CHHS has fine tuned the Project Based Learning efforts on their campus this school year.

The PBL initiative was born from student input. Students reported in a 2022-23 school survey that when they worked on a PBL project, it felt less like a random set of assignments and more like they were actually learning something meaningful. While some teachers were already having success with the curriculum, CHHS decided to implement it schoolwide by contracting with PBL Works. Additionally, a TOSA position was funded to help with the implementation of PBL in all classes. CHHS has also committed to ongoing support and progress monitoring, in-person walk-throughs, virtual coaching of teachers, and other requested supports.

The quality of the work that CHHS teachers received and the enthusiasm that students exhibited has produced some meaningful data. Over 90% said they felt that their PBL project gave them more of a voice in what they were learning and contributing. They felt that their ideas mattered and that the projects were more engaging than assignments and tests that did not always relate to each other. Students reported being excited about the public product and presentation that they created.

Next Steps

CHHS is committed to addressing achievement gaps between the demographic groups that make up their campus. Attention is being given to examining the equity gap between the traditional school and students referred currently to Alternative Education. This effort will involve data collection and review, a focus on equity and incorporation of the schoolwide PBL efforts. For example, there will also be an increase in collaboration time for teachers to produce more cross curricular, thematic units. CHHS plans to utilize the curriculum to build greater opportunities for all student voices to be heard and included.

Tip of the Month

Calaveras Hills HS fosters student growth by using a restorative practice in conjunction with discipline. Suspendable offenses, as well as other behavior incidents requiring discipline, are subject to a restorative (re-entry) meeting before returning to school or class. This meeting includes an advocate, who is selected by the student, and may be a staff member or friend (not involved in the incident) to assist with the conflict mediation.

The re-entry meetings follow the Restorative Circles framework that is recommended by the IIRP (International Institute for Restorative Practices). CHHS staff members are trained to participate in and facilitate re-entry meetings.

Restorative re-entry meetings work hand in hand with accountability. CHHS students have the opportunity to “make it right” and successfully re-join the school community. This successful restorative practice highlights the concepts of “We all make mistakes” and “It is ok to apologize.”

Principal’s Message

This year we are continuing to focus on bringing authentic Project Based Learning to CHHS, maintaining a positive culture and climate, holding all students accountable and doing their best daily.

To meet our goal of having Project-Based Learning in every classroom, we have partnered with PBLWorks, a leader in the PBL space, to help guide us in implementing authentic learning through projects. Each project contains important elements, such as the project launch, having a driving question throughout the project, and incorporating student voice and choice. To meet our goal of maintaining a positive culture and climate, we will continue with Restorative Practices, especially classroom Community Circles to build community and safety, and Restorative Meetings to deal with conflict. In addition, we will hold a community-focused Back to School Night that will focus on fun activities and food vendors for families. To ensure that students are not missing valuable class time, holding Student Attendance Review Team (SART) meetings for students missing more than 10% or more school days, and collaborating with families on school attendance.

-Mr. Carl Stice, Principal

The Value of Model Schools

CCEA Plus has partnered with the CDE to implement the Model Continuation High School Recognition Program since 1990. The Continuation High School Model Recognition Program seeks to highlight continuation high schools that are innovating how they offer educational programing to students that are in danger of dropping out or failing out of high school. There are over 400 continuation high schools across the state and only 100 schools to date hold the distinction of Model Continuation High School.

The changes over the last few years have compounded the difficult work required of continuation schools, yet a school does not have to do this alone. Becoming a Model Continuation School allows your school to share best practices and opens up networks that can bring continuation schools together to increase outcomes of their students. If you do not think your school is ready to submit, consider volunteering to be a reader. Being a reader is another great way to learn about the Model Continuation School Application Process and certifies the reader to conduct Model Continuation High School visits. The school representative that participates will become acquainted with every step of the process. You can get more information about this opportunity using this link or by reaching out to us on our Facebook page. CCEA Plus is excited to partner with you as we move forward together.

Recent News & Resources

Announcing the 2024 Conference: April 25 – 28 @ Marriott Los Angeles, CA | Event Details

Photo by Kris Reynolds during the 2023 Gala | View more photos

Upcoming Opportunities

More Useful Links

Join Us on Social Media

Facebook | Twitter | Instagram

More Resources

Click the logos below to visit their websites.

The post The Spotlight Newsletter – December 2023 appeared first on CCEA Plus - California Continuation Education Association Plus.

A Message from the Board

To Our Alt. Ed. Community,

Exciting news to share! It’s been a long time coming but a Community Day Model School award is finally here. MCDS applications will be reviewed and rated in early November and schools will be notified in February. The Model School Awards Ceremony in April will feature the acknowledgement and celebration of both Continuation and Community Day Schools in Burbank, CA. Don’t forget to register!

Also, if you’re interested in being more involved with CCEA Plus, we would love to have you share your talents. CCEA Plus is looking for volunteers in the space of Social Media, the upcoming conference, contributors to the newsletter and many other areas. Use this link to let us know how you would like to serve.

Sincerely,
CCEA Plus Board | Meet the Officers

Save the Dates

Upcoming Dates for Model School Applications, as part of the MCHS (continuation) program and the new MCDS (community day) program this year:

This Month’s Spotlight is On…

Angel’s Gate High School

CTE & Literacy – A Dynamic Duo

Angel’s Gate High School (AGHS) operates as a continuation high school for Los Angeles Unified School District in the city of San Pedro. AGHS thrives on connecting real-life and the need to improve the literacy of their students with a dynamic CTE program. Since 2017, students at AGHS have been able to complete a CTE pathway to earn an Auto Mechanic Light Repair certification. AGHS employs a full-time Auto Tech Teacher to support four semester-long classes over a two-year period. The facilities for this pathway are located on the campus of AGHS and are shared with their feeder school – San Pedro HS. Students at AGHS can also be concurrently enrolled at Harbor Occupational Center to further their career training and experiences.

In 2020, AGHS began to link their CTE program with improving literacy. The literacy program focuses on several aspects – one being using informational text that connects to their CTE pathway. Student of AGHS see the value of literacy as they read manuals, use technical equipment and apply new vocabulary to communicate. Also, AGHS uses a schoolwide supplemental program named Achieve 3000 to further develop the literacy of all their sub-groups.

To see AGHS and their CTE pathway in action, click this link.

Next Steps

Angel’s Gate High School is focused on developing and refining the direct instruction in all subject areas. Administration and staff are committed to designing lessons that are content specific yet broad in skills. Twenty-first century skills such as applying academic vocabulary, accountable talk, cooperative groups and connecting skills across content areas are but a few of the elements that can be seen at AGHS in each classroom. The faculty are also developing Project-Based Learning units that are schoolwide to take advantage of the numerous resources available to AGHS, such as the Cabrillo Marine Aquarium, Marine Mammal Care Center, Angel’s Gate Cultural Center, Battleship USS Iowa and other local museums.

Tip of the Month

A Meet & Greet Table is a major reason for the success at Angel’s Gate High School.

Angel’s Gate HS utilizes student’s morning arrival to target PBIS, collect cell phones, talk to parents and learn names. Staff at Angel’s Gate HS check-in with students and gauge their affect by giving complements, shaking hands and having breakfast available for kids as they enter the school. By collecting cells phones Angel’s Gate HS students experience less distractions, decreased cyber bullying and a greater focus on academics while improving the overall quality of their school experience. Checking – in with parents is another benefit of using a meet and greet table. Staff and parents share updates regarding student progress and/or concerns. Also, Parents for School Site Council and Safety Committees are recruited from the connections made early in the year. The Meet & Greet Table is part of Angel’s Gate Positive Behavior & Intervention Plan.

Principal’s Message

As principal I challenge students to answer three questions:

1. What is your passion?
2. What is your purpose?
3. What are your priorities?

Students who have a passion, purpose and set priorities are engaged in the learning process, create a connection to school, make positive friendships, experience a greater level of academic success and enjoy their high school experience more than those who have yet to find the value and meaning of ‘an education’. I encourage you to ask your students about their passion, to use their moral compass to resolve their purpose and utilize their mind to prioritize and achieve their goals. All students have been given gifts but without hard work these gifts will not develop into talents. Encourage each student to follow their heart, use their head and above all else commit themselves to the effort and sacrifice it takes to truly prepare their character for adulthood. Then and only then will students cultivate the tenacity necessary to academically prepare themselves to be college & career ready and a global citizen.

-Paul Valanis, Principal

The Value of Model Schools

CCEA Plus has partnered with the CDE to implement the Model Continuation High School Recognition Program since 1990. The Continuation High School Model Recognition Program seeks to highlight continuation high schools that are innovating how they offer educational programing to students that are in danger of dropping out or failing out of high school. There are over 400 continuation high schools across the state and only 100 schools to date hold the distinction of Model Continuation High School.

The changes over the last few years have compounded the difficult work required of continuation schools, yet a school does not have to do this alone. Becoming a Model Continuation School allows your school to share best practices and opens up networks that can bring continuation schools together to increase outcomes of their students. If you do not think your school is ready to submit, consider volunteering to be a reader. Being a reader is another great way to learn about the Model Continuation School Application Process and certifies the reader to conduct Model Continuation High School visits. The school representative that participates will become acquainted with every step of the process. You can get more information about this opportunity using this link or by reaching out to us on our Facebook page. CCEA Plus is excited to partner with you as we move forward together.

Recent News & Resources

Announcing the 2024 Conference: April 25 – 28 @ Marriott Los Angeles, CA | Event Details

Photo by Kris Reynolds during the 2023 Gala | View more photos

Upcoming Opportunities

More Useful Links

Join Us on Social Media

Facebook | Twitter | Instagram

More Resources

Click the logos below to visit their websites.

The post The Spotlight Newsletter – November 2023 appeared first on CCEA Plus - California Continuation Education Association Plus.

A Message from the Board

To Our Alt. Ed. Community,

On behalf of the CDE, we’re excited to announce a model school award for community day schools. The Board would like to thank the tireless efforts of all the individuals who took a stake in seeing this project to completion. Below is an excerpt from our website and a link to the application:

“CDE and CCEA Plus extended the Model School award program to community day schools in 2023. The newly developed ‘Model Community Day School’ (MCDS) Recognition Program is based on the longstanding MCHS Program. In addition to celebrating excellence, a major goal of this program is to create and maintain a resource of exemplary programs for school visitations and other forms of peer mentoring to support other schools to adapt successful approaches and practices of these model schools in their own communities.”

Apply for Model Community Day Schools (MCDS)

Sincerely,
CCEA Plus Board | Meet the Officers

Save the Dates

Upcoming Dates for Model School Applications, as part of the MCHS (continuation) program and the new MCDS (community day) program this year:

This Month’s Spotlight is On…

Strong Systems of Staff Leaderships

Village Oaks High School (VOHS) is proud to be a school in which strong leadership can be found throughout its staff. High levels of trust exist among the adults which enables various collaborative efforts on campus.

Teacher leadership is the cornerstone of the Viking Council. The council meets regularly to problem-solve the academic and social-emotional needs of students. The council uses an exploratory process to dig deeper into the causes of their students behavior and academic needs. Game plans are developed and interventions are mobilized. Furthermore, all teachers are involved in a Professional Learning Community for family engagement.

Classified staff are also involved in leading change and improving the lives of the students they serve. The Campus Safety Officer manages the community resources for VOHS. Students in need have access to clothes and a well-stocked food pantry. Additionally, to improve attendance and reduce chronic absenteeism, truancy and tardiness VOHS donates bicycles to student who can benefit from this mode of transportation. The VOHS Outreach Worker restores and repairs bicycles donated by the community. The Campus Supervisor also serves as “Victor” – the VOHS Viking mascot to enhance school spirit. The Office Supervisor leads by wearing many hats in order to support students and families.

Next Steps

VOHS is committed to improving the success rate of their students well beyond high school. To achieve college and career readiness, the Viking staff have identified literacy development to be the next area to which they would like to focus their efforts. After reviewing ELA SBAC data, VOHS staff agree their students are not performing at the level in which they are capable. VOHS is using various assessments to better gauge their students abilities and areas of need. School and district assessments along with ASVAB are but a few tools used to get more detailed and timely data on student ELA levels. The schoolwide implementation of a common formative assessment in writing furthers literacy development. Additionally, VOHS uses the data to identify areas of strength and weaknesses for each student to develop strategies to best serve and prepare student for college and/or career.

Demographics

Tip of the Month

Village Oaks is committed to changing outcomes. VOHS has identified key factors, both formal and informal, as their best practices to see change.

• Listen to student voices.
• Have an open door policy to admin and counseling services.
• Family Engagement Committees to improve attendance.
• All teachers are literacy teachers.
• Teacher mindset of no failure.
• Walk the halls to monitor student affect.
• Admin sit in classrooms.
• Multi-tiered Systems of Support for SEL.

Principal’s Message

Our goals for all of our students are not only to earn a high school diploma but also to begin planning for life after high school. We strive to make connections to students’ interests in colleges and careers. Students have the opportunity to enroll in classes at Delta College. The counselors hold regular meetings with every student to discuss their options after high school and also meet with students whenever needed to assist them with applying for jobs, colleges, or training programs. Access to regular and ongoing counseling for academics, as well as social emotional health, sets our school apart from traditional high schools.

We are The Village, one diverse group working together toward the common goal of developing skills for adulthood and at the same time creating safe spaces for individuality. We are The Vikings who are determined in our pursuits toward success.

-Veronica Tigert, Ed.D

The Value of Model Schools

CCEA Plus has partnered with the CDE to implement the Model Continuation High School Recognition Program since 1990. The Continuation High School Model Recognition Program seeks to highlight continuation high schools that are innovating how they offer educational programing to students that are in danger of dropping out or failing out of high school. There are over 400 continuation high schools across the state and only 100 schools to date hold the distinction of Model Continuation High School.

The changes over the last few years have compounded the difficult work required of continuation schools, yet a school does not have to do this alone. Becoming a Model Continuation School allows your school to share best practices and opens up networks that can bring continuation schools together to increase outcomes of their students. If you do not think your school is ready to submit, consider volunteering to be a reader. Being a reader is another great way to learn about the Model Continuation School Application Process and certifies the reader to conduct Model Continuation High School visits. The school representative that participates will become acquainted with every step of the process. You can get more information about this opportunity using this link or by reaching out to us on our Facebook page. CCEA Plus is excited to partner with you as we move forward together.

New this year: Community day schools can now apply this fall to become a Model School. CDE and CCEA Plus have developed and launched the new Model School program for community day schools. Applications for the MCDS program will be accepted by October 13th for any California community day school that meets the eligibility requirements.

Recent News & Resources

Announcing the 2024 Conference: April 25 – 28 @ Marriott Los Angeles, CA | Event Details

Photo by Kris Reynolds during the 2023 Gala | View more photos

Upcoming Opportunities

More Useful Links

Join Us on Social Media

Facebook | Twitter | Instagram

More Resources

Click the logos below to visit their websites.

The post The Spotlight Newsletter – October 2023 appeared first on CCEA Plus - California Continuation Education Association Plus.

We invite all community day schools in the state to submit an application to become a “Model School” for 2023-2024, co-sponsored by the California Department of Education (CDE).

The newly developed Model Community Day School (MCDS) Recognition Program will identify and recognize outstanding community day schools and will create a resource list of exemplary programs for school visitations and mentoring. The MCDS Recognition Program is sponsored by the California Department of Education (CDE) in collaboration with the California Continuation Education Association Plus.

Community day schools serve and support high-risk youths, including those referred by expulsion, probation, a School Attendance Review Board or other district level referral process. They provide challenging academic curriculum and develop pro-social skills and resiliency. The CDE encourages community day schools to submit an application to the MCDS Recognition Program.

Intent to Submit Deadline: October 13, 2023

Principals who intend to submit an application must complete the MCDS Application “Intent to Submit” Survey online here. The survey will close on Friday, October 13, 2023, at 4:00 p.m. Submission of the survey does not obligate the principal to submit an application.

Application Deadline: October 20, 2023

Applications must be submitted to the CDE electronically as a single PDF via the CDE exFiles File Transfer System (see application for specific instructions). Applications must be received by no later than 4 p.m. on Friday, October 20, 2023.

Program Contact: Educational Options Office, CDE
Email: CommunityDayScl@cde.ca.gov
Phone: 916-323-2183

Timeline

September 12, 2023 — Applications available to the field.
September 20, 2023 — Application Webinar.
October 13, 2023 — Intent to Submit Survey to be completed.
October 20, 2023 — Applications due.
November 3, 2023 — Applications reviewed and rated.
November 13, 2023 – December 15, 2023 — Site Validation Visits.
November 30, 2023 — Application fees due (click link to make payment).
December 15, 2023 — District Audit Reports due.
February 2024 — Schools notified.
April 26, 2024 — Awards ceremony (Model Schools Gala in Los Angeles).

Please note: it is strongly recommended that all schools process payments online rather than by mail to meet the deadline. You can now pay the Model School Applicant School Review and Evaluation fee online here.

Application Forms | Downloads

  Invitation Letter — Letter inviting principals of community day schools to apply for the 2023–24 MCDS Recognition Program.
 Intent to Submit — Online form will close on Friday, October 13, 2023, at 4 p.m.

Model School Application 2023-2024:

Annual Assurance of Services:

Schools selected as MCDSs agree to submit an Annual Assurance of Services Form by June 30 for each of the second and third years of designation. The Annual Assurance of Services Form certifies that the school meets or exceeds the MCDS Recognition Program standards as described in the 2023–24 application. If the applicant school is selected as an MCDS in 2024, you may obtain a copy of the form from the CDE MCDS Recognition Program web page and retain it for your records. Complete the form and submit it to the CDE on or before the following dates: June 30, 2025, and June 30, 2026. A reminder email will be sent to principals and district superintendents in mid-April 2025 and 2026. The Annual Assurance of Services Form should include electronic signatures or typed names. Submission instructions are provided on the form.

Alternately, you can download the latest application forms at CDE.

Designation Period

Model Schools retain their award status for three years. The first MCDS awardees will be selected in 2023 and announced in 2024. To avoid a gap period in your school’s MCDS designation status, new MCHSs would need to submit a new application in late summer / early fall 2025 for the 2025-2026 program year.

Webinar Information

Webinar with CDE:

Held: Wednesday, September 20, 2023, from 9:30–11:30 a.m. (Pacific Time)
Topic: 2023–24 MCDS Application
Hosted by: CDE

From CDE: “During the webinar, we reviewed the application and the application process for the 2023–24 Model Community Day School (MCDS) Recognition Program. The PowerPoint from the webinar is now available on the CDE MCDS Recognition Program [or download the slides below]. A few minor changes were made to the presentation to ensure that it meets federal Section 508 Guidelines and is fully accessible to persons with disabilities. You may wish to refer to this resource as you work to develop your application. If you have any questions regarding the webinar, please contact the Educational Options Office by email at CommunityDayScl@cde.ca.gov.”

Download Webinar Presentation Slides: PDF version | PowerPoint version

From CDE: “The webinar held on September 20, 2023, provided an overview of the 2023–24 MCDS Application, how to complete the application, and the application review process.”

Invitation Letter

Dear Community Day School Principals and District Superintendents:

I invite you to participate in the Model Community Day School (MCDS) Recognition Program sponsored by the California Department of Education (CDE) in collaboration with the California Continuation Education Association Plus (CCEA Plus).

The newly developed MCDS Recognition Program is based on the longstanding Model Continuation High School Recognition Program. The MCDS Recognition Program identifies and recognizes outstanding programs. In addition to celebrating excellence, a major goal of this program will be to create and maintain a resource of exemplary programs for school visitations and other forms of peer mentoring to support other schools to adapt successful approaches and practices of these model schools in their own communities.

California’s MCDSs provide comprehensive services to students whose needs and strengths can be better met within these specialized settings using exemplary asset-based positive instructional strategies and social, emotional, and mental health and guidance and support services.

The application primarily consists of five narrative statements, addressing the following topics:

1. School Profile
2. School Management
3. Educating “This Whole Child” (Instruction)
4. Educating “This Whole Child” (Social, Emotional, and Mental Health and Development)
5. School Evaluation of Effectiveness

Principals who intend to submit an application must complete the Intent to Submit form online in order to be considered for model school status. The online form will close on Friday, October 13, 2023, at 4 p.m. Submission of the online form does not obligate the principal to submit an application.

The self-nomination application packet is available on the CDE MCDS Recognition Program web page and on the CCEA Plus Model School Recognition Program web page. The packet includes instructions for completing the application and required forms and instructions for submitting the application via the CDE exFiles File Transfer System. Applications are due on Friday, October 20, 2023.

The CDE will be hosting a webinar on Wednesday, September 20, 2023, for prospective applicants. Any principal interested in applying may participate. The principal may also designate someone else to attend in their place. The webinar will provide information regarding the application and the application process. To sign up for the webinar and receive the required login information, check for scheduling and details on the CDE MCDS Recognition Program web page.

Successful applicants will be identified through an application evaluation and site visit process. Representatives from the CDE and CCEA Plus will honor and present awards to 2023–24 MCDS Recognition Program awardees at the annual CCEA Plus State Conference.

If you have any questions regarding this program, please contact Dan Sackheim, Education Programs Consultant, Educational Options Office, by phone at 916-323-2183 or by email at CommunityDayScl@cde.ca.gov.

Sincerely,

Nancy Kim Portillo, Deputy Superintendent
Student Achievement Branch

Important Dates to Remember

• An application webinar (Zoom link) will be held on Wednesday, September 20, 2023 from 9:30 to 11:30 a.m. (Pacific Time) for prospective applicants.
• The Intent to Submit online form must be submitted by 4 p.m. on Friday, October 13, 2023.
• A single PDF of the completed application must be submitted to the CDE via the exFiles Transfer System. Applications must be received by 4 p.m. on Friday, October 20, 2023.

Please see the invitation letter above from Deputy Superintendent Nancy Kim Portillo, for further details. If you have any questions regarding this subject, please contact me by email at CommunityDayScl@cde.ca.gov.

Deadline requirement: Any applications that are not received by the October 20, 2023, deadline will be disqualified.

CDE Postings Last Reviewed: Wednesday, October 2, 2023.

The post Model School Application 2023 – 2024 (Community Day) appeared first on CCEA Plus - California Continuation Education Association Plus.

A Message from the Board

To Our Alt. Ed. Community,

We hope the beginning of your school year has started positively and you feel encouraged and invigorated to support your community.

We invite all members to take part of a unique and resourceful experience of being a model school reader. Whether it will be your first time or 100th time, the benefits of participating are extremely worthwhile. Experienced readers know how invaluable the time spent reviewing applications can be as they support other continuation schools and takeaway numerous ideas back to their own workplace.

If your school is planning to apply to be a model school in the near future, there is no better way to become acquainted with the process to build your confidence in submitting a high-quality application.

If interested, here is the link to sign up:

We hope you’re able to join us on October 6th or October 13th.

Sincerely,
CCEA Plus Board | Meet the Officers

Save the Dates

Upcoming Dates for Model School Applications, as part of the MCHS Program:

This Month’s Spotlight is On…

Grizzlies Gear Up For School Days

Valley High School (VHS) has maintained a focus of building relationships since its doors first opened. Over the last two years, VHS has kicked off their school year with a focus on strengthening relationships and transforming the school culture with Grizzly Gear Up Days. VHS staff collaborated and expanded on programs and ideas from schools within their district and continuation schools visited on Model School Visits.

Gear Up Days consist of twelve breakout sessions. These sessions focus on topics such as attendance, school safety, sexual harassment, campus norms, dress code and conduct, as well as team building activities to help students bond with each other and staff (i.e. administrators, counselors, social workers, office staff and teachers). This allows staff members to have contact with every student within the first two days of school.

For the remainder of the week, students attended their classes which gives teachers time to get to know their students through Restorative Circles, icebreakers, etc. To further develop student-teacher bonds, conversations revolving around student strengths, learning styles and the development of Social Contracts (Norms) are established. Feedback is welcomed at VHS, as students and staff provide input to refine and improve Gear Up Days. Watch Video

Next Steps

The core of VHS is a 9-week Responsibility Training Orientation Program that helps students find their purpose. What comes next is a focus on relational capacity and literacy. Relational capacity are instructional moves and practices that create a culture where students believe that VHS believes in them. A focus on literacy will allow students to continue to learn after VHS and to continue to live with purpose. VHS is including these next steps as they continue implementing Restorative Practices.

VHS is excited to continue offering after school academic and enrichment programs via their 21st Century ASSETS Grant. Opportunities include, but are not limited to, intramural sports (basketball, soccer and football), clubs (cooking, community service & leadership, graphics, game room), and College & Career (scholarships, FAFSA/Dream Act, college apps. & visits).

Tip of the Month

VHS has improved parent engagement by including the following in their LCAP and WASC goals:

• Surveying parents in regard to start and end times for meetings and workshops.
• Conducting meetings/workshops in the family’s primary language.
• Meeting with parents at the end of the school year to discuss future meetings and workshops of their interest.
• Working collaboratively between social workers, counselors, and office staff to present information to parents.
• Being consistent by conducting parent activities/workshops, meetings once a month.
• Provide food for families for workshops and meetings.
• Use different sources of communication with parents and increase personal phone calls home.

Principal’s Message

“I am excited to be joining a team whose motto is “learning for all, whatever it takes” and a community of educators who work with the most vulnerable students. Valley High School’s staff is committed to making our motto a reality for all VHS students every day.

As a model school for 20 years, we welcome other continuation schools to visit us, so we may be able to share best practices and build our communities together.

As an educator of nearly 25 years, I have experienced the power of helping students find their path to college or careers, creating learning environments focused on care and learning, and preparing students for what will come after graduation.”

-Mr. Jose A. Espinoza

The Value of Model Schools

CCEA Plus has partnered with the CDE to implement the Model Continuation High School Recognition Program since 1990. The Continuation High School Model Recognition Program seeks to highlight continuation high schools that are innovating how they offer educational programing to students that are in danger of dropping out or failing out of high school. There are over 400 continuation high schools across the state and only 100 schools to date hold the distinction of Model Continuation High School.

The changes over the last few years have compounded the difficult work required of continuation schools, yet a school does not have to do this alone. Becoming a Model Continuation School allows your school to share best practices and opens up networks that can bring continuation schools together to increase outcomes of their students. If you do not think your school is ready to submit, consider volunteering to be a reader. Being a reader is another great way to learn about the Model Continuation School Application Process and certifies the reader to conduct Model Continuation High School visits. The school representative that participates will become acquainted with every step of the process. You can get more information about this opportunity using this link or by reaching out to us on our Facebook page. CCEA Plus is excited to partner with you as we move forward together.

Recent News & Resources

Announcing the 2024 Conference: April 25 – 28 @ Marriott Los Angeles, CA | Event Details

Model School Gala on the USS Midway in San Diego, April 2023 | View more photos

Upcoming Opportunities

More Useful Links

Join Us on Social Media

Facebook | Twitter | Instagram

More Resources

Click the logos below to visit their websites.

The post The Spotlight Newsletter – September 2023 appeared first on CCEA Plus - California Continuation Education Association Plus.

A Message from the Board

To Our Alt. Ed. Community,

Thank you for your hard work, sacrifice, patience, compassion, dedication and all of your tireless efforts to nurture and support the communities you serve.

This newsletter is the first of an effort from CCEA Plus to promote and bring a greater spotlight on all the wonderful and exciting news, events and programs occurring in our communities. Our aim is to promote and equip schools to excel still more in their pursuit to meet the various needs of all stakeholders. Specifically, the information within each newsletter will focus on model continuation schools across California highlighting best practices, programs and activities that focus on prevention, enrichment and intervention.

Please join us on this journey of growth and opportunity.

Sincerely,
CCEA Plus Board | Meet the Officers

Save the Dates

Upcoming Dates for Model School Applications and the MCHS Program:

This Month’s Spotlight is On…

Exemplary Award Winner

In 2023, CHS was awarded for their Advisory program. A stand alone period that meets daily for 30 minutes with a structured focus. The Citrus Advisory program is the mechanism in which messaging is communicated, students are connected to an adult advocate, skills are developed, progress is monitored and interventions are identified. As of this year, Citrus staff committed to a daily Advisory period with the following scope and sequence. Mondays and Wednesdays – Improving Literacy and Student Progress Monitoring. Tuesdays – College and Career Readiness (CCR). Thursdays – Social-Emotional Learning. Fridays – Finish Strong Fridays (Advisory incentives, competitions, team-building activities, etc.). The Advisory curriculum was developed by CHS staff with support from the district to include innovative technology such as ReadTheory and Nearpod. The aim of Advisory is for each student to improve their literacy skills, learn to self-advocate, and to prepare them for college and/or career. The hallmark of CHS is that every student feels significant, encouraged, coached and connected to their Citrus family. The work at Citrus is not complete, but staff feel more than ever students are poised to be college bound and workforce ready. Watch Video

Next Steps

Citrus High School is proud to have been awarded model school status for three consecutive terms. Staff at Citrus have a growth mindset which drives them towards pursuing greatness to the benefit of the CHS community. Applying the continuous improvement model is next for Citrus as they refine and equip their Advisory program specifically in the area of college and career. CHS will implement the CCR platform Xello to further engage students to build their knowledge, skills and discover a pathway that’s aligned to their dreams and goals. Similarly, Citrus will continue to expand its partnerships with the community to connect students to life after high school.

Tip of the Month

Citrus HS uses a variable credit system. To solve the issue of gathering real-time data, CHS teachers collaborate using their gradebooks to help monitor the progress of all students. Teachers have embedded a grading category in their Aeries gradebook titled “Credits Earned.” On a bi-weekly basis a “Progress by Student” report is generated which displays each student’s progress per class (i.e. grade, assignments completed and missed and credits earned). Each teacher’s pdf report is merged to create a schoolwide report for all staff to review. From this report student needs can be addressed and interventions mobilized.

Principal’s Message

“It is the goal of the entire Citrus High School staff that the time a student spends on our campus be rewarding and meaningful.
We are committed to serve the Citrus learning community, as we are driven to inspire, motivate, empower, and guide all students to a brighter future. Additionally, we will prepare our students with the necessary skills so they graduate from high school as self-directed, effective communicators and life-long learners in their pursuit of college or career.”

-Mr. Apolinar Marroquin

The Value of Model Schools

CCEA Plus has partnered with the CDE to implement the Model Continuation High School Recognition Program since 1990. The Continuation High School Model Recognition Program seeks to highlight continuation high schools that are innovating how they offer educational programing to students that are in danger of dropping out or failing out of high school. There are over 400 continuation high schools across the state and only 100 schools to date hold the distinction of Model Continuation High School.

The changes over the last few years have compounded the difficult work required of continuation schools, yet a school does not have to do this alone. Becoming a Model Continuation School allows your school to share best practices and opens up networks that can bring continuation schools together to increase outcomes of their students. If you do not think your school is ready to submit, consider volunteering to be a reader. Being a reader is another great way to learn about the Model Continuation School Application Process and certifies the reader to conduct Model Continuation High School visits. The school representative that participates will become acquainted with every step of the process. You can get more information about this opportunity through our website, using the link below or by reaching out to us on our Facebook page. CCEA Plus is excited to partner with you as we move forward together.

Recent News & Resources

Announcing the 2024 Conference: April 25 – 28 @ Marriott Los Angeles, CA | Event Details

Model School Gala on the USS Midway in San Diego, April 2023 | View more photos

Upcoming Opportunities

More Useful Links

Join Us on Social Media

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More Resources

Click the logos below to visit their websites.

The post The Spotlight Newsletter – August 2023 appeared first on CCEA Plus - California Continuation Education Association Plus.

Our new 2023 Model Schools will be honored and presented in person at the Gala dinner on Friday, April 27th.

Professional awards, exemplary programs and our student contest winners will be honored in person at the Awards luncheon on Saturday, April 28th. We’re proud to announce these winners below (please scroll down) and honor them in person at the luncheon in San Diego.

Get tickets here for these two award ceremonies.

For details on the entire 2023 Conference weekend and all the special events, please visit the main Conference page.

2023 CCEA Plus Exemplary Programs

Abraxas High School’s Abraxas Garden
Abraxas High School’s Culinary Program
Abraxas High School’s SAVE Promise Club
Citrus High School’s Advisory Program
Milor Continuation High School’s The Manhood Project
Ortega High School’s Academic Intervention Program
Palomar High School’s Orientation Program
Tierra Del Sol Continuation High School’s Intervention Program
Valley High School’s VHS Learning Studio

2023 State Regional Award Honorees

Administrators of the Year

• Region 1: Edrina Fraijo, Slover Mountain High School
• Region 1: Dr. Kyla Griffin, Milor Continuation High School
• Region 2: Rocio Cantu, Nueva Continuation High School
• Region 2: Glynda Maddaleno, Delta High School
• Region 3: Apolinar Marroquin, Citrus High School

Classified Employee of the Year

• Region 1: Angela Vandervelde, Ortega High School
• Region 1: Edwin Carranza, Milor Continuation High School
• Region 2: Christa Burton, Kern High District Office
• Region 2: Maria Sonora, John R. Wooden High School
• Region 3: Olga Cornejo, New School Community Day School
• Region 4: Mary Barrs, Robertson Continuation High School
• Region 4: Kelly Estes, Del Amigo High School

Counselor or Support Person of the Year

• Region 1: Kim Bodie, Valley High School
• Region 1: Tania Carrillo, Frontier High School
• Region 2: Jacqueline Gonzalez, Sierra High School
• Region 2: Juan Garcia, Renaissance High School
• Region 3: Christine Wegner, Kaweah High School
• Region 3: Alba Garza, Alta Vista High School
• Region 4: Carrie Buchek, Olympic High School
• Region 4: Alissa Kruse, Del Amigo High School

SRO Officer of the Year

• Region 1: Olga Gonzalez, Santana High School
• Region 2: Dawayne Graves, Tierra Del Sol Continuation High School
• Region 3: Adriana Nave, John J. Cairns Continuation High School

Superintendent of the Year

• Region 1: Brinda Leon, Brea Canyon High School

Teacher of the Year

• • Region 1: Myron Kwai, Valley High School
  • Region 1: Karin Lee, Mountain View High School
  • Region 2: Julie Gibson, Tierra Del Sol Continuation High School
  • Region 2: Matthew Sims, Maple High School
  • Region 4: Elizabeth McDonagh, Prospect High School

• Region 4: Jill Zapata, Sierra Continuation High School

2023 Student Winners

Student Essay Contest Winners

1st: Jasmine Rodriguez, Slover Mountain High School
2nd: Isabel Cisneros, Valley High School
3rd: David Arias, Frontier High School

Student Art Contest Winner

Casey Andres Ruiz, WASCO Independence High School
Featured on the cover of the 2023 Conference program

Exemplary Program Update

New School Community Day School’s TENTH Outdoor School & Character Development program kicked off successfully, Thursday, April 13, 2023. Please see the schedule below for remainder of program, as well as their press release for more information.

New School’s OS&CD program was recognized by CCEA Plus as an Exemplary Program in 2020. We’re incredibly proud of their continued work and success! See photos of the program in action (on Instagram). 

Day 1 — Thursday, April 13 — Mother Nature’s Temple Kickoff – Hiking, Team Building, Painting, Welding, Archery
Day 2 — Thursday, April 20 — Monterey Bay Aquarium – Labs
Day 3 — Thursday, May 4 — MNT Whale Watching/Canoes
Day 4 – Thursday, May 11 — Slough Cleanup and Water Labs
Day 5 — Thursday, May 18 — MNT Canoes/Whale Watching
Day 6 — Thursday, May 25 — MNT End of Program Celebration
Day 7 — Friday, June 2 — Incentive Field Trip – Six Flags

Have an update about your program?  Send it to us!

The post 2023 Award Winners appeared first on CCEA Plus - California Continuation Education Association Plus.

We invite all continuation high schools in the state to submit an application to become a “Model School” for 2023-2024, co-sponsored by the California Department of Education (CDE).

The Model Continuation High School (MCHS) Recognition Program identifies and recognizes outstanding programs and creates a resource list of quality programs for school visitations. These schools provide comprehensive services to at-risk youth through the use of exemplary instructional strategies, flexible scheduling, and guidance and counseling services. The CDE encourages continuation high schools that meet the eligibility criteria to submit an application.

Intent to Submit Deadline: August 31, 2023

Principals who intend to submit an application must complete the MCHS Application “Intent to Submit” Survey online here. The survey will close on Thursday, August 31, 2023, at 4:00 p.m. Submission of the survey does not obligate the principal to submit an application.

Application Deadline: September 6, 2023

Applications must be submitted to the CDE electronically as a single PDF via the CDE exFiles File Transfer System. (See application for specific instructions.) Applications must be received by no later than 4 p.m. on Wednesday, September 6, 2023. The CDE will perform an initial review of applications. This will allow participants to ensure that the single PDF submitted in the exFiles File Transfer System is complete and has been uploaded properly. Corrected applications are due for final submission to the CDE by 4 p.m. on Thursday, September 14, 2023.

Program Contact: Dan Sackheim, Educational Options Office, CDE
Email: CONTINUATIONEDUC@cde.ca.gov
Phone: 916-445-5595

Timeline

April 4, 2023 — Applications available to the field.
May 3, 2023 — Application Webinar.
August 31, 2023 — Intent to Submit Survey to be completed.
September 6, 2023 — Applications due.
September 14, 2023 — Applications corrected per screening due.
October 6, 2023 — Northern Applications reviewed and rated.
October 13, 2023 — Southern Applications reviewed and rated.
October 16, 2023 – December 15, 2023 — Site Validation Visits.
November 30, 2023 — Application fees due (click link to make payment).
December 15, 2023 — District Audit Reports due.
February 6, 2024 — Schools notified.
April / May 2024 — Awards ceremony.

Please note: it is strongly recommended that all schools process payments online rather than by mail to meet the deadline. You can now pay the Model School Applicant School Review and Evaluation fee online here.

Application Forms | Downloads

  Invitation Letter — Letter inviting principals of continuation high schools to apply for the 2023–24 MCHS Recognition Program.
 Intent to Submit — Online form will close on Thursday, August 31, 2023, at 4 p.m.

Model School Application 2023-2024:

Annual Assurance of Services Forms for Current Model Schools (MCHSs):

Schools selected as MCHSs are required to submit an Annual Assurance of Services Form to the CDE by June 30 for each of the second and third years of designation (see table below). This form certifies that the school meets or exceeds the MCHS Recognition Program standards. Links to Annual Assurance of Services Forms for current MCHSs are provided above. Due to current working conditions related to COVID-19, forms may include either an electronic signature or typed name and must be submitted to Dan Sackheim, Education Programs Consultant, Educational Options Office, by email at CONTINUATIONEDUC@cde.ca.gov.

Alternately, you can download the latest application forms at CDE.

Designation Period for Current Model Continuation High Schools

To verify the designation period for current model schools (MCHSs), see below.

To avoid a gap period in your school’s MCHS designation status, current MCHSs would need to submit a new MCHS Recognition Program Application consistent with the “Program Year to Reapply to Avoid Gap Period” column in the table above.

A list of current MCHSs is available as part of the 2023–24 Model School Application above. You can also see all current Model Schools here.

Webinar Information

Q & A Session with CCEA:

Date: August 23, 2023, from 3:30 – 4:30PM PST
Topic: Model School application question and answer session | Zoom Join Link
Hosted by: CCEA+ President Jerry Abrica and Vice President Dan Barajas

Webinar with CDE:

Held: Wednesday, May 3, 2023, from 9:30–11:30 a.m. (Pacific Time)
Topic: 2023–24 MCHS Application
Hosted by: CDE

The webinar held on May 3, 2023, provided an overview of the 2023-24 MCHS Application, how to complete the application, and the application review process. The links below are for the PowerPoint from the webinar.

View or download the presentation slides: PowerPoint version (PPTX) | PDF version

Notes from CDE after the webinar presentation — “During the webinar, we reviewed the application and the application process for the 2023–24 Model Continuation High School (MCHS) Recognition Program. The PowerPoint from the webinar is now available here on the CDE website and above on the CCEA+ website. You may wish to refer to this resource as you work to develop your application. If you have any questions regarding the webinar, please contact the Educational Options Office by phone at 916-323-2183 or by email at CONTINUATIONEDUC@cde.ca.gov.”

Prior notes shared before the presentation — “A webinar for prospective applicants is scheduled to be held on Wednesday, May 3, 2023. Any principal interested in applying may participate or whomever they appoint to attend in their place. The webinar will provide information regarding the application and the application process. It will point out items that have disqualified applicants in previous years and will address as many questions as possible submitted during the webinar.”

Invitation Letter

Dear Continuation Education High School Principals:

We invite you to participate in the Model Continuation High School (MCHS) Recognition Program sponsored by the California Department of Education (CDE) in collaboration with the California Continuation Education Association Plus (CCEA Plus).

The MCHS Recognition Program identifies and celebrates outstanding continuation high schools throughout California. The program also recognizes these schools as a resource for local educational agencies and other continuation high schools that may be able to adapt successful approaches and practices of these model schools in their learning communities. California’s MCHSs provide comprehensive services to students whose needs and strengths can be better met within these specialized settings using exemplary instructional strategies, flexible scheduling, and guidance and counseling services.

Please review the eligibility criteria for the MCHS Recognition Program for 2023–24. Principals who intend to submit an application must complete the Intent to Submit form online in order to be considered for model school status. The online form will close on Thursday, August 31, 2023, at 4:00 p.m. Submission of the online form does not obligate the principal to submit an application.

The self-nomination application packet is available on the CDE MCHS Recognition Program web page and on the CCEA Plus MCHS Model School Recognition Program web page. The packet includes instructions for completing the application and required forms, reference materials, and instructions for submitting the application via the CDE exFiles File Transfer System. Applications are due on Wednesday, September 6, 2023. The CDE will perform an initial review of applications. This will allow applicants to ensure that the single PDF submitted in the exFiles File Transfer System is complete and has been uploaded properly. Applications are due for final approval and submission to the CDE by 4:00 p.m. on Thursday, September 14, 2023.

The CDE will be hosting a webinar on Wednesday, May 3, 2023, for prospective applicants. Any principal interested in applying may participate. The principal may also designate someone else to attend in their place. The webinar will provide information regarding the application and the application process. To sign up for the webinar and receive the required login information, check for scheduling and details above or on the CDE MCHS Recognition Program web page.

Successful applicants will be identified through an application evaluation and site visit process. Representatives from the CDE and CCEA Plus will honor and present awards to 2022–23 MCHS Recognition Program awardees at the annual CCEA Plus State Conference (please note: the 2024 Conference will be announced in the fall of 2023).

If you have any questions regarding this program, please contact Dan Sackheim, Education Programs Consultant, Educational Options Office, by phone at 916-323-2183 or by email at CONTINUATIONEDUC@cde.ca.gov.

Sincerely,

Steve Zimmer, Deputy Superintendent
Student Support Services Branch

Nancy Kim Portillo, Deputy Superintendent
Student Achievement Branch

Important Dates to Remember

• A webinar will be held on Wednesday, May 3, 2023 from 9:30 to 11:30 a.m. (Pacific Time) for prospective applicants.
• The Intent to Submit online form must be submitted by 4 p.m. on Thursday, August 31, 2023.
• A single PDF of the completed application must be submitted to the CDE via the exFiles Transfer System. Applications must be received by 4 p.m. on Wednesday, September 6, 2023.
• In accordance with the application screening process, if corrections are made, submit a revised single PDF of the application to the CDE via the exFiles File Transfer System. Corrected applications must be received by 4 p.m. on Thursday, September 14, 2023.

Deadline requirement: Any applications that are not received by the September 6, 2023, deadline will be disqualified. Corrections may only be made to applications that are received by the September 6, 2023, deadline.

CDE Postings Tuesday, April 4, 2023. Revised 5/16/23.

The post Model School Application 2023 – 2024 (Continuation) appeared first on CCEA Plus - California Continuation Education Association Plus.

Thirty-seven schools have been awarded Model Continuation High School (MCHS) status for 2023. Review teams conducted a Site Validation Visit to each of the schools and prepared a report based on their findings. These reports included a Program Summary, which explains specifically how the awardees meet the criteria for recognition as a MCHS. A summary for each of the thirty-seven awardees is included below. Read the announcement from the California Department of Education for our 2023 Model Schools here.

Program Summaries

Abraxas High School

Abraxas High School in Poway, CA meets the criteria for recognition as a Model Continuation High School (MCHS) for its all-around excellence as an alternative education site. Abraxas can best be described as a student-centered, student-first learning community wherein thoughtful adults have intentionally designed and redesigned all aspects of the student experience based on the needs of its population. Unlike traditional schools with top-down approaches to learning and systems, Abraxas High School is a highly collaborative school community where all stakeholders, administrators, teachers, staff, parents, district officials, community partners, and most importantly students have agency and voice in decision making around school practices.

As with all alternative school sites, students arrive at Abraxas with a plethora of unmet needs, challenges, and strengths. The school is highly responsive to students and families as they arrive, and a team of competent administrators, counselors, and staff members help them orient and acclimate to the culture. Both students and parents spoke highly of the intake process and how the school essentially provided them with concierge service, connecting students to necessary resources and services that weren’t available at their home sites.

A team of highly nurturing and supportive counselors meet with students on a regular basis from the beginning to end of their time at Abraxas, providing academic and social-emotional support. Students are also supported by their homeroom teachers, who provide critical instructional support, as well as college and career planning services. All hands are on deck at Abraxas, and all students know and have access to their Principal and Assistant Principal. In fact, all students and adults at Abraxas are on a first name basis, a cultural element introduced to dismantle obsolete and unnecessary power structures within a school environment. Students have the utmost respect for adults on campus and vice versa. A summary statement on Abraxas would be incomplete without mentioning the Abraxas Garden Kitchen, an award-winning small farm, aquaponics, and culinary program created by the innovative CTE department at the school. The program, which affords students the opportunity to find creative purpose in growing, harvesting, and preparing produce, is exemplary in scale and scope. Students often volunteer time after school, and during holidays and breaks to keep the space clean and thriving.

Finally, the staff at Abraxas have shared that they feel supported by administrators and leaders to the fullest degree. They have the freedom and creative latitude to develop their professional practice in order to provide the best possible experience for their students and families.

Alessandro High School

Upon arrival, the AHS school campus is tranquil and welcoming. The campus was clean and orderly, and the banner displays about the PBIS motto and School Wide Learning Outcomes were visible. The classrooms and facilities were bright and decorated nicely, which is so impressionable to students and visitors alike.

The stakeholders have created a safe school climate by building positive rapport and relationships with the students. In addition, they have accelerated the curriculum to the 9-week quarter system. Through the use of assessment data and research, they are also able to assess incoming students immediately with their math and writing. AHS has also been able to open a Wellness Center where emotional and mental health services are provided through group and one on one therapy.

Parents repeatedly echoed the sentiment that the teachers and staff genuinely care for their students. They love the school, what it has done for their kids, and how their attitude about school has gone from negative to positive.

The students had nothing but positive things to share about their AHS experience. Some comments were that they felt a sense of community support at this school. Teachers are caring and willing to go above and beyond to help their students. They think the teachers make a difference. The teachers all say they look forward to coming to work every day. They are also very thankful to have such an awesome classified staff supporting them and handling everything.

Alta Vista High School

Our visitation team recommends Alta Vista High School to be recognized as a Model Continuation High School. Alta has developed a program that is focused on competency-based learning with embedded career exploration. Additionally, The Big Picture Learning model will allow all students to participate in career internships before they graduate from high school providing employable skills for their future careers. The program provides students with a nurturing environment that allows the students to find success in their goals. The staff is truly invested in student success and works to meet each students’ individual needs so that they can reach their full potential.

Amistad High School

Amistad High School delivers high quality instruction in a modern, well-funded facility. The school has benefited from an impressive level of district support. The superintendent stated, “We do not look at Amistad as an alternative high school. We look at it as one of our high schools.” The facilities include a gym and an automotive CTE program that would be the envy of any high school.

The staff – administration, certificated, and classified – are proud of Amistad, and show their care for the students’ wellbeing. Students spoke of the support they receive from all three groups of adults. The leadership of the school encourages the adults to problem solve and do what they can for students, as evidenced by the custodians starting a club to support the students, a language arts teacher running the wellness room, and the development of the “25 Club” which celebrates students who earn 25 credits each quarter.

While the principal is new this year, there is already a high degree of trust among the staff and students for administration. Both staff and students report feeling highly supported by the administrators. In turn, the administrators report having a strong positive relationship with the district office. The former principal now oversees secondary curriculum for the district and is a strong advocate for the alternative school.

Amistad strives to support students’ academic and social-emotional needs. The quarter system integrates credit recovery, with students being able to earn 100 credits in a year by passing their regularly scheduled classes. The counselors and services with outside agencies, as well as an on-site wellness center, support the students’ emotional wellbeing.

Amistad has many components that qualify it as a model continuation school. The small class sizes, high level of support for academic and emotional wellness, the integration of credit recovery via the quarter system, outstanding facilities, community support, caring and skilled staff, and a strong leadership team all help to create a school with an outstanding environment and high level of care for students.

Black Rock High School

There are many characteristics to describe why Black Rock High School is exemplary; the first descriptor that comes to mind is “family”. BRHS has a family environment that starts with the administrator and involves all certificated and classified staff, as well as, students and their families. The school environment is very personalized, allowing for all staff to be involved in decision making and meeting the needs of the students. The staff members at Black Rock do not just collaborate during staff meetings/staff development days, but meet almost every afternoon and discuss students in an open dialog. These conversations allow the staff to then make connections with students which build strong, supportive relationships. Once the students understand they are part of a family, they then produce work which in turn produces graduates which in turn produces productive citizens. Another characteristic that makes Black Rock a model school is how students and parents felt about “their” school. Students feel that teachers take the time to get to know them as a person and listen to them and their concerns. The smaller environment and the way to track their credit earning has made students feel they have ownership of their learning and really care about graduating. Parents stated that Black Rock gave their students a new way to learn and made school a place where they wanted to attend and actually wanted to be there on a daily basis. When a student was asked to describe their school, they said: Perfect. The team was impressed with the Black Rock “family” and recommend them for model school.

Boynton High School

Notable exemplary elements:

• All educational partners (students, staff, families, and community) have a shared passion for Boynton and its impact on students. Everyone speaks highly of the school and comments that Boynton is a “special place.”
• Classified and certificated staff feel supported by administration which empowers them to pour genuine energy into their service to the school and community.
• Community partnerships with local service agencies and community colleges are embedded in the culture of the school. These organizations feel connected to Boynton and see value in the collaboration with the school.
• When students were asked what they liked best about Boynton, the most common response was: “Teachers.” This was reciprocated by teachers with their clear focus on the needs and individual responsiveness to their students.

Considerations/Recommendations:

• Continue to evaluate the need for grading equity and consistency throughout the school site.
• Assessment of transportation needs to determine if centralized, district bussing would alleviate barriers for students.

Boynton High School is an exemplary high school that meets the needs of its students and community. Though Boynton is a Model Continuation High School, staff and administration have a formula that is right for all kids. Their clear focus on individualized support of students should be the standard at any school. Students feel respected and heard by all staff. Many students have felt success for the first time in their academic career, after feeling like “no one cared” at their previous school. Students are now energized and motivated to achieve. Administration has a strong passion and vision to ensure student success through the building of relationships. The energy and “vibe” of the school is felt immediately when entering the campus. The greetings, smiles, and focus on customer service is evident. When asked to give one word that describes Boynton, students responded with: home, family, welcoming, refreshing, reliable, involved, respectful, passionate, and unique. Boynton should be proud to be recognized as a CCEA/CDE Model Continuation High School.

Buena Vista Continuation High School (San Bernardino County)

Buena Vista High School was established in 1969 to meet the diverse needs of students in the Chino Valley Unified School District. The school creates a caring and nurturing environment for their students who feel valued and supported. Buena Vista High School offers quality comprehensive and flexible programs that are designed to develop personal, academic and job-related skills. With support from the district, the school is able to create a sense of community where students can be successful.

Students are provided with flexible schedules where they can take advantage of A-G courses, ROP classes, or after school credit recovery programs. Administration and the staff have an open-door policy where they are in constant communication with parents and students. With mechanisms like biweekly walkarounds, progress reports, and meetings, stakeholders are informed of student progress.

Relationships are central to Buena Vista. The staff focuses on building a rapport and connecting with students. The students appreciate the school’s effort to offer not just academic support but emotional support as well. The school provides its students with a MTSS-B counselor, a School Psychologist, and a “Zen-Den.” The Zen-Den is a wellness room where students can go if they need extra support for personal issues.

BVHS’s mission is to help students recover and progress. They work with students to help them see beyond high school. Offering opportunities for students to work with organizations like San Bernardino Community College, San Joaquin Valley College, and Cal Poly Pomona. Students can also work with programs such as The Soroptimist Club, Chances4Change, Generation Go, and U.S. Armed Services.

For all of these reasons and more the Visiting Team can heartily recommend that Buena Vista High School be recognized by the California State Department of Education as a Model Continuation High School.

Buena Vista High School (Los Angeles County)

Notable exemplary elements and considerations/recommendations:

The administration, certified, and classified staff of Buena Vista HS have created an environment that not only meets the academic needs of their students, but also the emotional, social, and community needs. They really are focused on the “whole child”. It is important to Buena Vista HS that they hear their students’ voices, that their stories are told, appreciated, and understood. The way that students expressed their thoughts and feelings can be summarized by a few quotes:

• “Teachers focus on one student at a time.”
• “They really care about you as an individual.”
• “I have never before liked school, but here, at Buena Vista HS, I have learned that education is important for life.”
• Another student said that for the first time in their life they were, “excited to come to school.”
• “Buena Vista is an amazing school. Not what I expected when I first was going to come here. Within two days, I knew that this was the place for me.”

Some of the most poignant thoughts shared:

• “I get along better with my teachers than I do with my own family.”
• “I’d rather be here at school, than be at home. There is always something good happening here.”
• “Buena Vista invested in me, so I invest in it.”

This is an amazing place for students. This is a place where they are truly heard, where the adults on campus want to know their individual story, and they use that information to create the best possible environment for each student. Buena Vista HS is truly deserving of recognition as a Model Continuation High School.

Citrus Continuation High School (San Bernardino County)

On many levels, Citrus High School exemplifies the goals of the model continuation school program. The facility reflects a significant investment in resources by the district, with a sprawling campus complete with a gymnasium, athletic fields, CTE Construction workshops, and modern technology. The governance of the school is the result of well-considered approach that links the district’s two continuation schools in order to allow professional growth, collaboration, and equitable access to curriculum. Citrus has a schedule that is based on the needs of the students, with multiple options for students to earn credits and have the potential to be A-G eligible upon graduation or return to the traditional high school campus. The staff is caring and student-centered, with adequate staffing ratios to provide small class sizes and sufficient classified personnel to provide support for the diverse needs of the students.

Citrus High School (Tulare County)

Notable exemplary elements:

•  Beautiful campus
• Students are valued and treated as adults
• Staff greet each student as they arrive every morning with a fist bump and a “good morning!”
• Academic Incentives and award ceremonies to celebrate student achievement
• Two Substitutes on Special Assignment (SOSA’s) are district funded and staffed at the site for push-in/pull-out real time interventions.
• Perception of the school in the community is changing from a negative reputation to one of exemplary support and life changing for students who are referred there.
• Community partnerships: SCICON, work experience, tutoring at local elementary
• Bi-Weekly progress monitoring through individual student Credit/Graduation Tracker Sheets
• Greenhouse Management CTE courses

The “magic” of Citrus can be felt and seen in nearly every facet of campus. Citrus High School and staff should be proud of its exemplary program, which not only meets every quality indicator in the Model Continuation High School recognition application, but also sets itself apart from other continuation high schools. The staff not only value each student, but they are also committed to building relationships with each student as they “meet them where they are” and help them to grow into the adults they were destined to become. Many continuation programs are limited in options for students—but not Citrus High. At Citrus, students have programmatic options that lead to high levels of engagement and success because student voice is valued. Citrus High is to be commended on their resourcefulness and their ability to provide alternative experiences, flexible schedules, opportunities and learning that facilitate credit attainment for the students in the district who need it the most. Student supports are timely and relevant and prescriptive for each student need. The school itself is absolutely beautiful and well maintained, thus leading to higher levels of school pride and a change in public perception about continuation high schools. Citrus should be very proud of the unique community engagement and partnership opportunities that they are able to offer students. Peer tutoring at the local elementary school and serving as camp counselors not only boosts student confidence and worth, but also truly works to connect the school to the community itself. Citrus High School should be proud to be recognized as a CCEA/CDE Model Continuation High School.

Considerations/Recommendations:

• Equity — Citrus High offers a robust Greenhouse CTE program BUT they do not have a facility to support the ongoing learning and application of program objectives. It is a good program where students can learn about agriculture—an industry that makes up the predominant economic base for the area. The program would be GREAT if they had access to a functioning Greenhouse, one where they do not lose plants, materials and supplies to the changes in weather and seasons. Citrus administration report that they have requested CTE facility upgrades from the district several times, but have not received an approval for funding for the needed construction.
• Access — Citrus High encourages students to engage in their community through partnerships like peer tutoring at the elementary school(s) in the district and CTE internships. Unfortunately, students have to either secure their own personal transportation or walk to their assigned location–through rain, fog, or 100-degree weather. It was reported that traditional high schools in Porterville Unified have access to district purchased vans for student transportation needs related to CTE, internships, etc. but Citrus does not have access to such vans.

Coronado High (Continuation)

Coronado High School meets all the criteria to be considered an excellent example of a Model Continuation School. It is a continuation school for the 21st century guided by a standards-based curriculum and ROP courses that ensure all students have access to multiple pathways to achieve success. In addition students are offered a variety of extra-curricular programs and activities that assist them in developing positive self-esteem, a sense of inclusion and efficacy. Some of those programs are the student leadership class, Building Success Through Service program that allows them the opportunity to serve the community, and the San Gabriel Valley Continuation School sports league.

All classes are taught by highly qualified educators with the focus being direct instruction and student engagement. There was evidence that teachers have high expectations and are committed to assisting students in accessing success via relevant real-world experiences, problem solving, collaboration and project-based assignments.

There is an established referral process in place which includes all stakeholders; district, principal, parent and student. The structure of the school is student focused and it revolves around student needs and concerns. It is very evident that students feel welcomed and supported by all staff members; administration, classified support staff, and teachers. There is evidence of strong positive administration leadership that creates a positive climate and includes a collaborative decision-making process. It is evident that The staff works closely to provide a safe environment for all students. The visiting team was also impressed with the facilities and how well it is maintained. The staff and students take pride in their campus and work as a team to keep it clean.

The staff at Coronado is compassionate and extremely supportive and when students were asked to give one word to describe their school a student stated: Relaxed. That is why Coronado High School is a model school. So that students can learn in a safe and relaxed environment.

DeWolf High School

Notable exemplary elements:

• The campus was clean, with a very welcoming environment.
• District support of the school’s “position” or place within the district was expressed and witnessed. Resources were provided and equity for students, staff and site.
• Students expressed the battle against the stigma attached to the phrase “those kids” and “that school” but stated that it was the best school that they had ever attended. And that the teachers just understood them and gave them a chance to become successful.

DeWolf High School should be proud of its exemplary program, which not only meets every quality indicator in the Model Continuation High School recognition application, but has developed a range of truly notable elements. DeWolf has rebranded itself to become a school of choice, where students that want to attend can accelerate, or recover their academic credit progress is regarded as a high quality, relevant and supportive school where staff support the needs of students.

DeWolf is a unique campus because of the people that work there and the engaging experiences that are provided to their students. DeWolf High School has seven clubs, Intramural Sports, School wide project-based learning, dual enrollment courses through Fresno City College offers opportunities to earn Industry Certification, Apprenticeships and paid internships aligned to student career interests.

DeWolf’s Career Technical Education program is a model program that is second to none. The program offers students the opportunity to gain Industry Certifications that allow students upon graduations to obtain work in the industries. The Welding, Construction, and trades that are taught at DeWolf, were evidence that this program exceeded the site visitor team’s validation expectations.

Considerations and Recommendations:

• One of the concerns of the visiting team was the lack of District provided transportation to the students of DeWolf High School. With an attendance rate of only 84%, it was mentioned by multiple students that because of the multi-bus transfers on public transportation it took up to 1 ½ hours each way to get to school. Students said that they regularly skipped because of this burden. It was reported that the district did provide bus fares for the students that took the bus.

Discovery High School

Discovery High School is a model for Continuation High Schools in California. Upon entering the campus the feeling of respect is pervasive as the grounds are immaculate and expansive. Students used words such as: supportive, helpful, clean, calm, and caring when they spoke about the school. Parents referred to the school as “life-saving.” These remarks illustrate the belief the school has in educating and supporting the whole child. Students and families know that all the staff care for them and are there to support them in their journey. The staff works as a team to empower students toward the goal of not only graduation but a place in the community after high school as well. This is evidenced by the extensive District support of the remarkable CTE facilities which beautifully align with an outside, professional experience. Discovery High School provides an excellent alternative option to prepare students as lifelong learners that are college and career ready.

Donald C. Jamison Continuation High School

Lemoore in Kings County. The school’s enrollment is about 85 students. Jamison is deeply connected to the community and the school offers unique opportunities to students daily and in special settings.

Jamison is a complete school that not only offers opportunities to the students, but also intervention and support to assist in normal teen challenges as well as recovering their education relating to learning loss and special needs due to the recent pandemic.

The first thing that stands out at Jamison is the number of “outside the norm” classes and community connections available to students. Daily academic courses include Drama, Ag Science, Horticulture, Independent Living, and Criminal Law. The Leadership class also runs a fully functional printing lab that makes t-shirts for both on campus use and the community needs like Red Ribbon shirts for other schools.

Academically, Jamison’s program provides students with additional opportunities to earn credit. The use of the online program Edgeunity helps all students take advantage of the courses available in person each day on campus while making up credit through online classes. Two weekly intervention classes were added to help students as the school deals with the post pandemic climate. On Mondays, students attend a Social/Emotional Intervention class and on Friday’s all students attend an additional Academic Intervention class to help with their classes. These opportunities are in addition to Home Room and Tutorial classes already included in the master schedule.

Another highlight of Donald C. Jamison Continuation High School is their connection to the community. Retired teachers come back part time to help at the school and the students have opportunities to serve their community by volunteering at a Senior center, connecting to a local Native American Reservation and previously noted student printing business.

Jamison is a very unique school due to the amount of opportunities available to its students. The school is a model for other continuation schools looking for a two-way connection to the community and the variety of classes/programs available to students on a daily basis.

Fairvalley High School

Notable Exemplary Elements:

• District support of the programming of the school, all of the district office came to support the visit.
• The support of the community rallying around students.
• The passion and enthusiasm of every individual on the campus; students and staff alike. Students shared how connected they feel and know that the teachers are truly in their corner to push them towards success.
• The home to school connection was exemplary. Parents are well informed and have opportunities to connect with the school at a variety of levels.
• The high expectations that are set for the students, while honoring and respecting students as individuals. The teachers provide structure and support for the students in every area of their lives.

Considerations:

• The school has seen a high level of administrative turnover. It is recommended that for continuity the current principal be given the opportunity to stay for several years. There are several veteran teachers that are retiring and a strong administrator is going to be an important part of maintaining the culture of the school.
• Expand dual enrollment opportunities. There is a good start, but this is something that both parents and teachers brought up as a need.

Fairvalley High School easily checks the boxes of a Model Continuation High School. The welcoming and cohesive teaching staff, the facility, and the administration have a solidarity that was impressive. Teachers have made the school their life’s work and dedicate time outside of the school day to make the learning experience the best that it can be for the students. The community and parent relationships are outstanding and the support is evident. The staff should be commended for developing a place where students feel valued, successful, and loved.

Fernando R. Ledesma High School

Fernando R. Ledesma High School provides an excellent alternative educational program for students in the San Gabriel Valley. The school places a priority on its students and have teachers and staff who believe in them and understand their needs. The school maintains an open-door policy for students and parents and is continuously enrolling students throughout the school year. They have a very supportive district that ensures that all students will be successful.

The school prides itself on having a caring and nurturing experienced staff committed to “at-promise” youth. This dedication has resulted in little staff turnover, with staff having an average of twenty years working with and serving the student population.

The school provide a variety of scheduling options to meet the needs of the students. Students may attend half day, full day programs, or independent study. College and career readiness are a priority. Ledesma High School focuses on preparing their students for continuing their education at the college level. Students are provided with a rigorous curriculum which strives for professionalism and higher education. Students can also take dual enrollment college course, vocational education classes, CTE pathway courses, and online credit recovery classes.

Students cannot focus on academics if they are struggling with personal or health issues. A Wellness Center has been established on campus to provide mental health services and daily access to MFC therapists. The school has also partnered with local agencies to provide outside counseling and support beyond the scope of the work of the school counselors.

Students are encouraged to participate in extra-curricular activities. FRLHS have a variety of afterschool individual and team sports. Students can participate in student government and the district student advisory council. Community partnerships provide students with community service opportunities. The City of Hope Senior Honor Cord Partnership gives students the opportunity to participate in campus blood drives, assist patients receiving treatment and learn the importance of giving back to the community. The partnership with Kaiser Permanente gives students the ability to apply for an internship program where they are trained at local medical offices with potential job opportunities.

The crown jewel of the school is the soon to be open multipurpose facility. The structure will include a gym/multipurpose room where students will be able to play basketball and attend school assemblies. There will be a state-of-the-art weight room. Outside, there will be fruit trees, a vegetable garden, and bird houses to attract birds. This facility will be able to be used by the other schools in the district and by the community.

Gilbert High School

The synergy of the entire staff at Gilbert HS left the Visiting Committee deeply impressed. They have the single most motivated and dedicated group of teachers, classified and support staff the Visiting Committee Chair has seen in 15 years of Model School visits.

Every adult on campus expressed their deep concern for their students and talked about how they work to build strong relationships with not only their students, but with each other.

Gilbert HS has successfully transitioned from a place where those who did not make it in the District’s traditional settings, both staff and students, were sent without hope to a place where everyone is celebrated for what they bring to the table. In the most recent opening for a teaching position at Gilbert HS, there were 30 interviews solely from other District staff wanting to transfer.

Gilbert HS has a special class of substitutes that they refer to as “Guest Teachers”. These are primarily retired Gilbert HS teachers, and a few others who decline substituting opportunities in the District at all other sites, and focus their efforts solely on Gilbert HS.

In a time when all educational sites are dealing with increased anxiety and mental wellness issues, Gilbert HS has developed an atmosphere where students truly feel at home and valued. One student stated that, “Here at Gilbert, I feel like I matter. At my old school I felt like a statistic, that teachers were there to get a paycheck. Here, everyone matters. The teachers take time to talk to the one.” Another said that, “This is a place for second chances.” One staff member was quoted as saying, “Belief in the mission of those who work here drives everyone here!”

Gilbert HS offers several on campus clubs and offers students many opportunities to support their community. Students are also actively involved in the Community Corner. This community outreach opportunity allows students to give back in terms of food and other resources to their community. It also is a place where students who have specific needs, such as formal clothing to attend the opera as part of a field trip or dresses for Prom, can come to have these needs fulfilled.
Gilbert HS is the only school that the Visiting Committee is aware of that actually has their very own Poet Laureate. The staff at Gilbert HS is constantly and consistently seeking ways to engage, involve, bolster, and strengthen students in a variety of ways.

This Visiting Committee enthusiastically recommends that Gilbert HS be recognized as a Model Continuation High School!

Glen View High School

Glen View High School (GVHS) meets the criteria for consideration as a Model Continuation High School. GVHS serves the rural community of Beaumont, California, and is under the governance of the Beaumont Unified School District. GVHS provides a transformative sanctuary and highly responsive educational experience while providing an exceptional inclusive educational environment creating a school culture described by all as a last-chance opportunity for many students. Upon entering the campus within the local community, a servant leadership style is observable by the site visitation team.

Relationship building is a crucial area of concern with all stakeholders and understanding the needs of the whole child is a significant focus for this professional learning community. GVHS has exemplary community partnerships that support the site creating a transformative educational experience and empowering students to prepare themselves for the challenges of becoming young adults and responsible community members.

The school’s climate and culture create an environment where students can be themselves and meet their educational goals. The staff is small and joyfully collaborates to share the responsibility of school management; each assumes a leadership role when needed, and integrated into all of their plans is what is best for their students.

The entire school community follows the Beaumont Unified School district instructional focus statement providing quality education to all students by building solid and caring relationships with students. Teachers are instrumental in delivering rigorous learning activities with cultural relevance in the curriculum, opening the growth mindset pathways and motivating students to choose a college or career future destination.

When the visiting team asked stakeholders to give one word to describe the school, words like “welcoming,” “safe,” “life-changing,” “opportunities,” “peaceful,” “no drama,” “confident,” “motivating,” “calm,” “helpful,” “sanctuary,” “respectful,” “enjoyable,” “clean,” “resources,” “passionate,” “dedication,” and “caring relationships” were spoken and observed throughout the site visitation. Primarily described, as a “close-knit community” was the most common word phrase heard during stakeholder interviews. All staff members are committed to ensuring that every one of their students stays on track academically and earns the credits needed to complete a high school diploma.

There is overwhelming evidence of a shared leadership model at this school campus. The school district support focuses on relationships and a diverse mix of social/emotional support while maximizing community involvement. Students and parents validated the exemplary learning support and the positive communications that keep parents informed of student progress. In addition, students highlighted the rigorous alternative learning activities as the critical component of maximizing their learning engagement, improving school attendance, and improving individual learning outcomes. The focus group interviews and examination of available evidence support the recommendation that Glen View High School should be a Model Continuation High School for the 2022-2023 program year.

Hillside High School

Hillside High School, without reservation deserves recognition as a Model Continuation High School. It is evident that there is a united belief among certificated staff, classified staff and district personnel that caring for the students means caring for the student’s academic sense of self, academic self-efficacy and overall mental health.

Staff articulate an understanding of the need to be flexible with the families and with the staff. This does not come at the expense of instructional rigor. Students maintain “A-G” coursework and are progress monitored by senior level and school counseling staff. The students enter Hillside feeling as though this school may be their only opportunity to graduate from high school, but leave with a sense of restoration. The students believe that they can be successful upon graduating. The families believe that the students feel better about themselves as students upon graduating which is a sentiment that is echoed among district and site level staff.

Jereann Bowman High School

Bowman High School creates a trusting, caring environment in which diversity is honored and respected. All stakeholders are fully committed to students’ college and career readiness. Students are empowered to meet challenges to develop social awareness, civic responsibility, and personal growth.

Curriculum is designed to prepare all students for success in college, as well as vocational and technical education. 86% of graduates continue to post-secondary educational options. There is a focus on critical thinking, collaboration, and effective communication. Special admission to College of the Canyons is offered to assist students in meeting A-G requirements. Vocational, technical, and work experience education is provided on campus and through the local district. CTE courses include web design, video production, child development, culinary arts, STEM lab, and NGSS physics makerspace. A full-time work experience teacher/coordinator supervises the work experience program. To accommodate working students who cannot attend day classes, there is a night program where they can work on their graduation requirements.

Students take an active role in keeping the campus clean. Graffiti is nowhere found. The campus is immaculately maintained by the custodial and grounds keeping staff. There are shade structures to help students remain comfortable during hot and sunny days. Parents and students have a good rapport with teachers and staff, allowing for an informal casual, and trustworthy environment. Students state that the highlight of the school is the caring staff who treat the students as individuals not just as a number. They feel that they are totally supported in their education.

John J. Cairns Continuation High School

Notable exemplary elements:

• Advisory period has been in place for approximately seven years and has complete buy-in by staff and students. When students were asked what the school would be like without the advisory period, they were clearly uncomfortable considering that possibility.
• Amalia Lopez has garnered great respect and admiration from all stakeholders associated with JJ Cairns. Her background with curriculum development is clearly evident in the school’s academic rigor and focus.
• Site administration takes part in weekly coaching with all staff to ensure fidelity to the established learning targets and equity for all students in every class every day.
• The proficiency model allows students and parents to track progress.
• This model also allows flexibility for students to work at their individual pace and for staff to support instruction at individual learning levels and styles.
• The proficiency model is also used at the traditional high school which allows JJ Cairns students to understand the Empower platform and system for progress monitoring before transferring to JJ Cairns.
• JJ Cairns is part of an alternative educational umbrella of the district that allows for fluidity among different alternative education needs (community day school, adult school, 9th grade program and independent study).
• The district level of support for alternative education is very high as evidenced through facilities and support of the principal’s vision.

Visiting Committee statement:

When visiting the campus of John J. Cairns Continuation High School, visitors are guaranteed to be met with smiles. This school of choice under the umbrella of alternative education in Lindsay Unified School District is a welcoming, safe and supportive environment for the whole child. Teachers are referred to as Learning Facilitators and students are referred to as Learners. This lexicon sets a tone of academic intentionality and respect for both instructors and students. Led by a principal with impassioned energy that is contagious to all stakeholders, JJ Cairns is a model for all alternative education programs. Her leadership and energy has led to improvements in every aspect of the school from facilities to staffing to curriculum to community outreach. Parents and guardians play an active role and are included in the Learners’ educational experience. Use of the Empower platform allows Learners and their families to constantly monitor progress of the completion of learning targets in route to credit completion. Although there is the defined structure of curriculum and a strong leader, there is clearly a spirit of collaboration, creativity and shared vision. Learning Facilitators are empowered to deliver standards in a way tailored to best meet the needs of their student population. When asked to describe JJ Cairns, students, parents, staff, and community members used words such as: phenomenal, safe, hopeful, amazing, leaders, home, community and belonging. Clearly JJ Cairns sets a high standard for alternative education and deserves Model Continuation High School status.

Considerations/Recommendations:

• Sports; continued upgrade in facilities, including a cafeteria and multi-purpose room; elective offerings.
• Consideration of granting partial credits
• Lock blocks for the doors

Kurt T Shery High School

Notable Exemplary Elements (Included as Category “F”):

Shery High School offers a positive atmosphere to its students. Students feel welcome and respected from each staff member. They are encouraged to speak their mind and they are not afraid to ask for help. Shery High has created a wholesome community not only for their students and staff, but also for the parents and community. The staff encourages students to be involved in outside programs so they can become well rounded students and upstanding members of society. One student quote that stood out during our visit is, “I feel like an equal here. The teachers aren’t above me. They never look down upon us. We’re learning together.” All teachers show great interest in each student’s academic progress and personal growth. Shery High provides many opportunities to earn credits and gain real world experience. They show great flexibility and respect to their students. Shery High shows immense pride in their students. They are always trying new ways to engage and interact with the students. Shery High School has cultivated a safe place for students to be themselves and be excited to learn, pursue education, or a career after graduation.

Consideration and Recommendation:

• Consideration of more field trips and community-based activities
• Community based resources and connections

Program Summary

Shery High School is a small, but mighty, campus filled with staff who genuinely care and work tirelessly for the success of all of their students. They reach each student and have a connection to them that many students raved about. They have an amazing leader who has built a community of trust not only in the staff, but also in the students themselves. They have an amazing intervention program which meets each students needs and is accessible to not only students, but staff and parents as well. Students have quick access to their progress through a QR code and feel comfortable using it when needed. They celebrate each student using restorative practices and have a strong token economy for students to earn incentives and quarterly celebrations where students can celebrate their success with parents or guardians.

Mt. San Jacinto High School

Notable exemplary elements:

• Math Leads
• Teacher inspired weekly Wednesday Elective class options
• On site HVAC & Entrepreneurship CTE Community College
• Knitting blankets & providing them to those in need within the community
• English activity, Third Eye Writing Project, which plans to have student writings published within the local community publication
• During the school day ESports, athletics & other extracurricular opportunities provided to ALL students

Considerations / Recommendations:

• It was wonderful to see students engaged and teachers are encouraged to make consistent use of all resources available within the classroom to actively monitor student engagement, along with facilitation of student share out discussions.
• Sustain all student-centered practices, along with practices that build relational capacity throughout the two sites.
• When strategizing the implementation of a new intervention/effort, it is recommended that the deciding staff members reflect on the feedback of this visit. Students value the efforts of all staff, certificated and classified. In their eyes, all staff assist in making MSJ a safe, loving and nurturing environment.
• Continue to seek out professional development opportunities, in particular with other Model Continuation High Schools.

Mt. San Jacinto High School (MSJ), both sites, should be proud of their efforts to support their students and families. The climate and atmosphere of MSJ, per the feedback our visiting committee received from all stakeholders (students, parents, community members, district administration, site administration, certificated & classified staff members) is described as: Caring, Compassionate, Impactful, Inspirational, Patient, Delightful, Loving, Personable, Relational, Passionate, Heartfelt, Joyful, Best, Excellent, Friendly, Safe, Life Changing & Motivational. Per our interviews, staff at MSJ provide their students with options, a sanctuary & and a community. MSJ staff have built a culture of positivity by supporting the goals of their stakeholders. They’ve done so, again per our interviews, by working together (STAMILY) & validating their students. A student stated, “They care about you…they don’t see you as a lost cause.” Parents & community members have stated that the staff at MSJ “don’t spend a dime, but they offer their time.” Parents described MSJ as two sites that offer, “lots of help for their student’s physical & mental well-being, which has built hope for families.”

The staff at MSJ support all students and per an MSJ staff member, “we work with what they have control of.” The staff’s directed philosophical approach ensures that students are presented with opportunities, rather than invited to take advantage of opportunities. The staff’s willingness to “think outside the box”, be creative and try new data driven efforts is a reflection of their leader, Mr. Seiple. The MSJ principal has empowered his staff by providing them with the autonomy & permission to “crash & burn” with trying new student-centered interventions & efforts. Due to the exemplary work taking place at MSJ, it is our visiting committee’s recommendation that MSJ be awarded the recognition of CDE Model Continuation High School.

North Park High School

North Park has created a tight knit community with their staff, students, and parents. Not only for their school but also for their community. The preschool is available to North Park students who are parents as well as community members and in doing so North Park graduate students can continue to use the preschool services if they are enrolled in college courses. This is a testament of how much North Park continues to care for their students even after graduation. Counseling and intervention are key factors in the success of North Park students. “Communication” is a word shared between students and staff. One student mentioned that in North Park “They take into consideration that we have other issues and let us work around that”. North Park students know that if they need help or access to resources, administration can guide them in the right direction.

North Parks automotive program is something that many continuation high schools would be excited about having on their campus. Having multiple opportunities for students to not only learn academically but also giving them a hands-on learning opportunity is an element which makes North Park stand out from other continuation high schools.

Consideration and Recommendation:

• Consideration of providing students an anonymous means of sharing feedback or concerns.
• Brainstorm ideas for students to participate in on campus sports or through the community.
• Consideration of additional campus counselor or counseling opportunities. With growing attendance, the weight of students needs are also growing and can be limited or strained with a single counselor.

Program Summary:

Upon walking onto North Park’s campus, you can immediately see the beauty that it is and the warm welcome at the gate is a great first impression. Each staff member is enthusiastic about all the exciting things happening at North Park and show a commitment to not only the students, but the community as well. From the automotive department, to the infant development center, and all of the amazing counseling opportunities for students, this campus shows that they are what is best for their students.

Being led by an administrative staff that is innovative and persistent to always give North Park’s students the best experience possible, the community of staff and stakeholders wrap around each student and show them possibilities in which they may not have seen in the past. The stigma of going to continuation is lifted when there are so many great things happening and they are a model continuation school through and through. It is only the beginning of what this campus will be able to accomplish with all of the support from district, community members, parents, and students.

Orangewood High School

Orangewood High School is the only continuation high school serving the students of the Redlands Unified School District and with an average of 260 students; they take every student’s success seriously. One way that helps students succeed is that the master schedule is arranged so that students are enrolled in five periods per day. Classes are either 43 or 70 minutes in length, 43 minutes being equal to 1 class period, and 70 minutes being equal to two. Each school year is divided into 12 three-week blocks and each block is one OHS grading period. Students receive a letter grade and credit(s) in each class every three weeks. The visiting team was impressed with the commitment from administration and staff that it takes to have twelve grading periods. Orangewood’s new principal has made a difference in the school culture and it was made clear during interviews with all groups that they are embracing the changes. Many of the students interviewed stated that the staff is kind and they feel how they want to make a difference. The teachers also stated that having so many options for students to earn credits is what makes Orangewood so special. The team observed that all staff are committed to providing a learning environment that is nurturing and encouraging, yet rigorous, as detailed in the OHS Mission Statement, Philosophy and Beliefs. Teachers provide scaffolding and support in the classroom to ensure that all students have access to the curriculum. Some of the methods are direct instruction, UDL, collaborative grouping, AVID strategies, project based learning, and supplemental instructional technologies. Due to the focus on individualized instruction and self-paced learning, and to gauge student mastery, teachers use student created and teacher created rubrics to help guide the assessment process. Orangewood is constantly growing, changing, and evolving to become what the students need to succeed. They have an amazing staff who put students’ needs above their own. Parents stated that the school changed their students’ life and that is why Orangewood is a model school.

Ortega High School

“You get them here, we’ll get them through,” is Ortega High School’s (OHS) mantra. As a veteran visiting team, we were immediately impressed with the program offered to OHS students. The principal was visibly energized discussing current programs and changes to his campus. Within an hour we were hearing the district mirror his energy and describe this power house and the school he proudly serves as an individual that “has given the students district wide, a voice.”

Dr. Greg Cleave is the principal who came on board 7 years ago. At that time the school housed 6 special education students and had a total population under 213 students. Since then, with his dynamic leadership and strong district support, he has developed a team of staff who prioritize building relationships, maintaining academic rigor and believing that all students can succeed. Dr. Cleave’s passion for student success begins prior to the student transferring into OHS. During the intake process, he takes the time to get to know the student’s story, their credit standing and creates their plan for graduation, which he shares with the student and their family. He and his staff have also created a positive partnership with the comprehensive sites. Combating the negative stigma of alternative education. Data drives the decision making by administration which helps staff and students.

OHS has strong community partners. Students are referred to these resources through the counselor, social workers and the College and Career Tech, Ms. Angela. She works vigorously preparing students to achieve their post high school goals. Ms. Angela organizes FAFSA & scholarship workshops, a Career Expo at the end of the year with local community colleges and local businesses, as well as monitor work permits. She is a hub of information for this campus and makes herself available to all students daily.

OHS teachers are flexible, caring, and student centered. A common term among the staff is “family”. Classified staff nurture, celebrate, and set boundaries for every student including those habitually truant or absent, no student is brushed aside or ignored. Communication is consistent among all staff. Teachers feel that their voices are heard, and they are supported by site and district administration.

Parents expressed gratitude for the shift they saw in their children upon arriving to OHS. They felt like active participants in their child’s educational experience. They recognized the school’s proactive approach in the monitoring of their students’ progress. Parents felt well informed via email, text messages and phone calls.

OHS students are the life of the school. They feel valued, believed in and prepared. OHS staff support students for graduation and contribute towards a safe environment. Students feel OHS teachers give more attention, are more engaged, care more and help when asked. They build personal relationships and make themselves available. Students describe their school as “chill, good, peaceful, vibes, the perfect school, the best, memorable, helpful and caring.” This school’s proactive attitude is woven through the school’s culture and can be seen via their high graduation rates, scheduling and intervention practices as well as attendance. Ortega High School is recommended for a model school and was a true privilege to visit.

Palomar High School

Palomar High School (PHS) is located in the city of Chula Vista, CA and is the only continuation high school in the Sweetwater Union High School District of 12 comprehensive high schools. PHS has 2 administrators, 2 counselors, 17 staff and 23 teachers. The principal, Mrs. Miriam Duggan joined the staff four years ago. She brought years of experience at the district level as well as administration at the comprehensive high school level. Mrs. Duggan and her administrative team leads a cohesive staff that work together to provide staff and students a save and nurturing environment to learn and grow. The administrative team follows a shared leadership model where all decisions that are made that directly impact students, staff, and school culture, are based on data and a shared consensus. The leadership team oversees multiple committees that are made up of representatives from the school staff, counselors, teachers, students, and community. As the leaders of the school, when the teams come to a consensus about a school matter, the rest of the staff is confident all lenses were used to assure that the student’s best interests are taken into consideration.

It was evident when first walking on this campus that the entire Palomar Staff truly care about each and every student. As mentioned in the school’s Mission Statement, “The staff of Palomar high school believe that with support, encouragement, and opportunity every student can succeed. All Palomar graduates should be curious, responsible, lifelong learners who leave with the tools needed to participate in the workplace, and society.” Through discussions with students and observations PHS goes over and beyond to help prepare students for life after they graduate.

PHS is run on a two-session system with 10 classes offered where students can work around their work and family obligations. There are currently 256 students enrolled at PHS. Students are transferred to PHS every two weeks. After meeting with the assistant principal, Mr. Chairez, for an intake meeting, students will attend a 5-period day orientation program for 2 weeks before starting regular classes. The Orientation model and curriculum PHS follows gives students the hope they need to believe in themselves. It was the experience of going through this program that students mentioned they knew they were in the right place.

Special Education students are referred through their psychologist and are screened by Palomar’s psychologist to ensure that the instructional program is appropriate, IEPs are up to date, and to monitor the number of special education students to not exceed appropriate staffing ratios.

PHS receives support from the Sweetwater Union High School District in many areas. The superintendent referred to Palomar as the gem in the community where magic happens in every classroom and is the perfect place for students who need the smaller setting. The board member mentioned that connections between staff and students is evident. The district works with the comprehensive sites to help get students transferred to Palomar in a timely manner so that they can recover their credits and graduate on time. They also are dedicated to the needs of the students and have funded a full-time AP, nurse, part-time psychologist and are looking into more CTE offerings and tutoring. They are focused on building internships programs around student interest and passions. In response to the socio-emotional needs they helped put in a basketball court for PE classes and supplied intervention support and SEL resources. The district also is dedicated to helping teachers grow in their craft through experiential learning, coaching and professional development opportunities.

Teachers feel that their administrators are approachable and have their full support. They mentioned that the Admin team listens to the needs of students, staff and teachers. A mix of student center and teacher-directed classrooms is how most teachers feel that their classrooms are. PLC meetings happen every Friday between every department, where they discuss big ideas and themes and review lessons and assessment data to ensure equitable access for all ELL, SPED and economically disadvantaged students schoolwide. They have monthly staff meetings where they can discuss students and the support that they might need. There are five PLC department chairs, and they each run it. Teachers also felt they had support from the district and that their voice was heard.

PHS has high expectations for student learning. Students are offered general education courses, including A-G approved courses, online learning through APEX, as well as CTE pathways (Culinary and IT Essentials). PHS students earn 1 credit for showing mastery in a course by completing 60 hours of coursework/projects/assessments. Students then go and see their assigned counselor to be scheduled into their next class. Students receive tutorial help from teachers during the school day and from attending subject area-Saturday Academies.

PHS houses many resources available for students and their families. The Parent Center offers in-person workshops to parents that focus on parenting, socio-emotional lessons, and PBL. The Library is open for students to check out books and resource materials. The Open-Door Family Resource Center assists families with connection to services such as SNAP benefits, job placement, emergency shelter vouchers, low cost health care and other social services in the community. Palomar has 2 onsite counselors that help with the master schedule, student schedules, grad plans, and mental health and counseling concerns. PHS has a long-term contract with the Center for Mindful Relationships for on-campus personal counseling and therapy sessions. These are scheduled through one of the counselors. Palomar high school also has an Interventions Coordinator that works with students on attendance issues and will do home visits and meet with students and families to help students get back on track.

PHS supports their students in preparation for post-graduation. The other on-site counselor will coordinate opportunities for students to meet with the local community colleges, internships, and trade schools to assist in preparing students for life after they graduate. The school offers transportation for students to internship opportunities. Southwestern College visits the campus each week to support students who are interested in college.
PHS has two CTE pathways: IT Essentials and Culinary. They have a third pathway called Palomar Leadership Pathway for college bound students. Palomar works close with Southwestern College for the Leadership Pathway. In the CTE pathway students are able to earn high school credit and college credit plus certification.

The parents that we met were very pleased and appreciated all that PHS has done for their child. Parents mentioned that they saw their child grow and change almost immediately due to the support and relationships that the school provides. Students begin to see their worth and attend school regularly. Parents at PHS feel informed and connected to the school.

During the two-week orientation, students learned about mutual respect and seeking to reach their potential. PHS students also found that during the orientation, it was when they felt a connection to PHS, and now most of the students want to stay at PHS and not return to their comp site. All students that we talk to have made a connection to someone on campus and have future goals for after PHS. One student said that he felt that he found many father figures here on campus. They reported that support from all staff, flexible scheduling, and the on-campus services like The Center for Mindful Relationships are factors as to why they enjoy being at PHS. When asked to describe Palomar in one word, they replied with “comfortable, chilling, helpful, easy, diverse, organized, interesting, unique, and I have never had a boring day here.”

Phoenix Continuation High School

Notable exemplary elements:

• Project Based Learning is a unique and creative pedagogy
• 100% graduate FAFSA application completion
• Staff advocacy for community resources
• Student re-engagement efforts
  • Immediacy of communication
  • Proactiveness of communication
  • Relational capacity built
  • Student personalized academic plans

Considerations / Recommendations:

• Create on site CTE course opportunities
• Build upon community relationships to increase resources & career-oriented opportunities
• Sustain all student-centered practices, staffing and efforts that build relational capacity
• Increase parent involvement with all school wide efforts
• Continue to seek out professional development opportunities, in particular with other Model Continuation High Schools

Phoenix High School should be proud of their efforts to support their students and families. Not only does the Phoenix High School staff work to ensure that they are the center of all resources for their students, but they value the practice of visiting the night time residency of their students.

The climate and atmosphere of Phoenix High School, per the feedback our visiting committee received from all stakeholders (students, parents, community members, district administration, site administration, certificated & classified staff members) is described as: Enjoyable, Useful, Super Helpful, Safe, Educated, Chill, Beneficial, Comfortable, Supportive, Encouraging, Calming, Interesting, Communicative, Proactive, Efficient, Kind, Inspiring, Loving & Accessible.

Per our interviews, staff at Phoenix High School provide their students with alternative options to reach academic goals, they create hope, they create a home like atmosphere & and a positive sense of community. Phoenix H.S. staff have built an empowering and collaborative culture of positivity by supporting the goals of their stakeholders and placing an emphasis on building relational capacity with their families. They’ve done so, again per our interviews, by providing personable guidance, opportunities for redemption and being student centered. A student stated, “I was down, but they give you chance to come back.” Parents & community members have stated that the staff at Phoenix H.S. “is the best & most caring staff.”

The staff’s directed philosophical approach ensures that students are presented with opportunities, rather than invited to take advantage of opportunities. The staff’s willingness to “advocate” on behalf of their students is evident by their seeking out local community resources. The staff’s emphasis on building relational capacity with not just their students, but their student’s families, allows them to connect with their students on a deeper relational level.

The staff’s passion is a reflection of their leader, Dr. Lemus. The Phoenix H.S. principal has been described by her staff as a “force of nature”. Student’s perceive Dr. Lemus as “always visible and available”. Per Dr. Lemus, the staff motto, which was observed and validated during this visit, is “we’re here for you & we’re going to get you through it.” Due to the exemplary work taking place at Phoenix High School, it is our visiting committee’s recommendation that Phoenix H.S. be awarded the recognition of CDE Model Continuation High School.

Prospect High School

Notable exemplary elements:

1. Staff and Administrations use of limited resources is incredible. Everyone is invested and willing to volunteer time and money to support Prospect students.
2. The student panel shared that Prospect has given them a second chance to graduate. Students felt safe and motivated to do their best.
3. Many decisions are made using student voice. The Principal takes time to meet with each and every student to ask what they should keep, start and stop for the next school year.
4. Students are met with every two weeks to discuss progress and goal setting to ensure they stay on track.
5. The campus has regular celebrations to praise students for credit recovery, attendance, grades, academic progress, and promoting overall pride and positivity.
6. Each teacher volunteers to teach multiple preps to provide more engagement and opportunity for students.

Prospect High School should be proud of the school programming and environment they have created for students. They meet every quality indicator in the Model Continuation High School recognition application, and through the visit proved to exceed what was presented in the application. Students and staff choose to be here and flourish in the small community environment. The energy on the campus and in the classroom was one of support, pride and respect. The principal’s vision to create additional opportunities through elective options has proven to connect students to their learning. Students have very opportunity to feel success through their credit acquisition or through the student recognition assemblies, giving some students their first taste of school achievement. It is with great pleasure the visiting committee recommends Prospect High school to be recognized as a model continuation high school.

Considerations/recommendations:

1. Materials and supplies: Prospect High School has a shoestring budget for the highest at-risk students in the community. Students are bringing in their own supplies for the culinary class. It is recommended that some funding be identified for these elective classes, student recognition, support staff, etc.
2. Additional community involvement, perhaps a partnership with rotary, non-profit or religious organization for some additional collaboration and support.

Robertson High School

Notable exemplary elements:

• Master teachers are placed with beginning teachers to provide in-class support.
• ROP program to plan post-graduation future.
• Intervention teacher and resource officer who both do more than “police”.
• Model PLC that puts student-focused learning first.
• Strong leadership that provides all stakeholders the opportunity to participate in decision-making.
• Mutual respect and a nurturing environment.

Robertson High School is a vibrant learning community with a caring, dedicated staff. Everywhere one looks one can see engaging lessons and active learning taking place. Students are challenged in the classroom while being provided with the necessary support to be successful with rigorous, grade-level curriculum. The staff helps students navigate classroom activities as well as the difficult task of becoming an adult. In order to assist students in these processes Robertson has embedded SEL supports and Restorative Justice strategies into their daily operations and the results were apparent. Students spoke highly of the caring environment and the respect they received from staff, parents provided stories of how the school has reinvented their students, and community members explained how the many contributions the school has made positively impacted the surrounding area. Robertson’s strong leadership and openness to involve all stakeholders in decision making were clearly evident. Students and staff all spoke of how they felt that their voices were heard and that they felt safe and supported at Robertson. There is no doubt that Robertson is a fine institution of learning and rightly deserves the honor of being a CCEA Model Continuation School.

• Attendance (who doesn’t have this problem?).
• Involving all students in school-wide processes. Larger continuation schools often have this issue.

Santana High School

Santana High School is dedicated to achieving excellence. The school provides struggling students a second opportunity to graduate and obtain their high school diplomas. Opportunities for credit recovery or acceleration is provided through individualized and personalized instructional methodologies. Academic and personal growth is fostered through a variety of online courses, interventions, counseling support, and class scheduling options. Students can concurrently enroll in adult school and community college courses taught on the Santana campus.

A unique academic program at Santana is their use of Virtual Reality in their math classes. In these classes, students use Oculus headsets to immerse students in tactile, real world problem-solving that builds connections to relevant problems while developing core proficiencies. A high point of the Santana High School program is a focus on student support services. The entire staff works to provide ongoing support to encourage and advance student academic, career and personal/social development. The staff strives to provide an effective, challenging, and meaningful educational experience. Santana High School offers a safe haven for students to be able to thrive.

Sierra Continuation High School

Notable exemplary elements:

• Perception of school in community and among staff and students. School has lost its previous negative reputation, and is seen by staff, parents, students, and community members as supportive, relevant and helpful. (standout words in interviews)
• District support of school’s “position” or place within the district. Resources provided and equity for students, staff and site.
• Process by which students are recruited. School of choice only.
• The battle against the stigma attached to the phrase “those kids” and subsequent work with an Equity Coach on your campus.
• EMT / Fire CTE program, STEPP Program.
• CREED: Reward and expectation program.
• Teaching and caring for the whole student. Rejection of the “damaged goods” model.
• Strong leadership and teachers.
• Creation of unique student tracker for progress. Creation of site-specific data to advocate for resources from district.
• Students can take classes at their home school and traditional HS students can take a course at Sierra.

Sierra High School deserves recognition as one of the finest schools in this state. It was evident from the moment we walked on campus that this institution had created a continuum of care were the goal is to support the whole student. Sierra has taken on the task of helping students find their meaning and purpose while removing the stigma that is normally associated with continuation education. Students, parents, and community members alike espoused upon the impact the school has on all stakeholders. The wrap-around services provided by Sierra and their partners leave no student or family without care. Sierra has made itself an integral part of the local community, partnering with local organizations. Furthermore, Sierra students are proud members of many non-profits and are making a positive impact, many of them returning to the school in some capacity to return the favor. What Sierra does extremely well is that they make every single person feel welcomed, wanted, and even needed. All voices are shared and heard inside and outside the classroom. The high expectations coupled with high support was evident throughout the program. The expertise that the teachers used in their subject area just added to the over quality of this program. The lessons were engaging and culturally relevant. Students were directly involved in their learning and setup for success. It is hard to put into words the work that is being done at Sierra but the students summed it up best by saying Sierra is “Inviting, Inspiring, Exceptional, Exquisite, and Unique.” Sierra should be very proud of their school and there is no doubt that they are a CCEA Model Continuation School.

Considerations / Recommendations:

• Sports. Students reported really wanting this, and I can personally report that this is a strong tool for motivation at my school.
• Grading and variable credit clunkiness. Something all schools in the 21st century are navigating.

Tierra Del Sol Continuation High School

Program Summary:

1. Culture of High Expectations: The school has a culture of high expectations; they are not a “credit factory.” Teachers provide weekly and real-time feedback. Students falling behind are required to attend after school Study Hall. No social promotion. Staff help students to “cross the finish line.”
2. Curriculum and Instruction: TDS certificated staff make curriculum and instruction meaningful and relevant. They build on student strengths and employ multiple strategies to structure academic achievement. The following instructional and engagement strategies were observed: learning goals and objects, activities for the day, cross-curricular lesson design, checking for understanding, structured collaboration, purposeful grouping, proactive strategies, policies and operating procedures (i.e. absent work folders, student binders, math utensil organizers, student work boxes, etc.), and multiple use of technology.
3. Service Agency and Community Based Organizations: The school is supported by a comprehensive network of service agency resources and support. Staff and students acknowledge that services are highly responsive. Social emotional counselors provide training to increase student skills sets (e.g. prevention, anti-bullying, etc.).
4. Advocacy: The TDS community is student centered and all stakeholders are student advocates. The community knows their students’–needs and interests–and takes next steps to resource and empower students. The students and parents say that the staff treat them with respect. The school community is assertive and consistent in advocating for students.
5. Extended Learning Opportunities: The location of TDS is strategic in that the school is located near the Regional Occupational Center which provides extended learning opportunities while exposing students to potential career options. TDS also provides CTEC, work experience and Quest 4 Success options to further expose students to life after high school.

Recommendations:

1. Collect more data from parents, graduates, students and staff so as to create next steps for existing programs (academic and behavioral) and post-graduation support/enrichment.
2. Implement a schoolwide monitoring system in which all staff can give feedback on student progress towards graduation.

Twin Oaks High School

It is with great pleasure that our visiting committee recommends Twin Oaks High School for recognition as a Model Continuation High School. Twin Oaks provides a learning environment with high expectations, love, and support for their students. They work diligently to remove barrier to learning for their students, even going as far as providing bussing for their students. The staff at the school value their students and families
and it showed through every person we encountered throughout the visit. The district should also be commended for the level of support offered to ensure that Twin Oaks students have every opportunity to overcome barriers to success and meet their educational goals.

Vail High School

The Visiting Team members were all able to see the staff in action multiple times during our visit. Students are being educated in an environment that cares for them. Where they feel safe and included. No drama, and plenty of respect. All students feel accepted for who they are and where they are at in their personal progress.

During our meeting with the district officials a member of the school board concluded her remarks with the comment that Vail HS has been a life changer and a life saver for many students. Her final words were that our students are not ashamed of going to Vail HS. That she sees in them a sense of pride.

The Visiting Team also saw this sense of pride. Students were open and excited about their school. They know that they have something special at Vail HS and they are delighted to be at Vail HS. Parents also shared their pride and respect for the high school. They expressed their gratitude for the school and one parent said, “it made the difference in my child’s life. This school gave my child a future.”

The Visiting Team was grateful for the opportunity to spend time at Vail HS and to witness great things being done for kids. We strongly recommend Vail HS to be recognized as a Model Continuation High School.

Val Verde High School

Upon arrival, the Val Verde High School (VVHS) campus was clean and orderly, and the banner displays about the PBIS motto and School Wide Learning Outcomes were visible throughout the school campus. The classrooms and 21st-century technology-infused facilities were welcoming, quiet, student-centered, bright, and nicely decorated, showing signs of a professional learning community at work. It took only a few moments to notice the high-quality graphic art displayed throughout the school and the show stopping video production trophy case outside the Video Production classroom. VVHS is an engaging and thriving community opportunity school for the Val Verde Unified School District.

The governing authority, site admin, and leadership team have created a safe school climate. The VVHS school culture was built by positive life-changing relationships with the students. Val Verde has been able to open a Wellness Center where emotional and mental health services are provided by full-time mental health and restorative practice professionals.

One hundred percent of the students interviewed had taken one of the many CTE program classes as an elective. The school operates a visual graphics arts printing, generating revenues above 1 Million dollars a year. While the logistics classroom sends and receives shipments all over the nation. The ROP Pharmacy tech classroom teaches students how to work at the local Walgreens and CVS pharmacies.

Parents repeatedly echoed the sentiment that the teachers and staff genuinely care for their students. They love the school, what it has done for their kids, and how their attitude about school has gone from negative to positive.

The students had nothing but positive things to share about their VVHS experience. Some comments were that they felt a sense of community support at this school. Teachers are caring and willing to go above and beyond to help their students. They think the teachers and the small school size make a difference. The teachers are long-term educators with a passion for teaching and nurturing the impact to change student lives. They all say they look forward to coming to work every day. They are also very thankful to have such an amazing classified staff supporting them. The observations and interviews provided overwhelming evidence of a shared leadership model at work.

Recommended citation:

Val Verde High School (VVHS) meets the criteria for consideration as a Model Continuation High School for 2022-2023. The school is an invaluable educational resource to the City of Val Verde and surrounding communities. The school provides exceptional opportunities that meet the varying needs of its student population, and the school staff shares the responsibility of decision-making to meet the specific needs of every student to ensure their academic success.

Val Verde is an exemplary model of what a Commercial Technical Education (CTE) should look and feel like. VVHS school has state-of-the-art CTE facilities. VVHS has a strong working relationship with the local community, business organizations, and parents. The Val Verde Unified School District provides superior support for financial resources to maintain the CTE programs and professional development opportunities for the VVHS staff and faculty. The school now offers multiple CTE pathway opportunities, which include award-winning Film/Video Production, ROP Pharmacy Tech, Logistics, Graphics Production, Welding, and Woodwork pathways. The curriculum is project-based with highly engaging learning activities. Most students are taking advantage of the Moreno Valley College dual enrollment for English 1A and 1B. Full-time licensed personnel provides additional on-site support services and resources for social/emotional support for their students. VVHS has exemplary programs, human resources, and site leadership in place to meet the current and future needs of the community and its student population in the forthcoming years.

Valley High School

Notable Exemplary Elements:

• District support of the programming of the school, including adding an additional teacher for RTP.
• The support of the community rallying around Valley Students. The partnerships with Escondido Police Department, Rotary clubs, Social Services, and opportunities for community service are exceptional.
• The passion and enthusiasm of every individual on the campus; students and staff alike. Students shared how connected they feel and know that the teachers are truly in their corner to push them towards success.
• The RTP and Connections classes that involve all teachers and provide additional support.
• ASSETS program provides a safe place for students to be after school.
• “Learning for All Whatever it Takes” motto is not just words but action oriented. The staff and students truly do whatever it takes to ensure success.

Valley High School should be proud of the culture, climate, and programing they offer students. Not only does the school meet all five of the quality indicators to be identified as a model school, they have developed opportunities for students that go above and beyond, doing whatever it takes to support student success for the present and the future. Walking onto the campus, you can tell that Valley is an incredible place, students are greeted by a beautiful facility and friendly staff that are clearly dedicated to the community. The connections with local organizations provides students with support for any need they may have, truly serving the whole child. Students are accepted for who they are and feel noticed. Some shared that this was the first time a teacher took the time to know their name. The staff has worked hard to provide after school opportunities for students to have a safe place to get work done, or socialize. This school exceeded all expectations and words cannot capture the energy embodied by all who contribute to the school.

The post Program Summaries for 2023 Model Schools appeared first on CCEA Plus - California Continuation Education Association Plus.

April 27-30, 2023 @ San Diego, CA

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Already an active member?  Register CCEA+ Member
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Questions?  Start here:  Frequently Asked Questions

Conference Registration

Standard Registration (Non-Active Member) — $799
Full 3-day Conference registration | Includes select meals and all event access
Includes CCEA Professional membership (required to attend)

Active Member — $724
Full 3-day Conference registration | Includes select meals and all event access

Retired Active Member — $399 online only
Full 3-day Conference registration | Includes select meals and all event access 
Please contact us for this special pricing

Conference Add-ons

Thursday Model School Visits, Bus Trip (8:30am – 4pm) (limited seats) — $135.00  ($150 on site or after 4/26/23) | Sign Up for Trip 

Friday Model Schools Gala Dinner Tickets — $110.00  ($135 on site or after 4/26/23) | Purchase Tickets
Saturday Professional Awards Lunch — $90.00  ($100 on site or after 4/26/23) | Purchase Tickets

Tables for 10 Friday Model Schools Gala Dinner — $1000.00 | Get Tables
Tables for 10 Saturday Professional Awards Lunch — $650.00 | Get Tables

Vendor Display Tables, Ads and Promotions — $899.00 and up | Purchase Vendor Package / Options
Includes one-year Professional Membership (*required)

To purchase add-on options:  visit the main registration page and add each additional option to your cart.  You can reserve more tables, tickets, and displays using the “quantity” box just above the “Add to cart” button.

Important Event Notes

Membership Required: CCEA Plus membership is required for all Conference attendees and presenters. Active members can register online for a discounted price; this discount is only available for online registration, through the member’s account login.

Confirmation: payment is required in advance of the event for all attendees and dinner guests, in order to process badges, meals and seminars — by April 10th to be in time for badge printing, but no later than 4/24/23. Online registration provides immediate confirmation and an email receipt, with payment options including credit card, PayPal and Check (debit/withdrawal). Online registration is the preferred method for the 2023 Conference.

Once Registered: once paid, you are confirmed. Registered attendees can swing by Check-in at the Conference hotel venue and pick up their badges. Dinner guests do not need tickets, seats will be set aside for them. Advanced payment is sufficient, best before April 15th for personalized badge printing.

Group Registration: if you are purchasing for a group of attendees, our Group Registration allows you to easily register a number of attendees in one purchase. Receipt is automatically emailed for your records.

Meals Included: all Conference registrations include the meals, listed below. Each Conference registration includes dinner for the attendee at the Friday Awards Gala. If you plan to bring a guest to the Awards dinner, please purchase an Extra Dinner Ticket.

• Breakfasts: Friday, Saturday, Sunday
• Lunch: Saturday (Awards lunch April 29th)
• Dinner: Friday (Gala dinner April 28th)

Accommodations: hotel accommodations are not included in Conference registration. Please arrange separately. We have a special group rate for a block of rooms at the San Diego Sheraton. Available dates include Wednesday (limited), and Thursday-Sunday (open). Guests may contact the hotel Reservation’s Center at 1-888-236-2427 and mention they are booking as part of CCEA, or book online with this special booking link. Booking online is the preferred method for you to get the group rate discount. The hotel has a 72-hour cancellation policy specified for the room block. The cut off for group rate reservations is April 5, 2023 (currently closed); the Sheraton we will no longer be able to accommodate the discounted rate. Room block reservations may also have limitations.

Refunds and Transfers: we do not offer refunds on registrations or memberships, and cannot permit switching registrations for another person after orders are received. Billing policy (no refunds or transfers)

About the Conference

This is the one conference of the year that focuses solely on the needs of continuation and community day schools. Come and hear about best practices from school educators from around the state. Topics will range from curriculum to climate, building hope with our students to taking care of our staffs. We’ll have experts from the California Department of Education to answer your questions about the DASS and the Model School program. In addition to the workshops and speakers, we have found that attendees value the opportunity to meet and share ideas with our colleagues from Alt Ed schools throughout California. We can learn best practices and new approaches to issues, and we can share our ideas with others. The conference is valuable for anyone who works in a alternative school setting. Administrators, teachers, counselors, and classified staff all find relevant, “ready to implement” strategies for the classroom and school. DASS SEL innovative practices in alternative education and more! Each day will have a unique theme — Read about theme days

“This is always a powerful conference with superb presentations and opportunities for very important networking with peers.”
– Dan Sackheim, CDE Ambassador

Agenda: here’s the preliminary schedule — the Model School visit trip begins at 8:30am on Thursday, April 27th, with early Check-in for the Conference throughout the day. Thursday eve will host a meet & greet party, starting at 7pm for all Conference attendees. Registration, buffet breakfast, and activities begin early Friday morning (April 28th) with seminars and events throughout the day. The Gala dinner begins with a reception in the evening at 6pm (April 28th). All day Saturday seminars and activities (April 29th), with the Professional Awards lunch at 11:45AM. The Conference goes to around midday on Sunday (April 30th). The full schedule will be available in March/April 2023 in an interactive app for attendees. Full schedule and app

Keynote: Martin Leyva — Martin Leyva is the program coordinator for Project Rebound at CSU-San Marcos. Leyva is a formerly incarcerated professor, and is now a doctoral student at the University of California-San Diego in Education. Read bio & watch videos

Awards, Gala and Opportunities

Quick links — Apply to be a Presenter | Become a Vendor or Sponsor | Make an Award nomination (by 3/15/23) | Exemplary Program nominations (by 3/15/23) | Awards Celebrations (April 28 and 29) | Tickets and Tables | Model School visits (April 27) | Student Art showcase | Student Design contest (by 3/15/23) | Student Essay contest (by 3/15/23) | Meet and Greet Party (April 27) | Conference Theme Days | Keynote Speaker | Conference Agenda (interactive app)

Meet and Greet Social: Celebrate with us — music, games, hors d’oeuvres, prizes and networking on Thursday, April 27th @ Sheraton San Diego (room to be announced). Get here early, 7pm. Free for Conference attendees!

Model Schools Awards Gala: Friday, April 28th @ USS Midway (air craft carrier on the water). At the Gala dinner, newly-selected Model Schools from 2023 will be awarded and recognized in person. Attire is evening casual. Tentative schedule: busing from the hotel to the gala starts at 5:30pm; President’s reception 6pm; dinner at 7pm; awards at 8pm. Three course meal! Please note: Professional awards and exemplary programs will be presented the next day, on April 29th (see below). Ticket purchases are recommended before April 26th; after that, tickets will only be available by credit card on site for $135 per person. Get details and tickets 

Exemplary Programs and Professional Awards Lunch: Saturday, April 29th @ Sheraton San Diego Hotel, from 11:45 – 1:45pm. Awards include Exemplary Programs, Superintendent of the Year, Administrator of the Year, Teacher of the Year, Counselor or Support Person of the Year, and our Student Essay winners. Exemplary Programs will be featured. Professional awards and the exemplary programs showcase will be presented at the Saturday Awards luncheon. Lunch with the speaker, including awards for personnel, essays, art, Region Basket, Vendor’s Raffle/Auction Prizes. Ticket purchases are recommended before April 26th; after that, tickets will only be available by credit card on site for $100 per person. Get tickets 

Call for Presenters: if you are interested in joining us as a speaker, presenter, or have a seminar in mind for the Conference, please Apply here. We are always seeking content area speakers and exemplary programs to share with our attendees.

Model School Bus Trip and Visits: see three Model Schools in action, on a guided tour. Sign up is a separate add-on to Conference registration. Date: Thursday, April 27, 2023. Includes three school visits, lunch and bus transportation. Transportation to and from the Conference venue is provided. Pickup will be at the Conference hotel venue at 8:30am, with the trip ending no later than 4pm. The bus trip is not included with Conference registration, and requires separate sign-up. Space is limited, please register early. Updates will be provided using the “Sched” app that will come out shortly before the Conference weekend. Sign up for school visit

Student Art Show: we host a student art display each year in one of the main areas of the Conference. Consider including your students’ art. To include your students’ artwork in the display, Learn More

Student Design Contest: submit your student entries to design the Conference program cover art. Deadline 3/15/23. This year’s theme “Taking Off Into the Future”. Learn more

Student Essay Contest: enter your top student’s essay. Each school may submit up to two essays, one from a Senior and one from a Junior. The top six essays will be recognized. The top three will receive awards and featured recognition at our annual CCEA Plus conference. Deadline 3/15/23. Learn more

To Pay by Purchase Order or by Check:

Purchase orders (PO) and checks are still accepted for 2023, however, we require our online request form to be completed in advance.  *Discounted pricing is not available for purchase orders or offline payments.

Each registration is $799 per person using this method. An additional processing fee is required. Registrations can only be processed once actual payment is received (required in advance of event). Active members can only receive member discounts online.

About the Venue

“Sheraton San Diego Hotel & Marina dazzles guests with waterfront views, sophisticated accommodations and four-star amenities. Connect to a true San Diego experience with a location in the heart of the San Diego harbor, yet just minutes from San Diego International with a complimentary shuttle; enjoy proximity to downtown, Gaslamp Quarter, San Diego Zoo and Petco Park. Refresh in our light-filled accommodations, relax on your balcony or explore the vibrant city—all in our refreshing waterfront atmosphere. Stop by Quinn Ale House for a refreshing microbrew or enjoy Baja cuisine at Shoreline Cantina. Families will love our sprawling outdoor pool complex, offering ample opportunities to soak in the San Diego sunshine; our hotel also boasts a state-of-the-art fitness center. Featuring over 130,000 square feet of venue space accentuated by waterfront views, our Harbor Island resort is an inspired choice for a wedding or meeting in San Diego.”

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