Position Alt. Ed. Principal

• Do we need to determine if we are testing based on years in school or credits earned? This can make a significant difference in the level of test taken. If one uses credits earned, students may be excluded due to being more than one test out of grade level. Do we need some consistency in this regard? Credit earning or seat time?
  
• We have made a concerted effort to improve attendance and academic performance this year as reflected on the SAT9. I would like to see some diagnostic tests prescribed for all incoming students to alternative education that would assess basic skills and provide suggested instructional needs. I would also like to see post-testing provided that really indicates if there has been some improvement in basic skills and knowledge. I really wish the GED could be used for credit as it is in the Adult Education program or that some other assessment tools could be developed to allow such credit in core content areas.
  
• I realize that this is a done deal, but I am not in favor of any sort of API. The more willing a school is to work with the neediest students, the more they will be downgraded for it. Unfortunately, one of the easiest ways to raise our ranking is to eliminate certain students prior to the evaluation / STAR9 test. We have seen similar responses from some comprehensive high schools when they have been scrutinized: dropouts- refer to alternative ed., suspension/expulsion- refer to alternative ed., etc.
  
• The CDE is scrambling under duress to save the salvage barge of education from the eminent storm of broadcast learning and a student population less and less responsive to traditional setting. Retention has been a reality in colleges and most alternative programs forever. This newest wrinkle from our CDE will not be resolved until the concept of ALL education being alternative beyond eighth grade and preparing our schools to that end.
  
• Thanks for the survey--I was wondering if we would do our own when I read the API bulletin from the state and noticed that Alternative programs were not included.
  
• This is a very important issue for alternative education programs. It will help validate the programs at each school and take us out of the main stream that would have us compared to the comprehensive schools.
  
• I could always change the topic of my DISSERTATION. Let me know.
  
• Due to the short time students generally are enrolled in alternative programs, APIs should be based upon improvement, not upon a predetermined test score level. Pre/post to show improvement seems to be the best procedure. In addition, attendance must be a major key to this formula. It also would make sense to include behavior/attitude scales of some type
  
• Kathi McCulla, one of my teachers, has taken a position as "visiting educator" with the SDE and is working on the committee looking at Alt Ed. API requirements. She will be on leave to work with them for the next year. Contact with her may be of value in order to represent our collective ideas from the voice of a continuation educator. Ms. McCulla has been a teacher here at Adelante High School for 25 years and knows continuation schools and the needs of our students as well as anyone in the state.
  
• Not sure about District Number
  
• 1. Do not compare Alternative Ed. sites with regular schools in reporting. 2. Use of tests that correlate to SAT-9 for those students who otherwise will not be tested. We use the Accelerated Math and Reader testing programs as well as the T.A.B.E. with all of our students and those tests in theory correlate with the SAT-9. If a student fails to take the SAT-9 but has the others why can't we substitute?
  
• for more information: mrosette@sausd.k12.ca.us
  
• The State Department should clearly mandate to all districts that class size should be no more than 20 to 1 in any continuation high school
  
• Alternative school students DEFINITELY need considerations if they are mandated to take the SAT9. Perhaps there can be special assistance to help some students understand directions, complete work, and interpret in what vein the questions are being asked. BUT, I do, feel that we need to teach ALL students how to take tests, how to read directions, how to interpret charts, graphs etc. In other words, the standards for alternative schools should be high, but realistic consideration their previous educational backgrounds and learning needs.

Position Alt. Ed. Teacher

• I believe that we should lobby the state to allow us to focus on programs that help students to acquire the skills they need to share in the income earning community. In other words be a school to work focus. Once they have earning power they will feel good enough to pursue higher levels of training or education.
  
• The same criteria should be used for all schools issuing a standard high school diploma.
  
• I believe graduation rate is the number one measurement of success within alternative education.
  
• It is ludicrous/counterproductive/discriminatory to NOT have a representative(s) on the API committee for Alternative Ed.

Position District Administration

• I am currently teaching a Level 1 Administrative Course and I am a rebel with respect to this whole business regarding norm referenced testing and the competitive ranking of kids and schools using a flawed tool. Why join up with this insanity? This is an opportunity to tell people that we are about changing behaviors more than producing rocket builders. Do not blow this opportunity to stand up and be counted. do not crawl into the band wagon like so many mindless comprehensive school administrators have. Dennis J. Hanson dhanson@humboldt.k12.ca.us

Position Other Not Listed

• What's green and jumps from bed to bed?
  
• effort should be made to require the inclusion of an individual with alternative/correctional education experience on the board