Position Alt. Ed. Principal

• WASC criteria/ ESLERS Teacher tests/ portfolios
  
• Attendance difference, credits difference
  
• California needs to re-define what it means by Continuation education (along with other delivery systems) and judge accordingly. Our school evaluates and teaches in three conceptual areas: academic, vocational, social management; in an order that fits the students. The kinds of items would emerge from these areas (e.g. social responsibility, value systems, job portfolio, basic skills portfolio, professional and fine arts career portfolios, advanced studies achievement.
  
• Choose from the above list.
  
• See above, also, pre and post testing
  
• Choose from the above list. This seems very fair to me.
  
• This is a wonderful idea. However this would lead to "little interater reliability", apples to oranges arguments and un reliable data.
  
• The only problem that I see with this is the lack of uniformity for comparison purposes and the opposition that the comprehensive high schools with have with this.
  
• Attendance (before/after continuation enrollment); pre/post test results using tests other than SAT-9 (especially in basic skills); portfolio/rubrics; graduation rates; self-concept inventory; college/community college enrollment; SAT-9; graduation rates; successful return to traditional schools
  
• Students enrolled in vocational programs, parent/student satisfaction surveys, show IMPROVEMENT in academic test measures for students continuously enrolled on SAT9, not on meeting percentile requirements
  
• Student career goal; reading with comprehension; attendance
  
• I would think that given the items above a school could pick 'x' number to be included as their 40%.
  
• It would be nice to have criteria from which the staff could choose. We might get better buy-in and commitment from them.
  
• I think there should be a list that all schools would use; however, schools should be able to also collect data that is Site specific.
  
• From items identified above
  
• School focus on special programs such as in arts, music or other content areas, special interventions for students such as substance use, substandard nutrition and housing, pregnant minor/ teen parent, esteem building, school attendance, and/or type and variety of academic interventions.
  
• Other cognitive measures, decrease in disciplinary behavior, decrease in drug usage, increase in student's individual attendance.
  
• Considerations: The age and grade of students served at a particular school. Special populations, e.g. Title I; Resource; GATE Length of time student has been enrolled in a particular school Note any "gaps" in students' previous learning programs
  
• Schools could choose from ADA, SAT/9 scores from previous school attended, and graduation rate ( a comparison of those who are seniors and those who actually graduate).
  
• Meeting goals of School Plans and Focus on Learning (Accreditation Requirements)

Position Alt. Ed. Teacher

Position Other Not Listed