California Continuation Education Association Document

Title: CCEA Supplement to the CDE Continuation Handbook

Author: CCEA

Date: 1996

CCEA

California Continuation Education Association

SUPPLEMENT TO THE

California Department of Education

Handbook

for

Continuation

Education

The purpose of this document is to serve as a supplement to the California Department of Education Publication Continuation Education in California Public Schools (1995). Published by the California Continuation Education Association, this supplement answers the most common questions asked by continuation educators regarding topics such as management, curriculum, instruction, and counseling.

While the State Department document must, of necessity, be legalistic, this supplement attempts to be more pragmatic. We have tried to approach things from the practitioner's viewpoint, hoping even someone new to continuation education will find this document to be clear and useful.

The team that wrote this Supplement was selected by the CCEA Council of District Representatives from our membership of administrators and teachers in collaboration with our CDE consultant, Clara Chapala.

SCHOOL MANAGEMENT

FUNDING

What funding is available for continuation schools and classes?

Continuation schools are funded through two main sources, ADA and foundation. The basic funding for all continuation education programs is the regular secondary school revenue limit based on Average Daily Attendance (ADA). Continuation high schools also receive an add-on revenue based on the Small Necessary High School Foundation program formula (EC 42243.7). Schools funded prior to 1978-79 have had the foundation add-on funding folded into their district revenue limit. Schools established after 1978-79 and receiving the add-on funding have been issued an approval letter.

How can a continuation principal determine the funding level generated by the student enrollment?

The first resource for this type of information is the district business office. Fiscal and budget information is generally available from this source. A business office usually has on file the original funding letter authorizing the establishment of the continuation high school. They can advise you of the ADA level per student and assist you in determining the ADA level that the continuation student enrollment generates. The J-18 is an attendance form that the district annually submits to the Department of Education through the county office and is the basis for determining a district's apportionment.

What if the continuation high school loses enrollment over time or conversely exceeds the original student enrollment upon which the foundation add-on is based?

Currently, there is no state imposed mechanism for adjusting the foundation add-on amount that a school receives. State regulations (EC 42244) do however require a district to spend all the additional ADA generated above the ADA level approved pursuant to EC 42243.7 on the continuation education program.

How may continuation high schools benefit from the funding available for categorical programs?

State and federal categorical funds shall be allocated to continuation schools in the same manner as to comprehensive schools (EC 48438). Therefore, all regular and categorical funds to which the student is entitled must follow him/her to the continuation high school (e.g. Chapter 1, SB 1882).

STAFFING

What formula should a continuation high school use for determining the ratio of certificated and classified staff members to students?

If a school is newly funded then the ratio is determined by the FTE proposed in the application for funding. It is critical to the success of the program that a concerted effort be made to maintain low class sizes. In practice, continuation class sizes are smaller allowing a student immediate access to teachers and instructional guidance insuring that student deficiencies are remediated more effectively. A document prepared jointly by the Department of Education and the California Continuation Education Association (CCEA) titled Quality Indicators for Continuation Education Programs and High Schools recommends a 15 to 1 student to teacher ratio, based on ADA.

Must teachers meet specific requirements for assignment to a continuation education high school or class?

Teachers assigned by a district to teach in a continuation education program must have the same basic qualifications (a valid teaching credential and fitness to perform) and be employed in the same manner as other teachers in the district. Assignments to such special schools as continuation high schools can be made only with the consent of the individual teacher.

Strategies for the inclusion of teachers assigned to teach in continuation education can range from the assignment of a mentor to the provision of individual staff development in a supportive positive environment. Special efforts should be made by the school administrator and staff to engage the new staff member in the examination of the purpose of continuation education and to involve the staff member in the local association's (CCEA) staff development and state conference activities. Alternative school settings are not required to observe credential limitations and ratios allowed when teaching outside a credential authorization.

May a staff member be transferred from a continuation high school to another school?

Although involuntary transferring to continuation high schools is prohibited by the education code, transfers from a continuation high school are a local contract issue and are determined by district policy.

What kind of staff development is appropriate for continuation education teachers?

Staff development should be tailored to the needs of the individual teachers. For example, new teachers should have an orientation that includes information about the students, the school, and the community. The school's goals and achievement standards should be examined for congruency with an individual teacher's expectations. Continuation staff should have access to any district staff development activities provided by resources such as SB 1882, Title 1, Title 2, etc... administrators have the prerogative of providing technical training for staff responsible for developing the technology capacity of the school. Emphasis should be placed on staff development which relates to the affective areas of student needs and deals with staff morale and stress management.

Professional organizations such as CCEA provide staff development opportunities through local and state conferences

May a principal of another school also serve as the principal for a continuation high school?

Title 5 regulation 11004 requires that continuation high schools be established as separate administrative units by resolution of the governing board. The governing board must also appoint as principal one who holds an appropriate credential authorizing service as the principal of the high school. In some instances the principal or other administrator may be designated as a principal of the continuation campus also. In that instance the district should document the amount of time or percentage of a full-time equivalent position that is being given to supervision of the continuation high school. While this practice is legal, the focus should always be on what is most appropriate to meet the needs of continuation students.

Must a counselor serving in a continuation high school be a credentialed counselor?

Yes. EC 49600 requires that counselors hold a valid credential with a specialization in pupil personnel services.

Are there other means of meeting the EC 49600 requirement?

Yes. The EC 49600 requirement that continuation schools must provide " intensive guidance services" can be accomplished in a variety of ways through the use of all certificated staff and local community-based counseling services.

STUDENT ADMISSION

Is there an age requirement for continuation schools?

Continuation schools are to serve students over the age of 16 who need a reduced compulsory school attendance requirement. Students under the age 16 cannot be forced or coerced into the continuation school, i.e. " You can remain in the 8th grade another year at age 15 or go to the continuation school, but you are not going to the comprehensive high school". The state has made provisions for students under the age of 16 with their "Opportunity Programs." If an individual student under age 16 and their parent still wishes to attend the continuation school, they can be allowed to do so but great care should be taken due to the part time nature of continuation schools. If you intend to allow students under age 16 into your continuation schools, there must be a board policy authorizing that action. Because students who have sampled continuation programs rarely return to a traditional comprehensive program, it is important to be cautious about admitting younger students until all other interventions at the comprehensive high school setting have been exhausted. Students under the age of 16 should have a full day program.

Is there a maximum age ?

Continuation Schools do not have to accept students over 18 years of age but can if they wish. A great number of schools tell kids at age 18 to move on, but legally that student has the same right to a public education as any other student on your campus. If you want them out you must follow the same process as that used to suspend or expel any other student. However, effective counseling for adult students will help them consider other placements such as the adult school, ROP, or community college that may be more appropriate for them. Don't try to force the issue, the state is on their side. A few adult students on campus, there to get a regular high school diploma, can be a real eye opener for a 17 year old. The state does not discriminate against those over 18 when it comes to ADA dollars! The criteria that should be applied is not age but whether or not a student has a high school diploma.

What about walk-ins?

Students over 16 and under 18 must be accommodated by the school district somewhere. Many continuation schools allow walk-ins from out-of-district continuation schools, but not from their own comprehensive schools. This issue needs to be addressed in your local board policy or administrative procedures. Continuation schools are voluntary and students who are residents of your district over the age of sixteen have a right to choose to enroll.

What about "undesirables?"

It is not the purpose of continuation schools to take care of the disciplinary and attendance problems of the comprehensive schools. If a student at a continuation school violates school rules, Education Code provisions, or district policies, the normal due process suspension expulsion procedures should be followed. Continuation schools should also use the SARB process which can be used for behavioral concerns as well as attendance. The Education Code allows continuation students to be suspended for the remainder of the school year if appropriate procedures are followed.

What about entrance/exit requirements?

Continuation schools should have an open entrance/ open exit policy. Waiting lists to get into continuation schools should be discouraged. Districts with more than 100 students are required by the state to operate/provide continuation classes and can only get temporary exemptions as outlined in EC 48432. As a matter of practice many continuation schools limit staffing ratios from exceeding 15:1, based on ADA, and this may cause a waiting list. School districts should make every effort to provide adequate services to meet the needs of all students who should be in continuation education while maintaining a good student to teacher ratio.

Can a student transfer to continuation school without a referral from the comprehensive school?

Yes. Any student, at the age of 16 and older, has the right to transfer to continuation education. If comprehensive high school administrations refuse to allow a voluntary transfer, it is a violation of E.C. 48413.

Leaving continuation schools.

Returning to the comprehensive school must be allowed. Students who were involuntarily transferred can not be forced to remain in continuation school longer than one semester beyond the semester in which they were involuntarily transferred out (EC 48432.5). Students who voluntarily transferred to continuation education should be allowed to return to the comprehensive school at any semester.

Students should be counseled regarding the possible consequences of moving from a variable credit system to a fixed Carnegie credit system.

What are the parents rights?

With involuntary placement, the student has the right to an administrative hearing in the same manner as an expulsion hearing. The student and parent have full right to participate in the hearing and may request a hearing before the local board of education. Only in very rare instances will an involuntary placement be successful if a parent / student is not happy with the placement. Some of the most successful students are those that want to be at the continuation school and try to prove to their parent that the school is the better place for them.

Parents have a right to seek the most appropriate placement for their student. They may secure a voluntary transfer to a continuation school if the student meets the age requirement. In an involuntary transfer, a parent has the same rights as in an expulsion hearing process and once the term of the involuntary placement, one semester, is over the student has the right to return to the comprehensive high school or elect to stay at the continuation high school.

What are the "involuntary transfer procedures?"

The rules are outlined in EC 48432.5. Each governing board must have a written policy concerning involuntary transfers and must inform the parents and pupils of their rights. The district must create an administrative hearing panel which will provide a forum for due process procedures that are a requirement in involuntary placement. By law, the sending school cannot have a "vote" in involuntary placement decisions. Each continuation school should have a presence on the panel determining transfers.

How are credits earned at continuation schools treated when students return to comprehensive high schools?

Comprehensive schools often balk at students who make up 2 semesters worth of credit in one semester. If, however, the continuation school is teaching board adopted classes and they are listed as such on transcripts, they have to accept the credits. E.C.51225.3 mandates each district to provide local board polices for challenge tests and methods that allow credit to be earned without seat time requirements. No school can refuse to accept the credits granted by another public school. When advising a student who clearly intends to return to a comprehensive high school it is important to be sure you are aware of the blocks of credit acceptable at the comprehensive school. In this way a student doesn't return having completed 4.5 credits of a subject when the requirement is for 5.0 credits and the comprehensive school has no ability to issue .5 credits.

ATTENDANCE ACCOUNTING

CCEA has published Attendance Accounting Procedures for Continuation Education and Related Programs. This manual, approved by the California Department of Education is highly recommended.

What attendance is actually required of continuation students?

Students are required to attend school an average of three hours for each day school is in session. This means that in a normal five day week, 15 hours of attendance is required. Students may attend school fewer than five days so long as they attend the minimum number of hours. Schools may require more than the 15 hours of students if they wish. In order to be working toward graduation students should be encouraged to attend a full school day rather than only three hours per day.

Can hours missed one week be made up?

If a student attended fewer than the minimum hours required during a week, hours attended in future weeks that exceed the minimum number may be applied back toward missing hours. Hours from one week may never, however, be applied toward a future week.

What attendance is required for students who are working full time?

Continuation students employed full time and enrolled in work experience education are only required to attend class four hours each week. They are not, however, limited to four hours. They must also attend the required work experience meetings. In addition to these hours of class attendance, ten hours of attendance may be claimed for time worked. These hours can only be counted, however, if the actual school attendance has occurred.

What constitutes full time attendance for a student when filling out forms for other agencies such as social security?

If students are meeting the state's legal requirement for attendance, they are considered to be in full time attendance. This may not, however, satisfy agencies with their own attendance requirements. Social Security, for example, may insist that students attend 20 hours per week to be counted as a full time student for their purposes.

How can you be sure your attendance accounting is legal?

All attendance systems being used must have been approved by the California Department of Education on an individual basis. This is true even if you are using a standardized computer program used throughout the state.

FACILITIES

What type of facilities are appropriate for housing continuation high schools?

District governing boards must establish separate administrative units for continuation high schools. These schools must be located in buildings that meet the standards of the Field Act and related regulations for school site selection. Many continuation high schools have been established in relocatable facilities and schools no longer in use by the district. In some cases continuation schools may share facilities with another high school. In that event care needs to be taken to assure that the continuation school is completely separate and is operated as a separate administrative unit.

May a district house a continuation high school within a comprehensive high school?

While a continuation school could be adjacent to a comprehensive school, this situation should be avoided if at all possible. (See the statement in the question above.)

If a school district provides transportation for all or most of the district's students, must they also provide transportation for continuation education students?

While the practice of denying transportation to continuation students while providing it to comprehensive students has never been tested in the courts, it appears on the basis of the obligation to provide equal services to all students to be illegal. All efforts should be made to be sure that continuation students do not lose the possibility to receive an education because there is no transportation.

PROGRAM ASSESSMENT

Assessment of continuation high schools is really exactly the same as it is for comprehensive high schools. Continuation schools can and should be accredited by the Western Association of Schools and Colleges (WASC), they must produce an accountability report card, as required by law, and they can be included in a school district’s Coordinated Compliance Review.

Why should a continuation school seek accreditation by WASC?

There are two major reasons to go through the accreditation process. First, this process gives your school the recognition that the education provided to your students is appropriate. It is an important stamp of approval. Secondly, the process itself causes staff, parents and students to take a serious look at what is being done at your school. This can become an important leverage for bringing about needed change.

How can a continuation high school be recognized as a California Model School?

The California Department of Education, in conjunction with the CCEA, has developed a group of quality indicators for continuation education. These indicators are used as the basis of an assessment which is made when a school submits the application to be considered a California Model School. See appendix for the list of quality indicators.

CURRICULUM

COURSE OF STUDY IN CONTINUATION PROGRAMS

May there be differentiated graduation standards for continuation students?

Yes. While the course of study must meet state requirements, the local governing board may establish differentiated credit requirements for graduation from the continuation program -- i.e., 200 credits rather than 220. The governing board may also provide for differentiated course requirements. As long as state requirements are met, the continuation high school could require a specific class as a local requirement that is not part of the requirement at the comprehensive high school.

While these options exist, the California Department of Education continues to urge districts to have congruent graduation requirements for credits and courses between the comprehensive and continuation high schools. The California Continuation Education Association agrees with this position.

Is it necessary for continuation students to take the district competency/proficiency examinations?

Yes. Continuation students must meet the same competency/proficiency standards as any other regular education student within the district. Special needs students assigned to the continuation program may have differentiated standards if that is a part of their Individualized Educational Plan (IEP).

Is lab science required?

EC 51225.3 establishes the basic requirements for graduation. The section states that the student must complete "...two courses in science, including biological and physical science." Lab science is not specifically required.

Is physical education required?

EC 51225.3 states that a student must complete "...two courses in physical education, unless the pupil has been exempted...." Students who have not completed this requirement and have not been exempted must be provided with the opportunity to complete the requirement. Students who have been exempted will still need to meet the graduation requirement for total credits. If their physical education requirement has been reduced, their elective requirement will be increased.

How does a continuation school provide for students who are interested and capable of taking AP courses, higher level math, etc.?

Continuation schools are limited in their ability to offer higher level and specialized courses. Number of staff, expertise of staff, and needs of students are the major limiting factors. Many continuation schools have established processes and procedures which allow students to either continue in specialized classes at the time of transfer or to enroll in such classes at the comprehensive high school. That arrangement is dependent upon district philosophy. Also there are excellent courses available through distance learning arrangements and use of educational technology.

Students may be encouraged to complete advanced or specialized courses through colleges or private schools.

How does the continuation program provide for special needs students?

If a special needs student is transferred to a continuation school, appropriate services must be provided to the students at the continuation school. Special Education students cannot be transferred to the continuation school unless it is a part of the current IEP. Continuation high school personnel should be included in that IEP meeting. When special education programs exist at a continuation high school, all the appropriate requirements must be met. For example, an RSP student could not be placed in an RSP classroom for more than half the school day.

The major problem that has confronted continuation programs is the "decertification" of Special Education students for the purpose of transfer. The issue, for the comprehensive high school, is that the school wants that student off the campus and finds the means -- "decertification" -- to do so. The legality of such action is questionable. The ethics of such action is even more questionable. However, it is going to fall upon the continuation school staff and the district to find resolution.

It is CCEA's position, and state law, that services must follow the student.

How does the GED work for a certificate/diploma?

The General Education Development test can be used in two ways. First, the student who successfully completes the exam may receive a certificate. The second way is to offer credits for the test. This, however, may only be done at an adult school program. Credits granted in this manner are not applicable to a high school diploma.

Can a continuation program offer credits through the GED?

No! But regular classes that may prepare a student to take the GED may earn credit for the student.

Must a continuation school accept credit offered through an adult school?

Yes, except for credits earned by passing a GED test. The actual practice for granting adult education credits at continuation high schools varies tremendously despite the fact the education code sets no limits. Local board policy will control what is allowed.

OCCUPATIONAL ORIENTATION

What constitutes effective occupational guidance in the continuation setting?

While "effective occupational guidance" is mandated, it is not defined. All continuation programs recognize that the majority of their students will enter the work force rather than attend a university. It is incumbent upon continuation schools, therefore, to provide students with knowledge about careers, and to help students develop the basic skills and attitudes to be successful in the work world.

How can/should the continuation program of study be "modified" to provide for occupational orientation?

At a minimum, career information should be integrated into curriculum areas. In addition, schools can consider establishing a career center and a careers course. Work-experience education should be available. Continuation students should be encouraged to become involved in ROP/ROC classes.

How can a "small" continuation program meet this state requirement?

By providing any of the suggestions above. Most continuation schools - no matter the size - are unable to offer vocational courses traditionally offered by comprehensive high schools. Therefore, continuation schools must do what they are able to do -- integrate careers into the curriculum, work experience, etc. -- and "broker" specific training to those agencies better equipped to so provide.

What is the role of continuation education in placement and follow-up services for students?

Career counseling and job placement services are mandated -- but are a supplement to classroom instruction. (CCR Title 5 11001-11003)

What are requirements for a work experience program?

The district must develop a plan for Work Experience Education in a form prescribed by the State Department of Education (C.C.R., Title 5, Sec. 10070). The district must provide a work-experience teacher - coordinator who supervises students and provides related classroom instruction.

What are the varieties of work experience available for students?

There are three types of work experience a school district may offer:

1. Vocational Work Experience Education. Vocational Work Experience has as its purpose the reinforcement and extension of vocational learning opportunities for students through a combination of related classroom instruction in Work Experience Education and supervised paid employment in the occupation for which their vocational course in school prepares them.

2. General Work Experience Education. General Work Experience Education is an instructional course which has as it purpose the application of basic skills of reading, writing and computation. General Work Experience Education students will acquire general and specific occupational skills through a combination of a supervised paid employment in any occupational field and related classroom instruction in Work Experience Education.

3. Exploratory Work Experience Education. Exploratory Work Experience Education is nonpaid and has as its general purpose the vocational guidance of the students by affording them opportunities to observe and sample systematically a variety of conditions of work for the purpose of ascertaining their interest and suitability for the occupation they are exploring. Exploratory Work Experience Education includes a combination of job observations and related classroom instruction in Work Experience Education. The student may be required to perform, on a limited, periodic and sampling basis, nonpaid work activities while exploring the occupation. The employer or work station supervisor may, but shall not be required to, teach production or other job skills to the Exploratory Work Experience Education student. The length of exploratory assignments may vary, depending on the aptitude of the student, the occupation being explored, the facilities of the work station, and the job classification. A student may not be a part of Exploratory Work Experience Education if pay is received for like work at the same work station or similar job during hours when not assigned as an Exploratory Work Experience Education student. The student shall not replace a paid employee. The district shall provide Worker's Compensation Insurance for the student. A secondary school student in Exploratory Work Experience Education may be less than 16 years of age. (Reg. 86, No. 17)

How are credits granted for work experience?

This question is answered in EC 51760.3 which states:

The governing board of any school district offering work experience education pursuant to the authority of Section 51760 shall grant credit to pupils satisfactory completing a work experience education program, in an amount not to exceed a total of 40 semester credits, of which no more than 10 credits may be conferred in any one semester, provided the pupil meets all of the following requirements:

(a)At the time of enrollment, the pupil is at least 16 years of age. Pupils under the age of 16 years may receive credit for work experience education under the following conditions:

(1)The pupil is enrolled in grade 11 or a higher grade.

(2)The principal of the school in which the pupil is enrolled certifies that the pupil is in need of immediate work experience education in order to pursue employment opportunities.

(3)The principal of the school in which the pupil is enrolled certifies that there is a probability that the pupil will no longer be enrolled as a full-time pupil without being provided the opportunity to enroll in a Work Experience Education Program.

(4)The pupil's Individualized Education Program adopted pursuant to the require requirements of Part 30 (commencing with Section 56000), prescribes the type of training or which participation in a work experience program is deemed appropriate.

(b) During the course of the pupil's enrollment in the program, the pupil receives as a minimum the equivalent of one instructional period per week of classroom instruction or counseling by a certificated employee. The instruction or counseling shall be offered in sessions scheduled intermittently throughout the semester.

(c) The Work Experience Education Program meets all the requirements of law governing these programs.

What are the laws regarding work and school attendance?

School attendance is required of any minor under the age of 18 who has not graduated or have a Certificate of Proficiency. The law states that if a student is regularly employed (meaning full-time work generally defined as 36 hours per week), the student must attend the continuation school or other designated alternative at least 4 hours per week.

When not regularly employed and not a high school graduate or when the minor does not have a Certificate of Proficiency, the student must attend the continuation school or other designated alternative 15 clock hours per week.

A student may not attend work on a day that he/she has not attended school.

INSTRUCTIONAL STRATEGIES

HOW CLASSES ARE TAUGHT

How are cooperative learning strategies implemented in a continuation setting?

Cooperative learning involves a variety of group techniques. Continuation educators have some unique problems in implementing cooperative learning strategies. Frequent absenteeism, tardiness, multi-subject classes, open entry, and the "nature" of the students are among those problems. However, the problems do not preclude the use of cooperative learning.

Rather than long-term projects, short one or two day lessons can be planned. Rather than concentrating on the structures of cooperative learning, task completion should be the focus. Most cooperative learning techniques can be adapted to the continuation setting.

Research on cooperative learning indicates the following results:

1. There is higher achievement for all age levels, for all subject levels, and for tasks involving higher level thinking skills.

2. There is increased motivation and retention.

3. There is an increase in critical thinking competencies

4. There is an increase in collaborative competencies.

5. There is an increased positive attitude toward school, self, and others.

Given the outcomes, continuation educators must find ways to adopt cooperative learning strategies and techniques in their instructional program.

What is the role of Computer Assisted Instruction in continuation education?

Many critics of American schools see technology as an important tool in bringing about the kind of revolutionary changes called for in the reform efforts. Having seen the ways in which technology has transformed the workplace, and, indeed, most of our communications and commercial activities, the business community and the public in general are exerting pressure for comparable changes within schools. The primary motivation for using technologies in education is the belief that they will support superior forms of learning.

Computer assisted instruction is but one "system" amongst a complex combination of hardware and software. CAI is essentially "tutorial" -- i.e., a system designed to teach by providing information, demonstrations, or simulations in a sequence determined by the system.

What is "Individualized Instruction"?

Individualized instruction is a teaching strategy which is designed to meet a student's interests, rate of acquisition, academic ability and challenges the student to do meaningful work.

Is group instruction appropriate to continuation education?

Continuation schools, in part, are supposed to design their educational system to allow students to work independently and at their own pace. The concept is that students will be able to earn credits faster and catch-up to their grade level. Group instruction is viewed as an impediment to the rapid earning of credits. It's important to realize that group instruction can vary greatly. Groups can be small or can include the entire class. Group instruction may be as short as a few minutes or as long as the completion of a unit.

Educational reform instruction places great emphasis on different approaches to instruction. The chart below indicates those differences.

COMPARISON OF CONVENTIONAL AND REFORM APPROACHES TO INSTRUCTION

With the emphasis on cooperative/collaborative instruction and with the complexity of many subjects, more and more group instruction marks the changing instructional delivery system of continuation programs.

One system used at a number of schools uses a combination of group (instruction) and independent work. At the same time the class is working on a unit/credit in class as a group, the individual student works on a separate unit/credit at home. Thus, the student is working on two credits at a time in the class.

Should the continuation student's learning outcomes be comparable with the learning outcome of a student attending the comprehensive high school?

Yes. The learning outcome -- course objectives -- should and can be the same!! The differences are in the method of instruction, tools of learning, time element, etc.. Continuation students are as capable and able to learn as students in a comprehensive school. They need and deserve quality learning and to expect less or excuse poor quality learning is a disservice to our students.

HOW LEARNING IS ASSESSED

What is the theory of mastery learning?

The term "Mastery Learning" was coined by Benjamin Bloom, a University of Chicago professor.

Mastery learning is the attainment of adequate performance levels on tests measuring specific learning tasks. It also describes an instructional model whose underlying assumption is that nearly every student can learn everything in the curriculum at a specified level of competence if the learner's previous knowledge and attitudes about the subject are accounted for, if the instruction is of good quality, and if adequate time on the task is allowed to permit mastery.

The mastery model has six basic components. Concise, testable objectives clearly describe the criterion for mastery and offer specific statements of outcomes and goals expected at the completion of each learning task; they are presented at the onset of the learning process. Preassessment of the learner's present level of learning permits correct placement in the learning sequence with learning materials likely to be most effective. Instruction seeks to have each learner work at his own pace, in continuous progress toward mastery of the learning objectives; it usually consists of some large-group, some small-group, and some one-to-one teaching, including peer tutoring, with various combinations of computer-assisted instruction, programmed instruction, games, worksheets, and other activities also included.

Diagnostic assessment during instruction determines if the learner is progressing as expected; it is used to pace the learner and to adapt instruction as needed. This is followed by prescription for further learning, which provides for progression to new learning tasks or remediation, with enrichment materials prescribed for those who finish the tasks ahead of others; prescription begins early in the instructional process and continues until nearly all learners achieve mastery. Postassessment, the sixth and last component, measures individual outcome identified in the objectives. Results can be used to refine the objectives, improve instruction, and clarify the mastery criterion.

Mastery learning differs from traditional teaching in the level of specificity and precision required in the design of mastery learning programs. Planning must be accomplished much earlier in the instructional process than in conventional teaching. Content is laid out in a logical, sequential way, and emphasis is on adapting the instruction to permit all learners to achieve mastery.

What is a criterion-referenced test?

Simplistically, a criterion-referenced test is a measurement device developed to determine if a student has mastered the objective(s) stated for the teaching unit. A criterion-referenced test does not attempt to measure "incidental" learning. The test can be oral, written, or demonstration.

Is testing necessary?

Yes. However, testing to determine learning/understanding of a taught unit is not mandatory. CCEA would argue that continuation students need to demonstrate learning through some form of assessment.

HOW IS CREDIT GRANTED?

What is a "credit"?

A credit is defined as a minimum of 12 clock hours of instruction or the completion of work equivalent in content to 12 clock hours of instruction. This is the minimum standard for a credit as defined in CCR, Title 5, Section 1600. One of the most important issues is that the staff at a school be consistent in applying an agreed upon standard for granting credit.

May credits be granted singularly or five (5) at a time.

Variable credit can be granted and the amount of credit earned will be determined by the work completed.

Is seat time required for granting credit in continuation education?

No. CCR, Title 5, Sec. 1600 states that "... a student may be granted one semester period of credit even though the student spends less than the [prescribed] amount of time in completing the necessary work."

SCHOOL CLIMATE

PARENT INVOLVEMENT

Continuation schools should make every effort to involve parents even if the results sometimes seem less than satisfactory. There are often individuals besides parents who are important to students. These people should be included in the school's efforts also.

Some examples of how parents and other significant adults can be included are:

1. Quarterly awards presented to students in the evening

2. Open house/back to school nights

3. Site councils and advisory groups

4. Potlucks (especially combined with any of the above)

5. Helping to write grants

6. Career days

7. Volunteers on campus

8. Accreditation teams

The important thing is to keep at it. Don't give up! It is often helpful to emphasize that parents can be involved in a one time effort and don't have to commit for an extended time.

CO-CURRICULAR ACTIVITIES

Because of the importance of making school more attractive to students, co-curricular activities can be a major motivation for continuation students. Most students coming to continuation schools have not been very involved in activities at comprehensive schools. While getting them to become involved may not be an easy task, it can lead to their finding a significant reason to stay in school and improve attendance and academic production.

What kinds of activities are appropriate for continuation schools?

Any positive activity in which students choose to become involved is appropriate. Because of the size of most continuation schools many activities are limited. At even the smallest schools, however, you will often find very active programs including producing yearbooks, peer counseling groups, and intra-mural sports just to name a few. The question "which activities" is really limited only by finances, and staff and student interest.

How much is enough?

How many activities occur at a given school will depend on the nature of the student body, the staff, and what is available around the school. Generally speaking, co-curricular activities must be done at continuation high schools during the regular school hours, and this can be a limiting factor. When individual students become so involved in co-curricular activities that their academic success is affected, a close look at what's happening needs to take place.

Can/should credits be given for co-curricular activities?

Certainly credits can be given for time and effort that students spend in worthwhile activities. If the activity is a good one, it probably involves much learning. As an example, athletics is a natural avenue to be granting credit for physical education. Whether or not credit is going to be granted should be determined by the value of the activity.

Are competitive intra and inter-school activities appropriate for continuation students?

Continuation students can learn a great deal by being involved in competitive activities. Many students need to learn how to compete without getting angry or upset. Obviously, much teaching must go into competitive programs. Some schools interact with each other regularly. There are interscholastic athletic leagues (see below) as well as art fairs where awards are given on a competitive basis. Schools hold chess tournaments and lunch time sports activities.

How do athletic leagues/tournaments operate?

The bottom line in arranging leagues or tournaments is the willingness of school staffs to make arrangements with each other. Time is the major factor involved. It is also necessary to provide transportation. This expense is the largest item in the athletic budget for most continuation schools who compete against each other. Competition generally occurs in volleyball, basketball and softball. These sports do not necessitate a great deal of equipment and games can be refereed by staff. There are some leagues with as many as 12 continuation schools competing in both girls and boys sports.

SAFETY

What steps need to be taken to create a safe continuation school?

Continuation students and staff deserve a safe site in which they can learn and teach. In continuation schools, safety is enhanced by maintaining of small class sizes and small enrollments, (50-200). There are three areas of safety that must be addressed:

1. Personal Safety

Students must be cautioned concerning behaviors that could hurt them. Firm rules must be in place concerning fighting, horseplay, practical jokes, and unsafe practices on the campuses. Counseling and positive relationships with students must be available to assist students when needed. Often a depressed student may prove dangerous to himself/herself and others.

2. Site Safety

It is imperative that buildings are not in a state of disrepair. Maintenance department workers, custodians, administrators, teachers and/or school security personnel must check the physical condition of the site weekly. When problems occur, they should be dealt with quickly and efficiently. All electrical wiring and telephone cables should be inspected yearly. If there is a problem it should be fixed immediately.

Parking lots should be checked regularly for needed ground repair and driving habits of the staff/students using it. All personnel should be cautioned about maintaining good driving habits. This is especially true if the school has a child care center and toddlers are walking around.

School personnel should know who is on the campus at all times. There should be a plan in place that identifies everyone. Suggestions:

- All visitors must check into the office and sign in. This includes parents, guest speakers, staff members from other schools, etc.

- All visitors must wear a sign/pin to identify them.

- A visitor is identified as anyone who is not a member of the staff or a student of the school.

3. General safety

Students and staff must be protected from outside interference. They must also be prepared to function as a unit in case there is an emergency. Staff members should be periodically trained and reviewed on safety/disaster/crisis plans. Students should be informed and reviewed on safety/disaster/crisis plans.

What discipline policies work at continuation schools?

All discipline policies and procedures must have the following components:

1. The consequences must be consistent. This does not mean that there is no flexibility, but that the flexibility does not change the letter of the law.

2. The consequences must be related to the misbehavior.

3. The staff must be involved in developing and implementing the rules. (Students should be involved in developing the rules whenever possible.)

4. Students must be told what the rules are and why the consequences are given.

Do you need a school security plan and school disaster plan?

1. It is imperative that Continuation Schools have security plans and school disaster plans. Too often, because of the small size and the transitory nature of our students, these plans are not put into place and kept updated. This is an error in judgment. Staff members must be aware of the steps necessary to initiate both plans at a moments notice.

A. Staff members should be totally familiar with not only the campus, but the surrounding areas and people. This allows for assistance when needed and a knowledge of who should be near the school.

B. A communication system between staff members must be in place. A knowledge of procedures to be used for each different breach of security is imperative. For Example:

Student Fight

Fight with staff member as combatant

Fight with off campus combatants

Weapon on campus being used

Drive-by shootings

2. Natural or man-made disasters can be traumatic to students and staff. If there is not a plan to deal with them, chaos reigns and more problems occur. Staff and students should review the disaster plan regularly in order to update and continue to be prepared.

How can you deal with outsiders on campus?

A visitor is identified as anyone who is not a member of the staff or a student of the school.

1. All visitors must check into the office and sign in. This includes parents, guest speakers, staff members from other schools, family members of our staff, etc. (Penal Code 627.2)

2. All visitors must wear a sign/pin to identify themselves.

3. The principal and/or his/her designee has the responsibility to determine if an individual's visit to the campus is appropriate. At any time a visitor may be instructed to leave. Visitors that are requested to leave the campus and refuse to go, may be reported to the police and are subject to arrest. (P.C. 627.7)

What responsibilities do teachers and administrators have in reporting to police?

Education code and penal code dictate the reporting of any incident that threatens the safety of staff or students, including any suspected child abuse.

What emergency health procedures are needed at continuation schools?

Continuation students/staff must maintain the health procedures that are established by the school district.

Guidance and Counseling

How serious is the requirement for providing guidance and counseling to continuation students?

E.C. 49600 requires that all continuation students receive extensive personal, academic and career counseling. There is not, however, any serious effort by the state to enforce this requirement. For students assigned to continuation to be successful they must receive the counseling service mandated. Continuation educators have a professional as well as legal obligation to meet the state mandates. It is important that all staff be aware of what is officially required so that an expectation to provide outstanding services will be created.

How do you prioritize the three areas of counseling (personal, academic and career)?

The needs of each student must be considered when determining which aspects of counseling are most crucial. It is clear that for many continuation students personal counseling must occur before academic or career counseling can be effective. On the other hand, many students come to continuation schools because of academic problems in the traditional schools and have a greater need for academic counseling. Finally, career counseling should be provided to all students. This is especially true because most continuation graduates and dropouts are headed directly into the job market. Their success or failures will be directly related to the preparation they receive.

Who is allowed to provide counseling to continuation students?

While in the ideal situation there will be a credentialed counselor available on campus, there is nothing which mandates this. Direct services to the students may be provided by teachers, other staff, outside agencies or qualified outside volunteers on campus. When no counselor is regularly available to students, it is extremely important that those who are working as advisors receive training from and be supervised by a credentialled counselor.

Should sophomores at continuation schools receive the counseling mandated for students at the comprehensive school?

Yes. Continuation schools should receive the funding to provide the required service. All students in high school are to receive a review of their academic progress and the future options available to them during their tenth grade year. School districts have been allocated money to do this, and continuation students should generate the money for the continuation school, not the comprehensive school.

How important is orientation to the continuation school?

Because continuation schools are so different from comprehensive schools it is crucial that new students understand what is expected of them and how their new school operates. As a minimum, it is recommended that all students and their parents receive a overview of the continuation program. Depending on the size of the school and staffing available, good orientation programs vary from just a brief introduction to extensive courses meeting as much as four hours per day for three weeks. The extended programs allow for all the counseling elements to begin as the students make the transition from comprehensive to continuation education.