President's Message                [ top ]

New Challenges, New Opportunities
by Janet Knoeppel

Welcome back!  As we begin the school year, there are many challenges ahead. Realizing this, we need to take a proactive stance.  Look at all the wonderful things each of you do for young people.  You are not only their teacher, counselor, principal or other school figure that interacts with these students on a daily basis.  You are their mentors, their confidantes, their cheerleaders, their surrogate parents, their friends!  You never know what kind of impact you have on these students.  If it were not for your unselfish dedication, many of these young people would never finish high school and earn their diplomas.  Many would drop out and live the life of the homeless; some would go on welfare; others would embark upon a life of crime and eventually enter the penal system.  None of these would be meaningfully contributing to society and their communities.  Because of you, our young people are becoming productive, caring citizens who positively impact their families, their friends and their communities.

 At the end of the 2002 State Conference, a young man asked if I could possibly be the individual who was his Counselor at Citrus High School in Azusa.  Peeling away the years, tears came to my eyes as I remembered who he was.  Many years ago, this young man had been cast into a leadership role from the moment he entered our school. He blossomed in the small school setting where his talents were recognized and encouraged.  Today he is a dynamic and talented teacher at a local continuation high school.  What an honor it was for me to become reacquainted with this fine young man!  I had often wondered about him, his brother and the other students who were in that first graduating class at Citrus High School. I was struck by the fact that this was not the first continuation student I knew who had gone on to become an excellent teacher.

No matter how insurmountable the challenges and the tasks in front of you, always remember that without your love and caring, there would be thousands of young people who would have no chance at success in this world.

In January of this year, I was instrumental in the formation of the Alternative Education Coordinating Council.  This is a group made up of the leadership from all the organizations and state agencies involved with alternative education.  Individually, each organization represents from 3,000 to 100,000 students. Together, though, we represent close to one million students who are enrolled in some kind of alternative education!  There is power in numbers! 

One of the major concerns of this Council has been advocacy for our schools and programs.  This is our greatest need at the present time.  I recently read an article in USA Today that characterized alternative schools as “holding tanks until the students aged out of school, where there was little in the way of meaningful instruction and certainly not much accountability.”  To say that I was dismayed is certainly an understatement.  Nowhere in this article was there any reference to what we, in California, are doing in the alternative education arena.  My conclusion was that we must do a better job of marketing our programs.  You have all heard me say this over the last several years.  Today, we have reached the critical point.  If we don’t start allocating time for this all important PR area, we will find ourselves a “thing of the past.”  Our programs will go away.  With mandates like the CAHSEE, No Child Left Behind and other legislation, many superintendents are using this as an excuse to eliminate or decimate alternative educational programs in their districts.  Because they do not understand our mission, they do not think it matters.  We must educate them and we must do it now!  Please make marketing your program/school a part of your weekly, if not daily, duties.  Remember, we are fighting not only for our own lives, but also the lives of our students!

I look forward to meeting and visiting with you during the coming year.  If you have something special going on in your district or school, please let me know so that I can try to come.  I will make every effort to visit as many meetings and schools as I can during the coming year.  Good luck in the days, weeks and months ahead! 

State Announces Changes to Model Continuation School Program                      [ top ]

CDE News from Dennis Fisher,
Continuation Education Consultant

The Model Continuation High School recognition program is a partnership between the CDE and the CCEA that recognizes continuation schools for the excellent work they do for students. The Model School Program will be undergoing some refinement. These changes include an earlier application deadline, a waiver for the pupil to teacher ratio requirement, and better training and procedures for evaluators.

The Model School application for 2003 - 2004 was mailed to Superintendents and continuation high school principals on August 8, 2003. The application is also available online at the CCEA website, www.cceanet.org and the CDE website, www.cde.ca.gov. Applications are due by November 3, 2004 to allow for our new, improved application evaluation system.

A major change is a waiver system for the Pupil-to-Teacher Ratio.  Quality Indicator C-10 requires that the applicant school's pupil-to-teacher ratio be 15:1 based on the ADA enrollment average of 20:1 with seventy-five per cent attendance.  However, schools that exceed the 15:1 ratio, but believe that they offer an exemplary program, are invited to submit a one-page explanation that describes how the school is exemplary and requests that the 15:1 ratio be waived.

The application review committee will evaluate the waiver request and rate the application accordingly. If the applicant school qualifies for a site visit, the pupil-to-teacher ratio will be reviewed during the site visit to determine if the school offers an exemplary program. If the site visit team finds that the school is providing an exemplary program, it may be recommended for recognition as a model school even if the 15:1 pupil-to-teacher ratio is not met.

A comprehensive MCHS review team training is being introduced this year with an emphasis on standardizing the site review process. Selected field experts will be invited to attend the training.

In 2001 - 2002 there were 520 continuation high schools. Of this total, 94 are recognized as model schools. Model Continuation High Schools are the best kept secret in education. Every time I visit a model school, I am overwhelmed at the extraordinary quality of services that students receive.

I encourage all continuation schools to apply this year. Please do not hesitate to contact me if you have questions about the application process. My goal is to assist you in our mutual endeavors to support student success.

Model Schools Recognized by the Department of Education                             [ top ]

There were 20 schools recognized as California Model Continuation High Schools at the State Conference in May.  Congratulations to the staff, students, parents and community members of each of these fine schools. 

District I           Zoe Barnum High School, Patrick Faeth, Principal
District II          Rio Cazadero High School, Doug Wendle, Principal
District III         Madrone High School, George Ridout, Principal
District III         Ridgway High School, Brock Falkenberg, Principal
District III         Sam Yeto High School, Richard Chadwick, Principal
District III         Village High School, Diane Howell, Principal
District IV        Renaissance High School, Robert Mayeda, Principal
District V          San Luis High School, John Lupini, Principal
District VI        Oak View High School, Millie Andress, Principal
District VII       Allan F. Daily High School, Gail Rosental, Principal
District VII       San Antonio High School, Beverly Smith, Principal
District VII       Temple City Community Learning Center, Doug Sears, Principal
District VII       Vail High School, Robert Kennedy, Principal
District VII       Valley Alternative School, Gabriel Soumakian, Principal
District VIII      Mt. San Jacinto High School, Richard Savarese, Principal
District IX         Sunset High School, Roy Risner, Principal
District IX         Twin Oaks High School, Sandra Drew, Principal
District X          El Camino Real High School, Glen Collard, Principal
District XII       Adelante High School, Gary Litke, Principal
District XII       Mountain Lakes High School, Rick Barram, Principal

Accreditation: A Powerful School Improvement Process                                    [ top ]

By Marilyn George, Ed.D.
Associate Executive Director
Accrediting Commission for schools
Western Association of Schools and Colleges

Accreditation comes from the root word “accredere” which means “to be worthy of trust.” Over 3100 schools in California, Hawaii, East Asia, and the Pacific Islands choose to be accredited as it is a statement worldwide that the school is trustworthy as an institution of learning for all students and involved in continuous school improvement. Since 1962 when the Accrediting Commission for Schools, Western Association of Schools and Colleges (WASC), was established alternative education schools have been involved with accreditation.  Currently, the Commission is looking to refine the accreditation process in order for it to become more effective, efficient, and relevant for the schools served. However, as we work to improve the process in collaboration with the educators who are involved, we do not want to lose sight of the important concepts and issues integral to a quality WASC school improvement process. These are listed below:

• High achievement of all students

• Multiple means of data analysis

• Program assessment

• Alignment of findings and action plan

• Integration of programs and initiatives

• Ongoing improvement/accountability

• Total involvement/collaboration

In today’s world of external accountability for all schools, the accreditation process supports a school in developing its internal capacity for being accountable to high standards of quality that encompass a vision of the well-educated student and in maximizing the potential of all students served. A review of these research-based support factors includes:

• The establishment of a vision/purpose and student learning goals in alignment with high quality content standards, instruction and assessment;

• The support of a culture of trust that  focuses on the high-performance of all  students and on the sense of efficacy for all stakeholders;

• The involvement of total staff and school community in self-directed,  problem-solving, including the analysis of pertinent data about student achievement and the school program;

• The opportunity for meaningful  dialogue, collaboration and shared decision-making (e.g., ongoing professional development school wide as well as within instructional areas, such as teachers  collaborating in the design, refinement and evaluation of instructional approaches);

• The use of high quality WASC criteria for an effective educational program;

• The opportunity for an objective  perspective from fellow educators that serve on the visiting committees as the school refines its areas for improvement; and,

• The supportive encouragement and feedback to the school about its action plan implementation, monitoring, and assessment through accreditation progress reports and reviews.

The accreditation process, therefore, is a dynamic results-based approach. It is integral to a school’s perpetual cycle of assessment, planning, implementation and reassessment based upon student achievement. Yet it can provide a realistic and practical means to empower a school to have a single, clear, focused action plan or “meaningful road map.” What is even more exciting is that accreditation is not a “hyperventilation every six years”; rather it is an ongoing process. After the full visit has occurred, the school revises its single schoolwide action plan for student achievement by incorporating additional critical areas for follow-up suggested by the visiting committee. The school then implements its plan. Annually the school evaluates action plan progress and refines the plan based on evidence, including analyzed student achievement data as the student/community profile is annually updated. The subsequent self-study will be a review of the compilation of all the school’s progress in relation to its identified areas for improvement and an assessment of its current program in relation to the WASC criteria.

As noted above, the accreditation process is unique but directly correlated to what really makes successful schools. Yet there still is a need to continually refine the WASC process so that it is indeed the “mantra” for a school’s operation. The Commission looks forward to working with educators knowledgeable in the area of alternative education to ensure that this powerful school improvement process addresses the students’ needs.

Educational Options Council:
Power in Numbers                                                   [ top ]

The Educational Options Coordinating Council is a group made up of the leadership from all the major players in alternative education.  Since January of this year, the organization has been meeting every two months to discuss issues of mutual concern. These meetings culminated in a one day summit in Sacramento on August 18. This meeting focused on forming a mission and vision statement, refining the Council’s goals, and learning more about marketing our schools and programs.

The primary purpose of the Council is to become an umbrella that can speak with a single, strong voice in Sacramento to the media, to our colleagues and to the public. “This was an outstanding opportunity for us to really understand how much we can accomplish together,” said Janet Knoeppel, president of CCEA. “Each of these organizations alone represents from 3,000 to 100,000 students.  Together, though, we represent almost a million students. There is power in numbers!” Dennis Fisher with the CDE agrees. “This is the most exciting thing I’ve seen in Educational Options.”

In attendance were representatives from CCEA, CCIS (California Consortium of Independent Study), CDS Network (Community Day School Network), JCCASAC (Juvenile Court and Community Schools), Charter Schools, California Youth Authority, Corrections Education, Cal-Safe, Opportunity Education, Adult Education, and ACSA Continuation and Educational Options Committee. Additionally, there were representatives from the California Department of Education, members of Birdsall, Wasco and Associates (lobbyists for CCEA and CCIS). Presenters at the meeting included Bernice Stafford, Senior Vice President of Lightspan, Inc., Marilyn George, Associate Executive Director for WASC, Joy Lewis, Policy Associate for WestEd, Peter Birdsall and Theresa Inslee of Birdsall, Wasco and Associates. The group will meet next in October. For more information contact Janet Knoeppel at JanetWK@aol.com.

Garfield High School Offers Excellent and Diverse Programs                                       [ top ]

By Janet Knoeppel

Near the end of the 2003 school year, I had the pleasure of visiting Garfield High School in San Diego.  Karlene Dockery had invited me to see the school many times, and I’d never found the time.  I wish that I had gone when she first invited me.  I was blown away by the wonderful programs, the caring staff, the beautiful facility and the students who were focused and happy!

Garfield is located in downtown San Diego.  It is the oldest continuation high school in the state, having begun as Snyder Continuation in 1921, only 3 years following the legislation that created continuation schools.  Over the years, the school has had four separate sites to call home.  The most recent move, in 1998, was to a beautiful new school located on the east side of the San Diego City College Campus. The  facility cost 15 million dollars and was  designed specifically to meet the needs of the continuation high school.  There are four separate programs under the Garfield umbrella:  the daily continuation program, an independent study component, a pregnant minor program and a School-age Parenting and Infant Development Program.  In  addition to all of these other programs,  students also have the option to attend classes on the City College Campus in a program called City Middle College, where students attend classes at both City College and Garfield High School.  70% of attending students pass with a “C” or better, which is higher than those who are enrolled only as college students! 

One of the programs that particularly impressed me is the Events Planning and Culinary Arts classes that are supported by The Prado Restaurant, located in Balboa Park.  In this class students not only learn to cook, but they learn the fine points of successful restaurant management.  They have been involved in planning and putting on banquets for over 350 guests and  serving over 200 homeless in the San  Diego area.  They are even taught how to do fancy folding of napkins and table settings.  One of the positive outcomes of the cooking experiences is that the final product provides lunch for the young women in the Pregnant Minor Program.  One student’s take on being a part of this class: “It’s easy to get a job with this class on your resume.”  As a result of this class students have gone on to work at Seau’s Fashion Valley Restaurant (owned by  former San Diego Charger Junior Seau), the Crescent Shores Grill in La Jolla, and other well known  local restaurants.  The staff at Garfield says that the  program is successful in many ways and for many reasons, but one of the most telling is the fact that it is helping the students move beyond their own selfish interests.

The day I visited Garfield happened to be the day that they were recognizing their partners.  Imagine my surprise when I met students and professors from UC San  Diego who had worked at and with Garfield High School.  Students in the Education Department spend a semester doing field work at Garfield.  Their comments were glowing about the students and the quality of work they are turning out in their classes.  The professor was even more effusive in his comments about the difference it had made in his UC students.  In addition, there were a variety of other partners from the business and professional community who play a large role in the life of Garfield High School.  They provide financial support when needed; mentors who can bring a different perspective to the students; training and job opportunities for the students; and great PR for what Garfield High School is doing for students. 

One of the partners had just completed the teaching of a class in music.  They worked after school and published their own CD.  I was lucky enough to be given one of the CDs.  The students did a masterful job in the creation of their music, the recording, and the packaging.  Can you imagine the self-esteem that these students have gained from this experience?  I was told that one of the students, as a result of his experiences, had even received a contract offer in the music industry!

Another highlight of the partners’ luncheon for me was to learn that Garfield High School has its own Foundation!  I know many school districts that have foundations.  I even know a few schools that have foundations.  But, I believe that Garfield is the first continuation school that has its own foundation.  This foundation is made up of people from the community who care about Garfield and want to make a difference.  And they have done that!  They are responsible for helping the school in many ways including sending staff members to conferences and providing financial assistance to students, as well as supplies and projects that need funding.  It is no wonder that I was so impressed with what Garfield is accomplishing with its students.

As I visited classrooms and talked with staff and students, I found a happy group of individuals who like what they are doing.  The students take great pride in their school and say it has been what kept them in school.  All are making plans for the future.  Many expect to continue their education.  Some will go on to City College and some will continue at 4 year colleges and universities.  Others will complete their post-secondary education at trade and technical schools.  The important thing is that all have come to realize that they need more than a high school education in order to succeed in today’s world. 

The staff has set high, but reachable standards for the students.  The Senior Exit Project is a prime example.  Students put together a Senior Portfolio that demonstrates the competencies they have gained while at Garfield.  The Portfolio also includes a resume, letter of application and other job related skills.  The final component for the students is to present their Senior Portfolio through a PowerPoint presentation to a group from the school and the community. 

In late May the school was visited by 22 individuals from the Washington D.C.-based American Youth Policy Forum, a non-profit organization funded by the Gates and Carnegie Grants.  Their purpose in visiting Garfield was to observe exemplary high school reform efforts.  They were not disappointed.  In the feedback sent to the principal, Joan Zeno, was the following comment: “An amazing example of alternative education!  With an array of learning opportunities for students who could not make it in traditional schools, Garfield appears to be an excellent alternative education model.  The new facility gives an unusually attractive face to the program.  Most of the time, I forgot that we were in an alternative school.  Students were enthusiastic and accomplished.  A student nearing graduation after being at Garfield for 3 years spoke with great pride of his plans to enter the military.  I would recommend that Garfield serve as an example to the nation, moving alternative education out of left over, outdated spaces into a stimulating, high quality environment.  The college partnership is wonderful an, obvious key to the success of the school.  I hope that those who follow Joan Zeno will bring the enthusiasm and  leadership that she exemplifies.”

I could go on for many pages about the wonderful day I spent at Garfield and the creative and innovative activities and projects that are happening.  Although I have not mentioned their academic classes, they were wonderful!  Students are achieving success in the academic core and passing the mandated tests.  They are prepared for success beyond the high school classroom.  If you are interested in more information about the school, or would like to visit them, call Tina Tomaschke at 619-525-2063.  Or you can e-mail her at: ttomasch@mail.sandi.net

CCEA Pays Tribute to Top Teachers, Administrators and Classified Employees                                                                               [ top ]

For many years CCEA has recognized outstanding teachers throughout the state at the annual state conference.  Three years ago, recognizing that it takes “a whole village. . .” the recognition of outstanding classified employees and outstanding administrators was added to the list of special recognition.  The following are those who were honored in May 2003.

Classified Employee of the Year

District I           Susan Le Roy, East Side High School
District II          Linda Jellison, McClellan High School
District IV        Jo Ann Caesar, Robertson High School
District V          Arlene Bungcayao, Nueva High School
District VII       Lee Uhl, Valley Alternative High School
District IX        Isidro Yucra-Rivera, Foothills High School
District X          Martha Taylor, Chavez High School
District XI        Julie Watkins, Miguel Leonis High School
District XII       Dianne Davidson, Salisbury High School

 Administrator of the Year

District I           Georgeanne Fulstone-Pucillo, Humboldt Bay High School
District II          Betty Knopf, McClellan High School
District IV        Bill Lincoln, Robertson High School
District V          Gabe Escalera, Gateway High School
District VII       Dennis King, Chaparral High School
District IX        Larry Ulrich, Alta Vista High School
District X          Brent Bailey, Richland High School
District XI        Deborah Callahan, Metropolitan High School
District XII       Bernard Vigallon, Director of Alternative Education, Chico USD

Teacher of the Year

District I           Joan Kienzle, Sunset High School
District III         Willie Mims, Peoples High School
District IV        Carolyn Ennis, Robertson High School
District V          George Gallaher, Yosemite High School
District VII       Adele Levy, Vail High School
District VIII      Jason Fowler, Mt. San Jacinto High School
District IX        James Collins, Valley High School
District X          Marilyn Hale, Creekside High School
District XI        Jeff Campbell, Monterey High School
District XII       Cary Terrill, Mountain Lakes High School

California Teacher of the Year-George Gallaher, Yosemite High School 

You will have the opportunity to meet George in a later issue of our newsletter.  If your district would like to have George speak at your mini-conference, you may contact him at Yosemite High School in Merced.  Congratulations to all of these outstanding educators!

CCEA Membership Challenge                 [ top ]

Each fall it is time to renew membership in CCEA.  In this age of budget cuts and extreme challenges, it is critical that we come together to do a better job with less.  The professional membership is of critical importance to you and your organization.  The $35.00 fee is probably the least expensive of any professional organization in existence.  Your dues help support our efforts for you in Sacramento, with the Model Schools Program, in putting on our conference and bringing you the latest and most important ideas that are working in Continuation Education. Included in this newsletter is a copy of the professional membership application.  Please make as many copies as you need and challenge your entire school to join.

As the President, I would like to offer a challenge to all 2002-2003 Professional members.  Let’s see how many new members we can get this year. If you bring in five new Professional members this year, 2003-2004, then CCEA will pay your Professional dues for the 2004-2005 school year.  The individual who is personally  responsible for the most new Professional members this coming year will have their conference fees paid for the 2004 conference in San Diego.  Any school in which all certificated staff becomes members will get a free school membership. I will keep you updated on the progress in future newsletters of the top ten recruiters in the state.  Good luck to each of you.

Legislative Update                                 [ top ]

Following Tense Session, Governor Signs State Budget, Funds Proposition 98 Minimum Guarantee

During a ceremony held on Saturday, August 2, Governor Davis signed the 2003-04 State Budget, bringing to a close what was considered to be one of the most difficult and contentious budget deliberations in the State’s history.

Overall, the budget totals just over $99 billion with a reduction in General Fund spending of only $7b as compared to the previous year. Tax increases were notably absent. However, it is predicated on the recent triggering of the Vehicle License Fee increase, which is expected to generate an additional $4b annually.  This budget also relies heavily upon the issuance of pension and tobacco securitization bonds, anticipates $680m annually from tribal gaming revenue, and includes $2.2b in federal funds to cover state expenses.  The budget also utilizes a $10.7b bond to finance the prior year (2002-03) deficit.  The state is expected to begin the 2004-05 fiscal year with roughly an $8b deficit. 

While education comprises roughly 41% of the state’s General Fund spending, it remained relatively unscathed from any substantial vetoes.  The Governor made only two relatively minor education line item vetoes in signing the final budget, although neither have a direct impact on statewide programs.  Following are the more noteworthy education items.

ü      The Proposition 98 minimum  guarantee is fully funded at $45.7,

ü      $1.8in targeted cuts and suspensions to specified categorical programs,

ü      1.2% reduction to revenue limit funding,

ü      No cost-of-living adjustment (COLA) for either revenue limit funding or categorical programs,

ü      1.34% attendance growth for  revenue limits and special  education,

ü      $333increase in federal NCLB funding for local use,

ü      Established a “deficit factor” on revenue limit apportionments, which formally recognizes lost COLA funding and the 1.2% revenue limit reduction, with intent to restore the deficit beginning in the 2005-06.

In an attempt to provide LEA’s with additional flexibility to offset reductions to education funding, the Legislature adopted and the Governor approved access to reserves as follows:

• Reduced the required reserve for economic uncertainties (AB 1200 reserve) by 50% for two years in 2003-04 and 2004-05 fiscal years;

• Reduced the required restricted reserve for routine maintenance from 3% to 2% for the budget year;

• Authorized school districts to access in the budget year up to 100% of 2002-03 categorical program ending year balances.  The language excludes the use of certain programs such as Special Education, Economic Impact Aid, the Targeted Instructional Improvement Grant program, the High Priority Schools Grant Program, and Immediate Intervention/Underperforming Schools (II/USP).

Funding for Educational Options

Although all K-12 agencies are hurt by the failure to provide a cost-of-living adjustment and the 1.2% reduction to revenue limits, educational options generally were spared from the $1.8 billion in specific program cuts.  No direct reductions were made to continuation high schools, independent study, or the SB 65 dropout prevention programs.

CCEA State Conference                         [ top ]

Make your plans to join us in San Diego for
CCEA’s annual conference in America’s Finest City.

Become a Member of CCEA            [ top ]

Click Here for more information.