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Keep Your Goals in Your Mind and Heart
With the budgetary crisis and more cuts to education looming, it is easy to
become frustrated and give up. We entered the teaching profession with our
idealism intact, knowing full well that each of us would make a difference in
the lives of our students. Today, that idealism is mostly gone. We are
struggling with testing, standards, changes to calculating the dropout rate,
“Highly Qualified Teachers,” and the No Child Left Behind legislation. Many
teachers have thrown in the towel and are just hanging on until retirement. Does
this describe your
attitude? I hope
not. Those of us who have chosen to work in continuation education are
making a difference, one student at a time. Look at the numbers we save and the
impact we have. We cannot allow the dictates of the politicians in Sacramento
and Washington to impact our thinking and make us give up. What would happen to
our dreams? What would become of America’s future?
Ask yourself, what am I building for tomorrow?
An elderly carpenter was ready to retire. He told his employer of his plans to
leave the house-building business and live a leisurely life with his wife and
family. He would miss the pay check, but he needed to retire. The contractor
was sorry to see his good worker go, and asked if he could build just one more
house. The carpenter said yes, but his heart was not in his work. His
workmanship was shoddy and he used inferior materials. It was a sad way to end
a dedicated career. When the carpenter finished his work the employer handed
the front-door key to the carpenter. “This is your house,” he said, “my gift to
you.” The carpenter was shocked. If he had only known he was building his own
house, he would have done it all differently! So it is with us. We build our
lives, a day at a time, often putting less than our best into the building.
Each day we hammer a nail, place a board, or erect a wall. Our attitudes and
the choices we make today build the “house” we live in tomorrow. What kind of
house are you building for tomorrow?
We are all familiar with the enormous success of individuals like Walt Disney.
Are you aware that he failed miserably and declared bankruptcy before creating
Mickey Mouse? The important thing is that he did not quit in the face of nearly
insurmountable odds. He changed his attitude, stepped outside the box and found
a solution that worked. Many of you have read the incredible books written by
Dave Pelzer, the 3rd most abused child in the history of California.
There were many times he almost lost faith and wanted to die as he suffered
incredible abuse at the hands of his mother. Yet, as he endured life as “It,”
he decided that he would survive. Survive he did! Today he is a world
renowned motivational speaker who has had audiences with Presidents and heads of
state around the world. He has been accorded honors beyond his wildest dreams.
He changed his attitude, made do with what opportunities he had, and never
stopped trying to make a difference.
There are thousands of similar stories of people who have succeeded despite the
odds against them. So, too, must we in continuation education make every effort
to succeed with our students. It is not easy and the struggles are continuous.
But, we can make a difference if we keep sight of the goal we have set for
ourselves: helping students complete their education so that they can
“re-enter” the mainstream once they graduate. Do not give up in the face of
challenges. Instead, think outside of the box, keep a good attitude and make a
difference every day!
In the last newsletter I mentioned the Alternative Education Coordinating
Council. At the one day Summit in August, the group felt the name should be
changed to Educational Options Coordinating Council, since “Alternative” tends
to elicit a negative response. Nearly 50 people representing all of the
educational options programs across the state attended. Under the guidance of
Bernice Stafford, Senior Vice President of Lightspan, Inc., we developed a
vision, a mission and set some goals. Dr. Marilyn George from the
Accrediting Commission for Schools (WASC) discussed the importance of
accreditation for our schools, as well as the accountability implicit in
accreditation. Joy Lewis from WestEd talked to the group about the ASAM (yes it
is alive and well!) and choosing a 3rd indicator. Peter Birdsall
updated us on the legislative arena and Theresa Inslee discussed the drafting of
a resolution to expand our Continuation and Alternative Education Week to a
whole month that will be known as Educational Options Month. Because of the
success of the Summit, the group voted to have another Summit in November to
continue our work, especially marketing our schools and programs. I’ll keep you
updated throughout the year.
If you have not joined CCEA yet, remember to put your $35 check in the mail to
our treasurer, Fuchsia Ward. You will find a membership form on page 9 in this
newsletter. How can you afford not to join? This is the only professional
organization that focuses on continuation education. I am happy to report
that there are several schools that have reached 100% professional membership
this year. Congratulations to all of you! Because all of the certificated
members of the school have joined as professional members, CCEA will
automatically make them school members. Look on page 11 in this newsletter to
see the top ten recruiters.
Plan now to attend the annual conference in San Diego. The dates are April
23-25, 2004. If you want to present at the conference, go online and fill
out the “Call for Presenter’s” form, or contact Angela DeaMude. Her email is
adeamude@guhsd.net.
I look forward to visiting
in your districts throughout the year. If you have questions, please email me
at JanetWK@aol.com.
Model Continuation
High School Program
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CDE
News from Dennis Fisher,
Continuation Education Consultant
A goal of the Educational Options office of the California Department of
Education is to assist continuation schools in providing the best
possible programs for our students. At the same time we want to recognize those
schools that are going above and beyond their mandates to offer exceptional and
innovative programs. One of the ways we do this is to team with the CCEA on the
Model Continuation High School Program. This award program recognizes the best
programs throughout the state, providing benchmarks for others.
We are continually assessing and improving the Model Continuation
High School Recognition Program (MCHS) review process as we discover better ways
to help continuation students succeed.
We receive many suggestions on how to improve the MCHS program from the field,
from schools that were and were not selected as models, and from workshops at
the annual CCEA conference. Based on this input, we have made approximately 25
revisions per year to the MCHS application process since 1999.
As good as last year’s process was, we believe that this year will be even
better. Two major improvements planned for this year include:
1.
Increased participation of Model School field experts in the review
process, and
2.
Expanded training of visiting field experts.
We are inviting representatives from the model schools that were designated in
2003 and expanding the training and review process to include training on the
following new additions to the application:
·
Individual Site Visit Scoring Sheet
(with specific review of each Quality Indicator)
·
Site Visit Summary Scoring Sheet
(with specific justifications for schools that are, or are not, recommended)
·
Expectations for Site Visits
(including training on exit interviews)
·
Common Problems with Site Visits
(with guidelines to avoid common problems with site visits).
Review forms are supplied to the field with the application to ensure that applicants are aware of the review process in advance. I am
available to consult with schools in completing the application. My goal is to
identify model continuation high schools and to assist them in demonstrating how
they provide exemplary services to students.
The MCHS program demonstrates everything that is successful in continuation
education. More than ever, it is essential that we have highly trained field
experts to ensure that each school receives a comprehensive assessment of their
qualifications for this honor. In this way, we will ensure that our model
schools are exactly that: schools that lead the way to ongoing improvement.
Alternative Schools Accountability Model
(ASAM)
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Prepared by: Dr. Vicki L. Barber
El Dorado County Superintendent of Schools
With the advent of No Child Left Behind (NCLB) and the requirements set forth
under the Annual Yearly Progress (AYP), many are questioning what role does the
Alternative Schools Accountability Model (ASAM) play in this new accountability
arena. Many are also questioning should they continue to participate in ASAM,
particularly since it does not assist us in demonstrating AYP. Let me begin by
encouraging those of you who operate schools that are included within the ASAM
to continue to participate in this system.
I have had the honor of co-chairing, with Lynn Wilen, the Alternative
Accountability Sub-Committee at the state level. Within California, we have
approximately 1,200 schools that are identified as “ASAM” schools. These
schools include alternative, continuation, community day, court, community, and
county schools serving high-risk populations. These schools are identified not
only by the “high-risk,” short-term population they serve, but also by the fact
that the placement of a student at the school is generally outside the
control of the school itself. ASAM schools are distinguished from other schools
because their population is a select group of students who in all likelihood are
experiencing significant academic and behavioral challenges.
When the Public Schools Accountability Act was enacted, it included Education
Code Section 52052 (g), that recognized that there needed to be an
alternative system for schools that did serve traditional
populations. As a result, the ASAM was developed as a multiple indicator
system to accommodate the specific goals and needs of alternative schools.
The rationale for developing ASAM may appear to be self evident, but two
examples may be helpful in clarifying why it is critical to have ASAM in place.
Among continuation high schools there are some that have as a goal to graduate
students, while others have as a goal to return students to their comprehensive
high school for graduation. As a result of this variation, it would not appear
appropriate to have graduation rate an indicator of success for continuation
high schools. Likewise, attendance would not be an appropriate indicator of
success for residential court schools.
These two examples highlight why ASAM was originally framed to allow eligible
schools to select appropriate indicators of success from a state-approved list.
The State Board of Education (SBE) approved the concept of the ASAM in July,
2000 and then approved a list of indicators in March, 2001. Eight pre-post
assessment instruments were approved in 2003 by the SBE as additional indicators
for ASAM. The California policy makers, including the California Department of
Education (CDE) and the SBE are to be commended for their recognition of the
unique aspects of alternative schools. Recognition of statewide professional
organizations such as the CCEA, would also be appropriate for their ongoing
support and participation in the design of the ASAM. Unfortunately, the federal
government did not appear to understand these unique characteristics and
drafted NCLB, as well as the enabling regulations with no acknowledgement
or provision of any variation in the way the accountability system would be
applied to alternative schools.
As a result, schools included within ASAM are at a significant disadvantage
under the provisions of the NCLB for determining AYP. Given the pre-selected
populations served by the majority of the ASAM schools, it is extremely likely
that they will be identified as “program improvement (PI) /under performing”
in the near future. This does not consider how hard the dedicated staffs work
at these schools. Once an alternative school has been identified as a PI
school, it will be much more difficult to recruit exceptional staff not to
mention the expectation that staff will need to be highly qualified in multiple
content areas. The impact of NCLB is significant in a multitude of areas and
the consequences of NCLB are not only affecting alternative schools.
However, in many instances, alternative schools are at a greater disadvantage in
being able to meet the federal requirements. One example of the mismatch
between the consequences established under NCLB and their application to
alternative schools is the way that “choice” would be provided to
students that have been placed in juvenile court school facilities. The list of
concerns includes what some would say are outlandish consequences that do not
make sense in connection with ASAM schools. Yet there are currently no
reasonable options at the federal level for applying NCLB to alternative
schools.
This brings us back to the original question: why would alternative
schools stay within the ASAM system? I believe that there are at least two
reasons to encourage eligible schools to continue to participate in the ASAM. First, changes are needed in the federal law and/or regulations that
will allow much more flexibility with respect to the way NCLB is implemented for
ASAM schools. State Superintendent of Public Instruction, Jack O’Connell, has
initiated discussions to identify the issues that do not work under NCLB and has
committed to change those issues with the federal government. I believe that
legislators at the state and national levels, as well as state and federal
policy makers can be motivated to make the changes that enable NCLB to be
successful. The way it is currently structured will cause almost all
schools throughout the nation to fail.
The other reason that I believe ASAM should be retained is that it allows
alternative schools to demonstrate their success to their communities, even as
they may be identified as PI or “under performing” schools. As Paul Harvey used
to say, it allows us to tell “the rest of the story.” The indicators selected
by alternative schools within ASAM are recognized by the state and give
credibility to the performance levels
being reported. Whether we believe that we will get changes under NCLB to allow
ASAM to be used to demonstrate achievement of AYP or that ASAM will be a separate means to show our
success in educating students in alternative schools, we want to retain the ASAM.
School Profile: Vista Nueva and Pacific
Career and Technology High Schools
By
Janet Knoeppel
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Located in the northern part of Sacramento, near the former McClellan Air
Force Base, Pacific Career and Technology High School and Vista Nueva Career and Technology High School serve a diverse student population.
Characterized by truancy issues and severe credit deficiencies, the students who
attend these two schools are coming to school, earning their credits and moving
toward graduation.
Dr. Larry M. Buchanan, Superintendent of Grant Joint Unified School District,
strongly supports continuation education. He has provided Randy Orzalli, the
Director of Educational Options and Michael Croscetti, the Principal of these
two schools, and their staffs, with resources, professional development
opportunities and the flexibility necessary to make a difference in the lives of
their students. They have brought in professionals to train the staff as they
moved to alignment of curriculum with the standards; purchased appropriate
software for remediation such as PLATO and New Century Technology; and have
developed a Character Based Instruction program for the students and the
teachers.
Vista Nueva is only in its 3rd year, yet they have developed a literacy program
that has been embraced by the entire staff. One period each day is devoted to
reading strategies, literature and writing practice. Students report this is one
of the best classes offered at Vista Nueva.A great many students indicated they
now enjoy reading for pleasure and have come to realize the value of this
activity.
Pacific High School, located across town, has been in existence for many years
and has developed a rich curriculum offering to meet student needs. One of the
most unique offerings is the JROTC program that was acknowledged as an Exemplary
Program by CCEA in 2001.This volunteer program teaches students military
precision, how to work together as a team and gives them the opportunity to
perform at a variety of functions in the local area. One recent performance was
as color guard for a Sacramento Kings game. Approximately 1/3 of the students at
Pacific participate in this program where they earn P.E. credits, due to the
extensive amount of physical activity involved in the class. Many of the
students in this program enter the military or participate in ROTC at the
post-secondary level.
One of the things that has contributed to the many successes at Pacific High
School is the opportunity for parent involvement. All parents are required to
attend the orientation that establishes the need for a participatory
relationship with the school. Parents are encouraged to visit classes and to
monitor what their students are being taught. This often acts as a bridge
between home and school, thus allowing parents to more successfully encourage
and support their student's academic endeavors.
In addition to a fine academic program that allows students to meet their
graduation requirements, Pacific has developed a variety of extra- and
co-curricular offerings. There are two continuation high school athletic leagues
in which the students participate throughout the year. There are club offerings
and an ASB. One of the clubs that has made a huge difference in the environment
at Pacific is the Culture Club. This group has become a positive gang
intervention vehicle for students and is an excellent opportunity for students
to volunteer in the community. The group has been responsible for creating great
interaction between students and teachers and is a proactive step in ensuring a
safe and secure campus, of which the entire Pacific community is proud!
An option that is emerging for students from both Vista Nueva and Pacific is a
true career academy. This program is in partnership with Futures Charter High
School. The program is designed to offer five career tracks that will enable
students to complete the courses with a certificate, and enter the world of work
with excellent skills. Currently, two tracks are in place: Construction Trades
and the Maritime Program (modeled after a similar program at Mar Vista High
School in the Sweetwater Union School District). The Maritime Academy has
captured the interest of the majority of students, as they eagerly seek to gain
skills and prepare for a career. To participate in the program, students must be
in the 11th grade (by credits), have a valid Drivers' License, and have no DUI's
or other disciplinary issues on their record. Taught by a United States Coast
Guard approved instructor, the course requires three semesters to complete the
class work, followed by licensing and documentation completion plus 30 days at
sea with the Coast Guard. Within this offering there are two strands from which
students may choose: Basic Seaman/Able-Bodied Seaman (on deck), and Qualified
Member of the Engine Department (below decks). Once a student completes the work
in this program, he/she can expect to earn $38,000 a year at entry level.
The Grant Unified School District provides a technology rich environment for the
students that goes beyond just providing computers and printers. One example of
this that is afforded to the Vista Nueva and Pacific students is a Brain Bowl
competition (modeled after the Academic Decathlon), where students compete, not
face-to-face, but using Video Conferencing technology. Even the moderator is
located at yet another site during the course of the competition. After the
completion of the competition, the two teams come together at a joint
celebration where they eagerly look forward to meeting their opponents.
There are many other opportunities for the students in the Grant Unified School
District to complete their education and excel." Anytime School" is provided in
the morning before the school day begins at both schools. This gives students a
chance to make up missed classes, seek tutoring, and to make up tests and other
assignments. These classes offer a variety of instructional strategies including
independent study, online opportunities and directed instruction. Pacific also
has a Teen Parent and Child Care program operated under the Cal-Safe funding
guidelines. One young woman with a two year old told me this opportunity has
changed her life. Her plans for the future: to continue her education in college
so she can provide a good role model for her daughter.
These two schools are one more example of some exciting and innovative programs
that exist in our continuation schools across the state of California.
CCEA Teacher of the Year
George Gallaher
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“Every Child Can Learn:” That’s Old News In Continuation Education
By George Gallaher, Yosemite High School
Lately, at conferences and in-services presenters infer that there is a new idea
that should be embraced by every educator. This new idea, it seems, is that all
educators need to completely believe in, and develop learning strategies in
accordance with, the idea that every child can learn so as to better meet the
requirements of the “No Child Left Behind Initiative”.
In the continuation setting, these ideas have been considered truisms by the
majority of practitioners for quite some time.
The problem isn’t that educators single certain students into categories of
non-capable learners. But that some students tend to focus their learning on
those things they personally feel are important or useful. Young people with
limited life experience and a short sided view of the future severely limit
their learning when they follow this practice.
Recently a student was observed on her first day at our school. She previously
lived in the bay area and was new to both the community and school. She was
placed in front of a computer and asked to complete a brief skills inventory.
As she began her assigned task a veteran student sat next to her and began to
interview her. The new student produced an album full of photos and shared her
life story.
Later that same day, two students who had not witnessed the previous exchange
held a discussion on the biography of the new student. The student who
described the new student’s history cited the interviewer from the previous
period as a source reference. What is significant is the fact that the student
had most of the facts right. It seems safe to conclude that the student
receiving the information was then able to accurately repeat it to yet another
student.
The actions of these students show that they can learn and that they can orally
convey what they have learned citing source references. Test scores and papers
submitted by these individuals indicate that they appear to have difficulty
conveying on paper the things the educational establishment feel are
important.
All students can learn and all students do learn. Most continuation
educators do not dispute this. The problem, it seems, is convincing students to
learn the things that the school believes are important. This dilemma is not
new to education. Educators probably have been grappling with this problem for
as long as there have been educators. We hear many opinions and solutions to
the problem of getting students to learn the things schools and society deem are
important
Many of us have tried using various techniques with varying degrees of
success. There does not seem to be a set formula or set of principles that
works for every student, every class, or every school. If there were, we would
not be needed because every student would be adequately served by the
traditional schools.
This brings us to the focus of this discussion. Haven’t Continuation schools
been practicing a form of “No Child Left Behind” for quite some time? And,
don’t we subscribe to the idea that every child can learn?
If it is true that most of us actively strive to ensure that no child is left
behind and if we firmly believe that every child can learn, are there some
additional steps we can take to improve the way we educate the students who we
serve?
Continuation educators could develop a database of educational best practices
for alternative education. One vehicle for keeping and disseminating such a
bank of ideas and knowledge is the California Continuation Education
Association. Ideas that have worked for educators could be shared with others
who in turn share what works for them. Continuation educators have done this
for years at conferences and informal gathering. In the age of electronic
communication, a database of best continuation educational practices could be
stored on the association’s web page.
An enterprising graduate student could find the focus of a
doctoral dissertation or masters thesis in the development of such
a database.
It is conceivable that such a data-bank could be accessible to the world and
many educators from the traditional schools will find useful ideas there. After
all, alternative educators have been practicing the “No Child Left Behind” and
every child can learn principles for quite some time, and are more than willing
to share with our traditional school colleagues.
WASC Accreditation Team Members Needed
The Accrediting Commission of the Western Association of Schools and Colleges (WASC) is seeking continuation school teachers and administrators to
serve on accreditation teams during the up coming school year. After going
through training, committee members review all self-study documents for the
school they are reviewing.
Members then go on a three day site visit in which they evaluate the
school’s programs and validate the school’s findings. During the visit,
members review programs to ensure that the school has identified all of their
strengths and weaknesses. Expenses during the visit are paid for by WASC.
Continuation schools are well known for their constant quest to improve programs
for their students. One of the best ways to improve your own school is by
visiting other schools and seeing what they are doing. Teachers learn about best
practices of other schools and gain experience from other teachers.
Committee members regularly report that they learn a great deal from the schools
they are reviewing. Every continuation educator should take advantage of this
wonderful, enriching opportunity.
For more information, contact the WASC Accreditation Committee at (510)
748-9001.
Advancement Via Individual
Determination (AVID):
Great Fit For Continuation Schools
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This past spring, I had the
pleasure of conducting an AVID (Advancement via Individual Determination)
awareness session at the CCEA State Conference in San Francisco. This gave me a
fantastic opportunity to discuss the AVID program to an array of administrators,
teachers, and counselors. Although AVID is offered as an elective class in the
traditional comprehensive middle level and high school, it’s the AVID
philosophy and teaching methodologies that have had a positive achievement
impact on ALL students, not just students enrolled in the AVID elective class.
This article is meant to describe briefly what the AVID program is and how the
philosophy and teaching methodologies can have a positive effect with each and
every student, including the hundreds of continuation school students throughout
California.
In California, most secondary teachers, counselors, and administrators have
heard of AVID (Advancement Via Individual Determination). There are 1015
secondary schools currently offering the AVID program, and success stories
abound in local newspapers and on national television programs such as 60
Minutes II. In the pure AVID program, students from the middle range of
academic achievement (2.2-3.2 or so GPA) are either recruited or self nominated
and undergo an interview and application process based on several criteria.
AVID students are the first in their family to go to college, come from the
lower socioeconomic range, are often from under served groups or one that is
under represented in college, and tend to score higher on math standardized
tests than their middle range would indicate.
A typical week for a student enrolled in the AVID elective class includes two
days of instruction with the AVID curriculum, two days of tutor support and one
day, usually on Fridays, to travel and visit local colleges and universities,
have guest speakers, or focus on college or university admission procedures.
The AVID curriculum focuses on writing, study skills, and organizational systems
for students. The tutorials focus on content area classroom instruction that is
the most challenging for students.
Students bring in questions from Math, English, Social Studies, and other
core academic classes. Working collaboratively, both students and tutors solve
problems and learn to problem solve at a higher level through a teacher-coach
structure.
AVID meets the needs of underachieving students by:
Ž
Providing academic instruction and
other support to students to prepare them for eligibility to colleges and
universities;
Ž
Giving students college level entry
skills;
Ž
Increasing the coping skills of
students;
Ž
Motivating students to seek
college educations;
Ž
Increasing the student’s level of
career awareness.
Schools and districts that have made a commitment to incorporating the AVID
curriculum into their programs receive a great deal of training, materials and
support. Schools that do not offer the AVID program and students not enrolled in
the AVID class can also benefit through four series of materials and staff
development:
Ž
The Write Path,
which creates an integrated reading and
writing approach for college preparatory and other classrooms;
Ž
The Student Success Path,
which presents a sequential program to build study skills, test taking
ability, critical thinking, motivation, organization, goal setting, and time
management;
Ž
The College Path,
which was developed to improve students’ understanding of the path to college.
It’s a sequential approach to college-prep study skills, the admission
process, and decision making.
Ž
Finally, The Tutorial Path,
which has a special emphasis on the way tutors can generally apply the AVID
tutorial skills through the entire student population.
I mention these series because alternative and continuation students can
benefit from the instruction and materials. All of the materials are built
around the AVID research framework of Writing, Inquiry, Collaboration, and
Reading. (WIC-R) An excellent example of infusing WIC-R is the AVID Write Path
series. The Write Path builds literacy in the content areas of Science,
Social Studies, English, Math, and English language development. Each book
focuses on reading and writing skills, through the use of graphic organizers,
interactive note-taking, questioning techniques, individual and group
activities, essay organization, discussion groups, and more.
Extensive use of student models, rubrics, and other evaluative methods
assist teachers in building student confidence and success. The AVID way! Extensive one or two-day training is available for both districts and
individual schools.
Although continuation schools generally won’t be implementing the AVID program
as such, the four AVID Summer Institutes provide an excellent way for teams
of teachers, counselors, and administrators to come together in learning
communities that we call professional development strands. These strands offer
the opportunity to infuse the AVID philosophy back at your schools and
implement many of the strategies throughout the classrooms.
Continuation school settings can certainly benefit from what I have described in
this article. Creating a positive atmosphere, learning in collaborative groups,
tutorials, and other AVID strategies are meant to benefit ALL students. How can
this occur? Certainly one size does not fit all alternative and continuation
schools. A dialog, which has begun, needs to continue throughout the schools
that include all of the stakeholders. This includes administrators, teachers,
and counselors. The AVID Center welcomes your comments and suggestions. We are
exploring ways we can infuse the AVID methodologies throughout alternative
settings. Please feel free to contact me with ideas, suggestions or questions
concerning your school and implementing AVID strategies. I can be reached by
phone at 858-623-2843 or by email at mwolfe@avidcenter.org.
I look forward to hearing from you.
AVID Program At Valley High School
By Doug Paulson, Valley High School
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Valley High School began its affiliation with AVID 4 years ago when it sent
several teachers to the AVID Summer Institute. As continuation teachers we
entered the program with more than a fair bit of trepidation. After all, our
students weren’t headed straight into 4-year colleges as AVID advocates. Our
students struggle with any amount of homework, and would struggle more with the
amounts required by a true college preparatory program.
What we found was that the techniques and attitudes found in AVID were perfect
for our Continuation students. The AVID program helped them focus on academics,
helped them set goals, and gave them the tools to reach those goals. As we
started incorporating AVID techniques into our curriculum, we saw that our
students transformed the school into a college-bound culture. Even students who
had no intention of attending college benefited from the added support and
structure of AVID. This happened in several ways:
Like so many alternative education kids, our students are desperate for
success. AVID gives them the framework to succeed.
Our students have difficulty with organization. AVID stresses organizational
tools that forces students to organize their lives.
Our students crave a place to fit in. AVID acts like a club where students
support and encourage each other to succeed.
Our students have no idea what college was like and how a person would get
there. AVID demystifies the college admission and academic
experience.
Many of our students started in community college, but few really succeeded.
AVID builds skills and attitudes that help kids succeed in college level
classes.
It has taken a long time to build and sustain our AVID program. This year we
have 42 students enrolled in our dedicated AVID elective classes. These students
do homework every night, read novels regularly, visit college campuses, engage
in high level discussions, and do all those things that college bound students
find so easy. They have become academic leaders on our campus, and show other
students how to reach their goals. Last year our 83 graduates earned $423,000
in financial aid and scholarships. With the skills and attitudes learned in
AVID, they are putting that money to good use.
What AVID Is (And Isn’t)
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What AVID Is…
Ž
AVID is an acronym that stands for Advancement Via Individual
Determination.
Ž
AVID is an in-school academic support program for grades 5-12 that
prepares students for college eligibility and success.
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AVID places academically average students in advanced classes.
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AVID levels the playing field for minority, rural, low-income and
other students without a college-going tradition in their families.
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AVID is for all students, but it targets those in the academic
middle.
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AVID is implemented schoolwide and districtwide.
What AVID Isn’t…
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AVID isn’t a remedial program.
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AVID isn’t a free ride.
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AVID isn’t a niche program.
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AVID isn’t a college outreach program.
Save the Date: CCEA Annual Conference Is Coming To San Diego
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Make your plans now for the
California Continuation Education Association’s annual conference April 23,
24, and 25, 2004 in San Diego. The conference is the only statewide conference
dedicated to continuation education and improving programs for continuation
students.
This years conference will
be held at the embarcadero at the Holiday Inn on Harbor Drive. Located by the
water across from the historic Star of India and California sailing ships, the
Holiday Inn is one of the nicest hotels in San Diego. With its near perfect
climate and many attractions, San Diego is the best place for a vacation or a
conference. Room rates at the Holiday Inn are an unbelievable $139 per night,
if you book early to get the conference rate.
The conference this Spring
promises to be one of the best in history. In addition to the many excellent
presenters, there will also be commercial displays, school visits, hospitality
suites, and many other social events. Sea World, the Zoo and Wild Animal Park,
Legoland, and the local beaches will make this a trip well worth taking.
“This is going to be an
exceptional conference,” says Angela DeaMude. “There are going to be great
presentations and a lot of fun. This is probably going to be the best
conference in years.”
CCEA president Janet
Knoeppel agrees. “The conference committee has done a great job of putting this
together. With so many issues confronting continuation schools, it is vital
that we communicate with each other so we can offer the best possible education
for our students. This conference is our best chance to communicate with each
other about those things that concern us the most.”
Legislative
Update
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Budget, Legislation Could Have Substantial
Impact on Testing
By Theresa Inslee,
Legislative Analyst
Birdsall & Associates, CCEA Lobbyist
As members of CCEA know, in July 2003, the State Board of Education decided to
delay full implementation of the California High School Exit Exam (CAHSEE).
Specifically, the Board delayed until 2005-06 the requirement that students must
pass the CAHSEE in order to graduate. In that same series of actions, the State
Board also voted to reduce the time required for the CAHSEE from three to two
days.
On October 10th the Governor signed into law SB 964 by
Senator Burton (D-San Francisco) which concerns the CAHSEE and special
education students. SB 964 requires that the State Superintendent of Public
Instruction contract for an independent consultant “to assess options and
provide recommendations for alternatives to the high school exit examination for
pupils with disabilities to be eligible for a high school diploma.” The
independent consultant shall provide recommendations no later than May 1, 2005.
Reduced testing at high school level
The budget crisis provided a golden opportunity for those who argue that the
state is requiring too much student testing. Faced with the need to cut
spending and the complaints that too much time is spent on testing, the state
scaled back significantly on its required testing program. Major changes
included:
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The State Legislature and Governor
approved legislation, AB/Firebaugh, to eliminate, effective 2004-05,
state required norm-referenced testing in grades 2-12, with the exception of
grades 3 and 8. This means that school districts will continue with the
existing testing program in spring 2004, but state required norm-referenced
testing will be dramatically reduced in spring 2005 and will be eliminated
entirely at the high school level.
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The state eliminated funding for
the Golden State Exam.
Grade 2 vs. high school testing
As the 2003 legislative session came to an end, the big debate concerning
student testing was whether to require any state testing in the second grade.
AB356, by Assembly Member Loni Hancock (D-Berkeley), would, among other
provisions, eliminate the requirement for second grade testing. Many
individuals and groups argued that schools need the information provided by
second grade testing and that there were other tests, particularly at the high
school level, which are lower priority. Advocates of ABnoted that No Child
Left Behind did not require testing until the third grade and thus, the
second grade testing requirement was expendable. AB 356 is considered a
two-year bill and will be debated in the coming legislative session beginning
next January. As a result, it is expected that this issue of reduced second
grade testing versus reduced high school testing will continue to be a
significant topic of debate during the 2004 legislative session.
Meeting the Highly Qualified Teacher Standard;
Point System Slated for Veteran Teacher Evaluation
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In order to comply with the “Highly Qualified Teacher” provision of No Child
Left Behind, the state has proposed an evaluation system for veteran teachers.
The proposed system, known as HOUSSE (California High Objective
Uniform State Standard of Evaluation), will require
veteran teachers to be awarded 100 points in order to be considered highly
qualified. The points will be awarded in the following categories:
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Teaching experience: Ten points for
each year taught: 50 point maximum.
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Core knowledge: Fifty points for 18
units in the four core areas for elementary teachers and 60 points for an
advanced degree in teaching/curriculum/assessment in the core academic areas.
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Standards-aligned professional
development: Five points for every 20 hours of state-approved professional
development and five points for every 20 hours of locally approved
professional development within the last six years. Options: BTSA, National
Board Certification, AB 466, Reading Excellence Act, etc.
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Service or leadership to the
profession: Twenty points for one year of service or leadership within subject
area. Options: mentor, supervising teacher, college instructor, BTSA support
provider, department chair, etc.
For those veteran teachers with fewer than 100 points, the evaluation also
awards up to 100 points for meeting California Standards for the Teaching
Profession No. 3: understanding and organization of subject matter for student
learning, and No. 5: assessing student learning. Evidence of this will be
verified by at least two methods, such as through interviews, classroom
observation, written response, use of student achievement data, lesson plans,
etc.
The evaluations must be conducted by the “supervising administrator” who may
“consult as necessary” with subject matter content experts. These are not to be
regular evaluations. They are to be one-time assessments to determine whether a
teacher meets the requirements of “highly qualified” under the federal NCLB
guidelines.
The system is designed to provide flexibility to individual schools in assessing
their teaching staff. Also, please remember that veteran teachers have until
the 2005-2006 school year to meet the Highly Qualified Teacher stipulations.
Click Here for more information.
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