Special Conference Edition

CCEA Conference in San Diego to be Best Ever                           [ top ]

The CCEA annual State Conference will be held on Friday, Saturday, and Sunday April 23, 24, and 25, 2004 in beautiful San Diego. This year’s conference will focus on improving instruction in continuation schools and meeting the challenges of the new accountability standards.  In addition there will be fun and entertainment galore in America’s Finest City.

“This is going to be the best conference ever,” says organizer Angela DeaMude. “The presentations are going to be fantastic. The location right on the ocean is gorgeous. And, we have a lot of fun things planned.  This is going to be great!”

The CCEA conference is the largest meeting of Continuation educators in the world.  Each year almost a thousand continuation school teachers, administrators, and classified employees come together to share ideas, showcase their programs, commiserate about Continuation Education challenges, and have fun. This year’s conference is being held at the Holiday Inn On The Bay.  The hotel overlooks San Diego Harbor, in one of the most convenient and beautiful spots in California.  The main program is on Friday, Saturday, and Sunday, but there are many extra activities for people arriving on Wednesday and Thursday.

This year’s entertainment schedule includes a casino night with pseudo-gambling, dancing, raffles, student art displays, receptions, hospitality suites and optional excursions to area attractions.  There are trips to Tijuana, Old Town Trolley Tours, and shopping.  Of course San Diego has an incredible array of other attractions, including Sea World, the Zoo and Wild Animal Park, fabulous beaches, maritime museums, and countless other destinations.

On Thursday and Friday, there will be school tours to several local Model Continuation High Schools. Friday begins the formal program, with Council of District Representatives, workshops on WASC, AVID, and retirement planning, and more school tours.  Friday night is the President’s Reception by the pool, the first awards dinner and casino night.  Saturday is a full day of workshops, with excellent presentations by a variety of continuation school educators. At the Saturday Luncheon, the CCEA teacher of the Year is presented.  Saturday night is dedicated to hospitality suites and sightseeing on you own.  Job-Alike roundtables are held on Sunday morning, followed by a Brunch to honor newly selected Model Continuation High Schools.

“We are trying to balance fun with serious work,” says CCEA president Janet Knoeppel. “If you look at the incredible demands being put on continuation schools by the State and Federal governments, it is clear that we must work together to improve our schools and programs.  This conference is designed to help us do just that.”

Full registration for the conference costs $245 for CCEA member ($285 for non-members, another good reason to join now). This includes the dinner/dance on Friday night, lunch on Saturday, and brunch on Sunday.  The room rate at the Holiday Inn is $144 per night.  The conference is designed to be funded through any of the staff development mechanisms, including NCLB. “But, even if your District can’t come up with the money, this conference is well worth paying for,” comments Knoeppel.

You can register for the conference online at www.cceanet.org or by sending in the attached registration form.  Make your room reservations by calling Holiday Inn on the Bay at 1-800-877-8920 or online at www.holiday-inn.com. For more information about the conference, contact Angela DeaMude at adeamude@guhsd.net.

President’s Letter: Making a Difference in the New Year     [ top ]

Happy 2004 to you all!  Although it is past the time when we make our New Year’s Resolutions, I thought it might be appropriate to consider the “Alphabet of New Year’s Resolutions” as we struggle with new challenges every day:

Avoid negative people, places, things, and habits.
Believe in yourself.
Consider things from every angle.
Don’t give up and don’t give in.
Enjoy life today.  Yesterday is gone, and tomorrow may never come.
Family and friends are hidden treasures.  Seek them and enjoy their riches.
Give more than you planned.
Hang onto your dreams.
Ignore those who try to discourage you.
Just do it!
Keep trying no matter how hard it seems.  It will get easier.
Love yourself first and most.
Make dreams happen.
Never lie, cheat or steal.
Open your eyes and see things as they really are.
Practice makes perfect.
Quitters never win and winners never quit!Read and learn about everything important to you.
Stop procrastinating.
Take control of your own destiny.
Understand yourself in order to better understand others.
Visualize your dreams.
Want your dream more than anything.
X-celerate your efforts.
You are a unique individual.  Nothing can replace you.
Zero in on your goals and go for them.

Choose just one or two of these resolutions and make 2004 your best year ever!
~
Through the Model Schools validation process I’ve had the opportunity to visit many wonderful schools this year and you are doing an outstanding job of meeting the needs of your students.  Some of the best marketing strategies I’ve seen include the “Out-to-Lunch” program that is in place at Calaveras Hills High School and Alta Vista High School, both located in Santa Clara County.  The program pairs students with a mentor from the community who takes the student to lunch once a month.  In addition to getting to know the student, the mentor facilitates services such as tutoring, gaining information about post-secondary educational options, and often becomes a surrogate parent.  The dividends from this program are huge.  Both schools enjoy enormous support for their programs from their district as well as the community at large.

 New Valley High School, also in Santa Clara County also has many supportive volunteers.  Their Mobile Medical Unit staffed by Dr. Mitch and his medical team spends one day each week at their campus providing a variety of medical services.  This is so popular that students from the other schools in the district also make use of the services.  In addition, they have the NOVA Youth Employment program, a county-based program of services that helps students prepare for, and secure, employment.  There is also the FLY Program (Fresh Lifeline for Youth), which is a group of young lawyers who teach students about issues surrounding the law, respect, and appropriate representation.  The one thing all three of these schools have in common is a strong link to County-Based Services.   An additional benefit of these kinds of outreach is that it provides assertive representation in community planning, thus providing strong advocacy for our continuation students. 

In Southern California, Vista High School has an annual blood drive that exceeds their commitment and they are rewarded each year with a special thank-you from the Red Cross.  The school, located in a multi-diverse community, teaches         tolerance in a great variety of ways.  They
have a Girl’s Group, a Boy’s Group, which deal with issues before they become major problem. Additionally, the school provides field trip opportunities to such
locations as the Museum of Tolerance.  The result is that there is a very low incidence of fighting and all students seem to get along well. 

I know that all of you have programs in place that are making a difference in the lives of your students.   One of the most positive keys to success and continued support for continuation education is a strong marketing program in place.  Whether it be volunteers (one school has in excess of 50), partnerships with the service clubs and businesses in the community, service learning projects, community service hours, or something else, it is essential to step outside of the day-to-day academic focus and look to your community to provide for the things you cannot.  They are our best advocates and when they see the wonderful things we do for our students, these individuals who all have visibility in the community, are able to influence the Board of Trustees who then direct the Superintendent to provide an appropriate level of support for our programs.  I’d love to hear about your marketing and what has worked at your school.  You may email me at JanetWK@aol.com. 
~
This year’s conference is approaching fast.  You should reserve your rooms at the Holiday Inn in San Diego as soon as possible in order to ensure that you can get in on the early rate.  Also, if you haven’t sent your registration, please do so today.  The conference committee has an exciting weekend planned.  See you all in San Diego.

Questions & Answers:                                                                             [ top ]
A Continuation Education Learning Forum

For every problem and challenge in           continuation education, there are many people who have already faced and resolved similar situations.  By communicating our ideas and issues, we can help others in improving our schools.

In the next several issues we will be asking members to send in their thoughts, ideas and experiences to deal with questions raised by members. This column depends on your input, so please participate by submitting your input, thoughts, and experiences to each question. 

Please send your responses to:
Doug Paulson
dpaulson@euhsd.k12.ca.us

Could you give me any information on how continuation schools are handling district benchmark exams? would appreciate any information that you could pass on to me.
-George McDermott

My school is trying to move towards direct instruction in all subjects. How have other schools made this transition?
                        -John Spencer

How are continuation schools preparing their students for the California High School Exit Exam?  So many of our students come to us with such low skills, I can’t imagine how we will get them through it.  Ideas?
                        -Sharon Clark

States Rebel Against “No Child Left Behind”                            [ top ]

SALT LAKE CITY (Feb. 17) - With Utah in the vanguard, about a dozen states are rebelling against President Bush's centerpiece education law, the No Child Left Behind Act, complaining it imposes costly new obligations without providing the money to carry them out.

The Republican-controlled Utah House voted 64-8 last week not to comply with any provisions for which the federal government has not supplied enough money. The bill, which now goes to the Senate, represents the strongest position yet taken by lawmakers around the country.

Elsewhere, lawmakers have passed or introduced legislation or nonbinding resolutions challenging the 2002 laws’ tougher standards for student testing and teacher credentials.

Many legislators are angry over what they see as a federal takeover of education that leaves states to pay the bill.

''We gradually give up our state sovereignty when we accept our tax money back into the state with strings attached to it,'' said Republican state Rep. Margaret Dayton of Utah.

Among other things, the No Child Left Behind Act requires virtually all students to test at their grade level for math and reading. Schools that do not measure up for two years in a row have to provide more tutoring or let students transfer to better schools.

The law also requires teachers to have a specialized training for every core subject they cover. But some schools, such as those in rural Utah, say they are lucky to attract any teachers at all.
Opposition to the No Child Left Behind Act has created some strange bedfellows, uniting GOP conservatives who resent what they regard as federal intrusion into a state area of responsibility; educators and liberals who object to standardized tests and more stringent teacher qualifications; and politicians from both parties who resent unfunded mandates, or federal initiatives that are not backed with enough money, in such areas as health care, welfare and homeland security.

The government insists it is providing enough money to meet the requirements of the law. But many states dispute that.
William Mathis, a local school superintendent and education finance professor in Vermont, reviewed cost estimates drawn up by 18 states and found that they need, on average, 28 percent more a year than they are getting from the government to meet the law's requirements.

Federal aid to local school districts totals $32 billion a year, up from $24 billion before No Child Left Behind was signed into law in 2002.

In Utah, state School Superintendent Steven O. Laing said full compliance could cost Utah $1 billion a year, or about 10 times more than the state receives in federal funding for the program.

David Shreve, an education adviser to the National Conference of State Legislatures, called the law an example of Congress passing a lofty piece of legislation and leaving states and local educators with the messy reality of trying to comply.
''We can't pass a law here and wave a magic wand and drop some fairy dust and make it happen,'' Shreve said.

Other states protesting the law include:
-Virginia, where the GOP-controlled House of Delegates approved in a 98-1 vote last month a resolution calling on Congress to exempt Virginia without penalty from ''the most sweeping intrusions into state and local control of education in the history of the United States.''
- Hawaii, where lawmakers approved a resolution last year asking state education administrators to consider giving up No Child Left Behind funding until Congress provides more money.
- New Hampshire, where state officials are fighting the U.S. Education Department over who pays for student testing after legislators reduced state funding for testing to just $1.
- Arizona and New Mexico, where lawmakers earlier this month introduced legislation to exempt their states from No Child Left Behind.
- Vermont, which passed a law last June prohibiting school districts from incurring any costs under No Child Left Behind that are not paid for by the federal government. So far, five Vermont districts have said no thanks to the program, giving up small amounts of federal assistance.
At the 78-student high school in Dongola, Ill., Superintendent William Mowser said he will give up $16,000 in federal funds rather than grant 116 students' wish to attend a better school nine miles away where they can learn Spanish and other specialties. That would cost $230,000, he said.

Federal officials had put on a full-court press at the Utah Capitol, trying to salvage support for the law, and warned the state it could lose its annual federal education funding, or nearly $107 million.

Ron Tomalis, who oversees elementary and secondary education for the U.S. Education Department, said the law provides enough money to Utah. As for complaints of federal intrusion, he said the law gives states flexibility to set standards and testing procedures.

''The law doesn't lack funding,'' agreed Rep. John Boehner, R-Ohio, chairman of the House Education & Workforce Committee. “The only thing lacking is will on the part of school districts.”

Model Continuation High School Program Update            [ top ]

The purpose of the Model Continuation High School Recognition Program (MCHS) is to develop a list of model continuation high schools in the state to be available as a resource for all schools. Our goal is to ensure that applicant schools receive comprehensive reviews and that the highest standards for Model Schools are maintained.

We refine the application process each year based on input from the field and continuous program improvement. Applicants are required to score at least 25 out of 33 possible points on the written application to earn a site visit. This year we received 27 applications. Twenty-two applicants qualified for site visits.

Site visits were completed in mid- February. Successful schools are notified in the first week of March. Awards will be presented by CDE at the CCEA  conference on April 25, 2004. On behalf of CDE, I thank CCEA for the outstanding support you provide to the MCHS program.  
                         -Dennis Fisher, CDE

O’Connell Outlines Goals For California High Schools          [ top ]

On February 11, 2004 State Superintendent Jack O'Connell presented his State of Education speech.  In this speech, he focused on ways to improve high school education. In the speech he proposed a number of reforms to improve academic achievement at the high school level.


Increasing The Gains-2004 Priorities

Improving High Schools
Raise expectations for high school student achievement
Help students meet higher expectations by developing world-class teachers and school leaders
Improve high school instructional materials to align with California’s standards
Create a community of support for high –achieving high schools
Work with higher education institutions and middle schools to smooth transitions to and from high school

“We can no longer limit the adult opportunities for our students because of our failure to provide them both challenges and support in high school. There is an urgent need to improve, regardless of limitations placed upon us by the budget.” – Jack O’Connell

Reducing the Burden on Districts and Schools
Eliminate duplicative, overlapping data requests of school districts and schools
Call for a legislative moratorium on unnecessary data requests
Complete development of individual student identifier
Work harder to complete a modern statewide education data “super highway” for school and student achievement data (CSIS)
Streamline and reduce the burden of testing where it makes sense to do so.
Simplify reporting of test results and better explain standards to help parents work with their children on areas needing improvement

“This will significantly reduce the reporting burden on schools and districts, and free up local staff to spend more time with students in the classroom.” – Jack O’Connell

Staying the Course to Increase  Achievement Gains
Focus strongly on programs aimed at increasing student achievement
Support standards aligned professional development for teachers and principals
Resist any roll-back of high standards, accountability

“We owe it to our children to stay the course with the successful reforms we’ve made – to continue raising student achievement, particularly at our lowest-performing schools. And above all, to focus on closing the achievement gap.”     – Jack O’Connell

Strategies That Work                                                                              [ top ]
      Variety Is The Key To Improving Instruction & Learning

Education in the State of California is going through a transition. All  students, including continuation students, are  being required to learn an ever increasing amount of information. Like it or not, continuation schools are being held to these increasing standards.  Our    students must pass the CAHSEE, our schools are held to API and AYP, and our students are judged based on their CAT-6 scores.  Beyond academic testing requirements, the standards for entry level employment are increasing.

In such a climate, we must prepare our students for ever increasing demands of State testing and of workplace entrance requirements. In order to align our    curriculum with State Standards and prepare our students for testing and the increasing demands in the workplace, we must improve the quality of classroom instruction.

The key to improving instruction lies in offering students a variety of instructional strategies and many different ways to receive and internalize information.  The following is a list of ways offered by continuation teachers to   provide a varied instructional system in the classroom.
Individualized instruction
Small Group Instruction
Whole group instruction, followed by individualized assistance
Graphic Organizers-Teaches organization
            - Double Bubble
            - Venn-Diagrams         
            - Double Flow Map                  
            - Mnemonics
            - Tree Maps

Use computer for research,
            PowerPoint, Word Processing
Group projects
Teach note-taking strategies
Set standards for binder
            organization; Check for compliance
Group discussions to encourage communication & thinking skills
Portfolios
Oral presentations to other students, teachers, community members
Power Point presentations-Done by teacher and by students
Use of different colors in note-taking,  presentations
Direct teaching of Vocabulary
Learning vocabulary that is useful and related to subject matter
Reciprocal Teaching-Especially good for reading remediation
Have students research & discuss current events
Summarizing ideas orally
            and in writing
Writing down the steps used in
            solving a math problem
Don’t feel compelled to cover the entire textbook
Differentiate instruction for             students of different skill levels
Authentic assessment
Student led parent conferences
Be flexible in your demands
            and expectations
Involve students in setting goals, writing tests, and other issues related to the classroom instruction
Teacher should move around,
            keeping in contact with students
Set high standards for achievement.  Students will rise to meet them
Offer challenging, advanced classes

Valley High School’s New Facility                                           [ top ]
Help Student, Staff Attitudes
By Janet Knoeppel

As I rounded the curve and came upon the new facility, I was unprepared for what I saw!  I had seen the plans and even the building while it was in progress, but this was way beyond my greatest expectations.  There before me was one of the most beautiful school facilities I had ever seen.  Sitting atop a slight hill, on a corner in Escondido, with the foothills as a backdrop, was the realization of a dream come true for the Valley High School staff, students, parents and the community. 

As I toured the facility on the day of the dedication, I was impressed with the attention to detail and to the educational usefulness that had gone into the planning of this school.  Valley High School is a permanent facility with no portable units.  The school is built around a large center quad area with attractive plantings, cement benches and lots of open space.  The classrooms are all state of the art.  The entire school is connected to the Internet; 250 new Dell computers were purchased for student use, in addition to new computers for the staff; classrooms have LCD projectors mounted from the ceiling to encourage and facilitate the use of multi-media options for both teachers and students.  The science lab is a “real” science lab.  There are standard experiment stations, brand new, state-of-the-art microscopes, all new equipment with which to conduct scientific experiments, and the room is large enough to provide space for lectures/discussions as well as the lab for experiments.  There is a large multi-purpose room/gymnasium that will allow for assemblies, meetings, dinners, basketball and volleyball games.  Valley has its own athletic field that is shared with the community after school and on weekends.  In addition, there is ample parking for staff, students and visitors to the campus. 

I first came to know the Valley High School family in 2001, just 8 days after 9-11.  I was to be the chairperson for their WASC accreditation.  At the time they had just been moved from their previous facility to a number of portable trailers on a small, cramped location next to the district office, with the promise of a brand new facility “in the future.”  While they were not excited about their location, true to the way everything is done at Valley High School, the staff was making the best of the situation.  They knew their purpose was to provide the best possible education to their students and to prepare them for such things as the CAHSEE and STAR testing, as well as post-secondary options. 

Jan Boedeker, the principal at Valley High School, sets the tone and the pace.  Not one to sit still, literally and figuratively, she sets high expectations for her staff and the students, and provides the means with which to accomplish these expectations.  Her glass is always half-full! 
One of the first continuation schools in the state to explore the option of offering AVID (Advancement Via Individual Determination) to the students at Valley, all teachers are trained in teaching using AVID methods.  The students have responded exceedingly well to this opportunity and many of them are finding that school is worth continuing once they graduate from high school.  Several of the staff have been mentors to other teachers learning the AVID methods.  In fact, they presented at the 2003 State Conference on the incorporation of AVID into the continuation high school program.

Valley has a unique orientation program  called RTP (Response-Ability Training Program). All new students are enrolled in this class for the first four weeks they attend Valley.  New students meet for three hours each afternoon learning to develop positive attendance patterns, how to participate appropriately in classes and essential social skills.  They are also taught how to respond to each other in positive ways rather than reacting and causing problems.   Upon successful completion of RTP, the students are placed in regular classes that begin with a class called Connections.  Here they “hook up” with a Connections Teacher who acts as a guidance counselor as well as a mentor.  The result of this intensive orientation creates a successful transition into life at Valley, where students accomplish their goals. 

One of the most positive results of offering AVID, RTP and Connections  programs is the sizable amount of scholarships that are available to students annually.  In the last few years, Valley has gone from offering a few thousand dollars in scholarships to over $400,000 in 2003!  Between the principal, who has nurtured relationships with the community and the counselor, Rhonda Winegarner, who solicits help from every avenue, the community now “stands in line” to assist the students at Valley. 

For those few students who have difficulty overcoming behavioral issues, Valley has created a Bridge program, where they are allowed to revisit RTP skills and improve their behavior before returning to the regular day. 

The staff at Valley does an excellent job of preparing students for success.  They continually raise the bar in order to ensure that students will pass the CAHSEE and be able to graduate; they offer classes in remedial reading; algebra and Geometry are long time offerings taught by qualified math teachers; emphasis is placed on the academic subjects so that students will be prepared for life after high school.  The curriculum is fully aligned with the state standards, and has been for some time.  Continuous assessment is embedded in the instruction.  Part of this assessment is the student led parent conferences held at Valley High School.  Since the inception of these three time a year conferences, the ties to the parents have become quite strong. 

Even with an emphasis on the academics, career preparation is not ignored.  Students attend presentations twice a year at their Career Day.  This allows them to explore different life options and gives them direction as they prepare for post-secondary endeavors. 

With all the wonderful things that are happening at Valley High School, it is important to note that there is extremely strong support from David Hughes, the District Superintendent, his cabinet and the Board of Trustees.  The result is excellence that has resulted in full accreditation, being designated as a California Model Continuation High School in 2002 and a school that is visited by those wanting to emulate the success that Valley has experienced.  This reputation for excellence is well deserved!

They are making a huge difference in the lives of their students!

Membership in CCEA Growing Steadily            [ top ]

In September I asked all of you to push really hard to increase our Professional Memberships and the response has been very positive, but we still have a way to go.  Those who recruited in excess of 5 new professional memberships + their own professional memberships are:

Currently, the largest districts for professional memberships are:

Each of these districts has increased their membership in excess of the 5% needed to have a  larger percentage of dues returned to the local district.  District’s II and VII have both increased their membership in excess of 20% and are in a tight race to receive the $500.00 to be used for scholarships.  If you are not listed and want to get into the race, there is still time.  The deadline for this competition is April 1.  There are lots of people who were members last year who have not yet renewed.  Are you one of them?  Please submit your membership application and $35.00 fee today.   Principals, encourage your staff to join as Professional members. 

Don’t forget that there are also school memberships and we need to have as many of those as we can, as well.  Thanks to all of you who are building our membership!  

A Guide to the 2004 CCEA Conference in San Diego            [ top ]

Session Topics:  Sessions focus on the 5 areas most important to continuation schools and to State and Federal programs.  These include Instructional Strategies, School Improvement, Standards, Assessment & Accountability, and School Safety.  On pages 18-19 is a partial list of topics  and presenters that deal with everything from literacy to “No Child Left Behind”

School Visits: 
School visits to selected local area continuation high schools are planned for Thursday and Friday.  Sign up early to be included, as space is limited.

Registration: 
The best way to register is online at www.cceanet.org. 
We will always take fax and mail registrations too.
Registration forms are included with this newsletter and are available online.

Hotel:
Holiday Inn On The Bay
1355 North Harbor Drive
San Diego, CA  92101
619-232-3861
1-800-877-8920
RESERVATION CODE:  CEA

or visit www.holiday-inn.com
RESERVATION CODE:  CEA

Raffle and Door Prizes:
This year’s raffle is a must-see!  We are auctioning off our socks here:
COLOR TVS
VCRS
FOUR-DAY GETAWAY TO THE OREGON COAST
SAN DIEGO VACATION GETAWAY

Transportation:
Check online for airline fare specials.
Amtrak train depot located directly across the street
Free Airport Shuttle

Student Art Display:
The Student Art Display showcases the excellent art work done by our students.  Entries in all categories are accepted. Presenters should bring materials to display their works. 
President’s Reception: 
Join us before Friday night dinner at the president’s reception.  Join your friends, old and new for some pre-dinner chit-chat by the pool.  Special recognition will be given to professional members.

Casino Night and Dance:
Due to popular demand, Casino Night has returned.  Join us Friday night for delicious     Dinner, Drinks, Pseudo-Gambling and Dancing. 

Optional Trips:
In addition to the conference sponsored events, there are many opportunities for site-seeing around San Diego.  Old Town Trolley Tours, Tijuana Shopping, Hornblower Day/Dinner Cruises, and Horton Plaza Shopping are only a few of the many things you can do.

2004 State Conference Schedule of Events            [ top ]

Thursday, April 22, 2004

9:00 A.M.        Model School Visitations
                        — Valley High School, Escondido
                        — Alta Vista High School, Vista
Sightseeing and local events available throughout the day

Friday, April 23, 2004

8:00 A.M.        Council of District Representatives

9:00 A.M.        Model School Visitations
                        — Garfield High School, San Diego
                        — Chaparral High School, El Cajon

9:00 A.M.        Accreditation for Continuation Schools
                        Presented by Dr. Marilyn George, Associate Director
                        of the Accrediting Commission, WASC
                        (This is an all day workshop)

11:30 A.M.      Middle College High School
                        Presented by Larry Visconti & students
                        (This workshop is 3  hours)

2:00 P.M.         AVID Strategies in the Continuation Setting:
                        A Catalyst for   Academic improvement
                        Presented by Mark Wolfe & Mary Contreras
                        (This is a 3 hour workshop)

6:00 P.M.         President’s Reception by the pool

7:00 P.M.         Awards Dinner
                        Honoring the Administrative, Classified, and Support Staff of the Year
                        Keynote Speaker
                        Raffle and Door Prizes

9:00 P.M.         Casino Night
                        (Pseudo Gambling with Blackjack and poker)
                        Dancing/ Disc-Jockey

Saturday, April 24, 2004

7:30 - 9:00 A.M.          Breakfast on your own

8:00 - 9:30 A.M.          Session A (educational presentations)

9:45 - 11:15 A.M.        Session B (educational presentations)

11:15-Noon                 Time for Vendors & Networking

12:00 - 1:30 P.M.        Awards Luncheon
                                    Teacher of the Year Presentation
                                   
1:30 - 2:00 P.M.          Time for Vendors and Networking

2:15 - 3:30 P.M.          Session C (educational presentations)

3:45-5:00 P.M.            Session D (educational presentations)

5:15 - 6:00 P.M.          District Meeting

6:00 P.M.- ?                Hospitality Suites

Sunday, April 25, 2004

8:00-9:00 A.M.            Session E (Job-Alike Round Tables)

9:00-11:00 A.M.          Luncheon/ Model Schools Awards

11:00 A.M. - ???         Local sightseeing and excursions on your own

Conference Presenters Have Varied & Valuable Topics

Become a Member of CCEA            [ top ]

Click Here for more information.