Dr. Paul A. Rodríguez

Continuation EducationStarted in 1919 as an option for students who

needed to work and finish school

Refocused in 1965 with federal government pressure to reduce the drop-out rate

Current system has focus on drop-out prevention and recovery

Continuation is a mandated secondary option

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Reform Act of 1983 brought a common school term length of 180 days

Common graduation requirements and a single diploma resulted from reform

Continuation high schools required to file an annual report on the condition of the school and its students

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Funding IssuesPre-1978 schools operate on earned ADA at the

district revenue limit amount

Post-1978 schools earns income based on ADA but also has an add-on for administrative and operational costs

COLA has become more regular in recent years

Categorical funding eligibility is the same as other schools in the district

Money is the “mother’s milk” of school success

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Common Attributes of the “At-Risk” studentA long history of poor school attendance and

performance

Families are often in poverty and move frequently and are dysfunctional

Parents have history of poor school performance and low expectations for their students

Alienation from the school and its ethos

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Common Conduct & Behavior IssuesDisciplinary and truancy problems that lead

to credit deficiencies

Chronic illness and generally poor health with lost school days & continuity

Low self-esteem issuesImpulsive behaviors

Family problems, drugs, pregnancy and other personal losses and crises

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Effective ProgramsVocational education with work related to

educationSmall schools with low student-teacher ratiosCounseling and support services available School is service-intensive that provides students

personal contact with a qualified, caring staffStructure of the curriculum is non-traditional Provide effective alternatives to traditional

policies Emphasis is on flexibility in tailoring curriculum

and instruction to the learning needs of the individual student

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Staffing and AdministrationContinuation schools or programs are

mandated

Separate administration and location required of district

Teachers can be assigned based on skills and abilities rather than credential

(*NCLB has changed this attribute in the)8

Program MandatesInstructional components that lead to

graduation are required

Intensive guidance programs

Work preparation programs

Class size to be “as small as possible”

Notification of alternative programs and voluntary placement of students

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Class Size Issues

CDE recommends 1:15 ratio and based on ADA and 1:20 based on enrollment

Small enough to provide for alternative strategies and intensive guidance services

CDE Advisory recommendations should guide district staffing policies

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Ways to affect class-size impactProject based credit-system

Competency-based credit earning

Educational technology

Community service learning opportunities

Block scheduling

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Student Referral and AdmissionEnrollment is voluntary

Involuntary placement requires a hearing process that is set in local board policy

CDE Advisory places entry age at 16

Compulsory attendance age limit is 18 years old but older students can be served

Continuation schools are for those who have educational purpose

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Program AssessmentProgram quality assessments can include WASC,

CCEA Model Schools ProgramAlternative Schools Assessment Model (ASAM) is

the required reporting tool required of continuation high schools

Selected performance criteria is used to measure progress of students in the schools

NCLB legislation requires a measure based on standardized test performance

CSB has approved pre-post achievement measures for ASAM indicators of student academic progress

Student pre-tested within first 20 daysPost-test no sooner than 30 instructional days

after the pre-test using alternative formsPerformance measures used to demonstrate

adequate yearly progress (AYP) 13

Curriculum IssuesCurriculum is aligned with the district

requirements, policies and procedures

Academic content standards mastery is expected for all students

Instruction provides opportunities for students to pass graduation requirements and mandated testing programs

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Credit Earning OptionsCore academic program can include

Independent Study, Community Service Learning, work Experience/Internship, Community College, ROP, or vocational school courses

Seat time is a traditional high school system of credit earning

Productive hours programs are based on classroom work hours and completion

Competency is based on objective mastery

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Curricular Expectations of School Program

Mastery of core curriculumProficient mastery of academic content

standardsCommon diploma requirements with a

program that will lead to successful completion

Opportunities for learning assessed standards

CASACompetence

Affiliation

Self-Confidence

Autonomy16

The Need for CompetenceSupport persistence in learningMake students aware of their own thinkingEncourage the use of past knowledgeCoach toward precision in language and

thoughtThe Need for Affiliation

Create a culture of respect that honors:ListeningCreativitySelf-knowledgeHumor

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The Need for Self-ConfidenceHonor and reward flexibility in thinkingEmphasize the need for accurate assessmentAllow for the use of all sensesEncourage the experiencing a sense of

wonderThe Need for Autonomy

Recognize and manage impulsivenessQuestion and pose problemsThink independentlyRespect lifelong learning

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Create a home or “casa” that

addresses student development needs

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Unless changes occur in teaching and learning, all

other changes are meaningless

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