The Changing Face of Continuation Schools

Milisav Ilic, Ed.D. Administrative Director, Instructional Support Corona-Norco Unified School District

President - Educational Options Council, Association of School Administrators (ACSA)

Past President - California Continuation Education Association (CCEA)

[email protected] !2 Today we are going to discuss:

1. What is a Continuation High School?

2. Why Continuation High Schools need to be included in the Local Control Funding Formula?

3. How the DASS and Local Control Accountability Plan is going to keep districts accountable for Continuation High School performance data?

4. What can lead to improvements and success in Continuation Education?

!3 1.

What is a Continuation High School?

(The best kept secret in town)

!4

“Whoever had the idea that one person could take twenty or thirty or even ten continuation students and instruct them in the things they should know and make them like it must have been the champion day-dreamer of the age.”

!6 “They [continuation students] represent the moron and the genius, the social misfit and the socially unfit, the rich man's misunderstood daughter and the poor man's understood son, together with the bewildered and groping foreign born.”

!7 “I don't know of anyone in America who isn't represented, nor anyone in America capable of handling them as a single group.”

!8 G.G. Trout, 1937

!9 • alternative high school diploma program

• for students who are sixteen years of age or older

• behind in credits and are at risk of not graduating

• need flexible schedule because of job outside of school

California Department of Education • family needs or other circumstances

• must spend at least 15 hours per week or 3 hours per day at school

• take required courses for graduation

• receive guidance and career counseling

• ind. study, job-placement services, and concurrent enrollment in community college

California Department of Education WHO CAN ENROLL IN CONTINUATION? 48200

48200. Each person between the ages of 6 and 18 years not exempted under the provisions of this chapter or Chapter 3 (commencing with Section 48400) is subject to compulsory full-time education. Each person subject to compulsory full-time education and each person subject to compulsory continuation education not exempted under the provisions of Chapter 3 (commencing with Section 48400) shall attend the public full-time day school or continuation school or classes and for the full time designated as the length of the school day by the governing board of the school district in which the residency of either the parent or legal guardian is located and each parent, guardian, or other person having control or charge of the pupil shall send the pupil to the public full-time day school or continuation school or classes and for the full time designated as the length of the school day by the governing board of the school district in which the residence of either the parent or legal guardian is located. Unless otherwise provided for in this code, a pupil shall not be enrolled for less than the minimum school day established by law. I THOUGHT ONLY 16-18 YEAR OLDS 48400

48400. All persons 16 years of age or older and under 18 years of age, not otherwise exempted by this chapter, shall attend upon special continuation education classes maintained by the governing board of the high school district in which they reside, or by the governing board of a neighboring high school district, for not less than four 60-minute hours per week for the regularly established annual school term. Such minimum attendance requirement of four 60-minute hours per week may be satisfied by any combination of attendance upon special continuation education classes and regional occupation centers or programs. PARTIAL CREDITS 48645.5

(a) Each public school district and county office of education shall accept for credit full or partial coursework satisfactorily completed by a pupil while attending a public school, juvenile court school, or nonpublic, nonsectarian school or agency. The coursework shall be transferred by means of the standard state transcript. If a pupil completes the graduation requirements of his or her school district of residence while being detained, the school district of residence shall issue to the pupil a diploma from the school the pupil last attended before detention or, in the alternative, the county superintendent of schools may issue the diploma. (b) A pupil shall not be denied enrollment or readmission to a public school solely on the basis that he or she has had contact with the juvenile justice system, including, but not limited to: (1) Arrest. (2) Adjudication by a juvenile court. (3) Formal or informal supervision by a probation officer. (4) Detention for any length of time in a juvenile facility or enrollment in a juvenile court school. (c) Pursuant to subparagraph (B) of paragraph (8) of subdivision (f) of Section 48853.5, a pupil who has had contact with the juvenile justice system shall be immediately enrolled in a public school. (d) If a pupil completes the statewide coursework requirements for graduation specified in Section 51225.3 while attending a juvenile court school, the county office of education shall issue to the pupil a diploma of graduation and shall not require the pupil to complete coursework or other requirements that are in addition to the statewide coursework requirements. (Amended by Stats. 2016, Ch. 464, Sec. 2. Effective January 1, 2017.)

• PARTIAL CREDITS 49069.5

49069.5 (e) As part of the transfer process described under subdivisions (c) and (d), the local educational agency shall compile the complete educational record of the pupil, including a determination of seat time, full or partial credits earned, current classes and grades, immunization and other records, and, if applicable, a copy of the pupil’s plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794) or individualized education program adopted pursuant to the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.). PHYSICAL EDUCATION 51241(C)(1)

(c) The governing board of a school district or the office of the county superintendent of a county may grant permanent exemption from courses in physical education if the pupil complies with any one of the following: (1) Is 16 years of age or older and has been enrolled in grade 10 for one academic year or longer. (2) Is enrolled as a postgraduate pupil. (3) Is enrolled in a juvenile home, ranch, camp, or forestry camp school where pupils are scheduled for recreation and exercise pursuant to the requirements of Article 24 (commencing with Section 880) of Chapter 2 of Part 1 of Division 2 of the Welfare and Institutions Code. (d) A pupil exempted under paragraph (1) of subdivision (b) or paragraph (1) of subdivision (c) shall not attend fewer total hours of courses and classes if he or she elects not to enroll in a physical education course than he or she would have attended if he or she had elected to enroll in a physical education course. 35160. On and after January 1, 1976, the governing board of any school district may initiate and carry on any program, activity, or may otherwise act in any manner which is not in conflict with or inconsistent with, or preempted by, any law and which is not in conflict with the purposes for which school districts are established.

California Education Code 35160.1. (a) The Legislature finds and declares that school districts, county boards of education, and county superintendents of schools have diverse needs unique to their individual communities and programs. Moreover, in addressing their needs, common as well as unique, school districts, county boards of education, and county superintendents of schools should have the flexibility to create their own unique solutions.

(b) In enacting Section 35160, it is the intent of the Legislature to give school districts, county boards of education, and county superintendents of schools broad authority to carry on activities and programs, including the expenditure of funds for programs and activities which, in the determination of the governing board of the school district, the county board of education, or the county superintendent of schools are necessary or desirable in meeting their needs and are not inconsistent with the purposes for which the funds were appropriated. It is the intent of the Legislature that Section 35160 be liberally construed to effect this objective.

California Education Code Alternative Education Programs in California 2.

Why Continuation High Schools need to be included in the Local Control Funding Formula?

!20 To expand the number of “beating-the-odds” schools, the state needs to fund these schools according to a formula that realistically reflects the instructional and academic engagement challenges such schools face. CHANGING PLACES, Edley Jr. and Ruiz de Velasco, University of California Press Berkeley, California, 2010

!21 LCFF Allocation Formula

Concentration Supplemental Additional 50% of Additional 20% of base grant based on Base Funding base grant unduplicated count • Unduplicated above 55% of district count: Low enrollment Funds allocated by Income (LI), grade level spans, English Language K-3, 4-6, 7-8, 9-12, Learners (EL) and plus add-on for K-3 Foster Youth (FY) & 9-12 All districts equal

!22 Living and family arrangements

Continuation students surveyed on the California Healthy Kids Survey (CHKS) are three times more likely than students surveyed in comprehensive high schools to be in foster care or living with a relative other than a parent (11 percent versus 4 percent for eleventh-graders in the statewide survey)

WestEd researchers found that all students in the CHKS sample who reported living in transitory arrangements (for example, in a shelter, on the street, in a car or van) were in a continuation school or in a community day school (for expelled students)

CHANGING PLACES, Edley Jr. and Ruiz de Velasco, University of California Press Berkeley, California, 2010 Student mobility

Compared with students in comprehensive schools, continuation students are more likely to move from school to school Increased mobility is often the result of changes in a student’s foster home placements There is a link between family dislocation and student mobility Students in economically fragile or otherwise socially unstable home environments tend to move frequently as their parents or guardians seek jobs and affordable housing

CHANGING PLACES, Edley Jr. and Ruiz de Velasco, University of California Press Berkeley, California, 2010 English language learners

Students classified as English language learners (ELL) are overrepresented in continuation high schools Enrollment of English learners in the eleventh grade is 14% statewide but is about 21.3% in continuation schools statewide Undocumented status of many students’ parents keeps their families moving as they seek seasonal work, often in informal job markets such as short-term domestic or itinerant labor

CHANGING PLACES, Edley Jr. and Ruiz de Velasco, University of California Press Berkeley, California, 2010 Low Income, English Learners, Foster Youth

Continuation District 70% 69% 66% 63% 53% 59% 47% 44% 42% 35% 40%

18%

0% 2010-2011 2011-2012 2012-2013 2013-2014

Corona-Norco Unified School District

!26 3.

How the DASS and Local Control Accountability Plan is going to keep districts accountable for Continuation High School performance data?

!27 There are eight areas for which school districts, with parent and community input, must establish goals and actions

!28 !29 Modified Methods for Dashboard Alternative School Status (DASS) Schools Dashboard Reports for DASS Schools

• Beginning in 2018, all DASS schools will receive a Dashboard report. –DASS schools did not receive a 2017 Spring or Fall Dashboard. • Data from DASS schools will be included in their local educational agency (LEA) Dashboard report. Modified Methods for DASS Schools • DASS schools will be held accountable for all state indicators currently reported in the Dashboard. • However, “modified methods” will be used for select state indicators. –To more fairly evaluate the success and progress of alternative schools that serve high- risk students. Alternative Schools Taskforce • In collaboration with the John W. Gardner Center at Stanford University, the California Advisory Task Force for Alternative Schools (Task Force) was convened in 2017 and met several times throughout the year.

–Members include representatives from school districts, county offices, juvenile court schools, special education local plan area, DASS charter schools.

• The Task Force reviewed the state indicators and decided to start with two: Graduation Rate and the College/Career Indicator. One-Year Graduation Rate for DASS Schools Only Graduation Rate Indicator

• The Dashboard currently uses a four-year cohort graduation rate for the Graduation Rate Indicator for non- alternative schools. –This measurement is not appropriate to use to evaluate DASS schools who serve highly mobile and credit deficient students.

• The Task Force proposed, and the State Board of Education approved, using a one-year graduation rate for DASS schools. Four-Year vs. One-Year Students who are counted as graduates differ:

4-Year 1-Year Graduation Rate Graduation Rate (Used for Graduation Rate Indicator) (Modified Method)

• Standard diploma •Standard diploma •High School Equivalency certificate (e.g.,*GED) • Special education certificate • Adult education diploma • Early graduates (grade eleven students)

*GED: General Educational Development Which Students Are Included in Numerator for One-Year Rates?

Must meet all of the following requirements:

1. Grade requirement

2. Certificate requirement

3. Enrollment days requirement Grade Requirement To meet this requirement, a student must: Be in grade Have an un- graded eleven or Have an secondary twelve (Note: adult status in only grade status CALPADS eleven O in CALPADS O (Note: ungraded students are R R counted as will no longer be early a CALPADS graduates) option for the 2018-19 school year) Certificate Requirements To meet this requirement, a student must:

Receive Receive a Receive a Receive a high school special an adult standard equivalenc education education diploma O y O certificate O high (includes certificate of school CHSPE) R (e.g., GED) R completion R diploma Enrollment Days Requirement To meet this requirement, a student must: Be in grade twelve and Be a graduate in July, Be an adult, ungraded have an enrollment secondary, Foster Youth, status code of 10 in August, or September grade 11 graduates, or CALPADS. These have a 40 enrollment students must: •No status code in CALPADS. O enrollment O These students must: • Be enrolled for at least requirement 90 consecutive calendar R R • Be enrolled at least 30 days prior to consecutive calendar graduating, with an days prior to enrollment gap ≤ 30 days graduating. Education Status Code 10: Primary enrollment status in CALPADS Education Status Code 40: Specialized services enrollment status in CALPADS Which Students Are Included in Denominator for One-Year Rates?

Students in DASS schools that are: • Graduates (including summer graduates) • Grade twelve non-graduates enrolled for at least 90 consecutive calendar days between July 1 to June 30, and: – Did not receive an approved certificate – Dropped out – Lost transfer (transferred to another CA school but did not show) Summer Graduates

• Students who graduate between July 1 to August 15 are included in the current graduating class as a summer graduate: – A student who graduated on July 15, 2018 would be included in the graduating class of 2018. • Students who graduate after August 15 are included in the next graduating class: – A student who graduated on August 16, 2018 would be included in the graduating class of 2019. Student Scenarios

• Using the prior six slides as a reference, the following section provides examples of determining graduates and non- graduates. They also identify which students would be included or excluded in the one-year graduation rate.

43 Scenario 1: Determining a Graduate

Student Enrollment Counted as a Graduate? Albert is a He enrolls in a Albert is counted neither as a graduate grade DASS school in nor a non-graduate at the DASS school. He is not included in the denominator. twelve March and stays Because students must be enrolled for at student. enrolled for 80 least 90 consecutive calendar days prior days and then to graduating, Albert does not meet the earns a standard criteria to be included in the calculations diploma before for the one- year graduation rate. exiting out of the However, if Albert was enrolled for at least school. 90-days and earned a standard diploma before exiting out of the school, he would be counted as a graduate at the DASS school. Scenario 2: Summer School Graduate

Student Enrollment Counted as a Graduate? Brittany, a grade By June 16, when Brittany is counted as a twelve student, the school year graduate at the DASS. enrolls in a ends, she has not Although Brittany does not DASS school graduated. She have a total of 90 days of during the first enrolls in the consecutive enrollment at week of May. school’s summer the DASS school, she is school program on still counted as a graduate July 5 and receives because there is no a standard diploma enrollment requirement for on August 11. summer school graduates.

45 Scenario 3: Foster Youth

Student Enrollment Counted as a Graduate? Doug is a He enrolls in a DASS Doug is counted as a graduate at the foster school during the DASS school because the criteria for youth first week of May graduates at DASS schools include passage of a California High School student. and earns a GED, on Equivalency Test (i.e., GED, HiSET, and June 16, when the TASC). school year ends. Although Doug does not have a total of 90 days of consecutive enrollment at the DASS school, he is still counted as a graduate because the minimum enrollment for foster youth students is 30 consecutive calendar days. GED: General Educational Development HiSET: High School Equivalency Test TASC: Test Assessing Secondary Completion Scenario 4: Enrollment Gap

Student Enrollment Counted as a Graduate? Oliver is a He enrolls in a DASS school in Doug is not counted as a graduate grade twelve September and exits in January. at the DASS school because the student. He reenters the same DASS enrollment gap (between January school during the first week of and May) is more than 30 May and graduates, with a GED, consecutive calendar days, so he on June 16, when the school does not meet the enrollment year ends. requirement of 90 consecutive days. Jade is a She enrolls in a DASS school Jade is counted as a graduate at grade twelve in September and exits in the DASS school because, although student. December. She reenters the the enrollment gap is more than 30 same DASS school on March 1 consecutive calendar days, she has and earns a GED, on June 16, more than 90 consecutive days of when the school year ends. enrollment after she re-enters. Scenario 5: Graduating Before 90 Days

Student Enrollment Counted as a Graduate? Rachel is a grade She enrolls in a DASS school Rachel is counted as a non- twelve student. in September and earns her graduate at the DASS HiSET in mid-October. She school because, although remains at the school through she received her HiSET at June. the school, she earned it before meeting the 90-day consecutive calendar enrollment requirement. She is included in the denominator but not the numerator of the graduation rate. Scenario 6: Counting Enrollment Days

Student Enrollment Counted as a Graduate? Darryl is a grade He enrolls in a DASS Darryl is counted as a twelve student. school in September for graduate at the DASS ten days. school because: (1) he He then exits for twenty was enrolled at the days. He reenters in the school for 90 calendar same DASS school and days, and (2) each of his enrolls for 50 days. He exits enrollment gaps was less again for 25 days. He than 30 days. reenrolls for the same DASS school for 30 days and graduates with a standard diploma. Student Transfers: Which School Is Held Accountable?

• If a student transfers between schools (i.e., between a traditional and DASS school or from one DASS school to another), only the last school is held accountable for student’s graduation status. –If the last school of record is a DASS school, then it must meet all criteria for the one-year graduation rate. Scenario: Transfer to Traditional School

Student School 1 School 2 Which Graduation Rate is the Student Attributed to? Marcie is a She enrolled She then transferred Marcie is included in the grade 12 in a DASS to a traditional graduation rate for the student who school for school for the last traditional school only and is enrolled in two 120 days 30 days* and counted as a graduate schools during received a (included in both numerator her senior year. standard diploma. and denominator). Eric is a grade He enrolled He then transferred Eric is included in the 12 student who in a DASS to a traditional graduation rate for the enrolled in two school for school for the last traditional school only and is schools during 120 days 30 days but did counted as a non- graduate his senior year. not graduate. (included in (denominator only). *Remember that there is no minimum enrollment requirements for traditional schools. The traditional school is accountable for the student’s graduation status because that is last school that the student attended. Scenario: Transfer to DASS School

Which Graduation Student School 1 School 2 Rate is the Student Attributed to? Joe is a grade Joe did not Joe enrolled in Joe is counted as a twelve student graduate at summer school graduate at the DASS who completed the end of at a DASS school. (Reminder: There his senior year his senior school. In early are no minimum day at a traditional year. August (and enrollment requirements for school. after being summer school.) enrolled for 60 days), Joe Joe is counted as a non- received a graduate at the traditional standard school (i.e., he is included in diploma. the denominator but not the numerator). Scenario: Multiple School Transfers

Which Graduation Rate Student School 1 School 2 School 3 is the Student Attributed to? Melanie is For the In December, In March, Since Melanie was enrolled a grade first four she she at School 3 (a DASS twelve months of transferred to transferred to school) for at least 90 student the a traditional a new DASS consecutive calendar days, who academic high school, school for and it was the last school of transferred year, she where she the record, School 3 is twice enrolled in was enrolled remainder of accountable. She is during her a DASS for 95 days. the year counted as a non-graduate senior school. (June at School 3 (i.e., included in year. 30) but did denominator but not numerator). not graduate. Scenario: Graduating Before Transfer

Student School 1 School 2 School 3 Which Graduation Rate is the Student Attributed to? Marc is a For the In In February, Although Marc received a grade first four December, he GED at School 2, he was not twelve months of he transferred enrolled there for 90 student the transferred to a new consecutive calendar days. who academic to a DASS DASS school Therefore, School 2 cannot transferred year, he school, and, for the count Marc as a graduate. twice enrolled in after remainder of School 3 is the last record of during his a enrolling for the year enrollment, and Marc was senior traditional 60 days, (June 30) enrolled there for at least 90 year. school. received a and did not days. Therefore, he is GED. receive counted as a non-graduate additional at School 3 (i.e., included in graduation denominator but not certificates. numerator). • Continuation high schools and the students they serve are largely invisible to most Californians

• state school authorities estimate that over 115,000 California high school students will pass through one of the state’s 519 continuation high schools each year, either on their way to a diploma, or to dropping out of school altogether (Austin & Dixon, 2008)

• the size, scope and legislative design of the continuation high school program make clear that these schools are a cornerstone of the state’s drop-out prevention strategy

West Ed: Alternative Education Options: A Descriptive Study of California Continuation High Schools, 2008.

!55 • these schools of last resort may be the last schools ever attended by large numbers of California students because they are not getting the academic and support services they need to succeed

• the single common denominator is that most continuation students have reached age 16 lacking sufficient academic credits to remain on track to graduate with their age cohort

• data also reveal them to be a highly vulnerable population characterized by multiple risk behaviors and other nonacademic learning barriers

West Ed: Alternative Education Options: A Descriptive Study of California Continuation High Schools, 2008.

!56

Graduation Rate (CNUSD)

Graduation Graduation Rate Rate w/o Continuation

2009-10 87.5% 79.6%

2010-11 88.6% 80.4%

2011-12 91% 83.7%

2012-13 91.9% 85.9%

!57 Dropout Rate (CNUSD)

Dropout Rate Dropout Rate w/o w/ Continuation Continuation

2009-10 7.4% 18%

2010-11 7.6% 18.2%

2011-12 5.1% 14.7%

2012-13 4.5% 13.3%

!58 4.

What can lead to improvements and success in Continuation Education?

!59 What Contributed to the Change In Continuation Schools

School principals frequently reported that the 1999 application of universal state student performance and curriculum standards for all schools posed new challenges for continuation schools

This spurred them to think more creatively about how they staff their schools and how they approach instruction

CHANGING PLACES, Edley Jr. and Ruiz de Velasco, University of California Press Berkeley, California School Districts Play a Critical Role in the Creation of Successful Continuation Schools

Hiring a principal who CARES! Providing the principal with discretion to hire a qualified and motivated staff Applying more rigorous standards to themselves and their faculties than those imposed by the state or district Imposing order on the school placement and intake process Implementing supportive policies that take the special needs of continuation schools into account, particularly in regard to how students are placed in the school and effective collaboration with external entities that provide needed supports for students as well as postsecondary pathways Using student performance data to guide change Structural Modifications

Schools offered specialized coursework under general course titles (e.g., Altered Course ‘math’ instead of separate algebra and geometry courses) or created Structure interdisciplinary courses (e.g., combined English Language Arts and History block period).

Teachers designed curriculum within the structure of short-term modules (or mini-units), in which the students receive grades and credits every Short-Term three to six weeks. Teachers chunked content into these shorter units based Modules on a teacher- defined set of learning objectives, often backward-mapped to the standards. An extension of competency-based education, course grade and/or coursework corresponds to the number of credits awarded. For a three- Performance- week period, a student might earn a third of a credit for a C, two-thirds of based credit a credit for a B, or a full credit for an A. In some cases, grading was further recovery tied to the quantity of work product submitted by the students based on a menu of assessment options (final essay, research presentation, multiple choice test, etc.). Bush, S. (2012). Building Effective Learning Environments in California’s Continuation High Schools. Stanford, CA: The John W. Gardner Center. Curriculum Design

Teachers and principals in our study administered pre-test assessments to Data-Driven identify gaps in student learning. At some sites, teachers described periodic Approach data analysis meetings with the principal, during which they discussed student progress and created an intervention or re-teaching plans.

Some successful schools engaged in careful backward-mapping of the Backward- standards in creating intensive content-infused units tailored to student Mapping to State background, ability, and needs. Often, teachers choose standards based on Standards student benchmark assessments.

Schools utilized computer-based programs for four main purposes: (1) to assess and address gaps in student learning with highly differentiated, targeted instruction, (2) to allow students to take courses that could not Computer-based otherwise be offered within the confines of a small school (including A-G Programs requirement courses and sometimes Advanced Placement level courses) (3) to facilitate accelerated credit recovery by allowing students to complete additional hours and credits outside of the school day, and (4) to manage intake. Bush, S. (2012). Building Effective Learning Environments in California’s Continuation High Schools. Stanford, CA: The John W. Gardner Center. Instructional Practices

Teachers and principals used this term to describe teacher-guided group discussion of a reading, lesson, or case-study. (Note: Teachers were not Direct Instruction referring to the highly-scripted style utilized in some direct instruction curricula, particularly as most curricula were teacher-modified or teacher-created.) Teachers engage students in inquiry-based projects focusing on solving a complex problem or question collaboratively. In continuation high schools, Project-based students often complete projects in coordination with Regional Learning Occupational Programs (ROP) 3 or Career Technical Education (CTE). Some schools also drew on community partnerships to collaboratively design projects with real- world impact.

Notably, the schools that we visited did not issue homework assignments to ‘No Homework’ students. At most, students were only expected to complete any extra- Policy credit (independent study) or ‘make-up’ assignments outside of school.

Bush, S. (2012). Building Effective Learning Environments in California’s Continuation High Schools. Stanford, CA: The John W. Gardner Center. Socio-emotional Practices

Modified Teachers and principals set clear, consensus-based behavioral expectations, Disciplinary characterized as ‘tough love,’ but assumed a more lenient approach to Approach relatively minor, compliance- based infractions.

As we conducted interviews and focus groups with principals, teachers, and students, we often heard the word “family” used to describe the schools. Family Culture Students often cited strong relationships with teachers, academic counselors, and, where present, psychologists.

Capitalizing on the benefits of their small size, some continuation schools Advisory and added orientation classes and daily advisement programs that emphasized Orientation study skills and motivation.

Bush, S. (2012). Building Effective Learning Environments in California’s Continuation High Schools. Stanford, CA: The John W. Gardner Center. List of 2017 Model Continuation High Schools 1. Alessandro High School, 831 East Devonshire Avenue, Hemet, CA, 92543-3052, Tara O'Malley, Principal, 951-765-5182 2. Back Bay High School, 390 Monte Vista Avenue, Costa Mesa, CA, 92627-1495, Deborah Lucker-Davis, Principal, 949-515-6900 3. Black Diamond High School, 1131 Stoneman Avenue, Pittsburg, CA, 94565-5466, Brian Wilson, Principal, 925-473-4480 4. , 901 Boynton Avenue, San Jose, CA, 95117-2006, Sarah Thomas, Principal, 408-626-3404 5. , 4825 Speak Lane, San Jose, CA, 95118-3769, Giovanni Bui, Principal, 408-535-6285 6. Buena Vista High School, 3717 Michelson Street, Lakewood, CA, 90712-1402, Morrie Kosareff, Principal, 562-602-8090 7. Canyon Oaks High School, 930 Royal Oaks Drive, Monrovia, CA, 91016-3735, Flint Fertig, Principal, 626-471-3000 8. Chana High School, 3775 Richardson Drive, Auburn, CA, 95602-9350, Stan Parker, Principal, 530-885-8401 9. Core Learning Academy at Conley-Caraballo High, 541 Blanche Street, Hayward, CA, 94544-7700, Ramón Camacho, Principal, 510-471-5126 10. Del Valle Continuation High School, 2253 Fifth Street, Livermore, CA, 94550-4549, Darrel Avilla, Principal, 925-606-4709 11. Desert Valley High School, 104 West Magnolia Street, Brawley, CA, 92227-1583, Antonio Munguia, Principal, 760-312-5100 12. Fairvalley High School, 758 West Grondhal, Covina, CA, 91722-2065, Dana Craig, Principal, 626-974-4800 13. Gilbert High School, 1800 West Ball Road, Anaheim, CA, 92804-5516, Jei Garlitos, Principal, 714-999-3738 14. Hillside High School, 1558 West Ninth Street, Upland, CA, 91786-5636, Jerry Adams, Principal, 909-949-8400 15. Imperial Avenue Holbrook High School, 322 North Imperial Avenue, Imperial, CA, 92251-1267, Victor Torres, Principal, 760-355-3207 16. Jereann Bowman High School, 21508 Centre Pointe Parkway, Santa Clarita, CA, 91350-2947, Robin Geissler, Principal, 661-253-4400 17. John R. Wooden High School, 18741 Elkwood Street, Reseda, CA, 91335-1802, Laura Novak, Principal, 818-345-0203 18. Kurt T. Shery High School, 2600 Vine Street, Torrance, CA, 90501-4330, Jamie Jimenez, Principal, 310-533-4440 19. La Vista High School, 909 North State College Boulevard, Fullerton, CA, 92831-3013, Sandi Layana, Principal, 714-447-7821 20. Liberty High School, 351 East J Street, Benicia, CA, 94510-3437, JoAnn Severson, Principal, 707-747-8323 21. Marin Oaks High School, 720 Diablo Avenue, Novato, CA, 94947-4004, Kessa Early, Principal, 415-892-873 22. Oasis High School, 2311 Sierra Street, Kingsburg, CA, 93631-1457, Ryan Phelan, Principal, 559-897-3880 23. Orangewood High School, 515 Texas Street, Redlands, CA, 92374-3071, Carol Ruhm, Principal, 909-307-5380 24. Owensmouth High School, 6921 Jordan Avenue, Canoga Park, CA, 91303-1997, Jason Camp, Principal, 818-340-7663 25. Pacific Beach Continuation High School, 11950 Los Osos Valley Road, San Luis Obispo, CA, 93405-6861, Andy Marinello, Principal, 805-596-4023 26. Raincross Continuation High School, 6401 Lincoln Avenue, Riverside, CA, 92506-4424, Dennis Deets, Principal, 951-276-7670 27. Rancho , 38 Crest Road West, Rolling Hills, CA, 90274-5058, Rosemary Humphrey, Principal, 310-377-6691 28. Richland High School, 615 North Lemon Street, Orange, CA, 92867-6611, Elsie Briseno-Simonovski, Principal, 714-997-6167 29. Robertson Continuation High School, 4455 Seneca Park Avenue, Fremont, CA, 94538-4028, Salvador Herrera, Principal, 510-657-9155 30. San Andreas High School, 3232 East Pacific Street, Highland, CA, 92346-2499, Edward Hensley, Principal, 909-388-6521 31. Sierra Continuation High School, 11661 Donner Pass Road, Truckee, CA, 96161-4953, Greg Wohlman, Principal, 530-582-2640 32. Travis Education Center, 2775 DeRonde Drive, Fairfield, CA, 94533-9710, Allyson Rude Azevedo, Principal, 707-437-8265 33. Valley High School, 410 North Hidden Trails Road, Escondido, CA, 92027-5333, Dan Barajas, Principal, 760-291-2240 34. Vicente Martinez High School, 614 F Street, Martinez, CA, 94553-3212, Lori O'Connor, Principal, 925-228-9232 35. Village High School, 4645 Bernal Avenue, Pleasanton, CA, 94566-7449, Dana Chavez, Principal, 925-426-4260 Questions / Comments

Milisav Ilic, Ed.D. [email protected]