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 California 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.