CCEA Plus 2025 Surf's Up! Riding the Waves of Opportunity

Keynote Speaker Jacie Ragland

First we will use a diagnostic tool to assess our and our students' various learning, communication and personality styles. Then we will explore a variety of lessons that engage students of all learning, communication and personality styles.

Instead of “waiting for failure,” Merced Union High School District MTSS proactively identifies and addresses students with academic, behavioral, and SEL needs. Early assessment and intervention for these students can help them catch up with their peers sooner. Every violation of the behavior code is an opportunity for intervention.

The Purpose Driven School presentation will focus on the Student Success Academy, which is dedicated to helping at-risk youth, including foster children, those struggling with addiction, and juvenile delinquents. This program specifically targets 7th to 10th-grade students, addressing issues related to behavior, school attendance, and the importance of building positive relationships. Our mission is to assist these students in getting back on track in both their school and home environments. We aim to empower them to overcome challenges and achieve their full potential through tailored support, mentorship, and resources. For high school students, we focus on helping them regain credits and stay on the path to graduation. Together, we can create pathways for success and resilience in their lives, ensuring that they have the tools and support needed to thrive. We want all our students to leave us with PURPOSE (Poise Unity Respect Proud Others Self Excellence).

Join Principal Chris Fore as he shares how the staff at Mojave High School (Hesperia, CA) is fostering meaningful connections with students through the "Each One, Reach One" philosophy in the seminar, "Ghosting is for Phones, Not Schools: Building Meaningful Connections on Campus." Over the past two years, the school has implemented various new programs designed to deepen student engagement. These efforts have yielded impressive results, as reflected in the Youth Truth Survey, with a 15% increase in student engagement, a 14% boost in school culture, and a 24% improvement in students’ sense of belonging and peer collaboration. This holistic approach has also positively impacted graduation and attendance rates.

"We Can Do Hard Things Together" is a dynamic session designed to empower educators at continuation high schools to build a strong, inclusive culture of belonging. This presentation will explore practical strategies for fostering unity and resilience among students and teachers, creating an environment where every individual feels valued and supported. Through collaborative activities, shared goals, and meaningful connections, educators will learn how to transform challenges into growth opportunities, building a community that embraces the unique strengths of each member. Participants will leave equipped with tools to inspire trust, engagement, and collective progress.

A meta-study released the day last year's CCEA conference began reported that nearly 20% of California's K-12 students had significant experiences of childhood trauma (ACEs score of 4+). In continuing education, it is believed that this number may be even higher. During this session, you will learn from a teacher, administrator, and researcher how to design your classroom environment to support the emotional and developmental needs of your students while increasing the chance of active engagement and their desire to learn. We will discuss how to create a positive "home-court advantage" in your classroom or school, and how you can spark resilience in students who have been hurt. As a bonus, you will probably learn how to feel even better about your own work with students and improve your satisfaction and love of teaching! Get here early. This presenter's sessions were full last year.

In today’s evolving educational landscape, many students, particularly those with special needs and those attending alternative schools, face unique challenges that often lead them to disengage from learning. As a veteran educator with over 20 years of experience and a passion for motivating students who have given up on learning, Dr. Jordan B. Smith Jr. has developed effective strategies that integrate the power of Artificial Intelligence (AI) to re-engage and inspire these students. This presentation is based on Dr. Smith's extensive research, his best-selling book 11 Effective Strategies for Teaching Math to Students Who Have Given Up on Learning, and his ongoing work with AI-driven tools to improve learning outcomes. Dr. Smith’s session will offer attendees insights into how AI can be used as a tool to connect with students who feel marginalized or discouraged by traditional teaching methods. AI allows teachers to differentiate instruction, personalize learning paths, and provide immediate feedback that empowers students to see the progress they may have missed in conventional classroom settings. The presentation will walk through specific AI applications that educators can easily integrate into their daily practice, helping students with learning disabilities, ADHD, or those who struggle with self-esteem and motivation. One of the key aspects of this presentation is the Four Directional Pathways model, which Dr. Smith developed as part of his Motivated Classroom Workshop. This model provides a framework for understanding how to approach teaching from multiple angles, whether through curriculum design, cultural relevance, or emotional connection. Attendees will learn how to leverage AI to reinforce each of these pathways, making lessons more engaging and accessible for students who have historically felt left behind. Another focus of the presentation will be AI’s role in creating culturally relevant performance tasks that resonate with students

Learn how our attendance campaign helped increase attendance campus wide by 7%!   We have a detailed Tiered attendance policy where all staff are part of the solution and we are ready to share it with you!!  Learn our strategies, skip the growing pains, and be ready to launch your own campaign.

The National Center for Education and the Economy (NCEE) defines strategy as “the determination of how best to prioritize, orchestrate, and use available resources and capabilities to achieve identified ends or goals. Strategy bridges the gap from where you are to where you want to be” (NCEE, n.d.). In every situation, there is an expectation, your current state in relation to the expectation, and a gap between the two. This presentation will discuss how you can attack any problem and lead through the gap to reach the expectation. Come learn about how I leverage my ADHD powers of hyperfocus to tackle things like resource maximizing, boosting enrollment, integrating CTE, and more!

Learn about how Westbury High School took the "Lemon" of overcrowding and made "Lemonade" by creating a 9th grade experience. See the journey of creating an offsite school building, creating a PLC centered master schedule, motivating a team of teachers, and how the experience positively impacted a cohort of scholars resulting in the highest graduation rates Westbury High School has experienced. This session is beneficial to those who are implementing PLCs, creating innovative master schedules, planning meaningful professional learning opportunities, and building a student-centered team. Teachers, Administrators, School Counselors, and District Leaders are the target audience, while all are welcomed!

Join Mr. Barrett Snider for a Q & A session focusing on updates in Continuation Education. Barrett Snider has spent two decades working in California politics and is a founding partner of Capitol Advisors Group, where he manages the daily government relations operations of the firm. His diverse experience in both legislative advocacy and political campaigns provides clients with valuable industry expertise and strategic political consulting. Immediately prior to the founding of Capitol Advisors Group, Barrett ran the operations of California’s then-largest K-12 government relations firm in Sacramento. He also served as a Legislative Advocate in the firm of Peter Birdsall & Associates. Mr. Snider has also worked on a number of legislative and statewide political campaigns under political consultant Gale Kaufman. He was a consultant and spokesperson for the Yes on Prop 1D campaign - the $10.4 billion statewide school facilities bond passed by voters in November 2006. Mr. Snider has also served on the Board of Directors of the California Restaurant Association Education Foundation. He began his career as an intern in the office of United States Senator Barbara Boxer. He is a graduate of the University of California, Davis, with degrees in Political Science and Communication.

Step into the world of transformative leadership in alternative education with this interactive and thought-provoking workshop designed for current and future leaders of continuation high schools. Participants will dive into real-world scenarios, explore California Education Code, and uncover the unique opportunities and challenges that come with leading in this unique educational space. Through collaborative activities and scenario-based learning aligned to CPSEL standards, attendees will leave equipped with practical tools, renewed inspiration, and a personalized leadership growth plan.

Many students arrive in our classrooms with wounds and challenges we cannot easily see. For those of us in Alternative Education, the number of students with severe trauma exposure is over 20%.  And these students are often the hardest to reach and accommodate because most of our programs and initiatives cannot overcome the painful echoes they feel in their bodies and minds. This session will show you five powerful steps to promote resilience in all of your students whether they carry the deep scars of trauma, or are merely unmotivated in school. As educators, we may not be able to change what our students carry inside them every day, but we can definitely build safe spaces that prioritize learning when we master some simple habits. Come and join us to see how you can unleash the superpower of resilience that is already inside your students waiting to be activated!

The legal profession, especially the courts, are in need of interpreters, court reporters, judicial assistants, and paralegals. By hosting a legal internship at a school students can receive valuable training that will increase their chances of obtaining a job in this profession shortly after obtaining a high school diploma and passing an exam. By supporting a Youth Court either at your school, geographically close to your school or virtually, students can obtain valuable experience to prepare them for this profession.

The Gil Lab/Hope Lab is a credit recovery program designed to meet the needs of our most vulnerable students in Anaheim. These students are either 5th year seniors, former drop outs, or often transitioning back from the juvenile justice system. This program was developed to re-engage these students and ask them to give education a  second (or third) chance. We use hands-on projects, field trips every other week, and incorporate art, food, and humor in order to reach every kid and to make them feel like they have a home. This group stays with one teacher all day, and the class of 20 truly becomes a family. We connect them with resources such as the Department of Rehab, Rising Scholars(college program for formerly incarcerated students), and mental health supports as well as help them secure jobs and make sure they are on the right path once they reach that diploma.  This program has been truly life changing, and we can't wait for you to hear the stories of some of our current scholars (who will be in session).

If your school received Equity Multiplier funding this year and you have questions on compliance and are wondering how to best leverage those funds to support your students, join this discussion with Chris Fore of Mojave High School (Hesperia Unified), as he shares how his school leveraged Equity Multiplier funding to expand critical mental health and resilience services for students. Discover how Catapult Learning and EmpowerU partnered with Chris to provide turnkey solutions—including mental health support, academic intervention, and staffing—without adding extra burden on administrators or teachers. Additionally, gain insights on the 2025-2026 Equity Multiplier funding compliance landscape and forecast.

On-site social workers play a crucial role in providing regular check-in support, connecting students with community partners, fostering collaboration among staff, and implementing interventions to improve attendance. This collaborative approach enhances students' social-emotional well-being while promoting academic success.

Enjoy a snack break and take time between sessions to meet and network with our fabulaous Vendors in the Academy Foyer.

This engaging, research-based session explores how the Science of Reading (SoR) transforms alternative high school settings by expanding literacy instruction beyond traditional boundaries. Attendees will learn how SoR-aligned strategies can be adapted to meet the needs of continuation and community school students, many of whom face systemic barriers, skill gaps, and inconsistent learning histories. We’ll share real-world examples from Expanded Learning programs that showcase effective, structured literacy integration, with a focus on equity and acceleration. Practical, ready-to-use tools; including multisensory techniques, diagnostic approaches, and culturally responsive supports; will empower educators to boost reading outcomes during and beyond the school day. We will spotlight Hemet Unified School District’s innovative Expanded Learning model, including its “B4 the Bell” morning engagement initiative, afterschool literacy blocks, and summer programming. These flexible, student-centered programs demonstrate how SoR principles can help close achievement gaps, improve student confidence, and pave the way to graduation and lifelong success.

Discover how dual enrollment opportunities and articulated credit courses can enhance Career & Technical Education (CTE) programs, giving students a head start on college and career success. This session will explore strategies for aligning CTE coursework with early college opportunities, ensuring students earn both industry-recognized credentials and transferable college credit while still in high school.cAttendees will learn from the first-year success of Sierra High School, a continuation high school in SBCUSD, Southern California, which implemented a fully functional Family and Human Services Pathway alongside a dual enrollment partnership with San Bernardino Valley College. Year-end projections show SHS students will earn approximately 140 college articulated units and 144 college units through dual enrollment. The session will include practical insights, engaging discussions, and a hands-on resource toolkit featuring implementation strategies, curriculum alignment guides, and student recruitment techniques. Walk away with actionable steps to enhance your CTE program, ensuring students graduate high school with both career-ready skills and college credit—setting them up for lifelong success!

The Escondido Union High School District has developed a transfer process aligned to the education code to place student in an educational setting to meet student needs.  The system clearly outlines criteria for voluntary and involuntary placements and the appeal process.  We will discuss how this process has been refined over the last 20 years.

We plan to highlight our Tier I and II systems that have resulted in improved academics, increased feelings of belonging, and higher attendance rates. -Tier I data chats -MTSS points and the student rewards store. -Attendance team review -Tier II referral process. -SEL Emphasis -SEL spaces. -Academic Success Academy class. -Students giving their perspective.

We will present our Directed Studies (DS) class that we offer at our site: Calla High School. Directed Studies is a homeroom class that students enter immediately upon their start at CHS. Students are assigned a DS teacher at orientation and remain with that teacher their entire time at Calla. This teacher serves as a mentor and a safe space for our students. Students track their graduation requirements with their DS teacher, complete their class schedule choices every 6 weeks, do all state/standardized testing, after high school planning and complete their SEL BASE modules each block.

Citrus High School's Advisory Program is a mechanism implemented so all students can connect with an adult advocate, address their literacy needs, monitor their progress towards graduation, provide social-emotional support and prepare students for college and career.

I've seen firsthand the transformative power of a strengths-based rather than a deficit-focused approach. In my presentation, I will emphasize how educators working with continuation school students must cultivate a mindset that recognizes and validates each learner's inherent assets and potential. Too often, these students are viewed through a deficit lens- what they lack rather than what they bring. My journey has shown me that when educators believe in students' capabilities and treat them as whole, complex individuals, this can profoundly impact their self-belief and academic outcomes. I struggled immensely as a continuation high school student, yet I persisted because there were mentors who saw my resilience, drive, and cultural wealth—not just my circumstances. By sharing my story of going from a continuation school student to a doctoral degree recipient, I aim to model how an asset-based approach can empower marginalized learners to defy the odds. I will highlight specific strategies and mindsets that educators can adopt, such as: -Validating students' lived experiences and cultural identities as sources of strength (counterstories) -Nurturing a growth mindset that emphasizes effort, persistence, and the capacity to improve -Providing personalized encouragement and high expectations rather than lowering the bar -Connecting students to their intrinsic motivation and sense of purpose -Fostering learning environments that are inclusive, supportive, and affirming When students feel seen, heard, and believed in, it can catalyze a profound transformation. This is the kind of mindset shift that I think is essential for helping continuation school students realize their full potential. By sharing my counterstory of resilience and success, I hope to inspire the attending educators to recommit to a strengths-based philosophy.

Students sometimes express their respectable and valid goals, values, challenges and pain through problematic behaviors. This presentation and facilitated discussion will identify activities and social-emotional learning that support prevention and provide positive, viable alternatives to the problematic behaviors. We can highlight and provide these opportunities for students to experience  ̶  often led by students. This approach is a key alternative to punitive, exclusionary practices!

Art and social-emotional learning (SEL) naturally complement each other, as both encourage self-expression, empathy, and emotional awareness. This presentation will explore how integrating art into SEL can create powerful opportunities for students to connect with their emotions, understand others, and build meaningful relationships. Through interactive participation in hands-on lessons and exploration of adaptable resources, educators will gain practical tools to implement art-infused SEL strategies in any subject area, enhancing student engagement and emotional growth across the curriculum.

Drumming and other rhythmic forms of expression are common throughout the world. Come prepared to participate in a fun and moving community building activity. Bring drums, buckets to bang on, any other instruments for improvisation, dance, sing...to express yourself. We will provide for those who can’t bring their own.