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

Continuous Cycle of Improvement is by reviewing student assessment data and establishing objectives for students to meet graduation requirements. Title I Schools must establish an SSC to write the School Plan for Student Achievement (SPSA) that delineates the implementation of instructional strategies to help improve student achievement, means to monitor student progress, determine budget expenditures, and a way to evaluate the effectiveness of the school's instructional program.

This presentation will address everything you need to know about building your Model School Application. Components of the Review Process will be reviewed as well as strengths and challenges of the written application and site visit expectations. Be prepared with questions you may have as we will go through every section of the application.

This dynamic learning strand explores the unique challenges faced by fatherless boys in continuation schools and equips educators with strategies to foster their success. Participants will delve into effective mentoring models that inspire and guide at-promise males, practical life skills development tailored to their needs, and innovative approaches to building strong community partnerships. By addressing the root causes of the fatherless male epidemic, attendees will discover actionable solutions to empower these young men and transform their futures. Learn how the power of mentoring can serve as a cornerstone in creating a supportive system that nurtures resilience, purpose, and achievement.

This dynamic learning strand explores the unique challenges faced by fatherless boys in continuation schools and equips educators with strategies to foster their success. Participants will delve into effective mentoring models that inspire and guide at-promise males, practical life skills development tailored to their needs, and innovative approaches to building strong community partnerships. By addressing the root causes of the fatherless male epidemic, attendees will discover actionable solutions to empower these young men and transform their futures. Learn how the power of mentoring can serve as a cornerstone in creating a supportive system that nurtures resilience, purpose, and achievement.

This session is designed for educators transitioning from comprehensive to continuation high schools. Participants will explore key differences in structure, student needs, and school culture, while reflecting on how to support diverse learners through empathy, flexibility, and a strengths-based mindset. Interactive activities and real student profiles will help educators identify strategies tailored to alternative settings. Join us to better understand your students, your role, and how to lead with purpose in a continuation setting.

Discover how to create positive transitions for at-risk students while building trust, engaging families, and fostering inclusive solutions that drive success in alternative education settings. This hands-on workshop is designed to empower school leaders with best practices and collaborative tools.

An overview of Valley High's successful 6 week orientation program that introduces students and sets high expectations for high school in academics and behavior.  Focus is on students' social emotional health and teaching the students how to be aware of external events that may be impeding on their education.  Using circles and creating a purpose for building relationships with staff and their teachers is imperative for students to find success.  After taking the course students feel ready to respond to past failures and have tools to be successful on campus and in the "Real World." Big emphasis is put on how to self-advocate, how to set goals, working on communication skills, and participating in team building exercises.

Three years ago, we presented the beginnings of our attempt at implementing a data mapping system into our orientation program.  Now, we have created a well functioning system that includes a mapping test when students arrive at our school site,  a mapping test when they leave our site, and methods for data collection and monitoring student growth.  All of this is used to support our EDI, PBIS, and everything in between.  We have also found ways to promote student buy-in by telling them "Why." Why do you need to take a test as soon as you get to us, what does this test do, and how do we use it. The result has been a picture into the struggles our students face, what works and what doesn't, and how we can best support them.  We also have a good idea of where our state test scores will be that year, and can implement interventions and support as needed.

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.

Members of the CCEA Plus Board will be available in an open question and answer session to respond to your questions about the New and Improved Model Continuation High School and Model Community Day School Recognition Programs.

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

Join Valley HIgh School teacher Sharon Clark and members of her team as they discuss the history of AVID at Valley High School. They will share an overview of what AVID is and how it has evolved over the years along with AVID strategies, best practices and the impact it can have on our students' lives. In addition, They will talk about how AVID is making a difference for their students and how they are working together as a staff to transform their school by implementing AVID strategies schoolwide. You will leave with new strategies, ideas and  lessons you can use on Monday.

Student engagement can be particularly challenging in an alternative high school setting, where students may have experienced academic struggles, personal obstacles, or disengagement in traditional classrooms. This session equips educators with research-backed strategies to combat apathy and foster intrinsic motivation, helping students take ownership of their learning. By exploring the psychology behind disengagement, educators will gain practical tools to create a classroom environment that promotes curiosity, relevance, and student agency. Through interactive discussions, collaborative activities, and real-world video examples, participants will discover strategies tailored to the unique needs of alternative high school students. The session will focus on building teacher credibility and trust, helping students connect their learning to personal goals and real-world relevance, and promoting student voice, choice, and autonomy in the classroom. Educators will also learn how to increase student effort, resilience, and self-efficacy while strengthening teacher-student relationships and peer connections to create a supportive learning community. More than just a set of quick fixes, this session emphasizes authentic communication and connection, equipping educators with sustainable engagement strategies that empower students to stay invested in their education. Attendees will leave with actionable techniques they can immediately implement to cultivate a more engaging and student-centered learning environment.

Introduction: Clovis Community Day School (CCDS) fosters a supportive, inclusive, and data-driven environment tailored to the unique needs of alternative high school students. This presentation focuses on two essential practices, our Intake Process and "WIN" (What I Need) Meetings—which together create a culture of trust, accountability, and growth. These strategies exemplify how alternative education programs can address diverse challenges while cultivating student success.  Section 1: Intake Process: At CCDS, the intake process personalizes the educational journey for every student. Each student participates in a 30-minute session with a multidisciplinary team, including special education coordinators, counselors, psychologists, and Community Resource Officers (CROs). This session reviews stipulations from the expulsion process and identifies academic and emotional needs through conversations with the student and family, and establishes shared expectations by discussing school rules and resources. By involving SEL professionals from the outset, the process builds trust, ensures early identification of needs, and creates a foundation for success. This approach equips alternative high school students with the support they need to feel valued and prepared. Section 2: WIN Meetings: (“What I Need”) are ongoing, team-based reviews of student progress. These monthly sessions focus on: academic performance, including credit recovery and personalized plans, mental health and drug use support through counseling and therapy, community service engagement and compliance, and behavioral and attendance improvements. WIN meetings empower students to actively participate in their growth while celebrating achievements and addressing challenges. This personalized approach aligns with the needs of alternative high school environments, promoting accountability, resilience, and continuous improvement.

"WASCING with Purpose" is a comprehensive guide for educators on how to approach WASC accreditation visits with intentionality and focus. This session will cover strategic methods to prepare for WASC evaluations, highlighting the importance of aligning school culture, strengths, and improvement areas with the criteria of the visiting committee. Educators will learn how to craft a personalized experience that authentically represents their school through data-driven storytelling, engaging campus tours, and meaningful stakeholder involvement. Participants will leave with practical tips to showcase their school's unique journey and commitment to continuous improvement, ensuring a purposeful and impactful WASC visit.

This dynamic learning strand explores the unique challenges faced by fatherless boys in continuation schools and equips educators with strategies to foster their success. Participants will delve into effective mentoring models that inspire and guide at-promise males, practical life skills development tailored to their needs, and innovative approaches to building strong community partnerships. By addressing the root causes of the fatherless male epidemic, attendees will discover actionable solutions to empower these young men and transform their futures. Learn how the power of mentoring can serve as a cornerstone in creating a supportive system that nurtures resilience, purpose, and achievement.

Discover how educational leaders across California use creative approaches including AI, AR, and VR to engage and inspire students.  This session will demonstrate how students research, learn, and experience a variety of concepts and the associated career pathways in STEM, Health Science, Advanced Manufacturing, Agri-Science, Transportation and more.  Based on this exploration, students are able to develop plans for post-secondary study and/or earn valuable certifications. Learning Objectives: - Understand the AI/AR/VR landscape and its role in supporting STEM curriculum and CTE certifications - Discover clinical evidence supporting learning gains with AR/VR - Consider funding sources for the integration of new technology

In a recent Harvard study, 58% of participants aged 18-25 reported that they lacked "meaning or purpose" in their lives. Consider this interactive workshop as a remedy. Join in as we dive into the power of purpose-driven learning, exploring practical strategies to help students connect with their values, interests, and future aspirations.  Attendees learn about the PRICE of finding your “why” (Purpose, Routine, Inspiration, Confidence, and Education) and all will leave with a guide to support students in identifying pathways to finding purpose in their lives (and maybe even your own!) to flourish into their most positive and productive selves.