Welcome to our 2025 Conference "Surf’s Up! Riding the Waves of Oppotrunity" For registration, lodging and other up-to-date conference information please visit our CCEA website: https://cceanet.org/ccea-conference-2025/
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"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.
The Office of School Health-Based Programs is dedicated to supporting the mental, behavioral, and physical health of our school communities. In our session, "Every Child is One Caring Adult Away from Changing Their Narrative," participants will learn about key initiatives from our office that support school communities in creating environments of belonging and connectedness. We will explore the vital role that addressing the whole child—focusing on their mental, physical, and emotional well-being—plays in fostering student success. We recognize that expecting students to excel without this support is unrealistic, and by ensuring every child has the care they need, we can help transform their narratives and promote thriving school communities.
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.
Teacher/Professor/Researcher, Mount Toro High School/Salinas Union High School District
Dr. Matt is a former US Naval Officer with more than 3 decades in K-12 and post-secondary education. He has served as a teacher, coach, principal of elementary, middle and high school, CTE and central office administrator. He has taught undergraduates, grad students and PhD candidates... Read More →
Valley high school has been implementing learning studios at our site for the past two years. These learning studios are where teachers meet in their cohorts for the day to discuss curriculum implementation, identify a problem of practice, implement a change idea/instructional move and review data and adjust the lesson accordingly with peer feedback. It is also an opportunity for the content areas to meet and collaborate on curriculum ideas and changes. Studios facilitate a shared space for teachers to focus on student collaboration and discourse in the classroom. Valley High schools instructional team would like to present on how your can incorporate this innovative and informative practice at your school!
Bertha Jimenez is a high school teacher with 23+ years in the education field. Her experience includes a focus on multilingual learners, special education population and at-promise youth. She started her career as a tutor for various programs such as AVID and Gear Up & worked... Read More →
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.
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.
Barrett Snider is a founding partner of the firm and has spent twenty-five years working in California politics. Barrett manages the daily government relations operations of the firm. His diverse experience in both advocacy and political campaigns provides clients with valuable industry... Read More →
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.
Title I Coordinator, Los Angeles Unified School District
As a District Administrator, I support the Virtual Academies and Educational Option Schools at the Los Angeles Unified School District. I provide guidance and assistance to school leaders in implementing and meeting District and federal requirements all related to the Elementary and... Read More →
Continuation Schools represent a unique challenge in the Education World - We are Tier Three schools who need to have three Tiers of support. We already do all the things a Comprehensive does (and then some). So how do you provide that MTSS support when everything you might do has either already been done or is being done? This presentation explores methods beyond Tier 3, ideas that focus on our type of students and supports that are "outside of the box" thinking. It will be organized into three levels (like the Tiers), with the differences being in cost (cheap to expensive) and time involved (little time spend to a lot of time spent).
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!
Teacher/Professor/Researcher, Mount Toro High School/Salinas Union High School District
Dr. Matt is a former US Naval Officer with more than 3 decades in K-12 and post-secondary education. He has served as a teacher, coach, principal of elementary, middle and high school, CTE and central office administrator. He has taught undergraduates, grad students and PhD candidates... Read More →
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.
Consultant, Parents, Educators/Teachers & Students in Action
I am the Chief Executive Officer of Parents, Educators/Teachers & Students in Action (PESA). PESA was formed in 2013. PESA is the supporting non-profit of the Los Angeles Superior Court Teen Court Program that collaborates with Los Angeles County School Districts providing opportunities... Read More →
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).
This workshop is designed specifically for educators seeking effective strategies to engage students in English Language Arts (ELA), particularly those who exhibit a strong aversion to reading and writing. Many students, especially in continuation high school settings, face unique challenges that can hinder their academic motivation and success in ELA. Participants will explore a variety of innovative approaches and practical lesson plans tailored to capture the interest of reluctant readers and writers. We will delve into techniques that foster a supportive learning environment, where students feel empowered to express themselves and develop a genuine appreciation for literature and composition. The workshop will cover key strategies for differentiating instruction, utilizing technology, and integrating real-world contexts that resonate with students' lives. Educators will leave with actionable insights and resources that can be immediately implemented in their classrooms, regardless of subject area. Additionally, we will discuss collaborative approaches that encourage peer interaction and build a sense of community, which can significantly enhance student engagement. By the end of this workshop, participants will be equipped with a toolkit of resources and strategies to inspire and motivate their students, fostering a positive and enriching ELA experience. Join us to transform the way we approach reading and writing in the classroom.
School District Employee, Orange Grove High School, Corona-Norco Unified School District
I love mentoring other teachers. I am available for questions or advice from new teachers and would love to collaborate with veteran teachers. I would also love to share any lesson plans I have, and I will provide anyone who wants a copy of my presentation with all live links included... Read More →
MTSS is not just PBIS, which is a common misconception. MTSS encompasses whole child wellness. Come together to share strategies, tips, and ideas of things that you have done that have been successful at your site to meet the needs of the whole student.
School District Employee, Sierra High School, SBCUSD
Vance Bee has been the MTSS Coordinator and English Language Facilitator at Sierra High School in San Bernardino, since the fall of 2022. Prior, he taught English 9-12, ELD, and Edmentum Credit Recovery. He also has experience with AVID, ELD, and English at the middle school level... Read More →
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.
Principal, Mojave High School (Hesperia Unified School District)
Chris Fore is a veteran Administrator, Athletic Director, and Head Football Coach from Southern California; he currently serves as the Principal at Mojave High School in the Hesperia Unified School District. Mojave was recently recognized by the California Department of Education... Read More →
This presentation will help alternative education schools build school culture through highlighted programs at Calla High School such as athletics, PBIS, yearbook, leadership, prom, a school garden, clubs, SEL support, CTE and much more. These added programs help give our alternative education students a traditional high school experience while in our small school setting. The presenter will help others to learn how to get these programs started on their site and how to keep them successfully functioning over the years despite the barriers we all face in alternative education.
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.
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.
Linda and Pearl have decades of experience and wealth of knowledge in the Science of Reading education industry as educators for K-12. We are dedicated to working with you and helping you achieve your literacy goals.
Linda and Pearl have decades of experience and wealth of knowledge in the Science of Reading education industry as educators for K-12. We are dedicated to working with you and helping you achieve your literacy goals.
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.
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!
School District Employee, California Department of Education
Dan Sackheim is the statewide program lead in the Educational Options, Student Support and American Indian Education Office of the California Department of Education (CDE) responsible for monitoring and supporting the operation of community day schools, opportunity education, and... Read More →
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.
School District Employee, Columbus High, Downey Unified
Hello! My name is Jennifer LaMar and I am the visual arts instructor at Columbus High School in Downey. I've been teaching art at the secondary level for 14 years in both the public and private sectors, having transitioned to continuation school 3 years ago. We all saw the need for... Read More →
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.
School District Employee, California Department of Education
Dan Sackheim is the statewide program lead in the Educational Options, Student Support and American Indian Education Office of the California Department of Education (CDE) responsible for monitoring and supporting the operation of community day schools, opportunity education, and... Read More →
Pershing students in partnership with the Fresno Elk's club have been doing two projects with students yearly. One called The Mount Olympus Challenge and one called The Veteran's Video Project. This year with the Seal of Civic Engagement out, the projects help the students involved to qualify for this honor. They also are projects that have really made a difference for our students. We would love to present our projects to other schools.
In this session, we will explore how Multi-Tiered Systems of Support (MTSS) can effectively support students' academic, behavioral, and social-emotional growth, while reinforcing their college and career readiness. By examining the three tiers of MTSS, participants will learn how universal, targeted, and intensive supports can connect classroom learning to real-world career opportunities and post-secondary aspirations.Through practical strategies and examples, this session will show how MTSS creates personalized pathways for students, ensuring all have the opportunity to thrive academically, explore career paths, and prepare for future success. Attendees will leave with actionable tools to integrate MTSS within their schools, build stronger community and family partnerships, and promote a culture of equity that supports every student in achieving their college and career goals.
School District Employee, Sierra High School, SBCUSD
Vance Bee has been the MTSS Coordinator and English Language Facilitator at Sierra High School in San Bernardino, since the fall of 2022. Prior, he taught English 9-12, ELD, and Edmentum Credit Recovery. He also has experience with AVID, ELD, and English at the middle school level... Read More →
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.
Title I Coordinator, Los Angeles Unified School District
As a District Administrator, I support the Virtual Academies and Educational Option Schools at the Los Angeles Unified School District. I provide guidance and assistance to school leaders in implementing and meeting District and federal requirements all related to the Elementary and... Read More →
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.
School District Employee, California Department of Education
Dan Sackheim is the statewide program lead in the Educational Options, Student Support and American Indian Education Office of the California Department of Education (CDE) responsible for monitoring and supporting the operation of community day schools, opportunity education, and... Read More →
The beauty of a school year is there is a beginning, middle and an end. Students and teachers are accustomed to this cycle from an educational standpoint. School leaders can sometimes forget to utilize the educational calendar to their advantage when it comes to building - and maintaining - staff and student morale. There are key large group, small group and individual engagement opportunities to be built into a school’s master calendar that go a long way in reaching the masses with the potential to strengthen individual work/school relationships. This workshop will highlight two key mantras: “Culture is what you allow” and “People respect what you inspect”. If school leaders inspect, by paying attention to the way the organization socializes, then that group has the potential to build respect and a strong, identifiable culture at the school site. With some intentionality, local flavor, staff/student input and organized implementation, school leaders and support staff can create excitement and positive experiences for their hard working but tired staff and the students they are expected to serve. This series of events can provide a dose of motivation when they need it the most in the different seasons of a school year. Learning Objectives ● Participants will analyze an example of a need to unify a staff and student body ● Participants will review a school calendar of seasonal events ● Participants will hear anecdotes about the positive outcomes of a school year worth of staff unifying events ● Participants will walk away with specific idea
In this presentation, you will learn about community cultural wealth, a framework that highlights the cultural assets students bring to the classroom every day, rather than focusing on perceived deficits—particularly for students of color. All students draw on a range of cultural knowledge, skills, abilities, and networks to navigate systems of oppression, marginalization, and inequality. By recognizing and building on these assets, students can gain confidence in both school and life. This framework is applicable across all grades and subjects. We will specifically explore how it was implemented in a social science class, where students applied their cultural knowledge of Día de los Muertos to engage with their community in East San Jose.
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.
Noemi Iraci is a counselor and teacher with 28+ years advising adolescents in the field of education. As a high school student who constantly got in trouble for talking and disrupting others, her grades were marginal at best. Here diverse experience in education began right... Read More →
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.
School District Employee, California Department of Education
Dan Sackheim is the statewide program lead in the Educational Options, Student Support and American Indian Education Office of the California Department of Education (CDE) responsible for monitoring and supporting the operation of community day schools, opportunity education, and... Read More →
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.
I currently serve as the MTSS Coordinator for one of the largest non-unified districts in the State of California (Bakersfield City Schools). I’m also privileged to be a partner with TrivingYOUniversity as a lead climate coach. I have over 22 years of experience as a Special Education... Read More →
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.
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
zSpace is the leading evidence-based augmented/virtual reality (AR/VR) platform providing innovative hands-on, experiential learning to improve achievement in science, math, and career and technical education credentialing.A comprehensive solution consisting of Windows-based AR/VR... Read More →
This presentation will help alternative education schools build school culture through highlighted programs at Calla High School such as athletics, PBIS, yearbook, leadership, prom, a school garden, clubs, SEL support, CTE and much more. These added programs help give our alternative education students a traditional high school experience while in our small school setting. The presenter will help others to learn how to get these programs started on their site and how to keep them successfully functioning over the years despite the barriers we all face in alternative education.
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.
School District Employee, Centinela Valley Union High School District
Tali Sherman has taught at the Centinela Valley Union High School District for 20 years; she has worked as an English teacher at the comprehensive high schools, and as a teacher and WASC coordinator at both the independent study and continuation high schools. She is a National Board-Certified... Read More →
This presentation on Social-Emotional Learning (SEL) for students and teachers focuses on the importance of developing emotional intelligence, self-awareness, and interpersonal skills to create a supportive and inclusive school environment. It will introduce activities such as mindfulness exercises, group discussions, and strategies to incorporate into a classroom setting to help students and teachers alike recognize and manage their emotions, resolve conflicts, and build stronger relationships. Measuring tools like SEL assessment surveys, teacher observations, and student reflections will be shared to track progress and ensure effectiveness. By incorporating SEL into daily routines, the school culture can be transformed, fostering empathy, respect, and resilience, ultimately enhancing academic performance and creating a positive, cohesive learning community.
School District Employee, Columbus High, Downey Unified
Hello! My name is Jennifer LaMar and I am the visual arts instructor at Columbus High School in Downey. I've been teaching art at the secondary level for 14 years in both the public and private sectors, having transitioned to continuation school 3 years ago. We all saw the need for... Read More →
