Shining Star School–COST
Ken Quon, Principal; Jennifer Carpenter, CSS Outreach Consultant/Field Colleague, Glenelder Elementary School; Kirk Fujikawa, Principal; Connie Price, CSS Outreach Consultant, Smythe Academy of Arts and Sciences

Shining Star Schools are Comprehensive Student Support schools that scored well in this year's annual peer review and showed significant gains in academic improvement by meeting their API and AYP targets.

These Shining Star Schools present how they used the CSS strategies to coordinate state and federal programs and personnel services in a collaborative and integrated fashion to meet the needs of their students and their families.

Strand: Best Practices
Grade Level: K–6

Shining Star School–Resilience
Loraine Mason, Principal; Randall Edwards, CSS Outreach Consultant, Haddon Avenue Elementary School; Josie Koivisto, Principal; Mary Dobson, CSS Outreach Consultant, Margaret White Elementary

Shining Star Schools are Comprehensive Student Support schools that scored well in this year's annual peer review and showed significant gains in academic improvement by meeting their API and AYP targets.

These Shining Star Schools present how resilience-creating programs and strategies support the whole child and often have a significant role in student' academic success.

Strand: Best Practices
Grade Level: K–6

Building a Student Assistance Program (SAP)
Portia Lee, Director; Patti Azevedo, MA, MS, MFTI, Mental Health Coord., PUSD: Safe Schools & Health Students Dept., CA

This workshop highlights lessons learned in implementing a Student Assistance Program (SAP) at middle and high school campuses. A discussion of accomplishments, mistakes made, and lessons learned will provide participants with an understanding of how to structure a SAP and a system for implementing referrals, running educational support groups, and effectively establishing links with outside agencies.

Strand: NEW!; Best Practices; CASCWA
Grade Level: 7–12

Dropout Prevention Specialist (DPS) Certification: Program Overview
John Dooley, Vice President, National University Division of Extended Learning, CA

National University's Dropout Prevention Specialist Certification Program complies with the CA Education Code for outreach consultant (ORC) training. This six-course program sequence is taught by very experienced CA ORCs who also serve as adjunct faculty with National University. Classes
meet online for two hours, one evening per week. Program information available at: http://www.nu.edu/Academics/Schools/ExtendedStudies/811-200.html.

Strand: NEW!, Best Practices

How to Become a Model Continuation School
Linda Coyne, Principal/Director; Joe Domingues, Reyna Toledo Community Education Center, CA

This session will focus on a continuation high school that has undergone structural program and staff changes to create a school without failure, so students can realize their education dreams while enjoying their educational experience more fully. Improvements in attendance, transfer policies, home-school communication, curriculum, test preparation, data analysis, community collaborations, student incentives, school safety programs, and implementation of WASC recommendations have helped to create a model school.

Strand: Best Practices
Grade Level: 9–12

Reaching Kids in School Before They Hit the Streets
Marlena Uhrik, Ed.D., Education Program Consultant, CDE: Safe & Healthy Kids Program Office, CA

In this interactive workshop, participants will learn how Student Assistance Programs (SAP) can help you address the needs of at-risk students in your local schools. You will learn ways to use the California Healthy Kids Survey (CHKS) needs assessment, strategies for working with school personnel and community agencies, and how to use resources and technical assistance for helping these students.

Strand: Family and Community Collaboration; VetORC
Grade Level: K–12

Empty the Cup . . . Before You Fill It Up: The Missing Piece of Classroom Management & Student Engagement
Ernest Mendes, Consultant/President, Mendes Training & Consulting, Inc., CA

How do I get my students in a proper learning state where they are “ready to learn” when they may view my class as simply an interruption in their day? The social and emotional brain of your students is starving for expression and for a breath of air. When? Before, during, and after your lesson begins. Based on the best-selling book, Empty the Cup Before You Fill It Up, this session will share a handful of ways to honor your students' emotional and social needs and quickly refocus on instruction and the content standards you are supposed to address. Help your students be “Ready to Learn.”

Strand: Instructional Strategies
Grade Level: K–12