Ivy High School again named model continuation school

For the second consecutive time, Ivy High School has been honored as a model continuation school in the state of California.

State Superintendent of Public Instruction Tom Torlakson announced May 28 the designation of 37 Model Continuation High Schools for 2016. These schools are being recognized for their innovative teaching approaches that enable students with diverse needs to complete their high school education. Ivy High principal Melissa Marovich received the award at the annual California Continuation Education Association conference on April 29.

"I commend these schools for their exceptional work in keeping our students on the path to career and college readiness," Torlakson said. "Thanks to the guidance and support offered, our students leave with a high-quality education and the self-confidence required to build a better future."

Marovich explained that the award is kept for three years, and that Ivy had received the award in 2013.

"Our success comes from our rigorous curriculum, enrichment activities, and support staff," said Marovich. "The first piece to success is our teamwork aspect. The staff at Ivy has been together four straight years."

Ivy High School has a 92 percent attendance rate, and Marovich believes this is a great example of students buying into the school's mission statement: ABCs − Attendance, Behavior and Credits build student success.

The six teachers are a strong team, said Marovich, and are dedicated to their students because they want to work at Ivy High.

"They don't want to work anywhere else," she explained. "They love the kids and our educational options. The first thing that hooks students is the caring group of teachers and the community values. This is really a family, and that sense of teamwork is what helps kids graduate, even if they had felt unsuccessful in school. The feeling of wanting to be here is a value that translates to our students, who in turn feel supported, comforted and welcomed as part of the family."

Marovich believes that the dedication students display at school makes them hard workers, a skill that makes them attractive to future employers.

"I tell people that Ivy kids are totally worthy of being hired for a job because they are not quitters," she explained. "They could have dropped out of school, but they came to us instead. Our students are aware that their is life beyond school, and we are helping them think about future careers and vocations."

With 130 students attending Ivy High, it's easy for Marovich and her staff to form close connections with them.

"The secretary knows everyone's names, and not for bad reasons," said Marovich. "They feel like they belong. When they walk around, every teacher knows who they are. They are not invisible."

The Ivy staff sees each student as a working investment.

"These students are working twice as hard because of mistakes they made as ninth and tenth graders, so we want to take a chance on them," said Marovich. "People have an impression of what Ivy is, but it's not for those who are expelled, nor is it a juvenile detention school. Students can obtain a regular high school diploma, but it is set up differently to help them with credits they are behind on. Maturity is really important, I tell my kids. They got here because they were not mature in making school decisions before."

According to the state superintendent's website, continuation high schools meet the needs of students aged 16 years or older who have not graduated from high school, are at risk of not graduating, and are not exempt from compulsory school attendance. The minimum attendance is 15 hours per week or 180 minutes daily.

More than 60,000 students attended the state's 460 continuation high schools in the 2014–15 school year.

As a way to help students have a more balanced lifestyle, Ivy High has a robust after-school program as well. With the help of a grant, students at Ivy can stay on campus after school for tutoring, extra credit recovery, community service, and sports.

"All these things are meant to keep kids busy after school and connected to us," said Marovich. "About six to eight years ago, school would get out and everyone went home. Now we have all these things to do − drivers ed, art class, enrichment and support classes − and they change the culture and environment. It gives the teachers a way to connect with students outside of class, and students an opportunity to work on something fun."

Marovich is proud to be the head of a school that offers students positive opportunities, and as principal, she gets to build positive relationships with each student.

"Instead of reacting to behavior, I can sit down and build positive relationships," she said.