School Balanced Scorecard 2.0 (Single Plan for Student Achievement)

Transcription

1 School Balanced Scorecard 2.0 (Single Plan for Student Achievement) School Name: Balboa High School Goal 1: Access and Equity- Make Social Justice a Reality What does this goal mean at your school? What is the school you aspire to be with respect to access, equity, and social justice? At Balboa High School, we believe that we must mitigate the detrimental experiences and circumstances that affect our students lives before they enter the school walls. As it is so startlingly clear that students enter our doors within a wide and ever-growing range of deprivation and abundance, we feel it is our collective responsibility to provide more for those students who need more. As a school community, we work to incorporate the cultural and experiential contributions with which our students enter the school building. Without disregarding these extraordinary contributions provide as foundational building blocks to learning, we must teach our students how to access opportunity - not just what we have, internally, but how they can recognize and access opportunities outside of the school environment. We also deeply believe that it is our responsibility to expose students to the experiences that they may not have at home (reading a newspaper, a poem, participating in an active science lab, investigating ecological systems, etc.). We must teach selfreliance and self-determination for when they develop those traits, they can truly prosper and can work toward the realization of social justice, individually and collectively. There exists a comprehensive, objectionable history of injustice that has created our current achievement gap. We must acknowledge that Black, Brown, Pacific Islander, and Newcomer students have the ability to perform at the same levels as other historically high-performing student groups. There are steps that we can actively take and conditions we can actively influence in order to create and achieve the educational equity we know our students deserve. We must provide access to the academic resources that some students lack, due to race, class, and immigrant status, so that we can successfully level the lopsided academic playing field.

2 Description of current conditions including data, promising practices or assets your site has in place for this goal. Balboa High School is committed to a holistic approach to student success. Educating our students takes a variety of forms, from the practical to the academic. To that end, we have a huge focus on student nutrition. Balboa is a trans-fat free, high fructose corn syrup-free, power/energy drink-free environment. We have a successful Grab-n-Go Breakfast program as well as a lucrative, immensely popular federal fruit grant whose provision has helped Balboa become an enthusiastic, fruit-friendly learning community. Balboa parents have commended this successful school-wide effort, as they now notice their children reaching for fresh fruit, as opposed to the junk food alternatives of the past. We have a College Room that provides space for several CBOs, whose energetic and encouraging representatives are able to provide access to college information and counseling to all students. Throughout the school year, culminating with a 40 student, week long trip in April, the SF Bar Association (through its School to College Program) has funded trips to college campuses throughout the state, from UC Davis to UC San Diego. Selection of students who are invited to participate as part of these transformative trips is based, in part, on student need, providing those with less the opportunity to to see what exists for them after high school. Balboa s noted Teen Health Clinic provides open and confidential access to virtually all Balboa student needs. In March, April, and May of this year, the Teen Clinic facilitated parent workshops, covering the issues of child-parent communication and partnership in order to provide beneficial parenting skills information to members of the Balboa family who often lack the resources and access to assistance that are critical for their student s academic success. Our 21st Century Grant funds a robust after-school program, while our faculty heads up a multitude of extracurricular groups and organizations as well as staffs a vigorous athletic program. Balboa staff, from its classroom teachers, counselors, resource leaders, and CBO representatives, make up an active and forward-thinking Coordination of Student Services Team (COST) which establishes the support processes used to alleviate some of the out-of-school circumstances that affect student access and equity. Balboa is reaping the rewards of a dynamic and effective Peer Resources Program, which has built enterprising Peer Tutoring, Peer Mentoring, and Peer Support, and Peer Education groups. Inherent within the Peer Resources curricular model are trainings on achievement gap and anti-racism issues. Peer Resource students are then able not only to address such concerns with the peers that they work with one-on-one and in small groups, but are also able to facilitate larger school-wide initiatives, such as the work they have done this year on the Goals and Objectives for the construction of the Balanced Scorecard. The Balboa campus off-shoot of Youth Making a Change (YMAC) plays a critically important role in the work of exposing inequity in the schooling system and in society, more broadly. YMAC members are trained in issues of historic injustice and provide facilitation of activities (ex., schoolwide fishbowl activities) which elucidate the wide variety of experiences Balboa students face in and out of the school environment.maintaining active communication with and integrating the Balboa student body in meaningful ways, in our view, provide additional, critical support in order to secure a meaningful level of educational equity for all students. A concerted effort was made at the beginning of the school year to mix advisories/homeroom in order to diversify student experience and connection. No single sub-group representative stands alone in any one homeroom, providing the opportunity for strengthened school community and integration of student groups. At the start of the school year, student groups and advisory representatives will meet as part of an Interclub Council, increasing the opportunity for balanced student voice to be heard, allowing for a greater ownership of academic and extracurricular access and equity, as it relates to school decision-making. Class meetings take place monthly and provide the occasion for transmission of important community and academic information. As previously mentioned, beginning in February, African-American students and staff implemented the fishbowl model and Kitchen Conversation to address the concerns of this all too-often underserved community. Panelists and mentors from the community have been invited monthly to share their experiences, while addressing the concerns brought to the table by Balboa students Affording these students to contribute to a larger conversation is seen by the Balboa community as a critical tool in accessing valuable insight while instilling within these students a commitment to advocacy and academic ownership. In April, in coordination with A National Day of Silence, our Gay Straight Alliance facilitated a student fishbowl as part of a schoolwide assembly. These types of outlets for conversation and provision of resources provide supports that seek to level the often uneven playing field which leaves so many of our students lacking the resources to take full advantage of the academic opportunity which they undoubtedly deserve.balboa is committed to Honors and Advanced Placement Course access to all students and has dedicated itself to the fulfillment of this direct issue of educational equity. To this end, active 9th grade recruitment and retention measures are implemented for Black and Brown students to encourage not only enrollment but also success in these classes. Bi-monthly meetings with these students are held, in order to address their specific academic needs in these rigorous courses as well as to support their development as lifelong Honors/AP students. Tracking the success of these students not only within their first year of Honors/AP enrollment but also throughout the remainder of their high school career is important in determining the value and success of such targeted recruitment. Greater emphasis on data collection and analysis during the school year will elucidate the effectiveness of this schoolwide initiative and will help more successfully direct future work with these students. Teachers, across the board, are keenly aware of social justice issues and are actively writing and revising curriculum individually and within departments to address inequity and the work toward social justice. Our innovative and well-integrated SLCs provide opportunities for student paid internships, which equip students with the tools (social capital) necessary to achieve academic and professional successes. It is precisely these types of successes that can serve as catapults onto a more level playing field for all students. In October, 12th grade students participated in LIFE 101, a series of seminars structured to provide these so-to-be high school graduates with information and tools related to finances, student health, college planning, study abroad resources. In April, Balboa held a wildly successful Career Day, inviting over 40 representatives from dozens of career fields to share with our students what it takes to find their path toward the career of their choice. Testimonials such as these, which were presented to all students based on previously-identified preferences, widened the lens through which Balboa students are able to see their futures while connecting their work as high school student to future successes. Making such supplemental instruction and discussion available to all of our students serves to mitigate the discrepancies that exist between the resources afforded to many of our students but not guaranteed to all. Supporting all students in the equitable acquisition of practical and academic knowledge is a foundational tenet of the work that takes place at all levels of Balboa High School. In October 2008, the Preliminary Scholastic Aptitude Test (PSAT) was administered to all 9th, 10th, and 11th grade students. Providing this resource, which often lies beyond the financial reach of our students, marks a significant step toward increasing the equity of educational opportunity for Balboa students. By the first week of February, every 9th grade student received direct instruction as to how to individually review score report data as well as to use a comprehensive database of practice questions and test preparation materials published via the College Board s My College Quick Start web-based service. Through their College to Career class, 9th graders are now receiving weekly practice in order to prepare for their next PSAT administration. In March, the Instructional Reform Facilitator worked with all 10th and 11th graders through their English and Math classes in order to access this resource, analyze their PSAT performance, prepare for their future SAT administrations, and research college and career possibilities, matched with their interest areas. We believe that access to this type of information and the direct instruction as to how to best use it will have lasting educational impact on the academic lives of our students. Limited resources and cultural capital have bound too many of our students to inequity; providing our students with resources to which they do not have access is critical to the mission of our school.as we move forward toward the achievement of greater access and equity for our students, we recognize that there remains valuable room for improvement. Given that the technological expectations of high school courses/teachers often do not jibe with the authentic experiences of many of our students (reliance upon computers and internet access, etc.), we acknowledge that we need to provide technological access and experience to our students as quickly as possible, so that we can extenuate the inequities that we know to exist, societally. The district policy of admitting mid-year middle school transfers (aged out), most of whom are students of color, sets these students up for the increased possibility of deep, academic struggle. As we should for our Black and Brown students who enter Balboa often lacking the academic preparedness that foretells Honors and AP course placement, we must further commit to the remediation of these quasi-middle school-aged students, so that they are able to achieve the academic successes that we know will lead to powerful self-determination and avenues for educational equity and the incarnation of social justice. We find ourselves hamstrung by a tragic lack of funding, which limits not only our ability to offer a variety of relevant, meaningful electives but also structures of academic support for 9th graders, who, as current trends at our school demonstrate, require a serious provision of study skill and organizational instruction. Some of our students enter high school with a full portfolio of resources; providing those often lacking invaluable tools in order to help students achieve success at high levels is a critical mission of Balboa High School. Annual measurable objectives and targets

3 Student Group Grade Level Content Area Annual Measurable Objective Current Target % % Primary tool for measuring progress during the year All Students All Grades Student engagement API Teacher-made assessments African American or B All Grades Student engagement CST Performance-# or % Proficient or Advan2 7 Teacher-made assessments English Learners All Grades Student engagement CST Performance-# or % Proficient or Advan5 10 Teacher-made assessments Additional annual outcome measures related to this goal (For CDP, list the specific DRDP measures) Pathway student projects (films, literary journals, plays) Additional tools for measuring student progress during the year not listed Common Core Assessments (algebra), content area formative and summative assessments High leverage strategic actions and key implementation dates Strategic Action Teachers will meet with the Principal weekly in order to discuss school-wide issues as related to Discourse I/II and what impact these discussions have on overall student achievement. Teachers will use Small Learning Community common planning time to integrate relevant, crosscurricular instruction into the classroom. In addition, teachers and administrators will create interventions for struggling students during common planning time. Teachers will increase access to technological resources for all students in order to close the digital divide. Key Implementation Dates 08/17/10 08/17/10 08/16/10 School Funding Allocations Goal Title I Parent Involvement Title I Professional Development Other Title I Goal 1 0 Total Title I Goal EIA-LEP EIA-SCE QEIA Other School Funds Goal 1 22, , ,146.33

4 Goal 2: Achievement- Engage High Achieving and Joyful Learners What does this goal mean at your school? What is the school you aspire to be with respect to high achieving and joyful learning? At Balboa High School, high achieving, joyful learners are students who believe themselves to be appreciated and of value. They conceive of themselves as being part of a group, as a component of an interconnected community. The learning that is taking place is authentic, with a real-life application of in-school learning to life. High achieving learning requires a teacher s deep knowledge of their students as well as the creation of humanizing experiences in the classroom. Students who identify Balboa as being their place demonstrate engagement and joy, no matter the disparate groups of which they are a part. Joyful learners at Balboa find their niche in academic, extracurricular, and athletic participation. They want to be at Bal. Students, teachers, and community members alike see high-achievement and joy as the intersection of the setting of instructional context and the provision of instructional support by the teacher and the active, willing engagement of the students. Teachers work painstakingly to create engaging and meaningful lessons that connect the student to relevant opportunities for success. We, at Balboa, believe that a respect and genuine care for different approaches to student learning increase the opportunity for student joy and high achievement Students enjoy being successful; joy is found when they are recognized for their achievement. This recognition by teachers of not only students achievement, but also their positive behavior and fulfillment of expectations leads to greater ownership of academic achievement and joy. We acknowledge that within our school s subgroups we often don t see joyful learners, as we have come to define joy. Their conditions are often plagued with imbedded struggle and an inherent feeling of never being able to fully catch up. Creating the opportunities for our students to excel at high levels, to be prepared for life outside the school walls, and to find their place at Balboa remain critical goals that work in triplicate, driving the work to which our faculty and staff remain committed.

5 Description of current conditions including data, promising practices or assets your site has in place for this goal. As noted, we at Balboa do see joyfulness as necessarily separate from high achievement and willingness. Through observation and student affirmation, we know that Balboa s high achieving students are not always joyful; our joyful students, in turn, are not always high achieving. In a perfect situation, the partnership between high achievement and joy would be symbiotic; yet, discrepancies exist and remain of great concern to the Balboa community at-large. Balboa has established official policies and programs the goal being increasing high achievement and joy as well as has continued to support the organic work that takes place throughout school clubs, organizations, and Community Based Organizations toward that same end.unapologetically, Balboa faculty and staff have targeted interventions and strategies for success among the wide variety of student sub-groups. Whether it is the Honors Recruits Lunch Bunch, the Chinese-speaking male sub-group, or the Special Education student body (just three of many examples), support systems and opportunities for one-on-one instruction and intervention exist school-wide to connect students to the relevant instruction taking place and the ways in which they can achieve high levels of success. During the months of January, February, and March, Balboa teachers and San Francisco School Volunteers prepared 50 students gearing up for the administration of the CAHSEE at Saturday School sessions. Particular attention was paid toward recruiting 12th graders in jeopardy of not earning a diploma, although all students were invited to attend. Balboa s academically precocious students are afforded the opportunity for enrollment as part of our partnership with the City College of San Francisco. School-wide initiatives form a cornerstone of instruction and professional development at Balboa. All teachers use the Blackboard Configuration (BBC) in every class to structure and orient instruction. The BBC serves our students as an instrument of knowing where they have come in a lesson and where they are going. We believe that providing a transparent and consistent model for our students will increase their connection to the lesson and its objectives, leading to the potential for higher levels of academic achievement. The school is committed to Writing Across the Curriculum as a means to increase student achievement and our teachers implement lesson planning and instruction, from daily assignments to formal assessments, with writing as a key component. Another noted and important instructional method that can be identified as a source of Balboa s steady academic improvement is the continued commitment to Checking for Understanding in the classroom. Teachers have received training in its pedagogical use and have demonstrated commitment to the principles of engaging students with an active accounting for real-time, higher order connection to the curriculum. Teachers continue to incorporate critical analysis into daily lessons, with the target being student familiarity with and work within the upper levels of Bloom s Higher Order Thinking Skills. With the school year, Balboa committed itself more comprehensively to the school-wide initiative of Using Data to Drive Instruction. With the generous assistance of the District s Research, Planning, and Accountability Office, we were allowed access to and training for use of the Online Assessment Reporting System (OARS) which we have since used to implement a thorough, school-wide Benchmark Testing program. In August, teachers identified their students baseline data which, with the administration of benchmark tests in October, were used to assess student progress and achievement toward California state subject-area standards. The philosophies that motivated our adoption of Benchmark Testing were twofold. First, was the acknowledgment that we are often left analyzing data in August for our students performance the preceding school year why would we not measure student achievement throughout the entire year, in order to predict our students results while being able to provide real-time remediation as we see appropriate? Second, if we were to meaningfully administer such an ambitious program, we would require immediate results and data to support its merit. Access to OARS has provided precisely that quick analysis. Benchmark assessment questions were directly linked to state subject-area standards; teachers were able to immediately assess their results and the success of instruction, standard by standard. As we begin the second semester of instruction, benchmark assessments will again be given and their results quickly and thoroughly analyzed. Our ability to tap into the as-it-is-happening data will inform our instruction and will provide opportunities for meaningful intervention and remediation. Balboa faculty and staff continue to maintain engagement to principles of deep and thoughtful Professional Development. In early September, Balboa faculty and staff participated in a differentiated, seminar-style Professional Development session. From a list of six choices (topics ranging from the instructional Accommodations in the Classroom to the foundational How to Create Relevant Curriculum), teachers selected three of greatest interest and were led by members of the Balboa teaching staff. This in-house approach to PD was very well-received and has served as a model for sessions to be held later this year. A key focus of this year s PD and SLT development has been the concept of academic rigor in the classroom. Teachers have participated in rigor walks, observing instruction in Balboa classrooms and brainstorming and debriefing with a consultant, with whom Balboa has maintained a years-long relationship, to determine the strengths and weaknesses of instruction as they are oriented toward demonstrations of rigor. With the onset of the school year, teacher pairs will continue the work of identifying rigor in the classroom with monthly peer observations and partnered instructional development. The subsequent conversations have provided deep self-analysis and the tools with which teachers can construct and model lessons of deep and lasting meaning for our students. The foundation of the Balboa experience for upperclassmen is membership within the Small Learning Community (SLC). Our five SLCs (or Pathways), Wilderness Arts and Literacy Collaborative (WALC), International Pathway, Law Academy, Academy of Information Technology (AOIT), and CAST, provide perhaps the most comprehensive manifestation of the partnership between high achievement and joy. In our SLCs, students are provided with precisely the type of learning environment that we have defined as that most likely to generate high levels of success a relevant connection to rigorous curriculum and the relationships that help students find their place in the world. Within the framework of Balboa SLCs, teachers are able to directly draw out and learn their students stories. It is from the translation of these stories that we are more successfully able to determine what makes our students joyous and how we can tailor direct instruction to augment student engagement, satisfaction, and achievement. Teachers within SLCs collaborate and build curriculum oriented to the specific interests of students and utilize instructional strategies that will be most effective for their students, based on the personal assessments that the SLC framework provides. In line with the staff commitment to targeted sub-group intervention, Balboa s SLCs have constructed opportunities for groups of students to employ materials and resources to which most students would have limited access. As one of many examples school-wide, Latino and African-American students CAST students have been given specific training in and use of high-end recording software that not only increases their familiarity with such creative, professional software but also expands the prospects for their post-high school work life. These engagement activities (operating in a variety of ways throughout the SLC framework) support schoolwide standards-based instruction. We believe that creating the openings through which our students can engage authentically with resources and instruction that stimulate creative, high level thinking skills provides for higher levels of achievement and greater manifestations of joyfulness. The experiential instruction that our SLCs provide and the successes they have produced in providing their students with engaging curriculum exemplify the value of integrated, analytical, active, and relevant education. An exciting new school program being initiated for the school year, which has been met with great enthusiasm by students and staff alike, is Link Crew, a program that provides an interactive, engaging 9th grade orientation led by 11th and 12th grade student leaders. Students who submitted applications indicating interest in becoming Link Crew leaders this summer and fall cross a wide swath of ethnicities, academic scholarship, and school involvement, providing incoming freshmen with a more accurate Balboa picture than had been the case in previous years. Link Crew leaders will serve as touchstones for the freshman class throughout the school year, helping to bridge the transitional gap between middle and high school.this spring, Balboa was selected as a pilot school for the implementation of SchoolLoop, an online grading, attendance, and communication system that has been warmly received by the community at-large. Students have been able to receive real-time assessment of their progress in class, which has proven to motivate even the most lackluster student, creating an immediate incentive for monitoring one s progress and making any needed academic improvement. It is precisely this type of access that helps us speak for academic ownership and accountability.balboa students benefit from a dynamic, diverse after school program that provides a tremendous variety of academic and social opportunities for students to find their place and their joy while a student. Teacher tutors work daily with students in the hopes of increased academic success, while student clubs provide occasions for the interconnectedness that many Balboa students and teachers recognize as a condition of a joyful learning environment. [Additionally, please see the attached evidence of student achievement as it relates to school data] Annual measurable objectives and targets Student Group Grade Level Content Area Annual Measurable Objective Current Target Primary tool for measuring progress

6 % % during the year All Students 9th Algebra CST Performance-# or % Proficient or MAP Common Assessment- Math African American or B All Grades Mathematics CST Performance-# or % Proficient or Teacher-made assessments English Learners All Grades English Language Arts CST Performance-# or % Proficient or 5 10 Teacher-made assessments Additional annual outcome measures related to this goal (For CDP, list the specific DRDP measures) Pathway student projects (films, literary journals, plays) Additional tools for measuring student progress during the year not listed Common Core Assessments (algebra), content area formative and summative assessments High leverage strategic actions and key implementation dates Strategic Action Key Implementation Dates Teachers will post a detailed Blackboard Configuration each class period. In addition, teachers will 08/16/10 implement checking for understanding strategies at regular intervals throughout a given class. Administrators will provide "positive and constructive" feedback to all teachers through daily 10/16/10 informal observations. Teachers will meet in grade-level teams in order to align content area curriculum, including 9th 10/17/10 algebra. Balboa will create 9th/10th grade pathways to instill in all students a sense of self-condifence and 10/16/10 self-efficacy. Balboa will continue daily study-hall for all students. 08/16/10 School Funding Allocations Goal Title I Parent Involvement Title I Professional Development Other Title I Goal 2 0 Goal EIA-LEP EIA-SCE QEIA Goal 2 22, , , Total Title I Other School Funds

7 Goal 3: Accountability- Keeping our promises to students and families What does this goal mean at your school? What is the school you aspire to be with respect to a culture of service and keeping promises to students and families? Balboa is a school whose faculty and staff are committed to setting clear expectations for its students and wider school community and to keeping the promises that have been made to its stakeholders. In order for the staff and faculty to keep our promises to our students and families, we need to assess their needs, subsequently defining our goals and designing our actions based upon information gleaned from such appraisal. Within existing structures and systems, we must give our students what they need. When those structures and systems lack, we must rethink and creatively re-imagine tools that can be used to hold ourselves accountable to students, families, and the wider Balboa community. Standard information that may be requested by students and families includes, but is certainly not limited to, drop out rates, contacts, graduation requirements, and college access information. Transparency and engagement demonstrate to the diverse stakeholder population our commitment to partnership and school success. As the Balboa community sees it, promise-keeping involves eliciting critical information and generating requests for direct academic assistance from the full spectrum of parents and guardians, not simply those who have historically remained more involved in outward demonstrations of interest in their child s education. As we serve a diverse group of students, we must acknowledge that some members of the parent/guardian community have, themselves, been denied a favorable educational experience and may not be familiar or comfortable with soliciting critical information or advocating on behalf of their children. Promise-keeping requires us to provide thorough support for the inclusion of all perspectives and experiences. In conjunction with providing academic access and equity for all students, we see accountability measures that reach out to parents/guardians of the school s under-represented students as meaningful progress toward encouraging of the greatest overall achievement for our students. Giving our students our own above and beyond, extending our full service academic and social survival skills - to them as members of a wider community is required. We acknowledge our duty to remain actively accountable to the entire community for our students learning. Not only do we want to give the highest level quality of education to our students, serving them no matter the exigencies of their lives outside the classroom (economic pressure, family obligations, etc.), but we also want the process of educational partnership to demonstrate to our students the promise of positive engagement. We see among the key components of this educational partnership reciprocity and authentic cooperation among all stakeholders. We have determined to put into practice and have demonstrated our commitment to reciprocity and engagement in numerous ways this year. Description of current conditions including data, and promising practices or assets your site has in place for this goal. The culture of complete student access and complete student service is well-regarded school-wide. Faculty and staff at Balboa have placed a high priority on the transparency of protocol and practice for school-wide policies. During August s pre-planning Professional Development sessions, the structure of standards-aligned course pacing was introduced and developed across subject areas. In order to present consistent, transparent, and meaningful structure and expectations within all classes, the SLT designed a Syllabus template, with the understanding and agreement that a successful syllabus should serve students as a contract, a permanent record, and a learning tool that can promote valuable learning strategies and organizational tools. Students were given explicit instructions as to how to calculate their grade at any given moment which the SLT and faculty agree is a critical tool in order to provide opportunities to remain accountable to students and parents/guardians alike. SchoolLoop has bolstered this philosophy, empowering students and parents alike to readily access information about student progress and class communication. Balboa faculty and staff regularly utilize Balstaff.org, a website created and maintained by Balboa teacher, Michael Ferraro, which allows open, uniform access to all Balboa administrators, teachers, and support staff while increasing the opportunity for community members not only to acknowledge the ways in which we are keeping our promises but also to hold our feet to the fire when we aren t. Expanding the use and breadth of this resource is a goal held by Balboa personnel, as it clearly demonstrates the often-missed opportunities for interconnection among all Balboa stakeholders.parental involvement, while not yet robust and cutting across all sub-groups within the Balboa population, is strongly encouraged. Parents, students, and faculty each play a critical role in the governance of the PTSA and the School Site Council (SSC), providing regular occasions for community voice to be raised. The two on-site Parent Liaisons publish a bimonthly newsletter and maintain a diverse mailing list for the PTSA electronic updates. Knowing that a large percentage of Balboa families lack reliable technological access (see Goal 1), we acknowledge important opportunities for expansion of communication measures as part of our continued and prioritized work. As we continue to shape and define the fishbowl activities during the remainder of the current school year and moving toward the school year, particular attention will be paid to inviting parents/guardians and community members and including their voices in the schoolwide discussion. Creating these types of opportunities for greater transparency within the Balboa community not only keeps us accountable but also provides structures within which stakeholders can gain a greater sense of communication safety and openness. The visibility of Balboa faculty and staff in the community has grown in a wide variety of ways in order to incorporate a larger voice of parents/guardians interested in the academic achievement of their children. Our Principal, Assistant Principals, and Guidance Counselors make regular Home Visits throughout the surrounding community in order to help truant students return to school. These visits, and those that have followed and will follow, demonstrate the commitment to accountability that continues to strengthen at Balboa. In October and March, parents of students earning Ds and/or Fs were invited for an evening dinner and program during which they could meet with their child s teachers to address academic concerns. Foundational to this program, as well, was the program administered by members of the Balboa Teen Clinic, addressing parenting skills and opportunities for intervention and assistance. As previously noted, Balboa s Teen Clinic hosted 3 additional Parenting Workshops in the spring, focusing on the important tool of parental communication. Balboa is committed to continuing to address the formidable challenge of truancy, through community truancy meetings and additional home visits. The Principal holds a monthly "Principal s Tea" (rotated between morning and afternoon), which provides parents/guardians an outlet for direct conversation with school leaders and an invaluable sharing of ideas between community stakeholders. What remains strikingly evident from these and other community interactions is that our members desperately want to see students finding deep, meaningful academic achievement while attending Balboa High School. Faculty and staff have prioritized rigorous and critical self-analysis individually, by course, in department, school-wide, and within district departments. The passionate support our teachers provide and the relationships our students and teachers develop, particularly through our SLCs, help nurture our commitment to and growth of school-wide expectations and accountability. We promise a valuable education to our students and are able to demonstrate the resonance of that message when are students attend regularly and enthusiastically. Working toward these promises continues to propel Balboa faculty and staff toward measures of accountability that strengthen the relationships among all members of the wider Balboa community. Annual measurable objectives and targets Student Group Grade Level Content Area Annual Measurable Objective Current Target % % Primary tool for measuring progress during the year All Students 11th Student engagement Student Satisfaction Survey Number of family members attending events All Students All Grades Student engagement Family Satisfaction Survey Number of family members attending events Additional tools for measuring family and community participation and satisfaction during the year not listed

8 Additional parental participation in schoolwide activities (PTSA, Boosters, community activities) High leverage strategic actions and key implementation dates Strategic Action Increased targeted outreach to parents/guardians of underrepresented students and their families through the use of Parent Liaisons, Spanish speaking counselor, and the Balboa Teen Clinic. Continue outreach for struggling students (academic, behavioral, and attendance) through home visits by counselors, administrators, and community organizations. In addition, Balboa will hold various events (intervention dinner) in order to better communicate with parents/guardians of struggling students. Principal will be available to meet with parents/guardians twice a month (PTSA meetings and Principal's Tea). Principal will return parent phone calls within 1 hour and s within 24 hours. Key Implementation Dates 08/16/10 08/16/10 08/16/10 School Funding Allocations Goal Title I Parent Title I Professional Other Title I Total Title I Involvement Development Goal 3 0 Goal EIA-LEP EIA-SCE QEIA Other School Funds (Planned Allocated Amt) Goal 3 22, , ,146.33