Joe Balleweg POSA- ESS 27 March 2013

 Twenty Years in Education  First Year as a Principal supporting Curriculum, Instruction, & DO  Six Years in GOHS ( five as the Principal & 1 as an Assistant Principal)  Seven Years teaching English at two High Schools in Temecula, CA  Six Years teaching Reading and English Language Arts at a Middle School in San Diego, CA

 Opened in 2004 as Temecula’s third comprehensive high school.  Serves the southern end of the valley which boasts a population of just over 100,000 residents & 9,500 high school students.  Opened with 1,200 ninth & tenth grade students and 40 teachers.  Currently serves over 3,600 ninth through twelfth grade students with 130 teachers and 270 total staff members. Tremendous growth in a short period of time.  Largest enrollment in the district and one of the three largest in the county.

Ethnicity / RacePercentage of Student Body Black or African American4 American Indian2 Asian5 Filipino6 Hispanic or Latino28 Native Hawaiian or Pacific Islander 1 White49 Two or More Races5

Highest Level of Parent Education Percentage Not a High School Graduate3 A High School Graduate9 Completed Some College Courses 32 Graduated from College / University 37 Attended Graduate School19

SubgroupPercentage of Entire Student Body English Language Learners 4 Socioeconomically Disadvantaged 12 Students with Disabilities 11

The API Score has risen 59 points over the last 5 years The API is currently at 848 (the highest comprehensive high school score in Riverside County – over 43 high schools)

The overall AYP has been met every year in existence The school has a 9/10 Similar Schools Ranking The school has the highest graduation rate in Riverside County – ( over 95%)

 The school has been named a Model of Excellence Award winner by Riverside County 4 times in its 9 year existence The school has the highest CAHSEE Exit Exam Pass Rate in Riverside County – 93% ELA, 94% Math

 The school is a California Distinguished School  The school is among the top 5% of Public High Schools Nationally – According to US News and World Report

learning; knowledge acquired by study; Problem Solving; Critical Thinking

Students realize academic, vocational, and personal growth is the goal of education through the use of a rigorous, relevant curriculum that provides high standards and expectations.

 Open Access to Rigorous Coursework: AP & IB  Commitment to no D Grades: Policy  Researched-Based Instructional Strategies: Sustained Professional Development in 4 Essential Components of Instruction

 School-Wide Intervention Program (Timely & Targeted)  School-Wide Silent Sustained Reading Program  Common Assessments Administered in Core Subject Areas (English, Math, Science, Social Science)

The act of engaging in a Sustained & Organized activity/sport/club outside a Student’s period 1-6 day: Goal of 80%

Students engage in a myriad of activities to develop and utilize their own unique abilities and talents in order to improve their school, their community and their world

 80% of Students = 80% of Staff  23 Inter-Scholastic Sport Programs  Over 65 School Sponsored Clubs  Over 100 Students Actively Involved in Student Government

 SPIRIT Day – First day Celebration of what we value  Club Rush  Renaissance Program  Spring Showcase  40 Hours of Community Service

PeriodTime RangeInstructional Minutes 17:30 to 8: :29 to 9:2655 Break9:26 to 9:35 SSR / INT9:40 to 10: :10 to 11: :09 to 12:0152 Lunch12:01 to 12:34 512:39 to 1: :38 to 2:3052

 Two Areas of Focus for Professional Development:  Build and sustain an environment of collaboration among our teaching staff fashioned after Rick and Becky Dufour’s Professional Learning Community Model.  Introduce, teach, develop, and sustain the following four Essential Components of Teaching in all of our classrooms:  Formulating and Teaching to One Objective at a time  Creating an environment of Active Participation  Providing Specific & Immediate Feedback  Monitoring Student Learning & Appropriately Adjusting Instruction

1. 1.What do we want our students to know? 2. 2.How do we know if they learned what we want them to know? 3. 3.How do we respond when they show us that they haven’t learned what we want them to know? 4. 4.How do we respond when they show us that they already know what we want them to know? 5. 5.What strategies will we use to better ensure that our students will learn what we want them to know?

1. Review the standards in each curriculum area. 2. Identify the priority & the supporting standards. 3. Identify student outcomes for each course (By the end of this course students will know and be able to do…)

1. Develop common, comprehensive benchmark assessments for each course taught. 2. Establish the proficiency target for each common assessment created (80%). Analyze in course or grade level teams the assessment results. Use baseline data to set measurable end of semester / year instructional goals (SMART goals). CREATECREATE InterpretInterpret

1. Identify, as a team, the areas of strength. 2. Identify, as a team, the areas of concern. 3. Develop as a team an arsenal of strategies to sustain and grow areas of strength and attack areas of concern (instruction strategies & interventions).

Each strand needs to use the baseline data it receives to set measurable semester / year end instructional goals, which serve as meaningful targets to guide its pedagogical strategies throughout the term.

 S pecific  M easurable  A ttainable  R esults – Oriented  T ime - Bound

The percentage of world history students scoring at proficient or higher on the end of course exam will increase from 64% in Spring 2012 to 82% in Spring By the end of the Fall Semester, all geometry students will meet the mastery standard of 75% or higher on each subtest.