BALBOA ACADEMY SMART GOALS – High School
At the end of First Quarter this year, each of our teachers conducted a thorough data analysis of their students’ achievement in their classroom.
This analysis revealed to each of the teachers a specific academic/performance area that is in need of increased focus in the classroom. Each
teacher then wrote a plan to support student improvement in this area which includes: incorporating a new research-proven “instructional
intervention” into their daily instruction; three means of data collection to monitor progress, and mid/end of the year evaluation of student
success.
This process has resulted in each teacher’s SMART goal, in that each one is: S-specific; M-measurable; A-ttainable through A-ctions; R-elevant
(to the students) and R-ealistic (to implement in the classroom); and T-ime sensitive.
We are very pleased to share with you a compilation of our teachers SMART Goals throughout Balboa Academy.
Teacher
Name
Centeno, Ana
Teaching Assignment
SMART Goal Statement
Instructional Intervention



Students will be able to define and
understand at least 80% of the words
introduced in the psychology class.

Cumberbatch, 
Clyde
De Obaldia,
Graciela

Ap Psychology
Philosophy
Civic/PA History
P.E.
Study Skills
All students will participate in three
Fitness challenge testing throughout
the year.
All students will improve in their
fitness scores as measured through
multiple assessments throughout the
year.
All learners will improve their
quarterly GPA to 2.2 or higher.









Students will take notes and do vocabulary
flashcards in order to prepare for tests/quizzes.
Students will be assigned projects that will help
them better understand the terms.
Weekly class discussions.
PowerPoint presentations that include videos.
Examples set by the teacher and students.
When needed, modifications will be made to fit
student performance expectations.
Based on initial performance, personal
improvement goals will be set by each student.
Each day there will be specific activities planned
to work on improving student performance.
Working with students one-on-one on their
assignments by reading out loud, and discussing
content.
Creating a consciousness of the demands and
importance of higher education.
Dertien,
Karen
Ellis, Linnett
Hurtado,
Maria







Earth Science
Marine Biology
Physics 1
Biology Honors
Chemistry Honors
Chemistry
Physics 1
80% of students across all courses
will score above an 80% on inquiry
based activities or labs following a
laboratory rubrics
Students will increase their pre/post
test scores by 30%

AP Spanish
Literature
Hispanic Literature
Spanish World
Literature
All Students will pass AP Literature
and Culture Exam















Janson,
Kristina
Jauregui, ZuMey





English 10
English 12
C English
Composition
Spanish Literature
10
Spanish World
Literature
All students will show growth over
time in the area of essay writing,
especially in the areas of
development (analysis, evidence and
conclusion), and cohesion (transition,
linking of ideas throughout essay).
80% of student will score at
proficient of above in the Common
Core State Standard Writing Rubric
in the areas of development and
cohesion.
By the end of the year, 75% of the
students in each class will pass the
Reading Comprehension Post-test





Perform inquiry based labs in order to practice
high level thinking skills.
Peer review of work
Used the same rubric throughout the year.
Class lecture
Collaborative work
POGIL Activities
Project work
Lab work
Essential questions related with the topic and
subjects
Comments about historical era
Ability to read out loud
Ability to comment about the ideas presented in
the texts read
Cooperative learning
Implement in-class lessons for essay writing that
follow the writing workshop format.
Reading analysis instruction that includes
constant quick write analysis response that
require textual evidence to support ideas.
Research successful lesson plans online and find
materials that will enhance lessons.
Reading comprehension workshop N.°1: Local
inference strategies
Reading comprehension workshop N.°2: Global
inference strategies

Krop, Alla
Kunkel, Zach
Machado,
Ivonne










AP Calculus AB
Advanced Physics
Pre-Calculus
Honors
AP Physics
Calculus
AP US History
US History
AP World History
AP Government
US Government
By the end of the year, 100% of AP
Physics B students will complete a
portfolio of student conducted
inquiry based laboratory activities.
80% of the students will score 80%
or higher on their lab folders.

All students will show an increase in
their AP composite score based on
practice exams given throughout the
year.
All students will improve their note
taking skills, critical thinking, and
analytic skills.









Magee, Erinn

Mendoza,
Alix


AP European
History
French 1
Year Book
French 1 students will have a basic

understanding of the French language
both written and speaking. Students
will have an average score of 80% or
higher on a post test.
Reading comprehension workshop N.°3:
Summary, application questions, and multisemic
inferences.
Students will be given problems and they will
need to design and carry out laboratory activities
by developing procedures, collecting and
analyzing data, performing calculations, and
drawing conclusions based on the data.
Students will use a rubrics to evaluate their work.
Assign a weekly reading and response strategy
that will increase their ability to select main ideas.
Use the Social Studies Compendium of Critical
thinking.
Use primary source materials to develop
summarizing skills.
Give student tips, testing strategies and guidelines
Conduct mid-year performance assessment
Conduct workshops and review material prior to
semester and final exams.
Group work with an assigned chapter.
Summarize and post main ideas on a chart for the
class.
Students will learn basic grammar and
conjugation in present tense, basic vocabulary,
and basic reading comprehension.
Moreno,
Saribel
Moreno,
Xiomara
Morris,
Shelby






NinoMoreno,
Eduardo
Padmore,
Ruben






Studio Art 1
AP Studio Art
Modern World
History
Pre-Calculus
Honors
Pre-Calculus
Algebra 2
Spanish 9 Native
Language
Modern World
History
Computer
Programming
Computer
Hardware/Media
Tech
Video Productions
AP Computer
Science/Computer
Programming
All students will score 4 or 5 on their
AP portfolios.
All students in World History 10 will
show growth in knowledge of the
history and geography of beginning
nations starting with the European
Renaissance leading to Twentieth
Century form of governments, by
increasing their percentage score on
unit tests.
Students will score an average of
70% or higher on a post-test at the
end of the year.
By the end of the year, all students
will have developed their reading
comprehension skills of short stories,
novels, and poetry written by major
Spanish and Latin American authors.
By mid-year all students will know
the Java language, understand
Classes, Objects, Mathods and most
Java statements needed for creating a
console based application for
problem solving.
By the end of the year, all students
will be able to create a fully
functional GUI for their application.

















Give assignments that are challenging and follow
the AP rubrics
Students will be given pre/post tests for each unit
to measure growth.
Students will be divided into three subgroups to
better meet the needs to all students.
Review material from previous year
Review material will be included on each exam.
Wednesdays will be used to review Algebra
principles in pre-Calc.
Offer after-school tutoring sessions.
Students will read assignments and prepare for
class discussions.
Group reading and respond to comprehension
questions
Class discussions
Essay writing
Class skits
Feedback
Daily lecture from book.
Daily problem solving
Weekly practice from each chapter.
Support material such as ebooks and online
videos
Rojas, Lois
Royo,
Melissa
Santos,
Brunilda



English 11
AP Literature and
Composition
English 10 Honors






Health
Biology
Marine Biology
English 9
English 9 Honors
English 10 Honors
By the end of the year students will
be able to connect evidence to
prompt and analyze using texts as a
basis. They will defend their theses
based on evidence and analysis.
Pre-test GPA = 2.41 for the class.
Goal is to improve the GPA to 3.0
By the end of the year, 75% of the
students will score 80% or higher on
an inquiry based lab.
All students will raise their score by
15% or higher as measured by the
vocabulary assessment.



Students will carry out and design four inquiry
based lab activities throughout the year.

Use PowerPoint and Cornell notes to introduce
vocabulary.
Use academic vocabulary in written or oral
analysis.
Use graphic organizers to facilitate student
writing.
One-on-one conference with students through the
process.
Quick writes and reflections
Critical thinking skills





Smith,
Carmen



Sotero, Doel


World
History/Geography
AP Art History
Latin American
Studies
Advanced Topics
Library
Guided questions – oral and written: Explain
how, why, etc.
Modeling – clues or criteria to look for (e.g.
phonetics, diction, imagery, etc.)
Use noodletools to generate citations. 
90% of the students will be able to
work successfully and with assistance
10% will be able to work
successfully.

Students will import data by ISBN and copypaste citations from databases. Students will edit
as necessary to correct missing information,
incorrect format such as capitalization.
Students will find markers in generated citations
and remove them by finding the missing
information

Valdes, Olga

Special Services
Develop an Individual Learning Plan
(ILP) starting with 2015-2016
freshmen who have an existing IEP
and/or accommodation plan from
middle school, and then continue to
implement it with the 10th and 11th
graders to give students and teachers
better guidance and support.





Williams,
Jaime
Young, Dave







Statistics/Probability
Algebra 2 Honors
Geometry Honors
Graphic Design 1
Drawing & Painting
1
AP Studio Art
Graphic Design 2
Geometry students will raise their
individual pre-test/post-test scores by
20% or higher.
Significantly improve drawing and
shading skills




Students will identify the correct type of source
of medium (books, magazines, journals,
databases) so that noodletools will generate the
correct citation.
Create and easy to follow plan with necessary
information from each student. The plan will
include: referral, learning goals, accommodations,
and modifications (if required), and present level
of performance, parent input and meeting
observations.
Write 9th graders ILP and share with 9th grade
teachers.
Give teachers support in following the ILP
Write 10th and 11th graders ILP
Share ILP with middle school student services
department for it to be used with the next
freshman group.
Use a diagnostic test to determine the level of
each student at the beginning of the year.
Use word problems (applications) in tests.
Teach the students a variety of drawing methods
that will significantly improve the way they draw,
shade and perceive art.
Integrate technology via digital drawing tablets
where student can learn to improve their drawing
skills using technology.