Category E: School Culture and Support for Student Personal and Academic
Growth
Analysis must show distinctions that appear across the range of students (grade level, diverse background, and
abilities) and the variety of programs offered at the school.
Examples include:
 Online instruction approaches (school site or off site, integrated within other programs and/or offered
separately)
 Specialized programs such as IB Diploma Program, college/career readiness programs, school/college
partnerships, AVID, and independent study programs.
 Note: In some areas additional prompts have been inserted to emphasize the analysis related to online
instruction.
E1.
School Culture Criterion
The school leadership employs a wide range of strategies to encourage parental and
community involvement, especially with the teaching/learning process.
As the oldest high school in Riverside, Poly High School is the alma mater of many adults in town. This
connection provides a strong base of community involvement. Generations of Riverside residents have
attended Poly High School and school pride is evident. Local businesses partner with many of our
curricular/co-curricular clubs on campus and help support these clubs through fundraising
opportunities. Poly’s history is evident in subtle ways. For example, there are class stones embedded in
the sidewalk outside the library. Several Poly teachers were once Poly students. Home-buyers vie for
homes in the Poly district. Homecoming Day (conducted on a Saturday) includes a parade down a major
avenue in the city with floats built by classes and princes and princesses from each club participating.
The parade ends in a pep rally and school carnival of club booths that attempts to bring the community
onto the school grounds as a fundraiser for clubs and grade level classes. Poly’s homecoming is a longstanding Riverside tradition.
Students can choose among the many clubs, academic teams (Mock Trial, Science Olympiad and the
Robotics Team), sports teams, performing arts groups and journalism organizations on campus. There is
a place for every student to belong and feel involved at Poly. The vast number of clubs and variety of
activities on campus provide outlets for cultural expression and a sense of belonging. Students regularly
seek opportunities to connect their personal interests and Poly’s campus through the creation of new
student organizations and the process for the creation of these new groups has been streamlined to
allow for the approval by ASB twice a week. Some new groups added this year include Just Do Good,
Green Machine, Yu Gi Oh, Society of Animal Appreciators, Outdoor Club, Dogtown Skateboarding and
Cycling Club. Many of these groups, as well as existing organizations, focus their efforts toward
community involvement. Key Club tutors Alcott Elementary Students; Society of Animals organizes
volunteer efforts at the Animal Shelter, and BSU, Link Crew, and Key Club coordinated a school-wide
canned food drive to benefit the Salvation Army.
Poly ASB’s role as host of the district’s Leadership Exchanged, offered an opportunity to reach deeper
into our community of leaders. The exchange had typically been an activity for RUSD ASB classes only,
but as host, Poly invited students from all alternative education sites, Lincoln, Raincross and Riverside
Virtual School, as well as North’s Multi Cultural Council and Arlington’s and King’s Renaissance
programs. While Poly’s ASB served as a model of community outreach with this effort, our students
significantly benefited by learning best practices of these specialized leadership programs.
Along with reaching out to a wider group of student leaders in RUSD’s community, Poly High School
hosted the SuperBowl for Kids, where more than 200 severely handicapped students from all of RUSD’s
secondary schools enjoyed the experience of running in a touchdown to the raucous cheers and music
of Polys Cheer Team and Proud Heritage Band. This was not only a once in a lifetime event for the
student athletes, it was also an opportunity o highlight Poly students, JV football players, Link Crew and
ASB leaders, Bear Pals and Cheerleaders, tremendous capacity to embrace and celebrate the differences
in all members of our community.
Regular Parent Involvement
The school implements strategies and processes for the regular involvement of
parents and the community, including being active partners in the learning/teaching process for
all programs. The school involves non-English speaking parents.
Indicator:
Evaluate the strategies and processes for the regular involvement of parents and the
community, including being active partners in the teaching/learning process. Comment on the
effectiveness of involving non-English speaking parents and/or online parents.
Prompt:
In addition to the eDocument the school uses a variety of methods to disseminate information about
events, programs and student progress. These include the school and district websites; the Bear
Broadcast Network, and social media including Facebook, Instagram, Ask.FM Poly and Twitter Feed;
ParentLink system; the internal marquee on campus, and the local newspaper, The Press Enterprise.
Poly has been working to improve communication among staff, parents and the community. Technology
is the most efficient means to communicate. Each staff member has an email account and every
classroom has a telephone. Registration materials are sent to students’ homes in Spanish and English
during the summer. Our school website, www.polybears.org, provides staff, students, parents and the
community with up-to-date information and links regarding scholarships, college applications, athletics,
teacher websites, staff email, library resources and bell schedules. The Guidance Office, AVID,
Hospitality Academy and administration send newsletters to students’ homes as well. In 2013-2014 Poly
reached out to community stakeholders through the use of Environmental Scanning and survey parents,
teachers and students. The results of the qualitative and quantitative data can be found on our WASC
eDocument:
Staff Environmental Scan: http://polyhswasc.weebly.com/staff-environmental-scan.html
Parent Environmental Scan: http://polyhswasc.weebly.com/parent-environmental-scan.html
Student Environmental Scan: http://polyhswasc.weebly.com/401/login.php?redirect=/student-environmental-scan.html
Technology Survey: http://polyhswasc.weebly.com/technology-survey.html
District Qualitative: http://polyhswasc.weebly.com/survey-feedback.html
In an effort to encourage more contact between Spanish speaking parents and the school and vice
versa, Poly employs a full-time bilingual community liaison, Eduardo Diaz, along with other classified
employees who are able to assist the non-Spanish speaking employees with communication, both
written and oral.
Poly has recently taken the lead in the district in Parent Involvement Education. Poly’s administration
and PTSA partnered together to offer the Parent Engagement Leadership Institute (PELI) to all of the
schools in the district. In this institute, parent representatives from a number of district schools met
over four sessions to train parent leaders in how to create effective channels of communication on
multiple levels at the school.
A collective effort between Poly PTSA, Principal Dr. Michael Roe, Riverside Council PTA, and the
Riverside County Office of Education (RCOE), oversaw the organization and implementation of the
Parent Engagement Leadership Initiative (PELI) training program. This certificated “Training of Trainers”
formatted series, whose focus is student achievement via increased parent and family involvement, was
hosted at Poly High School over the course of the 2013 fall semester. With Dr. Roe sponsoring the
training, and Riverside Council PTA offering breakfast and lunch for all participants, the collaborative
decision was made to open up the program to any interested PTA or parent group within the Riverside
Unified School District. Parents from nine different RUSD schools: Poly High, J.W. North High, Martin
Luther King High, Gage Middle, Chemawa Middle, Pachappa Elementary, Alcott Elementary, Adams
Elementary, and John F. Kennedy Elementary, attended the four-day, nine module series, held on
October 29th, November 12th, November 19th, and December 4, 2013.[1]
Led by RCOE Parent Engagement Consultants Mimi Badura and Ellen Larson, participants were provided
the opportunity to refine their skills, and build confidence by way of research based instruction and
information.[2] The objective also included providing these parents support and tools to assist them in
creating or sustaining parent and family engagement activities on campus, which support their campus’
School-Wide Action Plan, or Single Plan for Student Achievement (SPSA). Using research by John
Hopkins Professor Dr. Joyce Epstein, and her Six Types of Parent Involvement, each school site or feeder
school cluster, formed a team which studied and discussed topics including:

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Parent Engagement: Keys to Student Success
Positive Parenting in Public Education
Communicating
Volunteering
Learning At Home
Decision Making
Collaborating With the Community
Action Team for Partnerships (ATP)
ATP Leadership and Facilitation ATP Celebration
Several collaborative, team-building exercises were also introduced to assist with fostering the
partnership qualities and camaraderie among team members. These teams would later transition from
PELI training teams, into Action Team for Partnerships (ATP) committees at the conclusion of the
training series during a workshop held during the last training module. A special ATP Leadership and
Facilitation workshop is scheduled for February 12, 2014, where teams will reconvene at Poly High
School to share and compare experiences and ideas encountered back at their own school sites.
Poly High School’s newly formed ATP committee held their first meeting on January 15, 2014, where the
vision and goal for the Action Team was reviewed, a committee chairperson and co-chair were selected,
and a meeting schedule was also established. The committee leads will be made up of parent leaders
from several different campus groups, including PTSA, School Site Council, English Learners Advisory
Committee (ELAC), students (especially under-represented groups), teachers representing different
academic areas, administrators, guidance counselors, and parents from other groups such as performing
arts or athletics booster clubs. The group will operate as a sort of inter-club council, with a goal to
increase student achievement, through increased communication, increased parent involvement, and
parent education. The group will operate without a budget, but will make recommendations to School
Site Council and other groups based on the information collected by the ATP, and will collaborate with
other campus groups to plan and execute positive parent/family engagement activities which support
the mission of the group and Poly High School’s (SPSA).
A final PELI/ATP event is planned for April 6, 2014 in which all ATP teams will return to Poly once again,
to celebrate and showcase their own successes. District officials, Board Members and administrators
from all participating schools will be invited to join the celebration.
For further reference:
1. Poly High School PTSA: PELI Parent Training http://www.riversidepolyptsa.org/peli
2. Riverside County Office of Education: Parent Engagement Leadership Initiative (PELI)
http://www.rcoe.us/parent-engagement/parent-engagement-leadership-initiative-peli/
Findings
Supporting Evidence
PELI (Parent Engagement Learning Initiative) Training from RCOE
Sign In Sheets and Certificates of Completion
Parent Access to Aeries(Gradebooks) via internet
Aeries access log
8th
Sign in Sheets at Tables/Mailers/T-Shirts
Grade Family Night
Notification of Back to School night available to all parents
Flyers, summer mailer, poly website, and teacher email to parents
Parent Direct Email and Auto Dialer
District WebTools/Emails
Poly Social Media
Facebook/Instagram/Twitter feeds
Bear Broadcast
SchoolTube Links
Party at the Plaza
Party at the Plaza Flyers/Photos
Haiku/Teacher Websites to keep parents informed about student
classes
School website
Bilingual Community Liaison
Communication from office is provided in both English and Spanish
Eduardo Diaz- Staff
Parent notifications
Auto dialer options
Phone system menu offers choice of English or Spanish
Aeries
Report cards and comments in English or Spanish
IEP form
IEPs are given in English or Spanish on request
RUSD site and school website has parent links (A-Z) including parent
handbook, upcoming events, etc.
School Site Council, PTSA, and ELAC meet regularly and include
parent participations
Websites
SSC, PTSA, ELAC agendas and minutes
Booster club meeting minutes
Parent/Staff/Student interviews and survey
Strong booster clubs: sports and performing arts
Pictures
Parents build theatre sets, provide locations to build Homecoming
floats, work in concession stands, and drive to away games and field
trips to support their student.
Parent interview
Homecoming parade draws alumni, neighbors and other Riverside
residents
Aeries
Parent/Teacher interviews, emails
Summer packet
Party at the Plaza
Class syllabus, Community service log sheets
Parents support many fund raising efforts, chaperone dances,
provide team lunches, proctor tests, prepare summer mailers.
Work permit Form
Parental support is also evidenced by attending History Day, Science
Olympiad, Science Fair, Theatre productions and Mock Trial.
Report cards or progress reports mailed eight times a year.
Some teachers send grade reports every 3-4 weeks.
Parents and teachers communicate through phone and email
Summer mailing includes schedules, calendars, information about
the library, emergency and student information cards, PTSA
Photos, Agenda
enrollment information, attendance and discipline policies, testing
information, Acceptable Use Policy, activities and sports.
Some classes and programs require students to perform community
service hours
Students must acquire work permits to take jobs in the community.
The work permits are monitored by a Poly faculty member
Hosting RUSD Leadership Exchange
Use of Community Resources
The school uses community resources to support students, such as professional
services, business partnerships, and speakers.
Indicator:
How effective is the school use of community resources to support students, such as
professional services, business partnerships, and speakers?
Prompt:
School activities are often integrated into the community. Clubs take field trips to cultural landmarks
and educational sites, as well as summer trips to Europe. Clubs and classes participate in community
service opportunities and have internships in the community in an effort to prepare students for life
beyond the classroom. Poly students are also heavily involved in the City of Riverside’s sister city in
Germany, Erlangeh.
Poly has recently moved forward in adopting a new curriculum focused on video and digital music
production. The video production courses partner with a district liaison to produce different television
shows, including live broadcasts of sporting events and cultural events both on campus in the
community, including City Council Meetings. The digital music production classes also partner with local
DJs in an internship format where they can learn the trade.
The Poly science department fields two competitive teams: Science Olympiad and Robotics. Science
Olympiad partners with Southern California Edison, California State University, San Bernardino, and UC
Riverside – specifically the astronomy department and the Bourns School of Engineering. They also
receive support from the Inland Area Science Teacher’s Association and the Riverside and San
Bernardino County Offices of Education. The Polytech’s Robotics team partners with different
organizations including: Boeing, Bourns Engineering, Raytheon, the San Manuel Band of Mission Indians
and educational organizations including UC Riverside.
Other academic organizations on campus frequently partner with community resources. The Mock Trial
team utilized the historic courthouse and other courtrooms in the Downtown Riverside area. This team
also benefits from the volunteer coaching of local attorneys. The Hospitality Academy has multiple
business partnerships that encourage students to pursue careers in the hospitality industry. The AVID
program welcomes guest speakers from the community who share both their education experience and
their career experiences.
Our community benefits from many student-led community service projects. ASB, Key Club, MultiCultural Council, PAWS (Poly Animal Welfare Society), Hospitality Academy, JROTC (Junior Reserve
Officer Training Corps), and AVID (Advancement Via Individual Determination) students complete
community service hours. Students volunteer with the Riverside Philharmonic, Ghostwalk, the Dickens
Festival, and the Mission Inn Festival of Lights. Students host a Thanksgiving food collection and a
Christmas toy drive each year. Our computer club collects items to donate to the Make-A-Wish
Foundation. Students have also raised funds for a fellow student with cancer and to support the family
of a teacher and coach who lost a daughter to Lupus. During the holidays, different student organization
banded together to create holiday gift baskets for Poly families in need and coordinated a school-wide
canned food drive to benefit the Salvation Army.
Poly’s Career Center collaborates with colleges and vocational programs to provide speakers and
informational materials, and to help students with applications. Opportunities for community service
instill self-confidence and pride.
Findings
Supporting Evidence
AVID has guest speakers from local businesses
and colleges
AVID students go on trips to colleges
College tutors work with AVID students
Mock Trial uses Downtown Courthouses
Photography uses Downtown Art Museums to
display student work
Local business partner for fundraising
Community Speakers/Alumni at ROTC
Banquet
Hospitality Academy Business Partnerships;
Hospitality Academy classes tour local
restaurants and hotels and job shadow people
in the hospitality industry
REEF (Riverside Educational Enrichment
Foundation) grants bring money directly into
classrooms
BMX bike show presented by Army National
Guard
Many school clubs interact with the
community in a number of ways:
Toy drive
AVID Calendar of Events; Sign in sheets
Mock Trial Programs
Photography Club Flyers
Flyers for fundraiser
Pictures/Programs
Hospitality Internship Listings
Reef Grant Applications
Pictures
Evidence for listed findings is available by the
following:
Promotional flyers, ASB calendar of events,
Hospitality calendar of events, Community
service applications, School newspaper (Poly
Spotlight), PAWS documents, Altura brochure,
Student interviews, Choir calendar of events,
SSC agenda/minutes, City Youth Council
membership roster, Staff/parent interviews,
Work experience logs, Child development field
trip request form
Canned food drive
Red Cross blood drives per year
Helping in local elementary schools
Care packages for deployed military people
KEY club picks up trash
Fundraisers for students/staff with medical
illnesses
Altura Credit Union provides AVID students
with financial literacy training
Law firms in Riverside give their time to assist
Mock Trial
Theatre productions are open to the
community.
Choir and band perform at many community
functions
Student representatives attend School Site
Council and School Board meetings and
students participate in City Youth Council and
provide leadership in the districts LCAP
process
Work Experience class monitors students who
have jobs
Students have received Gluck Fellowship and
Washington Mutual Banking Internship
Key Club reads to students and tutors at Alcott
Elementary School
Parent/Community and Student Achievement (recognition)
The school ensures that the parents and school community understand student
achievement of the academic standards/ schoolwide learner outcomes through the
curricular/co-curricular program.
Indicator:
Determine the adequacy and effectiveness of the school’s strategies to ensure that
parents and school community understand student achievement of the academic
standards/schoolwide learner outcomes through the curricular/co-curricular program.
Prompt:
Student recognition has been in flux at Poly High School. The school has made efforts to recognize every
student at least once per year. This recognition can be as simple as cutout Bear Paws to welcome
students to campus on the first day of school and daily, hand written birthday cards to more complex,
like searching out the most improved students by grade and the top performing students by grade and
awarding them t-shirts recognizing them as the “Brightest in the Box Bunch.” Poly’s all-school Pep
Assemblies have moved toward increasing student recognition by highlighting all student athletic teams
and featuring performances from Choir, Theater, Comedy Sports and student formed musical groups.
Additional incentives for CST achievers include early parking priority, Prom packages and a CST
Extravaganza including inflatable obstacle courses and water slides. Poly sophomores that earn a
proficient score on their CaHSEE, join Club 380, which entitles them to an afternoon of music and water
play at the new Aquatics facility. Guidance and school leadership offers monthly drawings for gift cards
to seniors who have been accepted to colleges or universities to recognize this culminating student
achievement. Poly is currently defining the standards for awarding both Academic and Activity Letters to
recognize the efforts of students who dedicate their time to the highest academic achievement and/or
their energy to promoting a diverse culture of involvement in clubs and performing arts groups on
campus.
A dedicated student recognition Renaissance program was created during the 2011-2012 school year,
however the program has not been developed to its full potential. Due to a transition to a new Activities
Director during the 2012-2013 school year, the fledgling program has suffered. Small areas of student
recognition efforts continue, however, there is a vision to expand the program through increased
revenue from the Student Store and a dedicated recruitment effort to find student leaders that share a
passion for student recognition. This effort has been supported by attending the CARE, Californai
Association of Renaissance Educators, conference with more than 100 students over the past two school
years.
In addition to school wide recognition, the Link Crew works to recognize the Freshman of the Week. This
student is selected by the students on Link Crew as the model of what a Freshman Bear should be.
These students are recognized for both their academic and athletic achievement as well as their
involvement in clubs and activities on campus.
Each month the Rotary recognizes one Poly student as a student of the month. These students are
rewarded with a lunch for themselves, their families and a school administrator. The nominations for
this award are determined by the Poly staff.
Findings
Supporting Evidence
Senior Awards Night
Graduation
School Accountability Report Cards
Rotary Student of the Month
Parents attend performing art performances and
art gallery
Student photography club presents photographs
downtown Riverside Art galleries in June
Program
Program
District/school website
Rotary Club Luncheon Flyer
Flyers
Flyers
Parent interviews
Master Calendar
Parents attend performances and awards
presentations
The Senior Awards Night in Spring.
AVID seniors RIMS (Riverside, Mono, Inyo,
and San Bernardino Counties) senior
recognition night
AVID students recognized at school board
meeting each year
JROTC honors night recognizes students and
parents for their services
JROTC does community service throughout the
community
Information about academic standards and A-G
requirements are accessible via the school
website
AVID Master calendar
Board meeting agenda/minutes
JROTC calendar of events
Community service participation logs
School website
Conclusions
Prompt:
Comment on the degree to which this criterion is being addressed.
Poly High School has made great strides in developing channels of communication between the
school and the community. Through the advent of technology, the school is able to quickly and
effectively disseminate information to both parents and the community and the parents and
community are able to communicate with the school as well.
Prompt:
Comment on the degree to which this criterion impacts the school’s ability to address
one or more of the identified critical learner needs.
Poly High School continues to seek out ways to reach students and stakeholders and connect them to
our collective programs.
E2.
School Culture Criterion
The school is a) a safe, clean, and orderly place that nurtures learning and b) has a culture
that is characterized by trust, professionalism, high expectations for all students, and a focus
on continuous school improvement.
Safe, Clean, and Orderly Environment
Comment on the effectiveness of a) the existing policies and use of resources to ensure a
safe, clean, and orderly place that nurtures learning, and b) all aspects of the school with
respect to safety regulations including effective operating procedures for internet safety.
Prompt:
Poly is an incredibly safe campus. During the 2006/2007 school year gates were added to the
front of the school to close the campus. Poly has a “Closed Campus” policy, and visitors must
sign in upon entering the front office.
Survey results indicate that Poly students and community feel safe on our campus. Students
feel safe and secure in their physical and mental wellbeing. While there have been incidents of
bullying, the administration and staff are quick to respond to these issues and protect the
students. Poly has instituted an anonymous bully reporting system with boxes in the office and
library where students can report any incidents of bullying to the administration for their
investigation.
Providing a safe and secure learning environment is a primary focus at Poly. Poly High School’s
modernization began in 2001. With the modernization came ramps to all of the buildings and
an elevator in the 600 building to assist our disabled students. In 2013 Poly added a state of
the art Aquatics Center that is used by schools throughout the district as well as local swimming
programs; a new football stadium was also added to the school. The Air Conditioning in the
100 and 200 building was replaced during the summer of 2007. Even though the A/C was
replaced, there have been many problems with the unit working properly. Heating and air
conditioning issues are chronic problems throughout campus. Certain classrooms and areas on
campus are stifled in the heat with temperatures that soar above 90 degrees or freeze at
temperatures below 65 degrees. The trouble with the heating and air conditioning units can
and often do impede the learning process for students.
While data shows that our tardies are in significant decline, work continues to get all students
to class on time. This year an attendance committee has been formed because of the need to
improve student attendance. The goal is to get students to class faster and try to limit the
amount of student time out of class. The committee meets monthly to address attendance
concerns and discuss solutions that will curtail absences and tardies.
Administration regularly communicates with the staff regarding student discipline including
emails regarding current suspensions on campus. The staff, however, feels that direct feedback
regarding discipline referrals is an area that can be improved upon.
The lack of training with regards to the use of personalized learning devices varies and has led
to challenges for some teachers who feel that certain devices actually detract from the learning
environment. In August of 2007 at the opening Staff meeting, the staff asked the administration
to delineate a clear, consistent policy for addressing this issue. The discussion was tabled at the
time but the present administration has moved to address this issue per district regulations. In
addition, current leadership promotes the use of technology in the classroom as an
engagement piece for students. District policy states that while teachers are encouraged to use
these devices as learning tools, it is the teacher’s discretion as to when and how these devices
are used. Poly’s policy dictates that the teacher will allow or disallow the use of mobile devices
in the classroom and that if the device becomes a distraction, the teacher will refer the student
to the discipline office.
Additionally, dress code violations are rampant and serve as a barrier to student achievement.
Though there is a school wide policy in place, the staff feels that it is not being enforced
adequately at this time.
Students receive the Discipline Policy, review it, and acknowledge receipt of it at the beginning
of each school year. Students are made aware of the rules, policies, and procedures at Poly and
the staff and administration work together to carry out discipline policies.
Some areas of concern for staff members are trash and rodents. There is evidence of rodents in
some classrooms, storage and office areas of the campus. Janitorial staff has set traps and tries
to keep areas free of trash and other debris in order to diminish places for the rodents to hide.
The trash on campus after lunch is a problem. It appears that many students don’t bother to
put trash in the trash barrels around campus. Because of this debris, rats, mice, pests and
seagulls have been seen and can create a nuisance and health hazard for students and staff.
Restrooms are another area of concern. The largest problem is that there aren’t enough open
restrooms for the size of our student population. The 200 wing girls’ bathroom is reserved for
the SDC students. Approximately three years ago, the 800 wing bathrooms were unlocked and
made available to students to help alleviate this issue, however, students continue to wait in
long lines to use restrooms. In the past, vandalism in bathrooms has been a problem but is
improving. The assistant principal who oversees discipline, Brian Frost, pictures of the “tagging”
immediately to teachers to help identify the student responsible which helps prevent students
from “tagging” in the future.
The Safety Committee reviews and maintains campus safety and the Disaster Preparedness
Plan for emergency situations. Some areas of the campus suffer from lack of maintenance. The
theatre catwalk ladder has been inoperable since 2004. Fire and earthquake drills are held to
enhance the safety of students and staff. However, other aspects of the safety plan, such as
lockdown procedures and disaster stations, are in the plan but not regularly drilled or discussed
with faculty. There are minimal First Aid Kits in most classrooms and a Trauma Kit in all
buildings on campus. At the last WASC report, rooms that did not have First Aid Kits were to be
supplied with them. These kits were donated by the PTSA. Some of the Science rooms are
equipped with Emergency Eye Wash stations and other safety equipment. Science teachers are
given specialized safety training.
The student parking lot is not sufficient based on student population. This is further
complicated before and after school when parents pick their students up. In addition to the
parking problems on campus, the traffic before school poses challenges in getting students to
class on time. The city has attempted to help with this issue on Victoria by posting Code
Enforcement officers intermittently to ticket violators.
Findings
Supporting Evidence
1. Modernization of School Facilities:
football stadium, aquatics center
1. Photos
2. Opened more bathrooms in 800’s for
students
2. Photos
3. Addition of Security Cameras
4. Picture of graffiti are e-mailed
immediately to all teachers to help
identify the perpetrator
3. Photos
4. Emails
5. Emails
6. Photos
5. Discipline Reports E-mailed to all
teachers on weekly basis
7. Visitor log sheet
6. Gate between softball field and 100
building
9. SRO Riverside PD
7. Poly is a closed campus and all
entrances to the school are monitored
by school supervisors, all visitors must
check in before entering school grounds
8. Safety first in Science classrooms.
9. Riverside Police Department personnel
on campus
10. Poly has a Disaster Preparedness Plan
which include fire, earthquake and lock
down drills
11. Custodial staff works diligently to pick
up trash after lunch but still continues
to be an issue; 39% of students either
moderately agreed or strongly agreed
that our campus is safe and clean
8. Student signed contracts/safety test
10. Disaster preparedness plan; drill
schedule
11. Pictures; student survey
High Expectations/Concern for Students (celebrating student diversity)
The school demonstrates caring, concern, and high expectations for students in an
environment that honors individual differences and is conducive to learning.
Indicator:
Evaluate the school’s work to ensure the effectiveness of an atmosphere of caring,
concern, and high expectations for students in an environment that honors individual
differences and is conducive to learning.
Prompt:
Poly has recently gone thru a major change in administration. This change took effect at the
beginning of the 2013/2014 school year. The new principal and three new assistant principals
are working diligently to ensure that Poly remains a safe and orderly environment. In
cooperation with the Riverside Police Department, Poly has a School Resource Officer (SRO).
The SRO works closely with the Assistant Principal of Discipline.
Poly High School promotes a positive atmosphere for learning and growth for each student.
Through our ESLRs (Expected Schoolwide Learning Results), we encourage our students to
become lifetime learners. The school has in effect district-wide and school-wide policies
designed to promote a safe, well-ordered learning environment where students are
encouraged to participate not only in educational activities, but in a well-planned and wide
ranging field of school-sponsored activities.
As a component of shared leadership envisioned by Poly’s new administration, a fourth period
advisory council has been established to better represent student opinions. One of this groups
first tasks has been to seek opinions about increasing student recognition on campus, including
the possibility of offering both Academic and Activity participation Letters. The opinions of the
advisory council often differ from traditional student leadership groups on campus, such as
ASB, furthering incorporating individual student differences in school-sponsored programs.
Poly teachers have increasing been asked to recognize the unique and special efforts on
individual students in non-traditional ways. Begun last year, our Midwinter Court has been
nominated by teachers, based on a variety of characteristics exhibited in the classroom. This
has resulted in a refreshing and diverse group of student being elevated in a public, social
setting.
Findings
1. Kindness Week/assembly
2. 83.7% of students either strongly
agreed or moderately agreed that
communication with their teacher is
effective
Supporting Evidence
1. Flyers/Posters
2. Student survey
3. BSU calendar of events
3. Our Black Student Union sponsors
(BSU) Black History Month and a
Faculty versus Students basketball
game every spring. Also, along with
Show Stoppers, they participate in a
4. ASB club listings
local Martin Luther King Day parade.
4. Poly has over 65 clubs on campus,
clubs represent diverse ethnicities and
points of view: MEChA, BSU, Asian
Student Union, Gay Straight Alliance,
Young Republicans, Young
Progressives, Fellowship of Christian
Athletes (FCA).
5. Clubs put up food and game booths at
Homecoming Fair, during Club Rush,
and during Mardi Gras week.
5. ASB carnival booth map
6. Master calendar and Poly planner
7. FCA Student interviews
8. Student Handbook, classroom rules
posted
6. Events are scheduled with an effort to
avoid cultural and religious holidays.
9. Student survey
7. FCA students participate in an annual
“See You at the Pole” prayer time each
September.
8. Care and concern for others can be
observed in each classroom
9. 55% of our students strongly agreed or
moderately agreed that our discipline
policy is effective in keeping the
campus safe
Atmosphere of Trust, Respect and Professionalism
Indicator:
The school has an atmosphere of trust, respect and professionalism.
To what degree is there evidence of an atmosphere of trust, respect, and
professionalism?
Prompt:
According to findings in a recent teacher survey, 50% of the faculty agrees that improved
discipline policies would greatly and positively affect their classroom instruction and student
learning. Many teachers feel that discipline is not enforced consistently. The findings illustrate
that the staff believes that in order for discipline to be carried out properly, it must be carried
out fairly and consistently.
Teachers at Poly work hard to collaborate and communicate effectively as educators with one
another to enhance student learning. The core departments have created vertical, subject, and
grade level teams. Our Language Arts department has created a vertical team around the AP
class. The AP teacher is the leader. The honors teachers meet to discuss what needs to be
taught at each level to ensure that AP expectations are covered ensuring the passage of the AP
examination. These vertical teams also exist for Science, Social Science and Mathematics. In
addition to vertical teams, Poly has grade level and/or subject teams. Grade level teams are
comprised of teachers who teach at a certain grade level who have collaborated throughout the
year to discuss lesson planning, data analysis and research-based strategies. Subject level
teams would be comprised of teachers who teach a common class.
Findings
1. All shareholders promote a positive
atmosphere for all students to promote
lifelong learners
2. Poly staff collaborate and communicate
effectively to enhance student learning
and departments have set Smart Goals
3. Random walk-thru in classes with
immediate feedback by administration
4. Anti Bully policy and Bear Code of
Conduct
5. Principal’s Cabinet was set up by
students to directly report and problem
solve with Dr. Roe. They meet once a
month and are directly involved with
decision making. The goal is to
improve School culture and promote
student involvement.
6. Student Advisory Council meets at least
three times a year to address overall
students concerns and develop actions
plans accordingly
Supporting Evidence
1. Pre-Final Exam Peer Tutoring by Link
Crew, BTSA (Beginning Teacher
Support and Assessment), Back to
School Night
2. Lists of vertical teams, grade level
teams, subject teams, department
meeting minutes, smart goal action
plans
3. E-mails; Mosaic model
4. Student signatures; Copy of
PowerPoint teachers present to students
5. Principal’s cabinet blog- Poly website
6. Mrs. Bramlett, Assistant Principal
(meeting facilitator)
E3 & E4.
Student Support Criteria
All students receive appropriate support along with an individualized learning plan to help
ensure academic success.
Students have access to a system of personal support services, activities, and opportunities at
the school and within the community.
Teachers at Poly work diligently to collaborate and communicate effectively as educators with
one another to enhance student learning. The core departments have created vertical, subject,
and grade level teams. Our Language Arts department has created a vertical team centered
around the AP class. The AP teachers serve as the leaders and the honors teachers meet to
discuss what needs to be taught at each level to ensure that AP expectations are adequately
covered with the hope of ensuring the passage of the AP examination. These vertical teams also
exist for Science, Social Science and Mathematics. In addition to vertical teams, Poly has grade
level and/or subject teams. Grade level teams are comprised of teachers who teach at a certain
grade level who have collaborated throughout the year to discuss lesson planning, data analysis
and research-based strategies. Subject level teams would be comprised of teachers who teach
a common class such as Biology, Algebra or Spanish.
Student learning and active inquiry are high priorities for staff but the staff feels that increased
opportunities for professional development related to their specific content areas, additional
training on technology resources and improved access to said technology would greatly benefit
both the students and staff.
Open enrollment and a policy of encouraging any interested student to attempt AP level
curriculum leads to a higher number taking AP classes and examinations. In addition to this,
both the AVID Program and the Puente program serve as support systems for students enrolled
in AP and Honors classes. The Puente program serves students who are traditionally
underrepresented on college campuses who exhibit academic excellence. The AVID program
serves the same population of students but focuses on students who show academic promise.
Adequate Personalized Support
Evaluate the availability and the adequacy of services, including referral services, to
support students in such areas as health, career, and personal counseling and academic
assistance, including an individualized learning plan.
Prompt:
The approach to guidance and counseling is school-wide, focusing on students’ personal, career
and academic interests and goals. The Poly counseling department consists of five counselors.
With a student population of more than 2800, the student load for each counselor averages
over 550. A backup area to the counseling department, the Career Center provides a place for
information and for college representatives to meet with students. The Career Center is staffed
two hours a day by a technician whose other six hours are in the library, but who can step in at
any time to answer a question or help a student sign up for an upcoming event.
All students meet at Poly High School meet with their counselors to create a 4-year plan for
graduation. Students meet with their counselors 2-3 times a year to review and/or modify their
4-year plans. AVID students meet with the AVID Coordinator twice a year to review and modify
their 4-year plans. Hospitality students meet with their teachers and parents once a year to
review their 4-year plan. English learners are rested annually and moved to new designations as
appropriate.
Findings
1. Students meet with a counselor at least
2-3 times a year and with their
counselors in their English or History
class and science
At risk students have additional
meetings numbering 4-5 times, with
parent participation
2. The Career Center Technician uses
information gathered by counselors to
match students with presentations that
fit their goals.
The Career Center publishes monthly
calendar listing events, colleges and
trade schools visiting, which meet with
students in the Career Center.
Career Center provides materials and
presentations on colleges, military
service, vocational schools and
scholarships.
Teacher Librarian shows students how
to access local public and college
library collections.
An ROP representative is on campus
Supporting Evidence
1. Counselor orientation schedule, four
year plan form, Guidance Planner,
student success meeting flyer,
registration, student, Emails from
counselor to parents, grad status re
Interest data tables
2. Interest survey
Learning styles inventory
Career Center calendar
Poly Webpage
District Webpage
School Library Webpage
Destiny Landing Page
3. Counselor documents
Several college representatives are
often present on
campus. RCC representatives are at
Poly 1-2 hours a
week in the Career Center in the Spring
– working
Seniors and Completion Counts
program.
3. SSTs(Student StudyTeam) comprised
of teachers, counselors, students,
parents, and psychologist work
collaboratively to ensure that students,
struggling with academics, have the
support they need to prevent academic
failure
4. There is a network of social,
psychological, community
organizations and health services
available to students and parents that
work together to solve problems and
share resources
Counselors have a list of outside
sources for physical, mental and social
needs
District website provides general
information on a variety of needs
and/or interests.
4. Rose Smith- Community Settlement
Association; RAD (Riverside Against
Drugs) CITS, Medi-Cal, Child
Protective Services, Inland Regional
Center, non-public school placements
for special education students; Red
Ribbon Week Activities
Resource packet with phone numbers
Comment on the availability and adequacy of the academic
counseling, college preparation support, personal counseling, and health services provided for
the students involved in online instruction.
Additional Online Instruction Prompts:
Poly students are able to enroll, concurrently at the Riverside Virtual School (RVS). These
students are able to meet with their academic counselors on the Poly campus when they are at
Poly and can make an appointment if they happen to be more heavily enrolled in the virtual
school. Along with these services, the RVS offers “office hours” as part of their curriculum.
During these office hours students are able to receive any support they may need.
Findings
Supporting Evidence
Students who are concurrently enrolled on Poly
High School campus and RVS (riverside virtual
school) have access to the same resources as
full-time Poly Students
Aeries
Direct Connections
The school demonstrates direct connections between academic standards and
schoolwide learner outcomes and the allocation of resources to student support services, such
as counseling/advisory services, articulation services, and psychological and health services, or
referral services.
Indicator:
Evaluate the ways that there are direct connections between academic standards and
schoolwide learner outcomes and the allocation of resources to student support services, such
as counseling/advisory services, articulation services, and psychological and health services, or
referral services.
Prompt:
Teachers at Poly work diligently to collaborate and communicate effectively as educators with
one another to enhance student learning. The core departments have created vertical, subject
and grade level teams. Our Language Arts department has created a vertical team has created a
vertical team centered around the AP class. The AP teachers serve as the leaders and the
honors teachers meet to discuss what needs to be taught at each level to ensure that AP
expectations are adequately covered with the hope of passing the AP examination. These
vertical teams also exist for Science, Social Science and Mathematics. In addition to vertical
teams, Poly has grade level and/or subject teams. Grade level teams are comprised of teachers
who teach at a certain grade level who have collaborated throughout the year to discuss lesson
planning, data analysis and research-based strategies. Subject level teams would be comprised
of teachers who teach a common course such as Biology, Algebra or Spanish.
With the introduction of the Common Core State Standards, Poly has begun a teacher led
transition away from the California State Standard. This transition plan includes dedicated staff
development and collaboration time. The administration team is taking a proactive role in
ensuring that the Poly staff is adequately prepared to introduce this new curriculum in the
upcoming school year.
A wide variety of approaches and teaching strategies ensure that all students have
opportunities to be academically challenged and succeed in meeting all academic standards
and expected schoolwide learning results. Technology helps to provide access to the curriculum
and support for all students.
Library and Muli-Media lab services and resources are available, integrated and articulated with
the curriculum/instruction, academic standards and expected school-wide learning results. At
17,291 copies, the library collection of 6.0 books per student falls below the state standard of
11 books per student and the national standard of 25 books per student. The library has, with
the help of REEF (Riverside Educational Enrichment Foundation) Grants, been able to procure a
vast selection of digital titles that students can access through their mobile devices. Since the
last WASC accreditation, 22,347 library items have circulated. In addition to our library services,
students and teachers use the Multi-Media lab for individual and group projects and/or
instruction. The Multi-Media lab and library are staffed by full-time certificated teachers.
Findings
See Findings from Support Services and
Supporting Evidence
1. Link Crew Freshmen Advising Day
Learning
after 1st quarter grades
Strategies Used for Student Growth/Development
Strategies are used by the school leadership and staff to develop personalized
approaches to learning and alternative instructional options which allow access to and progress
in the rigorous standards-based curriculum. Examples of strategies include: level of teacher
involvement with all students, a curriculum that promotes inclusion, processes for regular
review of student and schoolwide profiles, and processes and procedures for interventions that
address retention and redirection.
Indicator:
Evaluate the effectiveness of the types of strategies used by the school leadership and
staff to develop personalized approaches to learning and alternative instructional options which
allow access to and progress in the rigorous standards-based curriculum.
Prompt:
In order to meet the needs of the struggling math students, Poly is in the process of creating
additional Algebra 1 courses to help students remediate and pass Algebra 1. This is in line with
helping students meet the newly adopted graduation requirements of the school district.
One concern that has been brought to the attention of the administration is a lack of
opportunity for “in house” credit recovery. At this point, students in need of credit recovery are
referred to alternative education sources including, but not limited to: the Riverside Virtual
School, Adult School and Continuing Education. The district does, however, provide the
opportunity for Summer School remediation and extended school year for Special Education.
Findings
1. Class objectives and/or agendas are
posted in classrooms, and teacher
collaboration is evident.
2. There are a high number of AP Exams
given - over 1000; State and National
Winner for History Day; Science
Olympiad Winners
3. Enrollment in all classes reflects the
diversity of the students.
The Open Enrollment Poly philosophy of
encouraging all interested students to take AP
classes and exams results in one of the highest
AP pass rates in the nation.
All students, whatever their abilities, receive
continual encouragement to meet the standardsbased curriculum
4.A variety of support and intervention classes
ensure that all students have opportunities both
Supporting Evidence
1.Classroom objectives, progress reports,
peer tutoring, API scores, Exam scores =
55.3% pass rate, History Day, Science Fair,
ESLRs
2.Vertical, Subject, and Grade Level Team.
AP scholar highest rate in district,
homework program,
tutoring in Library, AVID tutoring,
hospitality tutoring, department Learning
Support Time, re-teaching and re-testing
4. CAHSEE Prep Class, Math Club
Tutoring at
lunch, Foreign Language
Learning Support Time
5. Data director
to be academically challenged and succeed in
meeting all academic standards and expected
schoolwide learning results. Departmental
intervention and student support sessions are
either offered or required
After school for CAHSEE (California High
School Exit Exam) prep as well as some
that continued through the year.
Services for students with special needs are
carefully tailored by the IEP to encourage
students to attain the highest possible
academic levels
5. Teachers use common assessments and
plan accordingly
6. Some teachers open their classrooms
during lunch and after school to tutor
students
6. Teacher interview
Support Services and Learning
Indicator: The
school leadership and staff ensure that the support services and related activities
have a direct relationship to student involvement in learning, e.g., within and outside the
classroom, for all students, including the EL, GATE, special education, and other programs.
Evaluate the extent to which the school leadership and staff ensure that the support
services and related activities have a direct relationship to student involvement in learning,
e.g., within and outside the classroom. Evaluate the processes that are used to identify underperforming or struggling students and the interventions to address these identified student
learning needs.
Prompt:
Findings
1. Counselors work with administrators,
teachers, and other members of the
school community to identify students
who may be at risk and to intervene
effectively.
Students are referred to alternative
education if needed. Ninth graders start
out the year with Link Crew orientation
before the first day of school.
The AVID Coordinator and teachers
meet with each student twice a year to
review transcripts and revise their 4
year plans
2. SFS (Strategies for Success) Designed
for students needing RSP support in a
Supporting Evidence
1. Counselor orientation schedule, four
year plan form, Guidance Planner,
student success meeting flyer,
registration, student, Emails from
counselor to parents, grad status reports
Link crew orientation shirts, pictures
2. SFS teachers
3. Callie Neal-Heritage Plan Facilitator
and Poly site contact
4. Kathy Bowman
variety of skill and academic areas
3. Heritage Plan is designed to address the
needs of African American students at
risk. Student transcripts are reviewed
and action plans are developed to
increase graduation rates
4. iPod touches are assigned to EL
students for additional support,
graphing calculators may also be
checked out with librarian
Equal Access to Curriculum and Support
All students have access to a challenging, relevant, and coherent curriculum to all
students. Schools regularly examine the demographics and distribution of students throughout
the class offerings (e.g., master class schedule and class enrollments) and the types of
alternative schedules available for repeat or accelerated classes (e.g., summer, class periods
beyond the traditional school day).
Indicator:
What have you learned about the accessibility of a challenging, relevant, and coherent
curriculum to all students? What have you learned from examining the demographics and
distribution of students throughout the class offerings (e.g., master class schedule and class
enrollments)? Evaluate the impact of the types of alternative schedules available for repeat or
accelerated classes (e.g., summer, class periods beyond the traditional school day) on student
achievement?
Prompt:
Findings
Supporting Evidence
Puente Program- Puente students take an
accelerated 9th and 10th grade sequence of
college preparatory English classes integrated
with Mexican American/Latino and other
multicultural literature. Puente is focused on
increasing the number of students who enroll in
a four year university.
AVID Program – Encourages students to enroll
in AP and Honors Courses. AVID classes offer
support for students through tutorial process
and counseling.
Open enrollment in AP/Honors Courses
Puente Success Data and matriculation to
Advanced Placement
Course offerings
Co-Curricular Activities
School leadership and staff link curricular and co-curricular activities to the academic
standards and schoolwide learner outcomes.
Indicator:
Prompt: Evaluate the extent of the availability and link of curricular and co-curricular activities for
all students to the academic standards and schoolwide learner outcomes. How effective are
these efforts?
Findings
Evidence
Poly High School provides many opportunities for students
To participate in curricular and co-curricular activities inside
and outside the classroom.
Band/Concert
Proud Heritage Marching
Band/Jazz Band/Wind
Ensemble/Pep Band
ROP Robotics
Science Olympiad
CML Exam
Poly Choir(s)
Poly Theatre Arts (Jesters)
Army JROTC
Hospitality Academy/Grizzly
Grille
History Day
11th Grade Poetry Slam
Science Fair
Music Technology
Spotlight – Student
Newspaper – Online
Koala Yearbook
Digital Video Production
Student Involvement in Curricular/Co-Curricular Activities
The school has an effective process for regularly evaluating the level of student
involvement in curricular/co-curricular activities and student use of support services.
Indicator:
Poly clearly places significant value on curricular/co-curricular activities participation. In
addition to offering two periods of traditional ASB student leadership classes that focus on
planning and coordinating school-wide activity programs, an additional period of student
mentoring is offered to help Link Crew leaders support freshman activities. Aside from teaching
two periods of ASB Leadership, Poly’s Activities Director, Vanessa Douty, is fully released to
promote an expanding activities program on campus. Poly’s leadership has embraced and taken
the lead in promoting our district’s School Plus Two philosophy, which encourages each student
to be involved in at least two co-curricular groups on campus.
In an effort to better quantify student involvement in co-curricular and school culture based
activities, Poly’s ASB expanded our BlueBear Tracks accounting software during the 2012-2013
school year. The acquisition of the software has not only made the ASB leaders more aware of
student attendance at events such as football games and dances, but has allowed
administration to better understand trends in event attendance and student purchasing
decisions. With this information, we have made strategic decisions to move our MidWinter
Formal to a local venue and to offer payment plans for our Senior graduation packages so that
we can increase accessibility and attendance at these events.
During the 2013-2014 school year, a new student organization on campus, The Green Machine,
was chartered in response to the increasing attendance at and desire to support Poly athletic
events.
Aside from these small gains and anecdotal evidence that quantify student involvement, limited
data is available to evaluate involvement in our programs as a whole. Poly is currently leading
the district toward the acquisition of software and hardware provided by 5 Star Students, to
track, quantify and incentivize student involvement at all levels. The capacity of the software
will allow Poly to not only evaluate student involvement by beginning to recognize trends in
student behavior to better encourage those inactive students to become involvement in
current programs and create events or services tailored to uninvolved.
Evaluate the effectiveness of the school process for regularly evaluating the level of
student involvement in curricular/co-curricular activities and student use of support services.
Prompt:
Findings
Supporting Evidence
1. District is moving toward
software/hardware that is able to track
student involvement.
Sub Committee PowerPoint
2. Increasing attendance at Poly athletic
events
Increasing Gate Revenue
3. Increasing ASB Card purchase
Increasing ASB Card Revenue
4. Collaboration between Poly’s Activities
Director and other RUSD’s Activities
Director
Monthly Meeting Emails
5. Poly’s Activities Director co-represents
the interests of co-curricular activities at
the District
Sub Committee PowerPoint
The school is aware of the student view of student support services through such
approaches as interviewing and dialoguing with student representatives of the school
population.
Indicator:
Comment on the student view of student support services after interviewing and
dialoguing with student representatives of the school population.
Prompt:
In the recent student survey, the perception about student support services is mixed. While the
upperclassmen find consistent value in their meetings with counselors - especially with regards
to A-G completion/NCAA, etc., the students would like the ability to meet with their counselors
more often.
Because the first years of high school are often the most challenging, the counselor plays a vital
role in keeping the students on track toward graduation. The underclassman at Poly believe
that their interactions with their counselors are generally positive but they too feel they could
benefit from more counselor interaction. In lieu of direct counselor interaction, the counseling
department aids in the training of Link Leaders who serve as mentors for the freshmen class
during Freshmen Advising Days.
Findings
Supporting Evidence
WASC E Document
http://polyhswasc.weebly.com/parentenvironmental-scan.html
Conclusions
Prompt:
Comment on the degree to which this criterion is being addressed.
The students at Poly High School are offered a tremendous variety of support in regards to their
academic success. Between school counselors, bilingual community aides, support staff, and
student mentors, the students at Poly can find someone to help them with their needs.
Prompt:
Comment on the degree to which this criterion impacts the school’s ability to address
one or more of the identified critical learner needs.
With the support of the identified support staff, Poly High School is able to meet these needs
through a concert approach of Response to Intervention, Rigorous Curriculum Design and Data
Teams.
WASC Category E. School Culture and Support for Student Personal and
Academic Growth: Strengths and Growth Needs
Review all the findings and supporting evidence regarding the extent to which each criterion is being addressed.
Then determine and prioritize the strengths and areas of growth for the overall category.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Strength

Poly offers a number of ways to foster parent involvement ranging from PELI to PTSA

Strong business partnerships within the community and alumni base.

A wide variety of clubs for students to join in alignment with RUSD’s School + 2 Program.

Highly successful athletic programs on campus that promote connectivity to school.

Several ways to disseminate information about school activities and upcoming events.

A wealth and range of student activities ranging from school wide rallies to
interventions.

Academic programs such as Puente and AVID that assists students.

Highly successful Visual and Performing Arts Program including Band, Choir, Orchestra,
Theater and visual technologies.

A host of extracurricular activities to connect student to Poly such as Mock Trial, History
Day, Science Fair and Math Competition.

Counselors work hard to ensure that students are on track to graduate and UC/NCAA
ready.

Poly has a strong Link Crew that has worked extensively to ensure that incoming
freshman make a successful transition and tenure at Poly High School.

In 2013-2014, a Principal’s Cabinet, Student Advisory and PRIDE team were set up to
garner more student input.
Category E. School Culture and Support for Student Personal and Academic Growth:
Areas of Growth

Improve the cleanliness of our campus (trash)

Recognize students for achievements

Increase student involvement across cultures and socio-economic levels

Increase parent involvement; although Poly offers a number of ways to involve parents,
many parents may be unable to participate in their child’s education under the current
constructs

Make information about referral services (social/physical health) readily accessible to
students and teachers

More opportunities for credit recovery “in-house”

Additional support for English learners

Continue efforts to decrease tardies and work collaboratively with teachers and parents
to have a fluid discipline embraces Positive Behavior Supports.