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: 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.