Chapter I: SCHOOL AND COMMUNITY PROFILE Located in Southern California’s Inland Empire, Riverside currently has a population of approximately 313,000 residents and is ranked the 12th most populous city in California. Despite Riverside’s higher-than-average unemployment rate since 2010, Riverside’s population grow faster than any California county. Although our school population has remained rather consistent over the past six years, we anticipate further growth due to the district’s open enrollment policy. Polytechnic High School is one of the five comprehensive high schools in Riverside Unified School District (RUSD), the 15th largest district in California enrolling approximately 43,000 K-12 students in 47 schools. Of the five comprehensive high schools, Poly High School is the oldest and has the second largest population of 2,859 students. During our last WASC review we noted not only a significant population growth from2003-2008, but more significantly in its diversity. As our population has remained rather consistent, so have our demographics. Since 2008, the ethnic demographics of Poly have slightly changed with an increase of Hispanics and a decrease in the white population. Our African American and Asian populations have slightly decreased, while our Pacific Islander populations, as well as other ethnic population percentages have remained rather constant. The dichotomy of Poly’s populations, seems to be that of “the haves” and the “have nots.” We are the “home” school for students from Riverside’s “eastside,” which has a history of racial conflict, gang violence, drug abuse, and other forms of criminal activity, as well as the “home” school for many of our wealthiest and most educated families.

Poly has an active Parent Teacher Student Association (PTSA) with over 1,300 current members. In addition to our PTSA, our School Site Council (SSC), and English Learner Advisory Committee (ELAC) facilitate parental and community involvement important areas such as budget decisions, volunteers with AP testing, school mailings, and Hospitality and AVID field trips.

Poly has created positive business partnerships with several local businesses and colleges. Singh Chevrolet offers a Positive Attendance Program that rewards students with perfect attendance; local law firms provide financial and technical training to our Mock Trial Team, while our Hospitality Academy has partnerships with 11 local businesses. Our 102 Hospitality students, who participate in classes related to the industry, further connect with the community by volunteering, interning with restaurant and hotel businesses and enrolling in culinary educational institutions. Poly participates in the district’s Workability program which also allows us to develop positive community relationships. In addition to the classes offered on campus, qualified students may enroll in classes offered by the Regional Occupational Program (ROP) or Riverside Community College (RCC) and University of California, Riverside (UCR) through the High School College Program. To encourage our students with special needs to further their education, RCC also provides our Special Ed students with a tour of the campus and their Disability Center. Our Career Center collaborates with colleges and vocational programs to invite speakers, provide informational materials, and to help students with applications. We have continued to collaborate with the California State University (CSU) community with the implementation of the Early Assessment Program (EAP). To best support this program, some teachers have attended training in the CSU Expository Reading and Writing program to better prepare our students to pass the CSU college essay exam. Several active clubs on our campus rely heavily on community

collaboration and/or participation. Our local Rotary is represented on campus by our “Interact” club, while the Kiwanis are represented in our “Key Club.” Active booster clubs financially and organizationally support our organized sports, school club organizations, and many of our Visual and Performing Arts program.

WASC Accreditation History In 2002, Riverside Poly High School received a six-year accreditation with a three-year review.In 2008, we also received a six-year accreditation with a three-year review. The midterm 2011 review provided us with an excellent opportunity to evaluate our progress toward our action plan goals as well as our continued evaluation of our School Plan SMART Goals.

School Purpose

Our MissionWith academic, emotional, and social support, Poly High School will ensure that all students reach high standards of achievement by instilling Poly “PRIDE” in every student.

POLY HIGH SCHOOL EXTERNAL ESLRs Proficient users of technology

Incorporate technology skills into academic disciplines Apply computer skills in vocational and business occupations

Responsible, reflective learners Demonstrate concern and involvement in community issues Demonstrate respect for other cultures’ individual rights and property

Independent and self-motivated citizens Set and strive to achieve goals Develop a personal sense of self worth

Diligent critical thinkers Formulate solutions based on analysis Reason logically

Effective communicators who work collaboratively Participate in a democratic process Convey ideas in a clear and coherent manner when speaking and writing

POLY HIGH SCHOOL INTERNAL ESLRsPassion

Ignites the fire that drives us to defy our expectationRespect

To admire, appreciate, and accept people for who they areIntegrity

Together we have the courage to face the truthDetermination

We keep moving forward and relentlessly drive ourselves and others to achieve greatnessExtraordinary

Empowering ourselves to defy the expectations of the ordinary

On October 4, 2013, over 250 students participated in creating Internal Expected School-Wide Learning Results to match our External ESLR's created by staff. Students from both Poly High and Gage Middle School were involved in over eight hours of intensive training and discovery as they collectively identified a PRIDE acronym that spoke to who they are, where they have been and who they are becoming. They were challenged by leadership to create an ESLR that would not only connect them to school and each other, but their ideal self, personal and professional aspirations.

The Vision of Poly High SchoolWe envision a school where:

High expectations are held for all students All students meet or exceed grade level standards Interventions are in place to ensure academic excellence and success of all students All graduate as lifelong learners with Poly “PRIDE” A professional learning community embraces the responsibility of working together to

achieve all we envision

As our vision and mission state, we expect all students to become proficient in the California Common Core Standards in all curricular areas as well as achieve the Student Learner Outcomes (SLO’s), which we renamed a more student friendly Poly “PRIDE.” Through academic core standards curriculum and a variety of researched based teaching methodologies, we want our students to have:

POLY HIGH SCHOOL EXTERNAL ESLRs

Proficient users of technology Incorporate technology skills into academic disciplines Apply computer skills in vocational and business occupations

Responsible, reflective learners Demonstrate concern and involvement in community issues Demonstrate respect for other cultures individual rights and property

Independent and self-motivated citizens Set and try to achieve goals Develop a personal sense of self worth

Diligent critical thinkers Formulate solutions based on analysis Reason logically

Effective communicators who work collaboratively Participate in a democratic process Convey ideas in a clear and coherent manner when speaking and writing

POLY HIGH SCHOOL INTERNAL ESLRs

PassionRespectIntegrityDeterminationExtraordinary

School Status

Poly is not a Title I school and therefore does not receive any schoolwide or targeted assistance. Poly is not identified as a Program Improvement school. However, as a result of the increasing requirement of NCLB, RUSD became a program improvement district in 2007, primarily due to the lack of AYP achievement among district Academic English Learners and our Special Education students for two consecutive years. With this status, our English Language Arts teachers and our mathematics teachers are required to complete 40 hours of materials based professional development with an optional 80 follow-up hours. The incentive to complete the 80 follow-up professional development hours is a $500.00 onetime stipend.

In 2012, Poly was unable to meet our AYP goals for our significant subgroups of Hispanic, Socioeconomically Disadvantaged, nor our English Learner students in English Language Arts or Mathematics. In 2011, we did not meet out AYP goals in English Language Arts among our Black or African Americans, Hispanics, Socioeconomically Disadvantaged, or our English Learners. In Mathematics that same year, we did not meet our AYP goals in our Hispanics, Socioeconomically Disadvantaged, or our English Learners subgroups. In 2010, we met our AYP goals using the alternative measurement indicated as Safe Harbor. In 2009, Poly did not meet our English Language Arts AYP goals for our English Leaners, while in Mathematics we did not meet our goals for our English Learners or our Socioeconomically Disadvantaged students.

In 2012 we met our Academic Performance Index (API) Growth Targets for our White student subgroup, while not meeting them within any other significant subgroup. In 2011, we met our API Growth Targets for our African Americans and our White students. In 2010, Poly met all their API Growth Targets for all significant subgroups with the exception of our Students with Disabilities. In 2009, we met out API Growth Targets for our African American, White, and Socioeconomically Disadvantaged subgroups, not our Hispanic, English Learners, nor Students with Disabilities.

Student Ethnic, Class, and Gender DistributionAs overall enrollment has slightly decreased over the past few years, our ethnic diversity has remained rather consistent, with a slight increase among our Hispanics and a slight decrease among our white population. Our most current ethnic breakdown of our school’s enrollment is 49% Hispanic, 36% white, 9% African American, and 2% Asian, 1% Filipino, 0.4% Native American, and 0.5% Pacific Islander. Our school population has remained nearly the same from 2, 853 in 2008 to currently 2,838. In the past four years, our Hispanic population has increased more rapidly than any other ethnic group, increasing from 42% in 2008 to 50% in 2012. Currently, Poly has 771 freshmen, 706 tenth graders, 622 eleventh graders, and 617 twelfth graders.

Ethnic enrollment by grade and gender for 2012-2013

Female Male

Ethnicity 9th 10th 11th 12th Total Female

9th 10th 11th 12th Total Male

Total

American Indian/Alaskan

1 3 0 2 6 3 1 2 0 6 12

Asian-Not Hispanic

5 7 8 8 28 5 6 12 0 29 57

Pacific Islander- Not Hispanic

2 0 3 0 5 1 4 0 2 7 12

Filipino- Not Hispanic

3 3 2 5 13 2 6 2 6 16 29

Hispanic/Latino 217 223 158 157 755 222 194 171 124 711 1,466

Black/ African American

34 35 21 29 119 24 35 34 24 117 246

White –non Hispanic

131 103 131 122 487 139 130 127 112 508 995

Two or More Races- Not Hispanic

3 7 4 4 18 7 8 4 1 20 38

Not Reported 2 3 4 4 13 4 4 5 3 16 29

Total 398 384 339 331 1,452 407 395 357 272 1,431 2,883

Enrollment Total

07-08 08-09 09-10 10-11 11-12 12-13

2,880 2,837 2,883 2,785 2,849 2,883

As noted in the student enrollment chart, we consistently have fewer seniors than all other grade levels. This is primarily due to students meeting their graduation or learning needs in other academic settings.

Special Needs and Specialized Programs at Poly

To accommodate our diverse population of learners, Poly High School offers a wide range of programs and courses before, during and after the regularly scheduled school day. Such programs or courses include our English Language Development and Specially Designed Academic Instruction in English (SDAIE), Hospitality program, AVID, ROTC, ROP, Special Education services which include but are not limited to Learning Handicapped (mild to moderate), Severely Handicapped (moderate to severe), Adaptive P.E., Speech and Language, Occupational Therapy/Physical Therapy, and Mental Health services, Workability program, as well as Advanced Placement and honors courses. In Special Education, we have implemented the Strategies for Success program which is a research-based collaborative model for inclusion. Poly’s Advanced Placement enrollment continues to increase, as do our honors classes. We also offer intervention courses/programs such as our California High School Exit Exam (CAHSEE) workshop classes in English, Read 180 and Reading Plus, reading intervention programs.

Academic English Learner ProgramPoly’s Academic English Learner population has declined since 2011-12. This decrease is due to our community’s ethnic population change and the discontinuance of our Newcomer Program. The Newcomer Program was dissolved in 2011-12 due to a lack of funding to support transportation costs required for the program. Students enrolled in the Newcomer Program in 2011-12 were offered the opportunity to remain at Poly High School and complete their high school years on the campus, however, since the program’s dissolution, Poly has not received the same number of Academic English Learner enrollees as we had in years past.

Currently, our Academic English Language students are placed in general education classrooms and received SDAIE instruction for CLAD certified teachers. Poly has also allocated funds annually for an AEL Instructional Coach to provide teachers with needed staff development and support for instructing our AEL population. We regularly assess and annually re-designate Academic English Learners using a variety of oral and written measures; the SABE, the CELDT, and the CST. The AEL coordinator is responsible for determining when AEL students are qualified for Redesignation based on state and district criteria. When students meet the preliminary requirements for Redesignation, the process continues and Poly teachers follow a protocol for review that occurs twice a year. This protocol involves the following:

1. Riverside Unified School District notifies the site AEL Contact of students who have met the preliminary requirements for Redesignation. Preliminary requirements are currently a 325 or higher scale score on the English CST and no CELDT score lower than Intermediate for each area of the CELDT.

2. Individual student profile sheets are sent to the site AEL Contact who reviews students’ current grades and proficiencies in Common Assessment Writing. To be eligible for Redesignation, AEL students must score a 60% or higher on two common assessments, or 60% or higher on a single common assessment and a Basic or higher rubric score on a class writing prompt.

3. For students who meet these requirements, forms are forwarded to the AEL student’s English Language Arts teacher who verifies the data and signs as being in agreement with the student’s Redesignation.

4. Once teacher approval is given, the principal signs all paperwork and the forms are

submitted to English Learner Services at the district office. The AEL Contact calls parents and notifies them in writing of their child’s change in status from an Academic English Learner to Redesignated Fluent English Proficient.

English Language Learner population by English language proficiency level

Year Total School Enrollment

English Language Learners

Fluent English Proficient

Students Redesignated FEP

2008-2009 2,837 327 (11.5%) 380 (13.4%) 7 (1.8%)

2009-2010 2,883 326 (11.3%) 426 (14.8%) 19 (5.8%)

2010-2011 2,785 230 (8.3%) 470 (16.9%) 48(14.7%)

2011-2012 2,850 222 (7.8%) 495 (17.4%) (%)

2012-2013 2.859 202 (7.0%) 546 (19.1%) 23 (10.4%)

As the chart above indicates, our population of English Language Learners has dropped approximately 4% since 2008, while our number of FEP students has increased by approximately 6% and our R-FEP students have increased rather significantly by 9 %.

Califronia English Language Development Test

Over the past three years, the overall percentage of Poly High School English Learner students who scored Early Advanced or Advanced on the CELDT has increased by 7%. In comparing 2012 Poly results, we see that the overall percent of EL students (42%) scoring Early Advanced or Advanced on the CELDT is comparable to the State of California, Riverside County, and the Riverside Unified School District. We also see that the percent of Spanish speaking EL students scoring Early Advanced or Advanced is slightly higher than the State of California by 1%, Riverside County by 1%, and the Riverside Unified School District by 1%.

2012 CELDT results show that the majority of Poly High Schools English Learners scored in the “Intermediate” and “Early Advanced” category (42% and 37%). The fewest are in the “Beginning” and “Advanced” category (4% and 5%).

Over the past three years, the percentages of English Learner students who scored “Early Advanced” or “Advanced” on the CELDT have been lower than the State of California, Riverside County, Riverside Unified School District at all grade levels, 9-12. From 2010 to 2012, the percentage of Poly English Learner students who scored “Early Advanced” or “Advanced” on the CELDT have increased at all grade levels. The percentages of EL students in the state, county, and the district who scored “Early Advanced” or “Advanced” from 9th grade to 12th grade have consistently increased, while the percentages at Poly have remained relatively the same.

2013 CELDT results show that the majority of Poly EL students scored in the “Intermediate” and “Early Advanced” categories. Our 9th grade EL students saw no students score in the “Beginning” category.

The Heritage Plan

One of the primary goals of the Heritage Plan is to increase the number of African American students who are college and career ready as measured by A-G University requirements.

RUSD recognizes the importance of parent and community involvement in the school setting. Each high school site has hosted one or more family information nights in order to inform parents about how to support students, mentorship programs available, and to hear parent concerns.

As churches serve as a source of community, mentorship, and family support in the African American Community, several local churches have been made aware of the great efforts RUSD is making, as another source to contact parents and spread the word that RUSD is committed to improving the academic state of African American students and all students.

There are a variety of ways that each site is tailoring resources in order to support Heritage students. Poly is scheduling student seminars with mentors, motivational speakers, and activities.

In order to support students who are pursuing a rigorous schedule, Site Contacts at each High School have identified students who are struggling in more than one subject area by name and by need, in order to provide an increased level of support to these students and families.

Hospitality AcademyOur Hospitality Academy is designed for the “at risk” student which is determined by criteria set by the California Partnership Academies. We currently have 102 students enrolled in the academy. These students participate in classes related to the service industry as well as other core classes. Many students are also encouraged to take courses that will prepare them for college. To best meet the needs of each student, teachers provide individualized academic support for these students. A team of “Hospitality” teachers collaborate during a common prep period to analyze student data, discuss behavioral issues, and determine intervention possibilities. The teachers provide grade checks and tutoring to further ensure student success. Hospitality teachers encourage parent participation through celebratory activities, conferences, a web page, and a newsletter. The team gives college applications and financial aid workshops to promote a higher education. Also, the team encourages students to pursue a career in the hospitality field after they graduate, often providing students with internship opportunities. Poly’s Hospitality program has a successful graduation rate of 96%.

AVID Program (Advancement Via Individual Determination)AVID's systemic approach is designed to support students and educators as they increase school wide/district wide learning and performance.

PURPOSE OF AVID

The purpose of the AVID program is to prepare traditionally underserved students for four-year college eligibility and to restructure the teaching methodologies of an entire school to make college preparatory curricula available to almost all students.

AVID recognizes that the only way students can get into or through college is by perseverance, hard work, and, as the program’s name reveals, “individual determination.” AVID students get no special break—only a chance. AVID provides what first generation college students may lack, what advantaged students receive from their parents and community: high expectations, encouragement, day to day help, a vision of college as attainable, an advocate, and guidance in how to negotiate the system. AVID involves students in a strong group of peers and adults who share a commitment to academic achievement.

Ultimately, AVID provides scaffolding, a social and academic structure to support students as they work to succeed.

AVID targets students of mid-range ability who have the potential to succeed in a rigorous academic program but who would not succeed without support. It is not a remedial program for students who are failing, and it is not for gifted students who are already performing well. It serves the students in the middle, who are capable of success but are not performing up to their potential. AVID is, at heart, a program that equips ordinary students to accomplish extraordinary things.

STUDENT PROFILE AVID

Student selection criteria include:* Students with GPA’s between 2.0 and 3.5;* Students whose stanine scores are average and above average;* Students who may be first in their family to go to college;* Students who qualify for free-reduced lunch;* Students who traditionally are underserved in four-year colleges.

AVID at PolyPoly High School has been an AVID certified school since 1990. Our data shows a healthy increase in student success and college and career readiness over the past twenty three years.

AVID Student Data2010-2011 2011-2012 2012-2013 2013-2014

Current Year

# of sections offered

7 10 11 10

# of AVID Students

240 286 326 330

# of male AVID students

63 84 116 130

# of female AVID students

177 202 210 200

# of AVID students currently enrolled in their 3rd year of AVID

186

77% AVID student retention rate

196

68% AVID student retention rate

153

47% AVID student retention rate

160

48% AVID student retention rate

# of AVID students enrolled in

A-G required classes

240

100% of enrolled in college ready coursework

286

100% of enrolled in college ready coursework

326

100% of enrolled in college ready coursework

330

100% of enrolled in college ready coursework

# of AVID students enrolled in AP or Honors level classes

55 112 95 110

AVID Poly Seniors

2010-2011 2011-2012 2012-2013 2013-2014

Current Year

# of seniors in AVID Program

57 35 56 72

# of seniors who completed A-G required coursework

57 35 53 72

# of seniors who took the SAT exam

55 35 56

# of seniors who took the ACT exam

32 20 39

# of seniors who took at least 1 AP exam

39 20 43

# of seniors who applied to any 4 year college/university

57 33 56

# of seniors who were accepted to any 4 year college/university

48 27 53

# of seniors accepted to University of California

12 8 8

# of seniors accepted to California State University

36 19 45

As the previous chart indicates, our AVID student enrollment has increased since our last WASC review, with a slight dip from 2012 to 2013. Student need, interest and counselor recommendation dictates the number of AVID sections we offer at Poly; therefore, we are able to accommodate the increase, not only in AVID course, but in A-G required courses. The number of Poly seniors who graduate meeting all A-G requirements has increased consistantly since 2010, from 57 to 72.

The Poly Puente ProgramThe 9th Grade Puente Honors English course is the foundation of the Puente program at Poly High School. The Puente model combines academic enrichment, counseling, mentoring, and community support. Puente involves students beginning in 9th grade with an enriched curriculum that integrates Latino and multi-cultural literature into the RUSD core curriculum. Students enrolled in the Puente program stay with the same Puente-trained English teacher for both their 9th and 10th grade college-preparatory Honors English classes. Students are immersed in a pedagogy that builds on their experiences, bridging academics, family, and community. Puente classes function as families, or familias, with students acquiring competency in various genres including autobiography, reflection, research, persuasion, literary analysis, expressive, and community-based writing. Students are taught techniques for collaborative peer review and create portfolios of polished assignments. Puente’s writing program not only builds language arts skills, but also teamwork, critical thinking, and problem-solving skills, all of which are keys to enabling college enrollment and success.The Puente counselor works hand-in-hand with the Puente teacher to function as an interdisciplinary team, meeting regularly and as needed with Puente students both inside the classroom and out. The Puente counselor also works closely with parents, providing regular parent workshops throughout the school year. The Puente team of teacher, counselor, and parent all work together and become empowered advocates for students’ educations.The Puente model provides students with field trips and informational sessions focusing on college, as well as mentors, role models who meet with students and assist them in their educational endeavors. Course DescriptionIn the Puente class, students expand their understanding of the world and the variety of experiences, perspectives, and voices it has to offer. Through our examination of literature and the development of writing, students continue to take steps towards mastering formal, Academic English while developing their own unique style and voice as authors. In students’ writing and in their class discussions, there is a focus on improving and developing students’ analytical ability as they examine multiple forms of literature. The first two years of the Puente Program are intended to be the beginning of a journey, both to discover more about ourselves as readers and writers, but also about the world and our place in it. Puente Success

The Poly Puente Program uses many markers to measure student success. Among these are CST scores, CAHSEE passing and proficiency rates, A-G Completion (On-Track) Rates, Grade Point Averages, Advanced Placement Course Selections, and in the year 2015 (when we will celebrate our first graduating Puente Class) we will also measure college/university acceptance at four year universities. All of our data is even more exciting when one remembers that Puente students are those who initially had not selected ANY Honors or AP coursework when registering for their freshmen years of high school.Current highlights for the Poly Puente Program include:

► 98% CAHSEE Pass Rate for English Language Arts (Class of 2015)

► 98% CAHSEE Pass Rate for Math (Class of 2015)

► 76.5% CAHSEE Proficient or Advanced Scores for English Language Arts (Class of 2015)

► 88% maintain a 2.0 GPA or above (Classes of 2015 & 2016)

► 53% maintain a 3.0 GPA or above (Classes of 2015 & 2016)

► 36 out of 64 Puente students went on to AP Language (Class of 2015)

► 22 Puente Juniors are enrolled in 2 or more Honors/AP courses (Class of 2015)

► 20 Puente Juniors are enrolled in 3 or more Honors/AP courses (Class of 2015)

► All 9th graders are automatically enrolled in two Honors classes (Honors Puente English & Honors Biology)

► 100% of Puente students are involved in more than one extra curricular club, sport, or visual/performing art on campus

Puente Community & College ComponentsIn addition to classroom work, Puente students receive enrichment via field trips, guest speakers, and community service. During the freshmen year, all students participate in the 9th Grade Southern California Student Leadership Conference, which is a one-day conference held at a Southern California college or university and focuses on college skills, college awareness, and cultural understanding. In addition, 9th grade students receive exposure to our local colleges and universities with field trips to the University of California, Riverside and California Baptist University.The sophomore year expands students’ college-going experience with visitations to such schools as University of California, San Diego, University of California, Los Angeles, and/or University of Southern California. In addition, these students also receive a supplemental field trip to the Simon Wiesenthal Museum of Tolerance where they experience a guided tour of the Holocaust museum and gain understanding of what tolerance truly means.In the junior year, our Puentistas have the opportunity to travel to Northern California schools

over a three-day trip. Visitations include such schools as University of California, Santa Barbara, California State University Monterrey Bay, Cal Poly San Luis Obispo, California State University, East Bay, University of California, Merced and several other campuses.In addition to college exposure and information, students in Puente are also required to serve their school and local community with a minimum of 15 hours community service each semester. To earn these hours, students may complete community service hours by volunteering for local events such as the Riverside Fireball Run, the Dia de los Muertos Festival, the Salvation Army Angel Trees Toy Drive, the Riverside Lupus Awareness Walk, the Martin Luther King, Jr. Walk for Tolerance, the Mission Inn 5K, and by providing after school tutoring at Victoria Elementary, Alcott Elementary, and Gage Middle School. On campus, students earn community service for participation in Homecoming events, providing babysitting for our English Learners’ Advisory Council Meetings, 8th Grade Family Night, and campus clean-up. The purpose of community service in Puente is to engage students in the concept of giving back. As they learn from their very first Puente text, House on Mango Street, it is not enough to succeed for one’s self. Once you have achieved, you must give back for “those who cannot out.” The full circle of returning to the community as a mentor and leader is one of the strongest pillar’s of Puente philosophy.PUENTE: More than a Program…A FAMILY!Puente is more than an English class, and more than a road map to college...Puentistas are FAMILY!

Junior Reserve Officer Training CorpsPoly is very proud of our JROTC program. We currently have 110 ninth through twelfth grade students enrolled in our program. Adequate completion of each semester in the JROTC courses fulfill the PE requirement for graduation and are recognized as Honors units.

Regional Occupation ProgramRegional Occupational Program (ROP) courses that provide internships for entry level positions in the fields of sports therapy and fitness, law enforcement, and several others. Currently, we have 225 students taking advantage of our ROP program. We have 9 courses serving 25 students in each class on the Poly campus. In our off campus courses we have 40 Poly students enrolled. Many ROP courses provide students opportunities to explore future career goals.

Special EducationEnrollment of Special Needs Students by Classifications and Ethnicity 2012-2013

Ethnicity Mental Retardation

Hard of Hearing

Speech and Language Impairment

Visual Impaired

Emotional Disturbance

Orthopedic Impairment

Other Health Impaired

Specific Learning Disability

Autism Multi. Dis.

Total

American Indian/Alaskan

0 0 0 0 0 0 0 2 0 0 2

Other Pacific Islander

0 0 1 0 0 0 0 0 0 0 1

Filipino 0 0 1 0 0 0 0 0 0 0 1

Hispanic 8 0 11 1 0 2 15 68 5 1 111

African American

3 0 1 0 0 0 6 26 0 1 37

White 6 4 11 0 2 2 21 66 5 1 118

Intentionally Left Blank

0 0 0 0 0 0 0 1 0 0 1

Total 17 4 25 1 2 4 42 163 10 3 271

The ethnicities represented in this chart indicate the population of students we had enrolled in the 2012-2013 school year. They are subject to change from year to year. As a percentage of total enrollment (9.5%), the ethnic breakdown for overall enrollment is as follows: 4% White, 3.8% Hispanic, 1.2% African American, .07% American Indian/Alaskan, and less than .04% of those noted in the above chart. On average, 10 % of public school populations are Special Education students. We fall into that typical breakdown. Furthermore, the percentage of students represented in each ethnic group schoolwide should correlate with the same percentage of students from those ethnic groups qualifying for Special Education services. Poly’s Hispanic population is 43% of our school population. Currently, 41% of our Special Education students are Hispanic. Our white population is 36% of our overall population, while 44 % of our Special

Education students our white. Poly’s African American population is 9% of our school population, while 14% of our Special Education students are African American.

Special Education Students 2009-2013

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

224 221 239 227 264 271

Our special programs and other support services are designed to foster student success and increase graduation rate. Students with difficulty in attendance, behavior, or academics are referred by staff members to an SST (Student Study Team) consisting of teachers, counselor, and parents. The team meets and an action plan indicates stakeholder responsibilities and interventions. Interventions may include psychological counseling, after-school tutoring, specially designed programs, placement on attendance or behavior contracts, weekly/daily progress reports, or on a 504 plan. We offer referrals to private tutoring, the Youth Service Center, Alternative Education, Riverside Virtual School (RVS), or Independent Study.

Workability I Program Workability I is a California school and community transition program for Special Education Students. We currently have 18 students taking advantage of this program. This program provides our students with pre-employment training and worksite training for students who are transitioning from the school setting to an occupation that best fits their skills and abilities. It is a program that benefits the students, the employer, and the community at large.

Advanced Placement and Honors CoursesPoly’s Honors and Advanced Placement courses are available to all students. We currently offer AP English Literature/Composition (5 sections), Honors World Literature (5 sections), Puente Honors English Language Arts ( 2- 9th grade sections 210th grade sections), Honors Introduction to Literature (3 sections), AP Calculus AB (3 sections), AP Calculus BC ( 2 sections), AP Statistics (2 sections), Multivariable Calculus (1 section), Honors Pre-Calculus (3 sections), Honors Algebra 2/Trigonometry (3 sections), AP U.S. History (5 sections), AP American Government (4 sections), AP European History (3 sections), AP Psychology (4 sections), AP Art History (3 sections), Honors World History (2 sections), Honors U.S. Government (4 sections), Honors Government/Economics (4 sections), AP Biology (1 sections), AP Chemistry (2 sections), AP Physics (2 sections), Honors Biology (6 sections), Honors Chemistry (6 sections), AP Spanish Language (3 sections), Honors Spanish (3 sections), Honors/AP French (1 section), Honors Orchestra (1section), And Honors Wind Ensemble ( 1 section)

Number of Students Passing Advanced Placement Tests by Course

2010-2011 2011-2012 2012-2013

Test Taken 1070 1077 1212

Test Passed 496 510 661

Percentage Passed

46% 47% 54%

Poly is extremely proud of their academic performance history. In 2013, of the 1212 test taken, 661 passed, resulting in a pass rate of 54%. The number of AP exam taken and passed has increased over the past three years.

Video ProductionPoly has added a one-semester course that provides a general introduction to the video production process, the effective utilization of video cameras and peripherals, and video editing with Final Cut Pro and other software. Specifically, they will learn about Pre-Production (brainstorming, budgeting/planning, storyboarding/storytelling, scriptwriting), Production (basic sound & lighting, multiple aspects of shooting video) and Post-Production (editing video, sound, graphics, titles, transitions, motion graphics, keying/green screen, and rendering/compiling). Students will work individually and in groups to create the following productions: Public Service Announcement, Infomercial, Super Bowl Commercial, and News Broadcast. Students are also encouraged to join the Poly HS VideoCrew club and work with the RUSD Production team on district/community projects. Note: this class serves as a pre-requisite for our year-long Advanced Digital Video Production course where students go more in-depth and apply these skills in several school-wide and outside productions.

Advanced Digital Video ProductionWe have also added a year-long video production course in which students will receive hands-on training utilizing professional digital camcorders, non-linear editing software (Final Cut Pro) and television studio equipment.  Students will further develop skills and techniques that include planning, producing, directing, editing, rendering/distributing and performing for video. Students will continue to specialize while develop skills in sound, lighting, production switching, multi-camera editing, and animation effects.  Small and large group productions will be created with other groups (Digital Music, Theater, and others) as well as our own weekly Bear Broadcast, and other shows. Other projects include school/community events with RUSD and the City of Riverside production teams (which may be streamed to the web and/or broadcast on our city government channel). This course emphasizes creating a flexible and creative working atmosphere that stresses “soft skills,” professional productivity, storytelling through video and

responsible broadcasting standards. Students in this class make up the core of Poly’s VideoCrew club and have opportunities to gain experience working with outside professionals. This course is articulated with RCC and internships may come available in the future.

Free and Reduced Lunch Students Free and Reduced Lunch as a percentage of enrollment

2008-09 2009-10 2010-11 2011-12 2012-13

40.2% 45.4% 40.2% 53.0% 53.4%

Students participating in the free and reduced lunch program show a steady increase over the past five years.

Poly Attendance Percent average daily attendance rate from 2008 to 2013

2008-09 2009-10 2010-11 2011-12 2012-13

Poly 93.8% 94.73% 95.98% 98.08% 96.31%

The attendance rate at Poly has consistently been above 93% since 2008. The attendance department follows a consistent policy of sending automated phone calls home when students are not in class. We attribute our decreased number of unexcused absences to this policy.

Mobility and Transient Rate

2009-10 2010-11 2011-12 2012-13 Four Year Average

Poly 17% 19.6% 14.2% 18.1% 17.2%

As the chart indicates, our mobility and transient rate has remained rather consistent over the past 4 years, with the greatest dip during the 2011-12 school year.

Dropout rate over five years

2007-08 2008-09 2009-10 2010-11 2011-12

One Year 0.03% 0.03% 0.10% 0.03% 0.02%

Four Year 0.8% 1.8% 2.7% 0.8% 0.6%

Compared to the national and state average, Poly has consistently had a low dropout rate. In 2012, our graduation rate was 92.86%, while our graduation rate for 2013 was 92.49%.

Suspensions and Expulsions Number of suspensions and expulsions as a percentage of total enrollment

Rate School District

2009-10 2010-11 2011-12 2009-10 2010-11 2011-12

Suspensions 19.18% 29.77% 22.7% 15.4% 19.82% 12.9%

Expulsions 0.49% 0.75% 0.9% 0.12% 0.22% 0.4%

Number of Suspensions/Expulsions Shown by Reason for Suspension/Expulsion

Offense Description 2009-10 2010-11 2011-12

Caused, Attempted, or Threatened Physical Injury 81 156 125

Used Force or Violence 10 6 11

Possession, Sale, Furnishing a Firearm or Knife 9 15 22

Possession, Use, Sale, or Furnishing a Controlled Substance, Alcohol, Intoxicant 42 99 71

Property Damage 22 27 34

Property Theft 14 12 18

Possession or Use of Tobacco Products 2 4 4

Obscene Acts, Profanity, and Vulgarity 33 107 94

Offering, Arranging, or Negotiating Sale of Drug Paraphernalia 5 9 20

Disruption, Defiance 322 382 701

Received Stolen Property 4 1 3

Possession of an Imitation Firearm 1 8 1

Harassment, Intimidation of a Witness 0 3 1

Sexual Harassment 2 6 0

Harassment or Intimidation 7 1 2

Made Terrorist Threats 0 3 1

Robbery or Extortion 0 1 1

Committed Assault or Battery on a School Employee 0 3 1

Total 554 843 1,110

Consistently over the past three years, as well as years prior, the most common suspendable offenses at Poly were disruption of school activity/willful defiance which accounts for 70% of all suspensions. As evidenced in the chart above, there has been a significant increase in the number of total number suspensions and expulsions since 2009-10; the most concerning number is the near doubling of our number of disruption/defiance offenses. Expulsions at Poly have remained consistently low. However, the expulsions that have occurred are primarily due to possession of a controlled substance, continued disruption/defiance, or used force or violence.

Percent of enrollment by education level over five years

Parent Education Level

2009-10 2010-11 2011-12 2012-13

Not a High School Graduate

18% 19% 18% 17%

High School Graduate

35% 16% 17% 19%

Some College 14% 32% 31% 32%

College Graduate (BA/BS)

16% 17% 18% 17%

Graduate School 16% 15% 16% 15%

Declines to State 1% 1% 2% 0%

Most of the parents (83%) have graduated high school, and many have had some college experience. This data helps teachers understand what type of academic support and help students may receive at home.

Safety, Cleanliness, and Facilities Poly High School is a closed campus. Gates were installed at all entrances to the campus in 2007. The gates remain closed and locked during instructional hours, with the exception to the gates manned by one of our campus supervisors. This in turn, discourages people from entering or leaving our campus without reporting in or out of our front office. Under the leadership of our Dean of Students, we currently employ 7 campus supervisors that help keep our campus safe and secure. The campus supervisors, our three administrators, and our Dean of Students are on campus supervising our students before and after school, as well as during passing periods, ensuring their safety. We also have a full time health clerk and a part time nurse. Poly keeps a Comprehensive School Safety Plan that is updated yearly that outlines the exact procedures to

follow in any emergency. Poly currently has a school site safety committee that regularly evaluates the safety of our campus. We also participate in regularly scheduled fire and earthquake drills, as well as our Poly Lockdown Drill that ensures the safety of our students and staff during possible a bomb threat, hazardous material threat, threat on the campus, or threat in the community.Our campus is maintained by a qualified custodial and maintenance staff. They are responsible for over 87 classrooms, including facilities to accommodate our science, computers, ceramics, drawing and painting, music, and Performing Arts classes, as well as many athletic facilities. All classrooms have computers with internet access and local network links and working telephones with internal/external connections with voicemail services. Our library facility is run by a full time, fully credentialed librarian. It has 36 computers available for student use that are maintained by our 60% (4 of 6 periods) technology technician. However, it is evident from our stakeholder input data that the cleanliness of the school needs improvement.

We currently have 278 computers on campus that are available for student use, as well as a 20 laptop cart that is available for teacher check out. For our AEL students, we have 40 ipods that are available for student check out. We also have 152 mobile laptops for teacher and student classroom use. This provides us with a ratio of approximately 7 students per computer. We have a 60% (1st - 4th period) credentialed instructor in our Multimedia Lab that house 36 computers. Our district has also supported our need to improve technology by purchasing equipment and software for teachers to use in their classrooms in order to improve instruction, analyze/evaluate data and promote student engagement. RUSD utilizes DataDirector data analysis program to better assist us in the evaluation/analysis process of student progress/ achievement, allowing us to guide our instruction to best meet the needs of our students. Daily attendance is taken electronically using Aeries, which allows teachers access to student demographic data, health information, academic progress, and class schedules. E-mail, district websites and teacher personal websites enhance communication among all stakeholders. Our teachers use the Aeries program to manage student grades and to provide regular grade reports to the parents and students. In 2011, Poly implemented the Haiku Learning Management System.  This system is essentially an online classroom where teachers and students can connect and collaborate on learning whether they are face-to-face or over distances.  Haiku is specifically designed for engaging, interactive instruction for K-12 students.  It is web based which allows teacher, students, and parents to collaborate and communicate about the requires and progress in the courses in which they are enrolled wherever web access is available.

The Poly Staff Certificated Staff 2011-12

Type of Staff

Female Male African American

American Indian

Asian Filipino Hispanic Pacific Islander

White Total

Teachers 46 55 4 1 2 0 19 0 72 101

Admin 1 3 0 0 0 0 1 0 3 4

Pupil 8 1 2 0 0 0 1 6 9

Services

Total 55 59 6 1 2 0 21 0 81 114

Certificated Staff by educational level

Type of Staff

Doctorate Masters plus 30+ hrs.

Masters Bachelors plus 30+ hrs.

Bachelors Less than Bachelors

Teacher 1 35 27 22 15 0

Admin 1 2 2 0 1 0

Pupil Services

0 2 3 2 1 0

Certificated Staff by Average years of service

Type of Staff Average District Years

Average Total Years

Teacher 15.1 16.5

Admin 25.7 26..7

Pupil Services 14.1 18.6

Certificated Staff by Highly Qualified Status

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

% of Highly Qualified

96.90% 94.09% 97.44% 97.67% 97.73 95.12%

Classified Staff by Gender and Ethnicity

Female Male

Type of Staff Asian Hispanic African American

White Total Female

Asian Hispanic African American

White Total Male

Total

Para-Professional

1 5 0 5 11 0 1 0 1 2 13

Office/Clerical 1 6 1 2 10 0 1 0 0 1 11

Other Classified

0 7 0 3 10 0 10 0 3 13 23

Total 2 18 1 10 31 0 12 0 4 16 47

CounselorsThe Poly High school counselors deliver a comprehensive school counseling program that promotes student achievement through collaboration with counselors, teachers, parents, students and other educators.  The PHS guidance program follows the ASCA National Model based on the standards in academic, college/career, and personal/social development.  Our program is driven by student data and counselors collaborate with the administration and teachers to identify areas of focus and promote systemic change as appropriate. Our primary goals are as follows:

equity and access to a rigorous education for all students identification of the knowledge and skills all students need to acquire as a result of a

comprehensive school counseling program and delivered systematically increase in the graduation rate, A-G university eligibility, and AP course access

Student Participation in Co-curricular Activities

Riverside Unified has implemented a “School +2” initiative that encourages students to participate in at least two co-curricular activities while attending high school. Research shows that students who participate in co-curricular activities are not only more successful academically than those who do not, they also report to have a more positive high school experience. With that said, our students enjoy a variety of co-curricular activities with 55 clubs that nurture our students’ cultures and interests, such as Spanish Club, Photography Club, Hip-Hop Dance Club

and Anime Club. We also have academic clubs, such as our highly successful Riverside County Champion Mock Trial Team and our Math Competitions team. Our Performing Arts department has received many awards for its marching band, jazz band, concert choir, vocal ensemble and its theater productions. The visual arts department students regularly receive recognition at local, county and state competitions. Such activities not only benefit our students, but our community often benefits from our many student-led community service projects/programs. ASB, Key Club, Multi-Cultural Council, the Hospitality Academy, JROTC and AVID students complete many community service hours helping several local agencies. Poly students also serve on the Mayor’s Council, Student Court, School Board, and County Youth Council providing insight and a student voice to government.

Throughout the school year, students have the opportunity to participate in many different sport activities. We have approximately 910 boys and 350 girls who participate in 21differnt athletic teams.

During a school year, we have many students participating in the following sports: Baseball Basketball- boys and girls Cross Country Running- boys and girls Golf- boys and girls Soccer- boys and girls Softball- girls Swimming- boys and girls Tennis- boys and girls Track and Field- boys and girls Volleyball- girls Water polo- boys and girls Wrestling

We currently have 21 on staff teachers who also coach one or more athletic teams. We also employ 43 “walk-on” coaches.

Our Booster Clubs, which represent not only parents but many other community members, are very active in emotionally and financially supporting our students who participate in sports or clubs.

Funding

District Policies/School Financial SupportDistrict policy determines staffing and allocation of funds. For the 2010-2011 school year, expenditures per pupil were $5,153.00. These funds are based on a student to teacher ratio of 30 to 1.

The following table shows programs in which the school participates and, if applicable, amounts allocated.

State Programs Allocation

Economic Impact Aid/ State Compensatory EducationPurpose: Help educationally disadvantaged students succeed in the regular program.

2013-14 projected allocation=$98,797

Economic Impact Aid/ English Learner ProgramPurpose: Develop fluency in English and academic proficiency of English learners

$78,886

AVID Program $ 100,077.71

MAA $5,128

Federal Programs Under No Child Left Behind (NCLB) Allocation

Title I, NeglectedPurpose: Supplement instruction for children abandoned, abused, or neglected who have been placed in an institution

NA

Title I, Part D: DelinquentPurpose: Supplement instruction for delinquent youth

NA

Title I, Part A: Schoolwide ProgramPurpose: Upgrade the entire educational program of eligible schools in high poverty areas

NA

Title I, Part A: Targeted Assistance ProgramPurpose: Help educationally disadvantaged students in eligible schools achieve grade level proficiency

NA

Title I, Part A: Program ImprovementPurpose: Assist Title I schools that have failed to meet NCLB adequate yearly progress (AYP) targets for one or more identified student groups

NA

Title II, Part A: Teacher and Principal Training and RecruitingPurpose: Improve and increase the number of highly qualified teachers and principals

NA

Title II, Part D: Enhancing Education Through TechnologyPurpose: Support professional development and the use of technology

NA

Title III, Part A: Language Instruction for Limited-English-Proficient (LEP) StudentsPurpose: Supplement language instruction to help limited-English-proficient (LEP) students attain English proficiency and meet academic performance standards

NA

Title IV, Part A: Safe and Drug-Free Schools and CommunitiesPurpose: Support learning environments that promote academic achievement

NA

Title V: Innovative ProgramsPurpose: Support educational improvement, library, media, and at-risk students

NA

Title VI, Part B: Rural Education AchievementPurpose: Provide flexibility in the use of NCLB funds to eligible LEAs

NA

Other Federal Funds (list and describe): Perkins

$ 50,800

Comprehensive Data Analysis

Academic Performance Index (API) over five years

School Year API Growth Statewide Rank Similar School Rank

2012-13 765 04

2011-12 761 -11 5 3

2010-11 773 4 6 6

2009-10 768 42 7 7

2008-09 726 15 5 3

Poly High School made a 47 point increase from 2009 to 2011. The following year, in 2012, we decreased by 11 points while increasing by 4 point in 2013.

API Scores Comparison Data

Comparing our API scores over the past 10 years with the average scores of the district, one can note that the district has a steady increase since 2003, while Poly has seen its ups and downs. The up and down nature of our scores tend to be a notable trend. Poly’s greatest growth, 42 points, was seen from 2009 and 2010, while our greatest decrease, -11 points, was from 2007 to 2008. The district saw its greatest increase from 2004 to 2005. While there were greater gains in some years than others, the district saw no decrease in scores from the year prior.

API Scores by Ethnicity

API scores among our African American and our Hispanic students have seen a steady increase from 2000 to 2005. From 2006 to 2013, the scores fluctuated. In 2005, the African American students had an API score 658, decreasing to 642 in 2006, increasing to a 686 in 2007, decreasing again to 656 in 2008 , increasing incrementally to 733 from 2008 to 2011. In 2008, our Hispanic students had an API score 643, decreasing from 652, just to increase from 643 back to 652 in 2009. In 2010, the API scores of the Hispanic students was 717 decreasing to 713 in 2012.

API Scores by Special Populations

From 2000 to 2012, our economically disadvantaged student group has shown significant growth on their API scores from 484 to 701. Our English Learners have also shown growth from 561 to 635 from 2005 to 2012. From 2006 to 2012, our Students with Disabilities have remained in the 440s to 490s range, with greatest growth from an API score 443 to 486 in 2007, and in 2013 our Students with Disabilities increased from 460 to 498 ( 2013 score is not noted on this chart).

California Standardized Testing- 2013 English Language Arts

Poly High School has seen few changes in the percentages of students scoring proficient or above in English over the past three years. We also note few percentages changes over the past three years within all the differing proficiency levels. A 3% increase in the number of students scoring proficient and a 3% decrease in the number of students scoring far below basic was the greatest change evidenced.

Looking at Poly High School significant subgroups 2013 CST results compared to the State of California, Riverside County, and Riverside Unified School District, we noted the percentage of

students overall scoring proficient or above in English (54%) was lower than the state (57%), county (55%), and district (54%). The same is true for our Hispanic (45%), white (68%), English Learners (4%), Economically Disadvantaged (41%), and Students with Disabilities (41%). The percentage of our African American students scoring proficient or above in English was lower than the county and the district, yet higher than the state. The percentage of our Asian students scoring proficient or above (85%) was higher than the state, county, and the district.

The percentage of Poly High School students scoring proficient or above (54%) on the 2013 English-Language Arts CSTs was lower than the percentages obtained by Riverside Unified School District, Riverside County, and the State of California. It is also noted that the same is true for our Hispanic (44%), White (68%), English Learners (4%), Economically Disadvantaged (41%), and Students with Disabilities (14%) subgroups. The results also show that the percentages of our African American subgroup scoring proficient or advanced (45%) is higher than the percentages of the State of California, while our Asian subgroup percentages were higher than the district, the county, and the state. The results also reveal that our Asian students (85%) are outperforming all other subgroups followed by our white students.

The 2013 CST results show that the percentage of Poly High School students in 9th grade (62%) who scored proficient or above in English-Language Arts was higher than the percentages of our students in 10th (48%) and our students in 11th grade (51%). In 2012, the percentage of 9th grade (52%) and 10th grade (52%) were higher than our 11th grade students (50%). In 2011, 9th grade students (58%) had a higher percentage of students with proficient or above scores than our 10th (50%) and 11th grade students (52%).

The 2013 CST English-Language Arts results show that the majority of Poly students in 10th and 11th grades are scoring in the Basic category (300-349). There are more 9th grade students scoring in the Proficient category (350-396). There are fewer 9th grade students in the Far Below Basic category (150-260), while there are more 9th grade students in the Advanced category (397-600), than 10th and 11th grade students.

California Standardized Testing- 2013 Mathematics

2013 CST results show that the percentage of Poly High School students overall who scored proficient or above was lower than our Hispanic subgroup. While in Algebra 1, the percentage of students overall who scored proficient or above was greater than our African American and Hispanic subgroups, yet lower than our White subgroup. In Geometry, Algebra 2 and Summative Math, the percentage of students who scored proficient or above is greatest among our Asian population, followed by White, Hispanic and African Americans. The percentage of students overall scoring proficient or above in General Math was 8%, Algebra 1 13%, Geometry 21%, Algebra 2 30%, and Summative Math 43%.

2013 CST results show that there were a greater number of Economically Disadvantaged students scoring proficient or above than Students with Disabilities and English Learners in all math subjects tested.

California Standardized Testing- 2013 General Mathematics

2013 CST results show that the number of Poly High School students overall ( 8%) who scored proficient or above on the General Math test was lower than the State of California (27%), Riverside County (29%), and Riverside Unified School District (11%). The percentage of Poly High School Hispanic students (12%) scoring proficient or above was higher than the Riverside School District (11%), yet lower than Riverside County (28%) and the State of California (22%).

California Standardized Testing- 2013 Algebra I

Over the past three years, the percentage of Poly High School students who scored proficient or above in Algebra I has seen little change, 14% in 2011, 11% in 2012, and 13% in 2013.

Over the past three years, the majority of Poly High School’s Algebra I students scored in the “Below Basic” range followed by the “Basic” range. Our fewest students are in the “Proficient” and “Advanced” range.

2013 CST results show that the percentages of Poly High School students overall (13%), African Americans (6%), Hispanic (12%), white (18%), English Learners (3%), Economically Disadvantaged students (10%), and Students with Disabilities (7%) scoring proficient or above in Algebra I were significantly lower than the State of California, Riverside County, and Riverside Unified School District.

Over the past three years, the percentage of Poly High School Algebra I students in grades 9 scoring proficient or above remained relatively the same (17%, 14%, 15%). The same holds true for our 10th graders (10%, 6%, 9%). While the percentage of 11th graders in 2012 scoring proficient or above decreased from 10% to 4%, and increased to 9% in 2013.

2013 CST results show the percentage of Poly High School students in grades 9 and 10 scoring proficient or above in Algebra I were lower than the State of California, Riverside County, and the Riverside Unified School District. The percentage of 11th grade students scoring proficient or above in Algebra I was slightly lower that the state and county, yet slightly higher than the district.

2013 CST results show that the majority of Poly High School students in Algebra I scored in the “Below Basic” range, with the fewest scoring in the “Advanced” and “Proficient” range.

California Standardized Testing- 2013 Geometry

Since 2011, there has been little change in the percentage of Poly High School students who scored proficient or above on the Geometry CST (24%, 21%, 21%).

The 2011, 2012, and 2013 CST results show that the majority of Poly High School Geometry students scored in the “Below Basic” and “Basic” range, while the fewest number scored in the “Advanced” and “Far Below Basic” range.

2013 CST results show the percentages of Poly High School Students with Disabilities and Economically Disadvantaged students scoring proficient or above in Geometry are lower than the State of California, Riverside County, and the Riverside Unified School District. There were a greater number of Economically Disadvantaged students who scored proficient or above than Students with Disabilities and a greater number than English Learners.

Over the past three years, the percentages of Poly High School 9th grade students scoring proficient or above in Geometry have shown little to no change (36%, 37%, 36%). The percentages of 10th graders scoring proficient or above has slightly decreased, while our 11th grade percentages have shown little change with a decrease in 2012 and a slight increase in 2013 (9%, 5%, 7%).

2013 CST results show that the percentage of Poly High School 9th grade students scoring proficient or above in Geometry was higher than Riverside County and the Riverside School District, yet lower than the State of California. The percentage of 10th grade students scoring proficient or above is comparable to the county and the district, yet slightly lower than the state. The percentage of 11th grade students scoring proficient or above is comparable to the state and slightly higher than the county and the district. The percentage of 9th grade students scoring proficient or advanced in Geometry is significantly higher than 10th and 11th grade students.

The 2013 CST results show that the majority of Poly High School 9th grade Geometry students scored in the “Basic” and “Proficient” range, while the fewest number scored in the “Advanced” range, while no 9th grade students were “Far Below Basic.” The majority of 10th and 11th grade students scored in the “Below Basic” range, while the fewest number scored in the “Advanced” range.

California Standardized Testing- 2013 Algebra II

Over the past three years, the percentage of Poly High School students scoring proficient or above in Algebra II has fluctuated. In 2011, 28% of our students were proficient or above, decreasing to 20% in 2012, increasing slightly from 2011 to 30% in 2013.

Since 2011, the majority of Poly High School Algebra II students scored in “Basic” range. The percentage of students who scored in the “Advanced” range remained consistent at 5%. There were a fewer number of students who scored “Below Basic” in 2011 and 2013 than in 2012 and a greater number of students who scored “Proficient.”

Looking at Poly High School significant subgroups 2013 CST results compared to the percentages established by the State of California, Riverside County, and Riverside Unified

School District, we noted the percentage of Poly High School students overall scoring proficient or above in Algebra II (30%) was comparable to the state (33%), county (30%), and district (31%). The same is true for our Hispanic group (27%) when comparing them with the district (27%), both of which are higher than the state (21%) and the county (26%). The percentage of white students (68%) scoring proficient or above is higher that the district and the county, yet lower than the state. The percentage of our African American students scoring proficient or above was lower than the county and the district, yet comparable to the state. The percentage of our Asian students scoring proficient or above (85%) was higher than the state, county, and the district. The percentage of Economically Disadvantaged students (28%) scoring proficient or above was higher than the state and county, yet comparable to the district.

Over the past three years, the percentage of Poly High School 9th grade students scoring proficient or above in Algebra II was higher than the percentage of 10th grade students, while the percentage of 10th grade students was higher than the 11th grade. The percentage of 9th, 10th, and 11th grade students in Algebra II increased each year since 2011.

2013 CST results show that the percentage of Poly High School students scoring proficient or above in Algebra II are comparable to the State of California, Riverside County, and the Riverside Unified School District at grades 9, 10, and 11. Like the state, county, and district, the percentage of 9th grade students scoring proficient or above was higher than 10th and 11th grade students, while the 10th grade percentage was higher than 11th grade.

The majority of Poly High School 9th students in Algebra II scored in the “Proficient” range. The majority of our 10th grade students scored in the “Basic” range, while the majority of our 11th grade students scored in the “Below Basic” range.

California Standardized Testing- 2013 Summative High School Math

Over the past three years, the CST results show that the percentages of Poly High School students who scored proficient or above have decreased from each subsequent year (55%, 48%, 43%)

Over the past three years, the percentage of Poly High School Students scoring proficient or above in Summative Math has slightly decreased, while still the majority of the students score in the “Proficient” range. The fewest students scored in the “Far Below Basic” range followed by the “Advanced” range.

2013 CST results show that the percentages of Poly High School students overall (43%), African Americans (17%), White (45%), and Economically Disadvantaged students (36%) scoring

proficient or above in Summative Math were lower than the significant subgroups in the State of California, Riverside County, and Riverside Unified School District. The percentages of our Hispanic and Economically Disadvantaged students scoring proficient or above in Summative Math were comparable to the state, county, and the district, while our Asian population percentage was higher than the state, county, and the district.

California Standardized Testing- 2013 History/Social Science

2013 CST results show that the percentages of Poly High School students overall (50%), African Americans (46%), Hispanic (41%), White (65%), and English Learners (12%) scoring proficient or above in World History were slightly higher than the percentages established by the significant subgroups in the State of California, Riverside County, and Riverside Unified School District. Our Students with Disabilities (13%) and Economically Disadvantaged students (40%) were relatively comparable to the same subgroups in the state, county, and the district, while our Asian population percentage of students in World History scored lower than the state, county, and the district.

Since 2011, the percentages of Poly High School students scoring proficient or above in U.S. History has slightly changed (62%, 56%, 57%).

Over the past three years, the percentages of Poly High School students scoring in each proficiency level have slightly changed. The greatest change was in the “Basic” range from 2011 to 2012, changing from 19% “Basic” to 26% “Basic.”

2013 CST results show that the percentages of Poly High School students overall (57%), African Americans (55%), Asian (100%), Hispanic (47%), White (66%), and Economically

Disadvantaged students (45%) scoring proficient or above in U.S. History were higher than the percentages established by the State of California, Riverside County, and Riverside Unified School District. The percentages of our Students with Disabilities and English Learners who scored proficient or above in U.S. History were lower than the percentages established by the state, county, and the district.

California Standardized Testing- 2013 Biology

Over the past three years, the percentages of Poly High School students who scored proficient or above in Biology has shown little change (47%, 47%, 50%).

Since 2011, the majority of Poly High School students in Biology scored in the “Basic” range. However, when combining the percentages of students who scored in the “Proficient” range with the students who scored in the “Advanced” range, that percentage becomes comparable to the “Basic” range percentage.

2013 CST results show that the percentages of Poly High School students overall (50%), Hispanic (40%), and White (69%) students scoring proficient or above in Biology were slightly

higher than the percentages established by the State of California, Riverside County, and Riverside Unified School District. The percentages of students in our Asian population (75%) and Economically Disadvantaged population (38%) who scored proficient or above were comparable to the percentages established by the state, county, and the district. The percentages of Students with Disabilities (7%) and English Learners (4%) who scored proficient or above in Biology were lower than the percentages established by the state, county and the district.

Since 2011, the percentages of 9th grade Poly High School students who scored proficient or above in Biology have remained relatively the same (51%, 47%, 52%). The percentages of our 10th grade students who scored proficient or above have slightly decreased, despite the slight increase in 2012 (26%, 27%, 22%). The percentages of our 11th grade students who scored proficient or above increased in 2012 and remained the same from 2012 to 2013 (43%, 51%, 51%).

2013 CST results show that the percentages of Poly High School 9th and 10th grade students who scored proficient or above were lower than the percentages established by the State of California, Riverside County, and the Riverside Unified School District. The percentage of 11th grade students scoring proficient or above has bee been comparable to the state, county, and the district percentages.

2013 CST results show that the majority of 9th grade Poly High School students scored in the combined “Proficient” and “Advanced” ranges, followed by the “Basic” range in Biology. The majority of our 10th grade students scored in “Below Basic” and “Basic” range in Biology, while our 11th graders scored primarily in the combined “Proficient” and “Advanced” ranges, slightly greater than the “Basic” range.

California Standardized Testing- 2013 Chemistry

There has been little change in the percentage of Poly High School students who scored proficient or above in Chemistry since 2011 (42%, 43%, 37%)

Over the past three years, the majority of Poly High School students scored in the “Basic” range in Chemistry. The fewest number students scored in the “Far Below Basic” range followed by the “Below Basic” range. There has been little change since 2011.

2013 CST results show that the percentages of Poly High School Asian (62%) ,White (46%), and Economically Disadvantaged students (23%) scoring proficient or above in Chemistry were

lower than the percentages established by the State of California and Riverside County, yet higher than the Riverside Unified School District. The percentages of students in our African American population (23%) and Hispanic population (27%) who scored proficient or above were slightly higher than the percentages established by the state and the district yet lower than the county. The percentage of students overall (37%) scoring proficient or above in Chemistry was lower than the percentage established by the state, higher than the percentage established by the district, and comparable to the county.

Since 2011, the percentage of 10th grade Poly High School students scoring proficient or above in Chemistry has slightly decreased (39%, 45%, 35%). In 2013, the percentage of 11th grade students scoring proficient or above has decreased since 2011 despite the slight increase in 2012.

2013 CST results show that the percentage of Poly High School 10th grade students who scored proficient or above was lower than the State of California and Riverside County, yet comparable to the Riverside Unified School District. The percentage of our 11th grade students who scored proficient or above was significantly higher than the state, county, and the district.

2013 CST results show that the majority of 10th grade Poly High School students (45%) scored in the “Basic” range in Chemistry. The fewest number of 10th Chemistry students scored in the “Far Below Basic” range. The majority of 11th grade Chemistry students also scored in the “Basic” range. However, when you combine the number of students who scored in the “Proficient” range with those who scored in the “Advanced” range, the percentage is greater than those in the “Basic” range.

California Standardized Testing- 2013 Earth Science

Since 2011, there has been little change in the percentages of Poly High School students who scored proficient or above in Erath Science (29%, 32%, 28%).

Over the past three years, the majority of Poly High School students scored in the “Basic” range in Earth Science. The fewest number of students scored in the “Advanced” range. Those scoring in the “Below Basic” and “Far Below Basic” are comparable.

2013 CST results show that the percentages of Poly High School Earth Science students overall (28%) and Hispanic students (24%) were lower than the percentages established by the State of California and Riverside County, yet higher than the Riverside Unified School District. The percentages of students in our African American population (23%) who scored proficient or above were slightly higher than the percentages established by the state, county, and the district. The percentage of students in our White population (39%) scoring proficient or above in Earth Science was lower than the percentage established by the state, county, and the district.

Over the past three years, the percentages of Poly High School students who scored proficient or above in Earth Science has fluctuated. In 2012, the percentage of 9th grade students who scored proficient or above was higher than in 2011. In 2013, the percentage of 10th grade students who scored proficient or above in Earth Science was comparable to 2011, yet lower than in 2012. The percentage of 11th grade students scoring proficient or above in 2013 was lower than in 2011 yet higher in 2012.

2013 CST results showed that the percentage of Poly High School 10th grade students scoring proficient or above in Earth Science was lower that the percentages established by the State of California and Riverside County, yet comparable to the Riverside Unified School District. The percentage of Poly High School 11th grade students scoring proficient or above in Earth Science was lower that the percentages established by the state and county, yet slightly higher than the district.

2013 CST results show that the majority of 10th grade Poly High School scored in the “Basic” range followed by the “Proficient” range. The majority of 11th grade Poly High School scored in the “Basic” range followed by the “Below Basic” range.

California Standardized Testing- 2013 Physics

Over the past three years, the percentages of Poly High School students who scored proficient or above has decreased since 2011, yet slightly increased since 2012.

In 2011, the majority of Poly High School Physics students scored in the “Proficient” and “Advanced” ranges combined, followed by the “Basic” range. The fewest number of students scored in the “Far Below Basic” range. In 2012 and 2013, the majority of students scored in the “Basic” range, followed by those in the “Proficient” range. The fewest number of students scored in the “Far Below Basic” range.

2013 CST results show that the percentages of Poly High School students overall (46%) ,White (61%), and Hispanic students (23%) scoring proficient or above in Physics were lower than the

percentages established by the State of California, Riverside County, and the Riverside Unified School District. The percentages of students in our African American population (33%) and Economically Disadvantaged student population (38%) who scored proficient or above were lower than the percentages established by the county and the district yet higher or comparable to the state.

Over the past three years, the percentages of 10th grade Poly High School Physics students who scored proficient or above have shown little change. However, our 11th grade students have shown significant change. In 2011, 69% of our 11th grade Physics students scored proficient or above, while in 2012 the percentage decreased to 41%, and increased to 54% in 2013.

2013 CST results show that the percentage of 10th grade Poly High School students (34%) who scored proficient or above in Physics was lower than the State of California, Riverside County, and Riverside Unified School District. The percentage of 11th grade Poly High School students (54%) scoring proficient or above in Physics was comparable to the State of California, yet lower than Riverside County and the Riverside Unified School District.

2013 CST results show that the majority of Poly High School 10th grade students scored in the “Basic” range, followed by our combined “Advanced” and “Proficient” students. The majority of our 11th grade students in Physics scored in the “Profient” and “Advanced” ranges, followed by the “Basic” range.

Adequate Yearly Progress (AYP) Data

AYP Historical Data: English Language Arts

Year AMO Target

Schoolwide

African American

Asian Hispanic White

Socioeconomically Disadvantaged

English Learners

Students With Disabilities

2013

88.9 60.4 53.0 91.7 50.5 77.6 48.2 29.8 12.9

2012

78.4 63.1 45.5 92.3 52.1 75.7 46.7 23.5 18.2

2011

67.6 66.6 64.6 94.4 51.5 84.0 50.6 26.2 21.3

2010

56.8 65.5 54.1 88.2 55.2 79.0 47.9 27.5 14.3

Year AMO Target

Schoolwide

African American

Asian Hispanic White

Socioeconomically Disadvantaged

English Learners

Students With Disabilities

2013

88.7 59.6 47.8 83.3 51.7 74.5 48.8 36.3 9.0

2012

77.4 65.9 44.6 100 58.7 74.9 54.9 43.4 21.2

2011

66.1 65.6 58.5 100 52.2 81.7 52.1 41.2 21.3

2010

54.8 67.0 54.1 88.2 56.4 80.4 54.2 46.8 17.9

AYP Historical Data: Mathematics

From 2010-2013, Poly has not met all of their annual measurable objectives (AMOs) schoolwide, nor in all significant subcategories. In 2013, our white and EL students met their AMOs, while all other significant subcategories have not. In 2011 and 2012, our white students met their AMO targets, while all other significant subcategories have not. In 2010, we met all AMOs in all significant subcategories except for our Hispanic students. Schoolwide, we have a met our participation rate goal and our graduation rate goal. However, in 2012 and 2011 we did not meet our graduation rate goal in our EL subcategory nor in our Student with Disabilities subcategory.

Historical AMAO (English Learner) Progress

AMAO 1-Annual CELDT Progress

2010 2011 2012 2013

AMAO 1 Target 53.1 54.6 56.0 57.5Poly 51.9 39.8 50.2 53.8RUSD 56.6 56.3 60.3 55.6

AMAO 2-Attaining CELDT Proficiency

2010 2011 2012 2013AMAO 2 Target: < 5 yrs 17.4 18.7 20.1 21.4Poly < 5 yrs 12.4 28.9 20 37RUSD < 5 yrs 22.1 25.1 23.6 21.9AMAO 2 Target: > 5 yrs 41.3 43.2 45.1 47.0Poly > 5 yrs 40.1 27.9 39.2 44.7RUSD > 5 yrs 51 44.6 49.4 47.1

AMAO 3-English Language Arts Proficiency: English Learners

2010 2011 2012 2013AMAO 3 ELA Target 55.6 66.7 77.8 88.9Poly 27.5 26.2 23.3 29.8RUSD 35.2 38.6 42 36.9California 35.6 38.7 40.6

AMAO 3-Mathematics Proficiency : English Learners

2010 2011 2012 2013AMAO 3 Math Target 54.8 66.1 77.4 88.7Poly 46.8 41.2 43 36.3RUSD 44.4 48.8 49.7 49California 45.6 48.7 49.5

Despite the consist gradual growth made among our English Learners, Poly High School was unable to attain their AMO 1, 2, and 3 English and Math targets over the past four years.

California High School Exit Examination: Three Year Comparison DataEnglish Language Arts, Significant Subgroups

CAHSEE English Language Arts Summary

Over the past three years, the overall percentage of Poly High School 10th Grade students who passed the English Language Arts portion of the CASHEE has increased by 3%. Our African American subgroup decreased significantly by 13%. The Asian subgroup increased from 94% to 100%. Our Hispanic subgroup made a 6% gain since 2010, while our White subgroup remained the same. Our English Learners subgroup has increased by 5% from 2010. The Special Education subgroup has decreased by 4%, while our Economically Disadvantaged students subgroup increased by 5%.

In comparing 2012 Poly results, we see that the overall percent of students passing the English Language Arts portion of the CAHSEE is higher than the State of California by 5%, Riverside County by 6%, and the Riverside Unified School District by 4%.

In comparing 2012 Poly African American subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is lower than the State of California by 3%, Riverside County by 5%, and the Riverside Unified School District by 5%.

In comparing 2012 Poly Asian subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is higher than the State of California by 8%, Riverside County by 9%, and the Riverside Unified School District by 7%.

In comparing 2012 Poly Hispanic subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is higher than the State of California by 6%, Riverside County by 5%, and the Riverside Unified School District by 2%.

In comparing 2012 Poly White subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is higher than the State of California by 2%, Riverside County by 3%, and the Riverside Unified School District by 5%.

In comparing 2012 Poly English Learner subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is higher than Riverside County by 5%.

In comparing 2012 Poly Special Education subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is lower than Riverside County by 5%.

In comparing 2012 Poly Economically Disadvantaged students subgroup results, we see that the percentage of students passing the ELA portion of the CAHSEE is higher than Riverside County by 3%.

California High School Exit Examination: Three Year Comparison DataMathematics, Significant Subgroups

CAHSEE Mathematics Summary

Over the past three years, the overall percentage of Poly High School 10th Grade students who passed the Mathematics portion of the CASHEE has remained at 88%. Our African American subgroup slightly increased by 1%. The Asian subgroup increased from 94% to 100%. Our Hispanic subgroup made a 3% gain since 2010, while our White subgroup decreased by 4%. Our English Learner subgroup has decreased by 4% from 2010. The Special Education subgroup has decreased by 6%, while our Economically Disadvantaged students subgroup increased by 2%.

In comparing 2012 Poly results, we see that the overall percent of students passing the Mathematics portion of the CAHSEE is higher than the State of California by 4%, Riverside County by 5%, and the Riverside Unified School District by 3%.

In comparing 2012 Poly African American subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than the State of California by 10%, Riverside County by 6%, and the Riverside Unified School District by 3%.

In comparing 2012 Poly Asian subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than the State of California by 4%, Riverside County by 4%, and the Riverside Unified School District by 3%.

In comparing 2012 Poly Hispanic subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than the State of California by 7%, Riverside County by 5%, and the Riverside Unified School District by 2%.

In comparing 2012 Poly White subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than the State of California by 2%, Riverside County by 3%, and the Riverside Unified School District by 5%.

In comparing 2012 Poly English Learner subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than Riverside County by 5% and the Riverside Unified School District by 1%

In comparing 2012 Poly Special Education subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is comparable to Riverside County and the Riverside Unified School District.

In comparing 2012 Poly Economically Disadvantaged students subgroup results, we see that the percentage of students passing the Math portion of the CAHSEE is higher than Riverside County by 3% and the Riverside Unified School District by 1%.

Standardized Aptitude Test (SAT) SAT Score averages over 3 years

Year Grade 12 Enrollment

Number Tested

Percent Tested

Critical Reading Average

Math Average

WritingAverage

2011-12 625 310 49.60% 503 523 505

2010-11 613 261 42.58% 503 526 512

2009-10 613 264 43.07% 515 530 516

Percentage of Students approved for CSU Early Assessment Program

Test # Taken # Ready Percentage Conditionally Ready

Percentage Ready

Early Assessment Program English

596 154 15.6% 26%

Early Assessment Program Math

364 40 55% 11%

Percentage of 12th Grade Students that Meet the “A-G” Requirements

Academic Year 2010 2011 2012 2013

Percent 35% 36% 40% 38%

# of Students that meet “A-G”/ Total # of 12th graders

201/559 180/ 492 219/ 543 207/ 537

As the above chart indicates, the percentage of Poly students who meet the “A-G” requirements has remained consistent.

UC Enrollment and Number Accepted

Academic Year 2011 2012 2013

Applied 106 98

Admitted 95 85

Enrolled 50 52 53

Although the number of students who have applied and have been admitted to a UC system has decrease from 2011 to 2012, the number of students who have enrolled has slightly increased.

Percentage of Enrolled in 4 Year College in the Fall Immediately Following High School

Academic Year 2010 2011 2012 2013

% of Students 32% 31% 32% 31%