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Home My WebLink About02-07-11 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the Board of Trustees Workshop but not prior to the posted start time. Page 1 of 3 WESTLAKE ACADEMY Mission / Vision Statement Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who become well-balanced, responsible global citizens. BOARD OF TRUSTEES MEETING AGENDA February 7, 2010 WESTLAKE TOWN HALL 3 VILLAGE CIRCLE – 2ND COUNCIL CHAMBERS/MUNICIPAL COURT ROOM FLOOR Workshop Session 4:30 p.m. Regular Session 6:00 p.m. Workshop Session 1. CALL TO ORDER 2. REVIEW OF CONSENT AGENDA ITEMS FROM FEBRUARY 7, 2011, TRUSTEES REGULAR MEETING AGENDA. Page 2 of 3 3. DISCUSSION ITEMS a. Discussion of Council Relations Policy as it Relates to Amendment to Assist in Town Council/Board Meeting Structure and Effectiveness. b. Discussion of Strategic Plan Guiding Board Meetings c. Discussion of Next State Bienium Budget on Westlake Academy FY 11-12 and FY 12-13. d. Discussion of board of trustee governance as illustrated in Dr. Brian Carpenter’s Charter School Board University: An introduction to effective charter school governance; Chapters 14-15. 4. REPORTS Reports are prepared for informational purposes and will be accepted as presented. There will be no separate discussion unless a Board Member requests that report be removed and considered separately. a. Sir Ken Robinson Creativity and Innovation in Education Presentation at Westlake Academy. b. Summary of Part 2 of Main Conclusions to MYP Self-study. 5. BOARD RECAP / STAFF DIRECTION 6. ADJOURNMENT Regular Session 1. CALL TO ORDER 2. PLEDGE OF ALLEGIANCE 3. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. 4. CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes for the meeting held on January 10, 2010. b. Consider approval of Resolution 11-03, Retaining Jody Richardson of Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for Certain State Legislative Support Services. Page 3 of 3 5. BOARD CALENDAR - Sir Ken Robinson March 2, 2011, WA Gymnasium, 6:00 – 8:00 p.m. - Board of Trustee Meeting March 7, 2011 6. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Superintendent with the requested item and the Superintendent will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Superintendent will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. 7. ADJOURNMENT ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITTED CATEGORIES UNDER SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS GOVERNMENT CODE. I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on February 3, 2011, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government Code. CERTIFICATION _____________________________________ Kelly Edwards, Town Secretary If you plan to attend this public meeting and have a disability that requires special needs, please advise the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made to assist you. CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes for the meeting held on January 10, 2010. b. Consider approval of Resolution 11-03, Approval of Resolution Retaining Jody Richardson of Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for Certain State Legislative Support Services. Westlake Academy Item # 2 – Review of Consent Agenda Items DISCUSSION ITEMS a. Discussion of Council Relations Policy as it Relates to Amendment to Assist in Town Council/Board Meeting Structure and Effectiveness. b. Discussion of Strategic Plan Guiding Board Meetings c. Discussion of Next State Bienium Budget on Westlake Academy FY 11-12 and FY 12-13. d. Discussion of board of trustee governance as illustrated in Dr. Brian Carpenter’s Charter School Board University: An introduction to effective charter school governance; Chapters 14-15. Westlake Academy Item # 3 – Discussion Items Page 1 of 2 Memo Westlake Academy To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Superintendent Subject: Meeting of February 7, 2011 Date: February 1, 2011 Wkshp Discussion of Council Relations Policy as it Relates to Amendment to Assist in Town Council/Board Meeting Structure and Effectiveness. ITEM Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens. WESTLAKE ACADEMY MISSION/ VISION STATEMENT High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND (including policy implications and options): Last year, as part of the Board’s Governance training and learning, the Board began placing on its workshop agendas discussion of chapters from the book, Charter School University- Effective Charter School Governance , by Dr. Brian Carpenter. Specifically covered were Chapters 12 and 13 dealing with charter school board effectiveness, including board meetings. This engendered much Board discussion on ways to improve their meeting effectiveness. It was agreed by the Board for the Superintendent to discuss some ideas related to achieving this end with the Board President, and then bring them back at a future workshop. In 2008 the Town Council adopted a Council Relations & Ethics Policy, a portion of which sets Page 2 of 2 out some of the structure used for Council meetings, including agenda item request. This agenda item is to discuss suggested amendments to this policy that staff believes would, in part, help address improving Board meeting effectiveness. These amendments involve adding language that 1.) establishes a process for administrative inquiries of a brief nature by the Board, 2.) stream lines workshops by adding reports which do require presentation unless the Board desires one, and 3.) states the Board’s desire to have its meetings, to the extent practicable and especially its work shop meetings, have a focus related to strategic plans and policy issues. FUNDING : N/A RECOMMENDATION : Review the proposed amendments to this policy and provide feedback to staff as to the Board’s view of them. Council Relations & Ethics Policy with Recommended Amendments ATTACHMENTS: DRAFT COUNCIL/BOARD RELATIONS POLICY AND CODE OF ETHICS We Will Never bring disgrace to this, our CityTown , by any act of dishonesty or cowardice; we will fight for our ideals and sacred things of the CityTown , both alone and with many; we will revere and obey the We will never bring disgrace to this, our CityTown , by any act of dishonesty or cowardice; we will fight for our ideals and sacred things of the CityTown , both alone and with many; we will revere and obey the CityTown ’s laws and do our best to incite a like respect and reverence in those about us; we will strive unceasingly to quicken the public’s sense of civic duty; and thus in all the ways we will strive to transmit this CityTown not only not less but greater, better and more beautiful than it was transmitted to us. The Ephebic Oath was that taken by the young men of the ancient cityTown of Athens Westlake when they became of age to assume the responsibility of citizenship The Westlake Board of Aldermen Council/Boardis the governing body for the Town of Westlake; therefore, it must bear the initial responsibility for the integrity of governance. The Council/BoardBoard is responsible for its own development (both as a body and as individuals), its responsibilities, its own discipline, and its own performance. The development of this policy is designed to ensure effective and efficient governance. This policy will address Mayor/President and Council/Board Aldermen relations, Council/BoardAldermen and Staff relations, and Council/BoardBoard and media relations. By adopting these guidelines for elected officials, we acknowledge our responsibility to each other, to our professional staff, and to the public. The Council/BoardBoard will govern the Town/Academy in a manner associated with a commitment to the preservation of the values and integrity of representative local government and democracy, and a dedication to the promotion of efficient and effective governing. The following statements will serve as a guide and acknowledge the commitment being made in this service to the community: 1. The Council/BoardBoard has as high priorities the continual improvement of the member’s professional ability and the promotion of an atmosphere conducive to the fair exchange of ideas and policies among members. 2. The Council/BoardBoard will endeavor to keep the community informed on municipal affairs; encourage communication between the residents and the Board; strive for strong working relationships among neighboring municipalities and elected officials. 3. In its governance role, the Council/BoardBoard will continue to be dedicated to friendly and courteous relationships with Staff, other Council/BoardBoard members, and the public, and seek to improve the quality and image of public service. 4. The Council/BoardBoard will also strive to recognize its responsibility to future generations by addressing the interrelatedness of the social, cultural, and physical characteristics of the ties of the community when making policies. 5. And finally, each Council/BoardBoard member will make a commitment to improve the quality of life for the individual and the community, and to be dedicated to the faithful stewardship of the public trust. Town of Westlake Board of AldermenCouncil/Board Member Statement of Purpose In order to ensure the proper discharge of duties for the improvement of democratic local government, Westlake Board of Aldermen Council/Board mMembers should display behavior that demonstrates independent, impartial review of all matters addressed by them and be duly responsible to the residents of Westlake and to each other in their relationships. SECTION I MAYOR /PRESIDENT—COUNCIL/BOARD RELATIONS A. MAYOR ’S /PRESIDENT RESPONSIBILITIES 1. The Mayor /President shall be the presiding officer at all meetings. The Mayor Pro-tem shall preside in his/her absence. 2. Except as provided for by State law pertaining to voting on Council/BoardBoard matters, the Mayor /President shall have a voice in all matters before the Council/BoardBoard. 3. The Mayor /President shall preserve order and decorum and shall require Council/BoardBoard members engaged in debate to limit discussion to the question under consideration. 4. The Mayor /President is the spokesperson for the Council/BoardBoard on all matters unless absent, at which time his/her designee will assume the role. 5. The Mayor/President will encourage all Council/BoardBoard members to participate in Council/BoardBoard discussion and give each member an opportunity to speak before any member can speak again on the same subject. The Mayor /President may limit each speaker to five minutes to ensure an efficient use of time. 6. The Mayor/President is responsible for keeping the meetings orderly by recognizing each member for discussion, limiting speaking time, encouraging debate among members and keeping discussion on the agenda item being considered. 7. Should a conflict arise among Board members, the Mayor will serve as the mediator. B. MAYOR /PRESIDENT AND COUNCIL/BOARD RESPONSIBILITIES 1. Any Council/BoardBoard member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Town Manager with the requested item and the Town Manager will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Town Manager will place the item on the Council/Board Board agenda calendar allowing for adequate time for staff preparation on the agenda item. 2. Requests for Administrative Inquiry. Under this agenda item a Council/Board member may request that the Town Manager/Superintendent investigate a specific topic or subject and report back to the entire Council/Board by brief 3. Reports. Reports are prepared by staff and placed on Council/Board work shop agendas for informational purposes and will be accepted as presented. There will be no separate discussion unless a Council/Board member requests that report be removed and considered separately. email staff’s response and/or findings. Adminstrative inquiries are strictly intended for items that are of interest to the Board as a whole, will require only brief staff time to investigate and respond, and in the Council’s/Board’s view does not merit time or discussion at a Council/Board meeting. At the meeting, the requesting Council/Board member will explain the topic of administrative inquiry and the reason(s) it is desired to have staff investigate this item. If the requesting Board member receives a second, the Town Manager/Superintendent will havethe topic investigated and an email response sent to all the Council/Board concerning it. 24. Each Council/BoardBoard member is responsible for being prepared to attend the meetings and discuss the agenda and is encouraged to attend at least one Texas Municipal League sponsored conference each year in order to stay informed on issues facing municipalities. 35. It is the responsibility of Council/BoardBoard members to be informed about previous action taken by the Council/BoardBoard in their absence. In the case of absence from a work session where information is given, the individual Council/BoardBoard member is responsible for obtaining this information prior to the Council/BoardBoard meeting when said item is to be voted upon. 46. When addressing an agenda item, the Council/BoardBoard member shall first be recognized by the Mayor/President, confine himself/herself to the question under debate, avoid reference to personalities, and refrain from impugning the integrity or motives of any other Council/BoardBoard member or Staff member in his/her argument or vote. 57. In the absence of a ruling by the Mayor/President on any procedural matter, a Board member may move to change the order of business or make any other procedural decision deemed appropriate. The affirmative vote of a majority of the Council/BoardBoard members present and voting shall be necessary to approve the motion. 68. Any Council/Board Board member may appeal to the Board as a whole from a ruling by the Mayor/President. If the appeal is seconded, the person making the appeal may make a brief statement and the Mayor/President may explain his/her position, but no other member may speak Formatted: Normal, Left, Indent: Left: 0", No widow/orphan control, Don't adjust space between Latin and Asian text, Pattern: Clear Formatted: Font: 10.5 pt Formatted: Font: 10.5 pt, Underline Formatted: Font: 10.5 pt Formatted: Font: 10.5 pt, Bold Formatted: Font: 10.5 pt Formatted: Font: 10.5 pt Formatted: Font: Calibri, 10.5 pt Formatted: Font: 10.5 pt on the motion. The Mayor/President will then put the ruling to a vote of the Council/BoardBoard. 79. Any Council/BoardBoard member may ask the Mayor/President to enforce the rules established by the Board. Should the Mayor/President fail to do so, a majority vote of the Council/BoardBoard members present shall require him/her to do so. 810. When a Board member is appointed to serve as liaison to a Board, the Board member is responsible for keeping all Board members informed of significant Board activities. 11. As much as practicable, Council/Board agendas, particularly work shop meetings, should be centered on the Council’s/Board’s strategic plans and related policy matters. To achieve that end, the Town Manager/Superintendent and his/her staff team will work to facilitate that focus. CODE OF CONDUCT FOR MAYOR AND BOARD MEMBERS 1. During the Council/Board Board meetings, Board members shall preserve order and decorum, shall not interrupt or delay proceedings, and shall not refuse to obey the orders of the Mayor/President or the rules of the Board. Council/Board Board members shall demonstrate respect and courtesy to each other, to Town Staff members, and to members of the public appearing before the Board. Board members shall refrain from rude and derogatory comments and shall not belittle Staff members, other Board members, or members of the public. They should not use their position to secure special privileges and should avoid situations that could cause any person to believe that they may have brought bias or partiality to a question or issue before the Board. 2. Members of the Council/Board Board will not condone any unethical or illegal activity. All members of the Council/Board Board agree to uphold the intent of this policy and to govern their actions accordingly. SECTION II BOARD AND STAFF RELATIONS No single relationship is as important as that of the Board and their Town Manager /Superintendent in effectively governing the Town of Westlake. It is for this reason that the Board and Town Manager must understand their respective roles in that process. The Town Manager/Superintendent is the primary link between the Board and the professional Staff. The Council/Board Board’s relationship with the Staff shall be through the Town Manager/Superintendent. 1. In order to ensure proper presentation of agenda items by Staff, questions arising from Board members after receiving their information packet should be, whenever possible, presented to the Town Manager /Superintendent for Staff consideration prior to the Board meeting. This allows the Staff time to address the Board member’s concern and provide all Council/Board Board members with the additional information. 2. The Town Manager /Superintendent shall designate the appropriate Staff member to address each agenda item and shall see that each presentation is prepared and presented in order to inform and educate the Council/Board Board on the issues which require Board action. The presentation should be professional, timely, and allow for discussion of options for resolving the issue. The Staff member making the presentation shall either make it clear that no Board action is required, or present the specific options for Council/Board Board consideration. 3. The Town Manager /Superintendent is directly responsible for providing information to all the Council/Board Board concerning any inquiries by a specific Board member. If the Town Manager or his/her Staff’s time is being dominated or misdirected by a Council/Board Board member, it is his/her responsibility to inform the Mayor. 4. The Town Manager/Superintendent will be held responsible for the professional and ethical behavior of himself/herself and the discipline of his/her Staff. The Town Manager/Superintendent is also responsible for seeing that his/her Staff receives the education necessary to address the issues facing municipal government. 5. Any conflicts arising between the Town Staff and the Council/Board Board will be addressed by the Mayor/President and the Town Manager /Superintendent. All Staff members shall show each other, each Board member, and the public respect and courtesy at all times. They are also responsible for making objective, professional presentations to ensure public confidence in the process. 7. The Town Manager /Superintendent, after an election, will make sure that the Staff has prepared information needed for the orientation of new Board members and inform them of any Texas Municipal League conferences and seminars available. The Town Manager will also be responsible for meeting personally with new members and informing them about Town facilities and procedures. 8. The Town Manager/ Superintendent is responsible for the orientation of all new Council/Board Board members after an election. The orientation shall include Board procedures, Staff and media relations, current agenda items and municipal leadership training programs. SECTION III BOARD AND MEDIA RELATIONS Since the democratic form of government is only successful when the citizens are kept informed and educated about the issues facing their municipality, it is imperative the media play an important role in the council-manager-media relations. It is through an informed public that progress is insured and good government remains sensitive to its constituents. These guidelines are designed to help ensure fair relationships with print, radio, and television reporters. The Council/Board Board and the Town Manager/ Superintendent recognize that the news media provide an important link between the council and the public. It is the Board’s desire to establish a professional working relationship to help maintain a well informed and educated citizenry. 1. During the conduct of official business, the news media shall occupy places designated for them or the general public. 2. All reporters will have access to an agenda and will be furnished support material needed for clarification if requested. 3. In order to preserve the decorum and professionalism of Council/Board Board meetings, the media are requested to refrain from conversing privately with other people in the audience and to conduct any interview with the public outside the meeting room while the Board is in session. 4. Since each government body conducts business differently, it is requested that all reporters new to Board meetings meet with the Town Manager/Superintendent, Mayor/President, or the designated media relations representative prior to covering their first meeting to be informed of the policies and procedures to help foster a professional working relationship between the media reporter and the Town. 5. On administrative matters, the Town Manager/Superintendent is the spokesperson, unless he/she has appointed a media relations person to present staff information on the agenda. 6. The Mayor/President, or his/her designee, is the primary spokesperson for the Town on matters regarding policy decisions or any Council/Board Board information pertaining to issues on the agenda. In order to ensure fair treatment of an issue, any clarifications requested by the media on the issue should be addressed after the meeting. When opposing positions have been debated, regardless of the outcome, the public is better informed when all sides have adequate coverage by the media. This lets the public know that the item was seriously debated and options discussed before a vote was taken, and helps build confidence in the democratic process. 7. The Town of Westlake Board of Aldermen Council/Board is made up of five Council/Board Board members Members and a Mayor/President, each elected by the residents of Westlake. In respect to each Council/Board Board mMember and his/her constituents, his/her views as presented on an issue before the Board should provide equitable representation from all members. Even though Council/Board Board members may express differing ideas, equitable representation helps promote unity of purpose by allowing the public to be informed of each member’s position during his/her term of office and not only during an election campaign. We all have the responsibility to protect the integrity of our governing process and therefore, have read and agreed to the above guidelines. Town of Westlake Board of Aldermen Council/Board Code of Ethics The office of elected officials is one of trust and service to the residents of the Town of Westlake. This position creates a special responsibility for the Westlake Council/Board Board Member. In response to this, the Westlake Council/Board Board is expected to govern this Town in a manner associated with a commitment to the preservation of the values and integrity of representative local government and local democracy and a dedication to the promotion of efficient and effective governing. To further these objectives, certain ethical principles shall govern the conduct of every Board Member, who shall: 1. Be dedicated to the highest ideals of honor and integrity in all public and personal relationships in order that the member may merit the respect and confidence of the residents of Westlake; 2. Recognize that the chief function of local government at all times is to serve the best interests of all of the people; 3. Be dedicated to public service by being cooperative and constructive, and by making the best and most efficient use of available resources; 4. Refrain from any activity or action that may hinder one’s ability to be objective and impartial on any matter coming before the board. Do not seek nor accept gifts or special favors; believe that personal gain by use of confidential information or misuse of public funds or time is dishonest; 5. Recognize that public and political policy decisions, based on established values, are ultimately the responsibility of the board and 6. Conduct business in open, well publicized meetings in order to be directly accountable to the residents of Westlake. It is recognized that certain exceptions are made by the State for executive Formatted: Font: 16 pt, Bold sessions; however, any action as a result of that type of meeting will be handled later in open session. Page 1 of 2 Memo Westlake Academy To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Superintendent Subject: Meeting of February 7, 2011 Date: February 1, 2011 Wkshp Discussion of Strategic Plan Guiding Board Meetings ITEM Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens. WESTLAKE ACADEMY MISSION/ VISION STATEMENT High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff Academic Achievement WESTLAKE ACADEMY VALUES PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND (including policy implications and options): At the January 10, 2011 Board workshop, discussion was held in conjunction with the Board’s review of Dr. Brian Carpenter’s book on effective charter school governance, as to how to improve the effectiveness of the Board’s meetings. This included discussion on how to more the Board could center their meetings on the progress and attainment of the WA Strategic Plan. It was agreed by the Board for the Superintendent to discuss some ideas related to achieving this end with the Board President, and then bring them back at a future workshop. FUNDING : N/A Page 2 of 2 Staff will present some ideas and recommendations on a format and approach for measuring and monitoring progress of the Strategic Plan that could enhance effectiveness of Board meetings in this regard. RECOMMENDATION 1. Using the BSC in the Public Sector ATTACHMENTS: 2. Why Nonprofits Need a BSC 3. Strategy and the BSC 4. WA Strategic Plan. Note: This article is drawn from the second edition of Paul’s book, “Balanced Scorecard Step by Step: Maximiz- ing Performance and Maintaining Re- sults” (Wiley, 2006). STRATEGY The field of strategy is undoubt- edly the most chronicled sub- ject in the world of business. What’s amazing is that the dis- ciplined study of business strat- egy has really only been with us for a few decades, but in that time has spawned literally thou- sands of works. An additional challenge to discussing strategy is the fact that it has relevant connections with numerous other areas of study. Who among us doesn’t know at least one person proudly displaying a copy of “The Art of War” in their office? Of course military strat- egy has been with us for thou- sands of years, but historians, physicists, biologists, psycholo- gists, and anthropologists, to name but a few, have also made significant contributions to the field of strategy. From the huge mountain of in- formation that exists we must distill what is most critical to the discussion at hand. Developing a comprehensive strategy for your organization is beyond the scope of my books. Many well written and cogent texts are available on the subject In this article I will focus on a review of the common elements of strat- egy, and most importantly for us, will outline why strategy and the Balanced Scorecard must be woven together to get the maximum benefit from both. What is Strategy? A prolific writer on the subject of strategy, Henry Mintzberg, provides this excellent synopsis of the subject to begin our dis- cussion. “My research and that of many others demonstrates that strategy making is an im- mensely complex process, which involves the most sophis- ticated, subtle, and, at times, subconscious elements of hu- man thinking.”i As this quote illustrates, the difficulty with defining strategy is that it holds different meanings to different people and organizations. Some feel strategy is represented by the high-level plans manage- ment devises to lead the organi- zation into the future. Others would argue strategy rests on the specific and detailed ac- tions you’ll take to achieve your desired future. To others still, strategy is tantamount to best practices. Finally, some may consider strategy a pattern of consistency of action over time. Rather than focus on a stifling definition of this nebulous term, let’s look at some of the key principles of strategy: •Different activities: Strat- egy is about choosing a different set of activities than your rivals the pursuit of which leads to a unique and valuable position in the market.ii If everyone were to pursue the same About the author Paul R. Niven is an author, management consultant, and noted speaker on the subject of the Balanced Scorecard. As both a practitioner and Consultant he has developed successful Balanced Scorecard sys- tems for clients large and small in a wide variety of organizations, including Fortune 1000 companies, public sector agencies, and nonprofit organizations. The second edition of his very popular book “Balanced Scorecard Step by Step: Maximizing Performance and Maintaining Results” was released in September, 2006. The first edition has been translated into over a dozen languages. His two previous books are: “Balanced Scorecard Step by Step for Government and Nonprofit Agencies” released by John Wiley & Sons in June, 2003, and “Balanced Scorecard Diagnostics” which was released in April, 2005. He may be reached at 760.789.2449 or through his website at www.paulniven.com, www.roadmapstrategy.com or www.senalosa.com. Strategy & the Balanced Scorecard A Critical Link Article Highlights •The study of business strategy, while relatively new, has pro- duced thousands of works over the past several decades. •Many schools of thought exist relating to the formulation of strategy. •While strategy development is vital, true success is entirely de- pendent upon the successful execution of strategy. •The Balanced Scorecard is a proven tool for describing and executing strategy. Copyright 2009 © Paul R. Niven activities, then differentia- tion would be based purely on operational effective- ness. In their excellent book, I think it offers the freshest thinking on strat- egy to be produced in years, “Blue Ocean Strat- egy” authors Kim and Mauborgne distill the es- sence of successful strat- egy to three elements: fo- cus, divergence, and a compelling tagline.iii Focus- ing on key strengths, differ- entiating yourself from competitors on typical in- dustry dimensions, and offering a memorable tag- line. •Trade-Offs: Effective strate- gies demand trade-offs in competition. Strategy is more about the choice of what not to do than what to do. Organizations cannot compete effectively by at- tempting to be everything to everybody. The entire organization must be aligned around what you choose to do and create value from that strategic position.iv •Fit: The activities chosen must fit one another for sustainable success. Peter Drucker in his “Theory of the business,” suggests our assumptions about the business must fit one an- other to produce a valid theory. Activities are the same, they must produce an integrated whole.v •Continuity: While major structural changes in the industry could lead to a change in strategies, gen- erally they should not be constantly re-invented. The strategy crystallizes your thinking on basic issues such as how you will offer customer value, and to what customers. This direc- tion needs to be clear to both internal (employees) and external (customers) constituents.vi Changes may bring about new op- portunities which can be assimilated into the cur- rent strategy – new tech- nologies for example. •Various thought processes: Strategy involves concep- tual as well as analytical exercises.vii As the Mintz- berg quote at the outset of this section reminds us, strategy involves not only the detailed analysis of complex data, but also broad conceptual knowl- edge of the company, in- dustry, market, etc. Using the elements discussed above as ingredients, an organi- zation could literally cook up innumerable types of strategies, and over the years they have. In their book, “Strategy Safari,” authors Ahlstrand, Lampel, and Mintzberg offer ten schools of strategic thought which have emerged in the ongoing prac- tice of management.viii Strategy and the Balanced Scorecard – A Critical Link I recently read an article dis- cussing the execution of strat- egy in organizations. The article began this way: “Take this quick quiz. Question #1: three frogs are sitting on a log. One de- cides to jump off. How many are left? You might think two, but the answer is three. One has decided to jump off. Ques- tion #2: three companies have poor earnings. One decides to revitalize key product lines, strengthen distribution chan- nels, and become customer intimate. How many companies have poor earnings? You get the idea: deciding and doing are two different things.”ix Al- though some organizations question the value of strategy in an era characterized by hyper change, the vast majority con- sider strategy a mandatory com- ponent of success. The problem is not one of developing a strat- egy - numerous options are available for that task as we saw in the previous section. The fundamental issue is one of implementation, translating the strategy into terms that every- one understands and thereby bringing focus to their day to day actions. Statistics suggest that seventy percent of CEO failures are not the result of poor strategy, but poor execu- tion. The Balanced Scorecard pro- vides the framework for an or- ganization to move from decid- ing to live their strategy to doing it. The Scorecard describes the strategy, breaking it down into its component parts through the objectives and measures chosen in each of the four per- spectives. The Balanced Score- card is ideally created through a Strategy & the BSC continued from page 1 “The Balanced Scorecard provides the framework for an organization to move from deciding to live their strategy to doing it.” Page 2 Copyright 2009 © Paul R. Niven shared understanding and translation of the organization’s strategy into objectives, meas- ures, targets, and initiatives in each of the four Scorecard per- spectives. The translation of vision and strategy forces the executive team to specifically determine what is meant by sometimes imprecise terms contained in the strategy, for example: “world class,” “top-tier service” and “targeted custom- ers.” Through the process of developing the Scorecard an executive group may determine “world class” translates to means zero manufacturing de- fects. All employees can now focus their energies and day-to- day activities toward the crystal clear goal of zero defects rather than wondering about, and de- bating the definition of “world class.” Using the Balanced Scorecard as a framework for translating the strategy these organizations create a new lan- guage of measurement that serves to guide all employees’ actions toward the achievement of the stated direction. A key attribute of strategy for- mation is performing a different set of activities than your rivals. By choosing a distinct set of related activities you have the opportunity to create unique value propositions for your cus- tomers and thus separate your- self from competitors. These activities must be reflected in the Balanced Scorecard, which should parallel the strategy. In other words, if you wish to dis- tinguish yourself by engaging in a series of activities aimed at creating customer intimacy, then your Balanced Scorecard should reflect this strategic di- rection. We would expect to see linked measures through the four perspectives which when taken together will drive this strategy. Measures related to service of targeted customers should appear prominently in the Customer perspective, linked to relationship manage- ment metrics in the Internal Process perspective, and per- haps selling skill measures in the Employee Learning and Growth perspective. This chain of linked measures which mir- rors your chosen activities is hypothesized to drive revenue growth in the Financial perspec- tive. Again, the Balanced Score- card provides the means to de- scribe and articulate the activi- ties separating you from your competition. It is possible to develop a Scorecard-like system without a clear and concise strategy, and many organizations do just that. However, this mix of financial and non-financial measures is better termed a key perform- ance indicator Scorecard, or key stakeholder Scorecard rather than a Balanced Scorecard. The problem with this approach is that you simply cannot harness the true power of the Balanced Scorecard without a strategy driving its construction. KPI or constituent Scorecards lack the ability to align an entire organi- zation around a set of comple- mentary themes which drive the organization toward its overall vision and mission. Instead they often reflect a number of good ideas that lack a coherent story or direction. The Balanced Scorecard and strategy truly go hand in hand. I believe Kaplan and Norton sum up this subject very well. “The formulation of strategy is an art. The descrip- tion of strategy, however, should not be an art, If we can describe strategy in a more dis- ciplined way, we increase the likelihood of successful imple- mentation. With a Balanced Scorecard that tells the story of the strategy, we now have a reliable foundation.”x Strategy & the BSC continued from page 2 “The translation of vision and strategy forces the executive team to specifically determine what is meant by sometimes imprecise terms contained in the strategy.” Page 3 Copyright 2009 © Paul R. Niven Execution and the Balanced Scorecard Driving Focus and Alignment with the Balanced Scorecard A Guiding Rationale for your Balanced Scorecard Strategy & the BSC continued from page 3 If you liked this article, you might enjoy... Page 4 iHenry Mintzberg, “The Fall and Rise of Strategic Planning,” Harvard Business Review, January-February, 1994 iiMichael E. Porter, “What is Strategy,” Harvard Business Review, November-December, 1996 iiiW. Chan Kim and Renee Mauborgne, Blue Ocean Strategy (Boston, MA., Harvard Business School Press, 2005) p. 39. ivIbid vIbid viKeith H. Hammonds, “Michael Porter’s Big Ideas,” Fast Company, March 2001. viiE.E. Chaffee, “Three Models of Strategy,” Academy of Management Review, October, 1985 viiiHenry Mintzberg, Bruce Ahlstrand, and Joseph Lampel, Strategy Safari (New York, NY, The Free Press, 1998) ixLawrence B. MacGregor Serven, “Can Your Company Actually Execute its Strategy?” Harvard Manage- ment Update, May, 1999 xRobert S. Kaplan and David P. Norton, The Strategy Focused Organization (Boston, MA, Harvard Busi- ness School Press, 2001) Copyright 2009 © Paul R. Niven Why the need for a Balanced Scorecard? Rarely will a day pass without someone commenting on the pace of change in modern or- ganizations. In fact, it truly does seem as if change is the only constant in our turbulent world. One thing that has not changed, however, is the critical impor- tance of crafting an effective strategy to differentiate you from rivals. While many organi- zations excel at creating strate- gies, sadly the vast majority struggle mightily to effectively execute with recent estimates suggesting upwards of 90% of organizations failing to imple- ment their strategies. The rea- sons for this profound failure are many and varied, but may be summarized by a number of factors: first, in many organiza- tions the vast majority of em- ployees don’t understand the vision and strategy, and of course it is very difficult to im- plement something you don’t understand. Secondly, our per- formance measurement sys- tems are geared primarily for measuring past performance, chiefly financial results, when the execution of strategy de- mands a forward look. Finally, in today’s organizational envi- ronment intangible assets are increasingly marking the differ- ence between success and fail- ure. Staff knowledge, stake- holder relationships, and cul- tures of innovation and change are the stuff of modern value creation, but their “soft” es- sence makes them difficult to identify, track, and fully exploit. Clearly a change is needed if organizations are to rise to the challenges awaiting them in the twenty-first century. The Balanced Scorecard The Balanced Scorecard (BSC) was developed to overcome many of the challenges outlined above. The framework was cre- ated in 1990 by two men: Robert Kaplan and David Nor- ton. They realized that in order to thrive, or even compete, in the 21st century, organizations required a system that allowed them to take advantage of in- tangible assets, and balanced both financial and non-financial indicators of success, thereby increasing the odds of strategy execution. The basic premise behind the Balanced Scorecard is a simple, yet profound, one. Financial measures are, and always will be important, but they must be supplemented with other indicators which pre- dict future success. About the author Paul R. Niven is an author, management consultant, and noted speaker on the subject of the Balanced Scorecard. As both a practitioner and Consultant he has developed successful Balanced Scorecard sys- tems for clients large and small in a wide variety of organizations, including Fortune 1000 companies, public sector agencies, and nonprofit organizations. The second edition of his very popular book “Balanced Scorecard Step by Step: Maximizing Performance and Maintaining Results” was released in September, 2006. The first edition has been translated into over a dozen languages. His two previous books are: “Balanced Scorecard Step by Step for Government and Nonprofit Agencies” released by John Wiley & Sons in June, 2003, and “Balanced Scorecard Diagnostics” which was released in April, 2005. He may be reached at 760.789.2449 or through his website at www.paulniven.com, www.roadmapstrategy.com or www.senalosa.com. Using the Balanced Scorecard in the Public Sector Article Highlights: •The pace of change has im- pacted private, nonprofit and public sector organizations. All must focus on the execu- tion of strategy. •The Balanced Scorecard sys- tem, while originally created with the private sector in mind, can be easily altered to fit the demands of the public sector. •Many public sector organiza- tions have embraced the Bal- anced Scorecard and are using it to drive focus, ac- countability, and alignment. Copyright 2009 © Paul R. Niven At the center of the Balanced Scorecard diagram we see the word “strategy.” Unlike tradi- tional performance measure- ment systems which have finan- cial controls at their core, the Balanced Scorecard begins with an organization’s strategy. We seek to translate the strategy into performance measures which can be tracked and used to gauge our success in the suc- cessful implementation of the strategy. For public sector en- terprises, the Customer per- spective is placed at the top of the Scorecard model. Here we measure our performance from the eyes of our customer. What do they expect or demand from us – timely service, quality, a deeper relationship, accessibil- ity? By answering these ques- tions we can derive measures that allow us to track our suc- cess from their perspective. Now we turn our gaze inward and examine our Internal Proc- esses. To meet customer de- mands there are core proc- esses at which we must excel. Every organization will have dozens if not hundreds of proc- esses but in this perspective we’re attempting to measure our performance on those that directly impact performance for our customers. As public sector organizations, it’s critical to bal- ance effectiveness (getting the job done for customers) with efficiency. That’s where the Fi- nancial perspective comes in. Here we measure ourselves from the eyes of our financial stakeholders, and gauge their expectations for us as an or- ganization. Finally, the Score- card forces us to grapple with the true value-creating mecha- nisms of modern organizations, intangible assets. We do so in the Employee Learning and Growth perspective. The focus here is on measuring three things: human capital (employee skills, training, etc.), information capital (access to information for example), and organizational capital – the abil- ity to change and sustain suc- cess (culture, teamwork, etc.). Sometimes considered “soft stuff,” these measures are truly the enablers of everything else appearing on an organization’s Balanced Scorecard. Using the BSC in the Public Sector continued from page 1 Page 2 Copyright 2009 © Paul R. Niven Who do we define as our customer? How do we create value for our customer? How do we enable ourselves to grow and change, meeting ongoing demands? Strategy Customer Employee Learning & Growth To satisfy customers while meeting budgetary constraints, at what business processes must we excel? Internal Process How do we add value for customers while controlling costs? Financial Who do we define as our customer? How do we create value for our customer? How do we enable ourselves to grow and change, meeting ongoing demands? Strategy Customer Employee Learning & Growth To satisfy customers while meeting budgetary constraints, at what business processes must we excel? Internal Process How do we add value for customers while controlling costs? Financial “Unlike traditional performance measurement systems which have financial controls at their core, the Balanced Scorecard begins with an organization’s strategy.” Success Stories Thousands of organizations around the globe have har- nessed the simple, but not sim- plistic, principles embodied in the Balanced Scorecard model to achieve tremendous results. From an unrelenting focus on strategy, to employee alignment around a few key goals, to breakthrough financial results, these organizations have used the Balanced Scorecard as a powerful measurement and management system, one truly suited for the modern world we face. Here are a few examples: Fulton (Georgia) County School System: This 83 school, 73,000 student organization turned to the BSC in 2000 in an effort to align strategy with system needs and measure perform- ance. Since that time, SAT scores have gone from meeting the national average to exceed- ing it by 23 points. The BSC has also helped the school system build new schools on time and on budget which has been criti- cal since Fulton County, like most public sector organiza- tions, has recently been forced to “do more with less.” Army Medical Department (AMEDD): When Lt. General James Peake took over the or- ganization in 2000 he realized they “recruit soldiers, but retain families,” and developed a new strategy to ensure the provision of outstanding medical benefits. The BSC was chosen as the mechanism to help execute this strategy. The Scorecard has been used successfully through- out the department, and has been particularly effective in helping groups compete more effectively for scarce resources. Texas Education Agency (TEA): A $15 billion organization pro- viding some 4 million elemen- tary and high school students with a quality education, the TEA chose the BSC in 1999 to depict strategy in more graphic and precise terms, prioritize and streamline goals, and help the agency communicate more ef- fectively with politicians and regulators. Today, up to 50% of the agency’s divisions have de- veloped Balanced Scorecards which has helped them reap more than $5 million in effi- ciency gains. Using the BSC in the Public Sector continued from page 2 Page 3 Copyright 2009 © Paul R. Niven Why Nonprofits Need a Balanced Scorecard The Importance of Terminology to your Balanced Scorecard Strategy and the Balanced Scorecard Using the BSC in the Public Sector continued from page 3 If you liked this article, you might enjoy... “Communication of the purpose for using performance measurement to employees” Page 4 Copyright 2009 © Paul R. Niven If ever there were a time for new and improved performance measurement systems, surely this is it. Whether yours is a nonprofit, public sector, or cor- porate entity the driving forces of change are swirling like never before. Consider the many cor- porate scandals that have re- cently erupted in the private sector. Calls for ever-greater disclosure have greeted these debacles, and, not surprisingly, the demands for transparency have extended to the nonprofit and public sectors as well. In addition, all organizations face the considerable hurdle of ef- fectively executing their strate- gies, and overcoming an almost exclusive reliance on financial measures of performance. What is needed is a system that provides real insight into an organization’s operations, balances the historical accuracy of financial numbers with the drivers of future performance, and also assists us in imple- menting strategy. The Balanced Scorecard is the tool that an- swers all these challenges. De- veloped in the early 1990s by Robert Kaplan and David Nor- ton, the Scorecard has been adopted by organizations around the globe in an effort to align employees with overall goals, create an unrelenting focus on strategy, and deliver breakthrough results. Many nonprofits have recog- nized the inherent benefits of the Balanced Scorecard, but have been reluctant to embrace the tool. Frequently this hesi- tance results from their struggle to invest in “organizational ca- pacity.” The ultimate badge of honor for nonprofits has histori- cally been an ability to direct the vast majority of funds raised towards the needs of their con- stituents. This is both a practi- cal and noble effort, given the fact that nonprofits are indeed “mission-driven” organizations. However, the failure to invest in infrastructure and capacity ulti- mately limits the ability of a nonprofit to grow and effectively serve the needs of its constitu- ents. Interestingly, in the for-profit world organizational capacity is a significant driving force in the race for competitive success. It’s not the products and ser- vices corporations sell that ulti- mately determine their achieve- ments, but their ability to con- stantly innovate, cleverly mar- ket, and continuously improve their offerings. In other words, it’s their commitment to invest- ing in capacity. Nonprofits ap- pear to view this investment choice as a zero-sum game in which anything invested in ca- pacity is considered lost to di- rect service.i Ironically, that thinking may lead to decreased service delivery and, ultimately, reduced funding. Jeffrey Brad- ach, a consultant to nonprofits sums it up nicely: “Generally, they (nonprofits) are vastly un- dercapitalized, understaffed, and poorly managed. Most non- profits use their limited re- sources to market themselves to the same donors and founda- tions year after year. There’s little if any investment in organ- izational infrastructure or staff development. Compared to the for-profit sector, the nonprofit world is back in the late 1970s and early 1980s, when Japan About the author Paul R. Niven is an author, management consultant, and noted speaker on the subject of the Balanced Scorecard. As both a practitioner and Consultant he has developed successful Balanced Scorecard sys- tems for clients large and small in a wide variety of organizations, including Fortune 1000 companies, public sector agencies, and nonprofit organizations. The second edition of his very popular book “Balanced Scorecard Step by Step: Maximizing Performance and Maintaining Results” was released in September, 2006. The first edition has been translated into over a dozen languages. His two previous books are: “Balanced Scorecard Step by Step for Government and Nonprofit Agencies” released by John Wiley & Sons in June, 2003, and “Balanced Scorecard Diagnostics” which was released in April, 2005. He may be reached at 760.789.2449 or through his website at www.paulniven.com, www.roadmapstrategy.com or www.senalosa.com. Why Nonprofits Need a Balanced Scorecard Article Highlights •Demands for transparency and accountability are impacting non- profit organizations. •Nonprofits must invest in organiza- tional capacity in order to demon- strate results. •The Balanced Scorecard can be easily modified to meet the needs of a nonprofit agency. •Using the Balanced Scorecard allows a nonprofit to demonstrate results, accountability, and attract scarce resources Copyright 2009 © Paul R. Niven was beating up on American businesses…It’s only beginning to understand that if you want good outcomes, you have to invest in building strong organi- zations.” ii Fortunately, a growing number of nonprofit organizations have chosen to implement the Balanced Scorecard, and are discovering a number of benefits resulting from the process. Chief among those is the ability to demonstrate accountability and generate results. This is a vital need, as Rick Pagsibigan of the Philadelphia Red Cross explains: “It used to be that people gave because it felt good, now they give to feel good, and look at their return on investment. To show them the outcomes we first have to measure.”iii That’s where the Balanced Scorecard comes in. To be accountable and demonstrate results you need to accurately measure the true performance of your organization. Simply counting people served or dollars spent won’t cut it in today’s environment. You need to demonstrate advancement on the high-level, mission-based objectives that your constituents are requiring you to provide. The Balanced Scorecard with its focus on mission and strategy, and broad view of performance allows you to do just that. The Balanced Scorecard also allows nonprofits to attract scarce resources, including both funding and employees. Competition for money and tal- ent has never been more de- manding. In the nonprofit sec- tor, the race for donor dollars is increasingly intense. By devel- oping a Balanced Scorecard, reporting progress on achieving your strategic objectives, and proving your efficiency and ef- fectiveness you can ensure the migration of scarce resources to your organization, depart- ment or agency. The Broad Foundation of Los Angeles, Cali- fornia recently awarded a $195,000 grant to Detroit Pub- lic Schools District. Part of the rationale for the behest was the fact that Detroit Public Schools will be using the Balanced Scorecard. The Detroit Public Schools are among the first K- 12 districts to adopt the Bal- anced Scorecard process," said Geri Markley, Executive Direc- tor, Office of Continuous Im- provement. "The Scorecard pro- vides a balanced view of dis- trict-wide performance from four perspectives: students, funders, internal systems, and employees." iv To thrive in the 21st century all organizations, nonprofits in- cluded, must focus relentlessly on the execution of their unique strategies. The Balanced Score- card, embraced by thousands of organizations around the globe has demonstrated the unquestionable ability to do just that. Using the Balanced Scorecard in the Public Sector Execution and the Balanced Scorecard Cost Management and the Balanced Scorecard Why Nonprofits need a BSC continued from page 1 If you liked this article, you might enjoy... “It used to be that people gave because it felt good, now they give to feel good, and look at their return on investment. To show them the outcomes we first have to measure.” Page 2 iChristine W. Letts, William P. Ryan, and Allen Grossman, High Performance Nonprofit Organizations (New York, NY, John Wiley & Sons, 1999). P. 32 iiJohn A. Byrne, “The New Face of Philanthropy,” Business Week, December 2, 2002. pp 82-94. iiiFrom interview with Rick Pagsibigan, September 19, 2002. ivU.S. Newswire, “Detroit Public Schools Awarded Grant by The Broad Foundation,” December 10, 2002. Copyright 2009 © Paul R. Niven International World School STRATEGIC PLAN A central tenet of the Town of Westlake is the belief that communities with the brightest future are those where knowledge is highly valued and its goals and objectives are based on acquiring an education, learning together and imparting knowledge to our future generations. In Westlake’s case, those generations are found in the students attending the Academy now and in the future. In keeping with this philosophy, Westlake Academy is the only municipally owned and operated Charter School in the State of Texas and as such, is the largest operating department of the Town of Westlake. The development of the Strategic Plan is designed to provide the Westlake community, our faculty, students, and parents and our peer schools with the knowledge necessary to understand the direction of the Academy as well as the emphasis the Board of Trustees places in educating our next generation of leaders. The Strategic Plan contains the mission, vision, and values of Westlake Academy as defined by the Academy’s Board/Staff team. The Plan is intended to equip our faculty, parents, students, administration and the Board with a “road map” to pursue the desired outcomes that move the school closer to this vision and ultimately, to the highest level of student success we can attain with the resources provided. Phone: (817) 490-5757 Fax: (817) 490-5758 www.westlakeacademy.org 2600 J. T. Ottinger Road Westlake, Texas 76262 Insert Seal Here Approved: April 5, 2010 Table of Contents Mission/Vision/Values 2 Overview 3 Desired Outcomes 4 Highlights of the Academy 4 High Student Achievement 5 Parent/Comm. Connections 12 Financial Stewardship 16 Student Engagement 20 Effective Educators/Staff 23 2 Governance Structure MISSION / VISION Westlake Academy is governed by a six (6) member Board of Trustees comprised of the Board President and five (5) Trustees. These positions serve a dual role — as both the Academy’s governing board and the Town Council for the Town of Westlake. The Trustees serve two (2) year staggered terms of office and are responsible for the governance of the school, which includes adopting policies related to educational services and programs, approving the annual budget and appointment of members to the Westlake Academy Foundation. The Board also appoints the Chief Executive Officer of the school, who is responsible for the Academy’s daily operations, staff appointment/ management, plant maintenance, and financial administration. In addition, the CEO functions as the Town Manager for the Town of Westlake. VALUES (GUIDING PRIN CIPLES) “Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens.” Academic success through the IB curriculum Student and family oriented environment Being a municipally owned and operated charter school Engaged students with international awareness Community involvement and support Diverse learning experience 3 The strategic plan is the result of many hours of review and discussion with the Board of Trustees, and Westlake Academy Staff, which spanned a year-long process where we gathered information, discussed our long-range goals and developed comprehensive guidelines to ensure student success. The Board met, during a planning retreat, to develop the mission / vision statement and identify the values that were important to the Academy. The plan was then expanded to include five (5) Desired Outcomes which the Staff used to develop Specific Outcomes, Indicators and Activities to accomplish these directives. Strategic Plan Overview Vision / Mission Values (Guiding Principles) Desired Outcomes Specific Outcomes Specific Outcomes are designed to support the five (5) main Desired Outcomes identified as important to the success of the students. Assigned completion dates for each Indicator Activities are actions Staff will complete to achieve the goal set out in the corresponding Indicator Team Leaders are identified to monitor our progress toward the stated goals Indicators are measurable statements/ activities designed to show that Specific Outcomes have been achieved. Specific Outcome = 1.0 Students will be well prepared to matriculate and succeed in college. Short-Range and On-going Goals Team Leader(s): Heads of Section Indicator = 1.1 100% of students are passing classroom exams Estimated Completion Date: On-going Goal Activity = 1.1.1 Continued integration of IB curricula into all daily educational programs Indicators Specific Outcomes are assigned a deadline relative to the time anticipated it will take to complete the task. Short Range = 1 - 2 years Mid-Range = 2 - 3 years Long Range = 3 - 5 years and On-going 4 Description of Desired Outcomes ~ High Student Achievement Develop inquiring, knowledgeable, caring and disciplined young people who use their unique talents to create a better and more peaceful world through intercultural understanding and respect ~ Strong Parent & Community Connections To involve all stakeholders in building a better Westlake Academy community ~Financial Stewardship & Sustainability To ensure sufficient, well-managed resources to support and ad- vance the mission of Westlake Academy ~ Student Engagement – Extracurricular activities To ensure that all athletics, community service and extra-curricular activities are held to the same standard of excellence as the curricula programs to promote well-balanced students ~ Effective Educators & Staff Recruit, develop and retain a core faculty and staff with the personal qualities, skills and expertise to work effectively with the IB inquiry-based, student-centered curricula Westlake Academy is the only school in the state of Texas to provide their students with all three IB programs — Primary Years, Middle Years and the Diploma Program; and one of five schools to offer all three in the United States. Provides numerous extra-curricular opportunities, in addition to the rigorous curriculum, such as athletics, drum line, music, yearbook, Black Cow journalism and newspaper publishing, historian and garden club, student council, science and history competition, Model United Nations, etc. Our first graduating class, 24 students, have received over $1 million dollars in scholarship offers! Rated as “Exemplary” by the Texas Education Agency for three (3) of the last seven (7) years Highlights of Westlake Academy PSAT Statistics for 2008/2009 Critical Reading 9th 10th 11th National Mean 41.6 41.6 46.7 Texas Mean 40.3 40.3 44 Westlake Students 48.9 50.6 56.5 Math 9th 10th 11th National Mean 44 44 48.9 Texas Mean 43.5 43.5 47 Westlake Students 47.2 51.3 59.2 Writing 9th 10th 11th National Mean 41 41 45.8 Texas Mean 40.4 40.4 44.4 Westlake Students 46.5 48.5 54.7 5 Desired Outcome ~ High Student Achievement A central focus of Westlake Academy is to prepare students to achieve a world class education through the use of the IB curriculum and ultimately toward doing well in college. Special attention will be given to providing students with the educational framework needed to help them experience success on their homework assignments and in taking classroom based tests. Both of which can be used as benchmark indicators as to a students performance on the rigorous final IB exams adminis- tered during their senior year of the Diploma Program. Students will receive instruction in foreign language studies, exposure to and application of modern technology in the classrooms, and be given the opportunity to model the IB Learner Profile traits that will assist them in the formation of their critical thinking skills. Profile Traits Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective Staff will focus on providing curriculum and school experiences that will translate into achieving the students goals of entering the college of their choice. Among other tasks, we will provide the students with time management and research study skills which are crucial to college coursework and examine the feasibility of providing on-campus review courses for the SAT and ACT exams along with the implementation of other external assessment tools to gauge the students capabilities in reading, mathematics and problem solving tasks. We will also perform a complete alignment of the IB curriculum across the spectrum of our K-12 facility. This will allow each ‗section‘ of students to better succeed as they progress through their learning experiences. For example, each subject (math, science, etc.) will undergo continuous review to ensure the curriculum and methods being taught in the Primary Years (PYP) will transition into the Middle Years Program (MYP) and so on, into the 11th and 12th grade, known as the Diploma Program (DP). Students who matriculate from Grade 6 (PYP) to Grade 7 (MYP) and from Grade 10 (MYP) to Grade 11 (DP) will be prepared do well in their studies. As parents are an integral component to the achievements of the student, the Board of Trustees, through the use of the Westlake Academy Strategic Plan, have developed specific programs and directives designed to assist new families in their transition into the Academy‘s community along with maintaining multiple lines of communication for our continuing families. Please see the following Specific Outcomes and Indicators associated with High Student Achievement for more information. 6 Desired Outcome ~ High Student Achievement (cont.) Specific Outcome 1.0 Students will be well prepared to matriculate and succeed in college Short-Range and On-going Goals Team Leader(s): Heads of Section 1.1 100% of students are passing classroom exams Estimated Completion Date: On-going Goal 1.1.1 Continued integration of IB curricula into all daily educational programs 1.2 Graduate 100% of our students Estimated Completion Date: On-going Goal 1.3 100% college enrollment for all graduates Estimated Completion Date: On-going Goal 1.3.1 Continued integration of IB curricula into all daily educational programs 1.4 90% will test for two (2) or more subject specific Diploma Program certificates Estimated Completion Date: Spring, 2011 1.5 Students will perform at a level that is within the top 25% (upper quartile) on college entrance exams (ACT, SAT) as compared to: State average Surrounding school districts Comparable IB schools Estimated Completion Date: On-going Goal 1.5.1 Provide onsite testing to increase student access to exams; Research our ability to provide a preparatory SAT, ACT program within Westlake Academy. 1.6 Review the use and interpretation of college skills readiness exams, which are necessary to gauge the student‘s ability to perform at the college level Estimated Completion Date: Fall, 2010 1.6.1 Research the capacity and applicability of alternative programs, such as the College and Work Readiness Assessment (CWRA), for administration during freshman and senior years, to determine the college skills levels for the MYP and DP students 1.6.2 Explore the use of the Program for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS), Trends in International Mathematics and Science Study (TIMSS), iCritical Thinking Certification, etc. as evaluation tools of student progress 1.7 Prepare students to use cutting edge technology flexibly and effectively Estimated Completion Date: On-going Goal 1.7.1 Research the availability/partnership of a technical sponsor 1.7.2 Effectively integrate technology into all IB programs 1.8 Develop time management and research skills study units to further prepare the students to succeed in college level courses Estimated Completion Date: Fall, 2010 7 Desired Outcome ~ High Student Achievement (cont.) Specific Outcome: 2.0 Graduate the maximum number of students with an IB Diploma on an annual basis – On-going Goal Team Leader(s): Diploma Program Coordinator 2.1 80% of graduates achieve the IB Diploma by 2015 2.1.1 Students will achieve at a level that exceeds the national average relative to other IB schools 2.2 90% will test for the complete panel of Diploma Program exams Estimated Completion Date: Spring, 2011 Specific Outcome: 3.0 Students will excel on the TAKS test - On-going Goal Team Leader(s): Heads of Section 3.1 All students will pass the TAKS exams Estimated Completion Date: On-going Goal 3.1.1 Develop parameters to ensure the students are prepared for State mandated exams in a manner that aligns with the IB instruction 3.2 Exceed the number of commended students relative to internal and external assessments Estimated Completion Date: On-going Goal 3.2.1 Benchmark the students commended level relative to neighboring school districts (see also High Student Achievement, 5.1) 3.2.2 Establish regular and uniform progress reports as it relates to individual students on a year to year and by grade level basis (see also, High Student Achievement, 9.8.1) 3.3 Maintain the highest Texas Education Agency rating allowable for public schools Estimated Completion Date: On-going Goal Specific Outcome: 4.0 IB Learner Profile will be integrated throughout the entire spectrum of the Westlake Academy curricula and culture– On-going Goal Team Leader(s): Primary, Middle Years and Diploma Program Coordinators 4.1 Students will view learning as a life-long process and possess the following competencies: The ability to think critically, creatively, and solve problems The ability to collaborate effectively, and lead by influence The ability to think flexibly, deal effectively with change, and use a variety of tools to solve problems The ability to adapt to new and unfamiliar surroundings, take initiative, and trust themselves to be creative The ability to communicate effective and cogently (oral and written form) The ability to access and analyze information The ability to ask focused, purposeful questions 8 Desired Outcome ~ High Student Achievement (cont.) (Specific Outcome 4.0—Integration of IB Learner Profile, cont.) 4.2 Students will act as arbitrators to settle disputes Estimated Completion Date: Spring, 2011 4.2.1 Research the availability and integration of formal arbitration training to allow students the opportunity to develop problem solving strategies and dispute resolution skills 4.3 Students will demonstrate the following facets of international-mindedness: Estimated Completion Date: On-going Goal Knowledge and understanding beyond one‘s own nationality Awareness and understanding of the interdependence among people Awareness and understanding of the independence of people and countries Awareness and understanding of the similarities and differences among people 4.3.1 Students will be provided with a fair and balanced view of issues and events 4.3.2 Curriculum will be presented in a holistic manner, so that both the cognitive and affective domains of learning are stimulated 4.3.3 Promote broad student participation in residential trips 4.4 Explore programs and partnership opportunities to foster international mindedness through the use of cultural/foreign exchange programs, Forgotten Diamonds, sister cities, etc. Estimated Completion Date: Fall, 2011 Specific Outcome: 5.0 Westlake Academy’s IB curricula and assessment methods are a product of continuous review – On-going Goal Team Leader(s): Administrative Services Coordinator; Primary, Middle Years and Diploma Program Coordinators 5.1 Westlake Academy in top performing 5% of the following (for all grades): Estimated Completion Date: Fall, 2011 Texas Charter schools Texas public schools Benchmark schools 5.1.1 Use TAKS and additional criteria, such as, SAT, PSAT, Stanford testing, etc. to determine comparable exam scores, applicable data sets and proper comparisons to benchmark our outcomes against other schools (see also, High Student Achievement, 3.2.1) 5.1.2 Review the use of the ‗building evidence‘ component of the IB to assist the Staff in identifying the appropriate measures and methods to accurately compare our IB success with other schools 5.2 Develop methods to review the curriculum and create alignment with TEKS and between the Primary Years, Middle Years, and Diploma programs Estimated Completion Date: Fall, 2010 9 Desired Outcome ~ High Student Achievement (cont.) (Specific Outcome 5.0– Review of IB curricula/assessments, cont.) 5.2.1 Identify subject or activity specific programs (Mathematics, Science, Athletics, Spanish, English, etc.) to be reviewed annually, each spring and fall, for continuous improvement and internal evaluations 5.2.2 Create task force for curriculum recommendations on expansion and/or improvements to cur- rent course offerings (examples: additional foreign language, choir, media arts program, etc.) Specific Outcome: 6.0 Create a list of benchmark schools for educational comparison and explore the formation of a consortium group to foster professional collaboration and methods review - Short-Range Goal Team Leader(s): Administrative Services Coordinator Specific Outcome: 7.0 Work with Council, stakeholders, teachers, and staff to foster a discussion and generate a definition of ―What makes an excellent school?‖ – Short- Range Goal Team Leader(s): Chief Executive Officer and Heads of Section (see also Effective Educators and Staff, 5.1) Specific Outcome: 8.0 Students will possess a working proficiency in a second language – Short/Mid-Range and On-going Goals Team Leader(s): Diploma Program Spanish Teacher 8.1 Develop a formalized process to gauge the proficiency levels and gather a teacher based assessment for each student at the beginning of each school year – (PYP, MYP and DP) Estimated Completion Date: Summer, 2010 8.2 Students matriculating in grades 6 and 10 meet identified grade level standards for second language proficiency Estimated Completion Date: Spring, 2011 8.3 Graduates will demonstrate the following: Know how to communicate effectively in a number of situations and within the culture where the language is spoken Communicate clearly and effectively in a range of situations; understand and accurately use oral and written forms of the language Express ideas with clarity and fluency while understanding the vocabulary and common usage Possess the ability to understand and respond appropriately to the written and spoken material of average difficulty Estimated Completion Date: On-going Goal 8.4 Explore the feasibility of a full-time Spanish teacher for the primary grades Estimated Completion Date: Spring, 2011 8.5 Review the establishment of sister-school relationship for a Spanish immersion experience. Estimated Completion Date: Fall, 2012 10 Desired Outcome ~ High Student Achievement (cont.) Specific Outcome: 9.0 Parents will be encouraged to participate in the educational process to support students in their studies – Short/Mid-Range and On-going Goals Team Leader(s): Primary, Middle Years, and Diploma Program Coordinators 9.1 Develop methods to achieve 100% attendance rate for new parents at parent/teacher meetings Estimated Completion Date: Summer, 2011 9.2 Create an educational development process for parents to simulate the student‘s IB learning environment and increase their understanding of the curricula Estimated Completion Date: Spring, 2012 9.3 Provide parents with information from the IB action kits to further communications, explain curriculum and answer related questions Estimated Completion Date: Summer, 2010 9.4 Draft parent commitment agreement, which will explain the homework requirements, IB philosophy and learner profile, along with information relative to each program that will augment the parents understanding of IB and identify the comprehensive structure of the Westlake Academy learning environment Estimated Completion Date: Summer, 2010 9.4.1 Provide parenting resources, strategies and focus emails from Staff 9.5 Conduct mandatory new parent meetings to review the parent commitment agreement, and other items specific to Westlake Academy to thoroughly identify the topics and focus items necessary for their children to succeed Estimated Completion Date: On-going 9.5.1 Open meetings to interested parents on the waiting list 9.6 Develop transitional meetings for those students and parents completing one program and moving into another (PYP to MYP/MYP to DP) Estimated Completion Date: Summer, 2011 9.7 Identify and provide volunteer opportunities to involve parents/grandparents in the educational process Estimated Completion Date: On-going 9.7.1 Streamline the volunteer application process to reduce the clearance time; research the use of an online application form 9.7.2 Develop process to track the number of volunteer hours and benchmark with other schools and utilize the data in relative grant opportunities 9.7.3 Examine the feasibility of implementing a full-time volunteer coordinator position 9.8 Create content mechanism for quick parent access to their child‘s academic progress in all subjects Estimated Completion Date: Summer, 2010 9.8.1 Establish standard procedures, timelines and content for all faculty for placement of student grades, assignments, course syllabi, etc. in an online access point for constant parent engagement of child‘s academic progress on a real time basis (see also, High Student Achievement, 3.2.2) 11 Desired Outcome ~ High Student Achievement (cont.) Specific Outcome: 10.0 Consistently review the Staff to student ratio to determine reasonable levels of the number of students per class – On-going Goal Team Leader(s): Administrative Services Coordinator 10.1 Heads of Section to perform analysis on an annual basis, during the budget process, and report the information to the CEO Estimated Completion Date: On-going Goal 12 Desired Outcome ~ Strong Parent & Community Connections The involvement of the entire Westlake Academy community is important to the achievements of the school and the students. Our group of stakeholders include a wide range of different types of individuals and contributors who work in tandem with our educators and Staff on a daily basis. These range from the families of our children, residents of Westlake, corporate businesses who support our efforts, and educational allies, such as various philanthropic foundations. All of whom help to create the unique environment you and your student will find at the Academy. Staff will focus on strengthening our ties within the Westlake community, with neighboring school districts, philanthropic organizations and benchmark schools, through multiple avenues, such as the use of the Academy‘s school newspaper, The Black Cow, the development of internship programs with local businesses, collaborative efforts for regional training and forming relationships with education oriented non-profit organizations. The goal of this Desired Outcome is to further inform our residents and families of the current topics of interest to the students with the journalistic reflections and articles found in their news articles along with allowing students the opportunity to explore aspects of the corporate world by working closely with industry leaders. In addition, a parent survey will be presented to the Board for approval on an annual or biyearly basis to promote the formal exchange of information with our parents. This will allow each family with children in the school to express their opinion on a range of topics which are important to the direction of the school and our overall success. Please see the following Specific Outcomes and Indicators associated with Strong Parent Commitment for more information. 13 Desired Outcome ~ Strong Parent & Community Connections, (cont.) Specific Outcome: 1.0 Westlake Academy will work in tandem with the Town to foster community ties – Mid-Range and On-going Goals Team Leader(s): Administrative Services Coordinator 1.1. Distribute the Black Cow newspaper to all households in the Westlake Academy community and Westlake residents Estimated Completion Date: On-going Goal 1.1.1 Open Black Cow subscription to parents on the waiting list 1.2 Research the development of a newsletter to be distributed to businesses and other concerned parties in the community Estimated Completion Date: Spring, 2012 1.2.1 Work with the Director of the Westlake Academy Foundation to determine the level of interest and appropriate subject matter of the newsletter 1.3 Investigate the development of a community education program (Spanish courses, partnerships with local colleges, recycling and composting classes, arts/ceramics) Estimated Completion Date: Spring, 2011 1.3.1 Perform a survey to determine the types of courses according to community feedback 1.3.2 Contact the local colleges and discuss partnerships for on-site credit courses as a satellite campus 1.4 Work with Town Staff to develop an internship program for Diploma Program students in the local business community Estimated Completion Date: Spring, 2010 1.4.1 Include the use of job-shadowing on a week-by-week — one-time occurrence and/or long term opportunity Specific Outcome: 2.0 Maintain multiple avenues of communication between the school and Westlake Academy stakeholders and develop a communication plan which contains at a minimum: Team Leader(s): Heads of Section; Administrative Services Coordinator – Short-Range and On-going Goals 2.1 Conduct the parent survey on an annual, or bi-yearly, basis to assist the Staff in their educational efforts; identify areas in need of improvement and promote feedback opportunities for parents Estimated Completion Date: On-going Goal 2.2 Review the current web site and re-design as needed to increase flexibility and user-friendly aspects of navigation/information Estimated Completion Date: Spring, 2011 2.2.1 Expand Parent survey questions to include additional feedback on web site configuration and usage trends 14 Desired Outcome ~ Strong Parent & Community Connections, (cont.) (Specific Outcome—2.0, Stakeholder Communication, cont.) 2.2.2 Compare CMS platforms to streamline the updating procedures for the web site 2.3 Increase the use of technology and outreach measures to foster transparency and involve the Academy community Estimated Completion Date: On-going Goal 2.3.1 Develop affiliate access to the web site to provide the House of Commons, Westlake Academy Athletic Club, Black Cow, etc. with the ability to link their home page to the school 2.3.2 Draft parameters for posting content to the web site to ensure consistent delivery of information to parents/students 2.3.3 Publish and maintain grade level web sites and the Academy web site 2.3.4 Research the implementation of online accessible grading systems to inform parents of student progress 2.3.5 Research the Town‘s sign ordinance to determine the feasibility of the construction of an informational sign to be placed on J. T. Ottinger Road in order to post events and announcements to the school community and Westlake residents 2.4 Develop and update a community events link through the web site Estimated Completion Date: Fall, 2010 2.4.1 Add community events link to include major events such as Arbor Days, Monster Mash, Tree Lighting Ceremony, Decoration Day, etc. 2.5 Formalize procedures through the CEO‘s office to gather feedback from parents and students who withdraw from the Academy and use for continuous improvement Estimated Completion Date: Fall, 2010 Specific Outcome: 3.0 Ensure a smooth transition of new students into Westlake Academy Team Leader(s): Heads of Section; Primary, Middle Years, and DP Coordinators, Primary and Secondary Counselors – Short-term and On-going Goals 3.1 Develop peer mentors for new students and families Estimated Completion Date: Summer, 2010 3.1.1 Encourage House of Commons to assist Staff in the development of the peer mentors for families 3.1.2 Utilize the student ambassadors to assist new students with their transition in the West- lake Academy community 3.1.3 Sponsor a mandatory orientation program for new students 3.1.4 Establish annual introductory meetings with DP Coordinator and Secondary Counselor to answer questions and concerns of the student as it relates to the DP Program 15 Desired Outcome ~ Strong Parent & Community Connections, (cont.) Specific Outcome: 4.0 Continue to establish local business support to promote the Academy and community events Team Leader(s): Administrative Coordinator – Mid-Range and On-going Goals 4.1 Increase corporate community participation in events and activities Estimated Completion Date: Summer, 2012 4.1.1 Host Westlake Academy night at fast food restaurants to promote fundraising (allow for a portion of sales to return to the school and/or wear spirit wear to receive discount); work with HOC, specific class grades to develop opportunities 4.1.2 Host movie nights, etc. with corporate sponsors to build ‗community‘ within the school and Town 4.1.3 Corporate student events – work with business community to sponsor a ‗teaching‘ event/night (i.e. Fidelity could speak on saving/investing at an early age, discussions regarding the types of students businesses would like to employ and/or utilize as in- terns) 4.1.4 Discuss the posting of athletic jerseys, photos of athletes, sports statistics, etc. in local restaurants or businesses Specific Outcome: 5.0 Foster ties with organizations which will assist Westlake Academy in achieving their goals - such as, other schools and philanthropic groups (Hudson Foundation and neighboring ISD’s, etc.) – Short-Range Goal Team Leader(s): Chief Executive Officer, Heads of Section and Administrative Coordinator 16 Desired Outcome ~ Financial Stewardship and Sustainability Westlake Academy is in a unique situation being an open- enrollment charter school. Funds for our daily operations are supplied largely through State of Texas public education funds, as well as the Town of Westlake funding. These two funding sources are supplemented by private donations. These important donations are raised primarily through the annual Blacksmith Campaign, which is coordinated and conducted by the Westlake Academy Foundation. Town of Westlake funding, through the municipal budgeting proc- ess, remits payments for the debt service on all bonds issued to build and/or expand the Academy. Cross-organizational support is pro- vided through the combining of departmental resources from the Town departments, which include finance, human resources/ administrative, technology, and facilities maintenance, etc., for the needs of the Academy Staff. Financial stability and the procurement of funds to meet the needs of our current and future students is a priority for the Academy. The school is an open-enrollment charter school that is owned and operated by the Town of Westlake, and as such, is the largest operating department of the Town. A guiding philosophy of the operational practices of the Academy is shown through the use of these types of resource sharing opportunities that avail themselves when a school is owned and operated by a municipality. Since a significant portion of the Town‘s municipal budget is allocated to the support and success of the student‘s at the Academy, the Town Council/Board of Trustees and the Staff consistently strive to identify and implement cost saving measures which will increase our capacity to serve our students while being good stewards of the financial resources of the Town. The organizational structure which allows the Town Council members to also serve on the Board of Trustees, further displays the commitment to the success of the school found within the Westlake community. The board members are able to gain a broad perspective on the challenges and opportunities facing both the Town as a whole, including the school, while providing consistent and proactive governance policies to guide the Staff. The budget is approved on an annual basis by the Town Council/ Board of Trustees. The board then works closely with the Westlake Academy Foundation including the appointment of members to the Foundations‘ Board of Directors. The Town Council/Board members also appoint the executive leadership through the Town Manager/ Chief Executive Officer position. This person oversees and appoints the Westlake Academy Leadership Team, the Academy‘s daily operations, and manages the financial components of the school. In addition, the Town Manager/CEO, and Academy Leadership Team, work together in supporting the Board‘s policy initiatives, including the Strategic Plan, as well as making recommendations to the Board relative to pol- icy options and IB academic program choices. The Staff will continue to look for ways to implement cost savings measures to maximize our financial return on the money entrusted to us for the student‘s education. This will include looking for opportunities to partner with the Westlake Academy Foundation to sponsor fundraising events and working with other philanthropic groups who would like to be a part of the success of Westlake Academy. Please see the following Specific Outcomes and Indicators associated with Financial Stewardship and Sustainability for more information. 17 Desired Outcome ~ Financial Stewardship and Sustainability Specific Outcomes: 1.0 Westlake Academy will work with the Town staff to provide cost effective services to the students and stakeholders Team Leader(s): Administrative Services Coordinator - On-going Goals 1.1 Operate within budget allocation on an annual basis Estimated Completion Date: On-going Goal 1.1.1 Provide quarterly reports to the Board of Trustees 1.1.2 Staff will remit receipts and deposits to the Finance Department in a timely manner (at least once a week) 1.1.3 Staff will handle monetary transactions in a manner consistent with the Town‘s approved financial practices policy 1.2 All purchases will be negotiated and/or researched to ensure the best and lowest possible bid/ price for the Academy Estimated Completion Date: On-going Goal 1.2.1 Heads of Section and Administrative Coordinator will collaborate to identify the best/ appropriate vendor for school related expenditures Specific Outcome: 2.0 Westlake Academy Staff and students will work with the Town and community to maximize the efficient use of utilities and procurement of school resources – Short-Range Goal Team Leader(s): Administrative Services Coordinator; Facilities and Recreation Director; Technology Coordinator 2.1 Reduce utility costs by 10% within 18-months and explore recycling opportunities Estimated Completion Date: Summer, 2011 2.1.1 Promote the conservation of electricity, control the usage of water to non-peak hours and work with the Facilities Director to install rain control sensors for watering 2.1.2 Reduce the use of printers/copiers to lower costs; research ‗printing on demand‘ technology similar to college systems (possible electronic submission of assignments) 2.1.3 Recommend new technology to reduce the need to print/copy items (Smart Boards, etc.) 2.1.4 Work with Public Works and Facilities Director to expand recycling opportunities on campus (computers, paper, etc.) and to involve community in those efforts Specific Outcomes: 3.0 Compensation packages for the educators and Staff will be regularly reviewed to remain competitive with surrounding school districts Team Leader(s): Director of Administrative Services – On-going Goal 3.1 Goals will be set to maintain teacher compensation at a competitive level as compared with surrounding school districts Estimated Completion Date: On-going Goal 18 Desired Outcome ~ Financial Stewardship and Sustainability (cont.) (Specific Outcome 3.0—Compensation Packages, cont.) 3.1.1 Human Resources Director to perform analysis on an annual basis and prepare a report for the CEO 3.1.2 Study options and feasibility of compensation systems that reward teacher effectiveness relative to student achievement Specific Outcome: 4.0 Staff will support and assist the Westlake Academy Foundation in fundraising and grant opportunities Team Leader(s): Heads of Section – Mid-Range and On-going Goals 4.1 Staff will participate in Gallery Night and other fundraising events Estimated Completion Date: On-going Goal 4.1.1 Art teachers will serve in an advisory capacity to the Director of the Foundation to promote and recruit parents/students to submit art work for Gallery Night 4.2 Conduct annual joint goal setting meetings with the Foundation and Staff Estimated Completion Date: On-going Goal 4.3 Create Staff task force to work with the Foundation Director to pursue grant opportunities (see Financial Stewardship and Sustainability, 6.2.1) Estimated Completion Date: Spring, 2012 4.4 Work with the Foundation to develop expansion opportunities to increase the number of students who are provided access to the IB programs Estimated Completion Date: Spring, 2013 4.5 Begin the implementation of an alumni program for the Academy Estimated Completion Date: Fall, 2010 Specific Outcome: 5.0 Increase the growth of resources Team Leader(s): Chief Executive Officer; Heads of Section – Short/Mid-Range and On-going Goals 5.1 Strive to reach participation rate of 90% of parents in the Blacksmith Apprentice program to maximize parent participation and support the efforts of the Academy Estimated Completion Date: On-Going Goal 5.1.1 Conduct informational sessions to explain the importance of the Blacksmith program and answer questions regarding the donations 5.1.2 Staff to establish meetings with the Foundation to discuss and identify additional avenues to promote the Blacksmith Program at school events; discuss ways to increase the parents understanding of the linkage of their donations and the actual use in the classroom 5.1.3 Work with the Foundation to prepare and distribute flyers and email notifications to kick-off the campaign drive and follow-up with parents to increase participation rates 19 Desired Outcome ~ Financial Stewardship and Sustainability (cont.) Specific Outcome: 6.0 Constant study, analysis, and emphasis on effective use of all financial resources to attain long term financial stability Team Leader(s): Chief Executive Officer 6.1 Continued progress each fiscal year to improve Westlake Academy‘s operational efficiencies and move closer to fully covering the following; a.) all operating costs and b.) improved coverage of direct/indirect costs in the municipal budget other than debt service Estimated Completion Date: Spring, 2010 6.2 Heads of Section/WALT team to work in tandem with CEO to review the financial requirements and funding options for the school Estimated Completion Date: Spring, 2011 6.2.1 Benchmark the finances of Westlake Academy relative to other comparable IB and Charter schools for both operational and debt service expenditures 6.2.2 Research grant opportunities to augment revenue sources (see Financial Stewardship and Sustainability, 4.3) 6.3 Perform regular reviews of the financial policies associated with the Academy Estimated Completion Date: On-going 20 Desired Outcome ~ Student Engagement Student engagement is an integral component of the Academy‘s cornerstone, the International Baccalaureate (IB) curriculum. The IB curriculum rests on a learning philosophy that emphasizes an individualized, inquiry based platform tailored to a child‘s learning strengths and can be seen in the profile traits which are woven into the curriculum of the school. Students are encouraged to display the following behaviors in their school work and extra-curricular activities, which are found in the IB Learner Profile: Inquirers Open-minded Knowledgeable Caring Thinkers Risk-takers Communicators Balanced Principled Reflective Leadership and community engagement opportunities are provided at Westlake Academy through various service requirements used to benefit local charities/non-profit based groups. We also use student-based groups, athletics and are researching the addition of summer educational opportunities to foster student engagement. The Academy has implemented a ―House‖ system where each student and faculty member is assigned to a House for the length of their tenure at the school. Each House was named after individuals who represent the qualities important to our mission statement. The system fosters school and team spirit, along with a sense of community through inter-campus competition and service based projects to help those in need. The Strategic Plan contains initiatives to promote and provide the necessary support for the House system to thrive and increase student participation. Students are also engaged through the use of many extra-curricular opportunities such as, music programs, book and chess clubs, drum line, junior historians, Rotary Interact Club, Future Business Leaders, drama club, dancing clubs, etiquette classes, etc. The goal is to support the IB through these opportunities, which allow the students to be well-rounded individuals with varying interests that can be explored and nurtured in a wide range of student groups. Athletic programs are also important to the school and allow the children to explore their natural talents through competitive sports and active exercise-based participation. We offer several options when it comes to team choice — including, volleyball, soccer, cross-country, six (6) man football, basketball, softball and baseball, to name a few. Many sports are offered for both a boys and girls team, with our soccer teams fielding a co-ed mix of students. Competition is balanced with the educational requirements of the Academy and many of our teams have been successful enough to either advance to or win the Texas Christian Athletes Fellowship state championships in their respective sports. Please see the following Specific Outcomes and Indicators associated with Student Engagement for more information. 21 Desired Outcome ~ Student Engagement (cont.) Specific Outcome: 1.0 Westlake Academy Staff will promote school-wide leadership, athletic, community service and extra-curricular opportunities for students Team Leader(s): Primary, Middle Years, and DP Coordinators; Athletic Director – Short-Term and On-going Goals 1.1 Promote and develop community service opportunities to ensure that all students, K-12, complete the necessary service hours Estimated Completion Date: Fall, 2011 1.1.1 Establish online activities calendars, which allow for the coordination of extra-curricular, athletic, and community service activities 1.1.2 Staff will continually review community service guidelines to prepare Primary and Middle Years students to meet the demands of the CAS requirements in the DP program 1.2 Include or expand wording in the Parent Survey to establish a benchmark approval rating for the athletic sports and extra-curricular programs Estimated Completion Date: Spring, 2011 1.2.1 Administer annual student survey to gauge approval rating and suggestions to the sports and extra-curricular events offered at the Academy 1.2.2 Staff will support and collaborate with the Westlake Academy Athletics Club 1.3 Provide diverse opportunities for non-athletic based extra-curricular programs Estimated Completion Date: Fall, 2011 1.3.1 Identify and pursue Staff sponsors for science, debate, Odyssey of the Mind, etc. 1.4 Research and if feasible, implement UIL participation in academic events for students Estimated Completion Date: Fall, 2010 1.5 Develop department based strategic plan for athletic program to identify main goals and objectives to support and serve the student athletes Estimated Completion Date: Fall, 2010 1.6 Examine the current athletic conference and compare with alternative groups, such as the University Interscholastic League (UIL), Texas Association of Private and Parochial Schools (TAPPS), for alternative sports opportunities and a broader base of competition schools Estimated Completion Date: Fall, 2010 Specific Outcome: 2.0 Prepare an annual student based survey (current and alumni) to cover topics relative to their experiences at Westlake Academy, satisfaction levels with athletics and extra-curricular pro- grams, curriculum feedback, etc. Team Leader(s): Administrative Services Coordinator; Heads of Section – On-Going Goal 22 Desired Outcome ~ Student Engagement (cont.) Specific Outcome: 3.0 Staff will promote and support the House system Team Leader(s): House Coordinator – Mid-Range Goal 3.1 Work with the House coordinator to identify House leadership opportunities and establish regular participation in major events Estimated Completion Date: Fall, 2012 3.2 School sponsored service activities to work through the House system to increase participation Estimated Completion Date: Fall, 2012 Specific Outcome: 4.0 Westlake Academy will sponsor summer programs for educational advancement Team Leader(s): Middle Years, Diploma Program Coordinator and Secondary Counselor – Mid- Range Goal 4.1 Finalize discussions as to the need and offering of summer school programs for Secondary classes Estimated Completion Date: Spring, 2010 4.2 Research the ability of summer programs of surrounding businesses, such as the Solana Club and other school districts, to expand activities into offerings for Academy students Estimated Completion Date: Spring,2011 Specific Outcome: 5.0 Students will be recognized for achievements Team Leader(s): Heads of Section – On-Going Goals 5.1 Staff will recognize students within the Westlake Academy community Estimated Completion Date: On-going Goals 5.1.1 Recognition to occur at commendation ceremonies; announcements at flag and where applicable, through signs posted around the school, in newsletters, and/or Black Cow, etc. 5.2 Students will receive recognition in local newspapers for educational, service and/or athletic achievements, etc. Estimated Completion Date: On-going Goals 5.2.1 Athletic Director will notify publication entities of sports scores and outstanding student successes 5.2.2 Staff will provide press releases to publications for notable accomplishments in academics or service related activities 23 Desired Outcome ~ Effective Educators and Staff Effective student education cannot and will not occur at Westlake Academy without effective educators and staff. This is a given, and for that reason, this desired outcome has been developed and identified as an important Specific Outcome in the Strategic Plan. Recruitment, development, and retention of faculty and staff are the areas of highest dollar investment by Westlake Academy. Investment in this valuable resource, our employees, yields results in the classroom as the correlation between high student achievement and effective teachers is indisputable. To that end, resources will continue to be marshaled through a variety of initiatives identified in this Plan, all of which, are intended to pursue continuous learning opportunities for Academy faculty and staff. Emphasis will be maintained on providing, but also increasing, IB training to all our teachers with the goal of all faculty having the highest level of IB training available. Other staff learning opportunities will be developed, featured and explored, including but not limited to, collaborative efforts with area schools to bring nationally and regionally known educational trainers and speakers to the Academy. This will assist in the creation of an environment that nurtures an organizational culture of continuous improvement for our teachers and furthers their professional development. The Strategic Plan identifies the need to map out the Academy‘s future campus facility needs so that we can anticipate the types of facilities our teachers need to be effective in the classroom. A multi-year technology plan is slated to be developed through this Desired Outcome to coordinate the further implementation of technology to maximize teacher effectiveness with our students. Development of Westlake Academy as an ―employer of choice‖ will also emphasize strong teacher recruitment initiatives to hire teachers who are passionate about what they do and seek to inspire their students to have a passion for learning. Teacher development and retention will include a variety of mentoring and coaching programs that involve the teacher assessing and critiquing their own performance to take it to the ―next level‖ with the facilitation of a performance coach. Finally, a variety of means identified in this Plan will be used to promote an organizational culture that values and fosters leadership and collaboration among teachers across curricula. Please see the following Specific Outcomes and Indicators associated with Effective Educators and Staff for more information. 24 Desired Outcome ~ Effective Educators and Staff, (cont.) Specific Outcome: 1.0 Educators and Staff will attend professional development training opportunities Team Leader(s): Heads of Section; Primary, Middle Years, and Diploma Coordinators – Short/ Mid-Range and On-going Goals 1.1 Develop an organizational culture and framework for professional development Estimated Completion Date: On-going Goals 1.1.1 Heads of Section to work with Staff to identify the type/frequency of training opportunities 1.1.2 Maintain imbedded professional development within the IB for Staff 1.1.3 Conduct public speaking training, teamwork and leadership development for Staff 1.1.4 Examine the feasibility of developing an in-house professional development coordinator position 1.2 Examine the implementation of a teacher focused professional development program such as the National Board for Professional Teaching Standards (NBPTS) Estimated Completion Date: Summer, 2010 1.2.1 Prepare a report for the Board of Trustees outlining the benefits and professional development advantages of the program 1.3 Secure funding for the leadership team to participate in the Change Leadership Group training, or similar programs, which focuses on educational leadership and mentoring of teachers Estimated Completion Date: Spring, 2011 1.4 Staff will provide reports on workshops and professional development meetings Estimated Completion Date: Spring, 2011 1.4.1 Develop a workshop summary form to describe experiences and record materials and contacts from workshops; Organize to provide reference for all teachers 1.4.2 Implement effective teaching strategies acquired from attending professional development training sessions 1.4.3 Prepare presentations to the Board of Trustees, on an as needed basis, outlining the benefits and training received at professional development courses 1.5 Research the hosting of professional development courses with surrounding schools and local businesses Estimated Completion Date: Summer, 2013 1.5.1 Contact schools to determine interest and opportunities for training 1.5.2 Prepare report and submit to Head(s) of Section/CEO/BOT by Fall of 2010 25 Desired Outcome ~ Effective Educators and Staff, (cont.) Specific Outcome: 2.0 Staff will conduct on-site visits with IB officials for evaluation purposes and perform periodic review of the Academy’s Charter document Team Leader(s): Heads of Section – On-going Goals 2.1 Conduct consistent review of the Academy Charter along with appropriate recommendations to the Board as to necessary procedural changes and amendments Estimated Completion Date: On-going Goals 2.2 Staff will work with administration to complete preparatory activities and official on-site visits for IB evaluation and Charter renewal applications Estimated Completion Date: On-going Goals Specific Outcome: 3.0 Promote an environment and culture which fosters leadership and collaboration across K-12 faculty Team Leader(s): Heads of Section – Short-Range and On-Going Goals 3.1 Hold monthly whole staff/faculty meetings and ‗as needed‘ section meetings to promote staff development Estimated Completion Date: On-going Goal 3.2 Incorporate the Strategic Plan of Westlake Academy into staff meetings and staff participation activities Estimated Completion Date: On-going Goal 3.3 Integrate the mission, vision and value statements of the Academy into documents and staff communications; post the information in various school locations Estimated Completion Date: Fall, 2010 3.4 Conduct Westlake Academy Leadership Team meetings on a regular basis Estimated Completion Date: On-going Goal 3.5 Implement the use of video sessions to provide feedback on meeting structure and avenues for improvement of leadership team and presenters of information to faculty Estimated Completion Date: Summer, 2011 3.6 Research the use of a teacher survey to facilitate communication with the Board and Leadership Team of the Academy. Estimated Completion Date: Fall, 2012 Specific Outcome: 4.0 Draft long-range facility master plan and integrate with the capital improvement plan (CIP) for the Town of Westlake Team Leader(s): Chief Executive Officer; Facilities and Recreation Director – Short-Range Goal 4.1 Work with the Leadership Team to establish a viable facility planning and review process Estimated Completion Date: Spring, 2011 4.2 Draft facility master plan (FMP) scope with the Board and receive direction Estimated Completion Date: Fall, 2011 4.3 Integrate with the CIP for the Town Estimated Completion Date: Fall, 2011 26 Desired Outcome ~ Effective Educators and Staff, (cont.) Specific Outcome: 5.0 WA will recruit, develop, and retain effective and highly qualified teachers , staff and management Team Leader(s): Chief Executive Officer and Heads of Section – Short-Range and On-going Goal 5.1 Develop a specific profile and definition of the traits, abilities, skills, and competencies, which define an ―effective, highly qualified and accomplished teacher, support staff (non-teaching) position, and Head of Section (principal) position‖ (see also, High Student Achievement, 7.0) Estimated Completion Date: Fall, 2010 5.1.1 Incorporate the profile into the annual review process for Staff 5.2 Create teaching teams to support and review in-class presentations and teaching methods Estimated Completion Date: Spring, 2012 5.2.1 Video tape four (4) classroom sessions for each teacher, on an annual basis, to create a method for coaching Staff 5.3 Review the use of ‗Fund 100‘ for teacher and staff development opportunities (teacher grants, professional development, legacy teachers) Estimated Completion Date: Spring, 2011 5.4 All teachers will receive IB training, as well as Staff and administrators becoming conversant in all state requirements Estimated Completion Date: On-going Goal 5.5 Perform exit interviews with all teachers/staff to determine reasons for leaving and possible improvements Estimated Completion Date: Fall, 2010 5.5.1 Closely monitor and track reasons for voluntary contract refusal Specific Outcome: 6.0 Develop a multi-year technology plan for the Academy Team Leader(s): Director of Administrative Services – Mid-Range Goal Specific Outcome: 7.0 Structure, systems, and protocols that address academic and administrative needs will be implemented and communicated to Staff Team Leader(s): Administrative Coordinator – Mid-Range Goal 7.1 Compile a list of all internal processes (e.g. field trip procedures, check requests, attendance, expense accounts, etc.) and place in a single manual for teachers/staff Estimated Completion Date: Summer, 2012 7.2 Codify all procedures and protocols for the school and make the accessible to faculty and staff Estimated Completion Date: Summer, 2012 7.2.1 Compile a list of all reports required for IB, state and federal authorities and put into place procedures to ensure full compliance Page 1 of 2 Memo Westlake Academy To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Superintendent Subject: Meeting of February 7, 2011 Date: February 1, 2011 Wkshp Discussion of Next State Bienium Budget on Westlake Academy FY 11-12 and FY 12-13 ITEM Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens. WESTLAKE ACADEMY MISSION/ VISION STATEMENT High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff Academic Achievement WESTLAKE ACADEMY VALUES PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND (including policy implications and options): The Texas Legislature is in session and, this session has the potential of having dramatic negative impacts on public education throughout our entire state, including Westlake Academy. Due to the economic downturn, the State’s revenue forecast has been reduced, in turn making less funding is available in the next 2 year State budget. The State’s Proposed Budget for 2012- 13 has been released. It proposes funding reductions in all areas, including public education. As a public charter school, Westlake Academy receives public education funding from the State. This public education funding comprises 80% of our operating revenue for the current school year. Any reduction in Academy at its current level. We recently received a recommendation from the Texas Charter Schools Association (TCSA) to their membership that schools adopt a Page 2 of 2 contingency plan for an estimated 15% decrease in State funding since no final State budget has been established. The Legislature’s budget deliberations may even require a Special Session before they adopt a budget. At this point we do not know when the Legislature will adopt their 2012-13 budget. If we were to do what TCSA recommends, it would mean we would have $562,000 less annual revenue to fund the Academy in the 2011-12 school year. To say that level of funding reduction would be difficult to absorb would be a huge understatement. Keep in mind that since the State budget covers a biennium, these funding reductions would be with us for the next 2 fiscal years. FUNDING Staff has begun to identify options related to this situation so we can deal with this proactively, and will present them at the work shop for Board discussion and feedback. RECOMMENDATION ATTACHMENTS None : REPORTS Reports are prepared for informational purposes and will be accepted as presented. There will be no separate discussion unless a Council Member requests that report be removed and considered separately. a. Sir Ken Robinson Creativity and Innovation in Education Presentation at Westlake Academy. b. Summary of Part 2 of Main Conclusions to MYP Self-study. Westlake Academy Item # 4 – Reports Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: February 7, 2011 Staff Contact: Jamie Schmitz Report Subject: Sir Ken Robinson Creativity and Innovation in Education Presentation at Westlake Academy Westlake Academy, in collaboration with the Westlake Academy Foundation, will be hosting a cutting edge in-service opportunity, featuring world-renowned creativity expert, Sir Ken Robinson, for our faculty and community on Wednesday, March 2 EXECUTIVE SUMMARY nd , 2011 from 6-8 p.m. The attached report describes what this high profile speaker promises to bring us when they visit and how it compliments our IB curriculum and learner profile emphasis. High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff Funded Not Funded N/A FISCAL IMPACT No action required, report presented for Board information and review. RECOMMENDATION / ACTION REQUESTED/ OPTIONS Report on upcoming visit by Sir Ken Robinson. ATTACHMENTS 1/21/11 SIR KEN ROBINSON CREATIVITY AND INNOVATION IN EDUCATION REPORT Westlake Academy, in collaboration with the Westlake Academy Foundation, will be hosting a cutting edge in-service opportunity, featuring world-renowned creativity expert, Sir Ken Robinson, for our faculty and community on Wednesday, March 2nd Sir Ken Robinson, PhD is an internationally recognized leader in the development of creativity, innovation, human potential and the people side of organizations. He is also one of the world’s leading speakers on these topics, with a profound impact on audiences everywhere. The video of his famous 2006 talk to the prestigious TED Conference has been downloaded more than 5 million times and has been seen by an estimated 200 million people in over 150 countries. It’s currently listed on the TED website as the most “favorited” video of all-time. , 2011 from 6-8 p.m. He works with governments in Europe, Asia and the USA, with international agencies, Fortune 500 companies and some of the world’s leading cultural organizations. In 1998, he led a national commission on creativity, education and the economy for the UK Government. All Our Futures: Creativity, Culture and Education (The Robinson Report) was published to wide acclaim in 1999. He was the central figure in developing a strategy for creative and economic development as part of the Peace Process in Northern Ireland, working with the ministers for training, education enterprise and culture. The resulting blueprint for change, Unlocking Creativity, was adopted by politicians of all parties and by business, education and cultural leaders across the Province. He was one of four international advisors to the Singapore Government for its strategy to become the creative hub of South East Asia. Sir Ken Robinson focuses on the development of ‘creative education’, pertaining to forms of education that develop people’s capacities for original ideas and action, and ‘cultural education’, pertaining to forms of education that enable students to engage positively with the growing complexity and diversity of social values and ways of life. There are important relationships between creative and cultural education, and significant implications for teaching and assessment, the balance of the school curricula and for partnerships between schools, youth organizations and the wider world. Through our International Baccalaureate curricula, we have the opportunity to unlock and develop every student’s creative potential. An in-service of this ilk and caliber will, undoubtedly, move us further toward achieving our aforementioned aspirations. Moreover, we feel that Sir Ken Robinson’s insight and expertise will appeal to our broader community, providing us with an opportunity to showcase our progressive educational philosophy and practice and, consequently, expand our donor base. Please see below for links to highly recommended Sir Ken Robinson videos: http://www.youtube.com/watch?v=iG9CE55wbtY http://www.youtube.com/watch?v=zDZFcDGpL4U&feature=related http://www.youtube.com/watch?v=r9LelXa3U_I&feature=related Jamie Schmitz Primary Principal/Campus Coordinator Westlake Academy Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: Middle Years Programme Meeting Date: February 7, 2011 Staff Contact: Rod Harding Report Subject: Summary of Part 2 of Main Conclusions to MYP Self-study At the January 10, 2011 Board Workshop Meeting the first part of a findings from the IB required self-study of our Middle Years Programme (MYP) was presented. The presentation at the January meeting covered strengths identified by this self-study of WA’s MYP. This second part of the report covers in summary form the areas of our MYP identified in the self-study for improvement. EXECUTIVE SUMMARY High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff Funded Not Funded N/A FISCAL IMPACT No Board action required. Report is presented for the Board’s review and information. In March an IB evaluation team will visit WA for the on-site component of this IB required MYP evaluation. RECOMMENDATION / ACTION REQUESTED/ OPTIONS Report with Summary of Main Conclusions to WA’s MYP Self-study, January 2011 ATTACHMENTS Westlake Academy Summary of main conclusions to MYP Self-study January 2011 The summary of main conclusions is a self-assessment of the delivery of the MYP programme within Westlake Academy under the following headings: • Principal strengths • Principal areas in need of strengthening/proposals and time line for improvement and development of the programme within the school. These statements reflect the views expressed by a range of people in the school, including responses to the self-study questionnaire where opinions differ. PRINCIPAL STRENGTHS: SECTION A: PHILOSOPHY Westlake Academy is committed to the principles defined in the IBO mission statement and the Mission of the school. The IB Learner Profile is prevalent in all sections of the school through signage and in the development of student’s qualities, attitudes and responsibility for actions. A dynamic Strategic Plan has been developed to focus of ‘High Student Achievement’ and the instructional leadership of the school use the IBO Principles and Practice to develop the MYP program. The MYP Performance Plan has been initiated this year to provide a ‘road map’ for plans and proposals for improvement in the MYP program. The school promotes student inquiry and the development of critical-thinking skills. There is open communication and forums to share and express ideas, attitudes and constructive criticism through meetings, policies and essential agreements. The philosophy of the three IB programs has been presented to all staff to promote a cohesiveness of the programs and establish common understandings from Kindergarten through Grade 12. SECTION B: ORGANISATION The Board of Trustees for their support and funding for the implementation of the program. Professional development opportunities through the general operating budget and Fund 100 provide on- going support for administrators and teachers. A dynamic Strategic Plan under annual review. A channel of communication for all stakeholders through the Westlake Communiqué and reports to the Board of Trustees by the MYP principal and programme coordinator. The MYP principal, programme coordinator, teaching staff and non-teaching staff commit as a community of learners and work together to uphold the school’s mission statement. The eight subject area courses are structured according to the IB required time designation. SECTION C: CURRICULUM The curriculum encourages students to become aware of individual, local, national and global issues. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. Teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities Students are actively encouraged to become critical thinkers and develop their own views about the world around them. There is a written assessment policy in place that is available to all sections of the school community through the school’s website. Administration of the International School’s Assessment (ISA) to compare international standards in reading, mathematical literacy and writing (Grades 5 and 8) SECTION D: STUDENTS The Middle Years Programme Coordinator and subject area teachers have an understanding and direction of the purpose and outcomes of the Personal Project. There is a mentoring program for students in the Grade 10 Personal Project with regular meeting times for students with a designated teacher to facilitate individual projects and provide feedback. The Personal Project is celebrated by the Westlake community in the forum of mini workshops by students and viewed by students at other Grade levels (Grades 7-9). The Personal Project is connected to the Learner Profile and two Areas of Interaction. Students have leadership opportunities to create their own student organizations based on interest level. Students create and carry out worthwhile community service projects and are encouraged to take action in the local, national and global community. PRINCIPAL PRACTICES IN NEED OF IMPROVEMENT/STRENGTHENING: Action Plans (Goals. Action Plan and Timeline) have been documented in previous sections A, B, C and D under Plans and Proposals for Improvement (Goals. Action Plan and Timeline) SECTION A: PHILOSOPHY a) Coordination of the written curriculum to develop the MYP unit planners in the Areas of Interaction, within and across subject groups. b) Strengthen and develop the MYP fundamental concepts of holistic learning, communication and intercultural awareness. c) Promote and develop international-mindedness with all stakeholders in Westlake Academy SECTION B: ORGANIZATION a) Develop a system for monitoring the MYP program b) Use technology for student research and reference material as an avenue to promote the full services of the Librarian and to offset the insufficient space of the current library and resources for MYP. SECTION C: CURRICULUM a) Promote the IB Learner Profile through the taught and written curriculum, reporting and at the day- to-day management of the school. b) Use collaborative team (interdisciplinary) meetings to emphasize the importance of the Areas of Interaction as a vehicle to holistic learning across the eight subject disciplines. c) Meeting in interdisciplinary collaborative teams to use MYP planners to develop the Areas of Interaction. d) Develop differentiation strategies and accommodate learning to meet the needs of students. 2011/12- MYP Principal e) A more prominent use of the MYP assessment criteria and regular communication to parents of criterion based assessments f) Develop a closer connection of assessment to inform planning, teaching and learning g) Develop a reporting tool that better meets the assessment policy and the MYP assessment criteria that will give direction for further learning SECTION D: STUDENTS a) Develop the MYP unit planners to promote opportunities for students to take self-initiated action and ‘real life’ community service. b) Develop a community service reflection component c) Enrich the information and resources needed to successfully complete the Personal Project and make it a student friendly document BOARD RECAP / STAFF DIRECTION Westlake Academy Item #5 Board Recap / Staff Direction Town of Westlake Item # 6 – Workshop Adjournment Back up material has not been provided for this item. Westlake Academy Item # 2 – Pledge of Allegiance Texas Pledge: "Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible." CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. Westlake Academy Item # 3 – Citizens’ Presentations and recognitions CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes for the meeting held on January 10, 2010. b. Consider approval of Resolution 11-03, Approval of Resolution Retaining Jody Richardson of Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for Certain State Legislative Support Services. Westlake Academy Item # 4 - Consent Agenda Items BOT Minutes 01/10/11 Page 1 of 5 WESTLAKE ACADEMY BOARD OF TRUSTEES WORKSHOP & REGULAR MEETINGS January 11, 2011 PRESENT: President Laura Wheat and Trustees, Tim Brittan, Clif Cox, Carol Langdon, and Rick Rennhack. ABSENT: John Miller OTHERS PRESENT: Superintendent, Tom Brymer, School Attorney, Janet Bubert, Board Secretary Kelly Edwards, Secondary Principal Rod Harding, Primary Principal Jamie Schmitz, Middle Years Coordinator Tracy Odom, Administrative Services Coordinator Ben Nibarger, Finance Director Debbie Piper, and Assistant to the Superintendent Ginger Awtry. Workshop Session 1. CALL TO ORDER President Wheat called the workshop meeting to order at 4:57 p.m. 2. REVIEW OF CONSENT AGENDA ITEMS FROM JANUARY 10, 2011, TRUSTEES REGULAR MEETING AGENDA. No discussion 3. PRESENTATION AND DISCUSSION OF THE FY 2009-2010 ANNUAL AUDIT REPORT FROM PATTILLO, BROWN & HILL, LLP. Lindsey Todd-Fajkus from Patillo, Brown, and Hill, LLP., provided an overview of the academy audit for Fiscal Year 2009-2010. Discussion ensued regarding how contributions and grants are reflected in the report. BOT Minutes 01/10/11 Page 2 of 5 4. PRESENTATION AND DISCUSSION OF THE QUARTERLY FINANCIAL “DASHBOARD” REPORT FOR THE QUARTER ENDED NOVEMBER 30, 2010. Finance Director Piper provided an overview of the dashboard report for the General Fund quarter ending November 30, 2010. 5. PRESENTATION AND DISCUSSION MIDDLE YEARS PROGRAM EVALUATION UPDATE. Secondary Principal Harding and MYP Coordinator Odom provided a presentation and overview of the evaluation, the strengths and the proposals for improvement of the Middle Years Programme. Discussion ensued regarding the alignment of the curriculum transitioning into the Diploma Programme, and teachers sharing the scope and sequence of the student with parents. 6. UPDATE AND DISCUSSION OF THE GOING FORWARD WITH THE PLAN REGARDING IMPLEMENTATION OF BOARD’S PREVIOUS DIRECTION CONCERNING EXPANDED BLOCK SCHEDULING FOR GRADES 7-10 IN THE 2011-2012 SCHOOL YEAR. Superintendent Brymer and Administrative Services Coordinator Nibarger presented a student body census report to the board. Discussion ensued regarding the number of students and the variations from the first day of school. Superintendent Brymer also provided an update regarding the Project Team meeting, the Team’s Gantt chart, the current financial impact, an overview of the five (5) year financial impact, the cafeteria logistics and expansion, the items that Staff bring back to the Board for approval. 7. DISCUSSION OF BOARD OF TRUSTEE GOVERNANCE AS ILLUSTRATED IN DR. BRIAN CARPENTER’S CHARTER SCHOOL BOARD UNIVERSITY: AN INTRODUCTION TO EFFECTIVE CHARTER SCHOOL GOVERNANCE; CHAPTERS. 12-13. The Board reviewed and discussed the questions in Chapters 12 and 13 as they relate to the academy and the how the strategic plan is applicable to the agenda. BOT Minutes 01/10/11 Page 3 of 5 8. BOARD RECAP / STAFF DIRECTION - None 9. EXECUTIVE SESSION – 7:35 p.m. The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: a. Section 551.071(2) – Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: Charter amendments including the Admissions Policy 10. RECONVENE MEETING President Wheat reconvened the meeting at 8:07 p.m. 11. ADJOURNMENT There being no further business before the Board, President Wheat adjourned the workshop at 8:07 p.m. Regular Session 1. CALL TO ORDER President Wheat called the Regular meeting to order at 8:07 p.m. with Trustee Brittan absent. 2. PLEDGE OF ALLEGIANCE President Wheat led the pledge of allegiance to the United States and Texas flags. 3. CITIZENS' PRESENTATIONS AND RECOGNITIONS No one addressed the Board. 4. CONSENT AGENDA a. Consider approval of the minutes for the meeting held on December 6, 2010. BOT Minutes 01/10/11 Page 4 of 5 b. Consider approval of Resolution 11-01, Approving the FY 2009-2010 annual audit report from Pattillo, Brown & Hill, LLP. c. Consider approval of Resolution 11-02, Approving an amendment to the Admissions Policy. MOTION: Trustee Langdon made a motion to approve the consent agenda. Trustee Rennhack seconded the motion. The motion carried by a vote of 3-0. 5. BOARD RECAP / STAFF DIRECTION - None 6. BOARD CALENDAR - K-3 Winter Concert January 25, 2011, 6:00 p.m. - Board Meeting February 7, 2011 7. FUTURE AGENDA ITEMS - No discussion Trustee Langdon – Discussion of a Master calendar concept. Trustee Langdon – Discussion of a Volunteer/Room Parent handbook. BOT Minutes 01/10/11 Page 5 of 5 8. ADJOURNMENT There being no further business before the Board, President Wheat asked for a motion to adjourn. MOTION: Trustee Rennhack made a motion to adjourn the meeting. Trustee Langdon seconded the motion. The motion carried by a vote of 3-0. President Wheat adjourned the meeting at 8:10 p.m. APPROVED BY THE BOARD OF TRUSTEES ON FEBRUARY 7, 2011. ____________________________ Laura Wheat, Board President ATTEST: _____________________________ Kelly Edwards, Board Secretary Page 1 of 2 Memo Westlake Academy To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Superintendent Subject: Meeting of February 7, 2011 Date: February 2, 2011 Regular Approval of Resolution Retaining Jody Richardson of Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for Certain State Legislative Support Services ITEM Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens. WESTLAKE ACADEMY MISSION/ VISION STATEMENT High Student Achievement APPLICABLE STRATEGIC PLAN DESIRED OUTCOME Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND (including policy implications and options): The 82 nd Texas Legislature is in session. There are a number of areas of legislative interest that would have direct impact on the Town’s municipal government and its charter school, Westlake Academy. This includes dealing with issues such as municipal regulation of oil/gas drilling as well as State funding of public education. Also, there is special legislation which the Town Council/Board of Trustees is interested in pursuing during this session that impacts both Westlake Academy and the Town of Westlake. The Town has a long history of successfully utilizing the services of Attorney Jody Richardson of Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for State Page 2 of 2 legislative support services. Ms. Richardson has worked for the Town on both Municipal and Academy legislative services, and is very familiar with our needs, particularly as they relate to Westlake Academy. Most recently in the 2009 Special Session, Ms. Richardson represented in the Town opposing legislation that would have removed municipal authority to regulate oil/gas drilling. During the most recent Interim, Ms. Richardson assisted the Town in being invited to testify as well as preparing testimony for Board President Mayor Wheat to the State Senate’s Education Committee regarding charter school needs. FUNDING Funding would be apportioned to both the Municipal and Academy budgets based upon the legislative topic Ms. Richardson is working on for us. Cost of these services would be $5,000 per month during the Regular Session and the same cost per month for Special Session work per the scope of services submitted (see attachments). : RECOMMENDATION Approval of the resolution. : 1.) Resolution ATTACHMENTS: 2.) Letter from Jody Richardson of ABHR, LLP describing scope of legislative services. Resolution 11-03 Page 1 of 2 TOWN COUNCIL/BOARD OF TRUSTEES TOWN OF WESTLAKE WESTLAKE ACADEMY RESOLUTION NO. 11-03 APPROVING THE ACCEPTANCE AND EXECUTION OF AN AGREEMENT WITH ALLEN, BOONE, HUMPHRIES, ROBINSON LLP, ATTORNEYS AT LAW, FOR 2011 LEGISLATIVE SERVICES RELATED TO THE TOWN OF WESTLAKE, INCLUDING WESTLAKE ACADEMY. WHEREAS, the 82nd Texas Legislature is now in session; and WHEREAS, a number of areas of legislative consideration by the 82nd Legislature may have significant and direct impact on both the Town’s municipal services and its educational services; and WHEREAS, the Town Council/Board of Trustees also desires to pursue legislation in certain areas, as well as pursue maintaining current levels of State public education funding; and WHEREAS, the Town Council/Board of Trustees desires to have this scope of legislative services provided to the Town and its municipal charter school, Westlake Academy, with said scope of services to include certain municipal legislative issues as well as monitoring the 82nd Legislature’s budget deliberations, and assisting the Town in its position with the Legislature related to the State’s level of public education funding for the next Biennium; and WHEREAS, the Town Council/Board of Trustees finds that the agreement and the scope of services attached as Exhibit “A” to this resolution is acceptable and beneficial to the Town; NOW, THEREFORE, BE IT RESOLVED BY THE TOWN COUNCIL/BOARD OF TRUSTEES OF THE TOWN OF WESTLAKE, TEXAS: SECTION 1: The above findings are hereby found to be true and correct and are incorporated herein in their entirety. SECTION 2: The Town Council/Board of Trustees of the Town of Westlake, Texas, hereby approves the acceptance and execution of the agreement with Allen, Boone, Humphries, Robinson, LLP, Attorneys at Law for 2011 legislative services as outlined in the attached Exhibit “A”. SECTION 3: If any portion of this Resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Board hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 11-03 Page 2 of 2 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY, A CHARTER SCHOOL OF THE STATE OF TEXAS, ON THE 7th DAY OF FEBRUARY 2011. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ L. Stanton Lowry, School Attorney ALl~EN BooNE HUMPHRIES ROBINSON LLP ATTOR.NEYS AT LAW PHOENIX TOWER 3200 SOuTHWEST FREEWAY SUITE 2600 HOUSTON. TEXAS 77027 TEL (713) 860·6400 FAX (13) 860-6401 abhr.com 1108 Lavaca Suite 510 Austin IX 78701 Direct Line: (512) 296-2043 Jody Richardson Direct Fax: (512) 296-2027 jrichardson@abhr.com Of Counsel February 2, 2011 Town of Westlake Attn: Tom Brymer, Town Manager 3 Village Circle, Suite #202 Westlake, TX 76262 Re: Legislative Representation Dear Tom: Thank you for discussing issues of importance to the Town of Westlake and Westlake Academy in connection with the recently commenced 82 Texas Legislature. If the Town approves, I will forward you a formal engagement letter that includes the following proposal. I will represent the Town, and the Academy, as relevant, in connection with legislation of interest during the 82 nd Legislature. Specifically, I am aware of the following four issues: (1) obtaining a statutory change that will allow children of Town employees to secure enrollment in the Academy as an exception to the open-enrollment lottery, (2) obtaining a statutory change to allow three-year terms for members of the Town's governing body, (3) monitoring the state's fiscal situation and expressing the needs of municipalities such as the Town of Westlake for adequate funding and no unfunded mandates, and (4) monitoring and opposing any legislation that would impair the ability of the Town to regulate oil and gas drilling activity in the Barnet Shale, to preserve the health and welfare of the Town and its inhabitants. Additionally, I will represent the Town and Academy on any other defensive issues under this engagement. I propose to work for the Town and the Academy for a fee of $5,000 per month beginning in January, 2011, and to continue in any month during which the Legislature is meeting whether in Regular or Special Session. If matters arise that result in the Town or the Academy desiring proactive legislative work and assistance lobbying for passage of a bill not listed in this letter, additional fees may be charged. Thank you for your consideration. Should there be any questions about these issues or this proposal, please call me at the numbers shown above. Very truly yours, ALLEN BOONE HUMPHRIES ROBINSON LLP By:de'? ~ Jody Richardson -2 BOARD CALENDAR o Sir Ken Robinson March 2, 2011, WA Gymnasium, 6:00 – 8:00 p.m. o Board of Trustee Meeting March 7, 2011 Westlake Academy Item #5 Board Calendar FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the CEO with the requested item and the CEO will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the CEO will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. - None Westlake Academy Item # 6 – Future Agenda Items Westlake Academy Item # 7 – Adjournment Back up material has not been provided for this item.