HomeMy WebLinkAbout09-13-10 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.
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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
September 13, 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 SEPTEMBER 13, 2010,
TRUSTEES REGULAR MEETING AGENDA.
3. PRESENTATION AND DISCUSSION OF THE 2010 PARENTS’ SURVEY.
4. DISCUSSION OF A DRAFT PROPOSED VOLUNTEERS BOARD POLICY.
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5. DISCUSSION REGARDING INDIRECT AND DIRECT COST FOR WESTLAKE
ACADEMY.
6. DISCUSSION OF STRATEGIC PLAN DESIRED OUTCOME: EFFECTIVE
EDUCATORS AND STAFF; INCLUDING A TEACHER RETENTION AND
COMPENSATION SYSTEMS AS WELL AS PRESENTATION AND DISCUSSION
OF THE NEWLY DESIGNED AND IMPLEMENTED FACULTY APPRAISAL
SYSTEM.
7. BOARD RECAP / STAFF DIRECTION
8. DISCUSSION OF BOARD OF TRUSTEE GOVERNANCE AS ILLUSTRATED IN DR.
BRIAN CARPENTER’S AN INTRODUCTION TO EFFECTIVE CHARTER SCHOOL
GOVERNANCE, CHAPTERS 3-4.
9. 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 August 16, 2010.
b. Consideration of a Resolution 10-20, Adopting a Board Policy Regarding
Volunteers at Westlake Academy.
5. BOARD RECAP / STAFF DIRECTION
6. BOARD CALENDAR
- Arbor Day
September 25, 2010
- Westlake Baja at Vaquero
September 27, 2010
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- Board of Trustee Meeting
October 4, 2010
- Board of Trustee Meeting
November 1, 2010
- Texas Charter Schools Association Conference
San Antonio
November 29-December 1, 2010 (contact Ben)
7. 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.
8. 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
September 8, 2010, 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.
REVIEW OF CONSENT AGENDA ITEMS FROM SEPTEMBER 13, 2010, TRUSTEES
REGULAR MEETING AGENDA.
a. Consider approval of the minutes for the meeting held on August 16, 2010.
b. Consideration of a Resolution 10-20, Adopting a Board Policy Regarding
Volunteers at Westlake Academy.
Westlake Academy
Item # 2 –
Review of Consent
Agenda Items
Page 1 of 1
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Tom Brymer, Superintendent
Subject: Meeting of September 13, 2010
Date: September 7, 2010
Wkshp Presentation and Discussion of the 2010 Parents’ Survey
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
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):
This will be second year that the Board has had a parents’ survey conducted for Westlake
Academy. The survey was performed by the ETC Institute and covers a plethora of topics
related to the Academy including, but not limited to, its services and programs, parents’
priorities, communication and outreach, and parent outreach.
N/A
FUNDING
RECOMMENDATION
Hear the presentation regarding the 2010 parent survey, ask questions, and provide feedback to
staff regarding the survey and ways to improve its usefulness to the Board.
:
The final report of the 2010 Parents Survey will be distributed at the Board meeting.
ATTACHMENTS:
Page 1 of 1
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Tom Brymer, Superintendent
Subject: Meetings of September 13, 2010
Date: September 7, 2010
Wkshp Discussion of a Draft Proposed Volunteers Board Policy
ITEM
Regular Consideration of a Resolution Adopting a Board Policy Regarding
Volunteers at Westlake Academy (consent 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
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):
Over the last two (2) years, staff has been working with the Board to develop a Board Policy
Manual to assist the Board in its governance role, and give staff appropriate policy direction to
staff regarding the Academy’s management. A number of Board policies have been drafted,
adopted, and are contained in the Board’s Policy Manual (available on-line). The attached draft
policy provides policy parameters for the use of volunteers at Westlake Academy.
FUNDING: N/A
RECOMMENDATION
Discuss the proposed policy at the Workshop Meeting (note: this policy has been reviewed by
the Leadership Team and our legal counsel), make Board desired revisions, and consider for
adoption at the Regular Meeting
ATTACHMENTS:
Resolution
Board Volunteer Policy attached
Resolution 10-20
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WESTLAKE ACADEMY
RESOLUTION 10-20
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING A POLICY REGARDING THE USE OF
VOLUNTEERS AT WESTLAKE ACADEMY.
WHEREAS, the Board of Trustees desires to create a supportive learning environment
with the ultimate outcome being the achievement of academic excellence and the development of
life-long learning skills for the students at Westlake Academy; and,
WHEREAS, to achieve that end, it is desirable to utilize the time, talents, and abilities of
volunteers to enhance this educational experience for Academy students, much of which would
otherwise not be affordable or require the use of scarce Academy budget dollars to acquire; and,
WHEREAS, the Board of Trustees wishes to establish by policy parameters to guide
Academy staff in the use of volunteers at Westlake Academy; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and the faculty of
Westlake Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1:
THAT, all matters stated in the recitals hereinabove are found to be true
and correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2:
THAT, the Board of Trustees for Westlake Academy, hereby approves the
policy, Volunteer Policy, attached to this Resolution as 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.
SECTION 4:
THAT, this Resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS THE 13th DAY OF SEPTEMBER, 2010.
Resolution 10-20
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___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
L. Stanton Lowry, School Attorney
Resolution 10-20
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TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 10-20:
Date Board Adopted:
Date Board Amended: N/A
Effective Date
: September 13, 2010
Policy Name
: Volunteer Policy
Policy Category
: Parent, Student and Faculty Relations and Expectations
Policy Goal
: Pursuit of the Academy’s mission/vision for effective education via a
teacher-student-parent partnership which promotes positive parent and community
involvement at Westlake Academy through a volunteer program constructed according
to appropriate policy guidelines.
Policy Description
:
The purpose of this policy is to provide overall guidance and policy direction to faculty,
staff, and volunteers regarding Westlake Academy’s volunteer program. Westlake
Academy’s Board of Trustees supports the use of volunteers, subject to the
requirements of this policy, as a means to utilize the many abilities and talents of
volunteers to enhance the educational experience for Westlake Academy students. It is
recognized that volunteers provide the staff and students at Westlake Academy with
resources and talents that would otherwise not be affordable or would require use of
scarce Academy budget dollars to acquire.
Unless specifically stated herein, this policy applies to all volunteers in all programs and
projects undertaken at or on behalf of the Academy.
Accordingly, it is appropriate for Westlake Academy staff to develop processes and
procedures to manage and administer a volunteer program within the following policy
boundaries:
• Westlake Academy volunteers are those individuals who choose to perform
services for the Academy as defined by Academy staff without compensation or
expectation of compensation of any kind. Volunteers are not employees of
Westlake Academy.
• Anyone interested in volunteer service at Westlake Academy shall first apply by
completing a volunteer application packet, which is available at the Academy
office and on-line.
Resolution 10-20
Page 4 of 4
• A volunteer may not perform any volunteer duties for the Academy until:
1. The Academy has obtained all necessary criminal history record
information related to the volunteer as may be required by state law and
board policy; and
2. The volunteer receives notice from the Superintendent’s designee that
his/her application for volunteer service has been approved.
• Approved volunteers will be assigned tasks and duties based upon the needs of
the Academy as identified by Academy staff. All persons approved for volunteer
service shall perform their volunteer service under the supervision of a Westlake
Academy staff/faculty person. Volunteers will access their volunteer work
stations at the Academy via the campus security system established by staff.
• All persons approved for volunteer service shall participate in and attend
mandatory volunteer training, including completion of training on the Family
Educational Rights and Privacy Act (FERPA) conducted by Academy staff prior
to commencing their volunteer service at Westlake Academy. Additionally, all
volunteers shall sign the Academy’s Learning Commitment prior
to commencing
their volunteer service.
• Academy volunteers must comply with all applicable Academy policies and
procedures at all times that volunteer services are provided; including, but not
limited to, the Academy’s acceptable use policies related to technology.
• Decisions on the appropriateness of volunteer service by any individual rests
solely with the Academy’s staff through the Superintendent or his/her designate.
Use of volunteers does not constitute, either implicitly or explicitly, a binding contractual
or personnel agreement on behalf of Westlake Academy. The Board of Trustees
reserves the right to change this policy or any other policy related to use of volunteers
and require adherence by all new and current volunteers.
Page 1 of 1
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Tom Brymer, Superintendent
Subject: Workshop Meeting of September 13, 2010
Date: September 7, 2010
Wkshp Discussion Regarding Indirect and Direct Cost for Westlake Academy.
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
.
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):
At the August 16, 2010 Board workshop, the Board requested this item be placed on a future
workshop for discussion. At the June 18, 2010 Board budget workshop for the FY 10-11 WA
Budget, the Board directed the staff to:
• move all direct cost related to the Academy’s operation from the Town’s municipal
budget into the Academy’s operating budget in FY 10-11 and,
• move all indirect cost related to the Academy now booked to the municipal budget to the
WA operating budget in FY 11-12.
FUNDING
To be discussed at the workshop.
:
N/A
RECOMMENDATION
ATTACHMENTS
To be sent by separate cover
:
Page 1 of 2
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Jamie Schmitz, Primary Principal/Campus Coordinator
Rod Harding, MYP Principal
Subject: Board Workshop of September 13th, 2010
Date: September 8, 2010
Wkshp
ITEM
Discussion of Strategic Plan Desired Outcome: Effective Educators and Staff; Including a
Teacher Retention and Compensation Systems as well as Presentation and Discussion of the
Newly Designed and Implemented Faculty Appraisal System.
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
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):
This item was touched on at the Board’s June 18, 2010 budget retreat and was requested to be
put on a workshop agenda for future discussion. “Effective Educators/Staff” is one of the five
Desired Outcomes contained in the Academy’s Strategic Plan. Specific Outcome 5.0 under
this Desired Outcome relates specifically to this agenda item. The portion of the Strategic
Plan related to this topic is attached to this agenda memo for the Board’s review, information,
and to provide context for the Board’s discussion at this workshop.
Also related to this Desired Outcome is the new teacher evaluation system for the 2010-11
school year which will be reviewed with the Board at the workshop. Items covered will
include:
Page 2 of 2
Evaluation System Rationale and implementation:
1. The 10/11 WA Appraisal System rubrics are organized around
six domains covering all aspects of a teacher’s job performance:
A. Planning and Preparation for Learning
B. Classroom Management
C. Teaching Methodology
D. Monitoring, Assessment, and Follow-Up
E. Family and Community Outreach
F. Professional Responsibilities
The rubrics use a four-level rating scale with the following labels:
4 – Highly Effective
3 – Effective
2 – Improvement Necessary
1 – Does Not Meet Standards
The rubrics are designed to give teachers an ongoing and end-of-the-year assessment of where
they stand in all performance areas – and detailed guidance on how to improve. They are not
checklists for classroom visits. To knowledgeably fill out the rubrics, principals and
coordinators need to have been in classrooms frequently throughout the year; it is
irresponsible to fill out the rubrics based on one classroom observation. Unannounced mini-
observations every 2 weeks followed by face-to-face conversations are the best way for
principals and coordinators to have an accurate sense of teachers’ performance, give formative
praise and suggestions, and listen to push-back.
N/A
FUNDING
Hear presentation regarding the new teacher evaluation system and discuss this item within the
context of the Board’s Strategic Plan for WA.
RECOMMENDATION
1. Westlake Appraisal System for 2010/11
ATTACHMENTS:
2. Page 26 of the WA Strategic Plan re: Effective Educators/Staff
3. Board Approved Teacher Pay Scale
4. Excerpt from Board WA Financial Policies related to teacher compensation
Westlake Academy Teacher Evaluation System 10/11
Rationale and implementation:
1. The rubrics are organized around six domains covering all
aspects of a teacher’s job perform ance:
A. Planning and Preparation for Learning
B. Classroom Managem ent
C. Teaching Methodology
D. Monitoring, A ssessment, and Follow-Up
E. Family and Community Outreach
F. Professional Responsibilities
The rubrics use a four-level rating scale with the following labels:
4 – Highly Effective
3 – Effective
2 – Improvement Necessary
1 – Does Not Meet Standards
2. The rubrics are designed to give teachers an ongoing and end-of-the-year
assessment of where they stand in all performance areas – and detailed guidance on
how to improve. They are not checklists for classroom visits. To knowledgeably fill
out the rubrics, principals and coordinators need to have been in classrooms frequently
throughout the year; it is irresponsible to fill out the rubrics based on one classroom
observation. Unannounced mini-observations every 2 weeks followed by face-to-face
conversations are the best way for principals and coordinators to have an accurate
sense of teachers’ performance, give formative praise and suggestions, and listen to
push-back.
3. The Effective l evel describes solid, expected professional performance; teachers
should feel good about scoring at this level. The Highly Effective level is reserved for
truly outstanding teaching that meets very demanding criteria; there will be relatively
few ratings at this level. Improvement Necessary indicates that performance has real
deficiencies; it is not a “gentleman’s C” and nobody should be content to remain at
this level. Performance at the Does Not Meet Standards level is clearly unacceptable
and needs to be improved immediately.
4. When scoring, take each of the ten criteria, read across the four levels (Highly
Effective, Effective, Improvement Necessary, and Does Not Meet Standards), find the
level that best describes the teacher’s (or your own) performance, and circle or
highlight that cell. This creates a clear graphic display of areas for commendation and
areas that need work. When all six pages have been scored, record the ratings on the
summary sheet.
5. Evaluation conferences are greatly enhanced if the principal and teacher fill out the
rubrics in advance, then meet and compare scores one page at a time. The principal or
coordinator has the final say, of course, but the discussion should aim for consensus
based on actual evidence of the more accur ate score for each criterion. Principals
and coordinators should go into the evaluation process with some humility
since they can’t possibly know everything about a teacher’s instructional activities,
collegial interactions, parent outreach, and professional growth. Similarly, teachers
should be open to feedback from someone with an outside perspective who has been
in their classroom numerous times.
6. Some principals and coordinators sugar-coat criticism and give inflated scores so
as not to hurt feelings. This does not help teachers improve. The kindest thing a
principal can do for an underperform ing teacher is give candid, evidence-based
feedback, listen to the teacher’s concerns, and provide robust follow-up support.
7. In addition to the abovementioned information, student-learning outcomes will
also be taken into consideration when evaluating teachers. In particular, various
metric tools will be utilized to determine whether a teacher’s students are able to
demonstrate:
1. critical thinking and problem solving skills
2. collaboration across networks and leading by influence
3. agility and adaptability
4. initiative and entrepreneurialism
5. effective oral and written communication skills
6. the ability to access and analyze information
7. curiosity and imagination
Metric tools may include:
• Developmental Continua
• Subject and grade level Scope and Sequence expectations
• Formative and Summative assessments
• Examination results
• Stanford, ISA or PISA test results
• TAKS test results
*Please note: This is not an exhaustive list and is subject to change at the discretion of
the Westlake Academy Leadership Team (WALT)
A. Planning and Preparation for Learning
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
a. Knowledge
Is expert in the subject
area and has a cutting-
edge grasp of child
development and how
students learn.
Knows the subject matter
well and has a good grasp
of child development and
how students learn.
Is somewhat familiar with
the subject and has a few
ideas of ways students
develop and learn.
Has little familiarity with
the subject matter and few
ideas on how to teach it
and how students learn.
b. Strategy
Has a well-honed game
plan for the year that is
tightly aligned with the
developmental
continua/S and S
Plans the year so students
will meet grade level
expectations on the
developmental continua/S
and S
Has done some thinking
about how to align with
the developmental
continua/S and S
Plans lesson by lesson and
has little familiarity with
the developmental
continua/S and S
c. Alignment
Plans all units
backwards, aligned with
developmental
continua/S and S
Plans most curriculum
units backwards aligned
with developmental
continua/S and S
Plans lessons with
some thought to larger
goals and objectives
and higher-order
thinking skills.
Teaches on an ad hoc
basis with little or no
consideration for long-
range curriculum goals.
d. Assessments
Prepares diagnostic, on-
the- spot, formative, and
summative assessments
to monitor and inform
student learning.
Plans on-the-spot and
summative
assessments to
measure student
learning.
Drafts unit assessments as
instruction proceeds.
Writes summative
assessments shortly
before they are
given.
e. Anticipation
Anticipates
misconceptions that
students are likely to have
and plans how to
overcome them.
Anticipates
misconceptions and
confusions that students
might have.
Has a hunch about one or
two ways that students
might become confused
with the concepts, content
and skills
Proceeds without
considering
misconceptions that
students might have about
the material.
f. Lessons
Designs lessons with
clear, measurable goals
closely aligned with
expectations and unit
outcomes.
Designs lessons focused
on measurable outcomes
aligned with unit goals
and expectations
Plans lessons with unit
goals in mind.
Plans lessons aimed
primarily at entertaining
students or covering
textbook chapters.
g. Engagement
Designs highly relevant
lessons that will motivate
all students and sweep
them up in active learning.
Designs lessons that are
relevant, motivating,
and likely to engage
students in active
learning.
Plans lessons that will
catch some students’
interest and perhaps get
a discussion going.
Plans lessons with very
little likelihood of
motivating or involving
students.
h. Materials
Designs lessons involving
a highly effective mix of
multicultural and hands-
on learning materials.
Designs lessons that use
an effective mix of
multicultural and hands-on
learning materials.
Plans lessons that involve
a mixture of good and
mediocre learning
materials.
Plans lessons that rely
mainly on mediocre and
low-quality textbooks,
workbooks, or
worksheets.
i. Differentiation
Designs lessons that
break down complex
tasks and address all
learning needs, styles,
and interests.
Designs lessons that target
diverse learning needs,
styles, and interests.
Plans lessons with some
thought as to how to
accommodate special
needs students.
Plans lessons aimed at the
"middle” of the class.
j. Environment
Artfully uses room
arrangement, materials,
and displays to maximize
student learning of all
material.
Organizes classroom
furniture, materials, and
displays to support unit
and lesson goals.
Organizes furniture
and materials to
support the lesson,
with only a few
decorative displays.
Has a conventional
furniture arrangement,
hard-to-access materials,
and few wall displays.
B. Classroom Management
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
a. Expectations
Is direct, specific,
consistent, and tenacious
in communicating and
enforcing very high
expectations (developed
with students).
Clearly communicates and
consistently enforces high
standards for student
behavior (developed with
students).
Announces and
posts classroom
agreements and
consequences.
Comes up with ad hoc
standards and
consequences as events
unfold during the year.
b. Relationships
Shows warmth, caring,
respect, and fairness
for all students and
builds strong
relationships.
Is fair and respectful
toward students and
builds positive
relationships.
Is fair and respectful
toward most students
and builds positive
relationships with some.
Is sometimes unfair
and disrespectful to
the class; plays
favorites.
c. Respect
Wins all students’ respect
and creates a climate in
which disruption of
learning is unthinkable.
Commands respect and
refuses to tolerate
disruption.
Wins the respect of some
students but there are
regular disruptions in the
classroom.
Is not respected by
students and the
classroom is frequently
chaotic and sometimes
dangerous.
d. Social-emotional
Implements a program
that successfully develops
positive interactions and
social- emotional skills.
Fosters positive
interactions among
students and teaches
useful social skills.
Often lectures students on
the need for good
behavior, and makes an
example of “bad”
students.
Publicly berates “bad”
students, blaming them
for their poor behavior.
e. Routines
Successfully inculcates
class routines so that
students maintain them
throughout the year.
Teaches routines and
has students maintain
them all year.
Tries to train students in
class routines but many of
the routines are not
maintained.
Does not teach routines
and is constantly nagging,
threatening, and punishing
students.
f. Responsibility
Successfully develops
students’ self-discipline,
self- confidence, and a
sense of responsibility.
Develops students’ self-
discipline and teaches
them to take responsibility
for their own actions.
Tries to get students to be
responsible for their
actions, but many lack
self-discipline.
Is unsuccessful in
fostering self-discipline
in students; they are
dependent on the
teacher to behave.
g. Repertoire
Has a highly effective
discipline repertoire and
can capture and hold
students’ attention any
time.
Has a repertoire of
discipline “moves” and
can capture and maintain
students’ attention.
Has a limited
disciplinary repertoire
and students are
frequently not paying
attention.
Has few discipline
“moves” and constantly
struggles to get students’
attention.
h. Efficiency
Uses coherence, lesson
momentum, and silky-
smooth transitions to get
the most out of every
minute.
Maximizes academic
learning time through
coherence, lesson
momentum, and smooth
transitions.
Sometimes loses teaching
time due to lack of clarity,
interruptions, and
inefficient transitions.
Loses a great deal of
instructional time
because of confusion,
interruptions, and ragged
transitions.
i. Prevention
Is alert, poised, dynamic,
and self-assured and nips
virtually all discipline
problems in the bud.
Is a confident, dynamic
“presence” and nips most
discipline problems in the
bud.
Tries to prevent discipline
problems but sometimes
little things escalate into
big problems.
Is unsuccessful at spotting
and preventing discipline
problems, and they
frequently escalate.
j. Incentives
Gets students to buy into
a highly effective system
of incentives linked to
intrinsic rewards.
Uses incentives
wisely to encourage
and reinforce student
cooperation.
Uses extrinsic rewards in
an attempt to get
students to cooperate
and comply.
Gives away “goodies”
(e.g., free time) without
using it as a lever to
improve behavior.
C. Teaching Methodology
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
a. Expectations
Exudes high expectations
and determination and
convinces all students that
they will master and
understand the material.
Conveys to students:
This is important, you
can do it, and I’m not
going to give up on you.
Tells students that the
subject matter is
important and they need
to work hard.
Gives up on some
students as hopeless.
b. Effort-Based
Teaches students to be
risk- takers, learn from
mistakes, and believe
that through effective
effort, they will
understand more.
Tells students it’s okay to
make mistakes; effective
effort, not innate ability,
is the key.
Tells students that making
mistakes doesn’t mean
they’re stupid; they can
learn from errors.
Doesn’t prevent many
students from feeling
embarrassed when they
make mistakes in school.
c. Goals
Shows students exactly
what’s expected by posting
essential questions, goals,
rubrics, and exemplars.
Gives students a clear
sense of purpose by
posting the unit’s essential
questions and the lesson’s
goals.
Tells students the main
learning objectives of
each lesson.
Begins lessons without
giving students a sense of
where instruction is
headed.
d. Connections
Always grabs students’
interest and makes
connections to prior
knowledge, experience,
and reading.
Activates students’
prior knowledge and
hooks their interest in
each unit and lesson.
Tries to make the subject
interesting and relate it to
things students already
know.
Rarely hooks students’
interest or makes
connections to their lives.
e. Clarity
Always presents
material clearly and
explicitly, with well-
chosen examples and
vivid and appropriate
language.
Uses clear
explanations,
appropriate language,
and good examples to
present material.
Sometimes uses language
and explanations that are
fuzzy, confusing, or
inappropriate.
Often presents material in
a confusing way, using
language that is
inappropriate.
f. Repertoire
Orchestrates highly
effective strategies,
materials, and groupings
to involve and motivate
students.
Orchestrates effective
strategies, materials, and
classroom groupings to
foster student learning.
Uses a limited range of
classroom strategies,
materials, and groupings
with mixed success.
Uses only one or two
teaching strategies and
types of materials and
fails to reach most
students.
g. Engagement
Gets all students highly
involved in focused work
in which they are active
learners and problem-
solvers.
Has students actively
think about, discuss, and
use the ideas and skills
being taught.
Attempts to get
students actively
involved but some
students are
disengaged.
Mostly lectures to
passive students or
has them plod through
textbooks and
worksheets.
h. Differentiation
Skillfully meets the
learning needs and styles
of all students by
differentiating and
scaffolding.
Differentiates and
scaffolds instruction to
accommodate most
students’ learning needs.
Attempts to
accommodate students
with special needs,
with mixed success.
Fails to provide for
differentiated instruction
for students with special
needs.
i. Nimbleness
Deftly adapts lessons
and units to exploit
teachable moments
and correct
misunderstandings.
Is flexible about
modifying lessons to
take advantage of
teachable moments.
Is focused on
implementing lesson
plans and sometimes
misses teachable
moments.
Is rigid and inflexible
with lesson plans and
rarely takes advantage
of teachable moments.
j. Application
Consistently has students
summarize and internalize
what they learn and apply
it to real-life situations.
Has students sum up what
they have learned and
apply it in a different
context.
Asks students to think
about real-life
applications for what they
are studying.
Moves on at the end of
each lesson and unit
without having students
summarize.
D. Monitoring, Assessment and Follow-up
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
a. Criteria
Posts and reviews the
criteria for proficient
work, including rubrics
and exemplars, and
students internalize them.
Posts clear criteria for
proficiency, including
rubrics and exemplars of
student work.
Tells students some of
the qualities that their
finished work should
exhibit.
Expects students to know
(or figure out) what it takes
to get good grades.
b. Diagnosis
Gives students a well-
constructed diagnostic
assessment up front, and
uses the information to
fine-tune instruction.
Diagnoses students’
knowledge and skills up
front and makes small
adjustments based on the
data.
Does a quick K-W-L
(Know, Want to Know,
Learned) exercise before
beginning a unit.
Begins instruction without
diagnosing students' skills
and knowledge.
c. On-the-Spot
Uses a variety of
effective methods to
check for understanding;
immediately
unscrambles confusion
and clarifies.
Frequently checks for
understanding and gives
students helpful
information if they seem
confused.
Uses moderately
effective methods (e.g.,
thumbs up, thumbs
down) to check for
understanding during
instruction.
Uses ineffective methods
("Is everyone with me?")
to check for understanding.
d. Self-Assessmentß
Has students set ambitious
goals, continuously self-
assess, and take
responsibility for
improving performance.
Has students set goals,
self- assess, and know
where they stand
academically at all times.
Urges students to look over
their work, see where they
had trouble, and aim to
improve those areas.
Allows students to move
on without assessing and
improving problems in
their work.
e. Recognition
Frequently posts
students’ work with
rubrics and
commentary and uses
it to motivate and
direct effort.
Regularly posts students’
work to make visible and
celebrate their progress
with respect to standards.
Posts some ‘A’ student
work as an example to
others.
Posts only a few
samples of student work
or none at all.
f. Formative
Works with colleagues to
use formative assessment
data, fine- tune teaching,
re-teach, and help
struggling students.
Uses data from formative
assessments to adjust
teaching, re-teach, and
follow up with failing
students.
Looks over students’
assessments to see if
there is anything that
needs to be re-taught.
Gives tests and moves
on without analyzing
them and following up
with students.
g. Tenacity
Relentlessly follows up
with struggling students
with personal attention to
reach proficiency.
Takes responsibility for
students who are not
succeeding and gives
them extra help.
Offers students who fail
assessments some
additional time to study
and do re-takes.
Tells students that if they
fail a test, that’s it; the
class has to move on to
cover the curriculum.
h. Support
Identifies and monitors
students who may need
help and immediately
begins process of collecting
and recording data
necessary for referral for
the SST
Identifies and
monitors students
who may need help
and refers them to the
SST
Sometimes doesn’t refer
students promptly for
special help, or refers
students who don’t need
it.
Fails to refer students
for special services or
refers students who
do not need them.
i. Analysis
Works with colleagues to
analyze and chart
assessment data, draw
action conclusions, and
share them with others.
Analyzes data from
assessments, draws
conclusions, and shares
them appropriately.
Records students’ grades
and notes some general
patterns for future
reference.
Records students’ grades
and moves on with the
curriculum.
j. Reflection
Works with colleagues to
reflect on what worked
and what didn't and
continuously improves
instruction.
Reflects on the
effectiveness of lessons
and units and
continuously works to
improve them.
At the end of a teaching
unit
or semester, thinks about
what might have been
done better.
Does not draw lessons for
the future when teaching
is unsuccessful.
F. Professional Responsibilities
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
a. Attendance
Has perfect or near-
perfect attendance.
Has very good attendance.
Has mediocre attendance.
Has poor attendance.
b. Reliability
Carries out assignments
conscientiously and
punctually, keeps
meticulous records, and is
never late.
Is punctual and reliable
with paperwork, duties,
and assignments; keeps
accurate records.
Occasionally skips
assignments, is late,
makes errors in records,
and misses paperwork
deadlines.
Frequently skips
assignments, is late, makes
errors in
records, and misses
paperwork deadlines.
c. Professionalism
Presents as a
consummate
professional and
always observes
appropriate
boundaries.
Demonstrates
professional demeanor
and maintains
appropriate boundaries.
Occasionally acts and/or
dresses in an
unprofessional manner
and violates boundaries.
Frequently acts and/or
dresses in an
unprofessional manner and
violates boundaries.
d. Judgment
Is invariably ethical,
honest, and above-board,
uses impeccable
judgment, and respects
confidentiality.
Is ethical and above-
board, uses good
judgment, and maintains
confidentiality with
student records.
Sometimes uses
questionable judgment, is
less than completely
honest, and discloses
student information.
Acts in an ethically
questionable manner, uses
poor judgment, and/or
discloses student
information.
e. Teamwork
Is an important member of
teacher teams and
committees and frequently
attends after- school
activities.
Shares responsibility for
grade- level and school-
wide activities and
volunteers to serve on
committees.
When asked, will serve on
a committee and attend an
after- school activity.
Declines invitations to
serve
on committees and attend
after school activities.
f. Contributions
Frequently contributes
valuable ideas and
expertise that further the
school’s mission.
Is a positive team player
and contributes ideas,
expertise, and time to the
overall mission of the
school.
Occasionally suggests an
idea aimed at improving
the school.
Rarely if ever contributes
ideas that might help
improve the school.
g. Communication
Informs the administration
of any concerns and
reaches out for help and
suggestions when needed.
Keeps the administration
informed about concerns
and asks for help when it’s
needed.
Is reluctant to share
concerns with the
administration or ask for
help.
Bottles up concerns or
constantly complains,
and is not open to help.
h. Openness
Actively seeks out
feedback and suggestions
and uses them to improve
performance.
Listens thoughtfully to
other viewpoints and
responds constructively
to suggestions and
criticism.
Is somewhat defensive
but does listen to
feedback and
suggestions.
Is very defensive about
criticism and resistant to
changing classroom
practice.
i. Collaboration
Meets at least weekly with
colleagues to plan units,
share ideas, and analyze
formative assessments.
Collaborates with
colleagues to plan units,
share teaching ideas, and
look at student work.
Meets occasionally with
colleagues to share ideas
about teaching and
students.
Meets infrequently with
colleagues, and
conversations lack
educational substance.
j. Self- Improvement
Devours best practices
from fellow professionals,
workshops, reading, study
groups, the Internet, and
other sources.
Seeks out effective
teaching ideas from
supervisors, colleagues,
workshops, reading, and
the Internet.
Keeps an eye out for new
ideas for improving
teaching and learning.
Is not open to ideas
for improving
teaching and
learning.
E. Family and Community Outreach
a. Respect
Shows great sensitivity
and respect for family
and community culture,
values, and beliefs.
Communicates respectfully
with parents and is
sensitive to different
families’ culture and
values.
Tries to be sensitive to the
culture and beliefs of
students’ families but
sometimes has a tin ear.
Is often insensitive to the
culture and beliefs of
students’ families.
b. Belief
Shows each parent an in-
depth knowledge of their
child and a strong belief he
or she will meet or exceed
standards.
Shows parents a
genuine interest and
belief in each child’s
ability to reach
standards.
Tells parents that he or she
cares about their children
and wants the best for
them.
Does not communicate to
parents knowledge of
individual children or
concern about their future.
c. Expectations
Gives parents clear, user-
friendly learning and
behavior expectations and
exemplars of proficient
work.
Gives parents clear,
succinct expectations for
student learning and
behavior for the year.
Sends home a list of
classroom rules and
the syllabus for the
year.
Does not inform parents
about learning and
behavior expectations.
d. Communication
Makes sure parents hear
positive news about their
children first, and
immediately flags any
problems.
Promptly informs
parents of behavior and
learning problems, and
also updates parents on
good news.
Lets parents know
about problems their
children are having but
rarely mentions
positive news.
Seldom informs parents
of concerns or positive
news about their
children.
e. Involving
Frequently involves
parents in supporting and
enriching the curriculum
as it unfolds.
Updates parents on the
unfolding curriculum
and suggests ways to
support learning at
home.
Sends home occasional
suggestions on how
parents can help their
children with
schoolwork.
Rarely if ever
communicates with
parents on ways to help
their children at home.
f. Homework
Assigns highly
engaging homework,
gets close to a
100% return, and
provides rich feedback.
Assigns appropriate
homework, holds
students accountable for
turning it in, and gives
feedback.
Assigns homework, keeps
track of compliance, but
rarely follows up.
Assigns homework but is
resigned to the fact that
many students won’t turn
it in, and doesn't follow
up.
g. Responsiveness
Deals immediately and
successfully with parent
concerns and makes
parents feel welcome
any time.
Responds promptly to
parent concerns and
makes parents feel
welcome in the school.
Is slow to respond to
some parent concerns and
gives off an unwelcoming
vibe.
Does not respond to
parent concerns and
makes parents feel
unwelcome in the
classroom.
h. Reporting
In conferences, report
cards, and informal talks,
gives parents detailed
and helpful feedback on
children’s progress.
Uses conferences and
report cards to give parents
feedback on their
children’s progress.
Uses report card
conferences to tell
parents the areas in which
their children can
improve.
Gives out report cards
and expects parents to
deal with the areas that
need improvement.
i. Outreach
Is successful in contacting
and working with all
parents, including those
who are hard
to reach.
Tries to contact all parents
and is tenacious in
contacting hard- to-reach
parents.
Tries to contact all parents,
but ends up talking mainly
to the parents of high-
achieving students.
Makes little or no
effort to contact
parents.
j. Resources
Successfully enlists
classroom volunteers and
extra resources from
homes and the community.
Reaches out to families
and community agencies
to bring in volunteers and
additional resources.
Asks parents to volunteer
in the classroom and
contribute extra
resources.
Does not reach out for
extra support from
parents or the
community.
The Teacher 4.Highly Effective 3.Effective 2.Improvement Necessary 1.Does not meet Standards
Evaluation Summary Page
Teacher’s name: School year:
Subject area: Evaluator:
Position:
RATINGS ON INDIVIDUAL RUBRICS:
A. Planning and Preparation for Learning:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
B. Classroom Management:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
C. Teaching Methodology:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
D. Monitoring, Assessment, and Follow-Up:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
E. Family and Community Outreach:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
F. Professional Responsibilities:
Highly Effective Effective Improvement Necessary Does Not Meet Standards
EVIDENCE THAT STUDENTS ARE ABLE TO DEMONSTRATE:
1. Critical thinking and problem solving skills
Evidence present: yes / no
Metric(s) used:
2. Collaboration across networks and leading by influence
Evidence present: yes / no
Metric(s) used:
3. Agility and adaptability
Evidence present: yes / no
Metric(s) used:
4. Initiative and entrepreneurialism
Evidence present: yes / no
Metric(s) used:
5. Effective oral and written communication skills
Evidence present: yes / no
Metric(s) used:
6. The ability to access and analyze information
Evidence present: yes / no
Metric(s) used:
7. Curiosity and imagination
Evidence present: yes / no
Metric(s) used:
OVERALL COMMENTS BY EVALUATOR:
OVERALL COMMENTS BY TEACHER:
Principal’s signature: Date: _______
Teacher’s signature: Date: ______
1
Westlake Academy Faculty Performance Improvement Plan
Addressed to:
Rubric/Specific Area Current Descriptor Level Required Descriptor Level Date to be
achieved
by
Evidence of success
1. •
•
2.
•
•
3.
•
•
Head of Section:___________________________________________ Date:________________________________________
Appraisee:___________________________________________ Date:__________________________________________________
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
Westlake Academy
2010-2011 Salary Scale
Classroom Teachers, Counselors, Librarians, and Nurses
Y
e
a
r
s
E
x
p
e
r
i
e
n
c
e
1
0
-
1
1
S
a
l
a
r
y
(
1
8
7
d
a
y
s
)
0 45,044
1 45,490
2 46,169
3 46,481
4 47,087
5 47,283
6 48,073
7 48,482
8 48,841
9 49,143
10 49,306
11 49,682
12 50,093
13 50,350
14 50,533
15 50,762
16 51,476
17 51,642
18 51,921
19 52,889
20 53,880
21 55,091
22 56,000
23 56,684
24 57,115
25 57,614
26 59,391
27 60,278
28 60,906
29 61,549
30 61,652
V. EXPENDITURE CONTROL
• Appropriations – The point of budgetary control is at the function level in the General Fund and Special
Revenue Funds. When budget adjustments among functions are necessary, they must be approved by the
Board of Trustees.
• Current Funding Basis - The Academy shall operate on a current funding basis. Expenditures shall be
budgeted and controlled so as not to exceed current revenues plus the planned use of fund balance
accumulated through prior year savings. (The use of fund balance shall be guided by the Fund
Balance/Retained Earnings Policy Statements.)
• Avoidance of Operating Deficits - The Academy shall take immediate corrective actions if at any time
during the fiscal year expenditure and revenue re-estimates are such that an operating deficit (i.e., projected
expenditures in excess of projected revenues) is projected at year-end. Corrective actions can include a
hiring freeze, expenditure reductions, or use of fund balance within the Fund. Use of fund balance must be
recommended by the Superintendent and approved by the Board of Trustees.
Expenditure deferrals into the following fiscal year, short-term loans, or use of one-time revenue
sources shall be avoided to balance the budget.
• Periodic Program Reviews - The Superintendent or his designate shall undertake periodic staff and third-
party reviews of Academy programs for both efficiency and effectiveness. Where appropriate, privatization
and contracting with other governmental agencies will be evaluated as alternative approaches to service
delivery. Service delivery which is determined to be inefficient and/or ineffective shall be reduced in scope
or eliminated.
• General and Administrative (G&A) Charges – To the extent practical, an annual analysis of G&A
charges will be performed and funding allocated, if available. The analysis shall involve an objective
consideration of the service demands currently being met by municipal staff to support Academy
operations and a determination of factors that will continue to affect and increase the time needed for the
performance of these services. For example, new Academy staff requires additional support staff time to
perform tasks related to insurance, payroll, etc. Where feasible, G&A costs will be charged to all funds for
services of indirect general overhead costs, which may include general administration, finance, facility use,
personnel, technology, engineering, legal counsel, and other costs as deemed appropriate. The charges will
be determined through an indirect cost allocation study following accepted practices and procedures.
• Purchasing - The Academy shall make every effort to maximize any discounts offered by
creditors/vendors. Staff shall also use purchasing cooperatives as well as competitive bidding in
accordance with State law to attain the best possible price on goods and services.
• Prompt Payment - All invoices will be paid within 30 days of receipt in accordance with the prompt
payment requirements of State law.
• Salary - The Academy shall strive to maintain competitive salary levels for faculty and staff. A salary
survey will be conducted annually, sampling surrounding Independent School Districts and Charter
Schools, to create a comparison. The Academy will strive to maintain salary levels within three percent
(3%) of the median of surveyed schools.
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #7
Board Recap /
Staff Direction
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Tom Brymer, Superintendent
Subject: Workshop Meeting of September 13, 2010
Date: September 1, 2010
Discussion of Board of Trustee Governance as illustrated in Dr. Brian Carpenter’s An
Introduction to Effective Charter School Governance, Chapters 3-4.
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 well-balanced,
responsible citizens.
WESTLAKE ACADEMY MISSION/ VISION STATEMENT
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):
On December 7
th
2010, the Board agreed to place on its future workshop agendas, as agenda
workload permits, the discussion of chapters from Dr. Brian Carpenter’s book, An Introduction
to Effective Charter School Governance. The Board consensus was that each Board member
would take a turn leading the discussion on the topics in Dr. Carpenter’s book. Discuss Chapters
3 (Accountability times Two: Part 2 – Authorizer Accountability) and 4 (Charter School
Accountability: 588 Examples and Counting)
N/A
FUNDING
RECOMMENDATION
The purpose of this agenda item is pursuit of continuous improvement of the Board’s governance
role, in this case utilizing in-house learning methods and resources. It is recommended that all
Board members read Chapters 1and 2 from Dr. Carpenter’s book. Further, come prepared to
discuss them in the context of how this information and material relates to the Board’s
governance role for Westlake Academy.
:
ATTACHMENTS: None.
Westlake Academy
Item # 9 –
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 August 16, 2010.
b. Consideration of a Resolution 10-20, Adopting a Board Policy Regarding
Volunteers at Westlake Academy.
Westlake Academy
Item # 4 - Consent
Agenda Items
BOT Minutes 08/16/10
Page 1 of 7
WESTLAKE ACADEMY
BOARD OF TRUSTEES WORKSHOP & REGULAR MEETINGS
August 16, 2010
PRESENT: President Laura Wheat and Trustees, Tim Brittan, Carol Langdon, and Rick
Rennhack. Clif Cox arrived at 6:00 p.m.
ABSENT: Larry Corson
OTHERS PRESENT: Chief Executive Officer Thomas Brymer, Attorney Janet Bubert,
Secretary Kelly Edwards, Secondary Principal Rod Harding,
Primary Principal Jamie Schmitz, PYP Coordinator Terri Watson,
DP Coordinator, Stacy Stoyanoff, Administrative Services
Coordinator Ben Nibarger, Finance Director Debbie Piper,
Municipal Court Administrator Amanda DeGan, Director of Human
Resources and Administrative Services Todd Wood, Asst. to the
Town Manager Ginger Awtry, Director of Parks and Recreation
and Facilities Troy Meyer.
Workshop Session
1. CALL TO ORDER
President Wheat called the workshop meeting to order at 4:43 p.m.
2. REVIEW OF CONSENT AGENDA ITEMS FROM AUGUST 16, 2010, TRUSTEES
REGULAR MEETING AGENDA.
Discussion ensued regarding social media and the uses between faculty members and
students.
President Wheat recommended the Board approve the Personnel Manual with the
revision as discussed.
BOT Minutes 08/16/10
Page 2 of 7
3. PRESENTATION AND DISCUSSION FROM THE WESTLAKE ACADEMY HOUSE
OF COMMONS SPEAKER REGARDING THE ACTIVITIES FROM THE 2009-2010
SCHOOL YEAR AND UPCOMING ACTIVITIES FOR THE 2010-2011 YEAR.
Mr. Rich Mueller provided a presentation and overview sponsored events in 2009-2010
and highlighted the new position and initiatives for the 2010-2011 year.
4. PRESENTATION AND DISCUSSION OF THE WESTLAKE ACADEMY
FOUNDATION’S 2010 BLACKSMITH CAMPAIGN.
Debra Ziegler Foundation Co-Chair stated the Foundation is committed to seeing that
the school is financially independent. The Foundation has prepared a new donation
form, will categorize the donations based on the levels, track donors using Quick Books
and send out weekly emails. To encourage participation they will offer incentive awards
to donors such as tickets to Gallery Night for donors who participate during the soft
push at Back to School Night. The goal they would like to achieve for 2010-2011 is
$600,000.00. To reach the goal they would need the participation of $1032.00 per
student.
Discussion ensued on how the Blacksmith funds are spent, the support that the Town
has been providing to the Academy and how to get the correct message out to donors.
Superintendent Brymer stated we would need Blacksmith funds due to the fact that the
amount of funding received from the State per student is not sufficient to provide the
current level of service to our students.
5. PRESENTATION AND DISCUSSION OF THE ESTIMATED YEAR-END ACADEMIC
SERVICES BUDGET FOR WESTLAKE ACADEMY FOR THE FISCAL YEAR ENDING
AUGUST 31, 2010 AND ADOPTING THE PROPOSED BUDGET FOR THE FISCAL
YEAR ENDING AUGUST 31, 2011.
Superintendent Brymer and the academy staff provided a presentation and overview of
the FY 2010-2011 annual operating budget “Building Our Learning Community”.
Superintendent Brymer provided an overview of the SLA’s that were added as discussed
during the workshop.
• Include recommended SLA’s, add third 5th
• Use a Five (5) class block schedule
grade section, and 2% salary scale
movement.
• Increase enrollment in each class to 20 (except Kindergarten)
• Move direct costs into the WA budget
• Review user fees and examine Transportation Fund to segregate bus operating
costs
BOT Minutes 08/16/10
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Discussion ensued regarding the addition of students to fund the technology
expenditure, new parking fees, transportation funding, the five (5) year forecast which
includes debt service and the methodology to figure the direct and indirect cost of Town
services.
6. DISCUSSION OF THE PROPOSED BOARD OF TRUSTEE POLICIES FOR 2010 –
2011 ACADEMIC YEAR.
President Wheat moved the discussion of this item to the regular meeting.
President Wheat adjourned the meeting at 6:29 p.m.
President Wheat reconvened the meeting at 6:51 p.m.
7. PRESENTATION AND DISCUSSION OF DIPLOMA PROGRAMME/ADVANCED
PLACEMENT RESULTS FROM THE 2009-10 ACADEMIC YEAR.
DP Coordinator Stoyanoff presented and overview and observations from the DP exam
results for the Class of 2010. He also stated that students were extremely successful
with the AP exams in English Language and Composition and Macroeconomics and
students will receive their certificates and diplomas this fall.
8. BOARD RECAP / STAFF DIRECTION
- None
9. ADJOURNMENT
There being no further business before the Board, President Wheat adjourned the
workshop at 7:39 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the Regular meeting to order at 7:46 p.m. with all Trustees
Brittan, Cox, Langdon, and Rennhack.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
BOT Minutes 08/16/10
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3. CITIZENS' PRESENTATIONS AND RECOGNITIONS
Rebecca Rollins, 13239 Roanoke Road, spoke regarding the School Trips policy. Mrs.
Rollins stated that this policy fails to address the funding of field trips and that equity is
not addressed in this policy and should be in all policies.
4. CONSENT AGENDA
a. Consider approval of the minutes for the meeting held on May 10, 2010.
b. Consider approval of the minutes for the joint workshop held on June 7, 2010.
c. Consider approval of the minutes for the workshop held on June 18, 2010.
d. Consider approval of Resolution 10-10, Amending the discipline policy.
e. Consider approval of Resolution 10-11, Amending the trips policy.
f. Consider approval of Resolution 10-12, Amending the parent – student
handbook signature page.
g. Consider approval of Resolution 10-13, Amending the academic honesty policy.
h. Consider approval of Resolution 10-14, Amending the technology usage policy.
i. Consider approval of Resolution 10-15, Adopting a transportation policy.
j. Consider approval of Resolution 10-16, Adopting an electronic communication
policy.
k. Consider approval of Resolution 10-17, Adopting a community learning
commitment policy.
l. Consider approval of Resolution 10-18, Approving additions to the Westlake
Academy Personnel Manual.
Superintendent Brymer recommended the Board remove items d through k of the
consent agenda for separate discussion.
MOTION: Trustee Cox made a motion to approve items a, b, c and l the consent
agenda to include language regarding prohibition of Facebook
communications between faculty members and students be added to the
Personal Manual. Trustee Langdon seconded the motion. The motion
carried by a vote of 4-0.
Court Administrator DeGan provided an overview of the amended and new policies.
MOTION: Trustee Rennhack made a motion to approve Resolution 10-10,
Amending the discipline policy. Trustee Brittan seconded the motion.
The motion carried by a vote of 4-0.
Discussion ensued regarding the Trips policy and the communication of trip dates, the
number of students required to participate to make a trip possible and the cost
associated with each trip.
Attorney Bubert provided an overview of the regarding the out of state trip language
that was added to the current policy. She also explained that if the trips were not
required this policy it would not violate any laws.
BOT Minutes 08/16/10
Page 5 of 7
MOTION: Trustee Rennhack made a motion to approve Resolution 10-11,
Amending the trips policy, Trustee Cox seconded the motion. The
motion carried by a vote of 4-0.
Court Administrator DeGan stated that students are now required to sign the final page
policy and the clarifications added to the handbook regarding academic honesty.
MOTION: Trustee Langdon made a motion to approve Resolution 10-12,
Amending the Parent – Student handbook signature page. Trustee
Rennhack seconded the motion. The motion carried by a vote of 4-0.
Court Administrator DeGan provided an overview of the policy and the clarifications
added to the handbook regarding academic honesty.
Discussion ensued regarding assistance provided to students such as a clarification of
receiving or providing assistance with assignments.
MOTION: Trustee Rennhack made a motion to approve Resolution 10-13,
Amending the academic honesty policy. Trustee Cox seconded the
motion. The motion carried by a vote of 4-0.
Court Administrator DeGan provided an overview of the policy and the clarifications
added to the policy.
MOTION: Trustee Cox made a motion to approve Resolution 10-14, Amending
the technology usage policy. Trustee Rick seconded the motion. The
motion carried by a vote of 4-0.
Court Administrator DeGan provided an overview of the new policy.
Discussion ensued regarding seatbelts and the implementation as required by law in
September 2011 and drivers training.
MOTION: Trustee Langdon made a motion to approve Resolution 10-15,
Adopting a transportation policy removing item 3 requiring CPR trained
drivers. Trustee Brittan seconded the motion. The motion carried by a
vote of 4-0.
BOT Minutes 08/16/10
Page 6 of 7
Court Administrator DeGan provided an overview of the new policy.
MOTION: Trustee Brittan made a motion to approve Resolution 10-16, Adopting
an electronic communication policy. Trustee Rennhack seconded the
motion. The motion carried by a vote of 4-0.
Court Administrator DeGan provided an overview of the new policy.
MOTION: Trustee Cox made a motion to approve Resolution 10-17, Adopting a
community learning commitment policy. Trustee Langdon seconded the
motion. The motion carried by a vote of 4-0.
5. CONDUCT A PUBLIC HEARING AND CONSIDER RESOLUTION 10-19,
APPROVING THE ESTIMATED YEAR-END ACADEMIC SERVICES BUDGET FOR
WESTLAKE ACADEMY FOR THE FISCAL YEAR ENDING AUGUST 31, 2010 AND
ADOPTING THE PROPOSED BUDGET FOR THE FISCAL YEAR ENDING AUGUST
31, 2011.
No one addressed the Council during the Public Hearing.
MOTION: Trustee Brittan made a motion to approve Resolution 10-19,
approving. Trustee Langdon seconded the motion. The motion carried
by a vote of 4-0.
6. BOARD RECAP / STAFF DIRECTION
The Board requested revisiting the Trips Policy and discussion of lunchroom logistics
prior to the implementation of the Block Scheduling.
7. BOARD CALENDAR
- First Day of School
August 23, 2010
- Board Meeting
September 13, 2010
- Arbor Day
September 25, 2010
- Westlake Baja at Vaquero
September 27, 2010
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8. FUTURE AGENDA ITEMS
President Wheat: discussion of BOT policy for seat belts in bus seats including
contracted bus services for WA student trips.
Discussion ensued regarding the implementation of State law in 2011 and if the
Academy could lease a Charter bus with seat belts.
9. ADJOURNMENT
There being no further business before the Board, President Wheat asked for a motion
to adjourn.
MOTION: Trustee Cox made a motion to adjourn the meeting. Trustee Rennhack
seconded the motion. The motion carried by a vote of 4-0.
President Wheat adjourned the meeting at 9:23 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON SEPTEMBER 13, 2010.
____________________________
Laura Wheat, Board President
ATTEST:
_____________________________
Kelly Edwards, Board Secretary
Page 1 of 1
Memo
Westlake Academy
To: Honorable President and Members of the Board of Trustees
From: Tom Brymer, Superintendent
Subject: Meetings of September 13, 2010
Date: September 7, 2010
Wkshp Discussion of a Draft Proposed Volunteers Board Policy
ITEM
Regular Consideration of a Resolution Adopting a Board Policy Regarding
Volunteers at Westlake Academy (consent 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
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):
Over the last two (2) years, staff has been working with the Board to develop a Board Policy
Manual to assist the Board in its governance role, and give staff appropriate policy direction to
staff regarding the Academy’s management. A number of Board policies have been drafted,
adopted, and are contained in the Board’s Policy Manual (available on-line). The attached draft
policy provides policy parameters for the use of volunteers at Westlake Academy.
FUNDING: N/A
RECOMMENDATION
Discuss the proposed policy at the Workshop Meeting (note: this policy has been reviewed by
the Leadership Team and our legal counsel), make Board desired revisions, and consider for
adoption at the Regular Meeting
ATTACHMENTS:
Resolution
Board Volunteer Policy attached
Resolution 10-20
Page 1 of 4
WESTLAKE ACADEMY
RESOLUTION 10-20
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING A POLICY REGARDING THE USE OF
VOLUNTEERS AT WESTLAKE ACADEMY.
WHEREAS, the Board of Trustees desires to create a supportive learning environment
with the ultimate outcome being the achievement of academic excellence and the development of
life-long learning skills for the students at Westlake Academy; and,
WHEREAS, to achieve that end, it is desirable to utilize the time, talents, and abilities of
volunteers to enhance this educational experience for Academy students, much of which would
otherwise not be affordable or require the use of scarce Academy budget dollars to acquire; and,
WHEREAS, the Board of Trustees wishes to establish by policy parameters to guide
Academy staff in the use of volunteers at Westlake Academy; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and the faculty of
Westlake Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1:
THAT, all matters stated in the recitals hereinabove are found to be true
and correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2:
THAT, the Board of Trustees for Westlake Academy, hereby approves the
policy, Volunteer Policy, attached to this Resolution as 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.
SECTION 4:
THAT, this Resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS THE 13th DAY OF SEPTEMBER, 2010.
Resolution 10-20
Page 2 of 4
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
L. Stanton Lowry, School Attorney
Resolution 10-20
Page 3 of 4
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 10-20:
Date Board Adopted:
Date Board Amended: N/A
Effective Date
: September 13, 2010
Policy Name
: Volunteer Policy
Policy Category
: Parent, Student and Faculty Relations and Expectations
Policy Goal
: Pursuit of the Academy’s mission/vision for effective education via a
teacher-student-parent partnership which promotes positive parent and community
involvement at Westlake Academy through a volunteer program constructed according
to appropriate policy guidelines.
Policy Description
:
The purpose of this policy is to provide overall guidance and policy direction to faculty,
staff, and volunteers regarding Westlake Academy’s volunteer program. Westlake
Academy’s Board of Trustees supports the use of volunteers, subject to the
requirements of this policy, as a means to utilize the many abilities and talents of
volunteers to enhance the educational experience for Westlake Academy students. It is
recognized that volunteers provide the staff and students at Westlake Academy with
resources and talents that would otherwise not be affordable or would require use of
scarce Academy budget dollars to acquire.
Unless specifically stated herein, this policy applies to all volunteers in all programs and
projects undertaken at or on behalf of the Academy.
Accordingly, it is appropriate for Westlake Academy staff to develop processes and
procedures to manage and administer a volunteer program within the following policy
boundaries:
• Westlake Academy volunteers are those individuals who choose to perform
services for the Academy as defined by Academy staff without compensation or
expectation of compensation of any kind. Volunteers are not employees of
Westlake Academy.
• Anyone interested in volunteer service at Westlake Academy shall first apply by
completing a volunteer application packet, which is available at the Academy
office and on-line.
Resolution 10-20
Page 4 of 4
• A volunteer may not perform any volunteer duties for the Academy until:
1. The Academy has obtained all necessary criminal history record
information related to the volunteer as may be required by state law and
board policy; and
2. The volunteer receives notice from the Superintendent’s designee that
his/her application for volunteer service has been approved.
• Approved volunteers will be assigned tasks and duties based upon the needs of
the Academy as identified by Academy staff. All persons approved for volunteer
service shall perform their volunteer service under the supervision of a Westlake
Academy staff/faculty person. Volunteers will access their volunteer work
stations at the Academy via the campus security system established by staff.
• All persons approved for volunteer service shall participate in and attend
mandatory volunteer training, including completion of training on the Family
Educational Rights and Privacy Act (FERPA) conducted by Academy staff prior
to commencing their volunteer service at Westlake Academy. Additionally, all
volunteers shall sign the Academy’s Learning Commitment prior
to commencing
their volunteer service.
• Academy volunteers must comply with all applicable Academy policies and
procedures at all times that volunteer services are provided; including, but not
limited to, the Academy’s acceptable use policies related to technology.
• Decisions on the appropriateness of volunteer service by any individual rests
solely with the Academy’s staff through the Superintendent or his/her designate.
Use of volunteers does not constitute, either implicitly or explicitly, a binding contractual
or personnel agreement on behalf of Westlake Academy. The Board of Trustees
reserves the right to change this policy or any other policy related to use of volunteers
and require adherence by all new and current volunteers.
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #5
Board Recap /
Staff Direction
BOARD CALENDAR
o Arbor Day
September 25, 2010
o Westlake Baja at Vaquero
September 27, 2010
o Board of Trustee Meeting
October 4, 2010
o Board of Trustee Meeting
November 1, 2010
o Texas Charter Schools Association Conference
San Antonio
November 29-December 1, 2010 (contact Ben)
Westlake Academy
Item #6
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 # 7 –
Future Agenda
Items
Westlake Academy
Item # 8 –
Adjournment
Back up material has not
been provided for this item.