Loading...
HomeMy WebLinkAboutWA 2009 Parents Survey WWWeeessstttlllaaakkkeee AAAcccaaadddeeemmmyyy BBBoooaaarrrddd ooofff TTTrrruuusssttteeeeeesss PPPaaarrreeennnttt SSSuuurrrvvveeeyyy FFFiiinnnaaalll RRReeepppooorrrttt SSuubbmmiitttteedd TToo:: WWWeeessstttlllaaakkkeee AAAcccaaadddeeemmmyyy BBBoooaaarrrddd ooofff TTTrrruuusssttteeeeeesss ETC Institute Project Manager: Chris Tatham 725 West Frontier Circle Phone: 913-829-1215 Olathe, Kansas Fax: 913-829-1591 66061 E-mail: ctatham@etcinstitute.com EEETTTCCC IIInnnssstttiiitttuuuttteee June 2009 ...helping organizations make better decisions since 1982 Contents Executive Summary.......................................................................i Charts and Graphs: Section 1.......................................................1 Importance-Satisfaction Analysis: Section 2..............................11 Tabular Data: Section 3..............................................................17 Survey Instrument: Section 4......................................................62 Executive Summary i EXE C U T I V E SUM M A R Y 2009 Westlake Academy Board of Trustees Parent Survey Executive Summary Report Overview and Methodology During May and June of 2009, ETC Institute administered a survey of parents of children who attended Westlake Academy. The purpose of the survey was to gather input from parents to improve the overall quality of education and programs provided by the Academy. The four-page survey was administered by mail and phone to a random sample of 170 parents. The results for the random sample of 170 parents have a 95% level of confidence with a precision of at least +/- 5.0%. This summary report contains: ¾ a summary of the methodology for administering the survey and major findings ¾ charts showing the overall results for most questions on the survey ¾ importance-satisfaction analysis ¾ tabular data that show the results for each question on the survey ¾ a copy of the survey instrument. The major findings of the survey are provided on the following pages. Major Findings • Parents Were Generally Satisfied with the Overall Quality of Education Provided by Westlake Academy. Eighty-two percent (82%) of the parents surveyed were “very satisfied” or “satisfied” with the quality of education they received at Westlake Academy; 8% were “neutral,” 9% were “very dissatisfied” or “dissatisfied” and 1% did not have an opinion. Executive Summary ii EXE C U T I V E SUM M A R Y • Satisfaction With Westlake Academy Services and Programs. The Westlake Academy services and programs that residents were most satisfied with, based upon a combination of “very satisfied” and “satisfied” responses were: o The IB Curriculum (85%) o Maintenance of the Campus (85%) o Suitability of the campus facilities for learning (85%) o Opportunities for parental involvement (81%) o Administration (76%) o Academic progress of your child (76%) • Westlake Academy Services and Programs Parents Felt Were Most Important. The Academy services and programs that parents felt were most important were: (1) teachers/faculty, (2) the academic progress of children, (3) the IB curriculum and (4) the college preparation process. • Student Safety at Westlake Academy. Ninety-two percent (92%) of parents felt their child is physically safe at school, 6% did not and 3% did not know. Eighty-one percent (81%) of parents felt their child is emotionally safe at school, 16% did not and 3% did not know. • IB Curriculum. Of the 11 items assessed on the survey, parents rated the IB curriculum as the number one reason they originally decided to enroll their child in Westlake Academy. When parents were asked about their understanding of the IB curriculum, 80% of parents felt they had an adequate understanding of the curriculum, 18% did not and 2% did not know. • Special Education Services. Of the parents who had children who used special education services, sixty-four percent (64%) of parents were satisfied with the modifications and services provided by Westlake Academy and 36% were not. • Communication. Some of the major findings from the survey related to communication are listed below: o More than half (61%) of the parents surveyed felt direct e-mail communication was the best way for Westlake Academy to keep them informed. In addition, forty-two percent (42%) of parents indicated they would like to receive e-mails from Westlake Academy to direct them to the WA website. o Eighty-two percent (82%) of the parents surveyed felt a WA newsletter would be valuable. When asked how they would like to receive the newsletter, 71% would prefer to receive it by e-mail, 26% would like to receive it by postal mail and 3% did not provide a response. Executive Summary iii EXE C U T I V E SUM M A R Y • Planning for the Future. Parents were asked to indicate how important they felt it was for Westlake Academy to expand and/or implement various services and programs assuming the resources are available. The items that parents felt were most important, based upon a sum of “extremely important,” “very important” and “important” responses, were: expand IB options at the Diploma level (94%), expand the art program (87%) and expand foreign language offerings/opportunities (86%). • Blacksmith Apprentice Program. Ninety percent (90%) of the parents surveyed indicated they participated in the Blacksmith Apprentice Program annually, 9% did not and 1% did not provide a response. When asked if they would be willing to increase contributions to the program to fund expanded levels of services or new programs, more than half (61%) of parents indicated they would be willing to increase their contributions, 32% were not willing and 7% did not provide a response. Section 1: Charts and Graphs Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 1 49% 41% 41% 42% 30% 33% 26% 23% 29% 21% 17% 26% 20% 23% 25% 26% 23% 17% 18% 23% 16% 12% 12% 36% 44% 44% 39% 46% 43% 46% 49% 43% 47% 50% 41% 46% 41% 38% 36% 37% 40% 32% 26% 30% 32% 32% 11% 11% 10% 12% 13% 14% 22% 18% 23% 15% 21% 15% 17% 25% 25% 22% 24% 20% 29% 26% 34% 31% 22% 4% 4% 5% 7% 11% 11% 7% 11% 6% 17% 12% 18% 17% 12% 12% 17% 16% 23% 21% 26% 20% 25% 35% IB curriculum Maintenance of campus Suitability of facilities for learning Opportunities for parental involvement Administration Academic progress of your child Effectiveness of the House of Commons Teachers/Faculty Effectiveness of the WA Foundation Quality of communication from WA Traffic Methods of communication from WA School website Effectiveness of the WAAC The four House system for students Opportunities for parental input Communications regarding issues/problems Grading system Trustees College preparation process Extracurricular sports programs Other extracurricular programs School lunch program 0%20%40%60%80%100% Very Satisfied (5)Satisfied (4)Neutral (3)Dissatisfied (1/2) Q1. Overall Satisfaction With Westlake Academy Services and Programs by percentage of parents who rated the item as a 1 to 5 on a 5-point scale (excluding don't knows and not applicable) Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) 2% 1% 67% 55% 45% 33% 19% 12% 10% 9% 7% 7% 4% 4% 4% 2% 2% 2% 1% 1% Teachers/Faculty Academic progress of your child IB curriculum College preparation process Administration Communications regarding issues/problems Extracurricular sports programs Grading system Quality of communication from WA Other extracurricular programs Suitability of facilities for learning Opportunities for parental involvement Methods of communication from WA Opportunities for parental input Trustees School lunch program Effectiveness of the WA Foundation Maintenance of campus The four House system for students Traffic 0%20%40%60%80% 1st Choice2nd Choice3rd Choice by percentage of parents who selected the item as one of their top three choices Q2. Westlake Academy Services and Programs That Parents Felt Were Most Important Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 2 Q3. Do you feel your child is emotionally safe at school? by percentage of parents Yes 81% No 16% Don't know 3% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q4. Do you feel your child is physically safe at school? by percentage of parents Yes 92% No 6% Don't know 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 3 Q5. Overall Satisfaction With the Quality of Education Provided by Westlake Academy by percentage of parents Very satisfied 38% Satisfied 44% Neutral 8% Dissatisfied 8% Very dissatisfied 1% Don't know 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q6. Do you believe you have an adequate understanding of the IB curriculum? by percentage of parents Yes 80% No 18% Don't know 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 4 Q7. Do you have a child with a learning disability that utilizes special education services? by percentage of parents Q7a. If yes, are you satisfied with the modifications and services provided by Westlake Academy? Yes 13% No 86% Not provided 1% Yes 64% No 36% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q8. Would you find a WA newsletter to be of value? by percentage of parents Q8a. If YES, how you prefer to receive the newsletter? Yes 82% No 17% Not Sure 1% E-mail 71% Postal Mail 26% Not provided 3% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 5 Q9. Which of the following are the best ways for Westlake Academy to keep you informed? by percentage of parents (multiple responses allowed) 61% 42% 15% Direct e-mail communication E-mails that direct you to the WA website Hard copies of items posted on WA website 0%20%40%60%80% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) 82% 33% 21% 11% 9% 9% 9% 5% 3% 2% 2% 2% The IB curriculum Quality of teachers/faculty Reputation of the school Location of the school Quality of the facilities Foreign language offering Small Classroom Size/Environment The Academy's status as a "charter" school Cost Extracurricular sports programs Strings program Other extracurricular programs 0%20%40%60%80%100% by percentage of parents who selected the item as one of their top two choices Q10. Which of the following were most important in your decision to originally enroll your children) at Westlake Academy Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 6 Q11. If your child was not enrolled at Westlake Academy, where would your child most likely be attending school? by percentage of parents A public school 65% A private school 26% Home school 5% Not Sure 4% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q12. Importance of Westlake Academy Expanding Various Academy Programs Assuming the Resources Are Available by percentage of parents who rated the item as a 5, 4 or 3 on a 5-point scale where 5 means "Extremely Important" and 1 means "Not Important" (excluding don't knows and not applicable) 94% 87% 86% 76% 74% 74% 62% 49% 39% Expand IB options at the Diploma level Expand the Arts program Expand foreign language offerings/opportunities Offer online access to student grades Expand the new media educational opportunities Implement a Spanish immersion program Improve the website Continue the Strings program Expand residential trip offerings 0%20%40%60%80%100% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 7 Q13. The Blacksmith Apprentice Program is critical to the financial health of the Academy. Do you annually participate in the program? by percentage of parents Yes 90% No 9% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q14. Would you be willing to increase your contributions to the Blacksmith Apprentice Program to fund an expanded level of services or new programs? by percentage of parents Yes 61% No 32% Not provided 7% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 8 Q18. How many years have you had at least one child attending Westlake Academy by percentage of parents 1 year 22% 2 years 13% 3 years 8% 4 years 12% 5 years 13%6 years 31% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q19. In which grades do you currently have children enrolled at Westlake Academy? by percentage of parents K-2 19% Grades 3-4 16% Grades 5-6 16% Grades 7-8 19% Grades 9-10 21% Grades 11-12 9% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 9 Q20. Do you have additional school age children enrolled in other schools? Q20a. If YES, what grades? by percentage of parents Yes 27% No 72% Not provided 1% K-6th 51% 7th-10th 27% 11th-12th 20% Not provided 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q21. How many adults in your home are employed full time outside of the home? by percentage of parents None 2% One 55% Two 42% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 10 Section 2: Importance-Satisfaction Analysis Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 11 Importance-Satisfaction Analysis Westlake Academy Board of Trustees Parent Survey Overview Today, public officials have limited resources to access activities that are of the most benefit to their customers. Two of the most important criteria for decision making are (1) to target resources toward services of the highest importance to customers; and (2) to target resources toward those services where customers are the least satisfied. The Importance-Satisfaction (I-S) rating is a unique tool that allows public officials to better understand both of these highly important decision making criteria for each of the services they are providing. The Importance-Satisfaction rating is based on the concept that organizations will maximize overall customer satisfaction by emphasizing improvements in those service categories where the level of satisfaction is relatively low and the perceived importance of the service is relatively high. Methodology The rating is calculated by summing the percentage of responses for items selected as the first, second, and third most important Academy services and programs. This sum is then multiplied by 1 minus the percentage of parents that indicated they were positively satisfied with the Academy's performance in the related area (the sum of the ratings of 4 and 5 on a 5-point scale excluding “don't know” responses). “Don't know” responses are excluded from the calculation to ensure that the satisfaction ratings among service categories are comparable. [I-S=Importance x (1-Satisfaction)]. Example of the Calculation. Parents were asked to identify the Academy services and programs they thought were most important. Thirty-three percent (33%) of parents ranked the college preparation process as the most important Academy service. With regard to satisfaction, the college preparation process was ranked twentieth overall with 49% rating the college preparation process as a “4” or a “5” on a 5-point scale, excluding “don't know” responses. The I-S rating for college preparation process was calculated by multiplying the sum of the most important percentages by 1 minus the sum of the satisfaction percentages. In this example, 33% was multiplied by 51% (1-0.49). This calculation yielded an I-S rating of 0.1683, which was ranked second out of the twenty three services and programs accessed on the survey. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 12 The maximum rating is 1.00 and would be achieved when 100% of the parents selected the service or program as one of the three most important areas and 0% indicate that they are positively satisfied with the delivery of the service. The lowest rating is 0.00 and could be achieved under either one of the following two situations: • if 100% of the parents were positively satisfied with the delivery of the service • if none (0%) of the parents selected the service as one of the three most important areas. Interpreting the Ratings Ratings that are greater than or equal to 0.20 identify areas that should receive significantly more emphasis. Ratings from .10 to .20 identify service areas that should receive increased emphasis. Ratings less than .10 should continue to receive the current level of emphasis. • Definitely Increase Emphasis (IS>=0.20) • Increase Current Emphasis (0.10<=IS<0.20) • Maintain Current Emphasis (IS<0.10) The results for the Westlake Academy Survey are provided on the following page. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 13 Importance-Satisfaction Rating Westlake Academy Board of Trustees Parent Survey Satisfaction With Westlake Academy Programs and Services Category of Service Most Important % Most Important Rank Satisfaction % Satisfaction Rank Importance- Satisfaction Rating I-S Rating Rank High Priority (IS .10-.20) Teachers/Faculty 67%172%80.18761 College preparation process 33%449%200.16832 Academic progress of your child 55%276%60.13203 Medium Priority (IS <.10) IB curriculum 45%385%10.06754 Extracurricular sports programs 10%746%210.05405 Communications regarding issues/problems 12%660%170.04806 Administration 19%576%50.04567 Other extracurricular programs 7%1044%220.03928 Grading system 9%857%180.03879 Quality of communication from WA 7%968%100.022410 Methods of communication from WA 4%1367%120.013211 School lunch program 2%1644%230.011212 Trustees 2%1550%190.010013 Opportunities for parental involvement 4%1281%40.007614 Opportunities for parental input 2%1462%160.007615 Suitability of facilities for learning 4%1185%30.006016 Effectiveness of the WA Foundation 2%1772%90.005617 The four House system for students 1%1963%150.003718 Traffic 1%2067%110.003319 Maintenance of campus 1%1885%20.001520 School website 0%2166%130.000021 Effectiveness of the House of Commons 0%2272%70.000022 Effectiveness of the WAAC 0%2364%140.000023 Note: The I-S Rating is calculated by multiplying the "Most Important" % by (1-'Satisfaction' %) Most Important %: The "Most Important" percentage represents the sum of the first, second, and third most important responses for each item. Respondents were asked to identify the items they thought should receive the most emphasis over the next two years. Satisfaction %:The "Satisfaction" percentage represents the sum of the ratings "4" and "5" excluding 'don't knows.' Respondents ranked their level of satisfaction with the each of the items on a scale of 1 to 5 with "5" being very satisfied and "1" being very dissatisfied. © 2009 DirectionFinder by ETC Institute Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 14 Importance-Satisfaction Matrix Analysis. The Importance-Satisfaction rating is based on the concept that public agencies will maximize overall customer satisfaction by emphasizing improvements in those areas where the level of satisfaction is relatively low and the perceived importance of the service is relatively high. ETC Institute developed an Importance-Satisfaction Matrix to display the perceived importance of the programs and services that were assessed on the survey against the perceived quality of service delivery. The two axes on the matrix represent Satisfaction (vertical) and relative Importance (horizontal). The I-S (Importance-Satisfaction) matrix should be interpreted as follows. • Continued Emphasis (above average importance and above average satisfaction). This area shows where Westlake Academy is meeting customer expectations. Items in this area have a significant impact on the customer’s overall level of satisfaction. Westlake Academy should maintain (or slightly increase) emphasis on items in this area. • Exceeding Expectations (below average importance and above average satisfaction). This area shows where Westlake Academy is performing significantly better than customers expect the Academy to perform. Items in this area do not significantly affect the overall level of satisfaction that parents have with Westlake Academy services. The Academy should maintain (or slightly decrease) emphasis on items in this area. • Opportunities for Improvement (above average importance and below average satisfaction). This area shows where Westlake Academy is not performing as well as parents expect the Academy to perform. This area has a significant impact on customer satisfaction, and Westlake Academy should DEFINITELY increase emphasis on items in this area. • Less Important (below average importance and below average satisfaction). This area shows where Westlake Academy is not performing well relative to the Academy’s performance in other areas; however, this area is generally considered to be less important to parents. This area does not significantly affect overall satisfaction with Westlake Academy services because the items are less important to parents. The Academy should maintain current levels of emphasis on items in this area. A matrix chart showing the results for Westlake Academy is provided on the following page. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 15 Satisfaction Rating , , , , , , , , , , , , ,, , , , ,,,,,, mean satisfaction Op p o r t u n i t i e s f o r I m p r o v e m e n t We s t l a k e A c a d e m y B o a r d o f T r u s t e e s P a r e n t S u r v e y Im p o r t a n c e - S a t i s f a c t i o n A s s e s s m e n t M a t r i x -S a t i s f a c t i o n W i t h W e s t l a k e A c a d e m y P r o g r a m s a n d S e r v i ces- (p o i n t s o n t h e g r a p h s h o w d e v i a t i o n s f r o m t h e m e a n i m p o r t a n c e a n d s a t i s f a c t i o n r a t i n g s g i v e n b y r e s p o n d e n t s t o t h e s u r v e y ) me a n i m p o r t a n c e Im p o r t a n c e R a t i n g Lo w e r I m p o r t a n c e Higher Importance lo w e r i m p o r t a n c e / h i g h e r S a t i s f a c t i o n hi ghe r i m p o r t a n c e / h i g h e r S a t i s f a c t i o n lo w e r i m p o r t a n c e / l o w e r S a t i s f a c t i o n hi g h e r i m p o r t a n c e / l o w e r S a t i s f a c t i o n Ex c e e d e d E x p e c t a t i o n s Le s s I m p o r t a n t Co n t i n u e d E m p h a s i s So u r c e : E T C I n s t i t u t e ( 2 0 0 9 ) Su i t a b i l i t y o f f a c i l i t i e s Ex tr ac u r r i c u l a r s p o r t s p r o g r a m s Ot h e r e x t r a c u r r i c u l a r p r o g r a m s Ac a d e m i c p r o g r e s s of y o u r c h i l d Co l l e g e p r e p a r a t i o n p r o c e s s Gr a d i n g s y s t e m Te a c h e r s / F a c u l t y Sc h o o l l u n c h p r o g r a m Co m m u n i c a t i o n s r e g a r d i n g i s s u e s / p r o b l e m s Ad m i n i s t r a t i o n Ef f e c t i v e n e s s o f t h e W A A C Fo u r H o u s e s y s t e m Op p o r t u n i t i e s f o r p a r e n t a l i n p u t Tr u s t e e s IB C u r r i c u l u m Op p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t Tr a f f i c Sc h o o l w e b s i t e Ma i n t e n a n c e o f c a m p u s WA F o u n d a t i o n Ho u s e o f C o m m o n s Qu a l i t y o f c o m m u n i c a t i o n Me t h o d s o f c o m m u n i c a t i o n We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 16 Section 3: Tabular Data Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 17 Q1 S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s in g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y sa t i s f i e d " a n d 1 m e a n s " v e r y d i s s a t i s f i e d , " pl e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : (N = 1 7 0 ) V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 a T e a c h e r s / f a c u l t y 0. 0 % 2 . 9 % 7 . 6 % 1 7 . 6 % 4 8 . 8 % 2 2 . 4 % 0 . 6 % Q1 b A d m i n i s t r a t i o n 0. 0 % 2 . 9 % 8 . 2 % 1 2 . 9 % 4 5 . 9 % 2 9 . 4 % 0 . 6 % Q1 c T r u s t e e s 3. 5 % 7 . 6 % 8 . 2 % 2 1 . 8 % 2 4 . 1 % 1 3 . 5 % 2 1 . 2 % Q1 d M a i n t e n a n c e o f t h e c a m p u s 0 . 0 % 0 . 6 % 3 . 5 % 1 0 . 6 % 4 3 . 5 % 4 0 . 0 % 1 . 8 % Q1 e S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 0. 0 % 0 . 0 % 5 . 3 % 1 0 . 0 % 4 2 . 9 % 4 0 . 6 % 1 . 2 % Q1 f I B ( I n t e r n a t i o n a l B a c c a l a u r e a t e ) cu r r i c u l u m 1. 2 % 0 . 0 % 4 . 1 % 1 0 . 0 % 3 4 . 1 % 4 5 . 9 % 4 . 7 % Q1 g S c h o o l l u n c h p r o g r a m 4. 7 % 8 . 8 % 2 2 . 9 % 2 0 . 0 % 2 9 . 4 % 1 0 . 6 % 3 . 5 % Q1 h E x t r a c u r r i c u l a r s p o r ts p r o g r a m 2 . 9 % 1 . 8 % 1 6 . 5 % 3 1 . 8 % 2 7 . 6 % 1 4 . 7 % 4 . 7 % Q1 i O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 . 7 % 4 . 1 % 1 8 . 2 % 2 7 . 6 % 2 8 . 2 % 1 0 . 6 % 6 . 5 % Q1 j S c h o o l w e b s i t e 0. 6 % 3 . 5 % 1 2 . 9 % 1 7 . 1 % 4 5 . 9 % 1 9 . 4 % 0 . 6 % Q1 k A c a d e m i c p r o g r e s s o f y o u r c h i l d 0 . 6 % 1 . 8 % 8 . 8 % 1 3 . 5 % 4 1 . 8 % 3 2 . 4 % 1 . 2 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 18 Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c al e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i th t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 l C o m m u n i c a t i o n s r e g a r d i n g is s u e s / p r o b l e m s r e l a t e d t o y o u r c h il d 1 . 2 % 4 . 7 % 1 0 . 6 % 2 3 . 5 % 3 5 . 3 % 2 2 . 4 % 2 . 4 % Q1 m O p p o r t u n i t i e s f o r p a r e n t a l in v o l v e m e n t 0. 6 % 1 . 2 % 5 . 3 % 1 1 . 8 % 3 7 . 6 % 4 1 . 2 % 2 . 4 % Q1 n O p p o r t u n i t i e s f o r p a r e n t a l i np u t 0 . 6 % 4 . 7 % 1 1 . 2 % 2 0 . 6 % 3 4 . 1 % 2 4 . 7 % 4 . 1 % Q1 o Q u a l i t y o f c o m m u n i c a t i o n f r o m WA 0. 0 % 5 . 3 % 1 1 . 8 % 1 4 . 7 % 4 6 . 5 % 2 1 . 2 % 0 . 6 % Q1 p M e t h o d s o f c o m m u n i c a t i o n fr o m W A 0. 0 % 3 . 5 % 1 4 . 1 % 1 4 . 7 % 4 0 . 0 % 2 5 . 3 % 2 . 4 % Q1 q T h e f o u r H o u s e s y s t e m f o r st u d e n t s 1. 8 % 2 . 4 % 8 . 2 % 2 2 . 4 % 3 3 . 5 % 2 1 . 8 % 1 0 . 0 % Q1 r E f f e c t i v e n e s s o f t h e H o u s e o f Co m m o n s 1. 8 % 0 . 0 % 5 . 9 % 1 8 . 8 % 4 0 . 0 % 2 2 . 9 % 1 0 . 6 % Q1 s E f f e c t i v e n e s s o f t h e W A fo u n d a t i o n 1. 8 % 1 . 2 % 3 . 5 % 2 0 . 0 % 3 6 . 5 % 2 4 . 7 % 1 2 . 4 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 19 Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i th t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 t E f f e c t i v e n e s s o f W A A C 2 . 4 % 2 . 4 % 7 . 6 % 2 0 . 0 % 3 2 . 9 % 1 8 . 2 % 1 6 . 5 % Q1 u T r a f f i c ( c a r p o o l s , e n t r y / e x i t , dr o p o f f ) 0. 0 % 4 . 1 % 7 . 6 % 2 0 . 6 % 4 8 . 8 % 1 7 . 1 % 1 . 8 % Q1 v G r a d i n g s y s t e m 1. 2 % 8 . 2 % 1 3 . 5 % 1 9 . 4 % 3 8 . 2 % 1 5 . 9 % 3 . 5 % Q1 w C o l l e g e p r e p a r a t i o n p r o c e s s 1 4 . 1 % 7 . 1 % 1 0 . 6 % 1 7 . 6 % 1 7 . 6 % 1 5 . 9 % 1 7 . 1 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 20 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s in g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y sa t i s f i e d " a n d 1 m e a n s " v e r y d i s s a t i s f i e d , " pl e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t e m s a t We s t l a k e A c a d e m y : ( w i t h o u t d o n ' t k n o w s a n d n o t a p p l i c a b l e ) (N = 1 7 0 ) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 a T e a c h e r s / f a c u l t y 3. 0 % 7 . 7 % 1 7 . 8 % 4 9 . 1 % 2 2 . 5 % Q1 b A d m i n i s t r a t i o n 3. 0 % 8 . 3 % 1 3 . 0 % 4 6 . 2 % 2 9 . 6 % Q1 c T r u s t e e s 10 . 2 % 1 0 . 9 % 2 8 . 9 % 3 2 . 0 % 1 8 . 0 % Q1 d M a i n t e n a n c e o f t h e c a m p u s 0. 6 % 3 . 6 % 1 0 . 8 % 4 4 . 3 % 4 0 . 7 % Q1 e S u i t a b i l i t y o f t h e c a m p u s f a c i l i t i e s f o r le a r n i n g 0. 0 % 5 . 4 % 1 0 . 1 % 4 3 . 5 % 4 1 . 1 % Q1 f I B ( I n t e r n a t i o n a l B a c c a l a u r e a t e ) cu r r i c u l u m 0. 0 % 4 . 4 % 1 0 . 6 % 3 6 . 3 % 4 8 . 8 % Q1 g S c h o o l l u n c h p r o g r a m 9. 6 % 2 5 . 0 % 2 1 . 8 % 3 2 . 1 % 1 1 . 5 % Q1 h E x t r a c u r r i c u l a r s p o r t s p r og r a m 1 . 9 % 1 7 . 8 % 3 4 . 4 % 2 9 . 9 % 1 5 . 9 % Q1 i O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 . 6 % 2 0 . 5 % 3 1 . 1 % 3 1 . 8 % 1 1 . 9 % Q1 j S c h o o l w e b s i t e 3. 6 % 1 3 . 1 % 1 7 . 3 % 4 6 . 4 % 1 9 . 6 % Q1 k A c a d e m i c p r o g r e s s o f y o u r c h i l d 1. 8 % 9 . 0 % 1 3 . 8 % 4 2 . 5 % 3 2 . 9 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 21 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t em s a t W e s t l a k e A c a d e m y : ( w i t h o ut d o n ' t k n o w s a n d n o t a p p l i c a ble) (N = 1 7 0 ) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 l C o m m u n i c a t i o n s r e g a r d i n g i s s u e s / pr o b l e m s r e l a t e d t o y o u r c h i l d 4. 9 % 1 1 . 0 % 2 4 . 4 % 3 6 . 6 % 2 3 . 2 % Q1 m O p p o r t u n i t i e s f o r p a r e n t a l in v o l v e m e n t 1 . 2 % 5 . 5 % 1 2 . 1 % 3 8 . 8 % 4 2 . 4 % Q1 n O p p o r t u n i t i e s f o r p a r e n t a l in p u t 4 . 9 % 1 1 . 7 % 2 1 . 6 % 3 5 . 8 % 2 5 . 9 % Q1 o Q u a l i t y o f c o m m u n i c a t i o n f r om W A 5 . 3 % 1 1 . 8 % 1 4 . 8 % 4 6 . 7 % 2 1 . 3 % Q1 p M e t h o d s o f c o m m u n i c a t i o n fr o m W A 3 . 6 % 1 4 . 5 % 1 5 . 1 % 4 1 . 0 % 2 5 . 9 % Q1 q T h e f o u r H o u s e s y s t e m f o r s t u d e n t s (T h o r e a u , W h e a t l e y , W h i t m a n , K e l l e r ) 2. 7 % 9 . 3 % 2 5 . 3 % 3 8 . 0 % 2 4 . 7 % Q1 r E f f e c t i v e n e s s o f t h e H o u s e of C o m m o n s 0 . 0 % 6 . 7 % 2 1 . 5 % 4 5 . 6 % 2 6 . 2 % Q1 s E f f e c t i v e n e s s o f t h e W A fo u n d a t i o n 1 . 4 % 4 . 1 % 2 3 . 3 % 4 2 . 5 % 2 8 . 8 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 22 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t em s a t W e s t l a k e A c a d e m y : ( w i t h o ut d o n ' t k n o w s a n d n o t a p p l i c a ble) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 t E f f e c t i v e n e s s o f W A A C 2. 9 % 9 . 4 % 2 4 . 6 % 4 0 . 6 % 2 2 . 5 % Q1 u T r a f f i c ( c a r p o o l s , e n t r y / e x i t , dr o p o f f ) 4 . 2 % 7 . 8 % 2 1 . 0 % 4 9 . 7 % 1 7 . 4 % Q1 v G r a d i n g s y s t e m 8. 6 % 1 4 . 2 % 2 0 . 4 % 4 0 . 1 % 1 6 . 7 % Q1 w C o l l e g e p r e p a r a t i o n p r o c e s s 1 0 . 3 % 1 5 . 4 % 2 5 . 6 % 2 5 . 6 % 2 3 . 1 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 23 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 1 st C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 45 2 6 . 5 % B = A d m i n i s t r a t i o n 4 2 . 4 % C = T r u s t e e s 3 1 . 8 % D = M a i n t e n a n c e o f t h e c a m p u s 1 0 . 6 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 9 1 7 . 1 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 1 0 . 6 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 1 0 . 6 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 50 2 9 . 4 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 1 0 . 6 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 1 0 . 6 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 3 1 . 8 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 2 1 . 2 % V = G r a d i n g s y s t e m 4 2 . 4 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 20 1 1 . 8 % Z = N o n e c h o s e n 5 2 . 9 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 24 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 2 nd C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 46 2 7 . 1 % B = A d m i n i s t r a t i o n 8 4 . 7 % D = M a i n t e n a n c e o f t h e c a m p u s 1 0 . 6 % E = S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 1 0 . 6 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 5 1 4 . 7 % G = S c h o o l l u n c h p r o g r a m 1 0 . 6 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 4 2 . 4 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 2 . 4 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 29 1 7 . 1 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 1 2 7 . 1 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 3 1 . 8 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 1 0 . 6 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 4 2 . 4 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 1 0 . 6 % V = G r a d i n g s y s t e m 5 2 . 9 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 16 9 . 4 % Z = N o n e C h o s e n 9 5 . 3 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 25 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 3 rd C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 22 1 2 . 9 % B = A d m i n i s t r a t i o n 21 1 2 . 4 % E = S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 6 3 . 5 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 2 1 2 . 9 % G = S c h o o l l u n c h p r o g r a m 2 1 . 2 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 12 7 . 1 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 6 3 . 5 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 15 8 . 8 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 8 4 . 7 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 3 1 . 8 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 2 1 . 2 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 5 2 . 9 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 3 1 . 8 % Q = T h e f o u r H o u s e s y s t e m f o r s t u d e n t s 1 0 . 6 % S = E f f e c t i v e n e s s o f t h e W A F o u n d a t i o n 3 1 . 8 % U = T r a f f i c ( c a r p o o l s , e n t r y/ e x i t , d r o p o f f ) 1 0 . 6 % V = G r a d i n g s y s t e m 6 3 . 5 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 20 1 1 . 8 % Z = N o n e C h o s e n 12 7 . 1 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 26 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? ( t o p t h r e e ) Q 2 S u m o f T o p T h r e e C h o i c e s N u m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 11 3 6 6 . 5 % B = A d m i n i s t r a t i o n 33 1 9 . 4 % C = T r u s t e e s 3 1 . 8 % D = M a i n t e n a n c e o f t h e c a m p u s 2 1 . 2 % E = S u i t a b i l i t y o f t h e c a m p u s f a c i l i t i e s f o r l e a r n i n g 7 4 . 1 % F = I B ( I n t e r n a t i o n a l B a c ca l a u r e a t e ) c u r r i c u l u m 7 6 4 4 . 7 % G = S c h o o l l u n c h p r o g r a m 3 1 . 8 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 17 1 0 . 0 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 11 6 . 5 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 94 5 5 . 3 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 2 1 1 2 . 4 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 6 3 . 5 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 4 2 . 4 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 12 7 . 1 % P = M e t h o d s o f c o m m u n ic a t i o n f r o m W A 6 3 . 5 % Q = T h e f o u r H o u s e s y s t e m f o r s t u d e n t s 1 0 . 6 % S = E f f e c t i v e n e s s o f t h e W A F o u n d a t i o n 3 1 . 8 % U = T r a f f i c ( c a r p o o l s , e n t r y / e x i t , d r o p o f f ) 1 0 . 6 % V = G r a d i n g s y s t e m 15 8 . 8 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 56 3 2 . 9 % Z = N o n e c h o s e n 5 2 . 9 % T o t a l 48 9 We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 27 Q3 D o y o u f e e l y o u r c h i l d i s em o t i o n a l l y s a f e a t s c h o o l ? Q 3 D o y o u f e e l y o u r c h i l d i s e m o t i o n a l l y s a f e a t s c h o o l ? Nu m b e r P e r c e n t Y e s 13 7 8 0 . 6 % N o 27 1 5 . 9 % D o n ' t k n o w 6 3 . 5 % T o t a l 17 0 1 0 0 . 0 % Q4 D o y o u f e e l y o u r c h i l d i s p h y s i c a l l y s a f e a t s c h o o l ? Q 4 D o y o u f e e l y o u r c h i l d i s p h y s i c a l l y s a f e a t s c h o o l ? Nu m b e r P e r c e n t Y e s 15 6 9 1 . 8 % N o 10 5 . 9 % D o n ' t k n o w 4 2 . 4 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 28 Q5 O v e r a l l , h o w s a t i s f i e d a r e y o u w i t h t h e q u a l i t y o f e d u c a t i o n p r o v i d e d b y W e s t l a k e A c a d e m y ? Q 5 O v e r a l l , h o w s a t i s f i e d a r e y o u w i t h t h e q u a l i t y o f e d u c a t i o n p r o v i d e d b y W e s t l a k e A c a d e m y ? N u m b e r P e r c e n t V e r y d i s s a t i s f i e d 2 1 . 2 % D i s s a t i s f i e d 14 8 . 2 % N e u t r a l 14 8 . 2 % S a t i s f i e d 74 4 3 . 5 % V e r y s a t i s f i e d 64 3 7 . 6 % D o n ' t k n o w 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q6 D o y o u b e l i e v e y o u h a v e a n a d e q u a t e u n d e r s t a n d i n g o f t h e I B c u r r i c u l u m ? Q 6 D o y o u b e l i e v e y o u h a v e a n a d e q u a t e u n d e r s t a n d i n g o f t h e I B c u r r i c u l u m ? Nu m b e r P e r c e n t Y e s 13 6 8 0 . 0 % N o 31 1 8 . 2 % D o n ' t k n o w 3 1 . 8 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 29 Q7 D o y o u h a v e a c h i l d w i t h a l e a r n i n g d i s a b i li t y t h a t u t i l i z e s s p e c i a l e d u c a t i o n s e r v i c e s ? Q 7 D o y o u h a v e a c h i l d w it h a l e a r n i n g d i s a b i l i t y t h a t u t i l i z e s s p e c i a l e d u c a ti o n s e r v i c e s ? N u m b e r P e r c e n t Y e s 22 1 2 . 9 % N o 14 6 8 5 . 9 % N o t p r o v i d e d 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q7 a I f y e s , a r e y o u s a t i s f i e d w i t h t h e m o d i f i ca t i o n s / s e r v i c e s p r o v i d e d b y W e s t l a k e A c a d e m y ? Q 7 a I f y e s , a r e y o u s a t i s f i e d w i t h t h e m o d i f i c a t i o n s / s e r v i c e s p r o v i d e d b y W e s t l a k e A c a d e m y ? Nu m b e r P e r c e n t Y e s 14 6 3 . 6 % N o 8 3 6 . 4 % T o t a l 22 1 0 0 . 0 % Q7 b I f " N o " , w h y n o t ? Q7 b W h y n o t CO M M U N I C A T I O N B E T W E E N P A R E N T A N D T E A C H E R S C O U L D B E I M P R O V E D GR E A T G A I N S H A V E B E E N M A D E F R O M 1 S T A D M I N I S T R A T I O N TH E R E I S N O F O L L O W T H R O U G H B Y R E G U L A R E D U C A T I O N T E A C H E R S TH E R E A R E N O A R R A N G E M E N T S T O A C C O MM O D A T E T H O S E C H I L D R E N W I T H A D D AC A D M Y N E E D S T O A D D M O R E S E R V I C ES , B U T O V E R A L L I A M S A T I S F I E D SC H O O L I S N O T E Q U I P P E D F O R C H IL D R E N W I T H D I S A B I L I T I E S IT S E E M S O P T I O N A L T O I M P L E M E N T TH E S E R V I C E S I N S O M E C L A S S E S TE A C H E R S D O N ' T S E E M T O T A K E M A T TE R S A S S E R I O U S A S T H E Y S H O U L D We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 30 Q8 W o u l d y o u f i n d a W A n e w s l e t t e r t o b e o f v a l u e ? Q 8 W o u l d y o u f i n d a W A n e w s l e t t e r t o b e o f v a l u e ? Nu m b e r P e r c e n t Y e s 13 9 8 1 . 8 % N o 29 1 7 . 1 % N o t s u r e 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q8 a I f y e s , w o u l d y o u p r e f e r to r e c e i v e t h e n e w s l e t t e r v i a : Q 8 a I f y e s , w o u l d y o u p r e f e r t o r e c e i v e t h e n e w s l e t t e r v i a : Nu m b e r P e r c e n t E m a i l 99 7 1 . 2 % P o s t a l m a i l 36 2 5 . 9 % N o t p r o v i d e d 4 2 . 9 % T o t a l 13 9 1 0 0 . 0 % Q9 W h i c h o f t h e f o l l o w i n g a r e t h e b e s t w a y s f o r W e s t l a k e Ac a d e m y t o k e e p y o u i n f o r m e d ? ( M u l t i p l e R e s p o n s e s A l l o w e d ) Q 9 W h i c h o f t h e f o l l o w i n g a r e t h e b e s t w a y s f o r W e s t l a k e A c a d e m y t o k e e p y o u i n f o r m e d ? N u m b e r P e r c e n t E m a i l s t h a t d i r e c t y o u t o t h e W A w e b s i t e 71 4 1 . 8 % H a r d c o p i e s o f i t e m s p o s t e d o n t h e W A w e b s i t e 2 6 1 5 . 3 % D i r e c t e m a i l c o m m u n i c a t i o n 10 3 6 0 . 6 % D o n ' t k n o w 1 0 . 6 % T o t a l 20 1 We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 31 Q1 0 W h i c h T W O o f t h e f o l l o w i n g w e r e m o s t i m p o r t a n t i n y o u r d e c i s i on t o o r i g i n a l l y e n r o l l y o u r c h i l d ( r e n ) a t W e s t l a k e A c a d e m y ? (S u m o f T o p T w o C h o i c e s ) Q 1 0 T o p p r i o r i t y Nu m b e r P e r c e n t Q u a l i t y o f t e a c h e r s / f a c u l t y 56 3 2 . 9 % Q u a l i t y o f t h e f a c i l i t i e s 15 8 . 8 % T h e I B ( I n t e r n a t i o n a l B a c c a l au r e a t e ) c u r r i c u l u m 1 3 9 8 1 . 8 % E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 4 2 . 4 % O t h e r e x t r a c u r r i c u l a r p r o g r a m s 3 1 . 8 % R e p u t a t i o n o f t h e s c h o o l 35 2 0 . 6 % L o c a t i o n o f t h e s c h o o l 19 1 1 . 2 % C o s t 5 2 . 9 % T h e A c a d e m y ' s s t a t u s a s a " c h a r t e r " s c h o o l 9 5 . 3 % S t r i n g s p r o g r a m 4 2 . 4 % F o r e i g n l a n g u a g e o f f e r i n g 15 8 . 8 % S m a l l C l a s s r o o m S i z e / E n v i r o n m e n t 15 8 . 8 % O t h e r 4 2 . 4 % T o t a l 32 3 Q1 0 O t h e r R e s p o n s e s Q 1 0 O t h e r R e s p o n s e s B E L I E F F O U N D E R S D R E A M D I D N ' T W A N T C H I L D I N A P U B L I C S C H O O L We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 32 Q1 1 I f y o u r c h i l d w a s n o t e n r o l l e d a t W e s t l a k e A c a d e m y , w h e r e w o u l d y o u r c h i l d m o s t l i k e l y b e a t t e n d i n g s c h o o l ? Q 1 1 I f y o u r c h i l d w a s n o t e n r o l l e d a t W e s t l a k e A c a d e m y , w h e r e w o u l d y o u r c h i l d m o s t l i k e l y b e a t t e n d i n g s c h o o l ? Nu m b e r P e r c e n t A p u b l i c s c h o o l i n t h e c o m m u n i t y 11 0 6 4 . 7 % A p r i v a t e s c h o o l 45 2 6 . 5 % H o m e s c h o o l 8 4 . 7 % D o n ' t k n o w 7 4 . 1 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 33 Q1 2 P l a n n i n g f o r t h e f u t u r e . W e s t l a k e A c a d e m y ' s o p e r a t i n g b u d g e t fo r i t s a c a d e m i c p r o g r a m s i s f u n d ed b y S t a t e p u b l i c e d u c a t i o n fu n d s a n d p r i v a t e d o n a t i o n s . T h e A c a d e m y ' s pr i v a t e d o n a t i o n s a r e r a i s e d t h r o u g h t h e W e s t l a k e A c a d e m y F o u n d a t i o n ' s B l a c k s m i t h Ap p r e n t i c e P r o g r a m . S t a t e f u n d i n g i s e x p e c t ed t o r e m a i n a t c u r r e n t l e v e l s . T h u s , e x p a nd i n g t h e A c a d e m y ' s p r o g r a m s w o u l d r e q u i r e ad d i t i o n a l p r i v a t e c o n t r i b u t i o n s . Wi t h f u n d i n g l i m i t a t i o n s u n d e r s t oo d , w e w o u l d s t i l l l i k e t o g a u ge y o u r i n t e r e s t i n t h e f o l l o w ing pr o g r a m s a n d / o r e x p a n s i o n o p p o r t u n i t i e s . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " e x t r e m e l y i m p o r t a n t " a n d 1 m e a n s " n o t i m p o r t a n t at a l l , " p l e a s e r a t e h o w i m p o r t a n t i t i s fo r W e s t l a k e A c a d e m y t o i m p l e m e n t t h e f o l l o w in g , a s s u m i n g r e s o u r c e s are available in the fu t u r e : (N = 1 7 0 ) No t So m e w h a t Ve r y Extremely Don't N/ A i m p o r t a n t i m p o r t a n t I m p o r t a n t i m p o r t a n t i m p o r t a n t k n o w Q1 2 a E x p a n d I B o p t i o n s a t t h e Di p l o m a l e v e l 0. 6 % 2 . 4 % 2 . 9 % 1 0 . 0 % 1 9 . 4 % 5 7 . 6 % 7 . 1 % Q1 2 b E x p a n d t h e A r t s p r o g r a m (m u s i c , d r a m a ) 0. 0 % 5 . 3 % 7 . 6 % 2 1 . 8 % 3 1 . 8 % 3 1 . 2 % 2 . 4 % Q1 2 c C o n t i n u e t h e S t r i n g s p r o g r a m 4 . 1 % 3 0 . 0 % 1 6 . 5 % 2 0 . 0 % 1 4 . 1 % 1 1 . 2 % 4 . 1 % Q1 2 d E x p a n d r e s i d e n t i a l t r i p o f f e r i ng s 0 . 6 % 4 2 . 4 % 1 5 . 9 % 1 8 . 8 % 1 2 . 4 % 5 . 3 % 4 . 7 % Q1 2 e E x p a n d t h e n e w m e d i a ed u c a t i o n a l o p p o r t u n i t i e s 0 . 0 % 3 . 5 % 2 1 . 2 % 3 1 . 8 % 1 9 . 4 % 2 0 . 0 % 4 . 1 % Q1 2 f I m p r o v e t h e w e b s i t e 1 . 2 % 1 7 . 6 % 1 9 . 4 % 3 0 . 0 % 1 3 . 5 % 1 5 . 9 % 2 . 4 % Q1 2 g E x p a n d f o r e i g n l a n g u a g e o f f e r i ng s 0 . 0 % 6 . 5 % 7 . 1 % 2 2 . 4 % 2 8 . 2 % 3 4 . 7 % 1 . 2 % Q1 2 h I m p l e m e n t a S p a n i s h im m e r s i o n p r o g r a m 0. 0 % 1 4 . 1 % 1 1 . 2 % 2 2 . 4 % 2 0 . 0 % 3 0 . 0 % 2 . 4 % Q1 2 i O f f e r o n l i n e a c c e s s t o s t u d e n t gr a d e s 0. 0 % 1 1 . 8 % 1 2 . 4 % 2 0 . 0 % 1 6 . 5 % 3 7 . 6 % 1 . 8 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 34 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 2 P l a n n i n g f o r t h e f u t u r e . W e s t l a k e A c a d e m y ' s o p e r a t i n g b u d g e t fo r i t s a c a d e m i c p r o g r a m s i s f u n d ed b y S t a t e p u b l i c e d u c a t i o n fu n d s a n d p r i v a t e d o n a t i o n s . T h e A c a d e m y ' s pr i v a t e d o n a t i o n s a r e r a i s e d t h r o u g h t h e W e s t l a k e A c a d e m y F o u n d a t i o n ' s B l a c k s m i t h Ap p r e n t i c e P r o g r a m . S t a t e f u n d i n g i s e x p e c t ed t o r e m a i n a t c u r r e n t l e v e l s . T h u s , e x p a nd i n g t h e A c a d e m y ' s p r o g r a m s w o u l d r e q u i r e ad d i t i o n a l p r i v a t e c o n t r i b u t i o n s . Wi t h f u n d i n g l i m i t a t i o n s u n d e r s t oo d , w e w o u l d s t i l l l i k e t o g a u ge y o u r i n t e r e s t i n t h e f o l l o w ing pr o g r a m s a n d / o r e x p a n s i o n o p p o r t u n i t i e s . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " e x t r e m e l y i m p o r t a n t " a n d 1 m e a n s " n o t i m p o r t a n t at a l l , " p l e a s e r a t e h o w i m p o r t a n t i t i s fo r W e s t l a k e A c a d e m y t o i m p l e m e n t t h e f o l l o w in g , a s s u m i n g r e s o u r c e s are available in the fu t u r e : (N = 1 7 0 ) N o t So m e w h a t Ve r y Ex t r e m e l y im p o r t a n t i m p o r t a n t I m p o r t a n t i m p o r t a n t i m p o r t a n t Q1 2 a E x p a n d I B o p t i o n s a t t h e D i p l o m a le v e l 2. 5 % 3 . 2 % 1 0 . 8 % 2 1 . 0 % 6 2 . 4 % Q1 2 b E x p a n d t h e A r t s p r o g r a m 5. 4 % 7 . 8 % 2 2 . 3 % 3 2 . 5 % 3 1 . 9 % Q1 2 c C o n t i n u e t h e S t r i n g s p r o g r a m 32 . 7 % 1 7 . 9 % 2 1 . 8 % 1 5 . 4 % 1 2 . 2 % Q1 2 d E x p a n d r e s i d e n t i a l t r i p o ff e r i n g s 4 4 . 7 % 1 6 . 8 % 1 9 . 9 % 1 3 . 0 % 5 . 6 % Q1 2 e E x p a n d t h e n e w m e d i a e d u c a t i o n a l op p o r t u n i t i e s 3. 7 % 2 2 . 1 % 3 3 . 1 % 2 0 . 2 % 2 0 . 9 % Q1 2 f I m p r o v e t h e w e b s i t e 18 . 3 % 2 0 . 1 % 3 1 . 1 % 1 4 . 0 % 1 6 . 5 % Q1 2 g E x p a n d f o r e i g n l a n g u a g e o f f e r i n g s 6 . 5 % 7 . 1 % 2 2 . 6 % 2 8 . 6 % 3 5 . 1 % Q1 2 h I m p l e m e n t a S p a n i s h i m m e r s i o n p r o g r a m 1 4 . 5 % 1 1 . 4 % 2 2 . 9 % 2 0 . 5 % 3 0 . 7 % Q1 2 i O f f e r o n l i n e a c c e s s t o s t u d e nt g r a d e s 1 2 . 0 % 1 2 . 6 % 2 0 . 4 % 1 6 . 8 % 3 8 . 3 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 35 Q1 3 T h e B l a c k s m i t h A p p r e n t i c e P r o g r a m i s c r it i c a l t o t h e f i n a n c i a l h e a l t h o f t h e A c ad e m y . D o y o u a n n u a l l y p a r t i c i p a t e i n t h e pr o g r a m ? Q 1 3 T h e B l a c k s m i t h A p p r e n t i c e P r o g r a m i s c r i t i c a l t o t h e f i n a n c i a l he a l t h o f t h e A c a d e m y . D o y o u a n n u a l l y p a r t i c i p a t e i n t h e p r o g r a m ? N u m b e r P e r c e n t Y e s 15 4 9 0 . 6 % N o 15 8 . 8 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % Q1 4 W o u l d y o u b e w i l l i n g t o i n c r e a s e y o u r c o nt r i b u t i o n s t o t h e B l a c k s m i t h A p p r e n t i c e P r og r a m t o f u n d a n e x p a n d e d l e v e l o f s e r v i ces or n e w p r o g r a m s ( e . g . e x a m p l e s o f t h e s e r v ic e s / p r o g r a m s c a n b e f o u n d i n Q u e s t i o n 1 2 ) . Q 1 4 W o u l d y o u b e w i l l i n g t o i n c r e a s e y o u r c o n t r i b u t i o n s t o t h e B l a c k s m i t h A p p r e n t i c e P r o g r a m t o f u n d e x p a n d e d s e r v i c e s / p r o g r a m s N u m b e r P e r c e n t Y e s 10 4 6 1 . 2 % N o 55 3 2 . 4 % N o t p r o v i d e d 11 6 . 5 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 36 Q1 5 . W h a t d o y o u l i k e B E S T ab o u t W e s t l a k e A c a d e m y ? • IB c u r r i c u l u m a b i l i t y t o c o m m u n i c a t e w it h s t a f f / f a c u l t y a n d b e h e a r d . • Lo c a t i o n . • IB c u r r i c u l u m , c l a s s s i z e , t e a c h e r s , f a m i l y a t m o s p h e r e . • IB c u r r i c u l u m . • We l i k e t h e “ s m a l l ” a t m o s p h e r e t h a t o u r c h i l d r e n w i l l “ g ro w u p ” w i t h t h e s a m e k i d s . T h e s c h o o l h a s g o o d l e a d e r s h i p . • En v i r o n m e n t • Sm a l l c l a s s r o o m s i z e . T e a c h e r t o s t u d e n t r a t i o i s s m a l l . • Th e e d u c a t i o n m y k i d s a r e g e t t i n g an d h o w t h e y l o v e t h e s c h o o l . • Un i t s o f i n q u i r i n g a n d h o w t h e y e n c o u r a g e s t u d e n t s t o e x p a n d th e i r t h i n k i n g a n d a l s o t h r o u g h p r o b l e m r e s o l u t i o n w i t h o t h e r s . W e like ho w t h e s c h o o l i n g p r o m o t e s m a t u r i t y a n d i n d e p e n d e n c e . W e l o v e t h e s m a l l c l a s s e s a n d t e a c h i n g st y l e s . P a r e n t I n v o l v e m e n t . • Te a c h e r s , f a c i l i t y , c u r r i c u l u m . • Th e s e n s e o f c o m m u n i t y , t h e l e v e l o f c a r e a nd i n v o l v e m e n t o f t h e t e a c h e r s, t h e I B o f f e r i n g . T h e a d m i ni s t r a t i o n h a s a l w a y s w o r k e d to ac h i e v e i m p o r t a n t g o a l s , s h o w t h e y h a v e b e s t in t e r e s t o f s t u d e n t s f i r s t - v e r y e f f e c t i v e . • Ca r i n g t e a c h e r s a n d a d m i n i s t r a t i o n . • IB P r o g r a m . • Sm a l l s c h o o l , c l o s e kn i t s t u d e n t b o d y . • Th e e d u c a t i o n b y w h i c h i s t a u g h t . • Sm a l l c l a s s s i z e s . • Sm a l l c l a s s s i z e “ c o m m u n i t y ” . • Cu r r i c u l u m f o c u s o n c o n c e p t s . • Ov e r a l l s y n c h r o n i z a t i o n o f m i s s i o n , p r o g r a m s , f a c u l t y . • I l i k e t h e c o m m u n i t y a t m o s p h e r e a n d t h e f a c t t h a t i t ’ s s m al l a n d t h e s t u d e n t s a l l k n o w e a c h o t h e r a n d t h e p a r e n t s . • Av a i l a b i l i t y t o v o l u n t e e r t h r o u g h o u t p r i m a r y a n d s e c o n d a r y s c h o o l s . • It ’ s s m a l l p e r s o n a b l e . • Th e I B p r o g r a m i t s e l f . • Le v e l o f l e a r n i n g a n d s t u d e n t / t e a c h e r r a t i o . • Sm a l l c l a s s e s . • IB p r o g r a m . • IB p r o g r a m a n d a c c o m p a n y i n g e n v i r o n m e n t . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 37 • Th e r i g o r o u s c u r r i c u l u m a n d h i g h e r st a n d a r d s s e t f o r t h e c h i l d r e n . • Th e s m a l l c l a s s s i z e a n d t h e f e e l i n g o f f a m i l y a n d c o m m i t m e n t t o h e l p e a c h o t h e r b e c o m e b e t t e r m e mb e r s o f t h e c o m m u n i t y a n d t h e wo r l d ( I B ) . • Ho w t h e c u r r i c u l u m t e a c h e s c h i l d r e n h o w t o l e a r n i n s t e a d o f h o w t o m e m o r i z e . T h e i n v o l v e m e n t o f t h e s t u d e n t s i n t h e p r o c e s s a n d the en r i c h m e n t b y e x p o s i n g t h e s t u d e n t s t o t h e a r t s . • IB C u r r i c u l u m . • I r e a l l y l i k e t h e d i r e c t i o n M r . R o se v e a r h a s p r o v i d e d t o t h e s c h o o l . H e ’ s v e r y a pp r o a c h a b l e a n d p r o a c t i v e l y a s k s f o r i n p u t f r o m pa r e n t s . I l i k e t h e s u r v e y . I d o n ’ t t h i n k t h e s i le n t o r “ q u i e t e r ” m a j o ri t y i s h e a r d e n o u g h . • Sm a l l c l a s s r o o m s . G r e a t l e a r n i n g e n v i r o n m e n t . • Sm a l l s i z e o f t h e s c h o o l . F e e l i t ’ s s a f e a n d e a s y f o r c h i l d r e n t o a d a p t t o . • IB c u r r i c u l u m , c l a s s s i z e , s c h o o l cu l t u r e , t e a c h e r s a n d p r o g r a m s . • Sm a l l e n v i r o n m e n t w i t h I B a t a l l l e v e l s . • I l o v e t h e w a y t h e y t e a c h t h i n g s t h a t a r e c r i t i c a l t o b e c o m i n g a d u l t s . • Te a c h e r s - s m a l l c l a s s s i z e - s t u d e n t s a r e g r e a t ! K i n d a n d t h o u g h t f u l t e e n s i n 1 1 th g r a d e c l a s s ! • Th e c u l t u r e a n d h i g h q u a l i t y e d u c a t i o n . • Th e a v a i l a b i l i t y / a c c e s s o f M a r k R o s e v e a r ; t h e s i z e o f t h e s c h o o l . • Th e a c a d e m i c e x c e l l e n c e . • We l l o r g a n i z e d a n d s t r u c t u r e d . T h e u n i f o r m s a r e g r e a t . • Sm a l l c l a s s s i z e s t h a t i n c r e a s e p e r s o n a l a t t e n t i o n . • Th e q u a l i t y o f p e e r s a n d s u p p o r t i v e s o c i a l n e t w or k t h a t h a s b e e n c r ea t e d a t t h e s c h o o l . • It i s s m a l l . T h e t e a c h e r s k n o w t h e s t ud e n t s . T h e y a r e j u s t n o t a n u m b e r . • IB • Th e I B c u r r i c u l u m a n d s t a f f . • Le a r n i n g e n v i r o n m e n t . • IB p r o g r a m • I l i k e t h e s m a l l c l a s s r o o m s . P e r s o n a l r e l a t i o n s h i ps b e t w e e n s t u d e n t s , p a r e n t s a n d t e a c h e r s . • Th e p h i l o s o p h y b e h i n d l e a r n i n g i n st e a d o f s k i l l b a s e d I S D S . • Th e s m a l l e r c l a s s s i z e . • Th e c a r i n g f a c u l t y , t h e l e a r n i n g e n v i ro n m e n t c o m m u n i t y a t m o s p h e r e . • Cu l t u r e a m o n g s t u d e n t s . H i g h a c a d e m ic a n d b e h a v i o r s t a n d a r d s . • Wh a t I l i k e b e s t a b o u t W A is t h e i r e d u c a t i o n s y s t e m . • IB - i t t e a c h e s c h i l d r e n t o t h i n k . • Th e o f f e r i n g o f t h e I B p r o g r a m . • Th e g r o u p i n v o l v e m e n t t h a t t h e c h i l d g e t s t o l e a r n f r o m - i n s t e a d o f j u s t r e a d i n g c h a p te r s o f E n g l i s h - M a t h - S c i e n c e . T h e h a n d s o n ! We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 38 • Qu a l i t y o f t e a c h e r s , q u a l i t y o f f a c i l i t y , c u r r i c u l u m , a n d i t s i m p l e m e n t a t i o n a n d s t u d e n t / t e a c h e r r a t i o . • I l i k e s m a l l s c h o o l c o m m u n i t y . • Cu r r i c u l u m t h a t p r e p a r e s s t u d e n t s f o r c o l l e g e a n d a l l o w s f o r co l l e g e c r e d i t t o b e e a r n e d . L o c a t i o n i s o u t s t a n d i n g a n d f a c i l i t i e s are very ni c e . C l o s e - k n i t s c h o o l c o m m u n i t y m u c h l i k e a p r i v a t e s c h o o l . • Un i f o r m s , p a r e n t i n v o l v e m e n t , I B p r o g r a m . • Em p h a s i s o n s o c i a l i n t e l l i g e n c e . • Sm a l l c l a s s e s , q u a l i t y o f t e a c h e r s . • IB c u r r i c u l u m . • IB • Th e s m a l l e n v i r o n m e n t a n d t h e s u p p o r t th e c h i l d r e n g e t f r o m t h e t e a c h e r s . • Sm a l l s c h o o l e n v i r o n m e n t t h e e a r l y y e a r s a n d fo r e i g n l a n g u a g e o f f e r i ng s . I B c u r r i c u l u m . • De v e l o p s t r o n g c r i t i c a l t h i n k i n g s k i l l s . S t u d e n t s a r e he l d t o a h i g h s t a n d a r d a n d a c c o u n t a b i l i t y l e v e l . • Th e t e a c h e r s a n d c l a s s s i z e . • We l o v e t h e p r o f e s s i o n a l i s m , h o n e s t y , a n d a c a d em i c s t r e n g t h o f t h e f a c u l t y . W h e n e v e r o u r s o n o r w e h a v e a q u e s t i o n o r c o n c e r n , we im m e d i a t e l y a r e a n s w e r e d a n d l i s t e ne d t o i n a r e s p e c t f u l m a n n e r . • Th e w a y t h e y a r e t a u g h t . I n d e p e n d e n t i n q u i r y . Bi g p i c t u r e p e r s p e c t i v e t h a t l i n k s s u b j e c ts a s w e l l a s p a s t , p r e s e n t , f u t u r e . • Sm a l l s i z e c l a s s r o o m s < 2 0 . • Te a c h e r s w h o c a r e a b o u t t h e a c a d e m i c a n d s o c i a l s u c c e s s o f m y c h i l d . • Sm a l l c l a s s s i z e s / s m a l l e r s c h o o l . • Th e s m a l l c l a s s s i z e , c u r r i c u l u m a n d t h e c o m f o r t l e ve l m y s t u d e n t s h a v e w i t h t e a c h e r s a n d s t a f f . • Se n s e o f c o m m u n i t y ( i n a d d i t i o n to i t e m s r a n k e d o n q u e s t i o n # 1 ) . • IB p r o g r a m , l o w t e a c h e r / s t u d e n t r a t i o , g r a d i n g s y s t e m . • Th e I B c u r r i c u l u m . T h e s m a l l c l a s s s i z e a n d c a m p u s s i z e . T h e “ f a m i l y ” t y p e a t m o s p h e r e . • Th e a c a d e m i c a n d c i v i c c h a l l e n g e o f t h e s t u d e n t s . • Di v e r s i t y • Ch a r a c t e r t r a i t s i n t h e I B p r o f i l e . I t r e a l l y h e l p s t h e s t u d e n t s u n it e a n d r e p r e s e n t W A . • Th e I B p r o g r a m a n d t h e s m a l l c o m m u n i t y f e e l o f t h e s c h o o l . • Sm a l l s i z e , c o m m u n i t y i n v o l v e m e nt , I B p r o g r a m s u n i f o r m s . • Gr o u p s i z e , s e c u r i t y . S c h o o l a c a d e m i c s . • Sm al l s i z e , n i c e p e o p l e . • Th e q u a l i t y o f t h e e d u c a ti o n t h e y a r e r e c e i v i n g . • IB p r o g r a m , i n t e r n at i o n a l f a c u l t y . • I t h i n k t h e c u r r i c u l u m c a n b e c h a l l e n g i n g a nd t h e k i d s l o v e t h e i n t e r c o n n e c t e d n e s s o f th e s t u d i e s . I t h i n k i t t e a c h e s t h e m h o w to solve pr o b l e m s , t h i n k c r e a t i v e l y a n d p a r t ic i p a t e a s a g o o d g l o b a l c i t i z e n . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 39 • Sm a l l c l a s s s i z e s . I B c u r r i c u l u m . • Th e g l o b a l l e s s o n s o f r e s p o n s i b i l i t y f o r e n v i r o n m en t a n d g o v e r n m e n t t h a t w e r e i n f o r c e a t h o m e . • It ’ s t e n a c i t y t o u p h o l d t h e h i g h e s t s t a n d a r d s w i t h e d u c a t i o n , a s w e l l a s e n v i r o n m en t . T h e o p p o r t u n i t i e s a v ai l a b l e t o m y c h i l d a re far gr e a t e r a t W A ! • I l i k e t h e I B m e t h o d o f t e a c h i n g / l e a r n i n g . Wh e n t h e c u r r i c u l u m i s t a u g h t a s d e s i g n e d b y a g o o d t e a c h e r , t h e p r o c e s s i s v e r y st i m u l a t i n g t o t h e s t u d e n t a n d t h e r e s u l t is t h e b e s t . I l i k e t h e e n v i ro n m e n t a n d t h e o p p o r t u n i t i e s t h e s t u d e n t s h a v e t o u s e t h eir own in i t i a t i v e . A s a r u l e , I r e a l l y l i k e t h e c h ar a c t e r o f t h e p e o p l e t e a c h i n g m y c h i l d r e n . • Th e p r o g r a m i s v e r y g o o d a n d I a p p r e c i a t e h o w t h e c u r r i c u l u m f it s t h e w h o l e c h i l d . I a p p r e c i a t e h o w t h e t e a c h e r s a n d s t a f f h a v e tried to w o r k h a r d t o m a k e i t a w h o l e p r o g r a m a n d e d u c a t e t h e p a r e n t s a n d c o m m u n i t y . A l s o , e x p a n d i n g t h e s c h o o l i . e . a r t s a n d s c i e n c e bu i l d i n g . • Th e I B c u r r i c u l u m . • Us e o f t h e p r i n c i p l e s t o c r e a t e a w e l l r o u n d e d s t u d e n t a n d t h e c a r i n g n a tu r e o f t h e t e a c h e r s a n d s t a f f . • IB c u r r i c u l u m . • Si z e • My c h i l d ’ s t e a c h e r s f o r t h e l a s t f i v e y e a r s h a v e a l l be e n e x c e l l e n t , e x t r e m e l y e n th u s i a s t i c a b o u t t e a c h i n g . • Th a t t h e w a y o f t e a c h i n g i s b a s e d o n a h a n d s - o n , c o n t i n u a l l e a r ni n g p r o c e s s ( v e r s u s a “ o n c e a n d d o n e ” m e m o r i z a t i o n f o r m a t ) . A n d this mo d e l w o r k s m o s t e f f e c t i v e l y w h e n t h e c l a s s si z e s a r e s m a l l , s o t e a c h e r s c a n h e l p “ c a t er ” t h e i r t e a c h i n g s t o t h e i n d i v i d u a l c h i ldren’s ne e d s a n d k n o w l e d g e l e v e l s . • Th e I B e d u c a t i o n t h a t o u r c h i l d r en a r e r e c e i v i n g . G r e a t s t a f f ! • Th e s e n s e o f c o m m u n i t y . • Th e s i z e o f t h e c l a s s r o o m s / s t u d e n t s p e r cl a s s ( i . e . ) t h e s i z e o f t h e s c h o o l . • Te a c h e r s , c u r r i c u l u m , a n d c l a s s s i z e . • Se n s e o f c o m m u n i t y . • Th e f a m i l y , c o m m u n i t y f e e l i n g . • Sm a l l c l a s s , p a r e n t a l i n v o lv e m e n t , K - 1 , g r e a t f a c i l i t y . • Th a t t h e c h i l d r e n h a v e s o m a n y d i f f e r e n t o p p o r tu n i t i e s . T h e y c a n p l a y d i f f e r e n t s p o r t s as w e l l a s b e o n t h e n e w s p a p e r , e t c . W e love the si z e o f t h e s c h o o l t h o u g h 9 - 1 2 c l as s e s c o u l d b e a b i t l a r g e r . • Th a t i t i s s m a l l . O n l y t w o c l a s s e s p e r g r a d e l e v e l . • Th e s c h o o l s c o m m it m e n t t o e x c e l l e n c e . • Th e s m a l l s i z e a n d s e n s e o f “ b e l o n g i n g ” t h e ch i l d r e n h a v e , a s w e l l a s t h e u n i f o r m s . • Th e I B p r o g r a m s a n d w h a t i t o f f e r s f o r t h e fu t u r e o f m y c h i l d r e n a n d s m a l l c l a s s s i z e s . • Si z e • Th e c h a l l e n g i n g c u r r i c u l u m a n d t h e l e a r n e r p r o f i l e c h a r a c t er i s t i c s t h a t a r e p a r t o f “ W e s t l a k e A c a d e m y ” l i f e . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 40 • Th e t h r e e t h i n g s t h a t m a k e W A t i m e l y u n i q u e a n d e x c e p t i o n a l a r e: I B c u r r i c u l u m , s t r i n g s a n d sm a l l c l a s s s i z e . I n a d d i t i o n , a c c e ss to in t e r n a t i o n a l t e a c h e r s / a d m i n i s t r a t o r s b r i n g s i n v a l u a b l e a w a r e n e s s / u n d e r s t a n d i n g o f I B pr o g r a m a n d i t s i m p a c t o n e d u c a t i o n w o r l d - wi d e ! • Th e s m a l l c l a s s s i z e a n d t h e v e r y a c t i v e a n d h a n d s o n le a r n i n g e x p e r i e n c e o f f e r e d b y t h e I B c u r r i c u l u m . • So m e o f W e s t l a k e A c a d e m y S t r e n g t h s : M y c h i l d h a s c o m p l e t e d s o m e qu a l i t y p r o j e c t s t h i s y e a r w h i c h r e q u i r e d m o r e c r e a t i v i t y t h a n wo u l d b e n e e d e d f o r a p r o j e c t i n a s c h o o l w i t h a m o r e t r a d i t i o n a l c u rr i c u l u m ; t h e r e a r e m a n y o p p o r tu n i t i e s a v a i l a b l e t o c h i l d r e n to pa r t i c i p a t e i n c h a r i t i e s ; W e s t l a k e A c a d e m y of f e r s S p a n i s h i n t h e e l e m e n t a r y g r a d e s ; m y c h i l d w o u l d n e v e r h a v e b e e n e x p o s e d t o a st r i n g i n s t r u m e n t ; T h e s c h o o l i s b l e s s e d w it h v e r y d e d i c a t e d p a r e n t s w h o g i v e a b o v e a n d b e y o n d w i t h t h e i r t i m e a n d r e s o u r c e s ; We s t l a k e ’ s G a l l e r y N i g h t r a i s e d a n e x o r b i t a nt a m o u n t o f m o n e y c o m p a r e d t o a l o c a l e l em e n t a r y s c h o o l c a m p u s o f t h e s a m e s i z e ; We s t l a k e i s b u i l t u p o n t h e I B p r o g r a m ; t h e i m p l e m e n t a t i o n o f t h e so c i a l s t u d i e s / l a n g u a g e a r t s cu r r i c u l u m w a s w e l l t h o u g h t o u t ; at h l e t i c s a r e o f f e r e d a t t h e e l e m e n t a r y l e v e l . • IB c u r r i c u l u m • IB c u r r i c u l u m • Th e c u r r i c u l u m , s t r i n g s a n d f o r e i g n l a n g u a g e • On e o f t h e b e s t s c h o o l s • Lo c a t i o n • Cu r r i c u l u m • Si z e • Cu r r i c u l u m • Cl a s s r o o m s i z e • Sm a l l c l a s s s e t t i n g s , I B p r o g r a m • In t e r n a t i o n a l n a t u r e of c u r r i c u l u m & s t a f f • Sm a l l s c h o o l , I B l e a r n e r p r o f i l e / q u a l i t i e s , I B i n t e g r a t e d c u r r i c u l u m , S p a n i s h e d u ca t i o n b e g i n n i n g i n k i n d e r g a r t e n , b e a u t i f u l c a mpus, sc h o o l p r i d e , u n i f o r m s , a n d l o c a t i o n • Cl a s s s i z e • Sm a l l s i z e o f s t u d e n t p o p u l a t i o n • Th a t t h e y h a v e t h e I B p r o g r a m • Si z e a n d t h e i n t e r a c t i o n o f t h e k i d s • Co m m u n i t y • Sa f e p l a c e • Pr i v a t e s c h o o l a d v a n t a g e s a t l o w c o s t • Ex p e r i m en t a l n a t u r e • Th e I B p r o g r a m • IB c u r r i c u l u m We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 41 • Mo r e o f a c o m m u n i t y t h a n a s c h o o l • Si z e o f c l a s s r o o m s a n d I B c u r r i c u l u m • Ev e r y t h i n g i s r u n n i n g g r e a t • Cu r r i c u l u m • St a f f a n d t e a c h e r s • Th e s i z e o f t h e s c h o o l c l a s s r o o m s . A l s o q u a l i t y o f t e a c h e r s a n d cu r r i c u l u m . C o u l d b e m o r e c o n s is t e n t f r o m g r a d e t o g r a d e . • Th e e m p h a s i s o n c o m m u n i t y a n d g l o b a l l e a r n i n g / a w a r e n e s s • We l i k e t h e e x p e r i m e n t a l n a t u r e o f t h e s c ho o l . I t ’ s c l e a r t h a t t h e r e g u la r p u b l i c s c h o o l m o d e l d o e s n ’ t w o r k a n y m o r e . H o w c l e a r ? Our st u d e n t s h a v e l o s t t h e i r e d u c a t i o n a l c o m p e ti t i v e a d v a n t a g e s w i t h s t u d e n t s f r o m o t h e r na t i o n s . T h i s i s a r i s k - t a k i n g s c h o o l a n d any at t e m p t s t o m a k e W A m o r e m a i n s t r e a m o r T e x a s - y a r e a m i s t a k e th a t n o t o n l y a f f e c t s t h e c u r r e n t ge n e r a t i o n b u t c o u l d h a v e s e r i o u s re p e r c u s s i o n s o n f u t u r e e d u c a t i o n a l s t y l es . A l o t o f p e o p l e a r e w a t c h i n g t h i s … • Th e i n t e r n a t i o n a l m i n d e d n e s s o f o u r c u r r i c u l u m , t h e f a c u l t y a n d t h e o p p o r t u n i t y f o r t h e k i ds t o b e f l u e n t i n S p a n i s h a n d c o m f o r table in fr o n t o f p e o p l e s p e a k i n g / p r e s e n t i n g i n E n g l i s h a n d t h e d e m a n d f o r t h e m t o t h i n k f o r t h e m s e l v e s . • Th e s i z e o f t h e s c h o o l , b e c a u s e m y d a u g h t e r s ar e s o q u i e t , t h e y w o u l d b e o v e r l o o k e d i n a l a r g e s c h o o l , t h e y r e c e i v e m o r e a t t e n t ion at WA . A l s o , t h e I B p r o g r a m • Th a t t h e s t u d e n t s f r o m v a r i o u s l e v e l s o f b a c k g r o u n d a r e e n c o u r a g e d a n d i n v o l v e d i n p l ay i n g a p a r t o f t h e cu r r i c u l u m . A l s o , t h e school re a l l y e n f o r c e s t e a m w o r k a n d c o m m u n i t y i n v o l v e m e n t . B r o a d e n t h e m i n d • Cu r r i c u l u m - a c a d e m i c s t r e n g t h • Lo c a t i o n • IB c u r r i c u l u m - c h i l d i s h a p p y • Se n s e o f c o m m u n i t y i n t h e s c h o o l • Fa c i l i t i e s • IB c u r r i c u l u m • Sm a l l e r c l a s s s i z e • Sm a l l c l a s s s i z e a n d f i v e o f t h e c l a s se s h a v e g r e a t t e a c h e r s ! G r e a t c u r r ic u l u m . F a m i l i e s a l l k n o w e a c h o t h e r • Ki d s t h a t a t t e n d t h e s c h o ol a n d t h e I B c u r r i c u l u m • Th e w a y t h e s c h o o l e n c o u r a g e s t h e st u d e n t s t o u s e t h e i r m i n d s m o r e • Th e a t t e n t i o n t o t h e s t u d e n t s • Cl o s e n e s s t o i n d i v i d u a l di v e r s i t y o f s t u d e n t b o d y • IB c u r r i c u l u m • Th e I B c u r r i c u l u m • IB c u r r i c u l u m a n d t e a c h i n g . I l i k e t h e s e n s e o f c o m m u n i t y & p r i d e a t t h e a c a d e m y We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 42 Q1 6 W h a t O N E t h i n g w o u l d y o u l i k e t o im p r o v e m o s t a t W e s t l a k e A c a d e m y ? • Ca l e n d a r o f e v e n t s - p r o b l e m s wi t h c o m m u n i c a t i o n o f e v e n t s s c h e d u l i n g t o p a r e n t s . • Lu n c h r o o m p e r s o n n e l ( t h e y ( s h e ) i s m e a n a n d h a s n o p a t i e n c e ) . • It i s u p s e t t i n g t o u s t h a t a t t i m e s a s m al l y e t v e r y v o c a l g r o u p o f p a r e n t s f e e l s a s th o u g h t h e y a r e a b l e t o d i c t a t e s c h o o l p o l icy by co m p l a i n i n g . • Di r e c t c o m m u n i c a t i o n , n o t j u s t p o s t i ng i t e m s o n w e b s i t e , c o u n t i n g o n p a r e n t s t o s e e k o u t t h e i n f o r m a t i o n . • We w o u l d l i k e a n e f f e c t i v e c a l e n d a r , t o o m a n y e m a i l s f r o m t oo m a n y d i f f e r e n t p e o p l e , n o t n ec e s s a r i l y p e r t a i n i n g t o u s . • Th e g r a d i n g s y s t e m . • Ma t h p l a c e s t u d e n t s i n m a t h c l a s s e s p e r t h ei r s k i l l l e v e l ( n o t g r a d e l e v e l ) . M o r e ch a l l e n g i n g m a t h . O p p o r t u n i t i e s f o r m a t h co m p e t i t i o n s . • Up p e r c l a s s m e n p r i v i l e g e s . • I w o u l d l i k e t o s e e p l a n s t o p u r c h a s e a b u s . I t i s v e r y e v i d e n t t h a t a b u s i s n e e d e d t o h e l p w i t h t r i p s . • Mu s i c ( v o c a l s p e c i f i c p r o g r a m ) • Qu i t f o c u s i n g o n n e g a t i v i t y - a l l t h i s i s d e s i gn e d t o m a k e p e o p l e q u e s t i o n t h e i r c h o i c e s . Th i s i s n o t a s t a n d a r d p u b l i c s c h o o l a n d we do n ’ t w a n t i t t o b e . I f t h a t ’ s w h a t p e op l e a r e t r y i n g t o m a k e i t t h e y s h o u l d ch o o s e t o a t t e n d a s t a n d a r d p u b l i c s c h o o l . • Fu n d / W A f o u n d a t i o n e x p a n d t o re g i o n a l , s t a t e , e t c . • Qu a l i f y i n g c o u n s e l o r • Te a c h e r a t t i t u d e s . • A p u r e , o p e n l i n e o f c o m m u n i c a t i o n be t w e e n p a r e n t a n d t e a c h e r s . • Th e m a t h d e p a r t m e n t . • Ad m i n i s t r a t i o n s u p p o r t o f t e a c h e r s , w o u l d l i k e t o s e e t e a c h e r s p r a i s e d f o r t h e i r e f f o r t s a n d a d m i n i s t r a t i o n t o e n f o r c e c o n s e q u e nces fa i r l y . • Sp o r t s • On l i n e a c c e s s t o g r a d e s ! • Co m m u n i c a t i o n . • Ge t t i n g g r a d e s o n l i n e . • Ma k e s u r e e a c h t e a c h e r i s o u t s t a n di n g n o t j u s t m e d i o c r e . T h i s i s t h e m o s t i m p o r t a nt r o l e t h a t W A s h o u l d b e c o n c e r n e d w i t h . S h o u ld ch a l l e n g e t h e c h i l d r e n a c a d e m i c a l l y . • Ty p e s o f l i t e r a t u r e r e a d p er g r a d e l e v e l . ( O u r J u n i o r H i g h S t u d en t s a r e r e a d i n g t h e s a m e b o o k s a s J u n i o r a n d S e n i o r H i g h s t u d e n ts in ot h e r a r e a s c h o o l s ) . A s a p a r e n t t h at m o n i t o r s w h a t m y c h i l d r e n r e a d a n d s e e i t i s a c o n s t a n t b a t t l e w i t h t h e r e a d i n g m a t e r i a l they are as s i g n e d . • Ti m e a l l o t m e n t f o r l u n c h . K i d s n e e d m o r e t h a n 2 0 - 3 0 m i n u t e s t o e a t a n d v i s i t w i t h f r i e n d s . • Sp a n i s h t e a c h e r s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 43 • Op p o r t u n i t i e s f o r g i f t e d c h i l d re n a t t h e p r i m a r y l e v e l . • I w o u l d l i k e t o s e e a n i m p r o v e m e n t i n t h e e f f e c t i v e n e s s a n d t i m e l i n e s s o f d i s c i p li n e i s s u e s . T h e r e h a v e be e n r e c u r r e n t u n a c c e p t able be h a v i o r s o c c u r r i n g s i n c e t h e b e g i nn i n g o f t h e s c h o o l y e a r t h a t I f e e l s h o u l d h a v e b e e n ex t i n g u i s h e d . T h e s e d i s r u p t i o n s / d i s t r a c tions ha v e t a k e n a w a y f r o m t h e l e a r n i n g e n v i r o n m e n t. A n d t h e e m o t i o n a l c o mf o r t o f t h e c h i l d r e n . • Co n s i s t e n c y i n d i s c i p l i n e a n d i n f o l l o w i n g t h e s t u d e n t h a nd b o o k . M o r e s t r i c t a b o u t r u l e br e a k i n g a n d u n i f o r m p o l i c y . • Th e s t r i n g s p r o g r a m . H a v i n g o n l y l i m i t e d k n o w l e dg e a b o u t o t h e r I B s c h o o l s s t r i n g s p r o g r am s . I w o u l d s u g g e s t l o o k i n g a t h o w t h e y ha n d l e t h e i r p r o g r a m s a n d t h e n m o d e l t h a t p r og r a m h e r e a t W e s t l a k e . T h e b e n e f i t s o f th e e x p o s u r e s h o u l d o u t w a y t h e h a s s l e t o g et the pr o g r a m r i g h t . I h a v e n o t b e e n i m p r e ss e d w i t h t h e c u r r e n t i n s t r u c t o r . • Ro o m f o r 1 1 th a n d 1 2 th g r a d e r s t o u s e f o r s t u d y p e r i o d s r e l a x a t i o n e t c . • Th e q u a l i t y o f e x p e r i e n c e o f t e a c h e r s i n m y P & D P p r o g r a m , e s p e c i a l l y i n m a t h a n d s c i e n c e . T h e e x p e c t a t i o n , w h e n w e f i r s t s t a r t e d WA 6 y e a r s a g o , w a s a v e r y r i g o r o u s c u r r i c u l u m . K i d s w o u l d b e e ng a g e d a n d r e a l l y e n j o y l e a r n i n g . Th i s s c h o o l w o u l d g r a d u a t e k i d s th a t c o u l d c o m p e t e i n s c i e n c e a n d m a t h w i t h o t h e r f o r e i g n c o u n t ri e s . W h e n i n e x p e r i e n c e d t e a c h e r s a r e h i r e d y o u d o n ’ t g e t t h e h i gher le v e l o f l e a r n i n g . T o o m u c h r o m p u p t i m e . • PY P / M Y P l i b r a r y . I n t e ns e c o l l e g e p r e p . • Qu a l i t y o f t e a c h i n g i n e l e m e n t a r y s c h o o l . F e w t e a c h e r s a r e g o o d , b u t s o m e t i m e s u n s u r e i f s t a n d a r d o f e d u c a t i o n i s a s h i g h a s e x pected. • Mo r e p r o - a c t i v e c o m m u n i c a t i o n ( i . e . ) l o n g e r n o t i c e p e r i o d f o r e v e n ts , f i e l d t r i p s , c l a s s p a r t i e s , e t c . F o r f a m i l i e s w i t h b o t h p arents wo r k i n g o u t s i d e t h e h o m e , 2 d a y s n o t i c e o n su p p l i e s n e e d e d f o r c l a s s p r o j e c t s o r f i e l d t r i p s i s d i f f i c u l t t o m a n a g e . • A m o r e s u p p o r t i v e s c h o o l b o a r d . • Gr a d i n g s y s t e m . • Ad d m o r e c l a s s e s f o r s i b l i n g s ! • Ge t t i n g n e w k i d s c a u g h t u p t o o t h e r s t u d e nt s , e s p e c i a l l y T X r e q u i r e m e n t s . • Fa c u l t y o b j e c t i v i t y i n t r e a t m e n t o f s t u d e n t s . • 1. A l l o w p a r e n t s t o s p e a k a b o u t t e a c h e r ’ s s t re n g t h s a n d w e a k n e s s e s w i t h o u t f e e l i n g c o n ce r n e d a b o u t r e t a l i a t i o n , e s p e c i a l l y w h e n a te a c h e r m o v e s f r o m p r i m a r y t o s e c o n d a r y . 2 . A c c e ss t o w e b s i t e w i t h o u t h a v i n g t o l o g o n a n d d o w n l o a d . • Th e S p a n i s h p r o g r a m . • Th e I B p r o g r a m h a s a p o l i t i c a l l y l i b e r a l s l an t t o i t ; m y t h i r d g r a d e r b r o u g h t h o m e a n a s s i g n m e n t a b o u t “ g l o b a l w a r m i n g ” t h a t t r eated it as “ f a c t ” n o t a t h e o r y . K i d s n e e d b o t h s i d e s o n i s s u e s l i k e t h is . C l a s s i c a l l y l i b e r a l i s w h a t W e s t l a k e a c a d e m y n e e d s . • Qu i c k e r n o t i f i c a t i o n o f l o w t e s t / g r a d e s c o r e s . • Ti m e l y a c c e s s t o m y c h i l d ’ s g r a d e s i n c o r p o r a t e d i n t o a c o h e r e n t g r a d i n g s y s t e m t h a t b o t h t h e s t u d e n t s a n d p a r e n t s c a n u n d e r s t a n d. • Wo u l d l i k e t o s e e e l e c t i v e s o f f e r e d i n s e c o n d a r y . • Co n t i n u e d f o c u s o n I B a n d h i r i n g o f w e l l - q u a l i f i e d , d e d i c a t e d t e a c h e r s . • Si n c e w e s t a r t e d a t W A m i d y e a r , i t w o u l d h a ve b e e n n i c e t o h a v e s o m e f u r t h e r e x p l a n at i o n a b o u t d i f f e r e n t o p p o r t u n i t i e s a t t h e s chool. • No t h i n g t o a d d a t t h i s t i m e . • Co m m u n i c a t i o n t o p a r e n t s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 44 • Te a c h e r t u r n o v e r a n d g r a d i n g c o n s i s t e n c y . C o m m u n i c a t i o n p r i o r t o p r ob l e m s d e v e l o p i n g w i t h g r a d e s r a t h e r t h a n a f t e r w h e n t h e pr o b l e m s m a y b e t o o h u g e t o o v e r c o m e . Co m m u n i c a t i o n w i t h p a re n t a n d t e a c h e r s . • Su p p o r t i n t h e p r o g r a m - m a t c h t h e s p a c e . • Mo r e c o n s i s t e n c y i n d e a l i n g w it h d i s c i p l i n e p r o b l e m s . ( T h e s a m e r u l e s s ho u l d a p p l y t o e v e r y o n e - s e c on d a r y s c h o o l l e v e l ) . • Or g a n i z a t i o n w i t h i n t h e di f f e r e n t c u r r i c u l u m . • Th e r e h a s b e e n p o o r c o m m u n i c a t i o n w i t h s e v e r a l t e a c h e r s - i . e . I ’ v e s e n t e m a i l s s e v e r a l t i me s o v e r t h e c o u r s e o f t h e y e a r w i t h n o re s p o n s e b a c k . O n l i n e a c c e s s t o g r a d e s w o u l d r e a l l y h e l p p a r e n t s a n d t e a c h e r s t o a c t a s a t e a m . • Th e o n e t h i n g t h a t w o u l d l i k e t o s e e i m p r o v e d o f W A i s t h e m a i n t e n a n c e o f t h e c a m p u s ( e . g . h a v i n g a i r f r e s h e n e r i n b a t h r o o m fa c i l i t i e s ) . • En s u r i n g t h a t s t u d e n t s w h o a r e n o t c o m m i t t e d a n d h a r d w o r k i n g a r e n o t a l l o w e d t o s t a y . • Fo r t h e t e a c h e r s t o s t a y l o n g t e r m - l o t s o f t u r n o v e r - n e e d t o h a v e i n c e n t i v e s t o h a v e t e a c h e r s s t a y l o n g e r t h a n 1 - 2 y e a r s . • Co m m u n i c a t i o n b e t w e e n e v e r y o n e . F r o m e xp l a i n i n g I B c u r r i c u l u m g r a d e s t o pa r e n t - t e a c h e r s t o A d m i n o f f i c e . • Be t t e r q u a l i t y t e a c h e r s ! • Dr o p t h e h u m a n i t i e s ( 1 0 th g r a d e ) c l a s s a n d r e p l a c e w i t h a c t u a l H . S . s o c i a l s t ud i e s c l a s s , i . e . W o r l d H i s t o r y , A m e r i c a n H i s t o r y , o r Cu r r e n t A f f a i r s . O n l i n e a c c e s s t o gr a d e s s h o u l d b e i m p l e m e n t e d • “L i b e r a l ” t e a c h e r s s h o u l d b e m o r e o p e n - m i n d e d i n t h e cl a s s r o o m c o n c e r n i n g c o n s e r v a ti v e v a l u e s o f s t u d e n t s . • Qu a l i t y o f t e a c h i n g . • Fo r e i g n l a n g u a g e p r o g r a m ! C a n n o t u n d e r s t a n d ho w w e a r e c a l l e d a “ w o r l d s c h o o l ” a n d o n l y o f f e r o n e f o r e i g n l a n g u a g e . S a d l y , o u r Sp a n i s h i s v e r y p o o r l y t a u g h t . • Qu a l i t y o f t e a c h e r s . • Co m m u n i c a t i o n ! A l s o , m o r e a c c e ss t o t h e i r p r o g r e s s ( i . e . m o r e g r a d e s c o m i n g h o m e ) . • Le a d e r s h i p - c u l t u r e = q u a l i t y . • Hi g h s c h o o l f a c i l i t i e s ( a c a d e m i c a n d e x t r a c u r r i c u l a r ) . • En f o r c i n g t h e r u l e s f o r e v e r yo n e a n d s t o p p i n g t h e b u l l y i n g . • We w i s h t h e r e w e r e m o r e s p o r t s f o r t h e o l d e r s t u d e n t s . S o c c e r an d e v e n r u g b y o r l a c r o s s e w o u l d b e a g o o d a d d i t i o n t o t h e c u r r e n t at h l e t i c p r o g r a m . O r a s p r i ng s p o t l i k e m e n ’ s v o l l e y b a l l . • Ad h e r e n c e t o a n e l e c t r o n i c a l l y a v a i l a b l e m a s t e r c a l e n d a r f o r t h e w h o l e s c h o o l , v a ri o u s p r o g r a m s a n d r o o m r e s e r v a t i o n s . • Ma t h , s c i e n c e , r e a d i n g , c o r e c o m p o n e n t s a n d P Y P l e v e l . • Di s c i p l i n e f o r s t u d e n t s w h o d i s t u r b t h e l e a r n i n g o f o t h e r s . M o r e h e lp f o r s t u d e n t t o l e a r n r e s p e c t o f o t h e r s , t h e m s e l v e s a n d s c hool. • Th e o p t i o n t o c h o o s e c l a s s e s / c o u r s e s i n s t e a d o f ha v i n g t o t a k e w h a t i s d e c i d e d f o r t h e m . • Th e q u a l i t y o f t e a c h e r s . T h e b a r n e e d s t o b e r a i s e d i n o r d e r f o r t h e m t o m a i n t a i n t h e I B s t a n d a r d s . • Co n s i s t e n c y o f t e a c h e r ’ s ( t e a c h i n g ) p e r f o r m a nc e d e l i v e r y a n d m o d e l i n g t h e I B b e h a v i o r s . • Th e p r i d e i n t h e s c h o o l ’ s c l e a n l i n e s s . I ’ v e b e e n v e r y d i s a p p o i n t e d t h a t t h e k i d s d o n o t k e e p c o mm o n a r e a s a n d r e s t r o o m s c l e a n . They sh o u l d p r a c t i c e t h i s n o w ! N o m a i d s o r m o m s a t s c h o o l . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 45 • Th e B o a r d o f T r u s t e e s a r e n o t t r u e e d u c a t o r s! A n d d e s p e r a t e l y n e e d a n a d v i s o r o r s u pe r i n t e n d e n t w i t h e x t e n s i v e b a c k g r o u n d i n ed u c a t i o n a n d p a r t i c u l a r l y t h e I B c u r r i c u lu m t o g u i d e t h e d i r e c t i o n o f t h e s c h o o l . • Di v e r s i t y a m o n g s t t h e s t a f f a n d s t u d e n t s . • Tr a f f i c ( a f t e r s c h o o l ) • Sm a l l e r c l a s s s i z e s . • Th e q u a l i t y o f t h e t e a c h e r s . M a n y s e e m s a s t h o u g h t h e y a r e t h e r e st r i c t l y t o c o l l e c t t h e i r p a y c he c k s a n d a r e i n d i f f e r e n t a b o u t their st u d e n t s s u c c e s s e s . • Co m m u n i c a t i o n o n a c a d e m i c p r o g r e s s , a s s i g n m e n t s a n d g r a d e s o n l i n e . • Sp o r t s , a n d e x t r a c u r r i c u l u m a c ti v i t i e s a n d a f t e r s c h o o l p r o g r a m s . W e n e e d b e t t e r s p o r t s t e a c h e r s . M o r e a c t i v i t i e s after school for wo r k i n g p a r e n t s . • We n e e d t e a c h e r s w h o w o u l d t e a c h s u b j e c t , n o t s p e n d t i m e on o f f s u b j e c t d i s c u s s i o n o r on a l a p - t o p c h e c k i n g e - m a i l . • I w o u l d l i k e t o s e e m o r e o p p o r t u n i t i e s f o r t h e s t u d e n t s w i t h a c o u n s e l o r o r c o u n s e l o r s . A l s o t h e s t u d e n t s n e e d m o r e t i m e i n S p a nish cl a s s e s . • Li b r a r y - t w i c e t h e s i z e w i t h c o m p u t e r r e s e a r c h c e n t e r . • I t h i n k w e d e m a n d t o o m u c h f r o m t e a c h e r s b y e x p e c t i n g t h e m t o t ea c h t o s u c h a b r o a d s p e c t r u m o f a b i l i t i e s i n e a c h c l a s s r o o m . W e ne e d g r e a t e r f l e x i b i l i t y f o r g i f t e d k i d s t o b e c h a l l e n g e d , j u st l i k e m a k i n g a c c o m m o d a t i o n s f o r c h i l d r e n w i t h l e a r n i n g c h a l l e n g e s. I be l i e v e t h i s r e q u i r e s s p e c i a l i s t s w h o c a n k ee p e s p e c i a l l y b r i g h t k i d s c h a l l e n g e d . • Co m m u n i c a t i o n - a l l a r o u n d ( w o u l d a l s o l i k e i t t o b e m o r e o f a b i - l in g u a l s c h o o l a s i t s e t o u t t o b e ) . • Co n s i s t e n c y b e t w e e n c l a s s e s w i t h in e a c h g r a d e a n d t e a c h e r s o t h a t e a c h s t u d en t i s p r o v i d e d w i t h t h e s a m e o p p o r t u n i t i e s o f en c o u r a g e m e n t . • Co m m u n i c a t i o n b e t w e e n a d m i n i s t r a ti o n , t e a c h e r s a n d p a r e n t s . • Ke e p t h e 9 0 % o f t h e t e a c h e r s w h o a r e e x c e l le n t , a n d a l l o w t h e o t h e r 1 0 % t o b e r e p l a c e d. S a m e w i t h s u p p o r t s t a f f . K e e p w o r k i n g o n co m m u n i t y b u i l d i n g b e t w e e n p a r e n t s , s t a f f / t e a c h e r s , a n d s t u d e n t s . • Th e w a y t h e t e a c h e r s t a l k t o t h e s t u d e n t s . N o t a l l t e a c h e r s , b u t I h a v e h e a r d e n o u g h t a l k v e r y r u d e , s m a r t a n d u s e w o r d s t h a t I am te a c h i n g m y c h i l d r e n n o t t o u s e l i k e s t u p i d a n d p a t h e t i c . “ I s t h at y o u r w o r k ? I t ’ s n o t g o o d . ” T a lk i n g d o w n a n d d e g r a d i n g s t u d e n ts is no t p r o d u c t i v e . T h e r e i s a w a y t o g e t a p o i n t ac r o s s a n d a w a y t o g e t r e s p e c t a n d h a v e co n t r o l o f y o u r c l a s s. Y e l l i n g i s u n a c c e ptable to me . I a m n o t s a y i n g t o b a b y t h e m , t h e r e i s a n a p p r o p r i a t e b e t t e r wa y . W e e x p e c t t h e c h i l d r e n t o ac t t o t h e s t a n d a r d s o f t h e I B profile. It ca n n o t h a p p en w h e n t h e t e a c h e r s d o n ’ t d o it ! I t i s d i s a p p o i n t i n g w h e n y o u u s e a t e a c h er s a t t i t u d e t o t e a c h y o u r c h i l d h o w n o t to be! I al s o b e l i e v e t h e r e s h o u l d b e a d r e s s c o d e f o r t h e t e a c h e r s . S o m e a r e s l o p p y a n d s o m e l o o k l i k e t h e y a r e g o i n g o u t f o r t h e w e e k e nd. Ag a i n , w h a t d o y o u e x p e c t f r o m t h e k i d s ? • Th e q u a l i t y o f t h e S p a n i s h p r o g r a m . • At t r a c t a n d k e e p t h e i n t e r n a t i o n a l f a c u l t y w e u s e d t o h a v e . I t ’ s b e c o m i n g m o r e a n d m o re l i k e a r e g u l a r , r e d t a p e l a d e n , i m p e r s o nal pu b l i c s c h o o l e a c h y e a r . W e h a v e n o c o m m u n i ca t i o n f r o m s t a f f a n y l o n g e r . E m a i l s a n d p h o n e c a l l s f r o m p a r e n t s g o u n a n s w e r e d . Gu i d a n c e c o u n s e l o r i s a j o k e a s fa r a s c o l l e g e p r e p a r a t i o n g o e s . • We b s i t e - w o u l d l i k e i n s t a n t a c c e s s to g e n e r a l a s w e l l a s s t u d e n t sp e c i f i c i n f o w i t h q u i c k r e s po n s e w h e n q u e s t i o n s a r e a s k e d . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 46 • Qu a l i t y o f t e a c h e r s . • It w o u l d b e n i c e i f e x p a n s i o n w a s p o s s i bl e . I w o u l d l i k e f o r m y s o n t o g r a du a t e w i t h 6 0 o r s o r a t h e r t h a n 4 0 . • Ke e p t h e f o c u s o n w h a t h a s m a d e W e s t l a k e a s u c c e s s f u l s c h o o l ! S u c h a s … s m a l l c l a s s s i z e s , e x p o s u r e t o v a r i o u s “ e n r i c h m e n t ” ac t i v i t i e s - l i k e s t r i n g s , f o r e i g n la n g u a g e s , d i v e r s e s p o r t s , a r t s a n d m u s i c . I t s e e m s l i k e s o me o f t h a t f o c u s i s n o w s h i f t i n g , at least for ou r y o u n g e r s t u d e n t s . • I o n l y h a v e o n e c o n c e r n . W h y h a v e t h r e e o u t o f t h e f i v e t r u s t e e s r e m o v e d t h e i r c h i l d r e n f r o m t h e s c h o o l ? I f o u r B o a r d d o e s n o t have co n f i d e n c e i n t h e s c h o o l t h e n h o w c a n w e h a v e c o n f i d e n c e i n o u r b o a r d ? • Fo r t h e s c h o o l t o b e t r a n s p a r e n t i n e v e r y a s p e c t o f d e c i s i o n m a ki n g . T h e r e s e e m t o b e h i d d e n a g en d a b e h i n d a d m i n i s t r a t i v e d e c i s ions. • Ha v e m o r e o p t i o n s f o r c l a s s e s f o r I B d i p l o m a . • Ma k e t h e c u r r i c u l u m m o r e c h al l e n g i n g f o r o u r d a u g h t e r . • Sp o r t s a n d e x t r a c u r r i c u l a r ( d r a m a , m u s i c , a r t s ) p r o g r a m s . • Gr a d i n g s y s t e m d i s c o u r a g e s t h e c h i l d a t t h e 1 st o f t h e y e a r y o u g e t 1 ’ s a nd 2 ’ s a n d y o u a r e s u p p o s e d t o p r og r e s s t o 3 - 4 ’ s . B u t 1 ’ s a n d 2’ s a r e l i k e C ’ s a n d D’ s . B a d s y s t e m . • Th e c o m m e n d a t i o n a w a r d s c o n f u s e m e . I t s e e m s th a t t h e o n l y k i d s t h a t g e t t h e m a r e e x t r em e l y s m a r t o r t h e y a r e k i d s t h a t d i d p o o rly an d t h e n i m p r o v e d i n a c e r t a i n a r e a … n o t h i n g i s gi v e n t o k i d s t h a t a r e “ a v e r a g e ” o r c o n ti n u a l l y m a i n t a i n d e c e n t g r a d e s - b u t t h e y just ar e n ’ t s u p e r s t a r s o r p o o r p e r f o r m e r s t h a t im p r o v e o v e r t h e y e a r . T h i s a w a r d p r o g r a m i s v e r y d i s c o u r a g i n g t o t h e “ n o r m a l ” W L s t udent th a t t r i e s h a r d a l l y e a r . I h a v e o n e c h i l d th a t t o l d m e t h i s y e a r t h a t m a y b e s h e s ho u l d n o t a p p l y h e r s e l f u n t il b e f o r e a w a r d s t ime so then th e t e a c h e r w o u l d g i v e h e r an a w a r d f o r i m p r o v i n g ! • Gr a d i n g s y s t e m s e e m s t o b e s u b j e c t i v e . I f i t i s o b j e c t i v e , t h e g r a d e s h o u l d b e a v a i l a bl e f o r a n y t e s t / p r o j e c t / h o m e w o r k a n y g i v e n time. (B o t h o f m y s t u d e n t s / c h i l d r e n a r e e x c e l l e n t s t u d e n t s y e t I h a v e n o c l u e h o w t h e y a r e d o i n g o n p a r t i c u l a r h o m e w o r k / p r o j e c t i n t e r m s o f gr a d e u n t i l q u i t e l a t e r ) . • I w o u l d l i k e m o r e s p o r t s o f f e r e d a t t h e h i g h s c h o o l l e v e l . B e t t e r c o m m u n i c a t i o n wh e n y o u r c h i l d i s i n j u r e d . S t o p t h e f a v o r i t i s m shown ch i l d r e n o f W e s t l a k e r e s i d e n t s . • Ma t h a n d s c i e n c e i s w e a k a n d n e e d s t o b e i m p r o v e d i n t h e u p p e r gr a d e s a n d a p p l i c a b i l i t y o f w h a t i s b e i n g l e a r n e d t o i n c r e a s e mo t i v a t i o n . • Co m m u n i c a t i o n w i t h a l l g r o u p s an d i t t o b e c o n s i s t e n t . E s p e c i a l l y W A A C a n d H O C . • Co r e c u r r i c u l u m . • Th e s p o r t s p r o g r a m s ( a f t e r s c h o o l ) co u l d h a v e a l o n g e r s o c c e r s e a s o n . • I w o u l d l i k e t o s e e e f f o r t s b y t h e B o a r d A d m i n i s t r a t i o n , F o u n d a ti o n , T r u s t e e s , T e a c h e r s / f a c u l t y , HO C , C o m m u n i t y , p a r e n t s a n d st u d e n t s w o r k t o g e t h e r t o s o l i d i f y W A a s t h e p r e m i e r e x a m p l e o f e d u c a t i o n i n t h e U n t i e d S t a t e s . If a l l o u r r e s o u r c e s w e n t i n t o “b u i l d i n g u p ” o u r s c h o o l , t h e r e i s n o d o u b t W A w o u l d b e l e a d i n g t h e w a y i n e d u c at i o n p r o d u c i n g e x t r a o r d i n ary leaders for our future. • Ab i l i t y f o r p a r e n t s t o h a v e i n p u t to s c h o o l p o l i c e s a n d i n c e n t i v e s . • Ma t h s h o u l d b e t a u g h t a s a s t a n d - al o n e s u b j e c t . T h e s t r e n g th s i n t h e P Y P a r e m o s t d e f i n i t e l y la n g u a g e a r t s a n d social studies. There ar e m a n y d a y s t h a t m a t h i s n o t t a u g h t a t a l l . M a n y a r e a s o f m a t h m u s t b e m e m o r i z e d a n d t h i s i s n o t s t r e s s e d i n t h e l o w e r g r a d e s . Du r i n g m y c h i l d ’ s c o n f e r e n c e t h e t e a c h e r m a d e th e c o m m e n t t h a t t h e c l a s s w a s v e r y b e h i n d i n m a t h a n d t h e n i n t h e v e r y n e x t s e n t ence We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 47 sa i d s h e w a s p l a n n i n g a n o t h e r a l l - da y f i e l d t r i p i n t w o w e e k s . T h i s w a s a f t e r ha v i n g 5 f i e l d t r i p s a l r e ad y d u r i n g t h e c o u r s e o f the sc h o o l y e a r , s e v e r a l o f w h i c h s e e m e d t o b e m o s t l y e x c u s e s f o r ge t t i n g t h e t e a c h e r o u t o f t h e cl a s s r o o m . T h e o n l y t i m e t u t o r i n g was of f e r e d w a s a p p r o x i m a t e l y t w o w e e k s p r i o r t o t h e T A K S t e s t . S t u d e n t s n e e d t o b e h e l d a c c o u n t a b l e f o r m a t h f a c t s . M e m o r i z a t i o n i n ma t h i s a n e c e s s i t y a n d p r a c t i c e is c r i t i c a l t o a c h i l d ’ s s u c c e s s . A l s o , p a r e n t s s h o u l d b e a b l e to a c c e s s , b y g r a d e l e v e l , s p e c ific in f o r m a t i o n r e g a r d i n g w h a t m a t h c o n c e p t s a r e b e i n g t a u g h t a n d w h e n t h e y a r e b e i n g t a u g h t . • Te a c h e r s a v a i l a b l e t o o f f e r h e l p • Im p r o v e c o u n s e l i n g f o r s t u d e n t s • Co m m u n i c a t i o n w i t h p a r e n t s r e g a r d i n g de c i s i o n s b e i n g m a d e w i t h s c h o o l . • Ar t s p r o g r a m • St r i n g p r o g r a m • Ac a d e m i c s f o r t h o s e w i t h d i s a b i l i t i e s • Fa s t e r r e s p o n s e t o n e g a ti v e s t u d e n t b e h a v i o r • Cu r r i c u l u m • Co m m u n i c a t i o n b e t w e e n t r us t e e s a n d p a r e n t s • Co m m u n i c a t i o n • Eq u a l i z e t h e s t u d e n t s a n d p a r e n t s • In c r e a s e f r e q u e n c y o f p a r e n t / t e a c h e r c o n f e r en c e s w i t h b e t t e r m e a s u r e s of s t u d e n t ’ s s t r e n g t h s / w e a k n e s s e s a n d h o w t h e y c o m p a r e t o th e i r p e e r s • Th e g r a d i n g : w h y c a n ’ t i t b e i n t h e f o r m o f t r a d i t i o n a l g r a d i n g s y s t e m s s i n c e i n th e e n d , i t ’ s t r a n s l a t e d i n t o t h e G . P . A . • Ex p a n d i n g a n d i m p r o v i n g t h e I B p r o g r a m f o r s e c o n d a r y • Co l l e g e p r e p n e e d s t o b e i m p r o v e d s l i g h t l y • Pr o b l e m s t o s h o w e a c h i n d i v i d u a l ’ s p e r s o n a l i t i e s • Co m m u n i c a t i o n a n d a r t p r o g r a m s • On - l i n e g r a d e s • Ne w b o a r d o f T r u s t e e s • IB p r o g r a m n e e d s t o b e w i d e n e d • Mo r e l i b e r a l a r t s e d u c a t i o n n e e d e d • Co m m u n i c a t i o n b e t w e e n b o a r d a n d p a r e n t s • Ex t r a - c u r r i c u l a r p r o g r a m s c o u l d b e e x p a n d e d • Ha v e c o m p l e t e c o m m u n i c a t i o n w i t h p a r e n t s • Co m m u n i c a t i o n s w i t h p a r e n t s a bo u t t h e i r c h i l d r e n ’ s p r o g r e s s • St a f f n o t d e a l i n g w e l l w i th b e h a v i o r i s s u e s a n d p r o b l e m s w i t h s o m e k i d s • Co n s i s t e n c y & f a i r n e s s o f r u l e s a n d d i s c i p l i n e w h e n i n f r a c t i o n s oc c u r , q u i t s h o w i n g f a v o r i t i s m t o c e r t a i n s t u d e n t s ; s t a f f t o s p onsor and me n t o r t h e s t u d e n t s b e t t e r i n s t u d e n t o r ga n i z a t i o n s l i k e N H S , s t u d e n t c o u n c i l , s p i r it b u i l d i n g , e t c . ; b e t t e r c o m m u n i c a t i o n o f a ctivities We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 48 • Th e l a c k o f l e a d e r s h i p a t t h e t o p • Pl e a s e i m p r o v e t h e a t t i t u d e o f t h e s c h o o l b o a rd . I f y o u t o o k e v e r y s c h o o l b o a r d i n t h e s t at e o f T e x a s , y o u ’ d h a v e t o s a y t h a t t his board ha s t h e l e a s t a m o u n t o f “ s c h o o l s p i r i t ” o f a ny . I t ’ s a l m o s t l a u g h a b l e , i f t h e s t a k e s w e r e n ’ t s o s e r i o u s f o r s o m a n y o t h e r s . T r y to forget th a t 4 o f t h e 5 b o a r d m e m b e r s , f o r v a r i o u s re a s o n s , h a v e p u l l e d t h e i r s t u d e n t s o u t o f t h e s c h o o l ( f i n d t h a t i n a n y o t h e r T e x a s town!). Wh a t w e s e e i n t h e c o m m u n i t y i s a s c h o o l b o a r d t h a t i s i n v i s i b l e a t m o s t e v e n t s a n d c o u l d c a r e l e s s a b o u t t h e k i d s . T h e g e n e r a l th i n k i n g i s t h e b o a r d m e m b e r s h a v e t h e i r o w n a g e n d a s - p r i m a r i l y g a s a n d g r u d g e s . A t l e a s t t h e y c o ul d p r e t e n d t h e y h a v e a p a s s i n g in t e r e s t i n t h e s c h o o l … • Th e c o m m u n i c a t i o n b e t w e e n t h e f a c u l t y a n d o u r b o a r d , a s o f t o d a y . W e a r e a s m a l l e n o u g h sc h o o l t h a t w e c o u l d h a v e t h a t . U n l i k e KI S D , N W I S D o r C a r r o l l , o u r s t a f f c o u l d e f f ec t i v e l y g i v e i n p u t t h a t m i g h t b e u s e f u l . W e a r e n ’ t t o o b i g f o r s o m e o n e - o n - o n e co m m u n i c a t i o n . • Th e t e a c h e r s s e e m t o t r y t o f i t i n a l o t o f p r o j e c t s w i t h r e s e a r c h a n d t y p i n g , w h i c h le a v e s l i t t l e o f n o t i m e f o r m a s t e r y o f m a th and Sp a n i s h s k i l l s . T h e r e a r e s o m a n y p r o j e c t s t h a t t h e t i m e d e d i c a t e d to i t i s s o m e t i m e s i n a d e q u a t e . Mo r e i s n o t a l w a y s b e t t e r a n d I’m not su r e i t ’ s n e c e s s a r y f o r t h e m t o h a v e a n in - d e p t h u n d e r s t a n d i n g o f e v e r y t h i n g . A l o t o f i n f o r m a t i o n a n d n o t e n o u g h t i m e o r e n e r g y to ab s o r b b e f o r e t h e y a r e m o v e d o n t o s o m e t h i n g e l s e . S o m e t i m e s r e pe t i t i o n w o r k s h e e t s a r e n e c e s s a r y fo r g r a s p i n g a n d r e t a i n i n g m a t h. As l o n g a s t h e s e s h e e t s a r e n o t t h e o n l y s o u r c e o f l e a r n i n g . P l e a s e t a k e c o m m e n t s l i g ht l y a s w e ’ v e o n l y b e e n h e r e f o r 1 y r . • En c o u r a g e m o r e I B t o p i c s a s p a r t of t h e c u r r i c u l u m , l a n g u a g e s , e t c . A b o v e a n d b e y o n d t h e s t at e r e q u i r e m e n t s . • At h l e t i c p r o g r a m s • Of f e r a v a r i e t y o f c l a s s e s a n d sp o r t s a c t i v i t i e s , i f p o s s i b l e • IB g o i n g f o r w a r d n o o n e i s g r a d u a t i n g c u r r i c u lu m , n o t a c h a l l e n g e f o r s t u d e n t s . C o m m u n i ca t e w i t h p a r e n t s b e f o r e m a k i n g a n y m a j o r de c i s i o n s • De c i s i o n m a k i n g p r o c e s s b y t r u s t e e s • Th e p o l i t i c s u s e d t o o p e r a t e t h e s c h o o l • St a f f a n d c o m m u n i c a t i o n • Ex p a n d t h e f a c i l i t i e s • Wo u l d l i k e t o s e e e v e n t s o n s c h o o l c a le n d a r w e l l i n a d v a n c e o f t h e e v e n t • Sp o r t s a n d l u n c h p r o g r a m s . C o m m u ni c a t i o n a b o u t m a j o r h a p p e n i n g s . D o n ’ t l i k e t h e f a c t t h a t t h e y h i r e c on s u l t a n t s f o r f u n d r a i s i n g . Use pa r e n t s a s r e s o u r c e s . • Wo u l d l i k e t o s e e m o r e i n d i v i d u a l a t t e n t i on , g e t t i n g t o k n o w s t u d e n t s m or e a n d b e t t e r • Co m m u n i c a t i o n • Tr u s t e e ’ s c o m m u n i c a t i o n w i t h p a r e n t s . W o u l d’ v e l i k e d i n p u t b e f o r e a d e c i s i o n w a s m a de r e g a r d i n g d i s m i s s a l o f H e a d M a s t e r • I’ d l i k e t o s e e m o r e a c c o u n t a b i l i t y f o r t h e te a c h e r s . H i r e t e a c h e r s o n a p r o b a t i o n t y p e s y s t e m a n d t h e n o n l y e x t e n d t h e c o n t r a c t if that te a c h e r p r o v e s t o b e o f s u p e r i o r q u a l i t y . • Im p r o v e m a t h p r o g r a m a n d m a t h s c o r e s f o r c o l l e g e e n t r a n c e e x a m s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 49 Q1 7 I f y o u l i v e i n t h e T o w n o f W e s t l a k e , h o w i m p o r t a n t w a s W e s t l a k e A c a d e m y i n y o u r d e c i si o n t o m o v e t o W e s t l a k e ? Q 1 7 I f y o u l i v e i n t h e To w n o f W e s t l a k e , h o w i m p o r t a n t w a s W e s t l a k e A c a d e m y i n y o u r d e c i s i o n t o m o v e t o W e s t l a k e ? Nu m b e r P e r c e n t N o t i m p o r t a n t 9 5 . 3 % N o t s u r e 16 9 . 4 % S o m e w h a t i m p o r t a n t 7 4 . 1 % V e r y i m p o r t a n t 41 2 4 . 1 % N o t p r o v i d e d 97 5 7 . 1 % T o t a l 17 0 1 0 0 . 0 % Q1 8 H o w m a n y y e a r s h a v e y o u h a d a t l e a s t o n e c h i l d a t t e n d i n g W e s t l a k e A c a d e m y ? Q 1 8 H o w m a n y y e a r s h a v e y o u h a d a t l e a s t o n e c h i l d a t t e n d i n g W e s t l a k e Ac a d e m y ? N u m b e r P e r c e n t 1 y e a r 37 2 1 . 8 % 2 y e a r s 23 1 3 . 5 % 3 y e a r s 13 7 . 6 % 4 y e a r s 20 1 1 . 8 % 5 y e a r s 22 1 2 . 9 % 6 y e a r s 53 3 1 . 2 % N o t p r o v i d e d 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 50 Q1 9 I n w h i c h g r a d e s d o y o u c u r r e n t l y h a v e c h i l d r e n e n r o l l e d a t W e s t l a k e A c a d e m y ? Q 1 9 I n w h i c h g r a d e s d o y o u c u r r e n t l y h a v e c h i l d r e n e n r o l l e d a t W e s t l a k e A c a d e m y ? N u m b e r P e r c e n t K - 2 51 3 0 . 0 % G r a d e s 3 - 4 43 2 5 . 3 % G r a d e s 5 - 6 45 2 6 . 5 % G r a d e s 7 - 8 51 3 0 . 0 % G r a d e s 9 - 1 0 59 3 4 . 7 % G r a d e s 1 1 - 1 2 24 1 4 . 1 % N o t p r o v i d e d 2 1 . 2 % T o t a l 27 5 Q2 0 D o y o u h a v e a d d i t i o n a l s c h o o l ag e c h i l d r e n e n r o l l e d i n o t h e r s c h o o l s ? Q 2 0 D o y o u h a v e a d d i t i on a l s c h o o l a g e c h i l d r e n e n r o l l e d i n o t h e r s c h o o l s ? Nu m b e r P e r c e n t Y e s 46 2 7 . 1 % N o 12 3 7 2 . 4 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 51 Q2 0 a I f s o w h a t g r a d e s ? Q 2 0 a I f s o w h a t g r a d e s N u m b e r P e r c e n t K - 6 t h 25 5 4 . 3 % 7 t h - 1 0 t h 13 2 8 . 3 % 1 1 t h - 1 2 t h 10 2 1 . 7 % N o t p r o v i d e d 1 2 . 2 % T o t a l 49 Q2 1 H o w m a n y a d u l t s i n y o u r h o m e a r e e m p l o y e d f u l l t i m e o u t s i d e t h e h o m e ? Q 2 1 H o w m a n y a d u l t s i n y o u r h o m e a r e e m p l o y e d f u l l t i m e o u t s i d e t h e h o m e ? Nu m b e r P e r c e n t N o n e 4 2 . 4 % O n e 94 5 5 . 3 % T w o 71 4 1 . 8 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 52 Q2 1 a H o w c a n w e b e t t e r a c c o m m o d a t e t h e n e e d s o f a w o r k i n g p a r e n t o r w o r k i n g p a r e n t ? • Af t e r s c h o o l p r o g r a m s ! • Sc h e d u l e m e e t i n g s a n d e v e n t s i n t h e e v en i n g s s o w o r k i n g p a r e n t s c a n a t t e n d . • Co m m u n i c a t i o n i s t h e m o s t i m p o r t a n t w a y t o h e lp . T h e p o r t a l i s n o t o r g a n i z e d w e l l s o e m ai l s t h a t w e s o m e t i m e s r e c e i v e a r e h e l p f ul. • Yo u d o n ’ t n e e d t o - n o t y o u r j o b . • 1. A c a d e m i a i s s t r o n g 2. T e a c h e r / s t u d e n t r a t i o • Pu r c h a s e a b u s f o r s p o r t s t r i p s . • Sc h e d u l e m e e t i n g s d u r i n g e v e n i n g . • Af t e r s c h o o l m u s i c / a r t p r o g r a m s a r e d i f f i c u l t t o at t e n d w i t h m u l t i p l e c h i l d r e n . P l e a s e c o n s i d e r . • Im p r o v e a c c u r a c y o f t h e w e b s i t e - i n c l u d e d e t a il e d a s s i g n m e n t i n f o r m a t i o n a n d t i m e s o f a ll e v e n t s . L o o k a t C o u n t r y d a y s c h o o l a s an ex a m p l e . • Pl e a s e g e t b e t t e r a b o u t s e n d i n g t h i n gs a l i t t l e e a r l i e r n o t e v e r y on e c a n c h e c k w e b s i t e e v e r y d a y . • Be f o r e a n d a f t e r s c h o o l p r o g r a m s . • Wo w t h a n k y o u s o m u c h f o r a s k i n g t h i s q u e s t io n ! P l e a s e s c h e d u l e i m p o r t a n t m e e t i n g s a nd e v e n t s a f t e r 6 : 0 0 p m o n w e e k n i g h t s . T h i s wo u l d h e l p m a k e w o r k i n g pa r e n t s s o v e r y h a p p y ! • 1. T h e r u l e s a g a i n s t d r u g s a n d a l co h o l s h o u l d b e m o r e s t r i c t l y en f o r c e d a n d a p p r o p r i a t e p r o c e d ur e s f o l l o w e d . 2 . A k e y f a c t o r o f the pr o g r a m i s t h e f a c u l t y . 3 . P r i m a r y m a t h p r o g r a m n e e d s t o b e f i gu r e d o u t . 4 . C o l l e g e p r e p n e e d s a t t e n t i o n . W e a r e w a y b e h i n d ! • Co n s i d e r o f f e r i n g a f t e r s c h o o l c h i l d c a r e s u c h a s C l a y t o n . Y e s . I t ’ s d i f f i c u l t f o r t h e w o rk i n g p a r e n t w i t h a n i n f l e x i b l e s c h e d u le to at t e n d a l l t h e g r e a t p r o g r a m s y o u o f f e r d u r i n g t h e d a y . • Be f o r e a n d a f t e r s c h o o l a c t i v i t i e s o r s t u d y h a l l ? • Pr o g r a m t o a l l o w c h i l d r e n t o st a y i n s c h o o l t i l l 4 : 3 0 p m . • Af t e r s c h o o l c a r e t o h e l p w i t h h o m ew o r k o r p r o v i d e a c t i v i t y t i l l 5 . • Of f e r a f t e r s c h o o l p r o g r a m s u n t i l 6 p m • Mt g s . w i t h h e a d o f s c h o o l e t c . w o u l d b e g o o d d u r i n g e v e n i n g h o u r s . A l s o p a r e n t t e a c h er m t g s . D u r i n g e v e n i n g s i s p r e f e r a b l e . • Fo s t e r m o r e e - m a i l c o m m u n i c a t i o n w i t h t e ac h e r s a s f a c e - t o - f a c e t i m e m a y b e l i m i t e d . • Af t e r w o r k a c t i v i t i e s . • Tr y n o t t o s c h e d u l e t h i n g s r i g h t a t 4 o r 5 p m . • Ho s t i n f o r m a t i o n m ee t i n g s a f t e r w o r k h o u r s w h e r e p a r e n t s c a n g a th e r a n d s h a r e i n f o r m a t i o n . C u r r e n t l y t h e y o c c u r d u r i n g t h e d a y . • Ch a n g e t h e t i m e f r o m 9 - 4 . • Tr a n s p o r t a t i o n . • Ev e n i n g m e e t i n g s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 53 • By o f f e r i n g m o r e o p t i o n s o f af t e r s c h o o l c a r e / a c t i v i t i e s . • I f e e l y o u a c c o m m o d a t e t h e n e e d s o f a w o r k i n g p a r e n t a d e q u a t e l y . • Af t e r s c h o o l p r o g r a m s o r c h i l d c a r e . • Of f e r i n g p r o g r a m o r s p o r t s ri g h t a f t e r s c h o o l h e l p s . • Al m o s t a n y i m p r o v e m e n t w o u l d h e l p . W o r k i ng p a r e n t s a r e i g n o r e d . P r o v i d i ng b e t t e r n o t i c e a n d c o m m u n i ca t i o n w o u l d b e a g o o d s t a r t . • Fl e x i b i l i t y o f s t u d e n t l e d c o n f s c h e d u l i n g . • Pr o v i d e o p p o r t u n i t i e s f o r w o r k i n g pa r e n t s t o p a r t i c i p a t e b y o f f e r i ng e v e n i n g s w o r k s h o p s . P r o v i d e a t p a r e n t e x p e n s e o n s i t e b e f o re/after sc h o o l p r o g r a m . • A s t a f f e d e x t r a c u r r i c u l a r o r a f t e r s c ho o l p r o g r a m t h a t a l l o w s s t u d e n t s t o st a y u n t i l 5 : 3 0 p m f o r a f e e o f c o u r s e . • Ki n d e r g a r t e n s h o u l d n o t e n d a t a d i f f e r en t t i m e t h a n t h e r e s t o f t h e s c h o o l ! • Mo r e l e a d t i m e f o r s c h o o l e v e n t s . L a s t m i n u t e e v en t s a r e a p r o b l e m . ( p . s . T h a n k s f o r a s k i n g ! ) • Mo r e a f t e r s c h o o l o p t i o n s o r a t le a s t h a v e K a n d o t h e r p r o g r a m s le t o u t a t t h e s a m e t i m e . M a y b e an o p t i o n a l t r a n s p o r t a t i o n p r o g ram. • Af t e r - s c h o o l p r o g r a m s , s h u t t l e / b u s s e r v i c e . • Sc h o o l h o u r s , m o r e b e f o r e / a f t e r s c h o o l a c t i v i t i e s . • Be f o r e s c h o o l c a r e / b r e a k f a s t o p e n a t 7. ( f o r a f e e o f c o u r s e ) A f t e r s c h o o l c a r e / t u t o r i n g p i c k u p a t 5 o r 5 : 3 0 . • Mo r e m e e t i n g s i n t h e e v e n i n g or a t l e a s t o v e r l u n c h t i m e . • We n e e d a f t e r s c h o o l p r o g r a m s e v e n i f I h a d t o p a y . Ge t s o m e c o n t r a c t s l i k e Y M C A o r o t h e r p r o g r a m s . • 1. C a n i m p l e m e n t f o r 2 t i m e s a w e e k c o mm u n i t y s e r v i c e h o ur s a f t e r s c h o o l 2. E v e n i n g s c h o o l m e e t i n g . • It w o u l d b e h e l p f u l t o h a v e a b u s o r s o me v a n s f o r t r a v e l i n g f o r s c h o o l f u n c t i o n s . • Of f e r a f t e r - s c h o o l c a r e / a c t i v i t i e s . W e a t t e n d e d a p r i v a t e s c h o o l t h a t h a d ( f o r a f e e ) a f t e r - s c h o o l c a re a n d t h e y h a d h o m e w o r k time wh e r e t u t o r i n g w a s a v a i l a b l e . • Of f e r a n a f t e r s c h o o l p r o g r a m / t u t o r i n g . • Be f o r e o r a f t e r s c h o o l p r o g r a m s . • Do n o t b e s o s t r i c t r e g a r d i ng p i c k u p t i m e s a n d s t u d e n t s s t a y i n g t o w a t c h o t he r c h i l d r e n ’ s a t h l e t i c s of t h e s c h o o l . C o m m u n i c a t e ev e n t s /f i e l d t r i p s i n a d v a n c e ; m a ny t i m e s o n l y o n e d a y n o t i c e i s g i v e n . • Me e t i n g s i n t h e e v e n i n g - a f t e r 6 : 3 0 p m ! M o r e r e s p o n s i v e e m a i l c o m m u n i c a t i o n a n d t e a c h e r c o n f e r e n c e t i m e i n e v e n i n g s . • On l i n e a c c e s s t o s t u d e n t ’ s c u r r i c u l u m , a s s i g n m e n t s , p r o j e c t s . F a c i l i t a t i n g ac c e s s t o s c h o o l w o r k . • Ho u r s , a f t e r s c h o o l o p t i o n s . • Af t e r s c h o o l s p o r ts / a c t i v i t i e s • Af t e r s c h o o l p r o g r a m . • Th e r e a r e a h a n d f u l o f s i n g l e p a r e n t s, w h o s e n e e d s a r e n e v e r a d d r e s s e d . • Af t e r - s c h o o l p r o g r a m s a n d s t u d y a r e a s t o d o h o m e w o rk ; e a r l y d r o p - o f f ; i m p r o v e d c o m m u n i c a t i o n s . • Of f e r e x p a n d e d c o n f e r e n c e s c h e d u l e s w it h t e a c h e r s a n d a d m i n i s t r a t i o n . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 54 • Fl e x i b i l i t y o n t i m e s o f a c t i v i t i e s • Bu s a v a i l a b i l i t y a n d a f t e r s c h o o l p r o g r a m s • Af t e r s c h o o l p r o g r a m s • Af t e r s c h o o l p r o g r a m s • Mo r e a d v a n c e d n o t i c e w h e n t h i n g s a r e c o m i n g u p • Be t t e r , t i m e l y c o m m u n i c a t i o n • Co m m u n i c a t i o n • A “ p a y a s y o u s t a y ” a f t e r s c h o o l p r o g r a m w h e r e k i d s c a n w o r k o n h o m e w o r k , o r s i g n u p f o r o n - ca m p u s a f t e r s c h o o l p r o g r a m s • Re g u l a r l y a v a i l a b l e a f t e r sc h o o l p r o g r a m s o n c a m p u s • Ha v e a n o p t i o n f o r e x t e n d e d c a r e a f t e r sc h o o l . M y d a u g h t e r h a d b e e n s h o u t e d a t f o r m y t a r d i n e s s in p i c k i n g h e r u p . • Sc h o o l b u s t r a n s p o r t a t i o n ( a t h l e t i c a n d a c a d e m i c ) • Me e t i n g s c o u l d b e a f t e r s c h o o l • Sp o r t s a n d o t h e r a c t i v i t i e s a f t e r s c h o o l • Of f e r i n g a f t e r s c h o o l p r o g r a m • Of f e r t r a n s p o r t a t i o n • Af t e r s c h o o l s t u d y p r o g r a m • Be u n d e r s t a n d i n g w h e n p a r e n t s c a n ’ t a l w a y s b e t h e r e • Co m m u n i c a t i o n • Pa r e n t m e e t i n g s , c e r e m o n i e s , p r o g r a m s a n d in d u c t i o n s t o t a k e p l a c e a f t e r 5 p . m . • So m e t i m e s , t h e r e i s v e r y l i t t l e a d v a n c e d n o t ic e r e g a r d i n g f i e l d t r i p s , s t ud e n t p r e s e n t a t i o n s , e t c . f r om a d m i n i s t r a t i v e s t a f f , w hich makes pl a n n i n g t o a t t e n d a l o t h a r d e r . • No p r o b l e m s • Mo r e a f t e r s c h o o l a c t i v i t i e s a t t h e s c h o o l w it h n o i n c r e a s e i n c o s t t o t h e p a r e n t • Ev e r y t h i n g f i n e • Do n ’ t k n o w • Sc h o o l c a l e n d a r s a r e i m p o r t a n t • No t m a k e u s g o t o t h e w e b s i t e a n d s e n d u s a n n o u n c e m e n t s t h r o u g h m a i l o n h a r d c o p y . • Sh o r t e r c e r e m o n i e s • Mo r e a d v a n c e d n o t i f i c a t i o n We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 55 If y o u h a v e a n y o t h e r c o m m e n t s p l e a s e wr i t e t h e m i n t h e s p a c e p r o v i d e d b e l o w . • Lo v e t h e I B c u r r i c u l u m . • Th e g r a d i n g s y s t e m d o e s n o t a l l o w p a r e n t s or s t u d e n t t o t r u l y k n o w h o w t h e y a r e do i n g o r a s t u d e n t to f e e l s u c c e s s f u l . • Ha v i n g t h e k i n d e r g a r t e n e r s a n d t h e r e s t o f g r ad e s b e o u t a t t h e s a m e t i m e . I k n o w n e x t y e a r o l d e r g r a d e s a r e g o i n g t o b e o u t ½ hour so o n e r , b u t k i n d e r g a r t n e r s a r e s t i l l o u t be f o r e w h i c h c a u s e s m o r e w a i t i n g a r o u n d . • We f e e l t h e r e i s t o o m u c h s t a f f t u r n o v e r e a c h y e a r . T h e g r a d i ng s y s t e m i s v e r y d i f f i c u l t i n a c t u a l l y u n d e r s t a n d i n g h o w y o u r c h i ld is do i n g . I t s e e m s t h e r e a r e g a p s i n t h e I B cu r r i c u l u m i n t h e P Y D p o r t i o n . B a s i c s k i l l s ne e d e d t o s u c c e e d a r e b e i n g o v e r l o o k e d . T h e fa c i l i t i e s a r e w o n d e r f u l a n d t h e c o m m u n i c a t i o n w o r k s w e l l . • I a p p r e c i a t e t h e s c h o o l ! • To u g h j o b t o k e e p s c h o o l s o n i c e ! W e a p p r e c i a t e t h e e f f o r t s b y a l l o f t h e s t a f f a n d v o l u n t e e r s ! • Ne e d t o k e e p t h e c a l i b e r o f t e a c h e r s h i g h . Te a c h e r ’ s w h o a r e n o t c r e a t i v e i n t h e i r l e a r ni n g m e t h o d s o r b e l i e v e t h a t w a y t h e y t a ught in pu b l i c s c h o o l s i s O . K f o r W e s t l a k e a r e m i s t a k e n . Ki d s g e t b o r e d w i t h t h e s e k i n d s o f t e a c h e r s . • Ma j o r i t y o f t e a c h e r s a r e g r e a t . Bu t s o m e s h o u l d b e r e - e d u c a t e d . Ar e t h e y r e a l l y q u a l i f i e d ? • Se e i n g a n i m p a c t f r o m t h i s n e w s l e t t e r n o m a t t e r to w h a t d e g r e e w o u l d b e v e r y e n c o u r a g i n g . • Sc h e d u l i n g s c h o o l p r o g r a m s d u r i n g s c h o o l h o u r s . P a r e n t s c a n t a k e t i m e t o a t t e n d w h e n th e i r o t h e r c h i l d r e n ar e s t i l l i n s c h o o l . • I f e e l s t r o n g l y t h a t a m o r e i n c l u s i v e w e b s it e w i l l h e l p f o s t e r b e t t e r c o m m u n i c a t i o n b e tw e e n p a r e n t s , t e a c h e r s , a d m i n i s t r a t i o n a nd We s t l a k e r e s i d e n t s . • I w o u l d l i k e s c h o o l t o b e s t r i c t er a b o u t c h i l d r e n t u c k i n g i n th e i r s h i r t s a n d h o l d i n g t h e m a c co u n t a b l e f o r t h e s c h o o l p o l i c y . • Wo n d e r f u l s c h o o l w i t h v e r y c a r i n g d e d i c a t e d ad m i n i s t r a t i o n . W e t h i n k ( m y h u s b a n d a n d I ) th a t M r . R o s e v e a r i s a h u g e a s s e t t o t h e sc h o o l . H i s e x p e r i e n c e a n d d e c i s i o n ma k i n g a b i l i t i e s a r e p r i c e l e s s . • Pl e a s e r e m i n d p a r e n t s d r o p p i n g o f f c h i l d r e n t o p u l l f a r f o r w a r d t o av o i d j a m m i n g t h e c a r l i n e . A n d t o n o t l e a v e t h e i r v e h i c l e un a t t e n d e d r i g h t i n f r o n t o f t h e s c h o o l . D o a b e t t e r j o b o f s e p a r a t i n g h i g h s c h o o l s t u d en t s f r o m l o w e r g r a d e s . J u n i o r s a n d s e n i ors don’t wa n t t o a t t e n d d a n c e s w i t h 7 th g r a d e r s ! G o b a c k t o s e n d i n g f l y e r s v i a H O C f o l d e r . T o o m a n y p e o p l e d o n ’ t ’ g o to the portal. The portal is g r e a t - b u t i t i s n o t u s e d b y e v e r y o n e , u n f or t u n a t e l y . C a n ’ t w e p l e a s e h a v e a r e a l sc h o o l b o a r d ? T h e s t u d e n t s w o u l d b e b e t t e r served if th e r e w a s a s e p a r a t e i n d e p e n d e n t s c h o o l b o a r d f r o m t h e t o w n c o u n c i l ! T h e S p a n i s h p r o g r a m n e e d s t o b e c o m p l e t e l y o v e r - h a u l e d . T h e st r i n g s p r o g r a m n e e d s t o g o a w a y - a r e gu l a r b a n d p r o g r a m s h o u l d b e o f f e r e d . • Ov e r a l l , w e h a v e b e e n v e r y p l e a s e d w i t h WL A . T h e r e h a v e b e e n s o m e b u m p s i n t h e r o ad ; h o w e v e r , t h e r e i s n ’ t g o i n g t o b e a s c h o o l wi t h o u t s o m e b u m p s . O u r m e e t i n g s a n d e n c o u n t e r s w i t h t h e f a c u l t y /s t a f f h a v e b e e n p l e a s a n t a n d p o s i t i v e , a n d I b e l i e v e o u r c h i l d ren ha v e t h r i v e d f r o m t h e q u a l i t y o f e d u c a t i o n th e y a r e r e c e i v i n g . W e t r u l y f e e l b l e s s e d to b e a p a r t o f t h i s s p e c i a l c o m m u n i t y . • Ov e r a l l I h a v e b e e n v e r y h a p p y w i t h ou r e x p e r i e n c e s o f a r . I l o o k f o r w a r d to b e i n g m o r e i n v o l v e d n e x t y e a r . • Ne e d t o a d d r e s s c a p a b i l i t i e s - S p a n i s h t e a c h e r d o e s n o t r e c i t e v e r b s ! N e e d t o g r o w s o t h a t c h i l d r e n w i l l p a r t i c i p a t e i n h i g h s c h o ol cu r r i c u l u m a n d a v a r i e t y o f o t h e r c l a s s e s. W L A h a s a v e r y l i m i t e d c u r r i c u l u m c o mp a r e d t o o t h e r c h a r t e r s c h o o l s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 56 • WA i s r e a l l y a g r e a t s c h o o l . B u t n e e d s t o c o n t i n u e t o m a k e p r o g r e s s . C o n s i d e r w o r k i n g w i t h o t h e r I B sc h o o l s i n t h e s e c o n d a r y ex c h a n g e p r o g r a m l e v e l . H i g h e r p a y f o r a d v a n c e d t e a c h i n g - s c i e n c e , m a t h , t e c h n o l o g y . C o u l d y o u g e t a n i n s t r u c t o r f r o m o v e r s e a s t o pr o v i d e a v i r t u a l c l a s s w i t h a n a i d e t o he l p f a c i l i t a t e t h e l e a r n i n g h e r e . L i b e r t y Ch r i s t i a n i s b e n e f i t i n g f i n a n c i a l l y b y c r e a t ing a virtual sc h o o l f o r s t u d e n t s i n K o r e a . C o u l d w e l o o k a t t h i s f o r f o r e ig n o r d o m e s t i c s t u d e n t s b e i n g h o m e s c h o o l e d ? K i d s w i t h d i s a b i l i t i es. • Sy s t e m a t i c c o l l e g e p r e p a r a t i o n s t a r t i n g M Y P ( 7 th g r a d e ) ( e x = S t e p b y s t e p g u i d a n ce f o r b o t h s t u d e n t s a n d p a r e n t s ) . • Ov e r a l l h a p p y w i t h t h e s c h o o l . S t a f f i s f r i e n d l y a nd o p e n . L o c a t i o n a n d a m b i e n c e o f s c h o o l i s f a n t a s t i c . • Sp a n i s h i m m e r s i o n w o u l d r e q u i r e p a r e n t s t o al l o w t h e i r k i d s t o l e a r n t o r e a d S p a n i s h b e f o r e E n g l i s h . T h e h i g h m a i n t e n a n c e p a r e n ts at th i s s c h o o l c o u l d n ’ t h a n d l e th a t . T h e y t h i n k t h e k i d s a r e b e h i n d i n m a t h i n 3 rd g r a d e . W h a t w o u l d h a p p e n i f t h e y c o u l d n ’ t r e a d E n g l i s h in f i r s t g r a d e , l i k e t h e ar e a p u b l i c s c h o o l k i d s ? • Ne e d u p p e r c l a s s m e n p r i v il e g e s - n o t t r e a t i n g 1 1 th g r a d e r s l i k e 1 st g r a d e r s - e s p e c i a l l y u p c o m i n g s e n i or s - n e e d “ s p e c i a l t r e a t m e n t ! • 1. I a m d i s a p p o i n t e d t h a t m y c h i l d r e n a r e st i l l n o t c o n f i d e n t i n t h e i r S p a n i s h s p e a k i n g a b i l i t i e s . T h e y d o n o t h a v e a s u f f i c i e n t range of vo c a b u l a r y t o t a l k f r e e l y . 2 . P l e a s e d i v i d e s e c o n d a r y m a t h a n d Sp a n i s h i n t o d i f f e r e n t s k i l l l e v e l s s o y o u c o n s t a n t l y c h a l l e n g e students. My c h i l d s p e n d s h a l f h e r c l a s s t u t o r i n g o t h e r s t u d e n t s i n m a t h . • 1. S p o r t s t e a m s m u s t b e a b l e t o p r a c t i c e 5 da y s a w e e k . T h e y a r e c u r r e n t l y r e s t r i c t e d to t h r e e d a y s ; i t ’ s v e r y h a r d t o b e c o m p e titive wi t h t h i s r e s t r i c t i o n . 2 . M a n y W e s t l a k e f a m i l i e s s e n d t h e i r k i d s t o a r e a C h r i s t i a n s c h o o l s b e c a u s e t h e p r i o r h e a d o f s c h o o l w a s not very su p p o r t i v e o f a t h l e t i c s . T h e c u r r e n t h e a d o f s c h o o l i s g r ea t a n d p r o - a t h l e t i c s . He s h o u l d p r o a c t i v e l y r e a c h o u t t o t h e s e f a m i l i es to talk ab o u t t h e i r c o n c e r n s . M a n y f a m i l i e s w o u l d p r o b a b l y r e tu r n t h e i r k i d s i f t h e y m e t M a r k R o s e v e a r . • Op e r a t i o n s a t t h e s c h o o l s e e m b e t t e r t h a n b e fo r e ( u n d e r t h e p r e v i o u s H O S a n d M Y P / D P l e a d er s ) m o r e a t t e n t i o n n e e d s t o b e a d d r e s s ed to w a r d h e l p i n g t h e s t u d e n t s w h o a r e s t r u g g l i n g w i t h th e I B d e m a n d s . • We l i k e t h e s m a l l e r c l a s s e s . “ S m a l l t o w n ” f e e l o f W e s t l a k e A ca d e m y . A l s o l i k e t h e a c t i v e s t y l e of l e a r n i n g v s . e x c e s s i v e w o r k s h eets. Ho w e v e r t h a t d o e s c o n t r i b u t e t o t h e s u b j e c t i v e g r a d i ng a n d t h e o v e r a l l f r u s t r a t i o n wi t h t h e g r a d i n g s y s t e m . • Gr e a t s c h o o l a n d o u r c h i l d i s p r o g r e s s i n g v e r y w e l l ! • We s t l a k e A c a d e m y i s a g r e a t s c h o o l w i t h i t s ow n s e t o f c h a l l e n g e s li k e a n y o t h e r s c h o o l . • I w o u l d l i k e t o s e e t h e s c ho o l t a k e n b e t t e r c a r e o f i n h y g i e n i c w a y s s u c h a s h a v i n g s e n s o r a i r d r y e r s / s i n k s a n d h a v i n g p l u g i n fr a g r a n c e s i n h a l l s t o p e r m i t f o u l s m e l l s f r o m e n t e r i n g a n d s u c h . • Ma n a g e m e n t n e e d s t o b e t t e r a d d r es s i s s u e s s u c h a s t a r d i n e s s , s t u d e n t s w h o d o no t a c h i e v e a c a d e m i c a l l y , a n d s t u d e n t s w h o h a v e be h a v i o r i s s u e s . T h i s i s n o t a l e ar n i n g e n v i r o n m e n t f o r e v e r y o n e a n d s h o u l d b e c a te r e d t o t h o s e w h o w a n t t o b e h e r e a n d l e a r n , not th o s e w h o d o n ’ t . H o u s e s y s t e m n e e d s t o b e e v a l u a t e d a n d i f k e pt - a c t u a l l y c o n t r i b u t e p o s i t i v e l y . It s i n i t i a l i d e a w o r k e d b u t w a s not im p l a n t e d r e c e n t l y . • Pe r s o n a l l y w e w o u l d l i k e t e a c h e r s h i r e d w i t h a t r u e I B c u r r i c u l u m b a c k g r o u n d . I t ’ s i m p o r ta n t t h a t t h e y m a s t e r e d t h a t u n d e r s t a n d ing be f o r e i m p l e m e n t i n g . A c a d e m i c s t a n d a r d s i n M Y P s h o u l d b e s t r e n g t h en e d . T h e r e s e e m s t o b e a l a r g e ga p b e t w e e n P Y P - D P t h a t e x i s t s in M Y P . T h o s e p r o g r a m s s h o u l d b e m i r r o r s o f e a c h o t h e r , c r e a t i n g a s e a m l e s s p r o g r a m . L a s tl y , t o o m u c h f a v o r i t i s m e x i s t s f o r c h i ldren of a d m i n s t h a t n e e d s t o c h a n g e . • Ad m i n i s t r a t i o n , s t a f f a n d p a r e n t s h a v e l i t t l e un d e r s t a n d i n g t h a t W A i s a C h a r t e r S c h o o l a nd a s s u c h , i s i n t h e f o r e f r o n t o f a m assive na t i o n a l e d u c a t i o n a l r e f o r m m o v e m e n t t h a t wi l l t r a n s f o r m a n a n t i q u a t e d a nd g r o s s l y i n a d e q u a t e e d u c a t i on s y s t e m i n t h i s c o u n t r y . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 57 Ch a r t e r s c h o o l s a r e t h e m o s t a c c o u n t a b l e p u b li c s c h o o l s e v e r c r e a t e d i n th e c o u n t r y ; h o w e v e r y o u w o u l d no t k n o w t h a t f r o m W A . I f yo u a s k q u e s t i o n s a n d f o r d a t a r e ga r d i n g s t u d e n t ’ s p e r f o r m a n c e , y o u a r e o f t e n g i ve n c i r c u i t o u s a n s w e r s b y t h e a d m i n i s t r a t i o n a n d te a c h e r s . S t a f f a n d a d m i n i s t r a t i on d o n o t u n d e r s t a n d w h a t i t m e a n s t o b e a s c h o o l o f c h o i c e a n d t h a t w e c o m p e t e w i t h s u r r o u n d i n g sc h o o l s f o r s t u d e n t s . W h a t t h i s m e a n s i s , t h a t b e c a u s e e n r o l l m e nt i s v o l u n t a r y , a c h o i c e e x i s t f o r p a r e n t s . I n s t e a d , s t a f f a n d ad m i n i s t r a t i o n ’ s c o n c e p t o f s c h o o l o f c h o i c e m e a n s w h e n y o u h a v e an i s s u e w i t h t h e s c h o o l a n d b r in g i t t o t h e i r a t t e n t i o n c h o i c e me a n s “ I f y o u d o n ’ t l i k e i t , t o o b a d t h i s i s a s c h o o l o f c h o i c e , t a k e yo u r c h i l d e l s e w h e r e . ” A n o t h e r as p e c t o f s c h o o l c h o i c e t h at is so r e l y m i s s e d b y W A i s t h e u n d e r s t a n d i n g o f m a r k e t a c c o u n t a b i l i t y a s it a p p l i e s f o r t e a c h e r r e t e n t io n . T a l e n t e d t e a c h e r s a r e a l ways in de m a n d a n d t h e b e s t o n e s c a n t e a c h a n y w h e r e . W e h a v e s e e n f a r t o o ma n y t a l e n t e d t e a c h e r s l e a v e a nd c o n t i n u e t o l e a v e b e c a u s e o f di s s a t i s f a c t i o n w i t h s c h o o l a d m i n i s t r a t i o n . If t h e s c h o o l d o e s n o t e m b r a c e t h e m o v e m e n t we w i l l m i s s a n o p p o r t u n i t y t o b e a L E A DER IN T H I S M O V E M E N T ! • Wh a t I l o v e a b o u t W e s t l a k e A c a d e m y : 1 . T h e M i s s i o n s t a t e m e n t of t h e s c h o o l . 2 . T h a t W A i s a n e i g h b o r h o o d s c h o o l . 3 . T h e s e r v i c e co m p o n e n t o f t h e c u r r i c u l u m . 4 . T h e b e a u ti f u l c a m p u s g r o u n d s . 5 . T h e d e d i c a t i o n o f t h e p a r e n t v o l u n t e e r s . 6 . T h e w o r k a n d ac c o m p l i s h m e n t o f t h e H o u s e o f C o m m o n s . 7 . T h e g e n e r o s i t y o f t h e B l a c k s m i t h P r o g r a m . 8 . T h a t W A o f f e r s t h e I B c u r r i c u l u m a n d ch a l l e n g e s s t u d e n t s a c a d e m i c a l l y t o t h i n k o u t si d e t h e b o x . 9 . T h a t m o s t c h i l d r e n h a v e a n o p p o r t u n i t y t o p l a y t e a m s p o r t s w i t h o u t ha v i n g t o b e t h e b e s t . 1 0 . T h e o p p o r t u n i t i e s f o r s t u d e n t s t o s h ow t h e i r c r e a t i v i t y i n d i f f e r e n t w a y s . 1 1 . T h e o p p o r t u n i t y f o r f oreign la n g u a g e f r o m a n e a r l y a g e . • We a r e e x t r e m e l y h a p p y w i t h t h e q u a l i t y o f e du c a t i o n o u r s o n i s r e c e i v i n g a t W e s t l a k e . We b e l i e v e h e w i l l b e w e l l p r e p a r e d t o h andle th e c h a l l e n g i n g c u r r i c u l u m a t an I v y L e a g u e U n i v e r s i t y . • As i n a n y b u s i n e s s , t h i n g s c a n b e a l l t o o e a s i l y r u i n e d b y s u b o r di n a t e s . M r . R o s e v e a r i s a w o n d e rf u l a d d i t i o n t o W A . H o w e v e r t h ose un d e r h i m a t a l l l e v e l s a r e “ r u n n i n g o f f ” t h e “b u s i n e s s ” . R e c e n t p r o m o t i o n s a n d r e - a s s i gn m e n t s m a k e i t a p p e a r that he’s unaware of ho w n e g a t i v e l y t h e s e s u b o r d i n a t e s a r e i m p a c ti n g W A . U n l e s s y o u s o l v e t h e p r o b l e m y o u b e c o m e p a r t o f t h e p r o b l e m . N o o n e w a n t s a ne g a t i v e o u t c o m e . P l e a s e c o n s i d e r a m e t h o d o f g a t h e r i n g c u s t o m e r ’ s s a t i s f a c t i o n a n d f ee d b a c k i n a s s i g n m e n t a n d p r o m o t i o n d e c i s i on. • Th a n k y o u t o t h e T o w n o f W e s t l a k e , p a s t a n d c u r r e n t a d m i n i s t ra t i o n f o r h a v i n g t h e v i s i o n a n d p e r s i s t e n c e t o s u p p o r t o u r s c h o o l . Ov e r a l l , n i c e j o b . O u r f a m il y i s v e r y a p p r e c i a t i v e . • I w o u l d a l s o l i k e t o c o m m e n t o n t h e r e p r e s e n ta t i o n o f t h e s t u d e n t s w h o a t t e n d W A a s t r a n s f e r s t u d e n t s v s . th o s e l i v i n g i n W e s t l ake. It ap p e a r s t h a t t h o s e r e s i d e n t s g e t m or e re c o g n i t i o n t h a n t h e tr a n s f e r s t u d e n t s . • Ma r k R o s e v e a r h a s d o n e a n e x c e p t i o n a l j o b in “ c l e a n i n g u p ” t h e s c h o o l a nd f a c u l t y . H e h a s h a n d l e d o u r si t u a t i o n s w i t h d i g n i t y a nd co m p a s s i o n . R e s p o n d e d q u i c k l y a n d a p p r o p r i a t e l y . • I w o u l d l i k e t o e x p r e s s m y g r a t it u d e t o b o t h t h e t o w n a n d s c h o o l o f W e s t l a k e . T h i s i s a n u n b e li e v a b l e o p p o r t u n i t y f o r m y k i d ’ s ac a d e m i c g r o w t h . • Im p r o v e a d m i n i s t r a t i o n s t a f f . R e d u c e t u r no v e r ( t e a c h e r s l e a v i n g ) . L e s s p o l i t i c a l . • I b e l i e v e y o u n e e d t o i m p r o v e t h e g r a d i n g s y s t e m a n d a l s o i f o n e c h i l d i s h a v i n g a h a r d t i m e w i t h t h e a c a d e m i c s c o m m u n i c a t e t h a t as so o n a s p o s s i b l e , d o n o t w a i t un t i l c h i l d i s t r a i l i n g . • We a r e e n c o u r a g e d t h a t t h e A c a d e m y i s m o v i n g i n t h e r i g h t d i r e c ti o n w i t h t h e n e w H e a d o f S c h o o l (s e e a n s w e r t o 1 A - v e r y s a t i s f i e d). Qu e s t i o n # 1 2 i s c r i t i c a l t o o u r s u c c e s s - s c ho o l n e e d s a d d i t i o n a l f u n d i n g ; n o q u e s t i o n . As k i n g p a r e n t s t o c o n t r i b u t e a n n u a l l y w i l l not We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 58 bu i l d a n i n c o m e s t r e a m . W e s t l a k e s h o u l d r e ce i v e a t l e a s t a p o r t i o n o f t h e s c h o o l p r o p e rt y t a x t h a t W e s t l a k e r e s i d e n t s c u r r e n t l y pay to Ke l l e r , S o u t h l a n d , a n d N o r t h w e s t . I f w e h a v e t o p a y m o r e e a c h y ea r t o p r o v i d e t h e b e s t e d u c a t i on f o r o u r k i d s , I ’ m o k a y w i t h t h at as lo n g a s e v e r y o n e p a y s t h e s a m e . W e c o n t r i b u t e e n o u g h t o c o v e r 2 st u d e n t s e a c h y e a r e v e n t h o u g h w e o n l y h a v e o n e c h i l d - b e c a u s e so m e p e o p l e c a n ’ t a f f o r d i t . I u n d e r s t a n d t h at . I r e s e n t t h e o n e s w h o c a n af f o r d t o p a y t h e i r s h a r e y e t r e f u s e t o p a y b a s e d o n some pe r s o n a l v e n d e t t a . • I t h i n k R o s e v e a r h a s d o n e a g r e a t j o b i n t e rm s o f e s t a b l i s h i n g s t r u c t u r e an d s e t t i n g e x p e c t a t i o n s f o r t h e s c h o o l . I a p p r e c i a t e the wi l l i n g n e s s o f t e a c h e r s a n d t h e a d m i n i s t r a t i o n t o b e a v a i l a b l e t o a d d r e s s c o n c e r n s a s t h ey a r i s e . O v e r a l l , w e t h i n k t h e s c h o o l has the ri g h t p i e c e s i n p l a c e a n d i s p o i se d f o r g r e a t s u c c e s s g o i n g f o r w a r d . • Th i s s u r v e y w a s c o m p l e t e d b a s e d o n t h i s p a s t a c a d e m i c y e a r a s o p p o s e d t o a n o v e r v i e w o f a l l y e ar s w e h a v e a t t e n d e d . W e a l s o an s w e r e d t h e q u e s t i o n s c o m b i n i n g t e a c h e r s , bu t , i f g i v e n t h e o p p o r t u n i t y , w e w o u l d r a t e e a c h t e a c h e r d i f f e r e n t l y . M o r e l a n g u a g e op t i o n s l i k e F r e n c h o r M a n d a r i n i n a d d i t i on t o t h e o f f e r e d S p a n i s h ! D e v e l o p t h e s t r i ng s p r o g r a m t o b e c o m e o r c h e s t r a . T h a n k y o u ! • It w o u l d g r e a t l y e n c o u r a g e a d d i t i o n a l f o r e i g n i m m e r s i o n c l a s s e s , l a n g u a g e s w h i c h a r e pa r a m o u n t i n c o n d u c t i n g b u s i n e s s o n a g l o b al le v e l . • 1. T h e q u e s t i o n : I s y o u r c h i l d e m o t i o n a l l y s a fe ? I q u e s t i o n t h i s d u e t o s o m e o f t h e t h in g s t h e P Y P c o u n s e l o r h a s s a i d a n d s u g g e sted to ch i l d r e n . I q u e s t i o n t h e m a t u r i t y l e v e l o f s o m e o f t h e s e r e m a rk s a n d r e c o m m e n d a t i o n s . A l s o , n o i n f o r m a t i o n i s c o m m u n i c a t e d t o pa r e n t s o n t h e t o p i c s s h e i s g o i n g t o d i s c u ss . W h e n y o u r c h i l d c o m e s h o m e a n d a s k “ w i l l a k i d r e a l l y s l i t t h e i r w r i s t i f t h e y a re upset?” I t h i n k t h a t i s i n a p p r o p r i a t e a n d i f t h a t is w h a t s h e i s g o i n g t o t a l k a b o u t t h e n s h e n e e d s t o h a v e o u t l i n e s o f t h o s e s u b j e c t s and give th e m t o t h e p a r e n t s . O r s u b m i t a c u r r i c u l u m f o r a p p r o v a l t h a t b e s e n t t o p a r e n t s . • Th e s c h o o l s t a r t e d o u t a s a u n i q u e a n d i n n o v a t i v e l e a r n i n g c e n t e r - d o n o t l e t i t t u r n in t o a b a s i c p u b l i c s c h o o l . H i r e a g u i d a n c e co u n s e l o r e x p e r i e n c e d i n c o l l e ge p r e p a r a t i o n i m m e d i a t e l y ! • Th e r e n e e d s t o b e a p l a n f o r d i s c i p l i n i n g c h il d r e n w i t h b e h a v i o r p r o b l e m s . M y c h i l d h a s h a d t h e s a m e k i d s m i s b e h a v i n g i n h i s c l a s s f o r th e p a s t f i v e y e a r s . M y c h i l d c o m e s h o m e a n d c o m p l a i n s t h a t th e s e k i d s a r e a f f e c t i n g t h e l e ar n i n g o f t h e b e h a v e d c h i l d r e n . • I w o u l d l i k e t o s e e W A b e c o m e a n a c a d e m y w h e r e e v e r y o n e f r o m s t u d e nt s t o t h e s u p e r i n t e n d e n t i s w o rk i n g c o l l a b o r a t i v e l y t o f o s t e r a li f e - l o n g l e a r n i n g e n v i r o n m e n t . M r . R o s e v e a r d e st r o y e d t h i s c o l l a b o r a t i ve e f f o r t i n 2 0 0 8 - 2 0 0 9 . • Ha v e c o n t i n u i t y i n a t t e n d a n c e / t a r d i n e s s r e p o r t s . S o m e t e a c h e r s t a ke a t t e n d a n c e b e f o r e l e a v i n g f o r fl a g a t 7 : 5 5 - o t h e r s d o i t w h i le at flag at 8 : 0 5 . W e h a v e b e e n t a r d y m a n y t i m e s b e c a u s e t h e w a i t t i m e t o d r op o f f w a s s o l o n g , e v e n w h e n w e w e r e t h e r e b e f o r e 8 : 0 0 a m . • Wh e n i s a s t u d e n t r e q u i r e d t o h a v e a l a p t o p f o r s c h o o l p r o j e c t s ? M a n y s t u d e n t s ( e v e n y o u n g a s a 4 th g r a d e r ) b r i n g a l a p t o p t o s c h o o l an d u s e t h e m f o r o t h e r p u r p o s e ( p l a y i n g g a m e s , u p d a t i n g f a c e b o o k , et c ) . I h a v e s e e m m a n y M Y P s t u d e n t s d o t h a t a n d w o n d e r i f pa r e n t s o r t e a c h e r s a r e a w a r e o f i t . W e a r e v e r y g r a t e f u l to b e a p a r t o f W e s t l a k e , y e t w o u l d l o v e t o s e e t h i s s c h o o l i m p r o v e t o its po t e n t i a l i n t h e f u t u r e . • So m e p a r e n t s h a v e p u l l e d t h e i r c h i l d r e n o u t o f s c h o o l , b e c a u s e o f c e r t a i n t e a c h e r s . A f te r y e a r s o f c o m p l a i n t s , t h e y a r e b o t h s t ill there. Pa r e n t s n e e d a b i g g e r s a y i f a t e a c h e r i s r e t a i n e d o r n o t . T h e b u l l y i n g p o l i c y n e e d s t o b e u s e d e q u a l l y . • Th a n k y o u f o r p r o v i d i n g o u r c h i l d r e n w i t h a n e x c e l l e n t e d u c a t i o n . • On e o f t h e a r e a s l a c k i n g i s s p o r t s in t h e u p p e r g r a d e s s u c h a s s o c c e r . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 59 • We s t l a k e A c a d e m y b r i n g s t r e m e n d o u s v a l u e t o t h e T o w n o f W e s t l a ke . W e w o u l d l i k e t o s e e t h e B o ar d f u l l y s u p p o r t t h e s c h o o l w i t h re s o u r c e s , p u b l i c a c k n o w l e d g e m e n t a n d r e c o g n i t i o n . T h i s s u r v e y i s a n e x c e l l e n t w a y t o i d e n ti f y o p p o r t u n i t i e s a n d p o s i t i v e l y i m p act th e A c a d e m y a n d o u r c o m m u n i t y . • Lo v e t h e p r o c e d u r e b a s e d m a n a g e m e nt s t y l e o f M a r k R o s e v e a r . Pa r e n t s n e e d t o h a v e a s t a n d a r d i z e d wa y t o h a v e i n p u t o n p o l i c y c h a n g e s . I w o u l d l i k e t h e s c h o o l t o c o n s i d e r a p o l i c y t h a t r e q u i r e s a n y b u s e s u s e d t o t r a n s p o r t k i d s t o h a v e s e a t b e l t s . S t a t e l a w w i l l r equire this so o n a n d I w o u l d l i k e W e s t l a k e A c a d e m y t o b e a l e a d e r in b u s s a f e t y f o r t h e c h i l d re n a s w e l l a s e d u c a t i o n . I a m c o n c e r n e d a b o u t t h e w a y t h e s c h o o l h a nd l e s b u l l y i n g i n t h e c l a s s r o o m . M y 3 rd g r a d e r w a s p h y s i c a l l y a nd e m o t i o n a l l y b u l l i e d t h i s ye a r . I t w a s o n l y t h r o u g h r e p e a t e d c o n f e r e n c e s ( a p p r o x i m a t e l y 6 - 8 ) t h a t I wa s f i n a l l y a b l e t o b e c o n f i d e n t t h a t m y c h i l d w a s t r uly safe at s c h o o l . I t s h o u l d n ’ t t a k e t h a t m u c h e f f o r t b y a p a r e n t t o s t o p t h e b u l l y i ng i n a c l a s s r o o m o r o n t h e p l a y g r o u n d . I s t i l l d o n ’ t u n d e r s t a n d t h e P Y P g r a d i n g s y s t em . I d o n ’ t u n d e r s t a n d h o w g r a d i ng a c h i l d a g a i n s t a y e a r wo r t h o f w o r k a f t e r o n l y a few mo n t h s o f s c h o o l . I t s e e m s t o b e a n e x t r e m e l y s u b j e c t i v e s t a n d a r d w h e r e t h e t e a c h e r s ’ s u b j e c t i v e e v a l u a t i o n o f a s t u d e n t c o u n t s for mo r e t h a n t h e a c t u a l w o r k a s t u d e n t d o e s . I l o v e t h e h o u s e s y s t e m a n d w o u l d l o v e t o se e m o r e d o n e w i t h t h e p h o n e m e i n t h e P Y P y ea r s a n d t o s e e i t c on t i n u e d i n t o t h e M Y P and DP y e a r s . • So m e t e a c h e r s a r e i n e p t t o t e a c h . S c h o o l c o u n s e l o r m u n i c a t i n g w it h p a r e n t s . K e e p s t r i n g s a n d S p a n i s h p r o g r a m s • Ke e p s t u d e n t t o t e a c h e r r a t i o l o w • Sc h o o l l u n c h e s n e e d t o b e r e d u c e d i n p r ic e . O v e r a l l p l e a s e d an d h a p p y w i t h s c h o o l • Su p p o r t o f P r e s i d e n t t h a t w a s le t g o . W o r k h a r d e r t o a l l o w g i f t e d c h i l d r e n t o e x c e l • Wo u l d l i k e t o k n o w w h e r e f u n d r a i se r m o n i e s a r e b e i n g s p e n t • Wo r s t s c h o o l b o a r d & s c h o o l b o a r d pr e s i d e n t i n s t a t e o f T e x a s • St u d e n t s n e e d t o h a v e s o m e o n e t h e y f e e l c o mf o r t a b l e t a l k i n g t o . I l i k e M a r k R o s e v e a r to b e r e i n s t a t e d a n d h a v e C l a u d i a S i m o n e t t i ke e p t e a c h i n g S p a n i s h • Aw a r d s p r o g r a m n e e d s t o b e s t r u c t u r e d b e t t e r . D o n ’ t j u s t g i ve a w a r d s t o c h i l d r e n w h o s e pa r e n t s g i v e t h e m o s t m o n e y . • IB c u r r i c u l u m i s n o t e x p l a i n e d i n f u n w a y a n d i s m a d e a r e q u i r e m e n t . M o r e o p t i o n s f o r t r i p s . • Ne e d t o i m p l e m e n t / i n s t i l l m o r e t r a d i t i on s i . e . A l m a M a t e r , s c h o o l s o n g / f i g h t s o n g , J r . / S r . p r o m , p e p r a l l i e s , e t c . • A s c h o o l c a l e n d a r w i t h s c h o o l e v e n t s fo r t h e y e a r i n c l u d e d n e e d s t o b e g i v e n t o a l l s t u d e n t s o n t h e 1 st d a y o f s c h o o l . A f u n d r a i s i n g ev e n t n e e d s t o b e h e l d f o r a n e w t r a c k . M a r k R o s e v e a r i s n o t t h e r i g h t g u y t o b e l e a d i n g t h e s c h o o l . C o n f i d e n t i a l i t y s h o u l d b e stressed to v o l u n t e e r s . Q u a l i t y t e a c h e r s s h o u l d b e r e c o g n i z e d . • Th e m o v e t o “ p o s t p o n e ” t h e t h e a t r e l a s t s u m m e r w a s a n i n c r e d i b l y m e a n - s p i r i t e d m o v e t h a t h u r t a g e n e r a t i o n o f W e s t l a k e s t u d e n t s . Th e b o a r d o f A l d e r m e n v o t e d i n a p r e l i m i n a r y v o t e t o a cc e p t T o w n M a n a g e r B r y m e r ’ s r e co m m e n d a t i o n t o b o r r o w $ 2 0 0 , 0 0 0 . 0 0 f r o m We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 60 th e t o w n u t i l i t y f u n d a n d s t a r t t h e t h e a t r e . T h e p u b l i c w a l k ed a w a y t h i n k i n g i t w a s a d o n e d e a l . T h e i n t h e w e e k t h a t f o l l o w e d , minds we r e c h a n g e d , l e a d e r s h i p f a i l e d t o i n t e r v e n e a n d t h e c h a n g e o f h e a r t b y a f e w , w h i c h w a s k n o w n , w a s n e v e r s h a r e d w i t h t h e p u b l i c. Co m m u n i t y m e m b e r s n e v e r g o t a c h a n c e t o w e i g h i n . T h i s l a c k o f a t h e a t r e f o r o u r c h i l d re n r e p r e s e n t s o u r b i g g e s t f a i l u r e . N o w w e tu r n o u r a t t e n t i o n t o e y e c a n d y o n t h e 1 9 3 8 r o a d w a y , w h e n i n t r u t h, w e s h o u l d c a r e a b o u t s e n d i n g a s t u d e n t f r o m W e s t l a k e t o Br o a d w a y . A n d y o u d o n ’ t s e e t h a t … . . • We l o v e t h e s c h o o l a n d f e e l t h e k i d s a r e ge t t i n g a s u p e r e d u c a t i o n . C o n s i d e r i n g t h e m a jo r i t y o f t h e s t u d e n t s ( 6 5 % + ) a r e n o n - W e s tlake re s i d e n t s , i t i s i m p o r t a n t t o n o t b e s o e x c l u s i v e t h a t t h e f e el i n g i s t h a t t h e “ l o t t e r y k i d s ” a n d t h e i r f a m i l i e s a r e l e s s i m p o r tant. Whether th a t i s f a c t o r f i c t i o n i s u nk n o w n i t ’ s t h e f e e l i n g t h a t m a t t e r s . T h e f o u n d a t i o n c o u n t s o n t h a t m on e y t o o , a n d i t ’ s n e e d e d t o c ontinue op e r a t i n g a t a h i g h l e v e l . H e r e ’ s t o a gr e a t “ y e a r o f t r a n s i t i o n ” a n d e m e r g i n g as a b r i g h t , s h i n i n g l i g h t o n t h e h i l l ! • We h a v e o n l y h a d o n e f u l l s c h o o l y e a r a n d a l r e a d y f e e l a t h o m e . E v e r y o n e i s f r i e n d l y , h e l p f u l a n d s u p p o r t i v e . W e f e l t w e h a d t h e best of t e a c h e r s w i t h M s . M i l l e r a n d M r s . T a y l o r a n d M s . V a l e n t i n e w a s v e r y i n f o r m a t i v e a nd e n c o u r a g i n g w i t h m y d a u g h t e r s n e e d s . M r . Sc h m i t z w a s a l w a y s e n t h u s i a s t i c w i t h a l l t h e m u s i c f u n c t i o n s an d g r e e t i n g e a c h o f t h e c h i l d r e n b y n a m e e v e r y m o r n i n g a n d e x t r e m ely in f o r m a t i v e w i t h t h e m e e t i n g r e g a r d i n g t h e r e po r t c a r d s . I h a v e a l s o b e e n v e r y i m p r e s s e d w i t h t h e m u s i c t e a c h e r , M r s . E s t r a d a a nd the ar t t e a c h e r , t h e y a l s o s e e m pa s s i o n a t e a n d h a r d w o r k i n g ! • Wh y w a s t h e H e a d o f t h e s c h o o l d i s m i s s e d ? • Pa r e n t o r g a n i z a t i o n c o u l d g i v e i n f o r m a t i o n f o r n e w p a r e n t s • Be t t e r f o r u m f o r p a r e n t s t o p a r t i c i p a t e i n t r u s t e e s d e c i s i o n m a k i n g p r o c e s s • Do i n g a g r e a t j o b w i t h S p e c i a l E d u c a t i o n p r og r a m s . L i k e t o s e e n e w h e a d o f s c h o o l b e a U S c i t i z e n w h o i s f a m i l i a r w i t h s c h o o l s and ch a r t e r s c h o o l s . • Lo v e o u r s c h o o l ! W o u l d l i k e t o s e e m o r e c o mm u n i c a t i o n w i t h p a r e n t s a b o u t h i r i n g a n d f i ri n g o f t e a c h e r s a n d a d m i n i s t r a t o r s , a l s o how th e y s p e n d o u r m o n e y . • Of f e r a d i f f e r e n t i n c e n t i v e t o t e a c h e r s t o cu r b t h e t u r n o v e r r a t e a n d a d d r e s s t h o s e st u d e n t s w h o d o n o t m e e t t h e s t a n d a r d s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 61 Section 4: Survey Instrument Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 62 Town of Westlake _______________________________________________________________________________________________________ ________________________________________________________________________________________________________ 3 Village Circle, Suite 202  Westlake, Texas 76262 Metro: 817-430-0941  Fax: 817-430-1812  www.westlake-tx.org   May 2009 Dear Westlake Academy Parent, The Westlake Academy Board of Trustees requests that you complete the enclosed survey. Your feedback is extremely valuable to us. The Board will use the survey results in its decision making regarding the direction of the Academy and future programs. You can return your survey in the enclosed return-reply envelope to ETC INSTITUTE, 725 W. Frontier Circle, Olathe, KS 66061. If you have questions, please contact Ginger Awtry in the Academy’s CEO Office at (817) 490-5719 or contacts us via e-mail at gawtry@westlake-tx.org. Thank you for helping to ensure Westlake Academy’s continued success. Sincerely yours, Laura Wheat President, Board of Trustees Enclosures 1 Westlake Academy Board of Trustees Parent Survey 1. Satisfaction with Westlake Academy. Using a scale of 1 to 5 where 5 means “very satisfied” and 1 means “very dissatisfied,” please rate your satisfaction with the following items at Westlake Academy: How Satisfied are you with the: Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied Don’t Know N/A A. Teachers/faculty 5 4 3 2 1 9 0 B. Administration 5 4 3 2 1 9 0 C.Trustees 5 4 3 2 1 9 0 D.Maintenance of the campus 5 4 3 2 1 9 0 E. Suitability of the campus facilities for learning 5 4 3 2 1 9 0 F. IB (International Baccalaureate) curriculum 5 4 3 2 1 9 0 G.School lunch program 5 4 3 2 1 9 0 H.Extracurricular sports programs 5 4 3 2 1 9 0 I. Other extracurricular programs 5 4 3 2 1 9 0 J. School web site 5 4 3 2 1 9 0 K. Academic progress of your child 5 4 3 2 1 9 0 L. Communications regarding issues/problems related to your child 5 4 3 2 1 9 0 M.Opportunities for parental involvement 5 4 3 2 1 9 0 N.Opportunities for parental input 5 4 3 2 1 9 0 O.Quality of communication from WA 5 4 3 2 1 9 0 P. Methods of communication from WA 5 4 3 2 1 9 0 Q.The four House system for students (Thoreau, Wheatley, Whitman, Keller) 5 4 3 2 1 9 0 R.Effectiveness of the House of Commons 5 4 3 2 1 9 0 S. Effectiveness of the WA Foundation 5 4 3 2 1 9 0 T. Effectiveness of the WAAC 5 4 3 2 1 9 0 U.Traffic (carpools, entry/exit, drop off) 5 4 3 2 1 9 0 V. Grading system 5 4 3 2 1 9 0 W College preparation process 5 4 3 2 1 9 0 2. Which THREE of the items listed above are most important to you? [Write in the letters below using the letters from the list in Question 1 above]. 1st:____ 2nd:____ 3rd:____ 3. Do you feel your child is emotionally safe at school? ___(1) Yes ___(2) No 4. Do you feel your child is physically safe at school? ___(1) Yes ___(2) No 2 5. Overall, how satisfied are you with the quality of education provided by Westlake Academy? ___(5) Very satisfied ___(4) Satisfied ___(3) Neutral ___(2) Dissatisfied ___(1) Very Dissatisfied ___(9) Don’t know 6. Do you believe you have an adequate understanding of the IB curriculum? ___(1) Yes ___(2) No 7. Do you have a child with a learning disability that utilizes special education services? ___(1) Yes ___(2) No 7a. If yes, are you satisfied with the modifications/services provided by Westlake Academy? ___(1) Yes ___(2) No 7b. If “No”, why not? 8. Would you find a WA newsletter to be of value? ___(1) Yes ___(2) No 8a. If yes, would you prefer to receive the newsletter via ____ (1) email ____(2) postal mail 9. Which of the following are the best ways for Westlake Academy to keep you informed? ___(1) E-mails that direct you to the WA website ___(2) Hard copies of items posted on the WA website delivered in the HOC folder or similar System ___(3) Direct email communication 10. Which TWO of the following were most important in your decision to originally enroll your child(ren) at Westlake Academy? ___(1) Quality of teachers/faculty ___(2) Quality of the facilities ___(3) The IB (International Baccalaureate) curriculum ___(4) Extracurricular sports programs ___(5) Other extracurricular programs ___(6) Reputation of the school ___(7) Location of the school ___(8) Cost ___(9) The Academy’s status as a “charter” school __(10) Strings program __(11) Foreign language offering ___(0) Other: ___________________________ 11. If your child was not enrolled at Westlake Academy, where would your child most likely be attending school? ___(1) A public school in the community where you live ___(2) A private school ___(3) Home school 3 12. Planning for the Future. Westlake Academy’s operating budget for its academic programs is funded by State public education funds and private donations. The Academy’s private donations are raised through the Westlake Academy Foundation’s Blacksmith Apprentice Program. State funding is expected to remain at current levels. Thus, expanding the Academy’s programs would require additional private contributions. With funding limitations understood, we would still like to gauge your interest in the following programs and/or expansion opportunities. Using a scale of 1 to 5 where 5 means “extremely important” and 1 means “not important at all,” please rate how important it is for Westlake Academy to implement the following, assuming resources are available in the future: How important is it for Westlake Academy to: Extremely Important Very Important Important Somewhat Important Not Important Don’t Know N/A A. Expand IB options at the Diploma level 5 4 3 2 1 9 0 B.Expand the Arts program (music, drama) 5 4 3 2 1 9 0 C.Continue the Strings program 5 4 3 2 1 9 0 D.Expand residential (overnight) trip offerings 5 4 3 2 1 9 0 E. Expand the new media educational opportunities (i.e., video production, on-line journalism) 5 4 3 2 1 9 0 F. Improve the web site 5 4 3 2 1 9 0 G.Expand foreign language offerings and opportunities 5 4 3 2 1 9 0 H.Implement a Spanish immersion program 5 4 3 2 1 9 0 I. Offer online access to student grades 5 4 3 2 1 9 0 13. The Blacksmith Apprentice Program is critical to the financial health of the Academy. Do you annually participate in the program? ___(1) Yes ___(2) No 14. Would you be willing to increase your contributions to the Blacksmith Apprentice Program to fund an expanded level of services or new programs (e.g. examples of the services/programs can be found in Question 12)? ___(1) Yes ___(2) No 15. What do you like BEST about Westlake Academy? 16. What ONE thing would you like to improve most at Westlake Academy? 4 DEMOGRAPHICS 17. If you live in the Town of Westlake, how important was Westlake Academy in your decision to move to Westlake? ___(4) Very important ___(3) Somewhat Important ___(2) Not sure ___(1) Not important 18. How many years have you had at least one child attending Westlake Academy? __________ years 19. In which grades do you currently have children enrolled at Westlake Academy? ___(1) K-2 ___(2) grades 3-4 ___(3) grades 5-6 ___(4) grades 7-8 ___(5) grades 9-10 ___(6) grades 11-12 20. Do you have additional school age children enrolled in other schools? ___(1) Yes ___(2) No If so, what grade(s): ____K - 6th ____7th - 10th ____11th – 12th 21. How many adults in your home are employed full time outside the home? ___(0) None ___(1) One ___(2) Two 21a. How can we better accommodate the needs of a working parent or working parents? OPTIONAL: If you have any other comments please write them in the space provided below. THE WESTLAKE ACADEMY BOARD OF TRUSTEES THANKS YOU FOR COMPLETING THIS SURVEY. Please Return Your Completed Survey in the Enclosed Postage Paid Envelope Addressed to: ETC Institute, 725 W. Frontier Circle, Olathe, KS 66061