HomeMy WebLinkAbout10-05-15 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the
Board of Trustees Workshop but not prior to the posted start time.
Mission Statement
Westlake Academy is an IB World School whose mission is to provide students with an
internationally minded education of the highest quality so they are well-balanced and
respectful life-long learners.
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WESTLAKE ACADEMY
Vision Statement
Westlake Academy inspires students to achieve their highest individual potential in a nurturing
environment that fosters the traits found in the IB Learner Profile.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-Minded, Caring, Risk-takers, Balanced and Reflective
BOARD OF TRUSTEES MEETING
AGENDA
October 5, 2015
WESTLAKE TOWN HALL
3 VILLAGE CIRCLE – 2ND FLOOR
WESTLAKE, TX 76262
COUNCIL CHAMBERS
Workshop Session 5:00 p.m.
Regular Session 6:00 p.m.
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Work Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE OCTOBER 5, 2015, TRUSTEES
REGULAR MEETING AGENDA.
4. REPORTS
Reports are prepared for informational purposes and will be accepted as presented.
(there will no presentations associated with the report items) There will be no separate
discussion unless a Board Member requests that report be removed and considered
separately.
a. Board Report regarding the Leaver Code Disaggregation report for 2014-2015.
5. DISCUSSION ITEMS
a. Discussion regarding the 5-Year Westlake Academy DP evaluation report. (10
min)
b. Discussion regarding an amendment the ranking provisions in Graduation Policies
No. 6.04 and 6.04A. (15 min)
c. Discussion regarding an amendment to the Attendance Policy 3.02 allowing the
Academy to withdraw students who do not comply with registration requirements
or are in non-attendance compliance at the start of school or at any time during the
school year. (15 min)
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
Regular Session
1. CALL TO ORDER
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for
citizens to address the Board on any matter whether or not it is posted on the agenda.
The Board cannot by law take action nor have any discussion or deliberations on any
presentation made to the Board at this time concerning an item not listed on the agenda.
Any item presented may be noticed on a future agenda for deliberation or action.
3. CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
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a. Consider approval of the minutes from the September 14, 2015, meeting.
b. Consider approval of the minutes from the September 21, 2015, meeting.
c. Consider approval Resolution 15-15, Amending the definition in the Bullying
Policy.
d. Consider approval of Resolution 15-16, Amending the ranking provisions in
Graduation Policies 6.04 and 6.04A.
e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02.
4. DISCUSSION AND CONSIDERATION OF THE GRADE 8 TRAVEL TO
WASHINGTON D.C. AND GRADE 10 TO TRAVEL TO EUROPE CLASS TRIPS.
5. BOARD CALENDAR
6. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under “Future Agenda Item Requests”, an agenda item for a future
Board meeting. The Board member making the request will contact the Superintendent
with the requested item and the Superintendent will list it on the agenda. At the
meeting, the requesting Board member will explain the item, the need for Board
discussion of the item, the item’s relationship to the Board’s strategic priorities, and the
amount of estimated staff time necessary to prepare for Board discussion. If the
requesting Board member receives a second, the Superintendent will place the item on
the Board agenda calendar allowing for adequate time for staff preparation on the
agenda item.
7. ADJOURNMENT
ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE
SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITTED CATEGORIES UNDER
SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS
GOVERNMENT CODE.
CERTIFICATION
I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on
September 30, 2015, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government
Code.
_____________________________________
Kelly Edwards, Town Secretary
If you plan to attend this public meeting and have a disability that requires special needs, please advise
the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made
to assist you.
Westlake Academy
Item # 2 – Pledge of
Allegiance
Texas Pledge:
"Honor the Texas
flag; I pledge
allegiance to thee,
Texas, one state under
God, one and
indivisible."
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes from the September 14, 2015, meeting.
b. Consider approval of the minutes from the September 21, 2015, meeting.
c. Consider approval Resolution 15-15, Amending the definition in the
Bullying Policy.
d. Consider approval of Resolution 15-16, Amending the ranking provisions
in Graduation Policies 6.04 and 6.04A.
e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02.
Westlake Academy
Item # 3 –
Review of Consent
Agenda Items
REPORTS
Reports are prepared for informational purposes and will be accepted as presented.
(there will no presentations associated with the report items) There will be no separate discussion
unless a Council Member requests that report be removed and considered separately.
a. Board Report regarding the Leaver Code Disaggregation report for 2014-2015.
Westlake Academy
Item # 4–
Reports
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015
Staff Contact: Dr. Mechelle Bryson Workshop Report
Executive Principal/
Director of Education
Jennifer Furnish
Student Service Administrator
Subject: Staff Report to the Board of Trustees regarding the Leaver Code
Disaggregation of Data
EXECUTIVE SUMMARY
The purpose of this report is to disaggregate the leaver code data from the leaver code report
presented in the September Board of Trustees meeting. It is designed to provide a greater
understanding of the rational for student withdrawals. The ethnicity information will be
presented at a future workshop.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship & Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? This is a report based upon the Board of Trustees
request.
Which policy governs this? None
What additional direction is necessary? None
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Review of report by the Board members.
ATTACHMENTS
Leavers Report
1
Leavers Report 2014-2015 New Lottery Students Withdrew During School Year Grades Number of Leavers Social Academics Challenges Relocated out of the area Homeschool Attendance Issues Unknown
9 4 X X 10 4 X X X 11 5 X X X X Due to the expansion during the 2014-2015 school year, we had 13 students enroll and leave at various times of the school year. None of these students completed the full year. The notations are from feedback received at the time of withdrawal. Existing Students Withdrew During School Year Grades Number of Leavers Academics Relocated out of area Social Staff (No longer Eligible) 7 2 X X 9 3 2-X (1 WR) X 11 1 X (WR) 12 1 X The Additional Leavers during the 2014-2015 school year, ranged in attendance from 1 year to 11 years. We had a total of 7 students leave throughout the school year. The notations are from feedback received at the time of withdrawal. The WR denotes Westlake Residents who withdrew. Please note that Leavers are only tracked for grades 7 – 12
2
Non-Returning Students Report 2015-2016 All Students By Years of Attendance Years of Attendance Westlake Residents Building Permits Lottery Staff Total who left 1 4 3 11 1 19 2 4 2 2 8 3 2 3 2 1 8 4 3 1 4 5 4 2 6 6 4 4 7 2 2 8 1 1 2 9 1 3 4 10 0 11 1 1 21 6 27 4 58
• Out of 58 students who did not return, 15 have siblings who
remained at the school.
• Five students are planning to return, 4 will potentially return at
second semester and one returning next school year. Westlake Residents Non-Returning By Grade and Transfer to Grade Level Private ISD Out of Area Homeschool Total 1 2 2 2 1 1 2 3 1 1 4 1 2 1 1 5 5 1 2 1 4 6 1 1 2 7 1 2 3 8 3 1 4 9 1 1 2 10 1 1 11 0 12 1 1 Total 12 10 4 1 27 Reasons:
• No Longer Eligible/No Longer Reside (12)
• Unhappy with Westlake Academy (3)
• Different Area of Study Wanted (2)
• Unknown (4)
• Prefers to not attend school with sisters (1)
• Returning next Fall (1)
• Permit Issues (1) not returning, (3) will return once house is complete
3
All Non-Returning By Grade Level: Grade Level Private ISD Staff Out of Area Homeschool Other Total 1 3 1 4 2 3 1 4 3 1 1 4 1 2 3 1 1 8 5 1 3 1 5 6 1 2 2 5 7 1 3 1 5 8 3 2 5 9 1 6 2 9 10 1 3 2 1 7 11 1 1 12 2 2 4 Total 13 25 5 11 3 1 58
• Other denotes a student who is studying aboard and will return at second semester.
• Staff denotes students who were ineligible to remain at Westlake Academy after the Staff was no longer employed. All Non-Returning By Grade Level and Time at Westlake Academy The following charts are broken down by length of time at Westlake Academy, what Grade they completed through and where the student transferred to after leaving. Grade Level (1 Year) Private ISD Staff Out of Area Homeschool Other Total 1 3 1 4 2 1 1 3 0 4 1 1 2 5 0 6 1 1 7 1 2 3 8 1 1 2 9 0 10 1 1 1 3 11 1 1 12 1 1 2 Total 6 7 1 3 1 1 19 Grade Level Private ISD Staff Out of Homeschool Other Total
4
(2 Years) Area 1 0 2 2 1 3 3 0 4 0 5 0 6 2 2 7 0 8 1 1 2 9 0 10 1 1 11 0 12 0 Total 1 4 2 1 8 Grade Level (3 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 1 1 4 1 1 1 3 5 0 6 1 1 7 1 1 8 0 9 2 2 10 0 11 0 12 0 Total 1 4 1 1 1 8 Grade Level (4 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 1 1 1 3 5 0 6 0 7 0 8 0 9 1 1 10 0 11 0 12 0 Total 1 1 2 4
5
Grade Level (5 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 1 3 1 5 6 0 7 0 8 0 9 0 10 1 1 11 0 12 0 Total 1 4 1 6 Grade Level (6 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 1 1 7 1 1 8 0 9 0 10 1 1 11 0 12 1 1 Total 1 3 4 Grade Level (7 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 1 1 9 0 10 1 1 11 0 12 0 Total 2 2
6
Grade Level (8 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 2 2 10 0 11 0 12 0 Total 2 2 Grade Level (9 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 1 2 1 4 10 0 11 0 12 0 Total 1 2 1 4 Grade Level (11 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 10 0 11 0 12 1 1 Total 1 1
7
DISCUSSION ITEMS
a. Discussion regarding the 5-Year Westlake Academy DP evaluation report.
(10 min)
b. Discussion regarding an amendment the ranking provisions in Graduation
Policies No. 6.04 and 6.04A. (15 min)
c. Discussion regarding an amendment to the Attendance Policy 3.02 allowing the
Academy to withdraw students who do not comply with registration requirements
or are in non-attendance compliance at the start of school or at any time during
the school year. (15 min)
Westlake Academy
Item # 5–
Discussion Items
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: DP Meeting Date: October 5, 2015
Staff Contact: Stacy Stoyanoff, Workshop Discussion
DP Principal/Coordinator
Subject: 5-Year DP Evaluation
EXECUTIVE SUMMARY
Discuss the 5-Year Westlake Academy DP evaluation report. Review and discuss the
commendations, recommendations, and matters to be addressed. Power-point presentation will
be provided for this discussion.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? It is the Board’s responsibility to provide governance
direction.
Which policy governs this? Policy 5.06 – Adherence to the Texas Education Agency,
International Baccalaureate and Charter Guidelines
What additional direction is necessary? Review and discussion.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Review of the submitted report by the Board members.
ATTACHMENTS
DP Evaluation Report
Report on the programme
evaluation
Name of head of
school Mechelle Bryson
Name of school Westlake Academy IB school code 2525
Date 14-09-2015 IB programme DP
Dear head of school,
Thank you for completing the self-study process for programme evaluation. The IB recognizes that this process
requires considerable time and effort from the entire school community. We appreciate the effort that you have made
and hope that the insights gained along the way will be valuable in further developing your progr amme.
The aim of this evaluation is for the IB to ensure that the standards and practices of the programme are being
maintained. The IB is aware that for each school the implementation of an IB programme is a journey, and that the
school will meet these standards and practices to varying degrees along the way.
The present report is based on the analysis of the self-study questionnaire and supporting documents.
The report is structured according to the document titled Programme standards and practices.
The report includes the following:
feedback on the self-study process
commendations for school practices that address the Programme standards and practices in ways that solve
challenges faced by the school and/or outstanding implementation
recommendations for the school on further developing the programme
matters to be addressed (MTBAs) that identify areas within a school's practice which, if not addressed
immediately, will jeopardize the integrity of the programme and thus the school's entitlement to be
considered an IB World School
findings that describe the practices at the school that led to the commendations, recommendations or
MTBAs
indication of the evidence to be provided by the school in case of MTBAs
a conclusion for each standard.
Outcome of the evaluation process of your school
Based on the findings included in the report, the IB has identified the following matters that the school must
address. The school is required to upload its response and the requested evidence in IB Docs by 1 March
2016.
Practice Finding Matter to be
addressed
The school must
ensure that:
Evidence to be
provided by the
school
Support in IB
documentation
C1.1+1a+1b Collaborative
planning and
reflection
addresses the
Meetings scheduled
are planned
collaboratively within the
same subject, but not
• all DP teachers
are involved in
collaborative
planning and
• A schedule of
dedicated time for
teachers’
collaborative
“Planning a
Diploma
Programme
course” in The
requirements
of the
programme(s).
a.
Collaborative
planning and
reflection
includes the
integration of
theory of
knowledge in
each subject.
b.
Collaborative
planning and
reflection
explores
connections
and relations
between
subjects and
reinforces
knowledge,
understanding
and skills
shared by the
different
disciplines.
across subjects and the
core. The meeting
schedule does not
specifically mention TOK
integration.
The school has indicated
a relatively low level of
implementation.
reflection to meet
the requirements of
the Diploma
Programme (DP)—
this involves the
TOK teacher(s),
the CAS
coordinator and
the DP coordinator.
• all DP teachers
integrate TOK in
their planning.
planning, with clear
indication of
frequency,
duration, attendees
and objectives of
the allocated time.
• A description of
the planning
process used to
integrate TOK into
the other DP
courses.
Diploma
Programme: From
principles into
practice, pp. 35–6
C1.3 Collaborative
planning and
reflection
addresses
vertical and
horizontal
articulation.
The report indicates
planning and reflection
for vertical articulation,
but not horizontal.
The school's action plan
does not indicate a plan
to increase horizontal
planning.
• teachers plan and
reflect in horizontal
and vertical teams.
• A schedule of
dedicated time for
teachers to plan in
vertical teams that
includes frequency,
duration, attendees
and objectives of
the allocated time.
“Induction of
students: Providing
students with a
smooth transition
into the Diploma
Programme” in The
Diploma
Programme: From
principles into
practice, pp. 15–16
The recommendations provided here should be incorporated into your action plan. At your next programme
evaluation in 2020, the IB will expect the school to provide evidence that these have been addressed.
We trust the information found in this report will support the school in its continued implementation and enhancement
of the IB programme.
We wish you continued success with the implementation of the IB Programme. We hope the self -study process has
been beneficial and will lead to stronger programme implementation. We look forwar d to hearing about your school's
developments and achievements over the coming years.
Yours sincerely,
Director, Americas
Process of the school's self-study
Reader
Timeline: The self-study took place over at least 12
months. 9
Stakeholders involved: Those involved in the
organization and implementation of the programme
contributed to this process: members of the governing
body, administrators, teaching and non-teaching staff,
students and parents.
Yes
Gathering evidence: The self-study is evidence
based, drawing on existing school documentation and
reflecting actual practice in the school during the
period under review.
Yes
Reflection in teams: Meetings were organized,
allowing time for reflection, discussion and collation of
evidence.
Yes
The levels of implementation of practices: The
school has provided descriptors for assessing the
practices.
Yes
Section A: Philosophy
Standard A
The school’s educational beliefs and values reflect IB philosophy.
Practice 1 The school’s published statements of mission and philosophy align with those of the IB.
Findings of the
reader
The school has published statements of mission and philosophy:
° on its website
° in brochures or promotional literature.
The school’s statements of mission and philosophy include references that the school:
° values education that goes beyond academic development
° encourages awareness beyond the individual and his or her immediate community
° aligns with other elements of the IB mission statement.
Support in IB
Documentation
“The philosophy of the continuum of international education” in Towards a continuum of
international education, pp. 2–5
The Diploma Programme: From principles into practice
Practice 2 The governing body, administrative and pedagogical leadership and staff demonstrate
understanding of IB philosophy.
Findings of the
reader
The school’s action plan is driven by practices and programme requirements included in the
Programme standards and practices.
Commendations The governing body is integrally involved in the operation and evaluation of the Diploma
Programme (DP) and the DP coordinator reports to the governing body on a monthly basis.
Recommendations The school should develop strategies to ensure a common understanding of approaches to
teaching and learning by the governing body, administrative and pedagogical leadership and
staff.
Support in IB
Documentation
Approaches to teaching and learning in the Diploma Programme (2015)
Towards a continuum of international education
“Philosophy and principles of the Diploma Programme” and “Making the decision to introduce
the Diploma Programme” in The Diploma Programme: From principles into practice, pp. 3–
9,10–1
IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile/
Practice 3 The school community demonstrates an understanding of, and commitment to, the
programme(s).
Findings of the
reader
The school follows the IB copyright policy including the use of IB logos on its website or other
literature.
The names of the DP courses offered in the school are published correctly.
Parents’ and students' comments show understanding of and support to the DP.
Support in IB
Documentation
Towards a continuum of international education
The Diploma Programme: From principles into practice
IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile/
Practice 4 The school develops and promotes international-mindedness and all attributes of the IB learner
profile across the school community.
Findings of the
reader
The school makes reference to the development of international -mindedness and the attributes
of the IB learner profile in its published documents.
Commendations The school participates in an International Mindedness symposium with schools in Latin
America, Europe and Canada and planned to host the event this summer.
Support in IB
Documentation
Towards a continuum of international education
“Education for intercultural understanding” and “Developing the IB learner profile” in The
Diploma Programme: From principles into practice
IB learner profile booklet
IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile
“Towards a profile of a holistically educated student—the student profile” in the position paper
Holistic education: An interpretation for teachers in the IB programme by John Hare
The IB learner profile in review: Resources for reflection
Practice 5 The school promotes responsible action within and beyond the school community.
Findings of the
reader
The CAS outline shows that different members of the school community are involved in the CAS
activities, as advisers or supervisors.
The CAS outline shows promotion of activities within and beyond the school community.
Commendations The school has taken advantage of its K-12 IB authorization status to conduct ongoing CAS
activities with Primary Years Programme (PYP) students.
Support in IB
Documentation
“Creativity, action, service in the DP” in Towards a continuum of international education, pp. 35–
6
“Breadth and balance” and “A holistic educational experience” in The Diploma Programme:
From principles into practice, pp. 5, 7
Creativity, action, service guide
Learning stories–A global learning story about responsible action.
Practice 6 The school promotes open communication based on understanding and respect.
Findings of the
reader
Interactions and communications with different stakeholders are open and frequent, through
newsletters, meetings, publications, website, email, etc.
Support in IB
Documentation
“The learning environment: Active learning in a supportive school culture” in Towards a
continuum of international education, pp. 16–7
Practice 7 The school places importance on language learning, including mother tongue, host country
language and other languages.
Findings of the
reader
The school provides support for students who are not proficient in the language of instruction.
The school provides or encourages opportunities for maintaining mother tongues.
Support in IB
Documentation
“The language continuum” in Towards a continuum of international education, pp. 25–7
“Education for intercultural understanding”, “Language options and language support” and
“Supporting the mother-tongue language and the language of instruction” in The Diploma
Programme: From principles into practice, pp. 6–7, 22, 27
Guidelines for developing a school language policy
Learning in a language other than mother tongue in IB programmes
Learning stories–Involving parents in the maintenance and development of students’ mother
tongues and Learning stories–A learning story about how a school’s language policy supports
multilingualism in a culturally diverse community.
Practice 8 The school participates in the IB world community.
Findings of the
reader
Members of the faculty have expressed a desire to increase collaboration with area DP schools,
face-to-face and electronically, and to attend an IB Academy.
Recommendations The school should work to increase collaboration with area DP schools and create opportunities
for faculty to attend an IB academy.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
“Professional development opportunities offered by the IB” in The Diploma Programme: From
principles into practice, pp. 40–1
Learning stories–A learning story about inclusive education, global engagement and schools
working together to create a better world
IB World, and virtual resources such as IB Global Engage and the IB blogs available at ibo.org
Practice 9+9a+9b The school supports access for students to the IB programme(s) and philosophy.
a. The school provides for the full Diploma Programme and requires some of its student body
to attempt the full diploma and not only individual diploma courses.
b. The school promotes access to the diploma and diploma courses for all students who can
benefit from the educational experience they provide.
c. The school has strategies in place to encourage students to attempt the full diploma.
Findings of the
reader
The school provision allows for the completion of the full diploma (that is, number and level of
subjects).
The registration of candidates in the period under review shows that the school has registered
diploma candidates every year.
The number of DP students has increased almost every year during the period under review.
Commendations All DP students in the school are diploma candidates.
Support in IB
Documentation
“Access” and “Building an accessible programme” in The Diploma Programme: From principles
into practice, pp. 8, 20–3
Rules for IB World Schools: Diploma Programme
Guide to school authorization: Diploma Programme, p. 7
Current Handbook of procedures for the Diploma Programme
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard A
The school’s educational beliefs and values reflect IB
philosophy.
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• No
recommendations
were made from
the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
development
• Shows
satisfactory
development
Section B: Organization
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Practice 1 The school has developed systems to keep the governing body informed about the ongoing
implementation and development of the programme(s).
Findings of the
reader
The governing body is regularly and formally informed about the ongoing implementation and
development of the DP.
Commendations The DP coordinator meets monthly with the governing body and the governing body conducts
regular surveys of stakeholders regarding the DP.
Practice 2 The school has developed a governance and leadership structure that supports the
implementation of the programme(s).
Findings of the
reader
Descriptions of the structure and role of the governing body and pedagogical leadership team
indicate responsibilities for supporting the implementation of the DP.
Commendations The school is a K-12 IB continuum school with all students participating in IB.
Support in IB
Documentation
“Leading the development of the continuum: Pedagogical leadership” in Towards a continuum of
international education, pp. 22–4
“What can schools do to support and develop the IB learner profile?” in The Diploma Programme:
From principles into practice, pp. 31–4
Practice 3 The head of school/school principal and programme coordinator demonstrate pedagogical
leadership aligned with the philosophy of the programme(s).
Findings of the
reader
The pedagogical leadership team has defined roles and respon sibilities, which are evident in the
organization chart.
The pedagogical leadership team utilizes the IB philosophy as the gu iding pedagogy for the
school.
Support in IB
Documentation
“Leading the development of the continuum: Pedagogical leadership” in Towards a continuum of
international education, pp. 22–4
“The role of the Diploma Programme coordinator” in The Diploma Programme: From principles into
practice, pp. 16–9
Practice 4 The school has appointed a programme coordinator with a job description, release time, support
and resources to carry out the responsibilities of the position.
Findings of the
reader
The DP coordinator role has release time that seems to be consistent with the number of DP
students.
The DP coordinator is assigned full-time to the role.
There is evidence that the DP coordinator has resources to support his or her responsibilities.
Additional responsibilities assigned to the DP coordinator leave sufficient time for the coordinator
responsibilities.
Support in IB
Documentation
“The role of the programme coordinator” in Towards a continuum of international education, p. 23
“The role of the Diploma Programme coordinator” in The Diploma Programme: From principles into
practice, pp. 16–9
Practice 5a The school has an admissions policy that clarifies conditions for admission to the school and the
Diploma Programme.
Findings of the
reader
The school's admissions are based on space available, with priority given to students in the
school's geographical area and others admitted via lottery.
There are no additional admissions requirements for entry into the DP.
Support in IB “Student selection process” in The Diploma Programme: From principles into practice, pp. 20 –1
Documentation
“Access” and “Building an accessible programme” in The Diploma Programme: From principles into
practice, pp. 8, 20–3
Practice 5b The school develops and implements a language policy that is consistent with IB expectations.
Findings of the
reader
The language policy includes (as applicable):
° the school language philosophy
° the school language profile
° support for mother tongues
° support for students who are not proficient in the language of instruction
° learning of the host country or regional language and culture
° a selection of languages in group 1 and group 2 courses that reflects the needs of students
° strategies to support all teachers in their contribution to the language development of students.
The policy is regularly revised and includes different stakeholders. It is widel y communicated.
Support in IB
Documentation
“Learning in a language other than a mother tongue in IB programmes” and “Developing a school
language policy” in Towards a continuum of international education, pp. 25 –7
“Language options and language support” in The Diploma Programme: From principles into
practice, p. 22
Guidelines for developing a school language policy
Learning in a language other than mother tongue in IB programmes
Guidance for the support of mother tongue in the Diploma Programme.
Learning stories–A learning story about how a school’s language policy supports multilingualism in
a culturally diverse community
Practice 5c The school develops and implements an inclusion/special educational needs policy that is
consistent with IB expectations and with the school’s admissions policy.
Findings of the
reader
The inclusion education/special educational needs policy makes clear reference to the DP.
The policy is regularly revised and includes different stakeholders. It is widely communica ted.
Commendations The school's special education/special educational needs policy uses the IB learner profile as a
guiding framework.
Support in IB
Documentation
“Special educational needs” in Towards a continuum of international education, pp. 28 –32
Special educational needs within the International Baccalaureate programmes
Candidates with special assessment needs
Teaching students with particular special educational and learning needs —a resource for schools
Current Handbook of procedures for the Diploma Programme
Support areas in the OCC
Practice 5d The school has developed and implements an assessment policy that is consistent with IB
expectations.
Findings of the
reader
The assessment policy includes:
° a philosophy of assessment that supports student learning
° understanding of the use of DP assessment criteria
° processes for recording and reporting DP assessment
° processes for standardization of assessment of students’ work
° frequency of formative and summative assessment
° how the school combines DP assessment with national requirements (where applicable).
The policy is regularly revised and includes different stakeholders. It is widely communicated.
Support in IB
Documentation
“The principles of IB assessment”, “Assessment in the DP” and “Developing an assessment
policy” in Towards a continuum of international education, pp. 19–21
“Assessment policy” in The Diploma Programme: From principles into practice, p. 13
Diploma Programme assessment: Principles and practice
Guidelines for developing a school assessment policy in the Diploma Programme
Practice 5e The school has developed and implements an academic honesty policy that is consistent with
IB expectations.
Findings of the
reader
The policy includes clear reference to resources that support the policy (software to check
plagiarism, student guides, etc.).
The policy includes monitoring processes and sanctions.
The policy is regularly revised and widely communicated.
The school has indicated that revisions to the policy should be considered to ensure that it is in
alignment with the DP philosophy on academic honesty.
Recommendations The school should continue to work to revise the academic honesty policy so that it aligns with
DP philosophy.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
“Academic honesty” in The Diploma Programme: From principles into practice, p. 12
Academic honesty
Practice 6 The school has systems in place for the continuity and ongoing development of the
programme(s).
Findings of the
reader
The school is a K-12 IB continuum with growing enrollment numbers during the time under
review.
Support in IB
Documentation
“Consolidation phase” and “Continuous improvement” in The Diploma Programme: From
principles into practice, pp. 14–5
Practice 7 The school carries out programme evaluation involving all stakeholders.
Findings of the
reader
The programme evaluation was carried out involving all stakeholders.
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard B1
The school’s leadership and administrative structures ensure
the implementation of the IB programme(s).
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• No
recommendations
were made from
the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
development
• Shows
satisfactory
development
Section B: Organization
Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the IB programme(s).
Practice 1+1a+1b The governing body allocates funding for the implementation and ongoing development of the
programme(s).
a. The allocation of funds includes adequate resources and supervision for the creativity, action,
service (CAS) programme and the appointment of a CAS coordinator.
b. The allocation of funds includes adequate resources to implement the theory of knowledge
course over two years.
Findings of the
reader
The school budget and/or the description of the programme show(s) a reasonable allocation of
funds so that:
° IB fees can be paid
° facilities improvement as described in the self- study and action plan can be covered
° DP courses and the core are offered according to the IB requirements
° ongoing professional development can take place
° meeting time is facilitated
° there is a CAS coordinator
° the CAS programme described in the outline can be implemented
° theory of knowledge (TOK) is taught over the two years of the DP.
Support in IB
Documentation
Current Handbook of procedures for the Diploma Programme
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
IB professional development calendar at www.ibo.org
Practice 3+3a The school ensures that teachers and administrators receive IB-recognized professional
development.
a. The school complies with the IB professional development requirement for the Diploma Years
Programme at authorization and at evaluation.
Findings of the
reader
The school demonstrates that staff participation in IB-recognized professional development
meets the requirements for evaluation.
Commendations The school has made great strides during the time under review in sending faculty to IB
professional development workshops.
Support in IB
Documentation
“Supporting ongoing professional development” in Towards a continuum of international
education, p. 24
IB professional development calendar at www.ibo.org
Practice 4 The school provides dedicated time for teachers’ collaborative planning and reflection.
Findings of the
reader
The school’s meeting schedule shows collaborative planning times for DP teachers in vertical
teams.
The school's meeting schedule does not show collaborative planning time for DP teachers in
horizontal teams.
The school indicates a relatively low level of implementation.
Recommendations The school should increase opportunities for collaboration among DP teachers, particularly in
horizontal teams.
Although the school's action plan includes a focus on creating more time for collaboration, it
does not specifically mention time for horizontal planning.
Recommendation
repeated from
previous report
Yes
School included
appropriate action
in Action Plan
No
Practice
5+5a+5b+5c
The physical and virtual learning environments, facilities, resources and specialized equipment
support the implementation of the programme(s).
a. The laboratories and studios needed for group 4 and group 6 subjects provide safe and
effective learning environments.
b. There are appropriate information technology facilities to support the implementation of the
programme.
c. The school provides a secure location for the storage of examination papers and
examination stationery with controlled access restricted to senior staff.
Findings of the
reader
Facilities described and/or plans included indicate that the school addresses the identified
needs to enhance the implementation of the DP.
The school has described the location for the storage of examination papers and stationery tha t
aligns with IB expectations.
Support in IB
Documentation
Relevant DP subject guides and teacher support materials
Current Handbook of procedures for the Diploma Programme
Practice 6+6a The library/multimedia/resources play a central role in the implementation of the programme(s).
a. The library/media centre has enough appropriate materials to support the implementation of
the Diploma Programme.
Findings of the
reader
The school has worked to add resources and materials appropriate t o support the DP.
Support in IB
Documentation
Relevant DP subject guides and teacher support materials
Learning stories–An IB educator’s story about the role of librarians in multilingual learning
communities.
Practice 7 The school ensures access to information on global issues and diverse perspectives.
Commendations The pedagogical leadership team has established an ongoing process of revision of school
resources focused on access to information on global issues and diverse perspectives.
Practice 9+9a The school has systems in place to guide and counsel students through the programme(s).
a. The school provides guidance to students on post-secondary educational options/counsellor.
Findings of the
reader
Students are provided with support on the choice of DP courses that address their interests and
talents.
The DP counselor resigned during the time under review. At the time of submission of the self-
study, the school was working to hire a replacement.
Recommendations The school should continue its efforts to appoint a new DP counselor, if that person has not
already been appointed.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Practice
10+10a+10b+10c
The student schedule or timetable allows for the requirements of the programme(s) to be met.
a. The schedule provides for the recommended hours for each standard and higher level
subject.
b. The schedule provides for the development of the theory of knowledge course over two
years.
c. The schedule respects concurrency of learning in the Diploma Programme.
Findings of the
reader
The student schedule shows the allocation of 150 hours for each standard level (SL) subject.
The student schedule shows the allocation of 240 hours for each higher level (HL) subjec t,
distributed over two years.
The student schedule demonstrates that TOK is taught for 100 hours over two years.
The student schedule respects concurrency of learning.
The CAS programme starts when the DP courses start and is developed over at least 18
months.
Support in IB
Documentation
“Schedules and course offerings” in The Diploma Programme: From principles into practice,
pp. 21–2
“The Diploma Programme and the school schedule” in The Diploma Programme: From
principles into practice, p. 25
Current Handbook of procedures for the Diploma Programme
Concurrency of learning in the IB Diploma Programme and Middle Years Programme, by
Roger Marshman
Practice 11 The school utilizes the resources and expertise of the community to enhance learning within
the programme(s).
Findings of the
reader
The school effectively utilizes the resources and expertise of the community to enhance
learning within the DP.
Commendations The school has developed close links with experts from the community that contribute to the
implementation of the DP in the areas of business, culture, history and university research.
Practice 12 The school allocates resources to implement the Primary Years Programme exhibition, the
Middle Years Programme personal project and the Diploma Programme extended essay for all
students, depending on the programme(s) offered.
Findings of the
reader
The school provided a narrative overview of the timeline for the extended essay (EE) process
but not a calendar timeline.
Recommendations The school should develop a calendar timeline for the EE process.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
No
Support in IB
Documentation
DP subject guides Extended essay guide
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard B2
The school’s resources and support structures ensure the
implementation of the IB programme(s).
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• The school has
taken into
consideration the
IB
recommendations
from the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
development
• Shows
satisfactory
development
Section C: Curriculum
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB programme(s).
Practice 1+1a+1b Collaborative planning and reflection addresses the requirements of the programme(s).
a. Collaborative planning and reflection includes the integration of theory of knowledge in each
subject.
b. Collaborative planning and reflection explores connections and relations between subjects
and reinforces knowledge, understanding and skills shared by the different disciplines.
Findings of the
reader
Meetings scheduled are planned collaboratively within the same subject, but not across
subjects and the core. The meeting schedule does not specifically mention TOK integration.
The school has indicated a relatively low level of implementati on.
Matters to be
addressed
The school must
ensure that:
• all DP teachers are involved in collaborative planning and reflection to meet the requirements
of the Diploma Programme (DP)—this involves the TOK teacher(s), the CAS coordinator and
the DP coordinator.
• all DP teachers integrate TOK in their planning.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
“Planning a Diploma Programme course” in The Diploma Programme: From principles into
practice, pp. 35–6
Practice 2 Collaborative planning and reflection takes place regularly and systematically.
Findings of the
reader
The meeting schedule shows systematic meetings aimed at collaborative planning and
reflection and dedicated time for the planning of the DP, but the school indicates a relatively low
level of implementation.
Recommendations The school should work to ensure that collaborative planning takes place more regularly and
systematically.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Practice 3 Collaborative planning and reflection addresses vertical and horizontal articulation.
Findings of the
reader
The report indicates planning and reflection for vertical articulation, but not horizontal.
The school's action plan does not indicate a plan to increase horizontal planning.
Matters to be
addressed
The school must
ensure that:
• teachers plan and reflect in horizontal and vertical teams.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
No
Support in IB
Documentation
“Induction of students: Providing students with a smooth transition into the Diploma
Programme” in The Diploma Programme: From principles into practice, pp. 15–16
Practice 4 Collaborative planning and reflection ensures that all teachers have an overview of students’
learning experiences.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 5 Collaborative planning and reflection is based on agreed expectations for student learning.
Findings of the
reader
The school has indicated a high level of implementation.
Practice 6 Collaborative planning and reflection incorporates differentiation for students’ learning needs
and styles.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 7 Collaborative planning and reflection is informed by assessment of student work and learning.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 8 Collaborative planning and reflection recognizes that all teachers are responsible for language
development of students.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard C1
Collaborative planning and reflection supports the
implementation of the IB programme(s).
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• The school has
taken into
consideration the
IB
recommendations
from the previous
evaluation
process or from
authorization.
Conclusion • Requires
significant
attention
• Requires
significant
attention
Section C: Curriculum
Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy.
Practice
1+1a+1b+1c+1d
The written curriculum is comprehensive and aligns with the requirements of the programme(s).
a. The curriculum fulfills the aims and objectives of each subject group and the core.
b. The curriculum facilitates concurrency of learning.
c. The curriculum is balanced so that students are provided with a reasonable choice of subjects.
d. The school develops its own courses of study for each subject on offer and for theory of
knowledge.
Findings of the There is a reasonable choice of subjects for the students.
reader
Commendations Because all IB students in grades 11 and 12 are DP students, the curriculum is ideal to align to
the requirements of the DP and facilitate concurrency of learning.
Support in IB
Documentation
“Curriculum design and scheduling” in The Diploma Programme: From principles into practice, pp.
24–9
“Creative teacher professionalism” in The Diploma Programme: From principles into practice, p. 9
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 2 The written curriculum is available to the school community.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 3 The written curriculum builds on students’ previous learning experiences.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 4 The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over
time.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 5 The written curriculum allows for meaningful student action in response to students’ own needs and
the needs of others.
Findings of the
reader
The CAS outline includes reference to meaningful student action in response to the nee ds of
others.
Support in IB
Documentation
Creativity, action, service guide
Practice 6 The written curriculum incorporates relevant experiences for students.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 7 The written curriculum promotes students’ awareness of individual, local, national and world
issues.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
DP subject guides
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 8 The written curriculum provides opportunities for reflection on human commonality, diversity and
multiple perspectives.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB DP subject guides
Documentation
Creativity, action, service guide
Theory of knowledge guide
Extended essay guide
Practice 9 The written curriculum is informed by current IB publications and is reviewed regularly to
incorporate developments in the programme(s).
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
Current Coordinator’s notes to be aware of DP courses’ review cycle
Practice 10 The written curriculum integrates the policies developed by the school to support the
programme(s).
Findings of the
reader
The school has indicated a relatively low level of implementation.
Recommendations The school should work to ensure that the written curriculum integrates the policies developed
by the school to support the DP.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard C2
The school’s written curriculum reflects IB philosophy.
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• No
recommendations
were made from
the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
• Shows
satisfactory
development development
Section C: Curriculum
Standard C3: Teaching and learning
Teaching and learning reflects IB philosophy.
Practice 1+1a Teaching and learning aligns with the requirements of the programme(s).
a. Teaching and learning at the school addresses all of the aims and objectives of each subject.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 2 Teaching and learning engages students as inquirers and thinkers.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 3 Teaching and learning builds on what students know and can do.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 5 Teaching and learning supports students to become actively responsible for their own learning.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 7 Teaching and learning addresses the diversity of student language needs, including those for
students learning in a language(s) other than mother tongue.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 9 Teaching and learning uses a range and variety of strategies.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 12 Teaching and learning develops student attitudes and skills that allow for meaningful student action
in response to students' own needs and the needs of others.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 13 Teaching and learning engages students in reflecting on how, what and why they are learning.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Practice 16 Teaching and learning develops the IB learner profile attributes.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Support in IB
Documentation
“Teaching and learning” in Towards a continuum of international education, pp. 12–7
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard C3
Teaching and learning reflects IB philosophy.
School’s
conclusion IB conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• No
recommendations
were made from
the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
development
• Shows
satisfactory
development
Section C: Curriculum
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
Practice 1+1a Assessment at the school aligns with the requirements of the programme(s).
a. Assessment of student learning is based on the objectives and assessm ent criteria specific to
each subject.
Findings of the
reader
The analysis of the examination results shows that the school understands the assessment
requirements of the programme.
Support in IB
Documentation
“Assessment in the DP” in Towards a continuum of international education, p. 20
Guidelines for developing a school assessment policy in the Diploma Programme
DP subject guides
Theory of knowledge guide
Extended essay guide
Practice 3 The school uses a range of strategies and tools to assess student learning.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 4 The school provides students with feedback to inform and improve their learning.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 5 The school has systems for recording student progress aligned with the assessment
philosophy of the programme(s).
Commendations The school's assessment policy describes very thorough systems for recording student
progress aligned with the assessment philosophy of the DP.
Practice 7 The school analyses assessment data to inform teaching and learning.
Findings of the
reader
The school's report indicates that there are instances when the administrative team has
observed that data is not readily used to differentiate practice or provide examples of growth
over time.
Recommendations The school should work to ensure that data is consistently used to differentiate practice or
provide examples of growth over time.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
No
Practice 8 The school provides opportunities for students to participate in, and reflect on, the assessment
of their work.
Findings of the
reader
The school has indicated a relatively high level of implementation.
Practice 9 The school has systems in place to ensure that all students can demonstrate consolidation of
their learning through the completion of the Primary Years Programme exhibition, the Middle
Years Programme personal project and the Diploma Programme extended essay, depending on
the programme(s) offered.
Findings of the
reader
The school has indicated a high level of implementation.
Support in IB
Documentation
Extended essay guide
Conclusion of the IB
Based on the analysis of the self-study questionnaire and the supporting documents:
Standard C4
Assessment at the school reflects IB assessment philosophy.
School’s IB conclusion
conclusion
School’s progress with regard to
IB recommendations for this
standard from the previous
evaluation process or from
authorization.
• No
recommendations
were made from
the previous
evaluation
process or from
authorization.
Conclusion • Shows
satisfactory
development
• Shows
satisfactory
development
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: DP Meeting Date: October 5, 2015
Staff Contact: Carl Tippen, College Counselor Workshop Discussion
Stacy Stoyanoff,
DP Principal/Coordinator
Subject: Discussion regarding the amendment of the ranking provisions in
Graduation Policies No. 6.04 and 6.04A.
EXECUTIVE SUMMARY
The Board of Trustees has currently approved two (2) polices that govern the graduation
requirements for the senior class. Policy 6.04 applies to the graduates in the classes of 2014 to
2017. The subsequent policy, 6.04a is compliant with HB5 and begins with students entering
ninth grade during the 2014-2015 school year or later, which would be those students who will
begin graduating in 2018. Staff routinely reviews these policies and is recommending an update
to the provision that exists relative to the ranking of students in the senior classes. We do not
rank students as a general rule; however, we are required to notify parents and students of
eligibility for automatic admission under the uniform admission policy and in accordance with
the Texas Education Code.
In an effort to insure that students are fairly represented throughout the college application
process, these policy updates will address automatic admission eligibility and provide the
ranking information directly to the admitting college.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? School policy is a responsibility of the Board of
Trustees.
Which policy governs this? Graduation Policy 6.04 and 6.04a
What additional direction is necessary? Discussion and direction from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommended approval of amended policy.
ATTACHMENTS
• Graduation Policies No 6.04 and No 6.04Awith proposed amendments.
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.04:
Date Board Adopted: August 15, 2011
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015; contingent upon approval by TEA
Policy Category: Student Achievement
Policy Name: Graduation Policy
Policy Goal: Establishing graduation requirements and defining the commencement
participation requirements, the calculation of cumulative grade point average and
Valedictorian, Salutatorian and Honor Graduate criteria.
Policy Description:
Graduation requirements - As reflective of the Academy’s rigorous and enriching IB
curriculum and a desire to foster college readiness, students who graduate from
Westlake Academy will complete a program of study which includes high academic
standards and additional credit hours making them eligible for the Texas Distinguished
Achievement Diploma.
Only students who have completed all the requirements of Westlake Academy will
receive a diploma. Those requirements are as follows:
• Completion of a minimum of 28 credit hours as required by the Texas
Distinguished Achievement Diploma.
• Not assigned to a Disciplinary Alternative Education Placement (DEAP) setting
during his/her senior year at Westlake Academy or any other educational facility.
Students who receive a Westlake Academy high school diploma will have completed a
minimum of 28 hours of course work, which reflects those higher levels of academic
achievement. The course requirements are:
English 4.0
Speech 0.5
Foreign Language 3.0
Social Studies 4.0
Government 0.5
Economics 0.5
Science 4.0
Mathematics 4.0
Fine Arts 2.0
Elective 1.0
Physical Education / Health 1.0
Technology 1.0
Middle Years Program Personal Project* 0.5
Theory of Knowledge 1.0
Creative, Action, & Service (CAS) 1.0
& Extended Essay
TOTAL 28.0
* Students enrolling after 10th grade are exempt from this requirement.
Eligibility for Commencement – Westlake Academy seniors who have satisfied all
Westlake Academy requirements for graduation are eligible for participation in the
graduation ceremonies; however, disciplinary infractions may jeopardize a students’
participation in the commencement ceremony at the discretion of the Secondary
Principal.
For students who do not meet the requirements, an exception may be made in the
event that a senior lacks one (1) credit towards the graduation requirements. The
student must have a plan approved by the Secondary Principal to complete the credit
prior to the beginning of the next school year. No other exceptions to participation in the
graduation ceremony will be granted.
Calculation of Cumulative Grade Point Average (CGPA):
• Courses taken at the secondary level at Westlake Academy and other fully
accredited schools and that are not modified in content will be included when
calculating CGPA.
• CGPA will be calculated by the College Counselor and rounded up to the
nearest hundredth.
• CGPA will be determined using semester grades for all courses from the 9th
grade up to the time of reporting. Reporting dates will vary with college /
scholarship due dates.
Quality Points for Diploma Program Courses - Westlake Academy will award ten points
to the final grade for all IB Diploma Program courses. Raw grades in the course must be
a passing grade of 70% or better to receive quality points. Raw semester grades are
shown on a student’s report card and Academic Achievement Record (AAR)/Transcript.
Quality points will be included in CGPA calculation and this weighted CGPA will appear
on the student’s transcript. No quality points are awarded for non-Diploma courses.
Academic Recognition - Westlake Academy will encourage and recognize academic
achievement through the establishment of a class Valedictorian, Salutatorian and Honor
Graduates.
Valedictorian and Salutatorian – Graduating seniors with the top two CGPAs will be
recognized. In the event of a tie for Valedictorian, the students will share the honor and
no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility
requires attendance at Westlake Academy for six consecutive semesters preceding
graduation. Further, the Superintendent or his/her designee may deem a student
ineligible who is in violation of Westlake Academy’s code of conduct and requirements,
Town code, or State codes.
Honor Graduates - A graduating senior’s whose weighted CGPA is 90% or above will
be determined to be an Honor Graduate and will be duly recognized at commencement.
The Secondary Principal and his/her designee are granted the authority to include
students whose CGPA is 90% or above at the end of the final semester.
Rank in Class - Rank in class is determined by CGPA and will used for the purposes of:
• Reporting to Texas colleges and universities for automatic admission.
• Obtaining automatic admission to Texas public universities based upon the
uniform admission policy and in accordance with the Texas Education Code.
This information will be reported directly to institutions by Westlake Academy
staff.
• Reporting to all colleges if students are in the top quartile.
• Reporting to all colleges and universities or other institutions for scholarship
applications.
• Determining Valedictorian and Salutatorian.
• At the parents request
Outside of the above circumstances, Westlake Academy is a non-ranking high school.
Operational guidelines consistent with the above policy directives will be detailed and
published in the Program of Studies and or the College Application Handbook on an
annual basis.
In the event a student does not complete all Westlake Academy graduation
requirements by the end of the student’s twelfth (12th) grade year due to unexpected
circumstances, the student may seek Board approval for and the Board may approve an
alternate graduation plan consistent with the State’s high school graduation
requirements, if it is determined to be in the best interest of the student.
* This policy is applicable beginning with students in the class of 2014 through the class
of 2017. And will expire after School Year 2017 or the class of 2017.
Dates Amended:
11/03/09
08/15/11
06/04/12
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.04A:
Date Board Adopted: May 12, 2014
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015; contingent upon approval by TEA
Policy Category: Student Achievement
Policy Name: Graduation Policy
Policy Goal: Establishing graduation requirements and defining the commencement
participation requirements, and Valedictorian, Salutatorian and Honor Graduate criteria.
Policy Description:
Graduation requirements - As reflective of the Academy’s rigorous and enriching IB
curriculum and a desire to foster college readiness, students who graduate from
Westlake Academy will complete a program of study which includes high academic
standards and additional credit hours making them eligible for the Distinguished Level of
Achievement award. This policy applies to students entering ninth grade during the
2014-2015 school year, or later, and may apply to students currently in grades nine
through twelve, upon request.
Only students who have completed all graduation requirements identified in this policy
will receive a Westlake Academy diploma. Those requirements are as follows:
• Completion of a minimum of 26 credit hours as required completing the
curriculum requirements to graduate under the Foundation High School Program
with a multi-disciplinary endorsement and a distinguished level of achievement.
• Satisfactory performance on required state end of course assessments.
• Completion of requirements to sit for and receive an IB Diploma.
To receive a Westlake Academy high school diploma students shall complete all course
work as identified by the State Board of Education, which includes a minimum of 26
hours of course work, reflecting the state’s higher level of academic achievement. The
course requirements are:
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Course Description (End of Course Exam) Credits
English I (EOC) 1.0
English II (EOC) 1.0
Algebra I (EOC) 1.0
Geometry 1.0
Algebra II 1.0
Biology (EOC) 1.0
Chemistry or Physics 1.0
Human Geography 1.0
U.S. Government 0.5
Economics 0.5
World History 1.0
Physical Education 1.0
Fine Arts 1.0
Language B 2.0
Electives 6.0
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IB English I 1.0
IB English II 1.0
IB History of the Americas (U.S. History EOC) 1.0
Advanced Math (Pre-Calculus) 1.0
Advanced Science (IB Science) 1.0
IB Science 1.0
IB History of the Americas 1.0
IB Math 1.0
Theory of Knowledge 1.5
IB Group 6 2.0
Extended Essay 0.5
Personal Project *** 1.0
Speech 0.5
* To receive the Multi-disciplinary Endorsement, students must meet one of the
following criteria: four credits in the core subject areas, or pass four AP or IB courses.
** To receive the Distinguished Level of Achievement designations, students must
have four math credits, and four science credits, including Algebra II.
*** Students enrolling in Westlake Academy after 10th grade are exempt from this
requirement.
Eligibility for Commencement – Westlake Academy seniors who have satisfied all
Westlake Academy requirements for graduation are eligible to participate in the
graduation ceremonies; however, disciplinary infractions may jeopardize a student’s
opportunity to participate in the commencement ceremony consistent with the student
code of conduct and any determination made by the Executive Principal.
For students who have not successfully completed all coursework, an exception may be
made in the event that a senior lacks one (1) credit towards the graduation
requirements. The student must have a plan approved by the Executive Principal to
complete the credit prior to the beginning of the next school year. No other exceptions
to participation in the graduation ceremony will be granted unless required by law.
Academic Recognition - Westlake Academy will encourage and recognize academic
achievement through the establishment of a class Valedictorian, Salutatorian and Honor
Graduates.
Valedictorian and Salutatorian – Graduating seniors with the top two Cumulative Grade
Point Averages (CGPA) will be recognized. In the event of a tie for Valedictorian, the
students will share the honor and no Salutatorian will be designated. Additionally,
valedictorian and salutatorian eligibility requires attendance at Westlake Academy for
six consecutive semesters preceding graduation. Further, the Superintendent or his/her
designee may deem a student ineligible who is in violation of Westlake Academy’s
student code of conduct, other school requirements, Town code, or State codes.
Honor Graduates - A graduating senior whose weighted CGPA, is 90% or above will be
determined to be an Honor Graduate and will be duly recognized at commencement
(please see Board Policy on Grading and Assessment for the calculation of the CGPA).
The Executive Principal and his/her designee are granted the authority to include
students whose CGPA is 90% or above at the end of the final semester.
Rank in Class - Rank in class is determined by CGPA and will used for the purposes of:
• Reporting to Texas colleges and universities for automatic admission.
• Obtaining automatic admission to Texas public universities based upon the
uniform admission policy and in accordance with the Texas Education Code.
This information will be reported directly to institutions by Westlake Academy
staff.
• Reporting to all colleges if students are in the top quartile.
• Reporting to all colleges and universities or other institutions for scholarship
applications.
• Determining Valedictorian and Salutatorian.
A student’s class rank will be made available to the student or the student’s parent,
upon request.
Outside of the above circumstances, Westlake Academy is a non-ranking high school.
Operational guidelines consistent with the above policy directives will be detailed and
published in the Program of Studies and/or the College Application Handbook on an
annual basis.
In the event a student does not complete all Westlake Academy graduation
requirements by the end of the student’s twelfth (12th) grade year due to unexpected
circumstances, the student may seek Board approval for and the Board may approve an
alternate graduation plan consistent with the State’s foundation high school program
requirements, if it is determined to be in the best interest of the student.
* This policy is applicable beginning with students in the class of 2018
**Revisions enacted due to provisions pass by House Bill 5 approved during the
83rd Legislative Session
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015
Staff Contact: Dr. Mechelle Bryson Workshop Discussion
Executive Principal/
Director of Education
Subject: Discussion of Board Policy 3.02 - Attendance
EXECUTIVE SUMMARY
The purpose of this discussion item is to review the attendance policy and update the information
with new language that allows the Academy to withdraw students who do not comply with
registration requirements prior to the start of school or who are in non-attendance compliance at
the start of school or at any time during the school year.
The new language will allow the Academy to manage the beginning of the school year and to
onboard new students in a reasonable timeframe in the best educational interest of all
stakeholders.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship & Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? Policy governance is a responsibility of the Board of
Trustees.
Which policy governs this? Board Policy No. 3.02
What additional direction is necessary? Review and discussion regarding the proposed update.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Discussion and review of the proposed policy change.
ATTACHMENTS
Policy No. 3.02 - Attendance
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 3.02:
Date Board Adopted: October 5, 2015
Date Board Amended: N/A
Effective Date: October 5, 2015
Policy Category: Parent, Student and Faculty Relations and Expectations
Policy Name: Attendance
Policy Goal: To encourage attendance and outline student and parent requirements
Policy Description:
Regular and consistent attendance is required to achieve academic success at
Westlake Academy. Poor attendance is a major contributing factor toward receiving
unsatisfactory grades and results in an additional commitment of after school hours to
complete make-up assignments and review of class lecture notes. Students are
required to be in school except in the case of emergency, illness or religious
observance. Unless otherwise exempted by the Heads of Section, students must be
present at least 90% of the school days.
In addition, the Texas Education Code §25.085 mandates compulsory attendance for
students who are at least six years old as of September 1st of the applicable school
year. The law requires a student to attend public school until the student’s 18th birthday,
unless the student is exempt under § 25.086. This requirement is enforced through §§
25.093 and 25.094.
Westlake Academy requires cooperation from parents in the matter of school
attendance and punctuality. Parents should:
• Ensure your child arrives and is picked up on time each day. Families who do not
pick up their students by the time specified in the Parent/Student Handbook may
be subject to a late pick up fee after the second offense.
• Schedule routine medical and dental appointments after school hours when
possible.
• Schedule family vacations during the school’s vacation days and notify the
school prior to any planned absence.
• Parents should inform the office before 10:00 am of any absences.
Parents must notify the school office via signed note of the absence or it will be marked
"unexcused.". An absence is excused under the following conditions:
1. Personal illness
2. Major religious holiday of the family’s faith
3. Emergency doctor or dental appointments which cannot be made after school
4. A death in the family or death of a close friend
5. Other necessary and justifiable reasons as excused by school administrators
The Academy may initiate withdrawal of a student under the following conditions:
1. The student or parent fails to complete the Academy's registration process
after documented attempts to contact the student/parent; or
2. The student is absent for five consecutive school days without notice and
efforts by administrators to contact the student or parent are unsuccessful.
Additional procedural information as it relates to attendance, shall be recorded and
published in the Parent/Student Handbook on an annual basis.
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #6 Board Recap
/ Staff Direction
Westlake Academy
Item # 7 –
Workshop
Adjournment
CITIZEN PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to
address the Board on any matter whether or not it is posted on the agenda. The Board cannot
by law take action nor have any discussion or deliberations on any presentation made to the
Board at this time concerning an item not listed on the agenda. Any item presented may be
noticed on a future agenda for deliberation or action.
Westlake Academy
Item # 2 – Citizen’s
Presentations and
recognitions
CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
a. Consider approval of the minutes from the September 14, 2015, meeting.
b. Consider approval of the minutes from the September 21, 2015, meeting.
c. Consider approval Resolution 15-15, Amending the definition in the
Bullying Policy.
d. Consider approval of Resolution 15-16, Amending the ranking provisions
in Graduation Policies 6.04 and 6.04A.
e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02.
Westlake Academy
Item # 3 – Consent
Agenda
BOT Minutes 09/14/15
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WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
September 14, 2015
PRESENT: President Laura Wheat, Trustees: Michael Barrett, Rick Rennhack, and Wayne
Stoltenberg.
ABSENT: Alesa Belvedere and Carol Langdon.
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, Executive
Principal & Director of Education Dr. Mechelle Bryson, MYP
Principal Dr. Andra Barton, PYP Principal Rod Harding, DP
Principal/Coordinator Stacy Stoyanoff, Student Services
Administrator Jennifer Furnish, Director of Information
Technology Jason Power, Facility and Parks & Recreation Director
Troy Meyer, Director of Communications & Community Affairs
Ginger Awtry, Director of HR & Administrative Services Todd
Wood and Communications Specialist Susan McFarland.
Work Session
1. CALL TO ORDER
President Wheat called the work session to order at 5:21 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE SEPTEMBER 14, 2015,
TRUSTEES REGULAR MEETING AGENDA.
No additional discussion.
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4. REPORTS
a. Report on staff with International Backgrounds.
Discussion ensued regarding obtaining a Green Card for a Faculty member and
the process.
5. DISCUSSION ITEMS
a. Recognize the 2015 AP Scholars.
DP Coordinator Stoyanoff introduced the AP Scholars.
AP Scholar
Zachariah Malik, G-11 and Collin Ziegler, G-12
AP Scholar with Honors
John Gallagher, G12, Victoria Kubyshko, G-12, Andres Martinez-Murillo G-12, and
Macy McQuillen G-12
AP Scholar with Distinction
Addison Adkins, G-12
DP Coordinator Stoyanoff then provided a presentation and overview of the AP
testing results 2011-2015.
Discussion ensued regarding the cost of exams, number of students taking the
exams, students challenging themselves prior to their senior year, aligning the
curriculum so students are successful when taking exams, and the difficulty of
aligning IB with AP for World History.
b. Presentation and discussion of Students Shoulder to Shoulder.
Ms. Siebach and Ms. Firshing provided a presentation and overview of the program.
The students each provided an overview of their trips.
Audrey Mcquietor provided an overview of her experience in New Orleans.
Hunter Cochran provided an overview of his experience in Peru.
Makenzy Kunkel provided an overview of her experience in Nicaragua.
Discussion ensued regarding other U.S. schools participating in the program, safety
concerns, home stays, and providing additional trip information to parents.
BOT Minutes 09/14/15
Page 3 of 5
c. Presentation and discussion of the planned activities of the House of Commons.
HOC Speaker Ms. Melissa Morse, Vice Speaker Ms. Melisa Zerangue, and Treasurer
Ms. Mattie McCoy provided the Board with the HOC financial statements.
Discussion ensued regarding joining their efforts with the Foundation, providing
funding for specific WA items, HOC nights for the parent body to encourage parent
involvement and providing a list of goals and funding strategies.
d. Presentation and discussion of the International Mindedness Educator Symposium.
Dr. Bryson provided a presentation and overview of their experience at the
symposium.
Mrs. Busico-Flight, Ms. Reynolds, Ms. Taylor, Ms. Fischer, and Ms. Stack provided an
overview of their collaborations.
Dr. Bryson provided a special mention of thanks to the Hudson Foundation and
Stoltenberg Family for the grants making the trips possible, opportunities regarding
Costa Rico, and stated staff will also write a grant to Texas IB Schools (TIBS) for
next year.
e. Enrollment census update including breakout by neighborhood, as well as building
permits, grandparents, and leasing statistics.
Assistant to the Superintendent DeGan, Ms. Furnish, Mrs. Bumgarner provided a
presentation an overview of the current enrollment for 2014-2015.
Discussion ensued regarding the number of mechanisms used to collect this type of
data, Leavers report, reasons residents are choosing to leave, current lottery wait
list of 2,470, new building permits in the Granada subdivision and number of
students enrolled under the Grandparent policy.
6. EXECUTIVE SESSION
The Board convened into executive session at 7:04 p.m.
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071 - Consultation with School Attorney on a matter in which the duty of the
attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Regarding
procedures for the Level III Parent Complaint process.
7. RECONVENE MEETING
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President reconvened the meeting at 7:46 p.m.
8. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS.
No additional action taken as a result from executive session.
9. BOARD RECAP / STAFF DIRECTION
Staff to provide the following regarding enrollment:
- Annual report regarding International Teachers
- Determining the total number of eligible students for Westlake Academy within
the Town boundaries
- Reviewing additional information from the Leavers report such as ethnicity
10. ADJOURNMENT
President Wheat adjourned the work session at 7:47 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the regular session to order at 7:47 p.m.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
No one addressed the Board at this time.
3. CONSENT AGENDA
a. Consider approval of the minutes from the August 10, 2015, meeting.
MOTION: Trustee Stoltenberg made a motion to approve the consent
agenda. Trustee Rennhack seconded the motion. The motion
carried by a vote of 3-0.
4. EXECUTIVE SESSION
The Board did not convene into executive session.
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
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Section 551.071 - Consultation with School Attorney on a matter in which the duty of the
attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Deliberations with
attorney regarding Level III parent complaint.
Section 551.074 (a)(2) - Personnel Matters - To hear a complaint or charge against an
officer or employee.
5. RECONVENE MEETING
6. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS.
7. BOARD CALENDAR
Superintendent Brymer provided an overview of the upcoming events.
8. FUTURE AGENDA ITEMS
No future agenda items for discussion.
9. ADJOURNMENT
There being no further business before the Board, President Wheat asked for a motion to
adjourn the meeting.
MOTION: Trustee Rennhack made a motion to adjourn the regular session.
Trustee Barrett seconded the motion. The motion carried by a
vote of 3-0.
President Wheat adjourned the regular session at 7:48 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 5, 2015.
ATTEST:
____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
BOT Minutes 09/21/15
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WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
September 21, 2015
PRESENT: President Laura Wheat, Trustees: Alesa Belvedere, Michael Barrett, Carol
Langdon, and Wayne Stoltenberg.
ABSENT: Rick Rennhack
OTHERS PRESENT: Superintendent Tom Brymer, Board Secretary Kelly Edwards,
Executive Principal & Director of Education Dr. Mechelle Bryson,
MYP Principal Dr. Andra Barton, PYP Principal Rod Harding, DP
Principal/Coordinator Stacy Stoyanoff, Student Services
Administrator Jennifer Furnish, Finance Director Debbie Piper,
Director of Information Technology Jason Power, Facility and
Parks & Recreation Director Troy Meyer, Director of
Communications & Community Affairs Ginger Awtry, Director of
HR & Administrative Services Todd Wood, Planning and
Development Director Eddie Edwards, Fire Chief Richard Whitten,
Fire Marshal John Ard, Director of Public Works Jarrod
Greenwood, Communications Specialist Susan McFarland, and
Management Intern Joel Enders.
Special Work Session
1. CALL TO ORDER
President Wheat called the meeting to order at 5:06 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
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Page 2 of 2
3. PRESENTATION AND DISCUSSION OF THE DIRECTORFINDERS PARENTS
SURVEY.
Mr. Chris Tathum, ETC Institute, provided a presentation and overview of the survey
results.
Discussion ensued regarding the focus on International teachers, parents understanding
the IB curriculum, decreases, volunteerism, curriculum alignment, percentage of parents
reporting their child was progressing, preferred method of communication, concerns with
new grading system Managebac.
4. ADJOURNMENT
There being no further business before the Board, President Wheat asked for a motion to
adjourn the meeting.
President Wheat adjourned the regular session at 5:34 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 5, 2015.
ATTEST:
____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015
Staff Contact: Dr. Mechelle Bryson, Exec. Consent
Principal / Dir. of Education
Stacy Stoyanoff, DP Principal/Coordinator
Rod Harding, PYP Principal
Dr. Andra Barton, MYP Principal
Subject: Consider a Resolution adopting changes to Board Policy 3.03 - Bullying Policy
EXECUTIVE SUMMARY
The resolution would update the bullying policy language. During the 82nd Legislative Session, the Texas
Legislature adopted a new definition of bullying to expand the scope and to change how districts must
address bullying.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship & Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? Policy governance is under the purview of the Board of Trustees.
Which policy governs this? Board Policy No. 3.03
What additional direction is necessary? Consider approval of the proposed policy update.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Approval of the recommended changes.
ATTACHMENTS
Board Policy 3.03 – Bullying Policy
Resolution 15-15
Page 1 of 4
WESTLAKE ACADEMY
RESOLUTION 15-15
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
AMENDING BULLYING POLICY 3.03, TO DEFINE BULLYING PURSUANT TO THE
TEXAS EDUCATION AGENCY.
WHEREAS, the Texas Education Agency changed the definition of bullying in the 82nd
Legislative Session of the Texas Legislature and,
WHEREAS, bullying can threaten a student’s physical and emotional safety at school;
and,
WHEREAS, bullying can negatively impact a student’s ability to learn; and,
WHEREAS, Westlake Academy is required by the Texas Education Agency to adopt the
new definition of bullying; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the new
bullying policy for Westlake Academy attached to this resolution as Exhibit “A”.
SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Council hereby determines that it would have adopted this Resolution without the
invalid provision.
Resolution 15-15
Page 2 of 4
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER 2015.
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
Resolution 15-15
Page 3 of 4
Exhibit A
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 3.03:
Date Board Adopted: August 3, 2009
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015
Policy Category: Parent, Student and Faculty Relations and Expectations
Policy Name: Bullying Policy
Policy Goal: Creation of a supportive and safe learning environment
Policy Description:
Bullying of any kind is unacceptable and will not be tolerated.
Bullying occurs when a person is exposed, repeatedly and over an extended period of
time, to negative aggressive actions on the part of one or more persons. The Texas
Education Code 37.0832 defines bullying as engaging in written or verbal expression,
expression through electronic means, or physical conduct that occurs on school
property, at a school-sponsored or school-related activity, or in a vehicle operated by
the district that:
• Has the effect or will have the effect of physically harming a student, damaging a
student’s property, or placing a student in reasonable fear of harm to the
student’s person or of damage to the student’s property, or
• Is sufficiently severe, persistent, or pervasive enough that the action or threat
creates an intimidating, threatening, or abusive educational environment for a
student.
The Board strives to develop and maintain an effective learning and friendly social
environment. This should be characterized by tolerance across and within year groups
and with a positive involvement from adults. Independence of thought and action should
be respected, allowing individuals to flourish without fear.
Resolution 15-15
Page 4 of 4
Westlake Academy staff will develop a bullying policy designed to discourage this type
of behavior and promote a safe and productive learning environment. The policy and
other steps necessary to reduce the instances of inappropriate behavior will be
published in the Parent/Student Handbook on an annual basis.
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: DP Meeting Date: October 5, 2015
Staff Contact: Carl Tippen, College Counselor Regular Meeting Consent
Stacy Stoyanoff, DP Principal /
Coordinator
Subject: Consider a resolution amending the ranking provisions in Graduation
Policies No 6.04 and No 6.04A.
EXECUTIVE SUMMARY
Staff is recommending an update to the current graduation policies to clarify the ranking process
to insure that all Westlake Academy students are represented fairly throughout the college
application process.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? School policy is a responsibility of the Board of
Trustees.
Which policy governs this? Policies 6.04 and 6.04a
What additional direction is necessary? Review and consideration from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of amended policy.
ATTACHMENTS
• Resolution
• Amended Graduation Policies No 6.04 and No 6.04A
Resolution 15-16
Page 1 of 9
WESTLAKE ACADEMY
RESOLUTION 15-16
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING AN AMENDMENT TO GRADUATION POLICIES 6.04
AND 6.04A.
WHEREAS, the Board of Trustees has approved policies that apply to our graduating
seniors; and,
WHEREAS, the state legislature also passed HB5 in the 83rd legislative session
mandating the adoption of new graduation plans; and,
WHEREAS, Westlake Academy has researched, discussed and created a rigorous
graduation plan that meets not only the state mandate, but also the Westlake Academy’s mission,
vision and values, to prepare college bound students to meet the demands of a ever-changing
global society; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the new
graduation policies for Westlake Academy attached to this resolution as Exhibits “A” and “B”.
SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Council hereby determines that it would have adopted this Resolution without the
invalid provision.
Resolution 15-16
Page 2 of 9
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER, 2014.
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
Resolution 15-16
Page 3 of 9
Exhibit A
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.04:
Date Board Adopted: August 15, 2011
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015; contingent upon approval by TEA
Policy Category: Student Achievement
Policy Name: Graduation Policy
Policy Goal: Establishing graduation requirements and defining the commencement
participation requirements, the calculation of cumulative grade point average and
Valedictorian, Salutatorian and Honor Graduate criteria.
Policy Description:
Graduation requirements - As reflective of the Academy’s rigorous and enriching IB
curriculum and a desire to foster college readiness, students who graduate from
Westlake Academy will complete a program of study which includes high academic
standards and additional credit hours making them eligible for the Texas Distinguished
Achievement Diploma.
Only students who have completed all the requirements of Westlake Academy will
receive a diploma. Those requirements are as follows:
• Completion of a minimum of 28 credit hours as required by the Texas
Distinguished Achievement Diploma.
• Not assigned to a Disciplinary Alternative Education Placement (DEAP) setting
during his/her senior year at Westlake Academy or any other educational facility.
Students who receive a Westlake Academy high school diploma will have completed a
minimum of 28 hours of course work, which reflects those higher levels of academic
achievement. The course requirements are:
English 4.0
Speech 0.5
Foreign Language 3.0
Social Studies 4.0
Resolution 15-16
Page 4 of 9
Government 0.5
Economics 0.5
Science 4.0
Mathematics 4.0
Fine Arts 2.0
Elective 1.0
Physical Education / Health 1.0
Technology 1.0
Middle Years Program Personal Project* 0.5
Theory of Knowledge 1.0
Creative, Action, & Service (CAS) 1.0
& Extended Essay
TOTAL 28.0
* Students enrolling after 10th grade are exempt from this requirement.
Eligibility for Commencement – Westlake Academy seniors who have satisfied all
Westlake Academy requirements for graduation are eligible for participation in the
graduation ceremonies; however, disciplinary infractions may jeopardize a students’
participation in the commencement ceremony at the discretion of the Secondary
Principal.
For students who do not meet the requirements, an exception may be made in the
event that a senior lacks one (1) credit towards the graduation requirements. The
student must have a plan approved by the Secondary Principal to complete the credit
prior to the beginning of the next school year. No other exceptions to participation in the
graduation ceremony will be granted.
Calculation of Cumulative Grade Point Average (CGPA):
• Courses taken at the secondary level at Westlake Academy and other fully
accredited schools and that are not modified in content will be included when
calculating CGPA.
• CGPA will be calculated by the College Counselor and rounded up to the
nearest hundredth.
• CGPA will be determined using semester grades for all courses from the 9th
grade up to the time of reporting. Reporting dates will vary with college /
scholarship due dates.
Quality Points for Diploma Program Courses - Westlake Academy will award ten points
to the final grade for all IB Diploma Program courses. Raw grades in the course must be
a passing grade of 70% or better to receive quality points. Raw semester grades are
shown on a student’s report card and Academic Achievement Record (AAR)/Transcript.
Quality points will be included in CGPA calculation and this weighted CGPA will appear
on the student’s transcript. No quality points are awarded for non-Diploma courses.
Resolution 15-16
Page 5 of 9
Academic Recognition - Westlake Academy will encourage and recognize academic
achievement through the establishment of a class Valedictorian, Salutatorian and Honor
Graduates.
Valedictorian and Salutatorian – Graduating seniors with the top two CGPAs will be
recognized. In the event of a tie for Valedictorian, the students will share the honor and
no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility
requires attendance at Westlake Academy for six consecutive semesters preceding
graduation. Further, the Superintendent or his/her designee may deem a student
ineligible who is in violation of Westlake Academy’s code of conduct and requirements,
Town code, or State codes.
Honor Graduates - A graduating seniors whose weighted CGPA is 90% or above will be
determined to be an Honor Graduate and will be duly recognized at commencement.
The Secondary Principal and his/her designee are granted the authority to include
students whose CGPA is 90% or above at the end of the final semester.
Rank in Class - Rank in class is determined by CGPA and will used for the purposes of:
• Obtaining automatic admission to Texas public universities based upon the
uniform admission policy and in accordance with the Texas Education Code.
This information will be reported directly to institutions by Westlake Academy
staff.
• Determining Valedictorian and Salutatorian.
Outside of the above circumstances, Westlake Academy is a non-ranking high school.
Operational guidelines consistent with the above policy directives will be detailed and
published in the Program of Studies and or the College Application Handbook on an
annual basis.
In the event a student does not complete all Westlake Academy graduation
requirements by the end of the student’s twelfth (12th) grade year due to unexpected
circumstances, the student may seek Board approval for and the Board may approve an
alternate graduation plan consistent with the State’s high school graduation
requirements, if it is determined to be in the best interest of the student.
* This policy is applicable beginning with students in the class of 2014 through the class
of 2017. And will expire after School Year 2017 or the class of 2017.
Dates Amended:
11/03/09
08/15/11
06/04/12
Resolution 15-16
Page 6 of 9
Exhibit B
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.04A:
Date Board Adopted: May 12, 2014
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015; contingent upon approval by TEA
Policy Category: Student Achievement
Policy Name: Graduation Policy
Policy Goal: Establishing graduation requirements and defining the commencement
participation requirements, and Valedictorian, Salutatorian and Honor Graduate criteria.
Policy Description:
Graduation requirements - As reflective of the Academy’s rigorous and enriching IB
curriculum and a desire to foster college readiness, students who graduate from
Westlake Academy will complete a program of study which includes high academic
standards and additional credit hours making them eligible for the Distinguished Level of
Achievement award. This policy applies to students entering ninth grade during the
2014-2015 school year, or later, and may apply to students currently in grades nine
through twelve, upon request.
Only students who have completed all graduation requirements identified in this policy
will receive a Westlake Academy diploma. Those requirements are as follows:
• Completion of a minimum of 26 credit hours as required completing the
curriculum requirements to graduate under the Foundation High School Program
with a multi-disciplinary endorsement and a distinguished level of achievement.
• Satisfactory performance on required state end of course assessments.
• Completion of requirements to sit for and receive an IB Diploma.
To receive a Westlake Academy high school diploma students shall complete all course
work as identified by the State Board of Education, which includes a minimum of 26
hours of coursework, reflecting the state’s higher level of academic achievement. The
course requirements are:
Resolution 15-16
Page 7 of 9
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Course Description (End of Course Exam) Credits
English I (EOC) 1.0
English II (EOC) 1.0
Algebra I (EOC) 1.0
Geometry 1.0
Algebra II 1.0
Biology (EOC) 1.0
Chemistry or Physics 1.0
Human Geography 1.0
U.S. Government 0.5
Economics 0.5
World History 1.0
Physical Education 1.0
Fine Arts 1.0
Language B 2.0
Electives 6.0
IB
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IB English I 1.0
IB English II 1.0
IB History of the Americas (U.S. History EOC) 1.0
Advanced Math (Pre-Calculus) 1.0
Advanced Science (IB Science) 1.0
IB Science 1.0
IB History of the Americas 1.0
IB Math 1.0
Theory of Knowledge 1.5
IB Group 6 2.0
Extended Essay 0.5
Personal Project *** 1.0
Speech 0.5
* To receive the Multi-disciplinary Endorsement, students must meet one of the
following criteria: four credits in the core subject areas, or pass four AP or IB courses.
** To receive the Distinguished Level of Achievement designations, students must
have four math credits, and four science credits, including Algebra II.
*** Students enrolling in Westlake Academy after 10th grade are exempt from this
requirement.
Resolution 15-16
Page 8 of 9
Eligibility for Commencement – Westlake Academy seniors who have satisfied all
Westlake Academy requirements for graduation are eligible to participate in the
graduation ceremonies; however, disciplinary infractions may jeopardize a student’s
opportunity to participate in the commencement ceremony consistent with the student
code of conduct and any determination made by the Executive Principal.
For students who have not successfully completed all coursework, an exception may be
made in the event that a senior lacks one (1) credit towards the graduation
requirements. The student must have a plan approved by the Executive Principal to
complete the credit prior to the beginning of the next school year. No other exceptions
to participation in the graduation ceremony will be granted unless required by law.
Academic Recognition - Westlake Academy will encourage and recognize academic
achievement through the establishment of a class Valedictorian, Salutatorian and Honor
Graduates.
Valedictorian and Salutatorian – Graduating seniors with the top two Cumulative Grade
Point Averages (CGPA) will be recognized. In the event of a tie for Valedictorian, the
students will share the honor and no Salutatorian will be designated. Additionally,
valedictorian and salutatorian eligibility requires attendance at Westlake Academy for
six consecutive semesters preceding graduation. Further, the Superintendent or his/her
designee may deem a student ineligible who is in violation of Westlake Academy’s
student code of conduct, other school requirements, Town code, or State codes.
Honor Graduates - A graduating senior whose weighted CGPA, is 90% or above will be
determined to be an Honor Graduate and will be duly recognized at commencement
(please see Board Policy on Grading and Assessment for the calculation of the CGPA).
The Executive Principal and his/her designee are granted the authority to include
students whose CGPA is 90% or above at the end of the final semester.
Rank in Class - Rank in class is determined by CGPA and will used for the purposes of:
• Obtaining automatic admission to Texas public universities based upon the
uniform admission policy and in accordance with the Texas Education Code.
This information will be reported directly to institutions by Westlake Academy
staff.
• Determining Valedictorian and Salutatorian.
Outside of the above circumstances, Westlake Academy is a non-ranking high school.
Operational guidelines consistent with the above policy directives will be detailed and
published in the Program of Studies and/or the College Application Handbook on an
annual basis.
Resolution 15-16
Page 9 of 9
In the event a student does not complete all Westlake Academy graduation
requirements by the end of the student’s twelfth (12th) grade year due to unexpected
circumstances, the student may seek Board approval for and the Board may approve an
alternate graduation plan consistent with the State’s foundation high school program
requirements, if it is determined to be in the best interest of the student.
* This policy is applicable beginning with students in the class of 2018
** Revisions enacted due to provisions pass by House Bill 5 approved during the
83rd Legislative Session
Dates Amended:
10/05/15
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015
Staff Contact: Dr. Mechelle Bryson Consent
Executive Principal/
Director of Education
Subject: Consider a Resolution updating Board Policy 3.02 - Attendance
EXECUTIVE SUMMARY
The resolution will update the information with new language that allows the Academy to
withdraw students who do not comply with registration requirements prior to the start of school
or who are in non-attendance compliance at the start of school or at any time during the school
year.
The new language will also allow the Academy to manage the beginning of the school year and
to onboard new students in a reasonable timeframe in the best educational interest of all
stakeholders.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship & Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? Policy governance is a responsibility of the Board of
Trustees.
Which policy governs this? Board Policy No. 3.02
What additional direction is necessary? Approval regarding the proposed update.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Approval of the proposed policy change.
ATTACHMENTS
Policy No. 3.02 - Attendance
Resolution 15-17
Page 1 of 4
WESTLAKE ACADEMY
RESOLUTION 15-17
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
AMENDING THE ATTENDANCE POLICY 3.02, ADDING NEW LANGUAGE THAT
ALLOWS THE ACADEMY TO WITHDRAW STUDENTS WHO DO NOT COMPLY
WITH REGISTRATION REQUIREMENTS OR WHO ARE IN NON-ATTENDANCE
COMPLIANCE AT THE START OF SCHOOL OR AT ANY TIME DURING THE
SCHOOL YEAR.
WHEREAS, the Westlake Academy’s lottery process is a pathway to enrollment; and,
WHEREAS, Westlake Academy’s registration process is required before enrollment into
the Academy is official; and,
WHEREAS, delays in the registration of students can and does create a barrier to timely
enrollment of students and prevents Westlake Academy from reaching its target enrollment
numbers; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves an
amendment to the attendance policy for Westlake Academy attached to this resolution as Exhibit
“A”.
SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Council hereby determines that it would have adopted this Resolution without the
invalid provision.
Resolution 15-17
Page 2 of 4
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER 2015.
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
Resolution 15-17
Page 3 of 4
Exhibit A
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 3.02:
Date Board Adopted: August 3, 2009
Date Board Amended: October 5, 2015
Effective Date: October 5, 2015
Policy Category: Parent, Student and Faculty Relations and Expectations
Policy Name: Attendance
Policy Goal: To encourage attendance and outline student and parent requirements
Policy Description:
Regular and consistent attendance is required to achieve academic success at
Westlake Academy. Poor attendance is a major contributing factor toward receiving
unsatisfactory grades and results in an additional commitment of after school hours to
complete make-up assignments and review of class lecture notes. Students are
required to be in school except in the case of emergency, illness or religious
observance. Unless otherwise exempted by the Heads of Section, students must be
present at least 90% of the school days.
In addition, the Texas Education Code §25.085 mandates compulsory attendance for
students who are at least six years old as of September 1st of the applicable school
year. The law requires a student to attend public school until the student’s 18th birthday,
unless the student is exempt under § 25.086. This requirement is enforced through §§
25.093 and 25.094.
Westlake Academy requires cooperation from parents in the matter of school
attendance and punctuality. Parents should:
• Ensure your child arrives and is picked up on time each day. Families who do not
pick up their students by the time specified in the Parent/Student Handbook may
be subject to a late pick up fee after the second offense.
• Schedule routine medical and dental appointments after school hours when
possible.
• Schedule family vacations during the school’s vacation days and notify the
school prior to any planned absence.
• Parents should inform the office before 10:00 am of any absences.
Resolution 15-17
Page 4 of 4
Parents must notify the school office via signed note of the absence or it will be marked
"unexcused.". An absence is excused under the following conditions:
1. Personal illness
2. Major religious holiday of the family’s faith
3. Emergency doctor or dental appointments which cannot be made after school
4. A death in the family or death of a close friend
5. Other necessary and justifiable reasons as excused by school administrators
The Academy may initiate withdrawal of a student under the following conditions:
1. The student or parent fails to complete the Academy's registration process
after documented attempts to contact the student/parent; or
2. The student is absent for five consecutive school days without notice and
efforts by administrators to contact the student or parent are unsuccessful.
Additional procedural information as it relates to attendance shall be recorded and
published in the Parent/Student Handbook on an annual basis.
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP Meeting Date: October 5, 2015
Staff Contact: Dr. Mechelle Bryson Workshop: Discussion Item
Executive Principal/
Director of Education
Dr. Andra Barton
MYP Principal
Subject: Discussion and Consideration of the Grade 8 and 10 out of state
class trips
EXECUTIVE SUMMARY
The purpose of this agenda item is to inform the board of the impeding school sanctioned trips
and to seek approval as specified in board policy 6.02.
School sanctioned trips are designed as a means to pursue, promote, and enhance the IB learning
goals for Academy students as set out in the IB Learner Profile. As such, the academy is seeking
approval for grade 8 to travel to Washington D.C. and for grade 10 to travel to Europe.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship & Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? The current policy requires board approval for out of
state trips.
Which policy governs this? This falls under our Board Parameters for School Sanctioned Trips
Policy number 6.02.
What additional direction is necessary? Review of the proposed trips
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of the trips for G8 and G10
ATTACHMENTS
None
Coffee & Conversation with Mayor
Monday, October 5, 2015; 8:00 – 9:30 a.m.
Please note new location due to Marriot renovations: Westlake Town Hall – Council
Chambers/Courtroom; Second Level at 3 Village Circle, Suite 202 & 207
Board of Trustees Workshop & Meeting
Monday, October 5, 2015
Northwest Metroport Chamber “State of the Communities” Luncheon
Tuesday, October 6, 2015; 11:30 – 1:00 pm
Trophy Club Country Club (a sold out event, once again!)
Westlake Academy closed in observance of Columbus Day
Monday, October 12, 2015
Westlake Classic Car Show; Hosted by the WHPS
Saturday, October 17, 2015; 11:00 a.m. – 4:00 p.m. (Awards at 3:00 p.m.)
Larry North Fitness in Solana; East Parking Lot
Westlake Baja; Hosted by Westlake Academy Foundation
Monday, October 19, 2015; 5:00 p.m.
Vaquero Club
Town Council Workshop & Meeting
Tuesday, October 20, 2015 (Date moved to Tuesday due to Baja)
WA Football Home Games “Under the Lights” and Senior Night
Friday, October 23, 2015; JV at 4:00 pm and Varsity at 6:00 pm
WA Football Field
WA Monster Mash; Hosted by the WA House of Commons
Saturday, October 24, 2015; 3 – 9 pm
WA Campus
WA Homecoming Football Game
Saturday, October 31, 2015; 1:00 p.m.
Westlake Academy
Item #5
Board Calendar
FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board
meeting. The Board member making the request will contact the Superintendent with the
requested item and the Superintendent will list it on the agenda. At the meeting, the
requesting Board member will explain the item, the need for Board discussion of the item,
the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff
time necessary to prepare for Board discussion. If the requesting Board member receives
a second, the Superintendent will place the item on the Board agenda calendar allowing
for adequate time for staff preparation on the agenda item.
- None
Westlake Academy
Item #6 - Future
Agenda Items
Westlake Academy
Item # 7 –
Adjournment