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HomeMy WebLinkAbout02-08-16 BOT Agenda Packet ' �'/ / I ' iI. I / /'/ '/ . / I / / / I iI. I / / /I I / / I / ' /I '/ O�W��'�f ���i�9 �'�����1�� ;;:�� �I�. ��� ,i t��,���KE,����/�� � � � � 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 : • � ' � • ' � � . � : 1 . 1 • : � � � � � � 1 � � � � , � � � � � � • 1 1 . ' - . � . 1 1 � 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. •..- . Work Session 1. CALL TO ORDER 2. PLEDGE OF ALLEGIANCE 3. REVIEW OF CONSENT AGENDA ITEMS FOR THE FEBRUARY 8, 2016, 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. Report on inclusive assessment arrangements and the IB Diploma Programme. 5. DISCUSSION ITEMS a. Presentation and discussion of the Tier Two Performance Measures for Westlake Academy Scorecard. (zo m�n� b. Discussion of proposed Out of State trips for Grades 10 and 11, including a possible amendment to the Board Parameters for School Sanctioned Trips poli�y. (10 min) c. Presentation and discussion and presentation regarding PYP Mathematics evening for parents and students, as well as current initiatives that develop and sustain student success in mathematics in the PYP. (3o min) 6. EXECUTIVE SESSION The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. 7. RECONVENE MEETING 8. BOARD RECAP / STAFF DIRECTION 9. ADJOURNMENT Regular Session 1. CALL TO ORDER Page 2 of 4 2. ITEMS OF COMMUNITY INTEREST: President and Trustee Reports on Items of Community Interest pursuant to Texas Government Code Section 551.0415 the Board of Trustees may report on the following items: (1) expression of thanks, congratulations or condolences; (2) information about holiday schedules; (3) recognition of individuals; (4) reminders about upcoming Board of Trustee events; (5) information about community events; and (6) announcements involving imminent threat to public health and safety. 3. CITIZEN COMMENTS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. 4. CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes from the ]anuary 11, 2016, meeting. 5. EXECUTIVE SESSION The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. 6. RECONVENE MEETING 7. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS. 8. 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. Page 3 of 4 9. 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 February 4, 2016, 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. Page 4 of 4 Board of Trustees Item # 2 — Pledge of Allegiance Texas Pledge: "Honor the Texas flag; I pledge allegiance to the, Texas, on state under God, on and indi�isible. " Board of Trustees Item # 3 — Review of Consent Agenda Items REVIEW OF CONSENT AGENDA ITEMS a. Consider approval of the minutes from the January 11, 2016, meeting. Board of Trustees Item # 4 — Reports REPORTS Reports are prepared for informational purposes and will be accepted as presented. (there will no presentations associated with the report items) Th21"e wlll be f10 S2pardt2 dISCUSS1011 unless a Council Member requests that report be removed and considered separately. a. Report on inclusive assessment arrangements and the IB Diploma Programme. WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: February 8, 2016 Staff Contact: Stacv Stoyanoff Report DP Principal Subject: Report on inclusive assessment arrangements and the IB Diploma Programme. EXECUTIVE SUMMARY Report on the range of inclusive assessment arrangements available to Diploma Programme students who have assessment access requirements. This is a follow-up item concerning the process and availability of inclusive assessment arrangements for Diploma Programme students. PLAN DESIRED OUTCOMES ACADEMY VALUES � High Student Achievement � Maximizing Personal Development � Strong Parent& Community �Academic Excellence Connections � Respect.for Self and Others ❑ Financial Stewardship & � Personal Responsibility Sustainability � Compassion and UndeYstanding � 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? BOT Policy No. 6.13 Student Achievement: Special Education What additional direction is necessary? N/A FISCAL IMPACT ❑ Funded ❑ Not Funded � N/A RECOMMENDATION/ACTION REQUESTED/ OPTIONS N/A ATTACHMENTS • Report on Inclusive Assessment Arrangements • Diploma Programme: Candidates with Assessment Access Requirements • Westlake Academy Special Education Needs and Inclusion Policy Page 1 of 1 �-- £t:-- _ :'� '`k. ; ; �il� j�� ��1 DATE: February 8, 2016 T0: Superintendent, Honorable President, and the Board of Trustees FROM: Stacy Stoyanoff, DP Principal RE: Report on Inclusive Assessment Arrangements and the IB Inclusive assessment arrangements are governed by the Board of Trustees Policy Number 6.13 Student Achievement:Special Education. It is specifically outlined in the SPED Appendix in the Board of Trustees Policy Manual (SPED 36—Testing—Student Assessment). The International Baccalaureate(IB) Diploma Programme(DP) has a fully articulated process for providing inclusive assessment arrangements for candidates with long-term or permanent challenges. This process is outlined in the attached Diploma Programme:Candidates with AssessmentAccess Requirements(International Baccalaureate Organization, 2009). This document has been updated May 2011,September 2013,and luly 2014. All DP candidates should be allowed to demonstrate their abilities under fair and consistent assessment conditions. The Westlake Academy Special Needs and Inclusion Policy(p. 2) asserts"Support for students with special needs,which includes physical, emotional,and learning difficulties, is provided through the following: Response to Intervention (RTI)Team, Reading Specialist,Section 504,and/or Special Education." It is through these inclusive programs that Westlake Academy provides the necessary support to students with special needs and documents their individual histories and progress. DP candidates with learning support requirements are sometimes at a disadvantage under standard assessment conditions. IB provides a range of inclusive assessment arrangements based upon a DP candidates' educational,medical,and psychological history supported by documentation from Westlake Academy's special education, RTI,and 504 programs. In most instances,approval of inclusive assessment arrangements is determined by a DP candidate's standard psychological scores,relevant medical documentation,and/or supporting educational practices currently in place. IB provides the following inclusive assessment arrangements: access to modified papers;access to additional time;access to writing;access to reading;access to speech and communication;access to calculators, practical assistance and alternative venues;and access to extensions and exemptions. All requests for inclusive assessment arrangements are submitted online through the IBIS system. If the DP candidate meets the eligibility criteria for specific inclusive assessment arrangement(s),the online tool will automatically approve the request. If those criteria are not met,the request will be referred to the IB Assessment Centre and may require additional supporting documentation. Approval of inclusive assessment arrangements is at the discretion ofthe IB. :gramme • • . - , - - , - - � - - ���,-� . � �'��`"���� � � InternationalBaccalaureate Baccalaureat International Bachillerato Internacional �. ,, .�. , 9 • . Candidates with assessment access requirements • Inceimational Baccalaureate� Baccalaur�at Intemational � Bachillerato Intemacional Diploma Programme Candidates with assessment access requirements First published May 2009 Updated May 2011,September 2013,and July 2014 Published on behalf of the International Baccalaureate Organization,a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex,Geneva, Switzerland by the International Baccalaureate Organization(UK)Ltd Peterson House,Malthouse Avenue,Cardiff Gate Cardiff,Wales CF23 8GL United Kingdom Website:www.ibo.org O International Baccalaureate Organization 2009 The International Baccalaureate Organization (known as the IB)offers four high-quality and challenging educational programmes for a worldwide community of schools,aiming to create a better, more peaceful world.This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity,particularly when using community-based knowledge sources such as Wikipedia.The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used.The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced,stored in a retrieval system,or transmitted,in any form or by any means,without the prior written permission of the IB, or as expressly permitted by law or by the IB's own rules and policy. See http://www.i bo.org/copyrig ht. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. Email:sales@ibo.org International Baccalaureate,Baccalaureat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. � �: f f _� 1 ` � I " � The International Baccalaureate aims to develop inquiring,knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools,governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active,compassionate and lifelong learners who understand that other people,with their differences,can also be right. � ri�NDED � z�� �(ERS D m � C= � ING � �Zr 'LED � �z rn m � �N� - � ' � n �� l/'1�n m ; ERS G� �pREFLECTIVE IN , �� - .� ��lILEDGEA� OPEN-MIN. ��� �-- E�R� o �K-TAKERS �ALAN Q��� F, � �, � �EFLECTI�E ������ � � > PRI NCI PLED� �� � (_ ��������� o RISK O � INQUIRERS T � � � , COMMUNICATOR� � ,� I B learner rofile p The aim of all IB programmes is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet,help to create a better and more peaceful world. As IB learners we strive to be: INQUIRERS OPEN-MINDED We nurture our curiosity,developing skills for inquiry and We critically appreciate our own cultures and personal histories,as research.We know how to learn independently and with others. well as the values and traditions of others.We seek and evaluate a We learn with enthusiasm and sustain our love of learning range of points of view,and we are willing to grow from the throughout life. experience. KNOWLEDGEABLE CARING We develop and use conceptual understanding,exploring We show empathy,compassion and respect.We have a knowledge across a range of disciplines.We engage with issues commitment to service,and we act to make a positive difference and ideas that have local and global significance. in the lives of others and in the world around us. THINKERS RISK-TAKERS We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination; responsible action on complex problems.We exercise initiative in we work independently and cooperatively to explore new ideas making reasoned,ethical decisions. and innovative strategies.We are resourceful and resilient in the COMMUNICATORS face ofchallenges and change. We express ourselves confidently and creatively in more than BALANCED one language and in many ways. We collaborate effectively, We understand the importance of balancing different aspects of listening carefully to the perspectives of other individuals and our lives—intellectual,physical,and emotional—to achieve groups. well-being for ourselves and others.We recognize our interdependence PRI NCI PLED with other people and with the world in which we live. We act with integrity and honesty,with a strong sense of fairness REFLECTIVE and justice,and with respect for the dignity and rights of people 1�/e thoughtfully consider the world and our own ideas and everywhere.We take responsibility for our actions and their experience.We work to understand our strengths and weaknesses consequences. in order to support our learning and personal development. The IB learner profile represents 10 attributes valued by IB World Schools.We believe these attributes,and others like them,can help individuals and groups become responsible members of local,national and global communities. � - _ O International Baccalaureate Organization 2013 , International Baccalaureate� � Baccalaureat International�' � Bachillerato Internacional� • ' Introduction 1 Terminology 2 1 Principles 4 2 ��i��lin�s � 2.1 Responsibilities of the school 6 2.2 Applications for inclusive assessment arrangements 7 2.3 Supporting documentation 8 . , , , . � _, _ .� � _ ��� �� .� - � y � - �rangements 4.1 Access to modified papers 12 4.2 Access to additional time 13 4.3 Access to writing 16 4.4 Access to reading 20 4.5 Access to speech and communication 22 4.6 Access to calculators,practical assistance and alternative venues 23 4.7 Access to extensions and exemptions 24 Candidates with assessment access requirements • � • This document states the policy of the International Baccalaureate(IB)for Diploma Programme candidates with assessment access requirements.The IB believes that all candidates should be allowed to demonstrate their ability under assessment conditions that are as fair as possible.Standard assessment conditions may put candidates with learning support requirements at a disadvantage by preventing them from demonstrating their level of attainment. Inclusive assessment arrangements may be authorized in these circumstances. This policy applies to candidates with long-term or permanent challenges.All inquiries should be directed to IB Answers. The purpose of this document is to provide Diploma Programme coordinators (from here on referred to as coordinators) and teachers with information about the arrangements available for candidates with assessment access requirements during their preparatory work for assessment and in their written examinations.There is no intention to provide guidance on teaching methodology or resources.Procedures for requesting inclusive assessment arrangements are explained in the Handbook of procedures for the Diploma Programme,the procedures manual for coordinators and teachers.Although coordinators are responsible for submitting requests for inclusive assessment arrangements, it is recommended that colleagues who teach students with learning support requirements should be given a copy of this policy document. All requests for inclusive assessment arrangements must be submitted using the online application in IBIS. It is mandatory to register a candidate before submitting requests for inclusive assessment arrangements. This document does not cover adverse circumstances,such as family bereavement,civil unrest or natural disaster that could affect a candidate either during the preparation of work for assessment or during written examinations. In these circumstances,the coordinator should contact IB Answers for advice. Further,all requests for assessment arrangements for candidates affected by temporary medical challenges (for example,injury resulting in loss of mobility), including illnesses occurring during an examination should be submitted in accordance with the procedures outlined in the Handbook of procedures for the Diploma Programme. Candidates with assessment access requirements 1 ' • • � Assessment component Each subject and level for the Diploma Programme is divided into assessment components,for example, paper 1, paper 2 and internal assessment. Some components are comprised of discrete tasks that are undertaken separately.These separate tasks within a component are referred to in this document as a"part" of an assessment component. Exceptional circumstances Circumstances that are not commonly within the experience of other candidates with assessment access requirements.The IB reserves the right to determine which circumstances qualify as "exceptional"and thereforejustify a particular inclusive assessment arrangement. Invigilator A person, or persons, responsible for supervising an examination. Also referred to as a "proctor" or a "supervisor".The invigilator of an IB examination may or may not be the coordinator. Inclusive assessment arrangements Changed or additional conditions during the assessment process for a candidate with assessment access requirements.These enable the candidate to demonstrate his or her level of attainment more fairly and are not intended to compensate for any lack of ability. Assessment access requirements A candidate with assessment access requirements is one who requires access arrangements in assessment conditions to demonstrate his or her level of attainment. Learning support requirements Support and/or access required to enable some candidates,who have the aptitude to meet all curriculum and assessment requirements,reach their full potential in learning and assessment. Candidates who require inclusive assessment arrangements may have learning support requirements due to one or more of the following: • Autism spectrum/Asperger's syndrome • Learning disabilities • Medical conditions • Mental health issues • Multiple disabilities • Physical and/or sensory challenges • Social,emotional and behavioural difficulties • Specific learning difficulties • Speech and/or communication difficulties 2 Candidates with assessment access requirements Terminology Standard score A score,which allows for comparisons,that is based on a scale with a constant statistical mean and standard deviation. Publishers of psychological tests report standard scores with a mean of 100 and standard deviation of 15. Technical language This refers to terminology specific to the subject being tested.It may be the target of the assessment and must be known by the candidate to understand fully the subject. Candidates with assessment access requirements 3 � � - All inclusive assessment arrangements that may be authorized by the IB are based on the following principles. 1.1 The IB must ensure that a grade awarded to a candidate in any subject is not a misleading description of that candidate's level of attainment,so the same standards of assessment are applied to all candidates,regardless of whether or not they have learning support requirements. 1.2 Inclusive assessment arrangements are intended to reduce the adverse effects of a candidate's long- term challenge(s)when demonstrating his or her level of attainment.The arrangements requested for a candidate must not give that candidate an advantage in any assessment component. 13 The inclusive assessment arrangements described in this document are intended for candidates with the aptitude to meet all assessment requirements leading to the award of the diploma or course results. 1.4 If inclusive assessment arrangements are necessary for a candidate during the course of their study of the Diploma Programme or practice examinations,the school may provide the arrangements.If the arrangements are required for assessment,this document lists the arrangements that do not require prior authorization from the IB. For all other arrangements, prior authorization from the IB Assessment centre is mandatory.Similarly,if a Diploma Programme candidate has difficulties meeting the requirements for creativity,action,service(CAS),IB Answers must be consulted. 1.5 The IB aims to authorize inclusive assessment arrangements that are compatible with those normally available to the candidate concerned.However,authorization will only be given for arrangements that are consistent with the policy and practice of the IB.It should not be assumed that the IB will necessarily agree to the arrangements requested by a school.Coordinators are required to provide information on the candidate's usual method of working in the classroom. 1.6 The IB is committed to an educational philosophy based on international-mindedness.Therefore, the inclusive assessment arrangements policy of the IB may not reflect the standard practice of any one country.To achieve equity among candidates with assessment access requirements,the policy represents the result of a consideration of accepted practice in different countries. 1.7 The IB will ensure that,wherever possible,arrangements for candidates with a similar type of access requirement are the same.Due to the cultural differences that occur in the recognition of learning support requirements and the nature of access arrangements granted in schools,there may be some compromise which may be necessary to help ensure comparability between candidates in different countries. 1.8 Each request for inclusive assessment arrangements will be judged on its own merit. Previous authorization of arrangements,either by the IB or another awarding body,will not influence the decision on whether to authorize the arrangements that have been requested by the coordinator. 1.9 The IB treats all information about a candidate as confidential. If required, information will only be shared with appropriate IB personnel and members of the final award committee,who will be instructed to treat such information as confidential. 1.10 The IB does not flag or annotate in any way the results of a candidate for whom inclusive assessment arrangements have been authorized. 1.11 Ifa school does not meetthe conditions specified bythe IB when administering inclusive assessment arrangements or makes arrangements without authorization,the candidate may not be awarded a grade in the subject and level concerned. 4 Candidates with assessment access requirements Principles 1.12 If it can be demonstrated that a candidate's lack of proficiency in his or her response language(s) arises from an identified learning support requirement,inclusive assessment arrangements may be authorized.(For subjects in groups 3 to 6,all candidates are allowed to use a translating dictionary in the written examinations.) 1.13 If inclusive assessment arrangements are authorized for internal assessment,the IB may require the candidate's work to be submitted to the IB Assessment centre for review. 1.14 A school must not inform an examiner of a candidate's condition or adverse circumstance.Similarly, in the case of internally assessed work,teachers must not make any adjustments when marking a candidate's work.If appropriate,the IB will ensure that reasonable adjustments are applied. 1.15 The list of inclusive assessment arrangements available is revised regularly.The IB will consider alternative arrangements proposed by a coordinator,provided those arrangements could be made available to all candidates with similar requirements. 1.16 According to the document General regulations:Diploma Programme, a Diploma Programme candidate may participate in three examination sessions to be awarded the diploma. At the discretion of the IB,a candidate with learning support requirements may be allowed additional sessions. 1.17 If the nature of a candidate's challenge and/or the authorized inclusive assessment arrangement might disturb other candidates during an examination,the candidate must take the examination in a separate room and be supervised according to the regulations governing the conduct of Diploma Programme examinations. 1.18 Written examinations must be invigilated according to the regulations governing the conduct of Diploma Programme examinations.The person invigilating the candidate's examination must not be a relative of the candidate,or any other person with whom there may be an apparent or perceived conflict of interest. 1.19 Any issues that arise from the nature of the inclusive assessment arrangements,or any unforeseen difficulties encountered by the candidate,should be reported to IB Answers as soon as possible. Candidates with assessment access requirements 5 � - - The following guidelines supplement the procedures for requesting special arrangements explained in the Handbook of procedures for the Diploma Programme. �� . � _ _ �` _� � 2.1.1 Students �rth�learnin�� su ort re uirements ma need su ort and arran ements for both 9 pp q Y pp 9 teaching and learning. Once a student with learning support requirements is enrolled in the school,it is the responsibility of the school to meet the student's learning needs,including suitable arrangements for teaching and assessment. 2.1.2 Although a number of inclusive assessment arrangements are available for students with learning support requirements, some subjects may pose difficulties for certain candidates. Careful consideration should be given to a candidate's choice of subjects.The subjects chosen should allow them to demonstrate their strengths and empower them as learners.Schools may consult with the IB Assessment centre before confirming a candidate's subjects. 2.13 In order to plan the access arrangements for a candidate,for both teaching and assessment, it is essential that the coordinator consults all teachers concerned at an early stage in a candidate's study of the Diploma Programme. 2.1.4 The inclusive assessment arrangements provided to a candidate must be planned in advance to give a candidate ample time to learn to use them effectively during classroom activities. 2.1.5 The inclusive assessment arrangements provided for a candidate must be carefully individualized, planned,evaluated and monitored.They should be based on current,and not past,requirements. The purpose is to take away the disadvantage,to the extent possible, due to the candidate's challenge. Under no circumstances should it give the candidate an advantage. Decisions on the type of inclusive assessment arrangements to be provided for a candidate must be strictly based on individual requirements.They should not be based on administrative convenience or inconvenience or provided as a standard to all students with learning support requirements in the school/classroom. 2.1.6 The inclusive assessment arrangements that are requested should be a candidate's usual way of working;the coordinator must ensure that a candidate is, or becomes,familiar with those arrangements.The candidate must be familiar with any assistive equipment,including a computer and any software authorized for use in an examination.If support from a scribe,reader,prompter, practical assistant/aide or communicator is required,the candidate must practise with the person acting in this capacity in advance of the examination. 2.1.7 All requests for inclusive assessment arrangements submitted by a coordinator must have the support of the head of school. (All correspondence from the IB Assessment centre concerning candidates with assessment access requirements will normally be addressed to the coordinator.) 2.1.8 Before submitting appropriate documentation to the IB Assessment centre,the school must obtain consent from the candidate, provided he or she is at the age of consent in their country,or from the candidate's parent(s) or legal guardian.The school must also inform all individuals,who give consent for a school to submit documents to the IB,that if the candidate transfers to another school for the examination,the online application for the request for inclusive assessment arrangements along with the supporting documents including authorization,if applicable,will be visible to the 6 Candidates with assessment access requirements Guidelines coordinator of the new school.Further,the school must also inform the candidate,parent(s)or legal guardian that if they wish to withdraw the request for inclusive assessment arrangements before a transfer,they must inform the school of this at the time of transfer.Then,the school IB coordinator must immediately inform the IB Assessment centre of this request in writing. 2.1.9 An application for inclusive assessment arrangements must be submitted on behalf of a candidate by the coordinator using the online request form.Although,a teacher who specializes in teaching students with learning support requirements may complete and save the online application,it is ultimately the coordinator's responsibility to submit the competed form. 2.1.10 The school is responsible for making all arrangements for approving and appointing a scribe, reader, prompter, practical assistant/aide or communicator.The person providing support must not be another candidate,a relative of the candidate,or a representative from an advisory service where a conflict of interest may be apparent or perceived.The IB does not pay a fee or expenses to a person providing support. 2.1.11 The school is responsible for making all arrangements for assistive technology that may be used for a candidate's learning and assessment including speech recognition and reading software.The IB does not pay for the hiring or purchasing of equipment. 2.1.12 The school is responsible for ensuring that all equipment authorized for a candidate with assessment access requirements functions correctly and that there is a member of staff who is familiar with its use(for example,a Braille machine,computer software). 2.2 �ppli�atic��s for ir�clus�v� �ssessrr�en�t ���'-������,�,�-� 2.2.1 All requests for inclusive assessment arrangements must be submitted online and must specify exactly which arrangements are being requested. 2.2.2 All requests for inclusive assessment arrangements must be submitted six months prior to an examination session.That is, November 15th for candidates registering for the May examinations session and by May 15th for candidates registering for the November examinations session.The IB Assessment centre cannot guarantee modified papers if requests are submitted after this date. 2.2.3 Questions pertaining to the selected arrangements must be answered on the online application.In most instances,the answers pertain to the standard scores in the candidate's psychological reports. If the candidate meets the standard eligibility criteria for the requested arrangement(s),the online tool will automatically approve the request.If the standard criteria are not met,the request will be referred to the IB Assessment centre for evaluation and may be authorized,at the discretion of the IB,only where the school provides convincing educational evidence which indicate a compelling need for the requested access arrangement. 2.2.4 Any other specific or additional information that the school wishes to communicate to the IB, must be communicated in the Other/Additional information section in the online application.The request is then referred to IB Assessment centre for approval. 2.2.5 For anticipated and retake candidates,authorizations for inclusive assessment arrangements for a candidate are applicable to all future examination sessions(for instance,for a retake or anticipated candidate). Candidates with assessment access requirements 7 Guidelines `s �F f 'V '�, { ���I � I� � � . �V � �, ,� i ,I<cll — I . s I � Y �} i To submit re uests for access arran ements two forms of su � ortin documentation are re uired to be q 9 , pp 9 q uploaded to the online application"Request of inclusive assessment arrangements".The first document is a psychological/psycho-educational/medical report from a psychological or medical service and the second is educational evidence from the school. A psychological/psycho-educational/medical report may be written by medical, health,educational or psychological professionals with appropriate qualifications and/or professional licenses in their country of residence. The IB reserves the right to query or reject a report if it considers that the signatory(or signatories)may not be suitably qualified to undertake the evaluation and identification.It is not permitted for a relative of the candidate to write or be involved in the writing of the report. All psychological/psycho-educational/medical reports must: • be legible,on paper with a letterhead,signed and dated • state the title,name and professional credentials of the person (or persons)who has undertaken the evaluation and diagnosis of the candidate • state specifically the nature of the learning support requirement,and the tests or techniques used to arrive at the identification • be consistent with the coordinator's request for assessment arrangements • be accompanied by a translation into English, French or Spanish, if it is not written in one of the IB working languages. All psychological/psycho-educational reports must: • be based on the candidate's performance on nationally standardized psychological tests (where available and published,recent editions of standardized tests should be employed) • report results as standard scores,which have a mean of 100 and a standard deviation of 15,and not percentiles or age/grade equivalents Furthermore, it is not mandatory to test in all areas;the assessment may be in line with the candidate's learning support requirements. For example, if a student with learning support requirements only has difficulties in writing for which the school provides the use of speech recognition software,then the psychological report need not contain standard scores in reading and mathematics. Educational evidence can be a letter/observational report from the coordinator and/or the candidate's subject teacher(s)outlining any difficulties which may be apparent in class plus a brief summary about the arrangements provided to the candidate in order to access learning and assessment.Educational evidence can also be provided by way of a detailed individualized educational plan for the student or a sample of work done under timed conditions without the assessment arrangements that are being requested (for example,without the use of additional time/word processor/word processor with spell check). 23.1 Assessment arrangements are based on a candidate's current assessment access requirements. The coordinator must therefore justify that assessment arrangements are necessary for the current assessment.Forthis reason,a medical or psychological evaluation must have been undertaken no earlier than the previous academic year before the start of the candidate's study of the Diploma Programme. Some flexibility will be allowed for candidates with permanent sensory and/or physical challenges. 2.3.2 All supporting documentation must be uploaded with the online application.Original certificates or reports are not required. 8 Candidates with assessment access requirements Guidelines 2.3.3 In the majority of cases, upon submission of the online request with the attached supporting documentation,automatic approval of the request will be granted. In other cases,the requests will be referred to the IB Assessment centre.Most of the referred requests will be evaluated based on the information and evidence provided,but for some,discussion between the coordinator and IB Assessment centre may be necessary to decide on the most suitable arrangement(s)for the candidate. Candidates with assessment access requirements 9 � . • ' ' • ' • � . • . • At the discretion of the coordinator (or head of school),the following arrangements are permitted in examinations without prior authorization from the IB Assessment centre. 3.1 A candidate is permitted to take an examination in a separate room if it is in the best interests of the candidate or other candidates in the group. For example, lighting may be a particular consideration for a candidate with a visual impairment,or a room with an echo may be difficult for a candidate with autism. Furthermore,a candidate's condition or the nature of the inclusive assessment arrangement(for example,a scribe,a computer)may disturb other candidates,in which case a separate examination room is justified. If the examination is taken in a separate room,all regulations governing the conduct of IB examinations must be observed.The candidate must be kept under the constant supervision of an invigilator. 3.2 The coordinator may arrange for appropriate seating to meet the needs of individual candidates (for example, sitting near the front may be appropriate for a candidate with vision or hearing difficulties). 33 An assistant,if necessary a nurse,may be in attendance if this is necessary for the welfare or safety of a candidate.The assistant must not be another candidate or a relative of the candidate. 3.4 A candidate who normally uses an aid (for example,a coloured overlay,a Braille slate,a sound amplification device,a radio aid,a hearing aid,a low vision aid,a magnifying aid,coloured filter lenses)is allowed to use the aid in examinations.Note:It is in breach of regulations if candidates are found in possession of any other mobile devices in the examination room. 3.5 A candidate with a hearing condition may receive instructions from a communicator. This arrangement must be confined to explaining the conduct of the examination and the instructions in an examination paper.The communicator must not convey information about any aspect of a question in the paper without prior authorization from IB Assessment centre. 3.6 If a candidate has difficulties in reading or attention, test directions may be clarified by the invigilator or a designated reader.This arrangement must be strictly confined only to clarifying the directions and the instructions and not the content of the questions. 3.7 Magnifying devices to enlarge and read print may be used by candidates with vision issues.These may include magnifying glasses and line magnifiers. 3.8 For a candidate who has colour blindness,the coordinator(or invigilator) is permitted to name colours in an examination paper(for example,on a map in a geography examination).However,no other form of assistance may be given without authorization from the IB Assessment centre. 3.9 A candidate who is hypersensitive to sound is permitted the use of noise buffers such as headsets, earplugs and individual workstations with acoustic screens.If an individual workstation is employed, all regulations governing the conduct of IB examinations must be observed.The candidate must be kept under the constant supervision of an invigilator. 3.10 A candidate may be permitted rest breaks if required to do so due to medical,physical,psychological or other conditions.The amount of time permitted for rest breaks is not counted towards the duration of the candidate's examination.Rest breaks must be supervised to ensure that the security of the examination is maintained.There must be no communication with,or disturbance to,other candidates.The amount of rest time and number of breaks permitted must be pre-determined and will depend upon the candidate's circumstances,although 10-minutes per hour is the general recommendation. During a rest break,the candidate is not permitted to read, respond to the 10 Candidates with assessment access requirements Arrangements not requiring authorization examination paper or write notes of any kind.Candidates may be allowed to leave the room for all or part of the rest periods.For example,a candidate with diabetes may be provided rest breaks to check blood sugar levels and take medication. If a candidate's personal examination timetable is such that,with rest periods and additional time more than six and a half hours of examinations would take place in one day,rescheduling should be requested. 3.11 A candidate may be permitted the use of a prompter due to attention issues, psychological or neurological conditions. A prompter would ensure that a candidate pays attention to the examination.The use of the prompter should not disturb other candidates.The coordinator or invigilator may act as a prompter, but the examination must be conducted according to IB regulations.In all cases,the prompter may only prompt the candidate and not provide any form of assistance.The prompt may be a gentle tap on the candidate's arm or desk/table but should not be given verbally.The prompter must not draw the candidate's attention to any part of the examination paper or script.The prompter should be familiar with the candidate's behaviour so that he/she knows when the candidate is off-task.The candidate should be familiar with the kind of prompt that he/she would likely receive from the prompter.The prompter should be in a position that provides a view of the candidate's disposition rather than his/her work.The candidate should not feel as though he/she is under pressure or scrutiny. 3.12 At the discretion of the coordinator, a candidate may be given additional time to complete assignments during the two-year programme (for example,the extended essay,the theory of knowledge(TOK)essay)without authorization from the IB.However,if an extension to the deadline for the submission of work for assessment is required,the coordinator must contact IB Answers(See section 4.8 Access to extensions and exemptions). Candidates with assessment access requirements 11 � ' . ' ' . . • - - The inclusive assessment arrangements listed below require authorization from the IB Assessment centre. Modifications can normall be made to examination a ers for candidates with visual challen es or s ecific Y p p 9 p learning difficulties.Some content within examination papers cannot be presented non-visually at present without invalidating the nature and purpose of the assessment.However,the IB may provide alternatives such as different questions to those based on an illustration(for example,cartoons or photographs)that can be presented non-visually and assess the same objectives. Examination papers in Braille 4.1.1 The IB will undertake to transcribe examination papers into the Braille code normally used for the language concerned.While the IB will make every effort to provide the examination papers in the required Braille code, it cannot guarantee to do so because of the variety of Braille codes used in different countries. For this reason, it is important to contact the IB Assessment centre before a candidate embarks on the Diploma Programme to ensure that the appropriate Braille code(s)will be available for the examinations. 4.1.2 If a candidate changes his or her choice of subjects,or withdraws,the IB Assessment centre must be informed immediately.Any costs incurred in producing examination papers in Braille that are no longer required by the candidate may be passed on to the school. 4.1.3 Raised diagrams can normally be supplied with examination papers in Braille. 4.1.4 A school must ensure that the candidate is familiar with the Braille code used for each examination paper(for example,Nemeth Braille Code for science and mathematics notation). 4.1.5 It is the responsibility of the school to submit printed copies of the candidate's answers for assessment.The printed copies should be in the language of registration for the subject and level concerned.The original Braille(if available)should be retained by the school until after the issue of results.The IB reserves the right to request the original Braille. Changes to the print on examination papers 4.1.6 Enlarged print and/or a change of font may be requested for candidates with visual challenges and other processing issues for which they require this arrangement.Standard modifications of font sizes are 18 and 24 points on an A3 (29.7 x 42.0 cm) enlargement and 16 point on A4(21.0 x 29.7 cm). 4.1.7 The coordinator should provide the IB Assessment centre with the specification and examples of the required paper and print size.The candidate must already be familiar with using the specification requested. Printing on coloured paper 4.1.8 The coordinator can choose the colour option in the online application.Samples may be submitted along with the supporting documents. 12 Candidates with assessment access requirements Inclusive assessment arrangements Modifications to the visual complexity 4.1.9 Simplifications to the layout or visual complexity of an examination paper can normally be made. 4.1.10 The visual content will only be simplified if this can be achieved without compromising the assessment objectives of the examination paper. Modifications to the language of examination papers 4.1.11 This normally involves the restructuring and simplification of language, and the rephrasing of questions,without alteration to the technical language or vocabulary specific to the subject or literary text. 4.1.12 For candidates requesting modified papers,if an examination paper requires a candidate to select options and if it is acceptable to the candidate,the coordinator may indicate the candidate's options and only those options would be modified and not the entire paper.The modification of the candidate's options alone will only be done where it does not reduce the candidate's choice in the examination. � ��� � ` � ��, � ,��i �` ��, i � ���� �I� 4.2.1 Additional time may be authorized for written examinations and for certain activities connected to internal assessment according to the candidate's assessed needs.The amount of additional time given to a candidate is directly linked to the degree of the access requirement.This would range from 10%additional time(6 minutes for each hour of the examination)for candidates with mild challenges to 25%additional time(15 minutes for each hour of the examination)or the standard applicable to most candidates to 50%additional time(30 minutes for each hour ofthe examination) for candidates with more severe challenges. In exceptional cases, or for candidates with visual impairment working with Braille who have a requirement for substantial amount of additional time, 100%or more additional time may be given for assessments upon authorization from the IB.For periods of less than one hour the additional time should be given on a pro rata basis. 4.2.2 For a large number of candidates,eligibility for additional time and the amount of time authorized will be dependent on the standard scores on psychological reports. For candidates with medical and/or psychological conditions or physical and/or sensory challenges,a medical report stating the condition and preferably the need for the requested access would determine eligibility. Further, educational evidence from the school stating that amount of extra time required is the candidate's usual way of accessing classroom tasks and assessments and providing justification for the same would also be required for consideration of requests for additional time. Additional time (10%) 4.2.3 A candidate may be authorized 10%additional time if there is evidence of one of the following: - If the standard score is between 90 and 100 on one or more cognitive processing measures that affect speed of working(for example,working memory,processing speed,phonological or visual processing,long term retrieval,short term retrieval,visual/motor coordination,and so on)or on an assessment of reading(reading fluency and/or reading comprehension)and/or an assessment of writing(writing fluency and/or written expression). - If the candidate has a physical,sensory,neurological,medical or psychological challenge due to which additional time is required. Candidates with assessment access requirements 13 Inclusive assessment arrangements Additional time (25%) 4.2.4 A candidate may be authorized 25%additional time if there is evidence of one of the following: - If the standard score is 90 or less on one or more cognitive processing measures that affect speed of working (for example,working memory, processing speed, phonological or visual processing,long term retrieval,short term retrieval,visual/motor coordination,and so on)or on an assessment of reading(reading fluency and/or reading comprehension)and/or an assessment of writing(writing fluency and/or written expression). - If the candidate has a physical,sensory,neurological,medical or psychological challenge due to which additional time is required. Additional time (50%) 4.2.5 A candidate may be authorized 50%additional time if there is evidence of one of the following: - The standard score is 75 or less on one or more cognitive processing measures that affect speed of working(for example,working memory,processing speed,phonological or visual processing, long term retrieval,short term retrieval,visual/motor coordination,and so on)or an assessment of reading (reading fluency and/or reading comprehension) and/or an assessment of writing (writing fluency and/or written expression). - Standard scores are below 90 in at least three measures(where at least one includes a score on an assessment of reading or writing)that affect speed of working and there is no request for a scribe/word processor or reader/screen reader. - If the candidate has a physical,sensory,medical,neurological or psychological challenge due to which additional time is required. Additional time (25%, mathematics) 4.2.6 A candidate may be authorized 25%additional time for mathematics and subjects that require mathematics calculations if the standard score is 90 or less in a test of mathematical fluency. Note:If the standard additional time applicable for all subjects is requested such as Additional time (25%),a separate request for Additional time(25%,Mathematics)is not necessary. Additional time (25%, orals) 4.2.7 A candidate may be authorized 25%additional time for orals if the standard score is below 90 in processing speed measures that affect expressive and/or receptive speech. In addition, 25%additional time in orals may also be granted to candidates with speech and communication challenges such as stuttering and candidates with psychological challenges such as social phobia and anxiety. Additional time (further points) 4.2.8 An online request for additional time which does not meet the eligibility criteria listed above will not be automatically approved but will be referred to the IB Assessment centre and may be authorized, at the discretion of the IB, upon examination of the educational evidence.For all these requests, it is the responsibility of the school to submit convincing educational evidence which indicate a compelling need for the requested access arrangement. 14 Candidates with assessment access requirements Inclusive assessment arrangements 4.2.9 When requesting additional time,it is important to bear in mind that too much time may be tiring for a candidate and,therefore,counterproductive.Similarly,more time spent on a task does not necessarily improve the quality of the response given by a candidate. 4.2.10 Candidates receiving additional time may also receive rest breaks which do not require prior authorization from the IB.An arrangement for additional time is not the same as a rest break: during a rest break the candidate is not permitted to continue working. 4.2.11 At the discretion of the coordinator, a candidate may be given additional time to complete assignments during the two-year programme without authorization from the IB(for example,the extended essay,the theory of knowledge essay).However,if an extension to the deadline for the submission of work for assessment is required,an email to IB Answers is mandatory.(See section 4.7 Access to extensions and exemptions to deadlines). 4.2.12 Additional time will not be authorized for a component where the completion of a task within a limited time is specified in an assessment criterion. 4.2.13 Additional time will not be authorized for the five minutes' reading time that precedes written examinations. 4.2.14 If a candidate's personal examination timetable is such that,with additional time and/or rest breaks, more than six and a half hours of examinations would take place in one day,rescheduling should be requested.All regulations and procedures that normally apply to rescheduling examinations must be adhered to. Information on rescheduling can be found in the Handbook of procedures for rhe Diploma Programme. 4.2.15 At the discretion of the coordinator,a candidate who is allowed additional time may take his or her examinations in a separate room.This is to avoid disturbing the candidate when other candidates in the group leave the examination room at the scheduled time.Prior authorization from the IB is not required for this arrangement. � � �. ,�u�u�s,. ,°� d.- �,�, _ • A candidate has difficulty with written tasks and the psychological report states that the standard score on written fluency is 84.The candidate is allowed up to 25% extra time in written papers. • A candidate with Asperger's syndrome requires 25%additional time due to difficulties in linguistic processing speed.This is the candidate's usual way of working in class.There is evidence to document the history and need for access and the candidate is authorized 25% additional time. • A candidate who requires minimal learning support in reading and has a standard score of 95 on reading comprehension may be allowed up to 10%additional time,depending on the candidate's needs,to allow for mild and residual issues. • A candidate with fine motor coordination issues has a below average speed of writing for I which a word processor has been authorized.The candidate's request for additional time is not authorized as the word processor would remove the candidate's disadvantage with the writing speed.Additional time combined with a word processor would give undue advantage. Candidates with assessment access requirements 15 Inclusive assessment arrangements fJ � � . � �I Candidates who require inclusive assessment arrangements to access writing may be authorized a scribe, word processor,word processor with spell checker/speech recognition software and transcripts. Computers 4.3.1 The IB recognizes that for many candidates with learning support requirements,a computer,or other microprocessor-controlled device,provides a highly effective means of communication.For this reason,computers and other forms of assistive technology are normally permitted for written examinations if a candidate is unable to provide a handwritten response.The use of computers in other areas of assessment,such as the extended essay and internal assessment,is accepted without question where the IB also places no restrictions on the use of software aids such as spellcheckers. 4.3.2 Dependent upon authorization,computers may be used for access to the word processor,word processor with spell checker,speech recognition software or reading software.If authorization has been obtained,it may be applied for both internal and external components of the assessment. Authorization for a word processor does not imply an automatic authorization to enable the function of a spell checker or to use the speech recognition software or reading software which require prior and independent authorization from the IB Assessment centre. 4.3.3 No facility of the software,unless authorized by the IB,may be used that gives an advantage over other candidates.Therefore,a candidate must not have access to: - information stored in the memory of the computer,U56 flash drive,external hard drive,or on CD - a thesaurus,spellchecker or other electronic device that may give an advantage. 4.3.4 The coordinator is responsible for ensuring that a candidate does not have access to stored information or an unauthorized electronic device. 4.3.5 The IB does not provide a list of prescribed software that candidates may use.Advice may be sought from the IB Assessment centre on using suitable software,but the responsibility for identifying and obtaining software rests with the coordinator. 4.3.6 In examinations where the answers to questions require more than text(for example,mathematics, the sciences and economics), prior consultation with IB Assessment centre is advisable to determine the suitability of the software. Under no circumstances must the software give the candidate an advantage. 43.7 Coordinators are advised to check that the computer and all peripherals, such as a printer,are working properly at the time of the examination.The automatic save option should be used during the examination to ensure that the candidate's work is regularly saved onto the hard disk. 4.3.8 The failure of a computer to store,retrieve and/or print the candidate's work may result in no marks being awarded for the component.While the IB will consider whether any compensation can be made for the missing component,if there are insufficient marks on which to award a grade for the subject,no grade will be awarded. 4.3.9 The IB reserves the right to request,either before or after an examination,full details of the type of hardware and software used by a candidate. 43.10 It is recommended that a candidate who is using a computer takes the examination in a separate room, to avoid any distraction to other candidates.This arrangement does not require prior authorization from the IB. 4.3.11 Before the examination,the candidate must be proficient in the use of the computer and its softwa re. 16 Candidates with assessment access requirements Inclusive assessment arrangements 4.3.12 At the discretion of the coordinator,it is permissible for a candidate to print their work during the examination for scrutiny.However,this is not encouraged and no additional time is permitted for this activity,regardless of any computer or printer malfunction. 43.13 The candidate's work should be printed at the earliest opportunity after the examination.The candidate should be present to verify and sign that the printed copy is a complete copy of his or her work produced during the examination. 43.14 A printed version of the candidate's work should be submitted for assessment, not a CD.The CD should be retained by the coordinator until after the issue of results. 4.3.15 For a candidate who requires access to writing and uses a word processor as the usual way of working, in circumstances where this arrangement is not appropriate for all components (for example,in a multiple-choice question paper),other inclusive assessment arrangements,such as a scribe,may need to be requested. Word processor 4.3.16 In order to be eligible to use a word processor as an access arrangement,a candidate must show evidence of at least one of the following: - A standard score on a free writing speed test that is below average for their age. - A standard score of 90 or less on written expression/spelling/information processing/working memory. - A medical, physical or sensory condition which renders the candidate incapable of writing or writing for long periods of time as demanded by the assessment task. - Handwriting that is largely illegible to someone who is not familiar with it which may be caused due to underlying mild processing or coordination challenges. In such circumstances,a letter from the learning support/inclusion coordinator or specialist teacher will be acceptable in lieu of a medical or psychological report.A sample of the candidate's writing in classroom writing task or an earlier test may be submitted as educational evidence. In addition to one of the above,it is necessary that the use of a word processor must be the candidate's usual way of working in class. ���n :�i,��� l ;:1�+��� ,: _ _.� ;.;; � A candidate who produces illegible writing because of mild dysgraphia and uses a word processor as the usual way of working in school may be allowed to use a word processor for I the assessment. • A candidate who has always used a word processor at home feels that his or her work will be more attractive and writing speed much faster if the use of a word processor in the examination is permissible.This is not the candidate's usual method of working in the school setting and the candidate is not allowed to use a word processor for the assessment. • A candidate whose standard score on working memory in a psychological test is 86 and who uses a word processor as the usual way of working may be allowed to use a word processor. Word processor with spell checker 4.3.17 Some candidates with learning support requirements may need a spell checker to produce written work. For these candidates,coordinators should request for a word processor with spell checker. The spell check function must only be enabled if there has been prior authorization from the IB Assessment centre. Candidates with assessment access requirements 17 Inclusive assessment arrangements 4.3.18 In orderto be eligible to use a word processor with spell checker as an access arrangement,a candidate must show evidence of a standard score that is below 90 on spelling in a psychological test. Speech recognition software 4.3.19 In order to be eligible to use speech recognition software as an access arrangement,a candidate must show evidence of at least one of the following: - A standard score on a free writing speed test that is below average for their age and below average speed for their age in typing. - A standard score of 90 or less on written expression/spelling/information processing/working memory and below average speed for their age in typing. - A medical, physical or sensory condition which renders the candidate incapable of writing/ typing or writing/typing for long periods of time as demanded by the assessment task. In addition to at least one of the above, it is mandatory that use of the requested speech recognition software is the candidate's usual way of working in classroom tasks and tests. Scribes A scribe(amanuensis)is a person who writes down the dictated response of a candidate for the requirements of an internal and/or external assessment component.The use of a scribe is permitted for all forms of assessment where a candidate is unable to provide a handwritten response or use a computer. 43.20 In order to be eligible to use a scribe as an access arrangement,a candidate must show evidence of at least one of the following: - A standard score on a free writing speed test that is below average for their age or a standard score of 90 or less on written expression/spelling/information processing/working memory. - A medical, physical or sensory condition which renders the candidate incapable of writing or writing for long periods of time as demanded by the assessment task. - Handwriting that is largely illegible to someone who is not familiar with it and which may be caused due to underlying mild processing or coordination challenges.In such circumstances,a letter from the learning support/inclusion coordinator or specialist teacher will be acceptable in lieu of a medical or psychological report.A sample of the candidate's writing in classroom writing task or an earlier test may be submitted as educational evidence. 4.3.21 If a candidate is authorized to use a reader,scribe and/or prompter,the same person should fulfill both or all roles whenever possible. 4.3.22 Prior to the examination,the coordinator should provide an opportunity for the candidate and a scribe to practise working together. 4.3.23 The candidate must take the examination in a separate room.The dictated responses of the candidate must not be overheard by other candidates. 4.3.24 Because the examination is taken in a separate room,an invigilator must be present in addition to the scribe.This is to ensure the proper conduct of the examination,so that no questions arise regarding the appropriateness of the assistance. 4.3.25 The scribe must: - transcribe the candidate's responses verbatim - draw all visual material (for example, diagrams, maps and graphs) according to the exact instructions of the candidate 18 Candidates with assessment access requirements Inclusive assessment arrangements — not offer information that may be used to answer questions,including advice on which questions to answer,when to move on to another question or the order in which questions should be answered. 43.26 The scribe may: — read back answers at the request of the candidate — alter or delete answers at the request of the candidate. 4.3.27 A candidate's answers to a multiple-choice question paper may be recorded in a form that is most convenient to the candidate and scribe.However,the candidate's answers must be submitted for marking on a multiple-choice answer sheet,regardless of how they were initially recorded. 4.3.28 The scribe must be familiar with the terminology used in the subject but, whenever possible, should not be the candidate's own teacher for the subject being examined. 4.3.29 Conversation between the candidate and the scribe must be confined to ensuring that the candidate's responses are transcribed correctly.There must be no discussion about the examination paper or the candidate's answers. 43.30 The scribe must not act as a prompt,unless there has been a prior decision by the school to use a prompter as an assessment arrangement for the candidate.In such circumstances,the scribe must be made aware of the rules governing the use of a prompter. In all other situations,if time elapses during the examination when the candidate is not responding to the examination paper,no action should be taken by the scribe, unless the candidate is ill or distressed and then the invigilator should be notified. ,��I � , ;.�� �����, � __ _ ��=�a� .�. _ , � A candidate who has severe dyspraxia has a standard score of 83 on written expression and cannot use a word processor because of poor motor skills may be authorized the use of a scribe. • A candidate has a standard score of 80 on a test of writing speed.Since he/she is not proficient , in typing,the school requests for a scribe for his/her assessment and this may be authorized. I Transcriptions 43.31 A transcript is a candidate's response to an assessment component submitted in a form other than the candidate's own handwriting.Transcription is not available to candidates with poor handwriting with no identified challenge. 4.3.32 In order to be eligible use transcriptions as an access arrangement,a candidate must show evidence of at least one of the following: — A medical,physical or sensory condition that causes writing challenges such that a candidate's written work is largely illegible or incomprehensible to someone not familiar with it and where a candidate cannot use a computer. — A medical,physical or sensory condition that causes difficulties in accessing the scantron(bubble sheets)answer sheets. 4.3.33 It is not necessary to transcribe the whole of a candidate's script.Only those sections or words that are extremely difficult to read need to be transcribed. Candidates with assessment access requirements 19 Inclusive assessment arrangements 4.3.34 Regardless of whether the examination requires candidates to write responses on the examination paper itself,the transcription must be on a piece of paper separate from the candidate's script. The transcription must clearly indicate that it is a transcription and include the printed name and signature of the transcriber.The candidate's actual script must not be annotated:this is to avoid confusing the words of the transcriber with those of the candidate or examiner. 4.3.35 The transcript must be produced immediately after the examination under secure conditions— the process is strictly confidential.The candidate must not be consulted, even if some of the handwriting is illegible. 4.3.36 The transcript must be produced by a teacher who is familiar with the candidate's handwriting.The teacher must not be a relative of the candidate or a teacher of the subject. 4.3.37 The transcript must be produced verbatim,with no corrections to the candidate's spelling,grammar or content of the answer.Diagrammatic material must not be transcribed.The assessment of such material will be based on the candidate's own work. 4.3.38 The transcript should indicate the subject,level and paper of the examination,and the candidate's registration category and code. 4.3.39 The examiner will be instructed to mark the candidate's script,and only refer to the transcript if the candidate's actual work cannot be read.For this reason,the original script must be sent to the examiner with the transcription. 4.3.40 The production of a transcript must not delay the submission of other candidates'scripts to an examiner.The transcript must be included with the other scripts. �E, � r _ �� �s% I. i i 4.4.1 Candidates who require inclusive assessment arrangements to access reading may be authorized a reader or reading software. Reader 4.4.2 In order to be eligible to use a reader or reading software as an access arrangement,a candidate must show evidence of at least one of the following: - A standard score on a psychological test of 90 or less on reading speed/reading accuracy/reading comprehension. - A medical, physical or sensory condition due to which a candidate either cannot read or has difficulty in reading. 4.4.3 The role of a reader is to read the examination paper to a candidate and to read back the candidate's answers if requested to do so.However,the assistance of the reader is not confined to the written examinations;a reader may assist a candidate with all internal and external assessment components. 4.4.4 An examination paper must be read out loud without any alteration to its wording. Explaining instructions and answering questions about the rubrics of the examination paper(for example, how many questions to answer,the time available for the paper)are permitted;however,the reader must not interpret or explain questions on the paper. 4.4.5 An examination paper must be read aloud using an even vocal intonation and inflection which does not divulge any cues to the candidates. 20 Candidates with assessment access requirements 4 Inclusive assessment arrangements 4.4.6 If there is more than one candidate for the same examination requiring a reader,they may be grouped together.However,if a candidate requests that his or her answers be read out loud,that candidate must take the examination separately. 4.4.7 If the candidate is allowed both a scribe and a reader,the same person should fulfill both roles whenever possible. 4.4.8 The candidate's examination must be conducted in the presence of an invigilator,in addition to the reader.This is to ensure the proper conduct of the examination,so that no questions arise regarding appropriateness of the assistance. 4.4.9 The reader must be familiar with the terminology used in the subject,as any mispronunciation could be confusing or unsettling for the candidate.The reader must pronounce words clearly and should be someone whose speech is easily understood by the candidate.However,the candidate's own teacher for the subject concerned should not be appointed as the reader. 4.4.10 At the request of the candidate,the reader can slow down the speed of reading.Furthermore,all questions or parts of a question can be read more than once.Also at the request of the candidate, words appearing in the examination paper can be spelled out.However,the reader must not: - explain a question - reword a question - emphasize any part of the examination paper - give advice on how to answer a question or which questions to answer(other than stating the relevant rubric) - advise on when to move on to another question - advise on the order in which questions should be answered. 4.4.11 For examinations in groups 3 to 6 subjects, a candidate who is not working in his or her best language may ask the reader to consult a translating dictionary. An entry can be read to the candidate,but no further explanation should be given. 4.4.12 The reader must not act as a prompt,unless there has been a prior decision by the school to use a prompter as an assessment arrangement for the candidate.In such circumstances,the reader must be made aware of the rules governing the use of a prompter.In all other situations,if time elapses during the examination when the candidate is not responding to the examination paper,no action should be taken by the reader, unless the candidate is ill or distressed and then the invigilator should be notified. 4.4.13 Some assistance may be given if the candidate is experiencing difficulty in using information that is visually enhanced or presented in a tactile format.However,this assistance must be of a descriptive nature and must be confined to providing the same information that is accessible to a sighted candidate. Reading software 4.4.14 Reading software must be used with a computer(see section on computers in section 4.3 Access to writing).Independent reading pens and any other electronic devices cannot be used for reading. 4.4.15 In order to be eligible to use reading software as an access arrangement,a candidate must show evidence of at least one of the following: — A standard score on a psychological test of 90 or less on reading speed/reading accuracy/reading comprehension. — A medical,physical or sensory condition due to which a candidate cannot read or has difficulty reading text. Candidates with assessment access requirements 21 Inclusive assessment arrangements In addition to at least one of the above, it is mandatory that use of the requested reading software is the candidate's usual way of working in classroom tasks and tests. Ex� �:�,�4 �c=v�s����r� �,°�- � i�~., , ����a�;9�� �:��:,s �t rc.,>; • A candidate with a standard score of 84 in reading comprehension is authorized the use of a reader.The reader may read a sentence twice according to the candidate's request but not offer a response if the candidate questions the meaning of a sentence that has been read. • A candidate with low vision uses reading software to access text for all classroom work and examinations. Upon request,the candidate may be permitted the same arrangement for the assessment. � � �, ,�n�' � �' �'*,�r- �,,re,,r-°� ,r��°�+,a�ra�n �,�-R mna _ ���� ��� �, , �°' , _ , _� _.. ���,�i����:.��, '��. - Candidates with speech and communication difficulties may need inclusive assessment arrangements to access some assessment components.The use of communicators or augmentative speech equipment may be authorized in these circumstances. Communicators 4.5.1 A communicator is someone who is able to convey information to a candidate with a hearing impairment through the use of lip-speaking,finger-spelling or sign language.In order to be eligible to use a communicator as an access arrangement,a candidate must show evidence of hearing impairment. 4.5.2 A communicator may be used to convey the coordinator's or invigilator's oral instructions without authorization from the IB. 4.5.3 If a communicator is required so that a candidate can access the questions in an examination,prior authorization from the IB is required.Authorization will only be given if the communicator is a teacher with a qualification in hearing impairment who must be able to finger-spell all technical words. 4.5.4 It is left to the discretion of the coordinator whether the examination should be held in a separate room. 4.5.5 Authorization may be given to a candidate to give signed responses to questions that are a part of the internal or external assessment if an interpreter is available at the same time.However,this is not available for internal assessment in group 2 where an alternative means of communication must be explored. Augmentative communication device 4.5.6 In order to be eligible to use an augmentative communication device as an access arrangement, a candidate must show evidence of speech difficulties. It is mandatory that this has been the candidate's usual way of communicating in classroom tasks and tests. The supporting documentation provided when submitting a request to use this arrangement must also cover details of the device. 22 Candidates with assessment access requirements Inclusive assessment arrangements ����� ����s� t� ��r��Y����� �,�� ��������� ���i������ Calculators 4.6.1 A standard score of 90 or less in a test of mathematical fluency entitles a candidate to be eligible to use a four function calculator (basic calculator performing only the functions of addition, subtraction, multiplication and division) as an access arrangement in subjects requiring mathematics calculations where a calculator is otherwise not allowed in the examination. It is a breach of regulations if the candidate is found in possession of a calculator other than a four function calculator. Practical assistance 4.6.2 In order to be eligible to use practical assistance as an access arrangement,a candidate must show evidence of a physical,sensory or medical challenge.This arrangement is normally confined to the requirements of internal assessment (for example, practical work in science or geography fieldwork).It is particularly suited to situations where there is a concern for a candidate's health or safety. 4.6.3 The assistant/aide must not perform a task on behalf of the candidate in a manner that will provide an advantage in the assessment component.The assistant/aide must carry out a task exactly as instructed by the candidate,unless there are safety considerations. 4.6.4 All communication must be confined to clarifying the candidate's instructions if they are not understood by the assistant/aide. No guidance, advice or suggestions may be given to the candidate. 4.6.5 Whenever possible,the candidate should be left to perform the activity without assistance, but under supervision if health or safety is a consideration.The presence of an assistant/aide does not mean that the candidate should necessarily be given assistance in all aspects of the activity. 4.6.6 The assistant/aide should be familiar with the apparatus being used, and therefore may be a teacher of the subject,but preferably not the candidate's teacher.The person must not be another candidate or a relative of the candidate. ��� ��'fi��'��� �� ��°������"�� �P�� �°,�!��6'���+��� Extensions to deadlines 4.7.1 In order to be eligible to use extensions to deadlines as an inclusive assessment arrangement, a candidate must show evidence of a medical or psychological challenge that has genuinely prevented them from completing work in time for the coordinator to submit the work(or marks to the IB Assessment centre in the case of internal assessment). 4.7.2 An extension will normally be authorized for a period of four weeks,although a longer period will be considered in exceptional circumstances. 4.7.3 A request for an extension to a deadline must be received at the IB Assessment centre before the normal deadline.An extension to a deadline will not be authorized retrospectively. 4.7.4 The IB Assessment centre is responsible for advising an examiner that a candidate's work will arrive after the normal deadline,not the coordinator. 4.7.5 If the candidate's work arrives after the normal deadline,there may be a delay in the issue of results. Candidates with assessment access requirements 23 Inclusive assessment arrangements Exemptions from assessment 4.7.6 Exemptions are not normally granted for any assessment component of the Diploma Programme. However,if an assessment component or part demands a physiological function that a candidate is not able to perform, an exemption may be authorized. Before submitting a request for an exemption from a component,careful consideration should be given to whether all reasonable adjustments have been considered. 4.7.7 Authorization for an exemption will only be given when there are substantial grounds for an exemption.A candidate's inability to perform the functions required by the component must be clearly and fully documented. 4.7.8 All Diploma Programme candidates are required to take two languages,without exception. A Diploma Programme candidate with severe dyslexia will not be exempt from the requirement to take a second language. 4.7.9 If a Diploma Programme candidate is unable to complete all requirements for CAS (creativity, action, service) owing to a medical condition,the coordinator must contact the IB Assessment centre for advice. 24 Candidates with assessment access requirements ��� � � � � � � � � � � . .,, � �, ����� Westlake Academy Special Needs and Inclusion Policy Westlake Academy Vision 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 Westlake Academy Mission 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. Westlake Academy Values Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding 1 IB: Inclusive of all Learners Westlake Academy instills the attributes of the IB Learner Profile in all students,teachers, and parents as we strive to be: • Inquirers � Knowledgeable • Thinkers • Communicators � Principled • Open-Minded • Caring • Risk-takers • Balanced • Reflective All Westlake Academy students are IB students who are held accountable to the requirements in the IB Standards and Practices. Statement of PhilosophX As inclusive programmes,we recognize that certain students may need additional support to assist them in their learning. Our teachers scaffold and differentiate learning methodologies within the classroom to accommodate these differing needs. We understand that some students with special needs need more support outside of the classroom and through direct instruction. Support for students with special needs,which includes physical, emotional, and learning difficulties, is provided through the following: Response to Intervention (RTI) Team, Reading Specialist, Section 504, and /or Special Education. Westlake Academy faculty and staff maintain a high degree of collegiality and professionalism. Collaboration between teachers, support teams, students, parents, and administrators is essential. In doing so,we are empowering all learners to achieve their highest potential. Pur,pose of the Special Needs PolicX This document is to make explicit the special education philosophy of Westlake Academy, a multicultural school, offering an international education to children from K through Grade 12. It outlines the identification process, support services, and methods for establishing academic goals for students who qualify for support services. Student Identification Process Parent Request Parents or legal guardians may request an evaluation of their child. The RTI Team will collect data related to the parent's request and determine if an evaluation is 2 justified. A member of the RTI Team will contact the parent to acknowledge receipt and status of the request. If testing is needed, the appropriate person will obtain parental consent on the necessary forms and schedule the evaluation. If the RTI Team determines that testing is not necessary,written documentation of the refusal will be reviewed with the parent. Response to Intervention (RTI): RTI is a three-tiered approach to the early identification and support of students with academic, behavioral, social, emotional, or physical needs. RTI begins with regular classroom instruction and universal screening (tier 1). Struggling learners who are not making adequate progress in tier 1 are provided with increasing levels of support specific to their needs (tier 2). The frequency of support varies for each individual and can be provided through small group instruction. Progress is monitored to assess level of performance, and interventions are determined based on student response to instruction. Students who continue to show limited progress may be considered for more intensive interventions (tier 3). At this level, students receive individualized instruction based on their deficits as identified through comprehensive evaluations. The data collected during the three tiers must be used to make eligibiliry decisions. Response to Intervention The Response to Intervention (RTI) Team Regular meetings are held with the Principal, Coordinator, Counselor, Special Education Teacher, and the general education teachers. Students who need additional support are provided interventions based on the RTI process. Students who have been referred may be given further testing. The Student Support team will make suggestions and recommendations for further action regarding social, behavioral, and academic needs, as well as the need for ongoing parental communication. These suggestions and recommendations can include such things as strategies to use in the classroom and/or referral to the support staff. During the meetings, progress of the student will be reviewed, based on teacher feedback, assessment data, and student work samples. The RTI Team may make further recommendations to be implemented in the classroom, suggest continued monitoring of student progress, and/or refer the student for an educational evaluation. If assessment is recommended, the appropriate member of the RTI Team will secure parental consent and coordinate testing directly with the Diagnostician, Reading Specialist or School Psychologist. Levels of RTI Intervention Tier 1 Interventions: Are ideal for students who are least likely to lag behind in isolated areas or are beginning to experience difficulty. Tier 1 are universal interventions that apply to the entire student body. Tier 1 begins with a Research based core curriculum. Screening a minimum of three times a year with a standard measure. in order to establish areas of concern in individual or groups of students. 3 Periodic quizzes and teacher made assessments given throughout the year. Tier 1 interventions occur in the general education classroom and are implemented by the general education teacher. They can include (but are not limited to) reteaching, teaching using a multisensory approach, reteaching using a different approach, reteaching using different materials , using supplementary materials with struggling students and differentiating lessons in order to address the needs of all students in the classroom. Tier 2 Interventions: Tier 2 interventions often involve the help of an outside interventionist such as a Math interventionist or Reading interventionist (these interventionists do not include special education services which require the student have a disability recognized by IDEA. Strategic interventions are determined by assessment based data that clearly identify areas of concern. In order to make academic progress, students receiving Tier 2 Interventions need to be taught with a new approach, materials or curriculum. Examples of student receiving Tier 2 instruction include slow learners (IQ in the low average range, 70-90), and students who are struggling due to non disability related circumstances (i.e. socioeconomic, lack of educational opportunity etc.). Tier 3 Interventions: Students receiving Tier 3 interventions are performing significantly behind their peers (2 to 3 years below grade level performance). These interventions involve small group (3 to 4 students) and often have accommodations in place through a 504 plan. They are often (but not always) receiving specialized services such as supported instruction by the dyslexia specialist. 4 ��, "��er 3 la�;behind peers L�y Z or izi�re years � �� Iag wz:ll behind[heir pcers.l yEar nrmnre � �'. I �'ler � I.e�st likefy tn lap k�el�ind thcir jacei�s.May 3�eed suppca�t in i-solatccl arcas /' Procedures and Timelines for the RTI Process 1. Student Experiencing Difficulty: Student is experiencing sustained difficulty with acquiring skills and concepts as evidenced by data including but not limited to work samples, teacher made test scores (and single concept quizzes), standardized benchmarks. 2. Teacher pocuments area of difficulty: Teachers gather data and meet with parents regarding difficulty. Bring the data to the RTI Team and select general education classroom interventions. 3. Teacher implements and monitors the interventions using the attached intervention record sheet. Continue the interventions for a period of time agreed upon by the RTI Team (6 to 8 weeks). 4. The teacher will evaluate the data to determine the success of the intervention. If the student is showing progress, the intervention is being successful. The student may still be behind others, but if the student is beginning to make progress, the intervention should be continued and gradually faded as the student's skill level has reached the teacher's goal. 5. If the student continues to experience difficulty following the first intervention, the teacher will bring their data back to the RTI Team and 5 notify the parent of the continued difficulty. The RTI Team will refine the current intervention or select new interventions based on the data. 6. The teacher will implement the new or revised interventions and record the data and analyze to determine whether or not the student is making progress. The interventions will continue for a time period agreed upon by the RTI Team (an additional 4 to 8 weeks). 7. The RTI Team will meet a third time to determine the need for further intervention. If after the second period of intervention,the student is showing progress, then the intervention will continue and gradually fade as the student's progress meet the goals of the teacher. 8. At this point the RTI Team may consider tier 2 interventions and possibly tier 3 interventions if the data indicates a need. All concerns including Speech and related services need to be addressed through the RTI process and discussed by the RTI Team. No referral to any services should be initiated without the knowledge and approval of the RTI Team. Independent Educational Evaluations Parents have the right to seek an Independent Educational Evaluation (IEE). The IEE is conducted by an examiner not affiliated with Westlake Academy. Parents are responsible for all costs associated with obtaining an IEE. When parents present the IEE report to the school,Westlake Academy personnel are required to review the report. This does not mean that Westlake Academy personnel are required to accept the findings and recommendations of the report. As a result, the student may not qualify for educational services provided by the school. In some cases, the school may wish to conduct additional testing provided by the school educational diagnostician. This list provides suggestions of professionals who conduct IEEs. It is not a comprehensive list and Westlake Academy does not endorse a particular examiner. The purpose of this list it to support parents as they begin to explore their options and determine a course of action they deem appropriate for their child. 1) Cornerstone Assessment and Guidance Center, LP Beth Lusby, Ph.D. 1215 Hall Johnson Rd. Suite 100 Colleyville, TX 76034 817-428-9810 2) Kristy Hagar, Ph.D. 1215 Hall Johnson Rd. Suite 100 Colleyville, TX 76034 214-649-9207 6 3) Heather Stephens, Ed.D 7423 Wentwood Dallas, TX 75225 214-597-8629 Section 504 Accommodations Section 504 Accommodation Plans serve students within the general educational population that need accommodations. This safeguards students through the Rehabilitation Act of 1973. Section 504 applies to ensure students with disabilities are provided with educational support and opportunities equal to those provided to students without disabilities. These students are identified through a committee meeting as having a physical or mental impairment such as: • ADHD/ADD learners � Learners with characteristics of dyslexia • Allergies and other physical disabilities that do not interfere with intelligibility. Snecial Education Services � The Special Education services are guided by the Individuals with Disabilities Education Act of 2004 (Title 20 United States Code) and No Child Left Behind Act (1VCLB).We provide students with disabilities a free and appropriate public education that strives to meet each child's unique needs. Our goal is to ready the student"for further education, employment and independent living" as well as "to ensure that the rights of children with disabilities and parents of such children are protected"1. With parental consent, we identify and evaluate students with disabilities for Special Education services through a variety of assessments,which can include Response to Intervention (RtI) data. Reports are used to develop an Individual Education Plan (IEP) for students with disabilities. The Special Education teacher, paraprofessionals, and therapists work closely with classroom teachers to assist identified students with learning activities and experiences. Using the IEP, the Special Education staff and classroom teachers collaborate to prepare lessons and other instructional materials to accommodate the student's ability and promote intellectual, emotional, physical, and social growth. The special education team monitors the student's learning and sends IEP progress reports to parents along with the child's classroom report card. Special Education services could include the following, based on individual educational needs: • Academic Instruction • Cognitive &Academic Evaluations • Speech/Language Therapy • Occupational Therapy 7 • Classroom Support • Developmental /Behavioral Support • Staff Development • Assistive Technology • Support for parents Westlake Academy's Legal Framework for the Child-Centered Special Education Process can be found on http:��framework.escl8.net. 120 U.S.0 Sec 1400(d)(1) Su�port Staff Counselor: The Westlake Academy Counselor supports students who have social/emotional needs that impact their well-being at school. Avenues of support include, but are not limited to, individual and group sessions, peer mediation, crisis management, behavior management, and linking with agencies to provide a broader range of services to families and students. In the PYP, the counselor visits each classroom on a rotating schedule or as requested by the general education teacher, providing guidance lessons centered around the IB Learner Profile. In the MYP and DP,the counselor visits as needed. Dyslexia Therapist: The Westlake Academy Reading Specialist provides dyslexia services to our dyslexic population using a comprehensive curriculum that includes targeted phonics instruction, comprehension, fluency,vocabulary and spelling. Special Education Teacher: The Special Education teacher support students with special needs by providing academic instruction, as well as social skills support. The role requires the special education teacher to coordinate with teachers, parents and related service providers to create a supportive network to help with the students' learning. This teacher initiates and maintains proper documentation for each special needs student, in accordance with state and federal regulations. Special Education Paraprofessionals: The Special Education Assistants support students with special needs in the classroom. They work with the Special Education teacher and the classroom teachers to help increase student learning. Speech/Language Pathologist: The Speech/Language Pathologist works with students exhibiting communication difficulties. This person helps to remediate issues with voice, fluency, expressive and receptive language and articulation. The speech/language pathologist strives to include the classroom curriculum as much as possible during her therapy sessions. Occupational Therapist: The Occupational Therapist helps students with special needs develop and improve functional skills, such as handwriting,visual motor skills, organization, etc for increased success in the classroom. Physical Therapist: Physical therapists work collaboratively with a student's IEP team to improve student access and participation in school. 8 Educational Diagnostician: The Diagnostician selects and administers formal and informal assessments to determine student eligibility for special education services. This person provides diagnostic information and educational recommendations based on student's evaluation. Included in these duties is the responsibility to review special education paperwork for accuracy and compliance with state and federal guidelines. Special Needs Essential Agreements 1. We will ensure we make good use of all resources we have available from Special Education, RTI Team, Response to Intervention (RTI), Counselor, Classroom and S ecialist teachers, and outside individuals such as OT, S eech, Dia nostician, etc. . 2. We agree that the RTI Team committee is the primary resource for student issues in the IB ro rammes. 3. We agree to utilize Special Education teachers as a resource for suggestions, assistance, and accommodations/modifications for students after the RTI process has been exhausted. 4. We agree that it is essential that the classroom teachers will consider suggestions from Special Education and RTI, documenting actions taken. 5. We agree that any Special Educational need will be documented and communicated to the a ro riate classroom teachers and maintained as re uired. 6. We agree that all teachers will carefully implement Individual Education Plans (IEPs), 504 modifications, and accommodations set forth during the ARD, 504, and RTI meetin s. 7. We agree to uphold the importance of student confidentiality. As professionals, we will discuss student issues only with others who have an educational need to know. 8. We agree that as teachers we are responsible for continued development in our understanding of Special Education behaviors and disorders through personal research, attending conferences, and sharing expertise and experiences in staff meetings. 9. Due to 177 instructional days,we understand that we have time constraints to follow before the end of the school year approaches. Therefore, we agree to address educational concerns promptly, in case further testing or evaluations are warranted. For Special Education needs, IDEA timeframes state that testing must begin within 60 days of parent consent. If the end of spring semester is near, testing may have to be addressed when school resumes in Au ust. 9 Board of Trustees Item # 5 — Discussion Items DISCUSSION ITEMS a. Presentation and discussion of the Tier Two Performance Measures for Westlake Academy Scorecard. (2o min) b. Discussion of proposed Out of State trips for Grades 10 and 11, including a possible amendment to the Board Parameters for School Sanctioned Trips policy. (10 min) c. Presentation and discussion and presentation regarding PYP Mathematics evening for parents and students, as well as current initiatives that develop and sustain student success in mathematics in the PYP. (30 min) WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP, MYP, DP Meeting Date: February 8, 2016 Staff Contact: Dr. Mechelle Bryson, Workshop Agenda Executive Principal Jarrod Greenwood Public Works Directar/Assistant to the Town Manager Subject: Presentation and discussion of the Tier Two Performance Measures for Westlake Academy EXECUTIVE SUMMARY Over the last four months, the Objective Owners (staff inembers) have worked to document the existing performance measures for the school and identify new measures which will demonstrate when we are successful and where we might need to focus additional resources. All of the proposed measures are tied back to the intended results far each outcome objective on the Tier Two Strategy Map. The Tier Two Strategy Map approved at the Board of Trustees meeting on January ll, 2016 identifies the Outcome Objectives necessary to achieve the Academy's adopted Mission and Vision statements. As mentioned in previous presentaitons, each Outcome Objective has an "Objective Owner"who will be responsible far gathering measurement data and assisting with the dashboard/chart reports that will be presented to the Board of Trustees. PLAN DESIRED OUTCOMES ACADEMY VALUES � High Student Achievement �Ma�imizing Personal Development � Strong Parent& Community �Academic Excellence Connections � Respect.for Self and Others � Financial Stewardship & �Personal Responsibility Sustainability � Co�npassion and Understanding � Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? Strategic direction is a responsibility of the Board of Trustees. Which policy governs this? What additional direction is necessary? Discussion and direction from the Board of Trustees. Page 1 of 2 FISCAL IMPACT ❑ Funded ❑ Not Funded � N/A RECOMMENDATION/ACTION REQUESTED/ OPTIONS Board of Trustee review and feedback to staff. ATTACHMENTS Memo—Report on progress of Balanced ScoreCard Implementation with Attachment Page 2 of 2 -�'"',w-� � � ��� � • �# � � � ' `� � e m o . .� ��� To: Westlake Academy Board of Trustees From: Jarrod Greenwood, Public Works Director/Assistant to the Town Manager Date: February 8, 2016 Re: Report of progress of Balanced ScoreCard Implementation with attachment The Town's Tier One Balanced ScoreCard Poster with Strategy Map was presented to Council at the March 24, 2014 regular Town Council meeting for discussion and staff direction, then approved by Resolution 14-31 at the September 22, 2014 Town Council meeting. As you will recall, the Strategy Map illustrates the cause-effect relationships between objective in the four Perspectives and shows how value is created in the organization, and guides staff in achieving the strategic outcomes that are necessary to achieve the Town's Vision and Mission statements. The Tier 1 Strategy Map was used to "cascade" down the Town's Strategic Objectives (organization level) to the Academy (departmental level). The Tier Two Strategy Map for Westlake Academy was first presented at the November 2014 BOT regular meeting and later approved at the Board of Trustees meeting on January ll, 2016 by Resolution 16-01. The Tier 2 map includes strategic direction the academic department has created to help align their day-to- day efforts in educating the students of the Academy with the Town's Mission, Vision, Values. Over the last four months, the Objective Owners (staff inembers) have been working with Assistant Town Manager, Amanda DeGan, to document the existing performance measures for the school and identify new measures which will demonstrate when we are successful and where we might need to focus additional resources. All of the proposed measures attached are tied back to the intended results for each outcome objective on the Tier Two Strategy Map. The Tier 2 Strategy Map, Intended Results, and Performance Measures will be incorporated by Academic staff to provide strategic guidance in all future decisions and proposed budgets in an effort to determine service delivery of programs delivered and to reduce future budget amendments for unforeseen expenditures. 1 1 � �-` - � - � f � � � � �� �� � � ! �` � � I �' � � � � � � .. - ��� � � � � � �. � :�. ,� � � � ► ► INTENDED RESULTS & PERFORMANCE MEASURES FEBRUARY 8, 2016 TABLE OF CONTENTS TIER 2 STRATEGY MAP ......................................................................... 3 CITIZEN, STUDENT & STAKEHOLDER Increase the Future Readiness of all Students ....................................4 Enhance Westlake Academy's Unique Sense of Space ........................6 Increase Stakeholder Satisfaction .................................................... 9 FINANCIAL STEWARDSHIP Increase Financial Capacity and Reserves ........................................ 11 Improve Financial Stewardship ....................................................... 13 ACADEMIC OPERATIONS Strengthen IB Philosophy & Implementation ...................................... 15 Improve the Efficiencies of Operational Systems ................................. 17 Optimize Student Potential ............................................................ 19 Strengthen Our Westlake Academy Culture ...................................... 21 PEOPLE, FACILITIES & TECHNOLOGY Increase the Capacity of Teachers and Staff ..................................... 23 Improve Technology, Facilities, and Equipment ................................. 25 Attract, Recruit, & Retain the Highest Quality Workforce ...................... 27 Page 2 of 28 � N � ` � �,., � O � �,.0 k+�t� . .�'r',��.:��°" 'UII'��t��l�e A�cad+��t�► -- �+�pa��'�rr�e�n��l ��er T'�uv� I'I��pK '� s� �.�,�R�� � � � In�rea�e the r�h�nce �I�I��R'I, ��l.J���1� � Futu�� Increa�se �'est�ake ������{���j�l" Ftead�ness of Stak�halder Ac�d�rr�y's All �tud�nts �a�isfa�cti�n Ur�ique S�n�� af Pl�t� Fl�lr�F��l�� �nc�eas� Finan�ial Irnpr�v� 5��1�V�CC��F'll C���Gity & F�n�r�ei�l � Re��rrre� �t�vu�rd5�,i�a I 5tr�n�,th�n �ur Westlak� �I,C���fl'11� �p�irnixe Irnprav� th� �Cultu e� '� . ����I+��S ���dent Efficie�ci�s c�F � F'otential D�eratiQnal Str�ng�h�n I� 5ystems Philasophy & In�pl�m�ntatiori ��4���f �cr�ase th� l�r,�ro�re A�t�act, Re[ruit, � ��,���ity of Te�hriol��Y, �dGlll#��@� � �etair�Chse High�st ���ch�rs & F�cila�ee�, � �u�lity W�rkft�rt� ����f ����'lI���C)��1' E�ui�rt���t WA Res i6-Oi Objective Measurability Tests Rewrite your objective here: Increase the fufure readiness of all students results oriented, not action If your objective is an action (activity), This goal is a result, not action written— therefore, passes then state why it is important to achieve; the measurability test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your �/ease/word: "Future Readiness" objective, or your reworded answer to Meaning: College and career ready for a dynamic global the questions from above. What do society. those words actually mean?Rewrite your result in plain English. unbundle the multi-barrelled Are there several performance No, if is not multi-barreled results fied up in your result statement? If so, write a separate result statement for each one. should, can and will Should: Yes, our goal is to ensure students are ready for Is this an objective that you should the rigors of their future educational pursuits. improve?can improve? will improve? Can: Yes, our curriculum is rigorous and helps to prepare If not, then it's not important enough to students for their future endeavors. measure and maybe not important Will: Yes, this is in progress on a daily basis. enough to allocate resources to. Choose another result. re-write our intended results WA students are accepted into college. WA alumni earn college degrees. WA alumni compete in a dynamic global society. WA alumni are highly recruited in the job force. Page 4 of 28 CITIZEN, STUDENT & STAKEHOLDER Performance measure design begin with �� Increase the future readiness of all students the end in mind � WA students are accepted into college. SenSol'y 1 WA alumni earn college degrees. Sp@CIfIC WA alumni compete in a dynamic global society. 1'@SUItS �; WA alumni are highly recruited in the job force. Strength Feasibility Target Threshold find otentia/measures/fre uenc of re ortin potential �. Increase College Acceptance(Annual) 10 10 measures -gobacktothe�be 2. Increase College Graduation Rate (Annual) 9 10 sensory specific' section and listthe 3. Improve PSAT/SAT Performance(Annual) 9 10 things you could potentially physically count as evidence of 4. Improve PLAN/ACT Performance(Annual) 9 10 the outcome -foreachmeasure, 5. Improve IB Diploma Recipient Rate(Annual) $ 10 rete its strength relativetoyour 6. Improve STAAR/EOC Exams (Annual) 7 10 outcome,and its feasibility in being brought to life,on a 7, Improve ISA Exams(Annual) 7 �Q scale of 1 to 10] 8. Improve National Rankings 7 6 9. Improve Pre-and Post-Testing in Secondary Courses g 5 10. Improve Alumni perception of college readiness—Annual survey g 5 check the bigger picture what could be the unintended consequences of achieving this outcome?;can you successfully prevenGmanage conse uences? name the � measure(s) choose the measures �" that reted highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure � Stacy Stoyanoff and Carl Tippen owner determine the person who will gather the data and report to the team Page 5 of 28 Objective measurability tests Rewrite your objective here: Enhance Westlake Academy's Unique Sense of P/ace results oriented, not action This goal is a result, not action written—therefore,passes the If your objective is an action (activity), measurability test. then state why it is important to achieve; what is the intended result; how would we benefit from achieving the objective? no weasel words Weasel word: "Sense of Place" Highlight weasel words in your objective, or your reworded answer to �eaning: WA is a municipally owned IB World school that involves the questions from above. What do stakeholders in displaying attribufes of the IB Learner Profile: inquirers, those words BCtually mean?Rewrite knowledgeable, open-minded, balanced, thinkers, communicators, caring, risk-takers, reflective,principled your result in plain English. unbundle the multi-barrelled No, it is not multi-barreled Are there several performance results tied up in your `meaning' statement? If so, write a separate result sfafement for each one. should, can and will Should: Yes, we work toward providing an excellent educational Is this an objective that you should opportunity and our organizational culture and"sense of place"is improve?can improve? will improve? �mportant to this goal. Can: Yes, we have a culture that works toward this goal. If not, then iYs not important enough to W;�l: Yes, this is in progress on a continual basis. measure and maybe not important enough to allocate resources to. Choose another result. re-write our intended results - Academy and municipal events are staffed by parents/community volunteers. - Our faculty is culturally diverse - Westlake Academy students are engaged in extra- curricular activities. - Alumni contribute to the future success of Westlake Academy. Page 6 of 28 Performance measure design begin with � Enhance Westlake Academy's Unique Sense of Place the end in mind be sensory Academy and municipal events are staffed by parents/community volunteers (HOC, specific WAAC, WAF events, Decoration/Arbor Days, Tree Lighting) =- Our faculty is culturally diverse. Teachers model international-mindedness (and the learner profile). � Westlake Academy students are engaged in extra-curricular activities. (athletics, clubs, after school activities and other extra-curricular organization m Alumni contribufe to the future success of West/ake Academy. (Diploma ceremony hosted in January, mentor DP students,join alumni network, give donations, volunteer at events) Strength Feasibility Target Threshold find otential measures/fre uenc of re ortin potential 1. Percentage of volunteer hours through affiliate groups 7 3 measures Quarterl -go back to the'be sensory specific' 2. Percentage of staff that have experience working or living 6 8 section and list the things you could in infernational settings potentially physically count as evidence of Annual the outcome -for each measure, 3. Teachers participating in global collaboration projects rate its strength � �Qiat;,,e to yo,,, see Rod s ob�ective measures outcome,and its feasibility in being 4. Percentage of students involved in a club or activity 7 8 brought to life,on a scale of 1 to 10 hosted or sponsored by WA (Quarterly) 5. Percentage of graduates who return for the IB diploma 5 7 ceremony Annual 6. Percentage of graduates who expressed `regrets'for 5 3 attendance at diploma ceremony Annual 7. Percenta e of raduates who donate to the WAF 4 6 check the � Cost of recruiting infernationally(fairs, visas, relocation) or expanding recruitment in bigger DFW area fo reach candidates with international experience picture What�o��d be the Confinuously contracting with extra-curricular providers;Activify coordinator position unintended sti end; labor intensive internal staff re arin and offerin service consequences of p (� p p 9' g � achieving this o�e�ome?;can you Develo ment of an alumni network successfully -� � preventlmanage consequences? Page 7 of 28 name the � Celebrating staff diversity measure(s) �hoo5e the meas��e5 Student participafing in WA clubs/activities that rated highest for strength&feasibility— p/r1loma ceremon attendance aim for only 1,2 or 3 '� N Y measures; be informative and succinct,and describe it in a sentence to make its meanin clear measure � Celebrating staff diversity- Todd/Dana gafher data-Alison reports owner determine the person ��� Student participating in WA clubs/activities- Maru, Alan Burt (athletics) gather data- who gathers data and Alison re1�OI�S then who reports to the !� team �> Diploma ceremony attendance- Ginger gathers data-Alison reports Page 8 of 28 Objective Measurability Tests Rewrite your objective here: Increase stakeholder satisfaction results oriented, not action If your objective is an action (activity), This goa/is a result, not action written— therefore, passes then state why it is important to achieve; the measurability test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your �/easel word: "Satisfaction" objective, or your reworded answer to Meaning: Perceptions of Fulfilled Expectations the questions from above. What do those words actually mean?Rewrite your result in plain English. unbundle the multi-barrelled Are there several performance �Vill depend on above statement. results tied up in your result statement? If so, write a separate result statement for each one. should, can and will Should: Yes, the satisfaction level of our stakeholders is Is this an objective that you should important for community support and our success. improve?can improve? will improve? Can: Yes, we have a culture that works toward this goal. If not, then it's not important enough to �/ill: Yes, this is in progress on a continual basis. measure and maybe not important enough to allocate resources to. Choose another result. re-write our intended results a WA ensures organizational accountability. - WA retains its students. WA retains its highly effective faculty and staff. � WA curriculum aligns with the IB teaching and learning practices. � WA is a recommended school of choice. Page 9 of 28 Performance measure design begin with � Increase Stakeholder Satisfaction the end in mind sensory �' WA ensures organizational accountability. specific �' �/A retains its students. results � �/A retains its highly effective faculty and staff. - WA curriculum aligns with the IB teaching and learning practices. = WA is a recommended school of choice. Strength Feasibility Target Threshold find otentia/measures/fre uenc of re ortin potential 1. Rate of Student Retention Annual 10 10 measures -go back to the�be 2. Self-Evaluation of IB Pro rams Ever 5 Years 7 10 sensory specific' section and listthe 3. Partici ation Levels of Parents, Teachers, and Students 8 5 things you could p potentially physically at Events (Ongoin count as evidence of theo�t�ome 4. Exit Interviews of Teachers and Students Who Voluntarily 9 10 -for each measure, rate its stren9th Separate from WA On 0117 . relative to your outcome,and its 5. Number of Grievances Filed (Annual) 7 10 feasibility in being brought to life,on a scale of 1 to 10] 6. Parent Satisfaction Surve Bi-Annual 9 10 7. Teacher Surve Annual 9 10 8. Student Course Surve Annual 9 10 9. Senior Student Surve /Exit Interview Annual 9 10 10. Alumni Survey(Annual) 9 10 check the � bigger picture what could be the unintended consequences of achieving this outcome?;can you successfully prevent/manage consequences? name the � measure(s) choose the measures �� that reted highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure � Stacy Stoyanoff and Carl Tippen owner determine the person who will gather the data and report to the team Page 10 of 28 FINANCIAL STEWARDSHIP Objective Measurability Tests Rewrite your objective here: Increase Financial Capacity and Reserves results oriented, not action If your objective is an action(activity), then This goal is a result, not action written— therefore, passes state why it is important to achieve;what is the measurability test. the intended result;how would we benefit from achieving the objective? no weasel words Weasel word: no Highlight weasel words in your objective, or Meaning:Due to fluctuations in state and federal funding, staff your reworded answer to the questions from �'�ll develop an increasing and stable portfolio of revenue above. What do those words actually mean? sources while simultaneously minimizing costs. (Sunset review Rewrite your result in plain English. to gauge feasibility of all programs) The Goa/is to Increase All Revenue Sources while Minimizing All Expenditure Purchases. unbundle the multi-barrelled Are there several performance results tied No, it is not multi-barreled. up in your result statement?If so, write a separate result statement for each one. should, can and will SHOULD: Yes, increasing Financial Capacity and Reserves are Is this an objective that you should improve? f�nancially prudent given that we are an open-enrollment charter can improve?will improve? school. CAN: Yes, we have staff inembers who can (and do) focus on If not, then iYs not important enough to this process. measure and maybe not important enough WILL: Yes, this is in progress on a routine basis. to allocate resources to. Choose another result. WESTLAKE ACADEMY FOUNDATION re-write our intended results . Increased Revenues from Program: Westlake Baja, Run The Ranch, Gallery Night and Blacksmith. • Increased exfernal grantors and gifts(spinoff donations from WAF) • Increased oriented relationships(internships, classroom visits, teaching consortiums, etc) WESTLAKE ACADEMY • Increased fee driven activities to offset costs of programs&activities • Increased financial participation with affiliates(HOC/WAC) • Increased volunteer hours to offset staff payroll costs Page 11 of 28 Performance measure design begin with Increase Financial Capacity and Reserves the end in mind be sensory � specific find potential measures/frequenc of reportin Strength Feasibility Target Threshold potential 1. WAF: Increased Corporate volunteers and External measures Grants & Gifts -go back to the`be sensory specific' 2. WAF: Increased Revenues: Westlake Baja Run The 10 10 section and list the � things you could Ranch, Galler Ni ht and Blacksmith. potentially physically count as evidence of the outcome 3. % of offset program & activity event costs offset by fees 10 5 -for each measure, collected rate its strength relative to your 4. Increased volunteer hours for events instead of staff 5 5 outcome,and its feasibility in being payroll (keep track of volunteer hours; use OT costs brought to life,on a scale of 1 to 10] related to specific vents) 5. % of Student and employee costs (school initiatives) 10 10 covered by affiliate boards (HOC/WAC) either in full or partiall check the . bigger picture what could be the unintended consequences of achieving this outcome?;can you successfully preventlmanage consequences? name the « measure(s) choose the measures ' that rated highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure � Shelly Myers, Direcfor for Wesflake Academy Foundation owner ; Marlene Rutledge, Academic Accounting Technician ll determine the person who wi�gather the data _ la�m/ �OI„� C n and re ort to the team J , rinance SuN@ll/ISOi" � Debbie Piper, Finance Director Page 12 of 28 Objective Measurability Tests Rewrite your objective here: Improve Financial Stewardship results oriented, not action If your objective is an action(activity), then This goa/is a result, not acfion written— therefore, passes state why it is important to achieve;what is the measurability test. the intended result;how would we benefit from achieving the objective? no weasel words VVeasel word: no Meaning: All staff will continually seek to provide the highest Highlight weasel words in yourobjective, or quality of academic services while simultaneously minimizing your reworded answer to the questions from costs, as well as maintaining accountability and transparency of above. What do those words actually mean? �/estlake Academy fund use. Rewrite your result in plain English. The Goal is to Take Care of What we Currently Possess(Fund Balance) and Expect to Receive in the Future while also adhering to all policies and procedures unbundle the multi-barrelled Are there several performance results tied No, it is not multi-barreled. up in your result statemenf?If so, write a separate result statement for each one. should, can and will SHOULD: Yes, being good financial stewards is important to our success. Is this an objective that you should improve? CAN: Yes, we have staff inembers who can (and do) focus on can improve?will improve? this proCess. If not, then iYs not important enough to wILL: Yes, this is in progress on a routine basis. measure and maybe not important enough to allocate resources to. Choose another result. re-write our intended results Revenues to Exceed Expenditures at Fiscal Year End Growing Fund Ba/ance to ensure fiscal stability and financial sustainability Knowledgeable and responsible budgeting and operating practices with individual employee responsibility to the overall organization's budget and operations. All staff will practicing a shared leadership philosophy Page 13 of 28 Performance measure design begin with � Improve Financial Stewardship the end in mind be sensory ADHERENCE TO: (EXPAND UPON THESEJ specific �y Personal and Professional Ethics; Organizational Goa/s&Po/ices; Board Adopted Financial Policies � Internal Controls Mission, Vision, Values Governing&Managing for Outcomes Financial Accounfability � Transparency of Fund Use Em lo ee Value Statement in future find potential measures/frequenc of reportin Strength Feasibility Targef Threshold potential measures 1, %Reduction in Unqualified Findings in AnnuallndependentAudit 10 10 -go back to the�be 2. Revenues to Exceed Expenditures 10 10 sensory specific' section and listthe 3. °o Growth in Fund Balance �� J things you could potentially physically count as evidence of the outcome -for each measure, rate its strength relative to your outcome,and its feasibility in being brought to life,on a scale of 1 to 10] check the . bigger picture what could be the unintended consequences of achieving this outcome?;can you successful ly prevent/manage consequences? name the � measure(s) choose the measures �� that rated highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure � Shelly Myers, Director for Westlake Academy Foundation owner � Marlene Rut/edge, Academic Accounting Technician ll determine the person who will gather the data �.. Jaj//'pl FOrCI, Finance Supervisor and report to the team � Debbie Piper, Finance Director Page 14 of 28 ACADEMIC OPERATIONS Objective Measurability Tests Rewrite your objective here: Strengthen IB philosophy & implementation results oriented, not action If your objective is an action(activity), then This goal is a result, not action written— therefore, passes state why it is important to achieve;what is the measurability test. the intended result;how would we benefit from achieving the objective? no weasel words Meaning of"Implementation": Highlight weasel words in your objective, or wA is an IB World school where teachers and students display your reworded answer to the questions from international-mindedness and display the attributes of the IB above. What do those words actually mean? Learner Profile (Inquirers, Risk-takers, Open-minded, Principled, Reflective, Thinkers, Caring, Communicators, Rewrite your result in plain English. Knowledgeable and Balanced). WA students 7earn how to learn'and use the IB's Approaches to Learning(Thinking Skills, Research Skills, Communication Skills, Self-Mana ement Skills and Social Skills unbundle the multi-barrelled Are there several performance results tied up in your objective result statement?If so, Yes, see intended results below. write a separate result statement for each one. should, can and will Should: Yes, the IB philosophy is central to the Is this an objective that you should improve? implementation of the IB framework. can improve?will improve? Can: Yes, the sfaff is committed to this philosophy. If not, then iYs not important enough to measure and maybe not important enough �/ill: Yes, we are currently at work on this objective. to allocate resources to. Choose another result. re-write our intended results WA Parents are well informed on the IB programmes. Teachers make connections and collaborate in global projects. Students use Approaches to Learning skills to reach their academic potential. The action plans are implemented as a result of the self- study Page 15 of 28 Performance measure design begin with Strengthen IB Philosophy & Implementation the end in mind S@I1S01'y WA Parents attend information meetings on the IB programmes(PYP, MYP&DP). Sp@CIfIC Teachers use technology and international-minded meetings to collaborate in global projects with other 1'@SUItS schools(IB LearnerProfile imbedded in Unit Planners). Students use Approaches to Learning skills to reach their academic potential. Teachers and adminisfrators actively work on the recommendafions and action plans that are reflected in the IB evaluator's report(Philosophy, Organization and Curriculum). Strength Feasibility Target Threshold find otentia/measures/fre uenc of re ortin potential 1. Percentage of parents who attend school hosted IB 9 8 measures meetin s Quarterl -go back to the'be sensory specific' 2. Percentage of time on infernational projects (Bi-annually) 6 8 section and list the things you could potentially physically 3. Percentage of ratings that `Meets or Exceeds' 7 6 count as evidence of the o�t�ome Expectations in Approaches to Learnin . Quarterl -for each measure, rate its strength 4. Percentage of recommendations completed in IB Self- 8 7 relative to your study Action Plan (Bi-annually) outcome,and its feasibility in being brought to life,on a scale of 1 to 10] check the �- If target measure No. 1 is not achieved the consequences would be reflected in parent bigger confidence or fhe Likert indication scale through feedback tools such as surveys at the picture program level and at a community level. what could be the �o�seque��es of � If ineasure No.2 is not realized WA would not be achieving IB's Mission of creating achieving this global citizens who are internationally minded outcome?;can you successful ly P�e�e^t�ma�age �, If targets No. 3 and 4 are not achieved the academic performance and the IB �onseq�e��es� philosoph would not reach its maximum potential. name the � Percentage of parents who attend school hosted IB meetings (Quarterly) measure(s) choose the measures '�� Percentage of Meets and Exceeds Expectations of Approaches to Learning on IB that rated highest for n�'� ramme re �/�S strength&feasibility— r 9' p (Quarterly) aim for only 1,2 or 3 "'eas°�es; Percenta e recommendations com leted in IB Self-stud Action Plan Annuall be informative and g p Y Y succinct,and describe it in a sentence to make its meanin clear 111@BSUC@ � Percentage of parents who attend school hosted IB meetings(Quarterly)—Dr. Mechelle Bryson/Mr. Rod owner Harding/Dr.Andra Barton determine the person Percentage of Meets and Exceeds Expectations of Approaches to Learning on IB programme reports who will gather the data " and report to the team (Quarterly)—Ms.Alison Schneider, Mrs. Terri Watson, Mr. Stacy Stoyanoff � Percentage recommendations completed in IB Self-study Action Plan (Annually) -Ms.Alison Schneider, Mrs. Terri Watson, Mr. Stac Sto anoff Page 16 of 28 Objective Measurability Tests Rewrite your objective here: Improve the efficiencies of operational systems results oriented, not action If your objective is an action (activity), This goa/is a result, not action written— therefore, passes then state why it is important to achieve; the measurability test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your �/easel word: "Efficiencies"& "Operational systems" objective, or your reworded answer to Meaning: Staff makes the best use of our day-to-day time, the questions from above. What do financial resources, and capitalizing on the capacity that exists those words actually mean?Rewrite within our employee knowledge base. your result in plain English. Meaning: Day-to-day internal activities that make it possible for the Academy to function. unbundle the multi-barrelled Are there several performance Best use of day-fo-day time results tied up in your result Best use of financial resources statement? If so, write a separate Capitalizing capacity of employee knowledge base result statement for each one. should, can and will Should: Yes, we have limited staff and are stewards of Is this an objective that you should public funds. It is important to streamline processes and improve?can improve? will improve? systems. If not, then it's not important enough to Can: Yes, we consistently review our processes and measure and maybe not important evaluate for methodologies to improve. enough to allocate resources to. Will: Yes, this is in progress on a routine basis. Choose another result. re-write our intended results Policies exist to provide formal structure for staff. State, federal and local requirements are aligned and adhered to by staff. Programs are aligned with our vision and mission. Employees adhere to policies and guidelines. Page 17 of 28 Performance measure design begin with � Improve the efficiencies of operational systems the end in mind sensory � Policies exist to provide formal structure for staff. specific ; State, federal and local requirements are aligned and adhered to by staff: res u Its Programs are aligned with our vision and mission. Employees adhere to policies and guidelines. Strength Feasibility Target Threshold find potential measures/frequency of reporting potential 1. Percentage of compliance with federal regulatory 10 10 measures requirements. (Annual) -go back to the`be sensoryspecific' a. EDGAR (IDEA-8 grant) section and list the things you could potentially physically b. FERPA count as evidence of the outcome c. ADA -for each measure, rete its strength 2, Percentage of compliance with state regulatory 10 10 relative to your outcome,and its requirements. Annual feasibility in being scale of 1 tof10]n a 3. Percentage of compliance with I80 standards (Annual) 10 8 4. Percentage of employees who comply with 10 7 policies/ uidelines. Quarterl 5. Percenta e of Board of Trustee polic updates Annual 10 10 check the - The I80 only reviews are policies every five years so we would need to develop an bigger internal metric to ensure yearly compliance. picture What�o��d be the ° Determining how many employees comply with policies/guidelines could cause concern �o stequences of among stakeholders if we ever have below 100% compliance. There is the potential for achieving this rumors to starf and for individuals to question who failed to be in compliance. outcome?;can you successfully preventlmanage consequences? name the � State and federal compliance measures— Jennifer Furnish measure(s) �hoo5e the meas��e5 - Employee compliance measure— Dr. Bryson that rated highest for strength 8 feasibility— PeI�Cel�ta e of Board of Trusfee u dates—Amanda DeGan aim for only 1,2 or 3 '' 9' p measures; be informative and �BQ C0111�J�18i7C2— .S'taCy.S'tO,j/a170� succinct,and describe it in a sentence to make its meaning clear measure � State and federal compliance measures owner dete,m��e�he Pe,so� �,� Employee compliance measure— Dr. Bryson who will gather the data and report to the team .-� Percentage of Board of Trustee updates—Amanda DeGan � I80 compliance— Stacy Stoyanoff Page 18 of 28 Objective Measurability Tests Rewrite your objective here: Optimize student potential results oriented, not action If your objective is an action (activity), This goa/is a result, not action written— therefore, passes then state why it is important to achieve; the measurability test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your �/easel word: "Student potential" objective, or your reworded answer to Meaning: Westlake Academy staff provide students the questions from above. What do opportunity, resources, motivation, support, and those words actually mean?Rewrite constructive encouragement to develop and apply the IB your result in plain English. Learner Profile attributes. unbundle the multi-barrelled Are there several performance No, it is not multi-barreled results tied up in your result statement? If so, write a separate result sfafement for each one. should, can and will Should: Yes, the education of students is our objective. Is this an objective that you should improve?can improve? will improve? Can: Yes, we are uniquely positioned to provide an excellent education. If not, then it's not important enough to w��l: Yes, this is in progress on a daily basis. measure and maybe not important enough to allocate resources to. Choose another result. re-write our intended results Students are aware of their strengths and areas of growth. Students persevere fhrough the academic setting, graduate and enter into higher education. Studenfs collaborate and communicate with staff and each other. Studenfs utilize critical thinking skills. Studenf demonstrate risk taking Perseverance thru higher education sitting thru IB diploma Page 19 of 28 Performance measure design begin with Optimize sfudent potential the end in mind Se11SOPy Student potential will be created by an approach to developing the whole child. Sp@CIfIC Students are aware of their strengths and seek challenges to continue advancing. 1'@SUItS . Sfudents are aware of their challenges and demonstrate grit and perseverance needed for advancement. Approaches to Learning are within the International 8accalaureate framework of learning to include: creativity, communication, collaboration, &critical thinking. Sfudents and teachers will frequently collaborate to ensure student potential is being mef. Students set and achieve goa/s Strength Feasibility Target Threshold find Potential measures/fre uenc of re ortin potential 1. Improve Student Result: STAAR, ISA, SAT/ACT, AP, DP 7 8 measures & IB exams Annual -go back to the'be sensory specific' 2, Improve Teacher Appraisals (Annual) 5 3 section and list the things you could potentially physically 3. % of Studenf completion in Exhibition, Personal Project 8 9 count as evidence of the o���ome and Extended Essa Annual -for each measure, rate its strength 4. Improve Summative & Formative Assessments (On- 8 7 relative to your going) outcome,and its feasibility in being brought to life,on a 5. % of Studenfs Goal Settin Annual 8 6 scale of 1 to 10] 6. /ncrease Level lll-Advanced Performance— STAAR 8 9 Annual check the � Unfunded programs bigger picture � Space availability u��tend dbe the �, Helping a student realize their maximum potential puts an employee demand on ach ev9ng th ss of instructional staff. This could affect the effectiveness of the studenbteacher ratio. outcome?can you successful ly preventlmanage consequences? name the � Level lll—Advanced Performance— STAAR (Texas Education Agency measurement measure(s) will identify how effective Westlake Academy is at advancing student potential) choose the measures thatrated highestfor �, StUdel�It COII�In letion in Exhibition, Personal Pro ect and Extended Essa Measurement strength&feasibility— /� f y � aim for only 1,2 or 3 will look at level of communication and collaboration amongst staff inembers) measures; be informative and succinct,and describe it in a sentence to make its meanin clear measure � Level lll—Advanced Performance—STAAR(Section Principal) OWneC Student completion in Exhibition, Personal Project and Extended Essay(Program Coordinators in determine the person PYP/MYP&DP) who will gather the data and report to the team - Achievement Data—Measures student passing rafes to defermine overall progress in each program which will result in students staying for a113 programs of stud (Section Principal and Program Coordinator) Page 20 of 28 Objective Measurability Tests Rewrite your objective here: Strengthen our Westlake Academy culture results oriented, not action If your objective is an action (activity), This goal is a result, not action written— therefore, passes then state why it is important to achieve; the measurability test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your �/Vease/word: No objective, or your reworded answer to the questions from above. What do those words actually mean?Rewrite your result in plain English. unbundle the multi-barrelled Are there several performance Not multi-barreled; no compounding in our `meaning' results tied up in your result statements from above. statement? If so, write a separate result sfatement for each one. should, can and will Should: Yes, a strong culture is important to student Is this an objective that you should success. improve?can improve? will improve? Can: Yes, we already conduct organizational and staff If not, then it's not important enough to development programs to support our culture. measure and maybe not important Will: Yes, this is in progress on a daily basis. enough to allocate resources to. Choose another result. re-write our intended results Westlake Academy stakeholders feel valued and heard We practice the "Golden Rule"— Do unto others as you would have them do to you. Learner Profile traits are modeled by students, staff, and community members. Page 21 of 28 Performance measure design begin with � Strengthen our Westlake Academy Culture the end in mind S@I1S01'y � Clear and transparent expectations are communicated to all stakeholders Sp@CIfIC Administration seeks input from all sfaff inembers when making decisions(where applicable) reSUItS We move from Monologue to Dialogue - Follow the Golden Rule— `Do unto others as you would have them do unto you" Reinforce and exhibit the Learner Profile traits find potential measures/frequenc of reportin Strength Feasibility Target Threshold potential 1. % of Posifive Responses in Student Survey 8 2 measures -go back to the-be Mid- ear/Annual sensory specific' section and list the 2. � of Positive Res onses in Staff Surve1/ 8 3 things you could � J potentially physically Annual count as evidence of the outcome 3. % of Positive Responses in Parent Survey(every 2 9 8 -for each measure, rete its strength ears) relative to your outcome,and its 4. % Reduction in Disci1�line referrals 8 7 feasibility in being /�' brought to life,on a scale of 1 to 10] 5. Annual Feedback in Appraisal System 2 8 Annual 6. Learner Profile Traits 8 7 • PYP(Quarterly) • MYP(Semester) • DP Annual check the � bigger picture " what could be the unintended consequences of achieving this outcome?;can you successful ly preventlmanage consequences? name the � measure(s) choose the measures �° that rated highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure , owner determine the person who will gather the data and report to the team Page 22 of 28 PEOPLE, FACILITIES & TECHNOLOGY Objective Measurability Tests Rewrite your objective here: Increase the Capacity of Teachers and Staff results oriented, not action If your objective is an action(activity), then This goal is a result, not action written— therefore, passes state why it is important to achieve;what is the measurability test. the intended result;how would we benefit from achieving the objective? no weasel words Highlight weasel words in your objective, or weasel word: "Capacity" your reworded answer to the questions from Meaning: Staff inembers are provided with opportunities above. What do those words actually mean? to develo themselves and the or anization in ali nment Rewrite your result in plain English. p g g with our oals and ob'ectives. unbundle the multi-barrelled Are there several performance results tied No, it is not multi-barreled. up in your result statement?If so, write a separate result statement for each one. should, can and will Should: Yes, we should be mindful of expanding the Is this an objective that you should improve? capacity for our staff inembers in all areas of their job can improve?will improve? performance. if not, tnen it's not important enough to Can: Yes, we have the resources through our general measure and maybe not importanf enough fund budget and through grant allocations to help with this to allocate resources to. Choose another process. result. Will: Yes, we routinel invest in our staff team. re-write our intended results Employees collaborate in their planning periods. Employees collaborate in WA events. Employees participate (employee engagement) in academic, extra-curricular, and municipal activities. Using the LEAD model, employees self initiate programs Professional development provided for a well trained staff. Page 23 of 28 Performance measure design begin with � Increase fhe Capacity of Teachers Staff the end in mind be sensory � Staff are engaged in extracurricular opportunities specific Collaborative planning periods are provided Leadership opportunities are encouraged using the LEAD model - Teachers set SMART goa/s -- Professional development is provided to all staff find potential measures/frequenc of reportin Strengtn Feasibility Target Threshold potential 1. Improve Teacher Feedback Usin Surve Annual measures -go back to the-be 2. Improve Administrative Feedback (Annual) sensory specific' section and list the 3. /ncrease Teacher Partic�nation in Extra-curricular/ things you could N potentially physically activities dut �� Quarterl count as evidence of the outcome 4. Percentage of(staff that receives external training) -for each measure, rate its strength fraining time relative to your outcome,and its � feasibility in being brought to life,on a scale of 1 to 10] 6 check the � Measure #2 to use Teacher Appraisals— SMART Goals bigger „ Survey Questions to use for Measure #1: picture un ntendedbe the o #17— administrators encourage my career development consequences of achieving this o #12—believe leadership opportunities are assigned across staff outcome?;can you successfully prevenGmanage p conse uences? name the measure(s) choose the measures =� that reted highest for strength&feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meaning clear measure owner determine the person who will gather the data and report to the team Page 24 of 28 Objective Measurability Tests Rewrite your objective here: Improve technology, facilities, and equipment results oriented, not action If your objective is an action(activity), then This goa/is a result, not action written— therefore, passes state why it is important to achieve;what is the measurability test. the intended result;how would we benefit from achieving the objective? no weasel words Highlight weasel words in your objective, or wease/word: No your reworded answer to the questions from above. What do those words actually mean? Rewrife your result in plain English. unbundle the multi-barrelled Are there severa/performance results tied up in your objective result statement?If so, yes, see intended results below. wrife a separafe result statement for each one. should, can and will Should: Yes, the facilities are our largest municipal asset and are essential to the learning environment for the Is fhis an objective that you should improve? students; technology and equipment are necessary to can improve?will improve? foster a robust learning opportunity. ifnot, then iYs not important enough to Can: Yes, budgetary allocations are made on an annual measure and maybe not importanf enough basis for this objective. to allocate resources to. Choose another �/ill: Yes, budgetary allocations are made on an annual result. basis for this ob"ective. re-write our intended results Planning & design of Facilities & infrastructure to foster a high level of the IB learning experience for students and taff. Facilities and infrastructure are planned/designed according future projected growth of student population and offerings. Equipment is maintained to ensure the life expectance of the equipment to have minimal impact on the annual budget. Page 25 of 28 Performance measure design begin with �- Improve Technology, Facilities, & Equipment the end in mind sensory Our technology is available for staff and students to access. specific � Facilities are planned according to the needs of course curriculum. results � Facilities are designed to accommodate future capacity. �r All of our equipment is maintained to ensure a quality learning environment. Strength Feasibility Target Threshold find potential measures/frequency of reporting potential 1. Percentage of educational technology available and utilized in $ 10 measures classrooms (aligned with curriculum) - (Bi-Annual) -go back to the'be sensory specific' 2, Percentage of programs with dedicated permanent facilities 8 10 section and list the things you could and infrastructure (Annual) potentially physically count as evidence of 3. Percentage of needed dedicated primate facility& 8 10 the outcome infrastructure -for each measure, �ate�t5 5tren9m - PerCentage Of SCIenCe IabS (10%) relative to your - PgrC@17f89'@ Of 81f C00I17S ���%� outcome,and its feas�b���tY��be�n9 - Percentage of SPED c/assrooms (10%) brought to life,on a S�a�e or,to,o� - Office space - Storage 4. Response time for SchoolDude requests (Quarterly) 9 10 check the h How do we measure security breaches and/or comprehension in the next iteration? bigger picture � what could be the unintended - consequences of achieving outcome?; can you successfully preventlmanage consequences? name the measure(s) choose the measures `-r that rated highest for strength&feasibility- aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meanin clear measure - owner determine the person who will gather the data and report to the team Page 26 of 28 Objective Measurability Tests Rewrite your objective here: Attract, Recruit, & Retain the Highest Quality Workforce. results oriented, not action If your objective is an action (activity), This goal is a result, not action written— therefore, passes then state why it is important to achieve; the measurabilify test. what is the intended result; how would we benefit from achieving the objective? no weasel words Highlight weasel words in your Weasel word: "Develop"& "Highest quality" objective, or your reworded answer to Meaning: We have employees who display the values of the questions from above. What do our culture. those words actually mean?Rewrite your result in plain English. Meaning: Candidate qualifications exceed the minimum "ob requirements. unbundle the multi-barrelled Are fhere several performance Not mulfi-barreled; no compounding in our `meaning' results tied up in your result statements from above. statement?If so, write a separate result statement for each one. should, can and will Should: Yes, attracting a quality workforce is essential to Is this an objective that you should our success. improve?can improve? will improve? Can: Yes, we can screen candidates according to a variety If not, then iYs not important enough to of inethods to ensure `fit'for our vision. measure and maybe not important ►i►�ill: Yes, this is consistently reviewed in all hiring enough to allocate resources to. Choose another result, processes. re-write our intended results Candidate qualifications exceed the minimum required by the position. Vacant posifions are filled in an efficient and timely manner. Recruiting costs are monitored. Employees know the value of their contribution to the organization Page 27 of 28 Performance measure design begin with � Attract, Recruit, & Retain the Highest Quality Workforce the end in mind sensory Candidate qualifications exceed the minimum required by the position— skills, and specific certifications match or surpass what we are looking for in a candidate. results . Recruiting time is monitored. Recruiting costs are monitored. - Low employee turnover— reduce from our current level. Employees are satisfied in their position— according to our employee survey data. Strength Feasibility Target Threshold find otentia/measures/fre uenc of re ortin potential 1. Percentage of qualified applicants via the pre- 7 2 measures assessment emplo ment instruments -go back to the'be sensory specific' 2. Recruiting Time and Costs are monitored 8 9 section and list the things you could Quarterl potentially physically count as evidence of the oU��ome 3. Percentage of Employee Turnover both voluntary and 8 8 -foreachmeasure, involuntar rate its strength relative to your 4. Employee satisfaction survey results outcome,and its feasibility in being (Annual) p � brought to life,on a scale of 1 to 10] � 5. Retention Rate Percenta e Annual 6 8 check the , For Measure #4 the following from current teacher survey: bigger o #3— love working af WA picture u�tendedbe the o #4— feel respected by Leadership Team consequences of achieving this o #10— asks for and values teacher input outcome?;can you successfully preventlmanage consequences? name the measure(s) choose the measures °° that rated highest for strength 8 feasibility— aim for only 1,2 or 3 measures; be informative and succinct,and describe it in a sentence to make its meanin clear measure , owner determine the person who will gather the data and report to the team Page 28 of 28 WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: February 8, 2016 Staff Contact: Stacv Stoyanoff, DP Principal Discussion Carl Tippen, College Counselor Subject: Discussion of proposed Out of State trips far Grades 10 and 11, including a possible amendment to the Board Parameters for School Sanctioned Trips policy. EXECUTIVE SUMMARY Consider and discuss college tour from Boston to New York for grade 11 students. The trip is conducted by EF Tours. Grade 11 students will visit a wide range of college campuses that include: Boston University, Boston College,Northeastern University, Babson College, Tufts University, Harvard University, Brown University, Yale University, New York University, and Columbia University. Students will also visit many historic landmarks throughout the tour. For this academic year, the trip will occur May 15-22, 2016. We are seeking tentative approval to move forward on the Grade 11 Boston to New Yark College Tour for this year. In March, we will bring an amendment to the BOT Policy No. 6.02 Student Achievement: Board Parameters for School Sanctioned Trips for the purpose of modifying the grade 10 and 11 trips to allow for a Grade 10 West Coast College Tour and Grade 11 East Coast College Tour. This modification aligns with our strategic objective to increase the future readiness of all students. PLAN DESIRED OUTCOMES ACADEMY VALUES � High Student Achievement � Maximizing Personal Development � Strong Parent& Community �Academic Excellence Connections �Respect for Self and Others ❑ Financial Stewardship & �Personal Responsibility Sustainability ❑ 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? BOT Policy No. 6.02 Student Achievement: Board Parameters for School Sanctioned Trips What additional direction is necessary? Approva] of Grade 11 Trip: Boston to New York College Tour. FISCAL IMPACT Page 1 of 2 ❑ Funded ❑ Not Funded � N/A RECOMMENDATION /ACTION REQUESTED/ OPTIONS Recommended approval ATTACHMENTS • BOT Policy No. 6.02 Student Achievement: Board Parameters for School Sanctioned Trips • EF Tours Boston to New York College Tour Itinerary • EF Tours West Coast College Tour Itinerary Page 2 of 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policv No. 6.02: Date Board Adooted: March 9, 2009 Date Board Amended: February 9, 2015 Effective Date: February 9, 2075 Policv Catenorv: Student Achievement Policv Name: Board Parameters for School Sanctioned Trips Policv Descriotion: The Board of Trustees supports Academy-sanctioned trips as a means to pursue, promote, and enhance IB learning goals for Academy students as set out in the IB Leamer Profile. As such, all school-sanctioned trips should complement and promote the IB Learner Profile, the IB curriculum, as well as provide direct educational value to the student participants. In an effort to provide the safest possible environment for the students of Westlake Academy, this policy for student trips will be enforced on any travel opportunities that occur away from the property located at 2600 J. T. Ottinger Road, Westlake, TX 76262. Pr000sina and Develooina Domestic and International Trios Schoolaanctioned trip - Any travel opportunity for Westlake Academy students that is led by the members of the Westlake Academy faculty is considered a school-sanctioned Westlake Academy trip and must comply with the requirements set forth by this policy and any applicable administrative procedures for student travel. The Executive Principal/Director of Education shall be responsible for ensuring appropriate administretive procedures are developed to ensure effective and efficient implementation of this board policy. Administra6ve procedures shall be subject to approval by the Superintendent. I. General Policies • Trip proposals should be submitted to the Executive Principal or his/her designee at least 12 months prior to the proposed departure date. Proposals will be reviewed initially by a committee that includes the Executive Principal, appropriate Principals, and others as assigned. Acceptable proposals will be forwarded to the Superintendent for review. The Superintendent will forward acceptable proposals to the Board of Trustees for f nal approval. • Student trips will be limited to trevel dates within the Academy's approved school calendar. • An appropriate retio of facully to students will be established by the Executive Principal for all approved trips and will include at least one male and one female faculty member. • All chaperones for school-sandioned trips will be members of the Westlake Academy faculty and staff. Parents may be provided the opportunity to attend certain domestic student trips with their child. Such opportunities will be identified in the information distributed about the trip to Westlake Academy hamilies. • Students participating in school-sanctioned trips must be in good standing as outlined in the ParenUStudent Handbook and the Academy's administrative procedures for school trips. A student may be restricted from participaUng in a school trip at any time that the studenYs standing changes. Such restrictions may result in the forteiture of payments made to the school prior to the time the restrictions were imposed. • All students participating in a school-sanctioned trip must use the transportation arranged by the Academy. An exception may be made for studenYs traveling with a parent or guardian as identified in the administretive procedures for school trips. • A studenYs participation in a school-sanctioned trip is a privilege, not a right. Students participating in school trips are expected to represent Westlake Arademy in a responsible manner. The Academy's code of conduct and other expectations identified in the ParenVStudent Handbook apply at all times during school-sanctioned trips. During school trips, students remain subject to the disciplinary processes contained in the ParentlStudent Handbook. • Trip proposals must include an opportunity for students to share their experiences with the entire Westlake Academy community. • Once a proposal is approved, the trip leader(s) will work with the Executive Principal/Director of Education or his/her designee to ensure all applicable policies and administretive procedures are followed. All student trips must be organized in accordance with the requirements established in the Parent-Student Handbook and other applicable administretive procedures. The following trips have been identified as curriculum enhancing trips, which the Board plans to continue to offer to Westlake Academy students: Grade Trio FormaULocation Occurcence Primary K—2 Local, daytime field trips, no ovemights 3 Unit of Inquiry related trip (domestic) Spring Ex. Camp Tyler, 2 night stay, Whitehouse, TX 5 Unit of Inquiry related Vip (domestic) Fall Ex. Sky Ranch in October, 2 night stay Secondary 6 Team Building (domestic) Fall Ex. Camp Eagle, Rocksprings, TX, 3 night stay 7 Unit of Inquiry related (domestic) Fall or Spring Humanities -Texas History Ex. Austin, San Antonio, 2- 3 night stay 8 Historical Trip (domestic) Spring Humanities (U.S. History) Ex. Washington D.C. 9 Retum to Camp Eagle Fall Ex. Leadership, team building 10 Intemational Trip (intemational, European) Spring Humanities (World History, Human Geography) 11 Team Building (domestic) Fall Ex. Retreat as "Intro to DP" 12 Senior Weeks Spring III. Financina T�ios. Insurence. Pertnissions, etc. . Participation in school-sanctioned trips is voluntary and all students participating shall be responsible for all fees and costs associated with the trip. • Students are also responsible for all incidental costs associated with travel, including, but not limited to fees associated with transportation to airports or other departure locations, passport fees, required vaccinations and/or suggested medications, and money for souvenirs, snacks, and other incidentals. • Generelly, all trip expenses are non-refundable. An explanation of any refund opportunities will be included in the trip-specific information provided to families prior to committing to participation on a school-sanctioned trip. • A student must have written permission from a parent or legal guardian to participate in any school-sandioned trip. For each trip, the Academy will also identify any other documentation that will be required prior to a trip's departure, which may include liabiliry waivers, behavior agreements, medical service authorization form, emergency contact information, and any other information deemed necessary by the Academy administration. Failure to provide the required information prior to the departure date may result in denial of the opportunity to trevel and forfeiture of any amounts paid related to the trip. V. Final Note All student trip planning is the responsibility of Westlake Academy faculty and staff, subject to the restrictions of this policy and adminisVative procedures for student travel. Parent input is encouraged and will be considered; however, all final decisions will be made by Academy administrators and the Board of Trustees as identifed in this policy. The Board of Trustee shall always have final approval of all out-of-state, school- sanctioned trips. Such approval shall consider the immunily laws applicable for the destination, school and employee liability for damages arising from accidents and/or injuries that may occur during the trip, the stated educa6onal value of the trip, and whether participation results from advancement in a regional or national competition. Dates Amentled: OBH6/70 " ' ���' ' BOSTON TO NEW YORK ,rr,►) u� . �/, Ed"�ar;°„F;rs� COLLEGE TOUR 'Explore America 6 days I Boston I Providence�New Haven I New York City -- ._�.�,�;� -- ;`=. y�� -- ��� _ ' .... .,, ,.. _4'"i /�- r . �Y_rrrr,rr �,�r..�rr.�rfrrrr �.+��` -., ;"s -� � _ �:�.': 1 �-�---�-�� -�s� : , � ,. �+,r•:..� =a , ""t � -- ���,,,.��* . .�+T�.� uy.. � -• " �.. , - �_' � � �. ---�- "- - � ..•� � - - - `� - . -- �. . � - ,a�.. . - . � '� ,_,� a � s�.� �: � .,.-,- ,, _ .., r - ,. . ._ �- ...... . . � � .. ..�_ s+.1" �.; � _. .... .. _ , . k ��� ,._................ . �'!' '- — -., _� �.... .... .-. +.�,�, , �, . .� r � .... , r... 9 �." »" I :�"" � '� � w.,r.�� ~ . . '�d�� c*� k M••: r%� .�. � �'"`� i ����a�� �- A �. SM r �'.. �, � ,, v a�1 I � ,,,_• ' �y� ,.°w � !�. i� . i - F�, %- � 4'� t - � ra r�. '� �''$ - � � � 8 � �avIR,�E � - � ._ _ -� .`� .�`� �` � � �► -�� � �� �! � + �� � x � � _ � x. � � _ � � , ��� � ,.ti �� � �� �1 -_ f.-_�t� t r I '� � Wi(h aLmosts,000 cofleges in the U.S.,choosing the ri9ht schoof is an exciting ___ time for students.With EFExplore America,it's an easier time,too.College �• •- �r�,-.,_' uisit tows are a grent wa�for students to see the unriety of schools out ihere �rli and find the perject t�pe of school to ca11 home for the next fbur years. Day 1:Boston -Arrive in Boston -Guided tour of Boston: Paul Revere House,USS Constitution,Old North Church, Bunker Hill HOUSING AT HARVARD -Free time at Quincy Market First-year students atHm•uard liue in or adjncent to Hm•unrd Ynrd, the heurt of the campus and the oidest part of the uniuersity.This giues Day 2:Boston first-yenr students the chance to be n pm•t of a close-knit corn�nunity -Boston University aff�'eshmen,ns well as to form n connection with the past.Many.famous -Boston College people throughout history haue liued in Haruar•d Yard,inchiding John F.Kennedy,Bi11 Gates,and Nata(ie Portman. -Northeastern University Day 3:Boston -Babson College,Stonehill College or Bentley University � -Tufts University .7` ��� -Harvard University �^�� -Free time in Harvard Square � � , ' ./•,;, ` �, :.. r Day 4:Providence•New Haven• wvFn���•t�� �- .������ < r � � j �,�� � ��„ _. New York City �... _�� ,����w^�" g- , �_ Travel to Providence and New Haven = � 5 Visit twa of the following:Brown � � �� � i�f��`. .,f - University,Providence College, __. - �` . �• University of Connecticut,Yale University -Travel to New York City - . � -Free time at Rockefeller Center = Day 5:New York City -New York University -Columbia University �- �Broadway show � _ Day 6:New York City•Return Home -Guided tour of New York:9/11 Memorial,Greenwich Village,SoHo, ,+ ��# Chinatown Little Italy �I�`"���w�� �� � -Depart for home ��� ..�,_� � p _ � , .y,. .��.', y¢�y," 3:� Y+fk��aL+�G�_ {rM'"`3 ���� �1 � ���:�K- �1 ILnerary subjecC to change.Por cornplete I i�ncia ,y � �� ��_�, 3 id eg s(ritfon de�el�s,please reler!a fhe Booking ��1{";,{ ��- . Conoi(ioi s. �'� � - _. � i°'}+� � F ��'p"� �'�3,i� •. ... ���;� �� �.�.. �_-. - `: ----- - - GREENWICH VILLAGE Originally Iocated in the WesY Bronx,New York Uniuersity(NYi�moued its main campus to Greenwich Village in ig�3.Also known simply as"the Village,"it was celebrated as a bohemian paradise and the EastCoast birthpince of the Beat mouement in the late r9"' to mid-2o°i centuries.Today,Greenwicli Village is bustling with NYUstudents,young professionals and families,and continues to be one of the most uibrant and cultural neighborhoods in Lower Marlhattan. �- - � � - - - - � ,� _ r� - a i '=� �2*� ., .- �.:� ± "t"�° ,�i � / : ;� �y r r �.�,V, � �. z � �� , �, r .�"' 7.�,� } 5i g � '� �g _ .:��'� , � ` ar'� �. I �'� �l�f � t'� � � ��, 4J - � p� � � ��,� t ;r ��� _ � � • ., �' 1. �r'^"�r- � =� ` �� ` _ �;,� __.:._--��''"t�• - '"- �i,F ' J �,,j�,� � +�,. .` ,".,• � �� ��'��. � � �: �.. �."�_ ,'_ ,�;' - �'" �"�',t `� � t��3� _ .,� � , '� S_��I . . _ � � �,�--Lve.�_.. ... �� ~1. . � .: �i � . '.. �L _ , ¢V ��u � . � -- - . _�—��.:•� :-.. Everything you get L`� Round-trip airfare and on-tour Q] Comprehensive sightseeing tours *One college tour may be transportation � self-guided on days with Overnight security at your hotel three college visits. ��I 5 nights hotel accommodations � Illness and Accident Coverage � 10 college visits �9 Travel ID Badges and backpacks 0 Round-the-clock Tour Director Q Gratuities - ��� Breakfast and dinner daily � ' ')���' WEST COAST I,«,�,,, . `J. Fd�,°�t.°°F.�s� COLLEGE TOUR i Exp/ore America 6 days�San Francisco�Berkeley�San Luis Obispo�Los Angeles r , � I ,' IJ I1 '_ � � � � _- � _ .: ��y ���� �9 ��� �� � � i �.� ��,�� ���� ��� v� .�. , �� � �, , � �� - ,-:� � � � ���� � �i ��� = ----_ - I �� �:��� ��� `�"� 1di 11 ��1 _ - _ a; r�.: Ilf �� ��� ,. _ � �� ` � �� �� � � � � h� �` . t� '-- _ r w . . ��� � ; r� ..-"r,�� � �' �S.y h� , _ { , "[ ,ti. ' ,�� � With a(mos't,5,000 colleges in the U.S.,clioosing[he riglit schoof is an ezcitirig L-' � '" � ' time for students.With EFExp(oreAmerica,it's an easier time,too.College .� k� .� p - uisit tours nre u yreat wu�for students to see the uariet�of schools out there and find Yhe perfect h/pe of school to call hon�e for the next four years. Day 1:San Francisco -Arrive in San Francisco -Cable car ride THE"IVY LEAGUE"OF THE WEST Day 2:Davis•Berkeley Founded in i885,Lelnnd Stanford.h�nim•Uniuersit�,or mm�e commonly Stanford Uniuersity,hns one of the highest undergrnduate acceptance rates, -University of California, Berkeley atjust ouer 5%.I.ocated in the heart of Silicon Valley,Stanford is one of -University of California, Davis,or the world's leading teaching nnd research uniuersities.Widi mrowid a S:i University of San Francisco student-to-tencher r•atio,Stanford encourages close interactimi wit12 foculty -Guided sightseeing tour of San for academic excellence. Francisco:Chinatown,Lombard Street,Golden Gate Bridge, Fisherman's Wharf -� °„�'"` ""�+v� ' �` 0�.-' �" i -�- . � f� 'y s . � �� �� ;�..ti�. ��s ta�S y� _ -� 4 �. �. ���"_ Day 3:Stanford•San Luis Obispo � �-'� �"�_ �.� �. :�" -Stanford University - � ,f- = -Santa Clara University '^�'• = - -Travel to San Luis Obispo � r, _ •i, ` r;.` . . j '+ ' Day 4:San Luis Obispo•Los > ,r� . _ Angeles �r � ��y �', ��Ga;, � �`-�. -California Polytechnic State University � �� �• �r -University of California,Santa Barbara � , �� � ��+� 11 .� � , -Travel to Los Angeles .— — - � �� �- '�— _- Day 5:Los Angeles = -- j,,�;� - - � �' -Occidental College `•i' *�` -Claremont Colleges:Claremont +,,, � , Y� McKenna,Harvey Mudd,Pomona .� � ��'_ -Guided sightseeing tour of Los + '�'tP � Angeles:Hollywood sign,Walk of ' �'� � Fame,Sunset Blvd.,Rodeo Drive �'��;� . � f � •�-- � w�- �,s.�� � Day 6:Los Angeles•Return home ' ` � -: ' � ��� � -University of Southern California •'' ` �1� � a � �' - -____ -University of California,Los Angeles � � � � ��� l -Depart for home �, I �������������i"���� � "� � "jiPi.�a�+.l�!'F�:�Y't���'��'i'� �. � ,� Itinerery subject to change.�or complete firanciai "�- � ����������� �� and regisVation details,please�eter to the Booking � Conditions. � 1 ♦� ; UNIVERSITY OF CALIFORNIA,BERKELEY The Uniuersity oj Cnlifor�nin tuas founded in i8C8 with its oldest nnd mnin campus established in Ber�keley.Enuisioned as a"City of Learning,"UCBerke(e�is aornprised of i4 colleges and schools with 35o degrees to choose frorn and is kriown for• offering both"classicaP'and"practical"educatior2s.7oday,25,00o undergraduates attertd UCBerkeley,taking part in its mnny erwiroronental organizations,athletics,Greek life and more. � ,� ,� � �` �.�..�,�..�.,,,� � � �� x ���.���.�� �`"- � � ;^� � :'-� �&�;.A F ..,NF' -.r'- �I ." � � � � -�7p � '�1f1T ! �� ?,��4'�"��,��r. t.W � • .I� . ^ ,���a��l rY�,. ) ��'.II� ��� � � �� .� � `-�� � .;'� �"�` �� j .� '-*� � „ ���, ��' i � � +fi �_�' -, 11f � p7� r� U _ ''.;f _ :f� ` ,�'y�.I',�;;�4��fp "'�i � 1� ; �?` r�; _ ;i� _ � l .s _ � .r.. ni� �' . `r =, ,; . ,�,..;�-��� •..�- �'=�^r'�'�'�`�t'� :�� :.�:� -gr� �"�,. F��I y�F�" ,� 1��'g � ��aF�� { . } 7 � C ,'-',.L � �� ��rui�`2����` .. , . .�� . �" - ._ .. �! �^ .—�.��•� y�Q�-. _-.— _ � �.. ��a,,..�y��,y`7�-..�a�t�.����-'._� � _ _ ..., ...,. _ __ . ��,� _ - � i�-"9"�....x�e: .nT�� x��-��- ' � -- -- . w ti. _...�.z�._"�aE�^�=?�"� . `e�,�'�_ Everything you get L`� Round-trip airfare and on-tour Q] Comprehensive sightseeing tours *One college tour may be transportation � self-guided on days with Overnight security at your hotel three college visits. ��I 5 nights hotel accommodations � Illness and Accident Coverage � 10 college visits �9 Travel ID Badges and backpacks 0 Round-the-clock Tour Director Q Gratuities _ '�i Breakfast and dinner daily WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP Meeting Date: February 8, 2016 Staff Contact: Rod Harding Discussion PYP Principal Subject: PYP Mathematics Night for Parents and Students EXECUTIVE SUMMARY The agenda memo provides the Board of Trustees information on the recent PYP Mathematics evening on January 28 for parents and students, as well as current initiatives that develop and sustain student success in mathematics in the PYP. The discussion will focus on the organization, attendance and parent feedback of the mathematics evening. The PYP leadership's goal for the evening was to further develop positive attitudes to mathematics within the parent community. This has been an ongoing initiative to establish positive attitudes to mathematics from parents and to make the teaching and learning of mathematics for students an enjoyable and worthwhile experience. The second area of discussion will highlight the PYP section's current mathematics initiatives of Lead4ward, Project Share and Think Through Math. These resources and initiatives directly impact the Texas Education Agencies success initiative, as well as closely aligning to the IB philosophy in teaching and learning of mathematics. PLAN DESIRED OUTCOMES ACADEMY VALUES � High Student Achievement � Maximizing Personal Development � Strong Parent& Community �Academic Excellence Connections �Respect for Self and Others ❑ Financial Stewardship & � Personal Responsibility Sustainability � Compassion and Understanding � Effective Educators & Staff GOVERNANCE FRAMEWORK The discussion relates directly to Westlake Academy's Vision of inspiring "...students to achieve their highest individual potential..." and the Mission of an "...internationally minded education of the highest quality..." FISCAL IMPACT ❑ Funded ❑ Not Funded � N/A Page 1 of 2 RECOMMENDATION /ACTION REQUESTED/ OPTIONS No action required. The discussion is presented for Board information to emphasize the PYP leadership's ongoing commitment to the Vision and Mission of Westlake Academy, as well as raising confidence within the WA community, regarding the teaching and learning of mathematics. ATTACHMENTS None Page 2 of 2 Board of Trustees Item # 6 — Adjournment Regular Session EXECUTIVE SESSION The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. Board of Trustees Item # 7 — Reconvene Meeting Board of Trustees Item # 8 — Board Recap / Staff Direction BOARD RECAP / STAFF DIRECTION Board of Trustees Item # 9 — Adjournment Work Session Westlake Academ Y Item #2 Items of Community Interest ITEMS OF COMMUNITY INTEREST: President and Trustee Reports on Items of Community Interest pursuant to Texas Government Code Section 551.0415 the Board of Trustees may report on the following items: (1) expression of thanks, congratulations or condolences; (2) information about holiday schedules; (3) recognition of individuals; (4) reminders about upcoming Board of Trustee events; (5) information about community events; and (6) announcements involving imminent threat to public health and safety. ✓ Larry North Fitness Club Grand Re-Opening: Private Ribbon Cutting, followed by Public Reception &Tours Wednesday, February 10, 2016; 4:00 pm & 5:00 pm, respectively Larry North Fitness Club-Solana, 2902 Sams School Road ✓ Westlake Academy closed in observance of Presidents' Day holiday Monday, February 12, 2016 ✓ Planning &Zoning Meeting (if needed; please check website for confirmation) Monday, February 15, 2016; 5:00 pm ✓ 7tn Annual Northeast Tarrant County Transportation Summit a enda Friday, February 19, 2016; 8:30 am — 1:30 pm Hurst Conference Center, 1601 Campus Drive, Hurst *Reservations/Tickets are required - Please let Ginger know if you plan to attend ✓ Town Council Workshop/Meeting Monday, February 22, 2016; 5:00 pm ✓ WA Foundation's 13th Annual Gallery Night—Colors of Rio Saturday, March 5, 2016; Fun begins at 6:00 pm Texas Motor Speedway— Need sponsorship, donor or ticket info? Contact WAF Executive Director Dr. Shelly Myers via email or at 817-490-5722. *For WA Athletic events, please check the appropriate sport's category box on the WA Calendar webpage for times. Board of Trustees Item # 3 — Citizen Comments CITIZEN COMMENTS: 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. Board of Trustees Item # 4 — Consent Agenda 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 January 11, 2016, meeting. ��,������ � • �i � � 't� , . '�x' 'k�-.�..-�~'�r WESTLAKE ACADEMY BOARD OF TRUSTEES MEETING 7anuary 11, 2016 PRESENT: President Laura Wheat, Trustees: Alesa Belvedere, Carol Langdon, and Wayne Stoltenberg. Michael Barrett arrived at 5:24 p.m. and Rick Rennhack arrived at 5:28 p.m. ABSENT: OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent Amanda DeGan, Board Secretary Kelly Edwards, Executive Principal & Director of Education Dr. Mechelle Bryson, DP Principal/Coordinator Stacy Stoyanoff, College Counselor Carl Tippen, PYP Principal Rod Harding, Student Services Administrator Jennifer Furnish, Registrar Ange Bumgarner, Finance Supervisor Jaymi Ford, Assistant to the Town Manager ]arrod Greenwood, Director of Information Technology Jason Power, Director of Communications & Community Affairs Ginger Awtry, Director of Human Resources &Administrative Services Todd Wood, and Communications Specialist Susan McFarland Work Session 1. CALL TO ORDER President Wheat called the work session to order at 5:08 p.m. 2. PLEDGE OF ALLEGIANCE President Wheat led the pledge of allegiance to the United States and Texas flags. Dr. Bryson and students provided thank you gifts to the Board for their service. BOT Minutes 01/11/16 Page 1 of 5 3. REVIEW OF CONSENT AGENDA ITEMS FOR THE ]ANUARY 11, 2016, TRUSTEES REGULAR MEETING AGENDA. No additional discussion. 4. REPORTS a. Report regarding the Demographic Data for Westlake Academy b. Report regarding Westlake Academy's Transcripts & Quartile Rankings. 5. DISCUSSION ITEMS a. Presentation and discussion regarding the Charter renewal application for Westlake Academy. Ms. Furnish provided an overview of the proposed renewal application. Discussion ensued regarding Grapevine-Colleyvill ISD and Argyle ISD, and the submittal process. b. Presentation and discussion of Westlake Academy's college graduation results from the National Student Clearinghouse data. Dr. Bryson, Mr. Tippen, Mr. Stoyanoff, and Mrs. Bumgarner provided a presentation and overview of the data. Discussion ensued regarding non-reporting institutions totals, percentages of students applying early, early decisions made by students, creating an alumni network and alumni giving program, and utilizing resident alumni to establish a mentoring program. c. Presentation and discussion of the Quarterly Financial ��Dashboard" report for the quarter ended November 30, 2015. Finance Supervisor Ford provided an overview of the Dashboard and proposed amendments. 6. EXECUTIVE SESSION The Board convened into executive session at 5:50 p.m. The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: BOT Minutes 01/11/16 Page 2 of 5 Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. 7. RECONVENE MEETING President Wheat reconvened the meeting at 6:41 p.m. 8. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS. No necessary action taken. 9. BOARD RECAP / STAFF DIRECTION No additional direction. 10. ADJOURNMENT President Wheat adjourned the work session at 6:41 p.m. Reqular Session 1. CALL TO ORDER President Wheat called the regular session to order at 6:41 p.m. 2. ITEMS OF COMMUNITY INTEREST Dr. Bryson provided an update regarding `Danish and Dialogue with the Principals', stating that approximately 30 parents attended discussion college readiness. Superintendent Brymer provided an overview of the calendar. 3. CITIZEN COMMENTS Angie Schilsky, 1610 Fair Oaks Drive, asked the Board investigate adding a School Resource OfFicer. BOT Minutes 01/11/16 Page 3 of 5 4. CONSENT AGENDA a. Consider approval of the minutes from the December 7, 2015, meeting. b. Consider approval of Resolution 16-01, Approving the Tier Two Strategy Map for Westlake Academy. MOTION: Trustee Langdon made a motion to approve the consent agenda. Trustee Belvedere seconded the motion. The motion carried by a vote of 5-0. 5. CONDUCT A PUBLIC HEARING REGARDING THE TEXAS ACADEMIC PERFORMANCE REPORTS (TAPR) FOR WESTLAKE ACADEMY. Dr. Bryson and Ms. Furnish provided a presentation and overview of the item. Discussion ensued regarding the effect of the academy's national ranking, aligning of Science and Math curriculum, IB diploma results, number of students sitting for the IB exams, and comparing the data to surrounding ISDs. President Wheat opened the public hearing. No one addressed the board. President Wheat closed the public hearing. No action taken. 6. DISCUSSION AND CONSIDERATION OF RESOLUTION 16-02, APPROVING THE RENEWAL APPLICATION OF THE OPEN ENROLLMENT CHARTER SCHOOL, WESTLAKE ACADEMY. MOTION: Trustee Stoltenberg made a motion to approve Resolution 16- 02. Trustee Barrett seconded the motion. The motion carried by a vote of 5-0. 7. 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: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. BOT Minutes 01/11/16 Page 4 of 5 8. RECONVENE MEETING 9. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS. 10. FUTURE AGENDA ITEMS Request by President Wheat - Discussion of School Resource Officer Programs. MOTION: Trustee Rennhack made a motion to adjourn the regular session. Trustee Langdon seconded the motion. The motion carried by a vote of 5-0. 11. 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 Langdon seconded the motion. The motion carried by a vote of 5-0. President Wheat adjourned the regular session at 7:14 p.m. APPROVED BY THE BOARD OF TRUSTEES ON FEBRUARY 8, 2016. ATTEST: Laura Wheat, President Kelly Edwards, Board Secretary BOT Minutes 01/11/16 Page 5 of 5 Board of Trustees Item # 5 — Adjournment Regular Session EXECUTIVE SESSION The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. Board of Trustees Item # 6 — Reconvene Meeting Board of Trustees Item # 7 — Necessary Action The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071(2) — Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: amendment to change geographic boundaries. Board of Trustees Item # 8 — Future Agenda Items 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 Board of Trustees Item # 9 — Adjournment Regular Session