HomeMy WebLinkAbout04-11-16 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the
Board of Trustees Workshop but not prior to the posted start time.
Mission Statement
Westlake Academy is an IB World School whose mission is to provide students with an
internationally minded education of the highest quality so they are well-balanced and
respectful life-long learners.
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WESTLAKE ACADEMY
Vision Statement
Westlake Academy inspires students to achieve their highest individual potential in a nurturing
environment that fosters the traits found in the IB Learner Profile.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-Minded, Caring, Risk-takers, Balanced and Reflective
BOARD OF TRUSTEES MEETING
AGENDA
April 11, 2016
1301 Solana Boulevard
Building 4, Suite 4202
2ND FLOOR, COUNCIL CHAMBER
WESTLAKE, TX 76262
Workshop Session 5:00 p.m.
Regular Session 6:00 p.m.
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Work Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE APRIL 11, 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 of the Quarterly Financial “Dashboard” report for the quarter ended
February 29, 2016.
5. DISCUSSION ITEMS
a. Presentation and discussion MYP Site Visit. (20 min)
b. Presentation and discussion of the proposed amendments to the Primary (K-G6)
Assessment and Grade Reporting Policy. Policy No. 6.09. (10 min)
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
Regular Session
1. CALL TO ORDER
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.
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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 March 7, 2016, meeting.
5. 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.
6. 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
April 6, 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.
Board of
Trustees
Item # 2 – Pledge of
Allegiance
Texas Pledge:
“Honor the Texas flag;
I pledge allegiance to
the, Texas, one state
under God, one and
indivisible.”
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes from the March 7, 2016, meeting.
Board of
Trustees
Item # 3 – Review of
Consent Agenda Items
REPORTS
Reports are prepared for informational purposes and will be accepted as presented.
(there will no presentations associated with the report items) There will be no separate discussion
unless a Council Member requests that report be removed and considered separately.
a. Report of the Quarterly Financial “Dashboard” report for the quarter ended
February 29, 2016.
Board of
Trustees
Item # 4 – Reports
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: April 11, 2016
Staff Contact: Debbie Piper Report
Finance Director
Subject: Report of the Quarterly Financial “Dashboard” report for the quarter ended
February 29, 2016
EXECUTIVE SUMMARY
The 2nd quarter “Dashboard” report for the FY 2015-2016 is attached. Our goal is to have a
concise and easy to understand document regarding the financials of our Academy operating
fund – General Fund. The remaining funds are grant funds related to federal, state and local
funds with specific requirements as to the expenditures.
The columns represent: (1) Prior Year (6 month actual amounts) (2) Adopted Budget with (3) a
6 month YTD calculation, (4) the “Actual YTD” as of 02/29/2016, (this actual number is
compared to the calculated column (3) giving you the percentage variance in column (5) and
dollar variance in column (6).
A summary is presented at the bottom of the page indicating the net revenues over (under)
expenditures along with the projected ending fund balance for the Adopted, Estimated Budget
and the Actual YTD. The operating days remaining in Fund Balance have been calculated using
operating expenditures.
Please note the “Analysis” is color coded and corresponds to the specific line-item on the
“Dashboard” report. All “cautionary” and “critical” items are detailed with explanations of the
variances. Beside each major category or function on the analysis report, you will find a number
that reflects the exact variance in that function/line-item that corresponds to the percentage on
the “Dashboard”.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
Effective Educators & Staff
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
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GOVERNANCE FRAMEWORK
The quarterly report relates directly to one of our desired outcomes, Financial Stewardship &
Sustainability by ensuring that sufficient, well-managed resources are provided to support and advance
the mission of Westlake Academy.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required
ATTACHMENTS:
• Quarterly Financial Dashboard – Quarter Ended 02/29/16
• Analysis of Dashboard - Quarter Ended 02/29/16
• Local Grants – Quarter Ended 02/29/16
WESTLAKE ACADEMY
General Fund
Quarterly Financial Dashboard
Quarter Ended 02/29/16
FY 14/15 FY 15/16
2nd Quarter Annual 2nd Quarter 2nd Quarter Actual vs over (under)
PY Actual Budget Budget CY Actual Adopted budget
Local Interest Earned 1,006 1,575 788 1,321 167.7%533
Local WAF Salary Reimbursement 29,349 49,770 28,160 30,618 108.7%2,459
80%Local Blacksmith Donations 874,566 1,100,000 874,566 818,775 93.6%(55,791)
Local Other Local Revenue 4,047 54,000 27,000 7,502 27.8%(19,498)
Local Athletics 42,923 81,150 40,575 46,152 113.7%5,577
Local Transportation Fees 5,800 27,225 13,613 5,638 41.4%(7,975)
Local Parking Fees 13,663 14,000 7,000 5,012 71.6%(1,988)
Local Food/Beverage 3,000 6,000 3,000 3,000 100.0%-
Local Town Contribution 300,000 315,000 315,000 315,000 100.0%-
1,274,354 1,648,720 1,309,701 1,233,017 94.1%(76,684)
State State Foundation Revenue 2,866,121 5,901,479 2,947,365 3,015,597 102.3%68,233
State TRS On-behalf - 391,427 - - 100.0%-
2,866,121 6,292,906 2,947,365 3,015,597 102.3%68,233
4,140,475$ 7,941,626$ 4,257,065$ 4,248,614$ 99.8%(8,451)$
FY 14/15 FY 15/16
2nd Quarter Annual 2nd Quarter 2nd Quarter Actual vs over (under)
PY Actual Budget Budget CY Actual Adopted budget
11 Instructional 2,358,670 4,579,900 2,707,171 2,606,829 96.29%(100,342)
12 Resources & Media 41,502 74,801 43,606 40,125 92.02%(3,481)
13 Curriculum and Staff Dev 60,049 134,590 87,350 70,891 81.16%(16,459)
21 Instructional Leadership 98,203 264,259 157,865 97,786 61.94%(60,080)
23 School Leadership 300,094 778,866 423,454 375,027 88.56%(48,427)
31 Guidance & Counseling 127,382 205,230 117,051 130,169 111.21%13,118
33 Health Services 35,184 66,617 39,520 32,763 82.90%(6,758)
36 CoCurricular Activities 69,765 146,774 79,340 78,249 98.62%(1,091)
41 Administration 186,466 306,986 196,836 236,472 120.14%39,636
51 Maintenance & Operations 344,975 915,068 575,651 408,161 70.90%(167,490)
52 Security Monitoring - 5,695 - - 100.00%-
53 Data Processing 44,898 169,678 84,839 78,978 93.09%(5,860)
61 Community Services 53,759 112,638 56,319 56,290 99.95%(29)
71 Debt Service 86,231 90,565 87,905 87,905 100.00%-
3,807,178$ 7,851,666$ 4,656,905$ 4,299,642$ 92.33%(357,263)$
61xx Payroll & Related 2,960,335 5,906,926 3,479,196 3,200,212 91.98%(278,984)
62xx Prof & Contracted Srv 425,180 946,320 509,822 540,713 106.06%30,891
63xx Supplies & Materials 170,014 483,115 241,558 203,449 84.22%(38,108)
64xx Other Operating Costs 165,417 424,741 338,426 267,363 79.00%(71,062)
65xx Debt Services 86,231 90,565 87,905 87,905 100.00%-
3,807,177$ 7,851,666$ 4,656,905$ 4,299,642$ 92.33%(357,263)$
FY 14/15 FY 15/16
2nd Quarter Annual 2nd Quarter 2nd Quarter
PY Actual Budget Budget CY Actual
333,298 89,960 (399,840) (51,028)
- 45,000 - -
- (45,000) - -
1,024,517 1,482,157 1,482,517 1,482,517
1,357,815$ 1,572,117$ 1,082,677$ 1,431,489$
130,000 113,650 113,650 113,650
1,227,815$ 1,458,467$ 969,027$ 1,317,839$
59 68 61
66 73 67
20,698$ 21,511$ 21,511$
Assigned Fund Balance
Ending Fund Balance (Unassigned)
# of Operating Days (Unassigned)
# of Operating Days (including Assigned)
Daily Operating Cost
Net Revenues Over (Under) Exp
Other Resources
Other Uses
Beginning Fund Balance (Audited)
Ending Fund Balance
EXPENDITURES and OTHER USES
DASHBOARD VARIANCE
Total Expenditures and Other Uses
OBJECT CODES
FY 15/16 ADOPTED BUDGET
Total Expenditures and Other Uses
OBJECT CODES
FY 15/16 ADOPTED BUDGET
Summary
FY 15/16 ADOPTED BUDGET DASHBOARD VARIANCE
Total Revenues and Other Sources
Total Local Revenues
Total State Revenues
REVENUES and OTHER SOURCES
Positive >95%
Cautious 75% - 95%
Negative <75%
Revenue Legend
Positive <100%
Cautious 101% - 110%
Negative >111%
Expenditure Legend
1
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 02/29/2016
GENERAL FUND
REVENUES
Blacksmith Gifts and Donations – 93.6% - ($55,791)
•This amount represents the shortage of funds received through 02/29/16 based on the
percentage of receipts we had at the same time in the prior year which was 80% of the
budget. Focused, strategic efforts to contact parents will continue throughout the school
year.
•The current pledged amount is approximately $990,000 which is 89.8% of the $1.1M goal.
Other Local Revenue – 27.8% - (-$19,498)
•A large portion of these revenues are derived from Back-to-School fees which are
collected during registration week in August of each year. The bulk of the additional
revenues will be received during August 2016.
Transportation Fees – 41.4% - (-$7,975)
•Similar to the Other Local Revenue, the majority of these revenues are collected with the
Back-to-School fees. The bulk of the additional revenues will be received during August
2016.
Parking Fees – 71.6% - (-$1,988)
•Similar to the Other Local Revenue, the majority of these revenues are collected with the
Back-to-School fees. The bulk of the additional revenues will be received during August
2016.
EXPENDITURES – Function Code
Guidance & Counseling - 111.21% ($13,118)
•Typically expenditures are greater at the beginning of the school year due to the
scheduling of special education ARDs. The need for services decrease as the school year
progresses.
•A need was identified for Love and Logic parent training. The Fall training was such a hugh
success there is a waiting list for the Spring training. Funds are available from other
sources and will be transferred when amendments are proposed.
•Counselors have budgeted funds available to improve student life. More funds are
normally used at the beginning of the school year and should even out by year-end.
2
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 02/29/2016
GENERAL FUND
•Decision was made to administer the PSAT for all Sophmores and Juniors to increase our
National Merit Scholar opportunities. Funds are available from other sources and will be
transferred when amendments are proposed.
Administration - 120.14% ($39,636)
•Special Education legal costs have exceeded budgeted expectations due to special
circumstances and additional consultation with the attorney. Staff is currently working on
amendments to bring to the Board for approval prior to the fiscal year-end.
•Additional costs are being incurred due to open record requests. Staff is currently working
on amendments to bring to the Board for approval prior to the fiscal year-end.
•The following have been paid in full. As the year progresses these amounts will average
out.
o Contract with Region 11 Education Service Center for business services is paid in the
first quarter.
o Annual payment was paid upon the completion of the audit.
EXPENDITURES – Object Code
62XX Professional and Contracted Services – 106.06% ($30,891)
•See explanation in “Administration” above
3
UPDATED 1/2/2014
Total Total Total Total
Fund
Number Source of Grant Description of Grant
Grant
Amount
Grant
Funds Rec'd
Expended
Prior Years
Expended
FY 15/16
Remaining
Balance Notes/Comments
480 Hudson Foundation Support the Mentor Program ($15K) and Discretionary
Funds ($5K) $ 20,000.00 $ 20,000.00 $- $ 1,146.70 $ 18,853.30
496 Hudson Foundation
Support the overall programming for Westlake Academy
students in an effort to maximize personal potential of
every student
175,000.00 175,000.00 54,622.51 29,512.38 90,865.11
Sub-Total $ 195,000.00 $ 195,000.00 $ 54,622.51 $ 30,659.08 $ 109,718.41
484 (9)HOC Author and Illustrator Visit 800.00 - - 800.00 (800.00) Funds to be requested
484 HOC Violin Rocks" 1,600.00 - -
Sub-Total $ 2,400.00 $- $- $ 800.00 $ (800.00)
484 (6)WA Foundation G10 Music Grant 3,450.00 3,450.00 2,771.54 488.53 189.93
484 (7)WA Foundation Benefit of PYP/PE department 7,285.07 7,285.07 7,250.86 - 34.21
484 (8)WA Foundation Culture of Creativity 740.92 740.92 713.94 - 26.98
484 WA Foundation Shark Tank/3-day Start-Up 7,650.00 7,650.00 - 7,650.00
484 (9)WA Foundation Author and Illustrator Visit 2,500.00 - 2,300.00 (2,300.00) Funds to be requested
484 (10)WA Foundation Texas Association for the Gifted & Talented Conference 830.00 25.00 (25.00) Funds to be requested
484 (11)WA Foundation Smart Boards 11,015.00 11,015.00 (11,015.00) Funds to be requested
494 WA Foundation Science Department 27,850.00 27,850.00 18,712.13 6,779.42 2,358.45
495 WA Foundation Fund an Item (Outdoor Classrom & Science Stations) 102,000.00 102,000.00
497 WA Foundation Financial Assistance Grant 2,500.00 - - - 2,500.00
Sub-Total $ 165,820.99 $ 46,975.99 $ 29,448.47 $ 20,607.95 $ 101,419.57
TOTAL ACADEMY LOCAL GRANTS $ 363,220.99 $ 241,975.99 $ 84,070.98 $ 52,067.03 $ 210,337.98
WESTLAKE ACADEMY
FY 2015-2016 LOCAL GRANT SUMMARY
March 31, 2016
4
DISCUSSION ITEMS
a. Presentation and discussion MYP Site Visit. (20 min)
b. Presentation and discussion of the proposed amendments to the Primary (K-G6)
Assessment and Grade Reporting Policy. Policy No. 6.09. (10 min)
Board of
Trustees
Item # 5 – Discussion
Items
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP Meeting Date: April 11, 2015
Workshop Discussion
Staff Contact Andra Barton, Ed.D. Terri Watson
MYP Principal MYP Coordinator
Subject: Presentation and discussion regarding the findings on the IB reauthorization for
the MYP
EXECUTIVE SUMMARY
Westlake Academy was authorized to implement the Middle Years Program (“MYP”) on July
25, 2007. As an IB World School, Westlake Academy adheres to the IB Standards and Practices,
which provide continuity across the continuum of program. To assure pedagogical growth and
implementation of its philosophical aims, the International Baccalaureate Organization (IBO)
conducts evaluations of the programs on a five-year rotation. On March 3rd and 4th, two site
visitors, appointed by the IBO visited Westlake Academy. Meetings were held with board
members, administration, teachers, students and parents. An examination of the written, taught
and assessed MYP curriculum was completed with the Academy receiving 30 commendations, 6
recommendations and no matters to be addressed.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? School policy is a responsibility of the Board of
Trustees.
Which policy governs this? Previous policy and authority of the Board of Trustees.
What additional direction is necessary? Input and questions from the Board of Trustees.
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Review and discussion of agenda item.
ATTACHMENTS
• Summary of findings from the IB related to the reauthorization of the programme.
• Westlake Academy Middle Years program reauthorization report from the IB
Middle Years Programme of Study Reauthorization
Summary
2016
As an IB World School, Westlake Academy adheres to the IB Standards and Practices, which provide continuity across the continuum of programmes. To assure pedagogical growth and implementation of its philosophical aims, the International Baccalaureate Organization (IBO) conducts evaluations of the programmes on a five-year rotation. The IBO conducted the evaluation of the Westlake Academy MYP on March 3 and 4, 2016. MYP staff reviewed and evaluated the practices of the school from January through May 2015. Using these evaluations and other information, the MYP coordinator submitted the self-study report and gathered documentation, which the IBO requires with each evaluation. The self-study portion of the evaluation ended on December 1 with the submission of all documentation to IBO. On March 3 and 4, two site visitors, appointed by IBO, visited the school to
“verify the self-study assessment in order to ensure that the standards and
practices on which the IB programme is founded are maintained and
furthered” (MYP Evaluation Guide). While on campus, the site visitors:
• Held meetings with members of the Board of Trustees, administration, teachers, students and parents
• Visited the school facilities
• Observed classes Following the site visit, the IBO issued its Evaluation Report. In the report, the IBO offers commendations (practices found to be above and beyond the standards), recommendations (practices that could further enhance the programme) and matters to be addressed (practices that require immediate attention).
Summary of Westlake Academy Evaluation Report – 2016
Total Commendations: 30
Total Recommendations: 6
Total Matters To Be Addressed: 0
Standard A: The school’s educational beliefs and values reflect IB
philosophy.
Conclusion: Satisfactory development IBO commends the MYP on: 1) communication strategies focused on reaching all stakeholders 2) commitment to and understanding of the MYP by all groups within the school community 3) its promotion of the personal project to make its importance evident 4) its embedding of international-mindedness within the unit planners 5) students’ ability to enthusiastically describe student-initiated service activities
Standard B1: The school leadership and administrative structures
ensure the implementation of the IB programmes.
Conclusion: Satisfactory development IBO commends the MYP on: 1) the governance and leadership structure which supports the implementation of MYP 2) its support of students with special educational needs 3) its update of the academic honesty policy 4) the priority given to the implementation of MYP
Standard B2: The school’s resources and support structures ensure
the implementation of the IB programmes.
Conclusion: Satisfactory development IBO commends the MYP on: 1) the governing body’s allocation of funding for MYP above and beyond IB requirements providing for resources, technology and professional development 2) providing numerous relevant opportunities for staff to gain qualifications necessary to support implementing the MYP 3) the allocation of funds to facilities enhancing implementation of MYP beyond the requirements for evaluation
4) the appointment of a personal project coordinator who provides comprehensive support to staff and students IBO recommends that the MYP: 1) further develop the library/multi media resources to ensure that they have a central role in implementation of MYP
Standard C1: Collaborative planning and reflection supports the
implementation of the IB programme(s).
Conclusion: Satisfactory development IBO commends the MYP on: 1) differentiating for students’ learning needs and styles into collaborative planning and reflection IBO recommends that the MYP: 1) ensure that vertical articulation of the curriculum is developed collaboratively 2) ensure that allocated meeting time is used to provide all teachers an overview of students’ learning experiences 3) develop agreed expectations of student learning as a basis for collaborative planning
Standard C2: The school’s written curriculum reflects IB philosophy
Conclusion: Satisfactory development IBO commends the MYP on: 1) planning units in light of the subject-group overview, ensuring balance and progression of concepts, global context, MYP subject-group objectives, ATL skills and content 2) using the MYP unit planning process to develop all units for all subjects 3) consistently and thoughtfully completing the reflection part of the unit planning process 4) promoting students’’ awareness of local, national and world issues through unit plans IBO recommends that the MYP: 1) further develop the planning of ATL skills to include skills from all 10 clusters 2) further explore ways to allow for meaningful opportunities for student service in action to arise from written curriculum in each year
Standard C3: Teaching and learning reflects IB philosophy.
Conclusion: Satisfactory development IBO commends the MYP on: 1) the commitment from staff to ensure that they create and nurture a classroom culture that encourages students to be inquirers and thinkers 2) students being actively responsible for their own learning 3) students being highly aware of human commonality, diversity, and multiple perspectives 4) use of a wide range and variety of strategies for learning experiences in every subject group 5) the fact that students spoke enthusiastically regarding the variety of specialized equipment available which they feel is instrumental in enhancing teaching and learning in MYP 6) the engagement of students in the learning experiences in every subject group and their reflecting on how, what and why they are learning 7) building a stimulating learning environment based on understanding and respect throughout the school community 8) student awareness of their development according to IB learner profile attributes
Standard C4: Assessment at the school reflects IB assessment
philosophy.
Conclusion: Satisfactory development IBO commends the MYP on: 1) use of a range of strategies and tools to assess student learning across the subject groups 2) the expectation for students’’ participating in service as action to be encouraged through links to curriculum 3) the regular opportunity for students to participate in, and reflect on, the assessment of their work
Report on the school evaluation
Name of head of school Michelle Bryson
Name of school Westlake Academy IB school code 2525
Date 10-03-2016 IB programme MYP
MYP years offered at the school Y1 Y2 Y3 Y4 Y5
Dear head of school
Thank you for completing the self-study process for programme evaluation.
The aim of programme evaluation is for the IB to ensure on a regular basis that the standards and practices of the programme are being
maintained. The IB is aware that for each school the implementation of an IB programme is a journey, and that the school will meet these
standards and practices to varying degrees along the way. However, it is expected that the school makes a commitment towards meeting all the
standards, practices and programme requirements.
The present report is based on the analysis of the self-study questionnaire and supporting documents, together with the findings of the school visit.
This report reflects on the self-study submitted by the school, including the process and the conclusions that the school reached.
The report is structured according to the document titled Programme standards and practices.
The report includes the following:
• Feedback on the self-study process: Analysis of the self-study process carried out by the school.
• Commendations, recommendations, matters to be addressed (MTBA): A list of those practices and programme requirements that
resulted in commendations, recommendations or matters to be addressed, together with:
o the commendation, recommendation or matter to be addressed
o related finding(s)
o indication of recommendations that are repeated from the previous report (whether from authorization or evaluation)
o indication of whether the school has already included appropriate actions for the identified recommendations or matters to be
addressed in their action plan
o indication of the evidence to be provided by the school in case of matters to be addressed.
• Conclusions: A table of conclusions for each standard. If there are matters to be addressed by the school within the standard, it will
require significant attention.
Outcome of the evaluation process of your school
You will find the report related to your school in the pages that follow.
Based on the findings included in the report, the IB has not identified any matters to be addressed.
With regard to the recommendations mentioned in the report, the school is expected to incorporate these into their action plan for the new five-
year cycle.
The report notes that some of the recommendations have been repeated from a previous report. The school must follow up on these
recommendations in the same way as any other recommendation. The repetition of recommendations in consecutive evaluation cycles or from
authorization will be considered as an indication of the level of the school’s commitment to meeting all the programme standards and practices.
We trust the information found in this report will support the school in its continued implementation and enhancement of the IB programme.
Yours sincerely
Director, Americas
Process of the school's self-study
Visiting Team
Timeline: The self-study took place over at least 12 months. 12
Stakeholders involved: Those involved in the organization and implementation of the programme contributed to
this process: members of the governing body, administrators, teaching and non-teaching staff, students and
parents.
Yes
Gathering evidence: The self-study is evidence based, drawing on existing school documentation and reflecting
actual practice in the school during the period under review. Yes
Reflection in teams: Meetings were organized, allowing time for reflection, discussion and collation of evidence,
if applicable. Yes
The levels of implementation of practices: The school has provided descriptors for assessing the practices. Yes
Section A: Philosophy
Standard A
The school’s educational beliefs and values reflect IB philosophy.
Practice 2 The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.
Findings of the
team
Conversations with the governing body, administrative and pedagogical leadership team and staff show their understanding
of the IB philosophy as expressed in the IB mission statement and IB learner profile.
Commendations The communications strategy for the promotion of the MYP to the whole school community includes focused actions to reach
the various school stakeholders.
Support in IB
Documentation
MYP: From principles into practice, p.81
Practice 3 The school community demonstrates an understanding of, and commitment to, the programme(s).
Findings of the
team
Conversations with teachers and with the pedagogical leadership team demonstrate their understanding of the MYP and its
implications for the school.
Commendations All groups within the school community demonstrate wide understanding of, and commitment to, the MYP.
Support in IB
Documentation
MYP: From principles into practice
Practice 3a The school ensures that all staff, students and parents understand the central importance of the personal project for students
in year 5 of the programme (or community project for programmes that end in MYP year 3 or 4). (1)
Findings of the
team
Discussions with members of the school community demonstrate their understanding of the personal project and its central
importance.
Commendations The school has promoted the personal project so that its central importance is evident to all groups in the school
community.
Support in IB
Documentation
MYP: From principles into practice
Practice 4 The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school
community.
Findings of the
team
Conversations with teachers show they understand and promote international-mindedness and the development of the IB
learner profile. Students have an understanding of the concept of international-mindedness and the attributes of the learner
profile.
Commendations International mindedness is embedded in the MYP unit planners. In addition, the school has planned and implemented a
number of events to promote international-mindedness across the school community. These include an Annual International
Mindedness Symposium for teachers, International Day, International Mother Language Day, a cultural dress day and World
Cup week. In addition, the school hosts visitors from around the world (Ugandan children’s choir and Students Shoulder-to-
Shoulder representatives).
Support in IB
Documentation
MYP: From principles into practice
Practice 5 The school promotes responsible action within and beyond the school community.
Findings of the
team
Students are able to describe or reflect on their service involvement activities.
Commendations Students are able to enthusiastically describe service activities that are student-initiated.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard A
The school’s educational beliefs and values reflect IB philosophy.
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• The school has taken into consideration the IB
recommendations from the previous evaluation process or
from authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Section B: Organization
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Practice 2 The school has developed a governance and leadership structure that supports the implementation of the programme(s).
Findings of the
team
Conversations with the governing body, pedagogical leadership team, coordinator and staff reflect the support given to
teachers in the implementation of the MYP.
Commendations The governance and leadership structure supports all aspects of the implementation of the MYP.
Support in IB
Documentation
MYP: From principles into practice, pp. 65, 81
Practice 5b The school has developed and implements an inclusion special educational needs policy that is consistent with IB
expectations and with the school’s admissions policy.
Findings of the
team
The MYP coordinator is aware of the accommodations that the IB can offer to students with special educational needs.
Commendations The school has developed an inclusive programme with policies and practices that effectively support students with special
educational needs.
Support in IB
Documentation
MYP: From principles into practice
Practice 5d The school has developed and implements an academic honesty policy that is consistent with IB expectations.
Findings of the
team
Conversations with students show that they are aware of the academic honesty policy and the consequences of not adhering
to it.
Commendations The school has updated the academic honesty policy to include the new requirements.
Support in IB
Documentation
MYP: From principles into practice
Practice 6a The school’s organizational structures support the implementation of all subject groups offered by the school, approaches to
learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4).
Findings of the
team
Conversations with teachers indicate that they are supported by the organizational structure in the implementation of their
subject group, approaches to learning, service and the personal project.
Commendations The school’s organizational structure demonstrates the priority given to the support for the implementation of the MYP.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard B1
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• No recommendations were made from the previous
evaluation process or from authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Section B: Organization
Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the IB programme(s).
Practice 1 The governing body allocates funding for the implementation and ongoing development of the programme(s).
Findings of the
team
Conversations with governing body show understanding of, and support for, the financial requirements of the MYP.
Commendations The governing body has allocated funding for the MYP above and beyond IB the requirements. Generous funding is
provided for curriculum resources, technology and professional development.
Support in IB
Documentation
Guide to school authorization: Middle Years Programme
Rules for IB World Schools: Middle Years Programme
Practice 2 The school provides qualified staff to implement the programme(s).
Findings of the
team
The school succeeds in maintaining qualified staff and addressing any turnover issues. The school leadership actively seeks
to hire and retain staff experienced with the MYP.
Commendations The school provides numerous relevant opportunities for staff to gain the qualifications necessary to support them in
implementing the MYP.
Support in IB
Documentation
Rules for IB World Schools: Middle Years Programme
Practice 5 The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation
of the programme(s).
Findings of the
team
A visit to facilities and conversations with teachers, MYP coordinator and pedagogical leadership team confirm descriptions
in the self-study.
Commendations The school has allocated funding to facilities that enhance the implementation of the MYP at the school beyond the
requirements for evaluation. A building program was completed in 2014 that includes a new secondary building, athletic
facilities and a multi-purpose hall.
Support in IB
Documentation
Guide to school authorization: Middle Years Programme
(For specific information for subject groups, see the MYP subject-specific guides.)
Practice 6 The library/multimedia/resources play a central role in the implementation of the programme(s).
Findings of the
team
Conversations with teachers and students, show the library is not yet a hub of MYP learning.
Recommendations The school should further develop library/multimedia/resources to ensure these have a central role in the implementation of
the MYP.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Practice 12 The school allocates resources to implement the PYP exhibition, the MYP personal project (or community project for
programmes that end in MYP year 3 or 4), the DP extended essay and the IBCC reflective project for all students, depending
on the programme(s) offered.(2)
Findings of the
team
Conversations with teachers show that they:
° are aware of the requirements of the personal project
° understand the process to supervise personal projects.
Commendations The school has appointed a personal project coordinator who provides comprehensive support to staff and students.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard B2
The school’s resources and support structures ensure the implementation of the IB programme(s).
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• No recommendations were made from the previous
evaluation process or from authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Section C: Curriculum
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB programme(s).
Practice 3 Collaborative planning and reflection addresses vertical and horizontal articulation.
Findings of the
team
There is inconsistent evidence that the vertical planning of the curriculum has been developed collaboratively.
Recommendations The school should ensure that vertical articulation of the curriculum is developed collaboratively.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
MYP: From principles into practice
Practice 4 Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.
Findings of the
team
Some teachers can explain how they are able to have an overview of students’ learning experiences.
Recommendations The school should ensure that allocated meeting time is used to provide all teachers an overview of students’ learning
experiences.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
MYP: From principles into practice
Practice 5 Collaborative planning and reflection is based on agreed expectations for student learning.
Findings of the
team
Some teachers describe agreed expectations of student learning and are able to explain how these are used in
collaborative planning.
Recommendations The school should develop agreed expectations of student learning as a basis for collaborative planning and reflection.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
MYP: From principles into practice
Practice 6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
Findings of the
team
Teachers are able to explain the collaborative planning process by which they have incorporated or are incorporating
differentiation for students’ learning needs and styles.
Commendations Teachers systematically incorporate differentiation for students learning needs and styles into collaborative planning and
reflection.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard C1
Collaborative planning and reflection supports the implementation of the IB programme(s).
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• No recommendations were made from the previous
evaluation process or from authorization.
Conclusion • Requires significant attention • Shows satisfactory development
Section C: Curriculum
Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy.
Practice 1b The written curriculum includes an approaches to learning planning chart for all years of the programme.
Findings of the
team
Conversations with teachers indicate that they use the planned approaches to learning skills in developing their unit plans,
but that the planning chart is a work in progress.
Recommendations Teachers should further develop the planning of approaches to learning skills to include skills from all of the 10 MYP
approaches to learning skill clusters.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
MYP: From principles into practice
Practice 1c The written curriculum includes subject group overviews for each subject group offered for each year of the programme.
Findings of the
team
Conversations with teachers and the MYP coordinator show that teachers have informed the subject-group overviews with
appropriate details from the courses they teach.
Commendations All teachers plan their units in the light of the subject-group overview, ensuring balance and progression of prescribed key
and related concepts, global contexts, MYP subject- group objectives, approaches to learning skills and content.
Support in IB
Documentation
MYP: From principles into practice
Practice 1d Unit plans are documented according to the MYP unit planning process.
Findings of the
team
Conversations with teachers, as well as curriculum documentation, demonstrate that the MYP unit planning process is being
followed to ensure a continuous and coherent MYP curriculum.
Commendations All units for all subjects have unit plans been developed through the MYP unit planning process.
Support in IB
Documentation
MYP: From principles into practice
Practice 1f There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills.
Findings of the
team
Conversations with teachers and the MYP coordinator indicate that individual unit plans, subject-group overviews and the
planning of approaches to learning skills are systematically and regularly reviewed.
Commendations Teachers consistently and thoughtfully complete the reflection part of the MYP unit planning process.
Support in IB
Documentation
MYP: From principles into practice
Practice 5 The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.
Findings of the
team
Teachers are not always able to demonstrate how meaningful opportunities for student service as action can arise from or
be related to the written curriculum.
Recommendations The school should further explore ways to allow for meaningful opportunities for student service in action to arise from the
written curriculum in each year of the MYP.
Recommendation
repeated from
previous report
No
School included
appropriate action
in Action Plan
Yes
Support in IB
Documentation
MYP: From principles into practice
Practice 7 The written curriculum promotes students’ awareness of individual, local, national and world issues.
Findings of the
team
Teachers can explain how unit plans include learning experiences that promote students’ awareness of local, national and
world issues.
Commendations MYP unit plans, in all subject groups, often include learning experiences that promote students’ awareness of local, national
and world issues.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard C2
The school’s written curriculum reflects IB philosophy.
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from • No recommendations were made from the previous
evaluation process or from authorization.
the previous evaluation process or from
authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Section C: Curriculum
Standard C3: Teaching and learning
Teaching and learning reflects IB philosophy.
Practice 2 Teaching and learning engages students as inquirers and thinkers.
Findings of the
team
Classroom observations demonstrate engagement of students as inquirers and thinkers.
Commendations There is a commitment on the part of all staff to ensure that they create and nurture a classroom culture that encourages
students to be inquirers and thinkers.
Support in IB
Documentation
MYP: From principles into practice
Practice 5 Teaching and learning supports students to become actively responsible for their own learning.
Findings of the
team
Teachers and students can give numerous examples of learning experiences where students were encouraged to be
actively responsible for their own learning.
Commendations Students are actively responsible for their own learning.
Support in IB
Documentation
MYP: From principles into practice
Practice 6 Teaching and learning addresses human commonality, diversity and multiple perspectives.
Findings of the
team
In conversations with students and in classroom observations, students show an awareness of human commonality, diversity
and multiple perspectives.
Commendations Students are highly aware of human commonality, diversity and multiple perspectives.
Support in IB
Documentation
MYP: From principles into practice, pp.20-21
Practice 9 Teaching and learning uses a range and variety of strategies.
Findings of the
team
Teachers can give examples of a variety of strategies used in their lessons.
Commendations Learning experiences in every subject group use a wide range and variety of strategies.
Support in IB
Documentation
MYP: From principles into practice
Practice 11 Teaching and learning incorporates a range of resources, including information technologies.
Findings of the
team
Teachers and students can give examples of how a variety of resources, including specialized equipment, learning
technology and internet access, are used in learning experiences.
Commendations Students spoke enthusiastically regarding the variety of specialized equipment available which they feel are instrumental in
enhancing teaching and learning in the MYP.
Support in IB
Documentation
MYP: From principles into practice
Practice 13 Teaching and learning engages students in reflecting on how, what and why they are learning.
Findings of the
team
Students can give numerous examples of reflection on their learning.
Commendations Learning experiences in every subject engage students in reflecting on how, what and why they are learning.
Support in IB
Documentation
MYP: From principles into practice
Practice 14 Teaching and learning fosters a stimulating learning environment based on understanding and respect.
Findings of the
team
Attitudes of understanding and respect are observed in interactions between teachers and teachers, teachers and students,
and students and students, both inside and outside the classroom.
Commendations The school has built a stimulating learning environment based on understanding and respect throughout the school
community.
Support in IB
Documentation
MYP: From principles into practice
Practice 16 Teaching and learning develops the IB learner profile attributes.
Findings of the
team
Students and teachers can give examples of learning experiences that develop the IB learner profile.
Commendations Students are aware of their development according to the IB learner profile attributes.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard C3
Teaching and learning reflects IB philosophy.
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• No recommendations were made from the previous
evaluation process or from authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Section C: Curriculum
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
Practice 2 The school communicates its assessment philosophy, policy and procedures to the school community.
Findings of the
team
Conversations with teachers, students and parents demonstrate:
° an understanding of the philosophy of MYP assessment
° an awareness of the school’s assessment policy
° an awareness of the school’s assessment procedures.
Commendations The school uses a variety of methods in communicating its assessment philosophy, policy, and procedures to the school
community.
Support in IB
Documentation
MYP: From principles into practice
Practice 3 The school uses a range of strategies and tools to assess student learning.
Findings of the
team
Teachers and students can give examples of a variety of assessment tasks.
Commendations Teachers use a range of strategies and tools to assess student learning across all subject groups.
Support in IB
Documentation
MYP: From principles into practice
Practice 5a The school has a system for the qualitative monitoring of student involvement in service according to the school’s learning
expectations for service.
Findings of the
team
The school has determined qualitative expectations for students’ participation in service as action, aligned with the MYP
learning outcomes for service.
Commendations The schools expectations for students’ participation in service as action encourage authentic links with the curriculum.
Practice 8 The school provides opportunities for students to participate in, and reflect on, the assessment of their work.
Findings of the
team
In conversations, students and teachers demonstrate understanding of the value of student peer and self-assessment.
Commendations Teachers in all subject groups regularly provide opportunities for students to participate in, and reflect on, the assessment of
their work.
Support in IB
Documentation
MYP: From principles into practice
Conclusion of the IB
Based on the analysis of the self-study questionnaire, the supporting documents and the findings of the school visit:
Standard C4
Assessment at the school reflects IB assessment philosophy.
School’s conclusion IB conclusion
School’s progress with regard to IB
recommendations for this standard from
the previous evaluation process or from
authorization.
• The school has taken into consideration the IB
recommendations from the previous evaluation process or
from authorization.
Conclusion • Shows satisfactory development • Shows satisfactory development
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP Meeting Date: April 11, 2016
Staff Contact: Rod Harding Workshop Discussion
PYP Principal
Subject: Presentation and discussion of the Board of Trustees Primary (K-G6)
Assessment and Grade Reporting Policy No. 6.09
EXECUTIVE SUMMARY
The PYP leadership provides opportunities for parents and teachers to review the assessment and
reporting procedures for the current academic year. A survey of parents was given in January
2016 and teacher feedback at this time indicated the need to be more specific in the ratings given
to the subject-based and the unit of inquiry reporting formats. Based on the structure of the MYP
in regard to command terms, the PYP leadership incorporated these terms into the reports using
Blooms Taxonomy of Higher Order Thinking. During this year a continuum of Approaches to
Learning was also developed in the areas of Thinking, Social, Communication, Research and
Self-management skills aligned to the MYP. These skills will be used as a major indicator of
student success in the unit of inquiry reports.
The suggested changes provide PYP students with important concepts and skills for their
transition to the MYP.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Why do we need governance guidance? School policy is a responsibility of the Board of
Trustees.
Which policy governs this? Board of Trustees Policy No. 6.09
What additional direction is necessary? Review and discussion with the governing board.
FISCAL IMPACT
Funded Not Funded N/A
Page 2 of 2
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Review and Discussion of Primary Grading Assessment Policy
ATTACHMENTS
Primary (K-G6) Assessment and Grade Reporting Policy
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.09:
Date Board Adopted: April 5, 2010
Date Board Amended: October 3, 2011
Effective Date: October 3, 2011
Policy Category: Student Achievement
Policy Name: Primary (K-G6) Assessment and Grade Reporting
Policy Goal: Definition and Transparency in the Primary (K-G5) Student Assessment
and Grading Policy
Policy Description:
The purpose of this assessment policy is to help all members of the school community
understand and use educational assessment in a consistent and successful way. Our
goal is to create a community that embraces assessment as a valuable and essential
part of the learning cycle.
1) Our Purposes for Using Assessment
a) For learners, assessment does the following:
i) Promotes efficient learning by focusing the student's attention on what is
important
ii) Promotes understanding and life-long learning
iii) Promotes self-evaluation and self-monitoring by the use of well-defined
expectations and criteria
iv) Motivates learning by communicating progress concerning what a
student knows and is able to do
v) Helps understand how school learning relates to present world and
future goals.
b) For teachers, assessment does the following:
i) Provides formative and summative data about student learning
ii) Provides diagnostic data to improve learning
iii) Assists instructional planning by providing informed feedback
iv) Helps to determine teaching effectiveness - what approaches and
methods work
v) Helps to determine whether the program is achieving desired goals
(program accountability)
vi) Is a tool for communicating to others
c) For administrators, assessment does the following:
i) Assists in determining the effectiveness of programs
ii) Assists in determining school and grade-level learning goals
iii) Assists in allocation of resources, including professional development
iv) Monitors student achievement and supports student learning
d) For parents, assessment does the following:
i) Provides formative and summative data about student learning and
attainment.
ii) Provides information about the child’s learning experience in school.
iii) Provides information about future educational opportunities.
iv) Helps provide information of the strengths and weaknesses of both the
instructional program and the individual learner.
In consideration of the need to establish relevant and comprehensive grade reporting
and assessment policies for the student body of Westlake Academy, the
following numerical grades will be utilized by the Staff to indicate academic performance
with regard to critical concepts, content and skills on primary report cards.
Grade 4 Meets with Excellence
Grade 3 Meets with Proficiency
Grade 2 Developing Proficiency Independently
Grade 1 Requires Support to Meet Proficiency
In addition to the abovementioned, the following descriptors and rubric will be utilized by
the Staff to indicate academic performance with regard to higher order, conceptual
understanding. These descriptors and rubric will be used to indicate the level of
understanding for each of the six grade level units of inquiry that are implemented each
academic year.
Primary Report Unit of Inquiry Descriptors for Understanding K-3
Accomplished:
Interprets information (data, ideas, or concepts) accurately, appropriately, and
in-depth in a variety of contexts
Applies formulas, procedures, principles, or themes accurately, appropriately,
and/or creatively in a variety of contexts
Explains—accurately and thoroughly—possibly using multiple solutions,
positions, or perspectives that balance opposing points of view
Creates a detailed conclusion or complete solution that is well-supported,
logically consistent, and often unique
Integrates ideas or develops solutions that are clear, coherent, and cohesive
Reflects independently and thoughtfully by using supporting details and
examples. Uses the reflective process to set goals and targets.
Perceives and approaches problems in a number of different ways, often
exhibiting clever, unique or unusual ideas.
Competent/Consolidating:
Presents information (data, ideas, or concepts) accurately and appropriately
in familiar contexts
Applies formulas, procedures, principles, or themes accurately and
appropriately in familiar contexts
Describes a solution, position, or perspective accurately
Organizes a conclusion or solution that is complete, logical, and consistent
with evidence presented
Connects ideas or develops solutions in a clear and coherent order
Reflects thoughtfully by using some supporting details and examples. Uses
the reflective process to set general goals.
Developing:
Reports information (data, ideas, or concepts) in familiar contexts with minor
inaccuracies, irrelevancies, or omissions
Uses appropriate formulas, procedures, principles, or themes in familiar
contexts with only minor inaccuracies
Identifies a simple solution or a perspective with only minor inaccuracies
Offers an abbreviated conclusion or simple solution that is mostly consistent
with the evidence presented, with minor inconsistencies or omissions
Arranges ideas or solutions into a simple pattern
Reflects thoughtfully with some assistance.
Beginning/Novice:
Copies information (data, ideas, or concepts)
Labels formulas, procedures, principles, or themes
Names a single solution, position, or perspective
Attempts a conclusion or solution that is consistent with evidence presented
Lists ideas or expresses solutions in a fragmentary/random manner
Reflects with support and assistance
Primary Report Unit of Inquiry Descriptors for Understanding Grades 4-6
Accomplished:
Interprets information (data, ideas, or concepts) accurately, appropriately, and
in-depth in a variety of contexts
Applies formulas, procedures, principles, or themes accurately, appropriately,
and/or creatively in a variety of contexts
Explains—accurately and thoroughly—multiple solutions, positions, or
perspectives that balance opposing points of view
Creates a detailed conclusion or complex solution that is complete, well-
supported, logically consistent, and often unique
Integrates ideas or develops solutions that are exceptionally clear, coherent,
and cohesive
Reflects independently and thoughtfully by using supporting details and
examples. Uses the reflective process to set goals and targets.
Perceives and approaches problems in a number of different ways, often
exhibiting clever, unique or unusual ideas.
Competent/Consolidating:
Presents information (data, ideas, or concepts) accurately and appropriately
in familiar contexts
Applies formulas, procedures, principles, or themes accurately and
appropriately in familiar contexts
Describes two or more solutions, positions, or perspectives accurately
Organizes a conclusion or solution that is complete, logical, and consistent
with evidence presented
Connects ideas or develops solutions in a clear and coherent order
Reflects thoughtfully by using some supporting details and examples. Uses
the reflective process to set general goal
Developing:
Reports information (data, ideas, or concepts) in familiar contexts with minor
inaccuracies, irrelevancies, or omissions
Uses appropriate formulas, procedures, principles, or themes in familiar
contexts with only minor inaccuracies
Identifies simple solutions, over-simplified positions, or perspectives with only
minor inaccuracies
Offers an abbreviated conclusion or simple solution that is mostly consistent
with the evidence presented, with minor inconsistencies or omissions
Arranges ideas or solutions into a simple pattern
Reflects thoughtfully with some assistance
Beginning/Novice:
Copies information (data, ideas, or concepts)
Labels formulas, procedures, principles, or themes
Names a single solution, position, or perspective
Attempts a conclusion or solution that is consistent with evidence presented
Lists ideas or expresses solutions in a fragmentary/random manner
Reflects with support and assistance
Staff will administer a variety of authentic assessments to measure student
understanding and progress throughout the year
IBPYP Attitudes – Students, in collaboration with teachers, will assign a letter indicator
to at least six (6) IBPYP Attitudes per quarter to communicate the following:
C = I practice consistently the following attitudes
W = I am working on the following attitudes
The IBPYP Attitudes are as follows:
• Appreciation: appreciating the wonder and beauty of the world and its people
• Commitment: being committed to their learning, preserving and showing self-
discipline and responsibility
• Confidence: feeling confident in their ability as learners, having the courage to
take risks, applying what they have learned and making appropriate decisions
• Cooperation: cooperating, collaborating and leading or following as the situation
demands
• Creativity: being creative and imaginative in their thinking and in their approach
to problems and dilemmas
• Curiosity: being curious about the nature of learning and the world, its people and
cultures
• Empathy: imaginatively projecting themselves into another’s situation, in order to
understand his/her thoughts, reasoning and emotions
• Enthusiasm: enjoying learning
• Independence: thinking and acting independently, making their own judgments
based on reasoned principles and being able to defend their judgments
• Integrity: having integrity and a firm sense of fairness and honesty
• Respect: respecting themselves, others and the world around them
• Tolerance: feeling sensitivity towards differences and diversity in the world and
being responsive to the needs of others
Specialist Grades – Specialist Teachers (Art, Strings, P.E., Music, and Spanish) will
grade according to discipline specific criteria.
Each of the aforementioned categories will be graded utilizing the following indicators:
Grade 4 Meets with Excellence
Grade 3 Meets with Proficiency
Grade 2 Developing Proficiency Independently
Grade 1 Requires Support to Meet Proficiency
Report Cards - Westlake Academy will send home two (2) primary report cards each
year. The report cards will be sent home in December and May of each year.
Parent-Student-Teacher-Meetings – Staff will conduct two (2) parent/student/teacher
conferences per year. One (1) will be a goal-setting conference and one will be a
student-led conference - in semester two (2). This will allow parents/students to meet
with teachers to discuss their child’s progress, and, in the case of student-led
conferences, witness the demonstration of understanding firsthand. Additional concerns
will be addressed at individually scheduled conferences available at any time during the
school year.
In addition to the above meetings parents and students will be invited to attend
conferences at the beginning of October to know how their son or daughter has settled
into their new class.
Conferences reporting student achievements will be held at anytime throughout the year
and will be on a needs basis. Conferences are requested by parents and teachers.
Dates Amended:
10/03/11
Amendments Proposed
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 6.09:
Date Board Adopted: April 5, 2010
Date Board Amended: October 3, 2011
Effective Date: October 3, 2011
Policy Category: Student Achievement
Policy Name: Primary (K-G5) Assessment and Grade Reporting
Policy Goal: Definition and Transparency in the Primary (K-G5) Student Assessment
and Grading Policy
Policy Description:
The purpose of this assessment policy is to help all members of the school community
understand and use educational assessment in a consistent and successful way. Our
goal is to create a community that embraces assessment as a valuable and essential
part of the learning cycle.
1) Our Purposes for Using Assessment
a) For learners, assessment does the following:
i) Promotes efficient learning by focusing the student's attention on what is
important
ii) Promotes understanding and life-long learning
iii) Promotes self-evaluation and self-monitoring by the use of well-defined
expectations and criteria
iv) Motivates learning by communicating progress concerning what a
student knows and is able to do
v) Helps understand how school learning relates to present world and
future goals.
b) For teachers, assessment does the following:
i) Provides formative and summative data about student learning
ii) Provides diagnostic data to improve learning
iii) Assists instructional planning by providing informed feedback
iv) Helps to determine teaching effectiveness - what approaches and
methods work
v) Helps to determine whether the program is achieving desired goals
(program accountability)
vi) Is a tool for communicating to others
c) For administrators, assessment does the following:
i) Assists in determining the effectiveness of programs
ii) Assists in determining school and grade-level learning goals
iii) Assists in allocation of resources, including professional development
iv) Monitors student achievement and supports student learning
d) For parents, assessment does the following:
i) Provides formative and summative data about student learning and
attainment.
ii) Provides information about the child’s learning experience in school.
iii) Provides information about future educational opportunities.
iv) Helps provide information of the strengths and weaknesses of both the instructional
program and the individual learner.
In consideration of the need to establish relevant and comprehensive grade reporting
and assessment policies for the PYP student body of Westlake Academy, the following
ratings and descriptors will be utilized by the Staff to indicate academic performance, as
well as effort in subject-based and unit of inquiry reports with regard to higher order
thinking, critical concepts, content and skills on primary report cards.
Higher-Order Thinking Skills Command Terms
Create design, construct
Evaluate justify, synthesize, appraise, comment
Analyze deduce, investigate, argue
Apply measure, present, calculate, predict
Understand describe, recognize, classify, explain,
Rememberin g list, identify, define, recall, label
Lower-Order Thinking Skills
PERFORMANCE DESCRIPTORS
Meets with
Excellence
4
The learner evaluates and creates new and deeper
understandings that are applied beyond grade level standards.
The learner consistently applies knowledge and skills to
unfamiliar situations through independent investigation, uses
higher-order thinking to demonstrate (see rele vant command
terms) understandings through reflections, work samples, and
discussions. The learner takes responsibility through student-
initiated actions and strives to achieve his/her highest individual
Meets with
Proficienc y
3
The learner meets grade level standards by applying and
analyzing knowledge. The learner uses higher-order thinking
(see relevant command terms) with knowledge and skills in
familiar situations to communicate understanding through
reflections work samples
Developing
Proficienc y
2
The learner is approaching the proficient level of
remembering and understanding. The learner can use
lower-order thinking (see command terms) to demonstrate
knowledge. Teacher support is sometimes needed to
encourage self-directed learning. Grade level standards of
knowledge and skills continue to develop with increasing
i d d Requires
Support
to Meet
Proficienc
y
1
The learner is struggling to reach proficiency in relation to grade
level standards. Teacher support is regularly given for the
student to engage in lower-order thinking. The teacher must
guide learning and skill development because the learner has
not reached an independent level.
Not Applicable
(N/A)
This strand has not been formally assessed at this point in the
school year. In- depth study in this area will be addressed next
semester.
EFFORT DESCRIPTORS (Grade 3-5)
Exceptional Effort 4
Motivated, active
learner
The learner consistently and confidently demonstrates a
willingness to work hard and is driven by external (peer
and parental expectations), as well as internal (interest
and desire to achieve their highest individual potential)
factors.
Organized/Prepared The management of time is used effectively and
appropriately to plan and carry out activities. The learner
is reflective about sharing information with an audience
and is always well prepared with materials and resources.
Very Good Effort 3
Motivated, active
learner
The learner demonstrates willingness to work hard and
appears driven by external (peer and parental
expectations), as well as internal (interest and desire to do
well to achieve their potential) factors.
Organized/Prepared The management of time is not always used effectively
and appropriately to plan and carry out activities. The
learner shares information but not always with the
audience in mind, and could be better prepared with
materials and resources.
Good Effort 2
Motivated, active
learner
The learner works to meet the minimum expectations and
does not demonstrate the independence and drive.
External motivation is needed on a regular basis to
achieve more than is required.
Organized and
prepared
Support is needed in the management of time and to plan
and carry out activities. The learner needs support in
organization of materials and resources.
Improvement Needed 1
Motivated, active
learner
The learner seldom demonstrates willingness to work
hard to potential. External factors (peer and parental
expectations) and teacher intervention tend to be the only
source of motivation to accomplish work of a satisfactory
or better standard.
Organized and
prepared
Time is not used effectively and appropriately to plan and
carry out activities. The learner shares information
without care and does not see a purpose. The learner is
always assisted in the preparation of materials and
resources.
Report Cards - Westlake Academy will send home two (2) primary report cards each
year. The report cards will be sent home in December and May of each year.
Parent-Student-Teacher-Meetings – Staff will conduct two (2) parent/student/teacher
conferences per year. One (1) will be a goal-setting conference and one will be a
student-led conference - in semester two (2). This will allow parents/students to meet
with teachers to discuss their child’s progress, and, in the case of student-led
conferences, witness the demonstration of understanding firsthand. Additional concerns
will be addressed at individually scheduled conferences available at any time during the
school year.
In addition to the above meetings parents and students will be invited to attend
conferences at the beginning of October to know how their son or daughter has settled
into their new class.
Conferences reporting student achievements will be held at anytime throughout the year
and will be on a needs basis. Conferences are requested by parents and teachers.
Dates Amended:
BOARD RECAP / STAFF DIRECTION
Board of
Trustees
Item # 6 – Board Recap /
Staff Direction
Board of
Trustees
Item # 7 – Adjournment
Work Session
Presentation of GFOA Award for Westlake Academy
2015-16 Budget
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.
Board of Trustees Workshop/Meeting
Monday, April 11, 2016; 5:00 pm
WA Barbara Brizuela Memorial Site Dedication & Reception
Tuesday, April 12, 2016; 8 – 9:00 am
WA Primary Entrance, Flagpole & Commons
WA National Honor Society (& NJHS) Induction Ceremony
Thursday, April 21, 2016; 5-8:00 pm
WA MPH
Final MasterWorks Spring Concert in Westlake – Me & My Monkey, the only Beatles tribute in DFW
Thursday, April 21, 2016; 7 – 8:00 pm
Solana’s Plaza (retail courtyard); 1301 Solana Blvd., Bldg. 4
WA Fine Arts Showcase
Saturday, April 23, 2016; 10:00 am – 4:00 pm
WA Campus – MPH & Gym
Town Council Workshop/Meeting
Monday, April 25, 2016; 5:00 pm
2nd Annual Run the Ranch 5K/1K fun run; Hosted by the WAF
Saturday, April 30, 2016; 8:00 am (rain or shine)
Circle T Ranch; Begins/enter from WA campus
Save the Date:
• An Evening in Seville - Sunday, May 15, 2016 at 3:00 pm
• WHPS Annual Decoration Day – Monday, May 30, 2016 at 6:00 pm
• WA 2016 Graduation – Saturday, June 4, 2016 at 2:00 pm
*For WA Athletic events, please check the appropriate sport’s category box on the WA
Calendar webpage for times.
Board of
Trustees
Item # 2 – Items of
Community Interest
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 # 3 – Citizen
Comments
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 March 7, 2016, meeting.
Board of
Trustees
Item # 4 – Consent
Agenda
BOT Minutes 03/07/16
Page 1 of 4
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
March 7, 2016
PRESENT: President Laura Wheat, Trustees: Alesa Belvedere, Carol Langdon, Rick
Rennhack and Wayne Stoltenberg.
ABSENT: Michael Barrett
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, Executive
Principal & Director of Education Dr. Mechelle Bryson, MYP
Principal Dr. Andra Barton, 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 Jarrod Greenwood, Director of
Information Technology Jason Power, 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 5:30 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the pledge of allegiance to the United States and Texas flags.
BOT Minutes 03/07/16
Page 2 of 4
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE MARCH 7, 2016, TRUSTEES
REGULAR MEETING AGENDA.
No additional discussion.
4. DISCUSSION ITEMS
a. Presentation and Discussion of 2014-2015 Math STARR Results.
Dr. Bryson, Dr. Barton, Mr. Harding and Mrs. Furnish provided a presentation
an overview of the results.
Discussion ensued regarding Carroll ISDs Mathematics teaching strands,
continuing professional development, testing the first week of school,
benchmarking, strand by strand verses global method, and an explanation of
the interventions.
b. Presentation and Discussion Regarding the addition and alignment of Career
and Technical Education (CTE) Courses within the MYP and DP.
Mr. Stoyanoff and Dr. Bryson provided a presentation and overview of item.
Discussion ensued regarding any differences in the pipelines, can you transfer
pipelines, financial impact, cost of implementation, financial reporting
requirements, Grade 10 would double up the Problems and Solutions course,
minimum number of sequences, and communicating CTE to students and
parents.
c. Presentation and Discussion Regarding an Amendment to the Board of Trustees
Policy 6.02 - Board Parameters for School Sanctioned Trips.
Mr. Stoyanoff and Dr. Bryson provided an overview of the proposed
amendments.
Discussion ensued regarding the timing of the trips, number of colleges visited,
Costa Rico Trip, San Miguel Immersion program, possible fundraising
opportunities, and including a trip scholarship as a possible Fund an Item.
d. Presentation and Discussion regarding Proposed Academic Calendar for 2016-
2017 school year.
Mrs. Furnish and Dr. Bryson provided an overview of the proposed amendment
based on the new implementation of the number of days being calculated in
minutes.
BOT Minutes 03/07/16
Page 3 of 4
Discussion ensued regarding moving the professional day to a Tuesday, new
school day would be 8:00 a.m. to 3:20 p.m., number of holidays, flex time and
professional learning days.
5. BOARD RECAP / STAFF DIRECTION
Schedule additional discussions regarding start time for a meeting in May.
Present the option to CTE programs at the DP Palooza event with a formal adoption at a
later date.
6. ADJOURNMENT
President Wheat adjourned the work session at 6:59 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the regular session to order at 6:59 p.m.
2. ITEMS OF COMMUNITY INTEREST
Gallery Night was a wonderful event and funding provided for the Science Outdoor
Learning Center.
Superintendent Brymer provided an overview of the upcoming events.
3. CITIZEN COMMENTS
No one addressed the Board.
4. CONSENT AGENDA
a. Consider approval of the minutes from the February 8, 2016, meeting.
b. Consider approval of Resolution 16-03, Approving an Electronic Signature
Policy.
c. Consider approval of Resolution 16-04, Amending the 2016-2017 School
Calendar.
d. Consider approval of Resolution 16-05, Amending the Board Parameters for
School Trips Policy.
BOT Minutes 03/07/16
Page 4 of 4
MOTION: Trustee Stoltenberg made a motion to approve the consent
agenda with a revision to the 2016-2017 School Calendar as
discussed. Trustee Belvedere seconded the motion. The motion
carried by a vote of 4-0.
5. FUTURE AGENDA ITEMS
President Wheat – Westlake Academy start time.
Trustee Langdon seconded President Wheat’s future agenda item.
6. ADJOURNMENT
There being no further business before the Board, President Wheat asked for a motion to
adjourn the meeting.
MOTION: Trustee Langdon made a motion to adjourn the regular session.
Trustee Stoltenberg seconded the motion. The motion carried
by a vote of 4-0.
President Wheat adjourned the regular session at 7:02 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON APRIL 11, 2016.
ATTEST:
____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
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 # 5 – Future Agenda
Items
Board of
Trustees
Item # 6 – Adjournment
Regular Session