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06-20-05 BOT Agenda Packet
WESTLAKE ACADEMY SCHOOL BOARD WORKSHOP AGENDA JUNE 209 2005 3:00 P.M. TOWN HALL BOARD ROOM 2650 J. T. OTTINGER ROAD 1. CALL TO ORDER. 2. DISCUSS FY 2005-2006 BUDGET. Cc��1���117►1► i�►f11� CERTIFICATION I certify that the above notice was posted at the Town Hall of the Town of Westlake, 2650 J. T. Ottinger Road, Westlake, Texas, on Thursday, June 16, 2005, at 5:00 p.m., under the Open Meetings Act, Chapter 551 of the Texas Government Code. Qe444= AwL44&x -d J#h Dwinnell, TRMC, CMC, 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. Town of Westlake May 9, 2005 Asia Society 725 Park Avenue New York, NY 10021 Re: Westlake Academy; The Goldman Sachs Foundation Prizes for Excellence In International Education Ladies and Gentlemen: I am writing with the utmost enthusiasm and sincerity to support the Westlake Academy's application for the Elementary/Middle School Prize. As reflected in the application, Westlake Academy is a charter school owned and operated by the Town of Westlake. Westlake is a small community located in the Dallas/Fort Worth metropolitan area. More than 20 years ago, the citizens of Westlake came together in the realization that to create a great community, we must have a great school. The school as envisioned would be public and free to all in the Westlake community. And, because the world's nations were becoming increasingly interwoven in their relationships, we knew that the school must prepare its students to succeed — indeed, prosper - in the -new world environment. We concluded that the curriculum offered by the International Baccalaureate Organization would best serve our purpose of educating children who could get along with, and understand, those in other parts of our shared world. We wanted to provide a rigorous international curriculum that would allow the child whose education commenced in another country to transfer seamlessly into our school; and we wanted our children to be educated in a way that would prepare them for higher education at any university in the world. But the path we chose was not easy. Not all leaders in public education saluted this idea. In fact, many superintendents of Texas public school districts saw our founding as a threat to the existing system, and persuaded the Texas Legislature to change a century -old law that permitted a municipality to form its own independent school district. Thus was the founding of our school temporarily blocked. 2650 JT Ottinger Road • Westlake, Texas 76262 Metro: 817.430-0941 • Fax: 817-430-1812 • www.westl2ke-tx.org Application: Westlake Academy April 29, 2005 To Whom it May Concern: As a parent of a child attending Westlake Academy, I have been truly inspired by the educational values and the vision for excellence I have seen develop there in less than two years. It is on track to become an International Baccalaureate accredited school, and true to its developing roots, it is a school with a global perspective, fostering understanding, tolerance, and knowledge of our international community. We made the decision to send our daughter to the school for the small class size and structured environment it promised, but it is its holistic approach to education among various disciplines that has impressed me most. This most certainly applies to the integration of international learning throughout each subject. What have I seen in the less than two years this school has been chartered? A Holidays Around the World celebration ... a school choir learning and performing songs from other countries. ..student participation in a Model United Nations program ... artwork and projects lining the hallways that demonstrate class modules on foreign lands ...theatrical productions of international fairy tales ... the girls basketball team taking the court with a cheer of "si puedo!"... dancing demonstrations from Latino cultures at a school barbeque... outreach of Spanish classes into the community ... writing to pen pals in China. International education is not an afterthought. It does not begin and end with the Spanish class. International education is woven through each part of the curriculum — comparative political systems and cultures in Humanities are interwoven with the choice of the literature in Language Arts; vocabulary in Spanish class is used for Physical Education instruction; lessons learned in Geography are reinforced through Math problems; discussion of real-world international problems, like AIDS and war, become the fodder for research and writing projects. You can walk down the halls of the school and meet teachers from England and Uruguay and Cuba and Argentina or teachers who have taught in other International Baccalaureate schools. You can meet families from India and Ukraine and Turkey, drawn to the school by its blossoming reputation that it has built in only a short time. This kind of learning environment really cultivates and captivates the students there. I can see an inquisitiveness developing in my daughter as she talks about the AIDS problem in Africa as she studies for her Model United Nations project and a disbelief in learning about the holocaust as they study global history. I believe she has a more open, honest, and frankly less narrow-minded view of society that she might not have developed in a more insular community of students. Asia Society Education Programs Goldman Sachs Foundation Prizes 725 Park Avenue New York, NY 10021 April 27, 2005 To whom it may concern, I am a parent of two children who have attended The Westlake Academy since it opened in August of 2003. In these past two years, my family and I have been overwhelmed by the quality of education and challenge my children have received. There have been so many aspects of the school, its philosophies and instructional style that have helped our children move toward realizing their potential. One thing that is particularly impressive is the way the world outside of the United States is integrated into lessons on a daily basis. When my 3rd grader was studying money, he didn't only just study dollars, but also euros and pesos and lira. When they talked about weather patterns, it wasn't only about weather in the United States but also about different weather patterns in other parts of the world and how they interact. We are also very grateful for the enthusiasm and high expectations of our children's foreign language instruction. My children learned more Spanish in the first three months at the Westlake Academy than they learned in the previous five years in public school. In addition, there are over 25 nationalities represented in our school! This allows the students to be exposed to different ways of saying things and the different ways things sound outside of their formal instruction. Having teachers from Cuba, Uruguay and Puerto Rico have allowed them to experience the differences of the same language within different cultures which has led to conversations about the differences in the English spoken in Australia versus that in England versus that in the United States. This international diversity of teachers at the school helps my children relate to people from other places in a personal way. The travel opportunities currently proposed by the school will offer our children experiences that we would not be able to provide them otherwise. Our 5th grade son has been invited to travel to another IB school in Mexico City next year and our 7th grade daughter may travel to Uruguay. In addition, students from those schools will come to stay with us, giving my children an opportunity to focus on what is most important to them in their community that they would like to share. One of our 70' grade American teachers who was allowed to travel to South America this past summer, as well as an American P grade teacher who traveled to Italy in the first year, came back with a changed perspective and better understanding of the world that translates into their everyday teaching and interacting with the students.. Another aspect of the school that is so impressive is its commitment to integrating technology into the student's daily life. In addition to technological instruction, they are t'YI' of the III: Y V�t% ST Ile roc A School: Westlake Academy version 12: April, 2005 An inquiry Into: Age An inquiry into Who we are An exploration of the nature of the self; of our beliefs and values; of personal, physical, trental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human. An inquiry into Where we are in time and place An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilisations. An inquiry into flow we express ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts. An inquiry into Now the world works An exploration of the physical and material world; of natural and human -made phenomena; of the world of science and technology. An inquiry into flow we organise ourselves An exploration of hun tan systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact. An inquiry into Now we share the planet An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them. I1-12 Unit Title: t Have the Power Unit Title: Cultures on the Move unit Title: The Stories We Unit Title: Amazing Machines Unit Title: Give and Take Unit Title: Rights for All e Subject Focus: health Subject Focus: Social Studies Tell Subject Focus: Science, History Subject Focus: Socia I Subject Focus: All Gnde Central Idea: Central Idea: Subject Focus Social Studies, Central Idea: Modern technology Studies, Math Central Idea: Informed decisions enable people Finding the common threads within Literature has resulted from the evolution of Central Idea: The prosperity EXHIBITION: Rights to make healthy choices. our diversity encourages Central Idea: man's ability to create machines. of a global region is influenced change over time to suit the understanding and acceptance. Folk stories reflect the by each country's local needs of individuals in knowledge and beliefs of the economy. order to share the planet. people who created them. An Inquiry Into: An Inquiry Into: An Inquiry Into: An Inquiry Into: An Inquiry Into: a. The impact of media a. Commonalities and a. The internationalism a. 'Ihe interrelationship a. The main and society on differences between of folk tales between simple and characteristics of decisions. cultures b. The purpose of folk complex machines the economic b. The importance of b. Coexistence of belief tales and mythology b. *Me effects of complex systems good health practice. systems machines on our lives b. 'the impact of an economic system on Case Study: Leonardo Da Vinci's the lives of the contributions to the development of people livir g within machines that system Case Study: The influence of the global economy on the American stock market lo -1 I Unit Title: Exploring Human Unit Title: History and My Story Unit Title: What Did You Unit Title: The Webs We Weave Unit Title: What Are You Unit Title: Do You Have Sd Rights Subject Focus: Social Studies, Say' Subject Focus: Science, Social Planning To Do? Enough Grade Subject Focus: Social Studies, Language Arts Subject Focus: Language Studies Subject Focus: Social Subject Focus: Literature, Language Arts& Arts Central Idea: Arts, Art, Math Central Idea: Forms of energy Studies Geography, Science Central Idea. Understanding the tools and motives Central Idea: People use have distinct properties that allow Central Idea: Emplo,mlent Central Idea: Individual rights are influenced of historians helps us accurately different forms of energy to be stored and used in opportunities are influenced by Consumption of world by history, beliefs and politics. uncover the past. communication to express different ways. factors which have an effect on services, goods, and themselves. peoples' lives. resources is influenced by An Inquiry Into: An Inquiry Into: An Inquiry Into: An Inquiry Into: An Inquiry Into: many factors. a. The changing nature a. The tools of a historian a. Math as a structured a. The fortes of energy a. How factori affect An Inquiry Into: of human rights b. Events in history language b. How different forms are employment/ a. The effects of the b. How inclusion and b. The influence, generated, stored and used unemployment following on individual and exclusion in groups impact and Impact of technology on society consumption: affects individual changing nature of employment. - geography and use attitudes and technology on of natural resources opportunities. communication - political system -economic pattern IBO 0 September 1999 4 -Ili 4� Grade Unit Title: study in Pieces Subject Focus: Science Central Idea: Life is based on the interrelationship of different systems. An Inquiry Into: a. The function and importance of systems of the body b. The consequences of losses or weaknesses in different systems 11-9 Unit Title: Family'1 les 3"i Subject Focus: Social Studies, Gnde Science, Health, Math Central Idea: Family structures influence who we are and who we will become. An Inquiry Into: a. Similarities and differences between different types of families: adoption, mixed families, multi - generation, divorce b. Economic impact on families c. The role of family members IBO © September 1999 Unit Title: Land Ahoy! Subject Focus: Social Studies, Language Arts Central Idea: Exploration and discovery have changed the way people think about the world and have stimulated migration and further exploration. An Inquiry Into., a. Reasons why people explore b. Reasons why people migrate C. How explorations, migrations and discoveries have impacted the world Unit'ritle: Toys R Us Subject Focus: Social Studies, Science, Math Central Idea: Children's play in the past helps us understand children's play in the present. An Inquiry Into: a. The role of the historian b. Clow and why play has changed C. Understanding the similarities and differences between children of the past and present. Unit Title: The Write't'u: Subject Focus: Language Arts Central Idea: A way in which communities are inflammed about issues and events is through the news they receive. An Inquiry Into: U. Ways in which different types of news are communicated b. The process of turning events and issues into news C. How news can he represented and what determines this. unit Title: Heroes Subject Focus: Science, Social Studies, Ninth Central Idea: We express our ideas, hopes and values through our choice of heroes. An Inquiry Into: a. Qualities that make good heroes b. Clow our choice of heroes reflects our values c: Understanding the difference between being a hero and being ramous Unit Title: Living on the brink Subject Focus: Social Studies, Science, Ninth, Language Arts Central Idea: Humans study natural disasters in order to modify their environment, predict disasters and to devise ways to respond to their impact. An Inquiry Into: a. DilTerent types of natural disasters and their causes. b. I low natural elements bring about physical changes in the earth's structure C. How we can prepare ourselves for and cope with disaster d. Ilow man has tried to adapt and control the environment Unit Title: To Infinity and Beyond! Subject Focus: Math, Science, Social Studies Central Idea: Our curiosity drives us to explore our universe. An Inquiry Into: a. The process scientists use to prove their ideas b. Uncovering scientific concepts leads to new discoveries IAxE AC Unit Title: We are the Children Subject Focus: social Studies Central Idea: There are children in the world who face challenges that affect their freedom and opportunilies. An Inquiry Into: a. The social, economic and health chalh:nges that childrei. face across the %orld b. The respons:s people and organizations have made to the: c challenges unit Title: We the People Subject Focus: Central Idea: Civilizations create systems to provide structure. An Inquiry Into: a. Understanding what systems are needed to support communities. b. Ilow the sin:eture of govemment provides services locally C. Recognizing; the characteristics of citizens of a global Unit Title: hg on the Drink Subject Focus: Social Studies, Science, Math, Language Arts Central Idea: Pollution can be far reaching and/or long lasting. An Inquiry Into: a. Causes and effects of pollution. b. Responsesto pollution and people's responsibilities Unit Title: Where the Wild Things Are Subject Focus: Science Central Idea: Organisms are influenced by structures If life and the environment An Inquiry Into: a. I low organisms need to maintain a balance to survive as a species b. interdependency of organisms 7-8 Unit Titt about d1e 2' Subject Focus: Social Studies, Grade Health, Language Arts, PE Central Idea: The study of my world begins with me. G-7 1' Grade An Inquiry Into: a. What are healthy choices in diet, exercise, and hygiene b. How the brain, lungs, and heart work C. How to make personal choices that impact our safety Unit Title Circle of Friends Subject Focus: Social Studies, Health, Language Arts Central Idea: Similarities and differences help us understand our responsibility to each other. An Inquiry Into: a. Strengths and weaknesses: physical/academic b. How cooperation, problem -solving, and conflict resolution affect our role in the family, school, communities and world IBO 0 September 1999 unit Title: A Walk through Time Subject Focus: Social Studies, Language Arts Central Idea: The events of the past help prepare us to identify and solve problems of today that will affect us tomorrow. An Inquiry Into: a. How timelines indicate significant events b. clow and why historical figures have helped to shape our world (biographies such as Columbus, H. Keller, B. Franklin, ML King, and others of student interest) C. flow and why changes occur throughout history out of necessity (inventions) Unit Title: Oh, the Places We Will Go! Subject Focus: Social Studies, Language Arts Central Idea. Exploring our heritage allows us to be aware of global connections An Inquiry Into: a. The symbolic expressions of a country's heritage b. How our heritage influences who we are as individuals and families around the world. Chili Title: Sing. Swing, Swish, and Smile Subject Focus: Language Arts, Music, PF„ Social Studies Central Idea: Communication is not limited to lunguage alone. An Inquiry Into: a. Exploring and interpreting art, music, poetry, photography, dance and movement as ways to express feelings, ideas and messages b. I low varying abilities affect communication and Unit Title: A is for Art, 11 is for Books, C is for Create Subject Focus: Language Arts, Social Studies, Art, Music Central Idea: Exchanging information, ideas and feelings through literature helps us better understand the diversity of human character. An Inquiry Into: a. Art as a communication tool by the author and illustrator h. I low celebrations and traditions as depicted through literature show diversity of cultures and human character. C. Variety of ways stories are presented ( through dance, music, puppetry and various versions) offer different views of human character. tinct Title: Over, Under, Around and 'Pltrough Subject Focus: Science, Math, Social Studies, Art, Music Central Idea: Patterns and cycles exist in our world as a result of natural and man-made occurrences. An Inquiry Into: - a. What is a pattern ora cycle. b. Patterns in weather, math, season, art and music Unit Title: Let's Nock `n Roll Subject Focus: Science Central Idea: Motion affects people and objects in our world through balance and force. An Inquiry Into: a. What kinds of machines use balance to work. b. What makes objects move C. flow and where motion, balance and force are present in our world d. The role of gravity as a force and its effect on matter and balance. Vlest-IA,kE_ tinit Title: Conning Together Subject Focus: Social Studies, Language Arts Central Idea: Communities emerge and exist as a result of systems that interact with one another. An Inquiry Into: a. I low products are processed ti-om natural resource to consumer b. t low providers of goods and providers ofservices differ C. How jobs and careers interconnect and impact our communities. Unit Title: Going Places Subject Focus: Social Studies Central Idea: Various types of transportation provide ways for communities to connect locally and globally. An Inquiry Into: a. Different modes of transportation b. I low transpwation systems are organized by communities (signs, roads, airpcd-ts, symbols) C. The similarities and differences of the purpose, role, and function of transportation d. The role of geography and climate in transportation Unit Till, Inc Sweet Home Subject Focus: Sciet,ce, Social Studies, Language Arts Central Idea: It is our responsibility to take ownership in protecting the delicate balance existing on our planet. An Inquiry Into: a. What are finite and infinite natural resources b. t low we protect natural resources today for tomorrow Unit Title: Over Io The Meadow Subject Focus: Science Central Idea: There is a delicate balance between a habitat and the species found in that habitat. An Inquiry Into: a. What makes habitat unique b. What animals need in an environment C. I low people affect animals and their environments d. interdependence C. Cohabitation among species Unit Title. _.sling School Subject Focus: language Arts, Social Studies Central Idea: A formal education provides an opportunity to team and share information. An Inquiry Into: a. What school looks like and how school is organized b. Why, what and how we learn about each other's differences C. What our responsibilities are as learners 4-3 34 1BO CD September 1999 Unit Title: Expanding Our Horizons Subject Focus: Social Studies Central Idea: Our lives change through experiences and time An Inquiry Into: a. How events change our understandings b. Similarities and differences between personal histories of students in class C. How time affects our growth. Unit Title: 'fell Nle A tit. Subject Focus: Language Arts, Social Studies Central idea: Societal values and attitudes are reflected through literature. An Inquiry Into: a. How PYP traits and attitudes are expressed through literature b. Fairy tales as a means of understanding cultural lessons and messages C. I low parts of a fairytale are designed to develop the message of the Unit Title: All About Matter Subject Focus: Science, Math Central Idea: The world is made of different forms of matter. An Inquiry Into: a- I low mailer is categorized: solid, liquid and -gas b. Changes in matter to another state C. I low matter is measured Wes4IP,k£ Unit'I'i1le: When I'm Big Subject Focus: Social Studies Central Idea: Communities need people to fulfil roles and provide resources in our community. An Inquiry Into: a. The type!: of jobs performed by community workers b. The purpose and responsibility of specific job:: C. I low jobs are interconnected and cooperate within aur community Unit 1'1114 Circle of I.Ife Subject Focus: Science, Language Arts Central Idea: The cycles and survival of living things is affected by how living things interact. An Inquiry Into: a. I low similarities and differences of living things affect life cycles b. Our personal responsibility to protect and preserve the environments of animals around the world Stage 6: To what extent did we achieve our purpose? Tr, what extent: were the purposes juljilled: was the unit reletvrnt, engaging, rhallengini: and significant: were the resources adequate: were the concepts, skills and attitudes address We consider that this was a very good unit "in theory." The students really gasped the central idea, but it took a long period of time. They were very engaged in group discussions and that was when they could actually make and show their connections, yet those connections were not always transferred to daily situations. Students were able to make very powerful questions but they were not yet able to carry our research in the same way. This made us realize the importance of presenting and actually teaching the different research tools and strategies to our students. This unit of inquiry may have taken so long because it was it articulated in a effective way. We think that we need to change the way we explore the different landmasses. The different groups should be studying them at tiie same time. This may help them see connections in a clearer way and it will be less time consuming. Regarding stage 5, we should revisit the stage and generate new fon-ns of assessment focusing in critical thinking. In all, this was a very good unit because it helped both teachers and students to become more aware of the importance of understanding and carrying out meaningful and purposeful research. PYP Planner, 0180, September 2000 L -.'I Nty Theme: Where we are in Titne and Place Unit Title: Cultures art the Mope Focus: Vacial Stsedirs lliscipline(s) to receive the mujoremphasis. Level- 6th grade Teacher(s): Peggy Schools, Claudia ()nrthe-Cabale school: WetstlateAcademy PYP PLANNER Proposed duration: 30 hours October 2004 Stage t: What is our purpose? A concise desrrigtiwt of the central idea to be addressed and thr scope of the inrluiry a) Central idea: Finding a common thread within our diversity encourages understanding and acceptance. h) An inquiry into: Culture Commonalities and differences between cultures Religions of the world Stage 2: What resources will we use? People, glares, audio-visual noterials, related literature, ntusir, an, computer software err. www.yaltooligans.cutn Slide show with pictures of the different geographic arraskuhures. Wa ld Refigions. (Teacher Created Materials 624) Alias of the Middle East (National (eogruphye) Ekath on the Nik (National Geographic) Bury the Dead (Cluistopher Shun) Pyramid (Janus Putnam) Mosque (David Macaulay) The Middle East Conflict ( James S. 11011 Paean of the Middle last (Naumi Shihab Nye) Islam (Eyewiuwss Bmtks) Living Religions Buddhism (Cavan Wood) Living Religions Hinduism (Gibson) Vatican and otber (,V tiara Iloly Places (Parker) Wald Ilistury (Scholastic) 'Ile tlsbome Boot: of World History (llsborne) Ganges (Parker) Budh Gaya ( Ross) Mccca (Ross) Golda Meir (Anna Claybutuite) Osamu bin t Iden (Louis) Yasser Ararat (David Downing) Living Religions (Trtistianily tGibson) Western Wall (Ross) Judaism l Wood) Golden 'Temple (I Arker) Sikhism (Maytcd) Pacts and Figures about the Middle East (Lissa McCoy) Israel l8oraus) Webster Imemational Atlas Student Atlas of the World Scholastic Atlas of elle World EsscntiA Atlas of the World (Collins) Geography from the World (DK) Marley (Eyewitness Books) Our Wodd Today l(;kncoe) Geography World (McGraw-Ilill) Stage 3: What do we want to learn? The key questions which will drive the inquiry. h'unit 1 c whir is lit,? ��- Function 1 5 a.c,d blur dvr. it rot Causation 5 a,b,d Who i1 fl tAr roe It is 7 Change 3 5 h Item don it Ill— rr Connection ? 4 h,c,d U.. it ar -,Rd rot"Arr AM r! Perspective 1 4 wArt err the Mr vire Responsibility 3,4 5 a What u oar it riUlay.' Reflection 3 4 5 it.. m rY'--? Teacher Questions: I. What is a culture? 2. What do all cultures have in common? 3. What factors lead to changes in cultures? 4. How am I influenced by my culture.? 5. How did the American culture evolve? Student Questions: a) Why are there so many wars in the ME? b) Why are there so many religions instead of having only one? c)What are their laws in the tribes? d) What are the reasons for making masks? PYP Planner, 0 IBO, September 2000 Stage 4: I1ow best will we learn? Teacher andlor student designed ariivities which will address the key ourslions. Class discussion so as to w:lnvale 15 prior knowledge regarding the C'eotral Idea and to explore (heir background knowledge. c%perieleeS and imerests: What are lite key words that you can sec in the Central Idea? What is a "culture"*) What is diversity? (whole Class 101 Studcuts find cannxutalitics and diffcretccs among themselves unit their heritage: ') asks SS W think about their ancestors and thelrjourney W America. 0eir parents and their own journeys. What do all of you have in cuou nil? Which are the differences you can think of! (15 min. groups of 4 and whole class). l::ach ss writes U list of important infuruvaliti o about tlemsclves. 00'nio indiv) In pairs they share their iufornuttioc uud Gout comuuualilics and dif fcremcb. Aticr they do so dtcy have to categorize those co inliva tahtlies and diffen: noes. (101nlin pairs) F stch pair shares their Gntdings with anuclwr pair, and adapt alai nntlify their findings (5 min. groups of 4) As a whude class ss stare. (10'mio) Class Discussion: What can you l'lncludl' after talking 10 your panlurs? In which ways are we all IIIc saltie? fit wild' ways are we all different? -0. wholeclass) What is diversity'! SS work in groups and create their Frey Map for the word Diversify. (15' groups of preferences) After analyzing the poster (marble jar) each ss creates his own poster that reflects the except of de word. (20' individual work) Activations of ss prior knowledge and interests: SS watch •a slide show with different pictures of the dilycrou geographical arcus (Middle tdast, Africa, train Ancrica, Europe, Asia) alid write down all to words that alike to their minds. After doing so they write questions related to what they would like to find out Mout those cultures. (30' individual) Group Research: based oil their questions, students work in groups of G and do research on: Geography, Religion, Daily life, (;uvernment. Arts and Hluertaini cat, Ecouomics of each geographic arcu. (Grasps of 6, 1350 min.) oral presentations of their findings (120 min. group) Staring their results: SS get lugeter in groups. Each group must have oe representative of the treater groups ( Gcography, Religion, Daily life, Govemineot, Ans and hn(enainucnt, 1:Iationlics) aid they C Cate a Chan that Summarizes their findings. (110' groups of 6) Class Discussion: What do all these cultures have in conntan? What are their differences? (45' min. whole class) (tow will we take action: Now the students will demorisrrate their ability to rhtutse, art and reJlerl. Stage S: 11ow will we know what we have learned? The srrntesies whirr will de used m assess learning. KNO W LGUGti: C)tal prcseulanitu: Middle E,sb Africa. As.. Iiurnpe wid Latin Anhrtica. CI IECKLIST. PCnoroLutce Task: Crcale a :tlllurc and de(elld the survival of Iltcir culture. ANT111401Oi.00IN 1'. class Uiscussion: ANt:Cix rAl. RECORDS SKILLS: Social Skills: RespeetiuQ others: Sludeuts investipalidts wt tlr diffsmnl cultwes. ANIiC'WVAL KECOKUS. Research Skills: pomnulauit!, Questions: Students questicus. RrSEARC'li Kt1hRIC. 'I'hinkitg Skills: Analysis: Students' oral presentation slid colheclittn of dau. RESEARCII RUh141C. Sell' M•atagetlent Skills: (rgallir.aliac Students group Work during investigaliorns. Rr:SEARM 1 RUBRIC. ATTITUDES A(greCialiorl: Group research on the different cultures. AN('CUUTAI. REC0141)% US U'l airy: Class Discua inn.. ANECWrAL RECUKDS 'folnmwe: Class Viscus>iwi wrl (letup Researelh. ANI.CDOTAI. KHCUKUS. Student self-assessment! Self-Assessment/Reflection: Croup work evaluation sheet. Ural presentation evaluation sheet. Reflection and PYP profile journal. Term 3 llydUC /- Change & Equilibrium August September October November December January February March April May 1..anguagc A Greek Myths Unit on poetry Lord of the Shakepeare Short stories Dante' s Media Studies Media studies Un t on poetry Odyssey Flies Merchant of "Inferno" Animal Farm Venice Shakepeare Merchant of Lan uage B Spanish/Lat Spanish/Lat Roots of Roman Incas/Mayas/ Incas/Mayas/ Discovery of Discovery of 20th Century 20th Century Am culture Am culture Spanish influence in Aztecs Aztecs Americas Americas Lat Am Culture Lat: Am Culture Spain & Lat Maths Fractions Pythagoreans' Scientific Roman Exponents Geometry Mapping Tesselations Bar graphs Bar graphs Decimals Theorum Notation numerals Square roots skills Equations Pie charts % Pie charts % Expressions & Properties Inventions graphs Metric graphs Review Equations Speed/rate system Silence Robotics Inventions DNA Engineering: Earh processes Astronomy Newton Newton's Law Chemical Nuclear energy DNA DNA Earth Aquaducts Astronomy Sc. Rev & Interactions Plants In our Processes Water Discovery wcrid heating Astronomy Earth rocesses Humanities Europe Culture Ancient Greece Ancient Greece Roman Medieval Medieval Renaissance Reformation 20th Century 20th Century Empire Europe Europe Europe Europe Art &Design Tools & Mosaic with Gallery Day Poppy Costume Mono Reniassance Print making Pop Art drawing magazine designs design chromatic Artists Recylced paper Multiple Images Pape technology pageilies Fresco Comedia painting DaVinci Bag Project Modern Art Arts Basics of Basics of acting Act of Greek Musical form - Garage Band Mask Actvity Shakespeare Music in time Music in time Contemporary acting tragedy scenes Shakespeare IT Review of skills Using Keynote Design Graphing Designing Workings of Producing webquests Xmas cards a computer learlets Renaissance PE Olympic Volleyball Volleyball Roman Basketball Weights Weights Soccer Soccer Professional Games sports Development Sports Basketball lof sports Cost of salary scale adjustment Goal 1. Be IBO Objective + performance indicator Person Responsible A. HOS + PYP Coordinator Time frame A. 2005/6 school Cost A. $4500 A. PYP Authorization Authorized i. WA authorized for PYP (L Bowie) year (paid in 04- B. MYP Implementation (done) and B. HOS + MYP Coordinator B. 2005/6 05 budget) Application, Part B (D Jenkins) B. $4500 (included in 05-06 budget) 2. Attract and retain A. Competitive salaries both locally and for A. HOS, Personnel (doing A. i. 2005/6: suggest A. i. Total best teachers and foreign market comparative studies), Board maintaining salaries for all support staff i. Salaries are commensurate with the best within 3% of teachers districts and private schools in area surrounding districts $24,788 ii. Administrative support staff salaries ii. 2005/6: 3% A. iii. $3000 competitive included in budget MA; $6000 iii.Graduate degrees are actively pursued iii. 2006/7 PhD and highly remunerated B. Professional development opportunities B. HOS, Coordinators B. 2005/6: IB B. IB i. Staff development includes IB training and $1099-2 training and other state-of-the-art workshops MYP, 1 courses (e.g. Harvard's Project PYP Zero; CIS international courses) teacher. ii. Staff visit other IBO schools — to Other major date: 2 Argentina/Uruguay; one courses to Germany provided by iii. Teacher exchanges WA Foundation 3. Able to address 1. Academic A. HOS and Special Ed. A. 2005/6 part time A. Included the needs of all A. Special Ed Teacher in 2005/6 students o Special Ed part time aide budget appointed to assist Sp. Ed teacher B. Differentiation B. HOS and teaching staff B. 2005/6: must be B. $0: WA o Differentiation apparent in all reflected in planners teacher will classrooms and is documented. in reading and math head year C. `Gifted' C. HOS and Committee C. 2006/7 Policy in long o Study completed. Committee has place training recommended that program will endorse acceleration but not C. Costs `Gifted' pull-out classes included in o Piloted having G student work #2 with G3 in Math. 4. Improve Math and A. Math A. HOS and Coordinators A. (all) 2005/6 Science programs i. Secure new MYP Math teacher who can bring up Math results (done) ii. Review Math GI -6 curriculum in light of MYP program B. is 2005/6 B. Science ii. 2005/6 i. Have MYP Science teacher plan and advise PYP teachers iii. 2006/7 iii.$2.8 ii. Plan a Science Fair million iii. State-of-the-art labs for Diploma WA students Foundation Capital Funds Campaign 5. Full Sports A. School sports: PE & Dir Fac + Rec i. 2005/6 A. No program — both i. increase number of sports offered: ii. 2005/6 additional interschool and soccer in 2005/6 cost for intramural, (TAPPS, ii. develop Elementary teams for basketball soccer and CSAF) as well as and soccer volunteer sport clubs and coaches. lessons Referees included in budget 7. Make WI.A truly A. ECAs A. HOS and Dir. Fac & Rec A. 2005/6 A. no -cost; a community center i. Include vacation and summer camps - eventually with ECAs and done B. HOS B. i,ii 2005/6 revenue Courses for the B. Courses for the Community B. no -cost, Community i. Improve publicity for courses eventually ii. introduce Community Choir in addition revenue to Spanish and Instrumental Music 8. Excellent Media A. Implement annual funds for building up A. HOS, Board, WL A. on-going A. `04/5: Center library acquisitions Foundation $20,000 B. Continue to host Book Fairs for B. HOS + HOC B. on-going plus $5,000 additional books and funds from HOC C. Full time Librarian C. HOS C. 2005/6 (included for MYP D. Library and facilities open to community_D. HOS + Town of Westlake I in budget) B. approx 4. Exemplary level of Technology deployed to enhance level of education 10. Enhance school image through optimum level of communication, both internal and external with community librarian for after-school hours and summers D. start 2006, 7 .+ $25 800 C.+ $25, C, D. ? A. WLA will increase number of computers A. HOS and Tech team A. 2005/6: additional A.$21,480 for student use (NB: WLA will aim to meet 20 student computers (in 04-05 state Target levels whenever it is deemed (plus TE laptops budget) these are in line with our academic goals. redeployed) We will not, for example, try to meet the targeted level of having all computers less than 3 years old) B. Acquire software that enhances single B. HOS and Tech team B. in 2004/5 B. $2,689 subject teaching (e.g. for graphing, software budget geography, graphic design, etc.) and upgrade server D. HOS, Tech team and D. 2006/7 D. Have a computer lab Board A. Internal: A. i. HOS and Admin staff A. 2004/5 and on- A. Included i. assure quality and quantity of internal ii. HOS, HOC and Tech staff going in `05/6 mail and email communication iii. HOS, Tech staff and budget ii. set up parent page on website (not done) students iii. set up student page on website (MYP + G6 have extensive links) B. External B.Extermal i. HOS and Dir. Of B. i. 2004/5 B. ii. i. Press releases issued regularly (improved) Marketing and Public Affairs ii. 2005/6 Foundation? ii. WLA brochure published for companies, ii. HOS, Admin Staff, Dir. Of funding etc.(still in progress) Marketing and Public iii. active participation in educational Affairs, Board iii. 2004/5 forums and group (Region XI Charter iii. HOS with help group, NLF, Charter Schools) iv. HOS with help iv. 2005/6 iv. Alliances with other schools Strengths — 1. IBO Programs *Successful PYP Consultation * should have Authorization during 2005 * on recent visit to IBO school in Munich, staff -member found complete alignment *MYP Implementation in consultation with IBO have found we are ahead of schedule 2. Strong international staff 3. All staff taking initiatives 4. Development of inquiry based learning 5. Student acceptance and development of thinking skills 6. HOC as a community builder Westlake Academy Weaknesses Opportunities 1. Math in MYP 1. Math LowTAKS in G7 New teacher from IB Diploma will keep Academy from school (North Hills); very ex - Exemplary status experienced; designed TAKS 2. Science problems for publications *Although weaker than what Implementing new program we want, no weaker than TX (Singapore Math) averages; need to strengthen Grades 1-6 have some very teacher and student skills high Math scores 3. Special Education 2. Science *Attributes of school make it In pilot TAKS for G8, our G7 very attractive for Sp Ed had 2nd highest scores out of students 100 schools tested * Costly services MYP Science teacher will have 4. HOC members and time built into schedule to help volunteers not respecting PYP teachers boundaries Piloting new inquiry based 5. Non -Westlake Resident Science texts in G8 families feeling threatened/ * PYP teacher has volunteered to disenfranchised help strengthen program Strengths Weaknesses 7. Strong internationalism 6. Lack of funding * Student acceptance of End of Federal Start-up IB profile funds * Exchange programs taking *Ability to keep salary shape scale at competitive rates * G5 student exchange with IB school (Greengates) slated for 2005-06 * Teacher exchange with Northlands in planning * Excellent MUN (Model United Nations) teams 8. Acceptance by general public *Not teaching to the test *Maturity of students *750 on the waiting list Opportunities 3. Adding Special Education aide to provide more efficient program 4. New HOC president in agrees volunteer policies must be more stringent 5. Help families realize that with additional revenues from Capital Campaigns, school could add classes 6. Securing more grant money 7. Students should be seen and heard more in public Grade Commended TAKS State Commended Average Reading 49% 37% 3 Math 28% 25% Reading 53% 23% 4 Math 62% 28% Writing_59% 23% Reading 46% 23°% 5 Math 49% 30% Science 32% 26°% C Reading 79% 39% v Math 55% 27% Reading 59% 21% 7 Math 25% 12% Writin 45% 28% Westlake l "iderny DF `FT All Funds Pruposed Budget Preliminary Budget FY 2005/2006 199 00 5744- - ------------- ,-,Gifts and Donations 220,000 250,000 -------- -- ----------- 202,420 100,000 40.00% -- - - -- ---- 350,000 $300,000 from WAF - $50,000 from TSH 199-00-5749 .. ........ Other Local Revenue __ _ _ _ _ -------- 2,000 I—— -- 6,200 1----------..- 6,157 (200)_________- -3.23% I --- I --- 6,000 _199-00-5749-01Local - Restricted 01 0 .......... 348 348 17 5.00% - - 365 Softball 199-00-5749-02 ---Local - Restricted -0-2 - 0 175 175 ---- ------- ----- - --- � - - ------ 9 5.00% - ----- ------- -- - --------- - 184 Ice Cream Social 199-00-5749-03/6 Local- Restricted 03 ----------- -- - ---1 - -------- - ------- - 0 14,000 13,983 0 0.00o - ------------- -- - ---1-1 -------- - ------ 14,000 Field trips (offset by exp 199-11-6412) 199-00-5751 F od/Beverage - -- - ---------------- --- 9 53,100 7,000 6,019 --- -,-- 0 0,00% 7,000 When budgeted 04/05 we didn't know funds godirectly to caterer ---- -- 199-00-5757 Courses for Community 2,700 810 0 190 23.46% 1,000 199-00 5759 Co -Curricular revenue 4,5004,750 -- -- - ----------- --------- 4,731 6,118 -5.269/6 4,500 - --- - -------- ----- - ----- - ----- ------------ 199-11-6142-23 Insurance - Sp Ed 0 66 25 (66) -10000% 04/05 amended Includes settle -up of $81,486 from FY 2003-2004; No ---199-11-6143-11 -- - ------ Workers Comp - Teachers 10,561 10,561 1,002 1,762 16.59% template yet to compute state funding. Proposed amount based on 199-00-5812 State Foundation Revenue 1,282,944 1,492,663 ---- ------ - 1,135,956 ------------ -- 171,967 11.52% - 1,664,630 04/05 per student amount x 300 students. 199-00-5831 TRS On behalf - ---- - 70,632 70,632 0 0 0.00% 70,632 Offset in expense in each function - ---- - --- --.-------- 1. 9-9- -1117614 5- 1.1 - - ------- ------- - 5,175 5,175 2,631 (1,297) -83.03% Informational purposes only - in separate grant (Exp. Incln this -00-5929 IDEA -B Fed. Special Ed Funds 0 0 0 21,473 100.901. 21,473 proposed budget) 199-11-6146-23 TRS - Sp Ed 0 1,190 114 (1,034) 100.00% Informational purposes only - in separate grant (Exp. Incl. n this 411-00-5829 Technology 0 7,690 990 910 11.83% 8,600 proposed budget) 199-11-6219-23 REVENUES 1 1,635,876 1 1,854,268 1 11.370,779 1 294,1161 15.86%1 2,148,3841 1 199-11-6112-11 Teachers - Substitutes 10,000 10,000 ---- ----- -- � --- ------5,880 0 0.00% 10,000 199-11-6119-11 Salary - Teachers 902,592 894,342 747,623 92,242 10.31% 986 ---------- ----------- House mistress, Textbook coordinator, Testing coordinator, PYP, Choir 199-11-6119-11 Stipends - Teachers 0 0 0 10,250 100.00% ------------ - ----------- 10,250 (FY 04/05 - part of salary) 199-11-6119-23 Sal - Special Ed 0 ------------ 6,000 - -- --------- 9,505 - - -- 33,017 - - -- - -- ---11 550.28% - - � - - I 39,017 Service center reviewing actual; appears accruals are o -' - -- " --- -, - - " - -, �- -- - - - -- -- wr N _ _ _ 199-11-6141-11 SS/Medicare 15,659 - ------ ------------ 15,659 15,066 ----- -- 4,304 27.49% 19,963 ------ ---- -- 199-11-6141-23 SS/Medicare Sp Ed 0 500 412 66 13.15% - --- ------------- - 566 199-11-6142-11 ---- - - ------- Insurance - Teachers 49,518 - - ------ 49,518 26,383 6,118 12.36% 55,636 199-11-6142-23 Insurance - Sp Ed 0 66 25 (66) -10000% 0 ---199-11-6143-11 -- - ------ Workers Comp - Teachers 10,561 10,561 1,002 1,762 16.59% - --------- 12,313 199-11-6143-23 Workers Comp - Sp Ed 0 40 -100.00% -- ------- - - ------- 0 199-11-6144-11 TRS - On - behalf _payments 59,016 59,016 ---------- 0 -- -- -- 3,525 ------ -------- 5.97% ' ----- ------ - --------- - --- . ..... .. 62,641 1. 9-9- -1117614 5- 1.1 - - ------- ------- - 5,175 5,175 2,631 (1,297) -83.03% 878 199-11-6146-11 - , --- - --------- ----- ---- --- ----- TRS - - --- -------- 3,540 3,540 2,710 436 1 - 2.32% 3,976 199-11-6146-23 TRS - Sp Ed 0 1,190 114 (1,034) 100.00% 156 Need to research actual - ---------------------- 199-11-6219-11 Contracted Services (Diagnostics, etc) 0 0 2,286 0 100.00% - --- 0 Researching actual -_probably reed to reclass 199-11-6219-23 Contracted Services - S Ed p 0 - -------------- ---- - 20,000 16,792 ------ 5,000 25.00% ------- -- --- --- 25,000 will have more students to serve ------ - ----- - - ------------- 199-11-6321-11 Textbooks - instructional 5,000 7,000 911 0 - ---------- -------------- - 0.00% - - - --- -------- - ----- ------ 7,000 adding to texts beyond TEA provided 199-11-6395-11 General Supplies _(Hardware) o 0 487 14,495 -- ------ ------ 100.00% --- ------ --- 14,495 in Start-up Grant (Actual needs to be reclas to grant) sed 199-11-6398-11 -------------- Furniture 24,000 18,000 ------- 319 - ' - ----------- 12,000 - ---- -- 66.67% _Previously 30,000 will have 3 new rooms to furnish 199-11-6399-11 ------ --- General Supplies 0 0 1,778 60,996 100 00% ------ -------------- ------------ ------------ 60,996 ou Previ sly in Start-up Grant (Actual needs to be reclassed to grant) 199-11-6399-23 General Supplies p E 0 1,000 -- -------- - 873 50 5.00% 1,050 5% increase over FY04/05 amended Budget ------ 199-11-6412-11_ Student Travel/Field T 0 10 15010,127 508 5.00% 10,658 5% increase over FY04/05 amendedBudget 199-11-6499-11 Instructional CiLerating 2,000 2,000 (397) 100 5.00% 2,100 5% increase over FY04/05 arnerided-Budget E-1 7 MTRUCTIONALI 1,087,061 1 1,113,757 1 84,32711 239,4211 21,50%1 1,353,174 6/16/2005 1 of 5 3:27 PM Westlake,' "iderny DF "FT All Funds Pruposed Budget Preliminary Budget FY 2005/2006 199-12-6119 Salary -Librarian 0 0 0 42,454 100.00% 42,454 Previously in Start-up Grant; increased from 2 to 5 days 199-12-6141 SS/Medicare 0 - ---- -- 0 0 3,163 - - ---- 100.00% 3,163 Previously I -up Grant _nStart ----------- -- 199-12-6143 Workers Comp 0 0_ O 497 100.00% 497 Previously in Start-up Grant 199-12-6144 TRS - On behalf payments mjent 0 - - - ------- ------ ___ 0 0 2,547 100.00% 2,547 Previous IXjriStart-up Grant s_ 199-12 6145 Unemployment - 0 0 0 27 100.00% 27 Previously in Start-up p Gran I 199-12-6142 Insurance ---- ------- - - - ------- 0 0 0- __ 3,974 10 - 0.00% 3,9 74 Previously in St art- up Grant 199-12-6146 - - TRS 0 0 0 170 --- --- 100.00% 170 PreviouslyAn start-up Grant 199-12-6329 - -------- ---- - - - ----------- Library books 20,000 20,000 427 _(15,000) - ---- - ----- - -------- 75.00% --- large 5,000 la e investment in 2004-05 - ----- _199-12-6395 ---------- Library -_ hardware --- ------ ----- - __ - ------- 2,000 0 0 2,000 100.00% - ----- - -------- - - 2,000 Hardware was not needed in 04/05 199-12-6399 Library- supplies 500 700 588 0 0.00% 700 F_ 1INSrL RESOURCES &'MEDIA SERVICES I 22,5001 20,7001 1,0161 39,0321 102.43iAl 60,63Z I ..... 199-13-6219 Professional Services -_ ------- 8,000 - - --- - ----- - -- ---- 1,500 - ----- ------ 324 0 000% --- ------- ------ -- --------- 1,500 193-13-6399 General supplies 0 1,200 - -- ------- 1,185 ___(1.200)__ _ _100.00% ------ 0 199-13-6411 ----- - ---- ------ Travel - Other 5,000 - -------- 8,500 6,135 - ----------- -- - ----------- 0.00% 8,500 199-13-6499 199-13-6499 Operating (in -Service Training) 5,350 6,150 1,934 850 13.82% ---------- -----_---_ ___._ .._..____--.. --------- 7,000 More teachers to educate 199-23-6141 CURRICULUM DEV. & INST. STAFF REV. 1 18,350,1 17,350 1 - 9,6741 (350)l 2,02%1 11,0001 199-23 6119 --- .-Salaries-Leadership 186,406 186,406 117,293 -11.48% 165,010 100% Barbara& 50% Counselor 100% Darcy & 100% Daniella (Daniella previously in Start-up grant - 199 -23r - 6129 ------ --------_-- - -- --------- - ---- - - Sup _port Personnel 0 0 22,221 70,452 100.00% 70,452 need to reclass Darcy from 199-23-6119) 199-23 6139 _-Emplo eeAllowance y 7,200 7,200 5,610 0 0.00% 7,200 199-23-6141 SS/Medicare ------ ------------- 2,773 2,773 _ - ---- - - ----- --- 2,431 460 16.60% 3,233 199-23-6142 Insurance --------- - - - ---- -- 13,969 13,969 8,596 .... .. . (2,310) -16.54% _ ----- ------ - ------ ---11,659 199-23-6143 - - Workers Comp_ 2,240 2,240 1,430 369 16.47% - - - ------------- -- 2,609 ------- _ -- ------------- ------ 199-23-6144 TRS - On behalf payments 11,616 11,616 -------- --------- 0 1,783 15.35% ---------- - ------- - - - - - - - - 13,399 199-23-6145 Unemployment 518 518 -81.66% --- - - --------- --- 95 199-23 6146 TRS - - - - ----_-_- 737 - - ----------- -- 737 -------- - -------- ------- ---- 442 140 19�00% - --- ---- 199-23-6239ESC - ----- - ------ Services 0 3,900 3,900 195 5.00% - - ------ ---------- --------_---- --- - ---------- 4,095 5% increase over FY04/05 amended Budget 199-23-6269 Copier Rental 3,000 3,000 2,126 150 5.00% 3,150 5% increase over FY04/05 amended Budget 199-23-6299 Ma nt/Co Copier 1 Chq _- py___ 7,500 7,500 4,500 375 5.00% 7,875 5% increase over FY04/05 amended Budget 199-23-6499 Miscellaneous Operating Costs 0 100 98 (100) -100.00% 0 F-7 I I SCHOOL LEADERSHIP], 235,9591 239,059 1 100,7667 49,6951 '20.-11%1 289,664,1, 6/16/2005 2 of5 3:27 PM Westlake ' "'idemy Of FT All Funds Pruposed Budget Preliminary Budget FY 2005/2006 199-31-6119Salaries - Counselor ------- 0 0 0 21,310 100.00% u- or 21,310 50% Counselor (Previously in Start-up Grant)- 199-31-6141 SS/Medicare 0 0 0 304 100.00% 304 Previously in Start-up Grant 199-31-6142 - --- -------------- - - - ------- Insurance 0 0 0 0 100.00% OPreviously in Start-up Grant 199-31 6143 Workers Comp 0 0 0 245 100.00% 245 Previously in Start-up Grant 199-31-6144 TRS - On behalf payments 0 0 0 1,279 100.00% 1,279 Previously in Start-up Grant 199-31-6145 Unemployment 0 -0- 0 27 __100.001/._ _14 Previously in Start-up Grant 199-31 6146 ____TRS______ 0 0 0 84 100.00% ------ - ----- ---- — ------- --- 84 Previously in Start-up Grant 199-31-6219-11 Testina- all students0 - - ---------- 3,500 950 500 14.29% ------ ------_--_-_---------- --- - - 4,000 More students to serve 199 3t 6219 23 -Speech/Lang Testing, etc - Sp Ed 0 11,000 - - - -- - -- - ------------ 7,955 --- -- __ . ....... 550 5.00% - 11,550 5% increase over FY04/05 amended Budget -- ---- --- - -------- 199-31-6399-23 Testing Sup lies - Sp Ed 0 1,000 751 50 5.00% 1,050 5% increase over FY04105 amended Budget GUIDANCFJOOUNSELINGIEVALUAIIONI, 0 1 15,5001 9,6581 24,3$61 157.01%1 39.8301 199-33-6119 Salaries - Nurse 0 0 0 18,755 100.00% 18,755 Previously in Start-up Grant 199-33-6141 SS/Medicare 0 0 0 272 100.00% 272 199-33-6142 - ---- ---- --- Insurance --- ------ ------0 0 0 0 100.00% 0 199-33-6143 Workers Comp- 0 0 0 219 1 .00% ___qq ------------ 219 -- - -------------- 199-33-_6144__ _____TRS -_On-behall'payments 0 0 0 1,125 - -------- - ------- 100.00% 1,125 ---- - -- 199-33-6145 Unemployment 0 0 0 27 100.00% 27 199-33-6146 TRS ------ - , - ----- ----- - -- 0 0 0 75 100.00% 75 199-33-6239 ESC Services 0 750 700 38 5.009/6788 ....... ..... 5% increase over FY04/05 amended Budget 199-33-6399 Nurses - supplies 1,000 600 340 30 5.00% 630 5% increase over FY04/0 5 amended Budget --31391 HEALTHSERVICES1,000 1, 1,3501 1,0401 26,641,1 1521.62%1,---- 16,6031 199-35-6119Salaries - Lunchroom 0 0 0 7,787 100.00% 7,787 Previously in Start-up Grant -- ----- --- - 199-35-6141 SS/Medicare 0 0 0 596 10000% 596 Insurance 199-35-6143 - - ----------- 199-35-6144 100.00% 91 67100700% 467 - — ------------- 27 100.00% 27 199-35-6341 Food Purchases - ------ --------- 47,613 6,000 ----- 5,551 ----- -- - 300 5.00% 6,300 - 5 - % - i - n - crease over - - -- FY04/05amended Budget 199-35-6342 Non Food Purchases --------- ---- 0 50 38 3 5.00% ------- - -------- - 53 5% increase over FY04/05 amended Budget ----- - 199-35-6499 Food Operati22 0 345 345 17 5.00% 362 5% increase over FY04/05 amended Budget E- FOOD SERVICES 1 , 47,613,1 6,395 1, 6,9341 9,2881 145.23%1 16,6031 6/16/2005 3 of 3:27 PM Westlake 'iderny D _SFT All Funds Proposed Budget Preliminary Budget FY 2005/2006 199-36-6119 Athletic Stipend 0 6,000 5,750 - ----- --- ---11 -----------1,500 25.00% 7,500 Coaching more sports _199-36-6141 SS/Medicare 0 75 77 ------- -- - - -- ---- --------- -------------- -- ---- 45.00% 109 199-36-6142 Insurance 0 10 me-- - ----- 6 1 5.00% 11 5% increase over FY04/05 amendedBudget -1 ---- --- --- ---- - - -- ------ - ------------ ----- 199-36-6146 TRS 0 25 21 13 50.00% 38 199-36 6219 Contracted Coaches &,-O,fficials,---, 24,672 6,672 6,3592,328 - 34.89% 9,000 199-36 6399 Co Curricular supplies 2,000 200 206 - ------- - - -- -- -- ----------- 10 500% ----- --------- 210 5% increase over FY04/05 amended Budget 199-36-6429 Insurance & Bonding 0 4,250 4,250 213 5.00% 4 463 5% increase over FY04105 amended Budget 199-36-6499 Co -Curricular operating 1,200 3,250 3,877 750 23.08% 4,000 More students to serve 199-41-6239-702 199-41-6239 -------------- CO-CURRICULARO(TRA-CURRICULARI 27,6721 20,482 I 20,W 1 4,847 1 23.670/61 5,329s� , 199-41-621 Legal services 15,000 --- 12,000 - - -------------- 9,656 ---- ---- 600 5.00% -- - ------ - --- ---, - ------ 12,600 5% increase over FY04105 amended Budget 199-41-6212 - -------- Audit 10,000 1 1,467 ------ 0 ------ 73.89% ------- Perproposal 199-41-6219 - ----- Admin Contract Services 3,000 500 2-00-- -2-,500---- - 5-00.00-% ---------- 3,000____ 199-41-6239-001 ESC Region XI -- ---- -- - ------- - --giio --- 0 - - -- - - --- ---- -- 650 - - -- - 650 ---- - 19,823 ---- 3049-69% __ 20,473 Finance portion of$18,000 previously paid from Start-up t___ -- --- - --- 1-----"----,--,--- -- I-- . ........ Gra-- 199-41-6239-702 199-41-6239 -------------- - ESC Region XI 0 -- --------- 1,000 --- ------ --- 1,000 0 0.00% 11,063 based on YTD average�x 66% 199-41-6395 --- --- ------- Admin Materials - - --------- -- ---- --- --- ---- 0Budget 1,900 1,878 - ------- 95 ------ ---- - 5.00% -- ---- ------- - ---------- 1995 5% increase over FY04/05 amended B -------- - -- -- 199-4"399-701 Admin supplies ------------- -1-- ------ 5,400 6,000 5,038 300 ... . .. ....... 5-00%____________6,300 5% increase over FY04/05 amended Budget nded� 199-41-6399-750 Admin sup supplies 0 1,000 -------- ---- --l- I-.--.,.,-- M 50 -5.00% 050 5% increase over FY04/05 amendedBudget 199-41-6411 -- --- ---- - ------ Travel - Barbara 2,900 1,900 1,004 I - '000 52 .63% 2,900 Did not recruit abroad 0 4/05 199-41-6429 ------ ----- - Insuranance and Bonding 0 0 0 14,000 100.00% 14,000 PreviouWinSt - Grant 19941-6499-701Misc -- - - - ------------ Op 4,500 12,500 6,007 625 5.00% 13125 5% increase over FY04l05 amended Budget 19941-6499-750 International moving expenses 3,000 3,500 1,018 2,500 71.43% 6,000 Will have new international staff August 06 F- GENERAL ADMINISTRATION J 43,800'1 50.9501 30,401 41,4031 81m./.l 02.401 199-51-6249 - - - - -- -- Contracted maintenance and repair -------------- 500 500 585 25 5.00% 5255% increase over FY04/05 amended Budget - --- -- ------ 199-51-6255 -I-.---,.-.- -- --- -- ----------- -- ---- - -------- Gas (66% of total 7,000 --------------- 4,500 1,467 ------ 3,325 73.89% a 7_,_82_5_ based on YTD (Based onsqu re e) 199-51-6256 Electric 6 of total) 44,300 37,300 18,012 13,871 37-19% ......... . . 51,171 based on YTD averages X66%(Basedon square 199-51-6257 of - total) Telephone/T-1 I4,200 - 4 -.20 - 0 4,200_ 1,322 4,783 113.88% --- -------------- - 8,H3 based on YTD averages x 50% -----------199-51 6258 -- Water (660�o of total) - --------- 15,000 9,000 0 2,063 22.92% 11,063 based on YTD average�x 66% 199-51-6319-001 ------ Maintenance supplies ppH 2,000 2,000 650 100 5.00% 2,100 5% increase over FY04/05 amended Budget 199-51-6429 r Insua & bonid - ------ - NIM ............. _nq_ 4_48_0_0 45,234 38,992 2,262 5.00% 47,496 5% increase over FY04/05 amended Budget 199-51-6499 Maintenance operating 225 225 0 11 5.00% - - --- ---------- 236 5% increase over FY04/05 amended Budget PLANT MAINTENANCE 8, OPERATIONS 1 118,0261 102,959 1, 61j027 1 26.4401 25.68%1 129 398 6/16/2005 4 of5 3:27 FM Westlake -"iderny All Funds Pruposed Budget Preliminary Budget FY 200512006 D!' `,FT 199-53-6119 Tech Stipend ------- -- - --- ---- ------------- -------- 1,500 0 0.00% 2,000 Need t reclass portion of salary budget 199-53-6141 - - ---- - SS/Medicare 0 21 29 10 0.00% - --- ------- ---------- 29 Need to reclass Portion of salary budget ---------- .. . ....... .... . Comp 0 0 18 23 100.00% ----------- ------ ------ - ------- -- ----- ---- - Need to reclass Portion of salary budget __JW -53-6146 TRS 0 0 6 120 100.00%reclass - - --------- - --------- - --- --- - - - --------------------- -- ------ - ----- IZO Need rec - I - a - ss - portion of salary budget 199-53-6219 Data Processing Services 30,000 41,000 35,000 4,000 9.76% 45,000 Will need new services to upgrade website . .....1 6121 -- ---- Community Services 1,800 - --.' --- - . . ..... 1,800 90 ------ ----- -5-00%-- ............ --- - ----------- ------ - -------- __ 1 890 5% increase over FY04/05 amended Budget 199--61-61141 ---- - ---------- SS/Medicare 0 26 26 1 5.00% ---- ------ --? - - - -- - - --- - --- --I- ------- - ----- -------27 5% increase over FY04/05 amended Budget Workers Com 0 21 1 5.00% 22 5% increase over FY04/05 amended Budget 199-61-6146TRS ----- ---- -7 ------ ------ ------ 5.00% ------- 7 5% increase over FY04/05 Budget 199-61-6499 Community RA -i— non -amend-ed - -- - ---------- - -- I TOTAL EXPENDITURES I 1,634,1801 1,634,2561 IA98,718 1— 459,8081 _28.14-/.l 2,094,0641 Total Revenues 1,635,876 1,854,268 1,370,779 294,116 15.86% "I TotalI I Expenditures (1,634.180) (1,634,256) (1,196,718) (459,808) 28.14% 50f5 6/16/2005 3:27 PM Westlake ",,,,ademy Special Revenue Funds 258 Charter School Start -lip 'Reimbursement Grant 258-00-5929 Federal Grant 250,000 189,250 75.70% (60,750) 1 TOTAL REVENUES 1 250,6001 189,2501 75.70%1 (60,750)1 258-11-6395 Instructional (hardware) 58,091 32,626 56.16% (25,465) - - -------- 258-11-6399 Instructional - supplies 13,805 8,138 58.95% (5,667) INSTRUCTION I 71,8961 40,764,1 56.70%1 (31,132)1 258-12-6119 ------ - --- Salary - Librarian 16,648 12,166 73.08% (4,482 258-12-6141 SS/Medicare - Librarian 1,240 - --------- -- 828 ---------------------- --- 66.79% - ---- - (412 258-12-6142 Insurance - Librarian 0 32 100.00% 32 2-5-8-1112-6-1431 ---Workers ..,Comp- -,_Librarian l,-- 276 ------ 0- 0.0,0-% --- (195 258-12-6145 Unemployment - Librarian 207 44 - -------------- 21.40% (163) --------- -------- ------- ---- --- 258-12-6146 TRS 67 0 0,00%(67) - -------------- 258-12-6239 ESC Services 350 350 100.00% - ------- INSTRUCTIONALRE-SOURCES; & MEDIA SERVICES 1 18,7071 13,4211 71.741/61 (5,286)1 258-23-6129 Support Personnel - Leadership 23,562 ------- -- - ------------- 20,915 88.77% (2,647) Daniella White's salary - --------- - --------- - - 258-23-6141 --- ------ SS/Medicare 342 555 162.33% 213 258-23-6142 -- -------- Group Health & Life Insurance - --- - ----------- 0 26 --------- ------------- 100.00% I--- -- I - --- ----- -_ ------------- 26 258-23-6143 Workers comp 276 210 76.33% 258-23-6145 Unemployment 207 44 21.40% (163) 258-23-6146 TRS 94 182 192.87% 88 SCHOOL LEADERSHIP I ' 24,4811 21,912] '89.69%1, (2,549)1 258-31-6119 Salary - Counselor 27,310 18,416 67.43% (8,894) 50% of counselor 258-31-6141 SS/Medicare - Counselor 304 474 155.96% 170 ----------- - ------ ----- -------- ------ 258-31-6142 Insurance - Counselor 1,769 12 0.68% 5 258-31-6143 Workers Comp - Counselor -- - ------ ------ --------- --- ----- 245 --- ------ -------- -- 8 3.21% - ----- ---- (238) -------------- 258-31-6145 Unemployment - Counselor 104 ---- ------- 22 --- ------ - ---- 21.55% ___ (81) ___ _ __ _ - - -- - - -- -- ---- --- -- - - -- -- -- 258-31-6146 TRS 84 124 147.23% 40 GUIDANCE, COUNS t EVALUATION SERVICES 29,816 1 '49,656'1, : 61.91%[ 710,759)l 6/16/2005 1 of 2 3:17 PM Westlakr -'academy Special Revenue Funds 258 Charter School Start-up Reimbursement Grant 258-33-6119 Salary - Nurse 18,484 ---------- 16,270 88.02%________-(2,214)__ -- - ------ ---- 258-33-6141 SS/Medicare - Nurse ------- 270 356 131.76% 86 — --- ---- 1111 -------- ------- ------ --- ------- 258-33-6142 Insurance - Nurse 0 39 100.00% 39 - -------- - ---- 258-33-6143 Workers Comp - Nurse 216 0 0.00% (216)____ ------- 258-33-6145 Unemployment - Nurse 207 44 21.40%(163)----- --------- - ----- ----- ---- -------- ---- -- 258-33-6146-00-001-5-99TRS FOOD SERVICES 1 74 3401 - -.--41.59.1-8% -------- --- --- 266 258-33-6146-00-101-5-99 -- - -- ------------------ --- --- TRS 0 (16) -100.00% (16) HEALTH SERVICES 1 19,251,1 17,0321 88.48%1 (2j219)j 258-35-6129 Food Srv. Support Personnel 7,560 6,392 84.55% (1068) -- - ----- --- 258-35-6141 SS/Medicare - Food Srv. Support578 --- -- -- --- -- ------- 228 39.47% _(350)___ 258-35-6143 Workers Comp - Food Srv. Support 88 45 50.92% - ----- ---- -- --- --- ---------- - - - -------- - 258-35-6145 Unemployment - Food Srv. support 174 37 21.41% __�137) 258-35-6146 TRS 30 17 55.69% (13) FOOD SERVICES 1 8,430 1, 7 saiqH 79.70%1, (1;711) 258-36-6219 Stringed Instrument Program 21,120 21,120 100.00% (0) COCURRICULAWEXTRACURRICULAIR ACTIVITIES 1 21,1201 21,120 1' 100.00%1 (0)1 258-41-6239 ESC Services 18,800 18,800 100.00% - -- -------- - -- - -1-1 -- - ------ -- 258-41-6429 insurance and Bonding 12,800 13,335 104.18% 535 GENERAL ADMINISTRATION 31,6001 :32,135 1 , 101,.69%1 635 1 258-51-6255 Gas (65% based on fi,000 6,000 100.00% ---- ------- -(01)- ------ - - -- -- - -- 258-51-6256 Electric (65°Xo based on square ft) 6,700 6,700 100.00% 258-51-6257 Telephone/T-1 line(50% of total) 6,000 6,000 100.00% 258-51-6258 Water (% of total) 6,000 4,536 75.60% (1,464) PLANT MAINTENANCE A OPERATIONS 1 24,7001 ?$,M, 94.07; -Ar_,, (I i465)1 TOTAL EXPENDITURES 1 250,0001 195,4151 78.171/61 (54,585)1 "n PQ(T1) Ill's s".p 6/16/2005 2 of 2 3:17 PM puri our ng first Two Tears Achievements d l MIA? mi,i' -Opened Academy with full enrollment, facilities complete and all staff positions covered -Created the House system to facilitate vertical cohesion among students and enhance school spirit Trained all teachers (PYP and MYP) in IBO workshops -Secured one PYP experienced foreign teacher for 2003 /04 and two IBO experienced foreign staff for 2004/05 (1 PYP and I MYP) -Submitted PYP/IBO Application, Part A and had a successful consultancy visit in November 2004. Application, Part B being submitted so that PYP Authorization visit can take place in Fall 2005 - Enrolled MYP in IBO implementation process and submitted Application, Part A - one year ahead of schedule -Conducted staff development in PYP planners, MYP Areas of Interaction, differentiation, concept -based learning, portfolios -Sent teachers to 22 different conferences and courses, including IBO workshops on Internationalism, Technology, the international conference at Reggio Emilia on early childhood education, ASCD world conferences, Council of International Schools Science Conference in Quito, Ecuador „`achievements, cont. • Academy Foundation held An Evening at the Gallery and Gallery Day, netting over $63,000 in 2004-05. • The Foundation implemented the Blacksmith Apprentice drive, raising over $ 228,000 with an average donation of $1,113. •Achieved Exemplarystatus as a school; one of only 8 charter schools in Texas to reach this rating • Achieved Gold Medal Status in 4 categories: Math, Reading, Science and Writing • TAKS scores: a high percentage reached Commended level - meeting and exceeding most of our local schools and far exceeding the state average 62% reach Commended (average) in Reading 47% reach Commended (average) in Math • Three out of 5 WA Odyssey of the Mind teams made it to State finals in 2004. Eight out of 10 teams in 2005 were First or Second Place winners; six teams moved on to State Competitions. • Students won recognition and awards for work: • The International Student Award from CIS (Council of International Schools) for exemplary service to the community awarded to a WA 5t” Grade student • First Prize: North Texas Stick to Writing given to 3rd Grade WLA Grand Prize winner from internal Writing Contest •Third Prize: North Texas Stick to Writing given to l st Grade WA student • Two of WA Chess Club members won Chess championship c(ztevements, cont. • Doubled the number of titles in the library through budgeted investment, HOC donation, Book Fairs and student -led drive for used books • Students sponsored 3 local charities and donated funds and goods. With a school population of 269, students raised over $3,650, including matching funds, towards tsunami relief • Began Interschool sports program with teams competing in volleyball, basketball and softball. Soccer Club gained popularity • Accepted as full member of the Council of International Schools, after an inspection visit • Secured scholarships for teachers from Westlake Academy Foundation, allowing us to send teachers to international science course, Harvard's Project Zero and the Alabama Institute for the Arts • Secured grants for library subscriptions (Pfizer) and classroom teacher supplies • Started the Westlake Academy School of Music • Started adult Spanish classes for the community -Three teams from the Academy competed in the Winston Science Fair, winning prizes or mentions in each category • Five MYP G7 teams participated in MUN (Model United Nations). Out of 240 participants from as far away as Russia, WA students won 5 out the 15 awards • Began an after-school program that offers everything from Chess to Science to Fencing, Golf, Gardening and the more traditional games • Will be offering summer programs in 2005: a summer 9 week sports camp NORTHWEST SCHOOLS District's teachers ge#ing � Northwest district teach- ers will receive an average pay raise of $1,860 next school year. The increase represents a k 4 percent midpoint raise, which As based on the average Y of the high- est and lowest salaries in a job category. Trustees approved the pay increase for the district's 824 employees on Monday. Administrators had recom- mended a 3.5 percent raise, said Angela Scott, district spokeswoman. The starting salary for teachers with bachelor's degrees is now $40,000. First- year teachers with master's degrees will earn $42,000. District employees outside the classroom will receive raises of 3 percent to 4 per- cent next year, Scott said. Some employees got addi- tional pay increases because officials changed their )ay ralse�, salaries to be competitive with the job market. Stipends paid to coaches were increased for the. first time in six years, Scott said. Top teacher Mary Colter, who' -teach- es adults studying forilie high school equivalency test, has been named the Teacher of the Year for the district's community educationpro- gram. Colter, whose students range in age from 16 to 50, has been an educator for 36 years, five of them with Northwest schools. She has worked for two years in Northwest's Adult and Community Education program, helping students prepare to take the General Educational Develop- ment, or GED, exam. , Colter also teaches math to students in grades six through 12 at the district's Special Programs Center, an alternative campus., Jessamy Brown covers Northwest schools. (817) 685-3876 jessamybrown@a star-telegram.com