HomeMy WebLinkAboutConsultations Visit ReportConsultation Visit Report
Westlake Academy
Visit Date: November 22-23 2004
Visitor: Annie Tiziou
Head of School: Barbara Brizuela
PYP Coordinator: Barbara Brizuela
Introduction
The Westlake Academy is an open --enrollment Charter School which opened September
1, 2003. It is a public school and it operates under the rules of the Texas Education
Agency. Whilst the Academy is required to administer state required tests such as the
Texas Assessments of Knowledge and Skills (TASKS) it has embraced the IBO
philosophy. Once the school's charter was approved, its founders, the Mayor and the
Aldermen of the Town of Westlake, visited IB schools in the USA and in Europe to seek
information before the architects would start the design.
The school opened its doors in the fall of 2003 with classes from grades 1 to b. Classes in
Kindergarten and grade 7 were added in 2004-05 and the school plans to add one grade
per year until it serves all grades K-12 with the MYP (starting in grade 7) and Diploma
programme.
All children from the Primary Geographic Boundary of the Westlake district are given
priority for admission. Children from neighboring districts are given admission through a
lottery system. The Academy is presently offering the PYP to 235 students. It has applied
for Candidate status in February 2004.
The school is located on beautiful grounds in a mostly residential area North West of
Dallas. It comprises a main building organized in 3 "wings" with most classes and a
lunch room, and an adjacent building that houses a full size gym, Art classes and a small
theatre. The classrooms are large and functional, with movable partitions to allow team
teaching. The main building is designed to allow direct access to the outdoors and each
class can "move" outdoors in an enclosed area with semi -circle seating. The Town Hall
which is housed in a third building and the 3 buildings form a campus with more than an
architectural unity since the school shares services such as security, support for
technology and some administration with the Town Hall.
The school conducted a search for a Head through SCIS and Ms. Brizuela, a PYP trainer,
was appointed in February 2003. She went on to hire a team of teachers who received a
3 -day on site introductory workshop, just before the school's opening. Some teachers
were not asked to renew their contract and all the teachers new to the programme or to
the school for the current school year were trained together in Austin in July 2004.
The school appears to demonstrate a commitment to the development of international
perspectives and understanding and has utilized the PYP profile to assist with this
endeavor.
It is obvious that the administrator and the staff are committed to the PYP philosophy and
are dedicated to implementing it successfully. They have selected topics for the
Programme of Inquiry and have begun to develop some central ideas and inquiries into
for the units. Weekly meetings are scheduled to allow some collaborative planning and
reflecting.
The visitor conducted a two-day consultation visit; she interviewed the administrator,
who is presently acting as PYP coordinator, the teachers and specialists, the part-time
special education teacher, the part-time counselor, a group of parents. She also met
briefly with the board members. She gave the administrator/PYP coordinator and the
teachers some guidance to review the Programme of Inquiry as well as some guidance to
implement further the PYP.
Budget and resources
The Westlake Academy receives all its maintenance and operation funds from the State
of Texas. It received start-up grant monies from the Federal government for 3 years (pre-
opening) years and school years 2003-04 and 2004-05) the last year being the present
one. As the town of Westlake holds the charter, town bonds were used for the building
(over $17.5 millions for the first phase which the school now occupies). The school
cannot exist on state funds alone and a Foundation is actively raising additional funds.
The library is still in its infant stage. A group of parents has received training to assist a
part-time librarian and the school has a plan for development of human resources and
collection. The school has chosen not to have a computer lab and each class is fitted with
2 computers. In addition, teachers can sign up for a set of "Computers On Wheels", small
portable and wireless units in a cart, thus allowing access for their class to information
technologies when necessary.
PYP Philosophy
The school is evidently supportive of the philosophy of the PYP and it has a mission
statement compatible with the philosophy and the objectives of the IBO. The pedagogical
team is fully supportive of the PYP and aware that more time is needed fully implement
the programme.
The team wrote an initial Programme of Inquiry, based on the Texas Essential
Knowledge and Skills (TEKS), when the school opened. This programme has since been
revised and some planners are still at the initial stage at the present time. More time to
develop and refine planners will be needed and future staff development regarding this
area was suggested. The school plans to have a part-time PYP coordinator as of
September 2005. The visitor has been able to get some evidence of some children being
reflective and linking the learning happening at school with home life, also of some
parents knowledgeable and enthusiastic about the finalities of the programme.
Commendations
• The school for the close alignment between its educational beliefs and values
reflected in its mission statement and published documents with the beliefs and
values that drive the PYP.
• The school for its commitment to developing in its students the traits reflected in
the student profile (early stages).
• The board of the school for making a formal decision to adopt the PYP,
implement it and support it in its various aspects.
• The parents for their commitment to seek additional funds to ensure the
implementation of the programme after the expiration of the start-up grant from
the Federal government.
• The school administration for its dynamism and commitment to lead a community
of learners and for providing a structure that will allow effective implementation.
• The school administration for providing all staff with PYP training.
• The teachers for their continued acceptance of the heavy demands placed upon
their time, for their collaboration and for their dedication to making learning
meaningful and significant to the students.
• The teachers for their practice of assessment according to the IBO principles of
assessment (some evidence observed).
Recommendations
• That the school insures that all documents requested by IBNA have been received
(re. letter from IBNA dated 10 august 2004).
• That the school continues to inform the school community about the finalities of
the programme through publications, its web site and throughout the school
building itself.
• That the school continues to develop its library collection with the resources
necessary for teachers and students in order to support inquiry.
• That the school continues to revise its Program of Inquiry with attention to
vertical coherence, central ideas age appropriate to children's development, and
inquiry into written as statements instead of objectives.
• That the school goes beyond the TEKS Texas Essential knowledge and skills and
teach for conceptual understanding.
• That the PYP coordinator visits authorized PYP schools upon IBNA
recommendations and that teachers attend PYP regional workshops.
• That the school makes sure that all teachers have a copy of the PYP programme
and other relevant documents and use them as reference for their planning, also
encourage them to use the OCC and to engage in discussion forums.
• That the school continues to address the role of inquiry throughout the school
community, not only through unit planners, but also through stand-alone subject
areas
• That the school makes provisions for active participation of specialists in
elaboration and teaching of the transdisciplinary units of inquiry.
Action
As a Candidate School in the early stages of implementation, Westlake Academy will
send its first progress report to the consultant by the end of February 2005. The report
will include a narrative on the progress made and the difficulties encountered an updated
action plan, copies of at least one completed planner per grade level and a response to the
recommendations made by the consultant. Within 30 days the consultant will respond to
the report.
Westlake Academy will submit its 2nd progress report to the consultant by the end of
April 2005 and an authorization visit could be planned in the Fall of 2005.
Consultation Visit Report
Westlake Academy
Visit Date: November 22-23 2004
Visitor: Annie Tiziou
Head of School: Barbara Brizuela
PYP Coordinator: Barbara Brizuela
Introduction
The Westlake Academy is an open --enrollment Charter School which opened September
1, 2003. It is a public school and it operates under the rules of the Texas Education
Agency. Whilst the Academy is required to administer state required tests such as the
Texas Assessments of Knowledge and Skills (TASKS) it has embraced the IBO
philosophy. Once the school's charter was approved, its founders, the Mayor and the
Aldermen of the Town of Westlake, visited IB schools in the USA and in Europe to seek
information before the architects would start the design.
The school opened its doors in the fall of 2003 with classes from grades 1 to b. Classes in
Kindergarten and grade 7 were added in 2004-05 and the school plans to add one grade
per year until it serves all grades K-12 with the MYP (starting in grade 7) and Diploma
programme.
All children from the Primary Geographic Boundary of the Westlake district are given
priority for admission. Children from neighboring districts are given admission through a
lottery system. The Academy is presently offering the PYP to 235 students. It has applied
for Candidate status in February 2004.
The school is located on beautiful grounds in a mostly residential area North West of
Dallas. It comprises a main building organized in 3 "wings" with most classes and a
lunch room, and an adjacent building that houses a full size gym, Art classes and a small
theatre. The classrooms are large and functional, with movable partitions to allow team
teaching. The main building is designed to allow direct access to the outdoors and each
class can "move" outdoors in an enclosed area with semi -circle seating. The Town Hall
which is housed in a third building and the 3 buildings form a campus with more than an
architectural unity since the school shares services such as security, support for
technology and some administration with the Town Hall.
The school conducted a search for a Head through ECIS and Ms. Brizuela, a PYP trainer,
was appointed in February 2003. She went on to hire a team of teachers who received a
3 -day on site introductory workshop, just before the school's opening. Some teachers
were not asked to renew their contract and all the teachers new to the programme onto
the school for the current school year were trained together in Austin in July 2004.
The school appears to demonstrate a commitment to the development of international
perspectives and understanding and has utilized the PYP profile to assist with this
endeavor.
It is obvious that the administrator and the staff are committed to the PYP philosophy and
are dedicated to implementing it successfully. They have selected topics for the
Programme of Inquiry and have begun to develop some central ideas and inquiries into
for the units. Weekly meetings are scheduled to allow some collaborative planning and
reflecting.
The visitor conducted a two-day consultation visit; she interviewed the administrator,
who is presently acting as PYP coordinator, the teachers and specialists, the part-time
special education teacher, the part-time counselor, a group of parents. She also met
briefly with the board members. She gave the administrator/PYP coordinator and the
teachers some guidance to review the Programme of Inquiry as well as some guidance to
implement further the PYP.
Budget and resources
The Westlake Academy receives all its maintenance and operation funds from the State
of Texas. It received start-up grant monies from the Federal government for 3 years (pre-
opening) years and school years 2003-04 and 2004-05) the last year being the present
one. As the town of Westlake holds the charter, town bonds were used for the building
(over $17.5 millions for the first phase which the school now occupies). The school
cannot exist on state funds alone and a Foundation is actively raising additional funds.
The library is still in its infant stage. A group of parents has received training to assist a
part-time librarian and the school has a plan for development of human resources and
collection. The school has chosen not to have a computer lab and each class is fitted with
2 computers. In addition, teachers can sign up for a set of "Computers On Wheels", small
portable and wireless units in a cart, thus allowing access for their class to information
technologies when necessary.
PYP Philosophy
The school is evidently supportive of the philosophy of the PYP and it has a mission
statement compatible with the philosophy and the objectives of the IBO. The pedagogical
team is fully supportive of the PYP and aware that more time is needed fully implement
the programme.
The team wrote an initial Programme of Inquiry, based on the Texas Essential
Knowledge and Skills (TEKS), when the school opened. This programme has since been
revised and some planners are still at the initial stage at the present time. More time to
develop and refine planners will be needed and future staff development regarding this
area was suggested. The school pians to have a part-time PYP coordinator as of
September 2005. The visitor has been able to get some evidence of some children being
reflective and linking the learning happening at school with home life, also of some
parents knowledgeable and enthusiastic about the finalities of the programme.
Commendations
• The school for the close alignment between its educational beliefs and values
reflected in its mission statement and published documents with the beliefs and
values that drive the PYP.
• The school for its commitment to developing in its students the traits reflected in
the student profile (early stages).
• The board of the school for making a formal decision to adopt the PYP,
implement it and support it in its various aspects.
• The parents for their commitment to seek additional funds to ensure the
implementation of the programme after the expiration of the start-up grant from
the Federal government.
• The school administration for its dynamism and commitment to lead a community
of learners and for providing a structure that will allow effective implementation.
• The school administration for providing all staff with PYP training.
• The teachers for their continued acceptance of the heavy demands placed upon
their time, for their collaboration and for their dedication to making learning
meaningful and significant to the students.
• The teachers for their practice of assessment according to the IBO principles of
assessment (some evidence observed).
Recommendations
• That the school insures that all documents requested by IBNA have been received
(re. letter from IBNR dated 10 august 2004).
• That the school continues to inform the school community about the finalities of
the programme through publications, its web site and throughout the school
building itself.
• That the school continues to develop its library collection with the resources
necessary for teachers and students in order to support inquiry.
• That the school continues to revise its Program of Inquiry with attention to
vertical coherence, central ideas age appropriate to children's development, and
inquiry into written as statements instead of objectives.
• That the school goes beyond the TEKS Texas Essential knowledge and skills and
teach for conceptual understanding.
• That the PYP coordinator visits authorized PYP schools upon IBNA
recommendations and that teachers attend PYP regional workshops.
• That the school makes sure that all teachers have a copy of the PYP programme
and other relevant documents and use them as reference for their planning, also
encourage them to use the OCC and to engage in discussion forums.
• That the school continues to address the role of inquiry throughout the school
community, not only through unit planners, but also through stand-alone subject
areas
• That the school makes provisions for active participation of specialists in
elaboration and teaching of the transdisciplinary units of inquiry.
Action
As a Candidate School in the early stages of implementation, Westlake Academy will
send its first progress report to the consultant by the end of February 2005. The report
will include a narrative on the progress made and the difficulties encountered an updated
action plan, copies of at least one completed planner per grade level and a response to the
recommendations made by the consultant. Within 30 days the consultant will respond to
the report.
Westlake Academy will submit its 2nd progress report to the consultant by the end of
April 2005 and an authorization visit could be planned in the Fall of 2005.
Westlake Academy response to Consultancy Visit Recommendations:
Recommendations
• That the school insures that all documents requested by IBNA have been received
(re. letter from IBNA dated 10 august 2004).
N/A: Westlake Academy answered IBNA 10 August 2004 letter on 27 August
2004. Consultancy Report Recommendation is inaccurate.
That the school continues to inform the school community about the finalities of
the programme through publications, its web site and throughout the school
building itself.
o The school website continues to be upgraded and will in the near future
contain a PYP page.
o An informative meeting, including an overview of all IBO programmes,
testimonials and a question and answer session, will be held on February
I e. After that meeting, workshops on particular aspects of PYP will be
planned for parents.
o Increased emphasis on readily visible Central Ideas, posted PYP Planners
and other aspects are included in the attached digital photos.
• That the school continues to develop its library collection with the resources
necessary for teachers and students in order to support inquiry.
o The proceeds from the semi-annual Book Fair held in December 2004
amounted to over S4,200 in books that will be used to support inquiry
o As a result of the successful Apprenticeship Programfundraising in
November 2004, the academy is now in the process of purchasing 520, 000
in books and other library resources recommended by teachers and
Coordinator to support Units of Inquiry.
o The academy became members of a video streaming agency and has thus
increased media resources exponentially.
• That the school continues to revise its Program of Inquiry with attention to
vertical coherence, central ideas age appropriate to children's development, and
inquiry into written as statements instead of objectives.
o Since November 2004 the Program of Inquiry has been revisited and
revised several times. There continue to be units that will be revised in the
future. This has been a team effort with all PYP teachers involved in the
revision.
o Central Ideas have been revised as well to be more developmentally
appropriate. However, those Central Ideas continue to be expressed in
adult language as the team feels that the Central Idea must be universal
and that it, as well as the planner, is a teacher tool. The Titles of the Units
are age appropriate.
• That the school goes beyond the TEKS Texas Essential knowledge and skills and
teach for conceptual understanding.
o The Academy feels strongly that it does, and will continue to, go beyond
the TEKS (which in theory are developed along conceptual lines) for
conceptual understanding. What we have focused on since November is
revising our Inquiry to reflect conceptual knowledge and not objectives.
That the PYP coordinator visits authorized PYP schools upon IBNA
recommendations and that teachers attend PYP regional workshops.
o We will continue to visit authorized PYP schools in order to have different
perspectives and new insights into the program. The present Coordinator
(Head of School) has visited PYP schools in over 8 countries; the future
Coordinator has taught in two different PYP schools in different countries.
o Two bilingual PYP teachers visited PYP authorized schools in Latin
America in July 2004
o Two teachers will be visiting PYP schools before the end of the 2004-5
academic year.
o The future Coordinator will attend a Coordinator's workshop in
Vancouver in late February.
o One additional teacher will be sent on a workshop before the end of this
academic year.
o We will increase significantly, as a result of successful fundraising, the
number of teachers able to attend IB workshops.
That the school makes sure that all teachers have a copy of the PYP programme
and other relevant documents and use them as reference for their planning, also
encourage them to use the OCC and to engage in discussion forums.
o All teachers have copies of all relevant PYP documents at their disposal
and are aware of how and where to download new documents.
o We have had a staff development session on hands-on use of the OCC in
an effort to increase staff use of this invaluable tool.
• That the school continues to address the role of inquiry throughout the school
community, not only through unit planners, but also through stand-alone subject
areas
o We have begun a weekly sharing session of good inquiry practice.
Teachers have been sharing narrative transcripts, photos and videos of
inquiry that has occurred in the classrooms. This has been a real aid for
all.
• That the school makes provisions for active participation of specialists in
elaboration and teaching of the transdisciplinary units of inquiry.
o The specialists have become more involved as a result of the revision of
the Programme of Inquiry.
o This involvement with the Programme has made the specialists much more
involved in the Units of Inquiry.
o As all planners are now on-line, the specialists are able to access plans
without being involved in 7 separate meetings.
WESTLAKE
A C A D E M Y
1" PYP Progress Report as result of Consultancy Visit
Narrative:
Westlake Academy was grateful for the feedback from our consultant, Annie Tiziou, at
the end of the Consultation visit. We learned valuable lessons from having an expert give
us advice from a new perspective. We received the Consultation Report and have
addressed the recommendations, when applicable, and will continue to do so. We must
point out that the first recommendation that the Academy "insures that all documents
requested by IBNA have been received" is Not Applicable since IBNA has all necessary
documents on file and has had since August 2004. The Consultant had not checked with
IBNA offices before writing her report.
During the last two and a half months since the Consultation Visit, the PYP team of
teachers at Westlake Academy has worked diligently on the Programme of Inquiry and
the planners. Intense discussion and sharing of ideas have proved to be very fruitful and
the revised Programme of Inquiry and sampling of completed Planners give testimony of
the hard work and study. We have taken advantage of our regularly scheduled staff
meetings as well as two early release days for students and a full day in-service day to
work intensively on this aspect. Specialist teachers (Art, Music, Spanish and PE) have
provided invaluable input in checking for horizontal and vertical alignment and for
increasing the transdiscipli nary aspect of the planners, becoming more involved in the
planning and carrying out of the units of inquiry. As in any major undertaking, we also
have realized that the more you know, the more you still have to do. Although that can be
a frustrating realization, it is also a healthy one and teachers continue to find Central
Ideas and ways of looking at their development that will result in further refining.
We have also put a good deal of work into developing specific criteria for measuring
growth in Transdisciplinary Skills which are part of our Report Card. A team of teachers
has developed a first working draft for a Portfolio Policy (enclosed herewith) and this has
helped to ensure common practice.
At each Staff Meeting we have included an opening session when teachers share —
through written narratives, videos or photos — examples of inquiry that have taken place
in their classrooms. This has been of great help to all, providing exemplars to increase
understanding of inquiry and to model.
When the Consultant visited Westlake Academy we were in the midst of our first major
fundraising campaign which ended at the end of November. This campaign was aimed at
parent participation for raising additional annual funds for operating costs to cover the
difference between what we receive from the State of Texas and what we know we need
to operate a successful IB programme. We are pleased to report that there was 100%
participation and that we are now assured of funds that will increase our ability to provide
necessary resources and additional staff training. At the moment we are finalizing a list of
books, CDs, etc. for an additional $20,000 for our library. A successful Book Fair in
December has provided another $8,000 worth of books to support our Programme of
Inquiry. The Westlake Academy Foundation has granted monies to send teachers on
unscheduled 2005 staff development courses in Science and Differentiation.
Plans are underway for naming a PYP Coordinator who is not the Head of School. That
teacher, Elizabeth Bowie, has been sharing the coordination with the Head of School
during the present school year and has been assuming many of the responsibilities for
staff development. Ms Bowie came to Westlake Academy with prior PYP experience at
the International School of Monte Carlo where she was took part in the authorization
process but has been a full time Grade 4 classroom teacher to date. As of the 2005-06
school year she will have a half-time teaching load and will dedicate the other half of the
day to PYP Coordination. This will provide invaluable assistance to teachers. Ms Bowie
will be attending a Coordinator's workshop in Vancouver at the end of February.
We have also had training sessions for all teachers on the use of the OCC. Although all
teachers have had their passwords since August 2004, experience tells us that unless there
is hands-on practice with resources, in this case the OCC, teachers are apt to not use the
resources to the maximum. We have also subscribed to a video -streaming site (available
from our local Educational Resource Center) and thus increased exponentially the
number of media resources to be used in the classroom.
In response to our Consultant's verbal report at the end of her visit, we have also taken
strides in making PYP principles and practices more evident throughout the school.
Central Ideas, Planners and student questions are much more readily visible and
highlighted. Planners are up in every classroom and the Units of Inquiry together with
their Central Ideas are much more readily visible as one enters the rooms. This has
provided a greater focus for students, staff and parents.
We have also taken the suggestion to deal with some of the more content specific TEKS
during school Assemblies or pod assemblies.
A parent information evening is planned for February 10`h and it will include testimonials
from students, teachers and parents, a question and answer session, as well as outlining
the programme for new parents and providing additional information and updates for
parents who have been at school since the opening in September 2003. We have planned
workshops for parents who have additional questions and queries.
Enclosures:
Updated Action Plan
Planners
Programme of Inquiry
Response to the recommendations made by the consultant
Digital photos as evidence of work on the recommendations