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HomeMy WebLinkAboutIB MYP Middle Years Application Part BPq INTERNATIONAL BACCALAUREATE ORGANIZATION Middle Years Programme Application Form Part B Application for Authorization School Name: Westlake Academy Middle Years Programme Application Form Part B Application for Authorization International Baccalaureate Organisation, Geneva, CH -1218, Switzerland First published in December 2004 by the International Baccalaureate Organization Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL UNITED KINGDOM Tel: + 44 29 2054 7777 Fax: + 44 29 2054 7778 Web site: ww,,u.ibo.org O International Baccalaureate Organization 2004 The IBO is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will be pleased to rectify any errors or omissions at the earliest opportunity. IBO merchandise and publications in its official and working languages can be purchased through the online catalogue at www.ibo.org, found by selecting Publications from the shortcuts box. General ordering queries should be directed to the sales department in Cardiff. Tel: + 44 29 2054 7746 Fax: + 44 29 2054 7779 E-mail: sales@ibo.org Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire. NS025 © International Baccalaureate Organization 2004 Notes to the User 1. This Middle Years Programme (MYP) Application Form Part B should be read in conjunction with: • Application Procedure for Candidate Schools • Rules for Authorized Schools • MYP Guide to School Application • MYP School Guide to the Authorisation Visit. Further information can be found in Schools' Guide to the Middle Years Programme www.ibo.org_ 2. This application form requests information under the following headings. • Contact Details • School Information • IB Programmes • Students • Middle Years Programme • Teaching Personnel • School Facilities • Financial Planning • Implementation of the Programme 3. This document also includes the following additional information and requests for information. • Application Coversheet—Part B • IBO Office Addresses • Appendix I Proposed MYP Implementation Budget • Appendix 2 MYP Teaching Staff • Appendix 3 MYP Teacher Training 4. In the case of partnership schools offering the MYP (split -site programmes), the name of the MYP candidate school refers to the partnership itself, including all partner schools. The heads of all schools in the partnership are required to sign the first two pages of the MYP Application Form Part B, adding rows for extra signatures if necessary. Each school within the partnership should then reproduce and fill in the remaining pages of the form, providing all relevant details. 5. This MYP Application Form Part B and supporting documentation should be sent to the appropriate IBO regional office at the end of the school's second phase of the application process—trial implementation period (please refer to articles 9-10 of Application Procedure for Candidate Schools), at a time to be determined in consultation with the regional office. The trial period must be for at least one year. 6. This application form, and all supporting documentation, must be submitted in one of the IBO working languages: English, French, Spanish. Translations of official documents should be duly certified. 7. The MYP application forms and appendices should be completed electronically and returned to the appropriate regional office. Please insert your response in the box provided for each question, adding rows as necessary. In consultation with the regional © International Baccalaureate Organization 2004 office, any supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the documents should be provided. Please ensure that the school is clearly identified in all correspondence. Note: Deadlines for submitting applications may vary from region to region. Please check with your regional office for the application deadline that applies to your school. If you are unable or unwilling to provide information for any of the items in this application please provide an explanation. © International Baccalaureate Organization 2004 APPLICATION COVERSHEET—PART B To the director general of the International Baccalaureate Organization (1130), for authorization to offer the Middle Years Programme (MYP). Official name of MYP candidate school: Westlake Academy On behalf of the above-named school, I request official authorization from the IBO to offer the curriculum of the MYP. Information about the school is supplied on the attached form and in the accompanying documents. The relevant application fee is included. I understand that this application is submitted after one full year of trial implementation of the MYP in the school. If, after careful review of this application and the accompanying documentation, the appropriate regional director forms the opinion that the school is fully prepared, an authorization visit will be arranged before a final decision on the application is reached by the IBO director general. I confirm that: A. I have read the following documents and agree to abide by the regulations, criteria and conditions stated therein: • Application Procedure for Candidate Schools • Rules for Authorized Schools • MYP Guide to School Application • MYP School Guide to the Authorization Visit B. the appropriate financial authorities of the school/public school district know of the schedule of MYP fees and have agreed to their timely payment C. the school will not advertise or otherwise imply that it is authorized to offer the MYP unless, and until such time as, the school receives notification of authorization from the IBO director general, Geneva D. authorized schools are entitled to advertise themselves as an "IB world school' only in connection with the IB programmes(s) they have been authorized to teach. I agree that this electronic application form, whether signed electronically or not, will be understood by the IBO to have been read and endorsed by the head of the candidate school, without a signed hard copy being necessary. I understand and accept that any dispute arising from, or in connection with, this application or any other document relating to the authorization process shall be finally settled by three arbitrators in accordance with the Rules of Arbitration of the Chamber of Commerce and Industry of Geneva. The seat of the arbitration shall be Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English. I further declare that, to the best of my knowledge, the information given on this form is correct. Name and title of head of school: Mrs. Barbara Brizuela, Head of School Signature: Date: © International Baccalaureate Organization 2004 For partner schools only. Please refer to articles .5-6 of Application Procedure for Candidate Schools. Name: Title: Signature: Date: Name: Title: Signature: Date: Name: Title: Signature: Date: © International Baccalaureate Organization 2004 CONTACT DETAILS la Name of candidate school: lb 1c Westlake Academy Legal registered name of school: (If different from above) Postal address: 2600 Ottinger Road, Westlake, TX 76262 Street address: (If different from above) Telephone: (Include country and area codes) 1- 817-490-5757 Fax: (Include country and area codes) 1- 817-490-5758 Web site: www.westiakeacademy.org E-mail: Head of school bbrizuela@westlakeacademy.org General for the school MYP coordinator djenkins@westlakeacademy.org Name and title of head of school: Mrs. Barbara Brizuela Name and responsibilities of the MYP coordinator: David Jenkins, 7"' & 8th Grade Humanities teacher SCHOOL INFORMATION 2a Date the school was founded: (State year only) 2b Legal status of school: 2c Type of school: © International Baccalaureate Organization 2004 Govern ment/state/national Private Other (spec) Boys' Girls' Coeducational 2003 X Charter X 2d Total number of students in the school: Boarding Day X Boarding and day 324 2e Academic structure: what divisions (for example, kindergarten, primary, middle school and high school) operate in the school, if any? Name of section I Age range of students I I Number of students Primary 5-12 251 Middle 12-16 (At the time of writing 73 the age range is 12-14) (add rows as necessary) 2f Is there entry selection into the school? Yes No If "yes ", please explain. N/A IB PROGRAMMES 3a Age range and numbers of students who are being, or will be, offered the MYP: MYP years Age range Numbers Year l N/A N/A Year 2 12-13 41 Year 3 13-14 32 Year 4 (2006-7) 14-15 32 Year 5 (2007-8) 15-16 32 3b If you do not intend to deliver the full five-year MYP, please provide an explanation, and include supporting documentation in your submission. © International Baccalaureate Organization 2004 3c 3d In my previous school we felt comfortable and confident enough, offering a four -yea programme and at the same time being able to fulfill all of the IBO's demands. This i something that I feel would be beneficial here at Westlake Academy. I feel that Westlake can offer a rigorous (as is stated in IBO's mission statement) four- year programme, and one that will encompass all of the requirements for the MYP, providing excellent preparation and a solid foundation for the Diploma Programme. During its initial year, Westlake Academy incorporated Grade 6 into the PYP (at t time, there was no 7`h Grade). The 6rh Grade became an integral part of the PYP and a result, we felt that it should remain as such. There will be significant dialogue betwe 6`h and 7`h Grade teachers, enabling a smooth transition between the two programme ensuring continuity and expectations. The PYP had its Authorization Visit in Mar 2006 and is awaiting a reply from Geneva this summer. The unit of study for Grade 6 is one that encompasses many topics and themes that a relevant to the MYP. Although the Areas of Interaction are not incorporated into t programme, themes such as intercultural awareness are ever-present in Grade through their various units of enquiries that are covered. The current 7th Grade h demonstrated a wonderful ability and understanding of inquiry -based learning. Th( transition into the MYP has been a very smooth one. I feel that this is evidence a] support of a strong PYP and one which truly does prepare those students coming in the MYP. I also believe that the actual contact time we have with the students exceeds recommended in the IB MYP guidelines. Our schedule exceeds that of recommended allotted time for each of the subjects. The following list indicates number of hours taught in each of the subjects in a school year: Language A: 162 hours Language B: 111 hours Maths: 162 hours Science: 162 hours Humanities: 162 hours Art & Design: 55.5 hours Drama/Music: 55.5 hours Technology: 55.5 hours Physical Education: 111 hours AOI: 55.5 hours I feel very little content material is affected by the fact that the programme is four, opposed to five years. The units of study are detailed, covering a wide scope of materi always allowing for the permeation of intercultural awareness in all subjects. Other IB programmes offered by the school, if any: Date of authorization of Primary Years Programme (PYP) Awaiting reply in 2006 Date of authorization of Diploma Programme (DP) Planned for 2009 Other IB programmes planned for introduction, if any: Planned date for introduction of the PYP 2003-4 © International Baccalaureate Organization 2004 Planned date for introduction of the DP STUDENTS 2008-9 4a The IBO normally expects schools to offer the MYP to all students in the years it is being, or will be, offered. If this is not the case in your school, please explain why. 4b 4c All of our students in Grades 7 — 10 will be offered the MYP. Other academic programmes taught to the MYP age group, 11-16 years, if any: This year we have introduced a new class into the programme. To supplement our technology programme and to further explore the Areas of Interaction, we have included an AOI course. This course investigates three areas in any given year. The courses studied this year include: 7th Grade: Food Technology Film Technology :MUN 8th Grade: Speech Bridge Design Book Design Students study each of these 12 week courses over the academic year. This class has proved very successful. This year, the subject has not been assessed. Next year, however, students will be assessed using the Technology Assessment criteria, and the Design Cycle. Is there entry selection into the MYP? Yes No If " yes ", please provide information on selection criteria. 4d Are MYP students streamed/tracked? If "yes ", please provide details. 4e Nationalities/ethnicities of students: (optional) Yes No Nationalities/ethnicities Approximate numbers Asian/Pacific Islander 8 Hispanic 6 White, non Hispanic 59 © International Baccalaureate Organization 2004 MIDDLE YEARS PROGRAMME 5a List the main reasons for wanting to introduce the MYP. In an ever-increasing globalized world, an education offering multilingual subjects and one that promotes international understanding, tolerance and acceptance is very much sought after. It was this philosophy that was behind the initial idea of creating Westlake Academy. The idea of building a school that would implement the IB throughout the years, was the brainchild of the Mayor of Westlake. The IB has a history of excellence in education, offering a truly holistic approach to education. I be that the Diploma Program is taking over the AP programme in significance and desirability by universities across the globe, as an education where students learn in a meaningful and productive manner. When asking a student at Westlake Academy about the benefits of the MYP, he responded the programme truly encouraged him to think about what he was learning and how he was learning. Having worked with the IB for four years and the AP (European History), I am confident in the belief that the IB does indeed offer a more learning -based education. I believe that the best, and natural, program to prepare students for the Diploma is the MYP. 5b What can the school's introduction of the MYP bring to its community and to that of the IBO? The IBO is a growing phenomenon that is finding a greater audience in Texas, and the US as a whole. With the introduction of the MYP here in Westlake, our community has been and will continue to be exposed to a completely different education to that offered in surrounding schools. The fact that such a great emphasis is placed on a student -centred learning style is quite unique. Students are exposed to subject matter that other students would not be exposed to for another three to five years, if at all. The shear internationalism of our programme (including the input of personal and professional experience of the staff) enables students to acquire a better and more comprehensive understanding of the wider world in which they live. This knowledge infiltrates the community through word of mouth, as well as the commentary and experience of their experience through various mediums (including the very successful MYP Newspaper, "The Black Cow"). The more schools educating students in the "IB way", the greater the support for the IBO there will be. In addition to this, with a thorough incorporation of internationalism throughout the programme, the future generations should develop a greater understanding and tolerance of societies and the world as a whole. Our mission here at Westlake is to educate students and to help them acquire the traits that are so important for educational, as well as social development, and to fulfill the requirements of the IB Learner Profile. The local community has also seen the benefits of an IB programme through some of the Community and Service programmes we have established. Projects have taken students to nursing homes, where students have been able to develop excellent relationships with those in the homes. In addition to this, we also had over 25 students attend "Rocky Top", a therapeutic centre for the physically handicapped. These are both projects we intend to develop over the course of the four-year programme. 5c Please indicate how the head of school/head of section has been introduced to the MYP. The Head of School is an IB/PYP workshop leader and has worked in a school implementing the MYP. She also took a 3 -day Introductory MYP course (now Level 1) in Buenos Aires in 2002. The head of the MYP section worked with the programme in a previous school in Denmark. 5d Please indicate the MYP training received by the school's MYP coordinator. © International Baccalaureate Organization 2004 IBO MYP Coordinator Courses attended: Lisbon: 1997 London: 1998 Seville: 1999 Vancouver: 2005 5e Please outline the schedule of regular staff meetings for vertical and horizontal planning of the teaching of the programme. Due to our size, the scheduling of meetings, horizontally and vertically is not as difficult as in larger schools, as we only have two grades consisting of four classes at this moment in time. Once additional grades are added, horizontal and vertical meetings will be scheduled once a week, alternating between subject and grade level. In addition to this we also have ten full in-service days each year. The MYP staff meets as a whole twice a month, where the planning of curricula and the incorporation of the Areas of Interaction are developed. More specifically, the staff has also met to discuss: a. the Personal Project b. subject specific assessment criteria c. incorporation of Areas of Interaction throughout the grades d. the incorporation of technology into subjects 5f How have you organized MYP training for all staff? The following teachers have attended IBO Level I Workshops: Linda Smith: Maths Courtney Billings: Science & PE David Jenkins: Humanities Tracy Odom: English Gail James: Art Those members of staff teaching IT and Language B plus additional teachers hired at the end of the 2005-06 academic year will be attending Level 2 workshops in the Spring, Summer and Fall of 2006. This school year teachers have received training through in-service workshops held by the MYP Coordinator. In these sessions, teachers have covered: d. the Areas of Interaction and their incorporation into the curriculum e. the philosophy of the MYP f. the importance of intercultural awareness and methods of incorporation g. the compilation of a subject matrix h. grading, using the I — 7 scale and subject specific criteria i. thematic unit planning (cross -curricular planning). At the start of the year we created a matrix for the 7`h Grade identifying where and how the various areas of interaction could and would be incorporated. We are currently developing this and including it for each o f the four years. We are also working towards the creation of a Content Area Matrix for the whole programme. We have already begun work on a curriculum plan for the four years of the programme. This is something the staff has developed as a team. Although not perfect, it has provided us with an excellent foundation upon which to build. Through activities listed above, all members of staff have participated in the designing and compiling of the programme here at Westlake and have become very familiar with the MYP; its philosophy, structure and objectives. 5g Please describe the school's planned MYP induction process for new teachers and administrators. © International Baccalaureate Organization 2004 Teachers coming into Westlake Academy who are not experienced in IB, attend a Level 2 Workshop in Austin, Texas. In addition to that, teachers new to the programme attend a week long in-service workshop held at the school by the MYP Coordinator and those IB experienced teachers, at the beginning of the year. 5h Please indicate the number of weeks in your academic year. 37 5i Please indicate the number and length, in minutes, of class periods in an instructional day. 5j Four 90 minute periods per day. Students also have a tutorial at the end of the day for 40 minutes. This time is used to cover a variety of topics and issues. Please indicate the annual number of hours (1 hour = 60 minutes) devoted to instruction in each subject group for each year of the programme. Subjects Language A Year 1 Year 2 Year 3 Year 4 Year 5 NIA 162 hours 162 hours 162 hours 162 hours Language B N/A 111 hours 111 hours 111 hours 111 hours Humanities N/A 162 hours 162 hours 162 hours 162 hours Sciences N/A 162 hours 162 hours 162 hours 162 hours Mathematics N/A 162 hours 162 hours 162 hours 162 hours Art & Design N/A 55.5 hours 55.5 hours 55.5 hours 55.5 hours Drama N/A N/A N/A 55.5 hours 55.5 hours Music N/A 55.5 hours 55.5 hours NIA NIA Technology N/A 55.5 hours 55.5 hours 55.5 hours 55.5 hours A01 NIA 55.5 hours 55.5 hours 55.5 hours 55.5 hours 5k Please indicate the language(s) of instruction for each of the subject groups in each year of the programme. Subjects Year 1 Year 2 Year 3 Year 4 Year 5 Language A EHD English English English English © International Baccalaureate Organization 2004 Physical N/A 111 hours I11 hours 111 hours 111 hours education Technology N/A 55.5 hours 55.5 hours 55.5 hours 55.5 hours A01 NIA 55.5 hours 55.5 hours 55.5 hours 55.5 hours 5k Please indicate the language(s) of instruction for each of the subject groups in each year of the programme. Subjects Year 1 Year 2 Year 3 Year 4 Year 5 Language A EHD English English English English © International Baccalaureate Organization 2004 Language B N/A Spanish Spanish Spanish Spanish Humanities N/A English English English English Sciences N/A English English English English Mathematics N/A English English English English Arts N/A English English English English Physical education N/A English English English English Technology NIA English English English English 51 Which subjects, other than MYP subjects, will you offer, if any? This year we have introduced a new class into the programme. To supplement our technology programme and to further explore the Areas of Interaction, we have included an AOI course. This course investigates three areas in any given year. The courses studied this year include: 7`h Grade : Food Technology Film Technology MUN 8th Grade : Speech Bridge Design Book Design Students study each of these 12 week courses over the academic year. This class has proved very successful. This year, the subject has not been assessed. Next year, however, students will be assessed using the Technology Assessment criteria, and the Design Cycle. 5m What other requirements (for example, national, local requirements) will MYP students have to fulfill, if any? Students will have to complete TAKS tests (Texas State) throughout the programme. These will be taken in Humanities, Science, Maths, Reading and Writing in the following years: Grade 7 (Year 2): Maths, Writing and Reading. Grade 8 (Year 3): Maths, Social Studies, Reading, Science Grade 9 (Year 4): Reading, Maths Grade 10 (Year 5): English Language Arts, Maths, Science TEACHING PERSONNEL 6a Teachers of the MYP: Number of full-time teachers 9 Number of part-time teachers 2 Number of hours (1 hour = 60 minutes) per week in a full teaching load 20.5 Average MYP class size 20 © International Baccalaureate Organization 2004 6b 6c 6d 6e Does the school have department chairs, team leaders, year -level Yes leaders or other such organizational structures? No Leaders of the Areas of Interaction have been appointed. Their role is to monitor and to record how the AoI are being incorporated into the programme and offer guidance. This year we have appointed leaders in the following: Health & Social Education: Mireida Rubayo (PE) Homo Faber: Linda Smith (Maths) Environment: Courtney Billings (Science) Community Service: David Jenkins (Humanities) The Area of ATL is one in which students are encouraged to learn and develop in their tutorials at the end of the day. Tutors are responsible for leading this Is the hiring of staff involved in the MYP school-based? If "no ", please state who is responsible for hiring staff. Yes No What is the average percentage of new teachers in the school in any given year? Principal nationalities/ethnicities of the MYP staff: (optional) 20% Nationalities/ethnicities Approximate numbers British/White 2 Americans/White 4 American/Puerto Rican I American/Black, Non -Hispanic I American/Asian I F I European/Spanish American/Hispanic I SCHOOL FACILITIES 7a List the teaching facilities provided for all MYP subjects. Please provide a summary. © International Baccalaureate Organization 2004 Languages Humanities Sciences Mathematics Arts Physical education Technology Language A is situated in one room. The MYP has a COWS system (computers on wheels). These are laptops with wireless internet access. Language B does not have its room, but shares with Humanities and Maths. Humanities is situated in one room. The MYP has a COWS system (computers on wheels). These are laptops with wireless internet access. The Science room has basic lab facilities. There is access to TV/Video. MYP has a COWS system (computers on wheels). These are laptops with wireless internet access. Maths is situated in one room. The MYP has a COWS system (computer on wheels). These are laptops with wireless internet access. There is access to TV/Video. Art and Design is situated in one room. The MYP has a COWS system (computers on wheels). These are laptops with wireless internet access. There is a multi-purpose gym (full volleyball and basketball court). There is an outdoor tennis/basketball court and a large outdoor soccer/softball field. IT shares a room with Maths. There is access to TV/Video. We have excellent IT facilities in the form of COWS (Computers on Wheels) for each student. 7b Does the school have a full-time librarian? Yes No 7c Give the approximate number of different book titles and electronic media in the school library/resource centre for students, by language. Please specify the languages and add columns if necessary. Language 1 Language 2 Language 3 Other English Spanish General 178 28 reference Non-fiction 1696 33 —11 Fiction 2180 220 Periodicals 14 different titles CD-Roms © International Baccalaureate Organization 2004 Videos/DVDs 86 Audio-cassettesIF- 11 1� 7d Do the students have access to the Internet in the library/resource centre? Yes o No 7e Please indicate the library staffs involvement in planning the teaching of the MYP. The librarian has played an important role in ATL this year. Students in the MYP visit the library at a set time, once a week. They learn methods of researching, writing and documentation. Although the librarian was not a part of this year's curriculum planning, she is kept abreast of the topics covered in each of the subjects. She is also responsible for working closely with the MYP teachers when ordering resources. 7f Please indicate the nature of information and communication technology (ICT) resources available to teachers and students in other parts of the school. Our entire school is set up on a wireless network which allows all of our computers to be used anywhere throughout the school. In addition to 22 Macintosh laptops assigned to teachers we have 71 additional computers for teacher/student use located throughout the school. Of the total of 93 computers (38 of which are on C.O.W. cart) 86 are Macintosh and 7 are PC's. We also have a scanner and two A/V carts that include T.V.'s, VCRs and DVDs. 7g What procedure is in place to review and renew library resources? The Librarian is in the process of developing a library acquisition policy that will ensure needs being met according to priorities. This will be finished before the end of the 2005-06 academic year. FINANCIAL PLANNING 8a Will all fees payable be covered by the school? Yes No If "no ", how will these fees be covered? 8b Is funding available this year to enable staff to undertake IBO- Yes approved professional development and training? No If "yes ", please provide details on the amount of funding and for how many teachers. © International Baccalaureate Organization 2004 $4, 500.00 allotted for training of new MYP teachers in regional workshops in the spring/summer of 2006 8c Will funding be available in the next three years to enable staff to Yes F-1 undertake IBO-approved professional development and training? No F-1 What amount will be allocated per year? See below Comments: Year 1 (2006/07)- $3,000 Year 2 (2007/08) - $5,000 Year 3 (2008/09) - $4,500 IMPLEMENTATION OF THE PROGRAMME 9a Please indicate the start date for teaching in each year of the programme that is, or will be, offered in your school. If you are, or will be, offering MYP year 5, please complete questions 9b -9e below. 9b When will your first group of students complete MYP year 5? June 2008 9c Approximately how large will this first group be? 32 9d Approximately how many students will complete MYP year 5 the following year? 40 9e Will you be requesting external moderation of internal assessment Yes leading to the award of IBO-validated grades, records of achievement and certificates for your students? No If "yes ", please spec, when (month and year). April, 2008 © International Baccalaureate Organization 2004 Month Year (� MYP year I I N/A N/A MYP year 2 August 2004 MYP year 3 August 2005 MYP year 4 ( August 2006 MYP year 5 August 2007 If you are, or will be, offering MYP year 5, please complete questions 9b -9e below. 9b When will your first group of students complete MYP year 5? June 2008 9c Approximately how large will this first group be? 32 9d Approximately how many students will complete MYP year 5 the following year? 40 9e Will you be requesting external moderation of internal assessment Yes leading to the award of IBO-validated grades, records of achievement and certificates for your students? No If "yes ", please spec, when (month and year). April, 2008 © International Baccalaureate Organization 2004 9f Please consider the MYP programme standards below. All authorized schools are expected to work towards achieving these standards as they fully implement and develop the MYP. They form the basis of the regular programme evaluation self -study, visit and subsequent visiting team report. For each section, please write a brief outline of your school's position as it prepares to further develop the MYP according to these standards. Section A: MYP philosophy and principles Standard Al There is close alignment between the educational beliefs and values of the school and the fundamental principles of the MYP. Standard A2 The fundamental concepts, principles and practices of the MYP are appropriately communicated to all relevant constituencies within the school. Brief outtine: Westlake Academy was founded with the express intention of implementing IBO programmes. Its Mission Statement includes that Westlake Academy "will prepare students to be active participants and agents of change in a rapidly changing environment that is global in scope" which mirrors closely the principles of 1130. The Charter holder sought out candidates with IBO experience to head the Academy. We continually seek out ways to emphasize the Learner Profile, at the heart of an international curriculum. We have spent a great deal of time trying to foster an international aspect at the Academy, knowing, as we do, that the community in which it is set is fairly parochial. Having said that, we must also say that our school population is more international than we had expected. We have over 20 nationalities represented. Parents actively sought admission to a school that believes that diversity is a wonderful thing and not something that is only `tolerated'. Thus we have many parents who are 'mixed marriages' in terms of nationality. We also have many adopted children who were born in other countries. We accomplished this in part by hiring international, IB trained staff that by their very presence change the culture of the school and help students develop a curiosity about the wider world. Not only do we try to make our academic programme international but our co -curricular activities also stress this fact. That the MYP students take part in MUN and this has increased their knowledge and awareness international issues. We hold an annual Celebrations Around the World Festival, teach Spanish with an emphasis on understanding the culture and invite our international staff and parents to share their cultures. Section B: MYP organization Standard Bl The school provides ongoing support to the programme through staffing, administrative structures and other resourcing. Standard B2 The school's structures and curriculum management practices ensure the development of the central role of the areas of interaction in teaching and learning. Standard 133 The school provides opportunities and a structure enabling students to act and reflect on their actions, contributing to the well-being of themselves, the community and the environment. ©international Baccalaureate Organization 2004 Brief outline: The Board of Education is comprised of the Founding Charter signers who made it clear in the Charter that they wished to implement IBO programmes. The Head of School was hired because of her work in IB schools and her experience as an IB workshop leader. She is fully committed to all of the IB programmes and their implementation. The development of the programmes is an inherent part of the development of the school. The Academy is committed to finding teachers who are models for the IB Learner Profile, are familiar with constructivist, inquiry based learning and have top credentials. We seek to hire teachers with IB experience whenever possible. When planning the curriculum, the Areas of Interaction take precedence. Teachers use the Areas as the focal point to plan their units of work. To assist in the full implementation of these Areas, leaders have been appointed for each. The leaders' responsibilities include the correct implementation of the respective areas, in addition to assisting teachers in ways in which to incorporate the Areas. Every student has a portfolio in the classroom. These portfolios include examples of their work, records of community service, references, awards and self evaluations for each subject. These self evaluations are often completed after a grading period and prior to student -led conferences. Preparation for these, as the upkeep of the portfolios, is given in the tutorial periods at the end of the day. Section C: Curriculum and assessment Standard Cl The school provides structured learning at every year level in every subject group of the MYP programme model according to the requirements and objectives stated in the subject group guides. Standard C2 The school has implemented a system through which teachers are able to plan and reflect in subject -specific and cross -curricular teams. Standard C3 Teachers select and use a range of teaching and learning strategies appropriate to the objectives of the programme. Standard C4 The school's policies and practices with regard to assessment, recording and reporting correspond to the principles of MYP criterion -based assessment. © International Baccalaureate Organization 2004 Brief outline: As well as catering to local requirements, the curriculum model followed at Westlake Academy, is closely aligned to that of the IBO and its guidelines. A full programme of studies has been developed for Grades 7 — 12 (Years 2 — 5 of the MYP and the two years of the Diploma Programme). Subject matter, objectives and assessment are based on the guidelines outlined in the subject guide. The course descriptions and curriculum will be posted online by the beginning of the 2006/7 school year. Teachers are given at least one class (one and a half hours) planning time every day. In addition to this the staff meets as a whole at least twice a month. At the moment Westlake Academy has only two grades in the MYP. Therefore, most of the planning has taken part on a horizontal/grade level. We have recently completed our planning for Grades 9 and 10. During these meetings we have also been able to plan a number of interdisciplinary units that have been carried out this year. Next year will be the first year Westlake has had more than one teacher teaching the same subject. This will enhance the planning process and will create more ideas, benefiting the programme even further. The Areas of Interaction play a key role in the teaching and learning strategies of the programme. These Areas are learned through a variety of means and sources (teachers, books, and computers). Students are required to attain understanding of a certain topic through an inquiry -based approach. The means of demonstrating their knowledge and understanding can come in the form of written pieces or oral presentations. Assignments vary from individual activities to group projects. Assessment is an on-going process. Students receive three Report Cards and three Progress Reports per year. Assessment throughout the year is carried out using subject specific criteria. In Grades 9 and 10, those rubrics created by the IBO will be put into practice. The OCC has been used as a means to develop level appropriate tasks and assessments Students are made aware of the grading criteria before the assignment is given. Standard rubrics for each subject are posted in the classroom, and students have a copy of them in their binders. Students are sometimes required to assess their own work, as well as assess their peers'. The summative assessment is on the IBO 1 — 7 grading scale. We have chosen to adopt this method, so students are familiar with the grading system and are aware of the expectations. Section D: Personal project (if applicable) Standard D The school has developed structures and practices that support the completion of the personal project by all MYP students in the last year of the programme according to the objectives and requirements stated in the Personal Project guide. Brief outline: Although Westlake Academy's highest grade level at the time of writing is 81h Grade, students are very knowledgeable on the Personal Project. In 81h Grade students are required to undertake an extended project that follows guidelines very similar to those of the Personal Project. They are graded on the same criteria used in the Personal Project. The demands and expectations of these projects are a lot lower than those of the 10th Grade Project. We have chosen to introduce the Project in 81h Grade, so students become familiar with the sort of expectations that are demanded and also to develop the thought process that is so important when tackling the Project. At the same time, it is also a wonderful learning experience for those teachers who have had no experience with the Project. The objective of the project in 8h Grade is to familiarize students and teachers with the Personal Project, and give them a solid foundation for when they get into the 10`h Grade. In addition to teachers and students, parents and the school community as a whole will be invited to a presentation night of the 81h Grade projects. © International Baccalaureate Organization 2004 The person(s) who completed this application form should sign below. Name: Title: Signature: Date: Barbara Brizuela David Jenkins Head of School MYP Coordinator May 5, 2006 The completed application form, application fee and supporting documentation should be sent to the regional director responsible for your area. Note: The MYP application forms and appendices should be completed electronically and returned to the appropriate regional office. In consultation with the regional office, any supporting documentation should be sent on CD-Rom(s) wherever possible. Where this is not possible, hard copies of the documents should be provided. Please ensure that the school is clearly identified in all correspondence. © International Baccalaureate Organization 2004 IBO Office Addresses Regional Offices AFRICA/EUROPE/ IBO Africa/Europe/Middle East Tel: +4122 791 7740 MIDDLE EAST Route des Morillons 15 Fax: +4122 7910277 Code: IBAEM Grand-Saconnex / Geneve E-mail: ibaem@ibo.org Mrs Nelida Antuna Baragano CH -1218 Regional director SWITZERLAND ASIA -PACIFIC IBO Asia-Pacific Tel: +65 6 776 0249 Code: IBAP 70 Shenton Way Fax: +65 6 776 4369 404-03 Marina House E-mail: ibap@ibo.org Singapore Ms Judith Guy SG 079118 Regional director REPUBLIC OF SINGAPORE LATINAMERICA IBO Latin America Tel: +54 114 794 6330 Code: IBLA Avenida del Libertador 2740, 1" piso Fax: +54 114 794 6330 Olivos, Buenos Aires E-mail: ibla a ibo.org Mrs Marta Federico de Rodger AR -B 1636DSU Regional director ARGENTINA NORTH AMERICA & CARIBBEAN IBO North America Tel: +1212 696 4464 Code: IBNA 475 Riverside Drive, 16th Floor Fax: +1212 889 9242 New York, NY E-mail: ibna@ibo.org Mr Bradley W Richardson US -101.15 Regional director USA Curriculum and Assessment Centre MYP documentation can be ordered from the sales department of the Curriculum and Assessment Centre (IBCA), Cardiff, UK. The IBO web site at www.ibo.org provides a list of publications, along with information on how to order. CURRICULUM AND ASSESSMENT CENTRE Code: IBCA International Baccalaureate Organization Peterson House, Malthouse Avenue Cardiff Gate Cardiff, Wales GB CF23 8GL UNITED KINGDOM © International Baccalaureate Organization 2004 General inquiries: Tel: +44 29 2054 7777 Fax: +44 29 2054 7778 E-mail: ibca@ibo.org Sales department: Tel: +44 29 2054 7746 Fax: +44 29 2054 7779 E-mail: sales@ibo.org Appendix 1 Proposed MYP Implementation Budeet © International Baccalaureate Organization 2004 Consideration Candidate Participation year 1 Participation year 2 Participation year 3 ACADEMIC YEAR 2004-05 2005-06 2006-07 2007-08 2008-04 Application fee Part A: $4300 Part B: $4500 Annual fee $3100 $3100 $3100 Resources Lib. $5000 Lib. $5000 Lib. $6000 $10,000 $6,000 Lib. $3000 Texts: $3000 Texts: $5000 Texts: $5000 $5000 Texts: $5000 IT: $20,000 Labs: $20,000 Labs: $200,000 Labs: $5000 IT:$5855 IT: $50,000 IT: $3000 IT: $1000 Professional development MYP Coord $1500 Regional workshops: $4500 $3000 $5000 $4500 New MYP Teachers: $1500 Other TOTAL $26,155 $37,000 $87,100 $226,100 $24,600 © International Baccalaureate Organization 2004 Annendix 2 MYP Teaching Staff Name Subject(s) and year Qualifications Teaching Full time/part time level(s) taught experience (number of years) David Jenkins Humanities BA History 9 years Full time MA Education Courtney Billings Science, PE BS Science 7 years 3/5 position for 2004- 05, full time for 2005- 06 Linda Smith Maths BS in Home 10 years Full time Economics Gail James Art & Design BS Art Education 8 years Part time MS Ad Design Amy Copeland Technology BS in Education 10 Part time Daniella Lira Language B BS in Early Ed. 8 Full time Assoc. in Design Tracy Odom Language A BS in Secondary 10 Full time Drama Education Mireida Rubayo Physical Education BS in Education 12 Full time Juan Carlos Herrera Physical Education MS in Physical 8 Full time IT Education & Sports Simon Aisthorpe Math Post Grad. Cert in 7 Full time Secondary Ed (currently working on Masters Degree) BS in Engineering Robert Kai English/Humanities BA in English 5 Full time Cynthia Tech Science Ph. D. in Biology 4 Part time Mary Carlson Math M. Ed in Secondary 11 Part time Education B.S.E in Engineering © International Baccalaureate Organization 2004 X m v 0 v m 0 0 v ;v CD v rn 0 0 0) N' v o' N 0 0 Appendix 3 MYP Teacher Training Please indicate when your teachers, in every one of the eight subject groups, have received training. For partnerships*, at least one teacher from every site must be trained at an IB workshop in each subject group. We are also interested in which teachers, if any, have visited MYP schools. Please indicate this on the chart. Subject groups Name of teacher MYP course and grade levels Training at IB workshops: place and date Language A Tracy Odom MYP English/Drama MYP, Austin, TX 2005 Robert Kai MYP English/Humanities MYP, Austin, TX 2006 Language B Daniella Lira MYP Spanish MYP, Austin TX 2006 Humanities David Jenkins MYP Humanities/MYP Coordinator Lisbon 1997 London 1998 Seville 1999 Vancouver 2005 Sciences Courtney Billings MYP Sciences MYP, Austin, TX 2004 Cynthia Tech MYP Sciences MYP, Austin, TX 2006 Mathematics Linda Smith MYP Maths MYP, Austin, TX 2005 Simon Aisthorpe MYP Maths MYP, Austin, TX 2006 Mary Carlson MYP Maths MYP, Charlotte, NC 1997 IB Higher Level Diploma Maths Montezuma. NM 1999 Arts Gail James MYP Art MYP, Utah 2006 Physical education Juan Carlos Herrera MYP PE & Sports MYP, 2006 (TBA) Mireida Rubayo MYP PE PYP Level I Wkshp., TX 2003 Technology Amy Copeland MYP IT PYP Level I Wkshp., TX 2003 © International Baccalaureate Organization 2004 'Note: Please complete one chart for each site in the partnership. © International Baccalaureate Organization 2004 Head of school Barbara Brizuela Intro for Administrators, BA, 20( MYP, Buenos Aires, 2002 As a PYP Workshop Leader I haN been involved in many IB workshops and conferences, as w as consultation and authorization visits in 7 different countries. Coordinator David Jenkins MYP Coordinator/MYP Humanities Lisbon 1997 London 1998 Seville 1999 Vancouver 2005 Others Carol Brown, Librarian PYP Level 1 Wkshp., TX 2003 (administrators, counsellors, librarians, etc) Sundi Halbert, Counsellor PYP Level 1 Wkshp., Austin, TX 2004 'Note: Please complete one chart for each site in the partnership. © International Baccalaureate Organization 2004 © International Baccalaureate Organization 2004 WESTLAKE A C A D E M Y At this time Westlake Academy does not have a printed brochure. All information is included on our website www.westlakeacadem y�org. Please see the following selections from our website. © International Baccalaureate Organization 2004 The Westlake Academy is an open enrollment Charter School offering a rigorous international curriculum. The responsibility of educational development will be Foundation Board Meets w/ Aldermen t' shared among teachers, parents, community and May 22, 2006, 10:OOAM students. We will focus on each student's needs to help him or her develop a thirst for knowledge. We will School Board Workshop May 22, 2006, 3:30PM encourage good citizenship and maximize each �� as ,.. student's individual potential. The Westlake Academy will prepare students for leadership roles in a rapidly changing global environment. Parents and Students should read these OFFICIAL NOTICES to ensure that they have the latest information available... Learn more about upcoming Dress Uniform Days, Holidays and other IMPORTANT EVENTS. © International Baccalaureate Organization 2004 WESTLAKE AT GREENGATES!! Thirteen Westlake Academy G5 students and two teachers arrived in Mexico on March 21 st for a 5 day international student exchange. Enjoy photos of the visit at www.greengates.edu.mx Strategic Goals & Objectives Update Available for download in .pdf format. Revised April, 2006. Teacher Exchanne Our First IB Teacher Exchange Scheduled! The responsibility of educational development will be shared among teachers, parents, community and students. We will focus on each student's needs to help him or her develop a thirst for knowledge. We will encourage good citizenship and maximize each student's individual potential. The Westlake Academy will prepare students for leadership roles in a rapidly changing global environment. Parents and Students should read these OFFICIAL NOTICES to ensure that they have the latest information available... Learn more about upcoming Dress Uniform Days, Holidays and other IMPORTANT EVENTS. © International Baccalaureate Organization 2004 Foundation Board Meets w/ Aldermen May 22, 2006, 10:OOAM School Board Workshop May 22, 2006, 3:30PM WESTLAKE AT GREENGATESII Thirteen Westlake Academy G5 students and two teachers arrived in Mexico on March 21 st for a 5 day international student exchange. Enjoy photos of the visit at www.greengates.edu.mx Strategic Goals & Obiectives Update Available for download in .pdf format. Revised April, 2006. Teacher Exchange Our First IB Teacher Exchange Scheduled! A C A D E Mission Statement The Westlake Academy will provide a rigorous curriculum that is international in scope with high expectations by sharing the responsibility of educational development between teachers, parents, community and students. This will be achieved by providing an innovative approach to education that focuses on the needs of each student to develop a thirst for knowledge, produce positive esteem, encourage good citizenship and maximize individual potential. This will prepare students to be active participants and agents of change in a rapidly changing environment that is global in scope. 02006 Westlake Academy. All rights reserved. PrivacyolicI Terms & Conditions © International Baccalaureate Organization 2004 WE$�tLAKE A C A D E M Y rk @ International Baccalaureate Organization 2004 School Head and Teachers The Head of School Head of School The academy will be led by a Head, experienced in the start-up of schools and running International Mrs. Barbara Lilly Baccalaureate Programmes. The Head will oversee the Brizuela, BA MA hiring of teachers fitting the Westlake Academy profile for innovative, motivating and nurturing education. The A US citizen born, raised Head will provide leadership for academic development and educated on the East and, together with PYP experienced teachers, will craft Coast, Mrs. Barbara Lilly the curriculum and activities in a manner consistent with Brizuela, has had teaching the International Baccalaureate philosophy and the and administrative Town's broad objectives in providing an excellent experience in four educational environment. different countries at primary, high school and The Teachers university levels. She comes to Westlake from Teachers can have a profound influence on their students. Northlands, an Educators in the XXI century need to be life-long learners independent day school in who address the heart as well as the mind. They must Buenos Aires, Argentina guide their students to reach their potential, develop the for over 1100 students skills to adapt their learning to a rapidly changing world ages 2 to 18 offering the and become globally responsible, caring citizens of the IB Diploma and PYP. world. For that reason, teacher training will be a hallmark of the Academy. New teachers will receive IB training, At Northlands she whenever possible, before the start of each academic year recently headed the start - and will have on-going development courses in the most up of its new second current successful teaching methods. campus in the northern suburbs and has been involved in the building design, construction plans and staffing and has been responsible for assuring the high standards and international reputation of Northlands. As an official IBO-PYP Trainer, Mrs. Brizuela has excellent working knowledge of the program and has been involved in training teachers and authorizing schools in five different countries. With a passion for education, a love of children and a firm commitment to team work, Mrs. Brizuela looks forward to returning to the USA to help shape a school dedicated to roviding the best ©International Baccalaureate Organization 2004 educational program for young people to become © International Baccalaureate Organization 2004 Fundamental to the success of any community are its schools. Westlake is located partially within three separate school districts, Keller ISD, Northwest ISD and Carroll ISD. Westlake is on the outer edges of each district and the residential build out of Westlake likely will never merit the construction of a school in the Town by any of the three ISD's. Thus, the Town applied for and became the first municipality ever to receive a Charter from the State of Texas to construct and operate a Charter School - The Westlake Academy. It is the intent of the Board to offer the citizens of Texas Charter Schools Westlake an education alternative to traditional public school curriculum and programming. The Westlake A. Academy will establish standards of performance through development of a rigorous curriculum, challenging TEi A, extracurricular activities, an appreciation for the community and heritage of the town of Westlake and an Westlake Academy is a applied understanding of morality, discipline, fair play, Texas Open Enrollment teamwork and respect. Class sizes will be small and the Charter School. General student -teacher ratio should not exceed 16 to one. information regarding State of Texas Charter Westlake Academy first and foremost is a place of Schools is available at the learning. Not only academic learning, but also learning to TEA website. contribute to the local, national and international Learn more.... community. The integration of community, tradition, pride and loyalty into the educational environment is designed to foster the skills and confidence necessary to succeed at any level desired and is prepared for the most prestigious and demanding of universities at home or abroad. ©2006 Westlake Academy. Al] rights reserved. Privacy PoliteI Terms & Conditions © International Baccalaureate Organization 2004 NOVEMBER r �■�ee©e 1 2 3 4 5 eese� eeieee�� ® mmmmmm® 13 14 15 e� m 21 22 23 24 mmmmm� mm_mm_m 15 8 17 �Mmm-m'i 19 20 21 22 23 24 25 26 27 28 29 30 19 NOVEMBER S �■�ee©e 1 2 3 4 5 eese� eeieee�� ® mmmmmm® 13 14 15 . 25 m' m 21 22 23 24 mmmmm� mm_mm_m 15 8 17 �Mmm-m'i 19 WESTLAKE ACADEMY SCHOOL CALE 2005-06 Pendin TEA A royal _ SEPTEMBE M T W T F SI S M T W AUGUST S �■�ee©e 1 2 3 4 5 6 eeieee�� ® mmmmmm® 13 14 15 16 17 13 14 C` 0 0 0 16 17 18 19 20 23 24 25 26 27 21 28 29 30 31 15 8 17 �Mmm-m'i 19 20 21 22 23 24 WESTLAKE ACADEMY SCHOOL CALE 2005-06 Pendin TEA A royal _ SEPTEMBE M T W T F SI S M T W AUGUST S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 C` 0 0 0 16 17 18 19 20 23 24 25 26 27 21 28 29 30 31 15 8 • S M T W T F S 1 2 3 ® M__-__® 19 20 21 22 23 m 26 27 28 29 30 APRIL S M T W T F S 1 2 3 7 8 1 2 3 4 5 6 7 8 9 10 11 12 13`1 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 19 0. First/Last Day of School _ Student/Staff Holiday 0 Early Release 0 Staff Development/Student Holiday © International Baccalaureate Organization 2004 H- EM MmMm Mmmmi JANUAR` S M T W 11 2 13141 8 1 9 110 11 0 15 = 17 18 22 23 24 25 29 30 131 MAY S M T W 1 2 3 7 8 9 10 14 15 16 17 21 22 23 24 28 30 31 Staff Development or Bad Weather Day JULY S M T W T F S ■■wee©■ 1 2 1 3 4 1 5 6 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 31 • I ■■wee©■ 1 2 1 3 4 1 5 6 7 8 9 M 12 13 M=M®m 14 15 24 MMMMMMEI'I 20 21 22 23 ■m_■■_■''. WESTLAKE ACADEMY SCHOOL CAL 2006-07 Pending TEA A roval AUGUST I EMMMMMM 1 2 1 3 4 1 5 6 7 8 9 M 12 13 M=M®m 14 15 16 27 ■�■■�im 7 M 0 ■m_■■_■''. WESTLAKE ACADEMY SCHOOL CAL 2006-07 Pending TEA A roval AUGUST S M T W T F S EMMMMMM 1 2 1 3 4 1 5 6 7 8 9 1 10 11 112 13 Q Q 0 N N 16 17 18 19 9 l ■ 24 25 [26 28 29 30 1 31 20 27 I in 7 © International Baccalaureate Organization 2004 EMMMMMM First/Last Day of School ■ 6 7 Student/Staff Holiday A ■-____■'' 18 19 20 21 22 25 26 27 28 29 © International Baccalaureate Organization 2004 EMMMMMM First/Last Day of School ■ 6 7 Student/Staff Holiday A Early Release for Students Q Staff Development/Student Holiday 20 1 21 22 23 I in 27 M 0 © International Baccalaureate Organization 2004 First/Last Day of School ■ 6 7 Student/Staff Holiday A Early Release for Students Q Staff Development/Student Holiday © International Baccalaureate Organization 2004 JANU) S M T W _Q 2 3 7 8 9 10 [ 1416]_17 21 22 23 24 28 29 30 31 MA` S M T W 1 2 6 7 4 13 14 IMMM 20 1 21 22 23 I in 27 M 0 JANU) S M T W _Q 2 3 7 8 9 10 [ 1416]_17 21 22 23 24 28 29 30 31 MA` S M T W 1 2 6 7 8 9 13 14 15 16 20 1 21 22 23 27 M 29 30 Staff Development or Bad Weather Day Bad Weather/Regular School Day [ ] Reporting Period Begins/End Welcome all Middle Years Parents! This is the second year Westlake Academy has implemented a Middle Years Program. The curriculum the school is implementing is the International Baccalaureate Middle Years Program (IBMYP). Westlake Academy began implementing the IBMYP last year, and submitted Part A of the application for full membership last May, a year ahead of schedule. The program is one that offers a truly global and holistic approach in its delivery with a highly dedicated, cohesive and qualified teaching staff. Westlake Academy's goal is to add an additional grade for each year of the program (Grades 7, 8, 9 & 10) and to have the students prepared for the International Baccalaureate Diploma program (Grades 11 & 12). The International Baccalaureate is an organization that has grown in stature since its introduction over five decades ago. The IB Diploma is the most prestigious high school diploma in the world. It is the only diploma recognized internationally. More than 400 colleges and universities in the United States provide admission, scholarships and advanced placement opportunities for IB students. Although there are certain similarities with the AP program, the IB Diploma offers a more rounded program of studies. The Middle Years staff at Westlake Academy has great confidence in the students, the facilities, the program and the support from parents and the administration, in order to implement the IB Middle Years Program successfully over the course of the next four years. OO 2006 Westlake Academy. All rights reserved. Privacy Policy I Terms & Conditions © International Baccalaureate Organization 2004 A C A D Fit © International Baccalaureate Organization 2004 Middle Years Program at Westlake Academy The International Baccalaureate Middle Years Program (IB MYP) can be run as a five-year or a four-year course designed to meet the educational requirements as well as the students' individual needs in an international environment. The program is designed for students aged between 11-12 and 16 years (6th — 7th to 10th grade). The flexibility of the program encourages a healthy and invigorating atmosphere for students. The educational aim of Westlake Academy is to awaken the intelligence of the students and teach them to relate the content of the classroom to the realities of the world outside. By emphasizing the dynamic combination of knowledge, skills, experience and critical thinking, we hope to promote academic achievement, coupled with active and responsible citizenship. The students' subject matter will include English, a foreign language (this will be Spanish at Westlake Academy), Science (Biology, Chemistry and Physics), Arts (Music, Art & Design, Drama & Communication), Mathematics, Technology (Information Technology at Westlake Academy), Social Studies (History and Geography) and Physical Education. The Middle Years Program will incorporate into these subjects what is known as Areas of Interaction: Approaches to Learning is implemented into every subject. This area is concerned with the acquisition of study skills and the fostering of the learning process. This includes the organization of work, handing work in on time, presentation, ability to discuss, ability to prove results, ability to communicate in all forms (this could take the form of debates, presentations, interviews etc.) and the ability to work as a team as well as individually. Community Service encourages the student to look at "we" instead of "I". Possible activities that are planned range from the running of lunch/after school clubs for PYP students at the Academy to the helping of the "Meals on Wheels" program. Students have already expressed an interest in working with the elderly and disabled and a range of charities. The work is on a voluntary basis and is normally completed outside of the classroom. Each student is expected to complete about 40 hours of community service every year. • Health and Social Education is concerned with mental and physical health. This is another area that is implemented into most subjects. Some topics that fall under this category include abuse of the body, racial issues, class differences, socialization, human rights and the media. • Environment is the area concerned with the interdependence of humans and nature and with sustainable development. The four main subjects focusing on this area are Technology, History, Science and Geography. • Homo Faber concerns the products of the creative and inventive genius of humans and their impact on society and the human mind. The objective is to analyze the impact of the individual, be it a positive or negative one. �111iS,�lfel1�61€��i�@llf4"ed extra subjects. They are incorporated into the teaching of the various subjects, and students are encouraged to explore the ©2006 Westlake Academy. All rights reserved. Privacy ( Terms & Conditions © International Baccalaureate Organization 2004 E tA E C� Middle Years Community Service Projects Westlake students making poppies for Veterans Day The Middle Year students at Westlake Academy, are required to complete a number of hours of community service. This is an aspect of the Middle Years Progam that runs throughout the years. The majority of the students have already completed a number of hours. Some of these activities completed so far are described below: Half of the 7th Grade last year took part in the Arbor Day festivities in October. They spent the whole day helping out with the running of kids activities, serving in the Beverage Booth, assisting with the food court and the pony rides. Their attitude and contribution was excellent and the day could not have worked as smoothly as it did, without their great help. A small group of students ran a Christmas celebration for the kids of the school. They worked diligently, meeting with Westlake Town members, preparing to lay on a Christmas extravaganza for the younger kids of the school. We have also had students participating in activities in their local community. Many are engaged in church activities every week, while others are helping the elderly in their respective communities. We also started a mentoring system in the school. This was the Brainchild of Mrs. Cosby. Each 7th Grade student was assigned to a class in K-6. They will go into those classes every Friday for 45 minutes and assist the classroom teachers. This is a program that has been enthusiastically received by students and teachers alike. Through this program students will build greater relationships with other members of the school, creating and setting an excellent example. © International Baccalaureate Organization 2004 ©2006 Westlake Academy. All rights reserved. Privacy Policy_ I Terms & Conditions © International Baccalaureate Organization 2004 WESTLAKE © International Baccalaureate Organization 2004 Humanities Page Middle Years Humanities Program The following offers a brief course description for Grades 7 & 8 in Humanities. The Humanities programme implemented at Westlake Academy is one that encompasses a truly global study. Humanities is predominantly made up of the two fields of History and Geography (these subjects become more distinct in the latter years of the MYP). In addition to this, the fields of economics and politics are also covered. 7th Grade Humanities Course Description In Grade 7 students focus on Europe. Students begin by looking at the demography of the region, comparing it to their own. From there they will trace the histories of the regions from early times to the present. The following provides a more detailed description, with many of the questions asked. Europe • Comparison of European culture (case study of Britain, Spain and Scandanavia) • European climate • European topography • Ancient history (Greek and Roman) • The Middle Ages (feudalism, manorial system, role of Church) • The Renaissance (great artists and their sponsors) • The Reformation (Reformation and Counter Reformation) • European exploration (The explorers and the discoveries) • Scientific Revolution • Agricultural & Industrial Revolution (causes, inventions and consequences) • Nationalism in Europe (Italy & Germany) • WWI & II (causes and consequences) • Case study of post World War II Germany • The European Community and its role as a Superpower Wet%EWt6i �c21 a i ffBW?reg'PflVM ?' $M am traces the history and geography of the United States of America from its first inhabitants over 10.000 vears aso. to US 02006 Westlake Academy. All rights reserved. Privacy Policy I Terms & Conditions 'XI A C A D E M Y @ International Baccalaureate Organization 2004 Language A: English Language A in the Middle Years Program is the best language of the student. At Westlake Academy, this is English. The study of Language A provides the basic tool of communication that students use in all of their subjects, as well as developing social contacts and encouraging self-expression. In addition to this, Language A provides the study of a broad variety of forms of expression through language by fulfilling cultural and intercultural roles and influencing the personal, moral and spiritual development of the student through literature. Students are encouraged to: • use the language with enjoyment as a vehicle of thought, creativity, learning, and self-expression • respond appropriately to a variety of texts • gain a deeper understanding of human nature and thus of oneself and others • develop a critical approach to literature • clearly comprehend the aspects of one's own culture and those of other people's cultures • encourage a wide array of reading for enjoyment. The objectives of the program are to improve and develop the interactive components of language study — listening, reading, speaking and writing. Activities include reading comprehension, presentations, poetry, analysis of texts, personal responses, essay writing, debating and creative writing. Students are expected to read at least four set texts each year. 7th Grade Course Description This year's 7th Grade will be reading the following texts: The Odyssey The Pearl Lord of the Flies Animal Farm Julius Caesar Things Fall Apart Assessment Students will receive continuous assessment using a wide array of learning. Projects, exhibitions, oral presentations, performances and demonstrations as well as written papers or essays are elements that will be applied to deliver the MYP objectives. This year students will be asked to respond to various forms of literature by analyzing short stories and novels. Students will also be challenged to identify plot, theme, and character. In additon to the assigned reading, students will be -f tile curriculum, something vvhich vvill be monitored © InternaAV�RficWp eoYrgi8aftl'e As well as responding to literature, students will also be expected to be creative, and will be asked to write a niece of 02006 Westlake Academy. All rights reserved. Privacy Policy I Terms & Conditions A C A D E M Y @International Baccalaureate Organization 2004 Mathematics M Middle Years Mathematics Program In the MYP Mathematics program, students are taught the usefulness and power of mathematics. Students learn the language of mathematics to enable them to model events and situations, providing a better understanding of the world around them. It is also essential that students have a solid foundation of mathematical knowledge, skills and attitudes to prepare them for high school classes and the future. 7th Grade Course Description for Mathematics The 7th grade Mathematics program begins with the core topics of sixth grade mathematics and builds upon them. The primary focal points are using proportional relationships in number, geometry, measurement, and probability; applying addition, subtraction, multiplication, and division of decimals, fractions, and integers; and using statistical measures to describe data. Throughout the seventh grade, students build a foundation of basic understandings in number theory, operations, and problem solving. Class time will be spent working with algebraic concepts, including patterns, relationships, and the representation of these relationships in numerical, geometric, verbal, and symbolic form. Students will use properties and relationships to model and solve problems involving geometric shapes and solids. Additional work will be on application problems involving length (perimeter and circumference), area, and volume. Time will be spent evaluating and interpreting statistics. Mathematical models will be used to describe the probability of real-life events. Problem solving strategies will be used to solve a variety of problems that can be found in everyday experiences as well in other disciplines. The seventh grade program is building the skills our students will need to be successful in a more extensive study of algebra and in future high school courses. 8th Grade Course Description for Mathematics The 8th grade Mathematics program builds on previous work with patterns, relationships, and algebraic thinking in a more extensive study of algebra. Students use algebraic thinking to describe how a change in one quantity of a relationship results in a change in the other quantity, as well as connecting verbal, numeric, graphic, and symbolic representations of relationships. The students will be able to use graphs, tables, and algebraic representations to make predictions and solve problems. Eighth grade students will continue more in-depth study of numbers, operations, and ��byeir�s�t�ava�l geometric properties and relationship well as spatial reasoning, to model and analyze situations and solve problems -01 ci. '4- t_ mon­c1 nr -1 +t >-P;-A,—,f s, as They @2006 Westlake Academy. All rights reserved. Privacy Policy I Terms & Conditions W E T,, LA, K E A C A D E M Y @ International Baccalaureate Organization 2004 Science The aims, objectives and framework of the MYP Science course at Westlake Academy are designed to promote science as a cooperative venture between individuals and the international community. The program comprises the traditional subjects of biology, chemistry and physics (these three areas will become more distinct in grades 9 and 10) as well as the basic topics, concepts and issues from other branches of science, such as earth and health science. The overall objective in grades 7 & 8 is to provide students with a foundation that will make them scientifically literate so they can make informed judgments and decisions about scientific issues and use the acquired scientific process skills for successful problem solving. 7th Grade Course Description for Science 7th grade students will explore the following content by designing experiments and creating means for collecting, analyzing, and displaying data. Students complete a task to demonstrate proficiency with skills such as making inferences, problem solving, and justifying conclusions. The event -based model we will be using this year is an inquiry and researched based program that taps into the middle school students' natural curiosity by exploring the science behind powerful events. Survive --Classification, adaptation, survival of the fittest, evolution, impact of humans on our environment Gold Medal --Investigations in physiology Volcano --Investigations in geology and the dynamic forces that help shape the surface of the Earth Oil Spill --Investigations in oceanography Blackout --Investigations in electricity/impact of people and nature First Flight --Physics of Flight/design, build, exhibit and promote a new airplane for a mock air show Assessment Assessment will be a continuous process. Students will be expected to: - conduct investigations/work with others cooperatively - short answer and essay questions -research - class participation - lab journals - reports - create models - demonstrate proper use of scientific tools - mathematical calculations © International Baccalaureate Organization 2004 8th Grade Course Description for Science 02006 Westlake Academy. All rights reserved. Privacy Policy Terms & Conditions iia' ISP CtO -,X WE��AKE A C A D E N1 Y @ International Baccalaureate Organization 2004 Language B: Spanish Middle Years Language B The Language B in the Middle Years Programme is the second language of the student. At Westlake Academy, this is Spanish. The study of Language B provides a second form of communication as well as culture awareness. This programme is a systematic approach, which promotes language acquisition and proficiency for communication in Spanish in a variety of situations. Authentic situations and true-to-life communication are learner -centered activities, which provide for the development of the four basics of language learning: listening, speaking, reading, and writing. International understanding, cultural awareness, and historical knowledge are enhanced through cultural readings and study of the daily life, and behavior of people. Students should be prepared to participate orally in class and to complete homework assignments. 7th Grade Course Description Students will develop the skills of listening, speaking, reading and writing at an accelerated pace appropriate to the IB curriculum. Through a basic text and a variety of supplemental reading and enrichment activities, students will learn to communicate in Spanish and will be introduced to the life and culture of the Spanish-speaking world. Spanish and Latin American art, literature and music, the indigenous cultures of Mexico and Mesoamerica, and the themes found in "Don Quijote" are among the topics explored. 8th Grade Course Description Grammatical structure and vocabulary needed for developing communicative competency will be continually reinforced by means of various drills and activities. Students are expected to understand and respond to standard speech on familiar topics. The students continue exploring different Spanish-speaking cultures and work intensively on oral expression to improve their fluency. Students will learn about the formation of the Spanish language from a historical and linguistic point of view. Students will study and practice different genres of literature by reading masterpieces from different countries. Required readings: "La vision de los vencidos" and "La casa de Bernarda de Alba". ©2006 Westlake Academy. All rights reserved. Pri_v_acy_Policy ( Terms _&_Conditions © International Baccalaureate Organization 2004 W E T11,11"AKE A C A D E M Y @ International Baccalaureate Organization 2004 Course Description for the The Arts The Arts at Westlake Academy are made up of the two subjects of Drama and Visual Arts.The allocated time for each of these subjects will vary throughout the Middle Years Programme, with the addition of Music a possibility. Visual Art Program The art program in place at Westlake Academy contributes to the school curriculum by offering a distinctive way of learning where seeing, feeling, hearing, thinking and creating are combined in a powerful form of visual and tactile affective communication. The art program will establish links between subjects, cultures, and different areas of experience. MYP art allows students to develop the ability to express themselves and their ideas about the world they live in, working both independently and as cooperative members of a group. The program will provide a more sophisticated response to painting drawing and 3 dimensional works as students explore new mediums, techniques, styles, medium, drawing implements, and subject matter. This will be accomplished with a focus on use of the Art Elements and Principles of Design. The sketch book will become a journal of creativity to be used continuously to record the student's ideas, experiments and adventures with drawing and writing. Talent is not required to succeed in art. Best effort, originality, application of knowledge and progressive improvement contribute to the evaluation process. Everyone can benefit from drawing as it brings out creativity, organizes thought and enhances our world. 7th Grade Course Description Tools and drawing technology through the Art Elements and Principles of Design Mosaic Illustration Monochromatic painting Gallery Day Collage Community Service Costuming Design Altered Art and Books Original Works Independent Study Comedia and World Masks Perspective The Da Vinc Proect 8th Grade Course Description Paper Bag Project Modern and Pop Art Advertising Design Package Design Art Deco Andy Warhol Wevmgonal Baccalaureate Organization 2004 Leather Tooling 02006 Westlake Academy. All rights reserved. Privacy Policy I Term s & onditions WE'D A C A D E M Y @ International Baccalaureate Organization 2004 Physical Education Course Description for Physical Education The aims of the physical education course at Westlake Academy are designed to enable the student to: appreciate and understand the value of physical education and its relationship to a healthy, active lifestyle; develop social skills that demonstrate the importance of teamwork and cooperation in group activities; demonstrate a high level of interest and personal engagement showing initiative, enthusiasm, and commitment; demonstrate the ability to critically reflect upon physical activity in both a local and intercultural context. The objectives of the physical education course at Westlake Academy are split into five subgroups known as: Knowledge and Understanding, Movement Composition, Performance and Application, Social Skills, Personal Engagement. 7th Grade Course Description In grade 7 students will investigate general fitness, nutrition and health; basketball and softball; aerobics, weight training; volleyball and track; camping, orienteering, hiking. In 8th grade students will investigate general fitness, nutrition, health, handball, track and field; sport of choice. The following provides a more detailed description. Fitness/ Weights/ Cross Country performance of skills (tests --sit-ups, flex tests, push-ups, one mile run) fitness and well-being components (aerobic, flexibility, endurance, strengths, agility) exercising safely injuries benefits of exercise cooperative games implement a training program. Basketball learn about the history and origin of the sport learn and praxes the basic skills necessary to play the sport develop skills --dribbling, passing, shooting learn basic rules and strategies of game play use court courtesy and praxes teamwork and sportsmanship while playing care for and maintain equipment Softball history and origin of sport learn and application of basic skills necessary to play the game : throwing, catching fielding, batting and base running. learn basic rules and strategies of the game understand the importance of good sportsmanship and teamwork learn the importance of use equipment safely Volleyball learn about the history and origin of the sport learn and praxes the basic skills necessary to play the sport develop skills --forearm pass, set, serve learn the basic rules and strategies of the sport ffile{oft'a°naIt i1i iNgHTS�%$Megtion 2004 @2006 Westlake Academy. All rights reserved. Privac: U Poligy I Terms & Conditions WESTLAKE A C A D E M Y @ International Baccalaureate Organization 2004 Homework Page For a copy of the homework calendar, click here. FINAL EXAMS ARE ON MAY 16, 17 AND 18. FAIL TO STUDY COULD RESULT IN FAILING THE COURSE. YOU HAVE BEEN WARNED The Homework Page provides parents and students the opportunity to see the homework set in each of the subjects. Parents: You will be able to see what your son/daughter should be doing. Students You don't have any excuse for not knowing what work was set! Humanities 8A & 813 You have your project on Earthquakes to work on. You will be presenting these on May 9th and May 11 th. 7A & 713: Design a World War I trench Due I Oth May Information Technology 8A & 813 Due by next class period, March 6/7 3 sources for topic - one internet site, one periodical, one book and the Investigate portion of Design Cycle. Use the rubric to help you! English Final Exams on Wednesday for all classes. Drama- Your performance will count as a final exam grade, study and memorize your lines. 7A Dress Rehearsal after school 4-6:30/ Tuesday, 15th. 713 Dress Rehearsal after school 4-6:30/ Thursday, 18th. 7th Grade/Julius Caesar Performance on Friday, May 19th. Mathematics Have a great summer!! Science *7a and 7b* Chernobyl essay (if you haven't already turned it in) due Friday, May 5th. Ideas to include in essay ... what happened, when, how, what effects (on humans and environment) were felt and are still being felt, what is nuclear energy, can it be loin?Ta'�P"t�l�ie ny lai (AA? Orpwho is nization 2004 byence and ethical considerations, what about -- Benin lookine over old tests and reviewine for FINAL EXAMS! @2006 Westlake Academy. All rights reserved. Privacy Policy I TermS± Conditions .r < ,987=eAdobe Systems i oInternational BaccalaureateOgeitnmo WESTLAKE A C A D E M Y @ International Baccalaureate Organization 2004 Westlake Academy Student Council Last year was the first year Westlake Academy had a Student Council. Elections were held in the middle of December and all 5th, 6th and 7th graders voted for four offices. The results were as follows: 1. President: Josh Frey 2. Vice President: Nathan Pinto 3. Secretary: Blake Loeser 4. Treasurer: Chelsea Cooper The elections were held after hearing speeches from all of the candidates for the respective positions. These representatives will also be serving for the 2005/6 school year. Students listen attentively to the candidates In addition to these four positions, each class in 5th, 6th, 7th & 8th Grade has a representative in the Council, thus making it a 12 person strong body. The immediate plans of the Council is to draft and compile a Constitution and to set out its objectives. There will be links to the Council's minutes and to activities planned. ©2006 Westlake Academy. All rights reserved. Privacy PolicyI Terms & Conditions © International Baccalaureate Organization 2004 C A D E M Y © International Baccalaureate Organization 2004 Model United Nations The MUN programme run at Westlake Academy is incorporated into the various classes. The purpose of the programme is to generate a greater understanding of the UN as an organization. Students learn about its history, structure and its everyday workings. MUN CONFERENCE. 12TH -13TH MAY 2005 We had over 20 students partcipating in the GEMUN conference that is being held in Arlington. This was the first time we have partcipated in such an event and it was a wonderful experience and stepping stone for future conferences. After the success of this conference we could be sending our young politicians off to The Hague in 2009! This is the largest MUN conference in the world, with over 3000 students particpating from across the world! For Immediate Release Contact: David Jenkins (817) 490-5757 djenkins@westlakeacademy.org westlakeacademy.org WESTLAKE ACADEMY BRINGS HOME HONORS FROM INTERNATIONAL COMPETITION Westlake, TX — A student from Westlake Academy won the top prize at an international Model United Nations competition, and several honors went to other Westlake students participating in the May 13-14 event. Tyler Springer of Southlake, a seventh grade student at Westlake Academy, won the Peace Prize, which was the top honor at a Model United Nations competition held at Mountain View College in Dallas. GEMUN (Global Elementary Model United Nations) is an annual program in which 4th — 8th grade students take on the role of delegates representing a country in the United Nations. Also bringing home prizes for Westlake were Skyler Tweedie of Trophy Club and Katie Forbes of North Richland Hills. Nearly 400 students convened at the College for two days. This is an international program with students coming from Russia and Mexico. Others came from Virginia, Connecticut, New Mexico and from around the metroplex. Model United Nations is an authentic simulation of the United Nations, in which students take on the role of delegates from another country, represent their interests and ideas, and submit resolutions that are debated in parliamentary fashion. GEMUN has been held since 1990. To prepare for the conference, seventh grade students at Westlake Academy divided into teams, chose a country, and then wrote resolutions of importance to those countries. Several of those resolutions were chosen by the GEMUM organizers, allowing the students to present their papers in simulated U.N. Committees and ask for passage of their measures. In addition, each of the teams presented an opening statement to the general body. David Jenkins, Westlake Academy's Middle School Coordinator, was faculty advisor to the teams. Jenkins has participated in Model U.N. programs in Denmark and Spain, where tie haN Pluviousl LdUgllt. III 111LUI-Ilational Baccalaureate schools. He was p ciao °y"pfease�� WM V uYco'mle Rotte competition given that the Westlake students started into the process late in the vear. ©2006 Westlake Academy. All rights reserved. Privacy Policy I Terms & Conditions © International Baccalaureate Organization 2004