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HomeMy WebLinkAboutIB Diploma Programme ApplicationDiploma Programme Application June 2007 Westlake Academy 909191 IBO INTERNATIONAL BACCALAUREATE ORGANIZATION Diploma Programme Application Form Diploma Programme Application F'or•m .1cowag 2003 © International Baccalaureate Organization 2003 Organisation du Baecalaureat International Route des Morillons 15 Grand-Saconnex, Geneve CH -1218 SWITZERLAND vvestlaKe Academy 909191 Diploma Programme Application Form - 2 - Notes to the User I . This Diploma Programme Application Form should be read in conjunction with: • Diploma Prrogrcrnune Guide to School Application • Diploma Programme School Guide to the Authorization Visit • Application Procedure for Candidate Schools • Rules, for Authorized Schools • IB Diploma Programme General Regulations. Further information can be found in Schools' Guide to the Diploma Programme (littp://www.ibo.oriz/). 2. This application form requests information under the following headings. 1. Contact details 2. School information 3. Students 4. Academic programmes 5. Master schedule/timetable 6. Teaching personnel 7. School facilities 8. Preparation for the introduction of the IB Diploma Programme ---consultation 9. Preparation for the introduction of the IB Diploma Programme—financial planning 10. Preparation for the introduction of the IB Diploma Programme—implementation 3. This document also includes the following additional information and requests for information. • Application Coversheet • IBO Regional Office Addresses • Appendix I Proposed IB Diploma Programme Subjects • Appendix 2 Professional Development of IB Diploma Programme Teachers • Appendix 3 IB Diploma Programme Course Outlines • Appendix 4 IB Diploma Programme Course Sequencing Chart (optional) • IBO School Database Questionnaire 4. This Diploma Programme Application Form and appendices should be completed electronically and returned to the appropriate regional office. Please insert your response in the box provided for each question. The box will expand as you type your response. 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. 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. Westlake Academy 909191 Diploma Programme Application Form _ g _ APPLICATION COVERSHEET To the director general of the43 International Baccalaureate Organization (IBO), Geneva, for authorization to offer the IB Diploma Programme Official name of IB Diploma Programme candidate school: Westlake Academy On behalf of the above-named school, I request official authorization to offer the curriculum of the IB Diploma Programme and to register candidates for the examinations. Information about the school is supplied on the attached form and the accompanying documents. I understand that, if the required conditions are fulfilled, the appropriate regional director. or his or her delegate(s), will undertake an authorization visit to the school, at the school's expense, and that subsequently a final decision on the application will be made by the IBO director general. I confine that: A. I have read the following documents and agree to abide by the regulations, criteria and conditions for candidate schools stated therein: • Application Procedure for Candidate Schools • Rules for Authorized Schools • IB Diploma Programme General Regulations B. the appropriate financial authorities of the school/public school district know of the schedule of IB Diploma Programme fees and have agreed to their timely payment C. the school will not advertise or otherwise imply that it is authorized to offer the IB Diploma Programme unless, and until such time as, the school receives notification of authorization from the IBO director general, Geneva D. the school will only use the "IB world school" logo if, and once, the school is authorized to offer the IB Diploma Programme. 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 he finally settled by three arbitrators in accordance with the Rules ofArhitration 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: Date: Barbara Brizuela, Head of School 5/10/07 VYCD dMt:: /AUdUefny 909191 Diploma Programme Application Form -4- CONTACT DETAILS la Ib Name of candidate school: Westlake Academy Legal registered name of school: (If different from above) Postal address: 2600 Ottintrer Road. Westlake Texas 7676? Street address: (If different fi-om above) Telephone: (Include cowmy and area codes) Fax: (Include country and area codes) Web site: E-mail: Head of school General for the school III Diploma Programme coordinator 001 817-490-5757 001 817-490-5758 www.westiakeacademy.org bbrizuela@yestlakeacademy.org info@uestlakeacademy.org� djenkins@westlakeacademy.org (To be completed by public or separate schools i71 North America only) School district/division: Name of superintendent: Address: Telephone: E-mail: vvesuaKe Hcaaemy 909191 Diploma Programme Application Form ME N/A [N/A N/A N/A N/A I 1c Name and current responsibilities of the IB Diploma Programme coordinator: Be Brie • a delailed job description is required in the accompanying documentation. he DP Coordinator has been responsible for compiling much of the information in this )plication. He has contacted the DP teachers and given advice and guidance to the writing of e course descriptions. e has also been in regular contact with the IBNA regional office with regards to the application -ocedure, and liased with the Head of School and the staff. When seeking new teachers, the DP coordinator has been responsible for the nrpliminar„ interviews, and assisted the HOS with the hiring decisions. J vvesuaKe Hcaaemy 909191 Diploma Programme Application Form _ g _ 2 SCHOOL INFORMATION 2a Legal status of school: 2b Type of school: 2c Does the school offer other IB programmes? Government/state/national X Private Other (spec) Charter School X Boys' F7 Girls' Coeducational ){ Boarding Day �{ Boarding and day Yes X No If "yes ", please specify IBO school codes and dates of awhorization. PYP code: 002525- Date: July, 2007 7288 MYP code: Completed Date: Authorization Visit in Feb. 2007 2d (To be completed by public or separate schools in Aforth America only) (i) . How many other schools with the same grade levels are there in the district/division? N/A (ii) From how many elementary/junior/middle schools within geographical proximity does the candidate school receive students? Westlake Academy 909191 Diploma Programme Application Form -7- 44; however most of the students enter the school in the PYP years. Westlake Academy 909191 Diploma Programme Application Form -8- (iii) Will the candidate school be able to receive students from Yes x additional schools within geographical proximity if it is authorized to offer the IB Diploma Programme? No If "yes ", please give details of the additional schools and the potential number of students. The schools could be any that are within our Secondary Geographic Boundary; number would ;pend greatly on available spaces. At the moment, with over 1000 students on the waiting list and ime classes over -subscribed, it is unlikely that there would be more than 3-4 (if any)in any one 11 clacc (iv) What arrangements will the candidate school make with the schools referred to above to improve the readiness of prospective students for the IB Diploma Programme (for example in mathematics or language B)? Westlake Academy 909191 Diploma Programme Application Form - 9 _ 3 STUDENTS 3a Age range of students in the school: From ❑ to 16 years old 3b Name the grades or years that comprise the different sectors of the school and indicate the total number of students in each sector. Sector/grade level Grades/years Number of students elementary/primary K indern»rten — (;rnrla A middle Grades 7 & 8 [71 high [Grades 9 - 12 31 ondary F N/A 3c What changes in enrollment are expected in the next three years in the whole school? Your answer should not include arty changes that you anticipate as a result of offering the IB Diploma Programme. Year 1:I We will add grade 10 and our enrolment will grow by approximately 26 students who enter Kindergarten. Year 2: We will add grade 1 1 and our enrolment will grow by approximately 26 students who enter Kindergarten. Year 3: We will add grade 12 and our enrolment will grow by approximately 26 students who -nter Kindergarten. 3d How many students are expected to be full diploma candidates at the end of their IB Diploma Programme? (i) For the first group of candidates to study the IB Diploma Programme (ii) For the second group of candidates to study the IB Diploma Programme Westlake Academy 909191 Diploma Programme Application Form -10- Examination session (May/November) Year No. of candidates (i) (ii) May 2010 16 May 2011 [20 Westlake Academy 909191 Diploma Programme Application Form 3e During the final two years of schooling, in addition to full diploma Yes X students, will any students be taking certificates only? ff 'yes ", please state hou+ many. No That number will be determined at the end of the first year of the Diploma. 3f How will the school endorse the philosophy of the IB Diploma Programme and promote the full diploma in preference to certificates? ThP i~nnrrtinnf�r 1,.,, I:- .. A '4... ..a_ r. _ ........ ,., ,,,,,,� ,,,, u„Yu;;,Qav-; V, taniug Lilt: luii uipioma with students and pare One significant advantage was the passing of a State Bill last year, which states that any student graduating with an 1B Diploma will be awarded 24 College credits. Even those students not taking the full Diploma will still follow and attend all the classes in the programme. This will allow them to achieve the necessary credits and enable them to graduate w a Texas High School Diploma 3g Will students have to meet entrance criteria in order to be enrolled in Yes the IB Diploma Programme? ff "yes ", please provitle information on selection criteria. No FX—] 3h 3i National ities/ethnicities of students: (optional) Principal national ities/ethnicities Approximate number of students [Alaskan/Native American I Asian/Pacific Islander Black, Non Hispanic ;p White, Non Hispanic ' II 1287 What percentage of your graduating students entered a tertiary educational institution in the past two years? vvcauanc /-%UdUcllly 909191 Diploma Programme Application Form -12- 3- or 4 -year college/university 2 -year college Vocational/technical Previous year (%) Year before that (%) [N/A N/A N/A N/A N/A N/A westlaKe Academy 909191 Diploma Programme Application Form -13- 4 ACADEMIC PROGRAMMES 4a How did you first hear about the IB Diploma Programme? Please be as specific as possible. As a secondary school teacher abroad, I have known about the Diploma programme for at least 25 years; in Latin American bilingual schools, the Diploma was rapidly becoming the preferred model. replacing Cambridge `A' Levels. As a teacher/administrator at Northlands School in Buenos Aires, I was part of the team that decided to implement the IB Diploma at Northlands and was among the first Language A teachers. I later became involved in introducing PYP at Northlands and am a workshop leader for that programme. (Mrs Brizuela) Mr Jenkins introduced the MYP programme four years ago and saw it through authorization at an international school in Copenhagen. He then iaugiii rsr European History and was abie to compare the two programmes. 4b List the main reasons for wanting to introduce the IB Diploma Programme. 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 buildin 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 believe that the Diploma Program is surpassing 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, h responded that the programme truly encouraged him to think about what he was learning and holy he was learning. Having worked with the IB for ten 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. 4c List the external (state/provincial/national/international) curriculums/examinations for which students are currently prepared: (i) in the two years or more preceding the IB Diploma Programme in your school Next year's 10'x' Grade will be following a number of AP classes. It has yet to be decided in Which subjects they will take the exam. Students are also required to sit state tests (TAKS). At Grade 9 they must sit Reading and Mathematics; in Grade 10 they will sit Language Arts,' Mathematics, Science and Social Studies. (ii) in the grades or levels where the IB Diploma Programme will be offered (that is, the last two years of secondary school). In Grade 1 1 (year one of the Diploma Programme), students sit TAKS Exit exams in Language Arts, Mathematics, Science and Social Studies. Westlake Academy 909191 Diploma Programme Application Form -14- 4d If the school currently offers external examinations during the last four years (or less) please list these below. Please gibe in each case: (i) number of candidates (ii) percentage pass fate. Name of examination 1: Year No. of candidates % pass TAKS (Texas Assesment of 29 Reading 100 % Knowledge and Skills) Math 80% required G9-1 1, to date at WA only G 9 Name of examination 2: Year No. of candidates % pass vvesuaKe Hcaaemy 909191 Diploma Programme Application Form -15- 4e What activities are planned to meet the creativity, action, service (CAS) requirement? Coaching: Westlake Academy will be a K-11 school. Students dill be encouraged to help coach a variety ofsports. Teaching Music: Some MYP students are doing this for the Community, & Service projects. Student Council. • Students will have the opportunity to sen e their school community. Writing, performing and/or directing a school play: Students WN help the MYP students Pi ith their drama classes. Creating and managing a DP website: We have already had a couple ofstudents who have expressed an interest in developing.? DP website for their peers Joining the Junior Historians of Texas /National History Club. This club has been established. They will lead assemblies, events and excursions Organizing and preparing student participation in the Alodel United Nations: 8M Grade students attend a local MUN. Diploma students will prepare the youngerstudents for this. Organizing a "walkathon"to raise money for specific charities: Some MYPstudents have organized these to raise money for various charities. The organization of an open-air camp for younger children: Students w ill plan, carry out and lead all the activities with the younger students. Intergenerational learning and friendship: Our MYP students regularly visit Mimosa Nursing Home. Teaching English to recently arrived immigrant children in the Metroplex area. 4f Please provide a brief job description for the position of CAS coordinator and specify other responsibilities of this person. Primary Responsibility: The Creativity, Action, Service (CAS) Supervisor is responsible for ensuring that the School's program meets all program aims and standards as well as time requirements as set out in the IB program guidelines. The supervisor will coordinate the program, oversee its implementation and smooth operation, counsel student participants, and evaluate and report on student performance. The CAS Supervisor will work in conjunction with the IB Coordinator to develop/implement a 7-12 service program. Duties & Responsibilities Administrative: Be familiar with all sections of the CAS guidelines. Ensure that all students conscientiously maintain an up-to-date record of CAS activiti Westlake Academy 909191 Diploma Programme Application Form -16- (in the form of a diary) for future helpful reference when completing a self-evaluation report. • Establish and maintain up-to-date written records on all students based on this regular interaction. These records may be used for: the transfer of IB students to other IB schools; he writing of school reports, the preparation of university entrance applications; the monitoring by the IBO of the school's CAS program. • Monitor all CAS activities and to make unscheduled visits to observe them in progress. • Ensure all CAS Diploma students submit the appropriate self-evaluation reports according to the timeline as determined by the CAS Supervisor and IB Coordinator. Communication: • Meet regularly (at least once a term) to discuss with students their CAS programs - individually or in groups. • Ensure that all other teachers, who may not be directly involved with CAS activities, fully understand the importance of CAS and support its aims and objectives within the Diploma framework. • Ensure that all teachers and other adults in charge of each CAS activity are clearly informed about and understand the program's aims and objectives and the School's evaluation methods and procedures (both by the school and by the student). Budget: • Prepare for submission to the IB Coordinator any budgetary requirements for the CAS programme beyond those normally budgeted for activities through other budgetary centers. General • Participate in CAS workshops and seminars organized by the IB Regional Offices Westlake Academy 909191 Diploma Programme Application Form - 1 7 - 5 MASTER SCHEDULE/TIMETABLE 5a How many .weeks of instruction are there in your school year? 36 5b How many instructional periods do students receive per week? 20 -Year 1 of DP 14 -Year 2 of DP 5c How long (in minutes) is each instructional period? 90 minutes (1. 5 hours) affach a sarnp!c of the two-year its viploma Programme indicating IB subjects distinctly and any other subjects that the student should study, where applicable. This schedule should also show how the candidate school will include: • 100 class hours for Theory= of Knowledge (TOK) so that it is taught concurrently with all of the IB Diploma Programme over the two years of the programme • at least 150 hours of creativity, action, service (CAS) time spread over the two years. Comments: vvCt,uane rcaaemy 909191 Diploma Programme Application Form CAS has been scheduled in the last period on every Wednesday. This is to allow for students to travel to various destinations, if they are partaking in activities further afield. -18- 6 TEACHING PERSONNEL 6a 6b 6c 6d 6e Teachers who will teach the IB Diploma Programme: Number of full-time teachers Number of part-time teachers Overall teacher: student ratio (counting part-time leacherspro rata) One teacher per F4.3 students Please include a list of teaching staff for the IB Diploma Programme only and their academic qualrr' cat ions. Principal nationalities/ethnicities of the teaching staff: Principal nationalities/ethnicities Approximate number of staff American 4 British I Canadian 1 Mexican Who will advise students on their selection of IB Diploma Programme subjects? Diploma Coordinator and School Counselor Who will advise students on college/university placement? School Counselor Will there be regular time provided for IB Diploma Programme teachers Yes X to collaborate? No If 'yes ", give details; if "no ", please explain. vvcauarrte rAcauurny 909191 Diploma Programme Application Form -19- Meetings will be held weekly. In addition to these meetings, there will be at least six days allocated to in-service days, where time will be allocated for teacher collaboration. v vcaudnC 1- l.duCI ny 909191 Diploma Programme Application Form -20- 6f What opportunities are there for the professional views of the teachers/faculty to contribute to the educational policies of the school? As a developing school (we are still only four years old), teacher input in ALL areas of the school's growth is imperative in its development. This is also a main reason for the administration actively seeking staff from diverse areas, rather than hiring only locally. The Academy is in the process of the planning and building of new Arts and Science building. An educational committee was established to help in this planning and work with the architect. 6a (i) How manv DrODosed IB Dinlama Prnarnmmn toaeh—c (ii) How many of these will receive training before an authorization visit by 100 the IBO takes place? Please use appendix 2 to report this information and please explain wl7j, any IB Diploma Programme teachers will not be involved. 6h For which IB Diploma Programme subjects will the school need to recruit new teachers? All teachers have been recruited for the subjects to be offered at the start of the 2008/9 school year. Westlake Academy 909191 Diploma Programme Application Form -21 - 7 SCHOOL FACILITIES 7a Please list the facilities provided for all III Diploma Programme subjects: Refer to the school prospecluslbrochure as appropriate (for example, science laboratories, art rooms). Classrooms, science lab, art rooms, performance hall, outdoor classroom areas, library 7b (i) Give the approximate number of different book titles and electronic media in the school library for students, by language. Please .spec, the languages and add columns if necessary. General reference Non-fiction Fiction Periodicals CD-Roms Videos /DVDs Audio cassettes Language 1 Language 2 Language 3 Other English Spanish Bilingual 69 36 36 2312 28 22 2457 105 193 28 0 0 0 0 0 69 p 0 0 0 0 (ii) Give the approximate number of different book titles and electronic media for teacher support (both in the library and in other areas). Language 1 Language 2 Language 3 Other English Bilingual No. of titles westiaKe Hcaaemy 909191 Diploma Programme Application Form Spanish 225 0 p -22- 7c Do you have a full-time qualified librarian? Yes No If "no ", please explain hoio, this role is managed 7d Indicate the days of the week and the hours when the library is available to students. On day - i �1U v.vV chit --t.VV gill 7e How is the librarian involved with the teachers in curriculum planning and resourcing? Although the librarian has not been involved in the planning of curriculum, she has been an integral part in the finding and ordering of resource material, providing guidance to all. The Academy recognizes the importance of a closer affliliation with the teaching staff and the library, and will endeavour to create this. 7f How many computers in the library (and elsewhere in the school) have Internet access 80 for students? vvesuaKe Acaaemy 909191 Diploma Programme Application Form -23- 8 PREPARATION FOR THE INTRODUCTION OF THE IB DIPLOMA PROGRAMME— CONSULTATION Describe the nature of the consultation that the school has already had with the following groups: 8a IBO regional representative(s)/officer(s) 8b F'14 8d The HOS and the Coordinator have been in constant contact with the IBNA office in New York. IBNA (and Kimberly Gray in particular) has provided excellent guidance throughout the application procedure. Teaching staff All teaching staff will have attended courses specific to their subject. Half of the staff is experienced IB Diploma teachers. ALL of the teachers are experienced IB teachers, working with the MYP. In addition to this, teachers have been responsible for chairing workshops on their respective subjects. The purpose of these workhops is to create a greater understanding and awareness of all of the subjects in the DP, as well as to identify possible cross -curricular links, and possible topics for TOK. Parents Since Westlake Academy decided to implement the DP, parents have been kept updated with the application process. In addition to this, they have also been invited to attend information meetings about the programme as a whole, as well as to listen to the subject specific teachers discussing their courses. Students All students attending Westlake Academy are following the IB MYP. This programme offers excellent support and lays a solid foundation for the DP. The curriculum, although flexible, is rigourous and the expectations are high. Students in Grades 8 and 10 are required to complete a Personal Project (excellent preparation for the Extended Essay). MYP students are also required to complete Community and Service activities. In our recent authorization visit, we were commended on this programme. This provides an excellent introduction to CAS. The DP Coordintor has also held a number of assemblies on the DP. The content of the assemblies includes the choice of subjects (wich will be limited for the first few years), the requirements for the programme as a whole (CAS, TOK and Extended Essay), and the benefits the IB Diploma. In addition to a general overview of the IB Diploma Programme, students have been given presentations for the following IB subjects: vvesaaKt! Hcaaemy 909191 Diploma Programme Application Form -24- English History Spanish Biology Math (Standard and Studies) Visual Arts These presentations have included information on course content, assessment and 113 expectations. 8e Local, regional or national educational authorities, where applicable (please sped, which) TIBS (Texas International Baccalaureate Schools) 8f Other IB Diploma Programme schools. North Hills School, Irving TX; vvesuaKe Hcaaemy 909191 Diploma Programme Application Form -25- PREPARATION FOR THE INTRODUCTION OF THE IB DIPLOMA PROGRAMME— FINANCIAL PLANNING 9a Will all fees payable to the IBO be covered by the school? Yes �{ No If "no ", hoH� i1=ill /hese fees be covered? Please include it ritten cot frmatioll frolll the authority in questiOtl. 9b Is funding available this year to enable staff to undertake IBO- Yes7X approved professional development before an authorization visit takes place? No If ".ves ", please provide details on the amount offunding and for hou, malty teachers. VYCJUdKe Hcauemy 909191 Diploma Programme Application Form -26- There is approximately $10,000 allocated to DP training and visiting DP schools. This includes total cost (transportation, lodging, course). For 2006-07 this included 7 teachers. 9c (i) In future, what amount of funding will be allocated per year for teacher training? $10,00 0 What percentage of the annual school budget does this amount represent? 4% 9d (i) Will sufficient time be allocated to the IB Diploma Programme Yes coordinator (DPC) to carry out his or her duties effectively? The minimum recommended thne allocation is 25%. No }{ (ii) What amount of time will be allocated per week? 26 hours; 65% of time Comments: VYCJUdKe Hcauemy 909191 Diploma Programme Application Form -26- 10 PREPARATION FOR THE INTRODUCTION OF THE IB DIPLOMA PROGRAMME— IMPLEMENTATION 10a How does your school define international education? At Westlake Academy an international education is, first and foremost, the acceptance and active promotion of a set of important human values that transcend national boundaries and cultures and which are embodied in the 113 Learner Profile. An international education also focuses on big ideas, global issues and recognizes that not everyone will have the same perspective on those issues; in fact the diversity of perspectives serves personal growth and understanding. Additional language learning is also important in a„ intarnnt;r-1 ------ — y III all ciivrt iu communicate in another language, but in the wider sense of understanding, respecting and showing an appreciation and awareness of other cultures and beliefs. 10b How will your school promote international education? 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 IBO. The Charter holder sought out candidates with IBO experience to head the Academy. At the heart of an international education are the qualities we strive to live by in order to create a more peaceful world. In keeping with that, we continually seek out ways to emphasize the Learner Profile within the Academy and the community. 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 bom 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, help students develop a curiosity about the wider world and realize that people can hold different views and opinions while maintaining their fundamental similarities. 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. 10c In what ways will your school's participation with the IBO benefit your community and contribute to the strength 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 Diploma here in Westlake, our community 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. Westlake Academy 909191 Diploma Programme Application Form -27- 10d loe 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 fixture 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. How does your school's organizational structure support the programmes and philosophy of the IBO? 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. The programme coordinators are full members of the school's Senior Management Team. If your school is authorized to offer the IB Diploma Programme, when would you wish to begin teaching? We would begin teaching on for first examinations in August 2008 (Date) May 2010 1'llay Do you have any questions at this point that you would like to raise with the ZBO? The person(s) who completed this application form should sign below. Name: Barbara Brizuela Title: I Head of School Date: Westlake Academy 909191 Diploma Programme Application Form -28- David Jenkins IB Coordinator (MYP and Diploma) IBO School Database Questionnaire Diploma Programme Application Form _99- Question Answer Explanation 1 Name of candidate school Westlake Academy � k5� 2 Legal registered name of Westlake Academy Name that will appear on school school diplomas 3 Country United States' 4 State Texas US/Canada only 5 Regional office IBNA IBAEM/IBNA/IBAP/IBLA 6 School web site address www.west]akeacademy.org �9FT 7 CAS coordinator Courtney Jenkins $� #� English �;� Language in which school will receive 8 Working language of school documentation from the IBO 9 Language(s) of English Languages that are used for group 3-6 instruction subjects 10 Payment currency US Dollar r p=` MN . 5 ; ,, 11 Main exam session May May/November 12 Legal status Public Charter School Private/state/government/national/oth er 13<� If "other" please specify, 14 Boarding/day school Day School Boarding/day/both 15 Student population Both reale and female Male/female/both 16 Ages: From 5 17 Ages: To 16 18 Total enrollment in 344' school 19 Expected enrollment for 16 NAti full IB Diploma Programme first exams 20 Date of initial For office use only authorization 21 Does your school offer ( PYP If "yes", please enter MYP/PYP any other IB 002525-7288 schoolcode programme? 22� Number of full-time staff 35 { { r IN in whole school 23 Number of part-time 4staff # 4 , W Z4 Number of secretarial 3 staff,3 r � 25 Teaching days 180 , per ,.tfa Wes MO►Xitiademy ono�o� Diploma Programme Application Form _99- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each 1B Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English A 1, HL. English Al, HL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary. The focus will be on linking human experience, through literature, that transcends cultural domains. Each work studied has been carefully selected to allow students to investigate different cultural experiences through the lens of literary analysis while comprehending the importance of social diversity and the universality of the human experience. This will require that students master the techniques of literary analysis and criticism. Much of the course will be devoted to developing the student's capabilities to engage in a close, detailed analysis of a written text and to developing techniques to broaden their understanding and interpretation of a variety of works of different genres, time periods, cultures and languages. At the same tirne, using the principle of rhetoric, students will be developing both their writing and oral presentation skills through a variety of assessments, including formal writing and original pieces of fiction and non-fiction. In addition, oral presentations and debates will be use to assist students in organizing and presenting persuasive arguments. From such study it is hoped that students will acquire a lifelong interest in, and enjoyment of literature. Westlake Academv is dedicated to bringing an International perspective to student learning through the study of different works of literature and has as one of its primary purposes the expansion of the cultural horizons of each student. Assessments will often present students with guiding questions that deal with both the universality of human experience and the uniqueness and importance of individual cultures. At the Diploma level, virtually all assessments will require students to utilize their full range of skills to respond to the questions or prompts. Outside of demonstrating a thorough understanding of the material, neither formative nor summative assessments will be constructed on a "right or wrong" basis. Instead the focus and emphasis will be on the quality of thought produced by the student and their demonstrated ability to communicate their thinking in a convincing and articulate manner. The IB Diploma Programme rubrics for written and orz work will be used to assess the work of the students. In Texas, students will take an exit examination in the 1 V" in order to receive a state certified diploma. No special preparations or assessments are considered necessary to prepare our students for this exam. Westlake Academy is well aware of the benefits and need for an international perspective. The study of literature provides an excellent opportunity for students to access cultural and societal views and norms that may differ from their own. At the same time the human vvesuaKe Hcaaemy 909191 Diploma Programme Application Form -32- experience can be seen as cutting across all cultural differences. Student understanding of the richness of cultural diversity can be enhanced through their ability to adopt a point of view that embraces the cultural source of the subject literature and provides them with a g fresh perspective. It is one of our chief aims to continue to promote internationalism in the study of literature. Westlake Academy 909191 Diploma Programme Application Form -33- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Part 1 World Literature I. rlliclig Alley by Naguib MahfoUz— 20"' century novel, Egypt (Arabic) 2. Time of the Doves by Merce Rodoreda — 20°i century novel, Spain (Catalan) 3. illadarrre Bovcny by Gustave Flaubert -19'" century novel, France (French) (I All three works are novels set in a different culture, but connected by the underlying theme vFth :-A:..:A.—I r----' ' --1 ,a% c vvid, cxtcrnai pressures or societal Judgment. Each of the novels could be classed as realistic in terms of style and content. Students should be prepared to compare the experiences of both male and female protagonists as they face significant social issues, allowing them to address at least one comparative aspect of two works. In addition, there are thematic and literary elements in each work that can be utilized by students to construct a comparative paper. The different settings and societal pressures in each work also lend themselves to a detailed study, another comparative stud or an original work built around an important central element such as catharsis that appears in several works. Students should be completing their essays for this segment of assessments by the end of January of the 12th grade. Part 2 -Detailed Study 1. Hacbeth by William Shakespeare - 16'"/17'" century drama, English (England) 2. King Lear- by William Shakespeare - 16'h/I 7"' century drama, English (England) 3. Poetry — '*Love among the Ruins," "Fra Lippo Lippi," "Rabbi Ben Ezra," "My last Duchess," "Soliloquy of the Spanish Cloister," "Saul," "Caliban upon Setebos," "Andrea del Sarto," "Abt Vogler," and "Child Roland to the Dark Tower Came" by Robert Browning — 18'" century poetry, English (England). "Dulce et Decorum est," "Elegy in April and September," "Smile, Smile, Smile," "Anthem for Doomed Youth," "The Letter," "The Next War," "Apologia Pro Poemate Meo,"and "Spring Offensive" by Wilfred Owen — 19`1 century poetry, English (England). 4. Heart of•Dar•kraess by Joseph Conrad — 19`"/20t1 century novel, English (England). The detailed study section will coincide with the state required study of British Literature in year one of the Diploma Programme. Each of the selections represents a different genre, theme, and time period (with the exception of Shakespeare). The purpose is to expose the students to a rich variety of British Literature while also presenting uniquely different styles and subject matter. The selected works should provide a rich source of excerpts for students on which students can construct oral commentary. During the course of study, students will have an opportunity to practice their oral commentary in assignments give as homework. All works will be studied during the 11'" grade and the oral commentary Westlake Academy 909191 Diploma Programme Application Form -34- assessment will be scheduled for early March. Westlake Academy is currently estimating that we will have approximately 20 -22 students who will sit for the exit examinations for our first Diploma class. The date of the assessment will be adjusted as needed based upon the class sizes and the time required to administer the assessment. Part 3 Groups of Works 1. A Matt fot-All Seasons by Robert Bolt - 20°i century drama, English (England) ?. The Glass AlenagO e by Tennessee Williams — 20°i century drama, English (United States). Death ofa Salesmati by Arthur Miller— 20'x' century drama, English (United States) 4. Uncle Vaisya by Anton Chekhov — 19°i century drama, Russian (Russia) The selected genre is drama and each of these plays is connected by a common theme across different titne settings and social levels. In its own way, each play deals with an estranged or isolated individual and the behavior as dictated by the circumstances and individual psychological and emotional needs. Students should be prepared to compare and contrast these individuals across their settings and should have insight into human behavior under the stress of family and societal pressures. Study will include the nature of drama as well the literary value of the selected works. For example students will be familiar with the Aristotelian and Nietzschean commentaries on tragedy, as well as Arthur Miller's essay on tragedy. In preparation for the two parts of the timed examinations, students will be given both textual excerpts on which to practice and essay prompts on both the genre and the material studied. Part 4 School's Choice 1. LValden by Henry David Thoreau — 191x' century non-fiction, English (United States) 2. The Alt=akenhtg by Kate Chopin— 19`I' century novel, English (United States) 3. "Locksley Hall" By Alfred, Lord Tennyson — 19`x' century poetry, English (England) 4. Death in Venice by Thomas Mann — 20`x' century novel, German (Germany) There are three genres and two time periods represented by these selections but they are connected through their focus on the human mind. Introspection is a key element in each of the selections but each also has a uniqueness that makes each of them memorable in its own right. Through study of these works, students should acquire insight into the human mind and heart as represented by widely diverse styles and language. The selected works should permit the students to construct oral presentations on a wide variety of themes such as reminiscence and social setting, either as a detailed study or on a comparative basis. Oral presentations will be scheduled for mid-January of the school year and at least three of the works will have been studied by that time. Westlake Academy 909191 Diploma Programme Application Form -35- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Westlake Academy is aware of the requirements for students in terms of both external and internal assessments. Students wi II be provided copies of the appropriate rubrics when they enter the Diploma Programme. Starting in years 4 and 5 of the Middle Years Programme, students are given assessments that mirror the type of assessments given in the Diploma Programme. For example, students will be given textual excerpts from material studied and asked to write on a prompt provided on the excerpt during a ninety- minute class period. They will also be given longer essay assignments requiring research and MLA documentation. These same types of assessments will be used in the Diploma Programme. In addition, oral presentations are currently used to assess students and oral commentary assessments will be introduced in the fifth year of the Middle Years Programme. Westlake academy will utilize IB rubrics for the Diploma Programme for the majority of our assessments in order to familiarize ctiirla„tc —41, +r,- criteria that will be applied to their exit examinations. Both students and faculty are accustomed to the use of the criterion based descriptive rubrics of the IBO. For the 4`I' and 5"' years of the Middle Years Programme IB assessment criteria will be used for virtually all assignments. The faculty recognizes the value in the evaluation of student performance using different criterion and using descriptors to designate levels ofachievement. In the Diploma Programme the following rubrics will be matched to the different assessments as follows: Westlake Assessment Comparative literature assessments that utilize a prompt that requires the student to compare two or more works from the selected World Literature works. Assessment can cover any set of works studied. In addition, students will select assignments involving creative work, detailed study or comparative examination: the type of assessment will be their choice Formative and summative assessments usually given over a specific unit of study, that ask students to address one of several essay prompts or auestions_ IB Assessment Criteria World Literature Assessments Written Paper 2 Essay Formative and summative assessments that Written Paper I Commentary require the student to assess a work from a critical literary perspective. The student will construct his own original criticism and, at times, use secondary sources for support_ This rubric will be used in practice sessions with students to acquaint thein with the nuances in developing oral commentary from textual excerpts. Students have done oral presentations in a number of subjects because of our emphasis on rhetoric and will be given additional assignments focused on genre and literary value. Westlake Academy 909191 Diploma Programme Application Form Oral Commentary/Oral Presentation -36- Resources: List the books and other resource materials and sofrivare that will be used in the course. [nforrnation should include what is currently available as well as what is being ordered. Library: Current library facilities are inadequate to support the Diploma Programme. However, there are definitive plans to upgrade the facilities to accommodate the needs of students in both the Middle Years and Diploma Programmes. It is anticipated that the library will contain age-appropriate fiction and non-fiction as well as reference resources such as the Contemporary Literary Criticism series published by Gale -Thompson and similar material for British literature and translated works. In addition there are three public library facilities located within a six- mile radius of the school. Text Books: All texts used in the curriculum will be purchased prior to the start of the -r-- - ;;cur. All auwtiun to the iisted texts the tollowing classroom materials will be available for student use: The Bedford Glossary, of Critical and Literary Terris, Murfin and Ray, editors, The American Tradition in Literature Volumes 1 and 2, Perkins, Bradley, Beatty and Long. editors; Writing and Reading Across the Curriculum, Beherns and Rose, editors; Patternsfor College If"citing, Kirszner and Mandell, editors; Literature — a portable anthology, Garsdner, Lawn, Ridl, Schakel, editors; Frames ofMind (a rhetorical reader), DiYanni and Hoy, editors; 50 Essays — a portable anthology, Samuel Cohen, editor, The Southern Critics, Louise Cowan Phd; The Riverside Reader, Trimmer and Hairston, editors; Keys for Writers, Ann Raimes, editor (copy available for each student). Additional supplemental resources dealing with translated works and British literature will be added prior to the start of the 2008/2009 -school term. Electronic: Westlake Academy is a subscriber to hnfotrac, an electronic informational database compiled by the Gale -Thompson organization. Students can access Infortrac through the school website by clicking on "Students "and then on "Library Links." This will take them to the Infotrac website where they will enter our school password. Access can be made from our lap top computers at school or from home using the same procedure. Students can then access one of several databases that are appropriate to their inquiry. Each of the databases has a topic and an advanced search capability, allowing students to conduct a general or specific search. In addition to this, Westlake academy is considering upgrading our Infotrac package as we add classes to the school. We are also considering having our students subscribe to Questia.com, an advanced database that contains the full texts of hundreds of thousands of books and journal, newspaper and magazine articles. Questia.com has agreed to lower their annual subscription price to $24 per student from their standard $128. Because of the nature of the database, Westlake academy feels we should have a full MYP program before advancing this proposition, but anticipate that students will be able to access Questia.com by the time they enter the Diploma Programme. Westlake Academy 909191 Diploma Programme Application Form -37- In addition: For group l subjects: • Does the course provide adequate preparation in oral and written expression and in analytical and critical thought? • List the works for language A 1 and explain how these works reinforce internationalism. • Does your list of works reflect the requirements of both "genres" and "periods", as explained in the language AI syllabus and in the prescribed booklist (ABL) for your language A1? • Are there adequate materials, particularly in literature, criticism, and literary history? Critical analysis is taught in the 01 and 5°i year of the Westlake Academy's MYP Programme. Each student who has successfully completed this program will have a solid background in both the vocabulary and techniques that apply to close reading and critical analysis. By the time students PY;t the nnvo Prograr;;;le !,'-icy shouid possess a solid understanding of literary analysis in all literary genres. In tile Diploma Programme, all assignments are built around strengthening the students ability to examine literature from a critical perspective be it a thematic or stylistic approach. Students will have the opportunity to express their views in both oral and written assessments. The iB criterion will be used to assess students and assist them in improving performance. Each of the works selected for study provides an opportunity to use textual excerpts as well as comprehensive study for use in developing student skills. Following is a list of works to be studied: Literature Mich Alley Genre CountryTime Period Time o the Doves Novel Novel Egypt 2011' C Madame Bovcrry Catalan (S gin) 20`x' C Macbeth Novel France 19'x' C King Lear Drama UK ��� 16/17 C Drama UK 16/17"' C Poetry, Browning, Owen Meart ofDarAwe.ss Poet UK 18°'/19"/20th C A Man for AJJ Seasons Novel UK 19"/20"' C The Glass Meiia Brie Drama UK 20" C. Death o a SaJesiiiair Drama USA ' 20'lCDrama Uncle Vaisya USA 20" C Walden Drama Russia 19" C Non -Fiction USA 19"' C The AwakeningNovel "Locksle Hall" USA 19°i C Death in Venice Poetry_ __ _ UK 18'x' C Novel Germany20" C As outlined above, the selected works cover four genres (Drama, Novel, Poetry and Non -Fiction) and the three required time periods. In addition works from a number of different countries have been selected to increase the International perspective of the program. Seven different countries are represented in the course syllabus and each brings a unique perspective for student study. At the same time there are similar themes in a number of works that will permit students to examine hotiv people in different cultures in different time periods often face the same issues. For example Midiq Alley examines social convention and male/female relations in World War lI Egypt and Madame Bovaiy does the same in 19"' century France. While students are exposed to different cultural norms they can also discover that the Westlake Academy 909191 Diploma Programme Application Form -86- commonalities of the human experience often cross all cultural barriers and that revelation may help build the foundation for a better understanding of the world. Westlake Academy is dedicated to providing all the resources necessary to allow students to expand their base of knowledge and improve their critical thinking and analytical skills. Please refer to the "Resources" section of the Language A Course Description segment of this application for a summary of all the material that may be utilized by our students. In addition to this information, Westlake Academy is exploring opportunities to work with several local Universities on cooperative learning programs as well as providing access to University resources such as library facilities and electronic databases such as JSTOR. Westlake Academy 909191 Diploma Programme Application Form -87- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered every year. Every department has been given the task of ordering sufficient resources for their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main costs will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates. All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups 1 and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. f Westlake Academy 909191 Diploma Programme Application Form -97- Appendix 3 IB Diploma Programme Course Outlines -- The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English Al, HL. Spanish, B2, SL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment Thic chn„i,t k. summary. - -_. Emphasis is given to the development of communications skills for which vocabulary, spelling, and readings are constantly implemented. The study of literature and other texts will play an important part in this process. The main focus of this course is to further develop the students' written and oral conversational skills. This will be accomplished in the classroom by debates, discussions, and individual or group oral presentations. The students also will have opportunities to interview each other and native speakers from the community. The students' reading skills will be broadened by the use of authentic readings, such as poetry, short stories, plays, newspaper and magazine articles and selected literary readings. Structure and grammar will be developed further through students' compositions, essays, summaries, dossiers and personal opinions on topics explored. The study of a modern language, at any level, should enable students to use it spontaneously and appropriately in unfamiliar as well as in familiar circumstances. The Spanish program promotes international understanding, cultural awareness, and historical knowledge through cultural readings and study of the daily life, and behavior of people in Spanish speaking countries, and throughout the world. The aims and objectives of this course are the following: 1. Understand spoken Spanish when delivered at normal speed by a native speaker. 2. Communicate orally with sufficient vocabulary and structures to speak in Spanish on a topic of civilization or a literary text studied during the course. 3. Read closely authentic works of literature in Spanish and discuss their meaning and content: 4. Discuss, or write a composition on a topic of life and civilization of the Spanish culture. 5. Write compositions and essays in Spanish, demonstrating a standard level of vocabulary and structure. b. Enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes 7. Enable students to use the language appropriately 8. Encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures 9. Develop students' awareness of the role of language in relation to other areas of Westlake Academy 909191 Diploma Programme Application Form -38- knowledge. 10. Provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of a language. 1 1. Provide students with a basis for further study, work and leisure through language 12. Develop students' awareness of the relationship between the languages and cultures with which they are familiar. Westlake Academy 909191 Diploma Programme Application Form -39- Topics: In narrative or outline form, list what you will cover in your course to meet the 113 syllabus requirements. In addition, if 113 courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Espana - Modernism and post modernism. - Reading of fragments and analysis of "Bodas de Sangre" Federico Garcia Lorca (1932) `emotion and feelings'. - Reading of fragments and analysis of "La familia de Pascual Duarte" (Camilo Josh Cela) 1942- Study of Political and historical context. - Reading of "Platero y yo*'( Juan Ramon Jimenez) 1914- Children's literature — poems and prose. - Reading and anaiysis of "La C;elestina" (Fernado De Rojas) 1499 - Cultural traditions of Spain- Bull fighting- - Animal rights - Miro- paintings — life and work Mexico - The New Spain- political system "Indigenas, criollos y mestizos" - Sor Juana Inez de la Cruz - study and analysis of her life and work - "Hombres Necios", reading "Carta Atenag6rica" (`Letter Worthy of Athena") 1690 and "Respuesta a Sor Filotea" ("Reply to Sor Filotea") 1691. - Colonial Rhetoric - Feminism and the role of women in Latin America - Laura Esquivel- Reading of fragments and analysis "Como agua para chocolate" (like water for chocolate) 1989 - Hispanic traditions through literature, food and art. - Octavio Paz- "Mascaras Mexicanas"— How does Octavio Paz portray the Mexican man? How does history play a role in this portrait? - Juan Rulfo- Reading and analysis of fragments " Pedro PAramo" (1955) - Rufino Tamayo- paintings — life and work Colombia - Reading and analysis of 'Cr6nica de una muerte anunciada'- (Chronicle of a Death Foretold) Gabriel Garcia Marquez - EI Chiste, la fabula, la leyenda (Humor, Legend and Fable)- Poem Reading: "Relato de un Naufrago" (Gabriel Garcia Marquez) - Human rights in Latin America and Spain. - Francisco Botero- paintings- life and work Chile - Contemporary poetry - Reading and analysis of - "20 poemas de amor y una canci6n desesperada" (Pablo Neruda, 1924) - How can poetry help us understand society? - Geography "la Cordillera de los Andes" - Roberto Matta and surrealism. (Paintings) Peru Westlake Academy 909191 Diploma Programme Application Form -40- - Reading of the short story "Los Cachorros" (Mario Vargas Llosa) 1967 - contemporary narrative in Latin American. - Los Incas — Machu Pichu - Cave paintings in Peru- "Chaku" — "Los hombres de Toquepala" Argentina - Contemporary prose - Reading and analysis of fragments from "Rayuela" ( Hopscotch)- 1966 ( Julio Cortazar) - 'EI gaucho y las pampas' - Carlos Morel- paintings- life and work Strategies: Comparing cultures Analyzing all tynps of lita,- ro,, .,I -- -- .._,,....J Studying in depth the cultures of the Hispanic world Connecting the foreign language to other disciplines Listening Expressing ideas in discussions Reading all types of literature Formal and informal written composition in the language Formal and informal oral composition in the language Sequencing structures, events, and stories Using authentic material Westlake Academy 909191 Diploma Programme Application Form -41- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. The assessment will include an externally assessed written component (70% of their score): this written component will consist of two papers, Text Handling (40%) and a Written Production (30%), which are graded by the IBO, and an internal assessment (30% of their score), which is graded by the teacher. The internal assessment consists of an Oral Component, which includes a part that is chosen by the candidate (15%) and an interactivf Oral Activity (15%). Both oral activities are internally assessed by the teacher and externally moderated by the IBO. Spanish Westlake Assessment IB Assessment C". _�_ 1JtUUCllL3 will ue aoie to compare literature Text Handling readings from the selected Spanish Literature External Assesment works. Assessment can cover any set of works studied. In addition, students will select assignments involving creative work, detailed -study or comparative examination. Asssesments are usually given over a specific Written Production unit of study, students are asked to address one External Assesment of several essay questions or topics. Emphasis is given to correct use of language and sentence structure. Students create oral presentations and movies Oral Component and which are very varied in topic and subject, the Interactive Oral Activity range is quite ample and they allow the student External Assesment to express in differents forms- frorn stop motions -where they tell a hispanic legend, plays to movies and documentaries. Emphasis is given to pronunciation, clarity and delivery_ Westlake Academy 909191 Diploma Programme Application Form -42- Resources: List the books and other resource materials and software that will be used in the course. Texts being ordered: Lengua y literatura espai7olas. Francisco Valdes, Leticia Herrera, Fermin Estrella„ Editorial Kapelusz Mexicana. Abcmico. Curso avanzado de espanol lengua extranjera. Editorial Difusion. Mas que palabras. Curso de literatura por tareas. Editorial Difusion. Spanish -An Essential Grammar. Peter T. Bradley. Editorial Routledge Available texts in school: Other texts for reference include: Buerr Vicje 1, 2 arrd 3 Glencoe. McGraw-Hill. Technology: Students will have access to Macintosh laptop computers. Teacher Support Materials: The teacher will have use of an overhead projector, computer, for classroom demonstrations. Also, the teacher has access to the 1BO OCC, InfoTrac, and United Streaming for Spanish resources and support materials (including video clips). Students will be required to have a verb dictionary, a bilingual dictionary and a Spanish only dictionary. Library: Westlake Academy is currently expanding its collection of reference books for Spanish. Westlake Academy 909191 Diploma Programme Application Form -43- For group 2 subjects: • Does the course provide adequate preparation in oral and written expression and in analytical and critical thought? • Is provision made for individual practice in speaking and listening over and above what is possible within regular class hours, whether through a language laboratory or by other means? • is each language level grouped appropriately, allowing the teachers to provide specialized, intense instruction for each group? • Explain how the resources and themes chosen will highlight or reinforce internationalism. • Is the school well stocked with general high -interest reading material at all levels of proficiency in the languages being offered? • Does the school subscribe to newspapers and periodicals in the Ianguage(s) being offered for student and staff use? The Spanish course at Westlake Academy is intended for students who have some previous experience in Spanish. Language B allows students to develop awareness and appreciation of the culture(s) of the countries in which Spanish is spoken. The skills of listening, speaking, reading and writing are equally emphasized, and are taught and developed through the study of a range of authentic oral and written texts. The course is designed to accommodate students with varied backgrounds and abilities and the teacher will have appropriate time to provide the students with specialized and intense instruction. The course will provide the students with adequate preparation in oral and written expression as well in analytical though. Emphasis is given to the development of communications skills for which, vocabulary, spelling, and readings are constantly implemented. The study of literature and other texts will play an important part in this process. The main focus of this course is to further develop the students' written and oral conversational skills. This will be accomplished in the classroom by debates, discussions, oral presentations either individually or group. The students will also have opportunities interviewing each other and native speakers from the community. The students reading skills will be broadened by the use of authentic readings, such as poetry, short stories, plays, newspaper and magazine articles and selected literary readings. Structure and grammar will be developed further through students' compositions, essays, summaries, dossiers and personal opinions on topics explored. The Spanish program at Westlake promotes international understanding, cultural awareness, and historical knowledge through cultural readings and study of the daily life, and behaviour of people in Spanish speaking countries, and throughout the world. The students will gain analytical and critical thought by: Comparing cultures Analyzing all types of literary genres Studying in depth the cultures of the Hispanic world Connecting the foreign language to other disciplines Listening Expressing ideas in discussions Reading of all types of literature Formal and informal written composition in the language Westlake Academy 909191 Diploma Programme Application Form -88- Formal and informal oral composition in the language Sequencing structures, events, and stories Using authentic material The different resources and chosen texts will help develop a further understanding of the Spanish and Hispanic culture at the same time of allowing them to form an idea of the wide spectrum of topics and genders used in Spanish literature.. The students will realize that by laughing, crying, feeling, living they are learning and acquiring a love for the culture and the language. Though this course they will gain perspective and new understanding of their surroundings. Finding good literary authentic works in Spanish in Dallas has proven to be a difficult task but Westlake Academy is committed to expanding the library in school and increasing the amount of resources that are available to the students on a yearly basis. The school does subscribe to several Spanish magazines like `Hnln' anri t., _r. JXCIVIII Id and 'el pais'. The kids also have access to internet during every class and they are free to I research any articles on line. Westlake Academy 909191 Diploma Programme Application Form -89- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? - • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered every near Eve— `ienartment hac been given the tack of nrrlarina cnff7riant racnnrrec frnr their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main cost will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates.' All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups 1 and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English A1, HL. World History, HL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of intemationalism, the proposed process, and expected assessment. This should be a aUI I IIIIaty. The aim of history in the IB Program is to explain trends and developments, continuity and change through time and through individual events. This course is concerned with individuals and societies in the widest context: political, social, economic, religious, technological and cultural. The main focus of the course will be structured around the main developments in 20`h Century World History, as well as those events leading up to the century (system of alliances, etc.) Students will explore set topics from various viewpoints. For example, when studying the Cold War era, students will be encouraged to see the events through Eastern, as well as Western eyes. The history course will support the IBO's Mission Statement and desire to create international thinkers and learners, knowledgeable and aware of other cultures and respectful of differences. Assessment will be made continually throughout the two-year course. Students are required to undertake a Historical Investigation (a written account of between 1,500 and 2,000 words, divided into six different sections) as part of their Internal Assessment. This project will constitute 20% of their final grade. The other 80% is made up of three exams (Paper 1 — 20%, Paper 2 — 25%, Paper 3 — 35%). The methods of examining include short answers and structured, extended responses. Higher Level students will sit for the exam after a second year of study. Westlake Academy 909191 Diploma Programme Application Form -44- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if 1B courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Part 1: Prescribed Subject 1: Peace making, peace keeping: international relations 1918 — 1935. Areas on which the source -based questions will focus are: • Aims of the participants and peacemakers: Wilson and the 14 Points • Terms of the Paris Peace Treaty 1919-20: Versailles, St. Germain, Trianon, Neuilly, Sevres/Lausanne 1923 • The geopolitical and economic impact of the Treaties on Europe; the establishment and impact of the mandate system • Enforcement of the provisions of the Treaties: US isolationism, the retreat from the Anglo-American Guarantee; disarmament; Washington, London, Geneva conferences • The League of Nations; effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping: 1920 — 1925 • The Ruhr Crisis: `The Troubled Year% Locarno and the `Locarno Spring' • Depression and threats to international peace/collective security: Manchuria and Abyssinia. Part 2: Students will study two topics for Paper 2. Topic 1: The rise and rule of single party states The 201h Century produced many single -party states. The origins, ideology, form of government, organization, nature and impact of these will be studied in this topic. Major themes: A Origins of single -party states i. Conditions which produce single -party states ii. Emergence of leader: aims, ideology, support B Establishment of single -party states i. Methods: force, legal ii. Form of government, ideology (left and right wing) iii. Totalitarianism, treatment of opposition C Rule of single -party states i. Political, economic and social policies ii. Role of education, the arts, the media, propaganda iii. Status of women, treatment of minorities and religious groups D Regional and global impact i. Foreign policy as a means of maintaining the regime ii. Impact of regime outside of state iii. As a factor in the Cold War n addition to the above themes, candidates will also study a selection from the material )elow. i. Mao Zedong ii. Adolf Hitler Westlake Academy 909191 Diploma Programme Application Form -45- iii. Benito Mussolini iv. Vladimir Lenin and Josef Stalin 2: The Cold War This topic addresses East-West relations from 1945 to 1995. It includes superpower rivalry and events in all areas affected by Cold war politics such as spheres of interest, wars alliances and interference in developing countries. It airns to promote an internationa perspective and understanding of the Cold War, which overshadowed world affairs during this period. Questions will be set on major themes. Some will require knowledge of two regions. Major themes: A Origin Of Fact-WPct rivalry L Mutual distrust, fear and suspicion: USA and USSR ii. Wartime allies becoming post-war enemies B Nature of Cold War i. Ideological opposition ii. Superpowers and spheres of interest iii. Opposing alliances and the arms race C Cold War Developments i. Europe ii. US policy of containment and spread of the Cold War worldwide iii. Brinkmanship, peaceful coexistence iv. Related wars and non -alignment D End of the Cold War i. Arms limitation, detente, opposition to communism ii. Opposition to the regime within communist countries In addition to the above themes, candidates will also study a selection from the material below. i. Wartime conferences ii. Developments in Europe: Germany, Truman Doctrine, Marshall Plan, NATO Containment, China, Cuba, Korea, Vietnam, and the Middle East iv. Non -alignment V. Arms race, arms control, detente. Part 3 'andidates will study three topics from the Regional Options section. The region of study will be Europe (including Russia/USSR). Copic 1 rench Revolution: causes, course, effects i. Intellectual origins, philosophies ii. Louis XVI and the monarchy iii. Political fiscal, economic problems iv. Constitutional experiments, radicals, terror V. Robespierre, Thermidorean Reaction, Jacobins, Girondins vi. Revolutionary Wars, reaction, the Directory, rise of Napoleon Westlake Academy 909191 Diploma Programme Application Form -46- vii. Napoleon's domestic and foreign policies pre and post 1804, Napoleonic Wars viii. The collapse of the Napoleonic Empire and Bourbon restoration. Topic 2 The causes, course and effects of the First World War i. Long-term, short-term and immediate causes ii. Aims, methods, continuity and change in German foreign policy to 1914 iii. Effects on civilian population, impact of war on women socially and politically iv. Campaigns, war at sea, effects on civilian population V. Factors leading to the defeat of the central powers vi. Social and economic changes during and after the war vii. The Paris Peace Settlements and their political and economic effects on Europe. Topic 3 The inter -war years, 1919 to 1939 i. Foundation, structure, work and decline of the League of Nations ii. Search for collective security, alliances and treaties iii. Rise of dictatorships in Europe (Italy and Germany) iv. Weimar Germany. the Third Republic in France, Great Britain V. Economic problems, Wall Street Crash, the Depression vi. The breakdown and abandonment of the principle and practice of "collective security". vii. Spanish Civil War Learning Outcomes: After studying their chosen topics in 20°i Century'World History, students will be expected to: • Understand the views and perspectives of a variety of people in different contexts and cultures. • Have an accurate body of knowledge and understanding relating to two topics. • Show an understanding of the chronological framework for the chosen areas of study. • Apply knowledge effectively and accurately as evidence. Analyze events and show awareness of historical processes. Westlake Academy 909191 Diploma Programme Application Form -47- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Westlake Academy is aware of the requirements for students in terms of both external and internal assessments. Students will be provided copies of the appropriate rubrics when they enter the Diploma Programme. Starting in years 4 and 5 of the Middle Years Programme, students are given assessments th; mirror the type of assessments given in the Diploma Programme. For example, students will be given textual excerpts from material studied and asked to write on a prompt provided on the excerpt during a ninety- minute class period. They will also be given longer essay assignments requiring research and MLA documentation. These same types of assessments will be used in the Diploma Programme. In addition oral presentations are currently used to assess students and oral commentary assessments will be introduced in the fifth year of the Middle Years Programme. Westlake Academy will utilize IB rubrics fo the Diploma Programme for the majority of our assessments in order to familiarize students with the 'I;tcria Mai -111 L)v appjwd to their exit examinations. troth students and faculty are accustomed to the usl of the criterion based descriptive rubrics of the 1130. For the 4"' and 5"' years of the Middle Years Programme IB assessment criteria will be used for virtually all assignments. The faculty recognizes the value in the evaluation of student performance using different criterion and using descriptors to designate levels of achievement. Objectives Assessment Components Assessment criteria/ markschemes Comprehend, analyze, evaluate and External Assessment Paper -specific arkscheme m integrate source material critical as historical evidence. Paper 1 Assessment criteria for IA Internal Assessment Historical Investigation Demonstrate historical External Assessment Paper -specific markscheme understanding of the 20'x' century Paper 2 and markbands for paper 2 world history through the acquisition, selection, effective use and syntheses of knowledge. Explain different approaches to, and External Assessment Paper -specific markschemes interpretations of, historical events Paper 1, 2 and 3 for all papers and markbands and topics. for paper 2 and 3 Place events in their historical External Assessment Paper -specific markschemes context. Paper 1, 2 and 3 for all papers and markbands for a cr 2 and 3 Explain the causes and effects of External Assessment Paper specific markschemes historical continuity and change. Paper 2 and 3 for paper 2 and paper 3 Present arguments that are clear, External Assessment Paper -specific markschemes coherent, relevant and well Paper 2 and 3 and markbands for paper 2 substantiated. and paper 3 Assessment criteria for IA Internal Assessment Historical Investigation Present historical explanations from External Assessment Paper -specific markschemes an international perspective. Paper 2 and 3 for all Papers and markbands Westlake Academy 909191 Diploma Programme Application Form -48- Plan, organize and present an individual historical investigation. Demonstrate an in-depth historical under standing of approximately 100 years of history of Europe, through the acquisition, selection, effective use and synthesis of knowledge. External Assessment Internal Assessment Paper 2 and 3 External Assessment Paper 3 for paper 2 and Assessment criteria for lA Paper -specific markschemes for all papers and markbands for paper The final grade for candidates in the History course will be made up of 80% of external exams. These exams are divided into three papers. P.�nnn l l t h� inn/ _ r r --t-�• ..vw �.nui". [.v /U V1 IMM grade): This paper is based on the candidates' ability to understand, interpret and effectively use historical primary, and occasionally secondary sources. Candidates are introduced to historical sources in Grade (Year 2 of the MYP). They continue to practice and perfect their skills, using past AP and IB exams. Candidates will answer all four questions on their prescribed topic, with the maximum mark being 25. Paper 2 (1 1/2 hour exam. 25% of final grade) Questions on this paper need to be answered with reference to events and developments in the 20°i century. The paper consists of six sections, each covering one topic. Candidates are expected to demonstrate in-depth historical knowledge and skills. Through essay writing, research assignments, presentations and test taking assignments, candidates will be well prepared to take this paper. Candidates will answer two questions, each selected from a different topic, with the maximum mark being 40. Paper 3 (2 115 hour exam. 35% of final grade) Candidates must answer three questions out of 25 on their regional option (Europe). Some questions require candidates to make comparisons; some may be regional in a broad sense and others open-ended with a choice left to the candidate. The maximum mark for this paper is 60. The markbands for Papers 2 and 3 are those shown in the IB Diploma Programme History Guide on page 51. Students will be familiar with these markbands, as they will have been assessed on their various internal assignments over the course of the two years. Internal Assessment Assessment throughout the two-year DP History course will take the form of various tasks including: i. Essay writing ii. Short answer responses Oral presentations iv. Document based questions V. Exams In addition to creating a student -centered and holistic learning approach students will undertake these tasks in order to properly prepare them and give them the tools they need to successfully complete the final examination. Westlake Academy 909191 Diploma Programme Application Form -49- The Historical Investigation The Historical Investigation is a written account of between 1500 and 2000 words, with clearly defined sections. These are: A Plan of investigation 2 Marks B Summary of evidence 5 Marks C Evaluation of sources 4 Marks D Analysis 5 Marks E Conclusion 2 Marks F List of Sources 2 Marks Total 20 Marks The Investigation must be the candidate's own work. Students will be familiarized with the requirements of the type of work internally assessed and the assessment criteria. The Investigation accounts for 20% of the final assessment. There will be an estimated 20 hours allocated to the Investigation. Westlake Academy 909191 Diploma Programme Application Form -50- Resources: List the books and other resource materials and software that will be used in the course. Information Should include what is currently available as well as what is being ordered. Westlake Academy has limited library resources at this time. By the time of the implementation of the DP, however, the library will have sufficient books and publi to cater for the needs and demands of the DP and its candidates. Text Books All of the below books will be ordered for use in the classroom: Access to History Series (Hodder Stoughton) 1. Access To History Context: An Introduction to Modern European History, 1890-1990 Alan Farmer 2. Access To History: China - From Empire To People's Republic, 1900-49 Michael Lynch 3.Access To History: Louis XIV, France and Europe 1661-1715 2nd Edition Richard Wilkinson 4. Access to History: Rivalry and Accord - International Relations 1870-1914, 2nd Edition Robert Pearce and John Lowe 5. Access To History: The People's Republic of China since 1949 Michael Lynch 6. Access To History: The USA & Cold War 1945-63 2nd Edition Oliver Edwards 7. Access to History: War & Peace - International Relations, 1919-39 2nd Edition David Williamson 8. Access To History In Depth: The First World War 1914-18 Vyvyen Brendan 9.Access to History: Bolshevik and Stalinist Russia 1918-56 Michael Lynch 10. Access to History: Weimar and the Rise of Nazi Germany 1918-1933 Geoff Layton 11. Access to History: France in Revolution third edition Dylan Rees, Duncan Townson 12. Access to History: Europe and the Cold War 1945-1991: Second Edition David Williamson 13. Access to History: Italy: The Rise of Fascism 1915-1945: Third edition Mark Robson 14. ATH: Hitler, Appeasement and the Road to War Second Edition Graham Darby Electronic Westlake Academy is a subscriber to Infotrac, an electronic informational database compiled by the Gale -Thompson organization. Students can access Infotrac through the school website by clicking on "Students " and then on "Library Links." This will take them to the Infotrac website where they will enter our school password. Access can be made from our lap top computers at school or from home using the same procedure. Students can then access one of several databases that are appropriate to their inquiry. Westlake Academy 909191 Diploma Programme Application Form -51- Each of the databases has a topic and an advanced search capability, allowing students to conduct a general or specific search. In addition to this, Westlake academy is considering upgrading our [nfotrac package as we add classes to the school. We are also considering having our students subscribe to Questia.com, an advanced database that contains the full texts of hundreds of thousands of books and journal, newspaper and magazine articles. Questia.com has agreed to lower their annual subscription price to $24 per student from their standard $128. Because of the nature of the database, Westlake academy feels we should have a full MYP program before advancing this proposition, but anticipate that students will be able to access Questia.com by the time they enter the Diploma Programme. Westlake Academy 909191 Diploma Programme Application Form -52- For group 3 subjects: • Where history will be offered at higher level, please indicate the regional option selected. • Have the teachers organized appropriate optional topics for study where applicable? Does the course provide adequate preparation in oral and written expression and in analytical and critical thought? • Explain how the topics chosen will be used to reinforce internationalism. • Does the school subscribe to newspapers, periodicals, and current reference materials providing up-to-date information, for both staff and student needs, relevant to the group 3 courses offered at the school? • Where history will be offered at higher level, are there adequate reference materials in the library to support the study of the regional option, as well as to provide sources for in-depth study? At the time of writing there has been much discussion about a change to the contents and examples of material for detailed study. This topic has been selected using the draft version of the History Guide (2006) Candidates will study three topics from the Regional Options section. The region of study will be Europe (including Russia/USSR). Topic 1 French Revolution: causes, course, effects ix. Intellectual origins, philosophies X. Louis XVI and the monarchy xi. Political fiscal, economic problems xii. Constitutional experiments, radicals, terror xiii. Robespierre, Thermidorean Reaction, Jacobins, Girondins xiv. Revolutionary Wars, reaction, the Directory, rise of Napoleon XV. Napoleon's domestic and foreign policies pre and post 1804, Napoleonic Wars xvi. The collapse of the Napoleonic Empire and Bourbon restoration. Topic 2 The causes, course and effects of the First World War viii. Long-term, short-term and immediate causes ix. Aims, methods, continuity and change in German foreign policy to 1914 X. Effects on civilian population, impact of war on women socially and politically xi. Campaigns, war at sea, effects on civilian population xii. Factors leading to the defeat of the central powers xiii. Social and economic changes during and after the war xiv. The Paris Peace Settlements and their political and economic effects on Europe. Topic 3 The inter -war years, 1919 to 1939 viii. Foundation, structure, work and decline of the League of Nations ix. Search for collective security, alliances and treaties X. Rise of dictatorships in Europe (Italy and Germany) Westlake Academy 909191 Diploma Programme Application Form _90- xi. Weimar Germany, the Third Republic in France, Great Britain xii. Economic problems, Wall Street Crash, the Depression xiii. The breakdown and abandonment of the principle and practice of "collective security". xiv. Spanish Civil Near The main focus of the course will be structured around the main developments in 20'x' Century World History, as well as those events leading up to the century (system of alliances, etc.) Students will explore set topics from various viewpoints. For example, when studying the Cold War era, students will be encouraged to see the events through Eastern, as well as Western eyes. The history course will support the IBO's Mission Statement and desire to create international thinkers and learners, knowledgeable and aware of other cultures and respectful of differences. Westlake Aacedmv is nnnc;ctantl., h��;lrl;,, . , :+.. t:w_ _. r, - - - -p — l—"Iy. It 13 t„n„11Cu HIM by the start of the 2008/9 school year, the library will be well stocked with relevant infonnation needed for the History course. In addition Westlake Academy is a subscriber to Infotrac, an electronic informational database compiled by the Gale -Thompson organization. Students can then access one of several databases that are appropriate to their inquiry. Each of the databases has a topic and an advanced search capability, allowing students to conduct a general or specific search. In addition to this, students will also have be encourgaed to access the following online databases: http://www.haskins.cornell.edu/Ation]8-2.hti-nI littp://www.medievalgenealogy.org.uk/links/socs.slitini littp://www.Nk,ku.edu/LibraEy/dIPS/,gL]ides/Hiswkrf2.litm http://librarv.iwu.edu/researchhvebsites/his gen htm http://wNvw.lib.uci.edu/online/subiect/subpage php?subject–histo[Y http://tliwt.org internet4a htm Westlake Academy 909191 Diploma Programme Application Form -91 - For all subjects: • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered 11- Fvary rlPn-irtmPnt has he -en given the task of ordering sufficient resources for their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main cost will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates.' All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups I and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- �'�i"e.� �t r�i '4 Sdb "�� l� ..♦:gym ..:♦i3 �t��. s"l� .,'9 "s `.'�♦ x. „♦ T. xk�,}t4 a,�} t"r�rrI R" PISK, V26 IN # g - a E Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English A1, HL. Biology, HL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This chniild hi-. A summary. In this two-year course, students will learn about a broad range of topics in biology, from the structure of molecules to the functioning of ecosystems. Though students are expectec to acquire an in-depth knowledge and understanding of biology, this is only one aim of an IB biology course. Students are also expected to develop their abilities to think and communicate like scientists by developing, carrying out, and evaluating science investigations. Students will learn a wide -range of scientific techniques and expand their technological skills. Furthermore, this course will support the IB mission of producing caring, knowledgeable, and globally -minded students by encouraging the students to (1) apply and use their knowledge to evaluate scientific theories and claims, (2) assess the benefits and limitations of science in addressing problems of local or global significance, and (3) understand the moral, ethical, social, and economic consequences of scientific developments. With its diversity of aims and objectives, the course is designed to be an enriching experience even for students whose primary interests lie outside the field of science. Assessment on these objectives will occur throughout the two year course, and will include a wide range of tests, assignments, and projects designed to build skills, prepare students for final assessment, and provide opportunities for student -centered learning. A substantial proportion of class time will be devoted to practical work, including independent scientific investigations. In the second year of the course, students will also engage in an interdisciplinary project in collaboration with students from another 1B school. One of the aims of this course is foster an international perspective of scientific issues. Students will learn that modern science is inherently an international endeavor. Similar questions and issues are researched around the world, and increasingly, information, techniques, and resources are shared across borders. Furthermore, many of the problems scientists are trying to address, such as global warming, loss of biodiversity, pollution, diminishing resources, and disease prevention, are global in nature and require international cooperation. Students will gain an appreciation for these issues through class discussion and projects. In addition, we will seek to model internationalism in science by exploring opportunities for collaboration on projects with IB schools in other regions or nations. vvcbudrce ru:aaemy 909191 Diploma Programme Application Form -53- Topics: In narrative or outline form, list what you will cover in your course to meet the 113 syllabus requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. I. Statistical Analysis 11. Chemistry of Life a. Chemical elements & water b. Carbohydrates, lipids, proteins, & DNA c. Enzymes III. Cells I a. Cell theory b. Prokaryotic cells c. tukaryotic cells d. Membranes e. Cell division (Mitosis) IV. Cell Respiration and Photosynthesis a. Cell Respiration b. Photosynthesis V. Human Health & Physiology a. Homeostasis b. Digestion c. Transport d. Gas Exchange e. Urinary System f. Nervous System g. Muscular System h. Immune System i. Endrocrine System j. Reproduction VI. Microbes and Biotechnology a. Diversity b. Metabolism c. Role in environment d. Role in disease e. Role in food production f. Biotechnology VII. Plant Science a. Plant Structure & Growth b. Angiosperm Transport c. Angiosperm Reproduction VIII. Nucleic Acids and Proteins a. DNA Structure b. DNA Replication c. Transcription d. Translation IX. Genetics a. Chromosomes, genes, alleles, mutations b. Meiosis Westlake Academy 909191 Diploma Programme Application Form -54- c. Theoretical genetics, including monohybrid and dihybrid crosses, gene linkage, and polygenic inheritance d. Genetic engineering and biotechnology X. Evolution a. Mechanisms of evolution (including H -W principle) b. Species & Speciation c. Phylogeny and Systematics d. Origins of Life / Evolutionary Trends e. Human Evolution XI. Ecology a. Populations b. Communities and Ecosystems c. Greenhouse effect d. Impacts of Humans Westlake Academy 909191 Diploma Programme Application Form -55- Assessment: Knowledge of 1130 -required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Student Preparation Westlake Acaderny is aware of the requirements for students in terms of both external an( internal assessments. Students will be provided with copies of the appropriate rubrics when they enter the Diploma Programme. The science curriculum at Westlake Academy has been carefully designed to prepare the students for success with the Biology HL course assessments. In the Middle Years Program at Westlake Academy, students are given tasks and rubrics that mirror the skills and assessment used in the Diploma Programme science course. These include both tests and projects designed to demonstrat( a student's knowledge and understanding of science, and semi- and fully -independent sc;c��ca 111--i;gaiiuus in which the student's ability to design an experiment, collect and process data, evaluate results, and work safely as part of a team are assessed. Students will continue to build these skills during the Biology Diploma course. For example, throughout the course students will be given tests and assignments that mirror both the objectives and command terms used in the external assessments. In addition, the practical scheme of work (i.e. student projects and investigations) will include more than the minimum number of projects necessary for internal assessment. The practical scheme of work will be carefully designed to include a range of projects to build different skill sets and match the divergent needs of the students. These experiences will provide Westlake Academy students with a solid foundation for success within a Diploma Years science course. Assessment Overview The final grade for IB biology students includes both external assessment (76% of their score) that is graded by the IBO and internal assessment (24% of their score) that is graded by the instructor. External Assessment: The external assessment consists of three papers, or exams. Paper 1, which makes up 24 of the overall score, consists of 40 multiple choice questions. Paper 2, which makes up 32% of the overall score, consists of an extended data -based question, several short answer questions, and two essay questions (chosen from 4 options). Paper 3, which mak up 20% of the overal I score, consists of several short answer questions and two essay questions. Calculators are not allowed for paper 1, but are required for papers 2 and 3. Together, the three papers assess each student's understanding, application, and use of >cientific facts, concepts, methods, and techniques as well as the ability to construct, analyze, and evaluate scientific questions, hypotheses, methods, techniques, and -xplanations. nternal Assessment: Fhe internal assessment consists of a variety of student projects, including an nterdisciplinary project, experiments, and analyses of data. These projects will be levised, conducted, analyzed, and written independently by the students, with the nstructor merely as a facilitator. Each project will be assessed on one or more criteria. The five assessed criteria are: 1) Design. The student's ability to define a research problem, choose and Westlake Academy 909191 Diploma Programme Application Form -56- control the relevant variables, and develop a method of data collection is evaluated using published IB rubrics. The student's best two pieces of work for this criterium will be assessed for their final IB grade. 2) Data Collection and Processing. The student's ability to record, process, and'. present data is evaluated using published IB rubrics. The student's best two pieces of work for this criterion will be assessed for their final IB grade. 3) Conclusion & Evaluation. The student's ability to both interpret data and state a conclusion and to evaluate the weaknesses of their procedure and suggest improvements is evaluated using published IB rubrics. The student's best two pieces of work for this criterion will be assessed for their final IB grade. 4) Manipulative Skills. The student's ability to follow instructions, carryout a range of scientific techniques, and work safely is evaluated using published IB rubrics. Manipulative skills are assessed cumulatively throughout the course. 51 PRrenii"I SIrilh Tha ctiidpnt°c a --Ir __.c_._.,_ ,•. a,.- ow.-u.vluv4UVi1, QUlillY LO work effectively within a team, and self -reflectance during the interdisciplinary project are evaluated using published IB rubrics. Westlake Academy 909191 Diploma Programme Application Form -57- Resources: List the books and other resource materials and soft -ware that will be used in the course. Information should include what is currently available as well as what is being ordered. Textbook: The textbook to be used in this course will be Life: The Science of Biology by Purves, et al. The students will also have access to a classroom set of Biology by Johnson and Raven. Library: Westlake Academy is currently expanding its collection of reference books for biology. The students will also have access to their instructor's personal collection of books, including a wide assortment of recent college -level texts and seminal biology literature including works by Darwin, G.C. Williams, E.O. Wilson, and Richard Dawkins, among others. Electronic Resources: Students will learn how to critically use the wide array of resource available on the web, including respected websites, newspaper articles, and peer-reviewed scientific journals. Students will also have access to searchable electronic databases. Currently, Westlake Academy subscribes to Infotrac, a database compiled by the Gale - Thompson organization. We also anticipate having diploma students subscribe to Questia.com, a more advanced database that provides full -text access to hundreds of thousands of articles from books, journals, magazines, and newspapers. Technology: Students will have access to Macintosh laptop computers with sophisticated data analysis and graphing programs. Laboratory Equipment: By the start of the program, we anticipate having modern, fully- �quipped laboratories designed to facilitate safe and effective independent scientific investigations by the students. Teacher Support Materials: The instructor will have access to projectors, computers, and aboratory equipment for classroom instruction. The instructor will also have access to tli BO OCC, 1nfoTrac, and United Streaming for biology resources and support materials including video clips). Westlake Academy 909191 Diploma Programme Application Form -58- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English A], HL. Chemistry, SL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should hen summary. The overall goals of SL Chemistry: To understand basic concepts of science To relate science (chemistry) to technology, society, and the environment To develop skills, strategies, and habits of mind required for scientific inquiry It is important that students have opportunities to learn in a variety of ways. Therefore all of the following strategies will be used: individually and cooperatively; independently and with teacher direction; through hands-on activities; and through the study of examples followed by practice. Instructional strategies will include the class as a whole, small group -work, and individual instruction. Specific teaching/learning strategies include brainstorming, questioning, teacher -led lesson, student note -taking, teacher demos, student presentations, individual and group problem solving, Lab activities and student lab reports, inquiry/research projects, and peer assessment. Whenever applicable, students are given written examples followed by an opportunity to practice. The expectations in science courses call for an active experimental approach to learning, and require all students to participate regularly in laboratory activities. Laboratory activities can reinforce the learning of scientific concepts and promote the development o the skills of scientific investigation and communication. Students will carry out laboratory work (following both written procedures and designing) in each unit of the course and in the final assessment task. Both directed and open-ended Investigations are included. It should be noted that the health and safety of students and teacher must be stressed routinely when conducting laboratory activities, using safe laboratory practices and following WHMIS (Workplace Hazardous Materials Information System) legislation. vve5uaKU ncaaerny 909191 Diploma Programme Application Form -59- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Overall Curriculum Expectations By the end of this course students will: Structure and Properties • demonstrate an understanding of quantum mechanical theory, and explain how types of chemical bonding account for the properties of ionic, molecular, covalent network, and metallic substances investigate and compare the properties of solids and liquids, and use bonding theory to predict the shape of simple molecules describe products and technologies whose development has depended on understanding molecular structure, and technologies that have advanced the knowledge of atomic and molecular theory Organic Chemistry • demonstrate an understanding of the structure of various organic compounds, and of chemical reactions involving these compounds investigate various organic compounds through research and experimentation, predict the products of organic reactions, and name and represent the structures of organic compounds using the IUPAC system and molecular models evaluate the impact off organic compounds on our standard of living and the environment Energy Changes and Rates of Reaction • demonstrate an understanding of the energy transformations and kinetics of chemical changes • determine energy changes for chemical and physical processes, using experimental data and calculations •- demonstrate an understanding of the dependence of chemical technologies and processes on the energetics of chemical reactions Chemical Systems and Equilibrium • demonstrate an understanding of the concept of chemical equilibrium, Le Chatelier's principle and solution equilibria • investigate the behavior of different equilibrium systems, and solve problems involving the law of chemical equilibrium explain the importance of chemical equilibrium in various systems, including ecological, biological, and technological systems Electrochemistry • demonstrate an understanding of fundamental concepts related to oxidation- reduction and the interconversion of chemical and electrical energy • build and explain the functioning of simple galvanic and electrolytic cells; use equations to describe these cells; solve quantitative problems related to electrolysis Westlake Academy 909191 Diploma Programme Application Form • describe some uses of batteries and fuel cells; explain the importance of electrochemical technologies to the protection of metals; and assess environmental and safety issues associated with these technologies. Scientific investigation skills considered to be essential to all science courses will be reinforced throughout each unit of the course. Assessment of students' mastery of these skills will be included in the evaluation of students' achievement of the expectations for the course. These skills are: • demonstrate an understanding of safe laboratory practices by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., safely disposing of organic solutions; correctly interpreting Workplace Hazardous Materials Information System [WHMISI svmbolc). and using appropriate personal protection (e.g., wearing safety goggles); • select appropriate instruments and use them effectively and accurately in collecting observations and data (e.g., use a calorimeter in heat transfer experiments); • demonstrate the skills required to plan and carry out investigations using laboratory equipment safely, effectively, and accurately (e.g., select and use apparatus safely in an experiment to determine the mass of a metal deposited by electroplating); • demonstrate a knowledge of emergency laboratory procedures; • select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., use the Valence Shell Electron Pair Repulsion [VSEPR] model to predict tt shapes of molecules); • compile and interpret data or other information gathered from print, laboratory, and electronic sources, including Internet sites, to research a topic, solve a problem, or support an opinion (e.g., research the uses of the most commonly synthesized organic compounds); • communicate the procedures and results of investigations for specific purposes by displaying evidence and information, either in writing or using a computer, in various forms, including flow charts, tables, graphs, and laboratory reports (e.g., construct visual models that explain intermolecular and intramolecular forces); - • express the result of any calculation involving experimental data to the appropriate number of decimal places or significant figures; • select and use appropriate SI units; • identify and describe science- and technology-based careers related to the subject area under study (e.g., describe careers related to thermochemistry, such as chemical engineering). tudents will also have the opportunity to learn to use technology for scientific Westlake Academy 909191 Diploma Programme Application Form -61- investigation, such as calculator -based probeware for experiments, and computer and internet technology for research, analysis, and reporting. An important new feature of the new curriculum is to relate science to technology, society, and the environment. Where possible, concepts should be introduced in the context of real-world problems and issues. Students will be also allowed to explore chemistry -related careers throughout the course Outline of Course Content Stoichiometry Atomic theory Periodicity Bonding States of matter Energetics Kinetics Equilibrium Acids and bases Oxidation and reduction Organic chemistry The options Higher physical organic chemistry Human biochemistry Westlake Academy 909191 Diploma Programme Application Form -62- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Final assessment will be done in accordance with the IB guidelines. 24% lab work. 76% Examinations. However in the first year of the course a variety of assessments are used to allow students to demonstrate achievement of course expectations. They include diagnostic (to evaluate prior learning) tests, particularly at the beginning of the course, formative (practice tasks for students with teacher feedback), and summative evaluations. Each unit and the course ends with a unit test (pencil and paper test) and an end of unit ..,,ai6111116 all cApc, 1111cui wiiiIin weir denned limits to investigate a teacher or student generated question or problem. Other assessment/evaluation strategies include written tests/quizzes, lab activities, individual/group projects, research assignmet and student presentation. Assessment/evaluation tools include checklists (lab skills checklist, homework), rating scales, lab report rubric, rubric for research inquiry, student presentation rubric. Learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework Initiative) are assessed throughout the course through group work, independent class work regular inspection of student homework and notebooks, and during lab activities. These learning skills are not assigned marks but are reported on progress reports and final report cards. Since some of our students may be ESL students special accommodations must be made 1 enable them to achieve the curriculum expectations. For example, by stressing terms and vocabulary, by questioning to evaluate understanding of terms, vocabulary, and concepts, by rephrasing, by simplifying language whenever possible, and perhaps by allowing use c English dictionaries during some assessments. Additional handouts or overheads using Simplified English will be provided. This course will not be covering any syllabus other than the IB Chemistry SL Syllabus. Xe will do the core material and the two options: Human Biochemistry and Higher 'hysical organic Chemistry. Since the Syllabus is currently under review and the options ire expected to be adjusted, this might change. Westlake Academy 909191 Diploma Programme Application Form -63- Resources: List the books and other resource materials and software that will be used in the course. Infonnation should include what is currently available as well as what is being ordered. FEducation, edition and class sets e Central Science (Ninth edition) ,Brown,LeMay and Bursten, Pearson c 38168-3 Chemistry forthe IB Diploma (IB Study Guides) (Paperback) by Geoff Neuss (Author) • Paperback: 192 pages n_.LN_i n uvuJiici . 'A'r id 'Univ Pr (Sa) (October 30, 200 1) • Language: English • ISBN -10:0199148074 0 ISBN -13:978-0199148073 Teacher's cony only Chemistry in Context (Latest edition) and accompanying lab manual, Graham Hill and John Holman, Nelson, ISBN 0-17-448191-8 Chemistry for Use With International Baccalaureate (Paperback) Latest Edition! by John Green (Author), Sadr_ u Damii (Author) • Paperback • Publisher: IBID Press, Australia Language: English ISBN -10: 09585686OX ISBN -13: 978-0958568609 Westlake Academy 909191 Diploma Programme Application Form -64- For group 4 subjects: • Have the teachers organized appropriate laboratory exercises and optional topics for study that conform to IBO requirements for the specific science course? • Does the course provide adequate training in analytical and critical thought? • Have science teachers collaborated and planned for the group 4 project? • How do you envision that the methodology and resources with which the sciences are presented will enhance the international perspective of your students? • Has there been an assessment of the laboratory facilities? • Is there adequate instructional space for the group 4 courses? • Are the science laboratories adequately equipped to perform those exercises required by the IB curriculum? _ ih aL.. -�---, , �)3cs s.,,.n., su���,;uC io appropriate scientitic periodicals and journals and maintain balanced, current and adequate stocks in the life and physical sciences? The biology course will include a wide range of laboratory exercises, some of which will be designed by the instructor to teach specific techniques and/or illustrate specific processes; these exercises are currently in development. Student -led investigations, in which students develop both a question on a general topic of the teacher's choosing and a method to test that question, will also make up a large portion of the course. Some of these topics have already been chosen, others will be chosen based upon student interest within the scope of the curriculum. Optional topics of study have also been chosen; these include: microbiology and technology, additional study of evolution, additional study of ecology, and additional study of physiology. Training in analytical and critical thought is an integral component of the biology course. Students will be required to design and evaluate experiments, analyze data, and evaluate scientific theories and claims. Throughout the course, students will learn how topics in biology have relevance around the world. For example, the students will be encouraged to find newspaper articles relal to the topics they are currently learning about; this activity is expected to highlight the international nature of biological issues. In addition, we will seek to model internationalism in science by exploring opportunities for collaboration on projects with IB schools in other regions or nations. Westlake Academy is currently designing a science and arts building that will house three state-of-the-art laboratories. The size and layout of these laboratories have been planned under consultation with the course instructors and with science teachers at other IB schools. The space and equipment in these laboratories will be more than sufficient for the needs of the group four courses. We expect the laboratories to be completed by the start of the course. Westlake Academy is currently expanding its collection of science reference books; we anticipate having a sufficient collection of resources by the start of the course. Students will also have access to searchable electronic databases. Currently, Westlake Academy subscribes to Infotrac, a database compiled by the Gale -Thompson organization. We also anticipate having diploma students subscribe to Questia.com, a more advanced database Westlake Academy 909191 Diploma Programme Application Form -92- that provides full -text access to hundreds of thousands of articles from books, journals, magazines, and newspapers. Westlake Academy 909191 Diploma Programme Application Form -93- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the - department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered every .mnr. Everv'tanartmant hac hPen given the. tisk of nrderina sufficient resources for their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main cost will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates.' All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups 1 and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English Al, HL. Math Studies. SL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process. and exnentprt ACCpzcmY . t Th:� summary. This course is available at standard level (SL) only. It is designed for students with varied backgrounds and abilities. Also it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students taking this course should possess fundamental skills and a rudimentary knowledge of basic mathematical processes. j This course concentrates on mathematics that can be applied to contexts related to other subjects being studied, to common real-world occurrences and to topics that relate to home, work, and leisure situations. The course includes project work; students must produce a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for the students to carry out a mathematical investigation in the context of another course being studied, a hobby, or an interest of thei choice using skills learned before and during the course. This process allows the students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. The students who will most likely select this course are those whose main interests lie outside the field of mathematics. All parts of the syllabus have been carefully chosen so that students can use their own inherent, logical thinking skills to "discover " the mathematics; they will not need to rely on standard algorithms and formulae Westlake Academy 909191 Diploma Programme Application Form -65- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if 1B courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Prior Knowledge: %- Basic use of the four operations of arithmetic, using integers, decimals, and fractions, including the order of operations r Prime numbers, factors, and multiples ➢ Ratio, percent, and proportion ➢ Basic manipulation of simple algebraic expressions including factorization and expansion Rearranging formulae Evaluating formulae by substitution Suiving imear equations for one variable r Solving a system of linear equations for two variables Evaluating exponential expressions with integer values Order relations, inequalities, and their properties Intervals on the real number line ❖ Introduction to the graphic display calculator (GDC) ➢ Arithmetic calculations Graphing a variety of functions (including appropriate choice of window, using the "trace", "zoom", and "2"d trace" buttons) Entering data in lists and creating stat plots and tables ❖ Number and Algebra Sets of numbers (natural, integers, rational, and real numbers) >- Approximation and estimation Scientific notation and operations with numbers expressed in scientific notation SI and other systems of measurement and conversion between different units ➢ Arithmetic sequences and series and their applications ➢ Geometric sequences and series and their applications Solution of systems of linear equations using the GDC y Solutions of quadratic equations by factoring, by the quadratic formula, and by use of the GDC ❖ Sets, logic, and probability - Basic concepts of set theory: subsets, intersection, union, and complement Venn diagrams Sample space, event and complementary event Basic concept of symbolic logic, definition of a proposition, symbolic notation of propositions Compound statements Translation between verbal statements, symbolic form, and Venn Diagrams (analogies between sets and logic) ➢ Truth tables Definition of implication: converse, inverse, contrapositive Logical equivalence Equally likely events, probability of complementary event ➢ Venn diagrams, tree diagrams, tables of outcomes; solution of problems with replacement and without replacement r Laws of Probability: combined events, mutually exclusive events, independent "VOLIOnc nuaue111y 909191 Diploma Programme Application Form -66- events, and conditional probability ❖ Functions �- Mapping, domain, range %> Linear functions and their graphs Quadratic functions and their graphs (symmetry, vertex, intercepts) Exponential expressions (graphs, properties, growth and decay applications, basic concept of asymptotic behavior) `= Trigonometric functions (graphs and properties of sine and cosine functions including the amplitude and period) ➢ Accurate graph drawing Use of the GDC to sketch and analyze some simple, unfamiliar functions and to solve simple combinations of unfamiliar functions Geometry and trigonometry Coordinates in two dimensions, points, lines, midpoints, distance between points F.anationc of n line inrlmi;n,r 0— --A;__+ --A :------ - -- ----a ---_ a ........... ...... ......., waw Parallel and perpendicular lines; points of intersection of lines Right angled trigonometry; use of the sine, cosine and tangent ratios The sine rule, cosine rule, area of a triangle as %2 absinC Geometry of three-dimensional shapes: cuboid, prism, pyramid, cylinder, sphere, hemisphere, cone (including finding angles between two lines and between lines and planes) Statistics Classification of data as discrete or continuous Simple discrete data: frequency tables, frequency polygons Grouped discrete or continuous data: frequency tables, mid -interval values, upper and lower boundaries, frequency histograms, stem and leaf plots Cumulative frequency tables for grouped discrete data and for grouped continuous data, cumulative frequency curves, box and whisker plots, percentiles, quartiles ➢ Measures of central tendency Measures of dispersion: range, interquartile range, standard deviation �= Scatter diagrams (including the line of best fit, bivariate data, and the concept of correlation) The regression line for y on x and the use of the regression line for prediction The Chi -Squared Test for independence ❖ Introduction to differential calculus Gradient of a line through two points, the tangent to a curve Z Gradients of a curve for given values of x, equation of a tangent at a given point The "power rule" for derivatives >- Increasing and decreasing functions r Values of x where the gradient of the curve is zero, finding local maximum and minimum points Financial mathematics ➢ Currency conversions A Simple interest Compound interest :onstruction and use of tables; loan and repayment schemes; investment and saving cherries; inflation Westlake Academy 909191 Diploma Programme Application Form -67- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. The students will learn through a discovery type approach to teaching/learning. Students will build on prior knowledge from PYP and MYP and from their personal experiences. The assessment will include an external assessment (80% of their score), which is graded by the IBO, and an internal assessment (20% of their score), which is graded by the teacher. The external assessment includes two written papers or tests that are weighted equally; Paper I includes 15 short -response questions based on the entire syllabus and Paper 2 includes 5 extended -response questions based on the entire syllabus. The internal assessment is a project that involves the collection of information or data, and the analysis and evaluation of the information or data. This project will involve the use of statistics anc biaiibiicai atlaiysls. Westlake Academy is aware of the requirements for students in terms of both the external and internal assessments. Students will be provided with copies of the appropriate rubrics when they enter the Diploma Programme. Furthermore, the students are given assignments in the IB Middle Years Programme that are assessed using similar rubrics (assignments are assessed on knowledge and understanding, communication, and application and reasoning in Years 2 and 3, and are assessed additionally on reflection and evaluation in Years 4 and 5 of the MYP). The students in the MYP are given a personal project assignment in Year 3 that mirrors the extended essay assigned in Year 5, thus providing the students with experience in choosing a project topic of personal interest and researching and completing a long-term project. Also, the Year 4 students will have an assignment that includes gathering, analyzing, and comparing two sets of data of their choice. All of these experiences will help students when they are assigned the Studies project for internal assessment. To prepare for the external assessments, the students will be given tests and assignments that contain both short response and extended response questions. Almost all of the assignments in the MYP and DP mathematics courses at Westlake Academy are assessed using specific criteria and using descriptors that designate evels of achievement. rhe assessment in the Mathematics Studies SL course will include an external assessment 80% of the score), which is graded by the IBO, and an internal assessment (20% of the ,core), which is graded by the teacher. The external assessment includes two written gapers or tests that are weighted equally; Paper I includes 15 short -response questions lased on the entire syllabus and Paper 2 includes 5 extended -response questions based on he entire syllabus. The internal assessment is a project that involves the collection of iformation or data, and the analysis and evaluation of the information or data. This reject will involve the use of statistics and statistical analysis. Westlake Academy 909191 Diploma Programme Application Form -68- Resources: List the books and other resource materials and soft -ware that will be used in the course. Information should include what is currently available as well as what is being ordered. The following textbook will be used in this course and purchased prior to the start of the specific school year: Mathematics For the International Student, Haese & Harris Publications Other texts for reference include: Advanced Algebra Through Data Exploration, A Graphing Calculator Approach, Key Curriculum Press. (Westlake Academy currently has a classroom set of these textbooks) Technology: Students will have access to Macintosh laptop computers and TI -83 grar)hinsi Teacher Support Materials: The teacher will have use of an overhead projector, computer, and overhead -graphing calculator for classroom demonstrations. Also the teacher has access to the IBO OCC, InfoTrac, and United Streaming for mathematics resources and support materials (including video clips). Students will be required to have graph paper, rulers, protractors, and compasses for use i Fhe classroom and at home. I-ibrary: Westlake Academy is currently expanding its collection of reference books for nathematics. Westlake Academy 909191 Diploma Programme Application Form -69- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English Al, HL. Math Standard, SL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensive and coherent way. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The aimand objectives of this course are the following: • Appreciate the multicultural and historical perspectives of mathematics • Enjoy the course and develop an appreciation of the elegance, power and usefulness of mathematics • Develop logical, critical, and creative thinking skills • Develop an understanding of the principles and nature of mathematics • Employ and refine the students' powers of abstraction and generalization • Develop patience and persistence in problem solving • Appreciate the consequences that arise from technological developments • Transfer skills to alternative situations and to future developments • Read, interpret, and solve a given problem using appropriate mathematical terms • Organize and present information and data in tabular, graphical, and/or diagrammatic forms • Know and use appropriate notation and terminology • Formulate a mathematical argument and communicate it clearly • Select and use appropriate mathematical strategies and techniques for problem solving • Demonstrate an understanding of both the significance and the reasonableness of the results • Recognize patterns and structures in a variety of situations, and make generalizations • Recognize and demonstrate an understanding of the practical applications of mathematics • Use appropriate technology as mathematical tools • Understand mathematical modeling and use it appropriately One of the aims of this course is to enable the students to appreciate the cultural and Westlake Academy 909191 Diploma Programme Application Form -70- historical perspectives of mathematics. This includes the international dimension of mathematics. Westlake Academy is dedicated to bringing an international perspective to student learning through an investigation of the cultural context of mathematical discoveries, the lives of mathematicians set in a historical and/or social context, the ways in which specific mathematical discoveries were made and the techniques used to make them, how the attitudes of different societies towards specific areas of mathematics are demonstrated, the universality of mathematics as a means of communication, and the similarities and differences in notation around the world. The students will learn through a discovery type approach to teaching/learning. Students will build on prior knowledge from PYP and MYP and from their personal experiences. The assessment will include an external assessment (80% of their score), which is graded by the IBO, and an internal assessment (20% of their score), which is graded by the teacher. The external assessment includes two written papers or tests that are weighted equally: both exarninatinn nnnarc will nn ;ct F .: A _L_.... - r -r --- ....•-•.••••••..... .,vv.wu ., Davi a-tGJIlv71Je questions, and section B, extended -response questions. Each section will be weighted equally (20% each). On Paper 1 students will not be allowed to use a calculator; however, on Paper 2 a GDC (graphics display calculator) is required, but not every question will necessarily require its use. The internal assessment is a portfolio of two pieces of student work which are based on areas of the syllabus and which include two types of tasks: mathematical investigation and mathematical modeling. Westlake Academy 909191 Diploma Programme Application Form -71- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. ❖ Algebra r Arithmetic sequences and series; sum of finite arithmetic series; geometric sequences and series; sum of finite and infinite geometric series Exponents and logarithms; Laws of exponents and logarithms; change of base rule r The binomial theorem Solutions of quadratic equations by factoring, by the quadratic formula, and by use of the GDC Functions ;Y;appi„g, domain, range Composite functions, identity function, inverse functions The graph of a function; using the GDC to graph a variety of functions; investigating the key features of graphs; the solutions of equations graphically %- Transformations of graphs: translations, stretches, and reflections in the axes :- The reciprocal function and its graph %> The quadratic function and its graph (y -intercept, x -intercepts, vertex, and axis of symmetry) :- The solution of a quadratic function using the quadratic formula and the use of the discriminant r Graphs of the exponential function and its inverse, the logarithmic function (including the natural logarithmic function and the exponential function with base e; with applications to growth and decay and compound interest) ❖ Circular functions and trigonometry The circle; radian measure of angles; length of an arc; area of a sector y The definition of sine O and cosine O in terms of the unit circle, the definition of the tangent function in terms of sine and cosine functions y The double angle formulae The circular functions sin x, cos x, and tan x; their domains and ranges; their periodic nature; and their graphs Composite functions of the form: f(x) = a sin(b(x + c)) + d Solutions of trigonometric equations in a finite interval, including quadratic equations involving trigonometry; graphical interpretations Solutions of triangles using the law of sines, law of cosines ❖ Matrices Z The definition of a matrix; the terms element, row, column, and order Algebra of matrices; addition, subtraction, and scalar multiplication; multiplication of matrices; identity and zero matrices ➢ The determinant of a square matrix; calculating the 2X2 and 3X3 determinants; finding the inverse of a 2X2 ►natrix; the conditions for the existence of an inverse of a matrix The solution of a system of linear equations using inverse matrices ❖ Vectors ➢ Vectors as displacements in the plane and in 3 -dimensions; components of a vector; sums and differences of vectors; scalar multiplication; magnitude of a vector; unit vectors, position vectors Westlake Academy 909191 Diploma Programme Application Form -72- i= The scalar product of 2 vectors; perpendicular and parallel vectors; the angle between 2 vectors %> Using vectors to represent lines (lines in the plane and in 3-dimensional space); finding the angle between 2 lines Distinguishing between lines that are parallel and lines that are skew; finding points where lines intersect in a plane and in space ❖ Statistics and Probability ➢ Concepts of population, sample, random sample and frequency distribution of discrete and continuous data %- Presentation of data: frequency tables, diagrams, box and whisker plots, frequenc histograms (finding mid-interval values, interval width, upper and lower boundaries) Measures of central tendency (mean, median, mode) and of spread (range, interquartile range, variance, standard deviation); awareness of the difference - -- - f-ij.'.«ci; s;,c;a„ a„u standard deviation versus the sample mean and standard deviation Cumulative frequency, cumulative frequency graphs, use tofind median, quartile< and percentiles Concepts of trial, outcome, equally likely outcomes, sample space and event; the probability of an event, complementary events %- Combined events (the probability of A or B, when mutually exclusive or not mutually exclusive) Conditional probability; independent events r Use of Venn diagrams, tree diagrams, and tables of outcomes to solve problems Concept of discrete random variables and their probability distributions; expected value for discrete data y Binomial distribution; mean of the binomial distribution s. y Normal distribution, including properties and standardization of normal values ❖ Calculus Informal ideas of limit and convergence; using the limit definition of a derivative; derivative rules for x", sin x, cos x, tan x, e", and In x; the derivative as a rate of change or gradient Y The chain rule, product rule, and quotient rule for finding derivatives of functions and sums of functions; the second derivative Local maximum and minimum points; use of the first and second derivative in optimization problems Indefinite integration as anti-differentiation; the indefinite integral of xn, sin x, cos x, eX, and I /x; the composites of any of these with the linear function ax + b (using a "u” substitution) Anti-differentiation with a boundary condition to determine the constant term; definite integrals; areas under curves and between curves; volumes of revolution ➢ Kinematic problems involving displacement, velocity, and acceleration Graphical behavior of functions; tangents and normals, horizontal and vertical asymptotes; the significance of the second derivative (use in finding concavity and distinguishing maximum and minimum points); points of inflection with zero and non-zero gradients Westlake Academy 909191 Diploma Programme Application Form -73- Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Westlake Academy is aware of the requirements for students in terms of both the external and internal assessments. Students will be provided with copies of the appropriate rubrics when they enter the Diploma Programme. Furthermore, the students are given assignments in the IB Middle Years Programme that are assessed using similar rubrics (assignments are assessed on knowledge and understanding, communication, and application and reasoning in Years 2 and 3, and are assessed additionally on reflection and evaluation in Years 4 and 5 of the MYP). All of these experiences will help students when they are assigned the portfolio projects for internal assessment. To prepare for the external' assessments, the students will be given tests and assignments that contain both short resY3.;;, and;., tc,Nul„c qucsiions. Almost all of the assignments in the MYP and DP mathematics courses at Westlake Academy are assessed using specific criteria and using descriptors that designate levels of achievement. The assessment in the Mathematics SL course will include an external assessment (80% o the score), which is graded by the IBO, and which includes two examination papers. Paper I consists of section A, short -response questions, and section B, extended response questions. Students are not allowed to use a graphing calculator, and thus, the questions mainly involve analytic approaches to solutions and are not intended to have complicated solutions. Paper 2 also has two sections with short -response questions and extended - response questions; however, a graphing calculator is allowed on this paper. The internal assessment (20% of the score), which is graded by the teacher, is a portfolio. The portfolio must consist of two pieces of work assigned during the course, and each piece of work must be based on an area of the syllabus. One piece must be based on a mathematical investigation (type 1 task), and the other must be based on mathematical modeling (type II task). The mathematical investigation task should provide students with opportunities for creativity and for multiple solution paths. Students should produce a strategy, generate data, recognize patterns or structures, search for further cases, form a general statement, test their general statement, justify their general statement, and use appropriate technology. This task will be assessed against the following criteria: Criterion A: Use of notation and terminology, Criterion B: Communication, Criterion C: Mathematical process — searching for patterns, Criterion D: Results — generalization, Criterion E: Use of technology, and Criterion F: Quality of work. The second type of task for the portfolio involves mathematical modeling, and the students Should be able to translate a real-world problem into mathematics, construct a model for :he given problem/situation, solve the problem, interpret the solution, recognize different nodels that could be used to solve the problem, compare the different models, justify their nodel, identify the ranges of validity of the models, and identify the possible limitations >f technology. This task will be assessed against the following criteria: Criterion A: Use )f notation and terminology, Criterion B: Communication, Criterion C: Mathematical )rocess — developing a model, Criterion D: Results — interpretation, Criterion E: Use of echnology, and Criterion F: Quality of work. Westlake Academy 909191 Diploma Programme Application Form -74- Resources: List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered. The mathematics faculty at Westlake Academy will review, select, and purchase a textbook for student use from the following list: Mathematics Standard Level, 3rd Edition, IBID Press, Fabio Cirrito editor; Introducing Pure Mathematics, Oxford University Press, Smedley and Wiseman, authors; and Mathematics Standard Level for the International Baccalaureate, 2,d Edition, Infinity Publishing, Alan Wicks, author. In addition, we would like to purchase a Calculus textbook prior to the start of the specific school year. Other texts for reference include: Advanced Algebra Through Data Exploration, A Graphing Calculator Approach, Key Curriculum Press. (Westlake Academy currently has u Jct ut i;mbu icxibooks) ` Technology: Students will have access to Macintosh laptop computers and TI -83 graphing calculators. Teacher Support Materials: The teacher will have use of an overhead projector, computer, and overhead -graphing calculator for classroom demonstrations. Also the teacher has access to the IBO OCC, InfoTrac, and United Streaming for mathematics resources and support materials (including video clips). Students will be required to have graph paper, rulers, protractors, and compasses for use i the classroom and at home. Library: Westlake Academy is currently expanding its collection of reference books for mathematics. Westlake Academy 909191 Diploma Programme Application Form -75- For group 5 subjects: • Does the course provide adequate training in analytical and critical thought? • Have courses been sequenced to provide appropriate preparation for the various mathematics options and computer science? • How do you envision the methodology and resources with which mathematics/computer science are presented will enhance the international perspective of your students? • Does the classroom and/or library contain a variety of modern mathematics textbooks, technical reference materials and other supplementary instructional materials to support the course(s) in 1B mathematics? • Does the classroom and/or library contain sufficient materials to support the computer science courses? The Rdathematirc Qtiuliec R1 rnnnzP nrnvirtac ctnriante .v;th thA and analyze it. Students in both the Mathematics SL and Studies SL courses will have to think critically about their methods in gathering data and in approaching mathematics problems. They will be required to justify their methods for solving mathematics problems and to use various approaches to problem solving (i.e. using graphical, algebraic, and numerical methods.). They will also be required to examine the reasonableness and the reliability of their methods/solutions. The students will have adequate training in the MYP mathematics courses prior to the Diploma Program to think critically and to communicate their mathematical thought and reflection both orally and verbally. In the MYP courses, students are routinely assessed on communication, knowledge and understanding, application and reasoning, and reflection and evaluation. The courses have been sequenced so that students will be prepared for either the ` Mathematics SL course or the Mathematics Studies SL course by their I Ph grade year. Our MYP courses are integrated mathematics courses in which algebra, geometry, probability, and statistics are studied in more depth each year of the program. (Trigonometric, logarithmic and their inverse functions are introduced in the 9`h and l0`h grades.) Each year, students gain an understanding of the connections among the various mathematical topics, and the courses are designed so that students of varying abilities/interests can be successful The methodology and resources with which mathematics will be presented will be varied (using graphing calculator technology, computers, video, and international texts). Students will be required to look at contributions from various world cultures to the development of mathematics, and they will be exposed to statistical data from around the world. The teachers will try to show that although some terminology varies slightly from country to country, mathematics is a universal language that has its roots from around the world. The classroom will have a variety of modern textbooks to support both mathematics SL courses, including Mathematics for the International Student (Haese and Harris), Mathematics Standard Level (IBID Press), and Mathematical Studies Standard Level (IBID Press). Also, Pre -Calculus, Calculus, Algebra II, Geometry, and Integrated Math texts will be available for reference and/or student use. Teachers will have TI 83 and 84 graphing calculators for use with the overhead projector, and students will have the use of laptop computers and graphing calculators. Westlake Academy 909191 Diploma Programme Application Form -94- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered every year. F,very department has been given the task of ordering sufficient resources for their respective subjects. V Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main costs will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates. ' All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups 1 and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature throughout. Name of the course: For example, English A 1, HL. Visual Arts, SL Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a sununary. Each Visual Arts course consists of two linked parts, with many activities integrating w( in the studio with workbook research. Students are required to keep a record of their artistic journey in their developmental workbooks to aid learning and reflection. It is an ongoing process that accompanies the growth and development of the students as artists. Visual Arts in the IB Program makes use of the Creative Cycle to drive the teaching and learning. This creative cycle consists of four key stages: Investigate, plan, create, and evaluate. When students investigate they will first explore what they need to know and how and where they can get more information. This will include determining what they already know, what they think of in regards to the idea, where they can learn more, how will they record this information and what is relevant. The planning stage will make the students aware of time lines and resources and devise a plan to structure and organize thei time, material and resources effectively. The students compare, contrast, make decisions and select what is relevant from their investigations. Students then use the information collected, and the skills developed, to create their final product. Throughout this process, the students will reflect, assess their progress, analyze, review, consult with others, peers and teachers and record this feedback in the developmental workbook. Receiving feedback from teachers and peers is crucial and helps students to take a step back, think and evaluate their progress, and decide on their next step forward. Students will respond to this input and their own reflections, develop their ideas and continue to create until they achieve their final product or outcome. This course is designed for the visual art students with creative and imaginative abilities. The Studio Work is a practical exploration and artistic production of 105 hours per year. The Research Workbook (Developmental Workbook) is an independent critical research and analysis, both visual and written, in more then one culture consisting of 45 hours per year. The aims of this course are to help visual arts students explore and investigate into personal, local and global cultural influences in the visual arts and to develop an international perspective on the arts. Visual Arts will help the student learn to respond confidently and creatively to personal and cultural experiences. Students will explore art from around the world through weekly investigations into art movements and artist biographies. Different cultures will also be the object of instruct as we work with crafts Westlake Academy 909191 Diploma Programme Application Form -76- and art forms of those countries. It will engage in establishing sound investigation into historical and present day forms of arts, and engage in producing, appreciating and evaluating these. It will help develop skills and sensitivity in responding artistically, engage in progressively more difficult challenges, and create works that extend personal boundaries and encompass artistic risks. Students will take responsibility for the direction of their learning. Westlake Academy 909191 Diploma Programme Application Form -77- Topics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus - requirements. In addition, if IB courses are going to be combined with AP or other curriculums, outlines should address additional non -IB topics to be covered. Part 1 Studio Work Option A is designed for students who wish to concentrate on studio practice in the visual arts. Course content for Standard Level allows students the opportunity to develop ideas and produce work of great maturity. Each student will be developing their talents in areas that are their specialty. Portrait art will be one of our focus areas. Students will work with photography and computer generated art as well as collage and sculpture both additive and subtrative. At this level students will be narrowing their field of interest and selecting themes to explore in depth. Altered art in book form and three dimensional pieces will also be developed as an art form. In keeping with the instructors specialty, costume design and costuming will be studied and soft sculptures will be developed to exhibit student skills in this area. Art works will be produced that take a different apporoach to a subject. Guiding questions will be used to stimulate the creativity of the students as they produce their individual art works from their own perspective. An example of this is the spectacles project where each student's work had to incorporate spectacles in some form showing vision, insight, or perception. The results might include painting, sculpture, or a construction piece. There is no direct relationship between the number of works produced, the time spent on each, and the quality achieved: a high level of performance at SL can be reached in both a large and small body of work. Work in the studio may combine several techniques and any medium may be used. Artistic understanding and expression may be taught through various forms. The work should be documented. The studio work assessment criteria rewards the pursuit of ideas in a variety of media, the development of original approaches, the discovery of creative solutions and the acquisition of technical skills. Work of quality which shows a maturity of artistic understanding at the end of the course is preferable to work which shows a superficial acquaintance with a large number of techniques. The IB visual arts course offers students the opportunity to build on prior experience whip encouraging them to develop and use new skills, techniques and ideas. Supporting the principles of the mission statement, that is to foster student appreciation of diverse world cultures and traditions, the course encourages the continued active exploration of the visual arts within their own and other cultural contexts. Those students who have completed the IB Middle Years Program (MYP) will already have engaged in a structured learning in visual arts. This will allow them to further develop their experiences in the Visual Arts course at diploma level. The Group 6 subject known as Visual Arts, studies the various artistic lenses through which knowledge, skills and attitudes, from different ;ultural traditions, are developed, assimilated and transmitted. As well as studying the Disciplines of the art form, it investigates and reflects on the complexities of the human ,ondition. Through exploration of a range of materials, and technologies, the student will earn to seek ways to develop an understanding of the technical, creative, expressive and :ommunicative aspects of visual art. Artistic knowledge is analyzed from various )erspectives, and students acquire knowledge through experiential means as well as more raditional academic methods. The nature of the arts is such that exploration of the general ireas of knowledge and knowledge of the art form itself fuse to offer a conceptual lens to ielp us understand ourselves, our patterns of behavior, and our relation to each other and Westlake Academy 909191 Diploma Programme Application Form -78- our wider environment. Visual Arts complements the TOK ethos by revealing and exploring interdisciplinary connections and exposing the strengths and limitations of individual and cultural perspectives. Study in the arts requires students to reflect and question their own bases of knowledge in a holistic fashion. Through artistic exploration across the Diploma Hexago; students gain an understanding of the interdependent nature of knowledge and are encouraged to become, as the IBO mission statement states; active, compassionate and lifelong learners. Studio Work Requirements: A visual arts student will be expected to: 1. produce considered works of art through a purposeful, creative process documented in the research workbook 2. develop works of art through informed connections between media and ideas ------.-•-.•.•..... •.........vu. J1X111J Qllu JGIIJILIVILICS 4. create work that challenges personal boundaries 5. discriminate between different levels of quality in their works. The International Baccalaureate Organization visual arts syllabus provides a framework which allows teachers to choose content and activities appropriate to their own and their students' interests and experience. The course of study will reflect the Visual Arts Assessment Criteria and the specific requirements for the assessment tasks but will allow the teacher to design the courses of study according to the cultural and personal needs of the student, the nature of the school and the influences of local culture as well as the teacher's expertise. The precise syllabus content is not specified but is generated by the teacher and students. In accordance with the aims and objectives listed, our school's course of study will reflect the distinctive international perspective of the IBO in individual ways. This flexibility is one of the distinctive characteristics of the Visual Arts course. Although Part A, Studio Work, and Part B Research Workbooks (RWBs), are described separately, an integrated working relationship between the two is essential. Part 2 Developmental Workbook The research workbook is a particularly good vehicle to investigate issues and questions related to life and knowledge as explored through the study of the visual arts. During the IB visual arts course questions such as the following should enable students to critically reflect on the various ways of knowing and on the methods used: • Why is visual arts important? • What are the roles of emotion and reason in visual arts? • To what extent do the other Hexagon subjects have `artistic' qualities? What are the standards by which we judge art? How can we justify them? What moral responsibilities does the artist have? What is the relationship between art and ethics? To what extent does an artist have a poral obligation to avoid controversial issues that might shock or be contrary to those of he common populace? Does visual arts bear a responsibility to reflect on the values, beliefs and attitudes of the ime and place in which it is made? What right does an artist have to take a political stance? To what extent does the work of the artist influence the culture in which it was created? 10 what extent does the existing culture influence the artist working within it? i Westlake Academy 909191 Diploma Programme Application Form -79- • Is taste absolute? • Is it possible for artistic expression to take the place of words? • How can art evoke an emotional response from the viewer? • As the primary language of effective artistic expression in the visual arts are the element< and principles of design combined with skills and techniques, how exactly are these things used to communicate ideas? • Is it possible to have an original idea? • Is art simply an imitation of an idea? • Is the artist's intention relevant to the viewer? • Can art tell the truth? Developmental Workbook Requirements: Visual arts students will be expected, in visual and written terms to: 1. examine the visual and functional qualities of art from their own and other cultures for meaning and cion;f-,ranra av„In. „n „ 1, --I --- .3 _i - L ., v - --o----•--••--o -•-r•••••••b r....nvuw, w�.u, uuu vpvudl GvilluXIs 2. analyze critically and contextually the meaning and aesthetic qualities of historical and present day art forms using the specialist vocabulary of the visual arts 3. demonstrate investigation contributing to the development of independent ideas and practice 4. demonstrate the development of studio techniques and ideas through integrated contextual study and personal observations 5. show the relationship between research and studio work. Students will produce Research Workbooks to support, inform, develop and refine studio work through sustained contextual and critical investigation. The Research Workbook is integral to studio practice and will reflect critical visual and written investigation. The recommended format is bound with unlined pages, rather than loose-leaf. Entries will be dated and kept in chronological order. Pages must be numbered for cross-referencing ideas/themes/paths that run through the Research Workbooks. Legibility is extremely important. They reflect the student's interests and should include wide-ranging personal investigations into issues and ideas related to the visual arts. There needs to be a balance in the investigation between the analytical and the open-ended, illustrating the student's creative thinking. Research Workbook Content Guidelines: The content of the research workbooks can vary considerably, but it must show evidence of investigation of aesthetic issues and cultural contexts from different cultures and times. A developing use of the vocabulary of Visual Arts is expected. • Workbooks are working journals which should reflect personal approaches, styles and interests. They are neither scrapbooks, sketchbooks nor diaries but may be a combination Df all. They may contain weak beginnings and false starts, but these should not be seen as mistakes and can be used as a means of identifying a student's progress over the course. While the teacher is expected to guide and support the students, workbooks should -effect students' personal interests rather than be teacher led. Students should be -ncouraged to investigate `around' ideas, themes and topics, make links and connections, ;peculate, hypothesize and draw conclusions, that may support or challenge conventions. rhe work should be presented in a way appropriate to the visual arts rather than being )resented as isolated ideas or formal essays. Information may be recorded in a variety of ways. This is a good opportunity for visual experimentation, and may be both critical and creative. Written work must be legible and ill sources, written and visual, will always be acknowledged. Westlake Academy 909191 Diploma Programme Application Form -80- • Meetings with local artists and designers and visits to museums, galleries and libraries, provide firsthand opportunities for investigation. Personal response to these visits should be documented in the RWB and may well influence some of the studio works. Merely copying from Internet sites, books and other secondary sources without personal and critical reflection should be avoided. • Class notes and handouts should only be included in the workbooks if appropriate. Visual material should be relevant to investigation and not simply used to fill space. Photographs, copies and magazine cutouts are acceptable if they are relevant to the investigation and are accompanied by an explanation or critical comment. Sources must be cited. • Teacher feedback in the research workbooks will include pertinent comments, questions, pointers to resources and constructive criticism, and should not be removed. Students often value their workbooks as a personal record of their artistic development, so it may be appropriate for the teacher to make constructive observations on the student's progress which can be removed after the assessment process is complete. Our course of study contains in Part A (Studio Work) and Part B (Research Workbooks), core elements and individual exploration. This course structure should help students to develop their knowledge about the visual arts. The teacher will provide opportunities for students to develop different approaches to the practices of the visual arts and not impose their own perspectives and approaches but encourage the development of those of their students. Students' interests and aesthetic preferences play a prominent role in determining individual courses of study. Contextual and critical study of historical and present day practice is integrated into studio work, and should be closely related. Part 3: Units of study The units of study will include but not be limited to: Communicating who we are through nonverbal means. How do we use language to communicate through artistic works? What are the limits of our canvas? Exploration of portrait art through the different periods of artistic expression. Printmaking exploration in multiple colors and printing plate styles. How does advertising influence our lives and how can we use it to educate the community? Study of 3-dimensional art through subtractive and additive processes. Exhibition processes and gallery techniques. Interdepartmental projects including relating art to literature, theatre and historic periods or writings. Making connections: Creative connections, made possible by open-ended exploration and experimentation are encouraged. Investigation may initially be undertaken by, for example, following themes and issues, making comparisons, cross-referencing, and lateral thinking. Students are encouraged to present arguments and points of view. Students are taught to develop strategies and skills that enable them to make informed decisions about the direction of their investigation taking advantage of the resources that are available in their locality. Westlake Academy 909191 Diploma Programme Application Form -81 - Assessment: Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non -IB monitoring should be given, if they are part of the course. Westlake Academy will have the Visual Arts student work assessed internally. Students must prepare an exhibition of their studio work, made over the two year period, to be viewed and discussed with an examiner. The selection and presentation of work should reflect the candidate's views, but the teacher will give any help required in the display of work. A rigid division into specific categories or areas of study will not be expected. The display must include both works that have been developed to their complete and final fon and research work undertaken during this development (for example, sketches, notes, preliminary studies). The ability to select pieces for exhibition has a significance of its own. Other work will be kept available for reference during the discussion. The amount of ct1ui;n �x nrlr nrncn.,to a ..:11 . , r--- • J[ J -. - - - --•- r• _--••.- . :.., -.7 ,..,,I Gaiwivaw iv ci111UIUdlC. Some candidates may present, for the exhibition of their studio work, complex projects for which there are only two or three high quality, final products. Other candidates may present for their exhibitior a number of works, some of which may be excellent, some satisfactory and some interesting failures. In all cases the amount of work presented should be reasonable, considering the time available. The viewing and discussion the studio work must be in a room where no other activities are taking place. The Research Workbooks will be examined and assessed and contribute to the judgment of Criterion G. The teacher will regularly make observations on the student's progress, avoiding superficial comments designed only to encourage. Two general criteria are concerned specifically with the relationship between Studio Work and Research Workbooks. Growth and commitment are assessed primarily through the Studio Work component using Criterion G (GROW), whereas integration of the two components is judged primarily through the Research Workbooks using Criterion I (INTEL). The method of assessment is criterion related. The method of assessing each component judges it in relation to identified assessment criteria and not in relation to the work of other students. Studio Work has five assessment criteria that include: A Imaginative Expression (IMAG); B Purposeful Exploration (PURP); C Meaning and Function (MEAN); D Formal Qualities (FORM); E Technical and Media Skills (TECH). The General Criterion G covers Growth and Commitment (GROW). Research Workbooks have four assessment criteria: P Independent Research (IND); Q Critical Research (CRIT); R Contextual Research (VIS). The General Criterion I for Integration (INTEL) is also used for assessment of student works. For each assessment criterion the lowest level of achievement is represented by 0; the highest level of achievement is represented by the mark at the top of the range. The assessment criteria and descriptors will be available to students during the course at all times. Westlake Academy 909191 Diploma Programme Application Form -82- Resources: List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered. Library: Resources available to complement this course include: school library facilities, teacher collected and maintained art library, and three community library facilities within a six - mile radius of the school. Electronic: Westlake Academy is a subscriber to Infotrac, an electronic informational database complied by the Gale -Thompson organization. Students are allowed to access Infortrac through the school website. Access can be made from our lap top computers at school or from home using the school password. Students also have use of school computer arrnnntc to recaarrh tnnirc ralati-d to their nrtictir avnInrnt;nnc Local art venues: Due to our location in the Dallas / Fort Worth metroplex students have excess to a great number of major art museums and private art galleries. Students are informed of gallery exhibits and attendance is encouraged to expand their artistic experiences and knowledge. Westlake Academy 909191 Diploma Programme Application Form -83- For group 6 subjects: • Are all group 6 courses adequately supported with materials and laboratory/studio space? • Does the course outline adequately demonstrate that the school has prepared for the required internal assessments for the subjects)? Art is completely funded with materials needed for DP art investigations. In addition, students will be responsible for maintaining their own kit for personal use. The course outline clearly states what is required for internal assessment and students are made aware of these reqirements periodically during the course. Information packets on the requirements for the developmental workbook will be presented to the students, and studio hours allow time for continuing works to be completed. Westlake Academy 909191 Diploma Programme Application Form -95- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the, department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered every vear. Rvery denartment hac been vivPn the tack of nrrlPrino cnffiriPnt racniirrPc fnr their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main costs will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates. All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups 1 and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- For Theory of Knowledge: • Is the TOK course designed to conform to IBO requirements in substance and classroom hours? • Indicate the distribution of TOK topics over the two years of the IB Diploma Programme. • Does the course provide adequate training in analytical and critical thought? The TOK course encourages critical thinking about knowledge itself, to try and help young people make sense of what they encounter. Its core content is questions like: 1. What counts as knowledge? 2. How does it grow? 3. What are the limits? 4. Who owns knowledge? 5. What is the value of knowledge? 6. What are the implications of having, or not having, knowledge? 7. "whai do i claim io know about (X)? 8. Am I justified in doing so (how?)? Students are encouraged to take all of their experiences, to question them and reflect upon them. The expression and listening of others' ideas is a key part of the TOK. Students will be able to make connections between TOK and other IB courses, as well as CAS or work undertaken through the extended essay. Students will have one class of one and half hours of TOK every week throughout the two years (surpassing the recommended 100 hours). The course will seek to: Build on students' own experience and involve them actively in the classroom i- Ensure that students understand the purpose of TOK and its central role in the Diploma Programme ➢ Allow the teacher to model the values of curiosity, thoughtful inquiry and critical thought Have a structure that is clear to the students ➢ Meet the objectives of TOK Ensure that students understand and are prepared for the assessment tasks. In addition to a weekly TOK class, the content matter of the TOK will also be addressed in all of the classes. An example of this is shown in the section on "Strategic Planning". All Diploma teachers will be given a copy of the TOK, First Examinations 2008, Guide. I addition to being taught as a separate course, subject specific teachers should be familiar with the type of questions and thoughts that encompass TOK. Students will also be given an internally written guide, including the aims and objectives of the TOK course, example questions and assessment details (including the assessment criteria in the guide (pages 52 — 60)). Westlake Academy 909191 Diploma Programme Application Form -96- For all subjects: • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? • Are community resources used both within the classroom and as part of regular field trips? • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? • Is an international perspective included? A thorouh review has been completed, and resource materials have already been ordered for next year. The resources for all subjects (departmental and library) will be bolstered �___... �.,...,. t.,,,. 1--;,— tl A t^clr of order nn cnffieient resources for every year. EVGI y duvauu��u< uao vw.. b.. .. o their respective subjects. Westlake Academy is in the process of building a new Arts and Science building that will serve as a state of the art science, art and drama building. This building has been specifically designed, with teacher input, for the DP subjects in Group 4. The building will be completed by the fall of 2008. Every teacher has been responsible for the selection of the resources they want and need for their respective courses. These resources have been selected to support the aims and methods of each of the courses. CAS will be an integral part of student learning and devlopment. Through class trips, students will also gain a greater awareness, tolerance and understanding of their community, which will also aid them in the area of TOK. In addition to CAS activities, Westlake also lies within close proximity to the two big and cultural cities of Dallas and Fort Worth. Both of these host an abundance of museums and activities that will assist student learning. The needs for each subject have been inlcuded in the budget plan, attached. The main costs will be the purchasing of class texts for all of the subjects offered. A portion of these costs will be met by the candidates.' All of the subjects will incorporate an international approach. This has been clearly identified in the individual course descriptions. The manner in which an international perspective will be inlcuded will vary from subject to subject. This could include world literature (Groups I and 2), and/or international topics/issues (Groups 3, 4 and 6), and/or international perspectives/theories from around the world (all Groups). Internationalism is an important aspect of the two existing programmes in the school (PYP and MYP) and is one that is built upon in the DP. Westlake Academy 909191 Diploma Programme Application Form -97- Teaching time: List all classroom teaching hours for each HL and SL course. HDSL course Teaching hours English HL 265 Spanish SL 210 World History HL 265 Biology HL 265 Chemistry SL 210 Math Studies SL 265 Math Standard SL 265 Visual Arts SL 210 TOK 114 Westlake Academy 909191 Diploma Programme Application Form -84- Signature: Print Name: Title: Westlake Academy 909191 Diploma Programme Application Form -85- Appendix 1 Proposed IB Diploma Programme Suhiects Diploma Programme groups Subject(s) chosen Higher level Standard level Language of instruction Group 1: Language Al English X English Group 2: Language A2 Language B Spanish X Spanish Language ab initio Classical languages Group 3: Individuals and societies World History X English Group 4: Experimental sciences Biology X English Chemistry X English Group 5: Mathematics and computer science Math Studies X English Math Standard X English Group b: The arts Visual Art X English Theory of Knowledge (TOK) Compulsory Not applicable Not applicable English IB Coordinator CAS Coordinator vvesuaKe Hcaaemy 909191 Diploma Programme Application Form -29- Appendix 2 Professional Development of IB Diploma Programme Teachers Please indicate when your prospective IB Diploma Programme teachers, in each of the Diploma Programme subjects and requirements, have received training. It is expected that all teachers undertake training at IBO- approved workshops prior to beginning teaching. For specifics on regulations regarding building a Diploma Programme, refer to the Vade Mecum, section A. Attach extra sheets as necessary. Diploma Programme Teacher's name next to Qualifications of Date and Future groups Diploma Programme each teacher location of workshops subject course (degrees, teacher to be (indicate HL/SL) diplomas, etc) training attended Group 1: English, HL. Robert Kai BA English DY 1 Los DY 2 Language Al MA Humanities Angeles, CA TBD Jan. 2007 Group 2: Language A2 Language B Spanish, SL. Daniela Lira BA in Education DY Spanish And Comp. Sci. Lake Tahoe, Currently CA working towards June, 2007 MA in Spanish as a second language Language ab initio Classical languages Group 3: World History, HL David BA History Lisbon 1996 Coordinator Individuals and societies Jenkins MA Education Copenhagen Workshop, 1996 Lake Tahoe, London 1998 CA Seville 1999 June 2007 Rome 2002 Vancouver 2004 Colorado 2006 Group 4: Biology, HL. Cynthia BS Biology MYP Level 2 DP Level 2 Experimental sciences Tech PhD Biology science Austin, Science Las Tx. August, Vegas, NV 2006 August 2007 Westlake Academy 909191 Diploma Programme Application Form -30- Westlake Academy 909191 Diploma Programme Application Form -31- Chemistry, SL. Mark BS Science DP Level l Lesurf Chemistry, Rome, ItalyDec. 2005, DP Level 1 Computer Science, Ottawa, Canada, July 2004, DP Level 2 Chemistry, Geneva, Switzerland, Oct. 2000 Group 5: Math Studies, SL. Mary BSE -Biomedical DP -Higher TBD Mathematics and Carlson Engineering Level Math computer science M. Ed Secondary New Mexico, Education summer 1999 Math Standard, SL. Mary BSE -Biomedical DP -Higher Carlson Engineering Level Math M. Ed Secondary New Mexico, Education summer 1999 Group 6: Visual Arts, SL. Gail BS Art Education MYP Visual Art DP Visual The arts James MS Advertising Level 2 Salt Art Level 2 Design Lake City, April Las Vegas, 2006 NV, August 2007 Theory of Knowledge (TOK) Creativity, action, Courtney Jenkins BS Kinesiology MYP Science, CAS, Lake service (CAS) Austin, TX, Tahoe, CA July 2004 June 2007 Westlake Academy 909191 Diploma Programme Application Form -31- Appendix 4 IB Diploma Programme Course Sequencing Chart (optional) Diploma course/subject (indicate SL/HL) 9th Grade 10th Grade 11th Grade 12th Grade Group 1: Language Al English (HL) Year 4 MYP English Year 5 MYP English English (HL) English (HL) Group 2: Language B Spanish (SL) Year 4 MYP Spanish Year 5 MYP Spanish Spanish (SL) Spanish (SL) Language A2 Language ab initio Classical languages Group 3: Individuals and societies World History (HL) Year 5 MYP Humanities AP European History World History (HL) World History (HL) Group 4: Experimental sciences Biology (HL) Year 4 MYP Science Biology Year 5 MYP Science Chemistry Biology HL ( ) Biology HL ( ) Chemistry (SL) Year 4 MYP Science Biology Year 5 MYP Science Chemistry Chemistry (SL) Chemistry (SL) Group 5: Mathematics and computer science Math Studies (SL) Year 4 MYP Maths Year 5 MYP Maths Maths Studies (SL) Maths Studies (SL) Math Standard (SL) Year 4 MYP Maths Year 5 MYP Maths Maths Standard (SL) Maths Standard (SL) Group 6: Visual Arts (SL) Year 4 MYP Visual Arts Year 5 MYP Visual Arts Visual Arts (SL) Visual Arts (SL) Appendix 4 IB Diploma Programme Course Sequencing Chart (optional) Diploma course/subject (indicate 9th Grade 10th Grade 1 lth Grade 12th Grade SL/HL) Group l: English (HL) Year 4 Year 5 English English Language Al MYP English MYP English (HL) (HL) Group 2: Spanish (SL) Year 4 Year 5 Spanish Spanish Language B MYP Spanish MYP Spanish (SL) (SL) Language A2 Language ab initio Classical languages Group 3: World History Year 4 AP European World World Individuals and (HL) MYP History (US History History societies Humaniti s History in (HL) (HL) 2008) Group 4: Biology (HL) Year 4 -Fear 5 Biology Biology Experimental sciences MYP Science MYP Science (HL) (HL) Biology Chemistry Chemistry (SL) Year 4 Year 5 Chemistry Chemistry MYP Science MYP Science (SL) (SL) Biology Chemistry Group 5: Math Studies Year 4 Year 5 Maths Maths Mathematics and (SL) MYP Maths MYP Maths Studies Studies computer science (SL) (SL) Math Standard Year 4 Year 5 MYP Maths Maths (SL) MYP Maths Maths Standard Standard (SL) (SL) Group 6: Visual Arts Year 4 MYP Year 5 MYP Visual Arts Visual Arts The arts (SL) Visual Arts Visual Arts (SL) (SL) Theory of Knowledge NIA N/A TOK TOK (TOK) The arts Theory of Knowledge (TOK) N/A N/A TOK TOK Westlake Academy RE: Westlake Academy As Head of School, it is my intention to fulfill the Mission and Charter of the Westlake Academy. The Charter gives reference to the fact that the Academy will implement and seek authorization for all three 1130 programmes. Our Mission Statement emphasizes the development of high academic standards, promotion of universal values, acceptance of different perspectives, service to the community and a responsibility shared among Academy, students and parents. As an IBO practitioner and a PYP workshop leader, I am firmly committed to the quality of education that the IBO embodies. Our five-year Westlake Academy Strategic Plan (2005 — 2010) includes budgeting for the implementation, training and administrative costs involved in the three programmes. Westlake Academy became an IBO World School when its PYP was authorized in July 2006. We are awaiting the results of the MYP Authorization Visit that was held in February of 2007 and have submitted our Intent to Apply for the Diploma Programme. The Board of Education and the Town of Westlake have pledged any further financial monies should they be needed to support the programmes. Yours sincerely, Barbara Briz la Head of School April 2006 2600 JT Ottinger Road • Westlake, Texas 76262 Metro: 817-490-5757 • Fax: 817-490-5758 • www.westlakeacademy.org Town of Westlake Re: Westlake Academy (the Academy) The Town of Westlake (the Town) is the holder of the charter from the State of Texas to operate the Academy as an open -enrollment public charter school. The Academy was founded with the expressed intention of implementing all three of the International Baccalaureate Organization (IBO) programs. Our Mission Statement emphasizes development of high academic standards, promotion of universal values, acceptance of different perspectives, and encouragement of service to the community. As a public school, the Academy receives funds from the State, which have been earmarked in our five-year plan for development of staff in the IBO programs, implementation of the IBO programs, and payment of membership fees. In addition, the Town of Westlake services all debt for the facilities occupied by the Academy, which is about $1.3 million dollars annually. The Town's Board of Aldermen also serves as the Board of Education for the Academy, and enthusiastically supports the IBO philosophy. The Town stands ready to offer further financial support to the Academy as may be needed in order to support the implementation of the IBO programs. Sincerely, Scott Bradley Mayor 2650 JT Ottinger Road • Westlake, Texas 76262 Metro: 817-430-0941 • Fax: 817-430-1812 . m-w.westlake-tx.org CONTRACT TEXAS EDUCATIONAGENCY 1 701 Nonh Coneress Ave.* Austin. Tesa, 78701-1494 * 512:463-97-354 * FAX5121463-9838 x http:,, www.tea.St:tte.tx.us rle�omher � onn3 Scott Bradley Town of Westlake 3 Village Circle, Ste 207 Westlake, TX 76262 Dear Mr. Bradley: Enclosed is a signed contract for the Westlake Academy Charter School, This one is for your school files, and the other original has been placed in your files at the Texas Education Agency. 1 look forward to working with you and your school. Sincerely, Ertha Patrick, Division Manager Division of Charter Schools CC: Trent Petty Enclosure Fulfilling Me Promise for All Texas Children 322 CONTRACT CONTRACT FOR OPEN -ENROLLMENT CHARTER This contract is executed between the Texas State Board of Education (the "Board") and Town of Westlake ("Charter Holder") for a Seventh Generation open -enrollment charter to operate Westlake Academy Charter School, a Texas public school. General Definitions. As used in this contract: "Charter" means the Seventh Generation open - enrollment charter, as provided by, Cnapter 12, Subchapter D, Texas Edueaiion Code, granted by this contract. "Charter Holder" means the sponsoring entity identified in the charter application and the entity to which a charter is granted by this contract. "Charter school" means the Seventh Generation open -enrollment charter school. The charter school is part of the public school system of Texas and is a charter school within the meaning of 20 U.S.C. § 8066. "Agency" means the Texas Education Agency "Commissioner" means the Commissioner of Education. 2. The Charter. This contract grants to Charter Halder a Seventh Generation open - enrollment charter under Texas Education Code Chapter 12, Subchapter D. The terms of the charter include: (a) this contract; (b) applicable law; (c) Request for Application RFA 701-01-004 (d) any condition, amendment, modification, revision or other change to the charter adopted or ratified by the Board or the Commissioner; (e) all statements, assurances, commitments and representations made by Charter Holder in its application for charter, attachments or related documents, to the extent consistent with the aforementioned (a) through (d); and (f) assurance by Charter Holder, evidenced by execution of this contract, that no false information was submitted to the Agency or the Board by Charter Holder, its agents, or its employees in support of its application for charter. Action inconsistent with the terms of the charter shall constitute a material violation of the charter. 3. Term of Charter. The charter shall be in effect from the date of execution through August 1, 2006 unless renewed or terminated. The grant of this charter does not create an entitlement to a renewal of the charter. The charter may be renewed for an additional p'&ocbdeterrnined by the Commissioner. - 4. 1 �_ evision-bQAgreement. The terms of the chatter"may be,revised with the consent of Chatter HdldiFt by written amendment approvird by the -Commissioner. rn323 l - w � • . ,4r CONTRACT - Students 5. Open -enrollment. Admission and enrollment of students shall be open to any person who resides within the geographic boundaries stated in the charter application and who is eligible for admission based on lawful criteria identified in the charter application. Total enrollment shall not exceed the maximum number of students set out in the charter application. The charter school's admission policy shall prohibit discrimination on the basis of sex, national origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the district the student would otherwise attend. 6. Non -religious Instruction and Affiliation. The charter school shall not conduct religious instruction. The charter school, the sponsoring entity, and any entity that owns or controls the sponsoring entity in whole or in part (including by the power to select officers or directors) shall be nonsectarian in its programs, policies, employment practices, and all other operations. 7. Children with Disabilities. The charter school is a "local educational agency" as defined by federal law. Charter Holder must comply with the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. §'1401, et seq., and implementing regulations; Section 504 of the Rehabilitation Act of 1973 (Section 504), 29 U.S.C. § 794, and implementing regulations; Title 11 of the Americans with Disabilities Act (ADA), 42 U.S.C. §§ 12131- 12165, and implementing regulations; Chapter 29, Texas Education Code, and implementing rules; and court cases applying these laws. Among the charter school's legal responsibilities in this area are the following: (a) Child Find. Charter Holder must adopt and implement policies and practices that affirmatively seek out, identify, locate, and evaluate children with disabilities enrolled in the charter school or who contact the charter school regarding enrollment. (b) Free Appropriate Public Education. Charter Holder must provide a free appropriate public education to all children including children with disabilities otherwise eligible to enroll in the charter school. If the program, staff, or facilities of the charter school are not capable of meeting the needs of a particular child, Charter Holder must implement changes necessary to accommodate the child at the charter school. If reasonable accommodations would be insufficient to enable the child to benefit from the charter school's program, Charter Holder must, at its own expense, place the child at an appropriate school. (c) Services to Expelled Students. Charter Holder must continue to provide a free appropriate public education to a child with disabilities even after expelling or suspending the child for valid disciplinary reasons. (d) Monitoring. The charter school's implementation of the laws education of children with disabilities will be monitored for compliance by the United States Department of Education, Office of Special Education Programs; the United States Department of Education, Office of Civil Rights; the Agency; and others. (e) Due Process Hearings. The charter school's implementation of the laws governing education of children with disabilities will also be subject to scrutiny by 2 CONTRACT the courts if litigation against Charter Holder is brought by individuals affected by the actions of the charter school. 8. Student Performance and Accountability. Charter Holder shall satisfy Chapter 39, Subchapters B, C, D, and G of the Texas Education Code, and related Agency rules, as well as the student performance accountability criteria stated in its application for charter. Financial Management 9. Federal Withholding Requirements. Failure to comply with Internal Revenue Service withholding regulations shall constitute a material violation of the charter. 10. Workers' Compensation. Charter Holder shall extend workers' compensation benefits to charter school employees by (1) becoming a self -insurer; (2) providing insurance under a workers' compensation insurance policy; or (3) entering into an agreement with other entities providing for self-insurance. Governance and Operations 11. Indemnification. Charter Holder shall hold the Board and Agency harmless from and shall indemnify the Board and Agency against any and all claims, demands, and causes of action of whatever kind or nature asserted by any third party and occurring or in any way incident to, arising out of, or in connection with wrongful acts of Charter Halder, its agents, employees, and subcontractors. This Agreement 12, Entire Agreement. This contract, including all referenced attachments and terms incorporated by reference, contains the entire agreement of the parties. All prior representations, understandings, and discussions are superseded by this contract. 13. Severability. If any provision of this contract is determined by a court or other tribunal to be unenforceable or invalid for any reason, the remainder of the contract shall remain in full force and effect, so as to give effect to the intent of the parties to the extent valid and enforceable. 14. Conditions of Contract. Execution of this contract by the Board is conditioned on full and timely compliance by Charter Holder with:. (a) the terms, required assurances, and conditions of Request for Application RFA 701-01-004; (b) applicable law; and (c) all commitments and representations made in Charter Holder's application and any supporting documents (to the extent such commitments and representations are consistent with the terms of this contract). 15. No Waiver of Breach. No assent, express or implied, to any breach of any of the covenants or agreements herein shall waive any succeeding or other breach. 16. Venue. Any suit arising under this contract shall be brought in Travis County, Texas. 17. Governing Law. In any suit arising under this contract, Texas law shall apply. 325 CONTRACT 18. Laws and Rules Applicable. By executing this contract, the undersigned representatives of Charter Halder represent that they have read and understand the rules adopted by the Board and the Commissioner pursuant to Texas Education Code Chapter 12, Subchapter D and that they have had full opportunity to consult with their own legal counsel concerning said rules prior to executing this agreement. The undersigned representatives further understand and agree that: (a) the terms of this contract, and of the Seventh Generation open -enrollment charter created by this contract, include all applicable state and federal laws, including all applicable rules and regulations; (b) the rules and regulations adopted pursuant to state and federal law may be adopted, amended or repealed from time to time; and (c) all such changes to the rules and regulations applicable to Charter Holder shall become an essential part of this _a _._� .L ai__ ____ ____n.___._a _�_r__-..--a�J 1.., sillccMito"a Ci .G Of thn offectiv- curUr GCa CII IU of t IG Uf.Iel i -et Ii 0;II I Iei It c Idt lel c eatEd uy Lolls Lv� iu a� y ala v� u w v. ....... date provided in the rule or regulation. 19. Eligibility and Authority. By executing this contract, Charter Holder represents that it is an "eligible entity" within the meaning of Section 12.101 (a), Texas Education Code. Charter Holder shall immediately notify the Commissioner of any legal change in its status, which would disqualify it from holding the charter, of any violation of the terms and conditions of this contract, or of any change in the chief operating officer of the Charter Holder. Charter Holder further represents that the person signing this contract has been properly delegated authority to do so. Entered intcli�� day ofJ 2003. Teate Board of Edu Town of Westlake: 9 ,e^ D er dine Miller, Chair Date Scott Bradfey, Chair Date Westlake Academy Charter School: Trent Petty, Date Chief Operating Officer 4 3'? 6 Implementation Budget —Applications submitted June 2007 Please indicate school years: DP Fees: Intent to Apply Fee Application Fee Annual Subscription Per Capita fees* Registration Fees* Subject Fees* ToK and EE* Other: Other: Administrative Costs: Staff Development Postage/long distance Printing/office supplies Curriculum Development DP coordinator CAS coordinator Other: Ads Other: Visas/legal fees Resource Needs: Instructional Materials Media Materials Technology Needs IBO publications Other: Science& Arts centre built Other: Application School Authorization Diploma Programme Year School Year Yr 1 2006-2007 2007-2008 2008-2009 Diploma Programme Yr2 2009-2010 Diploma Programme Yr3 2010-2011 $1000 - — $4500 - - $8850 $8850 $8850 $8850 Parents Parents Parents Parents Parents Parents Parents Parents $10000 $5000 $6000 $6000 $6000 150 150 200 500 500 $2000 $2000 $2000 $2000 $1000 $1000 $1000 $1000 300 300 300 300 300 2000 2000 2000 2000 2000 19150 --- 1500 1500 1500 1500 1500 10000 10000 10000 10000 1 10000 $3,500,000** *Only itemize these fees if the will be y y paid b the school or school district. If they are to be paid by parents/students, please specify. ** Money for this building being raised by Westlake Academy Foundation with some financing provided by the Town of Westlake (owners of the building). Westlake Academy 909191 Diploma Programme Application Form _100- Westlake Academy Monthly Financials General operating Fund 199 as of 03/31/2007 C w o a) M U LL tL O .j O `ice- 0 - REVENUES REVENUES 286,��� .. V: 5112,747 378,152 236,769 2,120,175 1,179,806_.47 0 118.329 - 975 , 3332,741O2,72T. ;25 I` 1;551,959,:13 0 199 199 199 00 5742 __00 _ 000 7 00 arn Interest Eed 9,000 311,0_89.00 199 00 5744 00 000 7 00 Gifts and Donations-Misc 0' 82,359 16-9-0-0--57-44 6129 --0 -- _ 00 000 _ 7 _ and Donations -Blacksmith 386,888 199 199 199 00 5748 _00 000 7 00 _ SCRIP Revenue 0 199 1-9-9-1-1--b-142--- 199 00 5749 00_ 00_0 7 00 Other Local Revenue 11,000 199 00 5751 00 000 7 00 Food/Beverage 82,359_ 199 00--- 5752 00 --- 000 7 00 ---- _ Athletic Concessions 1,000 199 00 5757 00 000 7 00 -- -- - - Courses 1,000 L'al.ar�,d.;lriiezte 'Communitx out 49"1,247 199 00 5812 00 000 7 00 State Foundation Revenue 2,120,175 1 199 00 5831 00 000 7 00 TRS On -behalf 118.329 286,��� .. V: 5112,747 378,152 236,769 2,120,175 1,179,806_.47 0 118.329 - 975 , 3332,741O2,72T. ;25 I` 1;551,959,:13 0 199 199 11 11 9,621.57 -5,250 0 _1_5,000 5,000 3,659.14 _ 225,685 386,888 311,0_89.00 11 2,500 1,193.91 _0_ 6,417 _ 11,0_00 3,186.64 48,043 82,359 49,402.40 6129 --0 -- - - -- _583 583 0 - 286,��� .. V: 5112,747 378,152 236,769 2,120,175 1,179,806_.47 0 118.329 - 975 , 3332,741O2,72T. ;25 I` 1;551,959,:13 0 199 199 11 11 6112 _6119 00 00 001 001 7 7 11 11 Teachers - Substitutes 10,000 5,833 31,850 _11,015.00 Salary - Teachers 1,261,052 882,736 1,212,592 8.65,969.38 199 11 6119 00 001 7 23 Salary - Sp Ed 43,23_3 44,746 38,284.20 199 11 6129 00 001 7 23 _61,761 _Salaries - Support 9,220 5,379 11,000 6,656.46 199 199 11 11 _ 6141 6141 00 00 001 001 7 7 11 23 SS/Medicare 19,050 11,11318,394 11,368.40 SS/Medicare - Sp Ed 1,402 818 770 590.26 199 1-9-9-1-1--b-142--- 11 6142 00 00 001 001 7 7 11 23 _ Insurance - Teachers 68,741 40,099 ___3_8,700 24,_7_10.21 _ Insurance - Sp Ed 8,542 4,983 1,000 833.64 Page 1 199 O: 6119 00 001 7 11 Salary -Librarian_ 47,314 33,120 v47,314 33,754.18 199 12 Proposed - 00 o U 11 SS/Medicare686 400 686 437.36_ v 12 6142 00 Adopted = YTI Am ended Insurance 4,171 2,433 4,171 2,257.21 199 12 o, c �' d _vudg _ -- Workers Comp 402 235_ 600 434.34 199 Bdged Budget 00 u W O J O >- aY 00 017 ,lr6l0�„ 7 EY 016107 � a _199 11 6143 00 001 7 11 Workers Comp - Teachers 10,804 6,302 10,350 6,909.50 199 11 6143 00 001 7 23 Workers Comp - Sp Ed 822 480 442 2.12.40 _199 11 6144 00 001 7 11 _TRS - On -behalf 87,434 0 77,800 - 199 11 6144 00 001 7 23 TRS - On -behalf 5,246_ 0 3,350 - 199 11 6145 00 001 7 11 Unemployment - Teachers 6,143_ 10,530 3,081.02 199 11 6145 00 001 7 23 Unemployment - Teachers _10,530 945 551 945 16.90 199 11 6146 00 001 7 11 TRS Care - Teachers 6,936 4,046 _ 13,336 9,797.36 199 11 1 6146 00 001 7 23 TRS Care- S Ed 390 228 390 247.20 ,. u� Tc►te10�10t) '1;56 $7 *0,011x943: '� 47t �`,0�: 199 1 11 1 6219 00 1 001 7 23 Professional Services 26,260 15,318 26,260 14,915.00 Sup `t'otal 6200 26260! 15,18 X5,260.: 9`9*t50T 199 11 6321 00 001 7 11 Textbooks - instructional 7,350 4,28_8_ 7,350 (34.20 199 11 6395 00 ^00 001 7 11 Gen Supplies (Hardware) 40,000 23,333 40,000 6,414.78 199 11 6398 001 _001-7 7 11 Furniture 35,000 20,417 35,000 -� 199 11 6399 00 _0_0_1_7__23_-________' 11 General Suplies 70,000 40,833 70,000 19,754.69 199 11 6399 00 General ueelies - Se Ed - 10,000 - -- 5,833 10,000 - - 151.90 ula�rota�1600 "ti4,0#4 '15t1'' 199 1 11 1 6499 00 001 1 7 11 Misc Operating 1,100 642 1,100 145.00 199 12 6119 00 001 7 11 Salary -Librarian_ 47,314 33,120 v47,314 33,754.18 199 12 6141 00 001 7 11 SS/Medicare686 400 686 437.36_ 199 12 6142 00 001 _7 11 Insurance 4,171 2,433 4,171 2,257.21 199 12 6143 00 001 7 11 _ -- Workers Comp 402 235_ 600 434.34 199 12 6144 00 001 7 11 _ TRS - On -behalf 3,028 0 3,028 - 199 12 6145 00 001 7 11 Unemployment 270 158 270 - 199 12 6146 00 001 7 11 TRS 260 152 260 185.68 199 1 - 12 -- 6329 00 ---- 001 7 99 Library books 7,350 4,288 7,350 498.04 199 12 6395 00 0-01 7-1-9 9 - - - --- - - ----- --- Library -hardware 2,100 1,225 885 - Page 2 199 13 6119 00 001 7 11 Staff Development Stipend 500 350 500 394.74 199 _13 6141 00 001 7 11 SS/Medicare 7 _ 4 7 5.72 199 13 6143 _00 001 7 11 _ Workers Comp 4 2 _ 3.36 199 13 6144 — 00 001 —7 -- 11 -- TRS - On -behalf 32 _ 0 _4 32 - 199 13 6146 00 001 7 11 - - — TRS 3 2 — 3 --- 2.17 199 21 6144 00 001 7 11 =:pub c►t�16104 _ 54� 3.58.: ;�46 4 199 13 6219 00 1 001 7 11 Professional Services 1,575 26 1,575 - Sub "1 o14t 61011 �.. � . Tlb 0 061 99 199 23 6129 00 001 7�99 SSupport Perdsornnel ._..__ ___ 8y787 5y 764 9 3 7 5535 1 65,188 58,665 98,938 63,156.99 826 38 399 65 826 37,976.55 }919 199 13 6399 00 001 7 99 General Su lies 0 0 0 - 777777, SubTtiia 199 13 6411 1 - 00 1 001 7 — 99 Travel &Meals for training 14,400 8,400 14,400 5,479.80 .80 199 13 6499 00 001 7 99 Operating In-Sry Trng) — 13,588 — 7,926 - 16,588 10,348.19 199 21 6119 00 001 7 11 Stipends ____8,0_4__3_____5,6_3_O____ 8,043 5,860.77 199 21 6141 _00 001 7 11 SS/Medicare 117 68 117 _ 79.57 199 21 6142_ 00 001 7 11 Dup Health & Life Insurance 0 500 308.22__ 199 21 6142 00 001 _ 7 _ _ 99 Dup Health & Life Insurance____ 0 _0 0_____7_4.5_2_ _ _ - 199 21 6143 00 001 7 _11 Workers Comp 68 40 118 _ _ 74.5_2 199 21 6144 00 001 7 11 TRS - On -behalf _ 515 0 V 515 -_ 199 21 6146 00 001 7 11 TRS 44 26 44 32.27 Sub "1 o14t 61011 �.. � . Tlb 0 061 99 199 23 6129 00 001 7�99 SSupport Perdsornnel ._..__ ___ 8y787 5y 764 9 3 7 5535 1 65,188 58,665 98,938 63,156.99 826 38 399 65 826 37,976.55 _ Page 3 I 199 o 6119 00 i 7 99 Salaries - Counselor 24,276 16,993 Proposed 199 31 6141 00 001 7 99 S_S_/Medicare Adapted Yr>i .;;.... Amended , 199 31 6142 00 001 7 U _ budget EudgeteC:. Budget 12.86 U. u. O 00_ O 7 a _Insurance Workers Comp t 6-f} : , .... 1 g6Ft FY 06107 _ 213.3.0 199 23 6139 00 001 7 99 Employee Allowance . 7,200 4,200 9,600 6,285.96 199 23 _6141 00 001 _7 -7--99-- 99 _ SS/Medicare -2,39-6-1,397 79 2,528 1,519.57 199 23 6142 00 001 7 99 Insurance 7,093 4,138 8,3_80 92.29 199 23 6143 00 001_ 7 99 _ _ Workers Comp 1,404 819 1,480 _4_,610.57 886.21 199 23 6144 00 001 7 99 TRS - On -behalf payments 10,574 5,833 11,160 - 199 23 6145 00 001 7 99 Unemployment 945 _0 551 200106:0-0 --- 4,062.50 199 23 6146 00 001 7 99 TRS 909 530 959 585.30 199 31 6399 00 001 7 23Testin dub 1'otel 6�t� v ^188�a34 'Ip$,699 -�l99,r�71.: , ��: 199 23 6239 00 001 7 99 _ ESC Services 5,070 2,958 5,0704,740.00 199 23 6269 00 001 7 99 Copier Rental 3,596 2,0 4,500 _98 2,915.12 199 23 6299 00 001 7 99 r Maint/Co Chg/Supelies 8,500 4,958 8,500 3,000.00 ;, dub fidt716�t?t# . �7,'�.66 . 10,C1'l 't�3,07t1: Ct�!6 199 23 6399 1 00 001 7 99 1 General Su lies 0 0 600 600.00 199 23 1 6499 1 00 001 7 99 1 Miscellaneous Operating 50 29 0 - 199 31 6119 00 __001 7 99 Salaries - Counselor 24,276 16,993 24,276 199 31 6141 00 001 7 99 S_S_/Medicare 352 _ 352 __1 _6,777.11 243.15 199 31 6142 00 001 7 99 _ 200 ____205 117 �- 200 12.86 1_99 31 6143 00_ 001 7 99 _Insurance Workers Comp _ 206 120 288 _ 213.3.0 199_ 31 6144 00 001 7 99 TRS - On -behalf payments 1,554 0 1,554 199 31 6145 00 001 7 99F Unemployment 135 79 135 - 199 31 6146 00 001 7 99 TRS 134 78 134 92.29 :ubTfial 6'I.tiCf , . £$57 7,592; . ;0� 199 31 6219 00 001 7 11 Testing - all students - 10,000 5,833 10,000 7,349.62 199 31 6219 00 001 7 23 ech/Lan Testin - S Ed 10,000 - 5,833 - 10,000 --- 4,062.50 199 31 6399 00 001 7 23Testin Supplies - Sp Ed 1,500 875 1,500 - Page 4 as of 03/31/2007 6119 - 00 - 001 - 7 99 Sala—ries- Lunchroom0 0 199 0 0-0 0-01 — ___ 7 9-9 �alaries -Support Personnel __9,_220 — 6,454 11,000 Proposed 199 35 6141 00 -6-OF-0-01 001 7 -7--9-9- 0 S icare 134 — 78 120.19 Amend6d 35 6-14-2 0 E)U 200 __._.__145 117200 budget BusgetedBudget 35 6143 00 U. LL 0 _j 0 >_ 178 105.62 199 35 FY 66107 00 001 7 99 TRS - On -behalf payments 590 0 704 199 _A5 199 00 001 7 99 Unemployment 135 79 135 199 12,469.65 33 6119 00 001 7 99 Salaries - Nurse— 21,614 12,608 21,614 199 33 6141 00 001 -0-017-99--W—orkersComp 7 99 SS/Medicare 313 18-3 313--- 74 6341 199 33 6-1-4-3 0-0 Food Purchases 63,800 44,660 63,800 184 107 284 198.45 0-0 --00- 199 33 .6144 00 001 7 -99 200 TRS - On -behalf payments 1,732 0 63-98 001 199 33 6145 00 60�17 0 9-0 Unemployment 540 315 33 6146 00 001 7 99 TRS 119 69 519 36-7.-83 Food Operating 350 204 350 250.00 . .. .. ....... . 199 33 . . 6239 1 ...... .. 00 1 001 1 7_1 99 1 ESC Services 1,000 583 1,000 755.00 . 199 33 6399 1 00 001 1 7 1 99 Nurses - supplies 800 467 800 359.17 199 35 _a5_ 6119 - 00 - 001 - 7 99 Sala—ries- Lunchroom0 0 199 61-29 0-0 0-01 — ___ 7 9-9 �alaries -Support Personnel __9,_220 — 6,454 11,000 8,711.43 199 35 6141 00 -6-OF-0-01 001 7 -7--9-9- §_q_ S icare 134 — 78 120.19 199 35 6-14-2 Insurance 200 __._.__145 117200 13.05 199 35 6143 00 001 7 99 Workers Comp 78 46_______ 178 105.62 199 35 6144 00 001 7 99 TRS - On -behalf payments 590 0 704 199 _A5 1 6145 00 001 7 99 Unemployment 135 79 135 199 35 6146 00 001 7 99 TRS Care 51 30 61 36.59 Dot4A, 0 199 35 6341 00 001 _F7 7 99 Food Purchases 63,800 44,660 63,800 50,762.39 199 -- 35 6-34-2 0-0 --00- �Crj ___ 99 _99 Non -Food Purchases —Sup-p—lies-&--M—ater-i—als 200 1_17 200 163.33 199 63-98 001 7 __0 0 0 - 129.72 199 35 6499 00 ........ . . 001 1 7 99 Food Operating 350 204 350 250.00 Page 5 199 o 6119_ 00 701 ___7 99 Admin Salaries 68,250 4.3,432 75,000 199 Proposed, � .a 7 99 _5.2,262.63_ SS/Medicare 990 1,090 771.19__ v 41 6142 00 Adosteci` `i Amended _ _577 _ _ Insurance_ 6,093 3,554 6,400 4,569.93 199 41 H c 701 7 v _ __ Workers Comp 580 338 1,400 64.5_.58_ tdget to get c Budget 00 701 7 O J O �- a 00 Y t 6.0? Is Y O iX07:.IFY 06107 _ __ Unemployment 0 0 300 215.92 199 36 6119 00 001 7 99 Stipends 2_,375 1,875 2,625 2,072.56 199 36 6141 00 001 7 91 SS/Medicare 143 84 150 85.80 199_ 36 6141 00 001 7 99 SS/Medicare 0 0 8_0 29.45 199 36 6143 00 001 _ 7 ___7_99 91 Workers Comp 84 49 90 60.45 199 36 6143 00 001 7 99 Workers Comp 0 0 50 21.00 199 36 6144 00 001 7 91 _ TRS On -behalf payments 632 0 664 _ - 199 36 6146 00 001 7 91 TRS Care 54 32 _ 57 32.55 199 36 6146 00 001 799 TRS Care 0 0 30 15.99 a ; °< Sub To�►I G1 i�0 . v : 10;78$ = 7 �Bt! 1 � X46 = . 199 36 6219 00 001 7 91 Coaches/Officials 12,000 8,400 12,000 _ 10,783.00 199 36 6219 00 001 7 99 Professional Services 25,135 17,595 2_5,_1M___1 —6,756.68 <, rz . ->; Sub�'t'otai 620C# 37,135 ..:25�99a X7,'135 7,3: 199 36 6399 00_1 001 7 91 urricular supplies (athletic) 0 0 3,500 1,139.54 199 36 6399 00 1 001 7 99ular su lies non -athletic 3,500 - 2,042 - - - --- - St b Tt ta163t10 3,500 ,1 3,50C? A 199 36 6429 1 00 001 7 - 99 Insurance & Bonding - 4,038 4,038 4,038 4,038.00 199 36 6499 00 001 7 99 Co -Curricular o erating 3,000 - 1,750 3,000 --- - - 130.00 199 41 6119_ 00 701 ___7 99 Admin Salaries 68,250 4.3,432 75,000 199 41 6141 00 701 7 99 _5.2,262.63_ SS/Medicare 990 1,090 771.19__ 199 41 6142 00 701 _7 _99 _ _577 _ _ Insurance_ 6,093 3,554 6,400 4,569.93 199 41 6143 00 701 7 -_ 99 _ __ Workers Comp 580 338 1,400 64.5_.58_ 199 41 6144 00 701 7 99_ TRS - On -behalf payments _4,36_8__0____ 4,800 - 199 41 6145 00 701 7 99 _ __ Unemployment 0 0 300 215.92 199 41 6146 00 701 7 99 TRS Care 375 219 413 292.23 199 �41 6211 00 701 7�99� Legal Services 15,000 8,750 15,000 1,511.62 Page 6 199_ 0Proposei 6249 00 001 7 99 Contract M_aint &_Repair 51,194 29,863 51,194 16,523.91 199 51 6255 00 001_ °A 99 _ Gas opted' �� YTC� Amended ; 199 51 6256 _00 a-' cBua�t"'l-B,+dgetect; 99 Electric _15,000 79,750 46,521 79,750 3_5,683._22_ Budget 51 6257 --- LL LL O _j O >_ a 8,900 F 06.p7r,� ,, Y C O7 ` FY 06107 6258 00 199 41 6212_ 00 750 7 99 Audit 1.2,500 7,292 11,000 11,000.00 199 41 6219 00 701 7 99 _ Admin Contract Services 3,500 2,042 3,500 1,165.06 _199 41 6239 00 750 7 99 _ ESC_ Region XI 24,000 24,000 24,000 24,000.00 199 41 6239 00 700 7 99 ESC Re ion XI 1,000 583 _ 0 - 7 99Insurance &bonding 30,000 17,500 �;. 16,040.25 199 51 6499 00 199 41 6395 00 750 7 99 Admin Materials 2,500 1,458 2,500 - 199 41 6399 00 701 7 99 Admin Supplies 10,000 5,833 10,000 3,814.94 199 41 6399 00 750 7 99 Admin Su lies 150 88 150 19.11 . Sub 1'ota1.630`a 199 41 6411 00 701 7 99 Travel Expense 3,_000 1,750 3,000 2,289.31 199 41 6411 00 750 7 99 _ Travel Expense -admin 0 0 1,000 917.40 199 41 6429 00 701____ 7 _99 __Insurance and Bonding 14,786 8,625 11,500 4,374.54 199 41, 6499 00 701 7 99 Misc Operating/Fees 15,000 8,750 15,000 10,824.66 199 41 6499 00 750 7 99 International moving exp 15,000 8,750 15.000 - 199_ 51 6249 00 001 7 99 Contract M_aint &_Repair 51,194 29,863 51,194 16,523.91 199 51 6255 00 001_ 7 99 _ Gas 8,750 15,000 10,717.91 199 51 6256 _00 0_01 7 99 Electric _15,000 79,750 46,521 79,750 3_5,683._22_ 199 51 6257 --- 00 001_ 7 99 - Telephone/T1 Line --- 8,900 5,192 8,900 6,556.40 199- 51 6258 00 001 7 99 Water - 27,000 15,750 ----- 27,000 - 9,608.35 199 1 51 1 6319 1 00 001 7 99 Maintenance sueplies 9,650 5,629 9,650 5,026.74 Suta.Ttital.6300. `;65t. 199 51 6429 1 00 001 7 99Insurance &bonding 30,000 17,500 30,000 16,040.25 199 51 6499 00 0011 7 1 99 Maintenance operating 300 175 300 30.94 199 53 6119 00 001 7 99 Tech Stipend 30,221 17,629 25,221 17,723.86 Page 7 199 o 6121 _00 a 7 99 Community Services 2,890 1,686-1,100 Proposed 340.00 .� 61 6141 00 _001 7 99 _ SS/Medicare Adoxtc; YCB Amended 4.51 199 61 6143 00 001 7 99 Workers Comp 22_ 13 Budget 3.47 199 LL O 00 - O` 7 a TRS on -behalf F1C 06,f17'Y 06tiT- FY 06/07 - 199 53 6141 00 001 7 99 SS/Medicare -- 1 256 438 257.04 199 53 _6142 00 001 7_99 Insurance _438 2,795 1,630 2,795 677.81 199 53 6143 00 001 —00--1--7 7 99 Workers Comp 257 257 -_ 199 53 6144 00 99 TRS - On -behalf payments 2,422 _150 0 2,422 - 199 53 6145 00 001 7 99 Unemployment_ 135 _ _ 79 135 - 199 53 6146 00 001 7 99 TRS Care 166 97 1,200 705.12 199 53 6219 00 001 7 1 99 1 Data Processing Services — 14,000 10,137 22,000 14,341.55 199 53 6239 00 001 7 99 ESC Peims Services 0 0 - 1,000 ---- 1,000.00 ;SuC�, Tcst1600 14;ttOt 10,13 23,000 'i,3?# 199 1 53 1 6399 1 00 001 1 7 1 99 1 Data Processing Supplies 0 0 0 - 199 _61 6121 _00 001 7 99 Community Services 2,890 1,686-1,100 340.00 19_9 61 6141 00 _001 7 99 _ SS/Medicare 27 16 10 4.51 199 61 6143 00 001 7 99 Workers Comp 22_ 13 11 3.47 199 61 -- 6144 — 00 - 001 --- 7 99 - TRS on -behalf 202 0 66 - 199 61 6146 00 001 7 99 — 'ca—re ___1 TRS -- 1 - --- 6 --- 3 -- 1.877 TOTAL":EXPEND , , . .. 1TURE3 243,914 1,732;316��,: 2 683;Q60: 1,607,158.89.; Page 8 SUMMARY Function 11 - Instructional 1,752,586 1,122,607 1,665,905 1,021,039.10 Function 12 - Resources & Media ----66,331 365,180 42,447 66,529 38,781.81 Function 13 - Staff Development 30,109 17,603 33,109 16,233.98 Function 21 - Instructional Leader -8,787 5,764 -E,-337 6,355.35 Function 23 - School Leadership ---- 205,750 118,741 217,741 126,376.27 Function 31 - Guidance & Couns( -Services 48,357 30,134 48,439 28,750.83 Function 33 -Health 26,30-2 14,333 26,80214,325.84 Function 35 -Food Services 74,758 51,784--------- 76,773 60,292.32 Function 36 - CoCurricular Activiti -58,461 41,784 58,919 41,086.12 Function 41 - Administrative - -- 197,092 126,041 201,053 118,674.12 Function 51 - Wi-ntena­n­ce& OPE -Processing 221,794 129,- 380 221,794 100,187.72 Function 53 -Data 50,435 29 ,978 55,468 34,705.38 Function 61 - Communitx Service 3,152 1,721 1,190 34-9--.85 Object Code 61XX - Payroll and f 2,009,673 1,278,580 1,9-40,1501,2-64-- 890.51 Object Code 62XX - Prof & Cont. 365,180 229,324 372,584 199,097.98 Object Code 63XX - Supplies & N 254,450 - 155,873 - 255,050 88,302.11 Object Code 64XX - Other Opera 114,612 68,539 115,276 54.868.09 Fund Balance - September 1 (Beginning) $ 325,675 427,720 $ 325,675 $ 427,720 Revenues 2,729,751_ 1,523,330 1,557,959 Expenditures 2,743,914 --2,741,251 1,732,316 2,683,060 1,607,159 Fund Balance -August 31 (Ending) 1 $ 311,512 $ 218,73-3 $ 383,866 1 $ 378.520.44 DRAFT 2 For Management Discussion Purposes Onlp - 10/121#6 INDEPENDENT AUDITOR'S REPORT Board of Trustees Westlake Academy 2650 J.T. Ottinger Road Westlake, Texas 76262 Members of the Board: We have audited the accompanying financial statements of the -ovemmental activities, the discretely presented component unit, each major fund, and the aggregate remaining fund information of the iAWestiake Academy (the --academy'') as of and for the year ended August 31, 2006 which collectively comprise the Academy's basic financial statements as listed in the table of contents. These financial statements are the responsibility of the Academy's management. Our responsibility is to express an opinion on these basic financial statements based on our audit. The financial statements of Westlake Academv as of August 31, 2005 were audited by other auditors whose report dated October 13, 2005, expressed an unqualified opinion on those statements. We conducted our audit in accordance with auditing standards generally accepted in the United States of America and the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States. Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the basic financial statements are free of material misstatement. An audit includes examining, on a test basis, evidence supporting the amounts and disclosures in the basic financial statements. An audit also includes assessing the accounting principles used t and significant estimates made by management, as well as evaluating the overall basic financial statement presentation. We believe that our audit provides a reasonable basis for our opinions. In our opinion, the financial statements referred to above present fairiv, in all material respects, the respective financial position of the government activities, the discretely presented component unit, each major fund, and the aggregate remaining fund information of the Academy as of August 31, 2006, and the respective changes in financial position and, ,here applicable, cash flows thereof, for the year then ended in conformity with accounting principles generally accepted in the United States of America. y in accordance with Government Auditing Standards, we have also issued our report dated October 9, 2006 on our consideration of Westlake Academy's internal control over financial reporting and our tests of its compliance with certain provisions of laws, regulations, contracts, and grants agreements and other matters. The purpose of that report is to describe the scope of our testing of internal control over financial reporting and compliance and the results of that testing, and not to provide an opinion on the internal control over financial reporting or on compliance. That report is an integral pan of an audit performed in accordance with Government Auditing Standards and should be considered in assessing the results of our audit. The Management's Discussion and Analysis (on pages iv through x) and the Budgetary Comparison Schedule -General Fund (on page 15) are not a required part of the basic financial statements but are supplementary information required by accounting principles generally accepted in the United States of America. We have applied certain limited procedures, which consisted principally of inquiries of management regarding the methods of measurement and presentation of the required supplementary information. However, ve did not audit the information and express no opinion on it. DR9 FT 2 For Mattagement Discussion Purposes Only - 10/12/06 Our audit was conducted f'or the purpose of forming opinions on the financial statements that collectively comprise the Academy's basic financial statements. The combining fund financial statements are presented for purposes of additional analysis and are not a required part of the basic financial statements. The combining fund financial statements have been subjected to the auditing procedures applied in the audit of the basic financial statements and, in our opinion, are fairly stated in all material respects in relation to the basic financial statements taken as a whole. STOVALL, GRANDEY & ALLEN, LLP Fort Worth, Texas October 9, 2006 in DRAFT2 For Management Discussion Purposes Only -10/12/06 WESTLAKE ACADEMY �1ANAGEM1ZENT'S DISCUSSION AND ANALYSIS This section of Westlake Academy's annual financial report presents our discussion and analysis of the Academy's financial performance during the fiscal year ended August 31, 2006. Please read it in conjunction with the Academy's financial statements, which follow- this section. FINANCIAL HIGHLIGHTS • On the government -wide financial statements, the assets of the Academy exceeded liabilities by S427,720 (Net Assets). This is an increase of S 195,629 during the year ended August 31, 2006. • The Academy had 52,249,995 in expenses related to governmental activities of which $230.652 of these expenses were offset by program -specific charges for services or grants and contributions. This is a total expense increase of $372,600 over the prior year. • The General Fund reported a fund balance this year of S427,720, an increase of 5195,629 from the prior year. OVERVIEW OF THE FINANCIAL STATEMENTS This annual report consists of three parts- --nianagemenr's discussion and anahsir (this section), the basic financial statements, and required supplementary irrformarion. The basic financial statements include two kinds of statements that present different views of the Academy: • The first two statements are government -wide financial statements that provide both long -tern and short-term information about the Academy's overall financial status. • The remaining statements are fund financial statements that focus on individual parts of the govemment, reporting the .Academy's operations in more detail than the government - wide statements. — The governmental funds statements tell how general government services were financed in the short-term as well as what remains for future spending. The financial statements also include nares that explain some of the information in the financial statements and provide more detailed data. The statements are followed by a section of required supplenrenran information that further explains and supports the information in the financial statements. Figure A -I shows how the required parts of this annual report are arranged and related to one another. IV Figure A -i. Required Components of the Academy's Annual Financial Report 7i14.r49uw[xtJ Basic Required �J�Gtuwaiort Financial Supplementary yr Statements Information i rfralyaci -------------- 714'4' Government -Wide Fund Financial Financial t4e Statement- Statements n 7fM4+tGlG� Lt7— Summary �__ Detail SAMPLE SCHEDULE FOR DILPOMA YEARS - 2008 - 2010 r•X1;F Mill • • ' • ' �r31r:1� xn B..,Yw.�Ys" 6 d�� • • ,,i•���•l��.i'l�1���31� © SaA'fM" yam` @ • S } x« Eva MI HL = 171 HOURS HOURS 1136 w ■ •K S7 HOURSThe last 40 minutesof day ♦ be • for pastoral11- • ♦ 1 'I 1I TOK - 114 English Spanish 32 weeks—� STRATEGIC PLAN FOR THE IMPLEMENTATION OF THE IB DIPLOMA Contents I. Implementation of the IB into the school II. CAS plan TTL Extended Essay Yplan ' .l IV. TOK plan V. Recruitment & Training VI. Increasing subjects The, mplementation ofthe lB into Westlake Academy When Westlake Academy was opened in August 2003, the long-term goal was to implement a K — 12 International Baccalaureate Programme. The first step was the implementation of a K — 6 PYP. The following year, Year 2 (Grade 7) of the MYP was introduced. At the time of writing, Westlake Academy is following the IB Mission Statement and implementing an internationally rigorous curriculum from K through to 9`h Grade. In the summer of 2006, the PYP achieved authorization status, and this summer the MYP fully expects to become an authorized MYP (Grades 7 — 10) school. This success and desire to offer the IB continues to drive the teachers, and influences the planning and development of the Diploma Programme. The course descriptions at EVERY grade level incorporate the IB philosophy, and the course outlines that have been submitted with this application carry on this commitment. Implementing ,Q oyjty Acti?n &,Service {CASj APPROVAL AND PROGRAMME MONITORING Westlake Academy, as a newly participating school will complete the CAS/PQ form and submit it to the regional office for approval by January 318` 2008 AIMS The Aims of the CAS Programme are as follows: ➢ An appreciation of the potential of the human mind and spirit ➢ Knowledge, skills and understanding An awareness of humanitarian issues across the world ➢ A recognition that education imposes lifelong ethical responsibilities ➢ A willingness to inquire and an enjoyment of discovery y Confidence in their ability to initiate change, both individually and collaboratively ➢ Autonomy and self-reliance ➢ An appreciation of their own and others' talents.' OBJECTIVES The CAS programme that will be offered at Westlake Academy is an extension of the Community Service course in the Middle Years Programme. The programme will encourage students to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. The IBO's goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when students reach beyond themselves and their books.2 What we hope to foster in the Diploma students at Westlake Academy is a sense of community spirit and the realization that they each have something to contribute for the betterment of society. As well as contributing to society, CAS should also be an avenue for students to investigate themselves. The programme we plan to have in place is one in which students really can find "one's own place in the world by transcending cultural and socio-economic barriers." 3 Reflection is vital in this self-discovery. WHAT IS CAS? Although there are three elements to CAS, it's important not to consider them as mutually exclusive. These three elements are interwoven and also cross subject barriers. When undertaking projects, students, with the help of the CAS Coordinator, will be asked to consider and answer the following Guiding Questions: 1. Is the activity a new role for me? 2. Is it a real task that I am going to undertake? 3. Does it have real consequences for other people and for me? 4. What do I hope to learn from getting involved? 5. How can this activity benefit other people? 6. What can I reflect on during this activity ?4 I IB Diploma Programme Guide: Creativity, Action, Service August 2001 p.7 Z IB Diploma Programme Guide: Creativity, Action, Service August 2001 3 IB Diploma Programme Guide: Creativity, Action, Service August 2001 p.6 4 IB Diploma Programme Guide: Creativity, Action, Service August 2001 TIME Students will undertake CAS throughout the two years of the DP, covering a minimum of 150 hours over those years. It is expected that Westlake Academy will undertake many more hours, through a variety of activities. Westlake Academy is situated in the Metroplex area between Dallas and Fort Worth. The distances between the school, residential areas and districts is extremely spread out. To accommodate for these distances, a CAS slot has been included into the schedule, once a week, every Wednesday. The academic school day will end at 1.00pm. Many of those activities planned for the students involve a lengthy journey. This scheduling gives them the opportunity to participate in activities that they otherwise wouldn't be able to do. ROLE OF CAS COORDINATOR The coordinator is responsible for ensuring that students involved in CAS can meet the aims and objectives stipulated in the CAS Guide. Identifying possible projects and activities make up some of the responsibilities. The CAS Coordinator will work closely with the students, parents and the IB Coordinator. The CAS Coordinator will also maintain close contact with outside agencies through which students are completing part of their CAS requirement. These could include: ➢ Social services, health services, government offices ➢ Overseas embassies and consulates ➢ Environmental groups ➢ Youth groups, sports clubs, drama, music and arts groups ➢ Amnesty International, Red Cross, Duke of Edinburgh's International Award Scheme, YMCA ➢ Habitat for Humanity ➢ Houses of Hope ➢ Meals on Wheels For a more detailed explanation, please refer to the job description for the CAS Coordinator. EXAMPLES OF PROPOSED CAS ACTIVITIES As mentioned, Westlake Academy has made a concerted effort to create a solid Community and Service programme for ' the MYP. This is something we were commended on during our authorization visit. Many of the activities our students are involved in are projects they would like to continue and develop in the DP. The table overleaf illustrates some of the CAS activities that have been planned for the Diploma. Activity Creativity Action Service Coaching: Westlake Academy will be a K — X X 12 school. Students will be encouraged to help coach a variety of sports. Teaching Music: Some MYP students are X X doing this for the Community & Service _projects. School Newspaper: The Westlake Academy X X Black Cow is an award-winning paper, with over 25 MYP student workers. Teaching English to recently arrived X X immigrant children in the Metroplex area. Intergenerational learning and friendship: Our X X MYP students regularly visit Mimosa Nursing Home. The organization of an open-air camp for X X younger children: Students will plan, carry out and lead all the activities with the younger students. Organizing a "walkathon" to raise money for X X X specific charities: Some MYP students have organized these to raise money for various charities. Organizing and preparing student X X participation in the Model United Nations: 8`h Grade students attend a local MUN. Diploma students will prepare the younger students for this. Creating and managing a DP website: We X X have already had a couple of students who have expressed an interest in developing a DP website for their peers Writing, performing and/or directing a school X X X play: Students will help the MYP students with their drama classes. Joining the Junior Historians of Texas / X X X National History Club. This club has been established. They will lead assemblies, events and excursions. Student Council: Students will have the X X X opportunity to serve their school community. EVALUATION CAS evaluation requires the making of qualitative judgments according to performance criterias, which encourage the students to show evidence of personal development in their attitudes, values and skills. Every DP candidate's performance is evaluated in two ways, as described below. 1. Evaluation by the student ➢ Records of activities ➢ Self-evaluations ➢ Final, summary report with final self-evaluation. All of the above can be documented in a diary, file or portfolio containing written and perhaps visual evidence of the candidate's involvement. It should include the planning and organization of the activities, and should show evidence of commitment and effort. The ax,al,U-2"c" should -also chide a r sl. :. '.'iuC,a.0 vi r�'11 itUGii thrvugiiviit tiiGli %-,Pia QCliVILICS. Tl►C CAS Coordinator will also help the students by giving them guiding questions that they should address in their reflection. These will include such questions as: 1. Describe the activity. What did you do at each stage? 2. What did you hope to accomplish? What did you actually accomplish? 3. What difficulties did you encounter? 4. Did you feel at any stage you were failing to achieve what you wanted from this activity? 5. What did you learn from this activity? 6. Did you help anyone during this activity? If so, how? 7. If you were to undertake this activity again, what would you change? Students will also have to complete the CAS activity self-evaluation form (CAS/AEF) after each activity, and the final summary form (CAS/SFS)6 needs to be completed at the end of the student's participation in CAS activities. The CAS Coordinator will file these forms. 2. Evaluation by the school ➢ Evaluation by the supervising adult, including comments on each activity/project supervised ➢ Evaluation by the CAS Coordinator, including guidance given during the course of CAS. The CAS Coordinator will compile and keep full records of each DP candidate's CAS performance. S/he will also make a final, individual evaluation of the performance of each student. The Coordinator will also submit forms CAS/PQ7 and CAS/PCF'. 5 This Criteria can be found in the Guide (August 2001) on page 29. 6 These forms are in the Vade Mecum pages E25 - E28 7 To be submitted by 315` January (of the first year) 8 To be submitted by I` May The Extended Essay The extended essay is an intrinsic part of the IB Diploma. It is recommended that candidates spend about 40 hours in total on the extended essay. The essay is defined as an in-depth study of a limited topic within a subject. Its purpose is to provide candidates with an opportunity to engage in independent research. Emphasis is placed on the process of engaging in personal research, on the communication of ideas and information in a logical and coherent manner, and on the overall presentation of the essay.9 Students and parents will be introduced to the requirements, guidelines and regulations of the extended essay in Grade 10. They will also be given a copy of an internal extended essay guide, published by the school. Regulations The essay and the supervision will follow similar guidelines as those of the Personal Project in Grade 10 (Year 5 of the MYP) at Westlake Academy. To receive the Diploma, candidates must submit an extended essay. All essays at this time will be written in English. Choice of subject The list of available subjects and languages for extended essays can be found in the Vade Mecum. The IB subject chosen for the extended essay does not have to be one of the subjects being studied by the candidate for the Diploma. Extended essays cannot be submitted in a school-based syllabus, Theory of Knowledge or a pilot programme. The role of the supervisor The extended essay supervisor has four main responsibilities: i. to encourage and support the candidate throughout the research and writing of the extended essay ii. to provide the candidate with advice and guidance in the skills of undertaking research iii. to ensure that the extended essay is the candidate's own work iv. to complete the supervisor's report.10 The supervisor will meet with the student between two and three hours in total. Their role is to provide the support the candidate needs. The supervisor will provide advice and guidance with: i. defining a suitable topic ii. formulating a precise research question iii, access to appropriate resources iv. techniques of gathering and analyzing information/evidence/data V. documentation methods and acknowledging sources vi. writing an abstract. Candidates will be given an internal time schedule they need to meet certain deadlines for their essay. This is something that is done with the Grade 10 Personal Project. This will include a draft of the essay. Although the supervisor can comment on the draft, they will not edit the work. 9 IB Extended Essay, April 1998 p. 7 10 IB Extended Essay, April 1998 p.5 Assessment The essay is grading using the following grading criteria: A — Research question B — Approach to the research question C — Analysis/interpretation D — Argument/evaluation E — Conclusion F — Abstract G — Formal presentation The total score obtained, on the scale 0 to 36, will be used to determine in which band (A - E) the extended essay is placed. This band, in conjunction with the band for Theory of Knowledge, determines the diploma points awarded for these two requirements. The Diploma Points Matrix used can be found in the IB Extended Essay Guide (page 18). Submission of the extended essay All extended essays will be submitted to the examiner no later than March 15`h 2010 (the first graduating class). The Coordinator will submit a predicted grade for each candidate's essay by April 10d', using IBIS. Theory of Knowledge The TOK course encourages critical thinking about knowledge itself, to try and help young people make sense of what they encounter. Its core content is questions like: 1. What counts as knowledge? 2. How does it grow? 3. What are the limits? 4. Who owns knowledge? 5. What is the value of knowledge? 6. What are the implications of having, or not having, knowledge? 7. What do I claim to know about (X)? 8. Am I justified in doing so (how?)? Students are encouraged to take all of their experiences, to question them and reflect upon them. The expression and listening of others' ideas is a key part of the TOK. Students will be able to make connections between TOK and other IB courses, as well as CAS or work undertaken through the extended essay. Students will have one class of one and half hours of TOK every week throughout the two years (surpassing the recommended 100 hours). The course will seek to: ➢ Build on students' own experience and involve them actively in the classroom ➢ Ensure that students understand the purpose of TOK and its central role in the Diploma Programme r Allow the teacher to model the values of curiosity, thoughtful inquiry and critical thought ➢ Have a structure that is clear to the students Meet the objectives of TOK ➢ Ensure that students understand and are prepared for the assessment tasks. All Diploma teachers will be given a copy of the TOK, First Examinations 2008, Guide. In addition to being taught as a separate course, subject specific teachers should be familiar with the type of questions and thoughts that encompass TOK. An example of how TOK can be covered and investigated in some core subjects can be seen in the table overleaf. Students will also be given an internally written guide, including the aims and objectives of the TOK course, example questions and assessment details (including the assessment criteria in the guide (pages 52 — 60)). Assessment There is an internal and external assessment for TOK. Part One of the assessment is an essay — chosen from a list of ten prescribed by the IBO. The essay should be between 1200 and 1600 words. Part Two of the assessment takes the form of a ten-minute presentation to the class. This is accompanied by a written presentation planning document and presentation marking form, using the relevant form from the Vade Mecum. The assessment tool used for recording the student's achievement can be found in the TOK Guide on page 42. Example of TQK in subject specific areas Course Concepts 1 Questions Language I. What different functions does language perform? Which are most relevant in creating and communicating language? 2. In what ways does written language differ from spoken language in its relationship to knowledge? 3. What is the role of language in creating and reinforcing social distinctions, such as class, ethnicity and gender? Mathematics I. Why is it that some mathematicians and students of mathematics feel that mathematics is in some sense "already there" to be discovered? 2. Are all mathematical statements either true or false? 3. Can a mathematical statement be true before it has been proven? History 1. What is history? Is it the study of the past, or the study of records of the past? 2. What is the significance of Carlyle's view that "The history of the world is but the biography of great men"? 3. Can history provide a guide to understanding contemporary affairs? Can it provide a guide to the future? What might be "the lessons of history" for future generations? The Arts 1. Does art have to have meaning? 2. Do all the arts share certain common features? What might these be? Is there a distinction between arts and applied arts (crafts)? 3. To what extent and in what ways might the arts be regarded as a representation of reality? What kinds of arts might be seen as "realistic"? Recruitment &,Training All of the teachers who will be teaching Diploma courses at the start of the 2008/9 school year have already been appointed. Those teachers will be teaching in the Middle Years Programme in Grade 10, the final year of the MYP. This final year will build upon the previously laid solid foundations provided in the three years prior to this grade, and will offer excellent preparations for the Diploma. Some of the teachers employed are experienced IB Diploma teachers. Those new to the programme have, or will have, attended workshops. In June 2008, three members of staff will be sent for training in California for CAS, Coordination and Spanish. In the fall, the remaining two teachers will be attending training. Due to the relatively small size of Westlake Academy, the choice of courses available is somewhat restricted. In 2008, our first DP class, students will take the following courses: Group 1 — English (HL) Group 2 — Spanish (SL)11 Group 3 — History (HL)12 Group 4 — Biology (HL)13 Chemistry (SL)14 Group 5 — Maths Studies (SL) Maths Standard Level 15 Group 6 — Visual Arts (SL) Westiake Academy pians to expand in the future, creating four classes per grade level, compared to the two we currently have. This expansion would open up the possibility of being able to offer more courses, especially in Groups three and four. Westlake Academy has also been meeting with other IB schools in the district, discussing the possibility of developing partnerships, whereby students will be able to take courses not offered in one school, in the partner school. 11 Our current 9t1i grade students would not be prepared for HL Spanish. This will change in the future, as students in Westlake Academy gain greater exposure to the language. 12 Students have had a solid base to be able to take this subject at HL 13 Students have had a solid base to be able to take this subject at HL 14 Chemistry could be substituted in place of Visual Arts 15 We have mixed ability students in our current 9th grade class. Some will be capable for the advanced Maths course. Strategic Plan Aefinn Plan Tasks Responsibilities -------- - ----- Resources Timeline What will doge? Who Will do it? Ftindin /time/ eo le/trtaterials By when? Goal: Implement Di lora Program 1. Feasibility study 1. Head of School 1.000, IBO, Vade Mecum 1. November 2006 (HOS)/ MYP Coord. a. Staffing a. HOS/Coord a. define needs b. Courses b. Coord. b. define c. Costs c. HOS c. define 2. Name Coordinator 2. NOS 2. Stipend/ send candidate to conference to see connection 2. May 2006 between 3 programs: Nov. 2006 3. Meet with PYP Coordinator, hold common workshops on 3. Build on existing PYP international- mindedness; assessment, including student -led and MYP 3. HOS/ Coordinator conferences; inquiry. MYP teachers, some of whom will be 3. Ongoing from DP teachers, recognizing similarities and differences between 2006 MYP/DP. Goal: CAS Plan 1. Create CAS 1. HOS/DP Coord. 1. Local charitable organizations/ IBO documents / MYP 1. March 2007 Implementation Plan CAS program a. Aims reflect those of IBO b. Objectives of fostering more caring and socially responsible attitudes will be achieved by: i. Extension of CAS MYP ii. Students focus on the 3 areas of CAS iii. Students given real-life avenues to contribute to the wider community C. In addition to CAS inside the school, WA will timetable CAS once a week to allow for travel to work in the community. d. Evaluation methods and procedures have 2. Coordinator begins development been defined. 2. March 2007 2. Name CAS Coord. 2. HOS/ DP Coord a. Develop job description 3. May 2007 3. Contacts and plan for possible CAS activities Goal: Extended Essay 1. Develop an internal I . DP Coord. 1. MYP teaching team/ IB guides/ OCC I . Sept 2007 extended essay guide that includes guidelines, assessment and regulations 2. Evening meeting/ DP Coord/ handouts 2. Explain extended 2. DP Coord. 2. Fall 2007 essay to parents and _ — students in G 10. 3. Establish the role of 3. DP Coord. 3. No funding / DP Coord. / IBO guides, OCC 3. May 2007 the supervisor; provide timeline for drafts to be read, although not edited, by supervisor. 4. Establish dates for 4. DP Coord. 4. No funding / DP Coord. / IBO guides 4. May 2007 submission: a. To supervisor (March 15, 2010) b. DP Coord. submits predicted grades by April 10, 2010 Goal: TOK Timetable TOK 1. DP Coordinator 1. No funding ! timetabling June 2007/ DP Coord. & HOS 1. May 2007, One 90 minute class sample timetable per week during 2 finished. years Surpasses the recommended 100 hours. Make TOK an integral part 2. DP Coordinator 2. Copy booklets / August 2007 guides will be ready; TOK 2. Sample of entire DP. style questions for core subjects ready May 2007 / DP questions, May All DP teachers given Coordinator/ 1130 guides 2007; guide TOK guide. Subject specific August 2007; teachers should workshops on - use TOK-style going. questions in the core subjects. DP Coord. will provide examples. 3. Develop an internally written guide 3 4. Assure that internal and external 4 assessment strategies and tools are clearly understood. DP Coordinator / 3. Photocopying guides / DP Coordinator, TOK teacher / 3 TOK teacher 160 guides as reference DP Coordinator / 4. No funding/ DP Coordinator, TOK teacher will monitor 4 TOK teacher assessed work Goal: Recruitment and training Tasks Responsibilities What will done? Who will do it? 1. Hire MYP subject 1. HOS/MYP Coor teachers who have DP experience. 2. Advertise locally and 2.HOS/MYP/DP on CIS website. Coordinator 3. Send teachers to official 3. HOS/DP Coord. IBO workshops. a. New hires without DP experience will be sent to Level 1 workshops before beginning academic year, whenever possible. b.Experienced teachers will be sent to Level 2/3 workshops on a regular basis. May 2008 August 2008 Resources Timeline Funding/time/people/materials BY when? 1. No extra funding / 2006, 2007/ HOS, MYP Coord/ 1. 2006 onwards include ability to teach DP in ads 2. $400 for local ads; CIS included in annual fee; 2006 2. 2005 onwards onwards/ HOS / 3. $10,000 / HOS, MYP-DP Coord. / 2005 onwards / I6O 3. 2005 onwards website. c. The Coordinator will attend workshops and conferences that encourage linking the 3 ro rams. Goal: Increasing Sub'ects on Offer 1. As a small school, 1. HOS/DP Coord. 1. Included in budget/ until there is a new source of income 1. May 2007 WA will offer few and thus Master Plan continues ! will depend on available subject choices for teachers and student strengths. first group of Diploma students. 2. WA's Master Plan 2. Board of Trustees, 2. $25,000,000 / Board and HOS / dependent on the Town of 2.2010, at the earliest calls for future a. HOS Westlake expansion to 4 b. HOS/DP Coord. classes per grade c. DP Coord level. a. More subject choice b. Largest choice in Groups 3 and 4. 3. HOS/ Coord 3. Partnering with larger DP schools in area 3. No cost other than transportation / would require 3.Planning meetings started, 2007. scheduling considerations from all schools involved / DP could expand the Coordinator in conjunction with the Heads of Schools / choice, if IBNA IB courses on offer approves. Goal: Budget 1. Finance program costs a. Annual IBO fees 1. a. WA absorbs cost 1. $8,850; individual inscription and course costs from 1. Resources and b. Course family but subsidized by TEA; resource costs built into regular stipends starting in costs 2. Additional staff stipends b parents, with budget; for high initial costs for books we will seek grants / 2007/8 budget and stipend from TEA according to schedule published by IBO/ HOS, DP Coord / continuing onward for Coordinator, CAS 2. Academy budget IBO publications 3. Books, equipment, other 3. Academy budget resources Westlake Academy IB Diploma Coordinator Job Description Primary -Responsibility: Under the direct supervision of the Head of School, the IB Coordinator will be the liaison with the IBO Offices providing up to date information regarding IB program guidelines and procedures to the administration, faculty, parents and students. The IB Coordinator will see that all documents, fees and bureaucratic procedures concerning the School's affiliation with the IBO and for students participating in the IB program are submitted in a timely fashion and followed as per IBO directives. The IB Coordinator will serve as the general public relations officer and spokesperson for the Ili program at WA. DUTIES AND RESPONSIBILITIES: Administrative: • Be familiar with all sections of the Vade Mecum. • Check that all forms are completed accurately and fully. • Plan and arrange for examinations and ensure all information reaches the IBO or the address provided by the IB deadlines. • Ensure conditions for the conduct of the examinations are fulfilled. • Keep copies of all student work and information submitted to IBO. • Ensure all teachers have access to relevant publications, resource materials, workshops and training schedules. • Report to IBEX, on behalf of candidates, any adverse circumstances, including permanent disabilities. • Ensure that all candidates are aware of the services provided by the IBO. • Ensure all school and student fees are submitted to IBO by stated deadline. Oversee collection of all student fees through Business Office. • Prepare a yearly calendar of deadlines and test dates for students, parents and the administration. • Assist IB diploma candidates in securing a faculty sponsor for the Extended Essay. • Assist with new student orientation; advise the HOS on placement of new students and on suitability of courses for new IB diploma and certificate candidates. 2. Communications: • Communicate with the IB Organization (IBO) on behalf of teachers and candidates. • Consult regularly with the HOS on IB matters and submit a monthly summary report to the HOS. • Meet with CAS Coordinator as necessary to ensure program requirements are being met and diploma students are on schedule to complete CAS requirements for diploma. SUPERVISOR: Head of School