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HomeMy WebLinkAbout10-07-13 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the Board of Trustees Workshop but not prior to the posted start time. Mission Statement Westlake Academy is an IB World School whose mission is to provide students with an internationally minded education of the highest quality so they are well-balanced and respectful life-long learners. Page 1 of 3 WESTLAKE ACADEMY Vision Statement Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB Learner Profile. Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-takers, Balanced and Reflective BOARD OF TRUSTEES MEETING AGENDA October 7, 2013 WESTLAKE TOWN HALL 3 VILLAGE CIRCLE – 2ND FLOOR WESTLAKE, TX 76262 COUNCIL CHAMBERS/MUNICIPAL COURT ROOM Photo Session 5:00 p.m. Workshop Session 5:15 p.m. Regular Session 6:00 p.m. Page 2 of 3 Workshop Session 1. CALL TO ORDER 2. PLEDGE OF ALLEGIANCE 3. REVIEW OF CONSENT AGENDA ITEMS FOR THE OCTOBER 7 , 2013, TRUSTEES REGULAR MEETING AGENDA. (10 min) 4. DISCUSSION ITEMS a. Discussion regarding amendments to the Board of Trustees policy manual relative to the Primary (K-G6) Assessment and Grade Policy. (10 min) b. Discussion of textbook supplies. (15 min) c. Discussion of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. (30 min) d. Update and discussion regarding Westlake Academy Phase I expansion project and enrollment projections. Standing Item 5. BOARD RECAP / STAFF DIRECTION 6. ADJOURNMENT Regular Session 1. CALL TO ORDER 2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. 3. CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes from the September 9, 2013, meeting. b. Consider approval of Resolution 13-13, Amending Primary (K-G6) Assessment and Grade Reporting policy. c. Consider approval of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. Page 3 of 3 4. BOARD CALENDAR 5. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Superintendent with the requested item and the Superintendent will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Superintendent will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. From Superintendent - Discussion of follow-up items from the May 17, 2013, planning retreat. 6. ADJOURNMENT ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITTED CATEGORIES UNDER SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS GOVERNMENT CODE. CERTIFICATION I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on October 2, 2013, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government Code. _____________________________________ Kelly Edwards, Town Secretary If you plan to attend this public meeting and have a disability that requires special needs, please advise the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made to assist you. Westlake Academy Item # 2 – Pledge of Allegiance Texas Pledge: "Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible." CONSENT AGENDA: All items listed below are considered routine by the Town Council and will be enacted with one motion. There will be no separate discussion of items unless a Council Member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes from the September 9, 2013, meeting. b. Consider approval of Resolution 13-13, Amending Primary (K-G6) Assessment and Grade Reporting policy. c. Consider approval of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. Town of Westlake Item # 3 – Review of Consent Agenda Items DISCUSSION ITEMS a. Discussion regarding amendments to the Board of Trustees policy manual relative to the Primary (K-G6) Assessment and Grade Policy. (10 min) b. Discussion of textbook supplies. (15 min) c. Discussion of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. (30 min) d. Update and discus sion regarding Westlake Academy Phase I expansion project and enrollment projections. Standing Item Westlake Academy Item # 4– Discussion Items Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP Meeting Date: Monday 7 , 2013 Staff Contact: Rod Harding Discussion/Consent PYP Principal/Campus Director Subject: Consider amendments to the Board of Trustees policy manual relative to our Primary (K-G6) Assessment and Grade Policy. EXECUTIVE SUMMARY As we continue to grow as a school community, our policy documents will require updates to remain current with teacher and stakeholder input with assessment and reporting procedures and to comply with the IB PYP philosophy. The Primary Assessment and Grade Policy addresses the views and concerns held by PYP teachers and parents during the 2012 school year. The Primary (K-G6) Assessment and Grading Policy aligns wit h classroom assessment procedures from Kindergarten through grade 6. Collaborative efforts with parent groups and the PYP reporting committee have resulted in a user-friendly format that reports on the IB Learner Profile traits, concepts and transdisciplinary skills in the PYP units of inquiry, subject based curriculum with effort ratings and personal development (see attached Bubble Report). PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? School policy is a responsibility of the Board of Trustees. Which policy governs this? Previous policy and authority of the Board of Trustees. What addit ional direction is necessary? Input and questions from the Board of Trustees. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommended approval of amended policy Page 2 of 2 ATTACHMENTS • Resolution • Primary (K-G6) Assessment and Grade Policy 6.09 with proposed amendments • PYP Bubble Report UNITS OF INQUIRY Na m e : T e a c h e r : Name: Lines of Inquiry: Key Concepts: Dates: Level of Understanding: Central Idea: Summary a of Unit of Inquiry Transdisciplinary Skills Supporting the Unit of Inquiry Thinking skills are used to develop ideas, creatively and critically. Communication skills are used to receive and express thoughts and feelings. Social skills are used to work and play with others. Research skills are used to collect, organize and present information. Self-management skills are used to organize themselves, others and their lives. Description of what students did in the unit Student Successes and Areas for Growth: IB Learner Profile Supported by Attitudes The narrative must include Trans. Skills, and Key Concepts, as well as activities and summative assessment. Areas for growth describes the next steps that the students, teachers or parents will take. Level of Understanding is determined the by Level of Understanding descriptors and supported through the narrative in ‘Student Successes and areas For Growth. This is a general comment that is common for all classes in the grade area. See Sample narrative section. Bold Trans. Skill that is the focus in the Unit of Inquiry The IB Learner Profile Attributes are indicated in Stage 4 of the PYP Unit Planner and reflected upon in Stage 7 of the PYP Planner. Only report on the IB Learner Profile for the Unit of Inquiry and support through the PYP Attitudes See PYP Reporting Format, Information Dec. June Dec. June Reading Effort Writing Motivated Listen. & Speaking Org. & Prepared View. & Presenting Dec. Comment June Comment Dec. June Dec. June Number Effort Pattern & Function Motivated Data Handling Org. & Prepared Shape and Space Measurement Dec. Comment June Comment Na m e : Te a c h e r : Language Arts Mathematics The LA rating must satisfy the performance descriptors and if necessary backed up by work samples and assessment if needed for parent clarification in regard to the PYP report. Effort ratings must also satisfy the effort descriptors and if needed backed up by classroom observations, homework and the Transdisiplinary Skills of Self-management. See Opposite Dec June Reading Writing Listen. & Speaking View. & Presenting Dec. Comment June Comment Dec. Comment Dec. Comment Spanish Social Studies Concepts and Skills (not connected to the Unit of Inquiry) Science Concepts and Skills (not connected to the Unit of Inquiry) Dec. Comment June Comment Personal and Social Development Na m e : T e a c h e r : Spanish ratings are directly taken from the summative rubric and backed up by written reflections and assessment and student reflections. Suggest adding Effort and Org. and Prepared in 2013-2014 Narrative comments should be based on two areas: 1. PYP Transdisciplinary Social Skills-Accepting Responsibility, Cooperating (tied to IB LP/Attitudes), Resolving Conflict, Group Decision Making, Adapting to Group Roles and Respecting Others. Even reference to ‘Don’t Walk By’. 2. Counselor’s lessons with Kelso’s Choices. Dec June Content related to the Unit of Inquiry Musical Skills (Vocal & Instrumental) Concepts and Knowledge Participation Dec. Comments June Comments Dec June Individual Pursuits Movement Composition Team Games Health Related Fitness Dec. Comments June Comments Dec June Creating Works Understanding and application of concepts Application of skills Reflection and response Dec. Comments June Comments Dec June Instrumental Skills Music assignments Practice time Music theory Dec. Comments June Comments Absences Tardies Na m e : T e a c h e r : Music Physical Education Art Strings Absences and Tardies Ratings will be based on the following: 1. Descriptors used in the specialist rubric, observations, self-reflections and where appropriate pen and paper assessments. Go to Txgradebook where you post attendance and then hit the following tabs: • Reports • Attendance verification • Date from (Beginning semester)and Date to (cut off date given by Principal) • Generate Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: MYP / DP Meeting Date: October, 2013 Staff Contact: Clint Calzini Discussion Subject: Discussion of textbook supplies. EXECUTIVE SUMMARY The Board of Trustees asked for details about the secondary textbooks. The attached document summarizes three aspects: Philosophy of textbook use as a resource, textbook purchasing timeline and current status of textbooks in secondary classes. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance on this agenda item? There was a request by the school board for discussion on textbooks in the Secondary School. Which policy governs this agenda item? Governance role: Budgetary responsibility and accountability What additional direction is necessary for this agenda item? Further direction is pending Board of Trustees consideration. FISCAL IMPACT Funded Not Funded N/A (self-funding) RECOMMENDATION / ACTION REQUESTED/ OPTIONS ATTACHMENTS Secondary Textbook Overview Secondary Textbook Overview Educational Philosophy: The Role of Textbooks at Westlake Academy Students use textbooks at Westlake Academy as a reference for inquiry, for the acquisition of content knowledge and development of academic skills. Within this context, textbooks are used as part of best pedagogical practice within subject areas and grade levels. Biennial Textbook Purchasing Process School Year X January / February Teachers submit resource requests June / July Textbook orders placed (payment to follow Biennium allocation in September) School Year X+1 August New Biennium allocation discussed September All textbooks ordered, paid for and received January Teachers submit resource requests June / July Textbook orders placed School Year X+2 August Remaining Biennium allocation discussed September All textbooks ordered, paid for and received January Teachers submit resource requests June / July Textbook orders placed School Year X Cycle Repeats Secondary Textbooks: Status Quo Subject Grade 7 8 9 10 11 12 Math Per Student Per Student Per Student Per Student ** Per Student Per Student Science Class Set Class Set Class Set Class Set Per Student ** Per Student ** English Student Purchased & Class Set Student Purchased & Class Set Student Purchased Student Purchased Student Purchased Student Purchased History Class Set Class Set No Books No Books No Books No Books Language Per Student Per Student Per Student Per Student Per Student No Books Art N/A N/A N/A N/A N/A N/A Technology N/A N/A N/A N/A N/A N/A PE N/A N/A N/A N/A N/A N/A TOK N/A N/A N/A N/A N/A N/A Government N/A N/A N/A Class set Class set Class set Economics N/A N/A N/A N/A Class set Class set In Possession On list for consideration for purchase in 2013 - 14 or 2014 - 2015 Curriculum Changes may drive textbook adoption in 2014 - 15 Not Applicable ** A few books on order as of 9/26 Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: MYP / DP Meeting Date: October, 2013 Staff Contact: Clint Calzini Disucssion Item Subject: Discussion of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. EXECUTIVE SUMMARY The Board Parameters for School Sanction Trips policy states in part “…..The Board shall approve all out-of -state, school-sponsored trips. Such approval shall consider the immunity laws applicable for the destination, District and employee liability for damages arising from accidents and/or injuries that may occur during the trip, the stated educational value of the trip, and whether participation results from advancement in a regional or national competition…….” PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance on this agenda item? Out of state trips require Board of Trustees Approval. Which policy governs this agenda item? Policy No. 6.02 What additional direction is necessary for this agenda item? Discussion and approval of the out of state residential trips. FISCAL IMPACT Funded Not Funded N/A (self-funding) Page 2 of 2 RECOMMENDATION / ACTION REQUESTED/ OPTIONS Approval by school board. ATTACHMENTS Secondary Residential Trips Approval Secondary Residential Trips Approval On the basis of discussion and parameters suggested by the Board of Trustees during the September 9th meeting, the secondary school is comfortable in moving forward with residential trips in grade 7 – 11 under existing board policy. To this end and per board policy requirements, residential trips need the approval if they take place outside the state of Texas. At this time, I am pleased to provide the following details for three trips that fall under this requirement. Grade Level/Student Group 8th Grade 9th Grade International Symposium 11th Grade Trip Destination Boston, MA & Washington, DC Puerto Rico Muscat, Oman Grand Canyon Educational Component US History Spanish immersion and cultural experience International student symposium on world issue; cultural experience Team building, natural science and history Approximate Cost ≈ $1700 ≈ $ 1600 - 2000 ≈ $1800 ≈ $1800 – 2000 Summary 7 day trip to historic sights, monuments and museums. 5 days of cultural sightseeing and Spanish speaking 10 days of travel and student workshops. 5 to 7 days of camping, hiking, natural science / history lessons and team building activities Trip Leader(s) Greg Peebles Andrea Ragnow Heather McCown & Alan Burt Kirsten Siebach & Greg Peebles Student / Chaperone Ratio 10:1 10:1 3:1 15:1 (or better) Travel Organization EF Tours Explorica Westlake Academy Grand Classroom Dates of Travel May18 - 24 April Dec. 5 - 15 May APPROVED: _________________________________ DATE: ________________________ Standing agenda item during the construction project d. Update and discussion regarding Westlake Academy Phase I expansion project and enrollment projections. Westlake Academy Item # 4 – No Supporting documentation BOARD RECAP / STAFF DIRECTION Westlake Academy Item #5 Board Recap / Staff Direction Westlake Academy Item # 6 – Workshop Adjournment Back up material has not been provided for this item. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. Westlake Academy Item # 2 – Citizens’ Presentations and recognitions CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes from the September 9, 2013, meeting. b. Consider approval of Resolution 13-13, Amending Primary (K-G6) Assessment and Grade Reporting policy. c. Consider approval of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. Westlake Academy Item # 3 - Consent Agenda Items BOT Minutes 09/16/13 Page 1 of 2 WESTLAKE ACADEMY BOARD OF TRUSTEES MEETING September 16, 2013 PRESENT: President Laura Wheat, Trustees: Michael Barrett, Clif Cox, Carol Langdon, Rick Rennhack and Wayne Stoltenberg. ABSENT: OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent Amanda DeGan, Board Secretary Kelly Edwards, School Attorney Stan Lowry, Secondary Principal Dr. Clint Calzini, Finance Director Debbie Piper, Facilities and Recreation Director Troy Meyer, Communications & Community Affairs Director Ginger Awtry, Planning and Development Director Eddie Edwards, Director of Information Technology Jason Power and Special Projects Coordinator John Zagurski. Special Session 1. CALL TO ORDER President Wheat called the meeting to order at 7:02 p.m. 2. CONSIDERATION AND DISCUSSION OF A RESOLUTION 13-12, APPROVING A CONSULTANT SERVICES AGREEMENT FOR EXECUTIVE SEARCH SERVICES. Superintendent Brymer provided an overview of the firm and process. Discussion ensued regarding the recruitment process, Board member survey, and desired qualities of candidates. MOTION: Trustee Langdon made a motion to adjourn the meeting. Trustee Barrett seconded the motion. The motion carried by a vote of 5-0. BOT Minutes 09/16/13 Page 2 of 2 3. ADJOURNMENT MOTION: Trustee Rennhack made a motion to adjourn the meeting. Trustee Stoltenberg seconded the motion. The motion carried by a vote of 5-0. President Wheat adjourned the meeting at 7:14 p.m. APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 7, 2013. ATTEST: ____________________________ Laura Wheat, President _____________________________ Kelly Edwards, Board Secretary WA Resolution 13-13 Page 1 of 2 WESTLAKE ACADEMY RESOLUTION NO. 13-13 A RESOLUTION OF THE BOARD OF TRUSTEES AMENDING THE PRIMARY (K- G6) ASSESSMENT AND GRADING POLICY 6.09 FOR WESTLAKE ACADEMY. WHEREAS, the Board has considered the following policies and the proposed amendments; a.) Primary (K-G6) Assessment and Grading Policy 6.09 WHEREAS, the Board finds these policies will facilitate effective and efficient governance of Westlake Academy, and; WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of the students, their parents, and faculty of Westlake Academy. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF THE WESTLAKE ACADEMY, TEXAS: SECTION 1: The above findings are hereby found to be true and correct and are incorporated herein in its entirety. SECTION 2: The Board hereby adopts the following policy amendments attached as Exhibit A to this resolution: a.) Primary (K-G6) Assessment and Grading Policy 6.09 SECTION 3: If any portion of this Resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Board hereby determines that it would have adopted this Resolution without the invalid provision. WA Resolution 13-13 Page 2 of 2 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY, A CHARTER SCHOOL OF THE STATE OF TEXAS, ON THE 7th DAY OF OCTOBER, 2013. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ L. Stanton Lowry or Janet S. Bubert, School Attorney TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 6.09: Date Board Adopted: April 5, 2010 Date Board Amended: October 3, 2011 Effective Date: October 3, 2011 Policy Category: Student Achievement Policy Name: Primary (K-G6) Assessment and Grade Reporting Policy Goal: Definition and Transparency in the Primary (K-G6) Student Assessment and Grading Policy Policy Description: The purpose of this assessment policy is to help all members of the school community understand and use educational assessment in a consistent and successful way. Our goal is to create a community that embraces assessment as a valuable and essential part of the learning cycle. 1) Our Purposes for Using Assessment a) For learners, assessment does the following: i) Promotes efficient learning by focusing the student's attention on what is important ii) Promotes understanding and life-long learning iii) Promotes self-evaluation and self-monitoring by the use of well-defined expectations and criteria iv) Motivates learning by communicating progress concerning what a student knows and is able to do v) Helps understand how school learning relates to present world and future goals. b) For teachers, assessment does the following: i) Provides formative and summative data about student learning ii) Provides diagnostic data to improve learning iii) Assists instructional planning by providing informed feedback iv) Helps to determine teaching effectiveness - what approaches and methods work v) Helps to determine whether the program is achieving desired goals (program accountability) vi) Is a tool for communicating to others c) For administrators, assessment does the following: i) Assists in determining the effectiveness of programs ii) Assists in determining school and grade-level learning goals iii) Assists in allocation of resources, including professional development iv) Monitors student achievement and supports student learning d) For parents, assessment does the following: i) Provides formative and summative data about student learning and attainment. ii) Provides information about the child’s learning experience in school. iii) Provides information about future educational opportunities. iv) Helps provide information of the strengths and weaknesses of both the instructional program and the individual learner. In consideration of the need to establish relevant and comprehensive grade reporting and assessment policies for the student body of Westlake Academy, the following numerical grades ratings will be utilized by the Staff to indicate academic performance with regard to critical concepts, content and skills in the PYP Units of Inquiry on primary report cards. 4 Meets with Excellence Exceeds Expectations 3 Meets with Proficiency Meets Expectations 2 Developing Proficiency Independently 1 Requires Support to Meet Proficiency In addition to the abovementioned, the following descriptors and rubric will be utilized by the Staff to indicate academic performance with regard to higher order, conceptual understanding. These descriptors and rubric will be used to indicate the level of understanding for each of the six grade level units of inquiry that are implemented each academic year. Primary Report Unit of Inquiry Descriptors for Understanding K-3 Accomplished Exceeds Expectations:  Interprets information (data, ideas, or concepts) accurately, appropriately, and in-depth in a variety of contexts  Applies formulas, procedures, principles, or themes accurately, appropriately, and/or creatively in a variety of contexts  Explains—accurately and thoroughly—possibly using multiple solutions, positions, or perspectives that balance opposing points of view  Creates a detailed conclusion or complete solution that is well-supported, logically consistent, and often unique  Integrates ideas or develops solutions that are clear, coherent, and cohesive  Reflects independently and thoughtfully by using supporting details and examples. Uses the reflective process to set goals and targets.  Perceives and approaches problems in a number of different ways, often exhibiting clever, unique or unusual ideas. Competent/Consolidating Meets Expectations:  Presents information (data, ideas, or concepts) accurately and appropriately in familiar contexts  Applies formulas, procedures, principles, or themes accurately and appropriately in familiar contexts  Describes a solution, position, or perspective accurately  Organizes a conclusion or solution that is complete, logical, and consistent with evidence presented  Connects ideas or develops solutions in a clear and coherent order  Reflects thoughtfully by using some supporting details and examples. Uses the reflective process to set general goals. Developing:  Reports information (data, ideas, or concepts) in familiar contexts with minor inaccuracies, irrelevancies, or omissions  Uses appropriate formulas, procedures, principles, or themes in familiar contexts with only minor inaccuracies  Identifies a simple solution or a perspective with only minor inaccuracies  Offers an abbreviated conclusion or simple solution that is mostly consistent with the evidence presented, with minor inconsistencies or omissions  Arranges ideas or solutions into a simple pattern  Reflects thoughtfully with some assistance. Beginning/Novice:  Copies information (data, ideas, or concepts)  Labels formulas, procedures, principles, or themes  Names a single solution, position, or perspective  Attempts a conclusion or solution that is consistent with evidence presented  Lists ideas or expresses solutions in a fragmentary/random manner  Reflects with support and assistance Primary Report Unit of Inquiry Descriptors for Understanding Grades 4-6 Accomplished Exceeds Expectations:  Interprets information (data, ideas, or concepts) accurately, appropriately, and in-depth in a variety of contexts  Applies formulas, procedures, principles, or themes accurately, appropriately, and/or creatively in a variety of contexts  Explains—accurately and thoroughly—multiple solutions, positions, or perspectives that balance opposing points of view  Creates a detailed conclusion or complex solution that is complete, well- supported, logically consistent, and often unique  Integrates ideas or develops solutions that are exceptionally clear, coherent, and cohesive  Reflects independently and thoughtfully by using supporting details and examples. Uses the reflective process to set goals and targets.  Perceives and approaches problems in a number of different ways, often exhibiting clever, unique or unusual ideas. Competent/Consolidating Meets Expectations:  Presents information (data, ideas, or concepts) accurately and appropriately in familiar contexts  Applies formulas, procedures, principles, or themes accurately and appropriately in familiar contexts  Describes two or more solutions, positions, or perspectives accurately  Organizes a conclusion or solution that is complete, logical, and consistent with evidence presented  Connects ideas or develops solutions in a clear and coherent order  Reflects thoughtfully by using some supporting details and examples. Uses the reflective process to set general goal Developing:  Reports information (data, ideas, or concepts) in familiar contexts with minor inaccuracies, irrelevancies, or omissions  Uses appropriate formulas, procedures, principles, or themes in familiar contexts with only minor inaccuracies  Identifies simple solutions, over-simplified positions, or perspectives with only minor inaccuracies  Offers an abbreviated conclusion or simple solution that is mostly consistent with the evidence presented, with minor inconsistencies or omissions  Arranges ideas or solutions into a simple pattern  Reflects thoughtfully with some assistance Beginning/Novice:  Copies information (data, ideas, or concepts)  Labels formulas, procedures, principles, or themes  Names a single solution, position, or perspective  Attempts a conclusion or solution that is consistent with evidence presented  Lists ideas or expresses solutions in a fragmentary/random manner  Reflects with support and assistance Staff will administer a variety of authentic assessments to measure student understanding and progress throughout the year IBPYP Attitudes – Students, in collaboration with teachers, will assign a letter indicator to at least six (6) IBPYP Attitudes per quarter to communicate the following: C = I practice consistently the following attitudes W = I am working on the following attitudes The IBPYP Attitudes are as follows: • Appreciation: appreciating the wonder and beauty of the world and its people • Commitment: being committed to their learning, preserving and showing self- discipline and responsibility • Confidence: feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions • Cooperation: cooperating, collaborating and leading or following as the situation demands • Creativity: being creative and imaginative in their thinking and in their approach to problems and dilemmas • Curiosity: being curious about the nature of learning and the world, its people and cultures • Empathy: imaginatively projecting themselves into another’s situation, in order to understand his/her thoughts, reasoning and emotions • Enthusiasm: enjoying learning • Independence: thinking and acting independently, making their own judgments based on reasoned principles and being able to defend their judgments • Integrity: having integrity and a firm sense of fairness and honesty • Respect: respecting themselves, others and the world around them • Tolerance: feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others Subject Based and Specialist Reports – Performance descriptors and effort ratings for the classroom subject areas (Mathematics, Language Arts-Reading, Writing, Listening and Speaking) and Specialist Teachers (Art, Strings, P.E., Music, and Spanish) will be as follows: grade according to discipline specific criteria. Each of the aforementioned categories will be graded utilizing the following indicators: Grade 4 Meets with Excellence Grade 3 Meets with Proficiency Grade 2 Developing Proficiency Independently Grade 1 Requires Support to Meet Proficiency PERFORMANCE DESCRIPTORS Meets with Excellence 4 The learner has extended and constructed new and deeper understanding of grade level expectations. The learner consistently applies knowledge to unfamiliar situations through independent investigation, uses higher-level thinking to communicate understanding through reflections, work samples, and discussions. The learner takes responsibility and sets high standards. Meets with Proficiency 3 The learner meets grade level expectations with good understanding. The learner applies knowledge and thinking skills to familiar situations to communicate understanding through reflections, work samples, assessment and discussions. Developing Proficiency 2 The learner is approaching a proficient level of understanding in many of the concepts taught. Support is sometimes needed by the teacher to encourage self-directed learning. Grade level expectations of knowledge and skills continue to develop with increasing independence. Requires Support to Meet Proficiency 1 The learner is struggling to reach proficiency in many or most of the concepts taught. Support is regularly given, and is needed to encourage and guide learning. EFFORT DESCRIPTORS Exceptional Effort 3 Motivated The learner consistently demonstrates a willingness to work hard and is driven by external (peer and parental expectations), as well as internal (interest and desire to achieve their highest individual potential) factors. Organized/Prepared The management of time is used effectively and appropriately to plan and carry out activities. The learner is reflective about sharing information with an audience and is always well prepared with materials and resources. Good Effort 2 Motivated Demonstrates willingness to work hard and appears driven by external (peer and parental expectations), as well as internal (interest and desire to do well to achieve their potential) factors. Organized/Prepared The management of time is not always used effectively and appropriately to plan and carry out activities. The learner shares information but not always with the audience in mind, and could be better prepared with materials and resources. Improvement Needed 1 Motivated, active learner The learner seldom demonstrates willingness to work hard to potential. External factors (peer and parental expectations) and teacher intervention tend to be the only source of motivation to accomplish work of a satisfactory or better standard. Organized and prepared Time is not used effectively and appropriately to plan and carry out activities. The learner shares information without care and does not see a purpose. The learner is assisted in the preparation of materials and resources by the teacher. Report Cards - Westlake Academy will send home two (2) primary report cards each year. The report cards will be sent home in December and May of each year. Parent-Student-Teacher-Meetings – Staff will conduct two (2) parent/student/teacher conferences per year. One (1) will be a goal-setting/Settling in conference in October and one will be a student-led conference in March - in semester two (2). This will allow parents/students to meet with teachers to discuss their child’s progress, and, in the case of student-led conferences, witness the IB Learner attributes demonstrating ion responsibility for their learning. of understanding firsthand. Teachers will be proactive throughout the year by communicating any concerns and celebrations of learning. Additionally parents are encouraged to request and arrange conferences with teachers when they feel the need. All conferences should be with the student present, unless advised by the class teacher or parent that it is not necessary. meetings meetings at to Additional concerns will be addressed at individually scheduled conferences available at any time during the school year. In addition to the above meetings parents and students will be invited to attend conferences at the beginning of October to know how their son or daughter has settled into their new class. Conferences reporting student achievements will be held at anytime throughout the year and will be on a needs basis. Conferences are requested by parents and teachers. Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: MYP / DP Meeting Date: October, 2013 Staff Contact: Clint Calzini Consent Item Subject: Consider approval of Out of State School Sanctioned Trips for the following grades: G8 to Boston, MA and Washington D.C., G9 to Puerto Rico, G11 to the Grand Canyon and the International Symposium group trip to Muscat, Oman. EXECUTIVE SUMMARY The Board Parameters for School Sanction Trips policy states in part “…..The Board shall approve all out-of -state, school-sponsored trips. Such approval shall consider the immunity laws applicable for the destination, District and employee liability for damages arising from accidents and/or injuries that may occur during the trip, the stated educational value of the trip, and whether participation results from advancement in a regional or national competition…….” PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance on this agenda item? Out of state trips require Board of Trustees Approval. Which policy governs this agenda item? Policy No. 6.02 What additional direction is necessary for this agenda item? Discussion and approval of the out of state residential trips. FISCAL IMPACT Page 2 of 2 Funded Not Funded N/A (self-funding) RECOMMENDATION / ACTION REQUESTED/ OPTIONS Approval by school board. ATTACHMENTS Secondary Residential Trips Approval Secondary Residential Trips Approval On the basis of discussion and parameters suggested by the Board of Trustees during the September 9th meeting, the secondary school is comfortable in moving forward with residential trips in grade 7 – 11 under existing board policy. To this end and per board policy requirements, residential trips need the approval if they take place outside the state of Texas. At this time, I am pleased to provide the following details for three trips that fall under this requirement. Grade Level/Student Group 8th Grade 9th Grade International Symposium 11th Grade Trip Destination Boston, MA & Washington, DC Puerto Rico Muscat, Oman Grand Canyon Educational Component US History Spanish immersion and cultural experience International student symposium on world issue; cultural experience Team building, natural science and history Approximate Cost ≈ $1700 ≈ $ 1600 - 2000 ≈ $1800 ≈ $1800 – 2000 Summary 7 day trip to historic sights, monuments and museums. 5 days of cultural sightseeing and Spanish speaking 10 days of travel and student workshops. 5 to 7 days of camping, hiking, natural science / history lessons and team building activities Trip Leader(s) Greg Peebles Andrea Ragnow Heather McCown & Alan Burt Kirsten Siebach & Greg Peebles Student / Chaperone Ratio 10:1 10:1 3:1 15:1 (or better) Travel Organization EF Tours Explorica Westlake Academy Grand Classroom Dates of Travel May18 - 24 April Dec. 5 - 15 May APPROVED: _________________________________ DATE: ________________________ BOARD CALENDAR  Westlake Fire/EMS Community BBQ October 12, 2013; 5:00 – 8:00 p.m., Westlake Fire Station  Planning and Zoning Meeting October 14, 2013  Westlake Baja at Vaquero hosted by the WA Foundation October 15, 2013; 5:00 pm Vaquero Club  Westlake Annual Classic Car Show hosted by the WHPS October 19, 2013; 11:00 am – 4:00 pm (Awards at 3:00 pm) Solana Club Parking Lot  Westlake Academy’s Monster Mash hosted by the HOC October 26, 2013; Time TBD  Zoning Board of Adjustments October 28, 2013  Town Council Meeting October 28, 2013 Westlake Academy Item #4 Board Calendar FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the CEO with the requested item and the CEO will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the CEO will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. From Superintendent - Discussion of follow-up items from the May 17, 2013, planning retreat. Westlake Academy Item # 5 – Future Agenda Items Page 1 of 7 Vision = Our Destination as an Organization “Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB learner profile.” ~ Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective ~ Values = Our Organizational Beliefs (Daily Guide Posts/Our “GPS”) Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Mission = How We Will Pursue our Vision on a Daily Basis “Westlake Academy is an IB World School whose mission is to provide students with an internationally minded education of the highest quality, so they are well-balanced and respectful life-long learners.” Page 2 of 7 GIVING CLARITY TO OUR VISION Vision = Our Destination as an Organization “Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB learner profile.” As shown in the box above, our current WA Vision Statement has 4 basic components. They are: 1. Inspiring students 2. Our students achieving their highest individual potential 3. Offering a nurturing environment for our students 4. Fostering in our students the IB learner profile traits In order to create dialogue and a common understanding of these components of our Vision Statement, we will create DEFINING PRINCIPLES to gain further clarity of our Vision. Webster’s Dictionary defines the word principle as: prin·ci·ple noun \ˈprin(t)-s(ə-)pəl, -sə-bəl\ 1 a: a comprehensive and fundamental law, doctrine, or assumption b (1): a rule or CODE of conduct (2): habitual devotion to right PRINCIPLES <a man of principle> c: the laws or facts of nature underlying the working of an artificial device Here, a Defining Principle will mean: A fundamental assumption as to how each of the 4 components of our WA Vision Statement will manifest itself as an outcome within our school; either in the members of our school body individually or corporately. So, let’s begin to create Defining Principles for each of the 4 Vision Statement components; first individually, then in small groups, then by reporting out and discussing them with the entire team. Page 3 of 7 Vision = Our Destination as an Organization Creating a Defining Priniciple for: Vision Component: “Westlake Academy inspires students…” Some questions to ask oneself and one’s small group as you create a Defining Principle for this Vision Component: *What is “inspiration” to a typical WA student? *Whose responsibility is it to inspire students? *What does inspiration look like in a typical WA student, or in our student body as a whole? *What type of school environment creates inspiration? *What type of personal interaction between students and teacher(s) creates an inspired student? REMEMBER: A DEFINING PRINCIPLE FOR THE VISION COMPONENT OF “INSPIRES STUDENTS,” IS A FUNDAMENTAL ASSUMPTION AS TO HOW STUDENT INSPIRATION WILL MANIFEST ITSELF AS AN OUTCOME; EITHER IN THE MEMBERS OF OUR SCHOOL BODY INDIVIDUALLY OR CORPORATELY. Suggestion: Draft your Defining Principle for this Vision Statement Component as an outcome, or result that brings further clarity to this component. As an example; WA will have a culture that enables and encourages students to want to learn and view learning as its own reward. • Siena- “WA engages students to be life-long learners through motivation to set goals and a destination for the future by providing individual attention and space to grow.” • Venezia- “WA’s teachers, parents, and students will create a culture that encourages open communication where there are no limits, challenging, guiding, and encouraging discovery, which ignites a person’s desire to continuously learn and passionately engage in life.” • Florence- “Parents and teachers collaboratively engage students in authentic learning to produce intrinsically motivated student who reflect and act.” • Roma- “Students of all academic levels and abilities are inspired to learn. How do we know they are inspired? They come to class, they participate, they do their homework, they go above and beyond what is expected.” Page 4 of 7 Vision = Our Destination as an Organization Creating a Defining Priniciple for: Vision Component: “Westlake Academy inspires students to achieve their highest individual potential… Some questions to ask oneself and one’s small group as you address a Defining Principle for this Vision Component: *What is the “highest individual potential” for a student? *How do we define post-secondary education success for our students? *How does a student come to recognize potential in himself/herself? *Whose responsibility is it to foster the desire within an individual student to identify their highest potential? *What role(s) does faculty play, or not play, in the process of identifying a student’s potential? REMEMBER: A DEFINING PRINCIPLE FOR THE VISION COMPONENT OF “STUDENTS ACHIEVING THEIR HIGHEST INDIVIDUAL POTENTIAL” IS A FUNDAMENTAL ASSUMPTION AS TO HOW THE HIGHEST STUDENT POTENTIAL WILL MANIFEST ITSELF AS AN OUTCOME; EITHER IN THE MEMBERS OF OUR SCHOOL BODY INDIVIDUALLY OR CORPORATELY. Suggestion: Draft your Defining Principle for this Vision Statement Component as an outcome, or result that brings further clarity to this component. As an example; The entire WA school body, faculty, parents, and students will see it as their corporate and individual responsibility to help students identify and realize their interests and dreams. Siena- “The stakeholders of WA provide the support students need to be confident and gain maturity to realize their potential dreams and interests through the IB Learner Profile.” Venezia- “WA, at a minimum, will prepare students for college success while focusing on student growth and developing a hunger for more.” Florence- “Identify and address different learning styles while promoting an environment that maximizes academic and real-life learning to produce a responsible, engaged citizen.” Roma - “Students are inspired to set high standards for themselves and are supported by faculty, staff, and parents, to achieve them.” Page 5 of 7 Vision = Our Destination as an Organization Creating a Defining Priniciple for: Vision Component: “Westlake Academy inspires students… in a nurturing environment…” Some questions to ask oneself and one’s small group as you address a Defining Principle for this Vision Component: *What is “nurturing” and what is a “nurturing environment,” as it relates to a school? *How would you describe it? *How does one balance nurturing with the need to maintain order, discipline, and a safe school environment? *Whose responsibility is it to nurture students and how is it done effectively? REMEMBER: A DEFINING PRINCIPLE FOR THE VISION COMPONENT OF “NURTURING ENVIRONMENT” IS A FUNDAMENTAL ASSUMPTION AS TO HOW A NURTURING ENVIROMENT WILL MANIFEST ITSELF AS AN OUTCOME; EITHER IN THE MEMBERS OF OUR SCHOOL BODY INDIVIDUALLY OR CORPORATELY. Suggestion: Draft your Defining Principle for this Vision Statement Component as an outcome, or result that brings further clarity to this component. As an example; WA students, faculty, and parents will strive in a deliberate fashion to nourish and grow our students’ self-awareness and world view, based on a positive ethos of personal self- worth and integrity. Siena- “WA creates a positive, supportive, safe environment where stakeholders promote and develop self-awareness and integrity.” Venezia- “WA will allow students self-exploration, risk taking, and the ability to be different while maintaining a set of guidelines/policies/a roadmap that is tied to #1 and #2. To educate, raise, bring up, and establish global citizenship.” Florence- “A nurturing environment will manifest itself as a culture of acceptance and tolerance for differences in ideas, opinions, and aptitudes. This will encourage discovery, risk-taking, and problem-solving within a framework of well-defined expectations and consequences.” Roma - “WA students feel safe and supported and are in an environment where they belong and where their self-worth is continually (affirmed?).” Page 6 of 7 Vision = Our Destination as an Organization Creating a Defining Priniciple for: Vision Component: “Westlake Academy… fosters the traits found in the IB learner profile.” Some questions to ask oneself and one’s small group as you address a Defining Principle for this Vision Component: *What is the IB learner profile, what are its attributes, and what do they mean? *Does the school body as a whole embrace the IB learner profile? Why or why not? *Is the IB learner profile inculcated into all aspects of WA’s culture, educational programs, and extra-curricular programs? Why or why not? *Why is the IB learner profile important to us as a school? REMEMBER: A DEFINING PRINCIPLE FOR THE VISION COMPONENT OF “FOSTERS THE TRAITS FOUND IN THE IB LEARNER PROFILE” IS A FUNDAMENTAL ASSUMPTION AS TO HOW THE IB LEARNER PROFILE TRAITS WILL MANIFEST THEMSELVES AS AN OUTCOME; EITHER IN THE MEMBERS OF OUR SCHOOL BODY INDIVIDUALLY OR CORPORATELY. Suggestion: Draft your Defining Principle for this Vision Statement Component as an outcome, or result that brings further clarity to this component. As an example; We commit that the IB learner profile traits will be evident in all that we say, do, or offer programmatically as a school, and will be clearly evident in the behavior of our students, parents, and faculty on a daily basis. Siena- “Just do it. Foster it.” Venezia- “Self-defining.” Florence- “The WA community makes explicit the actions and values that make one an internationally-minded person who can change his or her environment for the better.” Roma - “-“ Page 7 of 7 May 17, 2013 Board of Trustees Workshop: Board members seemed to agree that the current Vision Statement for Westlake Academy is a good one that should continue to be adhered to. Teams determined specific Defining Principles for each of the four points made within the Vision Statement, as listed above. Teams were arranged as the following: *Siena: Carol Langdon, Troy Meyer, Amanda DeGan, and John Zagurski *Venezia: Michael Barrett, Ben Nibarger, Todd Wood, and Alora Wachholz *Florence: Cliff Cox, Shelly Meyers, Debbie Piper, and Rod Harding *Roma: Laura Wheat, Ginger Awtry, Clint Calzini, and Kelly Edwards Some additional questions arose from the workshop exercise, which were in need of further consideration before the Board, including: Key Questions: • Are we doing the things outlined in the Vision Statement? • How do we know if/when we’ve reached our “destination?” (i.e.: vision) • How do we define our students’ post-secondary success? • What is our value proposition? • IB Learner Profile in MYP/DP? • Educated parents- a need? Highest Individual Potential: What does it mean? • Is it preparing our students to take on the “fork in the road” that they choose? - college - vocational school - work - military - etc. Westlake Academy Item # 6 – Adjournment Back up material has not been provided for this item.