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.
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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.
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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.
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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
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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
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ATTACHMENTS
• Resolution
• Primary (K-G6) Assessment and Grade Policy 6.09 with proposed amendments
• PYP Bubble Report
UNITS OF INQUIRY
Na
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T
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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
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Te
a
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h
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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
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T
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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
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T
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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.