HomeMy WebLinkAbout04-09-18 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 college bound 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
April 9, 2018
1500 Solana Boulevard
Building 7, Suite 7100
1st FLOOR, COUNCIL CHAMBER
WESTLAKE, TX 76262
Workshop Session 5:00 p.m.
Regular Session 6:00 p.m.
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Work Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS LISTED ON THE REGULAR MEETING
AGENDA.
4. REPORTS
Reports are prepared for informational purposes and will be accepted as presented. (there
will no presentations associated with the report items) There will be no separate discussion unless a
Trustee requests that report be removed and considered separately.
a. Report of the Quarterly Financial “Dashboard” information for the quarter ended
February 28, 2018.
5. DISCUSSION ITEMS
a. Presentation and discussion on the IB philosophy of second language acquisition and
the sequence of Language B courses in both the primary and secondary programs.
b. Presentation and Discussion on the Policy Analysis and Recommendations Related to
Upper PYP Math Instruction revisited.
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
Regular Session
1. CALL TO ORDER
2. ITEMS OF COMMUNITY INTEREST: President and Trustee Reports on Items of
Community Interest pursuant to Texas Government Code Section 551.0415 the Board of
Trustees may report on the following items: (1) expression of thanks, congratulations or
condolences; (2) information about holiday schedules; (3) recognition of individuals; (4)
reminders about upcoming Board of Trustee events; (5) information about community
events; and (6) announcements involving imminent threat to public health and safety.
3. CITIZEN COMMENTS: 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.
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4. 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 February 5, 2018, meeting.
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.
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, 1500 Solana Blvd.,
Building 7, Suite 7100, Westlake, TX 76262, on April 6, 2018, by 1:00 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.
Board of
Trustees
Item # 2 – Pledge of
Allegiance
Texas Pledge:
“Honor the Texas flag;
I pledge allegiance to
the, Texas, one state
under God, one and
indivisible.”
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes from the February 5, 2018, meeting.
Board of
Trustees
Item # 3 – Review of
Consent Agenda Items
REPORTS
Reports are prepared for informational purposes and will be accepted as presented.
(there will no presentations associated with the report items) There will be no separate discussion
unless a Trustee requests that report be removed and considered separately.
a. Quarterly Financial “Dashboard” report for the quarter ended February 28,
2018.
Board of
Trustees
Item #4 – Reports
estlake Academy Board of Trustees
TYPE OF ACTION
Workshop - Report
Westlake Board Meeting
Monday, April 09, 2018
TOPIC: Report of the Quarterly Financial “Dashboard” information for the quarter
ended February 28, 2018.
STAFF CONTACT: Debbie Piper
Finance Director
Strategic Alignment
Vision, Value, Mission Perspective Curriculum Outcome
Objective
Vision: Westlake Academy
inspires college bound
students to achieve their
highest individual
potential in a nuturing
environment that fosters
the traits found in the IB
Learner Profile.
Fiscal Stewardship PYP / MYP / DP Improve Financial
Stewardship
Strategic Initiative
Outside the Scope of Identified Strategic Initiatives
Time Line - Start Date: September 1, 2017 Completion Date: February 28, 2018
Funding Amount: N/A Status - N/A Source - General Fund
EXECUTIVE SUMMARY (INCLUDING APPLICABLE ORGANIZATIONAL HISTORY)
The 2nd quarter “Dashboard” report for the FY 2017-2018 is attached. Our goal is to have a
concise and easy to understand document regarding the financials of our Academy operating fund
– General Fund. The remaining funds are grant funds related to federal, state and local revenue
with specific requirements as to the expenditures.
The columns represent: (1) Prior Year (6-month actual amounts); (2&3 - Blue) Adopted Budget
with a 6-month YTD calculated column;(4&5 - Pink) Amended Budget with a 6-month YTD
calculated column; (6) the “Actual YTD” as of 02/28/2018. This actual number is compared to
the calculated “Amended Budget” column (4) giving you dollar and percentage variances in
column (7).
Based on feedback from the Board related to the 1st quarter report, we have taken into consideration
the following to reflect more accurately the 2nd quarter variances:
• Revenues
o Please note the percentages to the left of the “Local” revenue items. These numbers
reflect the percentage of collection in the prior year. Because these revenues are
received at different times throughout the year, they are not accurately reflected
when taking the budget divided evenly by 4 quarters. We believe this percentage is
a better indicator for the 2nd quarter budget amounts.
• Expenditures:
o One-time (annual) payments that have already been paid
o Pre-paid travel and training expenditures
o Salaried and hourly personnel have been separated into two line items. The salaried
personnel have 26 equal pay periods throughout the year and hourly personnel only
work during the school year (10 months) vs (12 months).
A summary is presented at the bottom of the page indicating the net revenues over (under)
expenditures along with the projected ending fund balance for the Adopted Budget, Amended
Budget and the Actual YTD. The operating days remaining in Fund Balance have been calculated
using operating expenditures.
Please note the “Analysis” is color coded and corresponds to the specific line-item on the
“Dashboard” report. All “cautionary” and “critical” items are detailed with explanations of the
variances. Beside each major category or function on the analysis report, you will find a number
that reflects the exact variance in that function/line-item that corresponds to the percentage on the
“Dashboard”.
RECOMMENDATION
Review of the financial information.
ATTACHMENTS
1) Quarterly Financial Dashboard – Quarter Ended 02/28/18
2) Analysis of Dashboard for Quarter Ended 02/28/18
3) Local Grants – Quarter Ended 2/28/18
WESTLAKE ACADEMY
General Fund
Quarterly Financial Dashboard
Quarter Ended 2/28/18
(1)(2)(3)(4)(5)(6)
FY 16/17 FY 17/18
2nd Quarter Annual 2nd Quarter Amended 2nd Quarter 2nd Quarter Actual vs over (under)
PY Actual Budget Budget Budget Budget CY Actual Amended budget
Local Interest Earned 2,374$ 3,000$ 1,500$ 3,000$ 1,500$ 4,057$ 270.5%2,557$
Local WAF Salary Reimbursement 33,604 67,800 33,900 67,800 33,900 34,573 102.0%673
93%Local Blacksmith Donations 949,672 1,000,000 930,000 1,000,000 930,000 917,391 98.6%(12,609)
6%Local Other Local Revenue 58,059 74,800 4,488 74,800 4,488 7,994 178.1%3,506
39%Local Athletics 35,580 90,700 35,373 90,700 35,373 31,193 88.2%(4,180)
37%Local Transportation Fees 3,700 10,000 3,700 10,000 3,700 4,846 131.0%1,146
15%Local Parking Fees 2,238 15,000 2,250 15,000 2,250 2,980 132.4%730
Local Food/Beverage 4,000 6,100 3,050 6,100 3,050 3,000 98.4%(50)
100%Local Town Contribution 315,000 315,000 315,000 315,000 315,000 315,000 100.0%-
1,404,227 1,582,400 1,329,261 1,582,400 1,329,261 1,321,033 99.4%(8,228)
State Foundation/Available Funds 3,091,068 6,551,000 3,275,500 6,551,000 3,275,500 3,253,641 99.3%(21,859)
State TRS On-behalf 203,887 450,700 204,950 450,700 204,950 205,094 100.1%144
3,294,955 7,001,700 3,480,450 7,001,700 3,480,450 3,458,735 99.4%(21,715)
4,699,182$ 8,584,100$ 4,809,711$ 8,584,100$ 4,809,711$ 4,779,768$ 99.4%(29,943)$
FY 16/17 FY 17/18
2nd Quarter Annual 2nd Quarter Amended 2nd Quarter 2nd Quarter Actual vs over (under)
PY Actual Budget Budget Budget Budget CY Actual Amended budget
11 Instructional 2,703,088$ 4,975,270$ 2,551,819$ 4,807,257 2,468,538 2,471,000$ 100.1%2,462$
12 Resources & Media 45,592 82,639 41,320 88,303 44,152 43,374 98.2%(778)
13 Curriculum and Staff Dev 62,557 84,545 55,885 84,545 55,885 51,603 92.3%(4,282)
21 Instructional Leadership 145,269 206,623 104,207 161,278 81,534 81,895 100.4%361
23 School Leadership 461,818 757,692 410,611 893,994 472,805 450,984 95.4%(21,821)
31 Guidance & Counseling 133,995 223,973 111,987 311,930 155,965 150,067 96.2%(5,898)
33 Health Services 39,264 66,024 33,012 70,513 35,257 33,269 94.4%(1,988)
36 CoCurricular Activities 147,766 218,358 123,348 205,356 114,896 142,662 124.2%27,765
41 Administration 217,706 260,167 175,094 255,032 172,526 168,427 97.6%(4,100)
51 Maintenance & Operations 451,847 960,743 504,096 945,515 496,482 437,630 88.1%(58,852)
53 Data Processing 84,148 195,505 97,753 197,776 98,888 87,551 88.5%(11,337)
61 Community Services 64,747 124,460 62,230 133,633 66,817 66,456 99.5%(361)
71 Debt Service 253,379 166,200 166,200 167,067 167,067 167,067 100.0%0
4,811,176$ 8,322,199$ 4,437,560$ 8,322,199$ 4,430,810$ 4,351,983$ 98.2%(78,826)$
61xx Payroll & Related 3,596,586 6,279,299 3,217,097 6,349,248 3,244,888 3,221,304 99.3%(23,584)$
62xx Prof. & Contracted Services 532,530 1,000,220 531,389 987,289 524,923 472,951 90.1%(51,972)
63xx Supplies & Materials 121,257 395,828 208,487 334,645 177,895 167,259 94.0%(10,636)
64xx Other Operating Costs 307,424 480,652 314,387 483,950 316,036 323,402 102.3%7,365
65xx Debt Services 253,379 166,200 166,200 167,067 167,067 167,067 100.0%0
4,811,176$ 8,322,199$ 4,437,560$ 8,322,199$ 4,430,810$ 4,351,983$ 98.2%(78,826)$
FY 16/17 FY 17/18
2nd Quarter Annual 2nd Quarter Amended 2nd Quarter 2nd Quarter
PY Actual Budget Budget Budget Budget CY Actual
(111,994)$ 261,901$ 372,152$ 261,901$ 378,902$ 427,785$
1,071,036 939,271 939,271 939,271 939,271 939,271
959,042$ 1,201,172$ 1,311,423$ 1,201,172$ 1,318,173$ 1,367,056$
11,000 11,000 11,000 11,000 11,000 11,000
948,042$ 1,190,172$ 1,300,423$ 1,190,172$ 1,307,173$ 1,356,056$
41 52 57 52 57 59
42 53 58 53 58 60
23,008$ 22,801$ 22,801$ 22,801$ 22,801$ 22,801$
# of Operating Days (Incl Assigned)
Daily Operating Cost
Net Revenues Over (Under) Exp
Beginning Fund Balance (Audited)
Ending Fund Balance
Assigned Fund Balance
Ending Fund Balance (Unassigned)
# of Operating Days (Unassigned)
Summary
FY 17/18 AMENDED BUDGET
FY 17/18 AMENDED BUDGETFY 17/18 ADOPTED BUDGET
Total Expenditures and Other Uses
EXPENDITURES and OTHER USES
Total Expenditures and Other Uses
FUNCTION CODES
(7)
OBJECT CODES
FY 17/18 ADOPTED BUDGET
VARIANCEFY 17/18 ADOPTED BUDGET
Total Revenues and Other Sources
Total Local Revenues
Total State Revenues
REVENUES and OTHER SOURCES
FY 17/18 AMENDED BUDGET
VARIANCE
Positive >95%
Cautious 75% -95%
Negative <75%
Revenue Legend
Positive <100%
Cautious 101% -110%
Negative >111%
Expenditure Legend
1
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 2/28/2018
GENERAL FUND
REVENUES
Athletic Revenue – 88.2% - (-$4,180)
•During the 2018 basketball season, TCAF completed their tournament schedule with a full slate
which only allowed one Westlake Academy team to play in that league. The remaining teams
were reassigned to the Grapevine league for tournament play. Due to the reduction of
tournament expenditures with this change, the fee collected for these students was reduced
by $100 per student.
EXPENDITURES – Function Code
Extra-/Co-Curricular Activities (36) – 124.2% ($27,765)
•In August 2017 one of three CDL licensed bus drivers was not cleared by TxDOT, creating the
need to rent buses for the trips he normally would have driven when the other two were with
students on simultaneous trips.
•Three additional coaches are awaiting final CDL testing with TxDOT, which has a 3- to 4-month
backlog. Once certified they will be driving their respective athletic teams and assisting with
field trips.
•Plans moving forward:
o A retired bus driver was hired in March 2018 to assist with the athletic and field trips.
He previously provided CDL training for ESC Region 15. This experience will greatly
benefit our current coaches and bus drivers.
o Funds received for Spring sports will help offset the deficit.
o With each field trip taken, a fee is being added to defray transportation costs. This
fee is based on the Region 11 consortium guidelines on trip fees used by other local
school districts.
EXPENDITURES – Object Code
64XX Miscellaneous Operating Costs – 102.3% ($7,365)
•(36) See the notation under Function 36 on student bus accommodations.
2
House of Commons
484 (40)Sand Toys/Playground Equipment 09/11/17 $ 833.00 $ - $ 833.00 $ 833.00 -$ CLOSED
484 (44)Xylophones/Musical Instruments $ 250.00 $ - $ - 250.00$
Sub-Total: House of Commons (HOC) $ 1,083.00 $ - $ 833.00 $ 833.00 $ 250.00
Westlake Academy Foundation Approved Teacher Grants
JE 2078 484 (38)Breakout Boxes 09/18/17 $ 1,500.00 $ - $ 1,500.00 $ 1,500.00 -$ CLOSED
JE 2078 484 (39)Nat'l Music Education Conference 9/18 & 10/16/17 $ 800.00 $ - $ 777.26 $ 777.26 22.74$ CLOSED
JE 0433 484 (41)Black Cow Newspaper 1st Edition 10/16/17 $ 1,300.00 $ - $ 1,300.00 $ 1,300.00 -$ CLOSED
JE 0433 484 (42)TAEA Conference (Joanna Reynolds)10/16/17 $ 2,590.00 $ - $ 2,070.60 $ 2,070.60 519.40$
JE 0433 484 (44)Xylophones/Musical Instruments 10/16/17 $ 10,237.86 $ - $ 8,654.21 $ 8,654.21 1,583.65$
JE 0433 484 (45)Ron Clark Academy (Sarah Thomas)11/13/17 $ 1,859.00 $ - $ 1,706.12 $ 1,706.12 152.88$
JE 0433 484 (46)Council for Exceptional Children SPED Conf 10/16/17 $ 2,291.00 $ - $ 2,202.61 $ 2,202.61 88.39$
JE 0788 484 (50)GK-G5 Leveled Readers, Spanish Books 01/22/18 $ 8,672.00 $ - $ 8,672.00 $ 8,672.00 -$ CLOSED
JE 1147 484 (51)G6-G8 Leveled Readers 02/12/18 $ 9,428.00 $ - $ 9,427.51 $ 9,427.51 0.49$ CLOSED
JE 0788 484 (52)Formative Loop G1/G2 Math Fluency Program 01/22/18 $ 600.00 $ - $ 600.00 $ 600.00 -$ CLOSED
JE 0791 484 (53)Int'l Student Leadership Symposium 01/22/18 $ 10,000.00 $ - $ 2,380.25 $ 2,380.25 7,619.75$
Sub-Total: WA Foundation Approved Teacher Grants $ 39,277.86 $ - $ 36,910.31 $ 36,910.31 $ 2,367.55
484 (57)Luck Calkins Summer Institute pending $ - $ - $ - $ - -$
Sub-Total: WA Foundation All Teacher Grants $ 39,277.86 $ - $ 36,910.31 $ 36,910.31 $ 2,367.55
WAF Endowment Funds
JE 0805 484 (49)Quinn: DrumFIT 1/15/18 ILT $ 3,763.00 $ - $ 3,762.40 $ 3,762.40 0.60$ CLOSED
484 (56)Quinn: Musicals at WA 2/26/18 ILT $ 1,000.00 $ - $ - $ - 1,000.00$
497 Bradley: Travel Grant $ 2,500.00 $ - $ - $ - 2,500.00$
Sub-Total: WA Foundation-Endowment Fund $ 7,263.00 $ - $ 3,762.40 $ 3,762.40 $ 3,500.60
WAF Other Allotments
JE 436/812 484 (48)Donations: Solar Car Club $ 5,500.00 $ - $ 5,500.00 $ 5,500.00 -$ CLOSED
JE 00770 n/a Equipment Donation $ 5,082.82 $ - $ 5,082.82 $ 5,082.82 -$ CLOSED
JE 2078 484 (37)Donations: After-School Dyslexia Tutoring $ 15,000.00 $ - $ 2,747.66 $ 2,747.66 12,252.34$
484 (43)Angel Funds (G6) $ 1,675.00 $ - $ 550.00 $ 550.00 1,125.00$
JE 0436 484 (47)Donations: Library Grant $ 2,500.00 $ - $ - $ - 2,500.00$
JE 0812 484 (54)Donations: Undesignated awards $ 20,000.00 $ - $ - $ - 20,000.00$
JE 0812 484 (55)Donations: Student Travel Awards $ 10,000.00 $ - $ - $ - 10,000.00$
Sub-Total: Other WA Foundation Allotments $ 59,757.82 $ - $ 13,880.48 $ 13,880.48 $ 45,877.34
$ 106,298.68 $ - $ 54,553.19 $ 54,553.19 $ 51,745.49
TOTAL HOC GRANTS $ 1,083.00 $ - $ 833.00 $ 833.00 $ 250.00
$ 107,381.68 $ - $ 55,386.19 $ 55,386.19 $ 51,995.49
TOTAL FOUNDATION GRANTS AND ALLOTMENTS
TOTAL ALL LOCAL GRANTS
WESTLAKE ACADEMY FY 2017-2018 LOCAL GRANT SUMMARY
as of February 28, 2018
Fund
Number Description of Grant
Grant
Amount
Awarded
Grant
Amount
Received
Total
Expended All
Years
Remaining
Balance
Total
Expended
FY 17/18
Notes/CommentsSource of
Grant
Board Approval
Date
3
DISCUSSION ITEMS
a. Presentation and discussion on the IB philosophy of second language acquisition and
the sequence of Language B courses in both the primary and secondary programs.
b. Presentation and Discussion on the Policy Analysis and Recommendations Related to
Upper PYP Math Instruction revisited.
Board of
Trustees
Item # 5 – Discussion
Items
estlake Academy Board of Trustees
TYPE OF ACTION
Workshop - Discussion Item
Westlake Board Meeting
Monday, April 09, 2018
TOPIC: Presentation and discussion on the IB philosophy of second language
acquisition and the sequence of Language B courses in both the primary
and secondary programs.
STAFF CONTACT: Stacy Stoyanoff, DP Principal / Rod Harding, PYP Principal
Strategic Alignment
Vision, Value, Mission Perspective Curriculum Outcome
Objective
Academic Excellence Academic
Operations PYP / MYP / DP
Increase the Future
Readiness of All
Students
Strategic Initiative
Outside the Scope of Identified Strategic Initiatives
Time Line - Start Date: August 1, 2018 Completion Date: Ongoing
Funding Amount: N/A Status - Not Funded Source - N/A
EXECUTIVE SUMMARY (INCLUDING APPLICABLE ORGANIZATIONAL HISTORY)
Teaching a language, other than the language of instruction in the PYP is determined by the host
country’s language and for Westlake Academy, Spanish was the preferred language for
Kindergarten through grade 5. The PYP presentation will begin with the importance of IBO
PYP Standards and Practices, WA’s Mission and what it means to develop internationally
minded students. The discussion will then focus on Westlake Academy’s language policy,
organization and contact times for lessons, criteria and rating scale to determine a student’s
academic progress at the mid-point of grade 3 and exiting at the grade 5 level.
In the Secondary program, this discussion will examine the current Language B curricular
sequence, acceleration opportunities, and the possibility of a bilingual diploma for advanced
language learners. In the context of phasing and student placement, this presentation will also
discuss how teachers differentiate learning within the classroom to prepare students for the
successive levels of Language B in the MYP and DP.
RECOMMENDATION
Review and discussion of the item during the workshop.
ATTACHMENTS
None
estlake Academy Board of Trustees
TYPE OF ACTION
Workshop - Discussion Item
Westlake Board Meeting
Monday, April 09, 2018
TOPIC: Presentation and Discussion on the Policy Analysis and Recommendations
Related to Upper PYP Math Instruction Revisited.
STAFF CONTACT: Dr. Mechelle Bryson, Executive Director of Westlake Academy
Strategic Alignment
Vision, Value, Mission Perspective Curriculum Outcome
Objective
Academic Excellence Academic
Operations PYP / MYP / DP
Increase the Future
Readiness of All
Students
Strategic Initiative
Outside the Scope of Identified Strategic Initiatives
Time Line - Start Date: August 1, 2017 Completion Date: Ongoing
Funding Amount: N/A Status - N/A Source - N/A
EXECUTIVE SUMMARY (INCLUDING APPLICABLE ORGANIZATIONAL HISTORY)
The school board has the overall responsibility to ensure the effective delivery of curriculum
through their role of reviewing and approving curriculum policies and monitoring the overall
effectiveness of Westlake Academy in meeting the Academy’s stated mission, vision and values.
On December 4, 2017, the administrative team presented the Academy’s position on best
practices in upper PYP mathematics to the board. Prior to this presentation and discussion,
questions and concerns had arisen from parents regarding the Academy’s approach to
mathematics instruction in the upper PYP. Specifically, questions centered on how to better
meet the needs of students who have a high aptitude for mathematics. In response, the
Academy’s administrative staff examined the Academy’s instructional pedagogical philosophy
to determine the best practices of mathematics in an International Baccalaureate (IB) World
School
The Academy’s administrative team approached this investigation with an open mind and
actively challenged long held beliefs regarding tracking, ability grouping, acceleration,
differentiated instruction and the IB transdisciplinary approach to learning. The Academy’s
findings are based on the evaluations of peer reviewed research and the IB standards and
practices, along with testimonies from educational experts in the field combined with extensive
conversations with stakeholders.
As a result of the presentation on December 4, 2017, the board posed a few questions and asked
the administrative team to consider these questions before publishing our findings. This position
paper has addressed parent and board questions.
RECOMMENDATION
Review and discussion of the material contained in the position paper.
ATTACHMENTS
Position Paper on the Policy Analysis and Recommendation Related to Upper PYP Mathematics
Instruction
1
MEMORANDUM
Date: April 2, 2018
TO: Superintendent Tom Brymer, Honorable President Laura Wheat and
Board of Trustees Members
FROM: Dr. Mechelle Bryson, Executive Director of Westlake Academy
SUBJECT: Policy Analysis and Recommendations Related to Upper PYP
Mathematics Instruction Revisited
“The universe cannot be read until we have learned the language and become familiar
with the characters in which it is written. It is written in mathematical language, and the
letters are triangles, circles and other geometrical figures, without which means, it is
humanly impossible to comprehend a single word. Without these, one is wandering
about in a dark labyrinth.” These words spoken by Galileo clearly define the significant
role mathematics plays in our lives. Four centuries later, Shakuntala Devi, an Indian
writer and human computer, concurs, “Without mathematics there’s nothing you can do.
Everything around you is mathematics.” The study of mathematics is the process of
discovering the patterns of the universe. It is also the study of problems and solutions
through an intense understanding of quantity, structure, space and change. Perhaps better
phrased through the paradigm of the math of spatial relationships, the late, great
Professor Stephen Hawking said, “I attempt to see everything in terms of geometry.”
Background
The question has arisen about the value of ability grouping known as tracking in the
upper Primary Years Programme (PYP) mathematics classes at Westlake Academy.
Other questions have surfaced regarding acceleration, differentiation and enrichment in
the classroom. In response, the Academy’s administrative staff has examined the
Academy’s instructional pedagogical philosophy to determine the best practices of
mathematics in an International Baccalaureate (IB) World School. This position paper is
designed to articulate these practices.
The Academy’s administrative team approached this investigation with an open mind and
actively challenged long held beliefs regarding tracking, ability grouping, acceleration,
differentiated instruction and the IB transdisciplinary approach to learning. The
Academy’s findings are based on the evaluations of peer reviewed research and the IB
standards and practices, along with testimonies from educational experts in the field
combined with extensive conversations with stakeholders.
2
Defining Relevant Terms
In an effort to create a common vocabulary that leads to a common understanding, the
following terms have been defined:
• Ability grouping is “defined as a practice that places students into classrooms or
small groups based on an initial assessment of their levels of readiness or ability”
(Kulik, 1992).
• Tracking is “the practice of assigning students to instructional groups on the
basis of ability” (Hallinan, 2010). “The term tracking refers to a method used by
many secondary schools to group students according to their perceived ability, IQ,
or achievement levels. Students are placed in high, middle, or low tracks in an
effort to provide them with a level of curriculum and instruction that is
appropriate to their needs” (Loveless, 2002).
• Flexible grouping is “an instructional strategy where students are grouped
together to receive appropriately challenging instruction. True flexible grouping
permits students to move in and out of various grouping patterns, depending on
the course content. Grouping can be determined by ability, size, and/or interest”
(www.nagc.org/index.aspx). It is a fluid and dynamic process. It is not fixed.
• Differentiation is “a teaching philosophy based on the premise that teachers
should adapt instruction to student differences. Rather than marching students
through the curriculum lockstep, teachers should modify their instruction to meet
students' varying readiness levels, learning preferences, and interests. Therefore,
the teacher proactively plans a variety of ways to 'get it' and express learning”
(Tomlinson, 1999). Differentiated instruction is not worksheet driven. It is the
process of understanding the differences and similarities of each learner and, in
doing so, gathering data that informs the next steps in instruction. Those next
steps may vary from student to student.
• Acceleration is the “advancement of students in subjects at a rate that places
them ahead of where they would be in the regular school curriculum” (Merrotsy,
2008).
It is important to note that ability grouping and tracking are often used interchangeably in
the literature review. For the purpose of this paper, these two terms are used
synonymously. In contrast, the term flexible grouping is not interchangeable with
tracking and ability grouping. It differs fundamentally from tracking and ability grouping
in the fluidity of student grouping from one grouping to the next.
Who Are We?
We are an IB World School that offers the continuum of IB programmes. Chartered to
provide the IB continuum, the Academy has a fiduciary responsibility to the IB. As such,
the Academy is committed to the standards and practices found within the IB framework
and to the integration of these standards and practices with the State’s curriculum
requirements.
Our grandest purpose is to be a college preparatory school. Throughout each programme
in the IB continuum, our objective is to prepare students for post-secondary success and
beyond. There is no doubt that our graduates will compete on a global stage and will
3
need specific 21st century skills to be able to successful navigate an ever-changing
internationally minded marketplace. As such, we believe each learner must have equal
access to a rigorous college bound curriculum in order to not only meet their potential but
to exceed it. As a result, 100% of our students are accepted to college and our students
are graduating from college significantly above the national average (see report).
What Is Tracking and Is Tracking a Best Practice?
For clarification purposes, tracking is defined as “the practice of assigning students to
instructional groups on the basis of ability” (Hallinan, 1996, 1994). It is basically the
practice of sorting and ranking students to determine placement in a track of study.
Historically, tracking has been an entrenched practice in American schooling for nearly a
century (Futrell & Gomez, 2008). Originally, secondary schools assigned learners to one
of three tracks - academic, general, or vocational tracks - designed to prepare students for
college or careers. Over time, this practice has been replaced by course levels, such as
advanced, honors, regular, or basic courses. “These course levels continue to be referred
to as tracks, with the regular and higher-level courses loosely equivalent to the academic
track and the basic and lower courses loosely equivalent to the general and vocational
tracks” (Hallinan, 1996, 1994).
Tracking was “initially touted as a way of tailoring instruction to the diverse needs of
students, tracking has instead become a way to stratify opportunities to learn, limiting the
more beneficial opportunities to high-track students and thereby denying these benefits to
lower-tracked students. This generally plays out in a discriminatory way, segregating
students by race and socio-economic status” (Mathis, 213). In recent years, John Hattie
has investigated the variables that have an impact on student achievement and has
calculated the numeric effect size of various learning strategies and programs. His work
has determined that .40 is the hinge point for effectiveness. Any variable that has an
effect size of .40 or better impacts student achievement to a significant degree. In regard
to tracking, he found that it has “minimal effects on learning outcomes and profound
negative equity effects” (Hattie, 2015, 2009). In fact, his groundbreaking meta-analysis
concluded that tracking has a near zero effect size and is a detrimental practice that does
not support high expectations for all students. Moreover, the research on heterogeneous
(“untracked” or “detracked”) grouping noted a measurable positive correlation with
student achievement. It is important to note that Finland has long used heterogeneous
grouping as a way to promote high achievement among all its students (Mathis, 2013).
The Program for International Student Assessment (PISA) report explained, “In countries
where [students] are divided into tracks based on their abilities, overall performance is
not enhanced” (Mathis, 2013). Despite the best of intentions, the bottom line is that
student achievement is not substantially improved by the practice of tracking.
The Academy acknowledges that the outcome of the literature review is counterintuitive.
At face value, tracking should benefit all groups. With that said, the literature review
asserts otherwise. The practice of tracking has a low effect size on student achievement
based on the following:
4
• Tracking creates unhealthy competition by creating social stratification
(Wheelock, 1992).
• Student placement in tracking pathways is often based on a subjective view of
intelligence. In other words, tracking fails to acknowledge true and varied
intelligences (Wheelock, 1992).
• Tracking decisions are often partly based upon non-academic criteria such as
behavior (Boaler, 2011).
• Tracking increases the achievement gap. Students in lower groupings often
receive lower quality instruction (NEA Resolutions B-16, 1998, 2005).
• Tracking leads to student self-labeling that results in decreased expectations from
various stakeholders including the student (Wheelock, 1992).
• Tracking is static. Once students enter a track, the student too often remains in
that track for the duration of their academic career (Oakes, 2005).
According to recent meta-analysis, tracking fails to improve student achievement due to
the curriculum utilized in tracking programs instead of the practice itself (Tieso, 2003). In
other words, each track of students necessitates a different approach to the core content to
raise student achievement measurably. Too often, the curriculum methodology is the
same from one track to the next with only a change in pacing. What is needed is an
adjustment to the depth of rigor. It is important to note that increasing the pace at the
sacrifice of conceptual or deeper understanding through inquiry is an unacceptable
practice.
On the other hand, de-tracking has a clear positive impact on learning. In fact, “de-
tracking opens new academic opportunities for students” (Rubin, 2006). This finding is
corroborated by recent studies that revealed that learners in heterogeneous settings in
mathematics classes outperformed those tracked. "Many parents support ability grouping
because they think it is advantageous for high attaining children … But a recent study of
grouping in the US showed that the system benefited students at high and low levels and
the high attaining students were the most advantaged by the mixed ability grouping,
because they had opportunities to learn work in greater depth” (Boaler, 2007).
Consequently, schools that approach learning from a de-tracking perspective are more
likely to create cultures of high expectations for all. In fact, studies have found that
students in these de-tracked environments took more advanced classes and passed
courses at significantly higher rates (Boaler, 2007).
According to the IB, PYP schools should not “practice streaming or setting of students on
a continuous basis, for example, gifted classes or continuous pull-out for support”
(Broadening the interpretation of PYP Requirement C3.1.b Information Brief 2017). On
the other hand, PYP schools should execute transdisciplinary learning. This instructional
approach allows schools to group students for short periods of time and regroup them as
the content of the learning changes (In Making the PYP Happen Manual, 2009). As a
result, students are grouped and regrouped throughout a unit of inquiry to ensure each
learner is both supported and challenged.
Within the PYP, teaching and learning are executed through the Units of Inquiry. These
Units of Inquiry are designed through a transdisciplinary approach to learning which,
5
according to the IB, dissolves the limitations of traditional educational practices by
embracing a constructivist approach to learning organized within the context of real-
world problems or themes (In Making the PYP Happen Manual, 2009). Simply put, the
PYP designs learning around six transdisciplinary themes, which are organized through a
conceptual lens. Students go beyond single-subject content as enduring conceptual
understandings are applied through an inquiry approach.
It is of paramount importance that the Academy aligns its practices with the IB
philosophy. It is equally important that the Academy adopts policies, practices and
procedures that support and deepen the execution of the IB standards and practices.
Moreover, the IBO has clearly articulated that the IB is a continuum of programmes that
do not support tracking. In fact, the IB has written that, “regardless of which teacher
leads the unit of inquiry, collaborative planning and subject integration remain
requirements, as does the expectation that continuous streaming and setting does not
happen in a PYP school” (Broadening the interpretation of PYP Requirement C3.1.b
Information Brief 2017). This belief centers around the IB’s commitment to the
transdisciplinary approach to teaching and learning and its firm belief that the practice of
ability grouping prevents a school’s ability to deliver a transdisciplinary approach to all
students or at the very least weakens the delivery thereof.
Core Beliefs about Mathematics
At the heart of the Academy’s instructional pedagogy is a firmly held belief that
mathematics is a language. More specifically, it is the language of science. For many
students, it feels like a foreign language. As a second, third and even fourth language for
our students, math is learned almost entirely at school and is not spoken at home. When
you consider the fact that mathematics is the only language shared by all human beings
regardless of culture, religion, or gender, it becomes paramount that our students develop
proficiency and fluency. This is our goal.
The Academy also believes that learning is an active process. This especially holds true
for mathematics and explains why the Academy has shifted the instructional focus from
doing math, to understanding math. As a result, our students spend more instructional
time engaged in hands-on activities. Although we have placed a greater emphasis on
application, we have not abandoned the practice of math skills. We recognize that
automaticity with math facts and other mathematical building blocks are fundamental to
math efficacy. Moving students from a concrete understanding to an abstract deeper
understanding is a cornerstone of our mathematical instruction. We believe that authentic
engagement coupled with real-world application is imperative to deepen contextual
understanding for our learners.
We believe that flexible grouping, when used appropriately, works. It is important to note
that flexible grouping is not tracking. Flexible grouping is the practice of grouping
students for guided instruction that changes based on formative assessment data. It is
dynamic, not static. It is grouping and regrouping. In other words, groupings vary based
upon real time data.
6
It is also important to note that students in an IB World School cannot matriculate beyond
the courses offered in the Diploma Program, DP.
The Academy believes that the “best practice” in the upper PYP math instruction is to
utilize flexible groupings within the class to group students based upon readiness in the
strand of mathematics under investigation or the PYP transdisciplinary themes. Although
this approach is utilized by Westlake Academy teachers with great success through
differentiated instructional practices, the Academy acknowledges that all students should
be challenged in order to reach their full potential and, better yet, to exceed it. As a
result, the Academy utilizes a pull out and push in approach delivered by our Math
Specialist to provide additional support and opportunities to students who are achieving
at an advanced level within the upper PYP grades.
The PYP Principal, IBPYP Coordinator, Mathematics Specialist and upper PYP teachers
work collaboratively to design authentic engagement designed to enrich learning for
students who are achieving at advanced levels.
The identification of students will be determined by:
• Ongoing Written Assessments, Classroom Checklists, Mathematics Notebook
Writing, and Mathematics Inventories.
• Benchmarks at the Beginning, Middle and End of the Year.
• Data driven dialogue between the math specialist and classroom teachers.
• Students ability to use and connect PYP concepts of form, function, causation,
change, connection, perspective, responsibility and reflection.
• Students ability to incorporate ‘Bloom’s Taxonomy and IB MYP Command
Terms of Higher Order Thinking
Students selected for pullout and push-in enrichment will have the following attributes:
• Learners who continually use their prior knowledge by confronting and
developing their earlier conceptions and constructs of mathematical
understanding.
• Learners exploring and re-exploring mathematical concepts for appreciation of
ideas that transcend disciplinary boundaries to work towards a deeper conceptual
understanding as they approach those concepts from a range of perspectives
within the central idea and line of inquiry.
• Learners using concepts to support and structure their inquiries, providing a
context in which students can understand and, at the same time, acquire essential
knowledge, skills and attitudes in mathematics.
• Learners who construct meaning through higher level thinking and apply their
mathematical knowledge to new and unfamiliar situations.
Conclusion
The bottom line is that Westlake Academy is an IB World School that has an obligation
to foster and sustain the standards and practices of the IB. It is the Academy’s position
that the practice of tracking disrupts a teacher’s ability to deliver a true transdisciplinary
7
program of study. In addition, it is the belief of the Academy that tracking provides no
significant advantages to students and that mixed ability grouping (i.e. flexible grouping)
does. The instructional practice of flexible grouping is a best practice that is encouraged
at the Academy.
Overall, the instructional rigor found within the IB provides students with a quality
education that supersedes that of our traditional counterparts and easily outweighs any
relative merits found in the conventional approach of tracking.
8
Work Cited
Boaler, J. (2007). University of Sussex. "Grouping Kids By Ability Harms
Education, Two Studies Show." ScienceDaily, 21 September 2007.
Boaler, J., and D. Wiliam. 2001. “Setting, Streaming and Mixed-ability
Teaching.” In Becoming a Teacher, edited by J. Dillon and M. Maguire, 2nd ed., 173–
181. Maidenhead: Open University Press.
Futrell, M. & Gomez, J. (2008). How Tracking Creates a Poverty of Learning.
Educational Leadership. 65: 74-78.
Hallinan, Maureen T. (2010). “Tracking: From theory to practice.” In Arum, R., I.
Beattie & K. Ford (Eds.), The Structure of Schooling: Readings in the Sociology of
Education, 2nd ed. Reprinted from Sociology of Education, 67(2) 79-91, 1994.
Hallinan, Maureen T. (1996). Track mobility in secondary school. Social Forces,
74(3): 983-1002.
Hattie, J. (2015) What Doesn’t Work in Education: The Politics of Distraction,
Pearson.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating
to achievement. New York, NY: Routledge, 90.
IBO. (2017). Broadening the interpretation of PYP Requirement C3.1.b
Information Brief.
IBO. (2009). Making It Happen in the PYP. Peterson House, Malthouse Avenue,
Cardiff Gate.
Kulik J. A. (1992). An analysis of the research on ability grouping: Historical and
contemporary perspectives. Storrs, CT: National Research Center on the Gifted and
Talented.
Loveless, Tom, (2002). The Tracking and Ability Grouping Debate, Thomas
Fordham Foundation. NASSP, 2004, Breakthrough High Schools: You Can Do It Too,
Reston,VA
Mathis, W. (2013). Moving Beyond Tracking. National Education Policy Center
at the University of Colorado Boulder.
Merrotsy, Peter (2008). "Acceleration". In Salkind, Neil J. Encyclopedia of
Educational Psychology. 1. pp. 4–7. ISBN 1452265836.
9
Oakes, J. (2005). Keeping Track: How Schools Structure Inequality (2nd edition).
New Haven, CT: Yale University Press.
Puzio, K., & Colby, G. T. (2010, March). The effects of within class grouping on
reading achievement: A meta-analytic synthesis. Paper presented at the annual meeting of
the Society for Research on Educational Effectiveness (SREE), Washington, DC.
Rubin, B. (2006). Detracking and heterogeneous grouping. Theory Into Practice,
45(1).
Tieso, Carol L. (2003). Ability Grouping is not just tracking anymore. Roeper
Review. 26 (1), 29-36.
Wheelock, A. (1992). Crossing the tracks: How “untracking” can save
America's schools. New York: The New Press.
BOARD RECAP / STAFF DIRECTION
Board of
Trustees
Item #6 – Board Recap /
Staff Direction
Board of
Trustees
Item # 7 – Adjournment
Work Session
ITEMS OF COMMUNITY INTEREST: President and
Trustee Reports on Items of Community Interest pursuant to
Texas Government Code Section 551.0415 the Board of
Trustees may report on the following items: (1) expression
of thanks, congratulations or condolences; (2) information
about holiday schedules; (3) recognition of individuals; (4)
reminders about upcoming Board of Trustee events; (5)
information about community events; and (6)
announcements involving imminent threat to public health
and safety.
Westlake Academy Fine Arts Day
Saturday, April 7, 2018; 10:00 am – 4:00 pm
WA Campus – Gym and Multi-Purpose Hall (MPH)
-All residents are invited to stop by WA on this day and see the various talents of WA students. Whether you enjoy
visual arts of various mediums or watching performing arts, we would love for you to come out and show your
support at this annual student showcase.
Board of Trustees Workshop/Meeting
Monday, April 9, 2018*; 5:00/6:00 pm
Westlake Council Chambers, Solana Terrace, Bldg. 7-Suite 7100, First Floor
Danish & Dialogue with Westlake Academy Leaders
Thursday, April 12, 2018; 8:00 – 9:00 am
WA Campus-Lee Fieldhouse Classroom
-Open to all Westlake & WA parents/grandparents: current or considering; April Topic: Student Panel-Hear from our
IB learners and allow them to share with you their experiences
Westlake Spring MasterWorks Outdoor Concert Series (1 of 2)
Thursday, April 12, 2018; 7:00 – 8:00 pm
Solana Plaza Courtyard, 1301 Solana Boulevard, Bldg.4
-Each year the Arts Council Northeast, Cushman-Wakefield, and the Town of Westlake co-host two spring concerts in
the beautiful Solana Plaza Courtyard. Join us for our first one in this beautiful outdoor setting. Enjoy a picnic from
home or dine at one of our local restaurants around the courtyard, as we enjoy the sounds of Me & My Monkey -
“The Beatles” tribute band and community favorite.
WA Grades 6-10 Students present Seussical the Musical
Saturday, April 14, 2018; 7:00 pm AND Sunday, April 15, 2018; 2:00 pm
WA Campus – MPH; -Tickets are $5 and available in WA Primary & Secondary offices
Public Art Competition Advisory Committee Meeting
Monday, April 16, 2018*; 11:00 – 1:00 pm
Westlake Council Chambers, Solana Terrace, Bldg. 7-Suite 7100, First Floor
Planning & Zoning Workshop/Meeting
Monday, April 16, 2018*; 5:00 pm/6:00 pm
Westlake Council Chambers, Solana Terrace, Bldg. 7-Suite 7100, First Floor
WA Grade 10 Personal Project Exhibition
Tuesday, April 17, 2018; Time TBA
WA Campus-Gym
-Each year, G10 Students display their personal projects for the WA community as the culmination of this project and
their Middle Years Programme in IB.
WA Golden Tassel Banquet for Top 10%
Thursday, April 19, 2018; 7:00 – 9:00 pm
Marriott Solana Hotel
-Inaugural dinner banquet to honor Westlake Academy’s Top 10% graduating seniors, their families, and the teacher
that most impacted their academic career. Questions? Contact Ginger Awtry.
Board of
Trustees
Item # 2 – Items of
Community Interest
Annual New Resident Dinner Reception
Tuesday, April 24, 2018; 6:30 – 8:30 pm
Home of Mayor Laura Wheat & Doug Wheat
-Each year, we love to officially welcome our new residents. If you have moved into the Town over the past year,
please look for your emailed invitation in early April and if not received, contact Ginger Awtry at 817-490-5719 or at
GAwtry@westlake-tx.org.
Westlake Spring MasterWorks Outdoor Concert (2 of 2)
Thursday, April 26, 2018; 7:00 – 8:00 pm
Solana Plaza Courtyard, 1301 Solana Boulevard, Bldg.4
-Last concert in our spring series so grab your friends, family, and co-workers and join us outdoors in the Plaza
courtyard - enjoy a bite to eat & live music on this evening from Petty Theft (Dallas), a favorite area Tom Petty
tribute band and first-time Westlake performance.
Westlake Academy Annual Bandana Bonanza; Hosted by the House of Commons (HOC: WA Parent-
Teacher Organization)
Saturday, April 28, 2018; 3:00 – 6:00 pm
WA Campus, 2600 JT Ottinger Road
-Westlake residents welcome! Please join our WA families at this annual fun-day full of games, rides, entertainment,
food, and so much more. Our incredible parent volunteers never disappoint with this favorite school event and we
hope you will join in the festivities. For more info & ticket pre-orders, visit the HOC’s event webpage at WA-HOC.org.
Town Council Workshop/Meeting
Monday, April 30, 2018*
Westlake Town Hall, Solana Terrace-Bldg.7, Suite 7200, Council Chambers
Coming up in May/June …
Westlake Academy Grade 5 Exhibition
Thursday, May 23, 2017; Times TBA-Check WA website calendar soon
-Annual presentation for students completing the IB Primary Years Programme; Entire community welcome to attend
and see/hear the incredible projects completed by Grade 5 students; Westlake community members are cordially
invited – just check in at main office upon arrival.
Annual Decoration Day; Hosted by the Westlake Historical Preservation Society
Monday, May 28, 2018; 6:00 – 8:00 pm
Westlake IOOF Cemetery, 1301 JT Ottinger Road
-Old fashioned small town gathering held each year on Memorial Day to honor those who have died in service
protecting our great nation and freedoms. Free hot dog picnic, ice cream contest, special program, music, & Dutch
oven cobblers prepared on-site by Boy Scouts. More details coming soon!
Annual Town Council Planning Retreat
Thursday, May 31, 2018; 8:30 – 4:30 pm
-For questions or information, contact Kelly Edwards via email or call 817-490-5710.
2018 WA Senior Banquet
Thursday, May 31, 2018; 6:00 – 10:00 pm
The Bowden, 1775 Keller Parkway, Keller, TX 76248
2018 WA Commencement Ceremony
Saturday, June 2, 2018; 2:00 pm
Hurst Conference Center; 1601 Campus Drive, Hurst, TX 76054
-For questions or information, contact Ginger Awtry via email or call 817-490-5719.
*For meeting agendas and details on WA calendar events or Municipal calendar events, please visit the Westlake
Academy website or the Town of Westlake website for further assistance.
CITIZEN COMMENTS: 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.
Board of
Trustees
Item # 3 – Citizen
Comments
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 February 5, 2018, meeting.
Board of
Trustees
Item # 4 – Consent
Agenda
BOT Minutes 02/05/18
Page 1 of 3
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
February 5, 2018
PRESENT: President Laura Wheat, Trustees: Alesa Belvedere, Rick Rennhack, and Wayne
Stoltenberg.
ABSENT: Michael Barrett and Carol Langdon
OTHERS PRESENT: Superintendent Tom Brymer, Board Secretary Kelly Edwards, Dr.
Mechelle Bryson, PYP Principal Rod Harding, PYP Assistant
Principal Beckie Paquin, Secondary Principal Stacy Stoyanoff,
Secondary Asst. Principal Jennifer Furnish, Director of Finance
Debbie Piper, Finance Clerk Marlene Rutledge, Director of
Facilities & Parks Troy Meyer, Director of Communications Ginger
Awtry, Communications Manager Jon Sasser and Executive
Director Shelly Myers.
Work Session
1. CALL TO ORDER
President Wheat called the work session to order at 5:34 p.m.
2. PLEDGE OF ALLEGIANCE
President Wheat led the Pledge of Allegiance to the United States and Texas flags.
3. REVIEW OF CONSENT AGENDA ITEMS LISTED ON THE REGULAR MEETING
AGENDA.
No additional discussion
BOT Minutes 02/05/18
Page 2 of 3
4. DISCUSSION ITEMS
a. Presentation and discussion regarding the Bullying policy and establishing a tip line.
Dr. Bryson, Mrs. Furnish, Mrs. Paquin provided a presentation and overview of the
reporting process.
Discussion ensued regarding 24 hour monitoring of the tip line, false reporting, Keller
Police support, and surrounding districts efforts.
b. Presentation and discussion regarding the proposed 2018-2019 School Year calendar.
Mrs. Furnish provided an overview of the proposed calendar and noted changes.
Discussion ensued regarding the addition of Trustee meetings and the August 15th
start date.
5. BOARD RECAP / STAFF DIRECTION
Adding Trustee meetings to the school calendar.
6. ADJOURNMENT
President Wheat adjourned the work session at 5:52 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the regular session to order at 6:04 p.m.
2. ITEMS OF COMMUNITY INTEREST
Ms. Awtry provided an overview of the upcoming events. Town Manager Brymer
provided an overview of the Transportation Summit and encouraged all to attend the
event.
3. CITIZEN COMMENTS
No one addressed the Board.
BOT Minutes 02/05/18
Page 3 of 3
4. CONSENT AGENDA
a. Consider approval of the minutes from the January 8, 2018, meeting.
b. Consider approval of the minutes from the January 29, 2018, meeting.
c. Consider approval of Resolution 18-01, Amending the Special Education policies.
d. Consider approval of Resolution 18-02, Adopting the 2018-2019 School Year
calendar.
MOTION: Trustee Rennhack made a motion to approve the consent
agenda. Trustee Stoltenberg seconded the motion. The motion
carried by a vote of 3-0.
5. FUTURE AGENDA ITEMS
No future agenda items.
6. ADJOURNMENT
There being no further business before the Board, President Wheat asked for a motion to
adjourn the meeting.
MOTION: Trustee Rennhack made a motion to adjourn the regular session.
Trustee Belvedere seconded the motion. The motion carried by
a vote of 3-0.
President Wheat adjourned the regular session at 6:11 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON APRIL 9, 2018.
ATTEST:
____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
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.
- NONE
Board of
Trustees
Item # 5 – Future Agenda
Items
Board of
Trustees
Item # 6 – Adjournment
Regular Session