HomeMy WebLinkAbout01-13-14 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
January 13, 2014
WESTLAKE TOWN HALL
3 VILLAGE CIRCLE – 2ND FLOOR
WESTLAKE, TX 76262
COUNCIL CHAMBERS/MUNICIPAL COURT ROOM
Workshop Session 5:00 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 JANUARY 13, 2014, TRUSTEES
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 Board Member requests that report be removed and considered
separately.
a. Report of the Quarterly Financial “Dashboard” report for the quarter ended November
30, 2013.
5. DISCUSSION ITEMS
a. Presentation Regarding the IB Symposium in Oman. (10 min)
b. Presentation of the FY 2012-2013 annual audit report from Pattillo, Brown & Hill, LLP. (10 min)
c. Presentation of PYP Self-study (5 year evaluation). (20 min)
d. Balanced Scorecard Dashboard Report. (15 min)
e. Discussion of Board Policy 2.09 Regarding Board Input into the Process Utilized for
the Selection of Section Head Positions. (10 min)
f. Follow-up Discussion from Board’s May 17, 2013 Planning Retreat Regarding the
Vision Statement for Westlake Academy. (30 min)
g. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item (15 min)
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
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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.
Texas Senate resolution from Kelly Hancock's office (District 9) in honor of Westlake
Academy being ranked in US news and world report.
January proclaimed as School Board Recognition Month.
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 December 2, 2013, meeting.
b. Consider approval of Resolution 14-01, Approving the Fiscal Year 2012-2013
Annual Audit Report.
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.
Trustee Stoltenberg - Discussion regarding potential utilization of the Fieldhouse for
fitness opportunities through the Physical Education Courses at Westlake Academy.
Page 4 of 4
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
January 8, 2014, 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."
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes from the December 2, 2013, meeting.
b. Consider approval of Resolution 14-01, Approving the Fiscal Year 2012-2013
Annual Audit Report.
Westlake Academy
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 Board Member requests that report be removed and considered separately.
a. Report of the Quarterly Financial “Dashboard” report for the quarter ended
November 30, 2013.
Westlake Academy
Item # 4–
Reports
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: January 3, 2014
Staff Contact: Debbie Piper Report
Finance Director
Subject: Report of the Quarterly Financial “Dashboard” report for the quarter ended
November 30, 2013
EXECUTIVE SUMMARY
The 1 st quarter “Dashboard” report for the FY 2013-2014 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
funds with specific requirements as to the expenditures.
The columns represent: (1) Prior Year (3 month actual amounts) (2) Adopted Budget with (3) a
3 month YTD calculated column and (4) the “Actual YTD” as of 11/30/2013. This actual
number is compared to the calculated column (3) giving you the (5) percentage variances.
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 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”.
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
The quarterly report relates directly to one of our desired outcomes, Financial Stewardship &
Sustainability by ensuring that sufficient, well-managed resources are provided to support and
advance the mission of Westlake Academy.
Page 2 of 2
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required
ATTACHMENTS:
• Quarterly Financial Dashboard – Quarter Ended 11/30/13
• Analysis of Dashboard for Quarter Ended 11/30/13
• Local Grants – Through 12/30/13
PRIOR YEAR ACTUAL ADOPTED
3 months Annual 3 months YTD
Actual Budget YTD 11/30/2013 Dashboard
Local Interest Earned 506$ 2,500$ 625$ 321$ 51.3%
Local WAF Salary Reimbursement 9,844 47,600 11,900 11,184 94.0%
Local Gifts and Donations-BS 424,398 1,079,000 269,750 602,495 223.4%
Local WAF Fund-an-Item - 50,000 - - 100.0%
Local Other Local Revenue 4,324 20,000 5,000 888 17.8%
Local Athletics 18,717 67,350 16,838 28,554 169.6%
Local Transportation Fees 2,700 30,000 7,500 3,164 42.2%
Local Parking Fees 11,200 20,000 5,000 7,665 153.3%
Local Food/Beverage 1,050 3,000 750 1,000 133.3%
Local Town Contribution - 90,000 22,500 22,500 100.0%
State State Foundation Revenue 1,018,099 4,542,811 1,135,703 1,164,155 102.5%
State TRS On-behalf - 259,796 - - 100.0%
TOTAL 1,490,838$ 6,212,057$ 1,475,565$ 1,841,926$ 124.8%
Positive Cautious Negative
>95%75% - 95%< 75%
PRIOR YEAR ACTUAL ADOPTED
3 months Annual 3 months YTD
Actual Budget YTD 11/30/2013 Dashboard
Instructional 11 879,398$ 3,513,062$ 1,071,914$ 1,019,293$ 95.09%
Resources & Media 12 2,556 60,785 18,216 18,858 103.52%
Curriculum and Staff Dev 13 6,768 75,170 18,793 15,779 83.97%
Instructional Leadership 21 29,938 185,339 46,335 33,816 72.98%
School Leadership 23 78,847 456,515 114,129 106,083 92.95%
Guidance & Counseling 31 48,285 238,786 59,696 77,039 129.05%
Health Services 33 16,599 58,620 18,035 17,933 99.44%
Food Services 35 3,019 15,116 3,779 3,449 91.26%
CoCurricular Activities 36 51,440 161,087 43,107 43,831 101.68%
Administration 41 96,773 362,289 90,572 136,035 150.19%
Maintenance & Operations 51 111,945 674,112 168,528 131,236 77.87%
Data Processing 53 43,026 247,719 61,930 49,867 80.52%
Community Services 61 17,964 92,091 28,471 20,298 71.29%
Facility Acquisition/Construction 81 5,985 - (1) (1) 100.00%
TOTAL 1,392,542$ 6,140,689$ 1,743,503$ 1,673,516$ 95.99%
Payroll & Related 61xx 1,116,045$ 4,695,758$ 1,382,271$ 1,216,350$ 88.00%
Prof & Contracted Srv 62xx 176,168 822,229 205,557 229,657 111.72%
Supplies & Materials 63xx 50,913 332,214 83,054 163,039 196.31%
Other Operating Costs 64xx 49,415 290,489 72,622 64,472 88.78%
TOTAL 1,392,542$ 6,140,689$ 1,743,504$ 1,673,517$ 95.99%
Positive Cautious Negative
< 100%101%-110%>111%
Adopted Adopted YTD
Annual YTD Actuals
Budget Budget 11/30/2013
98,296$ 71,368$ (267,939)$ 168,409$
- 45,000 45,000 -
- (45,000) (45,000) -
Beginning Fund Balance (Audited)**914,660 959,240 959,240 959,240
Ending Fund Balance 1,012,956 1,030,608 781,301 1,127,649
Assigned Fund Balance 103,684 3,684 3,684
Ending Fund Balance (Unassigned)909,272$ 1,026,924$ 781,301 1,123,965
# of Operating Days 59 61 67
Daily Operating Cost $15,417 $16,824 $16,824
WESTLAKE ACADEMYGeneral Fund
Quarter Ended 11/30/13
OBJECT CODES
REVENUES
ADOPTED BUDGET
Revenue Legend:
EXPENDITURES ADOPTED BUDGET
FUNCTION
Expenditure Legend:
SUMMARY
Net Revenues Over (Under) Exp
Other Resources
Other Uses
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 11/30/2013
GENERAL FUND
1
REVENUES
Interest Earned - 51.3% - (-$304)
• The actual interest earned has been lower than anticipated. We don’t believe these revenues will reach
our budgeted revenue and may require a budget amendment.
WAF Salary Reimbursement - 94.0% - (-$ 716)
• The WAF reimbursements for employees will be balanced by the end of the year. This is a timing issue
related to payroll.
Other Local Revenue - 17.8% - (-$4,122)
• A large portion of these revenues are derived from Back-to-School fees, which are collected during
registration week in August of each year. We will collect the bulk of the additional revenue during August
2014.
Transportation Fees - 42.2% - (-$4,336)
• Similar to the Other Local Revenue, the majority of these revenues are collected with the Back-to-School
fees. We will collect the bulk of the additional revenue during August 2014.
EXPENDITURES – Function Code
Resources & Media - 103.52% ($642)
• The resource and media personnel purchase more resources earlier in the year in order to be utilized
throughout the school year. As the year progresses, these expenditures will even out.
Guidance & Counseling - 129.05% ($17,343)
• The majority of the overage is related to students being assessed for special education needs or 504
disabilities (i.e. Dyslexia). These assessments typically include the contracted services of a number of
different professionals, e.g. Psychologist, Diagnostician, Speech Therapist, etc. The majority of initial
assessments (introduction into one of these categories) are conducted early in the year, but follow-up
meetings including an Individual Education Plan (IEP) or Admission, Review and Dismissal (ARD) occurs
annually, but may be requested by a parent at any time.
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 11/30/2013
GENERAL FUND
2
CoCurricular Activities - 101.68% ($724)
• Fall sports stipends have been paid out. As the school year progresses the expenditures should balance
out.
Administration - 150.19% ($45,463)
• The Academy contracts with the Region 11 Education Service Center for business services ($43,307). The
payment for services is paid in the first quarter. As the year progresses this amount will average out.
There are also overages in the “Contracted Services” code resulting from increased usage of legal fees,
primarily due to visa related activities, and the consultant for an executive search.
EXPENDITURES – Object Code
Professional and Contracted Services - 111.72% ($24,100)
• Variances are explained in the above comments (by function code)
Supplies & Materials - 196.31% ($79,985)
• Purchased large portion of technology equipment in September and October. Majority of expense was for
iPad Mini’s for the 4th-6th grade students/staff and MacBook Pro computers for staff.
UPDATED 1/2/2014
Grant Total Total Total Total
Fund
Number Received From Description of Grant
Grant
Amount
Grant
Funds Rec'd
Expended
FY 12/13
Expended
FY 13/14
Remaining
Balance Notes/Comments
481 Hudson Foundation Support of Director of Curriculum & Instruction $ 36,000.00 $ 36,000.00 $ - $ 10,476.46 $ 25,523.54
498 Hudson Foundation Support of Director of Curriculum & Instruction (Salary) $ 68,984.00 $ 68,984.00 $ 5,236.50 $ 15,343.23 $ 48,404.27
Sub-Total $ 104,984.00 $ 104,984.00 $ 5,236.50 $ 25,819.69 $ 73,927.81
484 HOC Audio Visual Technology Equipment $ 14,988.11 $ 11,573.31 $ - $ 11,573.31 $ 3,414.80 Need to verify
completion
483 HOC International Student Leadership Symposium
(Registration for Academy) $ 500.00 $ - $ - $ 500.00 $ - $500 to be requested
Sub-Total $ 15,488.11 $ 11,573.31 $ - $ 12,073.31 $ 3,414.80
483 WA Foundation International Student Leadership Symposium (Airfare
for two staff members to attend) $ 3,200.00 $ 3,200.00 $ - $ 2,691.00 $ 509.00 $2,691 to be requested
000 WA Foundation Art Display Case for A&S Center $ 1,975.00 $ 1,975.00 $ - $ 1,855.42 $ 119.58 Need to verify
completion
497 WA Foundation Financial Assistance Grant $ 2,500.00 $ - $ 1,350.00 $ 1,150.00 $1,350 to be requested
Sub-Total $ 7,675.00 $ 5,175.00 $ - $ 5,896.42 $ 1,778.58
$ 128,147.11 $ 121,732.31 $ 5,236.50 $ 43,789.42 $ 79,121.19
WESTLAKE ACADEMY
FY 2013-2014 GRANT SUMMARY
THROUGH 12/31/13
DISCUSSION ITEMS
a. Presentation Regarding the IB Symposium in Oman. (10 min)
b. Presentation of the FY 2012-2013 annual audit report from Pattillo, Brown & Hill,
LLP.
c. Presentation of PYP Self-study (5 year evaluation). (20 min)
d. Balanced Scorecard Dashboard Report. (15 min)
e. Discussion of Board Policy 2.09 Regarding Board Input into the Process Utilized
for the Selection of Section Head Positions. (10 min)
f. Vision statement discussion. (30 min)
g. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item (15 min)
Westlake Academy
Item # 5–
Discussion Items
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Middle Years Program Meeting Date: January 13, 2014
Staff Contact: Alan Burt Workshop
Secondary Assistant Principal /
Athletic Director
Subject: Presentation Regarding IB Symposium in Oman
EXECUTIVE SUMMARY
Our students recently attended the International Symposium held at the ABA school in Oman
where they served as ambassadors from Westlake Academy. The gathering included students
from various schools around the world, such as China, UAE, Germany, and the Sultanate of
Oman. The topic of discussion covered “Water: A Global Concern” and the students participated
in round-table sessions, visited historical and other local sites and attended the annual United
Nations concert at the ABA school.
Mr. Alan Burt and Ms. Heather McCown chaperoned the students with their travel expenses
covered by a generous grant from the Westlake Academy Foundation. The chaperones and
student representatives will update the Board on their experiences and share photographs of the
event.
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? Which policy governs this? What addit ional direction
is necessary?
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Discussion regarding the student’s experiences.
ATTACHMENTS
None
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: January 13, 2014
Staff Contact: Debbie Piper Workshop and Consent
Finance Director
Subject: Presentation and approval of resolution approving the FY 2012-2013 annual audit
report from Pattillo, Brown & Hill, LLP.
EXECUTIVE SUMMARY
Pattillo, Brown & Hill, CPAs have completed the Westlake Academy 2012-2013 annual
financial audit report. As in prior years, we again had no “Findings”, reportable conditions nor
material weaknesses to be reported to TEA. Findings are items required by TEA to be reported
regarding TEA compliance, large variances in budget vs. actual balances, etc. TEA doesn’t
necessarily look upon these as bad (they require an explanation of all “Findings” and review in
subsequent years), but it certainly looks good for the Academy not to have any for the current
year.
Please review the Management Discussion and Analysis document included in the audit report
for statistical information and Academy achievements during the year ended August 31, 2013.
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
The approval of this external audit meets the requirements of the Texas Education Agency as
well as one of our desired outcomes, Financial Stewardship & Sustainability. In addition, the
conclusion of a successful audit is in keeping with our financial policies as approved by the
Board of Trustees for Westlake Academy.
FISCAL IMPACT
Funded Not Funded N/A
Total payment for the FY 2012-2013 annual audit was $12,500 which was incorporated in FY
2013-14 Academy budget.
Page 2 of 2
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of the resolution approving the FY 2012-2013 annual audit as submitted.
ATTACHMENTS:
Resolution
FY 2012-2013 Audit report for year ended August 31, 2013
ANNUAL FINANCIAL
REPORT FOR THE YEAR
ENDED AUGUST 31, 2013
115 SOUTH CHURCH STREET P. O. BOX 475 HILLSBORO, TX 76645 (254) 582-2583 FAX: (254) 582-5731 www.pbhcpa.com
AFFILIATE OFFICES: BROWNSVILLE, TX (956) 544-7778 WACO, TX (254) 772-4901
TEMPLE, TX (254) 791-3460 ALBUQUERQUE, NM (505) 266-5904
INDEPENDENT AUDITOR’S REPORT
Board of Trustees
Westlake Academy
Report on the Financial Statements
We have audited the accompanying financial statements of the governmental activities, the
discretely presented component unit, each major fund, and the aggregate remaining fund information of
Westlake Academy (the “Academy”) as of and for the year ended August 31, 2013, and the related notes
to the financial statements, which collectively comprise the Academy’s basic financial statements as
listed in the table of contents.
Management’s Responsibility for the Financial Statements
Management is responsible for the preparation and fair presentation of these financial statements
in accordance with accounting principles generally accepted in the United States of America; this
includes the design, implementation, and maintenance of internal control relevant to the preparation and
fair presentation of financial statements that are free from material misstatement, whether due to fraud or
error.
Auditors’ Responsibility
Our responsibility is to express opinions on these financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of
America and the standards applicable to financial audits contained in Government Auditing Standards,
issued by the Comptroller General of the United States. Those standards require that we plan and
perform the audit to obtain reasonable assurance about whether the financial statements are free from
material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and
disclosures in the financial statements. The procedures selected depend on the auditors’ judgment,
including the assessment of the risks of material misstatement of the financial statements, whether due to
fraud or error. In making those risk assessments, the auditor considers internal control relevant to the
entity’s preparation and fair presentation of the financial statements in order to design audit procedures
2
8
GOVERNMENT-WIDE FINANCIAL ANALYSIS
The following analysis focuses on the net position (Table A-1), sources of revenue (Table A-2), and changes in net position (Table
A-3) of the Academy’s governmental activities. The Academy’s combined net position was $2,371,440 at August 31, 2013.
As noted earlier, net position may serve over time as a useful indicator of a government’s financial position. Net position of the
District’s governmental activities increased from $819,090 to $992,981. Unrestricted net position – the part of net position that can
be used to finance day-to-day operations without constraints established by debt covenants, enabling legislation, or other legal
requirements – was $931,094 and $758,127 at August 31, 2013 and 2012, respectively.
This increase in governmental net position was the net result of several factors. The primary reason for the increase in the
governmental activities was an increase in unrestricted grants and contributions ($287,877) and miscellaneous revenue ($181,724).
Total expenses decrease by $30,908 due to decreased instructional leadership and general administration. This decrease was offset
by an increase in instruction resulting in the small net change in total expenses.
Table A-1
Westlake Academy’s Net Position
20132012 20132012 20132012
Current assets 1,135,976$ 963,265$ 1,397,787$ 1,366,114$ 2,533,763$ 2,329,379$
Other assets - - - - - -
Total assets 1,135,976 963,265 1,397,787 1,366,114 2,533,763 2,329,379
Current liabilities 142,995 144,175 19,328 104,598 162,323 248,773
Total liabilities 142,995 144,175 19,328 104,598 162,323 248,773
Net position:
Restricted61,887 60,963 1,265,493 1,003,789 1,327,380 1,064,752
Unrestricted 931,094 758,127 112,966 257,727 1,044,060 1,015,854
Total net assets 992,981$ 819,090$ 1,378,459$ 1,261,516$ 2,371,440$ 2,080,606$
Governmental ActivitiesComponent Unit ActivitiesTotals
Figure A-2
Westlake Academy
Sources of Revenue for Fiscal Year 2013
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115 SOUTH CHURCH STREET HILLSBORO, TX 76645 (254) 582-2583 FAX: (254) 582-5731 www.pbhcpa.com
AFFILIATE OFFICES: WACO, TX (254) 772-4901 BROWNSVILLE, TX (956) 544-7778
TEMPLE, TX (254) 791-3460 ALBUQUERQUE, NM (505) 266-5904
REPORT ON INTERNAL CONTROL OVER FINANCIAL REPORTING AND ON
COMPLIANCE AND OTHER MATTERS BASED ON AN AUDIT OF FINANCIAL
STATEMENTS PERFORMED IN ACCORDANCE WITH
GOVERNMENT AUDITING STANDARDS
To the Board of Trustees
Westlake Academy
We have audited, in accordance with the auditing standards generally accepted in the United
States of America and the standards applicable to financial audits contained in Government Auditing
Standards issued by the Comptroller General of the United States, the financial statements of the
governmental activities, the discretely presented component unit, each major fund, and the aggregate
remaining fund information of Westlake Academy as of and for the year ended August 31, 2013, and the
related notes to the financial statements, which collectively comprise Westlake Academy’s basic
financial statements and have issued our report thereon dated November 26, 2013.
Internal Control Over Financial Reporting
In planning and performing our audit of the financial statements, we considered Westlake
Academy’s internal control over financial reporting (internal control) to determine the audit procedures
that are appropriate in the circumstances for the purpose of expressing our opinions on the financial
statements, but not for the purpose of expressing an opinion on the effectiveness of Westlake Academy’s
internal control. Accordingly, we do not express an opinion on the effectiveness of Westlake Academy’s
internal control.
A deficiency in internal control exists when the design or operation of a control does not allow
management or employees, in the normal course of performing their assigned functions, to prevent, or
detect and correct misstatements on a timely basis. A material weakness is a deficiency, or a
combination of deficiencies, in internal control such that there is a reasonable possibility that a material
misstatement of the entity’s financial statements will not be prevented, or detected and corrected on a
timely basis. A significant deficiency is a deficiency, or a combination of deficiencies, in internal control
that is less severe than a material weakness, yet important enough to merit attention by those charged
with governance.
33
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP Meeting Date: 1/13/14
Staff Contact: Rod Harding Discussion
PYP Principal
Subject: PYP Self-study (5 year evaluat ion)
EXECUTIVE SUMMARY
The Primary Years Programme will have their five-year evaluation visit on 6-7 March, 2014. The
evaluation is a requirement of and a service provided by the International Baccalaureate Organization
(IBO) for its authorized schools. The main purposes of the programme evaluation are:
• to assess the implementation of the programmes in each school.
• to assist the school in developing and maintaining dynamic programmes that reflect the philosophy and
the programme standards and practices of the IBO.
Programme evaluation is not a re-authorization of the school. The visit by IBO staff and/or nominated,
experienced practitioners (two evaluators) will c onfirm or make recommendations regarding the PYP
Self-study. Programme eva luation does not seek to appraise or assess individual teachers or students. As
IB educators we recognize that the PYP, as well as the MYP programmes, are not static systems. They are
essentially evolutionary, requiring adjustment and development in the li ght of experience.
The PYP has and will involve a multiplicity of stakeholders such as: teachers, programme coordinators,
administrators, students, parents and board members. The important process of S elf -study, guided by a
questionnaire (attached), involves the whole PYP faculty in its own assessment of its delivery of the PYP .
The responses to the self -study should be the outcomes of discussions and of reflections on the evidence
gathered in the process.
The attached documents reflect substantial time given to the PYP Self -study by the administration, PYP
coordinator and teachers. Attached you will find the main documentation and we welcome BOT
discussion and views on the Self-study process.
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
Page 2 of 2
GOVERNANCE FRAMEWORK
This report relates directly to Westlake Academy’s Vision of inspiring “students to achieve their highest
individual potential…” and the Mission of “an internationally minded education in the highest quality…”
FISCAL IMPACT
Funded Based on proposed budget Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Discussion item.
ATTACHMENTS
• PYP Self-study
• Self-study Charts
• Self-study Implementation Budget (proposed)
• Self-study Action Plan
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Self-study questionnaire
School presentation
1. Update of school information
Name of school IB school code
Westlake Academy Charter School 002525
Legal registered name of school (if different from above)
Postal address (include city, state, country and postal or zip code)
2600 JT Ottinger Road
Westlake, Texas 76262
Street address (if different from above) (include city, state, country and postal or zip code)
Telephone
(include country and area codes)
817-490-5757
Fax
(include country and area codes)
817-490-5758
Title
(Mr, Mrs,
Ms)
Name Position (2) Email address
Head of school (1) Mr. Tom Brymer Superintendent tbrymer@westlakeacad
emy.org
Head of section where the
PYP is implemented
(if different from above)
Mr. Rod Harding Campus
Director/Primary
Principal
rharding@
westlakeacademy.org
PYP coordinator Ms. Alison Schneider aschneider@
westlakeacademy.org
School public website www.westlakeacademy.org
1. Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of
the school, ensuring that the policies of the governing body are put into practice.
2. Position: Name of the post of employment at the school
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. SCHOOL INFORMATION
Date school founded or opened
September 2003
month year
Legal status of the school
Note:
• A government/state/publicly funded school is a government or national school where the employees are paid by
the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees).
• A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition
fees; they may or may not have government subsidies but these are only part of their income.
Government/state/publicly
funded X Private Other
(specify)
Indicate whether the school is
recognized as such by the local
educational system.
Yes X No
Include school’s accreditation status with other organizations, if any (eg CIS, WASC).
Westlake Academy is under the supervision of the Texas Education Agency (TEA). No other accreditation agency
evaluates the school
Does the school belong to a group of schools gathered in a foundation, district or common project in relation to the IB? If this
is so, identify the group/project.
No
Type of school
Boys Girls Coeducational X
Additional information (eg coeducational in primary, boys and girls in secondary)
Boarding only Day only X Boarding and day
Academic year dates (indicate month only)
Starts August Ends June
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. SCHOOL INFORMATION
Age range of students across the whole school
From 5 years
old To 18 years
old
Name the grades or years that comprise the different sections of the school and indicate the total number of
students in each.
Name of the section in the school
(eg kindergarten, primary)
Grades/years
as identified in
the school
Age range of students Total number
of students in
each section
Primary Kindergarten-
Sixth
5-12 years 345 approx.
Secondary Students (MYP and
DP)
Grades 7-12 12-18 years 370 approx.
Total number of students in the whole school 715 approx.
What other IB programmes does the school currently implement or plan to implement?
MYP Candidate school IB World School authorized to offer
the programme X
(add IB school code if you know it) (add IB school code)
002525
DP Candidate school IB World School authorized to offer
the programme X
(add IB school code if you know it) (add IB school code)
002525
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. SCHOOL INFORMATION
What educational programmes are currently taught in each section of the school? (eg national syllabus, AP)
Name of the section Educational programme
Primary Years Programme International Baccalaureate Primary Years Programme
Texas Essential Knowledge and Skills (state standards
written by the Texas Education Agency).
Middle Years Programme International Baccalaureate Middle Years Programme
Texas Essential Knowledge and Skills (state standards
written by the Texas Education Agency).
Diploma Programme International Baccalaureate Diploma Programme
Texas Essential Knowledge and Skills (state standards
written by the Texas Education Agency).
Name of qualification(s) or credential(s) a student can gain
upon graduation from the school
Texas high school diploma
IB Diploma
Language(s) of instruction at the school (language through which the curriculum is taught at the school)
English
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. Write brief paragraphs that describe the following aspects of the school and its community, and
highlight any changes that have taken place during the period under review:
a. The major characteristics of the school that make it attractive for students and parents
Westlake Academy is a public charter school and is the first and only municipally owned
school in the state of Texas. As such, the Town of Westlake and Westlake Academy operates
within a dual services model. Westlake Academy is a school of choice that offers educational
opportunities that vary from the traditional neighbourhood public schools. Parents and
students enjoy the small size of the school, which has no more than three sections per grade
level. Parents and students appreciate the transdisciplinary nature of the program, as we still
provide specials classes (art, music, PE, strings, Spanish, and library). Due to funding, such
programs have either seen reduced instructional time or have been cut from traditional public
schools. Strong community, parent, and teacher relationships are a result of outreach and
volunteerism. Westlake Academy maintains a welcoming, open classroom environment,
which adds to the school’s increasing popularity. Parents refer to the school as a hidden
treasure. Positive word of mouth and advertising has resulted in an increase of 2,657
students on our waiting list and increase in over 700 students for total enrolment during the
period under review.
Westlake Academy has been given the highest accountability rating of Exemplary by the
Texas Education Agency.
b. The context in which the school is located: socio-economic and cultural aspects of the
surrounding community, interactions of the school with it
Westlake Academy is located in a suburban area. The Town of Westlake is known for its
master-planned residential neighbourhoods, which have attracted about 1,000 residents.
When the school opened in 2003, the Town of Westlake had a population less than 500. In
2011, the Town of Westlake was named the most affluent community in the country by Forbes
magazine. The vision of the Town of Westlake is to maintain a community that “is an oasis of
tranquillity and natural beauty amidst an ever expanding urban landscape”. Families who are
residents of the Town of Westlake receive automatic enrolment into Westlake Academy.
Given the small population of the town, we also attract students from area communities.
Students who are not residents of the Town of Westlake are admitted to Westlake Academy
based on a waiting list, if space permits. Westlake Academy has very close ties to the Town
of Westlake community, given that our governing body /school board is the Town Council.
The Westlake Town Manager, Mr. Tom Brymer, also serves as school superintendent.
Community volunteers serve as reading buddies, mentors and guest speakers. During the
2011-2012 school year, the Westlake Academy Foundation began an Artist-in-Residence
program, pairing a local artist with each classroom to produce a piece of artwork for a gallery
auction. During the 2012-2013 school year, the Campus Leadership Team partnered with
Deloitte University (the employee training and leadership development facility located in the
Town of Westlake) to bring professionals into the primary classrooms as Junior Achievement
volunteers.
c. Student body and staff, including their national, cultural and linguistic backgrounds
The school population consists of approximately 715 total students in grades K-12, with 341 of
those students in the primary section. There are 35 primary staff members, including teaching
and non-teaching positions. The majority of students are Caucasian, followed by African
American, Hispanic, and Asian. Spanish is the largest group of English Language Learners;
two staff members are bilingual speaking Spanish and English. Less than 10% of students
speak an additional language at home. Many students travel abroad to visit family and share
their cultural experiences with teachers and peers.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
3. Identify any changes to the school legal entity that occurred in the period under review.
No changes have been made to the legal entity during this time.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Self-study
The subsequent questionnaire follows the structure of the Programme standards and practices, with
programme requirements for the PYP.
Section A: Philosophy
Standard A
The school’s educational beliefs and values reflect IB philosophy.
1. Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group Position Role in the completion of
this part of the questionnaire
(eg leader, contributors)
Alison Schneider PYP Coordinator Contributor
Rod Harding Primary Principal Contributor
Joanna Rains Primary Art Teacher Contributor
Kat Calzini Primary Classroom Teacher Contributor
Jaime Estrada Primary Music Teacher Contributor
2. Transcribe the school’s 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.
3. Has the school revised its philosophy/mission statement since authorization/the last evaluation? If yes,
describe the process by which this was done and who was involved.
The Board of Trustees (BOT) and the administration review and update the Vision, Mission and
Values (VMV) of Westlake Academy every two years. The last review was in the 2012-2013 school
year. The VMV is then discussed at a whole school staff meeting, as well a being sent via email
and posted in staffrooms for additional feedback. Changes are then reported to the BOT for
amendments. There were no changes to the VMV in 2012-2013.
4. Include a brief summary of the perceptions of the parent community regarding the implementation of
the programme at the school and its impact on their children.
Every two years a Westlake Board of Trustees Parent Survey is administered by the ETC institute
to all parents of Westlake Academy students. The most recent survey was in 2013. In the
Executive Summary (page ii) under ‘Satisfaction With Westlake Academy Services and Programs’
parents were most satisfied with, (based upon a combination of “very satisfied” and “satisfied” the
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
PYP programme. The results were:
PYP teachers/faculty (91%)
IB (International Baccalaureate) curriculum (90%)
Parent meetings are also held regarding the PYP classroom and specialist programs. There is a
continuing need to provide information on the PYP and in particular the PYP reporting format
(related to C4.2 stated in the action plan).
5. Include a brief summary of the perception of the students regarding the implementation of the
programme and its impact on them. Include the perceptions of students who have completed the
programme if the school has had the opportunity of involving them in the process.
The ten primary student representatives (2012-2013) were surveyed on their impressions of the
PYP. Their feelings and opinions were plotted on ‘consensograms’. Almost half of the
representatives felt that they could see how central ideas connect from year to year (vertical
alignment) and the majority agreed that the IB Learner Profile changes the way they think and act.
The student’s also felt that the opportunity to reflect and set learning goals occurred frequently or
always.
Fifth and sixth grade students who entered Westlake Academy in August of 2013 were asked to
share their perspectives related to entering PYP for the first time. One point the students reiterated
was that learning continues on for a while giving them a chance to answer their questions, learn
more, and perfect weaknesses. They said this style of learning helps them remember and
understand longer. The students also noticed that Westlake Academy teachers plan more projects
and group work, rather than using “plain old paper”. They felt that doing group projects helps them
see there are many ways to learn and how they can learn from classmates.
Current eighth grade students who completed the PYP in 2011 we asked to reflect on how the
programme impacted their educational foundation. Students commented that they left PYP and
entered MYP with an increased confidence when “working collaboratively with peers, making
presentations, and digging deeper for meaning (not just spouting out an answer)”. Several noted
that their understanding of the IB Learner Profile helps them relate to others, “enhances their
maturity”, and helped prepare them for the “high expectations that have to be met in MYP”.
6. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. The school’s published statements of mission and
philosophy align with those of the IB.
X
2. The governing body, administrative and pedagogical
leadership and staff demonstrate understanding of IB
philosophy.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
3. The school community demonstrates an understanding of,
and commitment to, the programmes(s).
X
a. The values of the Primary Years Programme as
indicated in the curriculum documents have an explicit
impact on the decision making and functioning of the
school.
X
b. The school as a community of learners is committed to
a collaborative approach to curriculum development.
X
c. The school is committed to a constructivist, inquiry-
based approach to teaching and learning that
promotes inquiry and the development of critical-
thinking skills.
X
d. The school is committed to the Primary Years
Programme as the framework for all planning,
teaching and learning across the curriculum.
X
e. The school demonstrates a commitment to
transdisciplinary learning.
X
4. The school develops and promotes international-
mindedness and all attributes of the IB learner profile
across the school community.
X
5. The school promotes responsible action within and beyond
the school community.
X
6. The school promotes open communication based on
understanding and respect.
X
7. The school places importance on language learning,
including mother tongue, host country language and other
languages.
X
a. The school makes provision for students to learn a
language, in addition to the language of instruction, at
least from the age of seven. Schools with two
languages of instruction are not required to offer an
additional language.
X
b. The school supports mother tongue and host country
language learning.
X
8. The school participates in the IB world community X
9. The school supports access for students to the IB
programme(s) and philosophy.
X
a. The school implements the Primary Years Programme
as an inclusive programme for all students.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
7. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard A Requires significant
attention
Shows satisfactory
development
The school’s educational beliefs and values
reflect IB philosophy.
X
b. Describe any major achievement(s) related to this standard during the period under review.
A.1
Review of the school’s statements of Vision, Mission and Values by the Board of Trustees,
parents and faculty (every two years)
A.3
The school promotes transparency of the PYP through reports to the Board of Trustees and
the all school Communiqué each month (2010-Present).
Parent support for the PYP is high (91% very satisfied/satisfied), as indicated in the 2013
Westlake Academy Parent Survey. Parents are satisfied with the PYP framework and inquiry
based teaching and learning.
There is strong support (90-95% of parents attend) conferences such as goal setting, written
report, and student-led. This provides students with structured opportunities to reflect on and
demonstrate responsibility for their learning. (2011-Present).
A.3B
Wednesday meetings were used to collaborate and document the ways we relate to each
other (vertical and horizontal planning) according to the IB Learner Profile. Collaborative
agreements aligned with the ten attributes have been documented in the PYP Planning and
Assessment Guide and framed in the staffroom. (2012).
A.4
Increased application of the IB Learner Profile by staff and students for decision-making
purposes for the way students and staff relate to each other and develop a global perspective
(2011-Present). Central Ideas have been reviewed and re-written to reflect International-
Mindedness. This continues to be a focus and driven by the lines of inquiry and key concepts
and related concepts (Ongoing). The whole school participated in an International day that
coincided with the International Symposium (Grade 9 & 10 students participating in a global
conference with other IB World Schools) (2013).
Students are naturally identified in “I Saw You being………..” display in the reception area of
the school, the playground behavior is identified in ‘IB Kids On The Playground’ and in the
Blacksmith Awards at the monthly PYP assembly. (2012-Present). The PYP counselor also
recognizes students who model the IB Learner Profile by awarding them with “profile
characters”. Recommendations are submitted via teachers and peers.
A.7A
An after-school Chinese class has been offered as additional language to PYP students
(2011-2013).
A.8 During the winter of 2011, the PYP Curriculum Development team at the IB Global Centre
selected Westlake Academy to participate in the Mathematics Case Study. In March of 2012,
a PYP Curriculum Manager (Kassandra Boyd) visited our school to highlight how we
incorporate the PYP Mathematics Scope and Sequence and the state standards into our daily
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
instruction. Over a period of two days, staff was interviewed about mathematics instruction,
collaborative planning sessions were videoed, and resources were documented. When
completed, the case study will be published to the OCC to provide authorized schools with an
example of how mathematics can be addressed through the lenses of the PYP and other
required standards.
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
A.3.
In 2011, the staff explored Kath Murdoch’s Inquiry Cycle and the intention was to
document this in future PYP planners.
In 2009, Marcia Tate facilitated an on-campus professional development workshop
focused on brain-based learning. This workshop provided teachers with practical methods
of how to incorporate brain compatible learning and strategies related to various learning
styles. This workshop led to the creation of a new ‘Who We Are’ unit of inquiry in third
grade- Understanding how we think and learn helps us discover new ideas.
The principal has allocated funding to enhance mathematics instruction, which aligned
with the 2011-2012 whole school goal of reviewing math instruction. We now have a
devoted closet stocked with math resources, manipulatives, and games. The staff
employs ‘The Problem Solver’ series and Mathematics Exemplars to teach proper
mathematical problem solving strategies.
A.7.A and B
All grades (K-6) and Specialists (PE, Library, Spanish, Art & Music) have changed from
Goggle websites to IBLearns websites. This platform provides parents with regular
information regarding the PYP Units of Inquiry and subject-based curriculum.
An interactive Spanish display in the main reception area of the school reinforces
instruction in the classroom. The library has included additional books in Spanish. Spanish
language acquisition has been reviewed in 2012 with personnel changes. Further
personnel change took place in 2013 and the alignment from K-12 has been the
responsibility of the Director of Curriculum and Instruction.
A.8
In 2009, Westlake Academy hosted the North Texas Roundtable (Texas IB Schools), which
provided an opportunity for area PYP teachers to share best practices within the IB
framework. Teachers connect with other IB schools and practitioners via Skype, the OCC, IB
workshops, and other social media forums. However, staff members do not regularly seize
these opportunities. Participating with “Connect Teach” modules will open the door for further
connections at the international level. Westlake Academy often hosts area PYP candidate
schools. Teachers visit our campus with the hopes of getting a sense of an inquiry-based
classroom and to see the implementation of the PYP. The coordinator meets with visitors to
provide insight into Westlake Academy’s history of the PYP and how the programme of inquiry
was developed and continually revised. In 2012, we partnered with St. Paul’s Episcopal Day
school in Waco, Texas. We were able to send each grade level team to their campus, which,
in turn, they sent teachers to our campus as well. After completing the visits, grade teams
from both schools kept in contact, sharing ideas pertaining to the PYP. In 2012, the North
Texas Roundtable was hosted on a weekday by an area school. Given our struggle to provide
substitute coverage for many teachers, we sent two teachers who were new to the PYP. They
returned from the roundtable with an increased confidence, sharing that they knew more than
they thought with regards to the PYP implementation. Two teachers attended the Central
Texas Roundtable (Austin area) during a weekend in the fall of 2012. The focus of this
roundtable was to share practices related to transdisciplinary skills. The teachers returned
with valuable strategies that we could implement in our programme.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
A.3C
As teachers develop comfort with Kath Murdoch’s inquiry cycle, this language will be
introduced to the learning environment. Students need to be aware of the cycle and see
relevant examples posted in the room so differentiation between tuning in, finding out, sorting
out, and action can be made. This also aligns with C3.2A.
A.7B
Given our population, few students are English Language Learners. We do not have a natural
environment and this is forced. We continue to build Spanish language literature and promote
other cultures. However, families tend to not be forthcoming when sharing what language is
spoken in the home. Parents must be encouraged to share (upon enrolment) when a
language other than English is spoken in the home. We want to celebrate our differences and
seize opportunities to provide children with appropriate resources and perspectives. It is
noted that parents and children come from diverse cultures and religions (which are proudly
celebrated) but the same attitude does not permeate the community with regards to mother-
tongue languages. Until we have partners with parents, it is hard to identify when and how we
need to support mother tongue learners.
A.8 There is a continued need and desire among staff to build partnerships with area PYP
schools through visits, roundtable discussions, and professional development opportunities.
We have three PYP staff members who have attended the PYP Academy, and more who are
beginning to show interest in participating in the IBEN. In a time of instant communication,
teachers should seek resources posted on the IB Blogs, Opening Classroom Doors, Skype,
and the OCC.
Section B: Organization
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the Primary
Years Programme.
1. Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group Position Role in the completion of
this part of the questionnaire
(eg leader, contributors)
Cinnamon Sparks Primary Classroom Teacher Contributor
Karen DesHotels Primary Counselor Contributor
Chad Nothe (spring 2013 only) Physical Education Contributor
Karon Gopffarth Physical Education Contributor
Martha Barraza Primary Spanish Teacher Contributor
Alison Schneider PYP Coordinator Contributor
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. Update the following information.
a. Number of students in the programme
Student age Name of
grades/years as
identified in the
school
Name of school
section to which
each grade/year
belongs
Number of
classes
Total number
of students
in each PYP
year
3–4 years 0
4–5 years 0
5–6 years Kindergarten Primary 2 36
6–7 years First Grade Primary 3 56
7–8 years Second Grade Primary 2 45
8–9 years Third Grade Primary 3 55
9–10 years Fourth Grade Primary 3 54
10–11 years Fifth Grade Primary 3 54
11–12 years * Sixth Grade Primary 2 44
Total number of PYP students 344 (+-)
* Include this year when it belongs to the school primary section.
b. Do IB students have to fulfill other mandated requirements
(for example, national, local requirements)? Yes X No
If the answer is yes, provide the following information:
i. Specify what type of requirements and in which year(s) of the PYP they need to be fulfilled.
Texas Essential Knowledge and Skills (TEKS). State standards begin in Kindergarten.
State of Texas Assessments of Academic Readiness (STAAR). State standardized
assessment given in grades 3,4,5,6.
International School’s Assessment (ISA) in Grade 5, 8 and 10.
ii. If the requirements were introduced or changed in the period under review, how did the
school address them in order to comply with them and with the IB requirements?
Implementation of a curriculum management system, provided by Performance Learning
Systems: 3rd Learning (IBLearns), required staff to engage in the alignment
(Crosswalks) of IBO learning outcomes and TEKS from K-12. Data from the ISA is used
to determine areas of strength and areas of concern, which are then addressed as we
align the IB learning outcomes (scope and sequence documents) and the TEKS (state
objectives).
An on-going curriculum development cycle is used develop and strengthen the single-
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
subject curriculum from 2012-present. Work completed in the written, taught and learned
curriculum and based on the philosophy of the IB PYP single-subject scope and
sequence documents. 2011-2012: Math and Science; 2012-2013: Math and Reading;
2013-2014: Writing, Spanish, Science, Mathematics. *Mathematics is under lengthy
review due to new math TEKS, to be implemented statewide in August 2014.
In 2012 a review of the appraisal system along with personnel changes ensured
instruction to improve and enrich the PYP units of inquiry. Grade teams have been
changed to reflect teacher balance in regard to individual strengths and experience. The
hiring process began early in the 2012-2013 academic year to secure the best teachers
in the region, nationally and internationally.
c. Do students have to meet admissions or selection
criteria to be enrolled in the school? Yes No X
i. If the answer is yes, describe the policy that the school applies.
Westlake Academy does not discriminate in admission based on gender, national origin,
ethnicity, religion, disability, academic, artistic, or athletic ability.
Applications from new students are accepted from December 1st through January 31st.
Currently enrolled students receive a Notice of Intent to Return from the first week in
January. This form asks students to state whether they intend to return to Westlake
Academy the following school year and to identify any siblings who wish to attend
Westlake Academy the following year. This form must be returned by January 31st.
Currently enrolled students expressing a desire to return are automatically enrolled for
the following school year upon timely receipt of the Notice of Intent to Return form.
If the number of eligible applicants does not exceed the number of vacancies, then all
eligible applicants who timely applied will be offered admission. If there are more eligible
applicants than available spaces in a class, then admission shall be first offered to
eligible applicants within the geographic boundaries of the Town of Westlake.
Admission for many remaining spaces shall be determined by lottery, except that siblings
of returning students, children of Founders, the children of current Westlake Academy
faculty, and the children of current employees of the Town of Westlake are exempt from
the lottery and will be given priority admission. A name will be drawn for each vacancy
that exists, and each applicant whose name is drawn will be offered admission. The
remaining names will be drawn and placed on a waiting list for each grade level in the
order they are drawn. If a vacancy arises, the individual on the waiting list with the
lowers number assignment will be offered admission.
ii. Are the current criteria for enrollment of students in the school a result of a change of policy
in the period under review? If this is so, explain the reasons for the change.
There has been no change in our admissions policy. However, we continue to expand
our school population due to the growth in the Town of Westlake. The population has
doubled since the school opened in 2003, forcing the Academy to expand facilities,
recruit additional teachers, and increase class size or section size per grade level.
School year 2012-13 - 657 students
School year 2011-12 - 605 students
School year 2010-11- 522 students
School year 2009-10 - 490 students
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
3. Governance
a. Briefly describe the governance structure at the school and highlight any changes that have been
made to it during the period under review.
The Westlake Town Council also serves as the Westlake Academy Board of Trustees and
consists of five trustees and the Board President, Mayor Laura Wheat. Each member of the
Board serves a two-year term with two members and the president being elected on alternate
years.
Several members of the Westlake Academy Leadership Team operate under a shared service
agreement with the Town of Westlake and serve dual roles. Examples of these positions are,
Facilities, Parks and Gardens, Human Relations, Communications Directors.
b. Describe how the governing body (or the educational authorities) is kept informed about the
implementation of the PYP.
The Board of Trustees meets on the first Monday of each month and the PYP principal
provides information to the Board on developments of the PYP programme. Communication
and clarifications are also initiated by the Board for workshops to be conducted by the PYP
Principal or PYP Coordinator.
4. Pedagogical leadership
Describe any changes in the structure and responsibilities of the pedagogical leadership team in
charge of the implementation of the PYP that have occurred during the period under review and why
they were implemented.
Primary Principal: Mr. Jaime Schmitz resigned as Primary Principal in June 2011. Mr. Rod
Harding was appointed as Primary Principal in August 2011 and currently holds the position.
PYP Coordinator: Claudia Ourthe-Cabale, coordinator during the first evaluation visit, resigned in
June 2009. Former sixth grade teacher, Terri Watson, held the position from August 2009-June
2011. Mrs. Watson decided to return to the classroom, continuing her role as a teacher beginning
in August 2011 to present. Former third grade teacher, Alison Schneider, was appointed as
coordinator in August 2011 and currently holds the position. The coordinator position remains full-
time.
5. Policies
Describe the process of revising the language, assessment and special educational needs policies at
the school, including who was involved. Indicate when they were last revised.
a. Language policy
The Language Policy was reviewed in 2012 by a committee of PYP teachers and presented to
the whole staff for review and feedback. Changes to policies are confirmed for the next two
years by the PYP Principal to direct approaches to teaching and learning for the writing
curriculum and Spanish programs.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
b. Assessment policy
The Assessment policy was reviewed 2012 in light of changes made to the goal setting,
student-led conferences and the PYP reports.
The policy reflects the need to report the Units of Inquiry after the summative assessment by
grade teams. This current report card system was initiated in December 2012.
c. Special educational needs policy
The Special Needs Policy was completed in 2012 by a committee of PYP teachers and
presented to the whole staff for review and feedback. Changes to the policy are confirmed for
the next two years by the PYP Principal to direct approaches to student support programs.
6. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. The school has developed systems to keep the governing
body informed about the ongoing implementation and
development of the programme(s).
X
2. The school has developed a governance and leadership
structure that supports the implementation of the programme(s).
X
a. The responsibility for pedagogical leadership within the
school is a shared responsibility, including at least the
Primary Years Programme coordinator and the primary
school principal.
X
b. The governing body places the responsibility for the
implementation of the Primary Years Programme on the
pedagogical leadership team.
X
3. The head of school/school principal and programme
coordinator demonstrate pedagogical leadership aligned with
the philosophy of the programme(s).
X
4. The school has appointed a programme coordinator with a
job description, release time, support and resources to carry
out the responsibilities of the position.
X
5. The school develops and implements policies and
procedures that support the programme(s).
X
a. The school has developed and implements a language
policy that is consistent with IB expectations.
X
b. The school has developed and implements an
assessment policy that is consistent with IB expectations.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
6. The school has systems in place for the continuity and
ongoing development of the programme(s).
X
7. The school carries out programme evaluation involving all
stakeholders.
X
7. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard B1: Leadership and structure Requires significant
attention
Shows satisfactory
development
The school’s leadership and administrative
structures ensure the implementation of the
Primary Years Programme.
X
b. Describe any major achievement(s) related to this standard during the period under review.
B1.2 The whole school has adopted the LEAD (Leading, Educating And Developing) model
of shared leadership to empower leaders no matter the title. Example of this is the hiring
process and collaborative decision-making across the school (Town personnel, affiliate
groups, administration, teachers and support staff).
B1.2A The PYP principal and the PYP coordinator have established complimentary roles,
supportive, solution orientated and like-minded in the IB philosophy.
B1.3 and B1.4 The PYP Coordinator has full time release in which to provide pedagogical
leadership through vertical and horizontal planning and within the monthly meeting
schedule. Coordination emphasizes the connectivity of the essential elements of the PYP
programme.
B1.4 The PYP coordinator has no teaching duties and a specific job description based on
the PYP coordinator’s handbook. The PYP coordinator operates through the PYP
Performance Plan to ensure that resources and costs are linked to goals and action plans
for improvement of programs
B1.5A A major achievement over this year is the review and development of our PYP
Language Policy. Prior to 2013, the language policy was placed on a shelf and not
revisited since 2007. Continued focus on the implementation and integration of the
Language Policy on daily instruction and decision-making needs to be reinforced. (see
action plan)
B1.7A whole school rubric has been created for the IB Standards and Practices aligned
with the IB recommendations from the previous evaluation visit (2011-Present). The IB
Standards and Practices rubric is then reported to the Board of Trustees on a quarterly
basis through a Balanced Score Card. The Town of Westlake contracts with the ETC
institute to administer a parent survey. The purpose of the survey was to gather input from
parents to improve the overall quality of education and programs provided by the Academy.
This was the fourth time ETC Institute administered the Westlake Academy Board of
Trustee Parent Survey; previous surveys were administered in 2009, 2010, 2011 and 2013.
The five-page survey was administered by mail and phone to a random sample of 196
parents.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
B1.6
The PYP schedule provides time for vertical and horizontal collaborative planning. Grade
teams, in consultation with the PYP coordinator, have the flexibility to determine planning
needs based on the ongoing development of the programme. In the spring of 2011,
collaborative groups utilized the Programme of Inquiry Self-Assessment rubric found at the
conclusion of Developing a Transdisciplinary Programme of Inquiry. Our self-assessment was
sent to IB School Services for a Programme of Inquiry review. The report was shared with the
PYP coordinator in June 2011 and used by staff for refinement of the programme of inquiry
during the 2011-2012 school year. Presently there are 5 collaborative planning opportunities
per week, one of which is the vertical alignment of the Programme of Inquiry. Vertical
alignment of the programme of inquiry is sequenced K & 1, 1 & 2, 2 & 3, 3 & 4 etc., to grade 6,
with the opportunity for a whole section meeting with the monthly meeting schedule. The
emphasis for vertical planning is to ensure a balance of the five essential elements of the PYP.
A spreadsheet of this balance is coordinated by the PYP coordinator and reviewed at the
completion of each unit of inquiry at the grade levels. The IB Learner Profile is also included
in vertical planning and for student self-assessment and summative reporting.
As an IB continuum school offering PYP, MYP, and DP, we must visit the IB Mission at all
levels. At the commencement of each new school year, new hires study Towards a
Continuum of International Education to provide a scope for how the PYP, MYP, and DP are
connected. PYP staff collaboratively presented our framework to the MYP and DP staff using
the IB publication, The Primary Years Programme as a Model of Transdisciplinary Learning.
IB PYP Scope and Sequence documents have been aligned with the Texas Essential
Knowledge and Skills (TEKS) through 3rd Learning Curriculum Management System
(IBLearns). This provided curriculum development committees with a detailed understanding
of the concept driven learning outcomes of the IBPYP and the skills driven TEKS. The IB PYP
learning outcomes are the basis for the expected learning outcomes, supported by the TEKS.
The 3rd Learning platform initiative will align PYP, MYP and DP programmes.
Reviews of external benchmark measures of STARR (State of Texas Assessment of
Academic Readiness) and International School’s Assessment (ISA) determined priorities for
the PYP curriculum improvement cycle. IB Scope and Sequence documents of Mathematics
have been developed (2011-2012) through an ‘At A Glance’ format (written) with staff
agreements in the taught and learned curriculum. A Mathematics continuum of learning is now
in place based on Constructing Meaning’, ‘Transferring Meaning into Symbols’ and ‘Applying
with Understanding’ and the four phases covering all grade levels. In 2012-2013 writing
committees were formed to develop the writing process and a writing continuum based on
Westlake Academy’s Language Policy. The written, taught and learned agreements are being
implemented in 2013-2014. Both curriculum areas provide parents with support for students
learning.
All subject-based curriculum areas have ‘at a glance’ documents with Spanish as a curriculum
improvement area in 2013-2014 for PYP, MYP and DP.
‘This Works For Me’ sessions take place at the beginning of each PYP section meeting. This
is a 5-10 minute presentation of teaching practice that supports the PYP philosophy or single
subject teaching.
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
B1.5A and B: We have established language, special needs, and assessment policies that
align with the IB expectations. However, the policies are not often referred to during daily
planning, teaching, and assessment. Staff needs to utilize the information in these documents
to ensure constant expectations are adhered to across the programme. There are teachers
who, after several years of employment at Westlake Academy, were still unaware of the
contents in these policies. In addition, regular refinement of the policies needs to be revisited
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
by the pedagogical leadership team, review committees, and whole staff.
Standard B2: Resources and support
The school’s resources and support structures ensure the implementation of the Primary Years
Programme.
1. Identify who was involved in the completion of this part of the questionnaire.
Add rows as necessary.
Name or group Position Role in the completion of
this part of the questionnaire
(eg leader, contributors)
Cassandra Thompson Librarian Contributor
Jill Riche (spring 2013 only) Primary Classroom Teacher Contributor
Erin Austin Primary Classroom Teacher Contributor
Lynette Cardamone (fall 2013
only) Primary Classroom Teacher Contributor
Patrice Moon (fall 2013 only) Primary Classroom Teacher Contributor
Alison Schneider PYP Coordinator Contributor
2. Teachers and other staff who are involved in the implementation of the PYP
Update the following information:
a. Number of staff
Note: When completing the chart, use the following definitions:
• classroom teacher: teachers who take responsibility at least for the language of instruction, mathematics,
social studies and science (to support the PYP model of transdisciplinary teaching and learning)
• teaching assistants: teaching staff who assist in the classroom teaching and learning process
• single-subject teachers: teachers with subject-specific expertise or credentials who focus on the teaching
and learning process in their specific subject areas (for example, physical education, music)
• other staff involved in the PYP teaching and learning process: practitioners who fulfill roles related to special
educational needs, counselling, and so on (it does not include clerical/administrative support).
Full-time Part-time
Number of classroom teachers 18 0
Number of teaching assistants 2 7
Number of single-subject teachers 6 1
Number of other staff involved in the PYP teaching and learning process 5 0
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
b. Indicate the subjects taught by the single-subject teachers.
Art, Music, PE, Strings, Spanish (2), and Library.
Primary Reading Specialist in Dyslexia – Uses the Scottish Rite Hospital’s Take Flight
Program. Two year program of reading recovery for students identified with Dyslexia
c. Indicate the main roles of other staff members who are involved in the PYP, included in the chart
above (for example, counsellors).
PYP Counsellor – Pro-active counselling from Kindergarten through Grade 6, working in
classes to promote the IB Learner profile, whole school STARR coordinator and 504
coordinator.
Special Education Teacher, Speech Therapy, Occupational Therapy – Coordinates
Individual Education Programmes for students diagnosed with learning disabilities.
Services are provided in the classroom when possible to reinforce approaches to
learning (transdisciplinary skills). For more information, see the Special Needs policy.
d. Maximum PYP class size 18-Kindergarten / 22-Grade 1-6
e. Describe the turnover of the staff involved in the implementation of the PYP in the period under
review and how the school addressed any challenges in this area.
We have had turnover of teachers due to retirements, non-renewal of contract and
resignations. The average turnover of teachers per year would be three (3), approximately
9%. The administration and teaching teams recruit highly qualified PYP teachers by
advertising locally and by attending international recruitment fairs. New hires are sent to IB
workshops and work closely with peer coaches and the PYP coordinator.
3. Collaborative planning and reflection
Identify types and objectives of pedagogical team leadership meetings, giving details of participants
and frequency. Indicate the time scheduled for teachers to meet for collaborative curricular planning
purposes. Use the table below.
Name of meeting Who attends Frequency of meeting Objectives
Staff Meeting All full-time staff
members
First Wednesday of
the month
Whole School
Development:
PYP/MYP/DP
(curriculum review and
alignment across the
IB programmes)
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Name of meeting Who attends Frequency of meeting Objectives
Staff Meeting All full-time staff
members
Second Wednesday of
the month
Speed Planning (time
provided for specialists
to meet with grade
level teams to
contribute and enrich
current or future units
of inquiry
Staff Meeting All full-time staff
members
Third Wednesday of
the month
Vertical
Planning/Programme
of Inquiry review
Staff Meeting All full-time staff
members
Fourth Wednesday of
the month
Staff members share
best practices and
present on
professional
development
workshops attended.
IB Programme
Meetings
Primary Principal
PYP Coordinator
Secondary Principal
Secondary Assistant
Principal
MYP Coordinator
DP Coordinator
Quarterly
Provide opportunities
for students and staff
to work across the
three IB programmes
Communicate and
discuss the
development and
articulation of each IB
programme at
transition points of G6-
G7 and G10-G11
PYP Programme
Meeting
Primary Principal
PYP Coordinator Weekly
Discuss current
implementation of the
PYP
PYP Tracking and
Support Meeting
Primary Principal
PYP Coordinator
Reading Specialist
Special Education
Teacher
Primary Counselor
Primary Classroom
Teacher
Weekly
Provide a holistic
approach to support
the educational
program K-6
Tracking students who
need intervention and
additional support
Horizontal/Vertical
Planning/Collaboration
PYP Coordinator
facilitates meetings
with grade level teams
Weekly
Discuss
implementation
essential elements and
inquiry cycle
Review units of inquiry
and the stages of the
PYP planner
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
4. Teaching time
Have there been any changes in the students’ weekly schedule
during the period under review? Yes X No
If the answer is yes, explain its impact on the implementation of the PYP.
Our school day was reduced by 45 minutes during the 2012-2013 school year and current school
hours are now 8:00am-3:00pm. The leadership team studied the instructional hours of various
international schools before arriving at this decision. The implementation of the PYP has not been
negatively impacted. We have seen an improvement of student focus due to a shortened day.
The PYP has had a history of adjusting from a two-class grade level structure to a three-class grade
structure. This has necessitated fluctuation in the contact hours for specialists and in changes to the
weekly planning times. The Board of Trustees, Superintendent, administration and teachers
developed a strategic building program due to increased enrolment. A Phase 1 Building Program
began in 2013-2014 school year with completion of the projects by the beginning of August 2014.
They are PYP multi-purpose building, secondary building and athletic facilities. The PYP
programme will be housed in the existing building and Grade 6 will move to MYP with three classes
per grade level in the PYP.
The Phase 1 Building Program will provide stability for the weekly programme of Inquiry, vertical
and horizontal planning and equitable contact time for single subject specialists.
5. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. The governing body allocates funding for the implementation
and ongoing development of the programme(s).
X
2. The school provides qualified staff to implement the
programme(s).
X
3. The school ensures that teachers and administrators receive
IB-recognized professional development.
X
a. The school complies with the IB professional
development requirement for the Primary Years
Programme at authorization and at evaluation.
X
4. The school provides dedicated time for teachers’
collaborative planning and reflection.
X
5. The physical and virtual learning environments, facilities,
resources and specialized equipment support the
implementation of the programme(s).
X
6. The library/multimedia/resources play a central role in the
implementation of the programme(s).
X
7. The school ensures access to information on global issues
and diverse perspectives.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
8. The school provides support for its students with learning
and/or special educational needs and support for their
teachers.
X
9. The school has systems in place to guide and counsel
students through the programme(s).
X
10. The student schedule or timetable allows for the
requirements of the programme(s) to be met.
X
a. The schedule allows for in-depth inquiry into the
transdisciplinary and disciplinary dimensions of the
curriculum.
X
11. The school utilizes the resources and expertise of the
community to enhance learning within the programme(s).
X
12. The school allocates resources to implement the Primary
Years Programme exhibition, the Middle Years Programme
personal project and the Diploma Programme extended
essay for all students, depending on the programme(s)
offered.
X
6. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard B2: Resources and support Requires significant
attention
Shows satisfactory
development
The school’s resources and support
structures ensure the implementation of the
Primary Years Programme.
X
b. Describe any major achievement(s) related to this standard during the period under review.
During the yearly curriculum review cycles, the Primary Principal has made resourcing a
priority. While the PYP is our curriculum, various resources are utilized as we approach
teaching and learning that focuses on inquiry and constructivism.
Mathematics Resources:
K-Grade 8 Exemplars in Mathematics (critical-thinking and problem solving) (fall 2011)
The Problem Solver K-6th Grade (critical-thinking and problem solving) (winter 2012)
Expressions in Mathematics (critical-thinking and problem solving) (fall 2013)
Structured materials for Measurement (fall 2013)
Guidelines in Number and Measurement (fall 2013)
IXL.com subscriptions provide online math practice for home use (Winter 2012)
Problem Solving Mobile Task Center: K-6th grade (Spring 2013)
Reading and Writing Resources:
Lucy Calkins Units of Study in Writing (fall 2013)
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
6+ 1 Traits: Trait Crates, pictures books, and reference materials (fall 2013)
I-Station: Online Reading Assessment and Intervention for K-6
Fountas and Pinnell Reading Benchmark Assessment System (2013)
Leveled Library: K-6th grade (2012-2013)
Technology Support for PYP Units of Inquiry
All Primary classes, K-6, have access to three mobile computer carts, each with 20
MacBook laptops.
iPads : Forty iPads were purchased in fall of 2011 for use in kindergarten and first grade
Bradley Media Center was furnished to house 24 iMac computers and one Smartboard
(Fall 2012)
Smartboards: One classroom in grades 3-6 has a mounted Smartboard. (Fall 2013)
Stemscopes (Rice University STEM science resource aligned with TEKS) (Fall 2013)
All classrooms in grades 4-6 have one iPad mini per student (Fall 2013)
Professional Development
New Teacher PYP Induction Training – Three times per year. Led by the PYP Coordinator
and Primary Principal, teachers new to the PYP are provided in-house training before the
start of the school year, once during the school year, and again at the conclusion of the
school year. The Induction process investigates Making the PYP Happen, PYP: A Basis for
Learning, school policies related to assessment, language, and special needs, plus
addresses teacher inquiries as they develop understanding of the framework. It is our hope
that the Induction Program prepares teachers for the approaches to teaching and provides
a foundation before attending an IB workshop.
Funds are allocated each year to send about eleven PYP teachers to IB workshops.
Westlake Academy values the knowledge and experiences provided at IB conferences,
which is reflected in the generous funding set aside in the school budget. This usually
provides teachers with IB training and workshops every two years. (See Chart 4)
Additional Funding:
Financial support is provided through the Westlake Academy Foundation (WAF). The
foundation raises money through a yearly capital campaign called the Blacksmith Annual
Fund. In August of 2013, the WAF provided Westlake Academy with $882,142.00 to cover
operational cost due to a shortfall of state funding offered to charter schools of about
$2,500 per student. Since its inception in 2003, the Blacksmith Annual Fund has
contributed over $5,100,000.00 to the Academy. Gallery Night, an annual formal art-
themed evening includes a live and silent auction, raised over $185,000 in March of 2013.
Teachers may submit written grants requesting funding for resources or professional
development opportunities. For more information, visit
www.westlakeacademyfoundation.org.
The House of Commons (HOC) is our parent organization. Their fundraising efforts also
provide additional resources to Westlake Academy. Recently approved requests, totaling
approximately $6,000 have funded classroom resources, technology, furniture, and
educational programs.
Facilities:
Modular furniture was purchased for 4th-6th grade classrooms to support cooperative group
work.
The Town of Westlake was approved for an 8 million dollar municipal bond, which will fund
a facilities expansion. Phase 1 includes a new Multi-Purpose Hall for primary students, an
athletics Field House and Secondary School Building, all scheduled for completion in
August 2014.
Given the location of the library, which is centered in the middle of the primary section,
utilization of the space by secondary students was on the decline. To promote campus-
wide use, the Westlake Academy library was renovated during the summer of 2012 to
serve the dual purpose of media center and library.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
In 2012, the Westlake Academy Foundation used the Funded-an-Item at the annual Gallery
Night (Fundraising Ball) to secure $75, 000 dedicated to the Library (resources, remodel and
technology-SMART board with throw camera, 24 iMac computers and class set of iPads). In
addition, a take home reading program was established and students in Kindergarten through
Grade 3 have Library Bags that are used to transport resources between home and school.
Grade 6 teachers have received IB professional development on the PYP Exhibition 2012.
However, the grade level team only retained one teacher as we entered the 2013 school year.
There is a Performance Plan where grade teams have the option to resource programs related
to objectives and actions plans to support the Exhibition. Grade six will be transitioning to the
MYP in August 2014; therefore there will be a dual Exhibition in the spring 2014 with Grade 5
and 6 students participating. We have been in contact with other IB World schools to share
insights into the Exhibition as well as the OCC. During 2014, the three teachers on the fifth
team will attend the IB professional development workshop, Exhibition Category 2.
B2.10 We are fortunate to have a weekly schedule that allows for transdisciplinarity. Each
class is scheduled for 60 minutes of music instruction, 75 minutes of art instruction, 90
minutes of physical education, and 135 minutes of Spanish. In addition, students have a
library class once a week of 45 minutes and a guidance counselor lesson for 30 minutes
(PSPE strands of interaction and identity). During these specials classes, classroom teachers
are provided with collaborative planning times of at least 90 minutes at the horizontal level and
45 minutes of vertical planning once a week.
B2.11- Westlake Academy is governed by the local municipality, the Town of Westlake. This
makes the Academy the largest department of our little community. Given our close
connections to the town, we are able to forge partnerships with other departments to enhance
our learning. For example, the fire department makes regular visit to our school to discuss
concepts of “systems” and “resources”. Student organizations work to support town events,
such as Arbor Day and Decoration Day (Memorial Day weekend). Parents will visit classes to
share expertise related to their professional fields, such as health-related professions, finance,
law, and natural resources. One Westlake Academy affiliate group, the Campus Leadership
Team (CLT), is a committee comprised of community volunteers. Representatives include
parents, teachers, and students from the Academy, plus community members from the Town
of Westlake and City of Keller. The mission of the CLT is to advise Westlake Academy of
possible special projects that can enhance educational offerings. In 2012, the CLT
recommended that the primary school participate in the Junior Achievement program. In its
second year at Westlake Academy, kindergarten- sixth grade teachers welcome professional
volunteers from Deloitte University (Leadership Centre for the firm) into the classrooms. The
volunteers share lessons with the students regarding work readiness, financial literacy, and
entrepreneurship.
In order to become successful IB practitioners, we have continued staff education and
allocating funding for IB workshops, peer coaching, vertical planning, grade level meetings,
speed planning, motivational speakers and team building activities.
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
B2.5- Over the period of review, each classroom was given a projector and document camera.
As these resources were utilized, it was quickly noted that the given technology could not
quickly be arranged for teachable moments. During the summer of 2012, the addition of a
mounted SMART board and projector in the library provided one constant space for
technology instruction. The special education department and fifth grade team purchased
Elmo document cameras. The parent organization, HOC, funded SMART boards for one
classroom in grades 3-6, but we are still lacking proper technology in other classrooms. We
are gradually making improvements in this area, but it still needs further improvement to
ensure equity of technology from class to class.
B2.6 The $75,000 donated by the Westlake Academy foundation in 2012 allowed for
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
significant adjustments to the library. However, a priority must be given to resourcing our units
of inquiry, books that express International-mindedness, and texts written in languages other
than English. Each class attends a 45-minute library session each week, equating to 13.5
minutes a week of scheduled library usage. The remaining hours should provide flexible
library use for research and study groups. These opportunities would enrich student-driven
inquiries and the inquiry cycle stages of “finding out” and “sorting out”.
B2.8 During the 2008-2009 school year, we started to comply with the Federal program,
Response to Intervention, a three-tiered model used to identify students who are in need of
interventions or special education support. Since then systems of identification have been
created, (see Special Needs Policy) but we need to improve our collection of research-based
interventions and supports that classroom teachers can utilize. Out of approximately 345
students, 16 are currently served through the special education department and 15 receive
dyslexia support for five hours a week. As the school population expands, we need to plan for
an increase in students who will need special education support. 10-20% of our student
population is likely to have dyslexia, therefore we are under-identifying needs. While
differentiated practices are addressed throughout the day, additional support is needed to
assist students who are significantly behind, yet do not qualify for specialized services. In
2013, a part-time reading assistant was hired to work with struggling readers in second grade.
We are hopeful that other grade levels can benefit from support such as this in future years.
B2.10A As stated in the section above, we are fortunate to have a schedule that allows for
weekly arts education, Spanish, library, and physical education. However, organizing
classroom-teaching time can be a challenge, given that student’s spend segments of each day
with a specialist teacher. We have worked on the transdisciplinary nature of the programme
so the unit of inquiry “follows” the learners to their specialist’s classes, but we must be creative
in planning for sustained, uninterrupted times that allow for in-depth inquiry.
Section C: Curriculum
Identify who was involved in the completion of this part of the questionnaire (C1, C2, C3 and C4).
Add rows as necessary.
Name or group Position Role in the
completion of
this part of the
questionnaire
(eg leader,
contributors)
Amanda Bunch Primary Classroom Teacher Contributor
Veronica Covarrubias (Spring 2013 only) Primary Spanish Teacher Contributor
Tiffany DeVivo (Spring 2013 only) Primary Classroom Teacher Contributor
Nadia Akhtar Primary Classroom Teacher Contributor
Terri Watson (Spring 2013 only) Primary Classroom Teacher Contributor
Cyndie Jacks Primary Classroom Teacher Contributor
Cheryl Hassell Primary Classroom Teacher Contributor
Missy DeMoss Primary Classroom Teacher Contributor
Katherine Price Primary Classroom Teacher Contributor
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Name or group Position Role in the
completion of
this part of the
questionnaire
(eg leader,
contributors)
Lisa Valentine Special Needs Teacher Contributor
Melissa Oravetz Primary Classroom Teacher Contributor
Tonja Taylor Primary Classroom Teacher Contributor
Sarah Stack Primary Classroom Teacher Contributor
Amy Henderson Reading Specialist Contributor
Randi Rosky (Spring 2013 only) Primary Classroom Teacher Contributor
Rod Harding Primary Principal Contributor
Mimi Turbeville (fall 2013 only) Primary Classroom Teacher Contributor
Erin Austin Primary Classroom Teacher Contributor
Nicole Bauer (fall 2013 only) Primary Classroom Teacher Contributor
Beckie Paquin (fall 2013 only) Primary Classroom Teacher Contributor
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the Primary Years Programme.
1. Describe the process for reviewing the programme of inquiry.
The vertical alignment of the programme of inquiry is conducted at various points throughout the
year, as needed, during primary staff meetings. The process we use for reviewing the program of
inquiry is to begin with vertically posting all of the units of inquiry by transdisciplinary theme. The
central ideas are posted on a board and all staff review how the units scaffold learning. Teachers
note overlapping concepts or curriculum gaps within the programme of inquiry. Modifications of the
units of inquiry are made to better build upon each other. Within each transdisciplinary theme, a
focal point is outlined for each descriptor to create balance and address each specific segment from
kindergarten through grade 6. Key concepts are collaboratively determined for each unit of inquiry,
ensuring a vertical and horizontal alignment.
Our programme of inquiry is “published” in August before the school year commences. As changes
to units of inquiry arise, teachers make notes in Box 9 of the PYP Planner. Grade level teams meet
with the coordinator once a week to discuss planning and reflection of the units of inquiry. If it is
determined that a horizontal change to a unit of inquiry is needed that does not impact the
conceptual focus, that change is reflected on the working version of the programme of inquiry,
which will go into effect the following school year. If a notable reflection from a grade level team
may alter the vertical alignment of the programme of inquiry, then the change is discussed at
vertical planning sessions or at staff meetings so the entire faculty is available for input. Teachers
understand that the Programme of Inquiry (and each grade level unit) is the responsibility of the
entire PYP staff-, as it does not “belong” in one area.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
2. Describe the role of single-subject teachers in the development of the units of inquiry.
The role of single-subject teachers (specialists) is to support teachers through the programme of
inquiry. We accomplish this through speed planning meetings once per month, in which specialist
teachers and classroom teachers collaborate and discuss how they can better support the units of
inquiry through their subject areas. In 2010, a Speed Planning Tool was designed for single-subject
teachers to document their planning to ensure the attributes of the IB Learner Profile. The Speed
Planning collaborative sessions also allowed specialists to document the knowledge, concepts,
skills, attitudes and action taught within the unit of inquiry to support the classroom program. These
documents are posted on our shared drive so grade level teams have continued access as the unit
progresses and the PYP planner is updated.
Single subject teachers have weekly meetings with the PYP coordinator to discuss ideas on how to
better integrate the units of inquiry or PYP essential elements. Over the course of two school years,
2011-2012 and 2012-2013, specialists created “at a glance” documents for each grade level. The
“at a glance” documents highlight the expectations, teacher questions, sample activities, and
sample assessments that relate directly to the central idea. It also provides space for the
specialists to include content not related to the central idea and when it is taught over the course of
the school year. The “at a glance” documents are shared with the parents and teachers to provide
a clear picture of the transdisciplinary nature of the programme.
3. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. Collaborative planning and reflection addresses the
requirements of the programme(s).
X
a. The programme of inquiry and all corresponding unit
planners are the product of sustained collaborative
work involving all the appropriate staff.
X
b. Planning at the school makes use of the Primary
Years Programme planner and planning process
across the curriculum and by all teachers.
X
c. Planning at the school addresses all the essential
elements to strengthen the transdisciplinary nature of
the programme.
X
2. Collaborative planning and reflection takes place regularly
and systematically.
X
3. Collaborative planning and reflection addresses vertical and
horizontal articulation.
X
a. There is a systematic approach to integration of the
subject-specific scope and sequences and the
programme of inquiry.
X
b. The school ensures balance and articulation between
the transdisciplinary programme of inquiry and any
additional single-subject teaching.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
4. Collaborative planning and reflection ensures that all
teachers have an overview of students’ learning experiences.
X
a. The school provides for easy access to completed
Primary Years Programme planners.
X
b. The school ensures that Primary Years Programme
planners are coherent records of student learning.
X
5. Collaborative planning and reflection is based on agreed
expectations for student learning.
X
6. Collaborative planning and reflection incorporates
differentiation for students’ learning needs and styles.
X
7. Collaborative planning and reflection is informed by
assessment of student work and learning.
X
8. Collaborative planning and reflection recognizes that all
teachers are responsible for language development of
students.
X
9. Collaborative planning and reflection addresses the IB
learner profile attributes.
X
4. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
C1.1B- Some staff members would like to see the PYP planner used for single-subject teaching
(math, writing, Spanish, art), while other staff feel that the essential elements already encompass
single subject teaching without the use of the planner. For example, math is taught with a
conceptual lens, viewed through the key concepts. Currently, specialist contributions and other
single-subject teaching are included in PYP planner as it corresponds with the central idea.
Specialists also have their own “at a glance” documents, which outline the student expectations,
teacher questions, sample activities, and sample assessments for a given central idea.
C1.4B- Staff discussed how some grade level teams utilize team teaching experiences throughout
the inquiry to ensure coherent student learning. However, in individual classrooms, some teachers
view the learning experiences (box four of the PYP planner) as menu choice of what can be done to
support conceptual understanding. Teachers have different styles of teaching, which means
classes do not always mirror one another. It is important to note that all formative and summative
assessments are coherent across a grade level.
Staff also agreed that, as practioners, we are all at different points of our PYP journey. Therefore,
PYP planners could vary from grade to grade, depending on teacher understanding of the
programme, affecting the coherency of planners. The PYP Coordinator meets with each grade
level team once a week to address the approaches to teaching and essential elements that are
documented in the planner. The goal of this meeting is to develop understanding of the PYP
planner and ensure that it does include thorough planning and reflection.
C1.5- Expectations for student learning are defined during speed planning with the specialists and
during horizontal grade level meetings as we plan with the end in mind. However, staff members
also feel that expectations at vertical planning sessions need to continually be addressed. The
written curriculum evolves; therefore reflection allows us to regularly update planning documents
after collaboration.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
5. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard C1: Collaborative planning Requires significant
attention
Shows satisfactory
development
Collaborative planning and reflection supports
the implementation of the Primary Years
Programme.
X
b. Describe any major achievement(s) related to this standard during the period under review.
C1.3 Collaborative planning is used effectively during the vertical and horizontal articulation of
the programme of inquiry. PYP staff has utilized the collaborative planning tools between
classroom teachers and single subject teachers (speed planning). Vertical planning meetings
have evolved into a focused approach of vertically aligning our curriculum so that there is a
smooth transition between grades.
C1.1C During the spring of 2011, vertical teams self assessed our programme of inquiry using
the rubric now published in Developing a Transdisciplinary Programme of Inquiry. The staff
self-assessment was then sent to IBO to be reviewed. We were given feedback on the
programme of inquiry, which was addressed during the 2011-2012 school year. This process
led to many revisions such as: the wording of our central ideas, clarifying lines of inquiry,
including arts and PSPE in our programme of inquiry, as well as better balancing the
conceptual foci, but horizontally and vertically. Many of these changes, at the horizontal level,
occurred during weekly grade level planning sessions between the grade team and the PYP
coordinator.
C1.5- Speed planning is reserved for the second staff meeting of the month. During this 40-
minute period, specialists meet with each grade level team to reflect on the past unit of inquiry
or to plan for the upcoming unit of inquiry. Agreed upon expectations are noted by the grade
level teachers in Box 4 (learning experiences) of the PYP planner. Specialist’s share and note
expectations on their ‘at a glance’ documents, which outline how they will approach each
central idea or conceptual focus (how it relates to the single-subject).
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
Teachers complete the planner with regard to how the activities improved the understanding of
the central idea through the inquiry cycle (tuning in, finding out, sorting out). Details have
been added to planners to develop a better understanding of learning experiences, which are
written in measureable terms using verbs related to Bloom’s Taxonomy.
C1.1C and C1.3A: In 2011, specials teachers began to outline how they approach each unit of
inquiry (either through the central idea, lines of inquiry, key concepts, skills or action). The
process to document each approach to the units of inquiry was finalized during the summer of
2013. Each specialist (except our two Spanish teachers) is responsible for 42 units of inquiry
a year- which proved to be a weighty, yet valuable task. We refer to these documents are
referred to as ‘at a glance’ documents, providing a glance into the yearly transdisciplinary
scope of art, music, PE, Spanish, and library. The documents are posted on the Coordinator’s
website and referenced during speed planning sessions. Our counsellor focuses on the IB
Learner profile and attitudes, and how they contribute to interactions and identity (PSPE).
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
C1.2 Planning and reflection does take place regularly and systematically at the horizontal
level. However, the planning sessions are not always devoted to documenting and reflecting
on the current PYP planner. It is necessary for teachers to systematically revisit the planners
on a daily or weekly basis- instead of only reflecting on the planner after completion of a unit of
inquiry has passed.
There is not a systematic approach for documenting specialist’s reflections in Boxes 6-7 of the
PYP planner. While they contribute to the planning of the unit of inquiry, their reflections are
rarely included. Currently, steps are being taken during speed planning to ensure reflection of
a previous unit is made by all teachers responsible for the inquiry.
Standard C2: Written curriculum
The school’s written curriculum reflects IB philosophy
1. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. The written curriculum is comprehensive and aligns with the
requirements of the programme(s).
X
a. The programme of inquiry consists of six units of
inquiry—one for each transdisciplinary theme—at each
year/grade level, with the exception of students who
are 3–5 years, where the requirement is at least four
units at each year/grade level, two of which must be
under “Who we are” and “How we express ourselves”.
X
b. The school ensures that there is a coherent, horizontally
and vertically articulated programme of inquiry.
X
c. The Primary Years Programme exhibition is one of the
six-transdisciplinary units of inquiry in the final year of
the programme.
X
d. There is documented evidence that the curriculum
developed addresses the five essential elements of
the Primary Years Programme.
X
2. The written curriculum is available to the school community. X
3. The written curriculum builds on students’ previous learning
experiences.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
4. The written curriculum identifies the knowledge, concepts,
skills and attitudes to be developed over time.
X
a. The school has scope and sequence documents that
indicate the development of conceptual understanding,
knowledge and skills for each Primary Years
Programme subject area.
X
b. The overall expectations of student achievement in
the school’s scope and sequence documents are
aligned with those expressed in the Primary Years
Programme scope and sequence documents.
X
5. The written curriculum allows for meaningful student action
in response to student’s own needs and the needs of
others.
X
6. The written curriculum incorporates relevant experiences
for students.
X
a. The written curriculum provides opportunities for
student learning that is significant, relevant, engaging
and challenging.
X
7. The written curriculum promotes students’ awareness of
individual, local, national and world issues.
X
a. The programme of inquiry includes the study of host
or home country, the culture of individual students and
the culture of others, including their belief systems.
X
8. The written curriculum provides opportunities for reflection
on human commonality, diversity and multiple perspectives.
X
9. The written curriculum is informed by current IB
publications and is reviewed regularly to incorporate
developments in the programme(s).
X
a. There is a system for regular review and refinement of
the programme of inquiry, individual units of inquiry
and the subject-specific scope and sequences.
X
10. The written curriculum integrates the policies developed by
the school to support the programme(s).
X
11. The written curriculum fosters development of the IB
learner profile attributes.
X
2. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
C2.4A: While the written curriculum identifies the knowledge, concepts, skills and attitudes to be
developed over time, there is not an accountability system to ensure that all teachers’ use
established documents for short and long-term planning. Some teachers express confidence in
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
using our scope and sequence documents, writing rubrics, and math continuum. They have shared
their daily procedures with staff during “this works for me” sessions at staff meetings. Other
teachers are overwhelmed with the amount of resources and are developing confident practice in
one area before embracing additional areas. Before noting that this practice can be at a higher
level of implementation, all staff must come to agreements on how to effectively use these aspects
of the writing curriculum. The 2013 ‘Planning and Assessment Guide’ provides clarification
regarding these requirements and must be continuously studied by staff.
C2.4A: During the self- study process, teachers discussed how we have established scope and
sequence documents for some subject areas, but not all. Therefore, it was decided that the level of
implementation for this requirement was not as strong as the overall practice (C2.4) or following
requirement (C2.4.B). Mathematics scope and sequence documents were created in 2011 and are
refined each spring semester for the upcoming school year. In 2012, we participated in a PYP case
study as a representative school that has adapted the IB PYP Mathematics Scope and Sequence to
use in tandem with the state standards. We have completed ‘crosswalks’ to merge these two
documents. Specialists such as art, music, PE, Spanish, and library also have scope and sequence
documents that integrate the knowledge, concepts, and skills aligned with the programme of inquiry
and TEKS (state standards). However, we are in the process of reviewing other curriculum areas;
language arts (writing strand) and science is currently in progress.
C2.4B: When considering the subject areas that have been previously addressed, staff considered
the level of implementation for this requirement to be stronger. Specialists shared the perspective
that their single-subject scope and sequence documents illustrate student expectations and
reference the PYP Arts, Language and PSPE Scope and Sequence documents, along with Making
the PYP Happen. Classroom teachers are confident with the established mathematics approaches,
which include an ‘at a glance’ mathematics document and math continuum aligned with the IB
learning outcomes and TEKS.
3. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard C2: Written curriculum Requires significant
attention
Shows satisfactory
development
The school’s written curriculum reflects IB
philosophy. X
b. Describe any major achievement(s) related to this standard during the period under review.
C2.1B: 2011 A self-assessment on the programme of inquiry was submitted to IB School
Services. A POI reviewer sent recommendations and PSPE and ARTS were added to the
programme of inquiry. (language, mathematics, science and social studies were already
explicitly incorporated). Key concepts were balanced in each transdisciplinary theme to
ensure that each descriptor was aligned across the themes. For example, Sharing the Planet
was previously focused on science and the natural world. Since our programme of inquiry
review, we have addressed social studies concepts and current events related to the “access
to equal opportunities” and “peace and conflict resolution” portions of the descriptor.
C2.4- In 2011 a cyclic review of curriculum was established and mathematics was the first
subject to be reviewed. The decision was based on the external assessments of the ISA and
STARR. The mathematics committee established the written, taught and learned curriculum.
In the fall of 2011, the integrated and stand-alone strands of mathematics, within each PYP
unit of inquiry, were identified. The written, taught and learned curriculum was implemented
2012-2013 in the form of ‘at a glance’ documents, with a continuum aligned with the IB PYP
phases in mathematics. Formative and summative assessments linking to the reporting format
were also established.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
In 2012-2013 the ’Texas Essential Knowledge and Skills’ (TEKS) and IBO outcomes for all
subjects were aligned through 3rd Learning ‘Crosswalks’. This began the resourcing process
in the area of mathematics. Further implementation and documentation is outlined in the 2013
‘Planning and Assessment Guidelines’, which is a teaching requirement.
The second curriculum area of Language Arts was reviewed in 2012-2013 with
implementation in 2013-2014 in the area of writing (written, taught and learned) based on the
external assessments of the ISA and STARR. A levelled reading program was established in
2012 with the language of 6 + 1 writing traits, along with resources to support each trait. A
writing continuum was implemented in 2013-2014 with formative and summative assessments
established and the document ‘Planning and Assessment Guidelines’ was a required teaching
requirement.
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
C2.1D- The coordinator and grade level teams have created a spreadsheet that provides on
overview of the concepts, knowledge, skills, and attitudes taught over time. This document
allows grade level teams to see when there is repetition or gaps among key concepts, skills,
and attitudes. We have also started to align the PYP attitudes to the complimenting IB
Learner Profile attributes (curiosity/inquirer, independence/reflective, etc.).
C2.4 The mathematics ‘at-a-glance’ documents outline when concepts and skills are taught
over time in relation to the central idea and outside of the units of inquiry. As explained in C1:
Collaboration, the same process was established for specials areas, which aid in collaborative
planning and design of the written curriculum.
C2.9. The PYP Coordinator ensures that teachers are provided with the most current PYP
documentation. Publications are posted in shared drive (groups); in grade level binders, in
binders in Coordinator’s, on Google Drive, emailed to teachers, and downloaded from the
OCC. Some teachers notice curriculum updates on the “news” section of the OCC or by
following the official IBPYP twitter. Documentation is studied and incorporated into planning
and development of the PYP during staff meetings, horizontal and vertical planning sessions,
and parent curriculum meetings. We are currently in transition with updating publication to the
new curriculum model and using the terminology of approaches to teaching and learning.
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
C2.4A The review cycle needs to continue with the remaining scope and sequence documents
that indicate the development of conceptual understanding, knowledge and skills for each
Primary Years Programme subject area.
C2.4B The mathematics and writing demonstrate student achievement in the school’s scope
and sequence documents and are aligned with those expressed in the Primary Years
Programme scope and sequence documents. The remaining scope and sequence documents
need to follow in 2014-2015.
The administration and staff decided at the beginning of 2013-2014 to only review science and
continue to resource and implement mathematics and writing.
The Spanish alignment and instructional approaches will be completed in 2013-2014 with
alignment from K-12 (whole school goal).
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Standard C3: Teaching and learning
Teaching and learning reflects IB philosophy.
1. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. Teaching and learning aligns with the requirements of the
programme(s).
X
a. The school ensures that students experience
coherence in their learning supported by the five
essential elements of the programme regardless of
which teacher has responsibility for them at any point
in time.
X
b. The classroom teacher takes responsibility at least for
the language of instruction, mathematics, social
studies and science, to support the Primary Years
Programme model of transdisciplinary teaching and
learning.
X
c. The school ensures that personal and social
education is the responsibility of all teachers.
X
2. Teaching and learning engages students as inquirers and
thinkers.
X
a. The school ensures that inquiry is used across the
curriculum and by all teachers.
X
3. Teaching and learning builds on what students know and
can do.
X
a. Teaching and learning addresses the competencies,
experiences, learning needs and styles of students.
X
4. Teaching and learning promotes the understanding and
practice of academic honesty.
X
5. Teaching and learning supports students to become
actively responsible for their own learning.
X
6. Teaching and learning addresses human commonality,
diversity and multiple perspectives.
X
7. Teaching and learning addresses the diversity of student
language needs, including those for students learning in a
language(s) other than mother tongue.
X
8. Teaching and learning demonstrates that all teachers are
responsible for language development of students.
X
9. Teaching and learning uses a range and variety of
strategies.
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
10. Teaching and learning differentiates instruction to meet
students’ learning needs and styles.
X
a. The school provides for grouping and regrouping of
students for a variety of learning purposes.
X
11 Teaching and learning incorporates a range of resources,
including information technologies.
X
12. Teaching and learning develops student attitudes and skills
that allow for meaningful student action in response to
students’ own needs and needs of others.
X
13. Teaching and learning engages students in reflecting on
how, what and why they are learning.
X
14. Teaching and learning fosters a stimulating learning
environment based on understanding and respect.
X
a. The school provides environments in which students
work both independently and collaboratively.
X
b. Teaching and learning empowers students to take
self-initiated action as a result of the learning.
X
15. Teaching and learning encourages students to demonstrate
their learning in a variety of ways.
X
16. Teaching and learning develops the IB learner profile
attributes.
X
2. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
C3.4 Teachers of younger children feel that academic honest is promoted through the Learner
Profile. However, teachers in upper grades do not feel that this is enough to promote academic
honesty. As older students engage in more independent or group research projects (whereas it is
modelled in lower primary grades), teachers do not feel that students are prepared with citing
sources and this should be an agreed-upon procedure that is developed across the grades. The
librarian does teach academic honestly to all grades. This is included in the action plan.
C3.10A After reading this practice and requirement, the initial response from some teachers was to
discuss the inappropriateness of departmentalization in a transdisciplinary programme. However,
opinions changed as this was continually revisited during our self-study. Staff was able to provide
examples of how students are grouped and regrouped for a variety of purposes related to areas
such as: level of understanding (ability), small group support for differentiated needs (accelerated
and struggling learners), cross-grade groupings between classes to allow for development of
various skills (approaches to learning), etc.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
3. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard C3: Teaching and learning Requires significant
attention
Shows satisfactory
development
Teaching and learning reflects IB philosophy. X
b. Describe any major achievement(s) related to this standard during the period under review.
The teacher appraisal process asks teachers to determine professional goals and to reflect on
five teaching frameworks and document those areas that are in need of improvement.
Reflection meetings follow this process, as well as classroom visits by the PYP principal. This
approach parallels goal setting conferences, reflections on their written reports regarding their
goals and success in demonstrating the IB Learner Profile.
C3.16: The Westlake Academy pedagogical leadership team created examples of what the
attributes look like for parents, faculty, and students. Each of the three interest groups
provided insight before the document of examples was published. The published documents
are included in the Westlake Academy Parent-Student Handbook.
The principal, Rod Harding, developed the Westlake Academy GREAT Teacher Profile to
define how we will move from ‘good to great’. This refers to the culture of One School,
Together and for all teachers to maintain and develop effective classroom instruction. The
GREAT Teacher Profile defines two questions: “What are the contributing factors to a positive
and constructive whole school culture?” and “What constitutes highly effective instruction?”
The document charts effective instruction areas and provides examples of what each area
looks like in the classroom.
c. Describe the progress made with regard to any IB recommendations for this standard from the
previous evaluation process or from authorization.
C3.2A- Grade level teams have weekly 45-minute planning sessions with the PYP coordinator.
Vertical planning sessions occur twice monthly with two grade level teams and the
coordinator. During these collaborative planning sessions, teachers share “This Works for
Me”, which provides individuals with an opportunity to share recent findings from professional
development opportunities that strengthen the implementation of inquiry. We strongly feel like
all science and social studies is taught within the programme of inquiry as it relates to the
central idea or connects to the key concepts. In 2012, teachers began to explore Kath
Murdoch’s inquiry cycle, which is documented in PYP planners. As this has been
investigated, teachers have made a more conscious effort to plan meaningful tuning-in
provocations and have experimented with how the central idea is unveiled to students (and, in
some cases, if the central idea is unveiled). Some teachers have studied the text, Taking the
PYP Forward and have attended IB workshops such as concept-based learning and
transdisciplinary learning. Such experiences allow teachers to see the purpose of key and
related concepts and how the inquiry can be facilitated when this is the focus.
C3.11- A range of technology resources has benefitted teaching and learning practices. In
2011, 40 iPads were purchased for the kindergarten and first grade classes. The
implementation of SMART boards, document cameras, laptops, computer workstations (media
centre) and three mobile computer carts impacts student learning. Funding was allocated for
the purchase of additional iPads during the fall of 2013, which provides every student in
grades 4-6 with their own tablet for classroom use.
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
C3.2A: As mentioned in the section above, we have made significant progress in this area
since our 2009 PYP evaluation. However, this practice and requirement continually need
addressing and reinforcing as we develop as educators and hire new staff. We do not want to
become complacent with regards to our approaching and recognizing that our journey in the
PYP develops and evolves along with the student’s.
C3.4: To ensure that academic honesty is promoted across the grades, staff must investigate
methodologies, at age appropriate levels, as we prepare older students for research projects
and the PYP exhibition.
C3.11- As the teachers acquire more technology resources and tools to use in the classroom,
our approaches to ICT must be identified across the grade levels and included in an essential
agreement that addresses the implementation, training, and care for technology.
C3.14B One essential element that needs further development, improvement, and
understanding among teachers, parents, and students is the action cycle. We feel that the
written curriculum allows for student-initiated action (C2.5), however opportunities for
modelling and identifying action are not readily seized.
Standard C4: Assessment
Assessment at the school reflects IB assessment philosophy.
1. Complete the chart below with the results of the self-study process.
Practice Level of implementation
Low High
1. Assessment at the school aligns with the requirements of
the programme(s).
X
a. Assessment at the school is integral with planning,
teaching and learning.
X
b. Assessment addresses all the essential elements of
the programme.
X
c. The school provides evidence of student learning over
time across the curriculum.
X
2. The school communicates its assessment philosophy,
policy and procedures to the school community.
X
3. The school uses a range of strategies and tools to assess
student learning.
X
4. The school provides students with feedback to inform and
improve their learning.
X
5. The school has systems for recording student progress
aligned with the assessment philosophy of the programme(s).
X
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
Practice Level of implementation
Low High
6. The school has systems for reporting student progress
aligned with the assessment philosophy of the programme(s).
X
a. Student learning and development related to all
attributes of the IB learner profile are assessed and
reported.
X
7. The school analyses assessment data to inform teaching
and learning.
X
a. The school ensures that students’ knowledge and
understanding are assessed prior to new learning.
X
8. The school provides opportunities for students to participate
in, and reflect on, the assessment of their work.
X
9. The school has systems in place to ensure that all students
can demonstrate consolidation of their learning through the
completion of the Primary Years Programme exhibition, the
Middle Years Programme personal project and the Diploma
Programme extended essay, depending on the
programme(s) offered.
X
2. Indicate the practice(s) that produced more diverse answers in the group. In one or two paragraphs,
identify the differing views and how the consensus was reached.
C4.1A and C4.7 Classroom teachers note that they work diligently to collect data that will inform
teaching and learning. However, there are instances when the pedagogical leadership team has
observed that data is not readily used to differentiate practice or provide examples of growth over
time. While teachers strive to make progress in this area, reflection of student outcomes needs to
happen regularly as we plan according to the approaches to teaching.
3. Conclusions on the standard
a. Complete the table. (Indicate with X.)
Standard C4: Assessment Requires significant
attention
Shows satisfactory
development
Assessment at the school reflects IB
assessment philosophy. X
b. Describe any major achievement(s) related to this standard during the period under review.
C4.1A and C4.1C-Over the course of the last five years, implementation of various
assessments have provided evidence of student learning over time, which aligns with the
philosophy of the PYP and fulfills requirements of Response to Intervention. Improvements
include: Istation (online reading program/interventions, IXL Mathematics (online math
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
program) and Fountas and Pinnell running records benchmarks. Dr. Grant Wiggins provided a
full –day onsite workshop during September 2011. Teachers investigated methods and
criteria that can be used to drive planning and teaching through backwards design.
C4.1B- Westlake Academy primary staff has designed, created and implemented a new
reporting format that reflects student conceptual understanding of each transdisciplinary
theme, including assessment of all essential elements. Students are assessed against a
rubric outlining four ‘levels of understanding’- 4) exceeds expectations, 3) meets expectations,
2) developing, and 1) beginning/novice. The descriptor for each ‘level of understanding’ was
written with the appropriate age range in mind.
C4.4-As part of the active reporting process, formal conferences are held twice a year, goal-
setting in the fall and student-led in the spring. Staff handbooks have been developed to
provide teachers with conference documents, recommendations, and parent communication
tools. We started a digital professional development library, which includes video clippings of
student-led conference. The handbook and digital library assist in informing new staff of our
conference expectations.
The Primary Principal created a “Planning and Assessment Guidelines” handbook based on
the agreements by staff and PYP coordinator for PYP essential elements and scope and
sequence documents. The document outlines our approaches to learning and the methods of
assessment, as identified above.
c. Describe the progress made with regard to any IB recommendations for this standard from the
self-study
C4.1B: Student assessment addresses the essential elements of the programme. This is
evident in assessment tools and strategies used in assessing the central ideas (summative)
and lines of inquiry (formative), as well as in student portfolio reflections. Teachers narratively
report on the student’s understanding of knowledge, concepts, skills, and attitudes through the
Unit of Inquiry report card.
C4.1C-In 2011, a primary ‘portfolio committee’ was charged with the task of developing a
consistent portfolio system to demonstrate student growth and learning over time. The new
portfolio aligns with the Programme of Inquiry and PYP essential elements.
C4.5- During the 2011- 2012 school year, a committee of five primary teachers created a new
math continuum. This continuum aligns with the Texas state standards (TEKS) and the IB
mathematics scope and sequence. Student progress is documented along four phases and in
the areas of constructing meaning, transferring meaning into understanding, and applying with
understanding. Throughout the 2012-2013 school year, five teachers implemented the
continuum on a trial basis and then reported back to the entire teaching staff at the close of
the school year. Their feedback was used to improve the process before all teachers were
required to implement the continuum for each student beginning August 2013.
d. As a result of this self-study, describe the current school practice(s) that has/have been identified
as in need of further development or improvement.
C4.1A and B: While progress has been made towards achieving a higher level of
implementation, teachers need to continue to develop their understanding of the Approaches
to Teaching (curriculum cycle). The tools and strategies used to assess the essential
elements need to show objective evidence of student learning. Classroom teachers
expressed dissatisfaction with the current Unit of Inquiry report since it requires a substantial
amount of narrative writing to report on student understanding and demonstration of the
concepts, skills, and attitudes. After a reflective process, the unit of inquiry report will change
in January of 2014. As our understanding of assessment evolves, this report will evolve into a
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Programme evaluation guide and self-study questionnaire: Primary Years Programme
report that is purposeful to teachers, students, and parents.
C4.2: Teachers and families new to the PYP have difficulty understanding the strategies and
tools used to assess learning. Since we do not provide percentages or number grades on
daily assignments, teachers have investigated other methods of recording how students
develop understanding over time. The “Planning and Assessment Guide” provides examples
related to moderated writing, 6+1 trait writing rubrics, math continuum, and class profile
sheets.
C4.7- Outside of the units of inquiry, teachers need create various forms of pre-assessments
and to disaggregate data from these assessments as useful tools for instruction. Formative
assessments are needed provide feedback for students' academic success.
Conclusions of the self-study process
After analysing the outcomes of the self-study process, the school has established the priorities used to
create the school action plan included with this questionnaire (see Chart 5).
We agree that this electronic questionnaire, whether signed electronically or not, and supporting documents
will be understood by the IB Organization to have been read and endorsed by the head of school, without a
signed hard copy being necessary.
Name of head of school
Tom Brymer
Signature Date
November 22, 2013
Name of head of section where PYP is implemented (if different from head of school)
Rod Harding
Signature Date
November 22, 2013
Name of PYP coordinator
Alison Schneider
Signature Date
November 22, 2013
42
Programme evaluation guide and self-study questionnaire: Primary Years Programme
List of supporting documents to attach to this form
Place an X in the box to indicate that you have attached the document to the form.
Self-study process
A description of the self-study process implemented in the school, including X
• timeline
• means used to gather feedback from the different stakeholders
• meeting schedule for the self study
• the school-developed descriptors for assessing the practices
Philosophy
School brochure and promotional literature produced by the school concerning the implementation
of the PYP
X
Organization
School organization chart showing the PYP pedagogical leadership team situation (including the
PYP coordinator) and reporting lines X
Job description of the PYP coordinator, including all additional responsibilities besides the PYP
coordination. Indicate the percentage of the coordinator’s weekly schedule that is devoted to
complying with the coordination responsibilities.
X
Job description of the primary school principal X
Language policy X
Assessment policy X
Special educational needs policy X
Sample class schedules (include one per year/grade level) X
Curriculum
PYP programme of inquiry X
Three completed unit planners (stages 1–9) for each year/grade level X
Examples of school reports to parents from three different grade levels X
43
Programme evaluation guide and self-study questionnaire: Primary Years Programme
A description of how the exhibition is organized and managed in the school, to include: X
• the structure in place to ensure coordination of the exhibition
• a description of how students and mentors are briefed
• the process for assessment
• a description of the previous year’s exhibition, indicating the type of projects involved
Documentation to be available at the school at the time of the
evaluation visit
Samples of work completed by students (this should be student work that indicates the process
of/progress in learning, includes teacher feedback and student reflection and self assessment, and
reflects learning within and outside of the transdisciplinary programme)
A current version of the school’s programme of inquiry
Updated and newly developed planners for all transdisciplinary units of inquiry for each year/grade
level, including planners for the current unit of inquiry at each year/grade level
Unit planners for each year/grade level from outside of the programme of inquiry
Subject-specific scope and sequence documents
Samples of completed report cards from each year/grade level
Any policies/essential agreements regarding the implementation of the programme the school may
have adopted or developed, if appropriate
Samples of exhibition portfolios (four samples is sufficient)
Complete the charts that appear in the following pages.
44
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 1: Update of organization of teaching time
Year/grade Total teaching time in hours
per week/cycle
Percentage of teaching time with
classroom teacher
Percentage of teaching time with
single-subject teachers *
Other
(assemblies, special events)
Length of cycle: 5 days
250min taken out for lunch and recess
PYP Assemblies once/month for 45-
60min
Flag Assembly for 10min each Monday
for Pledge of Allegiance
5–6 years 1850min 65% 35%
6–7 years 1850min 65% 35%
7–8 years 1850min 65% 35%
8–9 years 1850min 65% 35%
9–10 years 1850min 65% 35%
10–11 years 1850min 65% 35%
11–12 years 1850min 65% 35%
* This percentage includes teaching time with teachers in charge of specific subjects such as physical education, music or other subjects.
45
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development
• IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities
organized by the relevant IB office.
• Location: In the chart below, indicate where the training took place.
– For IB regional workshops attended name the city.
– For IB workshops organized in the school use “IS”.
– For IB online workshops, use “Online”.
• Add rows as necessary.
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Year/grade
5–6 years
Cyndie Jacks Bachelor of Science in
Education
9 Full time Workshop Leader
Site Visitor
Puerto Rico
New York,
NY
June 2009
April 2011
IB Academy
Promoting
International-
Mindedness in
the PYP
Year/grade
5–6 years
Cheryl Hassell Bachelors of Business
Administration
Alternative teaching
certification
4 Full time Los
Angeles,
CA
Irving,
Texas
January
2011
July 2013
The Written
Curriculum
Teaching and
Learning
Year/grade
6–7 years
Missy DeMoss Bachelor of Business
Administration
Post Baccalaureate in
Teaching Certification
7 Full time Los
Angeles,
CA
Irving,
Texas
October
2011
July 2013
Inquiry
International-
Mindedness as
Sustainability
46
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Year/grade
6–7 years
Cinnamon Sparks Bachelor of Arts in
English
Masters of Education
2 Full time New
Orleans, LA
December
2012
The Learning
Environment and
Inquiry
Year/grade
6–7 years
Mimi Turbevile Bachelor of Science
Interdisciplinary
Studies
1 year Full
time
teacher
5
Teacher
assistant
Full time *Registratio
n spring
2014
Year/grade
7–8 years
Lynette Cardamone Diploma of Teaching
(Australia)
Graduate Diploma in
Computer Education
(Australia)
1 Full time New
Orleans, LA
December
2013
The Written
Curriculum
Year/grade
7–8 years
Kathy King Bachelor of Business
Administration in
Marketing
EC-4 and 8-12 English
Language Arts
1 Full Time *Registratio
n spring
2014
Year/grade
8–9 years
Erin Austin Bachelor of Arts in
International Relations
Alternative Teaching
certification
8 Full time New
Orleans, LA
Irving, TX
February
2011
July 2013
Reading and
Writing Through
Inquiry
Teaching and
Learning
47
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Year/grade
8–9 years
Nadia Akhtar Bachelors of Science
in Education
4 Full time Los
Angeles,
CA
Irving, TX
October
2011
July 2013
The Role of
Mathematics in
the PYP
International-
Mindedness as
Sustainability
Year/grade
8–9 years
Nicole Bauer Bachelor of Science in
Elementary Education
Gifted and Talented
Certification
1 Full time New
Orleans, LA
December
2013
The Written
Curriculum
Year/grade
9–10 years
Melissa Oravetz Bachelor of Science in
Interdisciplinary
Studies
Masters of Educational
Leadership
2 Full time Los
Angeles,
CA
January
2013
Making the PYP
Happen (1)
Year/grade
9–10 years
Tonja Taylor Bachelor of Art in
Early Childhood
Education
6 Full Time Los
Angeles,
CA
Salt Lake
City, UT
October
2011
November
2013
3-5 Years Olds in
the PYP (3)
Reading and
Writing Through
Inquiry (3)
Year/grade
9–10 years
Kat Calzini Bachelor or Arts
Masters of Education
Masters of Library
Science
3 Full time Los
Angeles,
CA
January
2012
Concept-Based
Learning (3)
48
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Year/grade
10–11 years
Patrice Moon Bachelor of Arts in
International Studies
Teaching Certificate
1 Full time Salt Lake
City, UT
November
2013
Transdisciplinary
Learning (3)
*Registration
spring 2014 for
Exhibition
category 2
Year/grade
10–11 years
Amanda Bunch Bachelor of Science in
Interdisciplinary
Studies
4 Full time Los
Angeles,
CA
January
2011
The Written
Curriculum (2)
*Registration
spring 2014 for
Exhibition
category 2
Year/grade
10–11 years
Katherine Price Bachelor of Science in
Applied Learning and
Development
3 Full time Kansas
City, MO
April 2012 Inquiry (3)
*Registration
spring 2014 for
Exhibition
category 2
Year/grade
11–12 years
Sarah Stack Bachelors or
Education (Honours)-
in Environmental
Science
Masters of Education
in English as a Second
Language
7 Full time Workshop Leader
Site Visitor
Atlanta, GA
Portland,
OR
Los
Angeles,
CA
June 2010
November
2012
October
2013
Mathematics in
the PYP (3)
Exhibition (3)
IB PYP Academy
49
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Year/grade
11–12 years
Beckie Paquin Bachelor of Arts
Masters in Education
Administration
1 Full time Portland,
OR
November
2013
Assessment in
the PYP (2)
Head of section/
principal
Rod Harding Bachelors of
Education
Masters of Education
4 Full time Bethesda,
MD
May 3-5,
2013
Pedagogical
Leadership (2)
PYP coordinator Alison Schneider Bachelor of Science in
the Education of the
Young Child
11 Full time Site Visitor
Contributor (Assessment in the
PYP: Annotated Samples)
Austin, TX
Baltimore,
MD
New York,
New York
New York,
New York
Irving, TX
July 2009
December
2009
April2011
February
2013
July 2013
Role of
Mathematics (3)
IBPYP Academy
Promoting
International-
mindedness in
the PYP (2)
Pedagogical
Leadership (2)
Action (2)
50
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Others
(physical education,
music,
administrators)
Special Education Lisa Valentine Bachelor of Arts in
Anthropology
Alternative teaching
certification, PK-5;
Certified ESL and
Special Education
7 Full Time Los
Angeles,
CA
Salt Lake
City, UT
January
2009
November
2013
Collaborative
Planning (2)
Reading and
Writing Through
Inquiry (3)
Art Joanna Reynolds Bachelor of Science in
Education
Certification in Art
6 Full Time Los
Angeles,
CA
Bethesda,
MD
January
2011
November
2012
Promoting
International-
mindedness (2)
Role of the Arts
(3)
Spanish Veronica Covarrubias Bachelor of Arts in
Business
Teaching certification
ECAP (Education
Career Alternative
Program)
5 Full Time Baltimore,
MD
Atlanta, GA
New York,
New York
December
2009
June 2010
February
2011
Role of
Language in the
PYP (3)
Collaborative
Planning (3)
Inquiry (3)
51
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Spanish Martha Barraza Master of Education-
in Curriculum and
Instruction
Certification in
Bilingual Education K-
8 and English as a
Second Language
2 Full Time Madrid,
Spain
June 2013 Concept-Based
Learning
Library Cassandra Thompson Bachelor of Science in
Interdisciplinary
Studies
3 Full Time Los
Angeles,
CA
January
2013
Making the PYP
Happen in the
Classroom (1)
Music Jaime Estrada Bachelor of Arts in
Music
Certified Generalist
EC-4 and Music EC-
12
6 Full Time New
Orleans, LA
New
Orleans, LA
June 2010
December
2013
The Role of Arts
(3)
Music and Inquiry
(3)
Counsellor Karen DesHotels Bachelor of Science in
Curriculum and
Instruction
Masters in Education-
Counselling
5 Full Time Austin, TX
New York,
NY
July 2010
February
2013
Promoting
International-
mindedness (2)
Personal, Social,
Physical
Education (3)
Physical Education Karon Gopffarth Bachelor of Arts in
Communications and
Fitness Management
2 Full Time *Registratio
n spring
2014
52
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Teacher/role Name Qualifications of
each teacher
(degrees, diplomas)
Number
of years
at this
school
Full/
part-time
(use FT/PT)
IB activities in which teacher is
or has been involved in period
under review
(eg workshop leader, site visitor,
contributor to IB curriculum
development)
IB-recognized professional development
attended during the period under review
Location Date Workshop name
and category
Physical Education Lizzie Burnett Bachelor of Science in
Physical Education
Masters of Education
in Physical Education
1 Part Time *Registratio
n spring
2014
53
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 3: Update of school facilities that support the implementation of the PYP
Describe the changes that the school has made, if any, during the period under review, regarding its physical resources (for example, sports fields) to support the
implementation of the PYP. Indicate the areas that are still in the process of improvement. Add rows as necessary.
Resource Changes since authorization/last evaluation Developments under way/future development (if applicable)
Library/multimedia centre
Remodelling with modular furniture and dividing wall that separates the
technology area with the reading area (2011-2012).
Installing new shelving based on architectural designs to create a flexible
space for research, technology and literature lessons (2011-2012).
Current use is for K-12 students and with the completion of the Phase 1
Building Program the library will be used only for PYP (August 2014).
Arts provision
The art classes have moved from a renovated dining hall area to a self-
contained portable.
Music classes were taken from by the teacher in each classroom and have
now been situated in a self-contained portable adjacent to the art room.
None
Information technology provision Technology is classroom based with access to iPad mini’s from Grade 4
through 6. IPads and laptops are accessible through technology carts.
K-6 will progressively move to iPads during 2013-2015. This is due to the
development of a Technology Plan for K-12.
Other (identify)
Phase 1 Building Program
The building program that commenced in July/August 2013 will be completed
in August 2014. The buildings include a new secondary building, athletics
facilities and a multi-purpose hall.
The multi-purpose hall will create greater use of space for the PE program
and a schedule that is restrictive due to the availability of one gymnasium for
K-12. PYP assemblies would be easier to schedule.
The secondary building would allow the PYP section to grow with a three (3)
class sections for each grade level and position grade 6 in the MYP, making
the PYP a six-year program, K-5. The Primary section would ‘inherit’ eleven
(11) classrooms from the current MYP hallway and provide the Spanish
teachers and the reading/specialist with much needed classrooms. PYP
would also be able to have a resource room and an additional classroom to
allow for multi-purpose use.
54
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 4: Update of implementation budget
Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD. USD
USD = US dollars GBP = Great British pounds CHF = Swiss francs CAD = Canadian dollars
IB World School
current year
Year 2 after
evaluation
Year 3 after
evaluation
Year 4 after
evaluation
Year 5 after
evaluation
Academic year 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Annual school fee $7,250 $7,250 $7,250 $7,250 $7,250
Resources
(specify)
Technology (whole
school)
$125,000 $125,000 $125,000 $125,000 $125,000
Library (whole
school)
*$8,300 represents
book collections,
subscriptions to
databases, binding
materials, and
other supplies.
WA Budget:
$8,300
HOC Supplement:
$2,000
Scholastic Book
Fair: $8,000
WA Budget:
$8,300
Scholastic Book
Fair: $8,000
WA Budget:
$8,300
Scholastic Book
Fair: $8,000
WA Budget:
$8,300
Scholastic Book
Fair: $8,000
WA Budget:
$8,300
Scholastic Book
Fair: $8,000
Classroom
curriculum
Resources (leveled
texts, math
resources, science
equipment, etc.
$20,000
New classroom
set-up for
additional grades
K and 2: $8,000
$20,000 $20,000 $20,000 $20,000
IB professional
development
(specify)
IB recognized
workshops
TIBS Roundtables
School Visits
$22,000
* Based on 11
participants
$22,000
* Based on 11
participants
$22,000
* Based on 11
participants
$22,000
* Based on 11
participants
$22,000
* Based on 11
participants
Other
Evaluation Fees $3700
TOTAL $240,350 $190,550 $190,550 $190,550 $190,550
* Implementation budget is only projected for the coming years. The Board of Trustees has not approved it.
Approved by Position
Rod Harding Campus Director/Primary Principal
55
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Chart 5: Update of action plan
• Schools are required to use this template to submit their plan in order to continue implementing the programme for the next five years. It is organized according to the headings of the
Programme standards and practices.
• The school will include objectives drawn from the outcomes of the self-study questionnaire.
• Add rows as necessary.
A: Philosophy
The school’s educational beliefs and values reflect IB philosophy.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary
implications
Evidence of achievement
or of progress towards achievement of the
objective
A.3C Continue to develop
methods of teaching and
learning that promote
constructivism and the
development of critical-
thinking skills (see also
C3.2A action plan objective)
1) Focus on developing
understanding of the inquiry
cycle and incorporate the
cycle into weekly planning
and teaching.
On-going All Staff NONE
Students understand and can differentiate
between tuning in, finding out, sorting out.
Students engage in self-initiated action as an
outcome of their thinking and learning.
A.7B: Recognize and
celebrate mother-tongue
languages found within the
student body.
1) Partner with parents to
identify mother tongue
representation.
2) Continue after-school
programs in Chinese and
expand offerings to other
languages.
3) Add library collections that
include a range of mother-
tongue books and
resources.
On-going All Staff YES
Increase student enrolment in Chinese class
offered after school.
Secure volunteer educators who can offer after
school classes in additional languages.
Students and teachers know where to find and
check out resources in the library written in
various mother-tongue languages.
56
Programme evaluation guide and self-study questionnaire: Primary Years Programme
A.8: Increase participation in
the IB world community
1) Build partnerships with
area IBPYP schools through
continued Roundtables and
school visits.
2) Refer to and participate in
the IB virtual community
(official twitter feed, OCC,
Facebook forums, Sharing
PYP blog)
3) Encourage experienced
PYP practitioners to apply
for the IB Academy
On-going PYP Coordinator and all staff
YES
Substitutes for site visits
to local schools
Professional
development funding
Teachers share experiences with staff upon
return from school visits and Roundtables.
Articles and perspectives shared in the IB virtual
community are considered during
implementation and planning.
Teachers with the desire to apply for the IB
Academy are successful candidates.
57
Programme evaluation guide and self-study questionnaire: Primary Years Programme
B: Organization
B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the Primary Years Programme.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary
implications
Evidence of achievement
or of progress towards achievement of the
objective
B1.5A and B- Refer to the
language, assessment, and
special needs policies as
working documents to further
curriculum development.
1) Review policies once
a year
2) Share policies with
new staff during an
induction programme
3) Ensure parent
transparency by
sharing policies with
the school community
via the PYP
coordinator website.
On-going
August of
each new
school year
After annual
review-
before the
start of a new
school year.
Pedagogical Leadership Team
Curriculum Review Committees
Classroom Teachers
PYP Coordinator
Special Education Department
NONE
Use in short term/long term planning
Policies are used as a basis for decision making
related to language instruction, assessment
procedures, and special needs concerns.
58
Programme evaluation guide and self-study questionnaire: Primary Years Programme
B2: Resources and support
The school’s resources and support structures ensure the implementation of the Primary Years Programme.
Objective Actions Date to be
achieved
Person/group
responsible for
achieving this
objective
Budgetary
implications
Evidence of achievement
or of progress towards achievement of the objective
B2.5 Continue to provide learning
environments with specialized
equipment and resources to support
the PYP
1) Continue to fund
levelled readers to
support units of inquiry
and differentiated
learning.
2) Survey teachers to
determine technology
needs in the classroom
3) Continue to develop a
an enriching math
programme supported
by games and
manipulatives
4) Purchase unit of inquiry
resources for the library
On-going All Staff YES
Teachers develop goals and identify resources needed in
relation to the performance plans.
Successful grant application (WAF and HOC) for the provision
technology
Scholastic book fair funding will be spent according to teacher
requests in support of the units of inquiry, international-
mindedness, and the essential elements of the PYP.
B2.6 Continue to make funding for
the library a priority, recognizing its
importance within the PYP.
1) Identify resources
needed to support the
essential elements of the
PYP and the units of
inquiry
2) Continue to improve
the physical space of the
library and system used
to shelve books (student
accessibility)
3) Encourage families to
bring picture books back
from their travels. Books
can illustrate cultural
On-going
All staff
Librarian
YES
Monies from Scholastic book fair will be used to purchase books
and resources.
Librarian will catalogue resources and designate books for
specific use within the programme of inquiry.
Increased use of library, other then during designated PYP
library lessons.
Library displays with be frequently updated to identify essential
elements of the PYP and provide learners with the concepts and
knowledge of their current units of inquiry.
Shelving will provide purposeful areas for mother-tongue books
and books related to the essential elements (with priority given
to the IB Learner Profile)
59
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Objective Actions Date to be
achieved
Person/group
responsible for
achieving this
objective
Budgetary
implications
Evidence of achievement
or of progress towards achievement of the objective
differences,
commonalities, and
foreign languages.
4) Arrange a flexible
“open-library’ schedule so
the space and resources
can be utilized outside of
scheduled library classes.
Parents/Students
B2.8 Continue to investigate ways to
support students with learning
difficulties or special needs. In turn,
this will provide needed support for
the classroom teachers
1) Recruit additional
educators with
special education
expertise.
2) Determine the
number of students
serviced and
develop specialized
teams to service age
ranges (K-2 and 3-5)
3) Provide teachers
with research-based
interventions in math
and reading
Ongoing YES
Teachers utilize purchased research-based guides when small
group intervention is warranted.
Additional support staff and educators are hired, as the
identification of students is determined.
Students in need of further support are identified as teachers
collect and analyse assessment data (benchmarks, exemplars,
rubrics, anecdotal records, running records, spelling inventories,
etc.).
B2.10 Investigate the possibility of
creating a timetable that allows for a
in-depth inquiry provided through
large, designated times without
interruption
1) Solicit feedback from
teachers at the end of the
2013-14 school year to
see what works with the
schedule and what does
not work.
Daily Schedules offering specials throughout the week with large
chunks of uninterrupted class time.
60
Programme evaluation guide and self-study questionnaire: Primary Years Programme
C: Curriculum
C1: Collaborative planning
Collaborative planning and reflection support the implementation of the Primary Years Programme.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
C1.2 Regular and systematic
collaborative planning must
address the development of
the PYP planner during the
implementation of the unit of
inquiry.
1) Classroom teachers
develop an understanding
of the PYP Planner and its
value in daily and weekly
planning and reflection.
2) The focus of the grade
level meetings attended
by the PYP Coordinator
will be the development
and revision of PYP
planners.
3) Current working
copies of planners are
shared among
collaborators using
Groups (shared drive),
Google Docs, or IBLearns.
4) Include the
Specialist’s reflection of
the outcome of the unit of
inquiry in boxes 6,7,and 8
of the PYP planner.
On-going
Spring 2014
onward
Short term
(Spring 2014-
onward)
Classroom teachers
PYP Coordinator
Specialist teachers
NONE
Teachers begin to visit the planner
regularly and collaboratively.
Planners are completed within two
weeks of the unit’s conclusion.
Planners incorporate the sustained
work of all grade level members.
Specialist’s reflections are included
in Box 6 and 7 during speed
planning sessions.
Speed planning sessions are used
purposefully to reflect on past units
of inquiry and plan for upcoming
units.
61
Programme evaluation guide and self-study questionnaire: Primary Years Programme
C2: Written curriculum
The school’s written curriculum reflects IB philosophy.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
C2.4 Explore ways to ensure
the curriculum clearly
identifies the skills, concepts,
knowledge, attitudes taught
over time
1) Refine Central Ideas
to ensure conceptual
focus
2) Creation of ‘at a glace’
documents for reading
and writing
3) Continue refinement
of established scope
and sequence
documents related to
mathematics and
specialists areas.
4) Continue using staff
committees for the
subject area
development of scope
and sequence
documents that align
the IB learning
outcomes and TEKS.
On-going
On-going
On-going
On-going
Coordinator and Classroom teachers
Curriculum committees and
pedagogical leadership team
Classroom teachers, math
committee members, specialists,
Coordinator
All Staff
None
None (unless committees are
provided release days for
collaboration)
none
3rd Learning Fees
Central ideas will be revised to
identify the conceptual focus, (key
and related) lessening the emphasis
on skills and themes.
At-A-Glance and scope and
sequence documents are published
as a “desktop curriculum” resource.
Refinement of scope and sequence
documents reflects changes in
TEKS, IB publications, and
Programme of Inquiry.
Curriculum documents are shared
with all stakeholders. Parents will
access curriculum development
documents are reports via the
website and teachers will share
curriculum documents through the IB
Learns curriculum management
system.
62
Programme evaluation guide and self-study questionnaire: Primary Years Programme
C3: Teaching and learning
Teaching and learning reflects IB philosophy.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
C3.2A Continue to study and
explore strategies that
strengthen inquiry and
critical-thinking skills. (see
also A.3C action plan
objective)
1) Continue to study
texts related to inquiry
and concept-based
learning
2) Continue to send staff
to professional
development courses
3) Continue the
development and
implementation of the
school adopted inquiry
cycle by putting it in
action with the
students.
4) Participate in
workshops and
publications offered by
the IB during the PYP
development
(Principles into
Practice, 2017).
ON GOING
Classroom teachers, pedagogical
leadership team, vertical and
horizontal collaborative groups.
YES- build professional
development library to include
resources such as:
-Inquiry Circles in Action
(Daniels/Harvey)
-Taking the PYP Forward
- Stirring the Head, Heart, and Soul
(Erickson)
-More Curious Minds (John Barell)
-Making Thinking Visible (Ritchhart)
-Learning Together Through Inquiry
(Short)
-Choice Words (Johnston)
Send staff to IB workshops such as
concept-based learning and
transdisciplinary learning
Classroom environment, PYP
planners, and student learning will
provide evidence of successful
inquiry.
Parents will have a greater
understanding of the inquiry
classroom as they observe their
child(ren) engaged in learning, and
by attendance at student
conferences and parent workshops.
63
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
C3.4 Promote academic
honesty across grade levels
1. Model research and
academic honesty for
early primary grades.
2. Develop a K-6 system
for citing resources
3. Develop a K-6 research
continuum to be used
by all teachers, not just
the librarian
4. Adopt a research
methodology such as
“The Big 6” or revisit the
“IIM”.
Short term
Short term
Short term
*2014-2015
school year
All staff including pedagogical
leadership team, classroom
teachers, and librarian.
Yes- purchasing and training of a
research methodology
Students will transition throughout
the grades with increased
knowledge of what “academic
honesty’ entails, how it relates to the
Learner Profile, and research skills.
Students engaging in the PYP
exhibition process will have prior
knowledge and exhibit confidence
when citing sources and adhering to
academic honesty agreements.
C3.11 Create essential
agreements for technology
to enhance its role in the
PYP.
1. Study IB Publication,
Role of ICT in the
PYP.
2. Identify technology
goals for each grade
level
3. Align essential
agreements in PYP
across MYP and DP.
On-going
Short term
Long term
All staff
None related to the creation of the
document. However, as ICT
practices evolve over the next five
years, teachers will have to acquire
new resources and attend
professional development trainings.
Consistent practice and
implementation of technology will
develop across the grades,
preparing students for the grade
ahead.
Science, Technology, Engineering,
and Mathematics (STEM) education
is evident from K-12
C3.14B Empower students
to take self-initiated action as
a result of learning
1. Define “action” as it
relates to the PYP and
various age groups.
Communicate this
definition to the greater
community
On-going Teachers, students, parents, and the
pedagogical leadership team None
Students will be recognized with a
“Blacksmith Award” for engaging in
meaningful action.
Students will understand the action
64
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
2. Emphasize and share
student action with
peers, using the action
cycle as a model.
3. Have students engage
in meaningful reflection
after taking action.
4. Encourage and share
parent feedback and
reflection related to
action
cycle. Interactive classroom
displays with document when
students choose, act, and reflect
C4: Assessment
Assessment at the school reflects IB assessment philosophy.
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
C4.1A Teachers continually
use assessments to plan
and inform teaching
And
C4.7 Teachers develop
formative assessments to
drive teaching and learning.
1. Development of short,
mid-range, and long
range planning tools
that direct teaching
and learning with
behavioural goals and
outcomes. (IBLearns)
2. Continuous study of
“Understanding by
Design”
3. Study the Assessment
in the PYP support
document with
annotated samples.
On-Going
Coordinator, classroom teachers,
and specialist teachers
Tracking Team (Counsellor,
Principal, Coordinator, Special
Education Teacher, Reading
Specialist) in the analysis of data to
determine student needs.
Collaborative planning groups
(horizontal and vertical) and
curriculum committees
None
Implementation of assessment
policy in daily practice
Samples of student reports and
assessed work
Utilization of various assessment
tools and strategies.
Planning is determined by
assessments and vice versa.
C4.1B Continue to design
and develop assessment
1. Teachers are able to
provide extensive On-going Coordinator, classroom teachers,
and specialist teachers None Implementation of assessment
policy in daily practice
65
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Objective Actions Date to be
achieved
Person/group responsible for
achieving this objective
Budgetary implications Evidence of achievement
or of progress towards
achievement of the objective
strategies that address the
PYP essential elements
examples and
documentation by which
they address the
essential elements of the
PYP through
assessment practice.
2. Design assessments and
utilize resources to
provide assessments
that directly address
requirements of the PYP
and state curriculum.
Tracking Team (Counsellor,
Principal, Coordinator, Special
Education Teacher, Reading
Specialist) in the analysis of data to
determine student needs.
Collaborative planning groups
(horizontal and vertical) and
curriculum committees
Samples of student reports and
assessed work
Utilization of various assessment
tools and strategies.
Student goal-setting is related to
formative assessments, guiding
them toward understanding where
areas of growth are needed.
C4.2 The school community
understands the assessment
procedures and philosophy
1. Teachers understand
the assessment policy and
use it in daily practice.
2. Teachers provide
evidence related to
reporting student progress
in order to eliminate
possible “subjectiveness”
3. Parent workshops are
conducted to provide
insight into assessment
practices.
4. Students use
assessments and reports to
further their growth
On-going
All Staff
All Staff
Pedagogical leadership team
Teachers and students
None
Assessment practices are consistent
across the PYP.
Assessments contain measureable
outcomes
Students are counselled on their
strengths and areas in need of
strengthening, providing
opportunities to reflect and set goals
related to assessment outcomes
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP / MYP / DP Meeting Date: January 13, 2014
Staff Contact: Ben Nibarger, Admin Coordinator Discussion
Subject: Balanced Scorecard Dashboard Report - Westlake Academy.
EXECUTIVE SUMMARY
Westlake Academy is in the process of aligning their strategic plan with existing resources and
capabilities utilizing the Balance Scorecard as a strategic management tool. The Board has seen
several iterations of the documentation and dashboard report. The report provides an updated
section on the PYP – IBO Standards and Practices. This will expand to include the MYP and DP
as the programmes go through the self-study process.
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
Governance direction will provide the authority and directives of the Board to the Academy staff
as it relates to administering school administrative services.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action necessary
ATTACHMENTS
1. Dashboard Report
Da
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a
r
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(
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Percent
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Hundreds
Fi
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82%
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4.530
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$1,003 $870$1,049 $1,068$1,227
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20102011201220132014
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP / MYP / DP Meeting Date: December 2, 2013
Staff Contact: Tom Brymer Workshop Discussion
Superintendent
Subject: Discussion of Board Policy 2.09 Regarding Board Input into the Process
Utilized for the Selection of Section Head Positions.
EXECUTIVE SUMMARY
During the Board of Trustees meeting on December 2, 2013, discussion was had concerning the
Board’s level of input during the search team selection for Section Head positions at Westlake
Academy. Our current policy (2.09) titled “Responsibility for Personnel Decisions Setting
Parameters for the CEO Regarding Establishment of Managerial Reporting and Organizational
Structure” states that “the Board shall have input into the process utilized for the selection of the
section head positions”. The Superintendent has begun the search process, in tandem with
Carney Sandoe, for the recruitment of an Executive Principal/Director of Education position for
SY14-15. This position will also supervise the DP program.
Per Board direction at our last meeting, the Board will select two members to observe the
finalist interview processes and submit any potential interview questions to the
Superintendent prior to the discussions.
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?
• Section d) of Board Policy 2.01 states that the Board shall have input into the process for
the selection of section head positions.
Which policy governs this?
• Board Policy 2.01 d)
What additional direction is necessary?
FISCAL IMPACT
Funded Not Funded N/A
Page 2 of 2
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Selection of the two Board representatives to observe the interview process for the selection of
the Executive Principal/Director of Education position.
ATTACHMENTS
1. BOT Policy 2.09 “Responsibility for Personnel Decisions Setting Parameters for the
CEO Regarding Establishment of Managerial Reporting and Organizational Structure”
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 09-20:
Date Board Adopted: February 9, 2009
Date Board Amended: December 7, 2009
Effective Date: December 7, 2009
Policy Category: Faculty Attraction and Retention
Policy Name: Responsibility for Personnel Decisions and Setting Parameters for the
CEO Regarding Establishment of Managerial Reporting and Organizational Structure
Policy Goal: Efficient and Effective Recruitment/Accountability/Retention of Staff
Policy Description: Administrative regulations governing Texas Charter Schools
assigns to the Chief Executive Officer (CEO) responsibility for personnel decisions. As
such, it is the purpose of this Board policy to delegate this function to the CEO as
follows:
a.) The CEO has final authority to offer employment, terminate employment, evaluate,
promote, demote, appoint, and employ all Westlake Academy employees.
b.) The CEO or his/her designate shall define the qualifications (excepting those that
may be established by the Board), duties and responsibilities of all Academy positions
and shall ensure that job descriptions are current and accessible to all employees and
supervisors.
c.) All compensation will be in accordance with Board approved teacher salary scales
and establishment of new positions shall be approved by the Board.
d.) The Board shall have input into the process utilized for the selection of section head
positions.
WA Resolution 09-21
Page 2 of 2
e.) The CEO shall be responsible to the Board for establishing (and modifying when
necessary) a managerial reporting and organizational structure, pursuant to applicable
Board budget approvals, that meets the following criteria as well as facilitates and
enhances:
• student achievement in alignment with the IB Learner profile
• communication with all Academy stakeholder groups
• timely staff decision making
• staff accountability
• employee empowerment and teamwork
• attainment of Board policies and adopted strategic plan desired outcomes
• staff professional development and effectiveness
• stewardship regarding the effective and efficient use of available resources
• clarity of reporting structure, lines of staff authority, and staff roles
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: January 13, 2014
Staff Contact: Tom Brymer Workshop Discussion
Town Manager/Superintendent
Subject: Follow-up Discussion from Board’s May 17, 2013 Planning Retreat
Regarding the Vision Statement for Westlake Academy
EXECUTIVE SUMMARY
This item has been continued, per Board direction, from the original May 17th planning retreat.
During this meeting, we reviewed the school’s vision statement, its components, and through
small group discussions, identified defining statements for each of the four (4) components of
our vision statement. The discussion and input regarding the definitions of these four (4)
components was explored, with an emphasis on developing clarity and definition for the portion
of the Academy vision statement related to a student attaining his or her highest individual
potential.
Periodic review of our vision statement is recommended to ensure the information is still valid,
adequately captures our “picture of the future”, and to clarify the question “what do we aspire to
be?” As we revisited this issue at subsequent meetings, time was not sufficient to answer the
question or review the vision statement in detail. As we move into the selection process for the
Executive Principal/Director of Education position the vision statement will be an important
aspect to have defined as we convey the long-term governance view to the applicants.
APPLICABLE STRATEGIC PLAN DESIRED OUTCOME
High Student Achievement
Strong Parent & Community Connections
Financial Stewardship & Sustainability
Student Engagement – Extracurricular activities
Effective Educators & Staff
WESTLAKE ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend discussion of the defining statements and resultant questions that came out of the
Board/Staff discussion at the May 17th planning retreat with a focus on the type of school we
intend WA to be, i.e. college preparatory, college ready, etc. This will involve focusing on the
Page 2 of 2
portion of the WA vision statement related to students attaining his/her highest individual
potential.
ATTACHMENTS
1. Notes from the small group exercises which formulated defining statements for each of
the 4 components to the WA vision statement as well as key questions that came from
that discussion.
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
• Had discussion to create dialogue/common understanding of Vision Statement
• created DEFINING PRINCIPLES to help gain further clarity of our Vision.
Defining Principle means:
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.
Page 3 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?
- Do the clarifying statements get at the intentions of the Board in the stated
vision statement?
- Are we in agreement on highest individual potential? Is it preparing our
students to take on the “fork in the road” that they choose?
- college, vocational school, work environment, military, etc.
- If so, is the Board in support of using this as the basis to update the WA
current strategic plan as a component of the ‘umbrella’ system for the
entire organization – meaning cascade the WA department SP to a Tier Two
strategy map and tie into the overall direction of the Town.
- In update the SP for WA into a similar BSC system – we would narrow the
focus of the performance measures to address the types of questions:
o How do we know when we have succeeded?
o What does post-secondary success look like for our students?
o What does success look like in PYP/MYP/DP?
Page 4 of 7
Vision = Our Destination as an Organization
Defining Priniciple for Vision Component # 1: “Westlake Academy inspires
students…”
Some questions to ask:
*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?
Example:
WA will have a culture that enables and encourages students to want to learn and view
learning as its own reward.
Clarifying Statements
~ “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.”
~ “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.”
~ “Parents and teachers collaboratively engage students in authentic
learning to produce intrinsically motivated student who reflect and act.”
~ “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 5 of 7
Defining Priniciple for Vision Component # 2: “Westlake Academy inspires
students to achieve their highest
individual potential…
Some questions to ask:
*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?
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.
Clarifying Statements
~ “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.”
~ “WA, at a minimum, will prepare students for college success while
focusing on student growth and developing a hunger for more.”
~ “Identify and address different learning styles while promoting an
environment that maximizes academic and real-life learning to produce a
responsible, engaged citizen.”
~ “Students are inspired to set high standards for themselves and are
supported by faculty, staff, and parents, to achieve them.”
Page 6 of 7
Defining Priniciple for Vision Component #3: “Westlake Academy inspires
students… in a
nurturing environment…”
Some questions to ask:
*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?
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.
Clarifying Statements
~ “WA creates a positive, supportive, safe environment where stakeholders
promote and develop self-awareness and integrity.”
~ “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.”
~ “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.”
~ “WA students feel safe and supported and are in an environment where
they belong and where their self-worth is continually (affirmed?).”
Page 7 of 7
Defining Priniciple for Vision Component #4: “Westlake Academy… fosters the
traits found in the IB learner
profile.”
Some questions to ask:
*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?
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.
Clarifying Statements
~ “Just do it. Foster it.”
~ “Self-defining.”
~ “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.”
~ “-“
Standing agenda item during the construction project
g. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections.
Westlake Academy
Item # 5 – No
Supporting
documentation
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #6
Board Recap /
Staff Direction
Westlake Academy
Item # 7 –
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.
Texas Senate resolution from Kelly Hancock's office (District 9) in honor of Westlake
Academy being ranked in US news and world report.
January Proclaimed as School Board Recognition Month.
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 December 2, 2013, meeting.
b. Consider approval of Resolution 14-01, Approving the Fiscal Year 2012-
2013 Annual Audit Report.
Westlake Academy
Item # 3 - Consent
Agenda Items
BOT Minutes 12/02/13
Page 1 of 4
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
December 2, 2013
PRESENT: President Laura Wheat, Trustees: Michael Barrett, Rick Rennhack and Wayne
Stoltenberg.
ABSENT: Clif Cox and Carol Langdon
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, Primary Principal
Rod Harding, Secondary Principal Clint Calzini, Administrative
Coordinator Ben Nibarger and Director of Curriculum &
Instruction Andra Barton and Communications & Community
Affairs Director Ginger Awtry.
Workshop Session
1. CALL TO ORDER
President Wheat called the work session to order at 5:24 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 FOR THE DECEMBER 2, 2013 , TRUSTEES
REGULAR MEETING AGENDA.
Town Secretary Edwards revised the members in attendance on the November 14, 2013,
meeting minutes.
BOT Minutes 12/02/13
Page 2 of 4
4. REPORTS
a. Update on the progress of the Language “B” Program.
5. DISCUSSION ITEMS
a. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item
No additional discussion.
b. Discussion of a Report Concerning the 2013-14 Blacksmith Campaign and other
Planned Fund Raising Activities.
President Karen Stoltenberg and Executive Director Shelly Myers provided
presentation and overview of the Foundation’s Year in Review and Financial Goals for
the school year 2013-2014.
Discussion ensued regarding the Blacksmith Fund totals and participation.
c. Discussion of K-G12 Mathematics Curriculum Improvement Strategies.
Superintendent Brymer provided a presentation and overview of the item.
Director of Curriculum Barton, Principal Harding and Principal Calzini provided
additional information regarding Mathematics.
Discussion ensued regarding Texas Essential Knowledge and Skills (TEKS ) testing,
scope and sequence alignment, Algebra I, benchmarking, the implementation of a
shared curriculum management system, hiring an additional teacher for Grade 7 and
Grade 8 to assist with the Mathematics compacting and how to maximize students
potential by offering different opportunities to succeed.
d. Discussion of alternative Secondary schedules.
Principal Calzini provided an overview of the item.
Discussion ensued regarding teaching Math and Language on a daily basis, a
traditional schedule, modified schedule, and best the time to implement any changes.
BOT Minutes 12/02/13
Page 3 of 4
e. Discussion of Board Policy 2.09 Regarding Board Input into the Process Utilized for
the Selection of Section Head Positions.
Superintendent Brymer provided an overview of the process used by the Executive
Recruiter for the Director of Education position.
Discussion ensued regarding the interview process, the Boards involvement, Council-
Manager form of Government and congruency with the Academy policy.
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
President Wheat adjourned the work session at 7:35 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the meeting to order at 7:35 p.m.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
No one addressed the Board.
3. CONSENT AGENDA
a. Consider approval of the minutes from the November 14, 2013, meeting.
MOTION: Trustee Stoltenberg made a motion to approve the consent
agenda. Trustee Barrett seconded the motion. The motion
carried by a vote of 3-0.
4. BOARD CALENDAR
Primary Years Programme accreditation process March 6-7, 2014.
5. FUTURE AGENDA ITEMS
- None
BOT Minutes 12/02/13
Page 4 of 4
6. ADJOURNMENT
MOTION: Trustee Rennhack made a motion to adjourn the meeting. Trustee
Stoltenberg seconded the motion. The motion carried by a vote of 3-0.
President Wheat adjourned the meeting at 7:43 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON JANUARY _______, 2014.
ATTEST: ____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: January 13, 2014
Staff Contact: Debbie Piper Workshop and Consent
Finance Director
Subject: Presentation and approval of resolution approving the FY 2012-2013 annual audit
report from Pattillo, Brown & Hill, LLP.
EXECUTIVE SUMMARY
Pattillo, Brown & Hill, CPAs have completed the Westlake Academy 2012-2013 annual
financial audit report. As in prior years, we again had no “Findings”, reportable conditions nor
material weaknesses to be reported to TEA. Findings are items required by TEA to be reported
regarding TEA compliance, large variances in budget vs. actual balances, etc. TEA doesn’t
necessarily look upon these as bad (they require an explanation of all “Findings” and review in
subsequent years), but it certainly looks good for the Academy not to have any for the current
year.
Please review the Management Discussion and Analysis document included in the audit report
for statistical information and Academy achievements during the year ended August 31, 2013.
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
The approval of this external audit meets the requirements of the Texas Education Agency as
well as one of our desired outcomes, Financial Stewardship & Sustainability. In addition, the
conclusion of a successful audit is in keeping with our financial policies as approved by the
Board of Trustees for Westlake Academy.
FISCAL IMPACT
Funded Not Funded N/A
Total payment for the FY 2012-2013 annual audit was $12,500 which was incorporated in FY
2013-14 Academy budget.
Page 2 of 2
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of the resolution approving the FY 2012-2013 annual audit as submitted.
ATTACHMENTS:
Resolution
FY 2012-2013 Audit report for year ended August 31, 2013
Resolution 14-01
Page 1 of 2
WESTLAKE ACADEMY
RESOLUTION NO. 14-01
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING THE FISCAL YEAR 2012-2013 ANNUAL AUDIT REPORT FROM
PATTILLO, BROWN & HILL, LLP.
WHEREAS, Section 7.3.6 of the Data Collection & Reporting section of the Financial
Accountability System Resource Guide Update 11.0 requires that the annual financial and
compliance report be audited by an independent auditor, and
WHEREAS, Section 7.3.6 of the Data Collection & Reporting section of the Financial
Accountability System Resource Guide Update 11.0 requires the audit report be submitted to the
Divis ion of School Financial Audits of TEA no later than 150 days after the close of the fiscal
year, and
WHEREAS, the audit report must be approved by the Board of Trustees.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: The above findings are hereby found to be true and correct and are
incorporated herein in its entirety.
SECTION 2: That the Board of Trustees of Westlake Academy hereby approves the
fiscal year 2012-2013 annual audit report from Pattillo, Brown & Hill, LLP . attached as Exhibit
“A”,
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 Council hereby determines that it would have adopted this Resolution without the
invalid provision.
Resolution 14-01
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 13th DAY
OF JANUARY, 2014.
_____________________________
ATTEST: Laura Wheat, President
_____________________________ ______________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
____________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
BOARD CALENDAR
WA 2013 Alumni IB Diploma Ceremony
Friday, January 10, 2014; 1:00 pm
WA Gym
Board of Trustees Workshop & Meeting
Monday, January 13, 2014
Comp Plan Update – First Public Workshop
Wednesday, January 15, 2014; 6:00 - 9:00 pm
WA Performance Hall
Westlake Academy & Municipal Offices Closed in observance of MLK Jr Day
Monday, January 20, 2014
Westlake Employee Award Dinner (rescheduled from Dec 6)
Saturday, January 25, 2014; 6:30-10:30 pm
81 Club @ Billy Bob’s, 2520 Rodeo Plaza, Fort Worth, TX 76164-8208
Town Council Workshop & Meeting
Monday, January 27, 2014
First Day for File for a Place on the Ballot, Westlake General Election
Wednesday, January 29, 2014
Board of Trustees Workshop & Meeting
Monday, February 10, 2014
Last Day for File for a Place on the Ballot, Westlake General Election
Friday, February 28, 2014
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 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.
Trustee Stoltenberg - Discussion regarding potential utilization of the Fieldhouse
for fitness opportunities through the Physical Education Courses at Westlake
Academy.
Westlake Academy
Item # 5 –
Future Agenda
Items
Westlake Academy
Item # 6 –
Adjournment
Back up material has not
been provided for this item.