HomeMy WebLinkAbout04-14-14 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
April 14, 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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Work Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE APRIL 14, 2014, TRUSTEES
REGULAR MEETING AGENDA.
4. REPORTS
Reports are prepared for informational purposes and will be accepted as presented.
(there will be 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 February
28, 2014.
5. DISCUSSION ITEMS
a. Presentation and Discussion of IBO PYP Self-study Oral Report (5 year evaluation).
(15 min)
b. Presentation and Discussion of the Language B Recommendations for the 2014/2015
School Year. (20 min)
c. Presentation and Discussion of the HB5 Update and Proposed High School
Foundation Program with Endorsements for Westlake Academy. (20 min)
d. Presentation and Discussion of Options for Approval of Speech Credit by Examination
as a Result of the Implementation of HB5 Graduation Requirements. (15 min)
e. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item (15 min)
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
Regular Session
1. CALL TO ORDER
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for
citizens to address the Board on any matter whether or not it is posted on the agenda.
The Board cannot by law take action nor have any discussion or deliberations on any
presentation made to the Board at this time concerning an item not listed on the agenda.
Any item presented may be noticed on a future agenda for deliberation or action.
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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 March 3, 2014, meeting.
b. Consider approval of Resolution 14-04, Adopting Westlake Academy’s High
School Foundation Program with Proposed Endorsements pursuant to HB5.
c. Consider approval of Resolution 14-05, Approval of Speech Credit by
Examination as a Result of the Implementation of HB5 Graduation Requirements.
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.
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
April 10, 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 March 3, 2014, meeting.
b. Consider approval of Resolution 14-04, Adopting Westlake Academy’s High
School Foundation Program with Proposed Endorsements pursuant to HB5.
c. Consider approval of Resolution 14-05, Approval of Speech Credit by
Examination as a Result of the Implementation of HB5 Graduation Requirements.
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
February 28, 2014.
Westlake Academy
Item # 4–
Reports
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: April 14, 2014
Staff Contact: Debbie Piper Report
Finance Director
Subject: Report of the Quarterly Financial “Dashboard” report for the quarter ended
February 28, 2014
EXECUTIVE SUMMARY
The 2nd t 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 February 28, 2014. 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.
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FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required
ATTACHMENTS:
• Quarterly Financial Dashboard – Quarter Ended 02/28/14
• Analysis of Dashboard for Quarter Ended 02/28/14
• Local Grants – Through 03/30/14
PRIOR YEAR ACTUAL ADOPTED
6 months Annual 6 months YTD
Actual Budget YTD 02/28/14 Dashboard
Local Interest Earned 873$ 2,500$ 1,250$ 730$ 58.4%
Local WAF Salary Reimbursement 19,661 47,600 23,800 23,706 99.6%
Local Gifts and Donations-BS 579,647 1,079,000 539,500 726,237 134.6%
Local WAF Fund-an-Item - 50,000 - - 100.0%
Local Other Local Revenue 6,525 20,000 10,000 920 9.2%
Local Athletics 27,637 67,350 33,675 32,966 97.9%
Local Transportation Fees 3,875 30,000 15,000 3,675 24.5%
Local Parking Fees 12,121 20,000 10,000 12,233 122.3%
Local Food/Beverage 2,040 3,000 1,500 2,000 133.3%
Local Town Contribution - 90,000 45,000 45,000 100.0%
State State Foundation Revenue 2,146,447 4,542,811 2,271,406 2,378,886 104.7%
State TRS On-behalf - 259,796 - - 100.0%
TOTAL 2,798,826$ 6,212,057$ 2,951,131$ 3,226,353$ 109.3%
Positive Cautious Negative
>95%75% - 95%< 75%
PRIOR YEAR ACTUAL ADOPTED
6 months Annual 6 months YTD
Actual Budget YTD 02/28/14 Dashboard
Instructional 11 1,590,467$ 3,513,062$ 2,083,825$ 1,960,071$ 94.06%
Resources & Media 12 31,094 60,785 35,496 38,236 107.72%
Curriculum and Staff Dev 13 17,075 75,170 37,585 25,990 69.15%
Instructional Leadership 21 50,504 185,339 92,669 92,568 99.89%
School Leadership 23 161,862 456,515 228,257 222,872 97.64%
Guidance & Counseling 31 120,907 238,786 127,598 150,970 118.32%
Health Services 33 31,395 58,620 35,022 35,275 100.72%
Food Services 35 5,942 15,116 3,904 - 0.00%
CoCurricular Activities 36 99,655 161,087 85,335 77,392 90.69%
Administration 41 179,732 362,289 181,144 224,673 124.03%
Maintenance & Operations 51 289,588 674,112 337,056 287,933 85.43%
Data Processing 53 77,082 247,719 123,860 92,486 74.67%
Community Services 61 36,347 92,091 46,045 47,043 102.17%
Facility Acquisition/Construction 81 17,955 - - - 100.00%
TOTAL 2,709,603$ 6,140,689$ 3,417,797$ 3,255,510$ 95.25%
Payroll & Related 61xx 2,120,092$ 4,695,758$ 2,695,331$ 2,511,046$ 93.16%
Prof & Contracted Srv 62xx 400,420 822,229 411,114 424,395 103.23%
Supplies & Materials 63xx 97,573 332,214 166,107 196,446 118.26%
Other Operating Costs 64xx 91,608 290,489 145,244 123,623 85.11%
TOTAL 2,709,693$ 6,140,689$ 3,417,797$ 3,255,510$ 95.25%
Positive Cautious Negative
< 100%101%-110%>111%
PRIOR YEAR Adopted Adopted YTD
6 months Annual YTD Actuals
Actual Budget Budget 02/28/14
89,133$ 71,368$ (466,666)$ (29,157)$
- 45,000 45,000 -
- (45,000) (45,000) -
Beginning Fund Balance (Audited)**814,487 959,240 959,240 959,240
Ending Fund Balance 903,620 1,030,608 582,574 930,083
Assigned Fund Balance 103,684 3,684 3,684
Ending Fund Balance (Unassigned)799,936$ 1,026,924$ 582,574 926,399
# of Operating Days 52 61 55
Daily Operating Cost $15,417 $16,824 $16,824
Expenditure Legend:
SUMMARY
Net Revenues Over (Under) Exp
Other Resources
Other Uses
WESTLAKE ACADEMYGeneral Fund
Quarter Ended 2/28/14
OBJECT CODES
REVENUES
ADOPTED BUDGET
Revenue Legend:
EXPENDITURES ADOPTED BUDGET
FUNCTION
1
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 02/28/14
GENERAL FUND
REVENUES
Interest Earned – 58.4% - (-$520)
• 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.
Other Local Revenue – 9.2% - (-$9,080)
• 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 – 24.5% - (-$11,325)
• 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 – 107.72% ($2,741)
• 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 - 118.32% ($23,372)
• 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. Student assessments are based upon a three-
year review period. We had an increased number of assessments conducted this year. In addition, the
Academy has been involved in an ongoing ARD process regarding a student this year. Based on
expenditures to-date, the contracted services of Guidance & Counseling will need to be amended.
Health Services - 100.72% ($253)
• The supplies are purchased earlier in the year in order to be utilized throughout the school year. As the
year progresses, these expenditures will even out.
2
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 02/28/14
GENERAL FUND
Administration - 124.03% ($43,529)
• 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 as well as the expenditures related to the executive search
consultant.
Community Services - 102.17% ($997)
• Dr. Myers is attending the LEAD program this spring but funds were not budgeted. Will need to amend by
$3,500 or determine who will be responsible for this payment. The offset of $2,503 which nets to the
$997 is due to timing with payroll that should clear out by the end of the year.
EXPENDITURES – Object Code
Professional and Contracted Services - 103.23% ($13,280)
• Variances are explained in the above comments (by function code)
Supplies & Materials - 118.26% ($30,339)
• 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.
3
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 and promote the success of the Director of
Curriculum & Instruction role. Funds to be used for the
support of staff development, presenters, and lead
educator expenses. (supervised by Dr. Barton)
$ 36,000.00 $ 36,000.00 $ - $ 12,266.70 $ 23,733.30
498 Hudson Foundation Support of Director of Curriculum & Instruction (Salary) $ 68,984.00 $ 68,984.00 $ 5,236.50 $ 33,413.64 $ 30,333.86
Sub-Total $ 204,984.00 $ 104,984.00 $ 5,236.50 $ 45,680.34 $ 54,067.16
484 HOC Audio Visual Technology Equipment $ 11,573.31 $ 11,573.31 $ - $ 11,573.31 $ -
483 HOC International Student Leadership Symposium
(Registration for Academy) $ 500.00 $ 500.00 $ - $ 500.00 $ -
484 HOC JSTOR Database $ 1,332.00 $ 1,332.00 $ 1,332.00 $ -
Sub-Total $ 13,405.31 $ 13,405.31 $ - $ 13,405.31 $ -
483 WA Foundation International Student Leadership Symposium (Airfare
for two staff members to attend) $ 3,200.00 $ 3,200.00 $ - $ 2,991.94 $ 208.06 $2,991.94 to be
requested
000 WA Foundation Art Display Case for A&S Center $ 1,975.00 $ - $ - $ 1,959.92 $ 15.08 $1,959.92 to be
requested
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 $ 3,200.00 $ - $ 6,301.86 $ 1,373.14
$ 226,064.31 $ 121,589.31 $ 5,236.50 $ 65,387.51 $ 55,440.30
WESTLAKE ACADEMY
FY 2013-2014 GRANT SUMMARY
THROUGH MARCH 31, 2014
4
DISCUSSION ITEMS
a. Presentation and Discussion of IBO PYP Self-study Oral Report (5 year evaluation).
(15 min)
b. Presentation and Discussion of the Language B Recommendations for the
2014/2015 School Year. (20 min)
c. Presentation and Discussion of the HB5 Update and Proposed High School
Foundation Program with Endorsements for Westlake Academy. (20 min)
d. Presentation and Discussion of Options for Approval of Speech Credit by
Examination as a Result of the Implementation of HB5 Graduation Requirements.
(15 min)
e. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item (15 min)
Westlake Academy
Item # 5–
Discussion Items
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP Meeting Date: April 14, 2014
Staff Contact: Rod Harding Workshop Discussion Item
PYP Principal
Subject: Presentation and Discussion of IBO PYP Self-study Oral Report (5 year
evaluation)
EXECUTIVE SUMMARY
At the January, 2014 Board of Trustees meeting, Staff presented the Primary Years Programme
(PYP) Self-study for the five-year evaluation visit that was conduct on the 6th & 7th of March.
The main purpose of the Self-study was to:
• assess the implementation of the PYP programme
• assist administration and faculty in continuous improvement of the programme philosophy
and the standards and practices of the International Baccalaureate Organization (IBO).
The IBO evaluation team (two evaluators) met with students, parents, administrators and Board
of Trustee representatives over two days of interviews and classroom observations. The official
report from IBO will be sent to the school in June 2014, however Dr. Mechelle Bryson,
Executive Principal/Director of Education, Ms. Alison Schneider, PYP coordinator and Mr. Rod
Harding, PYP principal received an oral report at the end of the visit. While there may be
additional information in the written report, the administration is confident that the overall
outcome was congratulatory in nature. The attached oral report provides the Board of Trustees
with the main findings of the visiting team and it is important to note that there were no major
recommendations in the preliminary oral report (attached).
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
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
ATTACHMENTS
IBO PYP Self-study Oral Report
Oral Report BY IBO Visiting Team for PYP Self-study
March 6 & 7, 2014
The oral report is divided in to the International Baccalaureate Organization’s three main
standards , Philosophy, Organization and Curriculum.
STANDARD A: PHILOSOPHY
Commendations
The Board of Trustees for their implementation of the Mission, Vision, and
Values. The visiting team congratulates board members and PYP staff for this
implementation and describes this leadership as “immaculate”.
The visiting team considers the PYP to be an advocate for other charter schools in
Texas by providing a history and continued solution for reforming education.
PYP administration and staff for their “immaculate and readable” self-study. The
visiting team was very impressed with the time devoted in preparation and how
input was gathered by all stakeholders. The collection and analysis of evidence
speaks of the credibility of the school and where it is going in the future.
The visiting team wishes to extend a “thank you” to students and stated that they were,
without exception, courteous and respectful. The visiting team appreciated watching
them work and they universally exhibit the Learner Profile.
STANDARD B: ORGRANIZATION
Commendations
Teachers have established a “nest”- a working atmosphere where they are
comfortable and collegial; seems to be a warm family.
ALL TEACHERS were enthusiastic and expressed a desire to learn more about
the IB. They want to continue to grow more professionally. WA provides more
than adequate IB training.
The Visiting Team Recommends
Continu ing with the provision of resources for the library. Investigate the
integration and usage of the library. There should be a free-flow of students using
the library and media center.
Providing more routine and structured parent education opportunities.
STANDARD C: CURRICULUM
Commendations
The staff for their diverse experiences, honesty, friendliness, and desire to seek
answers.
The teachers for the ‘good stance’ of inquiry among staff.
The Visiting Team Recommends
Specialist collaboration with grade level teachers in the planning and reflection on
each unit of inquiry. They must be collaborators- not supporters.
Consideration is given in releasing specialist teachers for push-in, especially in
language.
Ensuring the transdisciplinary nature of the central ideas. It should be written
conceptually without an identifying subject or theme in the statement.
Administration and staff to find ways for students to articulate how they were
being successful. They need to know WHY am I doing this and HOW can I be
successful; which is the complete cycle of learning.
Students being pulled in more to plan for assessment.
Reviewing the assessment policy to address the school’s stance on peer and self-
assessment.
Consideration of putting student goals in portfolios with written parent feedback.
Consistency of science, social studies, and PSPE needs addressing. Moderation
of these assessments can help teachers see “what is good enough”.
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Language B Report Meeting Date: April 14, 2014
Staff Contact: Dr. Andra Barton Workshop Discussion
MYP Principal
Subject: Presentation and Discussion of t he Language B Recommendations for the
2014/2015 School Year
EXECUTIVE SUMMARY
The Board of Trustees has been routinely briefed on committee work under the direction of Dr.
Andra Barton during recent workshop meetings. This work is in response to our parent survey,
which directed Staff to reexamine our Language B services for Westlake Academy. After
extensive work on the development of curriculum documents, with vertical alignment being a
focus, the Language B team began examining structures in place when teaching language
acquisition. This examination of systems combined with new information from the International
Baccalaureate Organization (IBO) required a change in the delivery of services, specifically
within the MYP programme of study.
Attached in this memo is the MYP Plan for Language Phase programming along with an
overview of the recommended assessment tool for students in Grade 5-11. This proposal is
recommended to begin at the start of the 2014-15 school year, with implementation of the
AAPPLL (Assessment of Performance towards Proficiency in Languages) assessment instrument
in May of 2014.
The on-going work this team has created demonstrates the example of staff thinking “outside the
box” in an effort to make educational decisions for Language B services going forward at
Westlake Academy. This model will not require additional staffing but rather is an approach to
reutilization of existing staff.
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 report relates directly to Westlake Academy’s Vision of inspiring “…students to achieve
their highest individual potential…” by maximizing programs within the Language B services
for Westlake Academy”.
FISCAL IMPACT
Funded Not Funded N/A (Only funding required, Dr. Barton
Page 2 of 2
submitted a grant to WAF for testing and it was approved for external assessment)
RECOMMENDATION / ACTION REQUESTED/ OPTIONSa
This report is intended for information to the Board of Trustees
ATTACHMENTS
MYP Plan for Language Phase Programming
Recommended Assessment Tool
1
MYP Plan for Language Phase Programming
2014-2015 The Language B team proposes a schedule that reflects teaching by language phases in accordance with IB requirements.
Phases in language learning Teaching and learning in the language acquisition subject group is organized into six phases. The phases do not correspond to particular age groups or MYP years. A phase is a level of development in the language by a student at a given time. The purposes and targets for learning language engage students in various productive, receptive and interactive processes of oral, visual and written communication. Teachers will need to decide the most suitable phase in which to place individual students (MYP Language Acquisition Guide, p18). The Language B Team are recommending that:
- All students from Grades 5-11 be given a placement test to determine which phase students should be placed in. This test would be an external tool from AAPPL (ACTFL Assessment of Performance Toward Proficiency in Languages)
- Students are grouped by phase development (Table 1) and individual teachers take up to six classes highlighted below
- Students with no prior knowledge of the language should be placed in phase 1
- Students be given the option to take French in Grade 7 (Table 2)
- Phase name aligns with credit labels for academic transcripts (Table 3)
2
Table 1: Scheduling of Spanish teachers
by phase development
MYP Yr
1 (Gr6) 1 1 1 Martha Barraza
MYP Yr
2 1 2 2 1
MYP Yr
3 1 2 2 2 2
MYP Yr
4 2 2 3 3
MYP Yr
5 3 3 4/5 Andrea Ragnow Veronica Covarrubias Pattie Salazar
Table 2: Scheduling of French teacher by phase development and predictions
to end of academic year in 2016 MYP Yr2 1 MYP Yr3 1 2 MYP Yr4 2 3 MYP Yr5 3 4
Table 3: Credit labeling alignment with phases
Credit Phase Spanish 1 1/2
3
Spanish 2 3 Spanish 3 4/5 Spanish 4 DP1 Spanish 5 DP2
Placement in phases
Taken from the Language Acquisition Guide, p21 The Placement is informed by knowledge of the student’s language profile. The language acquisition continuums are:
● listening and speaking,
● viewing and interpreting,
● reading comprehension and
● writing This information, in tandum with the MYP language acquisition global proficiency table (with the results from the AAPPL) test will help teachers group students in their appropriate phase.
4
Once students are grouped in phases, teachers will use their vertical documents and assessment criteria rubrics to ensure units of work enable students to: - realize the aims of learning in the target language - reach the objectives for each phase - achieve the proficiency levels required by the phase at the point of exit from the MYP
Pathways to language learning If a student reaches the outcomes of phase 4 in Language Acquisition, they are supported in the study of a third language. Students who have taken Spanish throughout MYP and have reached phase 4 at the end of Gr10 have the choice to take IB Diploma French ab initio in Gr 11.
MYP DP Phase 1 Ab Initio Phase 2 Ab initio Language B SL Phase 3 Language B SL Phase 4 Language B HL/SL OR can move to Ab initio in a third language Phase 5 Language B HL/SL Language A: Literature SL Language A: Language and Literature SL Phase 6 Language A: Literature SL/HL Language A: Language and Literature SL/HL
Appendix 1: The AAPPL test is composed of four parts which last 30 minutes each and is completed online.
5
Performance
Level Interpersonal –
Listening/Speaking Presentational
Writing Interpretative
Listening Interpretative
Reading
Novice About self, school, time Email about self, activities, time Picture symbols, classroom jobs, weather
Apps related to food, family, jobs
Intermediate About the music, places, activities Email the school day, making introductions Houses and homes, famous people, Headings, candidates, promoting a museum
Advanced About school, holidays Wiki building about summer, outside activities Folk music, podcasts Social problems, DVDs Test can be taken three times a year (October, February, April)
● The test takes two weeks to score
● The cost is $20 per student per year = roughly $7500.00, with the Westlake Academy Foundation submission of a grant from Dr. Andra Barton that was approved.
● After the test is given we need to align the results with the learning expectations at the end of each phase.
● We are working to develop a technology program that will track student alignment throughout the process.
1
Recommended Assessment Tool
Student instruction will involve a four areas reviews that will assist staff in determining
placement for phase development. This process will assist staff in tracking student
progress and achievement within each phase of Language Acquisition. The use of this
collective data will be particularly helpful in determining the IB Diploma pathway at the
end of Grade 10, when students will are entering the IB Diploma Programme of Study.
WA Global Proficiency Table
The purpose of the proficiency table is to provide teachers with statements indicating the
competencies expected of students in each phase of the MYP language acquisition
subject group.
The table provides six holistic statements describing student's achievement against the
MYP course objectives towards being an emergent communicator, capable communicator
and a proficient communicator. Each statement indicates what a student should be able
to do by the end of each phase.
Westlake Academy will use this document as a tool to:
- determine placement for each year of the MYP, identify which phase a student
should start their language acquisition course and identify an exit phase for a
student by the final year of MYP;
- interpret and report on students achievements in their language acquisition
course.
IB Continuums
The purpose of continuums is to provide visual representations of developmental stages
in students learning. They show a progression of achievement and can identify what a
student has achieved in relation to the learning process.
Westlake Academy will use this document as a tool to:
- assist teachers in planning language learning experiences and in placement of
students
- a formative assessment tool, to monitor and assess students' language process;
- a planning tool, to refer to when designing a unit of work.
2
The three areas of communication (oral, visual and written) are represented by four
continuums:
Listening and Speaking
Viewing and Interpr etation
Reading Comprehension
Writing
AAPPL test
The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is a
performance-based assessment of standards-based language learning across the three
modes of communication (interpersonal, interpretative and presentational). These
three modes of communication align as closely as possible to the three areas of
communication defined by the International Baccalaureate Organization in the MYP
language acquisition guide. Westlake Academy will use this external assessment tool to
help determine phase placement for each student through grades 5-11. A grant was
submitted to Westlake Academy Foundation in the amount of $7,500 and was approved
at their regularly scheduled meeting.
Language Acquisition Criteria
Each MYP objective strand has a corresponding strand for assessment criteria.
Assessment is criterion-related based on four equally weighted assessment criteria.
Criterion A : Comprehending spoken and visual text (receptive skill)
Criterion B: Comprehending written and visual text (receptive skill)
Criterion C: Communicating in response to spoken, written and visual text (productive
skill)
Criterion D: Using language in spoken and written form (productive skill)
There are rubrics for each criteria and each phase has its own rubric.
Teachers create summative assessment tasks and assess using the relevant rubric for each
phase.
Taken
from
the
IB
Language
B
Guide,
2012,
on
page
9.
Westlake
Academy
Language
Acquision
(Language
B)
Global
Proficiency
Table
Emergent
communicator
Capable
communicator
Proficient
communicator
Phase
1
Emergent
communicators
in
phase
1
understand
and
respond
to
simple
phrases,
statements
and
questions.
They
identify
basic
messages;
facts,
opinions,
feelings
and
ideas
presented
in
oral,
visual
and
written
language,
and
demonstrate
their
comprehension
in
simple
oral
and
written
phrases.
They
convey
basic
information
in
a
limited
range
of
everyday
situations,
using
oral
and
written
language
appropriate
to
a
very
limited
range
of
interpersonal
and
cultural
contexts.
They
begin
to
be
aware
that
language
use
is
connected
to
a
purpose
and
an
audience.
Phase
2
Emergent
communicators
in
phase
2
understand
and
respond
to
simple
spoken
and
written
texts.
They
identify
basic
messages,
facts,
opinions,
feelings
and
ideas
presented
in
oral,
visual
and
written
language,
and
demonstrate
their
comprehension
in
short
oral
and
written
form.
They
interact
to
share
information
in
a
limited
range
of
familiar
situations,
using
basic
language
appropriate
to
a
limited
range
of
interpersonal
and
cultural
contexts.
They
are
aware
that
language
varies
according
to
purpose
and
audience.
Phase
3
Capable
communicators
in
phase
3
understand
and
respond
to
a
limited
variety
of
spoken
and
written
texts.
They
understand
specific
information,
main
ideas
and
some
details
presented
in
oral,
visual
and
written
language,
and
demonstrate
their
comprehension
in
a
limited
range
of
oral
and
written
forms.
They
engage
in
conversation
and
write
structured
text
to
express
their
ideas,
opinions
and
experiences
on
a
range
of
familiar
and
some
unfamiliar
situations,
in
a
limited
range
of
interpersonal
and
cultural
contexts.
They
understand
that
they
can
speak
and
write
in
different
ways
for
different
purposes
and
audiences
Phase
4
Capable
communicators
in
phase
4
understand
and
respond
to
a
variety
of
spoken
and
written
texts.
They
interpret
specific
information,
main
ideas
and
some
details
presented
in
complex
oral,
visual
and
written
language,
draw
conclusions
and
recognize
implied
opinions
and
attitudes
in
texts
read
and
viewed.
They
engage
in
conversation
and
write
structured
texts
to
share
informative
and
organized
ideas
on
topics
of
personal
interest
and
global
significance,
in
a
range
of
interpersonal
and
cultural
contexts.
They
can
communicate
substantial
information
containing
relevant
and
developed
ideas
and
justified
opinions
on
events,
experiences
and
some
concepts
explored
in
class.
They
identify
aspects
of
format
and
style,
and
speak
and
write
with
a
clear
sense
of
audience
and
purpose.
Phase
5
Proficient
communicators
in
phase
5
analyze
specific
information,
ideas,
opinions
and
attitudes
presented
in
oral,
visual
and
written
language.
They
draw
conclusions,
infer
information
and
recognize
implied
opinions
and
attitudes.
They
respond
and
react
to
questions
and
ideas
in
a
range
of
spoken,
visual
and
written
texts.
They
engage
actively
in
conversations
in
social
and
some
academic
situations
to
contribute
substantial
information
containing
relevant
and
focused
ideas
supported
by
examples
and
illustrations.
They
organize
information
and
ideas
into
a
clear
and
effective
structure
to
express
their
understanding
and
opinion
on
topics
of
personal
interest
and
global
significance.
They
interpret
aspects
of
format
and
style,
and
are
able
to
adapt
register
and
style
of
language
to
suit
the
context.
Phase
6
Proficient
communicators
in
phase
6
evaluate
the
important
information,
details
and
ideas
presented
in
spoken,
written
and
visual
language,
in
social
and
academic
contexts.
They
analyze
the
information
the
information,
draw
conclusions
and
make
inferences
about
ideas,
opinions
and
attitude
implied
in
a
wide
range
of
spoken,
visual
and
written
texts.
They
engage
actively
in
conversation
in
social
and
academic
situations
to
contribute
substantial
information
and
give
detailed
analysis
and
explanation.
They
organize
information
and
ideas
logically
and
effectively
to
communicate
their
understanding,
opinions
and
perspectives
to
a
wide
range
of
audiences,
and
for
a
variety
of
social
and
academic
purposes.
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP / DP Meeting Date: April 14, 2014
Staff Contact: Dr. Mechelle Bryson Workshop Discussion
Director of Education /
Executive Principal
Subject: Presentation and Discussion of the HB5 Update and Proposed High
School Foundation Program with Endorsements for Westlake Academy
EXECUTIVE SUMMARY
The 83rd Legislative session passed HB5. This bill codified changes to the Texas Education
Code (TEC) in the areas of Curriculum, Accountability, and Assessment . Curriculum changes
included an increase in course options in the areas of Career and Technology (CTE) and Math.
In addition, new graduation requirements were introduced mandating that schools systems adopt
a high school foundation plan with endorsement pathways. In regards to assessment, the number
of End of Course (EOC’s) exams were decreased from 15 to 5, while the accountability system
was transformed, moving from AEIS (Academic Excellence Indicator System) to TAPR (Texas
Academic Performance Report). This board report will provide an overview of HB5 and a
deeper analysis of the graduation components.
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? State regulations require that local school board adopt a
high school foundation program and endorsement pathways.
Which policy governs this? Graduation policy and authority of the Board of Trustees.
What addit ional direction is necessary? Input and questions from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of proposed high school foundation plan with endorsement pathways.
ATTACHMENTS
• Westlake Academy Graduation Plan and Endorsement Pathways for 2014-2015
Westlake Academy Graduation Plan
Hi
g
h
Sc
h
o
o
l
G
r
a
d
u
a
t
i
o
n
E
n
d
o
r
s
e
m
e
n
t
P
l
a
n
FO
U
N
D
A
T
I
O
N
H
I
G
H
SC
H
O
O
L
P
R
O
G
R
A
M
English Math Science Humanities Required Electives
TO
T
A
L
F
H
S
P
C
R
E
D
I
T
S
English I (EOC)
English II (EOC)
IB English I
IB English II
1.0
1.0
1.0
1.0
Algebra I (EOC)
Geometry
Algebra II
1.0
1.0
1.0
Biology (EOC)
Chemistry
Physics
1.0
1.0
1.0
World/Human
Geography
U.S. Government
Economics
IB History of the
Americas (EOC)
1.0
0.5
0.5
1.0
Phys Ed
Fine Arts
Language B
1.0
1.0
2.0
Electives
World
History
4.0
1.0
English 4.0 Math 3.0 Science 3.0 Humanities 3.0 Required 4.0 Electives 5.0 22.0
EN
D
O
R
S
E
M
E
N
T
S
Foundation Credits Plus:
TO
T
A
L
C
R
E
D
I
T
S
Pre-Calculus 1.0 IB Science 1.0 Electives
Specific to
Endorsement
2.0
26.0
DI
S
T
I
N
G
U
I
S
H
E
D
LE
V
E
L
OF
A
C
H
I
E
V
E
M
E
N
T
Foundation Credits Plus:
TO
T
A
L
C
R
E
D
I
T
S
Credit Requirements Specific to Endorsement
Four (4) Math Credits
including Algebra II
Four (4) Science Credits
including one Advanced
Science Course
26.0
IB
D
i
p
l
o
m
a
IB Math 1.0 IB Science 1.0 IB History of the
Americas
1.0 TOK
Speech
Group 6 Selection
Extended Essay
Personal Project
1.5
0.5
2.0
0.5
1.0 TO
T
A
L
C
R
E
D
I
T
S
34.5
3 Endorsements:
Arts & Humanities, STEM, and Multidisciplinary
Group 6 Selection:
IB Economics, IB Art, IB Theater, IB Math, IB Language B, IB Science, etc.
STEM Endorsements
Math
•Meet all prerequisites:
•Pre -Calculus
•Choose IB Math Course:
–Math Studies
–Mathematics SL
•Electives (TBD)
Science
•Meet all prerequisites
•Choose one of the
following tracks
–IB Biology
–IB Chemistry
–IB Physics
•Electives (TBD)
Humanities Endorsements
Social Studies
•Five Social Studies
Credits:
–Human Geography (1)
–World History (1)
–Economics (.5)
–Government (.5)
–U.S. History (1)
–IB History of the Americas (1)
Language B
•Four levels of the same
language or two levels of
two languages:
–Spanish Track
–French Track
Multi-Disciplinary
4X4
•Four credits in each core
subject:
–English
–Math
–Science
–Social Studies
IB/AP
•Four credits in IB or AP
courses:
–English
–Mathematics
–Science
–Social Studies
–Economics
–Language B
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP / DP Meeting Date: April 14, 2014
Staff Contact: Mechelle Bryson Workshop Discussion
Director of Education /
Executive Principal
Subject: Presentation and Discussion of Options for Approval of Speech Credit by
Examination as a Result of the Implementation of HB5 Graduation
Requirements
EXECUTIVE SUMMARY
The 83rd Legislative session passed HB5. This bill codified changes to the Texas Education
Code (TEC) in the areas of Curriculum, Accountability, and Assessment. Whereas the
assessment components of reducing the number of End of Course (EOCs) exams went into effect
for the 2013-2014 school year, the curriculum and accountability components of the bill is
scheduled to begin in the 2014 – 2015 school year. This board report will address graduation
issues for current 9th, 11th and 12th graders due to early implementation of HB5 as well as a plan
to resolve issues.
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? State regulations require that our school board adopt
loca lly developed Credit by Exams.
Which policy governs this? Graduation policy and authority of the Board of Trustees.
What addit ional direction is necessary? Input and questions from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of locally developed Credit by Exam.
ATTACHMENTS
• Westlake Academy Speech Credit by Exam
Speech Communication Seminar
Objective 1 – Communication Process
Student demonstrates knowledge of various communication processes in professional
and social
contexts.
Foundations of Communication
• Define and describe the four components of the communication process.
• Identify and define the four dimensions of communication.
• Describe the elements of communication competence.
• Define and describe active mindfulness.
• Define and explain the process of attribution.
• Describe some of the skills that facilitate accurate perceptions and attributions.
Principles and Practices of Communication
• Describe the relationship between words and perceptions.
• Distinguish between denotative and connotative meanings.
• Describe how language reflects cultural, group, and individual diversity.
• Describe the relationship between power and words.
• Create and use examples of inclusive and appropriate language.
• Describe the characteristics of nonverbal communication that distinguish this
type of communication from language.
• Describe the functions of nonverbal behavior.
• Describe how diversity influences nonverbal behavior.
• State some of the ways you can increase nonverbal communication skills.
Listening and Critical Thinking
• Describe the differences between listening and hearing.
• Explain the significant role of listening in communication.
• Describe some misconceptions about listening.
• Describe some common obstacles to listening.
Objective 2 – Interpersonal Communication
Student uses appropriate interpersonal communication strategies in professional and
social contexts.
Interpersonal Communication
• Define and describe relational communication.
• State the factors that influence relationship development.
• Describe communication behaviors that characterize a developing relationship.
• Describe communication behaviors that characterize a deteriorating
relationship.
• State the process and guidelines for self-disclosure.
• State the difference between cultural, group, and individual diversity.
• Explain how the dimensions of culture influence communication.
• Define conflict.
• State the differences between destructive and constructive conflict.
• Describe five common sources of conflict.
• Describe six skills in constructive conflict management.
Objective 3 – Group Communication
Student communicates effectively in groups in professional and social contexts.
Interviewing
• Know how to effectively prepare for an interview.
• Know the parts of a resume and cover letter.
• Describe the importance of appearance for an interview.
• Describe the importance of good communication in an interview.
Group Communication
• Identify types of groups.
• Describe the advantages and causes of groupthink.
• Explain the importance of group composition in group functions.
• Describe the phases of group development.
• Describe the roles and functional behaviors in small groups.
• Identify leadership styles and situations in which differing styles are
appropriate.
Objective 4 – Presentations
Student makes and evaluates formal and informal professional presentations.
Public Speaking, Part I
• Analyze the basic features of a speech.
• Identify the common purposes of public speaking.
• Choose an appropriate topic for a speech.
• Construct a specific purpose for a speech.
• Organize a speech.
• Describe the importance of audience learning styles in speech presentation.
• Explain the requirements for an effective informative speech.
• Describe the importance of using visual aids in a speech.
• State the differences between informative and persuasive speaking.
• Describe the importance of situation for persuasive speaking.
• Describe the four goals of persuasive speeches.
• Define ethos, logos, and pathos.
• Describe how certain persuasive appeals connect, or link, to audience
members.
• Describe the variety of methods for speech delivery.
Public Speaking, Part II
• Recognize strategies to manage speech anxiety.
• Describe the variety of methods for speech delivery.
• Describe the relationship between delivery and nonverbal communication.
• Display appropriate speech presentation behaviors.
Performance Assessment:
Part A: Interview
• Students will participate an interview process.
• Students will prepare a resume’ and cover letter for a job.
• Students will participate in an interview.
• Students will be given feedback
Part B: Contemporary Rhetoric Speech
• Students will deliver a contemporary rhetoric speech.
• Students will choose a famous speech
• Students will Analyze the following aspects
o Speaker
o Event/situation
o Analysis of Speech
o Historical Significance
o Authenticity
o Rhetorical Significance
Standing agenda item during the construction project
g. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections.
Westlake Academy
Item # 5e – 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.
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 March 3, 2014, meeting.
b. Consider approval of Resolution 14-04, Adopting Westlake Academy’s High
School Foundation Program with Proposed Endorsements pursuant to HB5.
c. Consider approval of Resolution 14-05, Approval of Speech Credit by
Examination as a Result of the Implementation of HB5 Graduation Requirements.
Westlake Academy
Item # 3 - Consent
Agenda
BOT Minutes 03/03 /14
Page 1 of 4
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
March 3, 2014
PRESENT: President Laura Wheat, Trustees: Clif Cox, Carol Langdon, and Rick Rennhack.
ABSENT: Michael Barrett and Wayne Stoltenberg.
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, Executive
Principal & Director of Education Dr. Mechelle Bryson, MYP
Principal Dr. Andra Barton, Primary Principal Rod Harding,
Administrative Coordinator Ben Nibarger, Finance Director Debbie
Piper, Facilities and Recreation Director Troy Meyer, Director of
HR & Administrative Services Todd Wood, Director of
Communications & Community Affairs Director Ginger Awtry,
Director of Information & Technology Jason Power and
Communications Specialist Susan McFarland.
Work Session
1. CALL TO ORDER
President Wheat called the work session to order at 5:19 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 MARCH 3, 2014, TRUSTEES
REGULAR MEETING AGENDA.
President Wheat asked for clarification regarding the Missed Instructional Day Waiver.
BOT Minutes 03/03 /14
Page 2 of 4
4. REPORTS
a. Update on the progress of Spanish alignment at Westlake Academy.
5. DISCUSSION ITEMS
a. Introduce Mechelle Bryson, Ed.D. as the Academy's Executive Principal/Director of
Education.
Superintendent Brymer introduced Dr. Bryson and provided an overview of the
organization chart.
b. Presentation and Discussion (annually) of the planned activities of the House of
Commons.
Mrs. Ashley Hansen, Speaker of the House of Commons, provided an overview of the
board’s previous and upcoming events.
c. Discussion of the expansion enrollment for the 2014-2015 school year and current
student census.
Assistant to the Superintendent DeGan provided an overview of the new student and
parent on-boarding process, additional suggestions to engage parents and students,
induction group meetings, and supporting teachers during the expansion.
Coordinator Nibarger provided an overview of the current student enrollment, lottery
and pre enrollment numbers and process.
Discussion ensued regarding the number of lottery applications, the status of intent to
re-enroll applications, number of new home starts, strategic curriculum planning and
resident and non-resident donations.
d. Update and discussion regarding Westlake Academy Phase I expansion project and
enrollment projections. Standing Item
Director Meyer stated that the Construction At-Risk Manager will be attending the
March 24th meeting to discuss the status of the project.
6. BOARD RECAP / STAFF DIRECTION
None.
BOT Minutes 03/03 /14
Page 3 of 4
7. ADJOURNMENT
President Wheat adjourned the work session at 6:23 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the regular session to order at 6:43 p.m.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
No one addressed the Board.
3. CONSENT AGENDA
a. Consider approval of the minutes from the February 10, 2014, meeting.
b. Consider approval of Resolution 14-02, Missed Instructional Day Waiver.
c. Consider approval of Resolution 14-03, Amending the Westlake Academy
Personnel Manual adding a Compensated Holidays policy.
MOTION: Trustee Cox made a motion to approve the consent agenda.
Trustee Langdon seconded the motion. The motion carried by a
vote of 3-0.
4. BOARD CALENDAR
Principal Harding announced the IBO Self Study will be occurring on March 6-7, 2014.
5. FUTURE AGENDA ITEMS
None.
BOT Minutes 03/03 /14
Page 4 of 4
6. ADJOURNMENT
MOTION: Trustee Rennhack made a motion to adjourn the regular session.
Trustee Cox seconded the motion. The motion carried by a vote
of 3-0.
President Wheat adjourned the regular session at 6:49 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON APRIL 14, 2014.
ATTEST: ____________________________
Laura Wheat, President
_____________________________
Kelly Edwards, Board Secretary
Page 1 of 1 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP / DP Meeting Date: April 14, 2014
Staff Contact: Dr. Mechelle Bryson Consent Item
Director of Education
/ Executive Principal
Subject: Consider a Resolution Adopting Westlake Academy’s High School
Foundation Program with Proposed Endorsements pursuant to HB5
EXECUTIVE SUMMARY
The 83rd Legislative session passed HB5. This bill codified changes to the Texas Education
Code (TEC) in the areas of Curriculum, Accountability, and Assessment. Curriculu m changes
included an increase in course options in area of CTE and Math. In addition, these new
graduation requirements mandate that schools systems adopt a high school foundation plan with
endorsement pathways. In regards to assessment, the number of End of Course (EOCs) exams
were decreased from 15 to 5, while the accountability system was transformed, moving from
AEIS (Academic Excellence Indicator System) to TAPR (Texas Academic Performance Report).
This resolution will provide a pathway to maintain our rigorous standards and comply with the
requirements of HB5.
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? State regulations require that local school board adopt a
high school foundation program and endorsement pathways.
Which policy governs this? Graduation policy and authority of the Board of Trustees.
What addit ional direction is necessary? Input and questions from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of proposed high school foundation plan with endorsement pathways.
ATTACHMENTS
Resolution 14-XX
Exhibit “A”
Resolution 14-04
Page 1 of 4
WESTLAKE ACADEMY
RESOLUTION 14-04
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING A GRADUATION HIGH SCHOOL FOUNDATION
PLAN WITH ENDORSEMENT PATHWAYS.
WHEREAS, the state legislature passed HB5 in the 83rd legislative sessio n mandating
the adoption of a new graduation plan for incoming ninth graders of 2014-2015 and beyond; and,
WHEREAS, Westlake Academy has researched, discussed and created a rigorous
graduation plan that meets not only the state mandate, but also the Westlake Academy’s mission,
vision and values, to prepare college bound students to meet the demands of a ever-changing
global society; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That , all matters stated in the recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That , the Board of Trustees Westlake Academy, hereby approves the new
graduation plan with endorsement pathways for Westlake Academy to begin with the 2014-2015
freshman class attached to this resolution 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 14-04
Page 2 of 4
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 14th DAY OF April 2014.
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
Resolution 14-04
Page 3 of 4
Exhibit “A”
STEM Endorsements
Math
• Meet all prerequisites:
• Pre-Calculus
• Choose IB Math Course:
– Math Studies
– Mathematics SL
• Electives (TBD)
Science
• Meet all prerequisites
• Choose one of the
following tracks
– IB Biology
– IB Chemistry
– IB Physics
• Electives (TBD)
Resolution 14-04
Page 4 of 4
Humanities Endorsements
Language B
• Four levels of the same
language or two levels of
two languages:
– Spanish Track
– French Track
Social Studies
• Five Social Studies Credits:
– Human Geography (1)
– World History (1)
– Economics (.5)
– Government (.5)
– U.S. History (1)
– IB History of the Americas (1)
Multi-Disciplinary
4X4
• Four credits in each core subject:
– English
– Math
– Science
– Social Studies
IB/AP
• Four credits in IB or AP courses:
– English
– Mathematics
– Science
– Social Studies
– Economics
– Lan guage B
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP / DP Meeting Date: April 14, 2014
Staff Contact: Dr. Mechelle Bryson Consent Item
Director of Education /
Executive Principal
Subject: Consider a Resolution for Approval of Speech Credit by Examination as a
Result of the Implementation of HB5 Graduation Requirements
EXECUTIVE SUMMARY
The 83rd Legislative session passed HB5. This bill codified changes to the Texas Education
Code (TEC) in the areas of Curriculum, Accountability, and Assessment. Whereas the
assessment components of reducing the number of End of Course (EOCs) exams went into effect
for the 2013-2014 school year, the curriculum and accountability components of the bill is
scheduled to begin in the 2014 – 2015 school year. This plan will address graduation issues for
current 9th, 11th and 12th graders due to early implementation of HB5.
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? State regulations require that local school board adopt
locally developed Credit by Exams.
Which policy governs this? Gr aduation policy and authority of the Board of Trustees.
What addit ional direction is necessary? Input and questions from the Board of Trustees.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Recommend approval of locally developed Credit by Exam.
ATTACHMENTS
Resolution 14-XX
Resolution 14-05
Page 1 of 5
WESTLAKE ACADEMY
RESOLUTION 14-05
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING AND ADOPTING A CREDIT BY EXAM (CBE) PROGRAM FOR
SPEECH.
WHEREAS, the Texas state mandates require that the Board of Trustees approve locally
developed Credit by Exams (CBEs); and,
WHEREAS, Westlake Academy has researched, discussed and written a Credit by Exam
(CBE) to be utilized to award Speech credit to Westlake Academy students; and,
WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best
interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake
Academy.
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That , all matters stated in t he recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That , the Board of Trustees Westlake Academy, hereby approves the new
Credit by Exam (CBE) for Westlake Academy attached to this resolution 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 14-05
Page 2 of 5
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 14th DAY OF April 2014.
___________________________________
Laura Wheat, President
ATTEST:
________________________________ ___________________________________
Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent
APPROVED AS TO FORM:
________________________________
Janet S. Bubert or L. Stanton Lowry,
School Attorney
Resolution 14-05
Page 3 of 5
Exhibit “A”
Speech Communication Seminar
Objective 1 – Communication Process
Student demonstrates knowledge of various communication processes in professional and social
contexts.
Foundations of Communication
• Define and describe the four components of the communication process.
• Identify and define the four dimensions of communication.
• Describe the elements of communication competence.
• Define and describe active mindfulness.
• Define and explain the process of attribution.
• Describe some of the skills that facilitate accurate perceptions and attributions.
Principles and Practices of Communication
• Describe the relationship between words and perceptions.
• Distinguish between denotative and connotative meanings.
• Describe how language reflects cultural, group, and individual diversity.
• Describe the relationship between power and words.
• Create and use examples of inclusive and appropriate language.
• Describe the characteristics of nonverbal communication that distinguish this type of
communication from language.
• Describe the functions of nonverbal behavior.
• Describe how diversity influences nonverbal behavior.
• State some of the ways you can increase nonverbal communication skills.
Listening and Critical Thinking
• Describe the differences between listening and hearing.
• Explain the significant role of listening in communication.
• Describe some misconceptions about listening.
• Describe some common obstacles to listening.
Objective 2 – Interpersonal Communication
Student uses appropriate interpersonal communication strategies in professional and social
contexts.
Interpersonal Communication
• Define and describe relational communication.
• State the factors that influence relationship development.
• Describe communication behaviors that characterize a developing relationship.
• Describe communication behaviors that characterize a deteriorating relationship.
• State the process and guidelines for self-disclosure.
• State the difference between cultural, group, and individual diversity.
• Explain how the dimensions of culture influence communication.
• Define conflict.
Resolution 14-05
Page 4 of 5
• State the differences between destructive and constructive conflict.
• Describe five common sources of conflict.
• Describe six skills in constructive conflict management.
Objective 3 – Group Communication
Student communicates effectively in groups in professional and social contexts.
Interviewing
• Know how to effectively prepare for an interview.
• Know the parts of a resume and cover letter.
• Describe the importance of appearance for an interview.
• Describe the importance of good communication in an interview.
Group Communication
• Identify types of groups.
• Describe the advantages and causes of groupthink.
• Explain the importance of group composition in group functions.
• Describe the phases of group development.
• Describe the roles and functional behaviors in small groups.
• Identify leadership styles and situations in which differing styles are appropriate.
Objective 4 – Presentations
Student makes and evaluates formal and informal professional presentations.
Public Speaking, Part I
• Analyze the basic features of a speech.
• Identify the common purposes of public speaking.
• Choose an appropriate topic for a speech.
• Construct a specific purpose for a speech.
• Organize a speech.
• Describe the importance of audience learning styles in speech presentation.
• Explain the requirements for an effective informative speech.
• Describe the importance of using visual aids in a speech.
• State the differences between informative and persuasive speaking.
• Describe the importance of situation for persuasive speaking.
• Describe the four goals of persuasive speeches.
• Define ethos, logos, and pathos.
• Describe how certain persuasive appeals connect, or link, to audience members.
• Describe the variety of methods for speech delivery.
Public Speaking, Part II
• Recognize strategies to manage speech anxiety.
• Describe the variety of metho ds for speech delivery.
• Describe the relationship between delivery and nonverbal communication.
• Display appropriate speech presentation behaviors.
Resolution 14-05
Page 5 of 5
Performance Assessment:
Part A: Interview
• Students will participate an interview process.
• Students will prepare a resume’ and cover letter for a job.
• Students will participate in an interview.
• Students will be given feedback
Part B: Contemporary Rhetoric Speech
• Students will deliver a contemporary rhetoric speech.
• Students will choose a famous speech
• Students will Analyze the following aspects
o Speaker
o Event/situation
o Analysis of Speech
o Historical Significance
o Authenticity
o Rhetorical Significance
BOARD CALENDAR
Board of Trustee Workshop & Meeting
Monday, April 14, 2014
Comp Plan Steering Committee Meeting (not Public Input)
Wednesday, April 16, 2014; 6:00 – 8:30 pm
Town Council Chambers/Courtroom
Town Offices Closed in observance of Good Friday
Friday, April 18, 2014
Westlake MasterWorks Free Concert: Live 80 (Premier 80s show band-the
ULTIMATE 80s experience)
Thursday, April 24, 2014; 7:00 – 8:00 p.m.
Solana Village Circle Courtyard
WHPS Historical Marker Dedication Day (Cross Timbers Region)
Saturday, April 26, 2014; Time TBD
WA Campus- Primary parking area overlooking southern vista
Town Council Workshop & Meeting
Monday, April 28, 2014
General Election Early Voting - Northwest and Keller ISD Races
April 28th – May 6, 2014; hours and locations vary
Westlake Academy
Item #4
Board Calendar
BOARD CALENDAR CONT.
Comp Plan Public Input Workshop #3
Wednesday, May 7, 2014; 6:00 PM
Westlake Academy – Performance Hall
General Election Day – Northwest and Keller ISD Races
Saturday, May 10, 2014; 7:00 – 7:00 p.m.
Board of Trustee Workshop & Meeting
Monday, May 12, 2014
Town Council Workshop & Meeting
Monday, May 19, 2014
WHPS Annual Decoration Day
Monday, May 26, 2015; 6:00 p.m.
Westlake IOOF Cemetery; 36101 J.T. Ottinger Road
Town Council All-Day Retreat
Monday, May 30, 2014; 9:00 – 5:00 p.m.
Embassy Suites Outdoor World, Grapevine
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.
Westlake Academy
Item # 5 –
Future Agenda
Items
Westlake Academy
Item # 6 –
Adjournment
Back up material has not
been provided for this item.