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Home My WebLink AboutProposed WA Budget 14-15Monday, May 12th, 2014 i MEMORANDUM Date: May 12, 2014 TO: Honorable President and Board of Trustees Members FROM: Tom Brymer, Town Manager/Superintendent SUBJECT: Transmittal of Westlake Academy FY 2014-15 Proposed Budget Work Copy In an effort to provide the Board and Staff with the necessary time to submit and review the proposed expenditures and financial forecast for the coming school year, staff has prepared a draft budget document. The purpose of the draft budget overview is to provide the opportunity for the governing body to give Staff direction prior to the adoption of the proposed budget at our August board meeting. The fiscal year for the Academy begins on September 1 st. We have prepared the statistical data and charts, contained in this notebook, in order to offer a view of the financial expenditures and the associated revenue for the school. In keeping with our tradition of utilizing an associated theme to assist us in focusing on the coming challenges or direction for the school year, the proposed theme for FY 2014/15 is Reaching New Heights Together...One School, One Community. As you are aware, the Academy has continued to operate under reduced public education funding. These cuts reduced funding to levels seen in FY 2007/08. Our prior budget themes include: ~ Continued Excellence in the Face of Change (FY 11/12) ~ Holding to the Vision, Rising to the Challenge (FY 12/13) ~ Growing Together; One School, One Community (FY 13/14) ~ Reaching New Heights Together...One School, One Community (Proposed FY 14/15) We are anticipating a slight increase in the funding levels for the coming year, and this coupled with an increased demand for services f rom Westlake residents, and the campus expansion projects - lends itself to this year’s proposed theme. Staff is aware that hard decisions still await public schools in Texas and we believe we are poised to offer a top-notch educational experience to our students and can meet the challenges ahead. ii This notebook is organized into the following sections: Tab 1 - Our Vision, Values, and Mission statements Tab 2 - Strategic Plan Tab 3 - Performance Measures Rubrics Tab 4 - Budget Data / Graphs Tab 5 - FY 2013/2014 Financial Budget Information o Operational Days and Service Level Analysis (SLA) o Service Level Summary Sheet o Five-Year Financial Forecast We hope the information provided in the workshop allows you to view the proposed budget allocations for the coming school year and we look forward to discussing the matter. iii Table of Contents Total Cost Summary ...................................................................................................................................... 1 Average State Funding per Student .............................................................................................................. 1 Blacksmith Annual Program Contributions ................................................................................................... 2 Revenues by Dollar ....................................................................................................................................... 2 Revenues by Percentage ............................................................................................................................... 3 WA Program Growth ..................................................................................................................................... 3 WA Student Enrollment ................................................................................................................................ 4 Student Body Population by Boundary ......................................................................................................... 4 2013-14 WA Student Census ........................................................................................................................ 5 Student Population by ISD ............................................................................................................................ 6 Lottery Waiting List ....................................................................................................................................... 6 Expenditures per Student ............................................................................................................................. 7 WA FY 13/14 Median & Average Salary Comparison ................................................................................... 7 Operating Days and SLA Analysis – FY 2013-14 .......................................................................................... 11 Service Level Summary – FY 2013-14 ......................................................................................................... 12 Five-Year Forecast ....................................................................................................................................... 13 Figures & Tables Figure 1 - Average State Funding per Student .............................................................................................. 1 Figure 2 - Blacksmith Annual Program Contributions ................................................................................... 2 Figure 3 - Revenues by Dollar ....................................................................................................................... 2 Figure 4 - Revenues by Percentage ............................................................................................................... 3 Figure 5 - WA Program Growth ..................................................................................................................... 3 Figure 6 - WA Student Enrollment ................................................................................................................ 4 Figure 7 - Projected % of Students Residing in Westlake ............................................................................. 4 Figure 8 - FY 13/14 WA Students by ISD ....................................................................................................... 6 Figure 9 - Lottery Waiting List ....................................................................................................................... 6 Figure 12 - Expenditures per Student ........................................................................................................... 7 Figure 10 - WA FY 13/14 Median Salary Comparison ................................................................................... 8 iv REACHING NEW HEIGHTS TOGETHER...ONE SCHOOL, ONE COMMUNITY 1 Total Cost Summary Overall Cost Summary Adopted FY 2013/14 Estimated FY 2013/14 Proposed FY 2014/15 Proposed Operating Expenditures $ 6,050,689 $ 6,257,831 $ 7,391,037 Municipal-Transfer to WA Operating Budget 90,000 90,000 15,000 Sub-Total 6,140,689 6,347,831 7,406,037 Annual Debt Service Payment (Municipal budget) 1,428,369 1,428,369 2,090,226 Major Maintenance and Replacement 165,000 165,000 71,000 Sub-Total 1,593,369 1,593,369 2,161,226 In-direct Operating Costs 325,000 325,000 325,000 Sub-Total 325,000 325,000 325,000 Grand Total All Costs $ 8,059,058 $ 8,266,200 $ 9,892,263 Average State Funding per Student In Figure 1, the historical data regarding the average funding received by the Academy through the state’s Foundation School Program (FSP). When comparing the inflation adjusted numbers the Academy has realized an approximate $1,300 per student decrease in funding from the FY 09/10 school year. The Academy saw the restoration of approximately $500 per student in the last biennium. Figure 1 - Average State Funding per Student $5 , 6 2 4 $6 , 5 3 0 $6 , 6 2 3 $7 , 0 5 7 $7 , 2 7 9 $7 , 0 7 3 $6 , 7 3 6 $6 , 8 1 7 $6 , 7 9 8 $6 , 7 9 8 6, 8 1 8 7, 8 0 9 7, 6 1 9 7, 6 9 0 8, 0 7 4 7, 5 6 1 6, 9 1 1 6, 8 5 9 $- $2,000 $4,000 $6,000 $8,000 $10,000 FY 05/06 FY 06/07 FY 07/08 FY 08/09 FY 09/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14 Estimated FY 14/15 Proposed Average State Funding per Student Average State Funding/Student Adjusted for Inflation (MCI) 2 Blacksmith Annual Program Contributions The Annual Blacksmith fundraiser has become increasingly more important as the percentage of operating dollars received from the state has declined. In the draft 2014/15 academic services budget, Blacksmith revenues will represent approximately 17.5% of the Academy’s total revenue. This is a slight decrease over the FY 13/14 school year, due to the increase in state funding and the implementation of the Westlake Reserve transfer of $300,000 for seating in the primary years programme. These dollars are spent on faculty and staff salaries and benefits, which represent over three-quarters of the total operating budget. Figure 2 - Blacksmith Annual Program Contributions Revenues by Dollar Funding sources for the Academy are generated by two primary sources which represent approximately 96% of total operating revenues. The FSP represents 75.5% of total operating dollars and 18.4% are generated through the Westlake Academy Foundation (WAF). The WAF provides general operating dollars through the Blacksmith program, as well as reimbursement of expenditures through grants. An additional, 4.1% is contributed from the Municipal General Fund through the Westlake Reserve. Figure 3 - Revenues by Dollar $336 $388 $407 $394 $431 $524 $680 $800 $1,079 $1,302 $- $200 $400 $600 $800 $1,000 $1,200 $1,400 FY 05/06 FY 06/07 FY 07/08 FY 08/09 FY 09/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14 Estimated FY 14/15 Proposed Th o u s a n d s WAF Annual Program Contributions - 2 4 6 8 FY 09/10 FY 10/11 FY 11/12 FY 12/13 Audited FY 13/14 Estimated FY 14/15 Proposed Mi l l i o n s Revenues by Dollar WAF Contribution Interest Earned Food Services Transportation/Parking Other Local Revenue WAF Fund-an-Item WAF Salary Reimbursement Athletic Activities Town Contribution WAF Blacksmith State Revenue 3 Revenues by Percentage Revenues generated through the FSP have declined from over 85% in FY 09/10 to 75.5% in FY 14/15. The decline represents a significant decrease in state education funding, as well as a significant increase in the total amount of dollars raised through WAF fundraising activities and direct support from the Municipal General Fund. In short, the continued funding shortfalls have been mitigated through increases in the Blacksmith and direct Municipal support of the Academy. Figure 4 - Revenues by Percentage WA Program Growth As can be seen in Figure 5, expenditures have exceeded revenues in FY 13/14. The FY 14/15 draft budget shows a slight increase in fund balance due to additional revenue support from the Town of Westlake and as well as an increase in the Blacksmith Annual fundraiser. If the Blacksmith Annual fundraiser does not meet the proposed amount, the Academy’s expenditures may exceed revenues in the FY 14/15 school year. Figure 5 - WA Program Growth 85.7% 85.2% 83.2% 82.4% 77.6% 75.5% 10.1% 11.4% 12.9% 13.1% 17.2% 17.1% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% FY 09/10 FY 10/11 FY 11/12 FY 12/13 Audited FY 13/14 Estimated FY 14/15 Proposed WAF Contribution Interest Earned Food Services Transportation/Parking Other Local Revenue WAF Fund-an-Item WAF Salary Reimbursement Athletic Activities Town Contribution WAF Blacksmith State Revenue FY 10/11 Actual FY 11/12 Actual FY 12/13 Actual FY 13/14 Estimated FY 14/15 Proposed FY 15/16 Estimated FY 16/17 Estimated FY 17/18 Estimated FY 18/19 Estimated Revenues $4,608,57 $5,244,17 $5,640,93 $6,307,94 $7,609,16 $7,576,44 $7,589,70 $7,602,76 $7,615,81 Expenditures $4,518,10 $5,287,75 $5,496,17 $6,140,68 $7,406,03 $7,630,47 $7,805,29 $7,984,23 $8,167,41 Fund Balance $914,660 $814,487 $959,238 $1,126,49 $1,093,02 $1,038,99 $823,406 $441,928 $(109,677 $(2) $- $2 $4 $6 $8 $10 Mi l l i o n s WA Program Growth 4 WA Student Enrollment Westlake Academy student enrollment is anticipated to increase by approximately 120 students in the FY 14/15 school year. The increases are the result of completing Phase-I of the Academy Master Plan. We anticipate enrollment in the future years to remain flat. Any increases will be related to Westlake residents enrolling their children and new Westlake residents currently purchasing or building in the Town. Figure 6 - WA Student Enrollment Student Body Population by Boundary Strong enrollment in the last two-years in the Kindergarten class, as well as increasing enrollment in other PYP grades, has increased the overall percentage of Westlake residents to approximately 39% in FY 13/14. With Phase-I of the expansion plan, the overall enrollment of Westlake residents is anticipated to increase by approximately 30 students in FY 14/15, while the ratio will decline slightly. Figure 7 - Projected % of Students Residing in Westlake 195 264 324 346 379 417 491 530 630 658 697 822 0 200 400 600 800 1000 FY 03/04 FY 04/05 FY 05/06 FY 06/07 FY 07/08 FY 08/09 FY 09/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14 FY 14/15 Proposed WA Student Enrollment 69% 67% 70% 73% 70% 61% 64% 31% 32% 30% 27% 30% 39% 36% 0% 20% 40% 60% 80% 100% 417 491 530 630 658 677 822 FY 08/09 FY 09/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14 Estimated FY 14/15 Estimated % of Students Residing in Westlake Secondary Boundary Westlake Residents 5 2013-14 WA Student Census Updated as of 3/3/14 Stage-Estates Paige- Grade Total No. of % of No. of % of No. of % of No. of % of No. of % of No. of % of No. of % of No. of % of No. of % of coach of Mahotea brook Terra Level Students Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Stud.Glenwyck Vaquero Hills Westlake Boone Farms Bella Other K 36 26 72%13 36%15 42%5 14%3 8%8 22%4 11%1 3%0 0%11 8 2 0 0 0 0 5 G1 54 31 57%13 24%29 54%4 7%8 15%1 2%3 6%0%0 0%7 12 3 1 0 0 1 7 G2 41 25 61%13 32%20 49%5 12%3 7%5 12%4 10%0%2 5%10 9 1 1 1 0 0 1 G3 55 24 44%7 13%37 67%7 13%4 7%2 4%3 5%1 2%3 5%4 10 0 3 0 0 1 3 G4 54 24 44%11 20%26 48%9 17%8 15%11 20%6 11%0%3 6%11 3 3 0 2 1 1 0 G5 55 22 40%8 15%33 60%7 13%7 13%10 18%8 15%2 4%3 5%2 11 0 2 0 0 1 3 G6 45 19 42%12 27%26 58%4 9%3 7%14 31%5 11%1 2%1 2%8 4 1 1 0 0 0 4 G7 60 21 35%11 18%31 52%11 18%7 12%3 5%7 12%0%2 3%7 5 0 1 2 1 0 3 G8 63 25 40%10 16%42 67%6 10%5 8%12 19%6 10%1 2%3 5%5 10 1 1 1 0 0 4 G9 61 17 28%9 15%36 59%9 15%7 11%2 3%1 2%0%1 2%4 7 0 1 3 0 1 0 G10 56 15 27%8 14%39 70%5 9%4 7%0 0%2 4%0%2 4%5 6 1 0 1 0 0 0 G11 59 13 22%12 20%39 66%2 3%6 10%0 0%3 5%0%3 5%5 2 0 0 0 0 0 3 G12 53 10 19%8 15%35 66%7 13%3 6%0 0%0 0%0%2 4%2 3 1 1 0 0 0 1 Totals 692 272 39%135 20%408 59%81 12%68 10%68 10%52 8%6 1%25 81 90 13 12 10 2 5 34 Grandchildren 3 4 0 3 0 0 0 2 Employee Sec. Boundary Due to TownWR moved to Westlake Residents by neighborhood Residents ISD ISD ISD Districts on Wait List Employee WESTLAKE ACADEMY STUDENT CENSUS - FY 2013-14 Primary Secondary Boundaries Westlake Carroll Keller Northwest Other Siblings Due to School 6 Student Population by ISD The Westlake Academy student population by ISD has remained fairly consistent over the years. Keller (which includes students living in Vaquero) continues to deliver approximately 60% of the students attending Westlake Academy. Carroll (which includes Glenwyck Farms) has climbed slightly to 20% in the FY 13/14 school year. Figure 8 - FY 13/14 WA Students by ISD Lottery Waiting List Demand for services from the secondary boundary remains strong as we have over 2,000 students on the lottery waiting list. The recent rankings and continued academic performance has increased the number of families participating for admissions to the Academy. Figure 9 - Lottery Waiting List 59% 20% 12% 10% 0% 20% 40% 60% 80% 100% FY 2013/14 Student Population by ISD Keller Carroll Northwest Other 746 845 1021 1241 1265 844 705 1027 2128 2194 2177 0 500 1000 1500 2000 2500 FY 04-05 FY 05-06 FY 06-07 FY 07-08 FY 08-09 FY 09-10 FY 10-11 FY 11-12 FY 12-13 FY 13-14 FY 14-15 Lottery Waiting List 7 Expenditures per Student Expenditures per student have seen a continued decline starting the FY 09/10 school year. This was primarily driven by increasing numbers of students in each classroom (averaging approximately 20 students per class), as well as increased efficiency in the teaching load in the secondary program. The sharp increase in the FY 13/14 school year is primarily due to the debt service payment for the Phase-I expansion of campus facilities. The ratio has continued to climb in FY 14/15 based upon smaller class sizes in the PYP Programme (averaging 18 students per class). Figure 10 - Expenditures per Student WA FY 13/14 Median & Average Salary Comparison Board Policy states a desire to maintain the median salary within three percent (3%) of the districts surveyed for market comparison purposes. In FY 12/13 the Academy was a little over three percent (-3.23%) below the market mid-point. Based upon the desire to stay within this range, the FY 13/14 budget reflected a one and one-half percent (1.5%) scale adjustment. The Academy is anticipating a two-percent (2%) adjustment in the FY 14/15 school year. $1 1 . 9 3 0 $1 2 . 0 1 4 $1 2 . 3 0 5 $1 3 . 0 1 2 $1 3 . 8 6 5 $1 2 . 9 3 3 $1 1 . 5 3 2 $1 0 . 7 7 2 $1 0 . 5 2 4 $1 1 . 5 6 2 $1 2 . 0 3 4 $1 5 . 3 1 3 $1 4 . 5 6 5 $1 4 . 7 1 6 $1 4 . 9 6 9 $1 5 . 1 0 9 $1 4 . 3 4 6 $1 2 . 3 2 7 $1 1 . 0 5 1 $1 0 . 5 8 8 $- $2 $4 $6 $8 $10 $12 $14 $16 $18 FY 04/05 FY 05/06 FY 06/07 FY 07/08 FY 08/09 FY 09/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14 Estimated FY 14/15 Proposed Th o u s a n d s Expenditures per Student (Including debt service, in-direct operating costs, and major maintenance and replacement) Average Expenditures/Student Adjusted for Inflation (MCI) 8 Figure 11 - WA FY 13/14 Median Salary Comparison $5 1 . 2 7 0 $5 3 . 0 5 8 $5 2 . 0 3 9 $5 4 . 1 1 9 $5 3 . 0 8 0 $5 5 . 2 0 1 $49 $50 $51 $52 $53 $54 $55 $56 WA ISDs WA ISDs WA ISDs FY 12/13 FY 13/14 FY 14/15 Th o u s a n d s WA Median Salary Adjustment (2%) Vision “Westlake Academy inspires college bound students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB learner profile.” ~ Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective ~ Values Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Mission “Westlake Academy is an IB World School whose mission is to provide college bound students with an internationally minded education of the highest quality, so they are well-balanced and respectful life-long learners.”VVM [WESTLAKE ACADEMY – STRATEGIC PLAN]May 31, 2012 Westlake Academy | <Table of Contents 1 2012‐2013 Westlake Academy Strategic Plan May 31, 2012 [WESTLAKE ACADEMY – STRATEGIC PLAN] 2 Table of Figures | Westlake Academy This page left intentionally blank. [WESTLAKE ACADEMY – STRATEGIC PLAN]May 31, 2012 Westlake Academy | <Table of Contents 3 Table of Contents Westlake Academy Vision, Values, and Mission Statement .................................................................. 4 Vision ...................................................................................................................................................... 4 Values ..................................................................................................................................................... 4 Mission ................................................................................................................................................... 4 How did we get here? ............................................................................................................................ 5 The Village Blacksmith ............................................................................................................................ 5 Where are we going? ............................................................................................................................. 6 Vision and Mission guide resources ....................................................................................................... 6 Achieving our Vision and Mission ........................................................................................................... 7 Creating a Balanced Scorecard System .................................................................................................. 8 Westlake Academy’s Desired Outcomes ................................................................................................ 9 Table of Figures Figure 1 ‐ Strategic Balanced Scorecard System Logic ........................................................................... 7 Figure 2 ‐ Westlake Academy Strategy Map ........................................................................................ 10 May 31, 2012 [WESTLAKE ACADEMY – STRATEGIC PLAN] 4 Westlake Academy Vision, Values, and Mission Statement | Westlake Academy Westlake Academy Vision, Values, and Mission Statement Vision “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 Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Mission “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.” [WESTLAKE ACADEMY – STRATEGIC PLAN]May 31, 2012 Westlake Academy | <Table of Contents 5 How did we get here? On September 2, 2003 the vision of many was made a reality when the Academy doors opened to the first class of Westlake Academy students. Many obstacles had to be traversed just to reach this point, but as the students and teachers entered the Academy for the first time, their expectations high, we realized that this decision will change the lives of hundreds of students and their lives will make an impact felt around the world. The Village Blacksmith Under a spreading chestnut tree The village smithy stands; The smith, a mighty man is he, With large and sinewy hands; And the muscles of his brawny arms Are strong as iron bands. His hair is crisp, and black, and long, His face is like the tan; His brow is wet with honest sweat, He earns whate'er he can, And looks the whole world in the face, For he owes not any man. Week in, week out, from morn till night, You can hear his bellows blow; You can hear him swing his heavy sledge, With measured beat and slow, Like a sexton ringing the village bell, When the evening sun is low. And children coming home from school Look in at the open door; They love to see the flaming forge, And hear the bellows roar, And catch the burning sparks that fly Like chaff from a threshing‐floor. He goes on Sunday to the church, And sits among his boys He hears the parson pray and preach, He hears his daughter's voice, Singing in the village choir, And it makes his heart rejoice. It sounds to him like her mother's voice, Singing in Paradise! He needs must think of her once more, How in the grave she lies; And with his hard, rough hand he wipe A tear out of his eyes. Toiling,‐‐rejoicing,‐‐sorrowing, Onward through life he goes; Each morning sees some task begin, Each evening sees it close; Something attempted, something done, Has earned a night's repose. Thanks, thanks to thee, my worthy friend, For the lesson thou hast taught! Thus at the flaming forge of life Our fortunes must be wrought; Thus on its sounding anvil shaped Each burning deed and thought! ~ Henry Wadsworth Longfellow May 31, 2012 [WESTLAKE ACADEMY – STRATEGIC PLAN] 6 Where are we going? | Westlake Academy Where are we going? At Westlake Academy we spend our days with the future leaders of the world and provide a framework that allows each child to reach their potential. We help them to develop their natural curiosity and build skills that allow them to continue to learn as they grow. This natural inquiry leads to knowledge, a foundation on which they will be able to build thoughtful, reasoned and ethical decisions. As they grow we help them to better understand and express their ideas writing, verbally, in multiple languages, and in their ability to work collaboratively with others. Their understanding and appreciation of the world helps them to become open‐ minded and caring, while having the courage to take risks, exploring new ideas and making a positive impact in the lives of others. Most important our future leaders must be well‐balanced and reflective, understanding the importance their strengths and limitations, and using them to their advantage as a life‐long learner. Vision and Mission guide resources The Academy’s vision and mission determine where resources are allocated and provide the basic road map to where we are going. If the vision and mission are not clear, then we may end up somewhere we never intended going. The Board of Trustees’ provides a direction of where we are going. The Board provides the necessary resources to the Academy to ensure that the mission and vision are financially supported. Our administration supports the teachers in their never ending process of discovery in the classrooms. By providing adequate support to the teachers, they are able to focus on the students and their learning, and in the end what will ultimately accomplish our vision and mission. Using the framework of the International Baccalaureate programme, the administration and teachers are able to develop the  If the vision and mission are not clear, then we may end up somewhere we never intended going.  [WESTLAKE ACADEMY – STRATEGIC PLAN]May 31, 2012 Westlake Academy | <Table of Contents 7 systems and tools necessary to accomplish our mission and reach our vision. Our teachers are the frontline in this process, working with each student at their own level of understanding, helping each of them to reach their potential. Achieving our Vision and Mission In order to better achieve our mission and reach our vision of the future we are moving into a Balanced Scorecard system as a strategic and performance management tool. The Balanced Scorecard system provides a framework that aligns the work we do with our mission, vision, and strategy. It will help to communicate to internal and external stakeholders of the organization our strategic intent. Figure 1 ‐ Strategic Balanced Scorecard System Logic (Balanced Scorecard Institute) The Balanced Scorecard forces us to ask these questions: What are we trying to accomplish? Are we doing the right things, and if so, are we doing things right? There are many advantages to creating an integrated system that aligns daily activities and financial and human resources with the mission and vision of the Academy. May 31, 2012 [WESTLAKE ACADEMY – STRATEGIC PLAN] 8 Creating a Balanced Scorecard System | Westlake Academy Creating a Balanced Scorecard System There are two phases that contain nine steps to fully implement a Balanced Scorecard system. Phase one consists of six steps: 1. Organizational assessment to determine the pains, enablers, and values. 2. Strategy, customer and stakeholder value propositions are defined and used to create the organization’s strategy. 3. Strategic objectives are developed. 4. Strategy Maps are created to show causal relationships. 5. Performance measures and targets are used to create strategic measures and track execution. 6. Identification of new Strategic Initiatives to close performance gaps. Phase two consists of three steps: 7. Automation of performance data (Dashboard Reporting) 8. Cascading the Balanced Scorecard throughout the organization 9. Evaluation (Plan, Do, Study, Act) The final product of this process creates a strategy‐based Balanced Scorecard system that translates customer needs, mission, vision, and values into organization goals, strategy, objectives, performance measures, and new initiatives. [WESTLAKE ACADEMY – STRATEGIC PLAN]May 31, 2012 Westlake Academy | <Table of Contents 9 Westlake Academy’s Desired Outcomes Westlake Academy’s strategic plan is the result of many hours of review and discussion with the Board of Trustees, and Westlake Academy staff, which spanned a multi‐year process where we gathered information, discussed our long‐range goals and developed comprehensive guidelines to ensure student success. The Board met, during a retreat, to develop the mission / vision statement and identify the values that were important to the Academy. The plan was then expanded to include five desired outcomes or strategic themes: 1. High Student Achievement ‐ Develop inquiring, knowledgeable, caring and disciplined young people who use their unique talents to create a better and more peaceful world through intercultural understanding and respect. 2. Strong Parent & Community Connections ‐ To involve all stakeholders in building a better Westlake Academy community. 3. Financial Stewardship & Sustainability ‐ To ensure sufficient, well‐managed resources to support and advance the mission of Westlake Academy. 4. Student Engagement & Extracurricular Activities ‐ To ensure that all athletics, community service and extracurricular activities are held to the same standard of excellence as the curricula programs to promote well‐balanced students. 5. Effective Educators & Staff ‐ Recruit, develop and retrain a core faculty and staff with the personal qualities, skills and expertise to work effectively with the IB inquiry‐based, student‐ centered curricula The Westlake Academy Leadership Team has taken the groundwork which has been developed over the years by the Board of Trustees and Westlake Academy’s faculty and staff. It has been placed in an actionable document that allows for better implementation, tracking, and monitoring of the strategic plan. Ma y 31 , 20 1 2 [WE S T L A K E AC A D E M Y – ST R A T E G I C PL A N ] 10 We s t l a k e Ac a d e m y ’ s De s i r e d Ou t c o m e s | We s t l a k e Ac a d e m y Fi g u r e 2 ‐ We s t l a k e Ac a d e m y St r a t e g y Ma p “W e s t l a k e Ac a d e m y is an IB Wo r l d Sc h o o l wh o s e mi s s i o n is to pr o v i d e st u d e n t s wi t h an in t e r n a t i o n a l l y minded ed u c a t i o n of th e hi g h e s t qu a l i t y , so th e y ar e we l l ‐ba l a n c e d an d re s p e c t f u l li f e ‐lo n g le a r n e r s . ” Va l u e s (G u i d i n g Pr i n c i p l e s ) Ma x i m i z i n g Pe r s o n a l De v e l o p m e n t Ac a d e m i c Ex c e l l e n c e Re s p e c t fo r Se l f an d Ot h e r s Pe r s o n a l Re s p o n s i b i l i t y Co m p a s s i o n an d Un d e r s t a n d i n g Hi g h St u d e n t Ac h i e v e m e n t De v e l o p in q u i r i n g , kn o w l e d g e a b l e , ca r i n g an d di s c i p l i n e d yo u n g pe o p l e wh o us e th e i r un i q u e ta l e n t s to cr e a t e a be t t e r an d mo r e pe a c e f u l wo r l d th r o u g h in t e r c u l t u r a l un d e r s t a n d i n g an d re s p e c t . St r o n g Pa r e n t & Co m m u n i t y Co n n e c t i o n s To in v o l v e al l st a k e h o l d e r s in bu i l d i n g a be t t e r We s t l a k e Ac a d e m y co m m u n i t y . Financial Stewardship & Sustainability To ensure sufficient, well‐managed re s o u r c e s to support and advance th e mission of Westlake Academy. St u d e n t En g a g e m e n t & Ex t r a c u r r i c u l a r Ac t i v i t i e s To en s u r e th a t al l at h l e t i c s , co m m u n i t y se r v i c e an d ex t r a ‐ cu r r i c u l a r ac t i v i t i e s ar e he l d to th e sa m e st a n d a r d of ex c e l l e n c e as th e cu r r i c u l a pr o g r a m s to pr o m o t e we l l ‐ ba l a n c e d st u d e n t s . Le a d e r s h i p , Gr o w t h & Le a r n i n g Ed u c a t i o n a l & Ad m i n i s t r a t i v e Me t h o d s Fi n a n c i a l St e w a r d s h i p St a k e h o l d e r In v o l v e m e n t De s i r e d Ou t c o m e s Cu r r i c u l u m is so u n d Fi n a n c i a l ma n a g e m e n t is so u n d In s t r u c t i o n is ef f e c t i v e Sc h o o l en v i r o n m e n t is fo c u s e d on le a r n i n g an d ch a r a c t e r de v e l o p m e n t Fa c i l i t i e s ar e sa f e an d we l l ma i n t a i n e d Communications and ma r k e t i n g plan is developed and executed Te a c h e r s an d st a f f ar e we l l tr a i n e d an d hi g h l y qu a l i f i e d Bo a r d pr o v i d e s ef f e c t i v e go v e r n a n c e Ad m i n i s t r a t i v e st a f f me m b e r s ar e hi g h l y co m p e t e n t Te a c h e r s an d st a f f ar e de d i c a t e d an d sa t i s f i e d St u d e n t s ar e en g a g e d in le a r n i n g an d pe r s o n i f y i n g th e IB Le a r n e r Pr o f i l e Pa r e n t s ar e ac t i v e l y in v o l v e d an d ex c i t e d Do n o r s are satisfied and committed Ef f e c t i v e Ed u c a t o r s & St a f f Re c r u i t , de v e l o p an d re t a i n a co r e fa c u l t y an d st a f f wi t h th e pe r s o n a l qu a l i t i e s , sk i l l s an d ex p e r t i s e to wo r k ef f e c t i v e l y wi t h th e IB in q u i r y ‐ba s e d , st u d e n t ‐ce n t e r e d cu r r i c u l a . [WE S T L A K E AC A D E M Y – ST R A T E G I C PL A N ] Ma y 31 , 20 1 2 We s t l a k e Ac a d e m y | <T a b l e of Co n t e n t s 11 Ta b l e 1 ‐ Ba l a n c e d Sc o r e c a r d Me a s u r e m e n t s Ob j e c t i v e s Me a s u r e s Ta r g e t s Actual Due Date SP/IB S&P Stakeholder Engagement Te a c h e r s a n d s t a f f a r e d e d i c a t e d a n d s a t i s f i e d Sa t i s f a c t i o n i n t h e W o r k p l a c e S u r v e y 95 % June A1, B2 St a f f t u r n o v e r < 2 0 % June B2.2 Me d i a n s a l a r y ± 3% June B2.2 St u d e n t s a r e e n g a g e d i n l e a r n i n g a n d p e r s o n i f y i n g t h e I B pr o g r a m a n d p h i l o s o p h y St u d e n t S a t i s f a c t i o n S u r v e y 95 % May A1, B2, C1, C2, C3 # o f s t u d e n t s w h o r e c e i v e a n a w a r d 50 % June A1.5 # o f s t u d e n t s p a r t i c i p a t i n g i n r e s i d e n t i a l t r i p s 60 % June A1.7 Pa r e n t s a n d c o m m u n i t y m e m b e r s a r e a c t i v e l y i n v o l v e d Pa r e n t / C o m m u n i t y S u r v e y s 95 % May A1, B2, C4 # o f v o l u n t e e r h o u r s 20 , 0 0 0 June A1, B2, C4 Do n o r s a r e s a t i s f i e d a n d c o m m i t t e d Av e r a g e D o n a t i o n p e r S t u d e n t $2 , 0 0 0 $1,100 August B1.6 % o f B l a c k s m i t h p a r t i c i p a t i o n 10 0 % 82% August B1.6 Ob j e c t i v e s Me a s u r e s Ta r g e t s Actual Due Date SP/IB S&P Financial Stewardship So u n d f i n a n c i a l m a n a g e m e n t An n u a l A u d i t Pr e s e n t s Fa i r l y Presents Fairly B1, B2.1 Ex p e n d i t u r e p e r s t u d e n t ( $ ) St u d e n t a t t e n d a n c e - A D A ( % ) 97 % 96.7% 6 WKS Ex p e n d i t u r e s w i t h i n b u d g e t ( % ) 10 0 % Ma y 31 , 20 1 2 [WE S T L A K E AC A D E M Y – ST R A T E G I C PL A N ] 12 We s t l a k e Ac a d e m y ’ s De s i r e d Ou t c o m e s | We s t l a k e Ac a d e m y Ob j e c t i v e s Me a s u r e s Ta r g e t s Actual Due Date SP/IB S&P Educational & Administrative Methods Cu r r i c u l u m i s s o u n d Se l f A s s e s s m e n t ≥ 3 B1, B2, C1-4 IB E v a l u a t i o n In s t r u c t i o n i s e f f e c t i v e Se l f A s s e s s m e n t ≥ 3 B1.7, C4.1 PY P S t u d e n t S e m e s t e r R e p o r t s ≥ 3 C4.4;6-7 MY P S t u d e n t Q u a r t e r l y R e p o r t s C4.4;6-7 DP S t u d e n t Q u a r t e r l y R e p o r t s C4.4;6-7 Hi g h S c h o o l R a n k i n g ( W a s h i n g t o n P o s t ) To p 2 0 20 April Ne w s w e e k R a n k i n g To p 2 0 52 May US N e w s & W o r l d R e p o r t R a n k i n g To p 2 0 41 May % o f s t u d e n t s e n t e r i n g c o l l e g e 10 0 % 100% IS A A s s e s s m e n t April C4.7 ST A R R A s s e s s m e n t May C4.7 % o f s t u d e n t s c o m m e n d e d > 95 % C4.7 Av e r a g e P S A T C4.7 # o f n a t i o n a l m e r i t s c h o l a r s C4.7 Av e r a g e S A T C4.7 Av e r a g e A C T C4.7 % o f s t u d e n t s g r a d u a t i n g w / D i s t i n g u i s h e d D i p l o m a 10 0 % Ra t i o o f i n t e r n a t i o n a l t e a c h e r s ≤ 2 0 % A1.4, B2.2 % o f s t u d e n t s g r a d u a t i n g w i t h I B D i p l o m a ≥ 80 % A1.9, B2.12, C4.9 Fo c u s o n c r e a t i n g a n e n v i r o n m e n t t h a t d e v e l o p s ch a r a c t e r a n d l i f e - l o n g l e a r n e r s Se l f A s s e s s m e n t ≥ 3 A1, B1.7, C1, C2, C3 Pa r e n t S u r v e y 95 % A1.7 Fa c i l i t i e s a r e s a f e an d w e l l m a i n t a i n e d Pa r e n t / C o m m u n i t y S u r v e y 95 % B2.5 Co m m u n i c a t i o n & m a r k e t i n g p l a n i s d e v e l o p e d a n d w e l l ex e c u t e d # o f l o t t e r y a p p l i c a t i o n s r e c e i v e d 2, 5 0 0 A1.6 Pa r e n t / C o m m u n i t y S u r v e y A1.3 # o f s t r a t e g i c p a r t n e r s B2.11 [WE S T L A K E AC A D E M Y – ST R A T E G I C PL A N ] Ma y 31 , 20 1 2 We s t l a k e Ac a d e m y | <T a b l e of Co n t e n t s 13 Ob j e c t i v e s Me a s u r e s Ta r g e t s Actual Due Date SP/IB S&P Leadership, Growth & Development Te a c h e r s a n d s t a f f a r e w e l l t r a i n e d a n d h i g h l y q u a l i f i e d % o f s t a f f w i t h I B l e v e l 1 t r a i n i n g 10 0 % B2.3 % o f s t a f f w i t h I B l e v e l 2 t r a i n i n g 10 0 % B2.3 % o f s t a f f w i t h I B l e v e l 3 t r a i n i n g 10 0 % B2.3 % o f s t a f f w i t h gr a d u a t e d e g r e e s # o f s t a f f t h a t a r e D P e x a m i n e r s 5 # o f t e a c h e r s l e a d i n g o r s e l e c t e d f o r e d u c a t i o n a l co n f e r e n c e , c o m m i t t e e s , o r o t h e r o p p o r t u n i t i e s 5 % o f t e a c h e r s a t t e n d i n g P D a n n u a l l y 10 0 % Bo a r d p r o v i d e s e f f e c t i v e g o v e r n a n c e % o f t i m e s p e n t o n p o l i c y i s s u e s 90 % A1, B1.2; B2.1 Ad m i n i s t r a t i v e s t a f f m e m b e r s a r e h i g h l y c o m p e t e n t 10 0 % A1.2; B1.3; B2.2; C4 Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 1 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l ’ s p u b l i s h e d s t a t e m e n t s o f mi s s i o n a n d p h i l o s o p h y al i g n w i t h t h o s e o f th e I B . A. 1 No articulated mission and philosophy that communicates what is expected of students. Widely divergent expectations for students are evidenced. There is little system alignment within the school. Little reference to a vision is evident in the documents or the practices of the school. There is evidence that the school is working toward a coherent mission and philosophy aligned with that of the IB to show what is expected of students. At this stage, the mission and philosophy does not go beyond academic development to include awareness beyond the immediate community. The school’s mission and philosophy is manifest in all documents (handbooks, curriculum guides, orientation material, etc.) yet is only sporadically evident in decision-making, policy development, instructional practices, strategic planning, and other interactions throughout the school. There is a well-articulated mission statement that communicates an aligned philosophy with that of the IB. The mission and philosophy is written to go beyond academic development to include awareness beyond the immediate community, but is not always effective. The mission and philosophy are manifest in all documents (handbooks, curriculum guides, orientation material, etc.) and is generally in decision-making, policy development, instructional practices, strategic planning, and other interactions through the school. There is a well-articulated mission statement that communicates an aligned philosophy with that of the IB. The mission and philosophy transcends beyond academic development to include awareness beyond the immediate community. The mission and philosophy is manifest in all documents (handbooks, curriculum guides, orientation material, etc.) and consistently present in decision-making, policy development, instructional practices, strategic planning, and other interactions throughout the school. school brochure and promotional literature; school website; school environment Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, p.2 Th e g o v e r n i n g b o d y , a d m i n i s t r a t i v e a n d p e d a g o g i c a l le a d e r s h i p a n d s t a f f d e m o n s t r a t e u n d e r s t a n d i n g o f I B Ph i l o s o p h y . A. 2 The governing body, administrative and pedagogical leadership team and the staff do not have an understanding of the IB philosophy. The programme action plan is not driven by the practices and programme requirements included in the Programme standards and practices. The school needs to develop further strategies to ensure a common understanding of the IB philosophy by the governing body, administrative and pedagogical leadership and staff. The school is working toward developing an action plan that encompasses the practice and programme requirements included in the Programme standards and practice. Conversations with the governing body, administrative and pedagogical leadership and staff show their understanding of the IB philosophy as expressed in the IB mission statement and IB learner profile, but this is not always evident in implementation. The programme action plan is intended to be connected to the practices and programme requirements included in the Programme standards and practices. Conversations with the governing body, administrative and pedagogical leadership and staff show their understanding of the IB philosophy as expressed in the IB mission statement and IB learner profile. The programme action plan is directly driven by the practices and programme requirements included in the Programme standards and practices. Chart 5: Update of action plan Support in IB documentation: Making the PYP happen: Pedagogical leadership in a PYP school, p.2 Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 2 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l c o m m u n i t y de m o n s t r a t e s a n un d e r s t a n d i n g o f , a n d co m m i t m e n t t o , t h e pr o g r a m m e s : The v a l u e s of t h e P Y P a s i n d i c a t e d i n th e c u r r i c u l u m d o c u m e n t s ha s a n e x p l i c i t i m p a c t o n th e d e c i s i o n m a k i n g a n d fu n c t i o n i n g of t h e sc h o o l . A. 3 . A Pedagogical leaders and teachers are unaware of how the values of the IB programmes can be incorporated into the decision- making and functioning of the school. Stakeholders are not committed to the IB programmes. Pedagogical leaders and teachers are beginning to explore how the values of the IB programmes can be incorporated into decision-making and functioning of the school. The pedagogical leaders and teachers must further strategies to ensure that the school community understands and is committed to the programme. Pedagogical leaders and teachers explain how the values of the IB programmes have impacted decision- making and functioning of the school. However, the understanding of the programme and its implication for the school are not always effectively demonstrated. Pedagogical leaders and teachers demonstrate through action and explanation how the values of the IB programmes have impacted decision- making and functioning of the school. Faculty and staff demonstrate their understanding of the programme and its implications for the school. 2009-The school review and update written documents and displays to reflect recent changes in the PYP. school brochure and promotional literature; school website; school environment Support in IB documentation: Making the PYP happen: Pedagogical leadership in a PYP school, p.3 Th e s c h o o l c o m m u n i t y d e m o n s t r a t e s a n un d e r s t a n d i n g o f , a n d c o m m i t m e n t t o , t h e pr o g r a m m e s : Th e s c h o o l a s a c o m m u n i t y o f l e a r n e r s is c o m m i t t e d t o a c o l l a b o r a t i v e a p p r o a c h t o cu r r i c u l u m d e v e l o p m e n t . A. 3 . B Actions must be taken in order to strengthen the entire school’s commitment to a collaborative approach to curriculum development. There is no willingness on the part of the school or parents to partner together in an effect to contribute to the development of the programme. The school continues to explore ways of ensuring the school community’s commitment to a collaborative approach to curriculum development. Parent participation and/or contribution is/are desired, yet now promoted. Teachers describe a collaborative approach to curriculum development when facilitated by leaders. Conversations with parents and with the pedagogical leadership team show that where possible and appropriate, parent participation and/or contribution to the development of the programme is encouraged. Teachers describe a collaborative approach to curriculum development initiated during day-to-day planning and discussions as well as long-term policies that have been put in place. Conversations with parents and with the pedagogical leadership team show that where possible and appropriate, parent participation and/or contribution to the development of the programme is encouraged. sample unit planners; description of how the exhibition is organized and managed; description of the previous year’s exhibition, team meetings operating within a purposeful schedule to promote collaboration, meetings of parent involvement in committes Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.12, 14, 28 Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–12 Th e s c h o o l c o m m u n i t y d e m o n s t r a t e s a n un d e r s t a n d i n g o f , a n d c o m m i t m e n t t o , th e p r o g r a m m e s : T h e s c h o o l i s co m m i t t e d t o a c o n s t r u c t i v i s t , i n q u i r y - ba s e d a p p r o a c h t o te a c h i n g a n d le a r n i n g t h a t p r o m o t e s i n q u i r y a n d t h e de v e l o p m e n t o f c r i t i c a l -th i n k i n g s k i l l s . A. 3 . C The school is beginning to investigate ways to further enhance the understanding of the constructivist, inquiry-based approach to teaching and learning in the school community. Critical thinking skills need development. Faculty can express understanding of the constructivist, inquiry-based approach to teaching and learning and they are able to give examples of how this will be supported through future learning engagements. Learning engagements and class discussions show evidence of the school’s commitment to a constructivist, inquiry-based approach to teaching and learning. The school shows commitment to a constructivist inquiry-based approach to teaching and learning that promotes inquiry and the development of critical- thinking skills by ensuring that classroom/school resources support an inquiry-based approach to teaching and learning 2009- The faculty continues to promote student inquiry and the development of critical thinking skills. PYP programme of inquiry; sample unit planners; approaches to teaching and learning documents and interactive displays of thinking skills based on Bloom’s taxonomy. Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, p.28 Making the PYP happen: Pedagogical leadership in a PYP school, pp.8–12 Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 3 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l c o m m u n i t y d e m o n s t r a t e s a n un d e r s t a n d i n g o f , a n d c o m m i t m e n t t o , th e p r o g r a m m e s : Th e s c h o o l i s co m m i t t e d t o t h e P Y P a s t h e fr a m e w o r k f o r a l l p l a n n i n g , t e a c h i n g an d l e a r n i n g a c r o s s t h e c u r r i c u l u m . A. 3 . D The school does not demonstrate a commitment to the IB programme as the framework for all planning, teaching and learning across the curriculum. The planner and programme of inquiry are not used to facilitate learning. The school’s commitment to the IB programme is emerging as the framework for all planning, teaching and learning across the curriculum. Teachers are beginning to use the planner and programme of inquiry to facilitate learning engagements. The school demonstrates its commitment to the IB programme as the framework for all planning, teaching and learning across the curriculum by introducing inquiry- based learning engagements across the curriculum by using the planner and the programme of inquiry. The school extends its use of the IB programme as the framework for all planning, teaching and learning across the curriculum and throughout the entire school by using the planner and the programme of inquiry. unit planners; PYP programme of inquiry, updated unit planners; unit planners from outside of the programme of inquiry Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education Th e s c h o o l c o m m u n i t y d e m o n s t r a t e s a n u n d e r s t a n d i n g o f , a n d co m m i t m e n t t o , t h e p r o g r a m m e s : Th e S c h o o l d e m o n s t r a t e s a co m m i t m e n t t o t r a n s d i s c i p l i n a r y l e a r n i n g . A. 3 . E The staff and leadership are not committed to the IB philosophy of transdisciplinary teaching and learning. Due to lack of understanding, staff and leadership are unsure of how to develop transdisciplinary units. As opportunities arise, staff and leadership demonstrate practices allowing for transdisciplinary teaching and learning. There is a desire for continued development of understanding and study. The staff and leadership are committed to transdisciplinary teaching and learning. Understanding is continuously developed during collaborative sharing and planning. 2014-The school demonstrates a commitment to transdisciplinary learning, ensuring that single subject teachers are able to contribute in all aspects of planning, teaching, and learning. PYP programme of inquiry; sample unit planners; sample school reports samples of assessed student work; unit planners from outside of the programme of inquiry; samples of exhibition portfolios Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.5–7 Making the PYP happen: Pedagogical leadership in a PYP school, p.3 Developing a transdisciplinary programme of inquiry Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 4 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l d e v e l o p s a n d p r o m o t e s i n t e r n a t i o n a l - mi n d e d n e s s an d a l l a t t r i b u t e s o f t h e I B l e a r n e r p r o f i l e ac r o s s t h e s c h o o l c o m m u n i t y . A.4 The school does not implement strategies to develop and promote international-mindedness driven by the attributes of the IB learner profile and attitudes across the school community. Attributes of the learner profile are revisited during teacher facilitated lessons and discussions. Students do not understand the role and importance of the learner profile in developing international- mindedness. Units of inquiry are not written with global perspectives and opportunities to promote international-mindedness. Attributes of the learner profile are developed within context of the school day, with the intention of developing it across the school community. Units of inquiry are written in a manner to promote international-mindedness, but teachers and students do not always seize such opportunities. Attributes of the learner profile are developed within student’s day-to-day interactions. Units of inquiry are developed to naturally promote international-mindedness. PYP programme of inquiry; sample unit planners; sample school reports samples of assessed student work; unit planners from outside of the programme of inquiry; samples of exhibition portfolios, Blacksmith awards, IB Learner Profile/Attitude displays; charts to show student demonstration of Learner Profile/Attitudes Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.25–27 Making the PYP happen: Pedagogical leadership in a PYP school, p.8 Th e s c h o o l p r o m o t e s r e s p o n s i b l e a c t i o n w i t h i n a n d b e y o n d t h e sc h o o l c o m m u n i t y . A.5 The school seldom promotes activities or service opportunities that represent responsible action within and beyond the school community. There is no evidence in documents, handouts, classroom instruction, and school wide assemblies. GJ and RO There is some evidence that attention is given to the necessity of developing strategies to promote responsible action generated by students within and beyond the school community. There is limited evidence in documents, handouts, classroom instruction, and school wide assemblies. Evidence exists fairly consistently that there are identifiable links between the curriculum and the action cycle. Engagement in responsible action is generated by the students within and beyond the school community is also consistently identifiable. Evidence exists in some classroom documents, handouts, classroom instruction, newsletters to the community, and organizations beyond the school community. There is evidence of high levels of collaboration between all areas of the curricula promoting ongoing emphasis on opportunities for action, giving the students the power to choose to act; students decide on their actions; and time is allocated to reflect on these actions. Consistent evidence exists in all classroom’s documents, handouts, classroom instruction, newsletters to the community, and organizations beyond the school community. 2009- The school continue to provide opportunities to take action, reflection and implementation 2009- Students and staff explore ways to deepen the connections between action and units of inquiry. 2014- The school further develops and implements strategies to promote responsible action within and beyond the school community. PYP programme of inquiry; sample unit planners; description of the previous year’s exhibition samples of assessed student work; unit planners from outside of the programme of inquiry; samples of completed report cards; samples of exhibition portfolios, classroom handouts, newsletters, websites; organizations beyond the school community Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.25–27 Making the PYP happen: Pedagogical leadership in a PYP school, p.10 Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 5 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l p r o m o t e s o p e n c o m m u n i c a t i o n b a s e d o n un d e r s t a n d i n g a n d r e s p e c t . A.6 The school seldom promotes open communication and information is often inaccurate. There are limited programs in place to promote open communication, tolerance, understanding and respect for the school. The school promotes developing sensitivity towards open communication and respectful acceptance of others. There are few programs in place to promote open communication, tolerance, understanding and respect for the school. The school promotes an emerging development of communication between its members based on mutual respect and understanding. There are some programs in place to promote open communication, tolerance, understanding and respect for the school. The school promotes a high level of open communication and informed connections between its members within a nurturing environment. There is clear evidence through programs in place that the school works to promote open communication, tolerance, understanding and respect for the school. School brochure and promotional literature; IB Learner Profile for the parents, students, and teachers; Communiques; report cards Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, p.4 Making the PYP happen: Pedagogical leadership in a PYP school, p.5, 17 IB learner profile booklet Th e s c h o o l p l a c e s i m p o r t a n c e o n l a n g u a g e l e a r n i n g , in c l u d i n g m o t h e r t o n g u e , h o s t c o u n t r y l a n g u a g e a n d ot h e r l a n g u a g e s : Th e s c h o o l m a k e s p r o v i s i o n f o r st u d e n t s t o l e a r n l a n g u a g e , i n a d d i t i o n t o t h e la n g u a g e o f i n s t r u c t i o n , a t l e a s t f r o m t h e a g e o f se v e n . Sc h o o l s w i t h t w o l a n g u a g e s o f i n s t r u c t i o n a r e no t r e q u i r e d t o o f f e r a n a d d i t i o n a l l a n g u a g e . A. 7 . A The school does not offer instruction in an additional language. Instruction of an additional language is offered, but not all students participate due to factors relating to staffing, resourcing, and student age. Beginning at age five and six, all primary students participate in the instruction of an additional language according to the teaching timetable. However, pedagogical leadership and teachers do not emphasize the importance of such instruction. Qualified staff has been hired to implement the foreign language programme. Students are provided with opportunities to learn an additional language in a safe, secure and stimulating environment based on understanding and respect. Students have a broad understanding of the value of languages in general. Beginning at age five and six, all primary students purposefully participate in the instruction of an additional language according to the teaching timetable. Qualified staff has been hired to implement the foreign language programme. Students embrace the necessity to learn an additional language in a safe, secure and stimulating environment based on understanding and respect. Students understand the value of languages in general and are passionate about languages and culture outside of their own. language policy; sample class schedules; sample school reports unit planners from outside of the programme of inquiry; scope and sequence documents Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.75–89 Language scope and sequence Guidelines for developing a school language policy Standard A: Philosophy The school’s educational beliefs and values reflect IB philosophy. 6 Westlake Academy – Standards and Practices Rubric (revised for PYP) 5/12/2014 Score 1 Readiness Score 2 Emerging Score 3 Operational Score 4 Demonstrating Effectiveness Past Recommendation notes Evidence Th e s c h o o l p l a c e s i m p o r t a n c e o n l a n g u a g e l e a r n i n g , i n c l u d i n g mo t h e r t o n g u e , h o s t c o u n t r y l a n g u a g e a n d o t h e r l a n g u a g e s : Th e s c h o o l s u p p o r t s m o t h e r t o n g u e a n d h o s t c o u n t r y l a n g u a g e le a r n i n g . A. 7 . B The Academy places little value and makes little use of the diversity of multiple languages that exist in the community, and doesn’t foster an understanding of the value of learning different languages as a vehicle of learning about different cultures. Students are provided with little opportunity to learn mother tongue, host country language and other languages in a safe, secure and stimulating environment based on understanding and respect. Students lack an understanding of the value of languages in general. The Academy places some value and makes some use of the diversity of multiple languages that exist in the community, and occasionally foster an understanding of the value of learning different languages as a vehicle of learning about different cultures. Students are provided with some opportunities to learn mother tongue, host country language and other languages in a safe, secure and stimulating environment based on understanding and respect. Students have little understanding of the value of languages in general. The Academy mostly places value and makes some use of the diversity of multiple languages that exist in the community, and often fosters an understanding of the value of learning different languages as a vehicle of learning about different cultures. Students are provided with opportunities to learn mother tongue, host country language and other languages in a safe, secure and stimulating environment based on understanding and respect. Students have a broad understanding of the value of languages in general. The Academy values and makes use of the diversity of multiple languages that exist in the community, celebrating the student’s own cultural identity, and fosters understanding the value of learning different languages as a vehicle of learning about different cultures. Students are provided with opportunities to learn mother tongue, host country language and other languages in a safe, secure and stimulating environment based on understanding and respect. Students understand the value of languages in general and are passionate about languages and culture outside of their own. 2009- The school implement ways to support parents and children for whom the school’s language of instruction is not the mother tongue. One way would be by providing parents with terms for PYP elements in their first languages. See Also C3.7 language policy; sample class schedules; sample school reports unit planners from outside of the programme of inquiry; scope and sequence documents Support in IB documentation: Making the PYP happen: A curriculum framework for international primary education, pp.75–89 Language scope and sequence Guidelines for developing a school language policy Th e s c h o o l p a r t i c i p a t e s i n t h e I B w o r l d c o m m u n i t y . A. 8 The students, staff, administration and school community never have opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts. The students, staff, administration and school community have some opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts. The students, staff, administration and school community have frequent opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts. The students, staff, administration and school community have many opportunities to participate in IB professional development, to interact with other world schools, to utilize the OCC and IB Virtual Community, and to be involved in world issues through humanitarian efforts. 2009- Teachers use the example on the OCC/IBVC of exhibition “globally” as a tool for reflection after the completion of the school exhibition. 2014: The school develops and implements strategies to further participate in the IB world community. Chart 2: Update of PYP teaching staff, qualifications and IB-recognized professional development; contributions of the HOC, school evaluation documents Support in IB documentation: Making the PYP happen: Pedagogical leadership in a PYP school, p.20–24 Mandated Sub-Object F Y 2 0 1 2 - 1 3 Au d i t e d F Y 2 0 1 3 - 1 4 Ad o p t e d F Y 2 0 1 3 - 1 4 Am e n d e d Y e a r - t o - D a t e F Y 2 0 1 4 - 1 5 Po p o s e d E x p e n s e Re c u r r i n g E x p e n s e O n e Ti m e Pa y r o l l & Re l a t e d Ex p e n s e Re c u r r i n g Ex p e n s e O n e Ti m e (Increased) Decreased RevenuesExpense Reduction 1 Re v e n u e s 2 1 9 7 0 0 5 7 5 5 0 0 0 0 0 0 0 T R A N S P O R T A T I O N F E E S 16 , 5 5 0 2 5 , 0 0 0 2 5 , 0 0 0 6 1 3 2 0 , 0 0 0 - - - - - - - 5 , 0 0 0 - 5,000 5,000 3 1 9 7 0 0 5 7 5 5 0 1 0 0 0 0 0 P A R K I N G F E E S 12 , 9 6 0 2 0 , 0 0 0 2 0 , 0 0 0 1 2 , 5 0 0 1 5 , 0 0 0 - - - - - - - 5 , 0 0 0 - 5,000 5,000 4 1 9 7 0 0 5 7 5 5 0 2 0 0 0 0 0 T R A N S P O R T A T I O N F E E S 6, 5 0 0 5 , 0 0 0 5 , 0 0 0 4 , 6 7 5 6 , 0 0 0 - - - - - - - ( 1 , 0 0 0 ) - (1,000) (1,000) 5 Fu n d 1 9 7 - S u b t o t a l 36 , 0 1 0 5 0 , 0 0 0 5 0 , 0 0 0 1 7 , 7 8 8 4 1 , 0 0 0 - - - - - - - 9 , 0 0 0 - 9,000 9,000 6 1 9 8 0 0 5 7 4 9 E C 0 0 3 0 0 R E G F E E S - C R O S S - - 3 , 5 0 0 - 5 , 0 0 0 - - - - - - - ( 1 , 5 0 0 ) - (1,500) (1,500) 7 1 9 8 0 0 5 7 4 9 E C 0 0 5 0 0 R E G G E E S - G O L F - - 3 , 7 5 0 - 3 , 0 0 0 - - - - - - - 7 5 0 - 750 750 8 1 9 8 0 0 5 7 4 9 E C 0 0 6 0 0 R E G F E E S - S O F T B A L L - - 5 , 0 0 0 - 2 , 5 0 0 - - - - - - - 2 , 5 0 0 - 2,500 2,500 9 1 9 8 0 0 5 7 4 9 E C 0 0 7 0 0 R E G F E E S - S O C C E R - - 4 , 6 0 0 - 6 , 0 0 0 - - - - - - - ( 1 , 4 0 0 ) - (1,400) (1,400) 10 1 9 8 0 0 5 7 4 9 E C 0 0 8 0 0 R E G F E E S - T E N N I S - - 4 , 5 0 0 - 3 , 0 0 0 - - - - - - - 1 , 5 0 0 - 1,500 1,500 11 1 9 8 0 0 5 7 4 9 E C 0 0 9 0 0 R E G F E E S - V O L L E Y B A L L - - 1 0 , 5 0 0 - 9 , 0 0 0 - - - - - - - 1 , 5 0 0 - 1,500 1,500 12 Fu n d 1 9 8 - S u b t o t a l - - 3 1 , 8 5 0 - 2 8 , 5 0 0 - - - - - - - 3 , 3 5 0 - 3,350 3,350 13 1 9 9 0 0 5 7 4 2 0 0 0 0 0 0 0 E A R N I N G S T E M P 1, 5 9 4 2 , 5 0 0 2 , 5 0 0 9 8 2 1 , 5 1 5 - - - - - - - 9 8 5 985 985 14 1 9 9 0 0 5 7 4 4 0 1 0 0 0 0 0 D O N A T I O N S - W A F 74 0 , 4 1 6 1 , 0 7 9 , 0 0 0 1 , 0 7 9 , 0 0 0 7 7 7 , 8 2 9 1 , 3 0 1 , 7 5 5 - - - - - - - ( 2 2 2 , 7 5 5 ) (222,755) (222,755) 15 1 9 9 0 0 5 7 4 4 0 2 0 0 0 0 0 W L A F O U N D A T I O N S A L A R Y 44 , 2 0 0 4 7 , 6 0 0 4 7 , 6 0 0 3 1 , 0 0 1 4 8 , 7 9 0 - - - - - - - ( 1 , 1 9 0 ) (1,190) (1,190) 16 1 9 9 0 0 5 7 4 4 0 4 0 0 0 0 0 D O N A T I O N S - T O W N O F - - - 1 5 , 0 0 0 3 0 0 , 0 0 0 - - - - - - - ( 3 0 0 , 0 0 0 ) (300,000) (300,000) 17 1 9 9 0 0 5 7 4 4 0 5 0 0 0 0 0 C O N T R I B U T I O N - T O W N - 9 0 , 0 0 0 9 0 , 0 0 0 3 7 , 5 0 0 1 5 , 0 0 0 - - - - - - - 7 5 , 0 0 0 75,000 75,000 18 1 9 9 0 0 5 7 4 9 0 0 0 0 0 0 0 L O C A L R E V E N U E S 12 , 0 8 6 2 , 5 0 0 2 , 5 0 0 3 , 5 7 2 1 5 , 0 0 0 - - - - - - - ( 1 2 , 5 0 0 ) (12,500) (12,500) 19 1 9 9 0 0 5 7 5 1 0 0 0 0 0 0 0 F O O D S E R V I C E A C T I V I T Y 3, 1 5 0 3 , 0 0 0 3 , 0 0 0 2 , 0 0 0 6 , 0 0 0 - - - - - - - ( 3 , 0 0 0 ) (3,000) (3,000) 20 1 9 9 0 0 5 8 1 2 0 0 0 0 0 0 0 F O U N D A T I O N 4, 1 3 7 , 6 6 7 4 , 3 7 8 , 9 0 5 4 , 6 0 9 , 2 4 8 2 , 8 9 2 , 9 2 6 5 , 4 2 0 , 3 1 7 - - - - - - - ( 8 1 1 , 0 6 9 ) (811,069) (811,069) 21 1 9 9 0 0 5 8 3 1 0 0 0 0 0 0 0 T R S O N - B E H A L F B E N E F I T 21 8 , 6 4 1 2 5 9 , 7 9 6 2 5 9 , 7 9 6 - 3 2 8 , 2 8 6 - - - - - - - ( 6 8 , 4 9 0 ) (68,490) (68,490) 22 Fu n d 1 9 9 - S u b t o t a l 5, 1 5 7 , 7 5 4 5 , 8 6 3 , 3 0 1 6 , 0 9 3 , 6 4 4 3 , 7 6 0 , 8 1 0 7 , 4 3 6 , 6 6 3 - - - - - - - ( 1 , 3 4 3 , 0 1 9 ) - (1,343,019) (1,343,019) 23 Re v e n u e s - T o t a l 5, 1 9 3 , 7 6 4 5 , 9 1 3 , 3 0 1 6 , 1 7 5 , 4 9 4 3 , 7 7 8 , 5 9 7 7 , 5 0 6 , 1 6 3 - - - - - - - ( 1 , 3 3 0 , 6 6 9 ) - (1,330,669) (1,330,669) 25 Ex p e n d i t u r e s 26 1 9 7 1 1 6 1 2 9 0 0 9 9 0 0 0 S A L A R I E S - S U P P O R T - 1 , 5 3 0 1 , 5 3 0 1 , 0 4 5 1 , 5 6 1 3 1 - 3 1 - - - - - - - 31 27 19 7 1 1 6 2 6 9 0 0 1 1 0 0 0 M u n i c i p a l G e n e r a l F u n d L o a n R e p a y m e n t - 2 0 , 0 0 0 2 0 , 0 0 0 - 1 5 , 0 0 0 - - - - - - - - (5,000) (5,000) (5,000) 28 1 9 7 3 6 6 1 2 9 0 0 9 9 0 0 0 S A L A R I E S - S U P P O R T - 1 0 , 0 0 0 1 0 , 0 0 0 3 , 7 5 1 1 0 , 2 0 0 2 0 0 - 2 0 0 - - - - - - - 200 29 19 7 3 6 6 2 4 9 0 0 9 9 0 0 0 C O N T M A I N T 2, 0 2 0 3 , 5 0 0 3 , 5 0 0 1 , 1 9 1 8 , 0 0 0 4 , 5 0 0 - 4 , 5 0 0 - - - - - - - 4,500 30 19 7 3 6 6 4 2 9 0 0 9 9 0 0 0 I N S U R A N C E 1, 4 0 4 2 , 8 1 0 2 , 8 1 0 9 0 3 3 , 3 7 2 5 6 2 - 5 6 2 - - - - - - - 562 31 Fu n d 1 9 7 - S u b t o t a l 3, 4 2 3 3 7 , 8 4 0 3 7 , 8 4 0 6 , 8 8 9 3 8 , 1 3 3 5 , 2 9 3 - 5 , 2 9 3 - - - - - (5,000) (5,000) 293 32 1 9 8 3 6 6 1 2 1 0 0 9 1 0 0 0 S a l a r y & R e l a t e d 5, 3 4 0 3 5 , 1 5 9 3 5 , 1 5 9 2 , 2 8 0 3 5 , 8 6 2 7 0 3 - 7 0 3 - - - - - - - 703 33 1 9 8 3 6 6 2 1 9 E C 9 1 4 0 1 R E F E R E E S & O F F I C I A L S - 3 , 0 0 0 3 , 0 0 0 - 3 , 5 0 0 5 0 0 - 5 0 0 - - - - - - - 500 34 1 9 8 3 6 6 2 1 9 E C 9 1 9 0 1 R E F E R E E S & O F F I C I A L S - 2 , 5 0 0 2 , 5 0 0 - 3 , 0 0 0 5 0 0 - 5 0 0 - - - - - - - 500 35 1 9 8 3 6 6 2 9 9 E C 9 1 1 0 3 M I S C C O N T R A C T E D 1, 6 0 0 1 , 0 0 0 1 , 0 0 0 2 , 0 0 0 2 , 0 0 0 1 , 0 0 0 - 1 , 0 0 0 - - - - - - - 1,000 36 1 9 8 3 6 6 2 9 9 E C 9 1 6 0 1 M I S C C O N T R A C T E D 84 0 - - 6 5 0 1 , 5 0 0 1 , 5 0 0 - 1 , 5 0 0 - - - - - - - 1,500 37 1 9 8 3 6 6 3 9 9 E C 9 1 0 0 0 G E N E R A L S U P P L I E S 2, 4 7 9 - - 1 , 9 5 0 1 , 0 0 0 1 , 0 0 0 - 1 , 0 0 0 - - - - - - - 1,000 38 19 8 3 6 6 4 2 9 0 0 9 9 0 0 0 I N S U R A N C E - 5 , 5 1 7 5 , 5 1 7 3 , 8 6 1 6 , 6 2 0 - - - - 1 , 1 0 3 - 1 , 1 0 3 - - - 1,103 39 1 9 8 3 6 6 4 9 9 E C 9 1 0 0 7 M I S C E L L A N E O U S 1, 6 2 5 - - 1 , 8 9 0 2 , 0 0 0 2 , 0 0 0 - 2 , 0 0 0 - - - - - - - 2,000 40 1 9 8 3 6 6 4 9 9 E C 9 1 1 0 4 T O U R N A M E N T F E E S 40 0 7 5 0 7 5 0 2 5 0 5 0 0 - - - - - - - - (250) (250) (250) 41 1 9 8 3 6 6 4 9 9 E C 9 1 2 0 4 M I S C E L L A N E O U S 2, 1 7 0 2 , 5 0 0 2 , 5 0 0 2 , 3 5 0 5 , 0 0 0 2 , 5 0 0 - 2 , 5 0 0 - - - - - - - 2,500 42 1 9 8 3 6 6 4 9 9 E C 9 1 3 0 4 M I S C E L L A N E O U S 1, 4 9 0 2 , 5 0 0 2 , 5 0 0 1 , 5 9 3 2 , 0 0 0 - - - - - - - - (500) (500) (500) 43 1 9 8 3 6 6 4 9 9 E C 9 1 4 0 9 M I S C E L L A N E O U S - 2 , 0 0 0 2 , 0 0 0 - - - - - - - - - - (2,000) (2,000) (2,000) 44 1 9 8 3 6 6 4 9 9 E C 9 1 5 0 9 M I S C E L L A N E O U S - 2 5 0 2 5 0 - - - - - - - - - - (250) (250) (250) 45 1 9 8 3 6 6 4 9 9 E C 9 1 6 0 3 M I S C E L L A N E O U S - 1 , 0 0 0 1 , 0 0 0 - 1 , 5 0 0 5 0 0 - 5 0 0 - - - - - - - 500 46 1 9 8 3 6 6 4 9 9 E C 9 1 7 0 4 M I S C E L L A N E O U S - 6 0 0 6 0 0 1 5 0 3 0 0 - - - - - - - - (300) (300) (300) 47 1 9 8 3 6 6 4 9 9 E C 9 1 8 0 4 M I S C E L L A N E O U S 32 5 2 , 0 0 0 2 , 0 0 0 6 4 0 1 , 5 0 0 - - - - - - - - (500) (500) (500) 48 1 9 8 3 6 6 4 9 9 E C 9 1 8 0 9 M I S C E L L A N E O U S - 5 0 0 5 0 0 - - - - - - - - - - (500) (500) (500) 49 1 9 8 3 6 6 4 9 9 E C 9 1 9 0 4 M I S C E L L A N E O U S 1, 0 5 0 2 , 2 0 0 2 , 2 0 0 9 0 0 1 , 5 0 0 - - - - - - - - (700) (700) (700) 50 1 9 8 3 6 6 4 9 9 E C 9 1 T 0 2 U N I F O R M R E P L A C E M E N T - - - - 1 , 5 0 0 1 , 5 0 0 - 1 , 5 0 0 - - - - - - - 1,500 51 1 9 8 3 6 6 4 9 9 E C 9 1 T 0 4 T O U R N A M E N T E N T R Y F E E S - - - 1 , 5 2 0 2 , 0 0 0 2 , 0 0 0 - 2 , 0 0 0 - - - - - - - 2,000 52 1 9 8 3 6 6 4 9 9 E C 9 1 T 0 6 E Q U I P M E N T R E P L A C E M E N T - - - - 5 0 0 5 0 0 - 5 0 0 - - - - - - - 500 53 Fu n d 1 9 8 - S u b t o t a l 17 , 3 1 9 6 1 , 4 7 6 6 1 , 4 7 6 2 0 , 0 3 4 7 1 , 7 8 3 1 4 , 2 0 3 - 1 4 , 2 0 3 - 1 , 1 0 3 - 1 , 1 0 3 - (5,000) (5,000) 10,307 54 1 9 9 1 1 6 1 1 2 D P 1 1 0 0 0 D P S U B S T I T U T E S - 6 , 5 5 0 2 5 , 0 0 0 - 2 7 , 5 0 0 2 , 5 0 0 - 2 , 5 0 0 - - - - - - - 2,500 55 1 9 9 1 1 6 1 1 2 M P 1 1 0 0 0 M Y P S U B S T I T U T E S - 1 7 , 3 5 0 2 5 , 0 0 0 - 2 7 , 5 0 0 2 , 5 0 0 - 2 , 5 0 0 - - - - - - - 2,500 56 1 9 9 1 1 6 1 1 2 P P 1 1 0 0 0 P Y P S U B S T I T U T E S - 3 1 , 1 0 0 2 5 , 0 0 0 - 2 7 , 5 0 0 2 , 5 0 0 - 2 , 5 0 0 - - - - - - - 2,500 57 19 9 1 1 6 1 1 9 0 0 1 1 0 0 0 T R S 1 . 5 % D i s t r i c t C o n t r i b u t i o n - - - - 8 3 , 0 0 0 - - - 8 3 , 0 0 0 - - 8 3 , 0 0 0 - - - 83,000 58 1 9 9 1 1 6 1 1 9 0 0 1 1 0 0 0 S a l a r y & R e l a t e d 2, 9 4 6 , 6 6 3 3 , 2 7 1 , 4 1 1 3 , 2 9 1 , 4 1 1 2 , 2 7 1 , 9 7 4 3 , 6 3 6 , 5 0 1 7 5 , 0 0 0 - 7 5 , 0 0 0 3 4 5 , 0 9 0 - - 3 4 5 , 0 9 0 - - - 420,090 59 1 9 9 1 1 6 2 1 9 0 0 2 3 0 0 0 S P E D P r o f e s s i o n a l S e r v i c e s 38 , 3 4 4 3 5 , 0 0 0 3 5 , 0 0 0 3 6 , 2 7 7 4 0 , 0 0 0 5 , 0 0 0 - 5 , 0 0 0 - - - - - - - 5,000 60 1 9 9 1 1 6 2 6 9 0 0 1 1 0 0 0 L E A S E S 20 , 9 7 3 9 0 0 9 0 0 - - - - - - - - - - (900) (900) (900) 61 1 9 9 1 1 6 2 6 9 D P 1 1 0 0 0 R E N T A L - L E A S E 39 5 5 0 0 5 0 0 - 4 , 5 7 0 4 , 0 7 0 - 4 , 0 7 0 - - - - - - - 4,070 62 1 9 9 1 1 6 2 6 9 M P 1 1 0 0 0 R E N T A L S - O P E R A T I N G - 5 0 0 5 0 0 - - - - - - - - - - (500) (500) (500) 63 1 9 9 1 1 6 3 3 9 D P 1 1 0 0 0 I B E X A M R E G - S c h o o l C o n t r i b u t i o n - 9 , 0 6 0 9 , 0 6 0 1 0 , 7 0 4 1 1 , 0 0 0 1 , 9 4 0 - 1 , 9 4 0 - - - - - - - 1,940 64 1 9 9 1 1 6 3 3 9 D P 1 1 2 1 5 D P I B E X A M S 6, 9 0 3 2 , 0 0 0 2 , 0 0 0 ( 1 , 6 6 3 ) - - - - - - - - - (2,000) (2,000) (2,000) 65 1 9 9 1 1 6 3 9 9 0 0 1 1 0 0 0 G E N E R A L S U P P L I E S 32 , 8 8 9 1 6 , 0 5 0 1 6 0 , 0 0 0 1 4 1 , 5 5 0 1 8 8 , 0 0 0 2 8 , 0 0 0 - 2 8 , 0 0 0 - - - - - - - 28,000 66 19 9 1 1 6 3 9 9 0 0 2 3 0 0 0 G E N E R A L S U P P L I E S - S P E D 12 , 6 4 8 1 0 , 0 0 0 1 0 , 0 0 0 7 , 8 4 1 1 5 , 0 0 0 5 , 0 0 0 - 5 , 0 0 0 - - - - - - - 5,000 67 1 9 9 1 1 6 3 9 9 D P 1 1 0 0 0 D P G E N E R A L S U P P L I E S 2, 8 0 7 5 , 0 0 0 5 , 0 0 0 1 6 8 2 6 , 2 5 0 2 1 , 2 5 0 - 2 1 , 2 5 0 - - - - - - - 21,250 68 1 9 9 1 1 6 3 9 9 D P 1 1 0 0 0 D P G E N E R A L S U P P L I E S 13 , 8 6 1 1 3 , 0 5 0 1 1 , 0 5 0 6 , 2 0 5 - - (11,050) (11,050) (11,050) 69 1 9 9 1 1 6 3 9 9 M P 1 1 0 0 0 M Y P G E N E R A L S U P P L I E S - - - - 2 3 , 3 9 2 - 23,392 23,392 23,392 70 1 9 9 1 1 6 3 9 9 M P 1 1 0 0 0 M Y P G E N E R A L S U P P L I E S 4, 6 5 4 1 3 , 8 3 5 1 5 , 8 3 5 8 , 0 9 5 - - (15,835) (15,835) (15,835) 71 1 9 9 1 1 6 3 9 9 P P 1 1 0 0 0 P Y P G E N E R A L S U P P L I E S 6, 4 1 4 2 , 7 5 0 - - 1 7 , 0 5 0 - - - - - - - - 17,050 17,050 17,050 We s t l a k e A c a d e m y 20 1 4 - 1 5 S e r v i c e L e v a l A d j u s t m e n t S u m m a r y Local Option 1 Local Option 2 SL A D e s c r i p t i o n Grand Total Program Ma i n t a i n C u r r e n t Ne w o r E x p a n d e d Savings T o t a l Total Total Number Fund Function Object Mandated Sub-Object F Y 2 0 1 2 - 1 3 Au d i t e d F Y 2 0 1 3 - 1 4 Ad o p t e d F Y 2 0 1 3 - 1 4 Am e n d e d Y e a r - t o - D a t e F Y 2 0 1 4 - 1 5 Po p o s e d E x p e n s e Re c u r r i n g E x p e n s e O n e Ti m e Pa y r o l l & Re l a t e d Ex p e n s e Re c u r r i n g Ex p e n s e O n e Ti m e (Increased) Decreased RevenuesExpense Reduction We s t l a k e A c a d e m y 20 1 4 - 1 5 S e r v i c e L e v a l A d j u s t m e n t S u m m a r y Local Option 1 Local Option 2 SL A D e s c r i p t i o n Grand Total Program Ma i n t a i n C u r r e n t Ne w o r E x p a n d e d Savings T o t a l Total Total Number Fund Function Object 72 1 9 9 1 1 6 3 9 9 P P 1 1 0 0 0 P Y P G E N E R A L S U P P L I E S 14 , 4 2 8 1 4 , 3 2 6 1 1 , 5 3 5 1 1 , 2 4 6 - - (11,535) (11,535) (11,535) 73 1 9 9 1 2 6 1 1 9 0 0 1 1 0 0 0 S a l a r y & R e l a t e d 52 , 0 5 1 5 1 , 0 3 5 5 1 , 0 3 5 3 7 , 5 6 4 5 2 , 0 5 6 1 , 0 2 1 - 1 , 0 2 1 - - - 1,021 74 1 9 9 1 2 6 3 2 9 0 0 9 9 0 0 0 R E A D I N G M A T E R I A L S 1, 3 2 1 5 , 0 0 0 5 , 0 0 0 3 , 1 8 6 8 , 5 0 0 3 , 5 0 0 - 3 , 5 0 0 - - - - - - - 3,500 75 1 9 9 1 2 6 3 9 9 0 0 1 1 0 0 0 L I B R A R Y S U P P L I E S 70 3 1 , 0 0 0 1 , 6 0 0 1 , 5 5 0 1 , 0 0 0 - - - - - - - - (600) (600) (600) 76 1 9 9 1 2 6 4 9 9 0 0 1 1 0 0 0 M I S C E L L A N E O U S - 5 0 0 5 0 0 - - - - - - - - - - (500) (500) (500) 77 1 9 9 1 3 6 2 9 9 0 0 9 9 0 0 0 M I S C C O N T R A C T E D 16 , 0 6 3 - 5 , 0 0 0 3 , 6 2 4 1 2 , 0 0 0 - - - - 7 , 0 0 0 - 7 , 0 0 0 - - - 7,000 78 1 9 9 1 3 6 4 1 1 D P 1 1 0 0 0 T R A V E L & S U B S I S T D P 4, 0 0 9 1 2 , 4 0 0 1 2 , 4 0 0 4 8 8 1 7 , 3 0 0 - - - - 4 , 9 0 0 - 4 , 9 0 0 - - - 4,900 79 1 9 9 1 3 6 4 1 1 M P 1 1 0 0 0 T R A V E L & S U B S I S T M Y P 61 8 1 6 , 7 0 0 1 6 , 7 0 0 6 3 2 4 , 7 0 0 - - - - 8 , 0 0 0 - 8 , 0 0 0 - - - 8,000 80 1 9 9 1 3 6 4 1 1 P P 1 1 0 0 0 T R A V E L & S U B S I S T P Y P 33 6 2 1 , 0 0 0 2 1 , 0 0 0 4 7 5 2 4 , 0 0 0 3 , 0 0 0 - 3 , 0 0 0 - - - - - - - 3,000 81 19 9 1 3 6 4 9 5 D P 1 1 0 0 0 I B O A n n u a l D u e s - D P 9, 9 2 2 1 0 , 4 0 0 1 0 , 1 0 3 1 0 , 1 0 3 1 0 , 8 2 0 7 1 7 - 7 1 7 - - - - - - - 717 82 19 9 1 3 6 4 9 5 M P 1 1 0 0 0 I B O A n n u a l D u e s - M P 8, 1 5 7 7 , 8 3 0 8 , 3 6 3 8 , 3 6 3 8 , 1 5 0 - - - - - - - - (214) (214) (214) 83 19 9 1 3 6 4 9 5 P P 1 1 0 0 0 I B O A n n u a l D u e s - P P 7, 0 5 7 6 , 8 4 0 7 , 2 3 3 7 , 2 3 3 7 , 1 1 9 - - - - - - - - (114) (114) (114) 84 1 9 9 2 1 6 1 1 9 0 0 1 1 0 0 0 S a l a r y & R e l a t e d 1, 2 5 7 1 7 9 , 9 3 9 1 7 9 , 9 3 9 5 0 , 7 2 5 1 8 3 , 5 3 8 3 , 5 9 9 - 3 , 5 9 9 - - - - - - - 3,599 85 1 9 9 2 3 6 1 1 9 0 0 1 1 0 0 0 S a l a r y & R e l a t e d 10 4 , 2 7 9 4 5 1 , 5 1 5 5 1 6 , 5 1 5 9 0 , 0 5 0 6 6 8 , 9 8 9 10 , 3 3 0 - 1 0 , 3 3 0 1 4 2 , 1 4 4 - - 1 4 2 , 1 4 4 - - - 152,474 86 1 9 9 3 1 6 1 1 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 17 7 , 6 0 4 1 8 0 , 5 2 6 1 8 0 , 5 2 6 1 2 5 , 5 9 5 1 8 4 , 1 3 7 3 , 6 1 1 - 3 , 6 1 1 - - - - - - - 3,611 87 1 9 9 3 1 6 2 1 9 0 0 1 1 0 0 0 I S A E X A M S 7, 4 4 1 1 1 , 8 0 0 1 1 , 8 0 0 7 , 9 9 2 1 0 , 0 0 0 - - - - - - - - (1,800) (1,800) (1,800) 88 1 9 9 3 1 6 2 1 9 0 0 1 1 0 0 0 A P P L L L A N G B E X A M - - - - 6 , 9 2 0 6 , 9 2 0 - 6 , 9 2 0 - - - - - - - 6,920 89 1 9 9 3 1 6 2 6 9 0 0 9 9 0 0 0 R E N T A L S - O P E R A T I N G 56 3 6 0 0 2 , 5 0 0 1 , 0 5 3 1 , 6 0 0 - - - - - - - - (900) (900) (900) 90 1 9 9 3 1 6 3 9 9 0 0 1 1 0 0 0 G E N E R A L S U P P L I E S 77 , 7 1 0 1 , 3 6 0 1 , 3 6 0 9 8 - - - - - - - - - (1,360) (1,360) (1,360) 91 19 9 3 1 6 3 9 9 0 0 9 9 0 0 0 N a v i a n c e L i c e n s e 2, 9 8 5 3 , 0 0 0 3 , 0 0 0 2 , 5 5 7 4 , 5 0 0 1 , 5 0 0 - 1 , 5 0 0 - - - - - - - 1,500 92 1 9 9 3 1 6 4 1 1 0 0 9 9 0 0 0 T R A V E L & S U B S I S T - 1, 1 0 4 - 1 , 4 6 2 1 , 4 6 2 2 9 9 - - - - - - - - (1,163) (1,163) (1,163) 93 1 9 9 3 1 6 4 1 1 D P 9 9 0 0 0 T R A V E L & S U B S I S T - - - 1 , 5 2 9 1 , 5 2 9 3 , 0 0 0 1 , 4 7 1 - 1 , 4 7 1 - - - - - - - 1,471 94 1 9 9 3 1 6 4 1 1 M P 1 1 0 0 0 T R A V E L & S U B S I S T - - - - - 3 , 0 0 0 3 , 0 0 0 - 3 , 0 0 0 - - - - - - - 3,000 95 1 9 9 3 1 6 4 1 1 P P 9 9 0 0 0 T R A V E L & S U B S I S T - 1, 8 0 4 - 1 , 7 3 7 1 , 7 3 7 - - - - - - - - - (1,737) (1,737) (1,737) 96 1 9 9 3 3 6 1 1 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 57 , 3 9 5 5 7 , 1 2 0 5 8 , 6 2 0 4 4 , 6 3 4 5 9 , 7 9 2 1 , 1 7 2 - 1 , 1 7 2 - - - - - - - 1,172 97 1 9 9 3 3 6 2 9 9 0 0 9 9 0 0 0 M I S C C O N T R A C T E D 14 5 - 1 4 5 1 4 5 1 , 0 0 0 8 5 5 - 8 5 5 - - - - - - - 855 98 1 9 9 3 3 6 3 9 9 0 0 9 9 0 0 0 G E N E R A L S U P P L I E S 66 7 1 , 5 0 0 1 , 0 0 0 1 , 0 9 2 3 , 5 0 0 2 , 5 0 0 - 2 , 5 0 0 - - - - - - - 2,500 99 1 9 9 3 5 6 1 2 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d - 1 4 , 6 1 6 1 4 , 6 1 6 - 1 4 , 9 0 8 2 9 2 - 2 9 2 - - - - - - - 292 10 0 1 9 9 3 6 6 1 4 1 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 92 6 2 , 7 5 1 2 , 7 5 1 8 6 2 , 8 0 6 5 5 - 5 5 - - - - - - - 55 10 1 1 9 9 4 1 6 1 2 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 12 8 , 5 7 1 1 3 2 , 0 1 9 1 3 2 , 0 1 9 8 8 , 8 9 9 1 3 7 , 6 5 9 5 , 6 4 0 - 5 , 6 4 0 - - - - - - - 5,640 10 2 1 9 9 4 1 6 2 1 9 0 0 9 9 0 0 0 P R O F E S S I O N A L S E R V I C E S - 3 , 5 0 0 3 0 , 0 0 0 3 0 , 0 0 0 3 , 5 0 0 - - - - - - - - (26,500) (26,500) (26,500) 10 3 1 9 9 4 1 6 2 3 9 0 0 9 9 0 0 0 E S C S E R V I C E S - B O A R D - 3 , 5 0 0 3 , 5 0 0 - 5 , 0 0 0 1 , 5 0 0 - 1 , 5 0 0 - - - - - - - 1,500 10 4 19 9 4 1 6 2 3 9 0 0 9 9 0 0 0 E S C S E R V I C E S 39 , 6 6 4 5 4 , 8 7 9 4 3 , 3 0 7 4 3 , 3 0 7 6 2 , 0 9 4 - - - - 1 8 , 7 8 7 - 1 8 , 7 8 7 - - - 18,787 10 5 1 9 9 4 1 6 2 9 1 0 0 9 9 0 0 0 C O N S U L T I N G - - 3 , 7 0 0 3 , 7 0 0 4 , 0 0 0 3 0 0 - 3 0 0 - - - - - - - 300 10 6 19 9 4 1 6 4 2 9 0 0 9 9 0 0 0 I n s u r a n c e 16 , 8 8 7 1 8 , 2 4 1 1 8 , 2 4 1 1 0 , 2 3 7 2 1 , 8 8 9 3 , 6 4 8 - 3 , 6 4 8 - - - - - - - 3,648 10 7 1 9 9 5 1 6 1 2 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 81 , 1 4 6 6 6 , 4 2 7 6 6 , 4 2 7 5 6 , 7 5 6 8 8 , 6 4 0 - - - 2 2 , 2 1 3 - - 2 2 , 2 1 3 - - - 22,213 10 8 1 9 9 5 1 6 2 X X 0 0 9 9 0 0 0 C o n t r a c t e d S e r v i c e s 22 3 , 2 1 7 2 2 9 , 6 0 0 2 2 9 , 6 0 0 1 0 9 , 6 2 6 3 3 0 , 1 0 5 - - - - 1 0 0 , 5 0 5 - 1 0 0 , 5 0 5 - - - 100,505 10 9 19 9 5 1 6 2 X X 0 0 9 9 0 0 0 U t i l i t i e s 12 9 , 9 5 5 1 4 7 , 1 0 0 1 4 7 , 1 0 0 1 1 3 , 7 4 9 2 1 8 , 7 0 0 - - - - 7 2 , 5 0 0 - 7 2 , 5 0 0 - (900) (900) 71,600 11 0 1 9 9 5 1 6 3 X X 0 0 9 9 0 0 0 S u p p l i e s & M a t e r i a l s 32 , 0 5 0 7 2 , 0 3 3 7 2 , 0 3 3 1 6 , 7 7 2 8 8 , 5 0 0 - - - - 1 6 , 4 6 7 - 1 6 , 4 6 7 - - - 16,467 11 1 19 9 5 1 6 4 2 9 0 0 9 9 0 0 0 I n s u r a n c e 51 , 4 5 1 6 4 , 2 5 0 6 4 , 2 5 0 4 9 , 7 2 5 1 1 0 , 1 8 9 - - - - 4 5 , 9 3 9 - 4 5 , 9 3 9 - - - 45,939 11 2 1 9 9 5 3 6 1 1 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 13 5 , 1 8 7 1 4 9 , 6 2 1 1 4 9 , 6 2 1 1 0 3 , 2 2 8 1 5 6 , 1 1 3 6 , 4 9 2 - 6 , 4 9 2 - - - - - - - 6,492 11 3 1 9 9 5 3 6 2 1 9 0 0 9 9 0 0 0 P R O F E S S I O N A L S E R V I C E S 2, 1 0 9 7 , 0 0 0 7 , 0 0 0 5 , 4 3 0 1 0 , 0 0 0 - - - - 3 , 0 0 0 - 3 , 0 0 0 - - - 3,000 11 4 1 9 9 5 3 6 3 9 9 0 0 9 9 0 0 0 G E N E R A L S U P P L I E S 12 , 4 5 5 1 0 , 5 0 0 1 0 , 5 0 0 7 , 9 5 2 1 5 , 0 0 0 - - - - 4 , 5 0 0 - 4 , 5 0 0 - - - 4,500 11 5 1 9 9 5 3 6 4 1 1 0 0 9 9 0 0 0 T R A V E L & S U B S I S T - 24 4 3 , 6 0 0 3 , 6 0 0 - 5 , 3 0 0 1 , 7 0 0 - 1 , 7 0 0 - - - - - - - 1,700 11 6 1 9 9 6 1 6 1 2 9 0 0 9 9 0 0 0 S a l a r y & R e l a t e d 77 , 7 1 0 9 2 , 0 8 9 9 2 , 0 8 9 6 , 5 7 0 9 3 , 9 3 1 1 , 8 4 2 - 1 , 8 4 2 - - - - - - - 1,842 11 7 1 9 9 6 1 6 4 1 1 0 0 9 9 0 0 0 T R A V E L & S U B S I S T - - - 3 , 5 0 0 4 , 0 6 4 1 , 8 0 0 - - - - - - - - (1,700) (1,700) (1,700) 11 8 Fu n d 1 9 9 - S u b t o t a l 4, 5 6 5 , 7 4 0 5 , 5 4 1 , 1 7 3 5 , 8 2 0 , 7 1 2 3 , 5 4 3 , 8 1 7 6 , 7 9 3 , 3 1 7 2 1 2 , 4 2 6 - 2 1 2 , 4 2 6 5 9 2 , 4 4 7 2 8 1 , 5 9 8 - 8 7 4 , 0 4 5 - (38,866) (38,866) 1,047,605 11 9 Ex p e n d i t u r e s - T o t a l 4, 5 8 6 , 4 8 2 5 , 6 4 0 , 4 8 9 5 , 9 2 0 , 0 2 8 3 , 5 7 0 , 7 4 1 6 , 9 0 3 , 2 3 2 2 3 1 , 9 2 2 - 2 3 1 , 9 2 2 5 9 2 , 4 4 7 2 8 2 , 7 0 1 - 8 7 5 , 1 4 8 - (48,866) (48,866) 1,058,204 12 1 Ma n d a t e d 28 2 , 1 4 9 3 5 4 , 3 6 7 3 4 3 , 4 2 4 2 5 9 , 0 6 8 5 7 4 , 4 5 3 1 5 , 9 2 7 - 1 5 , 9 2 7 8 3 , 0 0 0 1 3 8 , 3 2 9 - 2 2 1 , 3 2 9 - (6,228) (6,228) 231,029 12 2 Pe r s o n n e l & R e l a t e d 3, 7 7 6 , 2 4 2 4 , 8 0 4 , 4 5 8 4 , 9 1 9 , 1 8 6 2 , 8 9 2 , 9 7 5 5 , 4 8 8 , 5 9 2 1 2 6 , 6 5 9 - 1 2 6 , 6 5 9 5 0 9 , 4 4 7 1 2 , 9 0 0 - 5 2 2 , 3 4 7 - (4,600) (4,600) 644,406 12 3 Ma i n t e n a n c e & F a c i l i t y 25 5 , 2 6 6 3 0 1 , 6 3 3 3 0 1 , 6 3 3 1 2 6 , 3 9 8 4 1 8 , 6 0 5 - - - - 1 1 6 , 9 7 2 - 1 1 6 , 9 7 2 - - - 116,972 12 4 St r a t e g i c I n i t i a t i v e s 15 1 , 1 3 3 1 3 0 , 7 7 1 2 6 9 , 7 8 0 2 2 5 , 3 1 1 3 3 6 , 6 8 2 7 0 , 6 8 0 - 7 0 , 6 8 0 - - - - - (3,778) (3,778) 66,902 12 5 Pr o f e s s i o n a l S e r v i c e s 18 , 8 8 0 1 5 , 1 0 0 5 2 , 3 4 5 4 3 , 9 5 2 3 7 , 1 0 0 2 , 6 5 5 - 2 , 6 5 5 - 1 0 , 0 0 0 - 1 0 , 0 0 0 - (27,900) (27,900) (15,245) 12 6 No n - I n s t r u c t i o n a l S u p p l i e s & M a t e r i a l s 90 , 8 3 2 1 3 , 3 6 0 1 2 , 8 6 0 9 , 1 4 3 1 8 , 5 0 0 2 , 5 0 0 - 2 , 5 0 0 - 4 , 5 0 0 - 4 , 5 0 0 - (1,360) (1,360) 5,640 12 7 At h l e t i c s 11 , 9 7 9 2 0 , 8 0 0 2 0 , 8 0 0 1 3 , 8 9 3 2 9 , 3 0 0 1 3 , 5 0 0 - 1 3 , 5 0 0 - - - - - (5,000) (5,000) 8,500 12 8 To t a l 4, 5 8 6 , 4 8 2 5 , 6 4 0 , 4 8 9 5 , 9 2 0 , 0 2 8 3 , 5 7 0 , 7 4 1 6 , 9 0 3 , 2 3 2 2 3 1 , 9 2 2 - 2 3 1 , 9 2 2 5 9 2 , 4 4 7 2 8 2 , 7 0 1 - 8 7 5 , 1 4 8 - (48,866) (48,866) 1,058,204 AuditedAdoptedEstimated Year-to-Date Proposed PY Estimated vs Proposed FY 13/14 Actual Projected ProjectedProjectedProjected FY 12/13FY 13/14FY 13/14FY 13/14FY 14/15VarianceFY 15/16FY 16/17FY 17/18FY 18/19 1 GENERAL FUND BEG. BALANCE $ 814,487 959,238$ 959,238$ 959,238$ $ 889,901 $ (56,822) $ 1,093,027 $ 1,038,995 $ 823,406 $ 441,928 2 REVENUES 3 Local Revenues 4 WAF Salary Reimbursement44,200 47,600 47,600 31,001 48,790 1,190 49,766 50,761 51,776 52,812 5 Other Local Revenue 28,546 20,000 20,000 4,097 32,500 12,500 33,475 34,479 35,514 36,579 6 WAF Donation 740,416 1,079,000 1,079,000 777,829 1,301,755 222,755 1,251,755 1,251,755 1,251,755 1,251,755 8 WAF Fund-an-Item 82,066 50,000 50,000 - 50,000 - 50,000 50,000 50,000 50,000 9 Interest Earned 1,594 2,500 2,500 982 1,515 (985) 1,780 2,186 2,078 1,647 10 Food Services 3,150 3,000 3,000 2,000 6,000 3,000 6,180 6,365 6,556 6,753 11 Town Contribution - 90,000 90,000 37,500 15,000 (75,000) 15,000 15,000 15,000 15,000 12 Town Contribution - Westlake Reserve- - - 15,000 300,000 300,000 300,000 300,000 300,000 300,000 13 Athletic Activities 56,298 67,350 67,350 50,625 64,000 (3,350) 65,280 66,586 67,917 69,276 14 Transportation/Parking36,010 50,000 50,000 17,825 41,000 (9,000) 41,820 42,656 43,510 44,380 15 Total Local Revenues 992,281 1,409,450 1,409,450 936,859 1,860,560 451,110 1,815,056 1,819,789 1,824,106 1,828,201 16 State Revenue 17 TEA - FSP Funds 4,416,962 4,638,701 4,609,248 2,985,856 5,420,317 811,069 5,420,317 5,420,317 5,420,317 5,420,317 18 TRS On-behalf/Medicare Part B231,687 259,796 259,796 - 328,286 68,490 341,070 349,597 358,337 367,295 19 Total State Revenues 4,648,649 4,898,497 4,869,044 2,985,856 5,748,603 879,559 5,761,387 5,769,914 5,778,654 5,787,612 20 TOTAL REVENUES 5,640,930 6,307,947 6,278,494 3,922,715 7,609,163 1,330,669 7,576,443 7,589,703 7,602,760 7,615,813 21 EXPENDITURES by FUNCTION 22 Function 11 - Instructional 3,278,769 3,513,062 3,676,971 2,574,450 4,246,474 569,503 23 Function 12 - Resources & Media 57,784 60,785 61,385 43,751 64,806 3,421 24 Function 13 - Curriculum & Staff Development 89,084 75,170 80,799 58,802 104,089 23,290 25 Function 21 - Instructional Leadership 93,965 185,339 185,539 129,188 189,138 3,599 26 Function 23 - School Leadership 332,693 456,515 523,515 318,659 675,989 152,474 27 Function 31 - Guidance & Counseling 241,791 238,786 260,317 198,412 269,861 9,544 28 Function 33 - Health Services 58,208 58,620 59,765 45,871 64,292 4,527 29 Function 35 - Food Services - 15,116 15,116 - 15,408 292 30 Function 36 - Co/Extracurricular Activities 96,063 161,087 161,087 99,319 176,711 15,624 31 Function 41 - Administrative 358,311 362,289 380,917 272,026 384,293 3,376 32 Function 51 - Maintenance & Operations 614,042 674,110 674,110 398,665 930,833 256,723 33 Function 53 - Data Processing 160,695 247,721 172,721 118,180 188,413 15,692 34 Function 61 - Community Services 86,844 92,089 95,589 60,849 95,731 142 35 Function 71 - Debt Service - - - - - - 36 Function 81 - Facility Acquisition/Construction 27,930 - - - - - 37 TOTAL EXPENDITURES5,496,179 6,140,689 6,347,831 4,318,171 7,406,037 1,058,206 - - - - 38 EXPENDITURES by OBJECT 39 Object Code 61XX - Salaries4,216,064 4,695,758 4,782,258 3,331,241 5,492,193 709,935 5,684,498 5,826,610 5,972,276 6,121,583 40 Object Code 62XX - Prof. Contracted Services811,285 822,229 865,402 556,140 1,057,339 191,937 1,078,486 1,100,055 1,122,057 1,144,498 41 Object Code 63XX - Supplies & Materials215,449 332,714 400,671 237,031 484,392 83,721 491,658 499,033 506,518 514,116 42 Object Code 64XX - Other Operating Costs253,380 289,988 299,500 193,759 372,113 72,613 375,834 379,592 383,388 387,222 43 Object Code 65XX - Debt Service- - - - - - - - - - 44 Object Code 66XX - Capital Assets- - - - - - - - - - 45 TOTAL EXPENDITURES5,496,179 6,140,689 6,347,831 4,318,171 7,406,037 1,058,206 7,630,476 7,805,291 7,984,239 8,167,418 46 OTHER RESOURCES (USES) 47 Other Resources - Local40,959 45,000 45,000 - 45,000 - 45,000 45,000 45,000 45,000 48 Other Resources - Lawsuit - - - - - - - - - 49 Other Uses - Local (40,959) (45,000) (45,000) - (45,000) - (45,000) (45,000) (45,000) (45,000) 50 Other Uses - Water Damage - - - - - - - - - 51 Other uses - Insurance - - - - - - - - - 52 Net -Other Resources (Uses)- - - - - - - - - - 53 Excess Revenues Over (Under) Expenditures144,751 167,258 (69,337) (395,456) 203,126 272,463 (54,033) (215,588) (381,479) (551,605) 54 GENERAL FUND ENDING BALANCE 959,238 1,126,496 889,901 563,782 1,093,027 1,982,929 1,038,995 823,406 441,928 (109,677) 55 Assigned - Technology/FFE- - - - - - - - - - 56 Assigned - Uniform/Equipment Replacement - - - - - - - - - - 57 Assigned - Insurance - - - - - - - - - - 58 Assigned - Prepaid - - - - - - - - - - 59 ENDING FUND BALANCE (Unassigned)959,238 1,126,496 889,901 563,782 1,093,027 71,368 1,038,995 823,406 441,928 (109,677) 60 # of Operating Days (365)67 51 48 54 50 39 20 (5) 61 Students Enrolled 62 Primary 320 346 346 324 324 324 324 324 63 Secondary 330 353 353 498 498 498 498 498 64 Total Students Enrolled 650 699 699 822 822 822 822 822 65 TEA Funding/Student 6,817$ 6,798$ 6,798$ 6,798$ 6,798$ 6,798$ 6,798$ 6,798$ Five Year Financial Forecast - FY 2014-15 thru FY 2019-20 Westlake Academy - General Fund