HomeMy WebLinkAbout02-04-13 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the
Board of Trustees Workshop but not prior to the posted start time.
Mission Statement
Westlake Academy is an IB World School whose mission is to provide students with an
internationally minded education of the highest quality so they are well-balanced and
respectful life-long learners.
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WESTLAKE ACADEMY
Vision Statement
Westlake Academy inspires students to achieve their highest individual potential in a nurturing
environment that fosters the traits found in the IB Learner Profile.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-Minded, Caring, Risk-takers, Balanced and Reflective
BOARD OF TRUSTEES MEETING
AGENDA
February 4, 2013
WESTLAKE TOWN HALL
3 VILLAGE CIRCLE – 2ND FLOOR
WESTLAKE, TX 76262
COUNCIL CHAMBERS/MUNICIPAL COURT ROOM
Workshop Session 5:00 p.m.
Regular Session 6:00 p.m.
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Workshop Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FOR THE FEBRUARY 4, 2013, TRUSTEES
REGULAR MEETING AGENDA. (10 min)
4. DISCUSSION ITEMS
a. Discussion of the Whole School Goals. (30 min)
b. Continuation of Student Admission Policy and lottery impact on future enrollment.
(30 min)
c. Discussion regarding the facility funding. (10 Min)
5. EXECUTIVE SESSION
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071– Consultation with School Attorney on a matter in which the duty of the
attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Regarding
procedures for the Level 3 complaint process.
6. RECONVENE MEETING
7. BOARD RECAP / STAFF DIRECTION
8. ADJOURNMENT
Regular Session
1. CALL TO ORDER
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for
citizens to address the Board on any matter whether or not it is posted on the agenda.
The Board cannot by law take action nor have any discussion or deliberations on any
presentation made to the Board at this time concerning an item not listed on the agenda.
Any item presented may be noticed on a future agenda for deliberation or action.
3. CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
a. Consider approval of the minutes for the meeting held on January 7, 2013.
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4. LEVEL III APPEAL OF PARENT COMPLAINT - EXECUTIVE SESSION
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071(2) – Consultation with School Attorney on a matter in which the duty of
the attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Deliberations with
attorney regarding Level 3 parent complaint.
Section 551.074 (a)(2) Personnel Matters - to hear a complaint or charge against an
officer or employee.
5. RECONVENE MEETING
6. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS.
7. BOARD CALENDAR
8. 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.
9. ADJOURNMENT
ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE
SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITTED CATEGORIES UNDER
SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS
GOVERNMENT CODE.
CERTIFICATION
I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on
January 30, 2013, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government
Code.
_____________________________________
Kelly Edwards, Town Secretary
If you plan to attend this public meeting and have a disability that requires special needs, please advise
the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made
to assist you.
Westlake Academy
Item # 2 – Pledge of
Allegiance
Texas Pledge:
"Honor the Texas
flag; I pledge
allegiance to thee,
Texas, one state under
God, one and
indivisible."
REVIEW OF CONSENT AGENDA ITEMS
a. Consider approval of the minutes for the meeting held on January 7, 2013.
Westlake Academy
Item # 3 –
Review of Consent
Agenda Items
DISCUSSION ITEMS
a. Discussion of the Whole School Goals. (30 min)
b. Continuation of Student Admission Policy and lottery impact on future
enrollment. (30 min)
c. Discussion regarding the facility funding. (10 Min)
Westlake Academy
Item # 4–
Discussion Items
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: February 4, 2013
Staff Contact: Rod Harding Discussion
Dr. Clint Calzini
PYP Principal/Secondary Principal
Subject: Whole School Goals for 2012-2013
EXECUTIVE SUMMARY
As mentioned to the Board at the beginning of the school year, the WA administrative team
elected to carry over the same whole school goals as the theme for the 2012-2013 SY. One
School, Together will continue to provide an IB World school culture and learning environment
that will promote collaboration between all the programs. The theme uses the curriculum review
cycle and curriculum alignment as a vehicle to promote and develop collegiality across the three
IB programmes.
The One School, Together goals will meet the Westlake Academy’s Strategic Plan areas of
High Student achievement, Effective Educators and Staff, Student Engagement and
Extracurricular Activities, Strong Parent and Community Connections
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 West lake Academy’s Vision of inspiring “…students to achieve
their highest individual potential…” and the Mission of an “…internationally minded
education of the highest quality…”
The report also links to Westlake Academy Values of Maximizing Personal Development,
Academic Excellence, Respect for Self and Others and Personal Responsibility.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required. The report is presented for Board discussion to emphasize the
administration’s ongoing commitment to the Vision, Mission and Values of Westlake Academy.
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ATTACHMENTS
1. Whole School Theme and Goals for 2012-2013
2. BOT Mid-year Report on Whole School Goals
3. WA Great Teacher Profile
4. IB Learner Profiles
5. Moderation Writing Samples
6. Writing Rubric – Kindergarten thru G6 Landscape
Whole School Theme and Goals
Westlake Academy will continue with the whole school theme, One School, Together for 2012-2013. The theme and related goals will provide the direction and environment for a teaching and learning culture of interdependency and collegiality of faculty across the three IB Programmes. The One School, Together goals will meet the Westlake Academy’s Strategic Plan areas of High Student achievement, Effective Educators and Staff, Student Engagement and Extracurricular Activities,
Strong Parent and Community Connections
Whole School Goals for 2012-2013
Goals Action Plan How will we know we have
reached our goal?
MVV/
Strategic Plan
IB Learner
Profile
Respon./
Timeline 1. Use WA’s Vision, Mission, Values and the Great Teacher Profile to realize a whole school understanding of the values and culture needed for a collegial approach to all aspects of school life. 2. Implement a whole school program evaluation using the IBO Standards and Practices.
3. Complete the partnership with 3rd Learning to utilize a web based curriculum platform for the IB programmes. 4. Continue with the review cycle of curriculum in the area of Language Arts (reading, Writing, Listening and Speaking). 5. Further implement the improvements to the written and taught curriculum in Spanish and Mathematics.
The WA Mission will continue to be in prominent locations of the campus. Faculty will regularly ask students if they know the Mission and be able to explain what it means. All faculty must be able to say the WA Mission. Principals and coordinators will update the standards twice per year with feedback from faculty. An action plan for the uploading of WA’s curriculum and resources is documented. All sections will create and deliver the alignment of all curriculum areas. Establish section committees to review the curriculum content, ensure a spiral curriculum, and develop common approaches to teaching and learning and assessment. Meet in whole school committees to align the content and approaches at the Transition points (Grade 6-7 and Grade 10-11).
Success measured by: Faculty and students using WA’s Mission in classrooms, meetings and parent presentations.
The results will be placed on the Balanced Score Card with quantitative measures and reported to BOT and other stakeholders. Faculty across the programs will collaboratively work together place the curriculum and resources on the platform. Trials and use of the platform will be implemented mid year by the implementation team The completion of the subject content at each IB Programme and a full articulation of programs at a whole school level. Reporting of the alignment and approaches to teaching and learning to all stakeholders. Up loading the curriculum to the 3rd Learning web-based platform.
Vision/Mission/Values All areas of the Strategic Plan
Inquirers Thinkers Knowledgeable Open-minded Communicators Risk -takers Caring Reflective Principled Balanced
Principals/ Coordinators and teachers Aug.-June Dec. 2012 and June 2013 May 2013 May 2013
Westlake Academy GREAT Teacher Profile
At Westlake Academy the expectation is to move from ‘Good to Great’. This refers to
the culture of ‘One School, Together’ and for all teachers to maintain and develop
effective classroom instruction.
2. What are the contributing factors to a positive and constructive whole school
culture?
This will be based on the trusting professional relationships between teachers and
administrators across the three IB Programmes.
A positive and constructive whole school
culture
What does this look like at a whole school
level?
A shared understanding of the values and
beliefs, attitudes, expectations and possess
an emotional intelligence to develop
respectful and professional relationships.
A positive school culture is developed by
faculty who:
• Espouse the Vision, Mission and
Values to guide the philosophy of
the school
• Model the IB Learner Profile and
relate the traits in everyday lessons
and actions
• Expect high quality standards of
themselves, peers and students
• Develo p intrapersonal and
interpersonal relationships that care
for the well-being of the
organization and contribute to its
success.
Teachers seek opportunities to extend
relationships with students through
meaningful experiences.
• Mentoring students in the Grade 6
Exhibition, Personal Project and
Extended Essay.
• Sponsoring student activities.
• Coaching sports.
• Chaperoning student events / trips.
• Attending student events.
• Assisting students in planning
events.
• Organizing school trips.
• Engaging students in conversation.
2. What constitutes highly effective instruction?
Great teachers are those that Engage, Motivate and “…inspire students to achieve their
highest individual potential…” every day through Effective Instruction.
Effective Instruction Examples of what this
looks like in the classroom?
Knows and clearly articulates the philosophy
of the IB programmes and the subject matter
taught.
Justify and implement the teaching and
learning philosophy of their respective IB
programmes in planning, teaching practice,
assessment and reporting
Connects and engages students in the learning
process and provide vitality, enjoyment and
motivation to learn relevant and significant
bodies of knowledge.
Working with students and providing
constructive feedback during class time.
Students are on task and engaged in learning.
Provides opportunities for students to apply
thinking skills critically and creatively to
recognize and approach complex problems, and
make reasoned, ethical decisions.
Challenging students with higher level
thinking skills with the support of the teacher
and resources.
Teaches to the needs of the class and not
utilize the “one-size fits all” approach. Use differentiation strategies.
Supports students who “struggle”, as well as
those students who need extension. Utilize all
resources, both human and material, to
accomplish this.
Accommodate students with Special Needs
based on IEPs. Obtain help when needed from
administration and support teachers.
Articulates learning outcomes prior to lessons
being taught and assess according to these
outcomes.
Teacher states what is to be achieved for the
lesson and reviews learning for students to
clarify and question. Consistent use of rubrics.
Plans, implements and reviews lessons that
engage students with content, skills and values
from the IB Programmes and Texas standards.
Creates lessons that bring content to life with
real world application. Effectively integrates
instructional material, technology and other
resources into lessons.
Uses formative and summative assessments
to monitor student progress and achievement.
Adapts instruction according to results.
Allows students to make mistakes as part of
the learning process. Advances or slows
instruction as indicated by summative
assessments.
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB students strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary
to conduct inquiry and research and show independence in learning.
They actively enjoy learning and this love of learning will be sustained
throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of
disciplines.
Thinkers They exercise initiative in applying thinking skills critically and
creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration
with others.
Principled They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking
and evaluating a range of points of view, and are willing to grow from
the experience.
Caring They show empathy, compassion and respect towards the needs and
feelings of others. They have a personal commitment to service, and
act to make a positive difference to the lives of others and to the
environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new
roles, ideas and strategies. They are brave and articulate in defending
their beliefs.
Balanced They understand the importance of intellectual, physical and
emotional balance to achieve personal well-being for themselves and
others.
Reflective They give thoughtful consideration to their own learning and
experience. They are able to assess and understand their strengths
and limitations in order to support their learning and personal
development.
The IB Learner Profile
Students
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB parents strive to be:
Inquirers They use their skills to actively encourage and support the curiosity of their
child. They foster a love of learning and strive to help their child be an
independent learner.
Knowledgeable They strive to be open to concepts, ideas and issues that have local and
global significance. In doing so you have a base of knowledge to encourage
your child to develop understanding across a broad and balanced range of
thinking.
Thinkers Use critical thinking skills to creatively approach and solve complex problems
and understand the significance of making reasonable and ethical decisions.
Communicators They strive to understand and express ideas and information confidently
with their children. They demonstrate how to work effectively and willingly in
collaboration with the schools teachers and administration.
Principled They act with integrity and honesty, with a strong sense of fairness, justice
and respect for dignity of the individual, groups and communities. They teach
their child to take responsibility for their own actions and the consequences
that accompany them.
Open-minded They understand and appreciate their own cultures, personal histories and
parenting philosophy. They are open to the perspectives, values and
traditions of the school’s students, parents, teachers and administration.
They seek and welcome alternative points of view and are willing to grow as
a person and parent from the experience.
Caring They show empathy, compassion and respect towards the needs and
feelings of not only other students and parents but also the school’s teachers
and administration. They have a personal commitment to their child’s
education and act to make a positive difference in the lives of the school
community.
Risk-takers They embrace positive change and encourage their child to explore new
ideas and different approaches to learning. They teach their child to be brave
and articulate in defending their own beliefs and opinions.
Balanced They understand the importance for their child to have intellectual, physical
and emotional balance to achieve personal well-being.
Reflective They give thoughtful consideration to the learning and growth of their child.
They are able to assess and understand their child’s strengths and limitations
in order to support their learning and personal development.
The IB Learner Profile Parents
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB teachers strive to be:
Inquirers They apply their skills of inquiry in developing effective pedagogy.
They continue to acquire and apply these skills through professional
development. They actively enjoy learning and model this for their
students.
Knowledgeable They explore concepts, ideas and issues that have local and global
significance to their students. In so doing, they acquire in-depth
knowledge and develop understanding in their discipline and are able
to apply this through their lessons.
Thinkers They embody and embrace critical thinking skills and creativity to
recognize and approach complex problems. They make reasoned and
ethical decisions in their daily work with the school’s colleagues,
parents and students.
Communicators They understand and express ideas and information confidently in a
variety of modes of communication. They work effectively and
willingly in collaboration with the school’s colleagues, parents and
students. They seek opportunities for dialogue as a way to support
student growth.
Principled They act with integrity and honesty with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.
Open-minded They understand and appreciate their own cultures, personal
histories, and educational philosophy. They are open to the
perspectives, values and traditions of the school’s colleagues, parents
and students. They seek and welcome alternative points of view and
are willing to grow professionally from their experience.
Caring They show empathy, compassion and respect towards the needs and
feelings of the school’s colleagues, parents and students. They have a
personal commitment to educational service and act to make a
positive difference in the lives of their student s and the school
environment.
Risk-takers They embrace change and have the courage to explore new roles,
ideas and strategies. They are confident and articulate in defending
their beliefs, philosophies and pedagogy.
Balanced They understand the importance of intellectual, physical and
emotional balance to achieve personal and professional well-being.
Reflective They give thoughtful consideration to the learning and growth of their
students. They are able to assess and understand their students’
strengths and limitations and as well as how to adapt their pedagogy
in response to student needs.
The IB Learner Profile
Faculty
Draft Document for PYP Language Arts Committee 1
Moderation Writing Sample: Level 0.5
At 0.5, the work of a student progressing towards the standard at Level 1 demonstrates, for example:
• understanding that their writing can communicate ideas, feelings and information
• use of letters and some words in the writing of brief texts about topics of personal interest
• emergent writing showing concepts about print, including left to right, top to bottom
• reading back from their own writing at the time of writing
• approximate use of letters for some letter–sound relationships and common words
• use of a variety of writing tools, including crayons, pencils and computer software
Rubric 0.5 or M id Kindergarten
Text Type Audience
Purpose
*Understands writing communicates ideas, feelings & information
*Writing brief texts about topics of personal interest
*Constructs plans though diagrams and simple labelling
Structure Some concept about print (left to right, top to bottom)
Grammar
Begin to use some letters and words in writing of brief texts
Punctuation Experiments with simple punctuation- full stops. Not necessarily correct use
Vocabulary Begin to use simple vocab to convey personal ideas
Spelling Approximate use of letters for some letter (phoneme)-sound and (grapheme)-relationships and
common words
Editing Attempts to read back own writing at the time of writing
Hand writing *Some legible formation of letters and correct grip of pencil
*Uses a variety of writing tools crayons, pencils and computer
Draft Document for PYP Language Arts Committee 2
Moderation Writing Sample: Level 1.0
At Level 1, students:
• write personal recounts and simple texts about familiar topics to convey ideas or messages.
• use conventional letters, groups of letters, and simple punctuation such as periods and capital
letters.
• are aware of the sound system and the relationships between letters and sounds in words
when spelling.
• form letters correctly, and use a range of writing implements and software.
Rubric 1.0 End of Kindergarten
Text Type
Audience
Purpose
*Students write personal recounts & simple texts about familiar topics
*Plans, records and evaluates projects created
Structure Understands concepts about print – writing contains even spacing between words
Grammar
Write a sentence containing a main idea verb and ‘I’ as a pronoun
Punctuation Experiments with simple punctuation (full stops & capital letters)
Vocabulary Use of some topic specific words
Spelling Use conventional sound & letter relationships to spell <50% of basic words correctly
Editing With support reads back own writing with some accuracy
Hand
writing
*Form lower case letters correctly using an anti -clockwise direction
*Uses a range of writing implements and software
Draft Document for PYP Language Arts Committee 3
Moderation Writing Sample: Level 1.25
At 1.25, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
• inclusion of their own experiences when writing for personal purposes and audiences such as in
lists, letters, cards, posters
• inclusion of one or more generally readable sentences
• some correct use of capital letters and full stops
• drawings that support the intended meaning of their writing
• plausible attempts at spelling unfamiliar words, matching sound–letter relationships and using
some simple spelling patterns
Rubric 1.25 Mid Gr.1
Text Type
Audience
Purpose
Inclusion of their own experiences when writing for personal purposes and audiences such as in lists, letters, cards, and
posters.
in particular recount & narrative
Structure Inclusion of one or more generally readable sentences
Grammar
Introduce verbs & nouns through common language- “doing words”
Punctuation Some correct use (>50%) of capital letters & full stops
Vocabulary Begin to use appropriate language – such as months of the year and days of the week
Spelling Plausible attempts at spelling unfamiliar words
Editing Reads back own writing accurately
Handwriting Forms letters of the correct size & on dotted third lines using mostly lower case letters
Draft Document for PYP Language Arts Committee 4
Moderation Writing Sample: Level 1.5
At 1.5, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
• experimentation with a range of short text types; for example, recounts, letters, lists, procedures
• sequencing of a small number of ideas in short texts for different purposes and audiences
• rereading of their own writing, checking that it makes sense
• combination of writing with drawings or computer graphics to support meaning
• correct spelling of some high-frequency words and plausible attempts at spelling unfamiliar words
Rubric 1.5 End Gr.1
Text Type
Audience
Purpose
Experiments with range of short texts. Such as – recounts, narratives and information reports, letters and
lists
Structure Sequencing of a small number of ideas in short texts of 1-3 sentences
Grammar
Begin to use verbs, nouns & adjectives through shared and modelled writing
Punctuation Mostly correct use of capital letters and full stops & begins to experiment with question marks
Vocabulary Begin to use dictionary and list to expand vocab & word understanding
Spelling Correct spelling of some high frequency words & plausible attempts at spelling unfamiliar words
Editing Re-reading of own writing to check it makes sense
Handwriting *Writing is well spaced and formed
*Combination of writing with drawings or computer graphics to support meaning.
Draft Document for PYP Language Arts Committee 5
Moderation Writing Sample: Level 1.75
At 1.75, the work of a student progressing towards the standard at Level 2 demonstrates, for example:
• inclusion of information and ideas in short texts for known audiences and selected purposes
• use of strategies to revise writing; for example, reading aloud, use of feedback from others
• mostly correct use of capital letters, full stops, and question marks
• correct spelling of unfamiliar words, using knowledge of sound–letter patterns
Rubric 1.75 Mid Gr.2
Text Type
Audience
Purpose
Inclusion of information & ideas in short text for known audience & selected
purpose
Structure Sequencing of a small number of ideas in short texts of
4-6 sentences
Grammar
Begin to use conjunctions. Introduce correct terminology for nouns, verbs &
adjectives
Punctuation Most capital letters, full stops & question marks used correctly - <50%
Vocabulary Experiment with a range of vocab – pronouns etc.
Can offer synonyms for some common words
Spelling Correct spelling of unfamiliar words using knowledge of sound & letter patterns
Editing Use of strategies to revise writing – reading aloud, feedback from others
Handwriting Writing is correctly copied from examples provided
Draft Document for PYP Language Arts Committee 6
Moderation Writing Sample: Level 2.0
At Level 2, students:
• write short sequenced texts that include some related ideas about familiar topics.
• write texts that convey ideas and information to known audiences.
• select content, form and vocabulary depending on the purpose for writing, and describe the
purpose and audience for their own and others’ writing.
• use appropriate structures to achieve some organisation of the subject matter.
• link ideas in a variety of ways using pronouns, conjunctions and adverbial phrases indicating time
and place.
• accurately spell frequently used words, and make use of known spelling patterns to make plausible
attempts at spelling unfamiliar words.
• use capital letters, full stops and question marks correctly.
• reread their own writing and use a range of editing resources to revise and clarify meaning.
• write upper- and lower-case letters legibly with consistent size, slope and spacing.
Rubric 2.0 End Gr.2
Text Type
Audience
Purpose
Writing of short sequenced text to convey information & related ideas
Structure *Sequencing of a small number of ideas in short texts of
7-8 sentences
*Use appropriate structures to achieve some organisation of the subject matter.
Grammar
Link ideas in a variety of ways – (pronouns, conjunctions & adverbial phrases)
Punctuation Use capital letters, full stops & question marks correctly (80%+)
Vocabulary Select more complex content & vocab depending on purpose & audience
Spelling Accurately spell frequently used words, use known patterns to make plausible attempts
at unfamiliar words
Editing Re-read writing & use editing resources to revise and clarify meaning
Handwriting Upper & lower case letters legible with consistent size, slope & spacing
Draft Document for PYP Language Arts Committee 7
Moderation Writing Sample: Level 2.25
At 2.25, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
• composition of short texts of more than one paragraph to describe experiences, tell a story,
express a point of view
• appropriate ordering of events and ideas in print and electronic texts
• compound sentences linking two ideas or events, with correct use of verb tenses
• development of character, setting and plot in short narrative texts
• correct use of full stops and question marks, and experimentation with other punctuation; for
example, commas, quotation marks
•
Rubric 2.25 Mid Gr.3
Text Type
Audience Purpose
Compositions of short, sequenced factual & imaginative texts in print and electronic form
Structure *Related ideas are linked in sequence to convey meaning to known audiences
*Some use of paragraphs
Grammar
Simple & some compound sentences joined by conjunctions
Punctuation Mainly correct use of capital letters, full stops and question marks, introduce exclamation marks
Vocabulary Effective vocab to convey meaning (nouns, verbs & adjectives) in correct context
Spelling Correct spelling of 1 syllable words with regular spelling patterns & plausible attempts at irregular
patterns
Editing Can identify some spelling and basic punctuation errors when re-reading text
H’writing Writing is joined using horizontal joins
Draft Document for PYP Language Arts Committee 8
Moderation Writing Sample: Level 2.5
At 2.5, the work of a student progressing towards the standard at Level 3 demonstrates, for example:
• composition of texts for different purposes; for example, to narrate, inform, describe, present a
point of view or explain
• composition of texts of three or four logically ordered paragraphs
• composition of texts that take account of the needs and interests of familiar and some unfamiliar
audiences
• combinations of written and visual elements in print and electronic texts
• correct spelling of two-syllable words with regular spelling patterns, and plausible attempts at
spelling two-syllable words with irregular spelling patterns
Rubric 2.5 End Gr.3
Text Type
Audience
Purpose
Composition of short texts of more than one paragraph to describe experiences, tell story or express view
Structure *Appropriate ordering of events & ideas in print and electronic form.
*Begins to use paragraphs correctly structured
Grammar
Compound sentences linking two ideas or events with correct use of verb tenses
Punctuation Correct use of question & exclamation marks & experimentation with other punctuation such as
commas, quotation marks & semi -colon
Vocabulary Development of character, setting & plot through the use of detail and additional information &
descriptions
Spelling 75% of 2 syllable words spelled correctly & plausible attempts at irregular patterns
Editing Attempts to fix spelling errors & add some punctuation to writing. Makes changes to improve writing
H’writing Writing is joined correctly using diagonal joins
Draft Document for PYP Language Arts Committee 9
Moderation Writing Sample: Level 2.75
At Level 2.75, students:
• write texts containing several logically ordered paragraphs that express opinions and include ideas
and information about familiar topics.
• write narratives which include characters, setting and plot.
• order information and sequence events using some detail or illustrative evidence, and they
express a point of view providing some information and supporting detail.
• combine verbal and visual elements in the texts they produce. They meet the needs of audiences
by including appropriate background information.
• write a variety of simple and compound sentences and use verb tenses correctly.
• use punctuation to support meaning, including exclamation marks and quotation marks, and
accurately use full stops, commas and question marks.
• use vocabulary appropriate to context and spell most one- and two-syllable words with regular
spelling patterns, and frequently used words which have less regular spelling patterns.
• use sound and visual patterns when attempting to spell unfamiliar words.
2.75 Mid G r.4
Text Type
Audience
Purpose
*Composition of texts for different purposes for example to narrate, inform, describe, present
a point of view or explain
*Compose texts that take account of the needs and interests of familiar and some unfamiliar
audiences.
Structure Texts of 3 or 4 logically ordered paragraphs
Grammar
Simple sentences have a variety of beginnings & contain some adjectives for detail
Punctuation >50% of punctuation correctly used – exclamation &, quotation marks, commas
Vocabulary 50% of vocab appropriate to context
Spelling *80% Correct spelling of 2 syllable words with regular spelling
*Plausible attempts at words with irregular spelling patterns
Editing Variety of ways used to plan writing. Able to explain their plans and can follow a basic
writing plan
H’writing Creates legible headings to add interest to writing
Draft Document for PYP Language Arts Committee 10
Moderation Writing Sample: Level 3.0
At Level 3, students:
• write texts containing several logically ordered paragraphs that express opinions and include ideas
and information about familiar topics.
• write narratives which include characters, setting and plot.
• order information and sequence events using some detail or illustrative evidence, and they
express a point of view providing some information and supporting detail.
• combine verbal and visual elements in the texts they produce.
• meet the needs of audiences by including appropriate background information.
• write a variety of simple and compound sentences and use verb tenses correctly.
• use punctuation to support meaning, including exclamation marks and quotation marks, and
accurately use full stops, commas and question marks.
• use vocabulary appropriate to context and spell most one- and two-syllable words with regular
spelling patterns, and frequently used words which have less regular spelling patterns.
• use sound and visual patterns when attempting to spell unfamiliar words.
Rubric 3.0 End Gr.4
Text Type *Logically ordered text including ideas & information about familiar topics
*Writes narratives, which include characters, setting and plot.
*Express a point of view providing some information
Structure *Order & sequence events using some detail & background information in 3-4
paragraphs
*Meet the needs of audiences by including appropriate background info.
Grammar
Write a variety of simple & compound sentences with 50% of verb tense correctly used
Punctuation *Use punctuation to support meaning.
*Experimentation using exclamation marks
*Accurately use full stops, commas & quotation marks
Vocabulary Use vocab appropriate to the context - & identifies several synonyms & antonyms for
common words
Spelling *Spell 1 & 2 syllable words with regular patterns.
*Use sound & visual patterns to spell unfamiliar words
Editing Beginning to edit for meaning (authorial) and correct conventions (secretarial)
Handwriting Legible writing including speed loops
Draft Document for PYP Language Arts Committee 11
Moderation Writing Sample: Level 3.25
At 3.25, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
• inclusion of familiar ideas and information for different purposes and audiences in print and
electronic texts
• use of strategies for planning, drafting, proofreading, editing and revising
• appropriate vocabulary, punctuation and tense according to context , purpose and audience
• typical features and structures of different texts such as narratives and reports
• correct spelling of frequently occurring two- and three-syllable words and use of strategies to spell
unknown words
Rubric 3.25 Mid Gr. 5
Text Type Writing contains typical features & structures of different text types such as
reports.
Structure Inclusion of familiar ideas & information with more detail and background
information
Grammar
*Beginning to vary compound sentences with the use of some conjunctions
*Appropriate use of tens according to context and purpose
Punctuation *Beginning to accurately use – quotation marks and exclamation marks
*Appropriate use of punctuation according to content and purpose
Vocabulary Appropriate vocab, punctuation & tense (80%)
Spelling Correct spelling of common 2 & 3 syllable words & use of strategies to spell
unknown words
Editing Use of strategies for planning, drafting, proof reading, editing & revising
Handwriting Uses pictures, diagrams and headings neatly to add meaning to writing
Draft Document for PYP Language Arts Committee 12
Moderation Writing Sample: Level 3.5
At 3.5, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
• production of texts for a range of different audiences and purposes in print and electronic forms
• use of strategies for planning; for example, using models of others’ writing or mind mapping
• deletion of unnecessary information or addition of new information when editing and revising
writing
• inclusion of appropriate visual images and information in print and electronic texts
Rubric 3.5 End Gr.5
Text Type Production of texts for a range of different audiences & purposes in print
and electronic form
Structure Use of some topic sentences. Begins to use main idea with some
supporting ideas
Grammar
50% of adjectives, adverbs & conjunctions used correctly & effectively
Punctuation Beginning to use 2 types of apostrophes – possessive and contractions
Vocabulary Beginning to vary & extend vocab (juicy language) and include topic
specific words effectively
Spelling Correct spelling of 50% of unfamiliar 2/3 syllable words using known
strategies
Editing Use of strategies for planning and editing including mindmapping
(deleting info or addition of new details)
Handwriting Development of a neat & legible handwriting style
Draft Document for PYP Language Arts Committee 13
Moderation Writing Sample: Level 3.75
At 3.75, the work of a student progressing towards the standard at Level 4 demonstrates, for example:
• use of structures and features appropriate to purpose and audience of print and electronic texts
• appropriate use of topic sentences and organisation of main and subordinate ideas
• selection of vocabulary, text structures and visual features to effectively communicate ideas and
information
• maintenance of plot, characterisation and setting throughout extended narrative texts
• use of knowledge about spelling patterns, including morphemic knowledge, visual and phonic
patterns
Rubric 3.75 Mid Gr.6
Text Type *Use of structures & features appropriate to purpose & audience in print and
electronic form
*Maintain plot, characterisation and setting throughout extended narrative
texts
Structure Appropriate use of topic sentences & organisation of main & supporting ideas
Grammar
Articulate the use of some parts of speech – adjectives, adverbs
Punctuation Beginning to use 2 types of apostrophes – possessive and contractions
Vocabulary Selection of vocabulary, text structures & visual features, such as – diagrams
and labels to effectively communicate ideas and info.
Spelling Knowledge of spelling patterns, including letter & sound knowledge, visual &
phonic patterns
Editing Starting to use strategies for planning – main idea, key words, examples used
in text.
Handwriting Confident handwriting- used in 80% of situations
Draft Document for PYP Language Arts Committee 14
Moderation Writing Sample: Level 4.0
At Level 4, students:
• produce, in print and electronic forms, a variety of texts for different purposes using structures and
features of language appropriate to the purpose, audience and context of the writing.
• begin to use simple figurative language and visual images.
• use a range of vocabulary, a variety of sentence structures, and use punctuation accurately,
including apostrophes.
• identify and use different parts of speech, including nouns, pronouns, adverbs, comparative
adverbs and adjectives, and use appropriate prepositions and conjunctions.
• use a range of approaches to spelling, applying morphemic knowledge and an understanding of
visual and phonic patterns.
• employ a variety of strategies for writing, including note-making, using models, planning, editing
and proofreading.
Rubric 4.0 End Gr.6
Text Type Produce in print and electronic form various texts using structures
appropriate to purpose, audience & content of writing
Structure Paragraphs are well structured and include relevant topic sentences
Grammar
Identify & use different parts of speech used effectively (pronouns,
adverbs, adjectives, comparative adverbs, prepositions &
conjunctions)
Punctuation Punctuation used accurately, including apostrophes
Vocabulary Use a range of vocab, including simple figurative language (idioms,
similes, metaphors & rhetoric and visual images
Spelling Range of approaches to spelling, letter & sound patterns, visual &
phonic patterns
Editing Variety of strategies used, including note taking, planning, editing &
proof reading
Handwriting Forms all letters correctly and writing is easily read and understood
Draft Document for PYP Language Arts Committee 15
Moderation Writing Sample: Level 4.25
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
• composition of print and electronic texts for a range of purposes, including speculative,
imaginative, explanatory and persuasive
• development of topics in coherent ways according to the purpose, and the needs and experience
of the intended audience
• use of a variety of sentence structures, including combinations of simple and compound
sentences for particular effects
• awareness of grammatical conventions; for example, tense and subject–verb agreement,
appropriate punctuation
• use of a range of planning strategies
Rubric 4.25 Mid Gr.7
Text Type Composition of texts for a larger range of purposes, (speculative, imaginative,
explanatory & persuasion)
Structure Development of topics and supporting detail used in coherent ways to interest
the reader
Grammar
Awareness of grammatical conventions – tense & subject -verb agreement.
Beginning to use metaphors & similes
Punctuation Punctuation used accurately and beginning to use of more sophisticated
punctuation – colon, semi-colon and brackets
Vocabulary Use of a variety of compound sentence structures with appropriate and varied
vocabulary
Spelling Plausible attempts (>80%) at spelling unfamiliar words with unusual spelling
patterns
Editing Use a greater range of planning strategies for clarity & cohesion including
graphic organisers.
Handwriting Writes quickly and accurately while maintaining neatness, size & formation
WRITING PROGRESSION POINT RUBRIC-Kindergarten – Grade 2
Student Name:
Grade Level:
Dates Completed:
0.5 mid Kindergarten 1.0 end Kindergarten 1.25 mid Gr.1 1.5 End Gr.1 1.75 Mid Gr.2 2.0 End Gr. 2 2.25 Mid Gr.3 2.5 End Gr.3
Te
x
t
T
y
p
e
Au
d
i
e
n
c
e
Pu
r
p
o
s
e
*Understands writing
communicates ideas, feelings &
information
*Writing brief texts about topics
of personal interest
*Constructs plans though
diagrams and simple labelling
*Students write personal
recounts & simple texts about
familiar topics
*Plans, records and evaluates
projects created
Inclusion of their own
experiences when writing for
personal purposes and audiences
such as in lists, letters, cards, and
posters.
in particular recount & narrative
Experiments with range of short
texts. Such as – recounts,
narratives and information
reports, letters and lists
Inclusion of information & ideas
in short text for known audience
& selected purpose
Writing of short sequenced text
to convey information & related
ideas
Compositions of short,
sequenced factual & imaginative
texts in print and electronic form
Composition of short texts of more than
one paragraph to describe experiences,
tell story or express view
St
r
u
c
t
u
r
e
Some concept about print (left to
right, top to bottom)
Understands concepts about
print – writing contains even
spacing between words
Inclusion of one or more
generally readable sentences
Sequencing of a small number of
ideas in short texts of 1-3
sentences
Sequencing of a small number of
ideas in short texts of
4-6 sentences
*Sequencing of a small number
of ideas in short texts of
7-8 sentences
*Use appropriate structures to
achieve some organisation of the
subject matter.
*Related ideas are linked in
sequence to convey meaning to
known audiences
*Some use of paragraphs
*Appropriate ordering of events & ideas
in print and electronic form.
*Begins to use paragraphs correctly
structured
Gr
a
m
m
a
r
Begin to use some letters and
words in writing of brief texts
Write a sentence containing a
main idea verb and ‘I’ as a
pronoun
Introduce verbs & nouns through
common language- “doing
words”
Begin to use verbs, nouns &
adjectives through shared and
modelled writing
Begin to use conjunctions.
Introduce correct terminology for
nouns, verbs & adjectives
Link ideas in a variety of ways –
(pronouns, conjunctions &
adverbial phrases)
Simple & some compound
sentences joined by conjunctions
Compound sentences linking two ideas
or events with correct use of verb tenses
Pu
n
c
t
u
a
t
i
o
n
Experiments with simple
punctuation- periods.
Not necessarily correct use
Experiments with simple
punctuation (full stops & capital
letters)
Some correct use (>50%) of
capital letters & full stops
Mostly correct use of capital
letters and full stops & begins to
experiment with question marks
Most capital letters, full stops &
question marks used correctly -
<50%
Use capital letters, full stops &
question marks correctly (80%+)
Mainly correct use of capital
letters, full stops and question
marks, introduce exclamation
marks
Correct use of question & exclamation
marks & experimentation with other
punctuation such as commas, quotation
marks & semi -colon
Vo
c
a
b
u
l
a
r
y
Begin to use simple vocab to
convey personal ideas
Use of some topic specific
words
Begin to use appropriate
language – such as months of the
year and days of the week
Begin to use dictionary and list to
expand vocab & word
understanding
Experiment with a range of
vocab – pronouns etc.
Can offer synonyms for some
common words
Select more complex content &
vocab depending on purpose &
audience
Effective vocab to convey
meaning (nouns, verbs &
adjectives) in correct context
Development of character, setting & plot
through the use of detail and additional
information & descriptions
Sp
e
l
l
i
n
g
Approximate use of letters for
some letter (phoneme)-sound and
(grapheme)-relationships and
common words
Use conventional sound & letter
relationships to spell <50% of
basic words correctly
Plausible attempts at spelling
unfamiliar words
Correct spelling of some high
frequency words & plausible
attempts at spelling unfamiliar
words
Correct spelling of unfamiliar
words using knowledge of sound
& letter patterns
Accurately spell frequently used
words, use known patterns to
make plausible attempts at
unfamiliar words
Correct spelling of 1 syllable
words with regular spelling
patterns & plausible attempts at
irregular patterns
75% of 2 syllable words spelled
correctly & plausible attempts at
irregular patterns
Ed
i
t
i
n
g
Attempts to read back own
writing at the time of writing
With support reads back own
writing with some accuracy
Reads back own writing
accurately
Re-reading of own writing to
check it makes sense
Use of strategies to revise writing
– reading aloud, feedback from
others
Re-read writing & use editing
resources to revise and clarify
meaning
Can identify some spelling and
basic punctuation errors when re-
reading text
Attempts to fix spelling errors & add
some punctuation to writing. Makes
change s to improve writing
H’
w
r
i
t
i
n
g
*Some legible formation of letters
and correct grip of pencil
*Uses a variety of writing tools
crayons, pencils and computer
*Form lower case letters
correctly using an anti-clockwise
direction
*Uses a range of writing
implements and software
Forms letters of the correct size
& on dotted third lines using
mostly lower case letters
*Writing is well spaced and
formed
*Combination of writing with
drawings or computer graphics to
support meaning.
Writing is correctly copied from
examples provided
Upper & lower case letters
legible with consistent size, slope
& spacing
Writing is joined using
horizontal joins
Writing is joined correctly using
diagonal joins
Highlighter Code:
Kindergarten -Yellow
Grade 1 - Green
Grade 2 - Pink
Highlighter Code:
Kindergarten -Yellow
Grade 1 - Green
Grade 2 - Pink
WRITING PROGRESSION POINT RUBRIC-Grade 3 & 4
Student Name: Grade Level:
1.75 Mid Gr.2 2.0 End Gr.2 2.25 Mid Gr.3 2.5 End Gr.3 2.75 Mid Gr. 4 3.0 End Gr.4 3.25 Mid Gr. 5 3.5 End Gr.5
Te
x
t
T
y
p
e
Inclusion of information &
ideas in short text for known
audience & selected purpose
Writing of short sequenced text to
convey information & related
ideas
Compositions of short,
sequenced factual &
imaginative texts in print and
electronic form
Composition of short texts of
more than one paragraph to
describe experiences, tell story
or express view
*Composition of texts for different
purposes for example to narrate, inform,
describe, present a point of view or
explain
*Compose texts that take account of the
needs and interests of familiar and some
unfamiliar audiences.
*Logically ordered text including ideas
& information about familiar topics
*Writes narratives, which include
characters, setting and plot.
*Express a point of view providing
some information
Writing contains typical features &
structures of different text types such
as reports.
Production of texts for a range of different
audiences & purposes in print and electronic
form
St
r
u
c
t
u
r
e
Sequencing of a small number
of ideas in short texts of
4-6 sentences
*Sequencing of a small number of
ideas in short texts of
7-8 sentences
*Use appropriate structures to
achieve some organisation of the
subject matter.
*Related ideas are linked in
sequence to convey meaning
to known audiences
*Some use of paragraphs
*Appropriate ordering of events
& ideas in print and electronic
form.
*Begins to use paragraphs
correctly structured
Texts of 3 or 4 logically ordered
paragraphs
*Order & sequence events using some
detail & background information in 3-
4 paragraphs
*Meet the needs of audiences by
including appropriate background
info.
Inclusion of familiar ideas &
information with more detail and
background information
Use of some topic sentences. Begins to use
main idea with some supporting ideas
Gr
a
m
m
a
r
Begin to use conjunctions.
Introduce correct terminology
for nouns, verbs & adjectives
Link ideas in a variety of ways –
(pronouns, conjunctions &
adverbial phrases)
Simple & some compound
sentences joined by
conjunctions
Compound sentences linking
two ideas or events with correct
use of verb tenses
Simple sentences have a variety of
beginnings & contain some adjectives
for detail
Write a variety of simple & compound
sentences with 50% of verb tense
correctly used
*Beginning to vary compound
sentences with the use of some
conjunctions
*Appropriate use of tens according to
context and purpose
50% of adjectives, adverbs & conjunctions
used correctly & effectively
Pu
n
c
t
u
a
t
i
o
n
Most capital letters, full stops
& question marks used
correctly - <50%
Use capital letters, full stops &
question marks correctly (80%+)
Mainly correct use of capital
letters, full stops and
question marks, introduce
exclamation marks
Correct use of question &
exclamation marks &
experimentation with other
punctuation such as commas,
quotation marks & semi -colon
>50% of punctuation correctly used –
exclamation &, quotation marks,
commas
*Use punctuation to support meaning.
*Experimentation using exclamation
marks
*Accurately use full stops, commas &
quotation marks
*Beginning to accurately use –
quotation marks and exclamation
marks
*Appropriate use of punctuation
according to content and purpose
Beginning to use 2 types of apostrophes –
possessive and contractions
Vo
c
a
b
u
l
a
r
y
Experiment with a range of
vocab – pronouns etc.
Can offer synonyms for some
common words
Select more complex content &
vocab depending on purpose &
audience
Effective vocab to convey
meaning (nouns, verbs &
adjectives) in correct context
Development of character,
setting & plot through the use
of detail and additional
information & descriptions
50% of vocab appropriate to context. Use vocab appropriate to the context -
& identifies several synonyms &
antonyms for common words
Appropriate vocab, punctuation &
tense (80%)
Beginning to vary & extend vocab (juicy
language) and include topic specific words
effectively
Sp
e
l
l
i
n
g
Correct spelling of unfamiliar
words using knowledge of
sound & letter patterns
Accurately spell frequently used
words, use known patterns to make
plausible attempts at unfamiliar
words
Correct spelling of 1 syllable
words with regular spelling
patterns & plausible attempts
at irregular patterns
75% of 2 syllable words
spelled correctly & plausible
attempts at irregular patterns
*80% Correct spelling of 2 syllable
words with regular spelling
*Plausible attempts at words with
irregular spelling patterns
*Spell 1 & 2 syllable words with
regular patterns.
*Use sound & visual patterns to spell
unfamiliar words
Correct spelling of common 2 & 3
syllable words & use of strategies to
spell unknown words
Correct spelling of 50% of unfamiliar 2/3
syllable words using known strategies
Ed
i
t
i
n
g
Use of strategies to revise
writing – reading aloud,
feedback from others
Re-read writing & use editing
resources to revise and clarify
meaning
Can identify some spelling
and basic punctuation errors
when re-reading text
Attempts to fix spelling errors
& add some punctuation to
writing. Makes changes to
improve writing
Variety of ways used to plan writing.
Able to explain their plans and can
follow a basic writing plan
Beginning to edit for meaning
(authorial) and correct conventions
(secretarial)
Use of strategies for planning, drafting,
proof reading, editing & revising
Use of strategies for planning and editing
including mindmapping (deleting info or
addition of new details)
H’w
r
i
t
i
n
g
Writing is correctly copied
from examples provided
Upper & lower case letters legible
with consistent size, slope &
spacing
Writing is joined using
horizontal joins
Writing is joined correctly
using diagonal joins
Creates legible headings to add interest
to writing
Legible writing including speed loops Uses pictures, diagrams and headings
neatly to add meaning to writing
Development of a neat & legible handwriting
style
Dates Completed:
Highlighter Code:
Grade 3 - Blue
Grade 4 - Orange
Writing Progression Point RUBRIC Grade 5 and 6
Student Name: Grade Level:
Dates Completed:
2.75 Mid
Gr. 4
3.0 End
Gr.4
3.25 Mid
Gr. 5
3.5 End
Gr.5
3.75 Mid
Gr.6
4.0 End
Gr.6
Te
x
t
T
y
p
e
*Composition of texts for different purposes for
example to narrate, inform, describe, present a point
of view or explain
*Compose texts that take account of the needs and
interests of familiar and some unfamiliar audiences.
*Logically ordered text including ideas &
information about familiar topics
*Writes narratives, which include characters, setting
and plot.
*Express a point of view providing some information
Writing contains typical features & structures
of different text types such as reports.
Production of texts for a range of different
audiences & purposes in print and electronic
form
*Use of structures & features appropriate to
purpose & audience in print and electronic form
*Maintain plot, characterisation and setting
throughout extended narrative texts
Produce in print and electronic form various texts
using structures appropriate to purpose, audience &
content of writing
St
r
u
c
t
u
r
e
Texts of 3 or 4 logically ordered paragraphs *Order & sequence events using some detail &
background information in 3-4 paragraphs
*Meet the needs of audiences by including
appropriate background info.
Inclusion of familiar ideas & information
with more detail and background information
Use of some topic sentences. Begins to use
main idea with some supporting ideas
Appropriate use of topic sentences & organisation
of main & supporting ideas
Paragraphs are well structured and include relevant
topic sentences
Gr
a
m
m
a
r
Simple sentences have a variety of beginnings &
contain some adjectives for detail
Write a variety of simple & compound sentences
with 50% of verb tense correctly used
*Beginning to vary compound sentences with
the use of some conjunctions
*Appropriate use of tens according to context
and purpose
50% of adjectives, adverbs & conjunctions used
correctly & effectively
Articulate the use of some parts of speech –
adjectives, adverbs
Identify & use different parts of speech used
effectively (pronouns, adverbs, adjectives,
comparative adverbs, prepositions & conjunctions)
Pu
n
c
t
u
a
t
i
o
n
>50% of punctuation correctly used – exclamation &,
quotation marks, commas
*Use punctuation to support meaning.
*Experimentation using exclamation marks
*Accurately use full stops, commas & quotation
marks
*Beginning to accurately use – quotation
marks and exclamation marks
*Appropriate use of punctuation according to
content and purpose
80% of quotation marks, exclamation marks and
commas used accurately
Beginning to use 2 types of apostrophes –
possessive and contractions
Punctuation used accurately, including apostrophes
Vo
c
a
b
u
l
a
r
y
50% of vocab appropriate to context. Use vocab appropriate to the context - & identifies
several synonyms & antonyms for common words
Appropriate vocab, punctuation & tense
(80%)
Beginning to vary & extend vocab (juicy
language) and include topic specific words
effectively
Selection of vocabulary, text structures & visual
features, such as – diagrams and labels to
effectively communicate ideas and info.
Use a range of vocab, including simple figurative
language (idioms, similes, metaphors & rhetoric
and visual images
Sp
e
l
l
i
n
g
*80% Correct spelling of 2 syllable words with
regular spelling
*Plausible attempts at words with irregular spelling
patterns
*Spell 1 & 2 syllable words with regular patterns.
*Use sound & visual patterns to spell unfamiliar
words
Correct spelling of common 2 & 3 syllable
words & use of strategies to spell unknown
words
Correct spelling of 50% of unfamiliar 2/3
syllable words using known strategies
Knowledge of spelling patterns, including letter &
sound knowledge, visual & phonic patterns
Range of approaches to spelling, letter & sound
patterns, visual & phonic patterns
Ed
i
t
i
n
g
Variety of ways used to plan writing. Able to explain
their plans and can follow a basic writing plan
Beginning to edit for meaning (authorial) and correct
conventions (secretarial)
Use of strategies for planning, drafting, proof
reading, editing & revising
Use of strategies for planning and editing
including mindmapping (deleting info or
addition of new details)
Starting to use strategies for planning – main idea,
key words, examples used in text.
Variety of strategies used, including note taking,
planning, editing & proof reading
H’
w
r
i
t
i
n
g
Creates legible headings to add interest to writing Legible writing including speed loops Uses pictures, diagrams and headings neatly
to add meaning to writing
Development of a neat & legible handwriting
style
Confident handwriting- used in 80% of situations Forms all letters correctly and writing is easily read
and understood
Highlighter Code:
Grade 5 - TBD
Grade 6 - TBD
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP / MYP / DP Meeting Date: February 4, 2013
Staff Contact: Ben Nibarger Discussion Item
Subject: Student Admission Policy and lottery impact on future enrollment .
EXECUTIVE SUMMARY
As a follow-up to the December 2012 report on admissions procedures, a timeline displaying the
enrollment activities, and a breakdown of the current Admission Policy, including the
identification of high and low impact policy decisions. The Board further directed staff to
review local policy exemptions and return with recommendations on how to minimize
enrollment impact on the Academy while maintaining the focus on delivering services to the
primary boundary residents.
PLAN DESIRED OUTCOMES
High Student Achievement
Strong Parent & Community
Connections
Financial Stewardship &
Sustainability
ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
Effective Educators & Staff
GOVERNANCE FRAMEWORK
Governance direction will provide the authority and directives of the Board to the Academy staff
as it relates to administering school administrative services.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action necessary
ATTACHMENTS
1. Report on Student Admissions and Residency
2. Board Policy on Proof of Residency
3. Board Policy on Westlake Academy Admissions
1
Summary
Due to the facility expansion under consideration and the addition of the three portable buildings, short-
term growth at Westlake Academy can be managed by controlling the number of students that are
enrolled from the secondary boundaries. This short-term enrollment management will provide the
Academy the necessary space to accommodate approximately 30% growth in the PYP Programme. The
most significant challenge the Academy will face while reducing the overall student population, in
anticipation of Westlake resident growth, is managing the transition from a majority of secondary
boundary students to a majority of primary boundary students.
Capacity Analysis
When reviewing the potential number of students that could be generated, staff started with the
current available housing stock, vacant developed lots, and exemption policies that current residents
may use in the future.
Table 1 - Current Westlake Housing Stock
Westlake Current
Housing Stock
# of
Units
SDS Scenario P&A Scenario HPISD Scenario
Ratio
# of
Students Ratio
# of
Students Ratio
# of
Students
Available Housing Stock 17 .65 11 .68 12 .66 11
Grandparent Exemption 205 .65 133 .68 139 .66 135
Vacant Developed Lots 162 .65 105 .68 110 .66 107
Total 384 249 261 253
Table 2 - Potential Housing Stock (Granada)
Granada
# of
Units
SDS Scenario P&A Scenario HPISD Units
Ratio
# of
Students Ratio
# of
Students Ratio
# of
Students
Single Family Housing 89 .65 58 .68 61 .66 59
Total 89 58 61 59
Table 3 - Potential Housing Stock (Vallacito)
Vallacito
# of
Units
SDS Scenario P&A Scenario HPISD Scenario
Ratio
# of
Students Ratio
# of
Students Ratio
# of
Students
Single Family Residents 12 .65 8 .68 8 .66 8
Townhomes/Condos 121 .65 79 .68 82 .17 21
Apartments 137 N/A N/A .68 93 .10 14
Age Restricted 289 N/A N/A .68 197 .10 29
Total 559 87 380 72
2
Table 4 - Total Potential Housing Stock
Total Housing Stock
# of
Units
SDS Scenario P&A Scenario HPISD Scenario
# of Students # of Students # of Students
Grand-total 1,032 394 702 384
The long-term growth of the Academy needs to be carefully managed in order to balance the desire to
have available seats for Westlake residents while maintaining a sustainable financial outlook. The table
and charts in Appendix A show how the Academy can create additional space for Westlake residents
over the next five years, but the excess capacity must be balanced with the Town’s and Academy’s
financial ability to provide support for the “Westlake Reserve”. To manage the potential growth, staff
recommends:
• Removal of the two-year clause allowing Westlake residents to leave the primary boundary and
still have their children attend the Academy
• Adjust the Building Permit Exemption to allow the superintendent to determine whether space
is available and allow entry based upon the current classroom size
It is sometimes difficult to see the forest for the trees and the recent explosion of classroom size has
created a sense of crisis, but planning for significant enrollment growth has been ongoing since the end
of 2010. Many stakeholders have expressed concern about the Academy becoming “full” and having to
turn away Westlake residents, but it is possible through careful management, to accommodate the
potential future growth through natural attrition and by reducing or eliminating enrollment of
secondary boundary students. Historically the Academy has seen an average student mobility rate of
7%. In the current year, the Academy has seen an approximate student mobility rate of 2.2%. If we
include a reduced ratio of student mobility (5%), it further increases the number of opening that will be
created in the next five years.
Table 5 - Transition Plan Enrollment Scenario
Enrollment Area 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Primary Boundary 240 255 268 280 289 295
Faculty/Staff 43 48 48 48 48 49
Siblings 229 200 157 119 96 68
Lottery 153 151 151 144 124 112
Foreign Exchange 1 0 0 0 0 0
Student Mobility (5%) N/A -33 -31 -29 -28 -26
DP Attrition N/A -6 -6 -6 -6 -6
Total 666 615 587 556 523 492
This model only includes enrollment of Westlake residents in Kindergarten. If Westlake student
enrollment continues in other primary and secondary grades, as in years past, the total population will
increase slightly but attrition should still outpace new enrollment.
Appendix A further illustrates how dramatically the Academy can influence the enrollment numbers
over the next five years through simple management of the lottery and sibling list. In Table 15, it shows
3
that the total population can be reduced by 174. This would reduce the student population to 60% of
the proposed 817 students seen in the Academy expansion. In addition to freeing up 174 seats over the
next five years, the Academy expansion plan will add 189 seats to the campus in FY 2014-15. In phase
two of the Academy expansion, an additional 283 seats are created KG through grade 12. In the next
five years, the Academy could introduce 363 new students into the Academy without impacting the
total campus population or 647 students with the completion of phase two of the Academy expansion.
Expansion Phase Potential # of Students Served
Phase One 855
Phase Two 1,140
Phase Three 1,300
In addition, as the Academy continues to graduate a new class each year, capacity is continuing to
increase as the secondary boundary students are filtered out of the Academy. Also, historical
enrollment numbers show that as the primary boundary students move upward into the Secondary
Programme, a significant portion leave the Academy. The Academy could introduce secondary
boundary students into the Academy in the Middle Years and Diploma Programme to maintain ideal
classroom sizes.
Figure 1 - Current Year Enrollment
Figure 1 illustrates how the secondary boundary students complement the current trend of primary
boundary students exiting the Academy in the MYP and DP years. By carefully managing the enrollment
in the Secondary Programme, the Academy can maintain a stronger financial outlook without placing
additional financial obligations on the Town.
25 19 19 25 21 16 23 22 19 16 13 12 10
3 2 5 9 11 10 5 23 28 23 38 43 29
13 12 17 10 13 10 28 9 12 20 7 0
2
0
20
40
60
80
KG 1 2 3 4 5 6 7 8 9 10 11 12
Enrollment in FY 2012-13
WR EMP LOT SIB Exchange
4
Figure 2 – Phase One Expansion Capacity
This capacity is achieved in phase one of the Academy expansion. The Academy capacity would increase
another 25% or another 283 seats in KG through grade 12.
Figure 3 - Phase Two Expansion Capacity
25 25 19 19 25 21 16 23 22 19 16 13 12
3 2 5 9 11 10 5 23 28 23 38 43 13 12 17 10 13 10 28 9 12 20 7
0
20
40
60
80
KG 1 2 3 4 5 6 7 8 9 10 11 12
Phase One Expansion Capacity
WR EMP LOT SIB Exchange
Excess Capacity
25 25 25 25 25 19 19 25 21 16 23 22 19
3 2 5 9 11 10 5 23 28 0 0 0 13 12 17 10 13 10 28 9 12
0
20
40
60
80
100
KG 1 2 3 4 5 6 7 8 9 10 11 12
Phase Two Expansion Capacity
WR EMP LOT SIB Exchange
Excess Capacity
5
Admissions Policy
The current admissions policy, which has been attached to this memo, outlines the Federal, State, and
Local Option Policies that drive enrollment at the Academy. Federal and State policies are mandated
and there is little or no local control. The locally adopted policies are the areas under discussion in the
memo, and more specifically, how these local policies impact enrollment at the Academy and the Town
of Westlake.
Admissions Policy in Context
When reviewing the exemptions outlined in the Admissions Policy, it is important to understand the
context of the policy when implemented. A number of the local option exemptions allowed in the
Board adopted Admissions Policy was developed to meet the current needs of that time. For example,
the grandparent’s exemption was adopted to help provide value to members of the Westlake
community who are empty nesters but may have grandchildren they would like to enroll at the
Academy.
In addition, the Academy was built as an economic development tool and the annual debt service
payment is paid by an economic development sales tax. The hope was that the Academy would
encourage growth in both residential and commercial development. In fact, recent citizen surveys show
that the Academy has played a key role in the decision for many of our new Westlake residents.
Keeping this in mind, we must understand changes to the admissions policy will have a numeric impact
on enrollment, but may also have an impact on civic engagement as well as economic development
activity. This has been under discussion at the staff and Board level beginning in the 2010-11 school
year when the initial facility plan was developed by Peter Hayes with Project Management Services
(PMSI). PMSI recommended to the Board significant growth of the Academy to accommodate the
future growth of students and to place the Academy on a path to cover the full-cost of service. This
initial facility plan was expanded upon by Bennett – Bennett – Pettit and was adopted by the Board in
November 2012.
Impact Analysis
As the demand for Westlake Academy increases and more families choose to reside in Westlake to take
advantage of the residency exemption, the Academy has been increasing the number of students in
classrooms. This scenario and continuing interest in the Academy have made this a priority as the
available seats are being outpaced by demand for those seats. Ultimately, we are tasked with managing
both the short-term and long-term financial outlook for the Academy which is closely tied to enrollment.
We must ask ourselves, what is best for the Town, the Academy, and the students.
In the December 2012 Board of Trustees Workshop, staff was asked to rank the local option exemptions
by their potential impact on enrollment at the Academy. When reviewing the current exemptions,
outlined in the Admissions Policy, there are two potential short-term, high impact exemptions; first, the
Building Permit Exemption, and second, the Grandparents Exemption. There is also one long-term
6
potentially high impact exemption related to Westlake residents keeping their students enrolled in the
Academy after moving from the primary boundary.
FY 2012-13 Student Attrition
The Academy has seen a large reduction in the total number of student attrition. A total of fifteen (15)
students have withdrawn from the Academy in the current school year.
Table 6 - 2012-13 Student Attrition
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 3 1 2 0 0 0 1 1 2 1 0 4 0
The students withdrawing from the Academy have been an almost even split between the Primary and
Secondary Programmes (eight students (8) from Primary Programme and seven students (7) from
Secondary Programme).
Category 1 Students
Children attending from the primary boundary (Town of Westlake), children of the Academy’s founders,
and children of the faculty and staff of the Town of Westlake and Westlake Academy. The enrollment of
children coming from one of the following list of exemptions is entitled to enrollment under the current
admissions policy.
• Residency Exemption – children that reside in the Town of Westlake are granted immediate
enrollment in the Academy as soon as they prove residency within the Town.
o Two-year residency requirement, allowing students who enter under this exemption and live
in Westlake for two-years, to leave the primary boundary and maintain enrollment at the
Academy.
• Building Permit Exemption – children whose family has received a building permit from the Town
of Westlake
• Grandparents Exemption – children whose grandparents reside in the Town of Westlake and
provide 10 or more hours per week of childcare.
• Children of Faculty and Staff Exemption – children of full-time employees of the Town of Westlake
and Westlake Academy
Building Permit Exemption – Currently there are 162 vacant developed lots (VDL) in Westlake. Vaquero
broke all previous sales records in 2012, selling over 40 lots. This means in the most extreme scenario,
the Academy could see potentially 162 new building permits. If each of these lots were to obtain a
building permit prior to the start of next school year and we apply the current ratio of students from
each lot, we can anticipate approximately 110 new students. In the 2012-13 school year, we had two
(3) students enter the Academy through building permits.
7
Table 7 - Total Students Enrolled through the Building Permit Exemption
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 1 1 0 0 1 0 0 0 0 0 0 0 0
Grandparent Exemption – In the 2010 Citizen Survey, we can see that anywhere from 39% to 68% of
Westlake residents may have grandchildren. This number represents from 117 to 205 households. If we
apply the same ratio of students generated by other single family households, these potential
grandparent homes could generate between 70 and 130 new students.
Table 8 - Grandparent Exemption Data
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 3 0 1 1 1 0 1 1 0 2 0 0 0
There are currently 10 students enrolled through the Grandparent Exemption.
Residency Exemption – Currently there are 17 homes on the market in the Town of Westlake. There are
thirteen (13) homes in Vaquero, two (2) in Glenwyck Farms, one (1) on Aspen Lane, and one (1) on
Paigebrooke. If each of these homes were to sell prior to the beginning of next school year and we
apply the current ratio of students from each home, we can anticipate approximately 12 new students.
Table 9 - Students Enrolled No Longer Living in Primary Boundary
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 0 2 3 2 3 0 0 3 1 1 2 1 1
There are currently 19 students enrolled that were admitted as residents, who have moved to the
secondary boundary.
Children of Faculty and Staff Exemption – The ability to enroll your children at the Academy is viewed
as a benefit and recruitment tool by the administration. Under the current policy, the student must
leave the Academy at the end of the school year when the faculty or staff member no longer works for
the Town of Westlake or Westlake Academy.
Table 10 - Students Enrolled through the Employee Exemption
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 3 5 3 2 7 7 3 6 1 2 2 2 0
Currently there are 43 students attending the Academy that have entered through the Faculty and Staff
Exemption. This makes them approximately 6.4% of the Academy’s total student population.
Category 2 Students
Children attending that are admitted through the sibling waiting list and residing in the secondary
boundary.
8
Table 11 - Siblings Currently Enrolled
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
Sibling 13 12 17 10 13 10 28 9 12 20 7 0 2
Currently we have 153 students that are enrolled in the Academy through the Sibling Exemption.
Table 12 - Sibling Waiting List Data
Grade GK G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11
# of Students 1 3 3 15 9 13 2 10 0 1 0 0
Currently we have 57 students on the sibling waiting list. This list of students is constantly changing as
students new students enter or students leave the Academy.
Category 3 Students
Children attending that are admitted through the lottery waiting list that is renewed each year.
Table 13 - Lottery Applicants Currently Enrolled
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12
# of Students 3 2 5 9 11 10 5 23 28 23 38 43 29
Currently the Academy has 229 students enrolled through the Lottery.
Table 14 - 2013-14 Lottery Applications
Grade KG G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11
# of Students 406 226 201 166 189 159 157 120 103 85 34 35
Currently, the Academy has 1,881 student lottery applications for the 2013-14 school year.
9
Appendix A – Five-year Student Enrollment Forecast
Table 15 – Five-year Forecast of Potential Student Enrollment
Fiscal
Year
Westlake
Resident Employee Lottery Sibling Exchange
Total
Population
Total
Capacity
FY 12-13 36% 6% 34% 23% 0% 666 100%
FY 13-14 39% 7% 31% 23% 0% 648 97%
FY 14-15 43% 8% 25% 24% 0% 618 81%
FY 15-16 48% 8% 20% 25% 0% 585 77%
FY 16-17 52% 9% 17% 23% 0% 551 72%
FY 17-18 57% 9% 13% 22% 0% 518 62%
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2012-13
WR EMP LOT SIB Exchange
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2013-14
WR EMP LOT SIB Exchange
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2014-15
WR EMP LOT SIB Exchange
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2015-16
WR EMP LOT SIB Exchange
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2016-17
WR EMP LOT SIB Exchange
0
25
50
75
KG 1 2 3 4 5 6 7 8 9 10 11 12
FY 2017-18
WR EMP LOT SIB Exchange
WA Resolution 12-15
Page 1 of 2
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 1.01:
Date Board Adopted: May 4, 2009
Date Board Amended: August 13, 2012
Effective Date: August 13, 2012
Policy Name: Proof of Residency Policy
Policy Category: Admissions
Policy Goal: Clear and concise communication for students and parents regarding
admission requirements based upon: a.) residency status; b.) assisting in the
engagement of all stakeholders by clarification of the residency status, and c.) the
inclusion of a process/criteria for admittance of grandchildren of Westlake resident
grandparents who submit appropriate and acceptable documentation that they are
providing substantial after school care for their grandchild wishing to be admitted as a
Westlake Academy student.
Policy Description: If, during the enrollment period, Westlake Academy receives more
applications from eligible applicants than there are spaces available in a class, then
admission shall first be offered to eligible applicants residing within the geographic
boundaries of the Town of Westlake. In order to receive priority admission
consideration as a resident of the Town of Westlake, each applicant’s parent, legal
guardian, or other person having lawful control must provide the following proof of
residency with the enrollment application:
Required Documentation to Establish Residency
A parent, legal guardian, or other person having lawful control under a court order, must
present a current utility bill or other proof of residence showing an address within the
Town of Westlake boundaries and provide a photo identification card that includes the
person's photograph, name, and an address that matches the utility bill or other proof of
residence. An applicant relying on a residential lease to establish residency must
provide a copy of a fully executed lease with a lease-term that extends the duration of
the school year for which the applicant is seeking admission. An applicant relying on
an approved building permit from the Town of Westlake Building Department to
establish residency, must provide proof that the permit was on file prior to making
application to the Academy. Eligibility for students admitted under this provision will be
withdrawn if, in the opinion of the Superintendent, there is not satisfactory progress on
the home or demonstration of intent to live in Westlake by August 1st of the following
WA Resolution 12-15
Page 2 of 2
year. Progress will be reviewed every six (6) months and continual improvement must
be made until construction is complete, but should not exceed two (2) years in length.
Acceptable photo identification cards for proof of eligibility shall include a current and
valid state-issued driver's license, a Texas identification card, a valid passport, a military
or government-issued identification card, or a consular card.
Westlake Academy will not accept a credit card, debit card, or any membership card for
proof of eligibility, even if such card includes a photograph.
Nonresident Student in Grandparent’s After-School Care:
The parent and grandparent of a nonresident student requesting admission as a Town
of Westlake resident due to a grandparent providing substantial after-school care for the
student shall provide the required proof of residency based on the grandparent's
Westlake residency and provide notarized documentation on a form provided by
Westlake Academy confirming the extent of after-school care to be provided by the
grandparent.
The Head of School shall have authority to approve such admission applications in
accordance with the following criteria: a minimum of ten (10) hours per week of
documented after-school care provided by the grandparent at the grandparent's
Westlake residence.
Residency Review
A Westlake Academy representative may make periodic visits to a home to verify that
the student is actually living at the address provided on the enrollment application or is
entitled to enrollment as a resident because of after-school care provided by a
grandparent. A person who presents false information or false records to obtain
admission to Westlake Academy commits a criminal offense and is subject to
prosecution under Texas Penal Code Section 37.10.
05/04/09
12/06/10
08/13/12
1
TOWN OF WESTLAKE
WESTLAKE ACADEMY
BOARD OF TRUSTEES POLICY
Policy No. 1.02:
Date Board Adopted: May 4, 2009
Date Board Amended: August 13, 2012
Effective Date: August 13, 2012; contingent upon TEA approval
Policy Goal: Communication/Transparency of student and parent requirements
for admission into Westlake Academy; Engagement of stakeholders and fiscal
stewardship
Policy Description:
Applications from new students are accepted from December 1st through January
31st. Currently enrolled students receive a Notice of Intent to Return form the first
week of January. This form asks students to state whether they intend to return
to Westlake Academy the following school year and to identify any siblings who
wish to attend Westlake Academy the following year. This form must be returned
by January 31st.
Currently-enrolled students expressing a desire to return and who continue to
reside within an approved geographical boundary are automatically enrolled for
the following school year upon timely receipt of the Notice of Intent to Return
form, subject to the following limitations: (1) a currently-enrolled student who
originally obtained admission to the Academy based on the student’s residency
in the Town of Westlake retains the right to automatic re-enrollment only if the
student continues to reside in the Town of Westlake or the student resided in the
Town of Westlake for at least 24 months prior to relocating to one of the
secondary boundaries; and (2) a currently-enrolled student who originally
obtained admission as the child of a Westlake Academy staff or as the child of a
Town of Westlake employee retains the right to re-enrollment only if the student’s
parent continues to be employed by Westlake Academy or the Town of Westlake
Vacancies in each class are then determined.
If the number of eligible applicants does not exceed the number of vacancies,
then all eligible applicants who timely applied will be offered admission. If there
are more eligible applicants than available spaces in a class, then admission
shall first be offered to eligible applicants residing within the geographic
boundaries of the Town of Westlake.
Admission for any remaining spaces shall be determined by lottery, except that
the following applicants are exempt from the lottery and may be given priority in
2
admission: (1) siblings of admitted or returning students, (2) the children of
Founders, and (3) the children of Westlake Academy staff, and (4) the children of
Town of Westlake employees. All eligible transfer applicants will be placed in the
lottery. A name will be drawn for each vacancy that exists, and each applicant
whose name is drawn will be offered admission. The remaining names will be
drawn and placed on a waiting list for each grade level in the order they are
drawn. If a vacancy arises, the individual on the waiting list with the lowest
number assignment will be offered admission.
Applicants are not required to provide copies of transcripts or other academic
records prior to enrollment. In addition, a student will not be precluded from
enrolling due to Westlake Academy Charter School’s failure to receive the
information required for enrollment from the student’s parent and/or previous
school.
Westlake Academy Charter School does not discriminate in admissions based on
gender, national origin, ethnicity, religion, disability, academic, artistic, or athletic
ability or the district the child would otherwise attend.
Westlake Academy will not enroll any student with documented histories of a
criminal offense, juvenile court adjudication, or discipline problems under Texas
Education Code Chapter 37, Subchapter A. The Academy further reserves the
right to withdraw a student upon notice that they have a history of criminal
offense, juvenile court adjudication or discipline problems, which was not
disclosed upon application to the school.
Date Amended:
08-03 -09; original
01/10/11
08/15/11
09/12/11
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: February 4, 2013
Staff Contact: Tom Brymer Discussion
Town Manager/ Superintendent
Subject: Discussion regarding the facility funding
EXECUTIVE SUMMARY
Over the past several months, the Board has discussed the concept of facility expansion and
funding as it relates to Westlake Academy. The topic was recently discussed during the Town
Council agenda session due to the funding configuration/financing of our facilities on the
campus. The item is placed on the Board of Trustees agenda in order to increase our
transparency and provide an opportunity for parents who attend these workshops and meetings to
receive a status update.
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 discussion relates to the desired outcomes of promoting Financial Stewardship and
Sustainability and building Strong Parent & Community Connections.
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Brief discussion regarding expansion and funding opportunities for Westlake Academy.
EXECUTIVE SESSION
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071– Consultation with School Attorney on a matter in which the duty of the
attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Regarding
procedures for the Level 3 complaint process.
Westlake Academy
Item # 5 – Executive
Session
Westlake Academy
Item # 6 – Reconvene
Meeting
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #7
Board Recap /
Staff Direction
Westlake Academy
Item # 8 –
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 for the meeting held on January 7, 2013.
Westlake Academy
Item # 3 - Consent
Agenda Items
BOT Minutes 01/07/13
Page 1 of 3
WESTLAKE ACADEMY
BOARD OF TRUSTEES MEETING
January 7, 2013
PRESENT: President Wheat, Trustees: Michael Barrett, Carol Langdon and David Levitan.
Clif Cox arrived at 5:19 p.m.
ABSENT: Rick Rennhack
OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent
Amanda DeGan, Board Secretary Kelly Edwards, School Attorney
Stan Lowry, Primary Principal Rod Harding, Secondary Principal
Dr. Clint Calzini, Administrative Coordinator Ben Nibarger, Finance
Director Debbie Piper, Facilities and Recreation Director Troy
Meyer, Director of Public Works Director Jarrod Greenwood, Fire
Chief Richard Whitten and Management Intern Alora Wachholz.
Workshop Session
1. CALL TO ORDER
President Wheat called the workshop to order at 5:12 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 FROM JANUARY 7, 2013, TRUSTEES
REGULAR MEETING AGENDA.
No additional discussion.
4. REPORTS
a. Quarterly Financial “Dashboard” report for the quarter ended November 30, 2012.
BOT Minutes 01/07/13
Page 2 of 3
Finance Director Piper answered questions regarding the timing and payment of
expenditures.
Superintendent Brymer clarified the appropriation of revenues in the report.
5. DISCUSSION ITEMS
a. Presentation and Discussion of the Fiscal Year 2011-2012 Annual Audit Report from
Pattillo, Brown & Hill, LLP.
Mr. Greg Shropshire, provided an overview of the audit as presented.
6. BOARD RECAP / STAFF DIRECTION
7. ADJOURNMENT
There being no further business before the Board, President Wheat adjourned the
workshop at 5:24 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the meeting to order at 5:24 p.m.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
No one addressed the Board.
3. CONSENT AGENDA
a. Consider approval of the minutes for the meeting held on December 3, 2012.
b. Consider approval of Resolution 13-01, Approving Fiscal Year 2011-2012 Annual
Audit Report.
MOTION: Trustee Langdon made a motion to approve the consent agenda.
Trustee Barrett seconded the motion. The motion carried by a
vote of 4-0.
4. BOARD CALENDAR
BOT Minutes 01/07/13
Page 3 of 3
5. FUTURE AGENDA ITEMS
- None
6. ADJOURNMENT
MOTION: Trustee Langdon made a motion to adjourn the meeting. Trustee
Levitan seconded the motion. The motion carried by a vote of 4-0.
President Wheat adjourned the meeting at 5:25 p.m.
APPROVED BY THE BOARD OF TRUSTEES ON FEBRUARY 4, 2013.
ATTEST: ____________________________
Laura Wheat, Board President
_____________________________
Kelly Edwards, Board Secretary
LEVEL III APPEAL OF PARENT COMPLAINT - EXECUTIVE SESSION
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071(2) – Consultation with School Attorney on a matter in which the duty of
the attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Deliberations with
attorney regarding Level 3 parent complaint.
Section 551.074 (a)(2) Personnel Matters - to hear a complaint or charge against an
officer or employee.
Westlake Academy
Item # 4 – Executive
Session
Westlake Academy
Item # 5 – Reconvene
Meeting
LEVEL III APPEAL OF PARENT COMPLAINT - EXECUTIVE SESSION
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
Section 551.071(2) – Consultation with School Attorney on a matter in which the duty of
the attorney to the governmental body under the Texas Disciplinary Rules of Professional
Conduct of the State Bar of Texas clearly conflicts with this chapter: Deliberations with
attorney regarding Level 3 parent complaint.
Section 551.074 (a)(2) Personnel Matters - to hear a complaint or charge against an
officer or employee.
Westlake Academy
Item # 6 – Take any
Necessary Action, if
necessary
BOARD CALENDAR
o First Day to File for a Place on the Special Election Ballot
February 9, 2013
o WA Theatre Students (G10-12)Main Stage Production of Rumors
Over two weekends: Jan 31-Feb 2 and Feb 8-10, 2013; time TBA;
WA Performance Hall
o WA UNICEF International Night (UNICEF Fundraiser)
February 2, 2013; 6-10:30 pm; WA Gym
o Board of Trustees Meeting
February 4, 2013
o WA Winter Concert: Music-Grades K-3
February 7, 2013; 6:30-7:30 pm; WA Gym
o WA Senior Players Spotlight Night at Varsity Basketball Games
February 12, 2013; 6:00-Women & 7:30 pm-Men; WA Gym
o NE Transportation Summit
February 15, 2013, 8:30 am – 1:00 pm; Hurst Conference Center
o Council Meeting
February 25, 2013
o WA National Honor & Junior Honor Society Induction Ceremonies
February 28, 2013; Times TBA; WA Performance Hall
o WA 10th Anniversary Gallery Night – WAF presents:Wonderland
March 2, 2013; 6:00 pm - Midnight; Marriott Solana Hotel
Westlake Academy
Item #7
Board Calendar
FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under “Future Agenda Item Requests”, an agenda item for a future
Board meeting. The Board member making the request will contact the CEO with the
requested item and the CEO will list it on the agenda. At the meeting, the requesting
Board member will explain the item, the need for Board discussion of the item, the
item’s relationship to the Board’s strategic priorities, and the amount of estimated staff
time necessary to prepare for Board discussion. If the requesting Board member
receives a second, the CEO will place the item on the Board agenda calendar allowing
for adequate time for staff preparation on the agenda item.
- None
Westlake Academy
Item # 8 –
Future Agenda
Items
Westlake Academy
Item # 9 –
Adjournment
Back up material has not
been provided for this item.