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HomeMy WebLinkAbout01-09-12 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. Page 1 of 4 WESTLAKE ACADEMY Vision Statement Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB Learner Profile. Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-takers, Balanced and Reflective BOARD OF TRUSTEES MEETING AGENDA January 9, 2012 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. Page 2 of 4 Workshop Session 1. CALL TO ORDER 2. PLEDGE OF ALLEGIANCE 3. REVIEW OF CONSENT AGENDA ITEMS FROM JANUARY 9, 2012, TRUSTEES REGULAR MEETING AGENDA. 4. REPORTS Reports are prepared for informational purposes and will be accepted as presented. (there will no presentations associated with the report items) There will be no separate discussion unless a Board Member requests that report be removed and considered separately. a. Whole School Goals/Update on Curriculum Improvement Areas for 2011-2012. b. Establishing the dismissal times for the 2012-2013 school year. c. Discussion of the Quarterly Financial “Dashboard” report for the quarter ended November 30, 2011. 5. DISCUSSION ITEMS a. Presentation of the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. (20 min) b. Discussion of Westlake Academy Financial Forecast, Enrollment, and Facilities’ Needs. (1 hour) c. Discussion of Governance as illustrated in Dr. Brian Carpenter’s Charter School Board University: An Introduction to Effective Charter School Governance; Chapters 26-27. (15 min) 6. BOARD RECAP / STAFF DIRECTION 7. ADJOURNMENT Regular Session 1. CALL TO ORDER 2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. Page 3 of 4 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 December 5, 2011. b. Consider approval of Resolution 12-01, Creating a Policy regarding State Testing and Advanced Coursework. c. Consider approval of Resolution 12-02, Approving the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. d. Consider approval of Resolution 12-03, Authorizing Submission to the Texas Education Agency of a Charter Amendment for the Enrollment Expansion of Westlake Academy. 4. BOARD CALENDAR - 2011 WA IB Diploma Ceremony & College Reflections January 6, 2012, 2:45pm – 3:45pm; WA Gymnasium - WA Parenting Class January 9, 6:30pm – 8:30pm; WA Performance Hall (Class) Dining Hall (babysitting) - PYP & MYP Science Fair Exhibition January 14, 2012, 10:00 am – 12:00 pm; WA Gymnasium - Staff Development/MLK Student Holiday & Town Offices Closed January 16, 2012 - Early Release/Parent Teacher Conferences - Secondary January 18, 2012 - Our Town G11-DP Drama Production January 19-21, 7pm – 9pm; WA Performance Hall - Town Council Workshop & Meeting January 23, 2012 - Northeast Leadership Forum Annual Meeting & Award Luncheon February 3, 2012; 11:30 – 1:00 pm; Hurst Conference Center - Board of Trustee Meeting February 6, 2012 5. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Superintendent with the requested item and the Superintendent will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Superintendent will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. - None Page 4 of 4 6. ADJOURNMENT ANY ITEM ON THIS POSTED AGENDA COULD BE DISCUSSED IN EXECUTIVE SESSION AS LONG AS IT IS WITHIN ONE OF THE PERMITTED CATEGORIES UNDER SECTIONS 551.071 THROUGH 551.076 AND SECTION 551.087 OF THE TEXAS GOVERNMENT CODE. CERTIFICATION I certify that the above notice was posted at the Town Hall of the Town of Westlake, 3 Village Circle, on January 4, 2012, 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." 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 December 5, 2011. b. Consider approval of Resolution 12-01, Creating a Policy regarding State Testing and Advanced Coursework. c. Consider approval of Resolution 12-XX, Approving the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. d. Consider approval of Resolution 12-XX, Authorizing Submission to the Texas Education Agency of a Charter Amendment for the Enrollment Expansion of Westlake Academy. Westlake Academy Item # 3 –   Review of Consent  Agenda Items  REPORTS Reports are prepared for informational purposes and will be accepted as presented. (there will no presentations associated with the report items) There will be no separate discussion unless a Board Member requests that report be removed and considered separately. a. Whole School Goals/Update on Curriculum Improvement Areas for 2011-2012. b. Establishing the dismissal times for the 2012-2013 school year. c. Discussion of the Quarterly Financial “Dashboard” report for the quarter ended November 30, 2011. Westlake Academy Item # 4–   Reports  Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP and MYP Mathematics and Spanish Meeting Date: January 9, 2012 Staff Contact: Dr. Clint Calzini/Rod Harding Report MYP and PYP Principals Subject: Whole School Goals/Update on Curriculum Improvement Areas for 2011- 2012.   EXECUTIVE SUMMARY At the BOT meeting on 12 September 2011 the whole school goals were presented. This agenda memo is an update on the ‘One School, Together’ whole school goals for 2011-2012. The goals are:  Initiate and develop a whole school approach to the systematic development of curriculum  Establish an ongoing Curriculum Review Cycle The curriculum areas for review and improvement are Mathematics and Spanish. The report highlights the initiatives, findings and actions that will enrich and strengthen the written, taught and learned curriculum in the PYP and MYP. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Academic Excellence Personal Responsibility Compassion and Understanding Respect for Self and Others Maximizing Personal Development FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Report presented for Board information and review. ATTACHMENTS Su g g e s t e d Su p p o r t fo r WA Pr i m a r y Ma t h e m a t i c s Co m m i t t e e Cu r r i c u l u m Re v i e w fo r Ma t h e m a t i c s Re v i e w Ar e a Ac h i e v e d By Su p p o r t Documents 1. R e v i e w t h e C o n t i n u u m t o f i n d a n y g a p s . No t e : Th e Co n t i n u u m is no t th e Sc o p e an d Se q u e n c e of wh a t we wa n t st u d e n t s to le a r n . It re p r e s e n t s th e su m m a t i v e as s e s s m e n t . Do no t ge t hu n g up on co m p l e t i n g al l th e ga p s . Wo r k b a c k f r o m t h e ‘ e n d i n m i n d ’ u s i n g th e c o n t i n u u m t o al i g n o u t c o m e s wi t h i n e a c h s t r a n d . Le a v i n g th e mi s s i n g ar e a s bl a n k . Y o u no w h a v e t h e o v e r v i e w o f w h a t w e a r e as s e s s i n g . Go to No . 2  Th e W A M a t h e m a t i c s Co n t i n u u m 2. D o c u m e n t S c o p e & S e q u e n c e u s i n g a n In t e g r a t e d Pl a n n i n g To o l ( U o f I d u r a t i o n ac r o s s y e a r , T T , N a m e o f U n i t , I n t e g r a t e d w i t h PY P P l a n n e r a n d S t a n d – a l o n e ) a n d K e y Co n c e p t s . In t e g r a t i n g m a t h e m a t i c a l o u t c o m e s a n d St a n d ‐ a l o n e d o c u m e n t e d o n t h e In t e g r a t e d Pl a n n i n g To o l  TE K S S c o p e a n d S e q u e n c e (a t t a c h e d )  IB O M a t h e m a t i c s S c o p e a n d Se q u e n c e ( a t t a c h e d )  Dr a f t In t e g r a t e d Planning To o l ( a t t a c h e d ) 3. E s t a b l i s h s p e c i f i c E s s e n t i a l A g r e e m e n t s o n ho w w e t e a c h m a t h e m a t i cs a n d t h e b e s t w a y s st u d e n t s l e a r n . NO T E : NO N ‐NE G O T I A B L E AR E A S OF IM P L E M E N T A T I O N  Ma t h e m a t i c s mu s t be ta u g h t ev e r y d a y fr o m 50 ‐90 m i n  Ea c h le s s o n wi l l ha v e th e fo l l o w i n g co m p o n e n t s : Wh o l e (1 5 ‐20 m i n ) Nu m b e r Fa c t s (T a b l e s ) , Pl a c e Va l u e , Pa t t e r n an d Fu n c t i o n pr e f e r a b l y in ga m e st u a t i o n s Pa r t : Di f f e r e n t i a t i n g th e St r a n d yo u ar e te a c h i n g Wh o l e : Re v i e w an d re f l e c t wi t h st u d e n t s ex p l a i n i n g wh a t th e y ha v e le a rn e d . No al l st u d e n t s ne e d to do th i s . St u d e n t s mu s t ha v e re g u l a r op p o r t u n i t i e s to wr i t e ab o u t th e i r ma t h e m a t i c s (o n c e a we e k ) no t at th e sa m e ti m e . As s e s s m e n t : Or g a n i z e d an d in li n e wi t h IB O Ma t h e m a t i c s Sc o p e an d Se q u e n c e Re v i e w i n g I B P Y P b e s t p r a c t i c e i n ma t h e m a t i c s a n d i n p a r t i c u l a r a me a n i n g f u l u n d e r s t a n d i n g o f a c t i v i t i e s , ma n i p u l a t i v e s , g a m e s a n d p r o b l e m so l v i n g t o r e i n f o r c e c o n c e p t de v e l o p m e n t . Dr a f t p r e s e n t e d t o t h e M a t h e m a t i c s Co m m i t t e e b y R o d  Ma k i n g the PYP happen: A c u r r i c u l u m f r a m e w o r k fo r i n te r n a t i o n a l e d u c a t i o n pa g e 8 1 ‐ 9 2 (I n c r e a s e d / D e c r e a s e d Em p h a s i s p . 8 4 )  IB O M a t h e m a t i c s S c o p e & Se q u e n c e ( F e b . 2 0 0 9 ) 4. A c o m m o n u n d e r s t a n d i n g a n d v o c a b u l a r y o f ho w w e t e a c h t h e b u i l d i n g b l o c k s o f ma t h e m a t i c s . Do c u m e n t i n g t h e d e v e l o p m e n t a l pr o c e s s o f t h e f o l l o w i n g a r e a s :  Pl a c e V a l u e  Pa t t e r n a n d F u n c t i o n  Nu m b e r f a c t s / T a b l e s  Ad d i t i o n  Su b t r a c t i o n  Mu l t i p l i c a t i o n  Di v i s i o n On c e t h i s i s u n d e r s t o o d t h e n d i f f e r e n t ap p r o a c h e s c a n b e i n v e s t i g a t e d . Pr o b l e m S o l v i n g ( O r d e r e d )  Ag r e e m e n t s o f s t a f f a n d ex p e r i e n c e o f t h e P Y P Pr i n c i p a l a n d C o o r d i n a t o r  Th e P r o b l e m S o l v e r ‐ Co m m o n f o u r s t e p s t r a t e g y an d v o c a b u l a r y f r o m G r a d e 1‐ 6 ( p u r c h a s e d i n m a t h or d e r ) 5. E s t a b l i s h E s s e n t i a l A g r e e m e n t s i n r e g a r d t o as s e s s m e n t a p p r o a c h e s a n d p r a c t i c a l w a y s t o do c u m e n t s t u d e n t a c h i e v e m e n t . Us e I B O a n d W A d o c u m e n t s t o r e v i e w an d r e ‐ e s t a b l i s h c o m m o n a p p r o a c h e s  Ma k i n g the PYP happen: A c u r r i c u l u m f r a m e w o r k fo r i n t e r n a t i o n a l e d u c a t i o n pa g e 8 1 ‐ 9 2 (I n c r e a s e d / D e c r e a s e d Em p h a s i s p . 8 4 )  IB O M a t h e m a t i c s S c o p e & Se q u e n c e ( F e b . 2 0 0 9 ) Ap p l i c a b l e to al l su b j e c t ar e a s 6. D o c u m e n t i n a n o v e r a l l w r i t t e n c u r r i c u l u m fo r m a t , ‘ Ho w we ap p r o a c h im p l e m e n t i n g Tr a n s d i s c i p l i n a r y pr o g r a m ’ . Pu r p o s e :  To t a k e i t o u t o f e v e r y o n e ’ s h e a d  Re s p o n s i b l e s u c c e s s i o n p l a n n i n g f o r ne w t e a c h e r s t o W A  Sh a r e c o n t e n t , a p p r o a c h e s a n d c o m m o n vo c a b u l a r y  Ac c o u n t a b i l i t y t o s t u d e n t s a n d p a r e n t s to d o c u m e n t a n d d e l i v e r a co m p r e h e n s i v e a n d s e q u e n c e d t e a c h i n g an d l e a r n i n g a p p r o a c h Ro d i s r e s p o n s i b l e B a s e d o n ‘ H o w w e d e v e l o p ma t h e m a t i c s ’ Su g g e s t e d Su p p o r t fo r WA Pr i m a r y Sp a n i s h Cu r r i c u l u m Review Re v i e w A r e a Ac h i e v e d B y Su p p o r t D o c u m e n t s 2. D o c u m e n t a w r i t t e n c u r r i c u l u m . Re v i e w i n g t h e e s t a b l i s h e d w r i t t e n c u r r i c u l u m fr o m K i n d e r g a r t e n t h r o u g h G r a d e 4 a n d Gr a d e 5 t h r o u g h 6 .  WA w r i t t e n c u r r i c u l u m  Le a r n i n g i n L a n g u a g e o t h e r th a n M o t h e r T o n g u e i n I B Pr o g r a m m e s  TE K S , L a n g u a g e s o t h e r t h a n En g l i s h  TE K S - S p a n i s h L a n g u a g e A r t s an d R e a d i n g  WA L a n g u a g e P o l i c y 3. D o c u m e n t S c o p e & S e q u e n c e u s i n g a n In t e g r a t e d Pl a n n i n g T o o l . In t e g r a t i n g S p a n i s h l e a r n i n g o u t c o m e s w i t h U of I a n d S t a n d - a l o n e t e a c h i n g .  Dr a f t In t e g r a t e d P l a n n i n g To o l ( a t t a c h e d ) 1. E s t a b l i s h s p e c i f i c E s s e nt i a l A g r e e m e n t s o n h o w w e te a c h a l a n g u a g e a n d t h e b e s t w a y s s t u d e n t s l e a r n . Re v i e w i n g I B P Y P b e s t p r a c t i c e i n t e a c h i n g a La n g u a g e .  Ma k i n g t h e P Y P h a p p e n : A cu r r i c u l u m f r a m e w o r k f o r in t e r n a t i o n a l e d u c a t i o n p a g e 8 1 - 92 ( I n c r e a s e d / D e c r e a s e d Em p h a s i s p . 8 4 )  Le a r n i n g i n L a n g u a g e o t h e r th a n M o t h e r T o n g u e i n I B Pr o g r a m m e s 4. E s t a b l i s h E s s e n t i a l A g r e e m e n t s i n r e g a r d t o as s e s s m e n t a p p r o a c h e s a n d p r a c t i c a l w a y s t o do c u m e n t s t u d e n t a c h i e v e m e n t . Us e I B O a n d W A d o c u m e n t s t o r e v i e w a n d re - e s t a b l i s h c o m m o n a p p r o a c h e s  Ma k i n g t h e P Y P h a p p e n : A cu r r i c u l u m f r a m e w o r k f o r in t e r n a t i o n a l e d u c a t i o n p a g e 8 1 - 92 ( I n c r e a s e d / D e c r e a s e d Em p h a s i s p . 8 4 )  IB O M a t h e m a t i c s S c o p e & Se q u e n c e ( F e b . 2 0 0 9 )  WA L a n g u a g e P o l i c y Ap p l i c a b l e t o a l l s u b j e c t a r e a s 6. D o c u m e n t i n a n o v e r a l l w r i t t e n c u r r i c u l u m f o r m a t , ‘Ho w w e a p p r o a c h i m p l e m e n t i n g a Tr a n s d i s c i p l i n a r y p r o g r a m ’ o f i n q u i r y . Pu r p o s e :  Te a c h e r s k n o w w h a t o t h e r s a r e t e a c h i n g  Re s p o n s i b l e s u c c e s s i o n p l a n n i n g f o r n e w te a c h e r s t o W A  Sh a r e c o n t e n t , a p p r o a c h e s a n d c o m m o n vo c a b u l a r y  Ac c o u n t a b i l i t y t o s t u d e n t s a n d p a r e n t s t o do c u m e n t a n d d e l i v e r a c o m p r e h e n s i v e a n d se q u e n c e d a p p r o a c h t o t e a c h i n g a n d l e a r n i n g Ro d i s r e s p o n s i b l e f o r a m a l g a m a t i o n o f t h e PY P c u r r i c u l u m f r a m e w o r k Ju n e 2 0 1 2 Do c u m e n t s A t t a c h e d :  WA w r i t t e n c u r r i c u l u m  Le a r n i n g i n L a n g u a g e o t h e r t h a n M o t h e r T o n g u e i n I B P r o g r a m m e s  TE K S , L a n g u a g e s o t h e r t h a n E n g l i s h  TE K S - S p a n i s h L a n g u a g e A r t s a n d R e a d i n g  WA L a n g u a g e P o l i c y  Ma k i n g t h e P Y P h a p p e n Mid-year Report on Curriculum Improvement Areas for 2011-2012 ‘One School, Together’ Whole School Goals Goals:  Initiate and develop a whole school approach to the systematic development of curriculum  Establish an ongoing Curriculum Review Cycle Areas for Review and Improvement a) PYP Mathematics Initiative 1: Review written curriculum and concept development by Primary Principal and PYP Coordinator. Findings: The written curriculum for established learning outcomes was not coherent from Kindergarten through Grade 6. Mathematical strands (Number, Pattern and Function, Measurement, Data Handling, Spatial Relations) were not documented to reflect the development of concepts and integration to the PYP units of inquiry. Initiative 2: Observe classroom practice in the areas of the ‘building blocks’ of Mathematics (place value, number facts and place value). Observe the use of manipulatives for understanding of mathematical concepts. Findings: Place value, number facts and value relations was not taught systematically in lessons. Manipulatives were not given priority to develop understandings An up to date inventory of materials was not available. Action Taken: Math committee set up in October 2011 consisting of, Ms. Alison Schneider (PYP Coordinator), Mrs. Missy DeMoss (Grade 1 teacher), Mrs. Kat Calzini (Grade 2 teacher), Mrs. Cheryl Hassell (Grade 4 teacher), Mrs. Amanda Bunch (Grade 5 teacher). Objectives of the committee was to develop:  A written curriculum that was sequenced across the year and articulate the integrated mathematical concepts in the PYP units of inquiry and stand-alone learning.  Essential agreements of the best ways mathematics should be taught and assessment approaches  Collaborative opportunities to ensure an aligned curriculum of learning outcomes from PYP to MYP. PYP Principal and PYP Coordinator to:  Purchase resources (approximately $4000) based on classroom teacher needs. Majority of materials in Measurement and Place Value and locate in central position. b) PYP Spanish Initiative 1: Review of written curriculum by Primary Principal and PYP Coordinator. Findings: The written curriculum from Kindergarten through Grade 4 was documented in a coherent program and integrated with the PYP units of inquiry, however it was not available for other teachers for reference. The Grade 5 and 6 Spanish programs had no coherent documentation and did not use the Kindergarten to Grade 4 program to build on to student’s knowledge of Spanish Language. Initiative 2: Observe classroom practice in regard to speaking, communication and the ability for students to use and apply Spanish. Findings: Kindergarten through Grade 4 The program actively involved students in speaking and communicating in Spanish to each other and to the teacher. The teacher delivered the program in Spanish from the beginning of the lesson to the end. The program applied language learning to everyday situations and to the PYP units of inquiry. Grade 5 and 6 The program was delivered for the majority of the lesson in English and students spoke in English to each other and to the teacher. There were limited opportunities for students to apply Spanish language to everyday situations and documentation and teaching did not integrate to the PYP units of inquiry. Action Taken: The Spanish teachers, Mrs. Veronica Covarrubias (K-Gr. 4) and Mr. Scott McMickle (Gr. 5&6) met as a committee to develop:  A written curriculum that integrates Spanish language into the PYP units of inquiry and identify those areas that stand-alone.  Essential agreements of the best ways language should be taught and assessed  Collaborative opportunities with MYP Spanish teachers to ensure an aligned curriculum of learning outcomes from PYP to MYP. PYP Principal to evaluate the effectiveness of the upper school Spanish program in regard to personnel and resources. Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: January 9, 2012 Staff Contact: Dr. Clint Calzini / Rod Harding Report/ MPY and PYP Principals Subject: Change of Dismissal Time EXECUTIVE SUMMARY In order to better support students’ academic, physical and social life, we recommend amending the primary and secondary school day from 7hours and 45 minutes to 7 hours. Likewise, the kindergarten day amended from 6 hours and 45 minutes to 6 hours. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS No Board action required. Report being given for Board information, and if desired, Board feedback prior to implementation in the ’11-12 School Year. ATTACHMENTS Report on recommendation to change the time of dismissal. Articles on length of school day. Length of the School Day at Westlake Academy Goal Create a length of school day that will better suit all students academically, physically, and socially. Proposal Amend the length of the school day to the following: 1. Kindergarten day from to 6:45 hours to 6:00 hours (8am-2:00pm). 2. Primary day from 7:45 hours to 7 hours (8am-3:00 pm). 3. Secondary day from 7:45 hours to 7 hours (8:00 am-3:00 pm). 4. After school activities would commence at 3:00 pm and conclude at 4:00 pm. Educational Rationale Changing the length of the school day to 6 / 7 hours will benefit students: Academically: • Students at the secondary level maintain the same number of instructional hours while also having more time at the end of the school day to meet with teachers, receive tutoring, work on homework and study. • Students may be more willing to participate in academic activities they might otherwise not have considered due to their other priorities, time and energy at the end of the day.  Students at the primary level will have a more compact instructional time, while maintaining the same academic opportunities. The different needs of learners will be greatly enhanced. Physically: • Students will be less tired at the end of the day. This is especially true at the end of the day in the primary. • Students will be able to maintain focus and concentration more easily. • Students may be more willing to participate in athletic and after school activities they might otherwise not have considered due to their other priorities, time and energy at the end of the day. Socially: • Reducing the length of day allows students to have more time with friends and family. • Students may be more willing to participate in activities they might otherwise not have considered due to their other priorities, time and energy at the end of the day. • Students may be able to participate in activities in the wider community, such as community service or employment. As an additional benefit, the faculty will also have more time to dedicate to engaging and working with students, planning, meeting and grading. Looking beyond Westlake Academy, it is clear from the gathered research that this change is not only compliant with Texas Law (Title 2, 25.082), but aligns with the instructional hours of other international schools (Table 1) and countries (Table 2). Additionally, two recent educational articles (attached) note the quality of instructional time rather than the amount of instructional time (Stoops, T. (2009); Hull, J & Newport, M, 2011). For these reasons and our rationale, we are confident that this recommendation will benefit Westlake Academy’s students. Table 1 Number of School Hours Per Day in Selected International Schoolsa Schools Hours per Day Including Break Times Reception/5 year olds Primary (Gr. 1-5) Secondary (Gr. 6-12) AIS 6:00 6:15 6:45 WIS 6:15 7:00 6:35 HKIS 6:00 6:45 6:45 ISH 6:15 6:30 6:35 ABA 6:30 6:40 6:40 UWCSEA 6:00 5:50 5:55 ISA 6:00 6:45 6:45 Comparison International School Average 6:10 6:32 6:34 WA (Current) 6:45 7:45 7:45 WA (Proposed) 6:00 7:00 7:00 a In a survey of a selection of state-side schools, Westlake Academy (WA), Atlanta International School (AIS), and Washington International School (WIS); and international schools, Hong Kong International School (HKIS), International School of Helsinki (ISH), American-British Academy (ABA), United World College of South East Asia (UWCSEA) and International School of Aberdeen (ISA), the following average hours for a school day was noted. Table 2 Total Compulsory Hours of Instruction by Country IB Program Total Instructional Hours Current Proposeda PYP 11951062 MYP / DP 944944 a The number of total instructional hours at Westlake Academy with the proposed change remains greater than the OECD. Age range at which Ages 7-8 Ages 9-11 Ages 12-14 Age 15 over 90% of the (typical program) population are enrolled Australia 5 thru 16 959 959 968 937 Austria 5 thru 16 690 767 913 1005 Belgium (Fr.) 3 thru 17 840 840 960 na Czech Republic 5 thru 17 627 716 876 955 Denmark 3 thru 16 701 783 900 930 England 4 thru 16 893 899 925 950 Finland 6 thru 18 608 640 777 856 France 3 thru 17 926 902 978 1048 Germany 4 thru 17 635 790 887 896 Greece 6 thru 16 720 812 821 798 Hungary 4 thru 17 555 601 671 763 Iceland 3 thru 16 720 800 872 888 Ireland 5 thru 18 941 941 848 802 Italy 3 thru 16 891 913 1001 1089 Japan 4 thru 17 709 774 868 na Korea 6 thru 16 612 703 867 1020 Luxembourg 4 thru 15 924 924 908 900 Mexico 4 thru 14 800 800 1167 1058 Netherlands 4 thru 17 940 1000 1000 na Norway 3 thru 17 656 730 826 858 Poland 6 thru 18 446 563 604 595 Portugal 5 thru 16 855 849 880 872 Spain 3 thru 16 833 794 1015 979 Sweden 4 thru 18 741 741 741 741 United States* 6 thru 16 * * * * OECD Average 759 802 886 902 NA = Not available *See Hours of Instruction by State Source: www.oecd.org/edu/eag2010 Country Age of Students 12/28/11 2:38 PMTime in school: How does the U.S. compare? Page 1 of 4http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare?css=print How Time Was Calculated For this report, time measurements were based on the minimum number of hours of instruction per year (also known as compulsory hours) countries require their public schools to provide in a formal classroom setting. However, not all countries’ statutes explicitly define what counts as instructional time. In general, they include actual instruction time, so lunch is typically not included. However, recess and transition time between classes are explicitly included in some statutes while excluded in others. While this report attempts to provide the best possible comparisons, the data should not be read as the exact number of hours of teaching students receive. For most countries, the instructional hours were taken from the OECD’s Education at a Glance 2011 Table D1.1. The OECD table did not provide instructional hours for the United States, since compulsory laws are set at the state level. Therefore, state-by-state data was taken from the Education Commission of the States’ (ECS) Number of Instructional Days/Hours in the School Year (August 2011). For India and China, instructional hours were taken from the World Data on Education Seventh Edition 2010-11. These reports were used because they each based instructional time on the statutes that dictate the minimum number or hours/days of instruction schools are required to provide. While these reports’ numbers may not capture the precise amount of teaching students receive, they do provide the Time in school: How does the U.S. compare? There is a perception among policymakers and the public that U.S. students spend less time in school than students in other countries. As U.S. Department of Education Secretary Arne Duncan stated at a recent Congressional hearing: "Our students today are competing against children in India and China. Those students are going to school 25 to 30 percent longer than we are. Our students, I think, are at a competitive disadvantage. I think we're doing them a disservice." But is perception reality? Do students in other countries spend more time in school than students here in the U.S.? Secretary Duncan provided data to back up his claims. But do those claims tell the whole story? This brief takes a closer look at the data to answer the question: Do U.S. students spend less time in school than students in other countries? First we’ll examine the specific claim that children in India and China spend 25 to 30 percent longer in school than students in the U.S. Then, we’ll compare the amount of instructional time states require compared to what the rest of the world requires, including high-performing countries such as Korea, Finland, and Japan. Are students in India and China required to go to school longer than U.S. students? The answer appears to be no. According to data from the OECD and the World Data on Education, students in China and India are not required to spend more time in school than most U.S. students. How do we know this? Since every state has its own time requirements for schools, it is difficult to compare the U.S. as a whole to other countries. (see box) However, time requirements typically do not vary dramatically from state to state. Most require between 175 and 180 days of school and/or between 900 and 1,000 hours of instructional time per year, depending on the grade level. Without the ability to compare instructional time as a whole for the U.S., we’ll compare instructional time in China and India to 5 states that enroll a significant portion of U.S. students—California, Florida, New York, Texas, and Massachusetts. It is also important to keep in mind that the time students spend in school varies by grade level. In most countries, younger children receive fewer instructional hours than students in higher grades. That is the case in India and China as well. In India, schools are open 200 days a year for grades 1-5, for a total of 800 instructional hours per year, compared to 220 days and 1,000 instructional hours in grades 6-8 (World Data on Education). This could be the source of Secretary Duncan’s assertion: 220 days is nearly 25 percent more than the typical 180 days students attend school in the U.S. But this does not mean they are receiving 25 percent more instruction because the total actual instructional hours are quite similar. For example, India’s 800 instructional hours at the elementary school level is actually less than what is required at the elementary level in California (840 hours), Florida (900 hours in grades 4-6), New York (900 hours), Texas (1,260 hours1), and Massachusetts (900 hours). As a matter of fact, just 8 states2 require fewer than 800 12/28/11 2:38 PMTime in school: How does the U.S. compare? Page 2 of 4http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare?css=print best apples-to-apples comparison of how much instructional time countries expect all of their students to receive. TIMSS is one of the few reports that does compare countries’ actual teaching time, even though it does not include all developed countries mentioned in this report. To see how much math instruction U.S. students receive compared to other countries, check out this data. hours of instructional time. Even in most of those states, the reduced hours only apply to grades 1 through 3. Interestingly, fewer hours do not seem to relate to student performance. Elementary students in half of these states perform above the national average3, while in the other half elementary students score below the national average. The 1,000 instructional hours India requires in grades 6-8 (middle school) is similar to the requirement in most states. According to the Education Commission of the States (ECS), 35 states4 require at least 990 hours of instruction at the middle school level, including Texas (1260 hours5), New York (990 hours) and Massachusetts (990 hours). Even though middle school students in India attend nearly 25 percent more days of school per year than U.S. students, they are not required to receive more hours of instruction. Determining required school time in China is not so straightforward. The data is not clear about the number of days students in China attend school, as that varies by region. However, we used multiple sources to estimate the number of hours per year students in China attended school. According to the OECD, the number of weeks of instruction in China is 35 compared to the U.S.’s 36 weeks. Some Chinese students attend school six days a week, so even though the U.S. has more instructional weeks Chinese students could be attending school nearly 20 percent more days per year. Students in China may attend more days of school each year, but the key question is, are they receiving more hours of instruction? To find the answer, we combined data from the World Data on Education-- which provided the number of courses per week schools are expected to offer—with data from OECD on weeks of instruction to determine total instructional hours per year. The data shows that Chinese students in primary grades (grades 1-5) take 34 courses per week at 45 minutes6 apiece. This equates to nearly 900 hours of instruction per year, which is similar to or less than many U.S. states, including Florida, New York, Texas, and Massachusetts. At the middle school level (grades 6-8), Chinese students attend just under 1,000 hours of school per year, a figure similar to that of most U.S. states. Just as with India, the data shows that Chinese students are not required to receive 25 to 30 percent more in-school instruction per year than U.S. students. Do other countries require more instructional hours for students than the U.S.? China and India are important comparisons, but other countries could provide even greater insight into whether U.S. students are spending as much time in school, particularly countries that typically score high on international assessments, such as Korea, Japan, Finland, and Canada, as well as economic competitors such as England, France, Germany, and Italy. The data set that allows us to do this comes from the OECD. It does not include the number of school days, but looks directly at required instructional hours. According to the OECD, the hours of compulsory instruction per year in these countries range from 608 hours in Finland (a top performer) to 926 hours in France (average) at the elementary level, compared to the over 900 hours required in California, New York, Texas, and Massachusetts. Of particular note, no state requires as few hours as Finland, even though Finland scores near the top of nearly every international assessment. As a matter of fact, Vermont – a high- performing state7 -- requires the fewest number of hours (700 hours) for its elementary students (grades 1-2) than any other state, and it still requires more than Finland. Vermont’s requirement is also more than the 612 hours high-achieving Korea requires of its early elementary students. Moreover, all but 5 states require more hours of instruction at the early elementary school level than the OECD countries8 average of 759 hours. At the middle school level, total hours of instruction range from 777 hours in Finland (a top performer) to 1001 in Italy (an average performer). Three of our 5 large states, New York (990 hours), Texas (1,260 hours), and Massachusetts (990 hours) would rank near the top of all industrialized nations in number of hours required. California and Florida would rank near the middle at 900 hours but still above the OECD average of 886 hours. It should be noted that even at the middle school level, countries like Japan and Korea require fewer hours (868 and 867 respectively) than most U.S. states. So by the 8th grade, students in most U.S. states have been required to receive more hours of instruction than students in most industrialized countries, including high-performing Finland, Japan, and Korea. In most countries, there is a significant increase in the time students are required to be in school at the high school level. 12/28/11 2:38 PMTime in school: How does the U.S. compare? Page 3 of 4http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare?css=print In the U.S., most states require the same number of hours in high school as in middle school. Just as they did at middle school level, Finland (856 hours) and Italy (1,089 hours) required the fewest and most hours of instruction respectively. Italy’s 1,089 hours surpasses all but 2 out of our 5 selected states. Texas requires 1,260 hours of instruction at the high school level, while California requires 1,080 hours. Korea requires 1,020 hours of instruction at the high school level. Nearly half (22) the states require more instructional hours than Korea. Moreover, the vast majority of states (42) require more hours of instruction than the OECD average of 902 hours. Again, there’s no evidence that students in other countries are required to receive more instruction than students in the United States. Are U.S. students receiving less instruction? The data clearly shows that most U.S. schools require at least as much or more instructional time as other countries, even high-performing countries like Finland, Japan, and Korea. It is important to keep in mind, however, that these comparisons are based on required minimums. It’s possible that certain schools in these countries and states do provide more time for instruction. Furthermore, students in countries like China, India, Japan, and Korea have a tradition of receiving additional instruction through non-formal schooling such as tutoring and night schools, especially at the high school level, which could also have an impact. However, the point should not be lost: the U.S. does not require schools to provide less instructional time than other countries. Basing policy decisions on this false perception alone could be costly and provide no clear benefits. Providing extra time is only useful if that time is used wisely. As the Center’s report Making Time found, the relationship between time and student learning is not about the amount of time spent in school. Rather, it is how effectively that time is used. And this report has also shown that there is no relationship between simply requiring more time and increased achievement. The data shows that a number of countries that require fewer hours of instruction outperform the U.S., while the U.S. performs as well as or better than some other countries that require more hours of instruction. Providing additional time can be an effective tool for improving student outcomes, but how that time is used is most important. Before policymakers and education leaders decide to increase the time students spend in school, they should first consider these things from the Making Time report: Determine how effectively school time is currently being used. For instance, states that are considering increasing instructional time should examine their academic standards along with all other requirements schools are expected to provide to determine whether they currently require enough school time to meet them. Explore scheduling alternatives that use existing time. For example, school districts could consider implementing a year-round calendar with the standard 180 days as a way to offset summer learning loss. If considering block scheduling, look at the research. Block scheduling is intended to increase time on task, but the research results are mixed, with the 4X4 block producing the least gains. However, block scheduling can also provide time for teachers’ professional development or pull-out time for struggling students. Low-cost options, like four-day weeks, can prove beneficial to achievement as well. The research isn’t definitive, but some districts that have tried this are seeing unintended benefits in the form of higher test scores, decreased disciplinary problems, greater collaboration among teachers, and higher morale. Logistics can be challenging, but are solvable. In considering any change to school schedules, the biggest hurdle will often be logistics. Cost and child care (for instance, in moving to a year-round schedule) can be two of the biggest hurdles. Look at school success stories like this one to see how some school districts addressed these concerns. 1Includes recess and lunch 2Out of the 47 states that reported plus the District of Columbia (Alaska, Arizona, Florida, Illinois, Montana, & New Jersey) 3Based on 2011 NAEP 4th grade reading scale scores. 4Out of the 47 states that reported plus the District of Columbia 5Includes recess and lunch 12/28/11 2:38 PMTime in school: How does the U.S. compare? Page 4 of 4http://www.centerforpubliceducation.org/Main-Menu/Organizing-a-school/Time-in-school-How-does-the-US-compare?css=print 6Each period is 45 minutes according to the World Data on Education, 7th edition- China 7According to National Assessment of Education Progress (NAEP) 8The average of all OECD countries with reported instructional time. The OECD average is an estimate of all industrialized countries. Published December 2011. Copyright Center for Public Education. This piece was written and researched by Jim Hull, Center for Public Education's Senior Policy Analyst, and Mandy Newport, Policy Intern. Add Your Comments Display name as (required): Comments (max 2000 characters): Comments: 2 Please add citations. Guest at 12/9/2011 9:13:19 AM It is interesting to see that the country performing the best (Finland) has the least instructional time. We can learn from this. Interested at 12/9/2011 3:48:09 PM 12/28/11 1:49 PMBenefits of Longer School Day, Longer School Year Do Not Add Up Page 1 of 2http://www.carolinajournal.com/opinions/display_story.html?id=5703 More |0 News and Opinion Research Resources Related Sites Carolina Journal Info Carolina Beat Benefits of Longer School Day, Longer School Year Do Not Add Up By Dr. Terry Stoops Oct. 8th, 2009 RALEIGH -- North Carolina law requires children to attend school a minimum of 180 days each year, with at least 1,000 hours of instruction covering at least nine calendar months. For years, state education leaders, school officials, and public school advocacy groups have urged the North Carolina legislature to raise these minimum requirements, thereby extending the school day and year. Our state is not alone. Michael Van Beek of the Mackinac Center for Public Policy recently noted that education leaders in Michigan have been campaigning to lengthen the school day for public schools throughout the Great Lake State. The idea to add hours and days to the school calendar has also received the blessing of President Obama and U.S. Secretary of Education Arne Duncan. The American Recovery and Reinvestment Act (ARRA) and televised speeches aside, it is the Obama administration's first meaningful education reform proposal of the post-No Child Left Behind (NCLB) era. If you think NCLB, ARRA, and the rest of the alphabet soup represent federal government intrusion in a state and local enterprise, you should know that there is much more Washington coming to a public school near you. Proponents of school calendar changes reason that additional learning time will ensure that struggling students do not fall behind in reading, math, and science. They point out that many other nations, including most of the top performers on international tests, have longer school years than public school districts in the United States. Theoretically, the additional time gives students in other nations a competitive advantage over their counterparts in the United States. While it is true that many high-performing nations spend more than 180 days in the classroom, those students often receive fewer hours of formal instructional per year than students in the United States receive. According to a recent Associated Press article: "Kids in the U.S. spend more hours in school (1,146 instructional hours per year) than do kids in the Asian countries that persistently outscore the U.S. on math and science tests -- Singapore (903), Taiwan (1,050), Japan (1,005), and Hong Kong (1,013). That is despite the fact that Taiwan, Japan, and Hong Kong have longer school years (190 to 201 days) than does the U.S. (180 days)." Leave it to the AP to then claim, "Regardless, there is a strong case for adding time to the school day." 12/28/11 1:49 PMBenefits of Longer School Day, Longer School Year Do Not Add Up Page 2 of 2http://www.carolinajournal.com/opinions/display_story.html?id=5703 There may be a strong case for adding time to the school day and year for struggling students who could benefit from high-quality supplemental instruction. Yet, it does not follow that a universal change in the school calendar would boost the performance of every student or even most students. In fact, some students may receive considerable academic or occupational advantages from a shorter school day and year. Why not give parents the option to send their child to a school with an alternative schedule, which may include longer or shorter days, if parents believe it to be in the best interest of their child's education? Research suggests that student achievement is dependent on the quality of instruction, not the length of the school day. The reason is simple. Extending the school calendar without making improvements to the curriculum and teacher quality would simply subject students to additional hours of unproductive instruction. Indeed, high-performing countries are successful because they employ strong leaders, focus on measurable results, and maintain very high expectations for all teachers, parents, and students. Our public schools should focus on the same. Extending the school day and year is also an expensive proposition. The Expanded Learning Time Initiative in Massachusetts increases instructional time by as much as 30 percent and comes with a price tag of an additional $1,300 per student per year. In my 2007 John Locke Foundation Spotlight report titled "Better Instruction, Not More Time," I calculated that, at the Massachusetts funding level, it would cost taxpayers an additional $656,500 yearly to implement a longer school day at a typical North Carolina elementary school. A modest pilot program at five of North Carolina's 1,800 elementary schools would cost nearly $3.3 million per year. This estimate does not include the increased energy costs required to cool an otherwise vacant school building during the summer or the increased maintenance costs required to keep the building operational for additional weeks or months. The bottom line on extending the school day and year is straightforward: The federal government and media have no business promoting it, most students would not benefit from it, and our state cannot afford it. Terry Stoops is education policy analyst at the John Locke Foundation in Raleigh. ©2011 John Locke Foundation, 200 West Morgan St., Raleigh, NC 27601, Voice: (919) 828-3876 DesignHammer, a Raleigh, Durham web design company ~ Building Smarter websites Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: Finance Meeting Date: January 9, 2012 Staff Contact: Debbie Piper Workshop Finance Director Subject: Discussion of the Quarterly Financial “Dashboard” report for the quarter ended November 30, 2011 EXECUTIVE SUMMARY The 1st quarter “Dashboard” report for the FY 2011-2012 is attached. Our goal is to have a concise and easy to understand document regarding the financials of our Academy operating fund – General Fund. The remaining funds are grant funds related to federal, state and local funds with specific requirements as to the expenditures. The columns represent: (1) Adopted Budget with (2) a 3 month YTD calculated column and (3) the “Actual YTD” as of 11/30/2011. This actual number is compared to the calculated column (2) giving you the (4) percentage variances. A summary is presented at the bottom of the page indicating the net revenues over (under) expenditures along with the projected ending fund balance for the Adopted Budget and the Actual YTD. The operating days remaining in Fund Balance have been calculated using operating expenditures. Please note the “Analysis” is color coded and corresponds to the specific line-item on the “Dashboard” report. All “cautionary” and “critical” items are detailed with explanations of the variances. Beside each major category or function on the analysis report, you will find a number that reflects the exact variance in that function/line-item that corresponds to the percentage on the “Dashboard”. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding FISCAL IMPACT Page 2 of 2 Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS No action required ATTACHMENTS: To be provided under separate cover:  Quarterly Financial Dashboard – Quarter Ended 11/30/11  Analysis of Dashboard for Quarter Ended 11/30/11 DISCUSSION ITEMS a. Presentation of the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. (20 min) b. Discussion of Westlake Academy Financial Forecast, Enrollment, and Facilities’ Needs. (1 hour) c. Discussion of Governance as illustrated in Dr. Brian Carpenter’s Charter School Board University: An Introduction to Effective Charter School Governance; Chapters 26-27. (15 min) Westlake Academy Item # 5 –   Discussion Items  Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: Finance Meeting Date: January 9, 2012 Staff Contact: Debbie Piper Workshop and Consent Finance Director Subject: Presentation and approval of resolution approving the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. EXECUTIVE SUMMARY Pattillo, Brown & Hill, CPAs have completed the Westlake Academy 2010-2011 annual financial audit report. As in prior years, we again had no “Findings”, reportable conditions nor material weaknesses to be reported to TEA. Findings are items required by TEA to be reported regarding TEA compliance, large variances in budget vs. actual balances, etc. TEA doesn’t necessarily look upon these as bad (they require an explanation of all “Findings” and review in subsequent years), but it certainly looks good for the Academy not to have any for the current year. Please review the Management Discussion and Analysis document included in the audit report for statistical information and Academy achievements during the year ended August 31, 2011. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding FISCAL IMPACT Funded Not Funded N/A Total payment for the FY 2010-2011 annual audit was $12,500 which was incorporated in FY 2011-12 Academy budget. Page 2 of 2 RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of the resolution approving the FY 2010-2011 annual audit as submitted. ATTACHMENTS: Resolution FY 2010-2011 “Draft” Audit to be delivered under separate cover Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: January 9, 2012 Staff Contact: Tom Brymer, Discussion Superintendent Subject: Discussion of Westlake Academy Financial Forecast, Enrollment, and Facilities’ Needs EXECUTIVE SUMMARY This agenda item is a follow-up to Board discussion and information on this topic presented by Staff at the December 5, 2011 Workshop. At that meeting, the Board requested additional information that is addressed in the attached report. As a part of the Council’s 2010 evaluation of the Superintendent, a performance goal for that position was established to create a long range facility plan for Westlake Academy. This was driven by the fact that the Board had approved moving forward with an expanded block schedule for the secondary grades which required additional students. These additional students were necessary to populate the desired new courses that would be offered which, in turn, required additional teachers and the use of portable buildings. Use of portable buildings increased the Board’s desire to have a long range plan for permanent campus facilities. The Superintendent applied for a grant from the Hudson Foundation to hire a professional school facility planner. The Town used this grant award to retain the services of Project Management Services, Inc., led by Mr. Peter Hayes, a firm that has performed facility planning for several Texas charter schools. Mr. Hayes presented his report to the Board at their March 12, 2011 workshop. The report identified the need for $13-15 million in campus facilities. Further, the report contained recommendations on self-funding of these facilities via a large enrollment increase. Board direction at that time was to schedule time at the Board’s annual planning retreat for further discussion of what we now call the “Hayes Report”. At the Board’s May 20, 2011 planning retreat, the Hayes Report was reviewed in greater detail with the various projects in it broken down into capital projects and included in a draft of the Town’s five (5) year Capital Improvement Plan. This was done so that the debt issuance required to implement Hayes’ recommendations could be examined in conjunction with all Town capital project requirements over this period. At this planning retreat, the Board’s direction to Staff was to examine the feasibility of a more phased, incremental approach, as opposed to the approach for facility construction recommended by the Hayes Report (which requires a large enrollment increase to fund the facilities identified which would be constructed at one time). During the Board’s June 9, 2011 budget workshop on the WA 2011-12 Budget, the Board gave direction to have further Board discussion of this topic at an upcoming workshop. This item was on the Board’s September 12, 2011 workshop agenda where additional incremental options were presented by the Staff for Board discussion. At this workshop, the Board requested some additional options be examined and brought back to them for further discussion at a future workshop. Following the September 12, 2011 Board Page 2 of 2 workshop, Staff had numerous planning sessions, including one all-day session, to examine the campus facility needs, the Hayes Report recommendations, the phased options presented on September 12th, as well as the additional options the Board requested at that time. At the December 5, 2011 Board Workshop, per the Board’s request in September, the Staff presented another report that identified other options that might be viable. In that report, each option, whether new or previously identified, was been discussed and examined by Staff within the following context: 1.) Does the option advance WA’s vision, values, and mission? 2.) Does the option achieve our Strategic Plan’s desired outcomes, thus moving us closer to our Vision, Values, and Mission? 3.) Does the option provide for the Academy’s future financial viability (without which we cannot achieve our Vision)? Presentation of the December 5, 2011 Report generated further Board questions which they requested be addressed by Staff at a future workshop. The attached report is intended to address these questions. It should be noted that, during the entire course of these discussions, the Staff has provided the Board with financial forecasts that show the Academy’s current operating deficit, and how each option contributes to removing it or making it larger, while at the same time addressing or not addressing the campus’ facilities. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding FISCAL IMPACT Funded Not Funded N/A Fiscal impacts of the various options have been identified in order to facilitate the Board’s deliberations on this subject at its workshops. Each of the options has varying financial impacts- some positive, some negative. RECOMMENDATION / ACTION REQUESTED/ OPTIONS Review the information presented followed by Board discussion and provide direction to Staff on this topic. ATTACHMENT: Report Dated January 9, 2012 entitled “Westlake Academy Expansion Options- Additional Analysis”.     January 9, 2012  Westlake Academy Expansion Options ‐ Additional Analysis       Report Contributors  Tom Brymer – Town  Manager/Superintendent  Clint Calzini – Secondary Principal  Rod Harding – Primary Principal  Ben Nibarger – Administrative Coordinator  Page 3 of 15    Contents Timeline to Date ..................................................................................................................................... 4  Background and Introduction ................................................................................................................ 5  December Workshop Discussion ....................................................................................................... 6  Instructional / Educational Requirements ............................................................................................. 6  Student Recruitment/Student Demand ............................................................................................. 7  Waiting List Analysis.............................................................................................................................. 7  Stakeholder Surveys .............................................................................................................................. 8  Marketing Campaign Analysis ............................................................................................................... 9  Faculty Recruitment ........................................................................................................................... 9  Legal Requirements ............................................................................................................................. 11  Charter Amendment ........................................................................................................................ 11  Financial Analysis ................................................................................................................................. 11  Tax Rate Analysis .............................................................................................................................. 12  Financing and Implications for Property Tax ...................................................................................... 13  Conclusion ............................................................................................... Error! Bookmark not defined.    Tables & Figures Table 1 – Estimated Construction and Debt Service Costs for WA Purpose‐Built Facilities ................ 13  Table 2 – Projected Ad Valorem Tax Impact by Westlake Neighborhood ........................................... 14  Table 3 ‐ Projected Ad Valorem Tax Impact by Assessed Value .......................................................... 14  Table 4 – Overlapping Taxing Jurisdiction Ad Valorem Rates .............................................................. 15     Figure 1 ‐ Westlake Academy Lottery Applications Received ................................................................ 7  Figure 2 ‐ FY 2011‐12 Waiting List ......................................................................................................... 8  Figure 3 ‐ Enrollment Requirements ‐ Break Even ............................................................................... 12  Figure 4 ‐ Enrollment Requirements ‐ Match Status Quo ................................................................... 12    Page 4 of 15    Timeline to Date  June 2010 BOT Budget Retreat‐ set class size at target of twenty (20) students per section for  the 2010‐11 school year; total K‐12 enrollment that school year was 530.   2010‐11 School Year‐ implemented Phase 1 of block schedule for secondary grades.   2011‐12 School Year‐ implemented Phase 2 of block schedule for secondary grades adding  approximately 100 students to allow for additional secondary course offerings and teachers;  bringing total K‐12 enrollment to approximately 620 students.   March 10, 2011 Board Workshop‐   Peter Hayes of Project Management Services presented a  plan to the Board to increase student enrollment to approximately 1,200 and add $14.4 million  in improvements.  Hayes also presented phased options that lengthened construction from 1 to  2 years and on‐boarding from 2 to 3 years; he stated that these options were less desirable due  to the significant differences in positive cash flow.  The Board agreed to discuss the “Hayes Plan”  further at a future planning retreat.   Staff presented the Board with financial forecasts based on  various levels of State reductions in public education funding.   April 4, 2011 Board Workshop‐ Staff reviewed latest information on proposed State funding  reductions for next biennium.  Board directed staff to maintain class sizes at twenty (20)  students per section for FY 2011‐12.   June 2011‐ The State of Texas confirmed reduced public education funding for Westlake  Academy of approximately 5% in FY11‐12 and 8% in FY 12‐13.   June 9, 2011 Board Budget Retreat‐ staff presented an updated draft budget for FY 11‐12  (based on State reductions). Consideration given to increasing student enrollment to twenty  (22) students per section, as well as further implementation of additional secondary course  offerings via expanded block scheduling.   August 12, 2011 Town Council Budget Retreat‐ Staff presented a Five Year CIP that included the  facilities proposed by Peter Hayes; Town Council asked staff to prepare additional phased  options and targeted growth models (DP expansion/marketing) for future Council/BOT  discussion.   September 12, 2011 Board Workshop – Staff presented the Board with a follow‐up report and  analysis on various phased approaches to facility improvements and scheduled BOT discussion  for November of 2011.    December 5, 2011 Board Workshop – Staff presented the Board with a follow‐up report and  analysis on additional options for facility improvements with a recommendation for Option 2A.   At this meeting, the Board requested additional analysis on a number of questions; the purpose  of this report is to provide the requested analysis and answers to some of the questions raised.  Page 5 of 15    Background and Introduction At the December 5, 2011 Board of Trustees meeting the Westlake Academy Leadership Team (WALT)  provided a report regarding the current status of the Academy’s level of success as determined through  a self‐assessment rubric directly related to the Academy’s Strategic Plan Desired Outcomes as well as its  Vision, Value and Mission.  The report provided insight into the Academy’s current ability to accomplish  its mission and vision.  Approximately 15 options were discussed and viewed through the lens of the  Academy’s Strategic Plan.  Of the 15 options, only four are able to accomplish all five desired  outcomes.     Option 2A will provide purpose‐built educational and extra‐curricular facilities that are long‐ term, permanent physical assets as well as a strong fund balance for on‐going maintenance and  improvements.  This is the option staff has recommended for implementation.   Options 7B and 11 will build a Cafetorium (combination gym and dining hall) for the primary  year’s grades and populate the campus with additional portable buildings; however, cash‐flow is  insufficient to provide for a long‐term permanent facility solution.     Option 9 will increase the number of students in each classroom in the existing secondary  grades facilities however; even after the installation of new space saving furniture, the physical  limitations in those current facilities will make it difficult to properly implement the IB  Curriculum due to overcrowding in the classrooms.    The four options that are able to accomplish the Academy’s five desired outcomes require an increase in  class sizes in the secondary program as well as an expansion of the number of sections throughout the  school.  The question was posed, “if we are going to end up at the same destination, (i.e. larger class  sizes and increased number of sections) which option present s the greatest benefit to the students?”    Review and analysis of these options presents several methods for accomplishing the Academy’s  strategic desired outcomes which are: high student achievement, effective educators and staff, student  engagement and extra‐curricular activities, strong parent and community connections, and financial  stewardship and sustainability.  Based upon extensive discussion and analysis, it is the recommendation of Westlake Academy’s  Administrative team to implement Option 2A.  This recommendation is based on the analysis leading to  the conclusion that this option gives the students and faculty of Westlake Academy the best opportunity  to achieve our stated vision and mission in a manner that best reflects our stated values.  We believe  that this option addresses our most pressing concerns, both for the long‐term future of Westlake  Academy as well as the short‐term desire to improve from “good” to “great”.  The key advantages of  this option that have led Staff to this conclusion are as follows:   Fiscal responsibility leading to long‐term financial security for the school   Increased and improved opportunities for our students at all levels of the IB program   Opportunity to enhance the school’s level of engagement with the community   Lasting purpose‐built educational facilities that are permanent physical assets  Page 6 of 15    December Workshop Discussion During the December 5th workshop, there were three principle questions asked by the Board of  Trustees.  First, “if we build it, will they (the students) come?” Second, “Do we have an obligation to  better serve and maximize our position?” Third, “is growth of the school the way to resolve our current  issues?”  From these questions a number of additional concerns were identified:   What is the impact to Westlake residents if approximately $15 million in debt is issued to build  the additional facilities and the additional students needed to fund this debt service do not  come to the school? (worst‐case)   Are we marketing and promoting the Academy properly?  What additional marketing can be  done?   Will the new facilities bring new residents to Westlake?   What is the process for amending the charter?   What do the stakeholders want?     Can we recruit the number of quality staff and teachers necessary?  Per direction from the Board, this report will address the logistical‐related concerns listed above. Page 7 of 15    Instructional / Educational Requirements In order to meet the financial requirement of long‐term fiscal stability, each of the four viable options  relies on the addition of staff and students.   This section will provide a historical view of the  recruitment of students and faculty and an analysis of the current waiting list developed in the FY  11/12 lottery.  In turn, this analysis will assist in answering questions raised at the December Board  work shop that relate to determining the demand for the type of education Westlake Academy offers  as well as the feasibility of recruiting the numbers of additional teachers these options require.  Student Recruitment/Student Demand Historically, Westlake Academy has received between 746 to 1,265 lottery applications each year.  The  number of lottery applications provides a clear picture of the demand for services provided by Westlake  Academy.  These applicants are individuals who have discovered Westlake Academy through their own  research and word of mouth recommendations.  Currently, the only advertising related to student  recruitment conducted by Westlake Academy is placement of a State mandated notification in the local  newspaper (Times Register) each year.  Presently, the Academy does not undertake any additional  marketing or advertising beyond what is required by the State for the purpose of making prospective  students and parents aware of the programs being offered or successes that the Academy has achieved.  Figure 1 ‐ Westlake Academy Lottery Applications Received    Waiting List Analysis As figure 1 illustrates, on average, with the exception of FY 10‐11, the Academy receives more than  double the number of applicants required to meet the planned enrollment for any given year.  Based  upon the current waiting list (Figure 2), we can see that the number of students needed to expand could  be met with the existing wait list in all grades with the exceptions of G7 and G10.  With three to four  years to further develop the marketing and recruitment of students, Westlake Academy should be able  to approach a waiting list similar in size to North Hills Preparatory (currently 2,900 students, close to  three times our waiting list).  FY 04‐05FY 05‐06FY 06‐07FY 07‐08FY 08‐09FY 09‐10FY 10‐11FY 11‐12 # of Applicants 7468451021124112658447051027 Enrollment 264324346379417491530620 0 200 400 600 800 1000 1200 1400 # of Lottery Applicants Page 8 of 15    Figure 2 ‐ FY 2011‐12 Waiting List    Stakeholder Surveys While the waiting list analysis above provides some indication of the level of demand for the current  level of services provided by the Academy, it is only a partial answer to the question, “if we build it, will  they come”.  In order to evaluate the impact of proposed changes to the facilities and curriculum on  demand, staff plans to survey parents of students on the current wait list as well as a sampling of non‐ wait list parents from our secondary boundaries.    The first proposed survey is intended to better  understand why parents are participating in the Westlake Academy lottery process; this survey will be  distributed to those individuals who have participated in a Westlake Academy lottery.  It will ask  questions about why students are interested in attending Westlake Academy.  The survey will also  measure their familiarity with the International Baccalaureate program (See Appendix A to view a copy  of the survey instrument).   The second survey is designed to measure the level of awareness of our program in our secondary  boundaries and to help identify potential candidates that may be interested in attending Westlake  Academy.  This survey will focus on gaining an understanding of how Westlake Academy is viewed in the  community, gauge their interest in attending Westlake Academy if the expansion were to occur, as well  as measure their familiarity with the International Baccalaureate program (See Appendix B to view a  copy of the survey instrument).   Staff has submitted open records requests for the student directory  information from our secondary boundary Independent School Districts.   We also have the results of three (3) years of parents’ surveys to help us understand the primary reason  why our current parents chose Westlake Academy for their child’s education.  KGG1G2G3G4G5G6G7G8G9G10G11 Siblings 131178151002100 2011‐12 Waiting List 2261421169495875930435112 Expansion Students 60606060606040404040400 0 75 150 225 0 75 150 225 FY 2011‐12 Waiting List Page 9 of 15    Marketing Campaign/Analysis As was stated at the December Board meeting, regardless of the decision to enlarge the school’s  enrollment and add facilities, expansion of the Academy’s marketing efforts is something that both the  Board and staff agree needs to occur.  Except for the State required advertisement for the lottery  process and some occasional presentations to community groups such as our local chamber of  Commerce and realtor groups, no student recruitment efforts are underway.  To this end, the Board also expressed interest in ascertaining what means other charter schools utilized  to determine student and parent interest in, and thus demand for, a particular school.  Certainly this is  highly important analysis to have when beginning a school.  However, since Westlake Academy is no  longer a start‐up school, staff endeavored to find out what other schools did to determine interest and  demand when they were considering expansion.  So far, staff has identified several recruitment methods utilized by a well‐known local charter school  organization that may be of benefit to Westlake Academy. These methods include:   Hold meetings in area churches   Outreach presentations to civic and community groups (Kiwanis, Rotary, Chambers of  Commerce, etc)      Demographic analysis (utilizing Policy Map‐ see www.policymap.com)    Following the December Board meeting, Staff met with a marketing consultant to begin work on a  marketing campaign for the Academy.  Staff has already created a prospectus for parents and students  interested in Westlake Academy and will continue to develop marketing materials designed to support  the overall plan.    Faculty Recruitment In the past three years, only two teachers have voluntarily separated from the Academy for reasons  other than spouse or family relocation, retirement or graduate school; neither indicated compensation  as the reason for leaving.  When looking at our teacher compensation in light of the fact that a.) the  teacher job market we compete in is the highest paying public school district (ISD) market in the State  (Per Board direction, Westlake Academy’s fiscal policies include language that states we will target our  teacher salary ranges to be within 3% of the local public school (ISD) market)  and b.) We also pay  international teachers an annual stipend over our pay scale rate, it is reasonable to conclude that  compensation has a positive impact on our teacher recruitment and retention.   We have competed well  in this arena in the past and, unless policy or resources change, we can reasonably assume we will  continue to be competitive in faculty recruitment with our current compensation system, policies, and  practices.      Page 10 of 15    In terms of the “pools” from which we recruit teachers there are three (3).  The local market which is usually, but not always, comprised of Americans with public school  experience.  However, when recruiting in this pool we give preference to those Americans with prior IB  teaching experience.  If they have prior IB teaching experience, this can mean that these teacher  candidates have taught overseas.  However, it usually means they have taught at a U.S. school (public or  private, but usually public) that offers the IB curriculum.  The means by which we have recruited out of  this pool has been the local newspaper, the Academy’s web site, word of mouth, the Texas Charter  Schools Association web site, the IB web site, and the Council of International Schools’ web site.  The international education arena has candidates who not only have IB teaching experience, but have it  from an international education perspective.  These candidates are mostly from overseas, but  occasionally are here due to their spouse’s employment and thus become available for employment at  Westlake Academy.   They almost never have any U.S. public education exposure or experience, so  teaching at a charter school, even one that features the IB curriculum like Westlake Academy, is a new  experience for them.  Overseas recruitment lends itself to hiring married couples as many of the schools  they have been teaching at encourage this practice in order to hold down their housing costs (i.e. many  international schools pay all or some portion of housing cost or actually provide housing for their  faculty).  The means of recruitment for candidates in this pool are similar to the first one.  That is, the  Academy’s web site, word of mouth, the Texas Charter Schools Association web site, the IB web site,  and the Council of International Schools’ web site. In addition to these means we have historically used,  this school year we have expanded our efforts in this recruitment pool to include attending two (2) job  fairs which target international teachers interested in working in the United States.  We have also put  together printed marketing materials targeting this recruitment pool.  Long‐term substitutes make up the third recruitment pool.  It is the smallest, but it can yield strong  teacher candidates as well.  This pool consists of individuals that have served as our long term  substitutes, or completed their time as one of our student teachers (and are graduating college), or  someone who has completed our new teacher intern program.  These candidates are usually  Americans.  The advantage of this pool is the ability it gives us to observe first‐hand how these  candidates perform in the classroom on a regular basis over an extended period of time.  It also gives us  the ability to mold and develop these individuals to teach in a manner consistent with Westlake  Academy’s specific vision, values, and mission.  Student teachers are recruited from relationships we  have formed with the Colleges of Education of various universities.  The teacher intern program is new  this year and holds much promise.  The intern program targets both recent college graduates with  teaching degrees as well as mid‐career professionals  that wish to learn the entire IB curriculum over a  full school year and to teach in that curriculum.  Depending on which option is selected, between 0 and 44 teachers will need to be recruited.  The types  of teachers (primary or secondary) and time frame for on‐boarding will also vary by option.  Staff believes that by a.) Utilizing the current recruitment techniques in these three recruitment pools  as well as the more proactive approach on international recruitment described above and, b.)  Page 11 of 15    Retaining the compensation policy and practice we have had in place (including international  stipends), that we will be able to successfully recruit the number of teachers necessary to implement  the recommended enrollment expansion option (2A).  Legal Requirements Westlake Academy operates under a charter from the State of Texas via the Texas Education Agency  (the TEA, our charter authorizer).  The charter is a guiding document that both provides and limits our  operating authority.  Currently Westlake Academy is chartered to have a maximum enrollment of 800  students in a K – 12 campus; any proposed changes to maximum enrollment must undergo a charter  amendment process.  The application period for TEA to consider this type of charter amendment only  occurs once annually in February.  Thus, for us to move forward on this from a legal and regulatory  perspective to keep our options open, it would be prudent to submit this charter amendment  application to TEA at this time (prior to February 2012).  Charter Amendment At the December Board workshop, the Board expressed a consensus to pursue this charter amendment  in order to preserve all options for us.  The Academy’s education‐related legal counsel has been advised  of the Board’s desire to move forward on this front and is preparing this amendment for the Board’s  consideration at its January 9, 2012 regular meeting.  The proposed amendment, if approved by the  Board and TEA, would expand the Academy’s enrollment to 1,450 students.  Financial Analysis During the December Board workshop, staff was requested to provide analysis regarding the  enrollment requirements which would illustrate two scenarios.  The first scenario provides a break even analysis or the minimum number of students necessary to  completely cover the costs associated with the expansion.  Westlake Academy would need to populate  90.08% the first year (approximately 1,135 students), and maintain just over a 96% enrollment  (approximately 1,215 students) in the future years to break even.  In actual numbers, Westlake Academy  could have 126 empty seats in the first year and 46 each year thereafter.    Page 12 of 15    Figure 3 ‐ Enrollment Requirements ‐ Break Even    The second scenario illustrates the enrollment requirements to maintain the status quo.  In essence  this scenario provides a picture where the Academy is in no worse condition than it is currently.  This  decreases the number of students enrolled after the expansion.  Westlake academy would need to fill  88.5% of the available seats in year one, 94.72% in year two, and 93% in year three.  This number  continues to decline to the current financial outlook which requires the continued use of fund balance  to balance the budget.  Westlake Academy could have 146 empty seats in year one, 67 in year two, and  89 in year three.  Figure 4 ‐ Enrollment Requirements ‐ Match Status Quo    Tax Rate Analysis Existing Bond Debt Related to Westlake Academy.  Before covering the possible tax rate impacts of any  new debt issued to build Academy facilities, it is important to have a clear understanding of where we  are today with regard to debt issued to date to construct our current facilities.  To date, approximately  $40 million of bond indebtedness has been incurred to construct Westlake Academy’s existing physical  plant.  This debt has been a combination of Certificates of Obligation and General Obligation Bonds,  both of which are issued as tax supported debt instruments.  Some of this debt has been refinanced at  various times to take advantage of bond markets more favorable than at the time of original issuance.   90.08% 96.38%96.38% 86% 88% 90% 92% 94% 96% 98% Year 1Year 2Year 3 Enrollment Requirements ‐Break Even 88.50% 94.72% 92.99% 84% 86% 88% 90% 92% 94% 96% Year 1Year 2Year 3 Enrollment Requirements ‐Match Status Quo Page 13 of 15    While this debt was issued as tax supported debt (i.e they have a property tax pledge behind them  which allows the Town to get lower interest rates on its bond issues compared to stand‐alone charter  schools), to date the Town has not levied its now two‐year old property tax to retire this existing debt.    Instead, this debt has been retired from 4B economic development sales tax and hotel‐occupancy tax  sales tax revenue.  Considerations Related to Issuance of New Debt for Academy facilities.  The following table reflects the  facility cost data provided by Mr. Peter Hayes in April of 2011 in the Project Management Services, Inc.  Westlake Academy facilities report.  These costs form the basis on which capital costs for Westlake  Academy enrollment and facility needs are estimated.  The subsequent tax rate calculations below are  also a reflection of the original assumptions made by Peter Hayes.  Table 1 – Estimated Construction and Debt Service Costs for Westlake Academy Purpose‐Built Facilities  Building Bldg Size (sq. ft.)Total Cost Annual Debt Service High School 22,570 $5,363,908 $348,514 Middle School 19,320 $4,269,020 $277,375 Media Center 3,000 $1,007,449 $65,458 Multi‐Purpose Building 4,500 $1,627,656 $105,755 Primary School Addition 5,200 $1,383,525 $89,893 Black Box 11,500 $1,477,598 $96,005 Total 66,090 $15,129,156 $983,000 *Debt service costs are based on 30‐year Bank Qualified General Obligation Bonds at a True Interest  Rate of 4.8%.  Financing and Implications for Property Tax As has been our prior practice in previous debt issuance related to the Academy, in order to minimize  the debt issuance costs and obtain the lowest rate feasible, these proposed bonds will be both bank  qualified and backed with a property tax pledge.  However, as with previous Academy related debt  issuances, it is planned to retire these bonds with a revenue source other than a property tax levy  (although it would be State funding not sales tax as we have done up to this point).  Staff projects that  increased State funding from expanded student enrollment will be more than  sufficient to pay the annual debt service on this total debt issuance of approximately $15 million.   However, in the unlikely circumstance whereby State funding is insufficient, either due to under  enrollment or significant declines in State charter school funding, the property tax pledge would act as a  funding mechanism of last resort.    Since the Academy is not an independent unit of local government organized under the State  constitution, it does not have taxing authority.  The Town, which is a municipality, organized under the  authority of the State constitution and State statutes, owns and operates the Academy and is ultimately  responsible for all facility costs; the Town possesses taxing authority.  The following tables provide estimates of the related impact to the Town’s ad valorem tax rate if the full  cost of debt service repayment were paid via property tax.  The total amount of estimated annual debt  Page 14 of 15    service of $983,000 equates to an increase of approximately $0.104 in the current tax rate. The current  ad valorem tax rate for Westlake is $0.15684; the combined rate needed to cover the annual debt listed  above is $0.26084.  These amounts are based on the 2011 assessed value of all taxable property in  Westlake.  Future residential and commercial expansion will have a diluting effect on these rates.   Table 2 – Projected Ad Valorem Tax Impact by Westlake Neighborhood  Neighborhood *Average TAD  Value Tax Amount  (Current) Tax Amount  (WA  debt svc)Total Tax Vaquero$1,587,840 $2,490 $1,651 $4,142  Glenwyck$1,051,770 $1,650 $1,094 $2,743  Stagecoach$220,694 $346 $230 $576  WyckHill$1,016,131 $1,594 $1,057 $2,650  All Others$786,010 $1,233 $817 $2,050   *Average TAD value is reduced by the Homestead exemption amount of 20%  The Tarrant Appraisal District (TAD) is responsible for establishing the taxable value of all real property  in Tarrant County.  This value is intended to reflect an approximation of the market value; however, in  many instances it is significantly lower than actual sales prices.  Property tax values for all of Westlake  are a matter of public record and accessible on the Tarrant Appraisal District website.  The average  assessed value across all subdivisions in Westlake is $916,158.  The table below provides a full range of property values and corresponding ad valorem assessment; no  adjustment for the homestead exemption has been applied.  Table 3 ‐ Projected Ad Valorem Tax Impact by Assessed Value  If your Home's  TAD  Value Is: w/ 20%  Exemption  Tax Amount  (Current) Tax Amount  (WA  debt svc)Total Tax $200,000 $160,000 $251 $166 $417  $500,000 $400,000 $627 $416 $1,043  $1,000,000 $800,000 $1,255 $832 $2,087  $1,500,000 $1,200,000 $1,882 $1,248 $3,130  $3,000,000 $2,400,000 $3,764 $2,496 $6,260  $4,000,000 $3,200,000 $5,019 $3,328 $8,347  $5,000,000 $4,000,000 $6,274 $4,160 $10,434  $6,000,000 $4,800,000 $7,528 $4,992 $12,520  $7,000,000 $5,600,000 $8,783 $5,824 $14,607   In addition to the Town’s property tax, each property owner is assessed taxes by other jurisdictions  depending on the property’s geographic location.  Under the current funding mechanism, public charter  schools receive a proportional amount of the funds collected from each school district based on the  charter school’s sources of enrollment.  i.e. the State allocates a portion of Keller’s per student funding  for each Westlake Academy student who would normally attend a school in Keller.  The funding amount  is equivalent to the O&M portion of the ISD’s tax rate only; the Academy does not receive State facility  funding.  The following table illustrates the overlapping jurisdictional tax rates within Westlake.  The tax  amounts are based on an assessed value of $250,000.  Page 15 of 15    Table 4 – Overlapping Taxing Jurisdiction Ad Valorem Rates  Overlapping Taxing  Jurisdiction Ad Valorem  Tax Rate Tax Amount  per $250k Carroll  ISD$1.4150 $3,538  Northwest ISD$1.3750 $3,438  Keller ISD$1.5306 $3,827  Tarrant County$0.2640 $660  Tarrant County Hospital$0.227897 $570  Tarrant County College$0.13764 $344  Denton County$0.274 $685  Conclusion Recommendations regarding enrollment increases and new facilities are referenced on page five (5) of  this report.  These options are detailed in the December 5, 2011 Expansion Options Report; the exhibits  from that report have been included for easy reference.  The timeline for a Board decision depends on  which option (if any) and which implementation method (condensed or standard schedule) is selected  by the Board.  Regarding the topics covered in this report, again, these were directed by the Board to be  examined by Staff.  Those questions were:   What is the impact to Westlake residents if approximately $15 million in debt is issued to build  the additional facilities and the additional students needed to fund this debt service do not  come to the school? (worst‐case)   Are we marketing and promoting the Academy properly?  What additional marketing can be  done?   Will the new facilities bring new residents to Westlake?   What is the process for amending the charter?   What do the stakeholders want?     Can we recruit the number of quality staff and teachers necessary?  Each of these concerns has been addressed by this report. As discussed, staff will continue to develop  marketing materials, refine the recruitment process and conduct parent surveys.  These steps will be  beneficial to the organization regardless of whether or not an expansion plan is implemented.  Staff stands ready to answer any inquiries about their responses to these questions or to act on any  additional direction the Board gives.    Su m m a r y  of  Ex p a n s i o n  Op t i o n s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 18 19 22 23 24 25 26 27 28 29 30 A B C E G I J K L M N O P T U V W X Y Z A A A B A C De s c r i p t i o n To t a l  # of   St u d e n t s To t a l  # of   Te a c h e r  FT E s To t a l  # of  St a f f   FT E s Av g .  # of  Pr i m a r y   St u d e n t s  pe r  Cl a s s Av g .  # of   Se c o n d a r y   St u d e n t s  pe r  Cl a s s Ti m e  to   Co m p l e t i o n FF E  & Se t u p   Co s t s D e s i g n  Co s t s Ca p i t a l  Co n s t r u c t i o n   Co s t s De b t  Se r v i c e  &  Le a s e  Co s t s # of   Po r t a b l e   Bu i l d i n g s Fa c i l i t y  Size  Sq / F t Ending Fund Balance FY 11/12Ending Fund Balance  FY 12/13Ending Fund Balance FY 13/14Ending Fund Balance FY 14/15Ending Fund Balance FY 15/16Ending Fund Balance FY 16/1745‐Day Reserve RequirementUnassigned Fund Balance FY  11 / 1 2  ‐   Ba s e l i n e  Da t a 62 1 44 23 . 2 20 20 0  $                                           ‐         $                                 ‐         $                                                       ‐         $                                           ‐                          63,000  $           657,001  $           502,101  $           336,152  $              (8,356) $          (375,124) $          (884,632) $                      ‐   $                      ‐    Op t i o n  1‐A4  Se c t i o n  GK  ‐   G1 2  (G 6  in  MY P ) 1, 1 5 0 78 . 4 33 . 0 20 25 2 yr s  4 mo s 1, 3 0 2 , 7 7 9            11 , 7 2 5 , 0 0 9                            87 0 , 0 0 0                            11 2 , 3 9 0              657,001              502,101336,152291,080248,977210,0401,188,008(977,968) Op t i o n  1‐B4  Se c t i o n  (G 6  in  PY P ) 1, 1 3 0 78 . 4 33 . 0 20 25 2 yr s  4 mo s 1, 3 2 5 , 2 2 9            11 , 9 2 7 , 0 6 2                            88 5 , 0 0 0                            11 2 , 0 1 5              657,001              502,101336,152116,969(103,420)(324,941)1,167,347(1,492,287) Op t i o n  2‐A5  Se c t i o n  Pr i m .  & 4 Se c t i o n  Se c .  (G 6  in  PY P ) 1, 2 7 0 88 . 0 35 . 0 20 25 2 yr s  4 mo s 1, 5 1 2 , 9 1 6            13 , 6 1 6 , 2 4 0                            98 3 , 0 0 0                            12 9 , 0 9 0              657,001              502,101336,1521,341,7511,725,3582,124,9241,311,974812,950 Op t i o n  2‐B5  Se c t i o n  Pr i m .  & 4 Se c t i o n  Se c .  (G 6  in  MY P ) 1, 2 7 0 89 . 4 35 . 0 20 25 2 yr s  4 mo s 1, 4 8 2 , 1 8 8            13 , 3 3 9 , 6 9 2                            99 0 , 0 0 0                            11 8 , 8 8 3              657,001              502,101336,152301,751271,358250,9241,311,974(1,061,050) Op t i o n  34  Se c t i o n  GK  ‐   G1 2  (p h a s e d ) 1, 1 5 0 78 . 4 33 . 0 20 25 3 yr s 1, 3 0 4 , 4 8 8            11 , 7 4 0 , 3 9 4                            88 0 , 0 0 0                            11 2 , 3 9 0              657,001              502,101336,152142,519189,009116,5721,167,357(1,050,785) Op t i o n  45  Se c t i o n  Pr i m .  & 4 Se c t i o n  Se c .  (p h a s e d ) 1, 2 7 0 88 . 0 35 . 0 20 25 3 yr s 1, 4 4 6 , 0 3 2            13 , 0 1 4 , 2 8 5                            97 5 , 0 0 0                            11 7 , 5 9 0              657,001              502,101336,152(26,703)(250,499)(195,433)1,277,145(1,472,578) Op t i o n  5 St a t u s  Qu o 62 1 44 . 1 23 . 2 20 20 0 ‐                                              ‐                                     ‐                                                        ‐                                              ‐                             63 , 0 0 0                  657,001502,101336,152(8,356)(375,124)(884,632)746,288(1,630,920) Op t i o n  6‐A3  Se c t i o n s  GK  ‐   G1 2  (2 0  St u d e n t s / C l a s s ) 77 1 54 . 3 30 . 0 20 20 Un d e f i n e d 57 9 , 5 0 0                            16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  17 6 , 0 0 0                            6                                    79 , 5 0 0                  657,001(204,685)(681,077)(1,333,233)(2,012,346)(2,863,724)912,460(3,776,184) Op t i o n  6‐B3  Se c t i o n s  GK  ‐   G1 2  (2 0 ‐25  St u d e n t s / C l a s s ) 85 9 54 . 3 30 . 0 20 25 Un d e f i n e d 57 9 , 5 0 0                            16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  17 6 , 0 0 0                            6                                    79 , 5 0 0                  657,001329,089497,912490,160472,152281,016916,102(635,086) Op t i o n  7‐A4  Se c t i o n s  GK  ‐   G1 2  (2 0  St u d e n t s / C l a s s ) 1, 0 2 8 71 . 8 37 . 5 20 20 Un d e f i n e d 1 , 1 0 1 , 5 0 0                      16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  24 8 , 0 0 0                            12                              91 , 5 0 0                  657,001(304,253)(355,692)(624,284)(911,106)(1,414,105)1,131,140(2,545,245) Op t i o n  7‐B4  Se c t i o n s  GK  ‐   G1 2  (2 0 ‐25  St u d e n t s / C l a s s ) 1, 1 4 5 71 . 8 37 . 5 20 25 Un d e f i n e d 1 , 1 0 1 , 5 0 0                      16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  24 8 , 0 0 0                            12                              91 , 5 0 0                  657,001407,4461,216,2941,806,9082,401,5572,778,8821,135,9961,642,886 Op t i o n  8‐AD P  Ex p a n s i o n  (4 ‐se c t i o n s ) 68 8 46 . 3 23 . 3 20 20 2 yr s 20 8 , 0 0 0                            ‐                                     ‐                                                        48 , 0 0 0                                  4                                    71 , 0 0 0                  657,001203,268(40,872)(441,156)(864,785)(1,439,884)791,818(2,231,703) Op t i o n  8‐BD P  Ex p a n s i o n  (5 ‐se c t i o n s ) 72 5 48 . 5 23 . 3 20 20 2 yr s 29 2 , 5 0 0                            ‐                                     ‐                                                        60 , 0 0 0                                  5                                    73 , 0 0 0                  657,001188,11469,330(209,733)(509,005)(964,134)814,109(1,778,243) Op t i o n  9 M Y P / D P  Cl a s s r o o m  Ex p a n s i o n 73 9 43 . 9 25 . 4 20 25 Un d e f i n e d 10 0 , 0 0 0                            ‐                                     ‐                                                        ‐                                              ‐                             63 , 0 0 0                  657,001746,5491,092,4211,286,7121,472,5021,511,663763,970747,694 Op t i o n  10 O r g a n i c  Gr o w t h  ‐   4 Se c t i o n  PY P  (2 0  St u d e n t s / C l a s s ) 99 1 66 . 4 32 . 5 20 20 Un d e f i n e d 81 9 , 5 0 0                            16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  20 6 , 0 0 0                            9                                    84 , 5 0 0                  657,001(49,251)1,919(53,879)(32,122)(118,527)779,124(897,651) Op t i o n  11 P h a s e d    4 Se c t i o n s  GK  ‐   G1 2  (2 0 ‐25  St u d e n t s / C l a s s ) 1, 1 4 5 71 . 8 37 . 5 20 25 Un d e f i n e d 57 9 , 5 0 0                            16 0 , 0 0 0                  1, 4 4 0 , 0 0 0                                  24 8 , 0 0 0                            12                              91 , 5 0 0                  657,001412,439513,9001,112,1161,625,3652,107,0821,123,126983,955 Co s t  of  $1  Mi l l i o n  of  Co n s t r u c t i o n  ov e r  Ti m e  (U s i n g  th e  Co n s t r u c t i o n  Co s t  In d e x ) 1,000,000           1,036,400           1,074,125           1,113,223           1,153,744           1,195,741            Co s t  of  Op t i o n  2A  ov e r  Ti m e    (U s i n g  th e  Co n s t r u c t i o n  Co s t  In d e x ) 15,129,156         15,679,857         16,250,604         16,842,126         17,455,179         18,090,548          As s u m p t i o n s  ‐   Al l  Op t i o n s PY P  Te a c h e r / S e c t i o n  Ra t i o 1. 4 6 FS P  ‐   St a t e  Fu n d i n g  / St u d e n t 6, 6 6 7 $                         MY P / D P  Te a c h e r / S e c t i o n  Ra t i o 1. 1 2 Bl a c k s m i t h  Av e r a g e  Gi f t 1, 0 0 0 $                         PY P / M Y P  Re t e n t i o n   10 0 % Op e r a t i n g  Co s t / S q u a r e  Fo o t 5. 4 5 $                             DP  Re t e n t i o n   85 % Mo d u l a r  Bu i l d i n g  Se t u p  $ / Un i t 35 , 0 0 0 $                     Av e r a g e  Da i l y  At t e n d a n c e  (A D A ) 97 % De b t  Se r v i c e  Co s t  / $1 , 0 0 0 0. 0 6 5 $                         Gr o w t h / I n f l a t i o n   3% In s t r u c t i o n a l  Su p p l y  Co s t  / St u d e n t 35 0 $                               Wa g e s  an d  Sa l a r i e s  he l d  fl a t  th r o u g h  20 1 2 / 1 3  (s t e p ‐in c r e a s e  in c l u d e d ) ,  al l  ex p e n d i t u r e s  in c r e a s e   at  th e  es t i m a t e d  ra t e  of  in f l a t i o n ,  al l  re v e n u e s  he l d  fl a t  th r o u g h  FY  12 / 1 3  an d  in c r e a s e  at  th e   es t i m a t e d  ra t e  of  in f l a t i o n  be g i n n i n g  FY  13 / 1 4 . Hayes Plan Options Staff Options Financial Stewardship & Sustainability Status Quo Option 1-A 1,150 Option 1-B 1,130 Option 2-A 1,270 Option 2-B 1,270 Option 3 1,150 Option 4 1,270 Option 5 Page: 14 621 Option 6-A Page: 15 771 Option 6-B Page: 16 859 Option 7-A Page: 17 1,028 Option 7-B Page: 18 1,145 Option 8-A Page: 19 688 Option 8-B Page: 20 725 Option 9 Page: 21 739 Option 10 Page: 22 991 Option 11 Page: 23 1,145 Effective Educators & Staff Student Engagement & Extra-curricular Activities 4 Sections of 20 students in PYP (K-5) & 4 Sections of 25 students in MYP/DP (6-12). Cost approximately $12 million to build necessary facilities and will take 28 months from start to finish. Cost of expansion (debt service) is covered by the increased student enrollment. This model’s revenues exceed expenditures, and the Fund Balance will build to approximately $210,040 over five years, but does not meet the 45-Day Reserve Requirement. High Student Achievement Strong Parent & Community Connection 2 Sections of 20 students in PYP (K-6) & 3 Sections of 20 students in MYP/DP (7-12). This model’s revenues are less then expenditures, and the Fund Balance will be depleted within three years without changes to the revenues/expenditures. Enrollment Narratives High School Building, Middle School Buildin, Media Center, Cafetorium Facility Acquisition 4 Sections of 20 students in PYP (K-6) & 4 Sections of 25 students in MYP/DP (7-12). Cost approximately $12 million to build necessary facilities and will take 28 months from start to finish. This model’s revenues are less then expenditures. This model’s revenues exceed expenditures, and the Fund Balance will be depleted within three years. High School Building, Middle School Buildin, Media Center, Cafetorium, Primary School Addition 5 Sections of 20 students in PYP (K-5) & 4 Sections of 25 students in MYP/DP (6-12). Cost approximately $15 million to build necessary facilities and will take 28 months from start to finish. Cost of expansion (debt service) is covered by the increased student enrollment. This model’s revenues exceed expenditures. The Fund Balance will build to approximately $2.1 million over five years with approximately $812,000 undesignated. High School Building, Middle School Building, Performance Hall, Cafetorium, Primary School Addition, Media Center 5 Sections of 20 students in PYP (K-6) & 4 Sections of 25 students in MYP/DP (7-12). Cost approximately $14 million to build necessary facilities and will take 28 months from start to finish. Cost of expansion (debt service) is covered by the increased student enrollment. This model’s revenues exceed expenditures. The Fund Balance will build to approximately $250,000 over five years, but does not meet the 45-Day Reserve Requirement. High School Building, Middle School Buildin, Media Center, Cafetorium, Primary School Addition 4 Sections of 20 students in PYP (K-5) & 4 Sections of 25 students in MYP/DP (6-12). Cost approximately $12 million to build necessary facilities and will take 37 months from start to finish. Cost of expansion (debt service) is covered by the increased student enrollment. This model’s revenues exceed expenditures. The Fund Balance will build to approximately $116,572 over five years, but does not meet the 45-Day Reserve Requirement. Phase 1 Middle School Building, Media Center, Cafetorium Phase 2 High School Building 5 Sections of 20 students in PYP (K-5) & 4 Sections of 25 students in MYP/DP (6-12). Cost approximately $13 million to build necessary facilities and will take 37 months from start to finish. Cost of expansion (debt service) is covered by the increased student enrollment. This model’s revenues exceed expenditures. The Fund Balance will be depleted within two years. Phase 1 Middle School Building, Media Center, Cafetorium Phase 2 High School Building, Primary School Addition No additional facilities 3 Sections of 20 students in PYP (K-6) & 3 Sections of 20 students in MYP/DP (7-12). This model’s revenues are less then expenditures, and the Fund Balance will be depleted within one year due to setup, FFE, and lease costs. Cafetorium, 6 new portable buildings 3 Sections of 20 students in PYP (K-6) & 3 Sections of 25 students in MYP/DP (7-12). This model’s revenues exceed expenditures, and the Fund Balance will build to approximately $281,016 over the next five years, but does not meet the 45-Day Reserve Requirement. Cafetorium, 6 new portable buildings 4 Sections of 20 students in PYP (K-6) & 4 Sections of 20 students in MYP/DP (7-12). This model’s revenues are less then expenditures, and the Fund Balance will be depleted within one year due to setup, FFE, and lease costs. Cafetorium, 12 new portable buildings 2 Section of 20 students in PYP (K-6), 3 Sections of 20 students in MYP (7-10), & 4 Sections of 24 students in DP. This model’s revenues are less then expenditures, and the Fund Balance will be depleted within two years. Cafetorium, 4 new portable buildings 2 Section of 20 students in PYP (K-6), 3 Sections of 20 students in MYP (7-10), & 5 Sections of 24 students in DP. This model’s revenues are less then expenditures, and the Fund Balance will be depleted within three years. Cafetorium, 5 new portable buildings 2 Section of 20 students in PYP (K-6), 3 Sections of 25 students in MYP/DP (7-12). This model’s revenues exceed expenditures, and the Fund Balance will build to approximately $1.5 million over the next five years with approximately $747,000 undesignated. No additional facilities 4 Sections of 20 students in PYP (K-6) growing into 4 Sections of 20 students in MYP/DP (7-12) over the next 7 years. This model’s revenues are less then expenditures, and the Fund Balance will be depleted within one year due to setup, FFE, and lease costs. Cafetorium, 9 new portable buildings This is a combination of Option 6-B and 7-B. Will result in 4 Sections of 20 students in PYP (K-6) & 4 Sections of 25 students in MYP/DP (7-12). This model’s revenues exceed expenditures, and the Fund Balance will build to approximately $2.1 million over the next five years with approximately $980,000 undesignated. Cafetorium, 12 new portable buildings 4 Sections of 20 students in PYP (K-6) & 4 Sections of 25 students in MYP/DP (7-12). This model’s revenues exceed expenditures, and the Fund Balance will build to approximately $2.8 million over the next five years. Cafetorium, 12 new portable buildings Ha y e s P l a n O p t i o n s Page 1 WA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery Applicants 1. Current school district:   2. In which grade level is your child(ren) currently enrolled (select multiple for more than one child). 3. How familiar are you with the International Baccalaureate program? 4. In which school format(s) are you most interested?   55 66 Preschool gfedc Kindergarten gfedc 1st Grade gfedc 2nd Grade gfedc 3rd Grade gfedc 4th Grade gfedc 5th Grade gfedc 6th Grade gfedc 7th Grade gfedc 8th Grade gfedc 9th Grade gfedc 10th Grade gfedc 11th Grade gfedc 12th Grade gfedc I have in­depth knowledge about the IB program nmlkj I have heard of it but don't know much about the program details nmlkj I have never heard of it nmlkj Elementary School (Primary Years Programme) gfedc Middle School (Middle Years Programme) gfedc High School (Diploma Programme) gfedc Page 2 WA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery Applicants 5. Please rank the following school elements by priority for your family. (1 = Most Important) 6. Please rank the following extra­curricular activities by priority. (1 = Most Important) 7. What would you consider to be the ideal student population on a K ­ 12 campus? 1 2 3 4 5 6 7 8 9 10 Core academic program nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Class size nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Cost of attendance nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj School's ability to handle special education/needs and  gifted students nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Extra­curricular activities and clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Music/art/drama programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Quality of teaching staff nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Safety of environment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj School facilities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Sports programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj 1 2 3 4 5 6 7 8 9 10 Band/Strings nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Choir nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Drama nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Honor Society nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj International Sports (soccer, rugby, cricket, lacrosse,  fencing, etc.) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj U.S. Sports (American football, baseball, volleyball, etc.)nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Social/Cultural clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Teacher supervised homework help nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Yearbook nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Science or technology clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj 600 ­ 799 nmlkj 800 ­ 999 nmlkj 1,000 ­ 1,299 nmlkj 1,300 ­ 1,599 nmlkj 1,600 ­ 2,000 nmlkj Page 3 WA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery ApplicantsWA Expansion Survey - Lottery Applicants 8. When you think about Westlake Academy, what words would you use to describe it to a friend? (i.e. ) 9. Why did you participate in the Westlake Academy lottery?   1. 2. 3. 4. 5. 55 66 Page 1 WA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market Research 1. Please complete the following form to receive information about the potential expansion of Westlake Academy's programs in the Primary Years, Middle Years, and Diploma Programme. 2. In which grade level is your child currently enrolled (select multiple for more than one child). 3. How familiar are you with the International Baccalaureate program? 4. How far would you be willing to drive to attend Westlake Academy, an International Baccalaureate World School?   Name: Company: Address: City/Town: State:6 ZIP: Email Address: Phone Number: Preschool gfedc Kindergarten gfedc 1st Grade gfedc 2nd Grade gfedc 3rd Grade gfedc 4th Grade gfedc 5th Grade gfedc 6th Grade gfedc 7th Grade gfedc 8th Grade gfedc 9th Grade gfedc 10th Grade gfedc 11th Grade gfedc 12th Grade gfedc I have in­depth knowledge about the IB program nmlkj I have heard of it but don't know much about the program details nmlkj I have never heard of it nmlkj 0­3 miles nmlkj 4­5 miles nmlkj 6­8 miles nmlkj 9­10 miles nmlkj 11­12 miles nmlkj 13­16 miles nmlkj 17+ miles nmlkj Page 2 WA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market Research 5. Please rank the following school elements by priority for your family. (1 = Most Important) 6. Please rank the following foreign languages in the order that would be most desirable for your child's second language. (1 = Most Important) 1 2 3 4 5 6 7 8 9 10 Core academic program nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Class size nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Cost of attendance nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj School's ability to handle  special education/needs  and gifted students nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Extra­curricular activities  and clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Music/art/drama programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Quality of teaching staff nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Safety of environment nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj School facilities nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Sports programs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj 1 2 3 4 5 6 7 8 9 10 Arabic nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Chinese nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj French nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj German nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Gujarati nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Greek nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Hindi nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Latin nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Russian nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Spanish nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Page 3 WA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market ResearchWA Expansion Survey - Market Research 7. Please rank the following extra­curricular activities by priority. (1 = Most Important) 8. What is your overall interest level in an international college preparatory and foreign language focused school program for children in the Dallas­Fort Worth Metroplex? 9. Would you like us to contact you further to discuss our programs? 1 2 3 4 5 6 7 8 9 10 Band/Strings nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Choir nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Drama nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Honor Society nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj International Sports (soccer,  rugby, cricket, lacrosse,  fencing, etc.) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj U.S. Sports (American  football, baseball,  volleyball, etc.) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Social/Cultural clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Teacher supervised  homework help nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Yearbook nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj Science or technology  clubs nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj I am very interested in the program offered by Westlake Academy nmlkj I am moderately interested in the program offered by Westlake Academy nmlkj I am not interested in this type of an education for my child(ren) nmlkj Comment:  Yes nmlkj No nmlkj BOARD RECAP / STAFF DIRECTION Westlake Academy Item #6   Board Recap /   Staff Direction  Town of Westlake Item # 7 –  Workshop  Adjournment  Back up material has not  been provided for this item.                         CITIZEN PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Council on any matter whether or not it is posted on the agenda. The Council cannot by law take action nor have any discussion or deliberations on any presentation made to the Council at this time concerning an item not listed on the agenda. The Council will receive the information, ask staff to review the matter, or an item may be noticed on a future agenda for deliberation or action.   Town of Westlake Item # 2 – Citizen’s  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 December 5, 2011. b. Consider approval of Resolution 12-01, Creating a Policy regarding State Testing and Advanced Coursework. c. Consider approval of Resolution 12-XX, Approving the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. d. Consider approval of Resolution 12-XX, Authorizing Submission to the Texas Education Agency of a Charter Amendment for the Enrollment Expansion of Westlake Academy. Westlake Academy Item # 3 ‐ Consent  Agenda Items  BOT Minutes 12/05/11 Page 1 of 4 WESTLAKE ACADEMY BOARD OF TRUSTEES WORKSHOP & REGULAR MEETINGS December 5, 2011 PRESENT: President Wheat, Trustees, Carol Langdon, David Levitan and Rick Rennhack. Trustee Cox arrived at 5:18 p.m. ABSENT: Trustee Tim Brittan OTHERS PRESENT: Superintendent Tom Brymer, Board Secretary Kelly Edwards, Primary Principal Rod Harding, Secondary Principal Dr. Clint Calzini, Administrative Coordinator Ben Nibarger, Assistant to the Superintendent Amanda DeGan, MYP Coordinator Tracy Odom, Finance Director Debbie Piper, Director of Communications & Community Affairs Ginger Awtry, Facilities and Recreation Director Troy Meyer, and Budget Analyst Scott Dixon. Workshop Session 1. CALL TO ORDER President Wheat called the workshop to order at 5:10 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 DECEMBER 5, 2011, TRUSTEES REGULAR MEETING AGENDA. No further discussion. BOT Minutes 12/05/11 Page 2 of 4 4. DISCUSSION ITEMS a. Discussion of Westlake Academy Financial Forecast, Enrollment, and Facilities’ Needs. Superintendent Brymer provided an overview of the presentation. Principal Calzini and Principal Harding also provided detailed information during the presentation. Discussion ensued regarding the Mission, Vision and Value statement, the application of the desired outcome rubric with the facility options, the benefits of expanding the school, viable options as proposed in the Hayes plan to achieve financial stability, and how additional facilities would provide the space for activity based learning. Superintendent Brymer stated that Option 2A best meets our desired outcomes and moves us towards the Vision Value and Mission. President Wheat opened the floor to receive feedback from the audience. 5. BOARD RECAP / STAFF DIRECTION The Board would like Staff to provide the following supplement information: - Options for the additional facilities if not occupied - Immediate alternatives to meet the needs of students - Proposed Charter Amendment to increase enrollment - Cost of additional portables or leasing additional space for the DP programme - Impact to property taxes - Cost of marketing the Academy 6. ADJOURNMENT There being no further business before the Board, President Wheat adjourned the workshop at 8:11 p.m. Regular Session 1. CALL TO ORDER President Wheat called the Regular meeting to order at 8:11 p.m. 2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: Mrs. Elizabeth Golden-Hallet provided a presentation of the “Flipped Classroom”. BOT Minutes 12/05/11 Page 3 of 4 3. CONSENT AGENDA a. Consider approval of the minutes for the meeting held on October 3, 2011. b. Consider approval of Resolution 11-23, Establishing Regular Meeting dates for and Procedures for 2012. MOTION: Trustee Rennhack made a motion to approve the consent agenda with the revisions to the minutes as discussed. Trustee Langdon seconded the motion. The motion carried by a vote of 4-0. 4. BOARD CALENDAR - Westlake Neighborhood Meeting for All Others December 13, 2011; 7:00 pm – 9:00 pm; Home of Scott & Kelly Bradley - Westlake Academy Winter Holiday December 19, 2011 – January 2, 2012 - Town Offices Closed December 23 & 27, 2011 - Town Offices Closed January 2, 2012 - 2011 Graduates IB Diploma Presentation & Lessons Learned January 6, 2012; 2:45 pm in WA Gym - Board of Trustee Meeting January 9, 2012 5. FUTURE AGENDA ITEMS - None BOT Minutes 12/05/11 Page 4 of 4 6. ADJOURNMENT MOTION: Trustee Rennhack made a motion to adjourn the meeting. Trustee Cox seconded the motion. The motion carried by a vote of 4-0. Trustee Langdon adjourned the meeting at 8:34 p.m. APPROVED BY THE BOARD OF TRUSTEES ON JANUARY 9, 2012. ATTEST: ____________________________ Laura Wheat, Board President _____________________________ Kelly Edwards, Board Secretary Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: January 9, 2012 Staff Contact: Clint Calzini Discussion/Consent MYP Principal Subject: Consider a resolution to create policy regarding state testing and advanced coursework.   EXECUTIVE SUMMARY Consider the resolution to create policy regarding state testing and advance coursework. This amendment will create policy recommended by the TEA to provide board level documentation about testing practices. The policy clarifies which state tests students are required to take if they are taking advanced coursework.   APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Academic Achievement MYP, DP (IB Continuum) Caring Environment Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of new policy. ATTACHMENTS  Resolution  Exhibit A (BOT State Testing and Advanced Coursework Policy)   . Resolution 12-01 Page 1 of 3 WESTLAKE ACADEMY RESOLUTION NO. 12-01 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES CREATING A POLICY TO CLARIFY WHICH STATE TESTS APPLY TO STUDENTS TAKING ADVANCED COURSEWORK. WHEREAS, the Board of Trustees desires to create a policy to clarify which state tests apply to students at Westlake Academy taking advanced coursework, and WHEREAS, the Westlake Academy Board of Trustees finds that the passage of this Resolution is in the best interests of the Academy. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTION 2: The Board hereby establishes a policy known as the Board of Trustees State Testing and Advanced Coursework Policy attached to this resolution as Exhibit “A”. SECTION 3: If any portion of this Resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Board hereby determines that it would have adopted this Resolution without the invalid provision. SECTION 4: That this resolution shall become effective from and after its date of passage. Resolution 12-01 Page 2 of 3 PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY, A CHARTER SCHOOL OF THE STATE OF TEXAS, ON THE 9h DAY OF JANUARY 2012. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ L. Stanton Lowry or Janet S. Bubert, School Attorney Resolution 12-01 Page 3 of 3 Exhibit A TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 12-01: Date Board Adopted: January 9, 2012 Date Board Amended: N/A Effective Date: January 1, 2012; contingent upon approval by TEA Policy Name: State Testing and Advanced Coursework Policy Category: Student Achievement Policy Goal: To clarify which State tests students taking advanced coursework need to take; Policy Description: It is the policy of Westlake Academy that if, a student is taking an advanced course and taking the STAAR EOC assessment for said course, that the student will not be required to take the grade level EOC in that subject. For example a Grade 8 student taking Algebra 1 will take Grade 8 Reading, Science and Social Studies as well as Algebra 1 EOC but will not be required to take the Grade 8 math EOC. Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: Finance Meeting Date: January 9, 2012 Staff Contact: Debbie Piper Workshop and Consent Finance Director Subject: Presentation and approval of resolution approving the FY 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. EXECUTIVE SUMMARY Pattillo, Brown & Hill, CPAs have completed the Westlake Academy 2010-2011 annual financial audit report. As in prior years, we again had no “Findings”, reportable conditions nor material weaknesses to be reported to TEA. Findings are items required by TEA to be reported regarding TEA compliance, large variances in budget vs. actual balances, etc. TEA doesn’t necessarily look upon these as bad (they require an explanation of all “Findings” and review in subsequent years), but it certainly looks good for the Academy not to have any for the current year. Please review the Management Discussion and Analysis document included in the audit report for statistical information and Academy achievements during the year ended August 31, 2011. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff WESTLAKE ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding FISCAL IMPACT Funded Not Funded N/A Total payment for the FY 2010-2011 annual audit was $12,500 which was incorporated in FY 2011-12 Academy budget. Page 2 of 2 RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of the resolution approving the FY 2010-2011 annual audit as submitted. ATTACHMENTS: Resolution FY 2010-2011 “Draft” Audit to be delivered under separate cover Resolution 12-02 Page 1 of 2 WESTLAKE ACADEMY RESOLUTION NO. 12-02 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES APPROVING THE FISCAL YEAR 2010-2011 ANNUAL AUDIT REPORT FROM PATTILLO, BROWN & HILL, LLP. WHEREAS, Section 7.3.6 of the Data Collection & Reporting section of the Financial Accountability System Resource Guide Update 11.0 requires that the annual financial and compliance report be audited by an independent auditor, and WHEREAS, Section 7.3.6 of the Data Collection & Reporting section of the Financial Accountability System Resource Guide Update 11.0 requires the audit report be submitted to the Division of School Financial Audits of TEA no later than 150 days after the close of the fiscal year, and WHEREAS, the audit report must be approved by the Board of Trustees. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTION 1: The above findings are hereby found to be true and correct and are incorporated herein in its entirety. SECTION 2: That the Board of Trustees of Westlake Academy hereby approves the fiscal year 2010-2011 annual audit report from Pattillo, Brown & Hill, LLP. attached as Exhibit “A”, SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Council hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 12-02 Page 2 of 2 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY, A CHARTER SCHOOL OF THE STATE OF TEXAS, ON THE 9th DAY OF JANUARY, 2012. _____________________________ ATTEST: Laura Wheat, President _____________________________ ______________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ____________________________ Janet S. Bubert or L. Stanton Lowry, School Attorney Page 1 of 2 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: January 9, 2012 Staff Contact: Tom Brymer Consent Subject: Resolution Authorizing Submission to the Texas Education Agency of a Charter Amendment for the Enrollment Expansion of Westlake Academy EXECUTIVE SUMMARY At the December 5, 2011 Board Workshop, the Board indicated its consensus to move forward and consider submission to the TEA of a charter amendment for enrollment expansion of Westlake Academy. Currently, Westlake Academy is chartered for a maximum student enrollment of 800. Approval of this proposed charter amendment, by both the Board of Trustees and the TEA, would raise that maximum student enrollment to 1,450. These types of charter amendment applications (for enrollment expansion) are only considered once per year by the TEA in February. In our charter we are currently allowed 25 students as the maximum in each class. The total student enrollment for this requested charter amendment was calculated taking into account total estimated enrollment for the options that are financially viable and applying them to our current class enrollment maximum as follows: 5 sections in K – 5 = 30 sections 4 sections in 6 – 12 = 28 sections 58 sections X 25 Students = 1,450 students total K-12 Staff recommends this maximum enrollment noting that it is slightly larger than the figures used in the options studied to date. The context for the Board’s consensus in December to move forward and prepare this enrollment expansion amendment was consideration of facility and enrollment needs, as well as the various options for meeting these needs in concert with the Academy’s vision, values, and mission. While no Board decision has been reached on this matter, in order to preserve the Academy’s enrollment expansion options, the Board indicated that it would be advisable to move forward and approve for submission to TEA of this charter expansion amendment to meet TEA’s application deadline for these types of charter amendments. APPLICABLE STRATEGIC PLAN DESIRED OUTCOME High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability Student Engagement – Extracurricular activities Effective Educators & Staff Page 2 of 2 WESTLAKE ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding FISCAL IMPACT Funded Not Funded N/A Fiscal impacts of the various enrollment options have been identified in order to facilitate the Board’s deliberations on this subject at its workshops. RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of the resolution authorizing submission of this charter amendment for enrollment expansion to TEA. If approved by the Board, this will be submitted to TEA and we will go through their review processes which include notification of this proposed amendment to all public schools districts in which Westlake Academy is presently chartered. It should be noted that the Board resolution that approves submitting this charter amendment application contains a list of components that TEA requires be in a business plan related to the requested charter amendment. Staff has reviewed this list and believes we have compiled all this information as required by TEA in the various reports we have prepared for the Board. Staff will take that information and place it into the format shown on the resolution that TEA requires. ATTACHMENTS: Resolution Authorizing Submission to the Texas Education Agency of a Charter Amendment for the Enrollment Expansion of Westlake Academy WA Resolution 12-03 Page 1 of 2 WESTLAKE ACADEMY RESOLUTION NO. 12-03 A RESOLUTION OF THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY APPROVING AN AMENDMENT TO INCREASE THE MAXIMUM STUDENT ENROLLMENT FOR WESTLAKE ACADEMY. WHEREAS, the Board of Trustees of Westlake Academy desires to increase the maximum enrollment at Westlake Academy to 1,450 students; and WHEREAS, the current charter granted to Westlake Academy by the State Board of Education limits the maximum enrollment to 800 students; and WHEREAS, Title 19 Texas Administrative Code Section 100.1033 allows the terms of an open-enrollment charter to be revised with the consent of the charter holder by written amendment approved by the commissioner of education; and WHEREAS, the Board of Trustees of Westlake Academy has reviewed and considered a business plan that includes the following components: • a statement discussing the need for an increase in the maximum enrollment; • a statement discussing the current and projected financial condition of the charter holder and/or the charter school; • an unaudited statement of financial position for the current fiscal year; • an unaudited statement of activities for the current fiscal year; • an unaudited statement of cash flows for the current fiscal year; • a pro forma budget that includes the costs of operating the charter school, including the implementation of the expansion amendment; • a statement or schedule that identifies the assumptions used to calculate the charter school's estimated Foundation School Program revenues; • a statement discussing the use of debt instruments to finance part or all of the charter school's incremental costs; • a statement discussing the incremental cost of acquiring additional facilities, furniture, and equipment to accommodate the anticipated increase in student enrollment; and • a statement discussing the incremental cost of additional on site personnel and identifying the additional number of full-time equivalents that will be employed; and WHEREAS, the Board of Trustees of Westlake Academy has determined that Westlake Academy meets all eligibility criteria for approval of an expansion amendment; and WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of Westlake Academy. WA Resolution 12-03 Page 2 of 2 NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF THE WESTLAKE ACADEMY, TEXAS: SECTION 1: That all matters stated in the recitals above are hereby found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTION 2: The Board of Trustees of the Westlake Academy hereby approves an amendment to the Westlake Academy charter to increase maximum enrollment to 1,450 students, subject to approval by the Texas Commissioner of Education. SECTION 3: If any portion of this Resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Board hereby determines that it would have adopted this Resolution without the invalid provision. SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY, A CHARTER SCHOOL OF THE STATE OF TEXAS, ON THE 9th DAY OF JANUARY 2012. ___________________________________ Laura Wheat, President ______________________________ ______________________________ ___________________________________ ______________________________ ___________________________________ ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ Janet S. Bubert, School Attorney BOARD CALENDAR - 2011 WA IB Diploma Ceremony & College Reflections January 6, 2012, 2:45pm – 3:45pm; WA Gymnasium - WA Parenting Class January 9, 6:30pm – 8:30pm; WA Performance Hall (Class) Dining Hall (babysitting) - PYP & MYP Science Fair Exhibition January 14, 2012, 10:00 am – 12:00 pm; WA Gymnasium - Staff Development/MLK Student Holiday & Town Offices Closed January 16, 2012 - Early Release/Parent Teacher Conferences - Secondary January 18, 2012 - Our Town G11-DP Drama Production January 19-21, 7pm – 9pm; WA Performance Hall - Town Council Workshop & Meeting January 23, 2012 - Northeast Leadership Forum Annual Meeting & Award Luncheon February 3, 2012; 11:30 – 1:00 pm; Hurst Conference Center - Board of Trustee Meeting February 6, 2012 Westlake Academy Item #4   Board Calendar  FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the 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 # 5 –   Future Agenda  Items  Westlake Academy Item # 6 –  Adjournment  Back up material has not  been provided for this item.