HomeMy WebLinkAbout04-02-12 BOTAgenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the Board
of Trustees Workshop but not prior to the posted start time.
Mission Statement
Westlake Academy is an IB World School whose mission is to provide students with an
internationally minded education of the highest quality so they are well-balanced and
respectful life-long learners.
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WESTLAKE ACADEMY
Vision Statement
Westlake Academy inspires students to achieve their highest individual potential in a nurturing
environment that fosters the traits found in the IB Learner Profile.
Inquirers, Knowledgeable, Thinkers, Communicators, Principled,
Open-Minded, Caring, Risk-takers, Balanced and Reflective
BOARD OF TRUSTEES MEETING
AGENDA
April 2, 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.
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Workshop Session
1. CALL TO ORDER
2. PLEDGE OF ALLEGIANCE
3. REVIEW OF CONSENT AGENDA ITEMS FROM APRIL 2, 2012 , TRUSTEES
REGULAR MEETING AGENDA. (30 min)
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. Academic Progress Report regarding the Secondary school Programme.
b. School Uniform Vendor Contracts.
c. Report of the Quarterly Financial “Dashboard” for the quarter ended February 29,
2012.
5. DISCUSSION ITEMS
a. Academic Progress Report regarding Primary Years Programme. (30 min)
b. Presentation and Discussion regarding the current secondary math sequence and
possible future development. (45 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.
Present Faculty and Staff with a Proclamation designating May 7th through May 11th, as
Teacher Appreciation Week.
Recognition of students who competed in the Regional Science Fair that will be
advancing to the State Competition.
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3. CONSENT AGENDA: All items listed below are considered routine by the Board of
Trustees and will be enacted with one motion. There will be no separate discussion of
items unless a Board member or citizen so requests, in which event the item will be
removed from the general order of business and considered in its normal sequence.
a. Consider approval of the minutes for the meeting held on March 5, 2012.
4. BOARD CALENDAR
5. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or
Board meeting, under “Future Agenda Item Requests”, an agenda item for a future
Board meeting. The Board member making the request will contact the Superintendent
with the requested item and the Superintendent will list it on the agenda. At the
meeting, the requesting Board member will explain the item, the need for Board
discussion of the item, the item’s relationship to the Board’s strategic priorities, and the
amount of estimated staff time necessary to prepare for Board discussion. If the
requesting Board member receives a second, the Superintendent will place the item on
the Board agenda calendar allowing for adequate time for staff preparation on the
agenda item.
- None
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
March 28, 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 March 5, 2012.
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. Academic Progress Report regarding the Secondary school Programme.
b. School Uniform Vendor Contracts.
c. Report of the Quarterly Financial “Dashboard” for the quarter ended February
29, 2012.
Westlake Academy
Item # 4–
Reports
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP/DP Meeting Date: April 2, 2012
Staff Contact: Clint Calzini Report
MYP Principal
Subject: The second of the monthly follow-up reports on the academic progress of the
secondary school.
EXECUTIVE SUMMARY
Per the request of the School Board, this report is a follow-up to the Improving Academic
Success in the Secondary School for the 2nd Semester 2012 repo rt discussed in the February 6,
2012 Board of Trustees meeting. This month’s report provides two areas of focus 1. Efforts to
improve academic success since last report and 2. data and analysis of 1st, 2nd and 3rd Quarter
Grades.
APPLICABLE STRATEGIC PLAN DESIRED OUTCOME
High Student Achievement
Strong Parent & Community Connections
Financial Stewardship & Sustainability
Student Engagement – Extracurricular activities
Effective Educators & Staff
WESTLAKE ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
None at this time.
ATTACHMENTS
Improving Academic Success in the Secondary School for the 2nd Semester 2012: April Follow-
Up Report
Improving Academic Success in the
Secondary School for the 2nd Semester 2012
April Follow-Up Report
Clinton R. Calzini
Executive Summary
To recall, during the February 6, 2012 Board of Trustees Meeting, I presented an analysis
and recommendat ions report regarding concerns about academic success for some
secondary students (See Appendix A). This report is the second of the monthly reports I
will provide during the remainder of this semester to provide feedback on the progress of
our efforts and the resulting students’ academic progress.
Efforts by the Secondary School
March 3 – March 30
Over the past month, the secondary school has maintained several efforts and developed a
few new ones to attend to the academic problems identified in original report noted
above:
• Collected data on a weekly basis regarding the number of students failing
courses and number of students not turning in work 1.
• Completed a review of the “on boarding” procedures (now called pre-
enrollment process).
• Collected data from the 3rd Quarter Report Cards.
• Created mandatory after-school study halls.
• In the process of hiring two Spanish and two Math tutors for the MYP.
1 At the time of finishing this report and because the month of March saw the end of the 3rd quarter and
spring break vacation, less data was available for analysis (2 weeks instead of 4). This data and its analysis
will be presented at the May meeting and must be viewed in light of the load of assignments as the 3rd
quarter closes and the 4th quarter begins.
Students’ Academic Progress
March 3 – March 30
As the students have just finished the 3rd Academic Quarter, the majority of data
presented in this report focuses on current student achievement compared to the past two
academic quarters. This data and analysis is one of the measures noted in the Action Plan.
• The number of students fa iling one or more subjects at the 3rd Quarter has
decreased over the past two quarters. The percent decrease from 1st Quarter and
2nd Quarter is approximately 33% and 43% respectively (see Appendix B).
• The number of students failing Math at the 3rd Quarter has decreased from the
2nd Quarter (54% decrease) and is almost equal to the number of students failing
at the 1st Quarter (see Appendix B). When we compare the individual students
failing math each quarter2 we find that almost all students failing the first quarter
are now passing (5 out of 7) and just over half of the students failing 2nd Quarter
are now passing (24 out of 41). Although this is promising news, (especially from
the 2nd to the 3rd Quarter), we also must recognize that because the 1st and 2 nd
Quarters are relatively equal in the number of students failing, other failing
students have replaced the ones that are now passing.
• The number of students failing Spanish at the 3rd Quarter has decreased from
the 2nd Quarter (37% decrease) and is almost equal to the number of students
failing at the 1st Quarter (see Appendix B). When we compare the individual
students failing Spanish each quarter2 we find that just over half of the students
failing the first quarter are now passing (14 out of 26) and most students failing
2nd Quarter are now passing (22 out of 37). Although this is promising news,
(especially from the 2nd to the 3rd Quarter), we also must recognize that because
the 1st and 2 nd Quarters are relatively equal in the number of students failing, other
failing students have replaced the ones that are now passing.
Another desired outcome of the Action Plan is to retain capable students. Over the year
we have had 28 students leave the secondary school, and of these students, 19 have failed
one or more courses. While we still need to focus on the students that struggle, the
number of capable students leaving is few.
In sum, I am pleased to report that the action plan to increase student success and retain
capable students seems to be working. Within the remaining quarter of the academic
year, we have a new effort to focus on failing and struggling students, a revised pre-
enrollment procedure to implement and end of year exams to conduct. As these and the
already established secondary school’s efforts continue, I expect to see improvement and
progress toward our overall goals. To this end, I remain hopeful and dedicated to the
cycle of continuous improvement (see Appendix C) we are using to guide our
advancement. 2 Some failing students have left Westlake Academy between quarters and these are not counted in comparing progress over each quarters; however, these students are depicted in the charts in Appendix B.
Appendix A
Improving Academic Success in the
Secondary School for the 2nd Semester 2012
Analysis and Recommendations
Clinton R. Calzini
I. Problem
A number of somewhat overlapping, yet disparate factors have created concern for the
educational progress of some students at Westlake Academy. The relationship a nd
degree to which these issues are intra-causational is complex and this analysis has sought
to disentangle the causal factors. The noted areas of concern are:
A. The number of students failing courses in the first semester of SY 2011-12
was much higher than in previous years.
B. The Spanish program has had a history of issues that has led to the poor
preparation of students.
C. The math program has had a history of issues that has led to the poor
preparation of students.
D. A seemingly large number of students have left during the first semester of SY
2011-12. (see Follow-up Student Withdrawals Report from Ben Nibarger)
II. Desired Outcomes
A. Increase student success
B. Retain capable students
III. Criteria for Success in Meeting Desired Outcomes
A. Issues preventing success are identified.
B. Opportunities for increasing success are identified.
C. Upon the evidence from the first two steps, create a plan such that:
• Students are achieving greater academic success across all courses.
• Students are able to achieve greater success in Spanish.
• Students are able to achieve greater success in math.
• We are able retain capable students to the best of our ability.
D. The plan keeps the integrity of the program and does not cause further
problems.
IV. Analysis
To better understand the cause of these issues, I have taken several steps to gather
information in preparation of a plan that will fulfill the criteria for success to meet the
desired outcomes:
A. Met with the parents of all students that have failed more than one course.
B. Met with teachers who had five or more students fail their course.
C. Met with the Spanish teachers to discuss the progress in the first semester.
D. Met with the math teachers to discus the progress in the first semester.
E. Used part of the Professional Day (January 16th) to analyze data from the first
semester. Specifically, the teachers compared two sets of data (described below)
in each course they taught. From this data, a full faculty discussion was held to
establish a list of causes and trends in the data.
1. Comparison of the difference between grades from the first quarter and
the second quarter. Students that had a difference of 10 percentage points
or greater were further analyzed to determine cause. Students with special
needs were also examined as a subset of the data.
2. Comparison of the difference between the average of Quarter 1 and 2,
and the semester exam grade. Students that had a difference of 10
percentage points or greater were further analyzed to determine cause.
Students with special needs were also examined as a subset of the data.
V. Findings
Following the same letters, a list of causational factors were determined:
A. From the Parents Meetings:
A variety of reasons were found to have caused students’ failing semester grades.
The factors causing failure were highly individualized, yet five main trends
became clear from the parents’ perspective:
1. Poor student attitude and motivation towards the course(s) and / or
teachers(s).
2. Missing, incomplete or un-submitted homework.
3. Poor study skills and/or preparation for exams.
4. Unprepared for level of rigor, expectations, and content (within WA
and from other schools).
5. Poor instruction and lack of support / communication by teachers.
It is important to note that “ability” to succeed in class was seldom mentioned in
these discussions with teachers, parents and students.
B and E. From the individual teacher meetings and the faculty as a whole:
Similar to the meetings with parents, a variety of reasons were found to have
caused students’ failures.
1. On the exams, students found difficulty in applying content knowledge,
rather than simple regurgitation of information.
2. For some students, their essay and short answer exam answers had
satisfactory content, but were very poorly written.
3. This is the first time that seventh graders have had such a large, formal
summative grade (i.e., semester exam).
4. Poor student attitude and motivation towards the course(s) and / or
teachers(s).
5. Missing, incomplete or un-submitted homework.
6. Poor study skills, time management and/or preparation for exams.
7. Some students’ focus / view of their exams was: “What is the minimum
I need to get in order to get “X” grade?”
C. & D. The comments from the Spanish and math teachers included all of the
notes from above and had the following additional perspectives:
1. Spanish: Student placement has caused issues within the classes.
2. Spanish: Wide variety of abilities in each class.
3. Spanish: Modifications to content have been difficult to implement due
to 1 and 2.
3. Math: Students did not prepare for the exam that was heavy on
vocabulary and concepts. Their focus was only on calculation.
4. Math and Spanish: Students that have sought help have been
successful.
VI. Action Steps
The 1 st and 2nd quarter grades and exam grades, coupled with the perspectives
described above, provide a deeper understanding of the concerns in the students’ progress
this semester. The contextual data provides light on how to move forward to ensure
improvement. Table 1 provides an overall action plan to address the issues.
2600 JT Ottinger Road Westlake, Texas 76262
Metro: 817-490-5757 Fax: 817-490-5758 www.westlakeacademy.org
Table 1
Recommended Action Plan
Problem Action Steps Completion Date
(Person responsible)
Aligned with
Desired Outcome
Evaluation of
Action Steps
The number of students
failing courses in the
first semester of SY
2011-12 was much
higher than previous
years.
• Begin using an
advisory period for
reviewing planner,
homework, etc.
• Begin implementing
workshops for study
skills, test prep, and time
management during
advisory time.
• Improve on-boarding
process.
• Offer summer courses
in targeted subject areas.
• Consider modifying
exam procedures for SY
2012 – 2013.
• Teachers increase their
communication with
students and parents
regarding poor grades /
homework completion.
• Teacher communicate
• February 1 and
ongoing (Calzini and all
Advisory Teachers)
• February 6 and
ongoing (Calzini, Nees,
Odom)
• Spring of 2012
(Calzini, Odom, Nees,
Barron, Stoyanoff)
• Summer of 2012
(Calzini)
• Fall of 2012 (Calzini,
Stoyanoff, Odom,
Barron, and Nees)
• February 1 (Calzini,
and all teachers)
• February 1
• Increase student
success
• Increase student
success
• Retain capable
students
• Increase student
success
• Increase student
success
• Increase student
success
• Increase student
• Improved grades on
quarter report cards,
exams and fewer reports
of missed homework.
• Improved grades on
3rd quarter report card,
exams and fewer reports
of missed homework.
• Fewer students leaving
due to academic
transition problems.
• Credit recovery.
• Impr oved grades on
exams.
• Improved grades on
quarter report cards,
exams and fewer reports
of missed homework.
• Improved grades on
2600 JT Ottinger Road Westlake, Texas 76262
Metro: 817-490-5757 Fax: 817-490-5758 www.westlakeacademy.org
progress and/or
persistent issues
success quarter report cards,
exams and fewer reports
of missed homework.
The Spanish program
has had a history of
issues that has led to the
poor preparation of
students.
• Individual plans for
teachers / students (i.e.,
Depending on students
they have, they will
recommend what needs
to be done for success.)
• Bring in volunteers for
Spanish classes.
• Provide $1000 per
teacher for instructional
resources.
• Place students in
appropriate level of
Spanish.
• Ongoing (Calzini,
Traynor, Morales,
Linan)
• February 1 (Calzini,
Traynor, Morales,
Linan)
• Completed (Calzini)
• SY 2012-2013
• Increase student
success
• Increase student
success
• Increase student
success
• Increase student
success
• Improved grades on
quarter report card,
benchmark tests, exams,
and fewer reports of
missed homework.
• Improved grades on
quarter report card,
exams, and fewer reports
of missed homework.
• Improved instruction.
• Improved instruction.
The math program has
had a history of issues
that has led to the poor
preparation of students.
• Individual plans for
teachers / students (i.e.,
Depending on students
they have, they will
recommend what needs
to be done for success.)
• Provide $1000 per
teacher for instructional
resources.
• Ongoing (Calzini,
Hinton, Kemmerer,
Aisthorpe)
• Completed (Calzini,
Hinton, Kemmerer,
Aisthorpe)
• Increase student
success
• Increase student
success
• Improved grades on
quarter report card,
benchmark tests, exams,
and fewer reports of
missed homework.
• Improved instruction.
2600 JT Ottinger Road Westlake, Texas 76262
Metro: 817-490-5757 Fax: 817-490-5758 www.westlakeacademy.org
Appendix B
Number of Students Failing Over Three Academic Quarters
2600 JT Ottinger Road Westlake, Texas 76262
Metro: 817-490-5757 Fax: 817-490-5758 www.westlakeacademy.org
Appendix C
Cycle of Continuous Improvement
Alignment
Assessment
Analysis
Achievement
Action
Programs
Resources
Facilities
People
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WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP/MYP/DP Meeting Date: April 2, 2012
Staff Contact: Ben Nibarger, Admin Coordinator Report
Subject: Uniform Vendor Contract
EXECUTIVE SUMMARY
In December 2008, the Board of Trustees approved an exclusive three year contract with Parker
Uniforms to provide student uniforms through June 2012. Due to parent requests, the leadership
team requested proposals from parent recommended uniform providers. We received proposals
from four vendors, Parker Uniforms, Mills Wear, Lands End, and Cookies.
The Westlake Academy administration team has worked closely with each vendor to determine
the benefits each can bring to the Academy. We have received sample uniforms, met with the
primary support staff of each organization, and discussed the needs of Westlake Academy. We
used a matrix approach to compare and contrast the uniform providers.
Uniform
Vendors
Product
Quality
Average
Pricing
Level of
Service
Retail
Presence
Onsite
Visits
School
Contribution
Parker High High High 3-4%
Mills High Middle-High High 3-4%
Land’s End High Middle-High Middle − − 5%
Cookies Medium Low Low − − 5%
We reviewed the product quality, pricing, level of service provided by each vendor, and their
contribution back to the Academy. The matrix above shows the data collected and provided an
objective tool for determining our uniform provider. Only two of the vendors have a local retail
presence and are willing to bring the store to the campus through onsite visits and provided a
higher level of customer service by accepting returns of monogrammed products.
Input from parents and staff requested a provider that has a local retail presence, and that it is an
important feature of our uniform provider. This limited our options to Parker and Mills. Both
companies were notified to provide final proposals for review. Upon receiving the proposals the
WALT discussed the pros and cons of each proposal and determined that the difference was
minimal. After speaking with teachers, students, and staff, we determined that creating a shared
uniform provider agreement with both vendors will allow our community stakeholders a greater
voice in determining our long-term provider. The Academy will collect information from
parents and students regarding the uniforms and provide a recommendation for a long-term
uniform provider for the FY 13-14 school year.
Page 2 of 2
We have negotiated a one-year shared service agreement where both Parker and Mills will
provide uniforms that meet our specifications. Each vendor will be provided equal access to our
communication channels and Academy families in order to determine which vendor best meets
the needs of our families.
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 action necessary.
ATTACHMENTS
Sue Mills, Inc. Contract
Parker Uniforms, Inc. Contract
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: Finance Meeting Date: April 2, 2012
Staff Contact: Debbie Piper Report
Finance Director
Subject: Report of the Quarterly Financial “Dashboard” for the quarter ended February 29,
2012
EXECUTIVE SUMMARY
The 2nd 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. A summary of the Local and Federal
grants can be seen on page 1 of the attached report.
The columns of the dashboard represent: (1) Prior year 6-month actual balance as of 2/28/2011
(2) Adopted Budget with (3) a 6 month YTD calculated column and (4) the “Actual YTD” as of
2/29/2012. This actual number is compared to the calculated column (3) giving you the
percentage variance in column (5).
A summary is presented at the bo ttom 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
Page 2 of 2
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
No action required
ATTACHMENTS:
• Quarterly Financial Dashboard – Quarter Ended 02/29/12
• Analysis of Dashboard for Quarter Ended 02/29/12
• Student Information
Annual Budget/Total Expended
Grant Amount To-Date Balance
General Fund 5,334,446$ 2,624,083$ 2,710,363$
Grants:
224 IDEA - Part B, Formula (Special Ed)61,541 43,350 18,191
287 Education Jobs Grant 91,375 50,319 41,056
Local Fund 100 12,937 10,685 2,252
Local Hudson Foundation 73,430 28,291 45,139
Local Westlake Academy Foundation 337,598 146,191 191,407
Sub-Total Grants 576,881 278,836 298,045
Total Expenditures 5,911,327$ 2,902,919$ 3,008,408$
General Fund
Includes Athletic Activities and Transportation/Parking Funds
IDEA - Part B, Formula
This fund classification is to be used to account, on a project basis, for funds granted to operate
educational programs for children with disabilities.
Education Jobs Fund
This federal program provided $10 billion in assistance to states to save or create education
jobs. Jobs funded under this program are exclusively for school-level employees that provide
educational and related services for early childhood, elementary, and secondary education.
Fund 100
This locally defined fund is used to account for grants awarded to the Academy by the Westlake
Academy Foundation to be used to develop, retain, and recruit "legacy teachers"; educators
who make a positive and lasting difference in the lives of students they teach.
Hudson Foundation
These funds represent various grants received from the Hudson Foundation
Westlake Academy Foundation
These funds represent various grants received through-out the fiscal year from the
Westlake Academy Foundation, i.e. technology, recruitment, etc.
EXPENDITURES
WESTLAKE ACADEMY
Quarter Ended 02/29/12
1
Prior Yr ACTUAL ADOPTED
6 month Annual 6 months YTD
Actual Budget YTD 2/29/2012 Dashboard
Local Interest Earned 996$ 1,500$ 750$ 1,278$ 170.4%
Local Gifts and Donations-BS 406,574 627,000 313,500 537,964 171.6%
Local WAF Salary Reimbursement 31,101 31,662 15,831 16,791 106.1%
Local Other Local Revenue 8,110 15,000 7,500 22,334 297.8%
Local Athletics 18,290 37,980 18,990 22,383 117.9%
Local Transportation Fees - 25,000 12,500 14,446 115.6%
Local Parking Fees 7,106 12,840 6,420 8,805 137.1%
Local Food/Beverage - 3,000 1,500 - 0.0%
State State Foundation Revenue 1,854,209 4,281,649 2,140,825 1,955,213 91.3%
State TRS On-behalf - 208,437 - - 100.0%
TOTAL 2,326,386$ 5,244,068$ 2,517,816$ 2,579,213$ 102.4% Positive Cautious Negative
>95%75% - 95%< 75%
Prior Yr ACTUAL ADOPTED
6 month Annual 6 months YTD
Actual Budget YTD 2/29/2012 Dashboard
Instructional 11 1,336,163$ 2,839,281$ 1,678,620$ 1,510,855$ 90.01%
Resources & Media 12 37,670 90,134 48,689 44,441 91.27%
Curriculum and Staff Dev 13 21,692 87,800 43,900 12,960 29.52%
Instructional Leadership 21 69,213 131,742 78,505 73,180 93.22%
School Leadership 23 145,528 333,805 166,903 160,812 96.35%
Guidance & Counseling 31 76,490 220,628 118,274 122,952 103.96%
Health Services 33 35,187 59,700 32,468 28,440 87.59%
Food Services 35 5,930 9,657 5,245 4,921 93.83%
CoCurricular Activities 36 47,682 122,726 68,167 54,591 80.08%
Administration 41 156,769 601,746 300,873 281,205 93.46%
Maintenance & Operations 51 209,923 587,169 293,585 207,244 70.59%
Data Processing 53 84,167 159,874 86,272 85,981 99.66%
Community Services 61 31,101 66,244 31,292 33,582 107.32%
Facility Acquisition/Construction 81 23,940 11,970 2,918 24.38%
TOTAL 2,257,515$ 5,334,446$ 2,964,764$ 2,624,083$ 88.51%
Payroll & Related 61xx 1,803,980$ 3,772,080$ 2,183,581$ 2,055,630$ 94.14%
Prof & Contracted Srv 62xx 287,296 962,025 481,013 406,458 84.50%
Supplies & Materials 63xx 85,424 258,447 129,224 77,490 59.97%
Other Operating Costs 64xx 80,815 341,894 170,947 84,505 49.43%
TOTAL 2,257,515$ 5,334,446$ 2,964,764$ 2,624,083$ 88.51% Positive Cautious Negative
< 100%101%-110%>111%
Prior Yr Adopted Adopted YTD
6 month Annual YTD Actuals
Actual Budget Budget 2/29/2012
68,871$ (90,378)$ -$ (44,871)$
36,967 - -
(49,807) - 4,662
Beginning Fund Balance (Audited)**767,490 914,660 - 914,660
Ending Fund Balance 836,361 811,442 - 865,127
Assigned Fund Balance 114,838 103,684 - 103,684
Ending Fund Balance (Unassigned)721,523$ 707,758$ - 761,443$
# of Operating Days 60 48 52
Daily Operating Cost $12,123 $14,615 $14,615
WESTLAKE ACADEMYGeneral Fund Quarter Ended 02/29/12
OBJECT CODES
REVENUES
ADOPTED BUDGET
Revenue Legend:
EXPENDITURES ADOPTED BUDGET
FUNCTION
Expenditure Legend:
SUMMARY
Net Revenues Over (Under) Exp
Other Resources
Other Uses
2
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 2/29/12
GENERAL FUND
REVENUES
Other Local Revenue – 297.8% (+$14,834)
• Revenues were re-classed from Trust & Agency (T&A) accounts to General Fund due to the
nature of the expenditures. Art, drama, and DP Spanish fees are examples of T&A
accounts being moved into the General Fund. In addition, the back to school fees
collected, from the approximately 100 new students, were not included in the adopted
budget.
Transportation Fees – 115.6% (+$1,946)
• Transportation Fees - budgeted $25K - received $14,446 in transportation revenue
through “Back to School” fees. After adopting the current budget the administrative team
made the decision to not charge additional transportation fees for athletic transportation
in the Academy owned vehicles for FY 11/12 school year. This will reduce the
transportation revenues by approximately $10,500 over the fiscal year.
Parking Fees – 137.1% (+$2,385)
• Parking Fees - budgeted $12,840 - collected $8,805. The majority of parking fees are
received at beginning of the fiscal year and additional funds are anticipated to be
collected through the end of the school year, but it is unlikely we will reach the full
budgeted amount.
Food and Beverage - 0% (-$1,500)
• The Academy contracts with Victual to cater lunch for the students. No payments have
been received to-date. The vendor has been contacted and will make the payment in the
final quarter.
State Foundation Revenue – 91.3% (-$185,612)
• Foundation allotment based on March 6, 2012 Summary of Finance from the TEA (based
on reports of attendance, etc.) is $4,138,021. This is $143,628 less than our budgeted
revenues. Included in this reduction is a settle up of $36K from the prior year from TEA
funding.
• The Academy projected student enrollment of 627 students and currently has 608
enrolled due to student turnover and administration’s decision to not backfill this far into
the school year. Because much of the turnover occurred in the DP programme prior to
the start of the school year, those positions were not able to be completely backfilled.
3
WESTLAKE ACADEMY
Analysis of Dashboard for Quarter Ended 2/29/12
GENERAL FUND
This decision not to backfill has an impact of approximately $115,000 and will reduce the
WA fund balance.
EXPENDITURES
Guidance & Counseling - 103.96% ($4,678)
• This function includes professional service assessments as well as speech/language
services for the students. These services are provided during the months the students are
in school; therefore, a large amount of this function’s budget is expensed through May
with no expenditures during the summer months.
Community Services - 107.32% ($2,290)
• The Executive Director received an increase in pay of $6,100 effective October 1, 2011.
The Foundation is reimbursing the Academy for 50% of this salary.
4
WESTLAKE ACADEMY
STUDENT INFORMATION
97.92% 97.24% 97.32% 96.63% 96.30%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
FY 2011-12 Average Daily Attendance
1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks Currently
619 615 613 609 606
0
100
200
300
400
500
600
700
FY 2011-12 Total # Students Enrolled
1st Six Weeks 2nd Six Weeks 3rd Six Weeks 4th Six Weeks Currently
5
WESTLAKE ACADEMY
STUDENT INFORMATION
1
39
1
2
272
16
1
6
3
85
4
7
3
166
0 50 100 150 200 250 300
Irving ISD
Carroll ISD
Eagle Mt-Saginaw ISD
HEB ISD
Keller ISD
Grapevine-Colleyville ISD
Fort Worth ISD
Birdville ISD
Arlington ISD
Northwest ISD
Argyle ISD
Lewisville ISD
Denton ISD
Town of Westlake
Current FY 2011-12 Student Census
6
DISCUSSION ITEMS
a. Academic Progress Report regarding Primary Years Programme. (30 min)
b. Presentation and Discussion regarding the current secondary math sequence
and possible future development. (45 min)
Westlake Academy
Item # 5 –
Discussion Items
Page 1 of 2
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: PYP Mathematics and Spanish Meeting Date: April 2, 2012
Staff Contact: Rod Harding Report
Subject: Second Update on Curriculum Improvement Areas for 2011-2012
EXECUTIVE SUMMARY
This agenda memo is an update of January 9, 2012 report, ‘One School, Together’ whole school
goals for 2011-2012. These goals were:
• Initiate and develop a whole school approach to the systematic development of
curriculum
• Establish an ongoing Curriculum Review Cycle
The previous report outlined school wide initiatives (3) and action taken to achieve these goals.
The PYP Mathematics (2) and Spanish (2) initiatives also identified the findings and action to be
taken.
This report details staff commitment to continuous improvement in the Mathematics and Spanish
written curriculum. The attachments highlight the work done by the committees from the
January period.
Dan Meyer: Math class needs a makeover
http://www.ted.com/talks/lang/en/dan_meyer_math_curriculum_makeover.html
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
Page 2 of 2
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
Report presented for Board information and review.
ATTACHMENTS
1. Update on school-wide initiatives and curriculum improvement areas
2. Grade 4 sample of written Mathematics curriculum
3. Essential Agreements in Mathematics
4. Kindergarten sample of the written Spanish curriculum
‘One School, Together’
April Update on Curriculum Improvement Areas for 2011-2012
Mathematics and Spanish
Whole School Goals for 2011-2012:
• Initiate and develop a whole school approach to the systematic development of
curriculum
Status: Achieved
• Establish an ongoing Curriculum Review Cycle
Status: Achieved
Areas for Review and Improvement Updates
a) SCHOOL WIDE INITIATIVES
Initiative 1: Find and develop a web -based IB curriculum ma nagement system.
Status: Achieved by 3rd Learning
Continuing Progress:
• WA and 3rd Learning met on March 5 to establish a steering committee (Dr. Clint Calzini,
Mr. Rod Harding, Ms. Alison Schneider, Mrs. Tracy Odom and Mr. Stacy Stoyanoff) and
an implementation committee (Mrs. Sarah Stack, Mrs. Veronica Covarrubias and Mrs.
Amanda Bunch, Mrs. Randi Rosky and Mrs. Cindy Jacks from PYP, Mr. Simon
Aisthorpe, Mrs. Katie Estrada and Mrs. Livia Miller from MYP/DP).
• WA committees will use a format created by 3rd Learning to establish ‘Crosswalk’
(alignment) documents to align the IBO Learning Outcomes to the Texas Essential
Knowledge and Skills. March/April period Mathematics, Language Arts and Spanish in
March-May 2012.
Initiative 2: Review the need for a curriculum review cycle
Status: Achieved 2012-2013 Language Arts/English (Reading Writing, Listening and Speaking)
Initiative 3: Provide time for MYP and PYP teachers to meet in order to articulate Math and
Spanish K-12.
Status: Meetings to take place in Spring 2012
Previous Action Taken: Initial meetings between the MYP and PYP Math and Spanish teachers
took place to inform both section teachers of the direction of the written and taught curriculum.
b) PYP MATHEMATICS
Initiative 1:
Review written curriculum and concept development by Primary Principal and PYP Coordinator .
Status: Achieved by
• Review of written curriculum and meetings between Principal and Coordinator
• Preliminary meetings took place in September with all PYP teachers and feedback from
Math committee on a monthly basis from October-November 2011 and January-March
2012.
• Math committee had meetings after school and release days to develop the written
curriculum up to March 2012.
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.
Status: Achieved by
• Purchasing $4000 worth of manipulatives to support understanding of mathematical
concepts.
• Program budget purchases within 2012-2013 Performance Plan.
• Professional development .
a. Mrs. Cheryl Hassell attending a math games day in Dallas and reporting back to
staff with an afternoon dedicated to playing games that reinforced a math skill,
emotional content, any player can win format and fun.
b. Mr. Rod Harding modeling the use of manipulatives, games, place value and
calculator activities in classes.
c. Mrs. Amanda Bunch attending a differentiation workshop to provide examples of
catering for different ability groups.
d. Visit by Kassandra Boyd from IBO Global Center in The Hague, Netherlands.
One of three IBO World Schools in the USA to be visited due to WA
development of a written mathematics curriculum and its application to teaching
and learning approaches.
Continuing Progress
The PYP Math committee (Ms. Alison Schneider-PYP Coordinator, Mrs. Missy DeMoss -Grade
1, Mrs. Kat Calzini-Grade 2, Mrs. Cheryl Hassell-Grade 4, Mrs. Amanda Bunch-Grade 5 ) will
complete the following documents by April 2012.
• Peer reviewed ‘spiraled’ and articulated written curriculum with learning outcomes in the
five strands of mathematics (Number, Shape & Space, Pattern & Function, Measurement
and Data Handling) from Kindergarten through Grade 6. Draft completed and attached
Grade 4 sample
• Peer reviewed mathematical curriculum that identifies the areas of mathematics that
naturally fits into the PYP units of inquiry and those that area part of stand-alone learning.
Draft completed and attached Grade 4 sample
• Peer reviewed essential agreements of the best ways mathematics should be taught. Draft
completed and attached
• Assessment approaches that are transparent to the community. Completed by May 2012.
Current Developments
1. Over the course of the review the scheduling of strands (Number, Shape & Space, Pattern
& Function, Measurement and Data Handling) from Kindergarten through Grade 6 were
not sequenced to provide a balanced delivery. An example of this would be that
Measurement would not be taught until the second semester (January-March) and
therefore many opportunities would be lost in linking this strand to other stand areas and
units of inquiry. It is interesting to note that measurement was an area that was at the
underachieving level in the Texas Assessment of Knowledge and Skills (TAKS) and
International School’s Assessment (ISA) taken in February and April of the previous year.
New draft format was created to balance the delivery.
Suggested Balance of Teaching the Strands of Mathematics
Week 1
Days of the
Week
Mathematical Strands Duration
Monday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
Problem of the Week
60-100min
(depending on age)
Tuesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Wednesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Thursday
Measurement and Data Handling
Measurement and Data Handling Games
60-100min
(depending on age)
Friday
Data Handling Plus
Review of the Week with Stations
60-80min
(depending on age)
Week 2
Days of the
Week
Mathematical Strands Duration
Monday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
Problem of the Week
60-100min
(depending on age)
Tuesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Wednesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Thursday
Measurement and Data Handling
Measurement and Data Handling Games
60-100min
(depending on age)
Friday
Shape and Space
Review of the Week with Stations
60-80min
(depending on age)
Week 3
Days of the
Week
Mathematical Strands Duration
Monday
Number
Games of Oral Counting/Place Value/Number Facts (tables)/Patterns
Problem of the Week
60-100min
(depending on age)
Tuesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Wednesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Thursday
Shape and Space
60-100min
(depending on age)
Friday
Pattern and Function
Review of the Week with Stations
60-80min
(depending on age)
Week 4
Days of the
Week
Mathematical Strands Duration
Monday
Number
Games of Oral Counting/Place Value/Number Facts (tables)/Patterns
Problem of the Week
60-100min
(depending on age)
Tuesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Wednesday
Number
Games of Oral Counting/Place Value/Number Facts (tables)
60-100min
(depending on age)
Thursday
Shape and Space
60-100min
(depending on age)
Friday
Pattern and Function
Review of the Week with Stations
60-80min
(depending on age)
Repeat on a four week cycle
2. 3rd Learning contributions to the curriculum review have provided a framework that will
ensure the alignment of the IBO Learning Outcomes and the Texas Essential Knowledge
and Skills. The staff is presently working on these ‘Crosswalks’ to ensure that there are
no learning gaps.
c) PYP Spanish
Initiative 1:
Review of written curriculum by Primary Principal and PYP Coordinator.
Status: Achieved
• Directing the Spanish teachers to create a written and taught curriculum that is seamless
from K-4 to Grade 5-6 and integrates into the PYP Units of Inquiry
• Collaborative opportunities with MYP Spanish teachers to ensure an aligned curriculum
of learning outcomes from PYP to MYP.
• Creating Essential Agreements of the best ways language should be taught and assessed
(May 2012)
Initiative 2:
Observe classroom practice in regard to speaking, communication and the ability for students to
use and apply Spanish.
Status: Achieved by observations and meetings with Spanish teachers
Responsibility and Accountability
The responsibility to deliver a written and taught curriculum that is based on current research
and accepted and worked on by PYP teachers is wholly with the teachers.
The principal, as the instructional leader is accountable for the quality of the teacher’s
implementation of the agreed upon written and taught curriculum.
How does the PYP principal ensure accountability?
• Observations and team teaching with classroom teachers a nd a rigorous written appraisal
process that incorporates “What it means to be a Great teacher at Westlake Academy?”
and a dedicated rubric measure.
• Based on observations and team teaching providing ‘on the spot’ constructive feedback
and the hard conversations that are needed for teachers to improve.
• State and international assessments that identify areas of curriculum improvement
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
Sep – Oct (6 wks) Oct – Dec (7 wks) Nov – Jan (6 wks) Feb – Mar (7 wks) Mar – May (6 wks) May – June (4 wks)
Grade 4
How We Express Ourselves
The effectiveness of
communication depends both on
the delivery and the reception of
information
.Where We Are In Place
and Time
Exploration and discovery
have changed the way people
think about the world and have
stimulated further exploration.
Who We Are
The stability of a community
depends on the contributions
and relationships of its
members.
How the World Works
Humans study the natural
world in order to create
opportunities and respond to
challenges.
Sharing the Planet
The survival and well-being of
all living things depends upon
the conservation of the land
and its natural resources.
How We Organize
Ourse lves
There are children in the world
who face different challenges that
affect their quality of life.
Ma
t
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m
a
t
i
c
c
o
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p
t
s
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d
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t
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a
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t
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P
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o
g
r
a
m
m
e
o
f
In
q
u
i
r
y
Shape & space:
Congruency,
translations, reflections
and rotations
Identify and use
patterns
Measurement:
Timelines
Data Handling:
Graphing and
interpretation of data
Data Handling:
Graphing
Measurement:
Temperature
Time
Length, perimeter,
area, volume
Number:
Fractions within
measures
Shape & space:
Fractions on number
line
Define & use 3D
shapes, including
vocabulary to
identify
Data Handling:
Probability
Graphing
Surveys
Measurement:
Temperature
Time
Length, volume
Number:
Fractions within
measures
Shape & space:
Lines & angles,
including
vocabulary to
identify
Data Handling:
Graphing
Displaying Data
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
Ma
t
h
e
m
a
t
i
c
c
o
n
c
e
p
t
s
a
n
d
s
k
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l
s
i
n
d
e
p
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t
o
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t
h
e
Pr
o
g
r
a
m
m
e
o
f
I
n
q
u
i
r
y
Number:
Place value for
decimals & whole
numbers
Add & subtract using
decimals
Review number
operations of addition,
subtraction,
multiplication, and
division.
Pattern:
Patterns in
multiplication
Number:
Addition and
subtraction of whole
numbers
Multiplication
through 2 by 2, or
greater
Division with 1 digit
divisors
Continue working
with place value
Number:
• Fractions
• Decimals to
fractions
comparisons
• Ongoing review of
place value
• Ongoing review of
multiplication
• Ongoing review of
division
Function:
Symbols and
relationships of data
Number:
Ongoing review of
place value
Ongoing review of
multiplication
Ongoing review of
division
Ongoing review of
fractions
Number:
Ongoing review of
fractions
Review major
concepts of the year
Review congruency,
translations,
rotations, symmetry
Number:
Extension activities for:
Fractions
Decimals
Division
Offer “math fair”
concept to 3rd graders.
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
Ongoing Across the Year: Pattern and Function, Place Value, Writing to Explain, Mental Math, Problem Solving
PATTERN AND FUNCTION
*Unless specifically noted, this strand is ongoing across the year
Describe the rule for a pattern in a variety of ways
Identify a sequence of operations relating one set of numbers to another set
Represent rules for patterns using words, symbols and tables
Use patterns and relationships to develop strategies to remember basic
multiplication and division facts
Use patterns to multiply by 10 and 100
Describe the relationship between two sets of related data, such as ordered pairs in a
table
Select appropriate methods for representing patterns, for example, using words,
symbols and tables
Use number patterns to make predictions and solve problems
Understand that there is an inverse relationship between multiplication and division
Understand and use properties of multiplication
PATTERN AND FUNCTION
Vocabulary
Algebraic
Expression
Representations of patterns
variable
PROBLEM SOLVING
*Unless specifically noted, this ‘strand’ is ongoing across the year
Solve problems that incorporate the processes of understanding the problem, making a
plan, carrying out the plan, and evaluating the solution for reasonableness
Select and use appropriate problem solving approaches, and be able to explain their
reasoning.These may include: drawing a picture, looking for a pattern, systematic
guessing & checking, acting it out, making a table, working a simpler problem, or
working backwards.
Write about mathematics, including journaling/justifying problem solving strategies and
real world scenarios through unit work and gaming.
Use estimation to verify results for problem solving situations
Determine and use appropriate verification strategies
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
MEASUREMENT
Estimate and measure using standard units of
measurement: perimeter, area, volume and weight/mass
Perform simple conversions between different units of
length, between different units of capacity and between
different units of weight within the customary
measurement system
Use concrete models of standard cubic units to measure
volume
Estimate volume in cubic units
Explain the difference between weight and mass
Use a thermometer to measure temperature and changes
in temperature (in degrees Fahrenheit and Celsius)
Use tools such as a clock with gears or a stopwatch to
solve problems involving elapsed time
Use standard units of measurement to solve problems in
real-life situations involving perimeter, area, volume
and weight/mass
Select appropriate tools and units of measurement
Use timelines in units of inquiry and other real-life
situations
Measure angles using degrees as illustrated in the
relationship of center as vertex and 1 degree as 1/360th
of a circle.
Determine the measure of angles using protractor
Draw angles using a given measure in degrees
Decompose an angle into non-overlapping pieces to
determine the measure of an unknown angle
Represent data with a stem and leaf or dot plot
Be able to estimate values between intervals on a scale,
such as a thermometer marked in 2’s or 10’s
MEASUREMENT
Vocabulary
Mile Foot Inch
Yard Centimeter Decimeter
Kilometer Meter Millimeter
Perimeter Area Volume
Cup Capacity Gallon
Pint Quart Liter
Milliliter Ounce Pound
Ton Weight Gram
Kilogram Mass Day
Decade Hour Leap year
Minute Month Second
Week Year Century
Millenium Elapsed Time Degrees
Fahrenheit
Degrees
Celsius
DATA HANDLING
Collect, organize, record, and display data in
Collect, display and interpret data using bar graphs ,
and other graphs.
Understand and use scale in graphs
Use concrete objects or pictures to make
generalizations about determining all possible
combinations of a given set of data or of objects in a
problem situation
Design a survey and systematically collect, organiz e
and display data in bar graphs
Express probability using simple fractions
Use experimental and gaming data to explore
probability and fairness
Solve problems by collecting, organizing,
displaying and interpreting sets of data
Begin using data from experiments and games to
explore mean, median, mode
DATA HANDLING
Vocabulary
Outcome Tree Diagram Survey
Bar Graph Interval Scale
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
NUMBER
Use place value to read, write, and describe the value of whole numbers through 1,000,000,000
Expanded notation, word form notations for place values
Interpret the value of each place-value position as 10 times the position to the right and as 1/10 of the
value of the place to its left
Round whole numbers to the nearest ten, hundred, or thousand to estimate reasonable results
Use place value to read, write, compare and order decimals involving tenths and hundredths, including
money, using concrete objects and pictorial models
Use concrete objects and pictorial models to generate equivalent fractions, and recognize equivalent
fractions
Understand (n x a) / (n x b) generates equivalent fractions
Model fraction quantities greater than one using concrete objects and pictorial models
Compare and order fractions using concrete objects and pictorial models
Generate equiva lent fractions to find common numerators or denominators to compare fractions, using
symbols, < > =
Add fractions with similar denominators, using models
Decompose a fraction into the sum of fractions with same denominator, recording results with math
symb ols
Relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models
Begin to use decimals beyond hundredths using models and pattern
Use addition and subtraction to solve problems involving whole numbers
Add and subtract decimals to the hundredths place using concrete objects and pictorial models
Model factors and products using arrays and area models
Represent multiplication and division situations in picture, word, and number form
Use the language of multiplication and division
Recall and apply multiplication facts through 12 x 12
Use multiplication to solve problems (two digits times two digits without technology and four digits
times one digit)
Use division to solve problems (one-digit divisors and four digit dividends without technology)
Use strategies including rounding and compatible numbers to estimate solutions to multiplication and
division problems
Use and be able to discuss strategies for mental math, including use with addition, subtraction,
multiplication, and division
Use letters as variables in problem solving application
NUMBER
Period Expanded
Form
Standard Form
Word Form Tenth Hundredth
Decimal Point Breaking Apart Compensation
Counting On Associative
Property of
Addition
Commutative
Property of
Addition
Identity
Property of
Addition
Inverse
Operations
Rounding
Array Factors Product
Multiple Commutative
Property of
Multiplication
Identity
Property of
Multiplication
Zero Property
of
Multiplication
Distributive
Property
Divide
Dividend Divisor Quotient
Fact Family Compatible
Numbers
Partial
Products
Remainder Denominator Fraction
Numerator Benchmark
Fractions
Equivalent
Fractions
Common
Factor
Simplest Form Improper
Fraction
Mixed Number Remainder Number
Expression
Vocabulary
Mathematics Sequence Across the Programme of Inquiry: Fourth Grade
SHAPE AND SPACE
Sort, describe and model regular and irregular polygons
Describe and model congruency and similarity in 2D shapes
Identify and describe right, acute, and obtuse angles
Identify and describe parallel and intersecting (including perpendicular) lines using
concrete objects and pictorial models
Use essential attributes to define 2D and 3D geometric figures
Demonstrate translations, reflections and rotations using concrete models
Use reflections to verify that a shape has symmetry
Locate and name points on a number line using whole numbers, fractions, such as halves
and fourths, and decimals, such as tenths
Apply knowledge of transformations to problem-solving situations
Identify and create rhombus, parallelogram, trapezoid, rectangle, and square as
quadrilateral.
Classify shapes based on identified angles
Begin using directions as represented by coordinates on a grid
Begin using coordinates on an x, y plane
Use shape and space visualization/drawings for problem solving
Use models to investigate the relationship of a 2D (incl., shapes and nets) to a 3D object
Use nets to create 3D shapes
SHAPE AND SPACE
Vocabulary
Intersecting Lines Line Parallel Lines
Perpendicular
Lines
Plane Point
Acute Angle Angle Line Segment
Obtuse Angle Ray Right Angle
Straight Angle Hexagon Octagon
Pentagon Polygon Quadrilateral
Side Triangle Vertex
Acute Triangle Equilateral
Triangle
Isosceles Triangle
Obtuse Triangle Right Triangle Scalene Triangle
Parallelogram Rectangle Rhombus
Square Trapezoid Cone
Cube Cylinder Edge
Face Net Pyramid
Rectangular Rectangular
Pyramid
Solid Figure
Sphere Square Pyramid Triangular Prism
Vertices Translation Reflection
Rotation Congruent Figures Line of Symmetry
Symmetric
DRAFT
How best will students learn
Stages of designing developmentally appropriate learning experiences:
Constructing Meaning
Teacher as facilitator
Students actively engaged in learning process
Students participate in cooperative learning situations
Provided with manipulatives
Transferring Meaning into signs and symbols
Teacher provides symbols for students
Symbols connected to concrete objects and processes
Students describe understanding using signs and symbols through pictures, diagrams, verbal discussion, symbolic notation
Understanding and Applying
This stage can be viewed as a means of collecting formative data, which will allow teachers to refine further instruction in stages one and two.
Students are independently selecting and appropriately using symbolic notation to process and record learning
Authentic activities include a range of hands-on problem-solving tasks, in a practical and realistic contexts.
Learners are applying understanding in concepts using mathematical skills and knowledge.
Classroom Environment
Teachers ask open questions; students pose inquiries
Innovative use of technology and software resources
Manipulatives, resources, books relevant to the current study are accessible for all students
Constant use of appropriate manipulatives must be present all the way through the PYP
Students must be given the opportunity to select from a variety of objects and math tools
Learning activities provide students with opportunities to in a range of peer groupings
The school community is utilized as students of different ages mentor one another.
Math experiences in the classroom should be supported at home and given real-life significance
Resource inventory lists will be cross-checked with teachers transferring to new grade levels or leaving WA.
DRAFT
Correct and appropriate mathematical language is used
Mathematics is a language used to describe the natural world
Vocabulary is adopted as students construct, transfer, and apply understanding
Correct and developmentally appropriate mathematical language is used consistently, enabling students to remember relevant vocabulary with confidence
Common problem solving approach (Problem Solver Series)
By explaining ideas and results (orally and in writing), students invite feedback and illustrate alternative models for their peers
Experience with problem solving strategies will happen on a weekly basis.
Best Practices
Whole-Part-Whole
Instruction begins with the whole class, moves to various groupings, and then returns to whole group for reflection.
50-90 minutes a day
Mental (oral) math visited daily
Pattern/Function, place value, problem-solving are ongoing concepts
Patterns and relationships are used to analyze problem solving situations
Students share and reflect on their own problem -solving strategies and those of their peers
Students use models, facts, properties, and relationships to explain thinking
Students justify answers and the processes used to arrive at a solution (orally and in writing)
Integration into the Programme of Inquiry
When possible, mathematics is taught within the context of the six-transdisciplinary themes. We recognize that data handling and measurement are the two strands most easily integrated into the units of inquiry.
Math skills applied as a means to deepen understanding of the unit of inquiry are identified in the unit of inquiry section of the math planning/alignment document.
The key concepts identified on the Programme of Inquiry should be used to drive mathematical understanding (Making
the PYP Happen page 88-89).
DRAFT
How Will We Know What Students Have Learned?
Formative Assessment
Ongoing assessment to help determine next instruction, including student self-assessment.
Types of formative assessment include: exit slips, journals, open-response questions, discussions, observations, graphic organizers, think-pair-share.
Summative
Specific assessments used to gauge a student’s learning at one point in time.
Summative assessments can include: performance tasks, pencil and paper tests/quizzes, demonstrations, portfolio
Continuum
A continuum will be implemented across all primary grades. This assessment tool will allow teachers to assess prior knowledge and plan instruction.
Benchmarks
The STAAR and International School Assessment (ISA) will document student performance over time and be used in case of RTI needs.
What do
we want
students
to learn?
Specific expectations
Students will be expected to
understand that School
objects, people and places can
be expressed in Spanish.
Specific expectations
Students will be able to
identify living and non-living
things and recognize that
living cycles require an
adequate environment to
survive.
Specific expectations
Students will understand the
importance of Spanish
literature and how it
connects to their culture.
Specific expectations
Students will understand the
relationships between people
and resources and their
importance in our community.
Specific expectations
Students will be able to
identify in Spanish the
different forms of matter that
things we have contact with in
our everyday lives are made
out of.
Specific expectations
To identify the changes that
the students have experienced
through growth that have had
an impact on their abilities.
Sample questions
-Why do we come to School?
-What is the function of the
different objects in the
classroom.
Sample questions
-What are the characteristics of
living and non-living things?
- Where can you find specific
living things and why?
Sample questions
-What are the parts of a
story (story structure)?
- What attitudes and traits
can we recognize in the
characters?
Sample questions
-What are the roles of our
community helpers?
-Why do community helpers
wear uniforms or special clothes?
-How do community helpers
impact your everyday life?
Sample questions
-What are the differences
between the different forms of
matter?
-What are their characteristics?
-How do we know the state of
matter of something?
Sample questions
-What are you able to do know
that you weren’t before?
-What do we learn from our
families and what do we learn at
School as we grow?
Sept – Oct (3 wks) Oct – Nov (6 wks) Nov – Jan (6 wks) Jan – Feb (6 wks) Mar–Apr (6 wks) Apr– June (6 wks)
Grade K
Who We Are
A school is a place to learn
and share ideas.
Sharing the Planet
The survival of living
things is affected by how
living things interact.
How We Express
Ourselves
Societal values and
attitudes are reflected
through literature.
How We Organize
Ourselves
Communities need people
to fulfill roles and provide
resources in our
community.
How the World Works
The world is made of
different forms of matter.
Where We Are In Place
and Time
Our lives change through
experiences and time.
Kindergarten Spanish Programme
How b est
will
students
learn?
Sample activities
.Greetings, ask and give name
-Identify objects in classroom
and their function.
-Describe and organize the
objects by name and color.
- Respond to common School
place commands.
Sample activities
- Labeling several life
cycles.
- Make a collage of
living and non-living
things.
- Label animals in
different environments
(farm, ocean, jungle
animals, insects etc.)
Sample activities
- Comparing and
contrasting stories such
as Little Red Riding
Hood, Three bears
- Sequencing a known
story in Spanish.
- Labeling characters by
the traits they exhibit
using the Learner
Profile in Spanish.
Sample activities
-Matching pictures of community
helpers with their jobs and
practice pronunciation.
- Drawing community helpers
uniforms to learn clothing
vocabulary.
-Identify the key resources and
places in a community and create
in groups.
Sample activities
- Take a nature walk to
observe and record
different forms of matter
around our School.
- Sorting and describing
objects in our tub by
properties (texture, size,
shape and color).
Sample activities
- Choosing actions
(verbs) they can do
from picture
flashcards.
- Draw a family tree to
identify family
members.
- Draw a picture of
themselves describing
physical resemblance to
family members.
- Create a timeline to
visually organize
abilities.
How will
we know
what
students
have
learned?
Sample Assessments
-Students will accurately
respond to basic commands
and greetings.
-Accurately identify classroom
objects by name and color.
-Label common objects in
classroom.
Sample Assessments
- Create a life cycle of
choice, labeling the
parts.
- On a picture, the
students identify
accurately living and
non-living things
- Draw and label
accurately the animals
vocabulary.
Sample Assessments
-Drawing pictures of stories,
identifying similarities and
differences by color-coding
them in the picture, label for
vocabulary reinforcement.
-Cut and paste pictures related
to the story in the right
sequence and identify story
structure.
Sample Assessments
-Recognizing the community
helpers by the job they do by
accurately matching vocabulary.
-During class discussion, students
will use accurate color and
clothing vocabulary to describe
community helpers uniforms.
-Well though-out, accurate
labeled communities.
Sample Assessments
-Accurately using adjectives to
describe objects in nature and
sorting by their state of
matter.
- Using accurate adjectives and
size, shape and colors
vocabulary to describe the
objects.
Sample Assessments
-Act out the actions of abilities
they chose.
-Class presentation of their
families and oral introduction
of their family members.
- Explain their timelines by
accurately using vocabulary
learned.
Content
not related
to the
central
idea
-Weather
-Calendar
-Numbers
-Alphabet
-Shapes
-Colors
-Weather
-Calendar
-Numbers
-Alphabet
-Shapes
-Colors
-Pattterns of different types
-vowels
seasons cycles-
days of the week
months of the year
-Weather
-Calendar
-Numbers
-Alphabet
-Shapes
-Colors
-Tracing words that start with
a vowel.
-Letter sounds and blends
-Recognition of repetitive text
-Weather
-Calendar
-Numbers
-Alphabet
-Shapes
-Colors
-Definite and indefinite
articles of nouns.
Vocabulary
-clothes
-adjectives
-community places
-spanish as a job and the
importance of translators.
-Weather
-Calendar
-Numbers
-Alphabet
-Adjectives
-colors
-Size
-Shapes
-Animals vocabulary
-Verbs
-Weather
-Calendar
-Numbers
-Alphabet
-Shapes
-Colors
-Family vocabulary
Film them at the beginning
and end of school year
answering some questions in
Spanish and document the
difference in abilities.
-
Page 1 of 1
WESTLAKE ACADEMY AGENDA ITEM
Curriculum: MYP/DP Meeting Date: March 5, 2012
Staff Contact: Clint Calzini Discussion
MYP Principal
Subject: Presentation and Discussion regarding the current secondary math sequence and
possible future development.
EXECUTIVE SUMMARY
Per the request of the School Board, this report presents the current math program and a possible
future sequence to provide IB HL Math.
APPLICABLE STRATEGIC PLAN DESIRED OUTCOME
High Student Achievement
Strong Parent & Community Connections
Financial Stewardship & Sustainability
Student Engagement – Extracurricular activities
Effective Educators & Staff
WESTLAKE ACADEMY VALUES
Maximizing Personal Development
Academic Excellence
Respect for Self and Others
Personal Responsibility
Compassion and Understanding
FISCAL IMPACT
Funded Not Funded N/A
RECOMMENDATION / ACTION REQUESTED/ OPTIONS
None at this time.
ATTACHMENTS
Presentation provided during meeting.
BOARD RECAP / STAFF DIRECTION
Westlake Academy
Item #6
Board Recap /
Staff Direction
Westlake Academy
Item # 7 –
Workshop
Adjournment
Back up material has not
been provided for this item.
CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to
address the Board on any matter whether or not it is posted on the agenda. The Board cannot
by law take action nor have any discussion or deliberations on any presentation made to the
Board at this time concerning an item not listed on the agenda. Any item presented may be
noticed on a future agenda for deliberation or action.
Present Faculty and Staff with a Proclamation designating May 7th through May 11th, as
Teacher Appreciation Week.
Recognition of students who competed in the Regional Science Fair that will be advancing
to the State Competition.
Westlake Academy
Item # 2 – Citizens’
Presentations and
recognitions
Westlake Academy
Proclamation
WHEREAS, the week of May 7th through May 11th is designated as Teacher
Appreciation Week; and,
WHEREAS, a strong, effective system of free public school education for all children
is essential to our democratic system of government; and
WHEREAS, much of this progress can be attributed to the qualified and dedicated
teachers entrusted with the educational development of our children to their full potential;
and,
WHEREAS, our teachers are at their best when they hold students to high
expectations, challenge them to think critically, push them to excel in the face of any
obstacle, and guide their development into contributing exemplary citizens; and
WHEREAS, excellent teaching is a labor of love, and our dedicated professionals
often use their own resources and work evenings and weekends to enhance and enrich the
daily learning experiences of their students with innovative and individualize lessons; and
WHEREAS, teachers fill many roles, including listener, role models, motivator and
mentor and continue to influence their students long into adulthood.
NOW, THEREFORE, I, Laura Wheat, Board President and Mayor of Westlake proclaim May
7th through May 11th, as
TEACHER APPRECIATION WEEK
In Westlake, Texas and call upon the citizens to recognize and express their appreciation for the
vital contributions made daily by Teachers, Support Staff and Volunteers.
IN WITNESS THEREOF, I have hereunto set my hand and caused the official seal of the
Town of Westlake, Texas to be affixed this 2nd day of April 2012.
______________________________________________
Laura Wheat, Board President and Mayor of Westlake
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 March 5, 2012.
Westlake Academy
Item # 3 - Consent
Agenda Items
BOT Minutes 03/05/12
Page 1 of 5
WESTLAKE ACADEMY
BOARD OF TRUSTEES WORKSHOP
March 5, 2012
PRESENT: President Wheat, Trustees: Tim Brittan, Clif Cox, Carol Langdon, and Rick
Rennhack arrived at 5:11 p.m.
ABSENT: David Levitan
OTHERS PRESENT: Superintendent Tom Brymer, Board Secretary Kelly Edwards,
School Attorney Janet Bubert, Primary Principal Rod Harding,
Secondary Principal Dr. Clint Calzini, Administrative Coordinator
Ben Nibarger, Assistant to the Superintendent Amanda DeGan,
Director of Communications & Community Affairs Ginger Awtry,
and Facilities and Recreation Director Troy Meyer.
Workshop Session
1. CALL TO ORDER
President Wheat called the workshop to order at 5:09 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 MARCH 5, 2012 , TRUSTEES
REGULAR MEETING AGENDA.
Council Member Langdon asked if the report would include PYP.
4. REPORTS
a. The first of the monthly follow-up reports on the Academic Progress of the Secondary
School.
BOT Minutes 03/05/12
Page 2 of 5
Secondary Principal Dr. Calzini provided an overview of the report as presented during
the meeting.
Discussion ensued regarding the data in the appendices such as the amount of
homework per week, number of hours spent reading and studying and the Zero
policy.
President Wheat moved to convene Executive Session prior to the Discussion Items.
6. EXECUTIVE SESSION
The Board convened into Executive Session at 5:53 p.m.
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
a. Section 551.071(2) – Consultation with School Attorney on a matter in which the duty
of the attorney to the governmental body under the Texas Disciplinary Rules of
Professional Conduct of the State Bar of Texas clearly conflicts with this chapter:
Regarding the use of Student Information.
7. RECONVENE MEETING
President Wheat reconvened the meeting at 6:11 p.m.
8. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS.
No action taken.
President Wheat recessed the meeting at 6:12 p.m. to convene the regular meeting.
President Wheat reconvened the workshop at 6:25 p.m., to move to the Discussion items.
5. DISCUSSION ITEMS
a. Curriculum Management System Presentation by Third Learning.
Primary Principal Harding introduced names Dr. Don Jacobs and his team from Third
Learning.
Dr. Don Jacbos provided a presentation and overview on the Curriculum Management
System to use to optimize and align the K – 12 IB curriculum and how to
communicate that information to parents and students.
Discussion ensued regarding how to measure the learning outcomes of this system,
support offered to parents and teachers, how to integrate the all of the systems into
BOT Minutes 03/05/12
Page 3 of 5
the continuum, the accessibility to parents, and how this tool will identify any gaps in
the learning outcomes as it is applicable to TEKS testin g.
Staff is in the process of creating a contract with Third Learning.
b. Discussion of Recommendation Pertaining to Next Steps for Campus Facility Planning
Superintendent Brymer provided an overview of the reports and information provided
to convey the “Next Steps” which consist of an Architect to vet the Hayes Plan and
use this plan as the Campus Master Plan. He recommends the Board conduct an
additional workshop to discuss the financial policies and decisions for future funding
of the Academy.
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.
The Board did not discuss this item.
9. BOARD RECAP / STAFF DIRECTION
Present a contract with Bennett, Benner, Pettit to review the Hayes Future Facilities Plan
and provide the original Academy planning documents for the Board to review.
10. ADJOURNMENT
There being no further business before the Board, President Wheat adjourned the
workshop at 8:04 p.m.
Regular Session
1. CALL TO ORDER
President Wheat called the Regular meeting to order at 6:12 p.m.
2. CITIZENS' PRESENTATIONS AND RECOGNITIONS
President Wheat recognized the Team and Coaches on their 2012 TCAF Varsity Girls
Basketball State Championship.
Jeff Ryan, 710 Garden Ct., Southlake, asked that Board conduct an assessment for
students making sure the student is prepared to transition to the next grade level and
provide a resource for parents and students to obtain tutoring if necessary.
BOT Minutes 03/05/12
Page 4 of 5
Marle Trivedi, 2203 Vaquero Estate Blvd., Westlake, asked if an assessment could be
performed for the students so parents know what is necessary for the student to
succeed.
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 February 6, 2012.
b. Consider approval of Resolution 12-05, Adopting the 2012-2013 School Calendar
and Expedited State Waiver for Early Release and In-Service Work Days.
c. Consider approval of Resolution 12-06, Adopting a Homebound Instruction
Policy.
MOTION: Trustee Langdon made a motion to approve the consent agenda.
Trustee Cox seconded the motion. The motion carried by a vote
of 4-0.
4. EXECUTIVE SESSION
The Board did not convene into Executive Session.
The Board will conduct a closed session pursuant to Texas Government Code, annotated,
Chapter 551, Subchapter D for the following:
a. Section 551.071(2) – Consultation with School Attorney on a matter in which the
duty of the attorney to the governmental body under the Texas Disciplinary
Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this
chapter: Regarding the use of Student Information.
5. RECONVENE MEETING
Not applicable.
6. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS.
No action taken.
7. BOARD CALENDAR
- WA Spring Break
March 12 – 16, 2012
- Town Council Meeting
March 26, 2012
- Westlake Arbor Day
April 7, 2012
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Page 5 of 5
- MasterWorks Solana Concert Series – Free Outdoor Concert by Zach King
April 12, 2012, Village Courtyard, 6:00 – 7:00 p.m.
- Alliance Development Forum, Marriott Championship Circle
April 13, 2012, 11:00 – 1:00 p.m.
- MasterWorks Solana Concert Series – Free Outdoor Concert by John Adams
April 19, 2012, Village Courtyard, 6:00 – 7:00 p.m.
- Junior High Sport Banquet, WA Dining Hall
April 20, 2012, 6:00 – 8:00 p.m.
- WHPS - Living History Event, ‘History of the Texas Flag’
WA Performance Hall, 7:00 – 8:30 p.m.
April 24, 2012
- Bandana Bonanza, Westlake Academy Campus
May 5, 2012
8. FUTURE AGENDA ITEMS
- None
9. ADJOURNMENT
MOTION: Trustee Rennhack made a motion to adjourn the meeting. Trustee
Brittan seconded the motion. The motion carried by a vote of 4-0.
President Wheat adjourned the meeting at 6:25 p.m. to reconvene the Workshop.
APPROVED BY THE BOARD OF TRUSTEES ON APRIL 2, 2012.
ATTEST: ____________________________
Laura Wheat, Board President
_____________________________
Kelly Edwards, Board Secretary
BOARD CALENDAR
- Town Offices Closed – Good Friday
April 6, 2012
- Westlake Arbor Day & MasterWorks Concert featuring Payin’ My Dues,
presented by the WPAS - Glenwyck Farms Park
April 7, 2012; 3:00 – 7:00 p.m.
- MasterWorks Concert Series in Solana – Free Outdoor Concert by Zach King
April 12, 2012; 6:00 – 7:00 p.m.
- Alliance Development Forum, Marriott Champions Circle in FW
April 13, 2012; 11:00 a.m. – 1:00 p.m.
- WA Mr. Pink Pageant (Breast Cancer Awareness/Fundraiser)
April 13, 2012; 5:30 – 7:30 p.m.; WA Outdoor Amphitheater
- MasterWorks Concert Series in Solana – Free Outdoor Concert by John Adams
April 19, 2012; 6:00 – 7:00 p.m.
- Jr. High Sports Banquet, WA Gym & Dining Hall
April 20, 2012; 6 – 8:00 p.m.
- Living History Event, “History of the Texas Flag” hosted by the WHPS
April 24, 2012; 7:00 – 8:30 p.m., WA Performance Hall
- WA UNICEF Mural Fundraiser & Auction – WA Gym
April 27, 2012; 6:00 – 10:00 p.m.
- WA Graduate Board Reveal & Reception – WA Main Commons
May 3, 2012; 9:00 – 10:00 a.m.
- Bandana Bonanza, Westlake Academy Campus
May 5, 2012; 3:00 7:00 p.m.
- Board of Trustees
May 7, 2012
- JV & Varsity Sports Banquet, WA Gym & Dining Hall
May 11, 2012
- Westlake Historical Marker Presentation Day, hosted by WHPS
May 12, 2012; 2:00 p.m.
Westlake Academy
Item #4
Board Calendar
- Final MasterWorks Concert Series featuring Vocal Trash, Westlake Academy
Outdoor Amphitheater
May 18, 2012; 7:00 – 8:00 p.m.
- WA PYP Exhibition
May 24, 2012; 9:00 a.m. – 3:30 p.m.
- Council Planning Retreat
May 25, 2012; 12:00 noon to 4:00 p.m.
- Town Offices Closed - Memorial Day
May 28, 2012
- Senior Banquet – location TBA
May 31, 2012; 6:30 – 9:30 p.m.
- 2012 WA Graduation – Hurst Conference Center
June 2, 2012; 2:00 p.m.
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.