Loading...
08-03-09 Trustees Workshop Packet WESTLAKE ACADEMY Mission / Vision Statement Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who become well-balanced, responsible global citizens. BOARD OF TRUSTEES WORKSHOP A G E N D A August 3, 2009 WESTLAKE TOWN HALL 3 VILLAGE CIRCLE – 2ND FLOOR COUNCIL CHAMBERS/MUNICIPAL COURT ROOM 3:15 P.M. 1. CALL TO ORDER. 2. REVIEW OF CONSENT AGENDA ITEMS FROM AUGUST 3, 2009, TRUSTEES REGULAR MEETING AGENDA. Is everything occurring appropriately? (ensuring that operationally inappropriate things are not occurring.) 3. PRESENTATION AND DISCUSSION OF THE FY 09-10 PROPOSED ACADEMIC SERVICES BUDGET FOR WESTLAKE ACADEMY. Board Assessment and Development (concepts and principles that underlie good governance) 4. PRESENTATION AND DISCUSSION REGARDING THE RESULTS OF WESTLAKE ACADEMY PARENT SURVEY. Westlake Academy Board of Trustees Page 2 of 2 Workshop Meeting Agenda August 3, 2009 Is everything occurring appropriately? (ensuring that operationally inappropriate things are not occurring.) 5. REVIEW AND DISCUSS BOARD OF TRUSTEE POLICIES AND THE PARENT/STUDENT HANDBOOK FOR 2009 – 2010 ACADEMIC YEAR. Board Assessment and Development (concepts and principles that underlie good governance) 6. DISCUSSION AND PRESENTATION OF POSSIBLE CHARTER REVISION / UPDATE PROCESS FOR WESTLAKE ACADEMY. 7. 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. 8. 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 Friday, July 31, 2009, by 3:15 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government Code. _____________________________________ Kim Sutter, TRMC, 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. 2. 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. Review and approve minutes of the School Board of Trustees workshop and regular meeting held on June 1, 2009. b. Review and approve minutes of the School Board of Trustees Governance Retreat held on July 2, 2009. c. Review and approve minutes of the School Board of Trustees special meeting held on July 14, 2009. d. Consider a Resolution approving amendments to the Board of Trustees Westlake Academy Proof of Residency Policy No. 09-09 related to residential leases, e. Consider a Resolution approving an amendment to the Board of Trustees Westlake Academy Admissions Policy related to length of service of faculty. f. Consider a Resolution approving changes to the Westlake Academy Personnel Manual. Westlake  Academy  Item # 2 –   Review of Consent  Agenda Items  1 Westlake Academy Memo To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Town Manager/CEO Westlake Academy Subject: Workshop Meeting of August 3, 2009 Date: July 29, 2009 ITEM Presentation and Discussion of the FY 09-10 Proposed Academic Services Budget for Westlake Academy. WESTLAKE ACADEMY MISSION/ VISION STATEMENT Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who become well-balanced, responsible citizens. WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND This proposed Academic Services Budget for Westlake Academy covers direct operating expenses for academic and extra-curricular activities for the Academy for the fiscal year beginning September 1, 2009 and ending August 31, 2010. FUNDING: N/A RECOMMENDATION: Staff will review at the workshop the proposed budget with the Board, answer any questions the Board may have about it, and take any direction the Board might like to give concerning this proposed budget at this time. Since the full Board will not be present at this meeting, the staff recommends that the Board hold the public input hearing for the budget at this evening’s regular meeting, but delay consideration of the budget for adoption until the full Board can be present at a called special meeting later this month. ATTACHMENTS: The proposed budget will be sent out under separate cover, but will be placed on the Academy’s and Town’s website. Westlake Academy Memo To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Town Manager/CEO Westlake Academy Subject: Workshop Meeting of August 3, 2009 Date: July 29, 2009 ITEM Presentation and discussion regarding the results of the Westlake Academy Parents’ Survey. WESTLAKE ACADEMY MISSION/ VISION STATEMENT Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who become well-balanced, responsible citizens. WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND On December 8, 2008, the Town Council approved a services agreement with ETC Institute to perform two (2) surveys. One survey was the Direction Finders, a survey of Town residents regarding municipal services, and the other survey was a parents’ survey of parents whose child(ren) attends Westlake Academy. Input was received from a parent focus group regarding the survey instrument. Changes were considered and made by the Board at its May 4, 2009, workshop. The parent survey instrument was finalized and approved for distribution to all Westlake Academy families at the end of May 2009. ETC has completed the final report and is ready to present the results of the survey to the Board of Trustees. Mr. Chris Tatham is unable to attend the August 3rd Board workshop, and has arranged for ETC representative Karen Falk to formally present and discuss the final survey results with the Board. FUNDING N/A RECOMMENDATION After review and discussion, provide direction for future planning based on survey results. ATTACHMENTS The final report of the Parents’ Survey will be distributed to the Board at the meeting on Monday, August 3, 2009. WWWeeessstttlllaaakkkeee AAAcccaaadddeeemmmyyy BBBoooaaarrrddd ooofff TTTrrruuusssttteeeeeesss PPPaaarrreeennnttt SSSuuurrrvvveeeyyy FFFiiinnnaaalll RRReeepppooorrrttt SSuubbmmiitttteedd TToo:: WWWeeessstttlllaaakkkeee AAAcccaaadddeeemmmyyy BBBoooaaarrrddd ooofff TTTrrruuusssttteeeeeesss ETC Institute Project Manager: Chris Tatham 725 West Frontier Circle Phone: 913-829-1215 Olathe, Kansas Fax: 913-829-1591 66061 E-mail: ctatham@etcinstitute.com EEETTTCCC IIInnnssstttiiitttuuuttteee June 2009 ...helping organizations make better decisions since 1982 Contents Executive Summary.......................................................................i Charts and Graphs: Section 1.......................................................1 Importance-Satisfaction Analysis: Section 2..............................11 Tabular Data: Section 3..............................................................17 Survey Instrument: Section 4......................................................62 Executive Summary i EXE C U T I V E SUM M A R Y 2009 Westlake Academy Board of Trustees Parent Survey Executive Summary Report Overview and Methodology During May and June of 2009, ETC Institute administered a survey of parents of children who attended Westlake Academy. The purpose of the survey was to gather input from parents to improve the overall quality of education and programs provided by the Academy. The four-page survey was administered by mail and phone to a random sample of 170 parents. The results for the random sample of 170 parents have a 95% level of confidence with a precision of at least +/- 5.0%. This summary report contains: ¾ a summary of the methodology for administering the survey and major findings ¾ charts showing the overall results for most questions on the survey ¾ importance-satisfaction analysis ¾ tabular data that show the results for each question on the survey ¾ a copy of the survey instrument. The major findings of the survey are provided on the following pages. Major Findings • Parents Were Generally Satisfied with the Overall Quality of Education Provided by Westlake Academy. Eighty-two percent (82%) of the parents surveyed were “very satisfied” or “satisfied” with the quality of education they received at Westlake Academy; 8% were “neutral,” 9% were “very dissatisfied” or “dissatisfied” and 1% did not have an opinion. Executive Summary ii EXE C U T I V E SUM M A R Y • Satisfaction With Westlake Academy Services and Programs. The Westlake Academy services and programs that residents were most satisfied with, based upon a combination of “very satisfied” and “satisfied” responses were: o The IB Curriculum (85%) o Maintenance of the Campus (85%) o Suitability of the campus facilities for learning (85%) o Opportunities for parental involvement (81%) o Administration (76%) o Academic progress of your child (76%) • Westlake Academy Services and Programs Parents Felt Were Most Important. The Academy services and programs that parents felt were most important were: (1) teachers/faculty, (2) the academic progress of children, (3) the IB curriculum and (4) the college preparation process. • Student Safety at Westlake Academy. Ninety-two percent (92%) of parents felt their child is physically safe at school, 6% did not and 3% did not know. Eighty-one percent (81%) of parents felt their child is emotionally safe at school, 16% did not and 3% did not know. • IB Curriculum. Of the 11 items assessed on the survey, parents rated the IB curriculum as the number one reason they originally decided to enroll their child in Westlake Academy. When parents were asked about their understanding of the IB curriculum, 80% of parents felt they had an adequate understanding of the curriculum, 18% did not and 2% did not know. • Special Education Services. Of the parents who had children who used special education services, sixty-four percent (64%) of parents were satisfied with the modifications and services provided by Westlake Academy and 36% were not. • Communication. Some of the major findings from the survey related to communication are listed below: o More than half (61%) of the parents surveyed felt direct e-mail communication was the best way for Westlake Academy to keep them informed. In addition, forty-two percent (42%) of parents indicated they would like to receive e-mails from Westlake Academy to direct them to the WA website. o Eighty-two percent (82%) of the parents surveyed felt a WA newsletter would be valuable. When asked how they would like to receive the newsletter, 71% would prefer to receive it by e-mail, 26% would like to receive it by postal mail and 3% did not provide a response. Executive Summary iii EXE C U T I V E SUM M A R Y • Planning for the Future. Parents were asked to indicate how important they felt it was for Westlake Academy to expand and/or implement various services and programs assuming the resources are available. The items that parents felt were most important, based upon a sum of “extremely important,” “very important” and “important” responses, were: expand IB options at the Diploma level (94%), expand the art program (87%) and expand foreign language offerings/opportunities (86%). • Blacksmith Apprentice Program. Ninety percent (90%) of the parents surveyed indicated they participated in the Blacksmith Apprentice Program annually, 9% did not and 1% did not provide a response. When asked if they would be willing to increase contributions to the program to fund expanded levels of services or new programs, more than half (61%) of parents indicated they would be willing to increase their contributions, 32% were not willing and 7% did not provide a response. Section 1: Charts and Graphs Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 1 49% 41% 41% 42% 30% 33% 26% 23% 29% 21% 17% 26% 20% 23% 25% 26% 23% 17% 18% 23% 16% 12% 12% 36% 44% 44% 39% 46% 43% 46% 49% 43% 47% 50% 41% 46% 41% 38% 36% 37% 40% 32% 26% 30% 32% 32% 11% 11% 10% 12% 13% 14% 22% 18% 23% 15% 21% 15% 17% 25% 25% 22% 24% 20% 29% 26% 34% 31% 22% 4% 4% 5% 7% 11% 11% 7% 11% 6% 17% 12% 18% 17% 12% 12% 17% 16% 23% 21% 26% 20% 25% 35% IB curriculum Maintenance of campus Suitability of facilities for learning Opportunities for parental involvement Administration Academic progress of your child Effectiveness of the House of Commons Teachers/Faculty Effectiveness of the WA Foundation Quality of communication from WA Traffic Methods of communication from WA School website Effectiveness of the WAAC The four House system for students Opportunities for parental input Communications regarding issues/problems Grading system Trustees College preparation process Extracurricular sports programs Other extracurricular programs School lunch program 0%20%40%60%80%100% Very Satisfied (5)Satisfied (4)Neutral (3)Dissatisfied (1/2) Q1. Overall Satisfaction With Westlake Academy Services and Programs by percentage of parents who rated the item as a 1 to 5 on a 5-point scale (excluding don't knows and not applicable) Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) 2% 1% 67% 55% 45% 33% 19% 12% 10% 9% 7% 7% 4% 4% 4% 2% 2% 2% 1% 1% Teachers/Faculty Academic progress of your child IB curriculum College preparation process Administration Communications regarding issues/problems Extracurricular sports programs Grading system Quality of communication from WA Other extracurricular programs Suitability of facilities for learning Opportunities for parental involvement Methods of communication from WA Opportunities for parental input Trustees School lunch program Effectiveness of the WA Foundation Maintenance of campus The four House system for students Traffic 0%20%40%60%80% 1st Choice2nd Choice3rd Choice by percentage of parents who selected the item as one of their top three choices Q2. Westlake Academy Services and Programs That Parents Felt Were Most Important Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 2 Q3. Do you feel your child is emotionally safe at school? by percentage of parents Yes 81% No 16% Don't know 3% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q4. Do you feel your child is physically safe at school? by percentage of parents Yes 92% No 6% Don't know 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 3 Q5. Overall Satisfaction With the Quality of Education Provided by Westlake Academy by percentage of parents Very satisfied 38% Satisfied 44% Neutral 8% Dissatisfied 8% Very dissatisfied 1% Don't know 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q6. Do you believe you have an adequate understanding of the IB curriculum? by percentage of parents Yes 80% No 18% Don't know 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 4 Q7. Do you have a child with a learning disability that utilizes special education services? by percentage of parents Q7a. If yes, are you satisfied with the modifications and services provided by Westlake Academy? Yes 13% No 86% Not provided 1% Yes 64% No 36% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q8. Would you find a WA newsletter to be of value? by percentage of parents Q8a. If YES, how you prefer to receive the newsletter? Yes 82% No 17% Not Sure 1% E-mail 71% Postal Mail 26% Not provided 3% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 5 Q9. Which of the following are the best ways for Westlake Academy to keep you informed? by percentage of parents (multiple responses allowed) 61% 42% 15% Direct e-mail communication E-mails that direct you to the WA website Hard copies of items posted on WA website 0%20%40%60%80% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) 82% 33% 21% 11% 9% 9% 9% 5% 3% 2% 2% 2% The IB curriculum Quality of teachers/faculty Reputation of the school Location of the school Quality of the facilities Foreign language offering Small Classroom Size/Environment The Academy's status as a "charter" school Cost Extracurricular sports programs Strings program Other extracurricular programs 0%20%40%60%80%100% by percentage of parents who selected the item as one of their top two choices Q10. Which of the following were most important in your decision to originally enroll your children) at Westlake Academy Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 6 Q11. If your child was not enrolled at Westlake Academy, where would your child most likely be attending school? by percentage of parents A public school 65% A private school 26% Home school 5% Not Sure 4% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q12. Importance of Westlake Academy Expanding Various Academy Programs Assuming the Resources Are Available by percentage of parents who rated the item as a 5, 4 or 3 on a 5-point scale where 5 means "Extremely Important" and 1 means "Not Important" (excluding don't knows and not applicable) 94% 87% 86% 76% 74% 74% 62% 49% 39% Expand IB options at the Diploma level Expand the Arts program Expand foreign language offerings/opportunities Offer online access to student grades Expand the new media educational opportunities Implement a Spanish immersion program Improve the website Continue the Strings program Expand residential trip offerings 0%20%40%60%80%100% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 7 Q13. The Blacksmith Apprentice Program is critical to the financial health of the Academy. Do you annually participate in the program? by percentage of parents Yes 90% No 9% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q14. Would you be willing to increase your contributions to the Blacksmith Apprentice Program to fund an expanded level of services or new programs? by percentage of parents Yes 61% No 32% Not provided 7% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 8 Q18. How many years have you had at least one child attending Westlake Academy by percentage of parents 1 year 22% 2 years 13% 3 years 8% 4 years 12% 5 years 13%6 years 31% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q19. In which grades do you currently have children enrolled at Westlake Academy? by percentage of parents K-2 19% Grades 3-4 16% Grades 5-6 16% Grades 7-8 19% Grades 9-10 21% Grades 11-12 9% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 9 Q20. Do you have additional school age children enrolled in other schools? Q20a. If YES, what grades? by percentage of parents Yes 27% No 72% Not provided 1% K-6th 51% 7th-10th 27% 11th-12th 20% Not provided 2% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Q21. How many adults in your home are employed full time outside of the home? by percentage of parents None 2% One 55% Two 42% Not provided 1% Source: ETC Institute (June 2009 - Westlake Academy Board of Trustees Parent Survey) Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 10 Section 2: Importance-Satisfaction Analysis Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 11 Importance-Satisfaction Analysis Westlake Academy Board of Trustees Parent Survey Overview Today, public officials have limited resources to access activities that are of the most benefit to their customers. Two of the most important criteria for decision making are (1) to target resources toward services of the highest importance to customers; and (2) to target resources toward those services where customers are the least satisfied. The Importance-Satisfaction (I-S) rating is a unique tool that allows public officials to better understand both of these highly important decision making criteria for each of the services they are providing. The Importance-Satisfaction rating is based on the concept that organizations will maximize overall customer satisfaction by emphasizing improvements in those service categories where the level of satisfaction is relatively low and the perceived importance of the service is relatively high. Methodology The rating is calculated by summing the percentage of responses for items selected as the first, second, and third most important Academy services and programs. This sum is then multiplied by 1 minus the percentage of parents that indicated they were positively satisfied with the Academy's performance in the related area (the sum of the ratings of 4 and 5 on a 5-point scale excluding “don't know” responses). “Don't know” responses are excluded from the calculation to ensure that the satisfaction ratings among service categories are comparable. [I-S=Importance x (1-Satisfaction)]. Example of the Calculation. Parents were asked to identify the Academy services and programs they thought were most important. Thirty-three percent (33%) of parents ranked the college preparation process as the most important Academy service. With regard to satisfaction, the college preparation process was ranked twentieth overall with 49% rating the college preparation process as a “4” or a “5” on a 5-point scale, excluding “don't know” responses. The I-S rating for college preparation process was calculated by multiplying the sum of the most important percentages by 1 minus the sum of the satisfaction percentages. In this example, 33% was multiplied by 51% (1-0.49). This calculation yielded an I-S rating of 0.1683, which was ranked second out of the twenty three services and programs accessed on the survey. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 12 The maximum rating is 1.00 and would be achieved when 100% of the parents selected the service or program as one of the three most important areas and 0% indicate that they are positively satisfied with the delivery of the service. The lowest rating is 0.00 and could be achieved under either one of the following two situations: • if 100% of the parents were positively satisfied with the delivery of the service • if none (0%) of the parents selected the service as one of the three most important areas. Interpreting the Ratings Ratings that are greater than or equal to 0.20 identify areas that should receive significantly more emphasis. Ratings from .10 to .20 identify service areas that should receive increased emphasis. Ratings less than .10 should continue to receive the current level of emphasis. • Definitely Increase Emphasis (IS>=0.20) • Increase Current Emphasis (0.10<=IS<0.20) • Maintain Current Emphasis (IS<0.10) The results for the Westlake Academy Survey are provided on the following page. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 13 Importance-Satisfaction Rating Westlake Academy Board of Trustees Parent Survey Satisfaction With Westlake Academy Programs and Services Category of Service Most Important % Most Important Rank Satisfaction % Satisfaction Rank Importance- Satisfaction Rating I-S Rating Rank High Priority (IS .10-.20) Teachers/Faculty 67%172%80.18761 College preparation process 33%449%200.16832 Academic progress of your child 55%276%60.13203 Medium Priority (IS <.10) IB curriculum 45%385%10.06754 Extracurricular sports programs 10%746%210.05405 Communications regarding issues/problems 12%660%170.04806 Administration 19%576%50.04567 Other extracurricular programs 7%1044%220.03928 Grading system 9%857%180.03879 Quality of communication from WA 7%968%100.022410 Methods of communication from WA 4%1367%120.013211 School lunch program 2%1644%230.011212 Trustees 2%1550%190.010013 Opportunities for parental involvement 4%1281%40.007614 Opportunities for parental input 2%1462%160.007615 Suitability of facilities for learning 4%1185%30.006016 Effectiveness of the WA Foundation 2%1772%90.005617 The four House system for students 1%1963%150.003718 Traffic 1%2067%110.003319 Maintenance of campus 1%1885%20.001520 School website 0%2166%130.000021 Effectiveness of the House of Commons 0%2272%70.000022 Effectiveness of the WAAC 0%2364%140.000023 Note: The I-S Rating is calculated by multiplying the "Most Important" % by (1-'Satisfaction' %) Most Important %: The "Most Important" percentage represents the sum of the first, second, and third most important responses for each item. Respondents were asked to identify the items they thought should receive the most emphasis over the next two years. Satisfaction %:The "Satisfaction" percentage represents the sum of the ratings "4" and "5" excluding 'don't knows.' Respondents ranked their level of satisfaction with the each of the items on a scale of 1 to 5 with "5" being very satisfied and "1" being very dissatisfied. © 2009 DirectionFinder by ETC Institute Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 14 Importance-Satisfaction Matrix Analysis. The Importance-Satisfaction rating is based on the concept that public agencies will maximize overall customer satisfaction by emphasizing improvements in those areas where the level of satisfaction is relatively low and the perceived importance of the service is relatively high. ETC Institute developed an Importance-Satisfaction Matrix to display the perceived importance of the programs and services that were assessed on the survey against the perceived quality of service delivery. The two axes on the matrix represent Satisfaction (vertical) and relative Importance (horizontal). The I-S (Importance-Satisfaction) matrix should be interpreted as follows. • Continued Emphasis (above average importance and above average satisfaction). This area shows where Westlake Academy is meeting customer expectations. Items in this area have a significant impact on the customer’s overall level of satisfaction. Westlake Academy should maintain (or slightly increase) emphasis on items in this area. • Exceeding Expectations (below average importance and above average satisfaction). This area shows where Westlake Academy is performing significantly better than customers expect the Academy to perform. Items in this area do not significantly affect the overall level of satisfaction that parents have with Westlake Academy services. The Academy should maintain (or slightly decrease) emphasis on items in this area. • Opportunities for Improvement (above average importance and below average satisfaction). This area shows where Westlake Academy is not performing as well as parents expect the Academy to perform. This area has a significant impact on customer satisfaction, and Westlake Academy should DEFINITELY increase emphasis on items in this area. • Less Important (below average importance and below average satisfaction). This area shows where Westlake Academy is not performing well relative to the Academy’s performance in other areas; however, this area is generally considered to be less important to parents. This area does not significantly affect overall satisfaction with Westlake Academy services because the items are less important to parents. The Academy should maintain current levels of emphasis on items in this area. A matrix chart showing the results for Westlake Academy is provided on the following page. Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 15 Satisfaction Rating , , , , , , , , , , , , ,, , , , ,,,,,, mean satisfaction Op p o r t u n i t i e s f o r I m p r o v e m e n t We s t l a k e A c a d e m y B o a r d o f T r u s t e e s P a r e n t S u r v e y Im p o r t a n c e - S a t i s f a c t i o n A s s e s s m e n t M a t r i x -S a t i s f a c t i o n W i t h W e s t l a k e A c a d e m y P r o g r a m s a n d S e r v i ces- (p o i n t s o n t h e g r a p h s h o w d e v i a t i o n s f r o m t h e m e a n i m p o r t a n c e a n d s a t i s f a c t i o n r a t i n g s g i v e n b y r e s p o n d e n t s t o t h e s u r v e y ) me a n i m p o r t a n c e Im p o r t a n c e R a t i n g Lo w e r I m p o r t a n c e Higher Importance lo w e r i m p o r t a n c e / h i g h e r S a t i s f a c t i o n hi ghe r i m p o r t a n c e / h i g h e r S a t i s f a c t i o n lo w e r i m p o r t a n c e / l o w e r S a t i s f a c t i o n hi g h e r i m p o r t a n c e / l o w e r S a t i s f a c t i o n Ex c e e d e d E x p e c t a t i o n s Le s s I m p o r t a n t Co n t i n u e d E m p h a s i s So u r c e : E T C I n s t i t u t e ( 2 0 0 9 ) Su i t a b i l i t y o f f a c i l i t i e s Ex tr ac u r r i c u l a r s p o r t s p r o g r a m s Ot h e r e x t r a c u r r i c u l a r p r o g r a m s Ac a d e m i c p r o g r e s s of y o u r c h i l d Co l l e g e p r e p a r a t i o n p r o c e s s Gr a d i n g s y s t e m Te a c h e r s / F a c u l t y Sc h o o l l u n c h p r o g r a m Co m m u n i c a t i o n s r e g a r d i n g i s s u e s / p r o b l e m s Ad m i n i s t r a t i o n Ef f e c t i v e n e s s o f t h e W A A C Fo u r H o u s e s y s t e m Op p o r t u n i t i e s f o r p a r e n t a l i n p u t Tr u s t e e s IB C u r r i c u l u m Op p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t Tr a f f i c Sc h o o l w e b s i t e Ma i n t e n a n c e o f c a m p u s WA F o u n d a t i o n Ho u s e o f C o m m o n s Qu a l i t y o f c o m m u n i c a t i o n Me t h o d s o f c o m m u n i c a t i o n We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 16 Section 3: Tabular Data Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 17 Q1 S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s in g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y sa t i s f i e d " a n d 1 m e a n s " v e r y d i s s a t i s f i e d , " pl e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : (N = 1 7 0 ) V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 a T e a c h e r s / f a c u l t y 0. 0 % 2 . 9 % 7 . 6 % 1 7 . 6 % 4 8 . 8 % 2 2 . 4 % 0 . 6 % Q1 b A d m i n i s t r a t i o n 0. 0 % 2 . 9 % 8 . 2 % 1 2 . 9 % 4 5 . 9 % 2 9 . 4 % 0 . 6 % Q1 c T r u s t e e s 3. 5 % 7 . 6 % 8 . 2 % 2 1 . 8 % 2 4 . 1 % 1 3 . 5 % 2 1 . 2 % Q1 d M a i n t e n a n c e o f t h e c a m p u s 0 . 0 % 0 . 6 % 3 . 5 % 1 0 . 6 % 4 3 . 5 % 4 0 . 0 % 1 . 8 % Q1 e S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 0. 0 % 0 . 0 % 5 . 3 % 1 0 . 0 % 4 2 . 9 % 4 0 . 6 % 1 . 2 % Q1 f I B ( I n t e r n a t i o n a l B a c c a l a u r e a t e ) cu r r i c u l u m 1. 2 % 0 . 0 % 4 . 1 % 1 0 . 0 % 3 4 . 1 % 4 5 . 9 % 4 . 7 % Q1 g S c h o o l l u n c h p r o g r a m 4. 7 % 8 . 8 % 2 2 . 9 % 2 0 . 0 % 2 9 . 4 % 1 0 . 6 % 3 . 5 % Q1 h E x t r a c u r r i c u l a r s p o r ts p r o g r a m 2 . 9 % 1 . 8 % 1 6 . 5 % 3 1 . 8 % 2 7 . 6 % 1 4 . 7 % 4 . 7 % Q1 i O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 . 7 % 4 . 1 % 1 8 . 2 % 2 7 . 6 % 2 8 . 2 % 1 0 . 6 % 6 . 5 % Q1 j S c h o o l w e b s i t e 0. 6 % 3 . 5 % 1 2 . 9 % 1 7 . 1 % 4 5 . 9 % 1 9 . 4 % 0 . 6 % Q1 k A c a d e m i c p r o g r e s s o f y o u r c h i l d 0 . 6 % 1 . 8 % 8 . 8 % 1 3 . 5 % 4 1 . 8 % 3 2 . 4 % 1 . 2 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 18 Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c al e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i th t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 l C o m m u n i c a t i o n s r e g a r d i n g is s u e s / p r o b l e m s r e l a t e d t o y o u r c h il d 1 . 2 % 4 . 7 % 1 0 . 6 % 2 3 . 5 % 3 5 . 3 % 2 2 . 4 % 2 . 4 % Q1 m O p p o r t u n i t i e s f o r p a r e n t a l in v o l v e m e n t 0. 6 % 1 . 2 % 5 . 3 % 1 1 . 8 % 3 7 . 6 % 4 1 . 2 % 2 . 4 % Q1 n O p p o r t u n i t i e s f o r p a r e n t a l i np u t 0 . 6 % 4 . 7 % 1 1 . 2 % 2 0 . 6 % 3 4 . 1 % 2 4 . 7 % 4 . 1 % Q1 o Q u a l i t y o f c o m m u n i c a t i o n f r o m WA 0. 0 % 5 . 3 % 1 1 . 8 % 1 4 . 7 % 4 6 . 5 % 2 1 . 2 % 0 . 6 % Q1 p M e t h o d s o f c o m m u n i c a t i o n fr o m W A 0. 0 % 3 . 5 % 1 4 . 1 % 1 4 . 7 % 4 0 . 0 % 2 5 . 3 % 2 . 4 % Q1 q T h e f o u r H o u s e s y s t e m f o r st u d e n t s 1. 8 % 2 . 4 % 8 . 2 % 2 2 . 4 % 3 3 . 5 % 2 1 . 8 % 1 0 . 0 % Q1 r E f f e c t i v e n e s s o f t h e H o u s e o f Co m m o n s 1. 8 % 0 . 0 % 5 . 9 % 1 8 . 8 % 4 0 . 0 % 2 2 . 9 % 1 0 . 6 % Q1 s E f f e c t i v e n e s s o f t h e W A fo u n d a t i o n 1. 8 % 1 . 2 % 3 . 5 % 2 0 . 0 % 3 6 . 5 % 2 4 . 7 % 1 2 . 4 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 19 Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i th t h e f o l l o w i n g i t e m s a t W e s t l a k e A c a d e m y : V e r y V e r y D o n ' t N / A di s s a t i s f i e d Di s s a t i s f i e d Ne ut r a l S a t i s f i e d s a t i s f i e d k n o w Q1 t E f f e c t i v e n e s s o f W A A C 2 . 4 % 2 . 4 % 7 . 6 % 2 0 . 0 % 3 2 . 9 % 1 8 . 2 % 1 6 . 5 % Q1 u T r a f f i c ( c a r p o o l s , e n t r y / e x i t , dr o p o f f ) 0. 0 % 4 . 1 % 7 . 6 % 2 0 . 6 % 4 8 . 8 % 1 7 . 1 % 1 . 8 % Q1 v G r a d i n g s y s t e m 1. 2 % 8 . 2 % 1 3 . 5 % 1 9 . 4 % 3 8 . 2 % 1 5 . 9 % 3 . 5 % Q1 w C o l l e g e p r e p a r a t i o n p r o c e s s 1 4 . 1 % 7 . 1 % 1 0 . 6 % 1 7 . 6 % 1 7 . 6 % 1 5 . 9 % 1 7 . 1 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 20 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s in g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y sa t i s f i e d " a n d 1 m e a n s " v e r y d i s s a t i s f i e d , " pl e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t e m s a t We s t l a k e A c a d e m y : ( w i t h o u t d o n ' t k n o w s a n d n o t a p p l i c a b l e ) (N = 1 7 0 ) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 a T e a c h e r s / f a c u l t y 3. 0 % 7 . 7 % 1 7 . 8 % 4 9 . 1 % 2 2 . 5 % Q1 b A d m i n i s t r a t i o n 3. 0 % 8 . 3 % 1 3 . 0 % 4 6 . 2 % 2 9 . 6 % Q1 c T r u s t e e s 10 . 2 % 1 0 . 9 % 2 8 . 9 % 3 2 . 0 % 1 8 . 0 % Q1 d M a i n t e n a n c e o f t h e c a m p u s 0. 6 % 3 . 6 % 1 0 . 8 % 4 4 . 3 % 4 0 . 7 % Q1 e S u i t a b i l i t y o f t h e c a m p u s f a c i l i t i e s f o r le a r n i n g 0. 0 % 5 . 4 % 1 0 . 1 % 4 3 . 5 % 4 1 . 1 % Q1 f I B ( I n t e r n a t i o n a l B a c c a l a u r e a t e ) cu r r i c u l u m 0. 0 % 4 . 4 % 1 0 . 6 % 3 6 . 3 % 4 8 . 8 % Q1 g S c h o o l l u n c h p r o g r a m 9. 6 % 2 5 . 0 % 2 1 . 8 % 3 2 . 1 % 1 1 . 5 % Q1 h E x t r a c u r r i c u l a r s p o r t s p r og r a m 1 . 9 % 1 7 . 8 % 3 4 . 4 % 2 9 . 9 % 1 5 . 9 % Q1 i O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 . 6 % 2 0 . 5 % 3 1 . 1 % 3 1 . 8 % 1 1 . 9 % Q1 j S c h o o l w e b s i t e 3. 6 % 1 3 . 1 % 1 7 . 3 % 4 6 . 4 % 1 9 . 6 % Q1 k A c a d e m i c p r o g r e s s o f y o u r c h i l d 1. 8 % 9 . 0 % 1 3 . 8 % 4 2 . 5 % 3 2 . 9 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 21 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t em s a t W e s t l a k e A c a d e m y : ( w i t h o ut d o n ' t k n o w s a n d n o t a p p l i c a ble) (N = 1 7 0 ) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 l C o m m u n i c a t i o n s r e g a r d i n g i s s u e s / pr o b l e m s r e l a t e d t o y o u r c h i l d 4. 9 % 1 1 . 0 % 2 4 . 4 % 3 6 . 6 % 2 3 . 2 % Q1 m O p p o r t u n i t i e s f o r p a r e n t a l in v o l v e m e n t 1 . 2 % 5 . 5 % 1 2 . 1 % 3 8 . 8 % 4 2 . 4 % Q1 n O p p o r t u n i t i e s f o r p a r e n t a l in p u t 4 . 9 % 1 1 . 7 % 2 1 . 6 % 3 5 . 8 % 2 5 . 9 % Q1 o Q u a l i t y o f c o m m u n i c a t i o n f r om W A 5 . 3 % 1 1 . 8 % 1 4 . 8 % 4 6 . 7 % 2 1 . 3 % Q1 p M e t h o d s o f c o m m u n i c a t i o n fr o m W A 3 . 6 % 1 4 . 5 % 1 5 . 1 % 4 1 . 0 % 2 5 . 9 % Q1 q T h e f o u r H o u s e s y s t e m f o r s t u d e n t s (T h o r e a u , W h e a t l e y , W h i t m a n , K e l l e r ) 2. 7 % 9 . 3 % 2 5 . 3 % 3 8 . 0 % 2 4 . 7 % Q1 r E f f e c t i v e n e s s o f t h e H o u s e of C o m m o n s 0 . 0 % 6 . 7 % 2 1 . 5 % 4 5 . 6 % 2 6 . 2 % Q1 s E f f e c t i v e n e s s o f t h e W A fo u n d a t i o n 1 . 4 % 4 . 1 % 2 3 . 3 % 4 2 . 5 % 2 8 . 8 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 22 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 ( C O N T I N U E D ) S a t i s f a c t i o n w i t h W e s t l a k e A c a d e m y . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " v e r y s a t i s f i e d " a n d 1 m e a n s " v e r y di s s a t i s f i e d , " p l e a s e r a t e y o u r s a t i s f a c t i o n w i t h t h e f o l l o w i n g i t em s a t W e s t l a k e A c a d e m y : ( w i t h o ut d o n ' t k n o w s a n d n o t a p p l i c a ble) Ve r y V e r y d i s s a t i s f i e d Di s s a t i s f i e d Ne u t r a l Sa t i s f i e d sa t i s f i e d Q1 t E f f e c t i v e n e s s o f W A A C 2. 9 % 9 . 4 % 2 4 . 6 % 4 0 . 6 % 2 2 . 5 % Q1 u T r a f f i c ( c a r p o o l s , e n t r y / e x i t , dr o p o f f ) 4 . 2 % 7 . 8 % 2 1 . 0 % 4 9 . 7 % 1 7 . 4 % Q1 v G r a d i n g s y s t e m 8. 6 % 1 4 . 2 % 2 0 . 4 % 4 0 . 1 % 1 6 . 7 % Q1 w C o l l e g e p r e p a r a t i o n p r o c e s s 1 0 . 3 % 1 5 . 4 % 2 5 . 6 % 2 5 . 6 % 2 3 . 1 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 23 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 1 st C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 45 2 6 . 5 % B = A d m i n i s t r a t i o n 4 2 . 4 % C = T r u s t e e s 3 1 . 8 % D = M a i n t e n a n c e o f t h e c a m p u s 1 0 . 6 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 9 1 7 . 1 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 1 0 . 6 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 1 0 . 6 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 50 2 9 . 4 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 1 0 . 6 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 1 0 . 6 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 3 1 . 8 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 2 1 . 2 % V = G r a d i n g s y s t e m 4 2 . 4 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 20 1 1 . 8 % Z = N o n e c h o s e n 5 2 . 9 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 24 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 2 nd C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 46 2 7 . 1 % B = A d m i n i s t r a t i o n 8 4 . 7 % D = M a i n t e n a n c e o f t h e c a m p u s 1 0 . 6 % E = S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 1 0 . 6 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 5 1 4 . 7 % G = S c h o o l l u n c h p r o g r a m 1 0 . 6 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 4 2 . 4 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 4 2 . 4 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 29 1 7 . 1 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 1 2 7 . 1 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 3 1 . 8 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 1 0 . 6 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 4 2 . 4 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 1 0 . 6 % V = G r a d i n g s y s t e m 5 2 . 9 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 16 9 . 4 % Z = N o n e C h o s e n 9 5 . 3 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 25 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? Q 2 3 rd C h o i c e Nu m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 22 1 2 . 9 % B = A d m i n i s t r a t i o n 21 1 2 . 4 % E = S u i t a b i l i t y o f t h e c a m p u s fa c i l i t i e s f o r l e a r n i n g 6 3 . 5 % F = I B ( I n t e r n a t i on a l B a c c a l a u r e a t e ) c u r r i c u l u m 2 2 1 2 . 9 % G = S c h o o l l u n c h p r o g r a m 2 1 . 2 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 12 7 . 1 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 6 3 . 5 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 15 8 . 8 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 8 4 . 7 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 3 1 . 8 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 2 1 . 2 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 5 2 . 9 % P = M e t h o d s o f c o m m u n i ca t i o n f r o m W A 3 1 . 8 % Q = T h e f o u r H o u s e s y s t e m f o r s t u d e n t s 1 0 . 6 % S = E f f e c t i v e n e s s o f t h e W A F o u n d a t i o n 3 1 . 8 % U = T r a f f i c ( c a r p o o l s , e n t r y/ e x i t , d r o p o f f ) 1 0 . 6 % V = G r a d i n g s y s t e m 6 3 . 5 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 20 1 1 . 8 % Z = N o n e C h o s e n 12 7 . 1 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 26 Q2 W h i c h T H R E E o f t h e i t e m s l i s t e d a b o v e a r e m o s t i m p o r t a n t t o y o u ? ( t o p t h r e e ) Q 2 S u m o f T o p T h r e e C h o i c e s N u m b e r P e r c e n t A = T e a c h e r s / f a c u l t y 11 3 6 6 . 5 % B = A d m i n i s t r a t i o n 33 1 9 . 4 % C = T r u s t e e s 3 1 . 8 % D = M a i n t e n a n c e o f t h e c a m p u s 2 1 . 2 % E = S u i t a b i l i t y o f t h e c a m p u s f a c i l i t i e s f o r l e a r n i n g 7 4 . 1 % F = I B ( I n t e r n a t i o n a l B a c ca l a u r e a t e ) c u r r i c u l u m 7 6 4 4 . 7 % G = S c h o o l l u n c h p r o g r a m 3 1 . 8 % H = E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 17 1 0 . 0 % I = O t h e r e x t r a c u r r i c u l a r p r o g r a m s 11 6 . 5 % K = A c a d e m i c p r o g r e s s o f y o u r c h i l d 94 5 5 . 3 % L = C o m m u n i c a t i o n r e g a r d i n g i s s u e s / p r o b l e m s 2 1 1 2 . 4 % M = O p p o r t u n i t i e s f o r p a r e n t a l i n v o l v e m e n t 6 3 . 5 % N = O p p o r t u n i t i e s f o r p a r e n t a l i n p u t 4 2 . 4 % O = Q u a l i t y o f c o m m u n i c a t i o n f r o m W A 12 7 . 1 % P = M e t h o d s o f c o m m u n ic a t i o n f r o m W A 6 3 . 5 % Q = T h e f o u r H o u s e s y s t e m f o r s t u d e n t s 1 0 . 6 % S = E f f e c t i v e n e s s o f t h e W A F o u n d a t i o n 3 1 . 8 % U = T r a f f i c ( c a r p o o l s , e n t r y / e x i t , d r o p o f f ) 1 0 . 6 % V = G r a d i n g s y s t e m 15 8 . 8 % W = C o l l e g e p r e p a r a t i o n p r o c e s s 56 3 2 . 9 % Z = N o n e c h o s e n 5 2 . 9 % T o t a l 48 9 We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 27 Q3 D o y o u f e e l y o u r c h i l d i s em o t i o n a l l y s a f e a t s c h o o l ? Q 3 D o y o u f e e l y o u r c h i l d i s e m o t i o n a l l y s a f e a t s c h o o l ? Nu m b e r P e r c e n t Y e s 13 7 8 0 . 6 % N o 27 1 5 . 9 % D o n ' t k n o w 6 3 . 5 % T o t a l 17 0 1 0 0 . 0 % Q4 D o y o u f e e l y o u r c h i l d i s p h y s i c a l l y s a f e a t s c h o o l ? Q 4 D o y o u f e e l y o u r c h i l d i s p h y s i c a l l y s a f e a t s c h o o l ? Nu m b e r P e r c e n t Y e s 15 6 9 1 . 8 % N o 10 5 . 9 % D o n ' t k n o w 4 2 . 4 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 28 Q5 O v e r a l l , h o w s a t i s f i e d a r e y o u w i t h t h e q u a l i t y o f e d u c a t i o n p r o v i d e d b y W e s t l a k e A c a d e m y ? Q 5 O v e r a l l , h o w s a t i s f i e d a r e y o u w i t h t h e q u a l i t y o f e d u c a t i o n p r o v i d e d b y W e s t l a k e A c a d e m y ? N u m b e r P e r c e n t V e r y d i s s a t i s f i e d 2 1 . 2 % D i s s a t i s f i e d 14 8 . 2 % N e u t r a l 14 8 . 2 % S a t i s f i e d 74 4 3 . 5 % V e r y s a t i s f i e d 64 3 7 . 6 % D o n ' t k n o w 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q6 D o y o u b e l i e v e y o u h a v e a n a d e q u a t e u n d e r s t a n d i n g o f t h e I B c u r r i c u l u m ? Q 6 D o y o u b e l i e v e y o u h a v e a n a d e q u a t e u n d e r s t a n d i n g o f t h e I B c u r r i c u l u m ? Nu m b e r P e r c e n t Y e s 13 6 8 0 . 0 % N o 31 1 8 . 2 % D o n ' t k n o w 3 1 . 8 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 29 Q7 D o y o u h a v e a c h i l d w i t h a l e a r n i n g d i s a b i li t y t h a t u t i l i z e s s p e c i a l e d u c a t i o n s e r v i c e s ? Q 7 D o y o u h a v e a c h i l d w it h a l e a r n i n g d i s a b i l i t y t h a t u t i l i z e s s p e c i a l e d u c a ti o n s e r v i c e s ? N u m b e r P e r c e n t Y e s 22 1 2 . 9 % N o 14 6 8 5 . 9 % N o t p r o v i d e d 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q7 a I f y e s , a r e y o u s a t i s f i e d w i t h t h e m o d i f i ca t i o n s / s e r v i c e s p r o v i d e d b y W e s t l a k e A c a d e m y ? Q 7 a I f y e s , a r e y o u s a t i s f i e d w i t h t h e m o d i f i c a t i o n s / s e r v i c e s p r o v i d e d b y W e s t l a k e A c a d e m y ? Nu m b e r P e r c e n t Y e s 14 6 3 . 6 % N o 8 3 6 . 4 % T o t a l 22 1 0 0 . 0 % Q7 b I f " N o " , w h y n o t ? Q7 b W h y n o t CO M M U N I C A T I O N B E T W E E N P A R E N T A N D T E A C H E R S C O U L D B E I M P R O V E D GR E A T G A I N S H A V E B E E N M A D E F R O M 1 S T A D M I N I S T R A T I O N TH E R E I S N O F O L L O W T H R O U G H B Y R E G U L A R E D U C A T I O N T E A C H E R S TH E R E A R E N O A R R A N G E M E N T S T O A C C O MM O D A T E T H O S E C H I L D R E N W I T H A D D AC A D M Y N E E D S T O A D D M O R E S E R V I C ES , B U T O V E R A L L I A M S A T I S F I E D SC H O O L I S N O T E Q U I P P E D F O R C H IL D R E N W I T H D I S A B I L I T I E S IT S E E M S O P T I O N A L T O I M P L E M E N T TH E S E R V I C E S I N S O M E C L A S S E S TE A C H E R S D O N ' T S E E M T O T A K E M A T TE R S A S S E R I O U S A S T H E Y S H O U L D We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 30 Q8 W o u l d y o u f i n d a W A n e w s l e t t e r t o b e o f v a l u e ? Q 8 W o u l d y o u f i n d a W A n e w s l e t t e r t o b e o f v a l u e ? Nu m b e r P e r c e n t Y e s 13 9 8 1 . 8 % N o 29 1 7 . 1 % N o t s u r e 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % Q8 a I f y e s , w o u l d y o u p r e f e r to r e c e i v e t h e n e w s l e t t e r v i a : Q 8 a I f y e s , w o u l d y o u p r e f e r t o r e c e i v e t h e n e w s l e t t e r v i a : Nu m b e r P e r c e n t E m a i l 99 7 1 . 2 % P o s t a l m a i l 36 2 5 . 9 % N o t p r o v i d e d 4 2 . 9 % T o t a l 13 9 1 0 0 . 0 % Q9 W h i c h o f t h e f o l l o w i n g a r e t h e b e s t w a y s f o r W e s t l a k e Ac a d e m y t o k e e p y o u i n f o r m e d ? ( M u l t i p l e R e s p o n s e s A l l o w e d ) Q 9 W h i c h o f t h e f o l l o w i n g a r e t h e b e s t w a y s f o r W e s t l a k e A c a d e m y t o k e e p y o u i n f o r m e d ? N u m b e r P e r c e n t E m a i l s t h a t d i r e c t y o u t o t h e W A w e b s i t e 71 4 1 . 8 % H a r d c o p i e s o f i t e m s p o s t e d o n t h e W A w e b s i t e 2 6 1 5 . 3 % D i r e c t e m a i l c o m m u n i c a t i o n 10 3 6 0 . 6 % D o n ' t k n o w 1 0 . 6 % T o t a l 20 1 We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 31 Q1 0 W h i c h T W O o f t h e f o l l o w i n g w e r e m o s t i m p o r t a n t i n y o u r d e c i s i on t o o r i g i n a l l y e n r o l l y o u r c h i l d ( r e n ) a t W e s t l a k e A c a d e m y ? (S u m o f T o p T w o C h o i c e s ) Q 1 0 T o p p r i o r i t y Nu m b e r P e r c e n t Q u a l i t y o f t e a c h e r s / f a c u l t y 56 3 2 . 9 % Q u a l i t y o f t h e f a c i l i t i e s 15 8 . 8 % T h e I B ( I n t e r n a t i o n a l B a c c a l au r e a t e ) c u r r i c u l u m 1 3 9 8 1 . 8 % E x t r a c u r r i c u l a r s p o r t s p r o g r a m s 4 2 . 4 % O t h e r e x t r a c u r r i c u l a r p r o g r a m s 3 1 . 8 % R e p u t a t i o n o f t h e s c h o o l 35 2 0 . 6 % L o c a t i o n o f t h e s c h o o l 19 1 1 . 2 % C o s t 5 2 . 9 % T h e A c a d e m y ' s s t a t u s a s a " c h a r t e r " s c h o o l 9 5 . 3 % S t r i n g s p r o g r a m 4 2 . 4 % F o r e i g n l a n g u a g e o f f e r i n g 15 8 . 8 % S m a l l C l a s s r o o m S i z e / E n v i r o n m e n t 15 8 . 8 % O t h e r 4 2 . 4 % T o t a l 32 3 Q1 0 O t h e r R e s p o n s e s Q 1 0 O t h e r R e s p o n s e s B E L I E F F O U N D E R S D R E A M D I D N ' T W A N T C H I L D I N A P U B L I C S C H O O L We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 32 Q1 1 I f y o u r c h i l d w a s n o t e n r o l l e d a t W e s t l a k e A c a d e m y , w h e r e w o u l d y o u r c h i l d m o s t l i k e l y b e a t t e n d i n g s c h o o l ? Q 1 1 I f y o u r c h i l d w a s n o t e n r o l l e d a t W e s t l a k e A c a d e m y , w h e r e w o u l d y o u r c h i l d m o s t l i k e l y b e a t t e n d i n g s c h o o l ? Nu m b e r P e r c e n t A p u b l i c s c h o o l i n t h e c o m m u n i t y 11 0 6 4 . 7 % A p r i v a t e s c h o o l 45 2 6 . 5 % H o m e s c h o o l 8 4 . 7 % D o n ' t k n o w 7 4 . 1 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 33 Q1 2 P l a n n i n g f o r t h e f u t u r e . W e s t l a k e A c a d e m y ' s o p e r a t i n g b u d g e t fo r i t s a c a d e m i c p r o g r a m s i s f u n d ed b y S t a t e p u b l i c e d u c a t i o n fu n d s a n d p r i v a t e d o n a t i o n s . T h e A c a d e m y ' s pr i v a t e d o n a t i o n s a r e r a i s e d t h r o u g h t h e W e s t l a k e A c a d e m y F o u n d a t i o n ' s B l a c k s m i t h Ap p r e n t i c e P r o g r a m . S t a t e f u n d i n g i s e x p e c t ed t o r e m a i n a t c u r r e n t l e v e l s . T h u s , e x p a nd i n g t h e A c a d e m y ' s p r o g r a m s w o u l d r e q u i r e ad d i t i o n a l p r i v a t e c o n t r i b u t i o n s . Wi t h f u n d i n g l i m i t a t i o n s u n d e r s t oo d , w e w o u l d s t i l l l i k e t o g a u ge y o u r i n t e r e s t i n t h e f o l l o w ing pr o g r a m s a n d / o r e x p a n s i o n o p p o r t u n i t i e s . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " e x t r e m e l y i m p o r t a n t " a n d 1 m e a n s " n o t i m p o r t a n t at a l l , " p l e a s e r a t e h o w i m p o r t a n t i t i s fo r W e s t l a k e A c a d e m y t o i m p l e m e n t t h e f o l l o w in g , a s s u m i n g r e s o u r c e s are available in the fu t u r e : (N = 1 7 0 ) No t So m e w h a t Ve r y Extremely Don't N/ A i m p o r t a n t i m p o r t a n t I m p o r t a n t i m p o r t a n t i m p o r t a n t k n o w Q1 2 a E x p a n d I B o p t i o n s a t t h e Di p l o m a l e v e l 0. 6 % 2 . 4 % 2 . 9 % 1 0 . 0 % 1 9 . 4 % 5 7 . 6 % 7 . 1 % Q1 2 b E x p a n d t h e A r t s p r o g r a m (m u s i c , d r a m a ) 0. 0 % 5 . 3 % 7 . 6 % 2 1 . 8 % 3 1 . 8 % 3 1 . 2 % 2 . 4 % Q1 2 c C o n t i n u e t h e S t r i n g s p r o g r a m 4 . 1 % 3 0 . 0 % 1 6 . 5 % 2 0 . 0 % 1 4 . 1 % 1 1 . 2 % 4 . 1 % Q1 2 d E x p a n d r e s i d e n t i a l t r i p o f f e r i ng s 0 . 6 % 4 2 . 4 % 1 5 . 9 % 1 8 . 8 % 1 2 . 4 % 5 . 3 % 4 . 7 % Q1 2 e E x p a n d t h e n e w m e d i a ed u c a t i o n a l o p p o r t u n i t i e s 0 . 0 % 3 . 5 % 2 1 . 2 % 3 1 . 8 % 1 9 . 4 % 2 0 . 0 % 4 . 1 % Q1 2 f I m p r o v e t h e w e b s i t e 1 . 2 % 1 7 . 6 % 1 9 . 4 % 3 0 . 0 % 1 3 . 5 % 1 5 . 9 % 2 . 4 % Q1 2 g E x p a n d f o r e i g n l a n g u a g e o f f e r i ng s 0 . 0 % 6 . 5 % 7 . 1 % 2 2 . 4 % 2 8 . 2 % 3 4 . 7 % 1 . 2 % Q1 2 h I m p l e m e n t a S p a n i s h im m e r s i o n p r o g r a m 0. 0 % 1 4 . 1 % 1 1 . 2 % 2 2 . 4 % 2 0 . 0 % 3 0 . 0 % 2 . 4 % Q1 2 i O f f e r o n l i n e a c c e s s t o s t u d e n t gr a d e s 0. 0 % 1 1 . 8 % 1 2 . 4 % 2 0 . 0 % 1 6 . 5 % 3 7 . 6 % 1 . 8 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 34 EX C L U D I N G D O N ’ T K N O W / N O T A P P L I C A B L E Q1 2 P l a n n i n g f o r t h e f u t u r e . W e s t l a k e A c a d e m y ' s o p e r a t i n g b u d g e t fo r i t s a c a d e m i c p r o g r a m s i s f u n d ed b y S t a t e p u b l i c e d u c a t i o n fu n d s a n d p r i v a t e d o n a t i o n s . T h e A c a d e m y ' s pr i v a t e d o n a t i o n s a r e r a i s e d t h r o u g h t h e W e s t l a k e A c a d e m y F o u n d a t i o n ' s B l a c k s m i t h Ap p r e n t i c e P r o g r a m . S t a t e f u n d i n g i s e x p e c t ed t o r e m a i n a t c u r r e n t l e v e l s . T h u s , e x p a nd i n g t h e A c a d e m y ' s p r o g r a m s w o u l d r e q u i r e ad d i t i o n a l p r i v a t e c o n t r i b u t i o n s . Wi t h f u n d i n g l i m i t a t i o n s u n d e r s t oo d , w e w o u l d s t i l l l i k e t o g a u ge y o u r i n t e r e s t i n t h e f o l l o w ing pr o g r a m s a n d / o r e x p a n s i o n o p p o r t u n i t i e s . U s i n g a s c a l e o f 1 t o 5 w h e r e 5 m e a n s " e x t r e m e l y i m p o r t a n t " a n d 1 m e a n s " n o t i m p o r t a n t at a l l , " p l e a s e r a t e h o w i m p o r t a n t i t i s fo r W e s t l a k e A c a d e m y t o i m p l e m e n t t h e f o l l o w in g , a s s u m i n g r e s o u r c e s are available in the fu t u r e : (N = 1 7 0 ) N o t So m e w h a t Ve r y Ex t r e m e l y im p o r t a n t i m p o r t a n t I m p o r t a n t i m p o r t a n t i m p o r t a n t Q1 2 a E x p a n d I B o p t i o n s a t t h e D i p l o m a le v e l 2. 5 % 3 . 2 % 1 0 . 8 % 2 1 . 0 % 6 2 . 4 % Q1 2 b E x p a n d t h e A r t s p r o g r a m 5. 4 % 7 . 8 % 2 2 . 3 % 3 2 . 5 % 3 1 . 9 % Q1 2 c C o n t i n u e t h e S t r i n g s p r o g r a m 32 . 7 % 1 7 . 9 % 2 1 . 8 % 1 5 . 4 % 1 2 . 2 % Q1 2 d E x p a n d r e s i d e n t i a l t r i p o ff e r i n g s 4 4 . 7 % 1 6 . 8 % 1 9 . 9 % 1 3 . 0 % 5 . 6 % Q1 2 e E x p a n d t h e n e w m e d i a e d u c a t i o n a l op p o r t u n i t i e s 3. 7 % 2 2 . 1 % 3 3 . 1 % 2 0 . 2 % 2 0 . 9 % Q1 2 f I m p r o v e t h e w e b s i t e 18 . 3 % 2 0 . 1 % 3 1 . 1 % 1 4 . 0 % 1 6 . 5 % Q1 2 g E x p a n d f o r e i g n l a n g u a g e o f f e r i n g s 6 . 5 % 7 . 1 % 2 2 . 6 % 2 8 . 6 % 3 5 . 1 % Q1 2 h I m p l e m e n t a S p a n i s h i m m e r s i o n p r o g r a m 1 4 . 5 % 1 1 . 4 % 2 2 . 9 % 2 0 . 5 % 3 0 . 7 % Q1 2 i O f f e r o n l i n e a c c e s s t o s t u d e nt g r a d e s 1 2 . 0 % 1 2 . 6 % 2 0 . 4 % 1 6 . 8 % 3 8 . 3 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 35 Q1 3 T h e B l a c k s m i t h A p p r e n t i c e P r o g r a m i s c r it i c a l t o t h e f i n a n c i a l h e a l t h o f t h e A c ad e m y . D o y o u a n n u a l l y p a r t i c i p a t e i n t h e pr o g r a m ? Q 1 3 T h e B l a c k s m i t h A p p r e n t i c e P r o g r a m i s c r i t i c a l t o t h e f i n a n c i a l he a l t h o f t h e A c a d e m y . D o y o u a n n u a l l y p a r t i c i p a t e i n t h e p r o g r a m ? N u m b e r P e r c e n t Y e s 15 4 9 0 . 6 % N o 15 8 . 8 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % Q1 4 W o u l d y o u b e w i l l i n g t o i n c r e a s e y o u r c o nt r i b u t i o n s t o t h e B l a c k s m i t h A p p r e n t i c e P r og r a m t o f u n d a n e x p a n d e d l e v e l o f s e r v i ces or n e w p r o g r a m s ( e . g . e x a m p l e s o f t h e s e r v ic e s / p r o g r a m s c a n b e f o u n d i n Q u e s t i o n 1 2 ) . Q 1 4 W o u l d y o u b e w i l l i n g t o i n c r e a s e y o u r c o n t r i b u t i o n s t o t h e B l a c k s m i t h A p p r e n t i c e P r o g r a m t o f u n d e x p a n d e d s e r v i c e s / p r o g r a m s N u m b e r P e r c e n t Y e s 10 4 6 1 . 2 % N o 55 3 2 . 4 % N o t p r o v i d e d 11 6 . 5 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 36 Q1 5 . W h a t d o y o u l i k e B E S T ab o u t W e s t l a k e A c a d e m y ? • IB c u r r i c u l u m a b i l i t y t o c o m m u n i c a t e w it h s t a f f / f a c u l t y a n d b e h e a r d . • Lo c a t i o n . • IB c u r r i c u l u m , c l a s s s i z e , t e a c h e r s , f a m i l y a t m o s p h e r e . • IB c u r r i c u l u m . • We l i k e t h e “ s m a l l ” a t m o s p h e r e t h a t o u r c h i l d r e n w i l l “ g ro w u p ” w i t h t h e s a m e k i d s . T h e s c h o o l h a s g o o d l e a d e r s h i p . • En v i r o n m e n t • Sm a l l c l a s s r o o m s i z e . T e a c h e r t o s t u d e n t r a t i o i s s m a l l . • Th e e d u c a t i o n m y k i d s a r e g e t t i n g an d h o w t h e y l o v e t h e s c h o o l . • Un i t s o f i n q u i r i n g a n d h o w t h e y e n c o u r a g e s t u d e n t s t o e x p a n d th e i r t h i n k i n g a n d a l s o t h r o u g h p r o b l e m r e s o l u t i o n w i t h o t h e r s . W e like ho w t h e s c h o o l i n g p r o m o t e s m a t u r i t y a n d i n d e p e n d e n c e . W e l o v e t h e s m a l l c l a s s e s a n d t e a c h i n g st y l e s . P a r e n t I n v o l v e m e n t . • Te a c h e r s , f a c i l i t y , c u r r i c u l u m . • Th e s e n s e o f c o m m u n i t y , t h e l e v e l o f c a r e a nd i n v o l v e m e n t o f t h e t e a c h e r s, t h e I B o f f e r i n g . T h e a d m i ni s t r a t i o n h a s a l w a y s w o r k e d to ac h i e v e i m p o r t a n t g o a l s , s h o w t h e y h a v e b e s t in t e r e s t o f s t u d e n t s f i r s t - v e r y e f f e c t i v e . • Ca r i n g t e a c h e r s a n d a d m i n i s t r a t i o n . • IB P r o g r a m . • Sm a l l s c h o o l , c l o s e kn i t s t u d e n t b o d y . • Th e e d u c a t i o n b y w h i c h i s t a u g h t . • Sm a l l c l a s s s i z e s . • Sm a l l c l a s s s i z e “ c o m m u n i t y ” . • Cu r r i c u l u m f o c u s o n c o n c e p t s . • Ov e r a l l s y n c h r o n i z a t i o n o f m i s s i o n , p r o g r a m s , f a c u l t y . • I l i k e t h e c o m m u n i t y a t m o s p h e r e a n d t h e f a c t t h a t i t ’ s s m al l a n d t h e s t u d e n t s a l l k n o w e a c h o t h e r a n d t h e p a r e n t s . • Av a i l a b i l i t y t o v o l u n t e e r t h r o u g h o u t p r i m a r y a n d s e c o n d a r y s c h o o l s . • It ’ s s m a l l p e r s o n a b l e . • Th e I B p r o g r a m i t s e l f . • Le v e l o f l e a r n i n g a n d s t u d e n t / t e a c h e r r a t i o . • Sm a l l c l a s s e s . • IB p r o g r a m . • IB p r o g r a m a n d a c c o m p a n y i n g e n v i r o n m e n t . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 37 • Th e r i g o r o u s c u r r i c u l u m a n d h i g h e r st a n d a r d s s e t f o r t h e c h i l d r e n . • Th e s m a l l c l a s s s i z e a n d t h e f e e l i n g o f f a m i l y a n d c o m m i t m e n t t o h e l p e a c h o t h e r b e c o m e b e t t e r m e mb e r s o f t h e c o m m u n i t y a n d t h e wo r l d ( I B ) . • Ho w t h e c u r r i c u l u m t e a c h e s c h i l d r e n h o w t o l e a r n i n s t e a d o f h o w t o m e m o r i z e . T h e i n v o l v e m e n t o f t h e s t u d e n t s i n t h e p r o c e s s a n d the en r i c h m e n t b y e x p o s i n g t h e s t u d e n t s t o t h e a r t s . • IB C u r r i c u l u m . • I r e a l l y l i k e t h e d i r e c t i o n M r . R o se v e a r h a s p r o v i d e d t o t h e s c h o o l . H e ’ s v e r y a pp r o a c h a b l e a n d p r o a c t i v e l y a s k s f o r i n p u t f r o m pa r e n t s . I l i k e t h e s u r v e y . I d o n ’ t t h i n k t h e s i le n t o r “ q u i e t e r ” m a j o ri t y i s h e a r d e n o u g h . • Sm a l l c l a s s r o o m s . G r e a t l e a r n i n g e n v i r o n m e n t . • Sm a l l s i z e o f t h e s c h o o l . F e e l i t ’ s s a f e a n d e a s y f o r c h i l d r e n t o a d a p t t o . • IB c u r r i c u l u m , c l a s s s i z e , s c h o o l cu l t u r e , t e a c h e r s a n d p r o g r a m s . • Sm a l l e n v i r o n m e n t w i t h I B a t a l l l e v e l s . • I l o v e t h e w a y t h e y t e a c h t h i n g s t h a t a r e c r i t i c a l t o b e c o m i n g a d u l t s . • Te a c h e r s - s m a l l c l a s s s i z e - s t u d e n t s a r e g r e a t ! K i n d a n d t h o u g h t f u l t e e n s i n 1 1 th g r a d e c l a s s ! • Th e c u l t u r e a n d h i g h q u a l i t y e d u c a t i o n . • Th e a v a i l a b i l i t y / a c c e s s o f M a r k R o s e v e a r ; t h e s i z e o f t h e s c h o o l . • Th e a c a d e m i c e x c e l l e n c e . • We l l o r g a n i z e d a n d s t r u c t u r e d . T h e u n i f o r m s a r e g r e a t . • Sm a l l c l a s s s i z e s t h a t i n c r e a s e p e r s o n a l a t t e n t i o n . • Th e q u a l i t y o f p e e r s a n d s u p p o r t i v e s o c i a l n e t w or k t h a t h a s b e e n c r ea t e d a t t h e s c h o o l . • It i s s m a l l . T h e t e a c h e r s k n o w t h e s t ud e n t s . T h e y a r e j u s t n o t a n u m b e r . • IB • Th e I B c u r r i c u l u m a n d s t a f f . • Le a r n i n g e n v i r o n m e n t . • IB p r o g r a m • I l i k e t h e s m a l l c l a s s r o o m s . P e r s o n a l r e l a t i o n s h i ps b e t w e e n s t u d e n t s , p a r e n t s a n d t e a c h e r s . • Th e p h i l o s o p h y b e h i n d l e a r n i n g i n st e a d o f s k i l l b a s e d I S D S . • Th e s m a l l e r c l a s s s i z e . • Th e c a r i n g f a c u l t y , t h e l e a r n i n g e n v i ro n m e n t c o m m u n i t y a t m o s p h e r e . • Cu l t u r e a m o n g s t u d e n t s . H i g h a c a d e m ic a n d b e h a v i o r s t a n d a r d s . • Wh a t I l i k e b e s t a b o u t W A is t h e i r e d u c a t i o n s y s t e m . • IB - i t t e a c h e s c h i l d r e n t o t h i n k . • Th e o f f e r i n g o f t h e I B p r o g r a m . • Th e g r o u p i n v o l v e m e n t t h a t t h e c h i l d g e t s t o l e a r n f r o m - i n s t e a d o f j u s t r e a d i n g c h a p te r s o f E n g l i s h - M a t h - S c i e n c e . T h e h a n d s o n ! We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 38 • Qu a l i t y o f t e a c h e r s , q u a l i t y o f f a c i l i t y , c u r r i c u l u m , a n d i t s i m p l e m e n t a t i o n a n d s t u d e n t / t e a c h e r r a t i o . • I l i k e s m a l l s c h o o l c o m m u n i t y . • Cu r r i c u l u m t h a t p r e p a r e s s t u d e n t s f o r c o l l e g e a n d a l l o w s f o r co l l e g e c r e d i t t o b e e a r n e d . L o c a t i o n i s o u t s t a n d i n g a n d f a c i l i t i e s are very ni c e . C l o s e - k n i t s c h o o l c o m m u n i t y m u c h l i k e a p r i v a t e s c h o o l . • Un i f o r m s , p a r e n t i n v o l v e m e n t , I B p r o g r a m . • Em p h a s i s o n s o c i a l i n t e l l i g e n c e . • Sm a l l c l a s s e s , q u a l i t y o f t e a c h e r s . • IB c u r r i c u l u m . • IB • Th e s m a l l e n v i r o n m e n t a n d t h e s u p p o r t th e c h i l d r e n g e t f r o m t h e t e a c h e r s . • Sm a l l s c h o o l e n v i r o n m e n t t h e e a r l y y e a r s a n d fo r e i g n l a n g u a g e o f f e r i ng s . I B c u r r i c u l u m . • De v e l o p s t r o n g c r i t i c a l t h i n k i n g s k i l l s . S t u d e n t s a r e he l d t o a h i g h s t a n d a r d a n d a c c o u n t a b i l i t y l e v e l . • Th e t e a c h e r s a n d c l a s s s i z e . • We l o v e t h e p r o f e s s i o n a l i s m , h o n e s t y , a n d a c a d em i c s t r e n g t h o f t h e f a c u l t y . W h e n e v e r o u r s o n o r w e h a v e a q u e s t i o n o r c o n c e r n , we im m e d i a t e l y a r e a n s w e r e d a n d l i s t e ne d t o i n a r e s p e c t f u l m a n n e r . • Th e w a y t h e y a r e t a u g h t . I n d e p e n d e n t i n q u i r y . Bi g p i c t u r e p e r s p e c t i v e t h a t l i n k s s u b j e c ts a s w e l l a s p a s t , p r e s e n t , f u t u r e . • Sm a l l s i z e c l a s s r o o m s < 2 0 . • Te a c h e r s w h o c a r e a b o u t t h e a c a d e m i c a n d s o c i a l s u c c e s s o f m y c h i l d . • Sm a l l c l a s s s i z e s / s m a l l e r s c h o o l . • Th e s m a l l c l a s s s i z e , c u r r i c u l u m a n d t h e c o m f o r t l e ve l m y s t u d e n t s h a v e w i t h t e a c h e r s a n d s t a f f . • Se n s e o f c o m m u n i t y ( i n a d d i t i o n to i t e m s r a n k e d o n q u e s t i o n # 1 ) . • IB p r o g r a m , l o w t e a c h e r / s t u d e n t r a t i o , g r a d i n g s y s t e m . • Th e I B c u r r i c u l u m . T h e s m a l l c l a s s s i z e a n d c a m p u s s i z e . T h e “ f a m i l y ” t y p e a t m o s p h e r e . • Th e a c a d e m i c a n d c i v i c c h a l l e n g e o f t h e s t u d e n t s . • Di v e r s i t y • Ch a r a c t e r t r a i t s i n t h e I B p r o f i l e . I t r e a l l y h e l p s t h e s t u d e n t s u n it e a n d r e p r e s e n t W A . • Th e I B p r o g r a m a n d t h e s m a l l c o m m u n i t y f e e l o f t h e s c h o o l . • Sm a l l s i z e , c o m m u n i t y i n v o l v e m e nt , I B p r o g r a m s u n i f o r m s . • Gr o u p s i z e , s e c u r i t y . S c h o o l a c a d e m i c s . • Sm al l s i z e , n i c e p e o p l e . • Th e q u a l i t y o f t h e e d u c a ti o n t h e y a r e r e c e i v i n g . • IB p r o g r a m , i n t e r n at i o n a l f a c u l t y . • I t h i n k t h e c u r r i c u l u m c a n b e c h a l l e n g i n g a nd t h e k i d s l o v e t h e i n t e r c o n n e c t e d n e s s o f th e s t u d i e s . I t h i n k i t t e a c h e s t h e m h o w to solve pr o b l e m s , t h i n k c r e a t i v e l y a n d p a r t ic i p a t e a s a g o o d g l o b a l c i t i z e n . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 39 • Sm a l l c l a s s s i z e s . I B c u r r i c u l u m . • Th e g l o b a l l e s s o n s o f r e s p o n s i b i l i t y f o r e n v i r o n m en t a n d g o v e r n m e n t t h a t w e r e i n f o r c e a t h o m e . • It ’ s t e n a c i t y t o u p h o l d t h e h i g h e s t s t a n d a r d s w i t h e d u c a t i o n , a s w e l l a s e n v i r o n m en t . T h e o p p o r t u n i t i e s a v ai l a b l e t o m y c h i l d a re far gr e a t e r a t W A ! • I l i k e t h e I B m e t h o d o f t e a c h i n g / l e a r n i n g . Wh e n t h e c u r r i c u l u m i s t a u g h t a s d e s i g n e d b y a g o o d t e a c h e r , t h e p r o c e s s i s v e r y st i m u l a t i n g t o t h e s t u d e n t a n d t h e r e s u l t is t h e b e s t . I l i k e t h e e n v i ro n m e n t a n d t h e o p p o r t u n i t i e s t h e s t u d e n t s h a v e t o u s e t h eir own in i t i a t i v e . A s a r u l e , I r e a l l y l i k e t h e c h ar a c t e r o f t h e p e o p l e t e a c h i n g m y c h i l d r e n . • Th e p r o g r a m i s v e r y g o o d a n d I a p p r e c i a t e h o w t h e c u r r i c u l u m f it s t h e w h o l e c h i l d . I a p p r e c i a t e h o w t h e t e a c h e r s a n d s t a f f h a v e tried to w o r k h a r d t o m a k e i t a w h o l e p r o g r a m a n d e d u c a t e t h e p a r e n t s a n d c o m m u n i t y . A l s o , e x p a n d i n g t h e s c h o o l i . e . a r t s a n d s c i e n c e bu i l d i n g . • Th e I B c u r r i c u l u m . • Us e o f t h e p r i n c i p l e s t o c r e a t e a w e l l r o u n d e d s t u d e n t a n d t h e c a r i n g n a tu r e o f t h e t e a c h e r s a n d s t a f f . • IB c u r r i c u l u m . • Si z e • My c h i l d ’ s t e a c h e r s f o r t h e l a s t f i v e y e a r s h a v e a l l be e n e x c e l l e n t , e x t r e m e l y e n th u s i a s t i c a b o u t t e a c h i n g . • Th a t t h e w a y o f t e a c h i n g i s b a s e d o n a h a n d s - o n , c o n t i n u a l l e a r ni n g p r o c e s s ( v e r s u s a “ o n c e a n d d o n e ” m e m o r i z a t i o n f o r m a t ) . A n d this mo d e l w o r k s m o s t e f f e c t i v e l y w h e n t h e c l a s s si z e s a r e s m a l l , s o t e a c h e r s c a n h e l p “ c a t er ” t h e i r t e a c h i n g s t o t h e i n d i v i d u a l c h i ldren’s ne e d s a n d k n o w l e d g e l e v e l s . • Th e I B e d u c a t i o n t h a t o u r c h i l d r en a r e r e c e i v i n g . G r e a t s t a f f ! • Th e s e n s e o f c o m m u n i t y . • Th e s i z e o f t h e c l a s s r o o m s / s t u d e n t s p e r cl a s s ( i . e . ) t h e s i z e o f t h e s c h o o l . • Te a c h e r s , c u r r i c u l u m , a n d c l a s s s i z e . • Se n s e o f c o m m u n i t y . • Th e f a m i l y , c o m m u n i t y f e e l i n g . • Sm a l l c l a s s , p a r e n t a l i n v o lv e m e n t , K - 1 , g r e a t f a c i l i t y . • Th a t t h e c h i l d r e n h a v e s o m a n y d i f f e r e n t o p p o r tu n i t i e s . T h e y c a n p l a y d i f f e r e n t s p o r t s as w e l l a s b e o n t h e n e w s p a p e r , e t c . W e love the si z e o f t h e s c h o o l t h o u g h 9 - 1 2 c l as s e s c o u l d b e a b i t l a r g e r . • Th a t i t i s s m a l l . O n l y t w o c l a s s e s p e r g r a d e l e v e l . • Th e s c h o o l s c o m m it m e n t t o e x c e l l e n c e . • Th e s m a l l s i z e a n d s e n s e o f “ b e l o n g i n g ” t h e ch i l d r e n h a v e , a s w e l l a s t h e u n i f o r m s . • Th e I B p r o g r a m s a n d w h a t i t o f f e r s f o r t h e fu t u r e o f m y c h i l d r e n a n d s m a l l c l a s s s i z e s . • Si z e • Th e c h a l l e n g i n g c u r r i c u l u m a n d t h e l e a r n e r p r o f i l e c h a r a c t er i s t i c s t h a t a r e p a r t o f “ W e s t l a k e A c a d e m y ” l i f e . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 40 • Th e t h r e e t h i n g s t h a t m a k e W A t i m e l y u n i q u e a n d e x c e p t i o n a l a r e: I B c u r r i c u l u m , s t r i n g s a n d sm a l l c l a s s s i z e . I n a d d i t i o n , a c c e ss to in t e r n a t i o n a l t e a c h e r s / a d m i n i s t r a t o r s b r i n g s i n v a l u a b l e a w a r e n e s s / u n d e r s t a n d i n g o f I B pr o g r a m a n d i t s i m p a c t o n e d u c a t i o n w o r l d - wi d e ! • Th e s m a l l c l a s s s i z e a n d t h e v e r y a c t i v e a n d h a n d s o n le a r n i n g e x p e r i e n c e o f f e r e d b y t h e I B c u r r i c u l u m . • So m e o f W e s t l a k e A c a d e m y S t r e n g t h s : M y c h i l d h a s c o m p l e t e d s o m e qu a l i t y p r o j e c t s t h i s y e a r w h i c h r e q u i r e d m o r e c r e a t i v i t y t h a n wo u l d b e n e e d e d f o r a p r o j e c t i n a s c h o o l w i t h a m o r e t r a d i t i o n a l c u rr i c u l u m ; t h e r e a r e m a n y o p p o r tu n i t i e s a v a i l a b l e t o c h i l d r e n to pa r t i c i p a t e i n c h a r i t i e s ; W e s t l a k e A c a d e m y of f e r s S p a n i s h i n t h e e l e m e n t a r y g r a d e s ; m y c h i l d w o u l d n e v e r h a v e b e e n e x p o s e d t o a st r i n g i n s t r u m e n t ; T h e s c h o o l i s b l e s s e d w it h v e r y d e d i c a t e d p a r e n t s w h o g i v e a b o v e a n d b e y o n d w i t h t h e i r t i m e a n d r e s o u r c e s ; We s t l a k e ’ s G a l l e r y N i g h t r a i s e d a n e x o r b i t a nt a m o u n t o f m o n e y c o m p a r e d t o a l o c a l e l em e n t a r y s c h o o l c a m p u s o f t h e s a m e s i z e ; We s t l a k e i s b u i l t u p o n t h e I B p r o g r a m ; t h e i m p l e m e n t a t i o n o f t h e so c i a l s t u d i e s / l a n g u a g e a r t s cu r r i c u l u m w a s w e l l t h o u g h t o u t ; at h l e t i c s a r e o f f e r e d a t t h e e l e m e n t a r y l e v e l . • IB c u r r i c u l u m • IB c u r r i c u l u m • Th e c u r r i c u l u m , s t r i n g s a n d f o r e i g n l a n g u a g e • On e o f t h e b e s t s c h o o l s • Lo c a t i o n • Cu r r i c u l u m • Si z e • Cu r r i c u l u m • Cl a s s r o o m s i z e • Sm a l l c l a s s s e t t i n g s , I B p r o g r a m • In t e r n a t i o n a l n a t u r e of c u r r i c u l u m & s t a f f • Sm a l l s c h o o l , I B l e a r n e r p r o f i l e / q u a l i t i e s , I B i n t e g r a t e d c u r r i c u l u m , S p a n i s h e d u ca t i o n b e g i n n i n g i n k i n d e r g a r t e n , b e a u t i f u l c a mpus, sc h o o l p r i d e , u n i f o r m s , a n d l o c a t i o n • Cl a s s s i z e • Sm a l l s i z e o f s t u d e n t p o p u l a t i o n • Th a t t h e y h a v e t h e I B p r o g r a m • Si z e a n d t h e i n t e r a c t i o n o f t h e k i d s • Co m m u n i t y • Sa f e p l a c e • Pr i v a t e s c h o o l a d v a n t a g e s a t l o w c o s t • Ex p e r i m en t a l n a t u r e • Th e I B p r o g r a m • IB c u r r i c u l u m We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 41 • Mo r e o f a c o m m u n i t y t h a n a s c h o o l • Si z e o f c l a s s r o o m s a n d I B c u r r i c u l u m • Ev e r y t h i n g i s r u n n i n g g r e a t • Cu r r i c u l u m • St a f f a n d t e a c h e r s • Th e s i z e o f t h e s c h o o l c l a s s r o o m s . A l s o q u a l i t y o f t e a c h e r s a n d cu r r i c u l u m . C o u l d b e m o r e c o n s is t e n t f r o m g r a d e t o g r a d e . • Th e e m p h a s i s o n c o m m u n i t y a n d g l o b a l l e a r n i n g / a w a r e n e s s • We l i k e t h e e x p e r i m e n t a l n a t u r e o f t h e s c ho o l . I t ’ s c l e a r t h a t t h e r e g u la r p u b l i c s c h o o l m o d e l d o e s n ’ t w o r k a n y m o r e . H o w c l e a r ? Our st u d e n t s h a v e l o s t t h e i r e d u c a t i o n a l c o m p e ti t i v e a d v a n t a g e s w i t h s t u d e n t s f r o m o t h e r na t i o n s . T h i s i s a r i s k - t a k i n g s c h o o l a n d any at t e m p t s t o m a k e W A m o r e m a i n s t r e a m o r T e x a s - y a r e a m i s t a k e th a t n o t o n l y a f f e c t s t h e c u r r e n t ge n e r a t i o n b u t c o u l d h a v e s e r i o u s re p e r c u s s i o n s o n f u t u r e e d u c a t i o n a l s t y l es . A l o t o f p e o p l e a r e w a t c h i n g t h i s … • Th e i n t e r n a t i o n a l m i n d e d n e s s o f o u r c u r r i c u l u m , t h e f a c u l t y a n d t h e o p p o r t u n i t y f o r t h e k i ds t o b e f l u e n t i n S p a n i s h a n d c o m f o r table in fr o n t o f p e o p l e s p e a k i n g / p r e s e n t i n g i n E n g l i s h a n d t h e d e m a n d f o r t h e m t o t h i n k f o r t h e m s e l v e s . • Th e s i z e o f t h e s c h o o l , b e c a u s e m y d a u g h t e r s ar e s o q u i e t , t h e y w o u l d b e o v e r l o o k e d i n a l a r g e s c h o o l , t h e y r e c e i v e m o r e a t t e n t ion at WA . A l s o , t h e I B p r o g r a m • Th a t t h e s t u d e n t s f r o m v a r i o u s l e v e l s o f b a c k g r o u n d a r e e n c o u r a g e d a n d i n v o l v e d i n p l ay i n g a p a r t o f t h e cu r r i c u l u m . A l s o , t h e school re a l l y e n f o r c e s t e a m w o r k a n d c o m m u n i t y i n v o l v e m e n t . B r o a d e n t h e m i n d • Cu r r i c u l u m - a c a d e m i c s t r e n g t h • Lo c a t i o n • IB c u r r i c u l u m - c h i l d i s h a p p y • Se n s e o f c o m m u n i t y i n t h e s c h o o l • Fa c i l i t i e s • IB c u r r i c u l u m • Sm a l l e r c l a s s s i z e • Sm a l l c l a s s s i z e a n d f i v e o f t h e c l a s se s h a v e g r e a t t e a c h e r s ! G r e a t c u r r ic u l u m . F a m i l i e s a l l k n o w e a c h o t h e r • Ki d s t h a t a t t e n d t h e s c h o ol a n d t h e I B c u r r i c u l u m • Th e w a y t h e s c h o o l e n c o u r a g e s t h e st u d e n t s t o u s e t h e i r m i n d s m o r e • Th e a t t e n t i o n t o t h e s t u d e n t s • Cl o s e n e s s t o i n d i v i d u a l di v e r s i t y o f s t u d e n t b o d y • IB c u r r i c u l u m • Th e I B c u r r i c u l u m • IB c u r r i c u l u m a n d t e a c h i n g . I l i k e t h e s e n s e o f c o m m u n i t y & p r i d e a t t h e a c a d e m y We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 42 Q1 6 W h a t O N E t h i n g w o u l d y o u l i k e t o im p r o v e m o s t a t W e s t l a k e A c a d e m y ? • Ca l e n d a r o f e v e n t s - p r o b l e m s wi t h c o m m u n i c a t i o n o f e v e n t s s c h e d u l i n g t o p a r e n t s . • Lu n c h r o o m p e r s o n n e l ( t h e y ( s h e ) i s m e a n a n d h a s n o p a t i e n c e ) . • It i s u p s e t t i n g t o u s t h a t a t t i m e s a s m al l y e t v e r y v o c a l g r o u p o f p a r e n t s f e e l s a s th o u g h t h e y a r e a b l e t o d i c t a t e s c h o o l p o l icy by co m p l a i n i n g . • Di r e c t c o m m u n i c a t i o n , n o t j u s t p o s t i ng i t e m s o n w e b s i t e , c o u n t i n g o n p a r e n t s t o s e e k o u t t h e i n f o r m a t i o n . • We w o u l d l i k e a n e f f e c t i v e c a l e n d a r , t o o m a n y e m a i l s f r o m t oo m a n y d i f f e r e n t p e o p l e , n o t n ec e s s a r i l y p e r t a i n i n g t o u s . • Th e g r a d i n g s y s t e m . • Ma t h p l a c e s t u d e n t s i n m a t h c l a s s e s p e r t h ei r s k i l l l e v e l ( n o t g r a d e l e v e l ) . M o r e ch a l l e n g i n g m a t h . O p p o r t u n i t i e s f o r m a t h co m p e t i t i o n s . • Up p e r c l a s s m e n p r i v i l e g e s . • I w o u l d l i k e t o s e e p l a n s t o p u r c h a s e a b u s . I t i s v e r y e v i d e n t t h a t a b u s i s n e e d e d t o h e l p w i t h t r i p s . • Mu s i c ( v o c a l s p e c i f i c p r o g r a m ) • Qu i t f o c u s i n g o n n e g a t i v i t y - a l l t h i s i s d e s i gn e d t o m a k e p e o p l e q u e s t i o n t h e i r c h o i c e s . Th i s i s n o t a s t a n d a r d p u b l i c s c h o o l a n d we do n ’ t w a n t i t t o b e . I f t h a t ’ s w h a t p e op l e a r e t r y i n g t o m a k e i t t h e y s h o u l d ch o o s e t o a t t e n d a s t a n d a r d p u b l i c s c h o o l . • Fu n d / W A f o u n d a t i o n e x p a n d t o re g i o n a l , s t a t e , e t c . • Qu a l i f y i n g c o u n s e l o r • Te a c h e r a t t i t u d e s . • A p u r e , o p e n l i n e o f c o m m u n i c a t i o n be t w e e n p a r e n t a n d t e a c h e r s . • Th e m a t h d e p a r t m e n t . • Ad m i n i s t r a t i o n s u p p o r t o f t e a c h e r s , w o u l d l i k e t o s e e t e a c h e r s p r a i s e d f o r t h e i r e f f o r t s a n d a d m i n i s t r a t i o n t o e n f o r c e c o n s e q u e nces fa i r l y . • Sp o r t s • On l i n e a c c e s s t o g r a d e s ! • Co m m u n i c a t i o n . • Ge t t i n g g r a d e s o n l i n e . • Ma k e s u r e e a c h t e a c h e r i s o u t s t a n di n g n o t j u s t m e d i o c r e . T h i s i s t h e m o s t i m p o r t a nt r o l e t h a t W A s h o u l d b e c o n c e r n e d w i t h . S h o u ld ch a l l e n g e t h e c h i l d r e n a c a d e m i c a l l y . • Ty p e s o f l i t e r a t u r e r e a d p er g r a d e l e v e l . ( O u r J u n i o r H i g h S t u d en t s a r e r e a d i n g t h e s a m e b o o k s a s J u n i o r a n d S e n i o r H i g h s t u d e n ts in ot h e r a r e a s c h o o l s ) . A s a p a r e n t t h at m o n i t o r s w h a t m y c h i l d r e n r e a d a n d s e e i t i s a c o n s t a n t b a t t l e w i t h t h e r e a d i n g m a t e r i a l they are as s i g n e d . • Ti m e a l l o t m e n t f o r l u n c h . K i d s n e e d m o r e t h a n 2 0 - 3 0 m i n u t e s t o e a t a n d v i s i t w i t h f r i e n d s . • Sp a n i s h t e a c h e r s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 43 • Op p o r t u n i t i e s f o r g i f t e d c h i l d re n a t t h e p r i m a r y l e v e l . • I w o u l d l i k e t o s e e a n i m p r o v e m e n t i n t h e e f f e c t i v e n e s s a n d t i m e l i n e s s o f d i s c i p li n e i s s u e s . T h e r e h a v e be e n r e c u r r e n t u n a c c e p t able be h a v i o r s o c c u r r i n g s i n c e t h e b e g i nn i n g o f t h e s c h o o l y e a r t h a t I f e e l s h o u l d h a v e b e e n ex t i n g u i s h e d . T h e s e d i s r u p t i o n s / d i s t r a c tions ha v e t a k e n a w a y f r o m t h e l e a r n i n g e n v i r o n m e n t. A n d t h e e m o t i o n a l c o mf o r t o f t h e c h i l d r e n . • Co n s i s t e n c y i n d i s c i p l i n e a n d i n f o l l o w i n g t h e s t u d e n t h a nd b o o k . M o r e s t r i c t a b o u t r u l e br e a k i n g a n d u n i f o r m p o l i c y . • Th e s t r i n g s p r o g r a m . H a v i n g o n l y l i m i t e d k n o w l e dg e a b o u t o t h e r I B s c h o o l s s t r i n g s p r o g r am s . I w o u l d s u g g e s t l o o k i n g a t h o w t h e y ha n d l e t h e i r p r o g r a m s a n d t h e n m o d e l t h a t p r og r a m h e r e a t W e s t l a k e . T h e b e n e f i t s o f th e e x p o s u r e s h o u l d o u t w a y t h e h a s s l e t o g et the pr o g r a m r i g h t . I h a v e n o t b e e n i m p r e ss e d w i t h t h e c u r r e n t i n s t r u c t o r . • Ro o m f o r 1 1 th a n d 1 2 th g r a d e r s t o u s e f o r s t u d y p e r i o d s r e l a x a t i o n e t c . • Th e q u a l i t y o f e x p e r i e n c e o f t e a c h e r s i n m y P & D P p r o g r a m , e s p e c i a l l y i n m a t h a n d s c i e n c e . T h e e x p e c t a t i o n , w h e n w e f i r s t s t a r t e d WA 6 y e a r s a g o , w a s a v e r y r i g o r o u s c u r r i c u l u m . K i d s w o u l d b e e ng a g e d a n d r e a l l y e n j o y l e a r n i n g . Th i s s c h o o l w o u l d g r a d u a t e k i d s th a t c o u l d c o m p e t e i n s c i e n c e a n d m a t h w i t h o t h e r f o r e i g n c o u n t ri e s . W h e n i n e x p e r i e n c e d t e a c h e r s a r e h i r e d y o u d o n ’ t g e t t h e h i gher le v e l o f l e a r n i n g . T o o m u c h r o m p u p t i m e . • PY P / M Y P l i b r a r y . I n t e ns e c o l l e g e p r e p . • Qu a l i t y o f t e a c h i n g i n e l e m e n t a r y s c h o o l . F e w t e a c h e r s a r e g o o d , b u t s o m e t i m e s u n s u r e i f s t a n d a r d o f e d u c a t i o n i s a s h i g h a s e x pected. • Mo r e p r o - a c t i v e c o m m u n i c a t i o n ( i . e . ) l o n g e r n o t i c e p e r i o d f o r e v e n ts , f i e l d t r i p s , c l a s s p a r t i e s , e t c . F o r f a m i l i e s w i t h b o t h p arents wo r k i n g o u t s i d e t h e h o m e , 2 d a y s n o t i c e o n su p p l i e s n e e d e d f o r c l a s s p r o j e c t s o r f i e l d t r i p s i s d i f f i c u l t t o m a n a g e . • A m o r e s u p p o r t i v e s c h o o l b o a r d . • Gr a d i n g s y s t e m . • Ad d m o r e c l a s s e s f o r s i b l i n g s ! • Ge t t i n g n e w k i d s c a u g h t u p t o o t h e r s t u d e nt s , e s p e c i a l l y T X r e q u i r e m e n t s . • Fa c u l t y o b j e c t i v i t y i n t r e a t m e n t o f s t u d e n t s . • 1. A l l o w p a r e n t s t o s p e a k a b o u t t e a c h e r ’ s s t re n g t h s a n d w e a k n e s s e s w i t h o u t f e e l i n g c o n ce r n e d a b o u t r e t a l i a t i o n , e s p e c i a l l y w h e n a te a c h e r m o v e s f r o m p r i m a r y t o s e c o n d a r y . 2 . A c c e ss t o w e b s i t e w i t h o u t h a v i n g t o l o g o n a n d d o w n l o a d . • Th e S p a n i s h p r o g r a m . • Th e I B p r o g r a m h a s a p o l i t i c a l l y l i b e r a l s l an t t o i t ; m y t h i r d g r a d e r b r o u g h t h o m e a n a s s i g n m e n t a b o u t “ g l o b a l w a r m i n g ” t h a t t r eated it as “ f a c t ” n o t a t h e o r y . K i d s n e e d b o t h s i d e s o n i s s u e s l i k e t h is . C l a s s i c a l l y l i b e r a l i s w h a t W e s t l a k e a c a d e m y n e e d s . • Qu i c k e r n o t i f i c a t i o n o f l o w t e s t / g r a d e s c o r e s . • Ti m e l y a c c e s s t o m y c h i l d ’ s g r a d e s i n c o r p o r a t e d i n t o a c o h e r e n t g r a d i n g s y s t e m t h a t b o t h t h e s t u d e n t s a n d p a r e n t s c a n u n d e r s t a n d. • Wo u l d l i k e t o s e e e l e c t i v e s o f f e r e d i n s e c o n d a r y . • Co n t i n u e d f o c u s o n I B a n d h i r i n g o f w e l l - q u a l i f i e d , d e d i c a t e d t e a c h e r s . • Si n c e w e s t a r t e d a t W A m i d y e a r , i t w o u l d h a ve b e e n n i c e t o h a v e s o m e f u r t h e r e x p l a n at i o n a b o u t d i f f e r e n t o p p o r t u n i t i e s a t t h e s chool. • No t h i n g t o a d d a t t h i s t i m e . • Co m m u n i c a t i o n t o p a r e n t s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 44 • Te a c h e r t u r n o v e r a n d g r a d i n g c o n s i s t e n c y . C o m m u n i c a t i o n p r i o r t o p r ob l e m s d e v e l o p i n g w i t h g r a d e s r a t h e r t h a n a f t e r w h e n t h e pr o b l e m s m a y b e t o o h u g e t o o v e r c o m e . Co m m u n i c a t i o n w i t h p a re n t a n d t e a c h e r s . • Su p p o r t i n t h e p r o g r a m - m a t c h t h e s p a c e . • Mo r e c o n s i s t e n c y i n d e a l i n g w it h d i s c i p l i n e p r o b l e m s . ( T h e s a m e r u l e s s ho u l d a p p l y t o e v e r y o n e - s e c on d a r y s c h o o l l e v e l ) . • Or g a n i z a t i o n w i t h i n t h e di f f e r e n t c u r r i c u l u m . • Th e r e h a s b e e n p o o r c o m m u n i c a t i o n w i t h s e v e r a l t e a c h e r s - i . e . I ’ v e s e n t e m a i l s s e v e r a l t i me s o v e r t h e c o u r s e o f t h e y e a r w i t h n o re s p o n s e b a c k . O n l i n e a c c e s s t o g r a d e s w o u l d r e a l l y h e l p p a r e n t s a n d t e a c h e r s t o a c t a s a t e a m . • Th e o n e t h i n g t h a t w o u l d l i k e t o s e e i m p r o v e d o f W A i s t h e m a i n t e n a n c e o f t h e c a m p u s ( e . g . h a v i n g a i r f r e s h e n e r i n b a t h r o o m fa c i l i t i e s ) . • En s u r i n g t h a t s t u d e n t s w h o a r e n o t c o m m i t t e d a n d h a r d w o r k i n g a r e n o t a l l o w e d t o s t a y . • Fo r t h e t e a c h e r s t o s t a y l o n g t e r m - l o t s o f t u r n o v e r - n e e d t o h a v e i n c e n t i v e s t o h a v e t e a c h e r s s t a y l o n g e r t h a n 1 - 2 y e a r s . • Co m m u n i c a t i o n b e t w e e n e v e r y o n e . F r o m e xp l a i n i n g I B c u r r i c u l u m g r a d e s t o pa r e n t - t e a c h e r s t o A d m i n o f f i c e . • Be t t e r q u a l i t y t e a c h e r s ! • Dr o p t h e h u m a n i t i e s ( 1 0 th g r a d e ) c l a s s a n d r e p l a c e w i t h a c t u a l H . S . s o c i a l s t ud i e s c l a s s , i . e . W o r l d H i s t o r y , A m e r i c a n H i s t o r y , o r Cu r r e n t A f f a i r s . O n l i n e a c c e s s t o gr a d e s s h o u l d b e i m p l e m e n t e d • “L i b e r a l ” t e a c h e r s s h o u l d b e m o r e o p e n - m i n d e d i n t h e cl a s s r o o m c o n c e r n i n g c o n s e r v a ti v e v a l u e s o f s t u d e n t s . • Qu a l i t y o f t e a c h i n g . • Fo r e i g n l a n g u a g e p r o g r a m ! C a n n o t u n d e r s t a n d ho w w e a r e c a l l e d a “ w o r l d s c h o o l ” a n d o n l y o f f e r o n e f o r e i g n l a n g u a g e . S a d l y , o u r Sp a n i s h i s v e r y p o o r l y t a u g h t . • Qu a l i t y o f t e a c h e r s . • Co m m u n i c a t i o n ! A l s o , m o r e a c c e ss t o t h e i r p r o g r e s s ( i . e . m o r e g r a d e s c o m i n g h o m e ) . • Le a d e r s h i p - c u l t u r e = q u a l i t y . • Hi g h s c h o o l f a c i l i t i e s ( a c a d e m i c a n d e x t r a c u r r i c u l a r ) . • En f o r c i n g t h e r u l e s f o r e v e r yo n e a n d s t o p p i n g t h e b u l l y i n g . • We w i s h t h e r e w e r e m o r e s p o r t s f o r t h e o l d e r s t u d e n t s . S o c c e r an d e v e n r u g b y o r l a c r o s s e w o u l d b e a g o o d a d d i t i o n t o t h e c u r r e n t at h l e t i c p r o g r a m . O r a s p r i ng s p o t l i k e m e n ’ s v o l l e y b a l l . • Ad h e r e n c e t o a n e l e c t r o n i c a l l y a v a i l a b l e m a s t e r c a l e n d a r f o r t h e w h o l e s c h o o l , v a ri o u s p r o g r a m s a n d r o o m r e s e r v a t i o n s . • Ma t h , s c i e n c e , r e a d i n g , c o r e c o m p o n e n t s a n d P Y P l e v e l . • Di s c i p l i n e f o r s t u d e n t s w h o d i s t u r b t h e l e a r n i n g o f o t h e r s . M o r e h e lp f o r s t u d e n t t o l e a r n r e s p e c t o f o t h e r s , t h e m s e l v e s a n d s c hool. • Th e o p t i o n t o c h o o s e c l a s s e s / c o u r s e s i n s t e a d o f ha v i n g t o t a k e w h a t i s d e c i d e d f o r t h e m . • Th e q u a l i t y o f t e a c h e r s . T h e b a r n e e d s t o b e r a i s e d i n o r d e r f o r t h e m t o m a i n t a i n t h e I B s t a n d a r d s . • Co n s i s t e n c y o f t e a c h e r ’ s ( t e a c h i n g ) p e r f o r m a nc e d e l i v e r y a n d m o d e l i n g t h e I B b e h a v i o r s . • Th e p r i d e i n t h e s c h o o l ’ s c l e a n l i n e s s . I ’ v e b e e n v e r y d i s a p p o i n t e d t h a t t h e k i d s d o n o t k e e p c o mm o n a r e a s a n d r e s t r o o m s c l e a n . They sh o u l d p r a c t i c e t h i s n o w ! N o m a i d s o r m o m s a t s c h o o l . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 45 • Th e B o a r d o f T r u s t e e s a r e n o t t r u e e d u c a t o r s! A n d d e s p e r a t e l y n e e d a n a d v i s o r o r s u pe r i n t e n d e n t w i t h e x t e n s i v e b a c k g r o u n d i n ed u c a t i o n a n d p a r t i c u l a r l y t h e I B c u r r i c u lu m t o g u i d e t h e d i r e c t i o n o f t h e s c h o o l . • Di v e r s i t y a m o n g s t t h e s t a f f a n d s t u d e n t s . • Tr a f f i c ( a f t e r s c h o o l ) • Sm a l l e r c l a s s s i z e s . • Th e q u a l i t y o f t h e t e a c h e r s . M a n y s e e m s a s t h o u g h t h e y a r e t h e r e st r i c t l y t o c o l l e c t t h e i r p a y c he c k s a n d a r e i n d i f f e r e n t a b o u t their st u d e n t s s u c c e s s e s . • Co m m u n i c a t i o n o n a c a d e m i c p r o g r e s s , a s s i g n m e n t s a n d g r a d e s o n l i n e . • Sp o r t s , a n d e x t r a c u r r i c u l u m a c ti v i t i e s a n d a f t e r s c h o o l p r o g r a m s . W e n e e d b e t t e r s p o r t s t e a c h e r s . M o r e a c t i v i t i e s after school for wo r k i n g p a r e n t s . • We n e e d t e a c h e r s w h o w o u l d t e a c h s u b j e c t , n o t s p e n d t i m e on o f f s u b j e c t d i s c u s s i o n o r on a l a p - t o p c h e c k i n g e - m a i l . • I w o u l d l i k e t o s e e m o r e o p p o r t u n i t i e s f o r t h e s t u d e n t s w i t h a c o u n s e l o r o r c o u n s e l o r s . A l s o t h e s t u d e n t s n e e d m o r e t i m e i n S p a nish cl a s s e s . • Li b r a r y - t w i c e t h e s i z e w i t h c o m p u t e r r e s e a r c h c e n t e r . • I t h i n k w e d e m a n d t o o m u c h f r o m t e a c h e r s b y e x p e c t i n g t h e m t o t ea c h t o s u c h a b r o a d s p e c t r u m o f a b i l i t i e s i n e a c h c l a s s r o o m . W e ne e d g r e a t e r f l e x i b i l i t y f o r g i f t e d k i d s t o b e c h a l l e n g e d , j u st l i k e m a k i n g a c c o m m o d a t i o n s f o r c h i l d r e n w i t h l e a r n i n g c h a l l e n g e s. I be l i e v e t h i s r e q u i r e s s p e c i a l i s t s w h o c a n k ee p e s p e c i a l l y b r i g h t k i d s c h a l l e n g e d . • Co m m u n i c a t i o n - a l l a r o u n d ( w o u l d a l s o l i k e i t t o b e m o r e o f a b i - l in g u a l s c h o o l a s i t s e t o u t t o b e ) . • Co n s i s t e n c y b e t w e e n c l a s s e s w i t h in e a c h g r a d e a n d t e a c h e r s o t h a t e a c h s t u d en t i s p r o v i d e d w i t h t h e s a m e o p p o r t u n i t i e s o f en c o u r a g e m e n t . • Co m m u n i c a t i o n b e t w e e n a d m i n i s t r a ti o n , t e a c h e r s a n d p a r e n t s . • Ke e p t h e 9 0 % o f t h e t e a c h e r s w h o a r e e x c e l le n t , a n d a l l o w t h e o t h e r 1 0 % t o b e r e p l a c e d. S a m e w i t h s u p p o r t s t a f f . K e e p w o r k i n g o n co m m u n i t y b u i l d i n g b e t w e e n p a r e n t s , s t a f f / t e a c h e r s , a n d s t u d e n t s . • Th e w a y t h e t e a c h e r s t a l k t o t h e s t u d e n t s . N o t a l l t e a c h e r s , b u t I h a v e h e a r d e n o u g h t a l k v e r y r u d e , s m a r t a n d u s e w o r d s t h a t I am te a c h i n g m y c h i l d r e n n o t t o u s e l i k e s t u p i d a n d p a t h e t i c . “ I s t h at y o u r w o r k ? I t ’ s n o t g o o d . ” T a lk i n g d o w n a n d d e g r a d i n g s t u d e n ts is no t p r o d u c t i v e . T h e r e i s a w a y t o g e t a p o i n t ac r o s s a n d a w a y t o g e t r e s p e c t a n d h a v e co n t r o l o f y o u r c l a s s. Y e l l i n g i s u n a c c e ptable to me . I a m n o t s a y i n g t o b a b y t h e m , t h e r e i s a n a p p r o p r i a t e b e t t e r wa y . W e e x p e c t t h e c h i l d r e n t o ac t t o t h e s t a n d a r d s o f t h e I B profile. It ca n n o t h a p p en w h e n t h e t e a c h e r s d o n ’ t d o it ! I t i s d i s a p p o i n t i n g w h e n y o u u s e a t e a c h er s a t t i t u d e t o t e a c h y o u r c h i l d h o w n o t to be! I al s o b e l i e v e t h e r e s h o u l d b e a d r e s s c o d e f o r t h e t e a c h e r s . S o m e a r e s l o p p y a n d s o m e l o o k l i k e t h e y a r e g o i n g o u t f o r t h e w e e k e nd. Ag a i n , w h a t d o y o u e x p e c t f r o m t h e k i d s ? • Th e q u a l i t y o f t h e S p a n i s h p r o g r a m . • At t r a c t a n d k e e p t h e i n t e r n a t i o n a l f a c u l t y w e u s e d t o h a v e . I t ’ s b e c o m i n g m o r e a n d m o re l i k e a r e g u l a r , r e d t a p e l a d e n , i m p e r s o nal pu b l i c s c h o o l e a c h y e a r . W e h a v e n o c o m m u n i ca t i o n f r o m s t a f f a n y l o n g e r . E m a i l s a n d p h o n e c a l l s f r o m p a r e n t s g o u n a n s w e r e d . Gu i d a n c e c o u n s e l o r i s a j o k e a s fa r a s c o l l e g e p r e p a r a t i o n g o e s . • We b s i t e - w o u l d l i k e i n s t a n t a c c e s s to g e n e r a l a s w e l l a s s t u d e n t sp e c i f i c i n f o w i t h q u i c k r e s po n s e w h e n q u e s t i o n s a r e a s k e d . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 46 • Qu a l i t y o f t e a c h e r s . • It w o u l d b e n i c e i f e x p a n s i o n w a s p o s s i bl e . I w o u l d l i k e f o r m y s o n t o g r a du a t e w i t h 6 0 o r s o r a t h e r t h a n 4 0 . • Ke e p t h e f o c u s o n w h a t h a s m a d e W e s t l a k e a s u c c e s s f u l s c h o o l ! S u c h a s … s m a l l c l a s s s i z e s , e x p o s u r e t o v a r i o u s “ e n r i c h m e n t ” ac t i v i t i e s - l i k e s t r i n g s , f o r e i g n la n g u a g e s , d i v e r s e s p o r t s , a r t s a n d m u s i c . I t s e e m s l i k e s o me o f t h a t f o c u s i s n o w s h i f t i n g , at least for ou r y o u n g e r s t u d e n t s . • I o n l y h a v e o n e c o n c e r n . W h y h a v e t h r e e o u t o f t h e f i v e t r u s t e e s r e m o v e d t h e i r c h i l d r e n f r o m t h e s c h o o l ? I f o u r B o a r d d o e s n o t have co n f i d e n c e i n t h e s c h o o l t h e n h o w c a n w e h a v e c o n f i d e n c e i n o u r b o a r d ? • Fo r t h e s c h o o l t o b e t r a n s p a r e n t i n e v e r y a s p e c t o f d e c i s i o n m a ki n g . T h e r e s e e m t o b e h i d d e n a g en d a b e h i n d a d m i n i s t r a t i v e d e c i s ions. • Ha v e m o r e o p t i o n s f o r c l a s s e s f o r I B d i p l o m a . • Ma k e t h e c u r r i c u l u m m o r e c h al l e n g i n g f o r o u r d a u g h t e r . • Sp o r t s a n d e x t r a c u r r i c u l a r ( d r a m a , m u s i c , a r t s ) p r o g r a m s . • Gr a d i n g s y s t e m d i s c o u r a g e s t h e c h i l d a t t h e 1 st o f t h e y e a r y o u g e t 1 ’ s a nd 2 ’ s a n d y o u a r e s u p p o s e d t o p r og r e s s t o 3 - 4 ’ s . B u t 1 ’ s a n d 2’ s a r e l i k e C ’ s a n d D’ s . B a d s y s t e m . • Th e c o m m e n d a t i o n a w a r d s c o n f u s e m e . I t s e e m s th a t t h e o n l y k i d s t h a t g e t t h e m a r e e x t r em e l y s m a r t o r t h e y a r e k i d s t h a t d i d p o o rly an d t h e n i m p r o v e d i n a c e r t a i n a r e a … n o t h i n g i s gi v e n t o k i d s t h a t a r e “ a v e r a g e ” o r c o n ti n u a l l y m a i n t a i n d e c e n t g r a d e s - b u t t h e y just ar e n ’ t s u p e r s t a r s o r p o o r p e r f o r m e r s t h a t im p r o v e o v e r t h e y e a r . T h i s a w a r d p r o g r a m i s v e r y d i s c o u r a g i n g t o t h e “ n o r m a l ” W L s t udent th a t t r i e s h a r d a l l y e a r . I h a v e o n e c h i l d th a t t o l d m e t h i s y e a r t h a t m a y b e s h e s ho u l d n o t a p p l y h e r s e l f u n t il b e f o r e a w a r d s t ime so then th e t e a c h e r w o u l d g i v e h e r an a w a r d f o r i m p r o v i n g ! • Gr a d i n g s y s t e m s e e m s t o b e s u b j e c t i v e . I f i t i s o b j e c t i v e , t h e g r a d e s h o u l d b e a v a i l a bl e f o r a n y t e s t / p r o j e c t / h o m e w o r k a n y g i v e n time. (B o t h o f m y s t u d e n t s / c h i l d r e n a r e e x c e l l e n t s t u d e n t s y e t I h a v e n o c l u e h o w t h e y a r e d o i n g o n p a r t i c u l a r h o m e w o r k / p r o j e c t i n t e r m s o f gr a d e u n t i l q u i t e l a t e r ) . • I w o u l d l i k e m o r e s p o r t s o f f e r e d a t t h e h i g h s c h o o l l e v e l . B e t t e r c o m m u n i c a t i o n wh e n y o u r c h i l d i s i n j u r e d . S t o p t h e f a v o r i t i s m shown ch i l d r e n o f W e s t l a k e r e s i d e n t s . • Ma t h a n d s c i e n c e i s w e a k a n d n e e d s t o b e i m p r o v e d i n t h e u p p e r gr a d e s a n d a p p l i c a b i l i t y o f w h a t i s b e i n g l e a r n e d t o i n c r e a s e mo t i v a t i o n . • Co m m u n i c a t i o n w i t h a l l g r o u p s an d i t t o b e c o n s i s t e n t . E s p e c i a l l y W A A C a n d H O C . • Co r e c u r r i c u l u m . • Th e s p o r t s p r o g r a m s ( a f t e r s c h o o l ) co u l d h a v e a l o n g e r s o c c e r s e a s o n . • I w o u l d l i k e t o s e e e f f o r t s b y t h e B o a r d A d m i n i s t r a t i o n , F o u n d a ti o n , T r u s t e e s , T e a c h e r s / f a c u l t y , HO C , C o m m u n i t y , p a r e n t s a n d st u d e n t s w o r k t o g e t h e r t o s o l i d i f y W A a s t h e p r e m i e r e x a m p l e o f e d u c a t i o n i n t h e U n t i e d S t a t e s . If a l l o u r r e s o u r c e s w e n t i n t o “b u i l d i n g u p ” o u r s c h o o l , t h e r e i s n o d o u b t W A w o u l d b e l e a d i n g t h e w a y i n e d u c at i o n p r o d u c i n g e x t r a o r d i n ary leaders for our future. • Ab i l i t y f o r p a r e n t s t o h a v e i n p u t to s c h o o l p o l i c e s a n d i n c e n t i v e s . • Ma t h s h o u l d b e t a u g h t a s a s t a n d - al o n e s u b j e c t . T h e s t r e n g th s i n t h e P Y P a r e m o s t d e f i n i t e l y la n g u a g e a r t s a n d social studies. There ar e m a n y d a y s t h a t m a t h i s n o t t a u g h t a t a l l . M a n y a r e a s o f m a t h m u s t b e m e m o r i z e d a n d t h i s i s n o t s t r e s s e d i n t h e l o w e r g r a d e s . Du r i n g m y c h i l d ’ s c o n f e r e n c e t h e t e a c h e r m a d e th e c o m m e n t t h a t t h e c l a s s w a s v e r y b e h i n d i n m a t h a n d t h e n i n t h e v e r y n e x t s e n t ence We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 47 sa i d s h e w a s p l a n n i n g a n o t h e r a l l - da y f i e l d t r i p i n t w o w e e k s . T h i s w a s a f t e r ha v i n g 5 f i e l d t r i p s a l r e ad y d u r i n g t h e c o u r s e o f the sc h o o l y e a r , s e v e r a l o f w h i c h s e e m e d t o b e m o s t l y e x c u s e s f o r ge t t i n g t h e t e a c h e r o u t o f t h e cl a s s r o o m . T h e o n l y t i m e t u t o r i n g was of f e r e d w a s a p p r o x i m a t e l y t w o w e e k s p r i o r t o t h e T A K S t e s t . S t u d e n t s n e e d t o b e h e l d a c c o u n t a b l e f o r m a t h f a c t s . M e m o r i z a t i o n i n ma t h i s a n e c e s s i t y a n d p r a c t i c e is c r i t i c a l t o a c h i l d ’ s s u c c e s s . A l s o , p a r e n t s s h o u l d b e a b l e to a c c e s s , b y g r a d e l e v e l , s p e c ific in f o r m a t i o n r e g a r d i n g w h a t m a t h c o n c e p t s a r e b e i n g t a u g h t a n d w h e n t h e y a r e b e i n g t a u g h t . • Te a c h e r s a v a i l a b l e t o o f f e r h e l p • Im p r o v e c o u n s e l i n g f o r s t u d e n t s • Co m m u n i c a t i o n w i t h p a r e n t s r e g a r d i n g de c i s i o n s b e i n g m a d e w i t h s c h o o l . • Ar t s p r o g r a m • St r i n g p r o g r a m • Ac a d e m i c s f o r t h o s e w i t h d i s a b i l i t i e s • Fa s t e r r e s p o n s e t o n e g a ti v e s t u d e n t b e h a v i o r • Cu r r i c u l u m • Co m m u n i c a t i o n b e t w e e n t r us t e e s a n d p a r e n t s • Co m m u n i c a t i o n • Eq u a l i z e t h e s t u d e n t s a n d p a r e n t s • In c r e a s e f r e q u e n c y o f p a r e n t / t e a c h e r c o n f e r en c e s w i t h b e t t e r m e a s u r e s of s t u d e n t ’ s s t r e n g t h s / w e a k n e s s e s a n d h o w t h e y c o m p a r e t o th e i r p e e r s • Th e g r a d i n g : w h y c a n ’ t i t b e i n t h e f o r m o f t r a d i t i o n a l g r a d i n g s y s t e m s s i n c e i n th e e n d , i t ’ s t r a n s l a t e d i n t o t h e G . P . A . • Ex p a n d i n g a n d i m p r o v i n g t h e I B p r o g r a m f o r s e c o n d a r y • Co l l e g e p r e p n e e d s t o b e i m p r o v e d s l i g h t l y • Pr o b l e m s t o s h o w e a c h i n d i v i d u a l ’ s p e r s o n a l i t i e s • Co m m u n i c a t i o n a n d a r t p r o g r a m s • On - l i n e g r a d e s • Ne w b o a r d o f T r u s t e e s • IB p r o g r a m n e e d s t o b e w i d e n e d • Mo r e l i b e r a l a r t s e d u c a t i o n n e e d e d • Co m m u n i c a t i o n b e t w e e n b o a r d a n d p a r e n t s • Ex t r a - c u r r i c u l a r p r o g r a m s c o u l d b e e x p a n d e d • Ha v e c o m p l e t e c o m m u n i c a t i o n w i t h p a r e n t s • Co m m u n i c a t i o n s w i t h p a r e n t s a bo u t t h e i r c h i l d r e n ’ s p r o g r e s s • St a f f n o t d e a l i n g w e l l w i th b e h a v i o r i s s u e s a n d p r o b l e m s w i t h s o m e k i d s • Co n s i s t e n c y & f a i r n e s s o f r u l e s a n d d i s c i p l i n e w h e n i n f r a c t i o n s oc c u r , q u i t s h o w i n g f a v o r i t i s m t o c e r t a i n s t u d e n t s ; s t a f f t o s p onsor and me n t o r t h e s t u d e n t s b e t t e r i n s t u d e n t o r ga n i z a t i o n s l i k e N H S , s t u d e n t c o u n c i l , s p i r it b u i l d i n g , e t c . ; b e t t e r c o m m u n i c a t i o n o f a ctivities We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 48 • Th e l a c k o f l e a d e r s h i p a t t h e t o p • Pl e a s e i m p r o v e t h e a t t i t u d e o f t h e s c h o o l b o a rd . I f y o u t o o k e v e r y s c h o o l b o a r d i n t h e s t at e o f T e x a s , y o u ’ d h a v e t o s a y t h a t t his board ha s t h e l e a s t a m o u n t o f “ s c h o o l s p i r i t ” o f a ny . I t ’ s a l m o s t l a u g h a b l e , i f t h e s t a k e s w e r e n ’ t s o s e r i o u s f o r s o m a n y o t h e r s . T r y to forget th a t 4 o f t h e 5 b o a r d m e m b e r s , f o r v a r i o u s re a s o n s , h a v e p u l l e d t h e i r s t u d e n t s o u t o f t h e s c h o o l ( f i n d t h a t i n a n y o t h e r T e x a s town!). Wh a t w e s e e i n t h e c o m m u n i t y i s a s c h o o l b o a r d t h a t i s i n v i s i b l e a t m o s t e v e n t s a n d c o u l d c a r e l e s s a b o u t t h e k i d s . T h e g e n e r a l th i n k i n g i s t h e b o a r d m e m b e r s h a v e t h e i r o w n a g e n d a s - p r i m a r i l y g a s a n d g r u d g e s . A t l e a s t t h e y c o ul d p r e t e n d t h e y h a v e a p a s s i n g in t e r e s t i n t h e s c h o o l … • Th e c o m m u n i c a t i o n b e t w e e n t h e f a c u l t y a n d o u r b o a r d , a s o f t o d a y . W e a r e a s m a l l e n o u g h sc h o o l t h a t w e c o u l d h a v e t h a t . U n l i k e KI S D , N W I S D o r C a r r o l l , o u r s t a f f c o u l d e f f ec t i v e l y g i v e i n p u t t h a t m i g h t b e u s e f u l . W e a r e n ’ t t o o b i g f o r s o m e o n e - o n - o n e co m m u n i c a t i o n . • Th e t e a c h e r s s e e m t o t r y t o f i t i n a l o t o f p r o j e c t s w i t h r e s e a r c h a n d t y p i n g , w h i c h le a v e s l i t t l e o f n o t i m e f o r m a s t e r y o f m a th and Sp a n i s h s k i l l s . T h e r e a r e s o m a n y p r o j e c t s t h a t t h e t i m e d e d i c a t e d to i t i s s o m e t i m e s i n a d e q u a t e . Mo r e i s n o t a l w a y s b e t t e r a n d I’m not su r e i t ’ s n e c e s s a r y f o r t h e m t o h a v e a n in - d e p t h u n d e r s t a n d i n g o f e v e r y t h i n g . A l o t o f i n f o r m a t i o n a n d n o t e n o u g h t i m e o r e n e r g y to ab s o r b b e f o r e t h e y a r e m o v e d o n t o s o m e t h i n g e l s e . S o m e t i m e s r e pe t i t i o n w o r k s h e e t s a r e n e c e s s a r y fo r g r a s p i n g a n d r e t a i n i n g m a t h. As l o n g a s t h e s e s h e e t s a r e n o t t h e o n l y s o u r c e o f l e a r n i n g . P l e a s e t a k e c o m m e n t s l i g ht l y a s w e ’ v e o n l y b e e n h e r e f o r 1 y r . • En c o u r a g e m o r e I B t o p i c s a s p a r t of t h e c u r r i c u l u m , l a n g u a g e s , e t c . A b o v e a n d b e y o n d t h e s t at e r e q u i r e m e n t s . • At h l e t i c p r o g r a m s • Of f e r a v a r i e t y o f c l a s s e s a n d sp o r t s a c t i v i t i e s , i f p o s s i b l e • IB g o i n g f o r w a r d n o o n e i s g r a d u a t i n g c u r r i c u lu m , n o t a c h a l l e n g e f o r s t u d e n t s . C o m m u n i ca t e w i t h p a r e n t s b e f o r e m a k i n g a n y m a j o r de c i s i o n s • De c i s i o n m a k i n g p r o c e s s b y t r u s t e e s • Th e p o l i t i c s u s e d t o o p e r a t e t h e s c h o o l • St a f f a n d c o m m u n i c a t i o n • Ex p a n d t h e f a c i l i t i e s • Wo u l d l i k e t o s e e e v e n t s o n s c h o o l c a le n d a r w e l l i n a d v a n c e o f t h e e v e n t • Sp o r t s a n d l u n c h p r o g r a m s . C o m m u ni c a t i o n a b o u t m a j o r h a p p e n i n g s . D o n ’ t l i k e t h e f a c t t h a t t h e y h i r e c on s u l t a n t s f o r f u n d r a i s i n g . Use pa r e n t s a s r e s o u r c e s . • Wo u l d l i k e t o s e e m o r e i n d i v i d u a l a t t e n t i on , g e t t i n g t o k n o w s t u d e n t s m or e a n d b e t t e r • Co m m u n i c a t i o n • Tr u s t e e ’ s c o m m u n i c a t i o n w i t h p a r e n t s . W o u l d’ v e l i k e d i n p u t b e f o r e a d e c i s i o n w a s m a de r e g a r d i n g d i s m i s s a l o f H e a d M a s t e r • I’ d l i k e t o s e e m o r e a c c o u n t a b i l i t y f o r t h e te a c h e r s . H i r e t e a c h e r s o n a p r o b a t i o n t y p e s y s t e m a n d t h e n o n l y e x t e n d t h e c o n t r a c t if that te a c h e r p r o v e s t o b e o f s u p e r i o r q u a l i t y . • Im p r o v e m a t h p r o g r a m a n d m a t h s c o r e s f o r c o l l e g e e n t r a n c e e x a m s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 49 Q1 7 I f y o u l i v e i n t h e T o w n o f W e s t l a k e , h o w i m p o r t a n t w a s W e s t l a k e A c a d e m y i n y o u r d e c i si o n t o m o v e t o W e s t l a k e ? Q 1 7 I f y o u l i v e i n t h e To w n o f W e s t l a k e , h o w i m p o r t a n t w a s W e s t l a k e A c a d e m y i n y o u r d e c i s i o n t o m o v e t o W e s t l a k e ? Nu m b e r P e r c e n t N o t i m p o r t a n t 9 5 . 3 % N o t s u r e 16 9 . 4 % S o m e w h a t i m p o r t a n t 7 4 . 1 % V e r y i m p o r t a n t 41 2 4 . 1 % N o t p r o v i d e d 97 5 7 . 1 % T o t a l 17 0 1 0 0 . 0 % Q1 8 H o w m a n y y e a r s h a v e y o u h a d a t l e a s t o n e c h i l d a t t e n d i n g W e s t l a k e A c a d e m y ? Q 1 8 H o w m a n y y e a r s h a v e y o u h a d a t l e a s t o n e c h i l d a t t e n d i n g W e s t l a k e Ac a d e m y ? N u m b e r P e r c e n t 1 y e a r 37 2 1 . 8 % 2 y e a r s 23 1 3 . 5 % 3 y e a r s 13 7 . 6 % 4 y e a r s 20 1 1 . 8 % 5 y e a r s 22 1 2 . 9 % 6 y e a r s 53 3 1 . 2 % N o t p r o v i d e d 2 1 . 2 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 50 Q1 9 I n w h i c h g r a d e s d o y o u c u r r e n t l y h a v e c h i l d r e n e n r o l l e d a t W e s t l a k e A c a d e m y ? Q 1 9 I n w h i c h g r a d e s d o y o u c u r r e n t l y h a v e c h i l d r e n e n r o l l e d a t W e s t l a k e A c a d e m y ? N u m b e r P e r c e n t K - 2 51 3 0 . 0 % G r a d e s 3 - 4 43 2 5 . 3 % G r a d e s 5 - 6 45 2 6 . 5 % G r a d e s 7 - 8 51 3 0 . 0 % G r a d e s 9 - 1 0 59 3 4 . 7 % G r a d e s 1 1 - 1 2 24 1 4 . 1 % N o t p r o v i d e d 2 1 . 2 % T o t a l 27 5 Q2 0 D o y o u h a v e a d d i t i o n a l s c h o o l ag e c h i l d r e n e n r o l l e d i n o t h e r s c h o o l s ? Q 2 0 D o y o u h a v e a d d i t i on a l s c h o o l a g e c h i l d r e n e n r o l l e d i n o t h e r s c h o o l s ? Nu m b e r P e r c e n t Y e s 46 2 7 . 1 % N o 12 3 7 2 . 4 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 51 Q2 0 a I f s o w h a t g r a d e s ? Q 2 0 a I f s o w h a t g r a d e s N u m b e r P e r c e n t K - 6 t h 25 5 4 . 3 % 7 t h - 1 0 t h 13 2 8 . 3 % 1 1 t h - 1 2 t h 10 2 1 . 7 % N o t p r o v i d e d 1 2 . 2 % T o t a l 49 Q2 1 H o w m a n y a d u l t s i n y o u r h o m e a r e e m p l o y e d f u l l t i m e o u t s i d e t h e h o m e ? Q 2 1 H o w m a n y a d u l t s i n y o u r h o m e a r e e m p l o y e d f u l l t i m e o u t s i d e t h e h o m e ? Nu m b e r P e r c e n t N o n e 4 2 . 4 % O n e 94 5 5 . 3 % T w o 71 4 1 . 8 % N o t p r o v i d e d 1 0 . 6 % T o t a l 17 0 1 0 0 . 0 % We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 52 Q2 1 a H o w c a n w e b e t t e r a c c o m m o d a t e t h e n e e d s o f a w o r k i n g p a r e n t o r w o r k i n g p a r e n t ? • Af t e r s c h o o l p r o g r a m s ! • Sc h e d u l e m e e t i n g s a n d e v e n t s i n t h e e v en i n g s s o w o r k i n g p a r e n t s c a n a t t e n d . • Co m m u n i c a t i o n i s t h e m o s t i m p o r t a n t w a y t o h e lp . T h e p o r t a l i s n o t o r g a n i z e d w e l l s o e m ai l s t h a t w e s o m e t i m e s r e c e i v e a r e h e l p f ul. • Yo u d o n ’ t n e e d t o - n o t y o u r j o b . • 1. A c a d e m i a i s s t r o n g 2. T e a c h e r / s t u d e n t r a t i o • Pu r c h a s e a b u s f o r s p o r t s t r i p s . • Sc h e d u l e m e e t i n g s d u r i n g e v e n i n g . • Af t e r s c h o o l m u s i c / a r t p r o g r a m s a r e d i f f i c u l t t o at t e n d w i t h m u l t i p l e c h i l d r e n . P l e a s e c o n s i d e r . • Im p r o v e a c c u r a c y o f t h e w e b s i t e - i n c l u d e d e t a il e d a s s i g n m e n t i n f o r m a t i o n a n d t i m e s o f a ll e v e n t s . L o o k a t C o u n t r y d a y s c h o o l a s an ex a m p l e . • Pl e a s e g e t b e t t e r a b o u t s e n d i n g t h i n gs a l i t t l e e a r l i e r n o t e v e r y on e c a n c h e c k w e b s i t e e v e r y d a y . • Be f o r e a n d a f t e r s c h o o l p r o g r a m s . • Wo w t h a n k y o u s o m u c h f o r a s k i n g t h i s q u e s t io n ! P l e a s e s c h e d u l e i m p o r t a n t m e e t i n g s a nd e v e n t s a f t e r 6 : 0 0 p m o n w e e k n i g h t s . T h i s wo u l d h e l p m a k e w o r k i n g pa r e n t s s o v e r y h a p p y ! • 1. T h e r u l e s a g a i n s t d r u g s a n d a l co h o l s h o u l d b e m o r e s t r i c t l y en f o r c e d a n d a p p r o p r i a t e p r o c e d ur e s f o l l o w e d . 2 . A k e y f a c t o r o f the pr o g r a m i s t h e f a c u l t y . 3 . P r i m a r y m a t h p r o g r a m n e e d s t o b e f i gu r e d o u t . 4 . C o l l e g e p r e p n e e d s a t t e n t i o n . W e a r e w a y b e h i n d ! • Co n s i d e r o f f e r i n g a f t e r s c h o o l c h i l d c a r e s u c h a s C l a y t o n . Y e s . I t ’ s d i f f i c u l t f o r t h e w o rk i n g p a r e n t w i t h a n i n f l e x i b l e s c h e d u le to at t e n d a l l t h e g r e a t p r o g r a m s y o u o f f e r d u r i n g t h e d a y . • Be f o r e a n d a f t e r s c h o o l a c t i v i t i e s o r s t u d y h a l l ? • Pr o g r a m t o a l l o w c h i l d r e n t o st a y i n s c h o o l t i l l 4 : 3 0 p m . • Af t e r s c h o o l c a r e t o h e l p w i t h h o m ew o r k o r p r o v i d e a c t i v i t y t i l l 5 . • Of f e r a f t e r s c h o o l p r o g r a m s u n t i l 6 p m • Mt g s . w i t h h e a d o f s c h o o l e t c . w o u l d b e g o o d d u r i n g e v e n i n g h o u r s . A l s o p a r e n t t e a c h er m t g s . D u r i n g e v e n i n g s i s p r e f e r a b l e . • Fo s t e r m o r e e - m a i l c o m m u n i c a t i o n w i t h t e ac h e r s a s f a c e - t o - f a c e t i m e m a y b e l i m i t e d . • Af t e r w o r k a c t i v i t i e s . • Tr y n o t t o s c h e d u l e t h i n g s r i g h t a t 4 o r 5 p m . • Ho s t i n f o r m a t i o n m ee t i n g s a f t e r w o r k h o u r s w h e r e p a r e n t s c a n g a th e r a n d s h a r e i n f o r m a t i o n . C u r r e n t l y t h e y o c c u r d u r i n g t h e d a y . • Ch a n g e t h e t i m e f r o m 9 - 4 . • Tr a n s p o r t a t i o n . • Ev e n i n g m e e t i n g s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 53 • By o f f e r i n g m o r e o p t i o n s o f af t e r s c h o o l c a r e / a c t i v i t i e s . • I f e e l y o u a c c o m m o d a t e t h e n e e d s o f a w o r k i n g p a r e n t a d e q u a t e l y . • Af t e r s c h o o l p r o g r a m s o r c h i l d c a r e . • Of f e r i n g p r o g r a m o r s p o r t s ri g h t a f t e r s c h o o l h e l p s . • Al m o s t a n y i m p r o v e m e n t w o u l d h e l p . W o r k i ng p a r e n t s a r e i g n o r e d . P r o v i d i ng b e t t e r n o t i c e a n d c o m m u n i ca t i o n w o u l d b e a g o o d s t a r t . • Fl e x i b i l i t y o f s t u d e n t l e d c o n f s c h e d u l i n g . • Pr o v i d e o p p o r t u n i t i e s f o r w o r k i n g pa r e n t s t o p a r t i c i p a t e b y o f f e r i ng e v e n i n g s w o r k s h o p s . P r o v i d e a t p a r e n t e x p e n s e o n s i t e b e f o re/after sc h o o l p r o g r a m . • A s t a f f e d e x t r a c u r r i c u l a r o r a f t e r s c ho o l p r o g r a m t h a t a l l o w s s t u d e n t s t o st a y u n t i l 5 : 3 0 p m f o r a f e e o f c o u r s e . • Ki n d e r g a r t e n s h o u l d n o t e n d a t a d i f f e r en t t i m e t h a n t h e r e s t o f t h e s c h o o l ! • Mo r e l e a d t i m e f o r s c h o o l e v e n t s . L a s t m i n u t e e v en t s a r e a p r o b l e m . ( p . s . T h a n k s f o r a s k i n g ! ) • Mo r e a f t e r s c h o o l o p t i o n s o r a t le a s t h a v e K a n d o t h e r p r o g r a m s le t o u t a t t h e s a m e t i m e . M a y b e an o p t i o n a l t r a n s p o r t a t i o n p r o g ram. • Af t e r - s c h o o l p r o g r a m s , s h u t t l e / b u s s e r v i c e . • Sc h o o l h o u r s , m o r e b e f o r e / a f t e r s c h o o l a c t i v i t i e s . • Be f o r e s c h o o l c a r e / b r e a k f a s t o p e n a t 7. ( f o r a f e e o f c o u r s e ) A f t e r s c h o o l c a r e / t u t o r i n g p i c k u p a t 5 o r 5 : 3 0 . • Mo r e m e e t i n g s i n t h e e v e n i n g or a t l e a s t o v e r l u n c h t i m e . • We n e e d a f t e r s c h o o l p r o g r a m s e v e n i f I h a d t o p a y . Ge t s o m e c o n t r a c t s l i k e Y M C A o r o t h e r p r o g r a m s . • 1. C a n i m p l e m e n t f o r 2 t i m e s a w e e k c o mm u n i t y s e r v i c e h o ur s a f t e r s c h o o l 2. E v e n i n g s c h o o l m e e t i n g . • It w o u l d b e h e l p f u l t o h a v e a b u s o r s o me v a n s f o r t r a v e l i n g f o r s c h o o l f u n c t i o n s . • Of f e r a f t e r - s c h o o l c a r e / a c t i v i t i e s . W e a t t e n d e d a p r i v a t e s c h o o l t h a t h a d ( f o r a f e e ) a f t e r - s c h o o l c a re a n d t h e y h a d h o m e w o r k time wh e r e t u t o r i n g w a s a v a i l a b l e . • Of f e r a n a f t e r s c h o o l p r o g r a m / t u t o r i n g . • Be f o r e o r a f t e r s c h o o l p r o g r a m s . • Do n o t b e s o s t r i c t r e g a r d i ng p i c k u p t i m e s a n d s t u d e n t s s t a y i n g t o w a t c h o t he r c h i l d r e n ’ s a t h l e t i c s of t h e s c h o o l . C o m m u n i c a t e ev e n t s /f i e l d t r i p s i n a d v a n c e ; m a ny t i m e s o n l y o n e d a y n o t i c e i s g i v e n . • Me e t i n g s i n t h e e v e n i n g - a f t e r 6 : 3 0 p m ! M o r e r e s p o n s i v e e m a i l c o m m u n i c a t i o n a n d t e a c h e r c o n f e r e n c e t i m e i n e v e n i n g s . • On l i n e a c c e s s t o s t u d e n t ’ s c u r r i c u l u m , a s s i g n m e n t s , p r o j e c t s . F a c i l i t a t i n g ac c e s s t o s c h o o l w o r k . • Ho u r s , a f t e r s c h o o l o p t i o n s . • Af t e r s c h o o l s p o r ts / a c t i v i t i e s • Af t e r s c h o o l p r o g r a m . • Th e r e a r e a h a n d f u l o f s i n g l e p a r e n t s, w h o s e n e e d s a r e n e v e r a d d r e s s e d . • Af t e r - s c h o o l p r o g r a m s a n d s t u d y a r e a s t o d o h o m e w o rk ; e a r l y d r o p - o f f ; i m p r o v e d c o m m u n i c a t i o n s . • Of f e r e x p a n d e d c o n f e r e n c e s c h e d u l e s w it h t e a c h e r s a n d a d m i n i s t r a t i o n . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 54 • Fl e x i b i l i t y o n t i m e s o f a c t i v i t i e s • Bu s a v a i l a b i l i t y a n d a f t e r s c h o o l p r o g r a m s • Af t e r s c h o o l p r o g r a m s • Af t e r s c h o o l p r o g r a m s • Mo r e a d v a n c e d n o t i c e w h e n t h i n g s a r e c o m i n g u p • Be t t e r , t i m e l y c o m m u n i c a t i o n • Co m m u n i c a t i o n • A “ p a y a s y o u s t a y ” a f t e r s c h o o l p r o g r a m w h e r e k i d s c a n w o r k o n h o m e w o r k , o r s i g n u p f o r o n - ca m p u s a f t e r s c h o o l p r o g r a m s • Re g u l a r l y a v a i l a b l e a f t e r sc h o o l p r o g r a m s o n c a m p u s • Ha v e a n o p t i o n f o r e x t e n d e d c a r e a f t e r sc h o o l . M y d a u g h t e r h a d b e e n s h o u t e d a t f o r m y t a r d i n e s s in p i c k i n g h e r u p . • Sc h o o l b u s t r a n s p o r t a t i o n ( a t h l e t i c a n d a c a d e m i c ) • Me e t i n g s c o u l d b e a f t e r s c h o o l • Sp o r t s a n d o t h e r a c t i v i t i e s a f t e r s c h o o l • Of f e r i n g a f t e r s c h o o l p r o g r a m • Of f e r t r a n s p o r t a t i o n • Af t e r s c h o o l s t u d y p r o g r a m • Be u n d e r s t a n d i n g w h e n p a r e n t s c a n ’ t a l w a y s b e t h e r e • Co m m u n i c a t i o n • Pa r e n t m e e t i n g s , c e r e m o n i e s , p r o g r a m s a n d in d u c t i o n s t o t a k e p l a c e a f t e r 5 p . m . • So m e t i m e s , t h e r e i s v e r y l i t t l e a d v a n c e d n o t ic e r e g a r d i n g f i e l d t r i p s , s t ud e n t p r e s e n t a t i o n s , e t c . f r om a d m i n i s t r a t i v e s t a f f , w hich makes pl a n n i n g t o a t t e n d a l o t h a r d e r . • No p r o b l e m s • Mo r e a f t e r s c h o o l a c t i v i t i e s a t t h e s c h o o l w it h n o i n c r e a s e i n c o s t t o t h e p a r e n t • Ev e r y t h i n g f i n e • Do n ’ t k n o w • Sc h o o l c a l e n d a r s a r e i m p o r t a n t • No t m a k e u s g o t o t h e w e b s i t e a n d s e n d u s a n n o u n c e m e n t s t h r o u g h m a i l o n h a r d c o p y . • Sh o r t e r c e r e m o n i e s • Mo r e a d v a n c e d n o t i f i c a t i o n We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 55 If y o u h a v e a n y o t h e r c o m m e n t s p l e a s e wr i t e t h e m i n t h e s p a c e p r o v i d e d b e l o w . • Lo v e t h e I B c u r r i c u l u m . • Th e g r a d i n g s y s t e m d o e s n o t a l l o w p a r e n t s or s t u d e n t t o t r u l y k n o w h o w t h e y a r e do i n g o r a s t u d e n t to f e e l s u c c e s s f u l . • Ha v i n g t h e k i n d e r g a r t e n e r s a n d t h e r e s t o f g r ad e s b e o u t a t t h e s a m e t i m e . I k n o w n e x t y e a r o l d e r g r a d e s a r e g o i n g t o b e o u t ½ hour so o n e r , b u t k i n d e r g a r t n e r s a r e s t i l l o u t be f o r e w h i c h c a u s e s m o r e w a i t i n g a r o u n d . • We f e e l t h e r e i s t o o m u c h s t a f f t u r n o v e r e a c h y e a r . T h e g r a d i ng s y s t e m i s v e r y d i f f i c u l t i n a c t u a l l y u n d e r s t a n d i n g h o w y o u r c h i ld is do i n g . I t s e e m s t h e r e a r e g a p s i n t h e I B cu r r i c u l u m i n t h e P Y D p o r t i o n . B a s i c s k i l l s ne e d e d t o s u c c e e d a r e b e i n g o v e r l o o k e d . T h e fa c i l i t i e s a r e w o n d e r f u l a n d t h e c o m m u n i c a t i o n w o r k s w e l l . • I a p p r e c i a t e t h e s c h o o l ! • To u g h j o b t o k e e p s c h o o l s o n i c e ! W e a p p r e c i a t e t h e e f f o r t s b y a l l o f t h e s t a f f a n d v o l u n t e e r s ! • Ne e d t o k e e p t h e c a l i b e r o f t e a c h e r s h i g h . Te a c h e r ’ s w h o a r e n o t c r e a t i v e i n t h e i r l e a r ni n g m e t h o d s o r b e l i e v e t h a t w a y t h e y t a ught in pu b l i c s c h o o l s i s O . K f o r W e s t l a k e a r e m i s t a k e n . Ki d s g e t b o r e d w i t h t h e s e k i n d s o f t e a c h e r s . • Ma j o r i t y o f t e a c h e r s a r e g r e a t . Bu t s o m e s h o u l d b e r e - e d u c a t e d . Ar e t h e y r e a l l y q u a l i f i e d ? • Se e i n g a n i m p a c t f r o m t h i s n e w s l e t t e r n o m a t t e r to w h a t d e g r e e w o u l d b e v e r y e n c o u r a g i n g . • Sc h e d u l i n g s c h o o l p r o g r a m s d u r i n g s c h o o l h o u r s . P a r e n t s c a n t a k e t i m e t o a t t e n d w h e n th e i r o t h e r c h i l d r e n ar e s t i l l i n s c h o o l . • I f e e l s t r o n g l y t h a t a m o r e i n c l u s i v e w e b s it e w i l l h e l p f o s t e r b e t t e r c o m m u n i c a t i o n b e tw e e n p a r e n t s , t e a c h e r s , a d m i n i s t r a t i o n a nd We s t l a k e r e s i d e n t s . • I w o u l d l i k e s c h o o l t o b e s t r i c t er a b o u t c h i l d r e n t u c k i n g i n th e i r s h i r t s a n d h o l d i n g t h e m a c co u n t a b l e f o r t h e s c h o o l p o l i c y . • Wo n d e r f u l s c h o o l w i t h v e r y c a r i n g d e d i c a t e d ad m i n i s t r a t i o n . W e t h i n k ( m y h u s b a n d a n d I ) th a t M r . R o s e v e a r i s a h u g e a s s e t t o t h e sc h o o l . H i s e x p e r i e n c e a n d d e c i s i o n ma k i n g a b i l i t i e s a r e p r i c e l e s s . • Pl e a s e r e m i n d p a r e n t s d r o p p i n g o f f c h i l d r e n t o p u l l f a r f o r w a r d t o av o i d j a m m i n g t h e c a r l i n e . A n d t o n o t l e a v e t h e i r v e h i c l e un a t t e n d e d r i g h t i n f r o n t o f t h e s c h o o l . D o a b e t t e r j o b o f s e p a r a t i n g h i g h s c h o o l s t u d en t s f r o m l o w e r g r a d e s . J u n i o r s a n d s e n i ors don’t wa n t t o a t t e n d d a n c e s w i t h 7 th g r a d e r s ! G o b a c k t o s e n d i n g f l y e r s v i a H O C f o l d e r . T o o m a n y p e o p l e d o n ’ t ’ g o to the portal. The portal is g r e a t - b u t i t i s n o t u s e d b y e v e r y o n e , u n f or t u n a t e l y . C a n ’ t w e p l e a s e h a v e a r e a l sc h o o l b o a r d ? T h e s t u d e n t s w o u l d b e b e t t e r served if th e r e w a s a s e p a r a t e i n d e p e n d e n t s c h o o l b o a r d f r o m t h e t o w n c o u n c i l ! T h e S p a n i s h p r o g r a m n e e d s t o b e c o m p l e t e l y o v e r - h a u l e d . T h e st r i n g s p r o g r a m n e e d s t o g o a w a y - a r e gu l a r b a n d p r o g r a m s h o u l d b e o f f e r e d . • Ov e r a l l , w e h a v e b e e n v e r y p l e a s e d w i t h WL A . T h e r e h a v e b e e n s o m e b u m p s i n t h e r o ad ; h o w e v e r , t h e r e i s n ’ t g o i n g t o b e a s c h o o l wi t h o u t s o m e b u m p s . O u r m e e t i n g s a n d e n c o u n t e r s w i t h t h e f a c u l t y /s t a f f h a v e b e e n p l e a s a n t a n d p o s i t i v e , a n d I b e l i e v e o u r c h i l d ren ha v e t h r i v e d f r o m t h e q u a l i t y o f e d u c a t i o n th e y a r e r e c e i v i n g . W e t r u l y f e e l b l e s s e d to b e a p a r t o f t h i s s p e c i a l c o m m u n i t y . • Ov e r a l l I h a v e b e e n v e r y h a p p y w i t h ou r e x p e r i e n c e s o f a r . I l o o k f o r w a r d to b e i n g m o r e i n v o l v e d n e x t y e a r . • Ne e d t o a d d r e s s c a p a b i l i t i e s - S p a n i s h t e a c h e r d o e s n o t r e c i t e v e r b s ! N e e d t o g r o w s o t h a t c h i l d r e n w i l l p a r t i c i p a t e i n h i g h s c h o ol cu r r i c u l u m a n d a v a r i e t y o f o t h e r c l a s s e s. W L A h a s a v e r y l i m i t e d c u r r i c u l u m c o mp a r e d t o o t h e r c h a r t e r s c h o o l s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 56 • WA i s r e a l l y a g r e a t s c h o o l . B u t n e e d s t o c o n t i n u e t o m a k e p r o g r e s s . C o n s i d e r w o r k i n g w i t h o t h e r I B sc h o o l s i n t h e s e c o n d a r y ex c h a n g e p r o g r a m l e v e l . H i g h e r p a y f o r a d v a n c e d t e a c h i n g - s c i e n c e , m a t h , t e c h n o l o g y . C o u l d y o u g e t a n i n s t r u c t o r f r o m o v e r s e a s t o pr o v i d e a v i r t u a l c l a s s w i t h a n a i d e t o he l p f a c i l i t a t e t h e l e a r n i n g h e r e . L i b e r t y Ch r i s t i a n i s b e n e f i t i n g f i n a n c i a l l y b y c r e a t ing a virtual sc h o o l f o r s t u d e n t s i n K o r e a . C o u l d w e l o o k a t t h i s f o r f o r e ig n o r d o m e s t i c s t u d e n t s b e i n g h o m e s c h o o l e d ? K i d s w i t h d i s a b i l i t i es. • Sy s t e m a t i c c o l l e g e p r e p a r a t i o n s t a r t i n g M Y P ( 7 th g r a d e ) ( e x = S t e p b y s t e p g u i d a n ce f o r b o t h s t u d e n t s a n d p a r e n t s ) . • Ov e r a l l h a p p y w i t h t h e s c h o o l . S t a f f i s f r i e n d l y a nd o p e n . L o c a t i o n a n d a m b i e n c e o f s c h o o l i s f a n t a s t i c . • Sp a n i s h i m m e r s i o n w o u l d r e q u i r e p a r e n t s t o al l o w t h e i r k i d s t o l e a r n t o r e a d S p a n i s h b e f o r e E n g l i s h . T h e h i g h m a i n t e n a n c e p a r e n ts at th i s s c h o o l c o u l d n ’ t h a n d l e th a t . T h e y t h i n k t h e k i d s a r e b e h i n d i n m a t h i n 3 rd g r a d e . W h a t w o u l d h a p p e n i f t h e y c o u l d n ’ t r e a d E n g l i s h in f i r s t g r a d e , l i k e t h e ar e a p u b l i c s c h o o l k i d s ? • Ne e d u p p e r c l a s s m e n p r i v il e g e s - n o t t r e a t i n g 1 1 th g r a d e r s l i k e 1 st g r a d e r s - e s p e c i a l l y u p c o m i n g s e n i or s - n e e d “ s p e c i a l t r e a t m e n t ! • 1. I a m d i s a p p o i n t e d t h a t m y c h i l d r e n a r e st i l l n o t c o n f i d e n t i n t h e i r S p a n i s h s p e a k i n g a b i l i t i e s . T h e y d o n o t h a v e a s u f f i c i e n t range of vo c a b u l a r y t o t a l k f r e e l y . 2 . P l e a s e d i v i d e s e c o n d a r y m a t h a n d Sp a n i s h i n t o d i f f e r e n t s k i l l l e v e l s s o y o u c o n s t a n t l y c h a l l e n g e students. My c h i l d s p e n d s h a l f h e r c l a s s t u t o r i n g o t h e r s t u d e n t s i n m a t h . • 1. S p o r t s t e a m s m u s t b e a b l e t o p r a c t i c e 5 da y s a w e e k . T h e y a r e c u r r e n t l y r e s t r i c t e d to t h r e e d a y s ; i t ’ s v e r y h a r d t o b e c o m p e titive wi t h t h i s r e s t r i c t i o n . 2 . M a n y W e s t l a k e f a m i l i e s s e n d t h e i r k i d s t o a r e a C h r i s t i a n s c h o o l s b e c a u s e t h e p r i o r h e a d o f s c h o o l w a s not very su p p o r t i v e o f a t h l e t i c s . T h e c u r r e n t h e a d o f s c h o o l i s g r ea t a n d p r o - a t h l e t i c s . He s h o u l d p r o a c t i v e l y r e a c h o u t t o t h e s e f a m i l i es to talk ab o u t t h e i r c o n c e r n s . M a n y f a m i l i e s w o u l d p r o b a b l y r e tu r n t h e i r k i d s i f t h e y m e t M a r k R o s e v e a r . • Op e r a t i o n s a t t h e s c h o o l s e e m b e t t e r t h a n b e fo r e ( u n d e r t h e p r e v i o u s H O S a n d M Y P / D P l e a d er s ) m o r e a t t e n t i o n n e e d s t o b e a d d r e s s ed to w a r d h e l p i n g t h e s t u d e n t s w h o a r e s t r u g g l i n g w i t h th e I B d e m a n d s . • We l i k e t h e s m a l l e r c l a s s e s . “ S m a l l t o w n ” f e e l o f W e s t l a k e A ca d e m y . A l s o l i k e t h e a c t i v e s t y l e of l e a r n i n g v s . e x c e s s i v e w o r k s h eets. Ho w e v e r t h a t d o e s c o n t r i b u t e t o t h e s u b j e c t i v e g r a d i ng a n d t h e o v e r a l l f r u s t r a t i o n wi t h t h e g r a d i n g s y s t e m . • Gr e a t s c h o o l a n d o u r c h i l d i s p r o g r e s s i n g v e r y w e l l ! • We s t l a k e A c a d e m y i s a g r e a t s c h o o l w i t h i t s ow n s e t o f c h a l l e n g e s li k e a n y o t h e r s c h o o l . • I w o u l d l i k e t o s e e t h e s c ho o l t a k e n b e t t e r c a r e o f i n h y g i e n i c w a y s s u c h a s h a v i n g s e n s o r a i r d r y e r s / s i n k s a n d h a v i n g p l u g i n fr a g r a n c e s i n h a l l s t o p e r m i t f o u l s m e l l s f r o m e n t e r i n g a n d s u c h . • Ma n a g e m e n t n e e d s t o b e t t e r a d d r es s i s s u e s s u c h a s t a r d i n e s s , s t u d e n t s w h o d o no t a c h i e v e a c a d e m i c a l l y , a n d s t u d e n t s w h o h a v e be h a v i o r i s s u e s . T h i s i s n o t a l e ar n i n g e n v i r o n m e n t f o r e v e r y o n e a n d s h o u l d b e c a te r e d t o t h o s e w h o w a n t t o b e h e r e a n d l e a r n , not th o s e w h o d o n ’ t . H o u s e s y s t e m n e e d s t o b e e v a l u a t e d a n d i f k e pt - a c t u a l l y c o n t r i b u t e p o s i t i v e l y . It s i n i t i a l i d e a w o r k e d b u t w a s not im p l a n t e d r e c e n t l y . • Pe r s o n a l l y w e w o u l d l i k e t e a c h e r s h i r e d w i t h a t r u e I B c u r r i c u l u m b a c k g r o u n d . I t ’ s i m p o r ta n t t h a t t h e y m a s t e r e d t h a t u n d e r s t a n d ing be f o r e i m p l e m e n t i n g . A c a d e m i c s t a n d a r d s i n M Y P s h o u l d b e s t r e n g t h en e d . T h e r e s e e m s t o b e a l a r g e ga p b e t w e e n P Y P - D P t h a t e x i s t s in M Y P . T h o s e p r o g r a m s s h o u l d b e m i r r o r s o f e a c h o t h e r , c r e a t i n g a s e a m l e s s p r o g r a m . L a s tl y , t o o m u c h f a v o r i t i s m e x i s t s f o r c h i ldren of a d m i n s t h a t n e e d s t o c h a n g e . • Ad m i n i s t r a t i o n , s t a f f a n d p a r e n t s h a v e l i t t l e un d e r s t a n d i n g t h a t W A i s a C h a r t e r S c h o o l a nd a s s u c h , i s i n t h e f o r e f r o n t o f a m assive na t i o n a l e d u c a t i o n a l r e f o r m m o v e m e n t t h a t wi l l t r a n s f o r m a n a n t i q u a t e d a nd g r o s s l y i n a d e q u a t e e d u c a t i on s y s t e m i n t h i s c o u n t r y . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 57 Ch a r t e r s c h o o l s a r e t h e m o s t a c c o u n t a b l e p u b li c s c h o o l s e v e r c r e a t e d i n th e c o u n t r y ; h o w e v e r y o u w o u l d no t k n o w t h a t f r o m W A . I f yo u a s k q u e s t i o n s a n d f o r d a t a r e ga r d i n g s t u d e n t ’ s p e r f o r m a n c e , y o u a r e o f t e n g i ve n c i r c u i t o u s a n s w e r s b y t h e a d m i n i s t r a t i o n a n d te a c h e r s . S t a f f a n d a d m i n i s t r a t i on d o n o t u n d e r s t a n d w h a t i t m e a n s t o b e a s c h o o l o f c h o i c e a n d t h a t w e c o m p e t e w i t h s u r r o u n d i n g sc h o o l s f o r s t u d e n t s . W h a t t h i s m e a n s i s , t h a t b e c a u s e e n r o l l m e nt i s v o l u n t a r y , a c h o i c e e x i s t f o r p a r e n t s . I n s t e a d , s t a f f a n d ad m i n i s t r a t i o n ’ s c o n c e p t o f s c h o o l o f c h o i c e m e a n s w h e n y o u h a v e an i s s u e w i t h t h e s c h o o l a n d b r in g i t t o t h e i r a t t e n t i o n c h o i c e me a n s “ I f y o u d o n ’ t l i k e i t , t o o b a d t h i s i s a s c h o o l o f c h o i c e , t a k e yo u r c h i l d e l s e w h e r e . ” A n o t h e r as p e c t o f s c h o o l c h o i c e t h at is so r e l y m i s s e d b y W A i s t h e u n d e r s t a n d i n g o f m a r k e t a c c o u n t a b i l i t y a s it a p p l i e s f o r t e a c h e r r e t e n t io n . T a l e n t e d t e a c h e r s a r e a l ways in de m a n d a n d t h e b e s t o n e s c a n t e a c h a n y w h e r e . W e h a v e s e e n f a r t o o ma n y t a l e n t e d t e a c h e r s l e a v e a nd c o n t i n u e t o l e a v e b e c a u s e o f di s s a t i s f a c t i o n w i t h s c h o o l a d m i n i s t r a t i o n . If t h e s c h o o l d o e s n o t e m b r a c e t h e m o v e m e n t we w i l l m i s s a n o p p o r t u n i t y t o b e a L E A DER IN T H I S M O V E M E N T ! • Wh a t I l o v e a b o u t W e s t l a k e A c a d e m y : 1 . T h e M i s s i o n s t a t e m e n t of t h e s c h o o l . 2 . T h a t W A i s a n e i g h b o r h o o d s c h o o l . 3 . T h e s e r v i c e co m p o n e n t o f t h e c u r r i c u l u m . 4 . T h e b e a u ti f u l c a m p u s g r o u n d s . 5 . T h e d e d i c a t i o n o f t h e p a r e n t v o l u n t e e r s . 6 . T h e w o r k a n d ac c o m p l i s h m e n t o f t h e H o u s e o f C o m m o n s . 7 . T h e g e n e r o s i t y o f t h e B l a c k s m i t h P r o g r a m . 8 . T h a t W A o f f e r s t h e I B c u r r i c u l u m a n d ch a l l e n g e s s t u d e n t s a c a d e m i c a l l y t o t h i n k o u t si d e t h e b o x . 9 . T h a t m o s t c h i l d r e n h a v e a n o p p o r t u n i t y t o p l a y t e a m s p o r t s w i t h o u t ha v i n g t o b e t h e b e s t . 1 0 . T h e o p p o r t u n i t i e s f o r s t u d e n t s t o s h ow t h e i r c r e a t i v i t y i n d i f f e r e n t w a y s . 1 1 . T h e o p p o r t u n i t y f o r f oreign la n g u a g e f r o m a n e a r l y a g e . • We a r e e x t r e m e l y h a p p y w i t h t h e q u a l i t y o f e du c a t i o n o u r s o n i s r e c e i v i n g a t W e s t l a k e . We b e l i e v e h e w i l l b e w e l l p r e p a r e d t o h andle th e c h a l l e n g i n g c u r r i c u l u m a t an I v y L e a g u e U n i v e r s i t y . • As i n a n y b u s i n e s s , t h i n g s c a n b e a l l t o o e a s i l y r u i n e d b y s u b o r di n a t e s . M r . R o s e v e a r i s a w o n d e rf u l a d d i t i o n t o W A . H o w e v e r t h ose un d e r h i m a t a l l l e v e l s a r e “ r u n n i n g o f f ” t h e “b u s i n e s s ” . R e c e n t p r o m o t i o n s a n d r e - a s s i gn m e n t s m a k e i t a p p e a r that he’s unaware of ho w n e g a t i v e l y t h e s e s u b o r d i n a t e s a r e i m p a c ti n g W A . U n l e s s y o u s o l v e t h e p r o b l e m y o u b e c o m e p a r t o f t h e p r o b l e m . N o o n e w a n t s a ne g a t i v e o u t c o m e . P l e a s e c o n s i d e r a m e t h o d o f g a t h e r i n g c u s t o m e r ’ s s a t i s f a c t i o n a n d f ee d b a c k i n a s s i g n m e n t a n d p r o m o t i o n d e c i s i on. • Th a n k y o u t o t h e T o w n o f W e s t l a k e , p a s t a n d c u r r e n t a d m i n i s t ra t i o n f o r h a v i n g t h e v i s i o n a n d p e r s i s t e n c e t o s u p p o r t o u r s c h o o l . Ov e r a l l , n i c e j o b . O u r f a m il y i s v e r y a p p r e c i a t i v e . • I w o u l d a l s o l i k e t o c o m m e n t o n t h e r e p r e s e n ta t i o n o f t h e s t u d e n t s w h o a t t e n d W A a s t r a n s f e r s t u d e n t s v s . th o s e l i v i n g i n W e s t l ake. It ap p e a r s t h a t t h o s e r e s i d e n t s g e t m or e re c o g n i t i o n t h a n t h e tr a n s f e r s t u d e n t s . • Ma r k R o s e v e a r h a s d o n e a n e x c e p t i o n a l j o b in “ c l e a n i n g u p ” t h e s c h o o l a nd f a c u l t y . H e h a s h a n d l e d o u r si t u a t i o n s w i t h d i g n i t y a nd co m p a s s i o n . R e s p o n d e d q u i c k l y a n d a p p r o p r i a t e l y . • I w o u l d l i k e t o e x p r e s s m y g r a t it u d e t o b o t h t h e t o w n a n d s c h o o l o f W e s t l a k e . T h i s i s a n u n b e li e v a b l e o p p o r t u n i t y f o r m y k i d ’ s ac a d e m i c g r o w t h . • Im p r o v e a d m i n i s t r a t i o n s t a f f . R e d u c e t u r no v e r ( t e a c h e r s l e a v i n g ) . L e s s p o l i t i c a l . • I b e l i e v e y o u n e e d t o i m p r o v e t h e g r a d i n g s y s t e m a n d a l s o i f o n e c h i l d i s h a v i n g a h a r d t i m e w i t h t h e a c a d e m i c s c o m m u n i c a t e t h a t as so o n a s p o s s i b l e , d o n o t w a i t un t i l c h i l d i s t r a i l i n g . • We a r e e n c o u r a g e d t h a t t h e A c a d e m y i s m o v i n g i n t h e r i g h t d i r e c ti o n w i t h t h e n e w H e a d o f S c h o o l (s e e a n s w e r t o 1 A - v e r y s a t i s f i e d). Qu e s t i o n # 1 2 i s c r i t i c a l t o o u r s u c c e s s - s c ho o l n e e d s a d d i t i o n a l f u n d i n g ; n o q u e s t i o n . As k i n g p a r e n t s t o c o n t r i b u t e a n n u a l l y w i l l not We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 58 bu i l d a n i n c o m e s t r e a m . W e s t l a k e s h o u l d r e ce i v e a t l e a s t a p o r t i o n o f t h e s c h o o l p r o p e rt y t a x t h a t W e s t l a k e r e s i d e n t s c u r r e n t l y pay to Ke l l e r , S o u t h l a n d , a n d N o r t h w e s t . I f w e h a v e t o p a y m o r e e a c h y ea r t o p r o v i d e t h e b e s t e d u c a t i on f o r o u r k i d s , I ’ m o k a y w i t h t h at as lo n g a s e v e r y o n e p a y s t h e s a m e . W e c o n t r i b u t e e n o u g h t o c o v e r 2 st u d e n t s e a c h y e a r e v e n t h o u g h w e o n l y h a v e o n e c h i l d - b e c a u s e so m e p e o p l e c a n ’ t a f f o r d i t . I u n d e r s t a n d t h at . I r e s e n t t h e o n e s w h o c a n af f o r d t o p a y t h e i r s h a r e y e t r e f u s e t o p a y b a s e d o n some pe r s o n a l v e n d e t t a . • I t h i n k R o s e v e a r h a s d o n e a g r e a t j o b i n t e rm s o f e s t a b l i s h i n g s t r u c t u r e an d s e t t i n g e x p e c t a t i o n s f o r t h e s c h o o l . I a p p r e c i a t e the wi l l i n g n e s s o f t e a c h e r s a n d t h e a d m i n i s t r a t i o n t o b e a v a i l a b l e t o a d d r e s s c o n c e r n s a s t h ey a r i s e . O v e r a l l , w e t h i n k t h e s c h o o l has the ri g h t p i e c e s i n p l a c e a n d i s p o i se d f o r g r e a t s u c c e s s g o i n g f o r w a r d . • Th i s s u r v e y w a s c o m p l e t e d b a s e d o n t h i s p a s t a c a d e m i c y e a r a s o p p o s e d t o a n o v e r v i e w o f a l l y e ar s w e h a v e a t t e n d e d . W e a l s o an s w e r e d t h e q u e s t i o n s c o m b i n i n g t e a c h e r s , bu t , i f g i v e n t h e o p p o r t u n i t y , w e w o u l d r a t e e a c h t e a c h e r d i f f e r e n t l y . M o r e l a n g u a g e op t i o n s l i k e F r e n c h o r M a n d a r i n i n a d d i t i on t o t h e o f f e r e d S p a n i s h ! D e v e l o p t h e s t r i ng s p r o g r a m t o b e c o m e o r c h e s t r a . T h a n k y o u ! • It w o u l d g r e a t l y e n c o u r a g e a d d i t i o n a l f o r e i g n i m m e r s i o n c l a s s e s , l a n g u a g e s w h i c h a r e pa r a m o u n t i n c o n d u c t i n g b u s i n e s s o n a g l o b al le v e l . • 1. T h e q u e s t i o n : I s y o u r c h i l d e m o t i o n a l l y s a fe ? I q u e s t i o n t h i s d u e t o s o m e o f t h e t h in g s t h e P Y P c o u n s e l o r h a s s a i d a n d s u g g e sted to ch i l d r e n . I q u e s t i o n t h e m a t u r i t y l e v e l o f s o m e o f t h e s e r e m a rk s a n d r e c o m m e n d a t i o n s . A l s o , n o i n f o r m a t i o n i s c o m m u n i c a t e d t o pa r e n t s o n t h e t o p i c s s h e i s g o i n g t o d i s c u ss . W h e n y o u r c h i l d c o m e s h o m e a n d a s k “ w i l l a k i d r e a l l y s l i t t h e i r w r i s t i f t h e y a re upset?” I t h i n k t h a t i s i n a p p r o p r i a t e a n d i f t h a t is w h a t s h e i s g o i n g t o t a l k a b o u t t h e n s h e n e e d s t o h a v e o u t l i n e s o f t h o s e s u b j e c t s and give th e m t o t h e p a r e n t s . O r s u b m i t a c u r r i c u l u m f o r a p p r o v a l t h a t b e s e n t t o p a r e n t s . • Th e s c h o o l s t a r t e d o u t a s a u n i q u e a n d i n n o v a t i v e l e a r n i n g c e n t e r - d o n o t l e t i t t u r n in t o a b a s i c p u b l i c s c h o o l . H i r e a g u i d a n c e co u n s e l o r e x p e r i e n c e d i n c o l l e ge p r e p a r a t i o n i m m e d i a t e l y ! • Th e r e n e e d s t o b e a p l a n f o r d i s c i p l i n i n g c h il d r e n w i t h b e h a v i o r p r o b l e m s . M y c h i l d h a s h a d t h e s a m e k i d s m i s b e h a v i n g i n h i s c l a s s f o r th e p a s t f i v e y e a r s . M y c h i l d c o m e s h o m e a n d c o m p l a i n s t h a t th e s e k i d s a r e a f f e c t i n g t h e l e ar n i n g o f t h e b e h a v e d c h i l d r e n . • I w o u l d l i k e t o s e e W A b e c o m e a n a c a d e m y w h e r e e v e r y o n e f r o m s t u d e nt s t o t h e s u p e r i n t e n d e n t i s w o rk i n g c o l l a b o r a t i v e l y t o f o s t e r a li f e - l o n g l e a r n i n g e n v i r o n m e n t . M r . R o s e v e a r d e st r o y e d t h i s c o l l a b o r a t i ve e f f o r t i n 2 0 0 8 - 2 0 0 9 . • Ha v e c o n t i n u i t y i n a t t e n d a n c e / t a r d i n e s s r e p o r t s . S o m e t e a c h e r s t a ke a t t e n d a n c e b e f o r e l e a v i n g f o r fl a g a t 7 : 5 5 - o t h e r s d o i t w h i le at flag at 8 : 0 5 . W e h a v e b e e n t a r d y m a n y t i m e s b e c a u s e t h e w a i t t i m e t o d r op o f f w a s s o l o n g , e v e n w h e n w e w e r e t h e r e b e f o r e 8 : 0 0 a m . • Wh e n i s a s t u d e n t r e q u i r e d t o h a v e a l a p t o p f o r s c h o o l p r o j e c t s ? M a n y s t u d e n t s ( e v e n y o u n g a s a 4 th g r a d e r ) b r i n g a l a p t o p t o s c h o o l an d u s e t h e m f o r o t h e r p u r p o s e ( p l a y i n g g a m e s , u p d a t i n g f a c e b o o k , et c ) . I h a v e s e e m m a n y M Y P s t u d e n t s d o t h a t a n d w o n d e r i f pa r e n t s o r t e a c h e r s a r e a w a r e o f i t . W e a r e v e r y g r a t e f u l to b e a p a r t o f W e s t l a k e , y e t w o u l d l o v e t o s e e t h i s s c h o o l i m p r o v e t o its po t e n t i a l i n t h e f u t u r e . • So m e p a r e n t s h a v e p u l l e d t h e i r c h i l d r e n o u t o f s c h o o l , b e c a u s e o f c e r t a i n t e a c h e r s . A f te r y e a r s o f c o m p l a i n t s , t h e y a r e b o t h s t ill there. Pa r e n t s n e e d a b i g g e r s a y i f a t e a c h e r i s r e t a i n e d o r n o t . T h e b u l l y i n g p o l i c y n e e d s t o b e u s e d e q u a l l y . • Th a n k y o u f o r p r o v i d i n g o u r c h i l d r e n w i t h a n e x c e l l e n t e d u c a t i o n . • On e o f t h e a r e a s l a c k i n g i s s p o r t s in t h e u p p e r g r a d e s s u c h a s s o c c e r . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 59 • We s t l a k e A c a d e m y b r i n g s t r e m e n d o u s v a l u e t o t h e T o w n o f W e s t l a ke . W e w o u l d l i k e t o s e e t h e B o ar d f u l l y s u p p o r t t h e s c h o o l w i t h re s o u r c e s , p u b l i c a c k n o w l e d g e m e n t a n d r e c o g n i t i o n . T h i s s u r v e y i s a n e x c e l l e n t w a y t o i d e n ti f y o p p o r t u n i t i e s a n d p o s i t i v e l y i m p act th e A c a d e m y a n d o u r c o m m u n i t y . • Lo v e t h e p r o c e d u r e b a s e d m a n a g e m e nt s t y l e o f M a r k R o s e v e a r . Pa r e n t s n e e d t o h a v e a s t a n d a r d i z e d wa y t o h a v e i n p u t o n p o l i c y c h a n g e s . I w o u l d l i k e t h e s c h o o l t o c o n s i d e r a p o l i c y t h a t r e q u i r e s a n y b u s e s u s e d t o t r a n s p o r t k i d s t o h a v e s e a t b e l t s . S t a t e l a w w i l l r equire this so o n a n d I w o u l d l i k e W e s t l a k e A c a d e m y t o b e a l e a d e r in b u s s a f e t y f o r t h e c h i l d re n a s w e l l a s e d u c a t i o n . I a m c o n c e r n e d a b o u t t h e w a y t h e s c h o o l h a nd l e s b u l l y i n g i n t h e c l a s s r o o m . M y 3 rd g r a d e r w a s p h y s i c a l l y a nd e m o t i o n a l l y b u l l i e d t h i s ye a r . I t w a s o n l y t h r o u g h r e p e a t e d c o n f e r e n c e s ( a p p r o x i m a t e l y 6 - 8 ) t h a t I wa s f i n a l l y a b l e t o b e c o n f i d e n t t h a t m y c h i l d w a s t r uly safe at s c h o o l . I t s h o u l d n ’ t t a k e t h a t m u c h e f f o r t b y a p a r e n t t o s t o p t h e b u l l y i ng i n a c l a s s r o o m o r o n t h e p l a y g r o u n d . I s t i l l d o n ’ t u n d e r s t a n d t h e P Y P g r a d i n g s y s t em . I d o n ’ t u n d e r s t a n d h o w g r a d i ng a c h i l d a g a i n s t a y e a r wo r t h o f w o r k a f t e r o n l y a few mo n t h s o f s c h o o l . I t s e e m s t o b e a n e x t r e m e l y s u b j e c t i v e s t a n d a r d w h e r e t h e t e a c h e r s ’ s u b j e c t i v e e v a l u a t i o n o f a s t u d e n t c o u n t s for mo r e t h a n t h e a c t u a l w o r k a s t u d e n t d o e s . I l o v e t h e h o u s e s y s t e m a n d w o u l d l o v e t o se e m o r e d o n e w i t h t h e p h o n e m e i n t h e P Y P y ea r s a n d t o s e e i t c on t i n u e d i n t o t h e M Y P and DP y e a r s . • So m e t e a c h e r s a r e i n e p t t o t e a c h . S c h o o l c o u n s e l o r i s l e a v i n g a n d d i d a v e r y p o o r j o b f o r t h e 1 0 th /1 1 th g r a d e r s ! B i o l o g y t e a c h e r i s r u d e an d m e a n ! ! • Te a c h e r s n e e d t o b u i l d b e t t e r r e l a t i on s h i p s w i t h t h e i r s t u d e n t s t o m a ke t h e m f e e l m o r e c o m f o r t a b l e • Un h a p p y w i t h c u r r e n t s i t u a t i o n • Up s e t a b o u t d i s m i s s a l o f h e a d o f s c ho o l w i t h o u t c o m m u n i c a t i n g w it h p a r e n t s . K e e p s t r i n g s a n d S p a n i s h p r o g r a m s • Ke e p s t u d e n t t o t e a c h e r r a t i o l o w • Sc h o o l l u n c h e s n e e d t o b e r e d u c e d i n p r ic e . O v e r a l l p l e a s e d an d h a p p y w i t h s c h o o l • Su p p o r t o f P r e s i d e n t t h a t w a s le t g o . W o r k h a r d e r t o a l l o w g i f t e d c h i l d r e n t o e x c e l • Wo u l d l i k e t o k n o w w h e r e f u n d r a i se r m o n i e s a r e b e i n g s p e n t • Wo r s t s c h o o l b o a r d & s c h o o l b o a r d pr e s i d e n t i n s t a t e o f T e x a s • St u d e n t s n e e d t o h a v e s o m e o n e t h e y f e e l c o mf o r t a b l e t a l k i n g t o . I l i k e M a r k R o s e v e a r to b e r e i n s t a t e d a n d h a v e C l a u d i a S i m o n e t t i ke e p t e a c h i n g S p a n i s h • Aw a r d s p r o g r a m n e e d s t o b e s t r u c t u r e d b e t t e r . D o n ’ t j u s t g i ve a w a r d s t o c h i l d r e n w h o s e pa r e n t s g i v e t h e m o s t m o n e y . • IB c u r r i c u l u m i s n o t e x p l a i n e d i n f u n w a y a n d i s m a d e a r e q u i r e m e n t . M o r e o p t i o n s f o r t r i p s . • Ne e d t o i m p l e m e n t / i n s t i l l m o r e t r a d i t i on s i . e . A l m a M a t e r , s c h o o l s o n g / f i g h t s o n g , J r . / S r . p r o m , p e p r a l l i e s , e t c . • A s c h o o l c a l e n d a r w i t h s c h o o l e v e n t s fo r t h e y e a r i n c l u d e d n e e d s t o b e g i v e n t o a l l s t u d e n t s o n t h e 1 st d a y o f s c h o o l . A f u n d r a i s i n g ev e n t n e e d s t o b e h e l d f o r a n e w t r a c k . M a r k R o s e v e a r i s n o t t h e r i g h t g u y t o b e l e a d i n g t h e s c h o o l . C o n f i d e n t i a l i t y s h o u l d b e stressed to v o l u n t e e r s . Q u a l i t y t e a c h e r s s h o u l d b e r e c o g n i z e d . • Th e m o v e t o “ p o s t p o n e ” t h e t h e a t r e l a s t s u m m e r w a s a n i n c r e d i b l y m e a n - s p i r i t e d m o v e t h a t h u r t a g e n e r a t i o n o f W e s t l a k e s t u d e n t s . Th e b o a r d o f A l d e r m e n v o t e d i n a p r e l i m i n a r y v o t e t o a cc e p t T o w n M a n a g e r B r y m e r ’ s r e co m m e n d a t i o n t o b o r r o w $ 2 0 0 , 0 0 0 . 0 0 f r o m We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 60 th e t o w n u t i l i t y f u n d a n d s t a r t t h e t h e a t r e . T h e p u b l i c w a l k ed a w a y t h i n k i n g i t w a s a d o n e d e a l . T h e i n t h e w e e k t h a t f o l l o w e d , minds we r e c h a n g e d , l e a d e r s h i p f a i l e d t o i n t e r v e n e a n d t h e c h a n g e o f h e a r t b y a f e w , w h i c h w a s k n o w n , w a s n e v e r s h a r e d w i t h t h e p u b l i c. Co m m u n i t y m e m b e r s n e v e r g o t a c h a n c e t o w e i g h i n . T h i s l a c k o f a t h e a t r e f o r o u r c h i l d re n r e p r e s e n t s o u r b i g g e s t f a i l u r e . N o w w e tu r n o u r a t t e n t i o n t o e y e c a n d y o n t h e 1 9 3 8 r o a d w a y , w h e n i n t r u t h, w e s h o u l d c a r e a b o u t s e n d i n g a s t u d e n t f r o m W e s t l a k e t o Br o a d w a y . A n d y o u d o n ’ t s e e t h a t … . . • We l o v e t h e s c h o o l a n d f e e l t h e k i d s a r e ge t t i n g a s u p e r e d u c a t i o n . C o n s i d e r i n g t h e m a jo r i t y o f t h e s t u d e n t s ( 6 5 % + ) a r e n o n - W e s tlake re s i d e n t s , i t i s i m p o r t a n t t o n o t b e s o e x c l u s i v e t h a t t h e f e el i n g i s t h a t t h e “ l o t t e r y k i d s ” a n d t h e i r f a m i l i e s a r e l e s s i m p o r tant. Whether th a t i s f a c t o r f i c t i o n i s u nk n o w n i t ’ s t h e f e e l i n g t h a t m a t t e r s . T h e f o u n d a t i o n c o u n t s o n t h a t m on e y t o o , a n d i t ’ s n e e d e d t o c ontinue op e r a t i n g a t a h i g h l e v e l . H e r e ’ s t o a gr e a t “ y e a r o f t r a n s i t i o n ” a n d e m e r g i n g as a b r i g h t , s h i n i n g l i g h t o n t h e h i l l ! • We h a v e o n l y h a d o n e f u l l s c h o o l y e a r a n d a l r e a d y f e e l a t h o m e . E v e r y o n e i s f r i e n d l y , h e l p f u l a n d s u p p o r t i v e . W e f e l t w e h a d t h e best of t e a c h e r s w i t h M s . M i l l e r a n d M r s . T a y l o r a n d M s . V a l e n t i n e w a s v e r y i n f o r m a t i v e a nd e n c o u r a g i n g w i t h m y d a u g h t e r s n e e d s . M r . Sc h m i t z w a s a l w a y s e n t h u s i a s t i c w i t h a l l t h e m u s i c f u n c t i o n s an d g r e e t i n g e a c h o f t h e c h i l d r e n b y n a m e e v e r y m o r n i n g a n d e x t r e m ely in f o r m a t i v e w i t h t h e m e e t i n g r e g a r d i n g t h e r e po r t c a r d s . I h a v e a l s o b e e n v e r y i m p r e s s e d w i t h t h e m u s i c t e a c h e r , M r s . E s t r a d a a nd the ar t t e a c h e r , t h e y a l s o s e e m pa s s i o n a t e a n d h a r d w o r k i n g ! • Wh y w a s t h e H e a d o f t h e s c h o o l d i s m i s s e d ? • Pa r e n t o r g a n i z a t i o n c o u l d g i v e i n f o r m a t i o n f o r n e w p a r e n t s • Be t t e r f o r u m f o r p a r e n t s t o p a r t i c i p a t e i n t r u s t e e s d e c i s i o n m a k i n g p r o c e s s • Do i n g a g r e a t j o b w i t h S p e c i a l E d u c a t i o n p r og r a m s . L i k e t o s e e n e w h e a d o f s c h o o l b e a U S c i t i z e n w h o i s f a m i l i a r w i t h s c h o o l s and ch a r t e r s c h o o l s . • Lo v e o u r s c h o o l ! W o u l d l i k e t o s e e m o r e c o mm u n i c a t i o n w i t h p a r e n t s a b o u t h i r i n g a n d f i ri n g o f t e a c h e r s a n d a d m i n i s t r a t o r s , a l s o how th e y s p e n d o u r m o n e y . • Of f e r a d i f f e r e n t i n c e n t i v e t o t e a c h e r s t o cu r b t h e t u r n o v e r r a t e a n d a d d r e s s t h o s e st u d e n t s w h o d o n o t m e e t t h e s t a n d a r d s . We s t l a k e Ac a d e m y Bo a r d of Tr u s t e e s Pa r e n t Survey: Final Report ET C In s t i t u t e (2 0 0 9 ) Page 61 Section 4: Survey Instrument Westlake Academy Board of Trustees Parent Survey: Final Report ETC Institute (2009)Page 62 Town of Westlake _______________________________________________________________________________________________________ ________________________________________________________________________________________________________ 3 Village Circle, Suite 202  Westlake, Texas 76262 Metro: 817-430-0941  Fax: 817-430-1812  www.westlake-tx.org   May 2009 Dear Westlake Academy Parent, The Westlake Academy Board of Trustees requests that you complete the enclosed survey. Your feedback is extremely valuable to us. The Board will use the survey results in its decision making regarding the direction of the Academy and future programs. You can return your survey in the enclosed return-reply envelope to ETC INSTITUTE, 725 W. Frontier Circle, Olathe, KS 66061. If you have questions, please contact Ginger Awtry in the Academy’s CEO Office at (817) 490-5719 or contacts us via e-mail at gawtry@westlake-tx.org. Thank you for helping to ensure Westlake Academy’s continued success. Sincerely yours, Laura Wheat President, Board of Trustees Enclosures 1 Westlake Academy Board of Trustees Parent Survey 1. Satisfaction with Westlake Academy. Using a scale of 1 to 5 where 5 means “very satisfied” and 1 means “very dissatisfied,” please rate your satisfaction with the following items at Westlake Academy: How Satisfied are you with the: Very Satisfied Satisfied Neutral Dissatisfied Very Dissatisfied Don’t Know N/A A. Teachers/faculty 5 4 3 2 1 9 0 B. Administration 5 4 3 2 1 9 0 C.Trustees 5 4 3 2 1 9 0 D.Maintenance of the campus 5 4 3 2 1 9 0 E. Suitability of the campus facilities for learning 5 4 3 2 1 9 0 F. IB (International Baccalaureate) curriculum 5 4 3 2 1 9 0 G.School lunch program 5 4 3 2 1 9 0 H.Extracurricular sports programs 5 4 3 2 1 9 0 I. Other extracurricular programs 5 4 3 2 1 9 0 J. School web site 5 4 3 2 1 9 0 K. Academic progress of your child 5 4 3 2 1 9 0 L. Communications regarding issues/problems related to your child 5 4 3 2 1 9 0 M.Opportunities for parental involvement 5 4 3 2 1 9 0 N.Opportunities for parental input 5 4 3 2 1 9 0 O.Quality of communication from WA 5 4 3 2 1 9 0 P. Methods of communication from WA 5 4 3 2 1 9 0 Q.The four House system for students (Thoreau, Wheatley, Whitman, Keller) 5 4 3 2 1 9 0 R.Effectiveness of the House of Commons 5 4 3 2 1 9 0 S. Effectiveness of the WA Foundation 5 4 3 2 1 9 0 T. Effectiveness of the WAAC 5 4 3 2 1 9 0 U.Traffic (carpools, entry/exit, drop off) 5 4 3 2 1 9 0 V. Grading system 5 4 3 2 1 9 0 W College preparation process 5 4 3 2 1 9 0 2. Which THREE of the items listed above are most important to you? [Write in the letters below using the letters from the list in Question 1 above]. 1st:____ 2nd:____ 3rd:____ 3. Do you feel your child is emotionally safe at school? ___(1) Yes ___(2) No 4. Do you feel your child is physically safe at school? ___(1) Yes ___(2) No 2 5. Overall, how satisfied are you with the quality of education provided by Westlake Academy? ___(5) Very satisfied ___(4) Satisfied ___(3) Neutral ___(2) Dissatisfied ___(1) Very Dissatisfied ___(9) Don’t know 6. Do you believe you have an adequate understanding of the IB curriculum? ___(1) Yes ___(2) No 7. Do you have a child with a learning disability that utilizes special education services? ___(1) Yes ___(2) No 7a. If yes, are you satisfied with the modifications/services provided by Westlake Academy? ___(1) Yes ___(2) No 7b. If “No”, why not? 8. Would you find a WA newsletter to be of value? ___(1) Yes ___(2) No 8a. If yes, would you prefer to receive the newsletter via ____ (1) email ____(2) postal mail 9. Which of the following are the best ways for Westlake Academy to keep you informed? ___(1) E-mails that direct you to the WA website ___(2) Hard copies of items posted on the WA website delivered in the HOC folder or similar System ___(3) Direct email communication 10. Which TWO of the following were most important in your decision to originally enroll your child(ren) at Westlake Academy? ___(1) Quality of teachers/faculty ___(2) Quality of the facilities ___(3) The IB (International Baccalaureate) curriculum ___(4) Extracurricular sports programs ___(5) Other extracurricular programs ___(6) Reputation of the school ___(7) Location of the school ___(8) Cost ___(9) The Academy’s status as a “charter” school __(10) Strings program __(11) Foreign language offering ___(0) Other: ___________________________ 11. If your child was not enrolled at Westlake Academy, where would your child most likely be attending school? ___(1) A public school in the community where you live ___(2) A private school ___(3) Home school 3 12. Planning for the Future. Westlake Academy’s operating budget for its academic programs is funded by State public education funds and private donations. The Academy’s private donations are raised through the Westlake Academy Foundation’s Blacksmith Apprentice Program. State funding is expected to remain at current levels. Thus, expanding the Academy’s programs would require additional private contributions. With funding limitations understood, we would still like to gauge your interest in the following programs and/or expansion opportunities. Using a scale of 1 to 5 where 5 means “extremely important” and 1 means “not important at all,” please rate how important it is for Westlake Academy to implement the following, assuming resources are available in the future: How important is it for Westlake Academy to: Extremely Important Very Important Important Somewhat Important Not Important Don’t Know N/A A. Expand IB options at the Diploma level 5 4 3 2 1 9 0 B.Expand the Arts program (music, drama) 5 4 3 2 1 9 0 C.Continue the Strings program 5 4 3 2 1 9 0 D.Expand residential (overnight) trip offerings 5 4 3 2 1 9 0 E. Expand the new media educational opportunities (i.e., video production, on-line journalism) 5 4 3 2 1 9 0 F. Improve the web site 5 4 3 2 1 9 0 G.Expand foreign language offerings and opportunities 5 4 3 2 1 9 0 H.Implement a Spanish immersion program 5 4 3 2 1 9 0 I. Offer online access to student grades 5 4 3 2 1 9 0 13. The Blacksmith Apprentice Program is critical to the financial health of the Academy. Do you annually participate in the program? ___(1) Yes ___(2) No 14. Would you be willing to increase your contributions to the Blacksmith Apprentice Program to fund an expanded level of services or new programs (e.g. examples of the services/programs can be found in Question 12)? ___(1) Yes ___(2) No 15. What do you like BEST about Westlake Academy? 16. What ONE thing would you like to improve most at Westlake Academy? 4 DEMOGRAPHICS 17. If you live in the Town of Westlake, how important was Westlake Academy in your decision to move to Westlake? ___(4) Very important ___(3) Somewhat Important ___(2) Not sure ___(1) Not important 18. How many years have you had at least one child attending Westlake Academy? __________ years 19. In which grades do you currently have children enrolled at Westlake Academy? ___(1) K-2 ___(2) grades 3-4 ___(3) grades 5-6 ___(4) grades 7-8 ___(5) grades 9-10 ___(6) grades 11-12 20. Do you have additional school age children enrolled in other schools? ___(1) Yes ___(2) No If so, what grade(s): ____K - 6th ____7th - 10th ____11th – 12th 21. How many adults in your home are employed full time outside the home? ___(0) None ___(1) One ___(2) Two 21a. How can we better accommodate the needs of a working parent or working parents? OPTIONAL: If you have any other comments please write them in the space provided below. THE WESTLAKE ACADEMY BOARD OF TRUSTEES THANKS YOU FOR COMPLETING THIS SURVEY. Please Return Your Completed Survey in the Enclosed Postage Paid Envelope Addressed to: ETC Institute, 725 W. Frontier Circle, Olathe, KS 66061 Town of Westlake Memo To: Honorable President and Members of the Board of Trustees From: Tom Brymer, CEO Subject: Workshop Meeting of August 3, 2009 Date: July 23, 2009 ITEM Discussion of Board of Trustee Policies and Parent/Student Handbook for 2009 – 2010 academic year. WESTLAKE ACADEMY MISSION/VISION STATEMENT Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who well balanced, responsible citizens. WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND The Board has adopted a series of policies intended to direct and guide the staff in the daily operations and education of the students at the Academy. These include policies that address admissions, residency requirements, personnel, the parent/student handbook, grading systems and parameters for school sanctioned trips. The need has arisen to expand the policies to cover the following additional items: Truancy Uniforms Access to Student Records Code of Conduct Discrimination Policy Discipline Student Drivers on Campus Bullying Closed Campus Status Drugs and Alcohol Policy Questions and Complaints Disposal of Surplus Property Attendance Requirements and Expectations Distribution of Prescription and Over-the-counter Medications FUNDING Not applicable at this time. RECOMMENDATION For the Board to review and discuss the policy proposals for Westlake Academy. ATTACHMENTS: • 2009 – 2010 Draft of Parent Student Handbook • Board policy proposals covering these related and categories and topics: Financial Stewardship Disposal of Surplus Property Governance: Prevention of Discrimination Parent-Student Relations and Expectations: Attendance Access to Student Records Closed Campus Medications Questions and Complaints Student Drivers Truancy Student Behavior Bullying Code of Conduct Discipline Drug/Alcohol Use & Possession Uniform Requirements 2009-2010 Parent/Student Handbook 2 FROM THE ACADEMY’S CEO: Welcome to Westlake Academy! A new school year means new beginnings. This in turn offers us great potential in the 2009-2010 school year for student learning and growth. I am excited to be able to work with you, your child, and our staff in pursuing all of the great opportunities we have before us during the next school year. A great student learning experience requires a great staff team, and I am very pleased with the talented individuals that we have in place at Westlake Academy for this school year. In addition to a great staff team, for a student to have a great learning experience, it is critical that a partnership be in place. That is, the parent-student-teacher partnership. With all three pieces of that partnership in place, a child has an even greater opportunity for maximizing their learning experience at the Academy. This Parent-Student Handbook is published yearly to help facilitate that partnership. For you and your child to effectively participate in that partnership with the Academy staff, please read and become familiar with the information and procedures contained in the handbook. It is designed to create part of the framework for the Academy to operate as effectively as possible to ensure every child’s academic success. Westlake Academy is a special place. We are a municipally owned and operated, open enrollment public chartered school; the only one in the state and one of only a handful in the country. The Academy is also only one of a few schools in the country authorized to offer the entire International Baccalaureate (IB) K-12 continuum as its curriculum. Our staff passionately uses this curriculum as the means to pursue building your child’s potential around the IB learner profile. While all of these things help make us unique, perhaps what is most important is the commitment we have from you, our parent and student body, to pursue academic excellence. So once again, let me warmly welcome you to Westlake Academy and let’s join together and have a great 2009-2010 school year! Thomas E. Brymer Chief Executive Officer 3 TABLE OF CONTENTS Westlake Academy Mission / Vision Statement .................................................................................................... 4 International Baccalaureate Mission Statement ..................................................................................................... 4 The School Management Structure .......................................................................................................................... 5 School Staff ................................................................................................................................................................. 6 Class Schedules ........................................................................................................................................................... 7 Academics .................................................................................................................................................................... 8 Introduction to PYP .................................................................................................................................................. 9 MYP ................................................................................................................................................. 10 DP .................................................................................................................................................... 14 Access to Student Records ........................................................................................................................................ 20 Arriving and Leaving School .................................................................................................................................... 20 Attendance ................................................................................................................................................................... 21 Health & Safety ........................................................................................................................................................... 23 Code of Conduct ........................................................................................................................................................ 25 Discipline Procedures ................................................................................................................................................ 30 Parent/Student Questions and Complaints Procedures ....................................................................................... 34 Bullying Policy ............................................................................................................................................................. 35 Uniform Policy ............................................................................................................................................................ 37 Student Trips ............................................................................................................................................................... 39 House System .............................................................................................................................................................. 41 Extra-Curricular Activities ........................................................................................................................................ 41 Parent Involvement .................................................................................................................................................... 42 Student Drivers ........................................................................................................................................................... 44 Additional Information .............................................................................................................................................. 45 Appendices .................................................................................................................................................................. 47 4 MISSION/VISION STATEMENT “Westlake Academy is a nurturing, community-owned International Baccalaureate charter school whose mission is to achieve academic excellence and to develop life-long learners who become responsible global citizens.” MISSION STATEMENT The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. 5 THE SCHOOL MANAGEMENT STRUCTURE Texas law grants the Board of Trustees the power to govern and oversee the management of Westlake Academy. The board is the policy-making body within the Academy and has overall responsibility for the curriculum, annual budget, employment of the executive manager, facilities, and expansions. The Board has complete and final control over school matters within limits established by state and federal law and regulations. Reporting directly to the Board, the CEO is responsible for managing the financial aspects and achieving the goals identified by the Board as vital to the Academy’s success in educating the students. The educational components of the student’s year are directed through the positions of Heads of Primary and Secondary, who report to the CEO. The Head of Primary is responsible for grades, Kindergarten through Grade 6. The Primary school follows the IB PYP (Primary Years Programme). Apart from the teachers themselves, the Head of Primary is aided by the PYP Coordinator, who manages the academic administration of the curriculum, and the Primary Counselor, who serves as the TAKS Coordinator. The Head of Secondary oversees the Secondary School, which consists of Grade 7 through Grade 12. This area of the school is divided into two academic programmes: • IB MYP (Middle Years Programme) for Grades 7 to 10, and the • IB DP (Diploma Programme) for Grades 11 and 12. The Head of Secondary is aided by the MYP Coordinator, the DP Coordinator and the Secondary Counselor. The CEO and the two Heads of Sections are aided by the fourth member of the management team, the Administrative Coordinator whose role is to coordinate the non-teaching aspects of the school. The Administrative Coordinator handles the supervision of the support staff and works closely with the Head of Primary and Secondary. The Coordinator also monitors and reports PEIMS data to the State and assists in budget preparation and the monitoring of expenditures. For the 2009 / 2010 school year, the following names will be of help to you: School Board: Board of Trustees President Mayor Laura Wheat Board of Trustees Tim Brittan Larry Corson Carol Langdon Rick Rennhack Rebecca Rollins CEO/Town Manager: Tom Brymer 6 SCHOOL STAFF Westlake Academy Leadership Team: Tom Brymer CEO/Town Manager Mark Garcia Head of Secondary /Theory of Knowledge Jamie Schmitz Head of Primary Darcy McFarlane Administrative Coordinator Stacy Stoyanoff DP Coordinator/Theory of Knowledge/Science Tracy Odom MYP Coordinator / Secondary English/Drama Terri Watson PYP Coordinator / Grades 5/6/1 Ginger Awtry Asst. to Town Manager Amanda DeGan Court Administrator Counselors: Karen DesHotels Primary Counselor Sonya Barron Secondary Counselor Teaching Staff: Cyndie Jacks Kindergarten Bob Kai Secondary English Catherine Turnage Kindergarten Livia Miller SecondaryEnglish/History/Drama Joanna Rains 1st Grade/K & 1 Art April Harrell Secondary English/Drama/Speech Missy DeMoss 1st Grade Craig Talley Secondary History Sarah Stack 2nd Grade Lindsay Harris Secondary History Emily MacFarlane 2nd Grade Heidi Kloempken Secondary Humanities Alison Schneider 3rd Grade Simon Aisthorpe Secondary Math Tonja Taylor 3rd Grade Saki Milton Secondary Math Emily Setford 4th Grade Elizabeth Golden Secondary Math/Science Jim McMahon 4th Grade D’Ann Sullivan 5th Grade Kristen Jernigan Secondary Science Tiffany DeVivo 5th Grade Maria Magdelena Linan Secondary Spanish Jean Misner-Smith 6th Grade Aurora Morales Secondary Spanish Scott McMickle 6th Grade Veronica Sauto Secondary Spanish Jaime Estrada Music J’acette Aguiar PE/Athletic Director Nirupama Karkhanis Primary/Secondary Art David True PE/Health TBD Primary Spanish Alan Burt PE/Athletics Lisa Valentine Special Ed Gail James Secondary Art Deborah Peebles Special Ed Maria Busico-Flight Secondary IT/Info. Tech Cassie Janda Special Ed Aide TBD IT Lisa Redding Strings/Special Ed Aide Dorothy Harwood Librarian Administrative Support: Anna Oakley Nurse Cindy Garabedian Nurse Daniela White Administrative Clerk Jill Howard Registrar Kirsten Sedino Administrative Clerk Patty Frey Administrative Clerk Rosie Miller Dining Hall Attendant/Day Porter 7 PRIMARY CLASS SCHEDULE KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B FLAG (8:00-8:10) 1st (8:10-8:55) 2nd (8:55-9:40) BREAK (9:40-9:50) 3rd (9:50-10:35) 4th (10:35-11:20) 5th (11:20-12:05) Lunch Period 10:50- 11:50 11:20 - 12:15 Lunch/Recess 11:20 - 12:15 Recess/Lunch 12:05 – 1:00 Recess/Lunch Lunch/Recess 6th (12:15-1:00) 7th (1:00-1:45) 8th (1:45-2:30) BREAK (2:30-2:40) 9th (2:40-3:25) SECONDARY CLASS SCHEDULE MYP MYP MYP MYP MYP MYP MYP MYP DP DP 7A 7B 8A 8B 9A 9B 10A 10B 11A 11B FLAG(8:00-8:10) 1st (8:15-9:25) 2nd (9:30-10:40) BREAK (10:40-10:55) 3rd (10:55-12:05) 4th (12:10-1:20) Lunch/Break A = Grades 7 – 9 1:20 - 1:45 1:20 - 2:10 B = Grades 10 - 12 1:45 - 2:10 5th (2:15-3:25) 8 ACADEMICS The Westlake Academy curricula are extensive, well balanced, and their objectives are to cover the various needs and to develop the abilities and skills of all our students. Westlake Academy was established first and foremost as an IB school and this governs our mission statement and our ethos. Westlake Academy will comply with all state, TEA and charter regulations to ensure that each student graduates with a Texas high school diploma. Introduction to International Baccalaureate The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its educational mission, focused on the student. Its core values include: a mission that aims to create a better world through education; partnerships that together achieve common goals by working together; quality – IB has a reputation for high standards; participation of the stakeholders; international mindedness that embraces diversity. What makes IB unique? • It offers a continuum of education, consisting of three programmes for students aged 3 to 19. • It has a reputation for high-quality education sustained for over 40 years. • It encourages international-mindedness in IB students. To do this, IB believes that students must first develop an understanding of their own cultural and national identity. • It fosters a positive attitude to learning by encouraging students to ask challenging questions, to critically reflect, to develop research skills, to learn how to learn, and to participate in community service. • It ensures that the programmes are accessible to students in a wide variety of schools – national, international, public and private. The Learner Profile is IB’s mission statement translated into a set of learning outcomes for the 21st century. These are the values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of 9 communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Introduction to the Primary Years Programme (PYP) A commitment to guided inquiry as the ideal learning vehicle is to be found at the core of the Primary Years Programme of the International Baccalaureate. Students will inquire, make connections, develop conceptual understanding, think critically, work collaboratively, consider multiple perspectives, construct meaning, reflect, and take action. Six transdisciplinary themes help teachers and students explore knowledge in the broadest sense of the word. Teachers and students use key questions based on concepts in order to give a structure to the units of inquiry. They acquire and apply transdisciplinary skills, while they develop an understanding of those important concepts at the same time. Much of our teaching will be done through units of inquiry. Projects are transdisciplinary. A unit on water may include elements of Language, Science, Mathematics and Art. Units are carefully planned to draw on children’s interests. When children are interested, they participate more actively and learn more. Children will be encouraged to bring information or resources from home to support the work they are doing in the classroom. Parents will be kept informed of each major topic. Whenever possible, cross-curricular links are made to aid children’s understanding of the connections between themes. Some subjects, like Mathematics, Language and Science often need to be taught as 10 individual subjects. In these cases, children will be taught a prepared unit of work such as “Fractions” independent of the current classroom units. The IB PYP incorporates five essential elements: concepts, skill, attitudes, actions, and knowledge by means of the following: • A curriculum based on inquiry conducted through a process that encourages students to ask questions and seek answers in the world around them. • Wide and transdisciplinary topics based on a structure that is the expression and extension of three questions related to one another: What do we wish to learn? Which is the best way to learn? How will we know what we have learned? • An integration of Science as a means to explore how the world works, Social Studies as a way to examine and understand the manner in which human beings live and interact amongst themselves and in relation to Earth, Physical, Social and Personal Education to enable the consideration of our own welfare and that of others. • The integration of Mathematics, Language and the Arts to reinforce concepts and help students to make further connections. The Exhibition Students who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers. The exhibition represents a significant event in the life of both the school and student, synthesizing the essential elements of the programme and sharing them with the whole school community. It is an opportunity for students to exhibit the attributes of the student profile that have been developing throughout their engagement with the programme. It is a culminating experience marking the transition from the PYP to the Middle Years Programme (MYP). Schools are given considerable flexibility in their choice of the real-life issues or problems to be explored and investigated in the exhibition. An Introduction to the Middle Years Programme (MYP) Westlake Academy aims to offer the Middle Years Programme of International Baccalaureate Organization. The programme runs from Grades 7 through 10. Authorization was granted to Westlake Academy in 2007. The MYP helps students to develop critical thinking skills, to become independent, to work collaboratively and to take a disciplined approach to studying. The programme also seeks to provide students with an international perspective and to foster a commitment to service in one’s community at the local, national and international level. Students study all the major disciplines, including languages, humanities, science, mathematics, arts and physical education with an emphasis on the concepts of the subject. The framework is flexible enough to allow a school to accommodate local curricular requirements as well as those of the MYP. 11 Areas of Interaction Five areas known as the Areas of Interaction give the MYP a distinctive core and the programme’s focus on intellectual and social development. The Areas of Interaction provide common perspectives within and across the disciplines. The five areas of interaction are: ƒ Approaches to Learning: teaches students ‘how to learn’ by exploring how to analyze information, how to organize ideas, how to work independently and in collaboration with others and how to solve problems. Students explore different learning styles and develop effective strategies. ƒ Community and Service: encourages students to use skills gained in the classroom to help their communities and to reflect upon how they can make a difference. ƒ Human Ingenuity: focuses on creation and discovery and considers the ethical dimensions of advances in science, technology, medicine and other areas. ƒ Environments: examines our interdependence with the environment and man’s responsibility towards it. ƒ Health and Social Education: increases student understanding of health issues and develops their ability to evaluate and make decisions. The Personal Project In the final year of the MYP each student must carry out an individual project on a topic that is of particular interest to the student. It is intended to be the culmination of the student’s experience with the five areas of interaction. The Curriculum All classrooms will be equipped with a range of books and didactic materials. Science and Mathematics materials help to reinforce concrete understanding of concepts through manipulative investigation of properties. Practical activity underpins theoretical understanding. English English is taught through carefully planned Language Arts and Literature lessons, which combine an understanding of how the English language works within a literary framework. It is further enriched by the wider curriculum taught through the medium of English. Lessons in Mathematics, Science, and Social Studies not only develop specific skills in these subjects, but also provide authentic language experiences, which encourage students to develop a wide and meaningful vocabulary. Language Arts focuses on developing literacy skills through Reading, Speaking, Listening, Thinking, and Writing. Promoting a love of books is a driving force. From Kindergarten, children are exposed to a wide range of authors and literary genres, including stories, songs, and poems. Non-fiction research skills are systematically developed through project-based books. Grammar and writing skills, including spelling, are reinforced through the Language Arts component. Westlake Academy has invested heavily in ensuring that our library and all classrooms are equipped with a wide range of books. Sound literacy skills are essential for reading skills. Children will read in class, small group and individual activities. With the help of parent volunteers, and our Primary Reading Specialist, we will do our utmost to ensure that each child receives individualized attention in reading. 12 Spanish Starting in Kindergarten, students receive instruction in an interactive approach to Spanish. Emphasis on grammatical structures, verbal and writing skills and vocabulary help students develop the tools they need to become effective communicators. Learning an additional language helps students understand other cultures and become more international in their outlook. In our programmes, language and cultural studies are integrated and presented in contexts of everyday life. Emphasis is placed on comprehension and purposeful communication and topics are selected for their relevance to the experience of our students. With practice and continuity of study, students who complete our continuum of courses (Kindergarten – Grade 12) develop a useful degree of fluency and achieve a level of competence which is attractive to employers and a very sound basis for further study. Mathematics Mathematics is taught using a range of practical mathematical equipment ensuring ample opportunities to develop concrete understanding of key concepts, before moving on to more abstract skills of recording results. Equipment includes rulers, scales, and tape measures, polydron sets for geometrical investigations; pattern blocks and tangrams for investigating shape, pattern, and number; calibrated containers for capacity work and a wide range of games for encouraging mathematic thinking skills. Science Science includes elements of Biology, Chemistry, Earth Science, and Physics and is taught as a combined Science course from the first grade through to Secondary school. Emphasis is on practical understanding and investigation. All students are encouraged to take an active role in classroom experiments. Wherever possible, we encourage full use of the school grounds and environment so, for example, the outdoor classrooms and playground make an ideal location for weather experiments or investigations into shadows, while gardens are an obvious choice for work on plants and flowers. A wide range of practical Science equipment enables us to do any practical experiments within the classroom. In all cases, special attention is paid to helping students become safe scientists. Children are taught how to handle and care for equipment, as well as each other. In addition to the formal Science curriculum, Westlake Academy promotes a range of environmental awareness and ecology campaigns. School assemblies are also used to help broaden children’s understanding of the role of Science in the everyday world. Social Studies This course helps students understand the world in which they live. It involves elements of History and Geography, which help children develop a wider understanding of their local environment, their family and local history, extending to the state of Texas, the United States and the global community as a whole. Throughout the academy, traditions and customs are fully explored through special projects, displays, visits and activities. We want to help children develop an international-mindedness promoting awareness and understanding of their culture and the culture of others. 13 Art Our art program encourages appreciation of existing Art forms, as well as developing children’s own creative skills with a range of media and techniques. Students explore their ideas in paint, pencil, collage or three-dimensional form. Appreciation of art exhibitions by local and leading world artists also forms an important part of our program. Music Starting in Kindergarten, children are given opportunities to create and appreciate music. Contemporary and classical music will be an integral part of lessons, assemblies, songs in the classrooms, and concerts. Whenever possible, we take advantage of outside professional musicians to provide further variety and stimulus. In addition to music classes, primary students in grades 2 – 5 will also participate in our Strings Program. The primary goal of the Strings Program at Westlake Academy is to develop musical literacy in our students, using a string instrument as the foundation of learning. Acquiring proficiency on a string instrument helps us to understand and enjoy the music we hear in everyday life, as well as providing a vehicle for creative self- expression. The elementary strings program emphasizes the building of technique within a meaningful context (left/right brain combination learning). The sequence of repertoire is carefully selected to introduce and develop specific skills. Instrumental Music Because the Academy is committed to the Arts and believes that children should be given opportunities in all different areas to develop their talents, students in Grades 1 through 4 will have strings instruction as part of the regular curriculum. Once a week for an hour, students will receive group lessons on the violin, viola, cello, or bass. Strings instruction is known to develop an excellent musical ear, creativity and is directly related to gains in mathematics. Physical Education All students are encouraged to develop physical skills through games and activities, which also help develop a sense of team spirit. Working together with their teammates, in pairs or individually, students are helped to develop the self-discipline needed to follow instructions and game rules. Students are introduced to specific physical, ball and control skills needed for sports such as hockey, soccer, volleyball, baseball, and basketball. Information Technology In the age of technology, Westlake is committed to ensuring that all students acquire full computer literacy at an early age. Westlake Academy’s state-of-the-art technology will be available to all students who will be taught basic skills such as keyboard orientation, basic word processing skills, creative graphic design, desktop publishing options and computer management skills. Supervised access to the Internet and e-mail will open connections with students around the world. The State of Texas has established an aggressive set of standards for School Technology and Readiness (StaR) and the State Board of Educator Certification Standards technology statements as the combined foundation for the Long Range Technology Plan to be achieved by all Texas Schools by 2010. Westlake 14 Academy opened September 2003 meeting StaR requirements at the Advanced level in virtually every category and Target levels in each of the most significant categories. This is crucial to achieve the broader mission of the Academy. Expansion budgeting and replacement-cycle funding is projected from internal funds to meet or exceed StaR Target levels within the next few years. The Town of Westlake and Westlake Academy have established a preference for technology solutions that are open source and/or based on open standards for compatibility across multiple platforms and vendors. The selection of a specific end user device, such as a computer, involves evaluation of how that device will inter-operate with established systems, and what benefits that specific device may additionally bring to the usage model. Apple iBook, iMac and eMac computers have been selected to support classroom instruction for the Westlake Academy elementary grades. Windows based computers were considered, but Macintosh computers were selected for a number of reasons, among them their strong support of multi-media applications, general ease of use, support for Cisco’s LEAP wireless encryption standard and a reduced technical support burden. Each Academy classroom teacher will be assigned an iBook laptop. Additionally, at the primary level each classroom will be equipped with either two MacBook laptop computers or two iMac desktop computers and a digital still camera for student use. At the secondary level students are encouraged to have their own computer after 8th grade. Three Mobile Labs of MacBook laptops are available for entire classroom instruction on an as-needed basis. In addition to the computer lab and the computers in the classrooms there are eight Windows laptops available for specific activities located in the Secondary section. The wireless network at Westlake Academy allows access to network resources from any room. Users have access to both black and white and color networked laser printers. Network resources also include centralized file and application services. Students and teachers may also make use of digital video cameras and multimedia production workstations in the library. VCR/overhead projection media carts are available to be shared between classrooms. Telephone service in each classroom and conference area is delivered over a Cisco Voice over Internet Protocol (VOIP) platform utilizing advanced display phones. Introduction to the Diploma Programme (DP) The International Baccalaureate (IB) Diploma Programme (DP) is a challenging two-year curriculum, primarily aimed at students in their junior and senior years (G11 and G12). The Diploma Programme prepares students for university and encourages them to ask challenging questions, learn how to learn, develop a strong sense of their own identity and culture and develop the ability to communicate with and understand people from other countries and cultures. The curriculum contains six subject groups together with a core made up of three separate parts. Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). 15 The following courses will be offered to the DP students at Westlake Academy: GROUP 1: Language A1 GROUP 2: Second Language English HL Spanish B SL GROUP 3: Individuals and Society GROUP 4: Experimental Sciences History HL Biology HL (required) GROUP 5: Mathematics Chemistry SL Standard Level Math SL GROUP 6: The Arts Math Studies SL Visual Arts SL All three parts of the core "extended essay, theory of knowledge and creativity, action, service" are compulsory and are central to the philosophy of the Diploma Programme, therefore all Diploma Programme students must engage in these three activities. English HL Upon completion of the course it is anticipated that students will be able to construct independent literary commentary and criticism from a personal perspective and be able to convey their thinking with clarity, cohesiveness and fluency in both written and oral communication. Argumentation should be well structured and devoid of logic fallacies and unnecessary hyperbole. Student’s formal writing should encompass the principles of persuasion contained in their study of rhetoric and contain examples from secondary and textual sources, and utilize proper MLA documentation. It is expected that students will be able to appreciate a wide range of literature that spans cultures, time periods, genres and original languages. The skills acquired by students during the course of study should permit them to present their own literary commentary on familiar or unfamiliar texts of any genre. Spanish B SL Emphasis is given to the development of communications skills for which, vocabulary, spelling, and readings are constantly implemented. The study of literature and other texts will play an important part in this process. The main focus of this course is to further develop the students’ written and oral conversational skills. The students reading skills will be broadened by the use of authentic readings, such as poetry, short stories, plays, newspaper and magazine articles and selected literary readings. Structure and grammar will be developed further through students’ compositions, essays, summaries, dossiers and personal opinions on topics explored. The study of a modern language, at any level, should enable students to use it spontaneously and appropriately in unfamiliar as well as in familiar circumstances. The Spanish programme promotes international understanding, cultural awareness, and historical knowledge through cultural readings and study of the daily life, and behaviour of people in Spanish speaking countries and throughout the world. History HL The aim of history in the DP is to explain trends and developments, continuity and change through time and through individual events. This course is concerned with individuals and societies in the widest context: political, social, economic, religious, technological and cultural. The main focus of the course will be structured around the main developments in 20th Century World History, as well as those events leading up to the century. Students will explore set topics from various viewpoints. The History course will support IB’s Mission Statement and desire to create international thinkers and learners, knowledgeable and aware of other cultures and respectful of differences. 16 Biology HL In this two-year course, students will learn about a broad range of topics in biology, from the structure of molecules to the functioning of ecosystems. Students are also expected to develop their abilities to think and communicate like scientists by developing, carrying out and evaluating science investigations. Students will learn a wide-range of scientific techniques and expand their technological skills. Furthermore, this course will support the IB mission of producing caring, knowledgeable and globally-minded students by encouraging the students to apply and use their knowledge to evaluate scientific theories and claims, assess the benefits and limitations of science in addressing problems of local or global significance, and understand the moral, ethical, social, and economic consequences of scientific developments. With its diversity of aims and objectives, the course is designed to be an enriching experience even for students whose primary interests lay outside the field of science. Chemistry SL The focus of the course is an introduction to Chemistry from a practical perspective. The aim of the course is to make students aware of how scientists work and communicate through a practical approach allowing students to develop an ability to analyze, evaluate and synthesize scientific information. This course is an excellent opportunity to increase students’ awareness of the moral, ethical social, economical and environmental implications of how scientific ideas and technologies are implemented. The course will be a mixture of lecture, class investigation, independent learning and laboratory experiences. Mathematics Studies SL This course concentrates on mathematics that can be applied to contexts related to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. The course includes project work; students must produce a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity for the students to carry out a mathematical investigation in the context of another course being studied, a hobby, or an interest of their choice using skills learned before and during the course. This process allows the students to ask their own questions about mathematics and to take responsibility for a part of their own course of studies in mathematics. The students who will most likely select this course are those whose main interests lie outside the field of mathematics. All parts of the syllabus have been carefully chosen so that students can use their own inherent, logical thinking skills to “discover” the mathematics. Mathematics SL The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensive and coherent way. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the portfolio, offers students a framework for developing independent learning by engaging in mathematical investigation and mathematical modeling. Students are provided with opportunities to take a thoughtful approach to these activities and to explore different ways of approaching a problem. The portfolio also allows the students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. 17 Visual Arts SL The aims of this course are to help visual arts students explore and investigate into personal, local and global cultural influences in the visual arts and to develop an international perspective on the arts. Visual Arts will help the student learn to respond confidently and creatively to personal and cultural experiences. It will engage in establishing sound investigation into historical and present day forms of arts, and engage in producing, appreciating and evaluating these. It will help develop skills and sensitivity in responding artistically, engage in progressively more difficult challenges and create works that extend personal boundaries and encompass artistic risks. Students will take responsibility for the direction of their learning and help the student develop an understanding of visual arts from a local, national and international perspective. Extended essay The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest and acquaints students with the independent research and writing skills expected at university. Theory of knowledge (TOK) The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. Creativity, action, service (CAS) Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena. How are students assessed? At the end of the two-year programme, students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. Internal assessment In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations and artistic performances. External assessment Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include world literature assignments for language A1, written tasks for language A2, essays for theory of knowledge and extended essays. Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the greatest share of the assessment for each subject. The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order) validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy. 18 TAKS Westlake Academy is an IB School but is responsible for teaching the Texas Essential Knowledge and Skills (TEKS) as contained in 19 TAC Chapters 110-128 and participates in the state-wide assessment program, Texas Assessment of Knowledge and Skills (TAKS) to ensure accountability for student achievement. STANFORD ACHIEVMENT TEST In addition to the TAKS test, Westlake Academy will administer the Stanford Achievement Test and other assessment exams determined to be in the best interest of gauging the students’ educational achievements. In 2008 Westlake Academy was rated as an Exemplary school. Special Education Special Education at Westlake Academy is built on the belief that all students can and will learn. It is the school’s responsibility to provide appropriate learning experiences for all students, to recognize and understand the unique nature of each student, to promote the worth and dignity of each student, and to strive for the educational success of every student. To the extent appropriate, instruction for Special Education students will be provided in the classroom setting. The goals of Special Education at Westlake Academy are to: • Ensure that all students receive a free, appropriate public education which may include special education and related services to meet their unique needs; • Provide a full range of educational opportunities in the least restrictive environment for each student; • Ensure that the rights of Special Education students and their parents are protected; and • Assess and ensure the effectiveness of efforts to provide an appropriate educational program for all Special Education students. Library The Westlake Academy library/media program communicates the belief that in order for children to achieve their full potential as active participants in our increasingly complex and technologically driven society they must: • Think rationally and creatively • Solve problems • Access, analyze, synthesize and manage information • Communicate effectively Therefore it is the mission of the library/media program to ensure that students and staff are effective users of ideas and information. Achievement of this mission requires: • Intellectual and physical access to materials in all formats 19 • Instruction which stimulates interest in reading and develops competence in accessing, analyzing, synthesizing and managing information and ideas • Integration of the library media program into the curriculum through the cooperative efforts of library media specialists and classroom teachers Program Goals: To provide physical access to information by providing a carefully selected, systematically organized, up-to- date collection of materials on topics which reflect the information needs of students and faculty. To provide access to contemporary technologies, software, and telecommunications. To provide leadership, instruction, and consulting assistance in the use of instructional and informational technology. To provide resources and activities that contribute to lifelong learning, while accommodating a wide range of differences in teaching and learning styles and in instructional methods, interests and capacities. To provide a facility that functions as the information and inquiry center of the school. To provide resources and learning activities that represent a diversity of experiences, opinions, and social and cultural perspectives. Homework Requirements Homework is a regular part of the academic program. It serves three purposes. • It provides additional drill, practice, and study. • It is a vehicle for teaching and developing personal responsibility. • Homework helps parents know what their child is learning in school. Students who have an excused absence may request and receive homework assignments during their absences. Students, who are absent with a medically documented illness, requiring long or frequent periods of absenteeism, may request and receive assignments and directions for at-home-work as medically required. Students are responsible for making up all work missed during an absence. One day to make up work will be given for each day of absence during the assignment. If the work is not made up during the allotted time, a failing grade will be recorded for the assignment. Homework assigned before an absence is due as scheduled. Parents are encouraged to support the school’s instruction program by providing the student an appropriate time and place in which to complete homework. Doing so will help the student take responsibility for his or her own learning. Report Cards Families should expect a report on a three-week interval. Report cards will be issued at the end of each quarter, while progress reports will be issued in a three-week interval within a quarter. 20 Interim Progress Reports Report Cards Issued at end of first 9 weeks Grading Period: Week 1 through 18 Issued at end of third 9 weeks Grading Period: Week 19 through 36 STUDENT RECORDS & PARENTAL RIGHTS According to federal law, parents and students 18 years of age or older, have the right to inspect and review a student’s educational records and request applicable amendments to ensure the records are not inaccurate, misleading or in violation of the student’s rights. The parent/student shall follow these guidelines when making a request: 1. A written request will be submitted to Westlake Academy with the necessary information to identify the student and records to be reviewed. 2. After receipt of the request, a school official will schedule an appointment with the parent/student within 10 days. Requests made during the summer season and customary holiday periods will require additional time to gather the information and schedule a meeting. 3. Any requests from the parent or student to amend the student’s record will need to be submitted in writing to the Head of Section for the respective student – Secondary or Primary. ** Please see the corresponding Board of Trustees policy regarding access to student records in the appendix of the handbook. ARRIVING AND LEAVING SCHOOL Westlake Academy does not provide transportation to or from school. For the safety of our students, staff and visitors are to follow the designated traffic flow patterns and speed. Please be extra cautious when dropping off or picking up children and be patient and courteous. Pull all the way forward and pay close attention to those monitoring traffic. Students are not permitted to cross in front of traffic without adult supervision. If a meeting with the teacher is necessary, please park in a designated spot. Students are welcome on campus at or after 7:30 a.m. Those arriving between 7:30 a.m. and 7:50 must wait in the Commons until 7:50 a.m. when they will be allowed in their classrooms. Attendance will be taken at 7:50 a.m. to 8:00 a.m. in the classroom. In order to not be counted tardy, students must be in their classroom by 8:00 a.m. At 8:00 a.m. Students move to Flag ceremony. The first lessons start 8:15 a.m. Kindergarten will be dismissed at 2:30 p.m. and all other grades will be dismissed at 3:25 p.m. Students arriving after 8:00 a.m. are considered tardy. Parents must sign their student(s) in at the school office to pick up a tardy pass prior to going to class. Students who drive themselves and arrive late, must check in at the front desk. Students arriving after 10:30 am without an acceptable excuse will be considered absent and receive a 0 for that day’s work. Drop Off and Pick Up Procedures Primary and Grade 7 Students • Primary student cars and cars with the oldest student being in Grade 7 and below should drop off in front of the main office. 21 • Cars should use the North entrance to the parking area and proceed left through the parking lot - ending up at the front of the building facing East. • The first car should pull up to the sidewalk and unload the student(s). • Cars coming in next, should pull forward and unload between the sidewalk and the front door. • Once cars are backed up to the small parking lot at the East end of the school, drivers should form a double line and alternate entering the main lot. Secondary Students – Grade 8 and above • Cars dropping off Secondary only or Secondary and Primary students should use the drop off area in front of the school Dining Hall. • Cars should use the North entrance and circle all the way through to the back of the parking lot and then drop off in front of the Dining Hall. • Once cars are backed up to the short drive - directly before the pick-up area - drivers should form a double line. Pick up will work the same as drop off for both Primary and Secondary students with the exception of Kindergarten students who will be dismissed at the circle drive in the back of the Secondary school building and in front of the gym. Parents should use the North driveway entrance and drive to the Secondary pick up area to loop back and pick up students under the covered walkway section of the circle drive. Student drivers who will be driving siblings to school will not use the pick up and drop off lanes. They must park in the lower parking lot behind the Dining Hall and walk into school with their siblings. We would ask all drivers not to use cell phones or other hand held devices while driving on campus or in the school zone. Early Dismissals/Security Procedures If a parent or guardian needs to pick up a child from school prior to the regularly scheduled dismissal time, the administrative office will call for the student once the parent has arrived. Parents and/or guardians will be required to sign out the child on the student check in/out notebook maintained in the administrative office. Students will only be released to individuals authorized in writing by parents and/or guardians. Those individuals will be required to show identification. Students are required to leave the campus immediately upon dismissal unless enrolled in a supervised on- campus after-school activity or asked to remain by a teacher. Students may not return to the campus unless accompanied by a parent or guardian. ATTENDANCE Compulsory attendance for students who are at least six years old as of September 1 of the applicable school year is required by state law TEC 25.085. The law requires a student to attend public school until the student’s 18th birthday, unless the student is exempt under 25.086. This requirement is enforced through TEC 25.093 and 25.094. 22 Developing a habit of regular and punctual attendance will help a student throughout his/her educational experience. Poor attendance is a major cause of poor grades and other problems as well as resulting in additional work for both the student and the teacher. Parent Cooperation Westlake Academy requires cooperation from parents in the matter of school attendance and punctuality. Parents should: • Ensure your child arrives and is picked up on time each day. Families who do not pick up their students by 4:00 p.m. may be charged a fee of $10.00 per late pick up after the second offense. • Schedule routine medical and dental appointments after school hours when possible. • Schedule family vacations during the school’s vacation days and notify the school prior to any planned absence. • Parents are encouraged to inform the office before 10:00 a.m. of any absences. • Absences (excused or unexcused) affect the 90% attendance requirement for each class. Absences Students are required to be in school except in cases of emergency, illness or religious observance. It is the parents’ and/or guardians’ responsibility to inform the school of an absence. Parents must notify the school office via written and signed documentation of the absence or it will be marked as "unexcused". Excused Absences: An absence may be considered excused under the following conditions: 1. Personal illness 2. Major religious holiday of the family’s faith 3. Emergency doctor or dental appointments which cannot be made after school 4. A death in the family or death of a close friend 5. Other necessary and justifiable reasons as excused by school administrators Unless otherwise exempted by the Head(s) of Section, students must be present at least 90% of school days. TEC 25.094 Failure to Attend School When a student reaches ten (10) total absences within a six month period, or 3 days within a four week period, a letter will be sent home to parents/guardians indicating that continued absences may materially affect the student’s progress and will put the parents/guardians in jeopardy of committing an offense as designated in TEC 25.094. The school will notify families of students who have reached eighteen (18) total absences. According to TEA guidelines, under TEC 25.094, students in this situation are not eligible to receive credit or be promoted. Teachers should be asked for make-up assignments. Assignments that are not made up will be reflected in grades. 23 Unexcused absences are any absences that have not been excused as defined above and outlined by the Texas Education Agency. Students will be required to complete make-up work. Truancy Students must check out through the Administrative Office prior to leaving school during the school day. Students who fail to properly check out will be considered truant. Truancy is any absence without the prior knowledge and consent of the parent/guardian or that which is in violation of state law and school disciplinary procedures. Truant absences will result in a loss of credit for class work corresponding to the hours and/or days of the truancy. In addition, parents will be notified and the following disciplinary measures will be taken: First offense -- The Head of Section will assign the student to Wednesday detention and/or activities to make up the time lost. Second offense – Action take will be the same as a first offense with the addition of parents/guardians will be notified that the next truancy offense will result in an expulsion hearing before the school board. Third offense -- The student and parents are given oral and written notification by the Head(s) of Section that the student has been referred to the Board of Trustees for possible expulsion from Westlake Academy. The student will be suspended pending the board hearing. Tardiness Tardiness is disruptive to the learning process. It has a negative impact on the entire class. Parents and students share responsibility for being on time to school. If your student is tardy, it is necessary for you as the parent to come in to the office and sign the student in. Students are allowed on campus thirty minutes before classes begin; they are allowed into the classroom ten minutes before classes begin. All students who arrive after 8:00 am are tardy and must report to the front office before going to class. At that time, secondary students will sign in and receive a pass for admission to class. Students are expected to be in class on time, failure to do so may result in a sanction by the Head of Section. Early Dismissals All students are expected to remain at school until 3:25. A sanction may be given by Head of Section for the abuse of this requirement. Any student who leaves school early without authorization is not eligible to participate in extra-curricular activities that day. HEALTH AND SAFETY Parents are asked to keep the school and class teachers fully informed of significant changes to their child’s health in order to enable us to take the best possible care of each student. When students must take 24 medication at school, either by a physician’s order (prescription medication) or by parent or guardian request (non-prescription medication,) the following procedures must be observed: 1. A Westlake Academy medication consent form must be completed and signed by the parent or guardian prior to dispensing any medication, ether prescription or non-prescription. A new form is required each year. No medication will be dispensed without parent or guardian consent. 2. Medication must be delivered to the Nurse’s Office in the original prescription bottle or over-the- counter container. 3. The prescription label must have the student’s name, current date, name of medication, dosage and the time to be given. 4. If dosages should change while the child is on prescription medication, such changes need to be provided to the Nurse’s Office from the doctor and a new prescription bottle must be provided with the changes listed. A new consent form must be completed prior to the new dose being administered. Changes will be made with a doctor’s authorization only. 5. The dosage of non-prescription medication must be within the manufacturer’s recommendation as printed on the label. 6. Only teachers may keep and administer medication on field trips. Children in need of an inhaler or epi-pen should carry those on their person during a school sanctioned field trip. 7. No child may carry medicine to administer to themselves without a doctor’s order on file in the Nurse’s Office. Inhalers and Epi Pens may be carried by the students with parental consent. If a student carries an Inhaler or Epi Pen, they must also bring one to leave with the nurse. Medicines brought to the school and not meeting necessary requirements will not be dispensed by any school employee and will be kept in the office until a parent or guardian verifies the medicine in written form and follows the procedure or takes it home. Medication must be brought to the school by the parent or guardian. Parents must pick up all medications at the end of the school year, or they will be discarded. Parents must initial the consent form when picking up medication. If a student has any communicable illness, is vomiting or if he/she is running a fever over 99º parents are asked to keep the child at home. Students should be fever free without medicine for 24 hours before returning to school. The school will contact parents directly in the event of any medical emergencies. Please ensure that the school is kept informed of any changes of contact telephone numbers so that this service remains efficient. If your child needs emergency medical help, the school uses the services of Westlake Department of Public Safety. All teaching and administrative staff will have records of emergency medical conditions for students. With young children, it is very helpful to keep in close contact with the school and classroom teachers about any health problems your child has however slight they may seem. Even small health concerns can affect a student’s behavior or performance at this age, and it is helpful to us to be aware of any background information, which may help us to better serve your child. Health and Safety is an issue addressed throughout the school. Children are taught safety measures in all practical activities such as Science and Physical Education. These programs regularly focus on issues such as health, hygiene, and nutrition. Assemblies can also provide a forum for emphasizing health and safety issues deemed important to the school community as a whole. 25 Fire and Emergency Drills Fire and emergency drills are held at irregular intervals throughout the school year. When drills are held, it is important for all students, staff and visitors to: 1. Follow the instructions of the teachers. 2. Walk. Do not talk. Move quickly and quietly to the designated area. 3. Check the directions posted near each room’s exit. Student Passes No student may leave a classroom without the authorization of their teacher. Passes will be issued for visits to the Nurse, Resource Room and Library. Closed Campus Westlake Academy maintains a closed campus. Only those students participating in off campus, school sponsored activities are allowed to leave during the school day. Students returning to school from a non- school sponsored activity must check in at the Administrative Office and be given a pass to return to class. CODE OF CONDUCT Westlake Academy promotes integrity, truth, knowledge, trust, discipline, and respect in a safe learning and teaching environment. The Code of Conduct applies to all students, parents, teachers and administrators, each of whom has the right to a safe and productive environment. With this right comes the individual responsibility and accountability for maintaining this environment. The underlying goal of a code of conduct is that community members develop the skills and attitudes to become self-disciplined. At Westlake Academy we will endeavor to build an honor system, which will actively involve community members, including students, in the development and enforcement of discipline procedures. Westlake Academy policies will be disseminated to all students and parents/guardians regarding offenses that qualify for immediate expulsion. Due process requirements will be adhered to and parents concerned will be involved throughout the process. Those Parents will be afforded documentation and opportunities for formal and informal appeals. Westlake Academy Code of Conduct 1. All members of the Westlake Academy school community – the students, parents or guardians, volunteers, teachers, staff and administrators must observe the Code of Conduct. 2. All members of the school community are to be treated with dignity and respect. 3. Responsible citizenship involves appropriate participation in the Westlake Academy school community. Each member accepts the responsibility to participate in a manner reflecting dignity and respect. 4. Positive reinforcement of good behavior and recognition of a job well done are the most effective means of promoting high standards of behavior and academic achievement. 5. The Westlake Academy does not employ corporal punishment and does not tolerate violent behavior. 26 6. Disruptions of class impede student learning and teacher productivity. All members of the school community are responsible for maintaining a positive learning environment. 7. All students are expected to act with integrity in regards to Academic and non-academic contexts. The Academy will not tolerate any form of plagiarism, including downloading and using information from the internet without quoting sources. We expect all students to be on their honor and cheating will be dealt with severely. Roles and Responsibility School Board: Provides policy direction that ensures individual student opportunity, excellence, and accountability for the Westlake Academy school community and is the ultimate Board of appeal in the disciplinary process. The School Board will: • Develop policies that communicate and uniformly enforce the Westlake Academy Code of Conduct in a manner that ensures their commitment and support. • Seek input from students, parents, and staff and review their policies regularly. • Provide opportunities for staff to acquire the knowledge and skills necessary to maintain excellence. CEO: Makes the final decision on suspension and/or expulsion, is responsible for the discipline of the school through the Head(s) of Section. Is responsible for providing a safe positive learning environment. Under state compliance, and the direction of the School Board, is responsible for all daily operations of the school, including the hiring, firing, training, curriculum development, enforcement of School Board policies and compliance of state and federal reporting guidelines. Develops annual budget and strategic planning to be submitted to the Board for approval. Establishes parental participation and involvement guidelines and regularly communicates with students, parents, Westlake Academy affiliated groups and the school community. Head of Section: Is directly responsible for the organization and the administration of their section. Acts as the CEO in his absence. Head of Section will work in collaboration with teachers, to maintain a positive safe learning environment in their sections. Teachers and School Staff: Under the leadership of the Head of Sections and CEO, will maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behavior. As role models, staff upholds these high standards when they: • Communicate regularly and meaningfully with parents when needed; • Maintain consistent standards of behavior for all students; • Demonstrate respect for all students, staff, and parents; • Prepare students for the full responsibilities of citizenship. Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behavior. Respect and responsibility are demonstrated when a student: • Comes to school prepared, on time, and ready to learn; • Comes to school properly dressed in school uniform; 27 • Shows respect for him/herself, for others, and for those in authority; • Refrains from bringing anything to school that may compromise the safety of others; • Follows the established rules and takes responsibility for his or her own actions; • Is responsible for turning in all assignments on time. Parents play a vital role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they: • Show an active interest in their child’s school work and progress; • Communicate regularly with the school; • Help their child be neat, appropriately dressed, and prepared for school; • Ensure that their child attends school regularly and on time; • Promptly report to the school their child’s absence or late arrival; • Encourage and assist their child in following the rules of behavior; • Assist school staff in dealing with disciplinary issues. • Follows the complaint procedure in case of grievance. Assemblies and Events Westlake Academy students are expected to be models of exemplary behavior at all times, including during assemblies, performances, school visits and school events. Exemplary behavior includes: • Entering and exiting in a quiet and orderly manner. • Respectful listening. • Remaining in place unless excused with an authorized pass. All students 8th grade and below attending after-hours events at school must be supervised by a parent or guardian. Students in 9th Grade and above may attend without parental supervision. For this privilege the student must inform their parents and have their permission. Restrooms Do not waste time in the restrooms. Remember to keep the restrooms, including mirrors clean. Marking on restroom facilities is not tolerated, nor is playing with restroom equipment. Keep all play equipment out of the restroom areas and let the office know when there is a restroom problem. Students may not use designated faculty restrooms. The Dining Hall • It is important that students do not shout, do not engage in horseplay or dangerous activities. • Students must be seated when eating. • Table manners are expected to be adhered to at all times. • Students are to clean up after themselves, checking all eating areas and throwing away trash. • Students are not to share, trade or take other students’ food. • Fast food (deep-fried food, McDonald’s-type hamburgers and fries, candy, gum and the like) is not allowed in the Dining Hall. • Carbonated and Energy beverages are not allowed in school or the dining hall. 28 • No one is allowed in the classrooms during lunchtime unless they have permission from the teacher. Eating Outside the Dining Hall • Students are to clean up after themselves, checking all eating areas and throwing away trash. • Dining hall restrictions apply here. • Students are allowed to drink water in the classroom. • No food may be consumed during a lesson. • All snacks may be consumed during designated times. • Students may not eat lunch in the classrooms without teacher approval. Playground and Athletic Fields The playground areas and athletic fields are designed to provide Westlake Academy students with opportunities for recreation and enhanced physical fitness. Students must observe these guidelines to ensure safety: • Play in assigned areas. • Use the play equipment properly. • Play fairly and obey the rules of the game. • Pushing, kicking or any form of fighting will not be tolerated. • If you take food to the playground and athletic field, students must pick up their trash. • Line up when notified. • Maintain proper behavior including respectful language. • Do not kick or throw playground equipment over the fence. Notify staff before going after equipment that has gone over the fence or outside the designated area. Students may not retrieve equipment without permission or supervision. • Please observe warning and safety fences around construction. No student, parent or staff may cross those fences. Lockers Lockers are provided for the storage and convenience of personal items such as books, coats, and other necessary belongings. The school is the owner of, and has control of, students’ lockers. Following are rules and guidelines for locker use: • The school is not obligated to issue a locker to students, nor are students required to have a locker. • Students must keep their lockers neat and clean. • Students may not share their lockers with anyone, and are not to use a locker assigned to someone else. • Students may decorate the inside of their lockers as follows: o Any materials used in decorating lockers must be easily and completely removable. Stickers and other materials that cannot be completely removed without locker defacement may not be used. o Any expenses incurred in removing decorations will be charged to the student. o As with any materials placed in lockers, decorations may not include displays that are offensive in nature, including those of a sexual nature, or that display alcohol, tobacco, firearms, drugs, etc. Students should not keep valuables in lockers they should be secured with their Homeroom teacher. 29 Staff may inspect lockers for cleanliness, order and obedience to school rules without notice and without consent. School officials will suspend locker privileges for students not complying with locker rules. School and Personal Property • Personal property, such as electronic devices, is not allowed during school hours unless they are being used for a class activity. • All sports equipment except clothing must be taken to the gymnasium upon entrance to the school. • Skateboards are not allowed in school. • If parents find it necessary to send a student with a cell phone, the phone must be turned off and kept in the locker during school hours. After school, cell phones may be used on school property but not inside school buildings. Cell phones being used improperly will be confiscated and given to Head of Section and must be reclaimed by the parents. Any violation will be charged at $10.00 per offense and must be picked up from the Head of Section by the parent. • Students who destroy or vandalize school property will be required to pay for any loss or damage. If school property is damaged by accident, it should be reported to the Head of Section, teacher or school office immediately. • All textbooks are on loan to students for use during the school year. Textbooks are to be kept clean and handled carefully. Name and grade should be written on all book labels in case the book is misplaced. Students are required to pay for lost or damaged books. Students will be responsible for returning the specific books assigned to them. • Report cards will be withheld until all Library and textbooks are returned or replaced. • Personal belongings should have identification marks. Articles may be claimed before or after school and during lunch only. Lost books are to be turned in or claimed in the school office. • Searches may be conducted when evidence indicates a student may possess items that are detrimental to the health, safety, and welfare of themselves or others, or are illegal, stolen or disruptive to the educational process. Items include (but are not limited to) drugs of any type (illegal, prescription, or over the counter), tobacco in any form, alcohol and weapons. The administration reserves the right to bring drug-sniffing canines into school at any time to check lockers in an effort to help ensure a drug-free environment. Any illegal items will be confiscated and turned over to the police. Lost Property Westlake Academy will not be responsible for the loss of student’s personal property, however every effort will be given to return found property to the rightful owner. Lost and Found items will be kept in designated areas in each of the three buildings. It is the student’s responsibility to reclaim personal items from these areas. Small items turned into the office such as watches, jewelry etc. will be kept in the main office. Students may claim these items during class breaks and before and after school. At the mid-year break and at the end of the school year all items remaining in the lost and found will be donated to a local charity. In the case of unclaimed uniform items, they will be donated to the HOC for use in uniform resale events. Lost and Found On occasion a misplaced item is found. The school has designated a collection box for such lost items at the school office. Although Westlake Academy is not responsible for lost items, we will make every effort 30 to help locate the items reported missing. To assure that lost items are returned promptly, students and/or parents should label all clothing and personal items with the student’s name. DISCIPLINE AND DISCIPLINARY PROCEDURES A student’s attitude toward school will play a large role in determining how well he or she does in school. The primary purpose for coming to school should be to grow through classroom and extracurricular activities. Students must remember that they are responsible for their own actions. If any actions are in violation of school guidelines, consequences will have to be accepted. Students are accountable for their behavior on the way to and from school and during any school-sponsored activity such as but not limited to: field trips, intercultural exchanges and extracurricular activities. We believe that students who take responsibility for their actions will develop the self-discipline necessary for positive citizenship. Students who can reflect on their strengths and weaknesses are better able to develop a solid understanding of the principles of moral reasoning. To that effect students, at every stage of disciplinary action, will reflect on their actions and suggest ways to improve and to repair the situation. The following is a description of guidelines for student behavior. School personnel may counsel students at any time regarding their behavior. Please accept this advice as valuable and understand that the intent is to help students. Our primary belief is that no student or member of the Westlake Academy community has the right to impede the education of another student. Any behavior, which is disruptive to the learning environment, will not be tolerated and the steps described in the disciplinary process will be followed. It is important that parents strive to work with their children and the school personnel in establishing clear expectations for student behavior. Staff and students will use the IB learner profile attributes as a basis for the development of a constructive behavior environment. Every effort will be made to develop positive consequences, which can be applied to individual students as well as classrooms. Consistency is important. This will establish firm and consistent limits for students. The program also establishes a positive educational environment for both the student and teacher. Generally, the following levels will be used to determine consequences for disregarding school and classroom rules: 1. Warning from teacher or any member of school staff and reflection by student 2. Disciplinary action from classroom teacher or Head of Section and reflection by student 3. For more serious offenses, Head of Section disciplinary action and reflection by student 4. Serious infractions, Head of Section disciplinary action, parent notification and reflection by student Severe infractions of the Code of Conduct or disruption considered serious by school personnel will warrant immediate teacher or Head of Section intervention. Parents will be notified of serious behavior problems immediately. Due Process for Serious Offenses All of Westlake Academy’s students are entitled to due process. This means that all students: 1. Must be informed of accusations against them. 31 2. Must have explained to them the factual basis for the accusations. 3. Must have a chance to present an alternative factual position if the accusations are denied. Serious offenses include: • Defiance of authority • Verbal or physical threat or action against another person i.e. bullying • Fighting • Drugs - using, possessing, giving or selling any dangerous, illegal or look-alike drugs or drug paraphernalia, • Students can not use, without permission, or misuse any prescription drugs or over-the-counter medications. • Alcohol – using, possessing, giving or selling any alcoholic or look-alike alcoholic beverages • Tobacco – using, possessing, giving or selling any tobacco or tobacco products • Gambling - wagering or betting money or other stakes on the outcome of any activity • Theft - stealing property of another person or of the school • Weapons dangerous items - bringing items to school that are considered dangerous as decided by the Head of Section • Willfully damaging or destroying school property • Possession and or distribution of printed, audio or video material deemed inappropriate by school authorities • Downloading offensive or inappropriate material from the internet • Visiting offensive or inappropriate sites on the internet • Cheating and/or plagiarism; which includes the dishonest use of electronic media • Three detentions Expulsion may result on the first offense for any of the above. Drugs, Tobacco, Alcohol and Weapons Students are subject to the drugs, tobacco, alcohol and weapons policy as approved by the Board of Trustees. Any violation of the policy may result in disciplinary action up to and including suspension from the Academy. Per state law, Westlake Academy will report any infraction to the appropriate enforcement agency. ** The specific policy offenses and consequences may be found in the appendix section of the Parent/Student Handbook. Possible Disciplinary Actions Wednesday Detention Students can be placed in detention on Wednesday from 3:50pm until 5:00pm. This will be decided by the Head of Section. 32 The teacher or the Head of Section must set appropriate work, or the student may be employed in some form of community service, which may not be counted toward service/CAS records. Appropriate school attire is required to be worn during detention. Parents will receive prior notification of student detentions. Thus, if a student does something to deserve a detention on a Tuesday the student may be permitted to serve the detention the following week. Parents will be required to sign a form saying they have received notification of the detention. A student who is absent on the day of detention will serve the detention the following week. A student who fails to appear for the detention, without prior arrangement with the Head of Section will be assigned an additional detention as well as the original detention. A student will be suspended upon receipt of a third detention related to infractions of behavior and code of conduct. Unless given special permission by the Head of Section, detentions will take priority over all extra-curricular events. Short Suspension A short suspension is the withdrawal of the right to attend Westlake Academy or participate in extra- curricular activities for a period of ten days or less. Prior to imposing a short suspension, the student must be notified of the behavior deemed inappropriate and that a short suspension is being considered. The student will then be given an informal hearing before the Head of Section, at which time the student will have the opportunity to explain his or her side of the story. If the student’s presence creates a clear and present danger, the informal hearing may be waived and the student suspended immediately and the parents notified. As soon as the danger subsides, the due process procedure for short suspensions will be initiated. If, after the informal hearing, the Head of Section determines that a short suspension is appropriate, the suspension will be effective immediately, and the student’s parents or guardians will be informed of the action by telephone and/or documented letter. Short term suspension can be either internal or external but with either there will be no participation in extracurricular activities. Long Term Suspension A long suspension is the withdrawal of the right to attend Westlake Academy or participate in extra- curricular activities for a period of eleven days or more. Prior to imposing a long suspension, the student and his or her parents or guardians must be notified of the behavior deemed inappropriate and that a long suspension is being considered. If a parent desires, the parents will be afforded a meeting with the Head of Section or CEO. A request for a meeting with the Head of Section or CEO must be made within five days of notification of the decision to suspend. If the student’s presence creates a clear and present danger, the informal hearing may be waived at the direction of the Head of Section and the student suspended immediately and the parents notified. 33 Students who have been suspended for any length of time will be on probation for the remainder of the school year. School authorities will meet regularly with the student and parent or guardian to develop an action plan. Progress will determine if the student will be eligible for re-enrollment for the following year. Students who are suspended will receive a zero for that day but are still required to complete make-up work. Expulsion An expulsion is the withdrawal of the right to attend Westlake Academy or participate in extra-curricular activities. Prior to imposing an expulsion, the student and his or her parents or guardians must be notified of the behavior deemed inappropriate and that an expulsion is being considered. A parent has the right to appeal to the Board of Trustees. Reasonable Restraint Corporal punishment is not allowed at Westlake Academy. While acting within the scope of their duties and responsibilities, employees may exercise the amount of physical restraint reasonable and necessary to protect the safety of students and/or themselves. Informal Resolution Students and parents are encouraged to discuss concerns and complaints through informal conferences with the appropriate teacher, principal, or other campus administrator. It is the policy of the Westlake Academy Board to encourage early resolution of concerns at the lowest possible staff or, if necessary, administrative level. Concerns should be expressed, informally if possible and as soon as possible. In that regard, Westlake Academy teachers can be contacted on a daily basis via the student planner, e-mail or telephoning and leaving a voice mail. Teachers unable to deal with a concern may refer to: • School counselors • Grade level team teachers • The PYP, MYP or DP Coordinator – for academic concerns • Head of Section • CEO If the informal process does not resolve the complaint the complainant may initiate the formal complaint process. Notwithstanding any attempt to informally resolve a complaint, a formal complaint must be initiated within 20 days of the date the complainant first knew, or with reasonable diligence should have known of the existence of the complaint (See “Formal Complaint Process” below). 34 PARENT/STUDENT QUESTION AND COMPLAINT PROCEDURES Formal Complaint General Provisions • “Complaints” and “Grievances” have the same meaning. • Complaints arising out of an event or a series of related events must be addressed in one complaint. A student or parent may not bring separate or serial complaints arising from any event or series of events that have been or could have been addressed in a prior complaint. • All time limits must be strictly followed unless modified by mutual written consent and, if a complaint or the appeal of a decision about a complaint is untimely, the complaint may be dismissed. • For the purpose of this policy, “days” means school business days. Formal Complaint Process 1. Within 20 days of the date a student or parent first knew, or with reasonable diligence should have known, of the decision or action giving rise to the complaint or grievance, an original complaint, in writing and dated, describing the matter complained of and the date of the occurrence(s), must be presented to the lowest level administrator whom the student or parent perceives to have the authority to remedy the concern. 2. If that administrator is unable to resolve the complaint, the administrator shall direct the complainant, in writing, to the next level administrator who shall either resolve the complaint or direct the complainant in writing to the next level, continuing until the complaint reaches the CEO. 3. A complaint reaching the CEO’s level must be in writing, setting out all prior attempts to resolve the complaint and the remedy requested. The CEO, or designee, may schedule a conference with the complainant and within ten business days of receipt of the written complaint, shall issue a written decision. 4. If the decision is unsatisfactory to the complainant, or if the CEO, or designee fails to respond timely, the complainant may, within 15 days of submission of the written complaint to the CEO, submit a written request to the CEO to have the complaint considered by the Board of Trustees. 5. If Board review is requested, the CEO shall submit the entire written record of the complaint and any further response to the President of the Board of Trustees who shall create an Agenda item for consideration of the complaint at the next available regular meeting, or the next appropriate meeting thereafter. At that meeting the Board shall, at a minimum, consider the written complaint, and any response thereto and may, or may not, issue a decision. Failure of the Board to issue a decision at or before the next regular Board meeting following the meeting at which the complaint was presented to the Board will uphold the decision of the administration. 35 Parental Compliance Westlake Academy is a school of choice. By enrolling their children in the Academy, parents agree to the Mission/Vision Statement, policies and curricular program as defined by the Academy. No parent has the right to impede the education and/or educational program of Westlake Academy. Any behavior which entails: • disruptions to the normal running of the school • false accusations against any member of the Westlake Academy community • distribution of material (audio, printed, video) not previously approved by the school authorities • forming groups/committees/associations without approval of school authorities • undermining the performance of duty and authority of teachers • discussing confidential student, parent or family information • threatening students, staff or teachers • derogatory and demeaning behavior aimed at students, teachers, staff or other parents will initially result in counseling and if continued may result in expulsion from Westlake Academy BULLYING GUIDELINES Bullying of any kind is totally unacceptable and will not be tolerated. Definition Bullying can take many forms, but is primarily physical, verbal or emotional. Bullying is behavior which makes other people feel uncomfortable or threatened, whether this outcome is intended or not. Bullying can take place on or off the campus, and may include, but is not limited to, name calling, teasing, physical abuse (e.g., hitting, pushing, pinching, or kicking), threats, taking of personal possessions, sending abusive text messages, instant messages, Internet e-mails, and phone messages, forcing others to hand over money, forcing others to do things against one’s will, ignoring or leaving others out, attacking others in any way, hiding personal property, insulting, spreading rumors and isolating others. Bullying includes harassment of a racist or sexual nature. Aims All members of the Westlake Academy community, be they staff, students or parents, wish to develop and maintain an effective learning and friendly social environment. This should be characterized by tolerant and friendly contact both across and within year groups and with a positive involvement from adults. Independence of thought and action should be respected, allowing individuals to flourish without any fear. Every student has the right to be safe and happy in the school and to be protected from feeling vulnerable. Possible Signs Students who are being bullied may show changes in behavior, such as becoming shy and nervous or feigning illness. There may also be changes in their work patterns. Their concentration may fall off, while they do anything to avoid prominence in class. They might try to avoid certain places or activities in school. Finally, they may try to stop coming to school. 36 Encouragement to Tell It is vital that there is an atmosphere in the school whereby any students who are being bullied, or others who know about it, feel confident that they will be listened to and believed, and that swift, effective and sensitive action will be taken. Active and Passive Bullying Since bystander support of harassment or bullying can encourage these behaviors, the school prohibits both active and passive support for acts of harassment or bullying. The staff should encourage students to encourage students to walk away from these acts when they see them, constructively attempt to stop them, or report them to the designated authority. Keeping quiet protects the bully and implies that the bullying is acceptable and can continue. Prevention Westlake Academy will prevent bullying through: Education: an effective and sensitive educational program on bullying, involving role-play where appropriate, should be presented to all students. This work will be coordinated by the Heads of Section and Counselors and could be taught through school or class assemblies, or related subject classes. Supporting actual or potential victims: It is often only too easy to spot an actual or potential victim. The staff as a whole should adopt an approach seeking to involve them in group activities, while teachers can help to make them aware of tactics to avoid becoming or continuing as a victim, and how to avoid potential bullying situations. It must be made clear to the victim that revenge is not appropriate. Dealing with the bully: The bully or bullies must be left in no doubt that their behavior is unacceptable, has caused distress and must stop immediately. This will involve informing their parents and punishment will be carried out as stated in the parent student handbook. Counseling will be available, and may be required. False Accusations: Westlake Academy prohibits any person from falsely accusing another as a means of harassment or bullying. The consequences and appropriate remedial action for a person found to have falsely accused another as a means of harassment or bullying may range from positive behavioral interventions up to and including suspension. Sharing all-school concerns: It is vital that the whole school community should address the issue of bullying. Such behavior is unacceptable to everybody: staff, students and parents. Students should know that they can turn to anybody within that community, be it teachers, fellow students or the Counselors knowing that their complaints will be taken seriously and sympathetically, and that the community as a whole will take active steps to support the victim or victims. Those who receive such messages of concern or observe bullying must accept that a failure to act appropriately will be seen as a serious misdemeanor. 37 UNIFORM REQUIREMENTS Appropriate dress and grooming contributes to a productive academic environment in which students can focus on learning, develop an awareness of others, develop character and good citzenship skills, instill respect and self-discipline. Uniform standards also promote a positive image of the school within the community and encourage students to uphold and enhance that image. All students must wear a prescribed uniform at all times while on campus. The prescribed uniform includes a dress uniform, a casual uniform and a gym uniform. Dress Uniform Required for Grades 1 – 12 ~ are to be worn on days predetermined by the Head(s) of Section. All dress uniform days will be conveyed to the students in advance, however, students may also wear the dress uniform at their own choosing on any school day. There are no dress uniform requirements for Kindergarten. Casual Uniform Required for all grades ~ all students should purchase casual uniforms which will contain a combination of colors and styles. The casual uniform may not be worn on dress uniform days, but may be worn at all other times. P.E. Uniform Required for Grades 2 – 12 ~ students will be required to wear the P.E. uniform which consists of navy, mesh shorts that are no shorter than 3 inches above the knee and the prescribed P.E. uniform t-shirt from the approved uniform company or the House t-shirts that are sold through the HOC. Free Dress Day Will be approved by the respective Head of Section on an ‘as approved basis’. Guidelines for appropriate dress on these occassions will be outlined below. Once in the school, only the school uniform may be worn. Jackets, coats or non-uniform sweaters and sweatshirts should be left in the locker if brought to school. The prescribed uniform must be purchased from the Parker Uniform Store, 3001 Hwy 121, Suite #286, Euless, TX 76039 – Office Phone: (817) 545-4000 www.parkersu.com Web ID Code: FW382853 There are no exceptions to the uniform policy. Students wearing anything other than the prescribed uniform will be sent home. Clothing that resembles the prescribed garments are not permitted. Students shall be required to show proper attention to personal cleanliness, neatness, and school standards of dress and appearance. To that effect: When there is a doubt over the uniform policy the Head of Sections’s judgement will be final. 1. Distracting hairstyles, haircuts or hair coloring is prohibited. Boys’ and girls’ hairstyles must be above the eyebrow in the front and boys’ hair should be no longer than collar length in the back. 2. Headwear other than headbands for girls is prohibited. Headbands must be white, of solid school colors or the school plaid. 3. Only clear nail polish is acceptable. Primary girls may not wear makeup, Secondary girls may wear makeup in natural or neutral colors only. 38 4. Jewelry for girls is stud earrings, a religious medal or a necklace , one bracelet, one ring, and a basic wristwatch. Girls may not wear multiple earings or body piercings. 5. Boys may wear a religious medal, a ring, and a basic wristwatch. Boys are not allowed to wear earings or body piercings. 6. Students may not wear heavy chains such as studded or wallet types. 7. Shoes should be clean and offer protection to the feet and must not distract from the uniform. Dress shoes must be dark and appropriate for the dress uniform. Boys and girls may wear boots that do not distract from the uniform when wearing casual uniform long pants. Boots may not be worn with the dress uniform, nor with shorts, culottes, jumpers or skirts. Mostly white tennis shoes, (secured with either laces, velcro or zippers), must be worn with the PE uniform. Other casual footware must be solid, non distracting colors. No shoes may be worn with open toe or open heel. Flip-flops, sandals, water shoes, platform shoes, lace up army type boots and unstrapped shoes may not be worn. Shoe laces must be tied. Dress shoes heels for girls may not exceed 1.5 inches. 8. Matching socks must be worn at all times. This includes ankle socks, tri-fold bobby socks, and white tights instead of socks with the casual uniform only. Girls’ dress socks are a required garment to be worn when in dress uniform. Boys and girls must wear white socks when in gym uniform. 9. All students from Grade 2 and up must wear solid black or brown belts with any trousers or shorts that have belt loops. Trousers must be pulled up and no underwear should be visible. 10. Hats or sunglasses are not permitted on campus without the Head of Section’s permission. Such permission may be granted in religious and medical circumstances or during outside activities. 11. Additional optional items will include light weight outerwear in school colors purchased from the official supplier for Westlake Academy uniforms. This will be the only accepted outerwear allowed to be worn in the school buildings. 12. Only white tee shirts, without logos or graphics, may be worn under official uniform shirts. 13. Girls may wear, if desired fitted, footed, tights with their dress uniforms during the winter months. The color must be sheer or solid colors that match the uniform. 14. Official Westlake Academy sweaters and fleece jackets may be worn in the school building. 15. Girls may not alter the length of the skirts. All skirts must be no shorter than one inch above the knees. 16. Boys are required to be clean-shaven. 17. Students wearing a sweater or sweatshirt must wear the correct uniform underneath. 18. Girls blouses and girls and boys shirts must be tucked in to the shorts, skirts, or pants except for the girls tailored blouse. Free Dress Day • All clothing: no rips or holes. All clothing must fit properly. No messages on clothing that are inappropriate for school. • Shirts: All shirts will have sleeves. For both boys and girls shirts should be at least five fingers wide at the shoulder, at the start of the arm. At no time should a student’s stomach show, including when raising his/her hands. • Shorts: the minimum length of shorts is no more than three inches above the knee. 39 • Skirts: for girls, skirts must be no more than three inches above the knees. If the skirt has a slit, it can be no shorter than three inches above the knees. • Jeans: jeans may be worn if they meet the above criteria. • Shoes and socks: Sandals may be worn, but flip-flops or shoes without backs are not allowed. • No hats are to be worn. • No sunglasses are to be worn. • Only jewelry that complies with the regular jewelry policy will be allowed. • No pajama bottoms or tops are to be worn. Consequences for Uniform Violations Students not wearing the approved uniform will be required to call home and have the correct uniform brought to school immediately. In some cases, a student may not be permitted into the classroom until a change of clothes is provided. Any missed work as a result of uniform issues will be treated as an unexcused absence. If the parent does not bring the required uniform, the student will serve a Wednesday detention until 5:00 pm. Prior notification will be given. A detention takes precedence over any after school activity. Offenses - (easily remedied; examples: shirt not tucked in; shirt unbuttoned) 1st offense: Verbal warning to student. 2nd offense: student will be sent to Head of Section and receive a warning . 3rd offense: may place student in Wednesday detention. 4th offense: Repeated ofenses may lead to suspension. STUDENT TRIPS In an effort to provide the safest possible environment for the students of Westlake Academy, this policy for student trips will be enforced on any and all trips that require students to be away from the property located at 2600 J. T. Ottinger Road, Westlake, Texas, 76262. Any trip taken away from the school is a privilege, not a right, and as such, students are required to represent our school in a responsible manner. This privilege could be revoked as a disciplinary measure if deemed necessary by the school administration. • A representative from the school (teacher, administrator, coach etc.) must lead the group to represent the school and to be responsible for the appropriateness of all decisions concerning the students while away from Westlake Academy. • The school administration must approve all trip destinations and itineraries before any deposits are made. • Parents must agree to and sign all relevant trip forms before their child is officially registered to attend. 40 • All chaperones must be approved by the school and must follow all written and implied rules of conduct that are expected of an adult accompanying a Westlake Academy student group and sign a Chaperone Form. • All rules for conduct and student dress held within the Westlake Academy Parent/Student Handbook must be adhered to on any school-sponsored trip. • Prior to residential trips, students must sign an ‘expected behavior’ form. They will then be held accountable for their behavior on the trip at the risk of being sent home at their parents’ expense if they ignore the expectations. • The school will fund all chaperone trips; however, chaperones will be fully responsible for their own personal expenses. • All fundraising ideas related to school trips must be approved by the school administration and monies raised are used solely for the purpose of defraying the expense of the trip for the students. • If fundraising undertaken for a school trip falls short of the projected costs, then parents are still ultimately responsible for all remaining expenses or the trip may be cancelled of postponed. If the trip is cancelled or postponed, all monies collected will be returned to the parents with the exception of non- refundable fees. • For overnight trips, one chaperone will be required to stay in or in close vicinity to every student room as directed by school administrator. Women must stay with girls and men must stay with boys. The chaperone in charge will determine a designated “lights out” time. After that time, no one is to leave the room. • Any television or movie watched in transit or in the room must be rated PG or less for secondary students and G or less for Primary students. • Boys in girl’s rooms and girls in boy’s rooms will not be tolerated and could result in a student(s) being sent home immediately. Siblings must also adhere to this rule. • Chaperone and student use of alcohol, non-prescription drugs and tobacco is strictly prohibited and will be handled as outlined in the appropriate section of this handbook. • No public displays of affection i.e. holding hands, kissing, hugging, etc. will be permitted. • If parents are going to be required to transport any child from Westlake Academy, a school administrator or teacher must grant approval. Upon parental agreement to transport Westlake Academy students, that parent is required to abide by all rules stated herein. • Any Westlake Academy students transported by a commercial bus/plane will abide by the following: A Westlake Academy recognized representative (school administrator, teacher, and/or coach) has the right, at their discretion, to separate boys from girls by placing one group in the front of the transportation vehicle and one group in the back. This rule is a requirement, not an exception, if trip involves any overnight travel where students will be sleeping. • Chaperones have the right to confiscate any materials (including but not limited to, CDs, magazines, books, tee shirts, etc.) students bring on the trip that they deem inappropriate for a school group. • Cell phones are not allowed on non-residential field trips and will be handled as is stated in the Personal Property sections of this handbook. Students may bring cell phones on residential trips to be used only during approved times as determined by the trip leader. • No students (or chaperone’s) desires or behavior will be allowed to, in any way, harm the group as a whole. The school representative has the right to warn, reprimand, or act in accordance with the above stated penalties if the undesired behavior continues or warrants immediate attention. • If a parent accompanying the trip has their own vehicle, they will be permitted to only drive children that have been approved by the school’s representative. • Written permission must be obtained from the parent if a non-custodial person wishes to take another child in their vehicle. 41 • Westlake Academy students must ride in the transportation provided by the school unless prior written permission has been given to the school administration outlining the details of alternate transportation. • Chaperone drivers must provide a copy of their current legal driver’s licenses and insurance each time they drive. • Chaperone drivers are not permitted to make stops that are not planned by trip leader except in emergency situations. • Teacher/student ratio for trips will be: 1 per 10 for Primary and 1 per 10 for Secondary. HOUSE SYSTEM Westlake Academy has chosen to implement a House system with each student and faculty member assigned to a House named after people who represent qualities important to and inherent in our Mission/Vision Statement. The House system encourages school and team spirit, integration, responsibility and a sense of community. Membership in a House is life-long; each student should feel responsible for the well being of the members and be proud to work for the betterment of the House. Houses will work together and compete in academic, sporting ad service projects and events. All siblings will be assigned to the same House. Westlake Academy Houses Keller: In 1882, at the age of two, Helen Keller became deaf and blind. Nevertheless, she learned to read, write and speak; attended the most prestigious women’s university in the USA and became a spokeswoman for all people with disabilities. She represents determination, perseverance and passion. The color for Keller House is burgundy, the color of the heart. Thoreau: Henry David Thoreau was a writer, thinker and naturalist. He was one of the country’s first environmentalists. He represents a love of nature, independent thinking and standing up for one’s convictions. Khaki – the color of the earth - is the color of Thoreau House. Wheatley: Sold into slavery at the age of seven, Phillis Wheatley nonetheless learned to read and write in English, Greek and Latin and published her first poem at the age of 13. She was the United States’ first African-American poet. She represents our search for spirituality and cultural diversity. Ethereal sky blue is the color of Wheatley House. Whitman: Father of free (unrhymed) verse, Walt Whitman was truly an innovator. His poetry exalts the democratic spirit and a love of country. Navy blue – the color of the wide expanse of ocean – is Whitman House’s color. EXTRA-CURRICULAR ACTIVITIES Westlake Academy believes that its students should strive to be well-balanced. We aim to offer a wide curriculum that offers opportunities for all students to develop their talents. We also strive to offer a wide array of clubs, teams, sporting events and lessons within our extra-curricular program. School of Music: Special note should be made of the School of Music. Lessons on violin, viola, cello and bass are available to students. 42 Athletic Program Philosophy Participation in team sports emphasizes the learning of skills and sportsmanship, providing for the development of character, self-respect, physical dexterity and personal discipline. At the same time it fosters the concepts of teamwork, fair play and self-reflection. Westlake Academy will endeavor to offer students a wide variety of sports, depending on student interest and participation. Eligibility The Academy aims to offer intramural and interschool team sports at Elementary, Middle and High School levels. A player may participate at a higher level than his/her age but no player will be allowed to play below his or her age or grade level. All secondary players must maintain a passing average in all subjects to remain eligible for participation. Should a player’s average fall below the expected average in one subject, the player will be required to show within a period of two weeks – through work, homework, exams and/or projects – significant improvement. Failing to demonstrate improvement may result in game suspension or expulsion from the team. These decisions will be made by Head(s) of Sections. Conduct Westlake Academy expects model conduct from all members of the school community. All team members must meet the expected level of respect for authority and peers, adhering to all rules and regulations of the game as well as expectations for good sportsmanship. No team member is permitted to make derogatory or humiliating comments to anyone, on or off the sports field. Violations of the rules of good conduct may result in suspension or expulsion from the team. The above expectations also apply to spectators of the sport. Violations may result in a warning, suspension or expulsion from audience attendance. All parents/guardians of participants in any sport will be required to sign the Medical Consent and Release of Liability before the student may be registered. Transportation and Uniform Parents are responsible for supplying their player’s uniform for each sport. Transportation to and from away games will be provided by parents, either individually or in car pools. PARENT INVOLVEMENT Westlake Academy Foundation Westlake Academy Foundation was created in May of 2004. The Foundation is charged with raising funds for the operational shortfall through an Annual Fund Campaign (Blacksmith Apprentice Program), capital 43 requirements, and endowment needs of Westlake Academy. The Foundation board members are comprised of parents and community members who meet monthly. Funds raised for the Blacksmith Apprentice Program, Capital Campaign and the Endowment are 100% restricted for these specific projects. The Foundation also holds an annual fundraising gala, “Gallery Night”. To contact the Foundation please call Angie Gofredo at 817-490-5722 or by email at agofredo@westlakefoundation.com. House of Commons The purpose of The House of Commons (Parent-Teacher Organization) is to enhance the education of our children by: • Promoting the Learner Profile. • Promoting high academic standards. • Promoting the philosophy, direction, and image of Westlake Academy. • Increasing and facilitating communication between home and school. • Providing a forum for discussion for any school related issues. • Maintaining a network for parental participation. • Creating and maintaining a sense of community. Campus Leadership Team The purpose of the Campus Leadership Team (CLT) is to facilitate the flow and exchange of ideas between all members of the Westlake Academy community in order to increase the effectiveness in allowing students to maximize their potential. The CLT recognizes that its foremost concern is the educational welfare of the students. It is specifically charged with identifying the educational needs of the community; offering advice on educational, social and physical events that can benefit the school and recommending strategies for improving communication between parents, students, teachers, community and the Academy. The CLT consists of the CEO or his/her designee from his/her staff leadership team, President of the Board of Trustees, two community leaders, three student members – one from each section, of PYP, MYP and DP, three parent members and three faculty members. Although each group is elected differently, no member can serve for more than two years. The Committee is headed by a Chair, Vice-Chair and Secretary. Meetings are to be held regularly and not less than four times a year. Westlake Academy Athletic Club (WAAC) The Westlake Academy Athletic Club is the Athletic Booster Club for all of Westlake’s athletic programs.   WAAC’s purpose is to raise funds, provide volunteers and generate moral support for the athletic programs of Westlake Academy. The WAAC will be made up of students, parents, staff and community partners who will work together to provide financial resources and support to the teachers/coaches. Membership for families will have several levels of participation including a basic family membership of $25 per year. Other memberships will have different levels of features such as clothing, season tickets, Black Cow subscription, Gallery Night tickets, merchant discounts, etc. 44 Volunteers Volunteers form an essential part of the school program. All volunteers must pass a background check before volunteering in any capacity. Background checks are conducted by the Town of Westlake and require a copy of the driver’s license and the social security number of the volunteer. Request forms are available in the school office. All parents are encouraged to become a volunteer at Westlake Academy. Participation is wide and varied, including: • Listening to individuals or small groups of students as they read. • Helping students work through math problems. • Monitoring students on the playground and/or in the cafeteria. • Preparing special materials for students and teachers. • Volunteering in the library. • Chaperoning field trips. • Acting as a guest speaker. • Participating in extra-curricular events (i.e., coaching, enrichment classes) • Participating in school and community events, such as Bandana Bonanza and the Book Fairs. • Being Room Parents. Classroom volunteers will be under the guidance of the teacher. No volunteers or visitors will be allowed in the classroom unless the teacher has specifically requested such help. Even if a permanent badge has been issued, all volunteers must also sign in at the school office. Visitors Immediately upon arriving on campus, all guests must sign in at the school office and receive a Visitor Badge. There can be no exceptions! This policy helps ensure knowledge of who is on campus at all times. Parents and other guests who enter the campus without signing in are inviting others to do the same, including those who might not have the children’s best interests in mind. Gifts and Favors In order to not compromise the professional integrity of our staff, parents are kindly asked not to give overly generous or excessive gifts to staff members. STUDENT DRIVERS Students may apply for a parking permit once they have a fully authorized state driver’s license, present insurance papers, parental authorization and liability forms. Yearly parking permit fees of $50 per semester will be assessed and students will receive a Westlake Academy parking sticker to place on the back window of the car. All student vehicles must use the parking spaces reserved for them in the lower half of the parking lot outside Pod G. At this time Westlake Academy has enough parking spaces to accommodate all students who will be allowed to drive on campus in addition to staff and visitors. If at such time, parking spaces are outnumbered by student drivers, the Academy may implement a student lottery to determine distribution of parking spaces. 45 Preference will be given to the most senior class. If there are spaces for other classes, separate lotteries will be held to determine the allocation of those remaining spaces. Westlake Academy may suspend the permit of any student vehicle from driving or parking on campus for the violation of any rule or regulation or for unsafe driving, whether or not the incident occurs on campus, or if the student’s driving privilege is interfering with class attendance or academic performance, as determined by the Head of Section. In the case of suspension, the permit may be reinstated, with the assessment of new fees, at the discretion of the Head of Section. All laws regulating traffic on public roads, in addition to laws pertaining to licensed drivers under the age of 18, apply to the operation of vehicles on campus. We would like to remind students and parents that the Texas law applicable during the first 6 months of the driver license (These persons may not operate a motor vehicle with more than one passenger in the vehicle under the age of 21 who is not a family member) will apply at Westlake Academy. All student drivers must comply with the rules and policies of Westlake Academy. All students issued a permit are subject to vehicle searches. Students will be allowed to drive and park on campus between the hours of 6:00 am and 9:00 pm. Students are to drive in a safe and slow manner, never more than 10mph. Students may not leave school without an authorized excuse before the end of the school day or allow another student to use their automobile during the day for such a purpose. Student drivers must exit the campus only after the regular dismissal line. Student drivers will not be allowed to operate a motor vehicle while using a wireless communication device. The school reserves the right to search the student’s vehicle in the student’s presence while it is parked in school grounds. ADDITIONAL INFORMATION COMMUNICATION At Westlake Academy, establishing and maintaining fluid communications with the home enhance a child’s success at school. To foster communication, Westlake Academy will post current events and other important school related information on the website at www.westlakeacademy.org. In addition, newsletters and flyers will periodically be sent via email as reminders of important activities, dates, and events. All meetings between a parent and teacher will be documented and each party will receive a copy. Lunches Westlake Academy offers a catered school lunch program. Students may bring their own lunches to school, or purchase a hot lunch. Menus will be provided monthly. Telephone Teachers will not be called out of classes during school hours to answer telephone calls. School officials will forward messages to teacher voice mailboxes. Teachers are encouraged to return calls the same day. Students may not receive or make telephone calls unless permission has been granted by the school office. Class Celebrations Parents may help plan parties for students on scheduled holidays or specific events in pre-arrangement with the teachers and school staff. Birthday parties are not permitted at school. If students wish to pass out invitations to private parties while at school, they may do so only if the entire class receives an invitation. 46 Parent /Guardian As a parent / guardian of a child attending Westlake Academy, I have read and agree to comply with and lend support to the published rules and procedures outlined in the Parent/Student Handbook. I recognize that Westlake Academy is an Open Enrollment public Charter School of choice and I have voluntarily chosen to enroll. I understand that failure to comply with the rules and procedures outlined in the Parent/Student Handbook may jeopardize my student’s eligibility to attend Westlake Academy. _______________________ (Student Name) In return for supporting the school policies and procedures, I expect the faculty and staff of Westlake Academy to provide my child with the type of education stated and implied in the Parent / Student Handbook. Name of Parent / Guardian ______________________________________________________ Relationship to Student ______________________________________________________ Signature of Parent / Guardian _____________________________ Date __________________________________________________ Student I am aware that Westlake Academy is a school of choice. After talking with my parents/guardians, I have chosen to attend Westlake Academy. As a student at Westlake Academy, I agree to accept responsibility for following the policies and procedures as described in the Parent/Student Handbook. Student’s Signature: _____________________________________________ Date: _________________________________________________________ AGREEMENT OF SUPPORT 47 Sample of Student Passes PERMISSION TO VISIT NURSE Name Grade Teacher Date Time left class Time returned Reason Nurse’s signature ------------------------------------------------------------------------------------------------------------------ PERMISSION TO VISIT RESOURCE ROOM Name Grade Teacher Date Time left class Time returned Reason Resource Teacher’s signature ------------------------------------------------------------------------------------------------------------------ PERMISSION TO VISIT LIBRARY Name Grade Teacher Date Time left class Time returned Reason Librarian’s signature 52 FIELD TRIP STUDENT EXPECTED BEHAVIOR FORM I, _______________________, a student in good standing at Westlake Academy, do hereby recognize that by signing this form, I agree to all rules set forth by the administration of Westlake Academy. I will abide by the rules written in the Westlake Academy Parent/Student Handbook and any rules expressed by the adult chaperones assigned to the trip. I have read the Westlake Academy Policy for Student Trips and understand that I am responsible for my actions and will therefore be held accountable for those actions should I choose to disobey. I understand that these rules are for my safety and for the safety of my fellow students. ___________________________________________ Student signature 53 FIELD TRIP CHAPERONE EXPECTED BEHAVIOR FORM I,__________________________, chosen to chaperone a trip sponsored by Westlake Academy, do hereby recognize that by signing this form I am agreeing to all rules set forth by the administration of Westlake Academy. I will abide by the rules written in the Westlake Academy Parent/Student Handbook, Westlake Academy Policy for Student Trips and any rules expressed by the school administration. I understand that my sole purpose on this trip is to provide adult supervision that will maintain a safe environment for the students of Westlake Academy that have been entrusted to me. _________________________________________ Signature Date 54 All students must fill out page 3 if they intend to drive to school 2009-20010 Westlake Academy Student Driver Vehicle Registration Form To improve the Academy’s ability to provide for the safety of all its students, families of students who drive to school are requested to read carefully these guidelines and rules and follow them at all times. Parents or guardians must sign and return the driving permission form whenever the student becomes an eligible driver and seeks permission to drive to and from school. Driving to Westlake Academy is a privilege. It is necessary that all students who drive to the Academy or who ride with student drivers have permission to do so from their parents or legal guardians. VEHICLE REGISTRATION: Parents/legal guardians must register with the Academy office any automobile the student(s) intend to drive to and from school. This is in addition to completing the carpool form in the school registration packet. All student vehicles must display an Academy-issued sticker. SAFETY GUIDELINES AND RULES: (reprinted from the Student-Parent Handbook) Student Drivers: Students may apply for a parking permit once they have a fully authorized state driver’s license, present insurance papers, parental authorization and liability forms. Yearly parking permit fees of $100 will be assessed and students will receive a Westlake Academy parking sticker to place on the back window of the car. All student cars must use the parking spaces reserved for them in the lower half of the parking lot outside Pod G. At this time Westlake Academy has enough parking spaces to accommodate all students who will be allowed to drive on campus in addition to staff and visitors. If at such time, parking spaces are outnumbered by student drivers, the Academy may implement a student lottery to determine distribution of parking spaces. Preference will be given to the most senior class. If there are spaces for other classes, separate lotteries will be held to determine the allocation of those remaining spaces. Westlake Academy may suspend the permit of any student vehicle from driving or parking on campus for the violation of any rule or regulation or for unsafe driving, whether or not the incident occurs on campus, or if the student’s driving privilege is interfering with class attendance or academic performance, as determined by the Head of Section. In the case of suspension, the permit may be reinstated, with the assessment of new fees, at the discretion of the Head of Section. All laws regulating traffic on public roads, in addition to laws pertaining to licensed drivers under the age of 18, apply to the operation of vehicles on campus. We would like to remind students and parents that the Texas law applicable during the first 6 months of the driver license (These persons may not operate a motor vehicle with more than one passenger in the vehicle under the age of 21 who is not a family member) will apply at Westlake Academy. All student drivers must comply with 55 the rules and policies of Westlake Academy. All students issued a permit are subject to vehicle searches. Students will be allowed to drive and park on campus between the hours of 6:00 am and 9:00 pm. Students are to drive in a safe and slow manner, never more than 10-mph. Students may not leave school without an authorized excuse before the end of the school day or allow another student to use their automobile during the day for such a purpose. Student drivers must exit the campus only after the regular dismissal line. Student drivers will not be allowed to operate a motor vehicle while using a wireless communication device. 56 2009-20010 Westlake Academy Student Driver Vehicle Registration Form NAME: ____________________________________ GRADE: __________________ We acknowledge receipt of the Westlake Academy Safety Rules contained in the Westlake Academy Student/Parent Handbook for this year. We agree to read and abide by those rules and regulations. We acknowledge reading the Students Driver/Vehicle Registration Form and understand the consequences of violating the Safety Rules contained in this form and set out more fully in the Westlake Academy Student/Parent Handbook. (Any student driving to school must completely fill out all information listed below – this form will be returned if all requested information is not provided.) Student Name: ________________________________________________ *Student Signature: ____________________________________________ Date:______ Parent/Legal Guardian Name: ____________________________________ *Parent/Legal Guardian Signature:_________________________________Date:______ *Must be signed in front of a Notary Public 2008-2009 Student Driver Vehicle Registration Auto #1 Vehicle Make/Model Year License Plate #1 Auto #2 Vehicle Make/Model Year License Plate #2 ------------------------------------------------------------------------------------------------------------ To be completed by Notary Public: Sworn to and subscribed before me, the undersigned notary, on this ________ day of ____________, __________. __________________________________ Notary Public in and for the State of Texas Date Parking Sticker Issued: ____________ 57 2009-2010 Westlake Academy Student Passenger Form NAME: ____________________________________ GRADE: __________________ We acknowledge receipt of the Westlake Academy Safety Rules contained in the Westlake Academy Student/Parent Handbook for this year. We agree to read and abide by those rules and regulations. We acknowledge reading the Students Driver/Passenger Form and understand the consequences of violating the Safety Rules contained in this form and set out more fully in the Westlake Academy Student/Parent Handbook. (Any student riding to school with another student must completely fill out all information listed below – this form will be returned if all requested information is not provided.) Student Name: ________________________________________________ *Student Signature: ____________________________________________ Date:______ Parent/Legal Guardian Name: ____________________________________ *Parent/Legal Guardian Signature:_________________________________Date:______ *Must be signed in front of a Notary Public 2008-2009 Student Passenger Permission Student is allowed to ride to and from school and school approved activities with: _____________________________ ______________________________ Driver 1 Driver 2 _____________________________ ______________________________ Driver 3 Driver 3 ------------------------------------------------------------------------------------------------------------ To be completed by Notary Public: Sworn to and subscribed before me, the undersigned notary, on this ________ day of ____________, __________. __________________________________ Notary Public in and for the State of Texas 58 Record of Parent Teacher Meeting Parent(s) Name: ____________________________________ Date: ___________________ Teacher(s) Name: ___________________________________ Reason for Meeting: _____________________________________________________________ 59 Name of student Grade Date started Date due to finish Teachers should comment on: Monday Tuesday Wednesday Thursday Friday HR 1 2 3 4 5 HOS Section Parent 60 Notice Regarding Directory Information and Parent’s Response Regarding Release of Student Information State law requires the School to give you the following information in bold 14 point font: Certain information about school students is considered directory information and will be released to anyone who follows the procedures for requesting the information unless the parent or guardian objects to the release of the directory information about the student. If you do not want Westlake Academy to disclose directory information from your child’s education records without your prior written consent, you must notify the school in writing by September 4, 2009 / within ten school days of child’s first day of instruction for this school year. This means that the School must give certain personal information (called “directory information”) about your child to any person who requests it, unless you have told the School in writing not to do so. In addition, you have the right to tell the School that it may, or may not, use certain personal information about your child for specific school-sponsored purposes. The School is providing you this form so you can communicate your wishes about these issues. For the following school-sponsored purposes: the Student Directory, School Yearbook, sports rosters and college requests, Westlake Academy has designated the following information as directory information: ■ Student’s name ■ Address ■ Telephone listing ■ E-mail address ■ Photograph ■ Date and place of birth ■ Major field of study ■ Degrees, honors, and awards received ■ Dates of attendance ■ Grade level ■ Most recent school previously attended ■ Participation in officially recognized activities and sports ■ Weight and height, if a member of an athletic team ■ Enrollment status 61 Directory information identified only for limited school-sponsored purposes remains otherwise confidential and will not be released to the public without the consent of the parent or eligible student. Parent: Please circle one of the choices below: I, parent of ______________________________ (student’s name), (do give) (do not give) the School permission to use the information in the above list for the specified school- sponsored purposes. Parent signature ________________________________Date__________________   Financial Stewardship TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: Effective Date: Policy Category: Financial Stewardship Policy Name: Surplus Property Disposition Policy Goal: Proper disposition of surplus Town assets acquired for Academy use in accordance with applicable local, State and other legal requirements and guidelines. Policy Description: 1. Purpose. The purpose of this policy is to describe the guidelines for the disposal of surplus, obsolete, and non-repairable Westlake Academy properties and fixed assets. 2. Effective. Immediately on the date of its passage by the Board of Trustees. 3. Applicability. This policy applies to all employees. 4. Disposal of Westlake Academy Property. The CEO or designee, is authorized to sell worn-out, scrap, obsolete or unused personal property (“Surplus Property”) other than items routinely discarded as waste. Disposal may take the form of an on-site auction, Internet auction, recycling, or trash disposal. 5. General Information. Westlake Academy may schedule items for auction that are considered economically unusable. These include fixed assets such as surplus, obsolete, or non-repairable properties. A Surplus Property Transfer Form signed by the department supervisor and CEO or designee is used to facilitate the transfer of these items for disposition. Arrangements for transfer are made based on available storage space and truck schedules for pick up. Every effort should be made to determine if a need for the surplus property exists anywhere else in Westlake Academy before a sale or disposal occurs. The CEO or designee maintains a list of surplus property scheduled for disposal. Other departments may requisition any properties on the surplus list by sending a completed requisition form to the CEO or designee.   Property cannot be sold by the school, given to or taken by any employee for personal use, or disposed of in any manner other than described in this policy. All rights and titles to Westlake Academy property, whether real or personal, shall be vested in the Board of Trustees and its successors in office. The Board may, in an appropriate manner, dispose of property that is no longer necessary for Westlake Academy operations. The CEO or designee is authorized to declare Westlake Academy materials, equipment, and supplies to be unnecessary and shall dispose of unnecessary materials, equipment, and supplies for fair market value. If the unnecessary property has no value, the CEO or designee may dispose of such property according to administrative discretion. Items obtained as federal surplus or with federal funds shall be managed according to federal regulations. The CEO or designee shall establish procedures for the sale, at fair market value, of any surplus personal property such as books, equipment, and supplies. Items obtained as federal surplus or with federal funds shall be handled in accordance with federal regulations. Personal property includes any item owned by Westlake Academy not classified as real estate. Items of substantial value such as portable buildings and buses shall not be disposed of without advance Board notification under administrative regulations. Monies collected from the sale of obsolete materials, equipment, and supplies shall be deposited to the Westlake Academy General Fund. 6. Surplus Property: Property no longer needed by Westlake Academy becomes surplus. If a need for the property is not known, it should be transferred to storage by using a Surplus Property Transfer Form. 7. Westlake Academy Property Disposal Procedures: Any property that is movable or not attached to the land (referred to as personal property) such as furniture, fixtures, vehicles, equipment, tools, instruments, clothing, or other such items of value, which has lost its useful value to the Academy or has become obsolete. Personal property does not include real estate such as land, including the building or improvements on it, or its natural assets, such as minerals and water. Once items have reached their “end-of-useful-life” (as determined by the CEO or designee), the items will be classified as disposed property. Procedures for disposal are: a. Whenever an item of equipment is deemed to be obsolete or unfit for use, such equipment may be disposed of on a competitive basis, either by trade-in or outright sale to the highest prospective buyer. b. Items that cannot be sold in their original form, or lose their identity while in the possession of the Westlake Academy, may be sold as scrap, if deemed advisable, at the highest obtainable offer. c. The determination of the highest prospective buyer shall be made with the approval of the CEO or designee, or an authorized representative. The CEO or designee coordinates a public sale of surplus property as needed for items that are no longer needed by Westlake Academy. Employees of Westlake Academy or the Town of Westlake will be permitted to purchase items at the sale on the same basis as all other buyers.   a. Fixed Asset or Inventory items must be removed from Westlake Academy’s inventory prior to disposal. b. Items should never be discarded at the department or campus level. Instead, items should be transferred to Surplus Property storage where they will then be sold in a Disposal Sale or discarded per instructions from the CEO or designee. c. Since there are many contributors to a Disposal Sale, proceeds are pooled and are not returned to any particular department’s budget. Westlake Academy property shall, at the option of the CEO or designee, be disposed of by one of the following methods: a. On-site Auctions. The CEO or designee advertises the auction in a local newspaper two weekends prior to the date of the auction. The advertisement shall indicate the time, date and location of the auction. The advertisement guidelines are as follows: i. The advertisement must state that the Westlake Academy reserves the right to cancel or void any sale that has not been conducted in accordance with the terms of the auctioneer’s contract; ii. All sales shall be “as/where is”; iii. Payment must be made at the time of sale, and all sales are final; iv. All sales will be for cash, money order, cashier’s check, or check with Bank Letter of Guarantee; and v. Westlake Academy shall not be responsible for any loss or damage to any article(s) sold at auction after the sale has been consummated. The advertisement guidelines are as follows: All items proposed for auction will be stored in a central location the day of the auction. Federally funded items are to be segregated on the auction floor. The sending department and the Finance Department will prepare the documents if required by federal and state guidelines. The CEO or designee shall retain the right to remove any items from sale at the auction if the item does not yield at least 80 percent of the predetermined sales price or if the final sale is not in the best interest of Westlake Academy. An internal auditor must be present to serve as an independent observer to ensure compliance with auction procedures and must remain until all proceeds have been collected. The internal auditor will issue a written formal audit report to the Finance Director. Auction guidelines are as follows: i. Auctioneer. The auctioneer is selected by an open bid process conducted by the CEO or designee. The CEO or designee works with the auctioneer prior to the auction to verify that all items have been documented and have correct pallet and lot numbers on the auctioneer’s coupon sales ledger. The CEO or designee provides the auctioneer with a copy of the auction lists, including a list of prices to establish a minimum bid price. ii. Vehicle Auction. All vehicles being sold at auction must have Westlake Academy emblems, license plates, and peripheral equipment (radios, sirens, etc.) are removed by the using department prior to the auction. The emblems are destroyed by the using department. The license plates are sent to the CEO   or designee. After the sale, the CEO or designee releases the title to the new owner. iii. Collection and Distribution of Funds. All expenses incurred for the auction will be paid out of the receipts of the auction. The CEO or designee shall collect a desegregation form and applicable Tax Exempt Certificates from all buyers and collect and distribute all funds obtained from the auction. A minimum of two staff members will be required to process or collect all payments. Monies from the auction will be collected, in full, on the day of the auction, and submitted to the finance department. iv. Time Limit to Remove Auctioned Items. A maximum time limit of five days or less will be set by the CEO or designee, for the removal of all items after the auction. If items are not removed by this time, the items may be disposed of or re-auctioned. In such cases, no refund will be made to the buyer. v. Removal of Auctioned items. The new owner assumes all risks associated with moving or loading the property from the auction location. The CEO or designee, if necessary, will assist in loading the auctioned items, but assumes no liability for damage. b. Electronic Auction. An auction Web page will be secured by CEO or designee to facilitate an online auction and the items for sale will be listed. A starting bid price and a reserve price, if applicable, will be assigned to each item on the lists created through a coordinated effort by the CEO or designee, and the sending department. Any items not sold on the online auction may be listed at the on-site auction. Procedures for the on-site auction will apply to the electronic auction. c. Donation, sale, or lease to Public Entities. Property may be donated, sold, or leased to certain government or educational institutions. Prior to transfer, the Board of Trustees must declare no value or nominal value and that the Westlake Academy does not need the real property or improvements. The entity to whom the transfer is made has shown, to the satisfaction of the Board of Trustees, that the entity intends to continue to use the real property and improvements for public purposes. The President of the Board of Trustees shall execute a deed transferring ownership of the real property and improvements to the municipality, county, state agency, or nonprofit organization. The deed must: i. Recite the resolution of the Board of Trustees authorizing the donation; and ii. Provide that ownership of the real property and improvements revert to Westlake Academy if the municipality, county, state agency, or nonprofit organization discontinues use of the real property and improvements for public purposes; or iii. Executes a document that purports to convey the property. d. Other Means of Disposal. Property may be directly disposed of under the following circumstances: i. If the item is broken, unusable, and/or hazardous. Documentation and pictures must be provided for an item to be disposed of. ii. Offer the property as a trade-in for new property of the same general type if the CEO or designee considers that action to be in the best interest of the Academy.   iii. Order any of the property to be destroyed or otherwise disposed of as worthless, if the Academy undertakes to sell that property and is unable to do so because no bids are received. iv. Competitive sealed bids following the guidelines of Chapter 252 of the Texas Local Government Code for competitive bidding. 8. Transfer of Assets Purchased with Federal Funds: When items purchased wholly, or in part, with federal funds are no longer serviceable or required by Westlake Academy, the CEO or designee ensures that all federal and state regulations are met before disposition of assets at public auction or through the competitive bid process. 9. Texas Education Agency Approval to Dispose of Equipment: The CEO or designee will ensure that any items requiring TEA approval prior to disposal shall be done in accordance with applicable TEA regulations and in accordance with the procedures outlined in this policy. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Prevention of Discrimination Policy Category: Governance Policy Goal: Provide an effective learning environment free from discriminatory practices. Policy Description: Westlake Academy affirms its intent to comply with all Federal and State laws relating to the prevention of discrimination based upon race, color, creed, national origin, age, sex, or handicap. This compliance is to include, but not be limited to, the regulations of the Title IX Act, which prohibits discrimination on the basis of sex in educational programs or activities which receive Federal funds, extending to employment in and admission to such programs and activities; and will comply with the Education of all Handicapped Children Act, Public Law 94- 142, the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. This compliance also includes, but is not limited to the regulations of the Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, creed, national origin, age, sex, or handicap. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Attendance Policy Category: Parent – Student Relations and Expectations Policy Goal: To encourage attendance and outline student and parent requirements Policy Description: Regular and consistent attendance is required to achieve academic success at Westlake Academy. Poor attendance is a major contributing factor toward receiving unsatisfactory grades and results in an additional commitment of after school hours to complete make-up assignments and review of class lecture notes. Students are required to be in school except in the case of emergency, illness or religious observance. Unless otherwise exempted by the Heads of Section, students must be present at least 90% of the school days. In addition, the Texas Education Code §25.085 mandates compulsory attendance for students who are at least six years old as of September 1st of the applicable school year. The law requires a student to attend public school until the student’s 18th birthday, unless the student is exempt under § 25.086. This requirement is enforced through §§ 25.093 and 25.094. Westlake Academy requires cooperation from parents in the matter of school attendance and punctuality. Parents should: • Ensure your child arrives and is picked up on time each day. Families who do not pick up their students by the time specified in the Parent/Student Handbook may be subject to a late pick up fee after the second offense. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued) • Schedule routine medical and dental appointments after school hours when possible. • Schedule family vacations during the school’s vacation days and notify the school prior to any planned absence. • Parents should inform the office before 10:00 am of any absences. Parents must notify the school office via signed note of the absence or it will be marked "unexcused.". An absence is excused under the following conditions: 1. Personal illness 2. Major religious holiday of the family’s faith 3. Emergency doctor or dental appointments which cannot be made after school 4. A death in the family or death of a close friend 5. Other necessary and justifiable reasons as excused by school administrators Additional procedural information as it relates to attendance, shall be recorded and published in the Parent/Student Handbook on an annual basis. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Access to Student Records & Directory Information Policy Category: Parent – Student Relations and Expectations Policy Goal: Communication/Transparency and access to records that pertain to the student. Policy Description: Definitions For the purposes of this policy, the term “educational records” means those records, files, documents, and other materials that contain information directly related to a student and that are maintained by an education agency or institution, or by a person acting for such agency or institution. The term “education records” does not include: a. Records that contain only information about a student after the student is no longer attending the school. b. Records made by school personnel that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to anyone other than a temporary substitute for the maker of the record; or c. Records maintained by a law enforcement unit of the school that were created by that unit for the purpose of law enforcement. 20 U.S.C. Sec. 1232g(a)(4)(A)-(B); 34 C.F.R. Sec. 99.3 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09 - (continued): Confidentiality, Inspection and Amendment of Education Records The Family Educational Rights and Privacy Act (FERPA) protects the confidentiality of student education records and grants parents and students access to student educational records. Parents and students 18 years of age or older, have the following rights in connection with educational records: 1. To inspect and review the student’s educational records who are or have attended Westlake Academy. 2. Non-custodial and divorced parents have equal rights relating to student records unless the school has been provided a court order to the contrary. A court order may specify the deletion of all references to a place of residence in the students records before the release to another party. 3. To review all written records pertaining to the student; including, attendance records, test scores, grades, disciplinary records, counseling records, psychological records, applications for admission, health and immunization reports, teacher/counselor evaluations and reports of behavioral issues. TEC 26.004; C.F.R. 99.3(b), 99.4, 99.31(a)(8); Tex. Fam. Code. 153.012, 153.073 4. To request amendment of the student’s educational records to ensure that the records are not inaccurate, misleading, or in violation of student rights, including the right to a formal hearing, if necessary. 34 C.F.R. 99.20, 99.21 3 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09 - (continued): Access by Other Persons Requires Consent FERPA prohibits the Academy from providing personally identifiable student information without prior written consent from a student’s parent(s); a student’s guardian(s); or the student, if the student is at least 18 years of age or is attending a post-secondary institution. 34 C.F.R. 99.30 Exceptions to the Consent Requirement Consent is not required when the requested information is provided: 1. In compliance with a court order or subpoena - Staff must make a reasonable effort to notify the parent/student in advance of the school’s compliance; 2. To other school officials, including teachers, who have been determined to have “legitimate educational interests”; 3. To other schools/school systems in which the student seeks or intends to enroll; 4. In connection with a student’s application or receipt of financial aid; 5. To organizations conducting studies for, or on behalf of, educational agencies or institutions for the purpose of developing, validating or administering predictive tests, student aid programs, and improving education; 6. To accrediting organizations; 7. In connection with a health and safety emergency 34 C.F.R. 99.31 4 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09 - (continued): Directory Information “Directory Information” pertains to information contained in an education record of a student that would not generally be considered harmful or an invasion of privacy if disclosed. This may include, but is not limited to, the student’s name, address, telephone number, e-mail address, photograph, date and place of birth, dates of attendance, grade level, enrollment status, participation in official sports or activities, weight and height of members of athletic teams, honors and awards received, and the most recent educational agency or institution attended. The Academy shall give notice, and an annual basis, to parents of the following: 1. Types of information designated as “directory information” by the school; 2. Right to refuse to allow the release of any or all types of information about the student designated as directory information; and 3. Period of time within which a parent may submit written notification of his/her refusal to allow the disclosure of directory information by the school. 34 C.F.R. 99.3, 99.37 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Closed campus Policy Category: Parent – Student Relations and Expectations Policy Goal: Student Safety Policy Description: Westlake Academy operates the campus as a closed facility. Students are not allowed to leave campus during lunch except as approved by the Head(s) of Section, on a case-by-case basis – generally, in response to a parent’s written request. Students who leave campus without prior approval at lunch or during the school day will be subject to disciplinary action in accordance with the Academy disciplinary procedures as specified in the Parent/Student Handbook. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Medications Policy Category: Parent – Student Relations and Expectations Policy Goal: Outline the requirements to administer over the counter and prescription medications Policy Description: In consideration of the health of the students, the Board has established the following policy to control the dispensation of medications to students during the school day. Westlake Academy employees are authorized to administer prescription or over- the-counter medication in accordance with the requirements outlined in the Parent/Student Handbook. (1) The school has a written request, from a parent, to administer the drug and the medication is in the original, properly labeled, container. (2) In the case of prescription medication, the container must be labeled with the student’s name and name of the medication, the current date, dosage amount and frequency of administration. (3) The medication must be delivered to the Nurse’s office in the original prescription bottle and/or over-the-counter packaging. In the case of a student field trip, the supervising teacher has the authority to maintain and administer medication during the event. Written requests to provide medication to a student, will need to be submitted on an annual basis by the parent. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): Students with asthma or other allergy related conditions, have authorization to carry the appropriate medication on their person as outlined in the Parent/Student Handbook. The parent must submit written consent for the student to possess the medication. As a precaution, a secondary/back-up set of asthma/allergy medication must also be provided to the Nurse. No student shall carry medication on their person and self-administer dosages without a doctor’s order on file in the Nurse’s office. Annual requirements for the authorization of medication and administration of prescription drugs and over-the-counter items will be specified in the Parent/Student Handbook. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Complaint Policy Policy Category: Parent – Student Relations and Expectations Policy Goal: Outline the policy and processes for filing a complaint or addressing concerns at the Academy. Policy Description: Except as addressed by specific complaints below, this Policy applies to all complaints or grievances from students or parents. • Expulsion (See the Code of Conduct) • Identification, evaluation, or educational placement of a student with a disability within the scope of Section 504. • Identification, evaluation, educational placement, or discipline of a student with a disability within the scope of the Individuals with Disabilities Education Act, and the parents’ rights handbook provided to parents of all students referred to special education. Formal Complaint General Provisions • “Complaints” and “Grievances” have the same meaning. • Complaints arising out of an event or a series of related events must be addressed in one complaint. A student or parent may not bring separate or serial complaints arising from any event or series of events that have been or could have been addressed in a prior complaint. • All time limits must be strictly followed unless modified by mutual written consent and, if a complaint or the appeal of a decision about a complaint is untimely, the complaint may be dismissed. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): For the purpose of this policy, “days” means school business days. Formal Complaint Process 1. Within 20 days of the date a student or parent first knew, or with reasonable diligence should have known, of the decision or action giving rise to the complaint or grievance, an original complaint, in writing and dated, describing the matter complained of and the date of the occurrence(s), must be presented to the lowest level administrator whom the student or parent perceives to have the authority to remedy the concern. 2. If that administrator is unable to resolve the complaint, the administrator shall direct the complainant, in writing, to the next level administrator who shall either resolve the complaint or direct the complainant in writing to the next level, continuing until the complaint reaches the CEO. 3. A complaint reaching the CEO’s level must be in writing, setting out all prior attempts to resolve the complaint and the remedy requested. The CEO, or designee, may schedule a conference with the complainant and within ten business days of receipt of the written complaint, shall issue a written decision. 4. If the decision is unsatisfactory to the complainant, or if the CEO, or designee fails to respond timely, the complainant may, within 15 days of submission of the written complaint to the CEO, submit a written request to the CEO to have the complaint considered by the Board of Trustees. 5. If Board review is requested, the CEO shall submit the entire written record of the complaint and any further response to the President of the Board of Trustees who shall create an Agenda item for consideration of the complaint at the next available regular meeting, or the next appropriate meeting thereafter. At that meeting the Board shall, at a minimum, consider the written complaint, and any response thereto and may, or may not, issue a decision. 3 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09 - (continued): 6. Failure of the Board to issue a decision at or before the next regular Board meeting following the meeting at which the complaint was presented to the Board will uphold the decision of the administration. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Student drivers Policy Category: Parent – Student Relations and Expectations Policy Goal: Outline the requirements and responsibilities for student driving and parking assignments on campus Policy Description: In consideration of the safety of the students and due to the limited number of parking spaces, the Board reserves the right to institute regulations concerning the operation and parking of vehicles on Academy grounds – TEC 37.102(a). A written application will be required prior to the issuance of a permit. A parking permit shall be required for a student to drive to the school campus and park a personal vehicle on school property. The permit holder is also subject to the following regulations: (1) Annual parking permit fees will be assessed and the amount published pursuant to the publication of the Parent/Student Handbook each year. (2) Students may apply for the permit upon proof of a state issued driver license (which does not include temporary permits), proof of insurance or financial responsibility documents, parental authorization and liability forms. (3) Upon approval, a parking decal will be issued to the student which shall be placed on the vehicle in accordance to the directives in the Parent/Student Handbook. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): (4) Westlake Academy may suspend the permit of any student for the following reasons: a. Violation of the Student Driver Policy b. Unsafe driving c. If the driving privilege is interfering with class attendance or academic performance. All students must obey the applicable traffic laws and restrictions pertaining to licensed drivers under the age of 18 while operating a motor vehicle on campus. The school also reserves the right to search a student’s vehicle, with student supervision while it is parked on school grounds. Further parking and driving procedures will be published in the Parent/Student Handbook on an annual basis. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Compulsory Attendance, Excused Absences and Truancy Policy Category: Parent – Student Relations and Expectations Policy Goal: To adhere to state regulations as it relates to school attendance Policy Description: Compulsory Attendance The State of Texas requires children to attend school under the following parameters: A child who is at least six (6) years of age, or who is younger than six (6) years of age and has previously been enrolled in 1st grade, and who has not yet reached his/her 18th birthday, shall attend school. On enrollment in pre-kindergarten or kindergarten, a child shall attend school. TEC 12.104(b)(1), 25.085(b)(c),(e) Truancy At the beginning of each year, the staff of Westlake Academy shall notify parents of the truancy policy of the school. The information shall be contained in the Parent/Student Handbook and shall utilize the following framework: Pursuant to TEC 25.095 – Warning Notices, when a student reaches ten (10) full or partial day absences within a six month period, or 3 full or partial days within a 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): four-week period, a notice will be sent home notifying them that continued absences will put them at risk for the following: (1) The student’s parent is subject to prosecution under TEC 25.093, and (2) The student is subject to prosecution under TEC 25.094 The Academy shall notify a parent if the student has been absent from school, without excuse under TEC 25.087, on three full or partial days within a four-week period. The notice shall contain information outlining the following: (1) It is the duty of the parent to monitor and require school attendance. (2) The parent is at risk for prosecution under TEC 25.093 (3) And, request a meeting between the appropriate school officials and the parent to discuss the absences. Failure of the parent to receive the notice, is not a defense to prosecution. Excused Absences A student shall be excused from school attendance for temporary absence resulting from any cause acceptable to the student’s teacher(s), Head(s) of Section, or CEO. A student shall be excused from attending school for the purpose of attending religious holy days, including traveling for that purpose. TEC 25.087 The Parent/Student Handbook shall outline the specific and allowable school approved situations involving absences from class. The information will be published on an annual basis. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Bullying Policy Policy Category: Parent – Student Relations and Expectations Policy Goal: Creation of a supportive and safe learning environment Policy Description: Bullying of any kind is totally unacceptable and will not be tolerated. Bullying can take many forms, but is primarily physical, verbal or emotional. Bullying is behavior which makes other people feel uncomfortable or threatened, whether this outcome is intended or not. Bullying can take place on or off the campus, and may include, but is not limited to, name calling, teasing, physical abuse (e.g., hitting, pushing, pinching, or kicking), threats, taking of personal possessions, sending abusive text messages, instant messages, Internet e- mails, and phone messages, forcing others to hand over money, forcing others to do things against one’s will, ignoring or leaving others out, attacking others in any way, hiding personal property, insulting, spreading rumors and isolating others. Bullying includes harassment of a racist or sexual nature. The Board strives to develop and maintain an effective learning and friendly social environment. This should be characterized by tolerance across and within year groups and with a positive involvement from adults. Independence of thought and action should be respected, allowing individuals to flourish without fear. Westlake Academy staff will develop a bullying policy designed to discourage this type of behavior and promote a safe and productive learning environment. The 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued) : policy and other steps necessary to reduce the instances of inappropriate behavior will be published in the Parent/Student Handbook on an annual basis. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Code of Conduct Policy Category: Governance Policy Goal: To delineate the standards of conduct for students, parents, teachers and administrators. Policy Description: Westlake Academy promotes integrity, truth, knowledge, trust, discipline, and respect in a safe learning and teaching environment. The Code of Conduct applies to all students, parents, teachers and administrators, each of whom has the right to a safe and productive environment. The underlying goal of the code of conduct is that community members develop the skills and attitudes to become self-disciplined. Westlake Academy policies will be disseminated to all students and parents/guardians regarding the Code of Conduct through the publication of the Parent/Student Handbook. Westlake Academy Code of Conduct 1. All members of the Westlake Academy school community – the students, parents/guardians, volunteers, teachers, staff and administrators must observe the regulations. 2. All members of the school community are to be treated with dignity and respect. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued) : 3. Responsible citizenship involves appropriate participation in the school community. Each member accepts the responsibility to participate in a manner reflecting dignity and respect. 4. Positive reinforcement of good behavior and recognition of a job well done are the most effective means of promoting high standards of behavior and academic achievement. 5. The Westlake Academy does not employ corporal punishment and does not tolerate violent behavior. 6. Disruptions of class impede student learning and teacher productivity. All members of the school community are responsible for maintaining a positive learning environment. 7. All students are expected to act with integrity in regards to Academic and non-academic contexts. The Academy will not tolerate any form of plagiarism, including downloading and using information from the internet without quoting sources. We expect all students to be on their honor and cheating will be dealt with severely. Roles and Responsibility School Board Provides policy direction that ensures individual student opportunity, excellence, and accountability for the Westlake Academy school community and is the ultimate Board of appeal in the disciplinary process. The School Board will: • Develop policies that communicate and uniformly enforce the Westlake Academy Code of Conduct in a manner that ensures their commitment and support. • Seek input from students, parents, and staff and review their policies regularly. • Provide opportunities for staff to acquire the knowledge and skills necessary to maintain excellence. 3 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): Chief Executive Officer (CEO) Is responsible for providing a safe and positive learning environment. In compliance with State and Federal laws and regulations and the direction of the School Board, the CEO is responsible for all daily operations of the school, including personnel, curriculum development, enforcement of School Board policies and compliance with state and federal reporting guidelines; developing the annual budget and strategic planning to be submitted to the Board for approval; establishing parental participation and involvement guidelines; and regularly communicating with students, parents, Westlake Academy affiliated groups and the school community. Head(s) of Section Is directly responsible for the organization and the administration of their section. Head(s) of Section will work in collaboration with teachers, to maintain a positive safe learning environment. Teachers and School Staff Under the leadership of the Head of Sections and executive manager, will maintain order in the school and are expected to hold everyone to the highest standard of respectful and responsible behavior. As role models, staff upholds these high standards when they: • Communicate regularly and meaningfully with parents when needed; • Maintain consistent standards of behavior for all students; • Demonstrate respect for all students, staff, and parents; • Prepare students for the full responsibilities of citizenship. Students Are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behavior. Respect and responsibility are demonstrated when a student: • Comes to school prepared, on time, and ready to learn; 4 • Comes to school properly dressed in our school uniform; • Shows respect for him/herself, for others, and for those in authority; • Refrains from bringing anything to school that may compromise the safety of others; • Follows the established rules and takes responsibility for his or her own actions; • Is responsible for turning in all assignments on time. Parents Play a vital role in the education of their children and have a responsibility to support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents fulfill this responsibility when they: • Show an active interest in their child’s school work and progress; • Communicate regularly with the school; • Help their child be neat, appropriately dressed, and prepared for school; • Ensure that their child attends school regularly and on time; • Promptly report to the school their child’s absence or late arrival; • Encourage and assist their child in following the rules of behavior; • Assist school staff in dealing with disciplinary issues. • Follows the complaint procedure in case of grievance. Violations of the Code of Conduct will be subject to progressive disciplinary actions and/or expulsion as outlined in the Parent/Student Handbook. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Discipline Policy Category: Governance Policy Goal: Description of the discipline policy Policy Description: Our primary belief is that no student or member of the Westlake Academy community has the right to impede the education of another student. Any behavior, which is disruptive to the learning environment, will not be tolerated and the steps described in the disciplinary process will be followed. It is important that parents strive to work with their children and the school personnel in establishing clear expectations for student behavior. Staff and students will use the IB learner profile attributes as a basis for the development of a constructive behavior environment. Every effort will be made to develop positive consequences, which can be applied to individual students as well as classrooms. Consistency is important. This will establish firm and consistent limits for students. The program also establishes a positive educational environment for both the student and teacher. Generally, the following levels will be used to determine consequences for disregarding school and classroom rules: 1. Warning from teacher or any member of school staff and reflection by student 2. Disciplinary action from classroom teacher or Head of Section and reflection by the student 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): 3. For more serious offenses, Head of Section disciplinary action and reflection by the student 4. Serious infractions, Head of Section disciplinary action, parent notification and reflection by the student Severe infractions of the Code of Conduct or disruption considered serious by school personnel will warrant immediate teacher or Head of Section intervention. Parents will be notified of serious behavior problems immediately. Due Process for Serious Offenses All of Westlake Academy’s students are entitled to due process. This means that all students: 1. Must be informed of accusations against them. 2. Must have explained to them the factual basis for the accusations. 3. Must have a chance to present an alternative factual position if the accusations are denied. Serious offenses include: • Defiance of authority • Verbal or physical threat or action against another person i.e. bullying • Fighting • Drugs - using, possessing, giving or selling any dangerous, illegal or look- alike drugs or drug paraphernalia, • Students can not use, without permission, or misuse any prescription drugs or over-the-counter medications. • Alcohol – using, possessing, giving or selling any alcoholic or look-alike alcoholic beverages • Tobacco – using, possessing, giving or selling any tobacco or tobacco products 3 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): • Gambling - wagering or betting money or other stakes on the outcome of any activity • Theft - stealing property of another person or of the school • Weapons dangerous items - bringing items to school that are considered dangerous as decided by the Head of Section • Willfully damaging or destroying school property • Possession and or distribution of printed, audio or video material deemed inappropriate by school authorities • Downloading offensive or inappropriate material from the internet • Visiting offensive or inappropriate sites on the internet • Cheating and/or plagiarism; which includes the dishonest use of electronic media. • Three detentions The consequences for a violation of the serious offenses policy may result in expulsion on the first offense for any of the above. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Drugs, Tobacco, Alcohol and Weapons Policy Category: Student Behavior Policy Goal: To delineate the policy pertaining to illegal drugs, tobacco/alcohol use, and weapons on school campus, school sanctioned trips or activities, and off-site teaching facilities. Policy Description: In order to create a conducive learning environment and outline the policy on the use of illegal drugs, tobacco, alcohol and weapon possession, Westlake Academy will follow the following guidelines, which are consistent with state law, that govern these items on school campuses. The Parent/Student Handbook will outline the progressive disciplinary actions and expulsion options for violations of this policy. A student may be removed from class if the student engages in conduct involving a public school that contains the elements of the offense of false alarm or report under Penal Code 42.06, or terroristic threat under Penal Code 22.07. A student may be removed from class if the student commits the following on or within 300 feet of school property, as measured from any point on the school’s real property boundary line, or arriving on campus or while attending a school- sponsored or school-related activity on or off school property: 1. Engages in conduct punishable as a felony, 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued) : 2. Engages in conduct that contains the elements of assault, under Penal Code 22.01(a)(1), 3. Sells, gives, or delivers to another person, or possesses, uses, or is under the influence of: a. Marijuana or a controlled substance, as defined by the Texas Controlled Substances Act, Health and Safety Code Chapter 481, or by 21 U.S.C. 801, et seq; b. A dangerous drug as defined by the Texas Dangerous Drug Act, Health and Safety Code, Chapter 483. 4. Sells, gives, or delivers to another person an alcoholic beverage, as defined by the Alcoholic Beverage Code, 1.04, or commits a serious act or offense while under the influence of alcohol, or possesses, uses, or is under the influence of an alcoholic beverage, 5. Engages in conduct that contains the elements of an offense relating to an abusable volatile chemical under Health and Safety Code, 485.031 through 485.034, 6. Engages in conduct that contains the elements of the offense of public lewdness under Penal Code, 21.07, 7. Engages in conduct that contains the elements of the offense of indecent exposure under Penal Code, 21.08. 8. Students shall not smoke, use or possess tobacco products, Gun-Free Schools Act In accordance with the Gun-Free Schools Act, the open-enrollment charter school shall expel, from the student’s regular program, for a period of one (1) year, any student who is determined to have brought a firearm, as defined by federal law, to school. The CEO may modify the term of expulsion for a student 3 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): or assess another comparable penalty that results in the student’s exclusion from the regular school program, on a case-by-case basis. 20 U.S.C. § 7151; Tex. Educ. Code §§ 12.104(b)(1), 37.007(e). For purposes of this policy, “firearm” means: A. Any weapon (including a starter gun) which will, or is designed to, or which may readily be converted to expel a projectile by the action of an explosive; B. The frame or receiver of any such weapon; C. Any firearm muffler or firearm silencer; D. Any destructive device. “Destructive Device” means any explosive, incendiary, or poison gas bomb, grenade, rocket having a propellant charge of more than four (4) ounces, missile having an explosive or incendiary charge of more than one-quarter ounce, mine, or device similar to any of the preceding described devices. It also means any type of weapon (other than a shotgun shell or a shotgun that is generally recognized as particularly suitable for sporting purposes) by whatever name known which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than one-half inch in diameter; and any combination of parts either designed or intended for use in converting any device into a destructive device as described in this item, and from which a destructive device may be readily assembled. 18 U.S.C. § 921. 1 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- : Date Board Adopted: Date Board Amended: N/A Effective Date: Policy Name: Uniform Requirements Policy Category: Student Behavior Policy Goal: Creation of an effective learning environment Policy Description: Students at Westlake Academy are required to wear school approved uniforms each day. Appropriate dress and grooming contributes to a productive academic environment in which students can focus on learning, develop an awareness of others, develop character and good citizenship skills, and instill respect and self- discipline. Uniform standards also promote a positive image of the school within the community and encourage students to uphold and enhance that image. All students must wear the approved uniform at all times while on campus. The prescribed uniform includes a dress uniform, a casual uniform and a gym/P.E. uniform. Dress Uniform Required for Grades 1 – 12 ~ are to be worn on days predetermined by the Head(s) of Section. All dress uniform days will be conveyed to the students in advance, however, students may also wear the dress uniform at their own choosing on any school day. There are no dress uniform requirements for Kindergarten. 2 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 09- (continued): Casual Uniform Required for all grades ~ all students should purchase casual uniforms which will contain a combination of colors and styles. The casual uniform may not be worn on dress uniform days, but may be worn at all other times. P.E. Uniform Required for Grades 2 – 12 ~ students will be required to wear the P.E. uniform as outlined in the Parent/Student Handbook. Free Dress Day Will be approved by the respective Head of Section on an as approved basis. Guidelines for appropriate dress on these occassions will be outlined in the Parent/Student Handbook. There are no exceptions to the uniform policy. Students wearing anything other than the prescribed uniform may be sent home. Clothing that resembles the prescribed garments are not permitted. Westlake Academy staff will periodically review the designated uniform provider to ensure the quality and price are advantageous to our students and their parents. Parents will be informed of any changes to the uniform provider on a timely basis. Westlake Academy Memo To: Honorable President and Members of the Board of Trustees From: Tom Brymer, Town Manager/CEO Westlake Academy Subject: Workshop Meeting of August 3, 2009 Date: July 29, 2009 ITEM Discussion and presentation of possible charter revision/update process for Westlake Academy. WESTLAKE ACADEMY MISSION/ VISION STATEMENT Westlake Academy is a nurturing, community owned International Baccalaureate Charter School whose mission is to achieve academic excellence and to develop life-long learners who become well-balanced, responsible citizens. WESTLAKE ACADEMY VALUES Academic Achievement PYP, MYP, DP (IB Continuum) Caring Environment Fiscal Stewardship Communication/Transparency Engaged Stakeholders Maximizing Each Child’s Potential BACKGROUND The Academy’s charter is now over five (5) years old and, while it has been amended on occasion, it has not had a comprehensive review for revision and updating since the Academy’s inception. Many portions of the charter were written prospectively and do not reflect the current governance practices for charter schools or the current operations/governance of the Academy. FUNDING: N/A at this time RECOMMENDATION: That the Board discuss its interest in revising and updating the Academy’s charter as well as options for the process/structure for achieving this goal. ATTACHMENTS: None 7. 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 Town Manager with the requested item and the Town Manager 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 Town Manager will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. - None. Westlake  Academy  Item # 7 –   Future Agenda  Items  Trustees Planning Calendar  Items not scheduled for a specific meeting are listed here (require discussion): Date Contact Description Format  5/12/08 T. Brymer School Exit Interviews Workshop  1/30/09 D. MacFarlane Shared service agreement – Regional Day School for Deaf Meeting  2/2/09 Brymer/Rosevear Strategic Planning Wkshp/Mtg    August 31, 2009, Meeting (submittal deadline August 20) Date Contact Description Format  7/9/09 T. Brymer/Piper Adoption of FY 2009‐10 Budget Meeting    Sept. 21, 2009, Meeting (submittal deadline Sept. 10) Date Contact Description Format         Oct. 5, 2009, Meeting (submittal deadline Sept. 24) Date Contact Description Format         Nov. 9, 2009, Meeting (submittal deadline Oct. 29) Date Contact Description Format         August 2009 4 Sept. 2009 5 Oct 2009 6 S M T W Th F Sa S M T W Th F Sa S M T W Th F Sa 1 1 2 3 4 5 1 2 3 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 30 31 Council Meeting Holiday  Trustees Meeting Election Day   Council and Trustees Meeting     First/Last day of School      Westlake  Academy  Item # 8 –  Adjournment  Back up material has not  been provided for this item.