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10-05-15 BOT Agenda PacketThe Regular Meeting of the Board of Trustees will begin immediately following the conclusion of the Board of Trustees Workshop but not prior to the posted start time. Mission Statement Westlake Academy is an IB World School whose mission is to provide students with an internationally minded education of the highest quality so they are well-balanced and respectful life-long learners. Page 1 of 3 WESTLAKE ACADEMY Vision Statement Westlake Academy inspires students to achieve their highest individual potential in a nurturing environment that fosters the traits found in the IB Learner Profile. Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-Minded, Caring, Risk-takers, Balanced and Reflective BOARD OF TRUSTEES MEETING AGENDA October 5, 2015 WESTLAKE TOWN HALL 3 VILLAGE CIRCLE – 2ND FLOOR WESTLAKE, TX 76262 COUNCIL CHAMBERS Workshop Session 5:00 p.m. Regular Session 6:00 p.m. Page 2 of 3 Work Session 1. CALL TO ORDER 2. PLEDGE OF ALLEGIANCE 3. REVIEW OF CONSENT AGENDA ITEMS FOR THE OCTOBER 5, 2015, TRUSTEES REGULAR MEETING AGENDA. 4. REPORTS Reports are prepared for informational purposes and will be accepted as presented. (there will no presentations associated with the report items) There will be no separate discussion unless a Board Member requests that report be removed and considered separately. a. Board Report regarding the Leaver Code Disaggregation report for 2014-2015. 5. DISCUSSION ITEMS a. Discussion regarding the 5-Year Westlake Academy DP evaluation report. (10 min) b. Discussion regarding an amendment the ranking provisions in Graduation Policies No. 6.04 and 6.04A. (15 min) c. Discussion regarding an amendment to the Attendance Policy 3.02 allowing the Academy to withdraw students who do not comply with registration requirements or are in non-attendance compliance at the start of school or at any time during the school year. (15 min) 6. BOARD RECAP / STAFF DIRECTION 7. ADJOURNMENT Regular Session 1. CALL TO ORDER 2. CITIZENS' PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. 3. CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. Page 3 of 3 a. Consider approval of the minutes from the September 14, 2015, meeting. b. Consider approval of the minutes from the September 21, 2015, meeting. c. Consider approval Resolution 15-15, Amending the definition in the Bullying Policy. d. Consider approval of Resolution 15-16, Amending the ranking provisions in Graduation Policies 6.04 and 6.04A. e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02. 4. DISCUSSION AND CONSIDERATION OF THE GRADE 8 TRAVEL TO WASHINGTON D.C. AND GRADE 10 TO TRAVEL TO EUROPE CLASS TRIPS. 5. BOARD CALENDAR 6. FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Superintendent with the requested item and the Superintendent will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Superintendent will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. 7. 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 September 30, 2015, by 5:00 p.m. under the Open Meetings Act, Chapter 551 of the Texas Government Code. _____________________________________ Kelly Edwards, Town Secretary If you plan to attend this public meeting and have a disability that requires special needs, please advise the Town Secretary 48 hours in advance at 817-490-5710 and reasonable accommodations will be made to assist you. Westlake Academy Item # 2 – Pledge of Allegiance Texas Pledge: "Honor the Texas flag; I pledge allegiance to thee, Texas, one state under God, one and indivisible." REVIEW OF CONSENT AGENDA ITEMS a. Consider approval of the minutes from the September 14, 2015, meeting. b. Consider approval of the minutes from the September 21, 2015, meeting. c. Consider approval Resolution 15-15, Amending the definition in the Bullying Policy. d. Consider approval of Resolution 15-16, Amending the ranking provisions in Graduation Policies 6.04 and 6.04A. e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02. Westlake Academy Item # 3 – Review of Consent Agenda Items REPORTS Reports are prepared for informational purposes and will be accepted as presented. (there will no presentations associated with the report items) There will be no separate discussion unless a Council Member requests that report be removed and considered separately. a. Board Report regarding the Leaver Code Disaggregation report for 2014-2015. Westlake Academy Item # 4– Reports Page 1 of 1 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015 Staff Contact: Dr. Mechelle Bryson Workshop Report Executive Principal/ Director of Education Jennifer Furnish Student Service Administrator Subject: Staff Report to the Board of Trustees regarding the Leaver Code Disaggregation of Data EXECUTIVE SUMMARY The purpose of this report is to disaggregate the leaver code data from the leaver code report presented in the September Board of Trustees meeting. It is designed to provide a greater understanding of the rational for student withdrawals. The ethnicity information will be presented at a future workshop. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? This is a report based upon the Board of Trustees request. Which policy governs this? None What additional direction is necessary? None FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Review of report by the Board members. ATTACHMENTS Leavers Report 1 Leavers Report 2014-2015 New Lottery Students Withdrew During School Year Grades Number of Leavers Social Academics Challenges Relocated out of the area Homeschool Attendance Issues Unknown 9 4 X X 10 4 X X X 11 5 X X X X Due to the expansion during the 2014-2015 school year, we had 13 students enroll and leave at various times of the school year. None of these students completed the full year. The notations are from feedback received at the time of withdrawal. Existing Students Withdrew During School Year Grades Number of Leavers Academics Relocated out of area Social Staff (No longer Eligible) 7 2 X X 9 3 2-X (1 WR) X 11 1 X (WR) 12 1 X The Additional Leavers during the 2014-2015 school year, ranged in attendance from 1 year to 11 years. We had a total of 7 students leave throughout the school year. The notations are from feedback received at the time of withdrawal. The WR denotes Westlake Residents who withdrew. Please note that Leavers are only tracked for grades 7 – 12 2 Non-Returning Students Report 2015-2016 All Students By Years of Attendance Years of Attendance Westlake Residents Building Permits Lottery Staff Total who left 1 4 3 11 1 19 2 4 2 2 8 3 2 3 2 1 8 4 3 1 4 5 4 2 6 6 4 4 7 2 2 8 1 1 2 9 1 3 4 10 0 11 1 1 21 6 27 4 58 • Out of 58 students who did not return, 15 have siblings who remained at the school. • Five students are planning to return, 4 will potentially return at second semester and one returning next school year. Westlake Residents Non-Returning By Grade and Transfer to Grade Level Private ISD Out of Area Homeschool Total 1 2 2 2 1 1 2 3 1 1 4 1 2 1 1 5 5 1 2 1 4 6 1 1 2 7 1 2 3 8 3 1 4 9 1 1 2 10 1 1 11 0 12 1 1 Total 12 10 4 1 27 Reasons: • No Longer Eligible/No Longer Reside (12) • Unhappy with Westlake Academy (3) • Different Area of Study Wanted (2) • Unknown (4) • Prefers to not attend school with sisters (1) • Returning next Fall (1) • Permit Issues (1) not returning, (3) will return once house is complete 3 All Non-Returning By Grade Level: Grade Level Private ISD Staff Out of Area Homeschool Other Total 1 3 1 4 2 3 1 4 3 1 1 4 1 2 3 1 1 8 5 1 3 1 5 6 1 2 2 5 7 1 3 1 5 8 3 2 5 9 1 6 2 9 10 1 3 2 1 7 11 1 1 12 2 2 4 Total 13 25 5 11 3 1 58 • Other denotes a student who is studying aboard and will return at second semester. • Staff denotes students who were ineligible to remain at Westlake Academy after the Staff was no longer employed. All Non-Returning By Grade Level and Time at Westlake Academy The following charts are broken down by length of time at Westlake Academy, what Grade they completed through and where the student transferred to after leaving. Grade Level (1 Year) Private ISD Staff Out of Area Homeschool Other Total 1 3 1 4 2 1 1 3 0 4 1 1 2 5 0 6 1 1 7 1 2 3 8 1 1 2 9 0 10 1 1 1 3 11 1 1 12 1 1 2 Total 6 7 1 3 1 1 19 Grade Level Private ISD Staff Out of Homeschool Other Total 4 (2 Years) Area 1 0 2 2 1 3 3 0 4 0 5 0 6 2 2 7 0 8 1 1 2 9 0 10 1 1 11 0 12 0 Total 1 4 2 1 8 Grade Level (3 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 1 1 4 1 1 1 3 5 0 6 1 1 7 1 1 8 0 9 2 2 10 0 11 0 12 0 Total 1 4 1 1 1 8 Grade Level (4 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 1 1 1 3 5 0 6 0 7 0 8 0 9 1 1 10 0 11 0 12 0 Total 1 1 2 4 5 Grade Level (5 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 1 3 1 5 6 0 7 0 8 0 9 0 10 1 1 11 0 12 0 Total 1 4 1 6 Grade Level (6 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 1 1 7 1 1 8 0 9 0 10 1 1 11 0 12 1 1 Total 1 3 4 Grade Level (7 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 1 1 9 0 10 1 1 11 0 12 0 Total 2 2 6 Grade Level (8 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 2 2 10 0 11 0 12 0 Total 2 2 Grade Level (9 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 1 2 1 4 10 0 11 0 12 0 Total 1 2 1 4 Grade Level (11 Years) Private ISD Staff Out of Area Homeschool Other Total 1 0 2 0 3 0 4 0 5 0 6 0 7 0 8 0 9 0 10 0 11 0 12 1 1 Total 1 1 7 DISCUSSION ITEMS a. Discussion regarding the 5-Year Westlake Academy DP evaluation report. (10 min) b. Discussion regarding an amendment the ranking provisions in Graduation Policies No. 6.04 and 6.04A. (15 min) c. Discussion regarding an amendment to the Attendance Policy 3.02 allowing the Academy to withdraw students who do not comply with registration requirements or are in non-attendance compliance at the start of school or at any time during the school year. (15 min) Westlake Academy Item # 5– Discussion Items Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: October 5, 2015 Staff Contact: Stacy Stoyanoff, Workshop Discussion DP Principal/Coordinator Subject: 5-Year DP Evaluation EXECUTIVE SUMMARY Discuss the 5-Year Westlake Academy DP evaluation report. Review and discuss the commendations, recommendations, and matters to be addressed. Power-point presentation will be provided for this discussion. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? It is the Board’s responsibility to provide governance direction. Which policy governs this? Policy 5.06 – Adherence to the Texas Education Agency, International Baccalaureate and Charter Guidelines What additional direction is necessary? Review and discussion. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Review of the submitted report by the Board members. ATTACHMENTS DP Evaluation Report Report on the programme evaluation Name of head of school Mechelle Bryson Name of school Westlake Academy IB school code 2525 Date 14-09-2015 IB programme DP Dear head of school, Thank you for completing the self-study process for programme evaluation. The IB recognizes that this process requires considerable time and effort from the entire school community. We appreciate the effort that you have made and hope that the insights gained along the way will be valuable in further developing your progr amme. The aim of this evaluation is for the IB to ensure that the standards and practices of the programme are being maintained. The IB is aware that for each school the implementation of an IB programme is a journey, and that the school will meet these standards and practices to varying degrees along the way. The present report is based on the analysis of the self-study questionnaire and supporting documents. The report is structured according to the document titled Programme standards and practices. The report includes the following:  feedback on the self-study process  commendations for school practices that address the Programme standards and practices in ways that solve challenges faced by the school and/or outstanding implementation  recommendations for the school on further developing the programme  matters to be addressed (MTBAs) that identify areas within a school's practice which, if not addressed immediately, will jeopardize the integrity of the programme and thus the school's entitlement to be considered an IB World School  findings that describe the practices at the school that led to the commendations, recommendations or MTBAs  indication of the evidence to be provided by the school in case of MTBAs  a conclusion for each standard. Outcome of the evaluation process of your school Based on the findings included in the report, the IB has identified the following matters that the school must address. The school is required to upload its response and the requested evidence in IB Docs by 1 March 2016. Practice Finding Matter to be addressed The school must ensure that: Evidence to be provided by the school Support in IB documentation C1.1+1a+1b Collaborative planning and reflection addresses the Meetings scheduled are planned collaboratively within the same subject, but not • all DP teachers are involved in collaborative planning and • A schedule of dedicated time for teachers’ collaborative “Planning a Diploma Programme course” in The requirements of the programme(s). a. Collaborative planning and reflection includes the integration of theory of knowledge in each subject. b. Collaborative planning and reflection explores connections and relations between subjects and reinforces knowledge, understanding and skills shared by the different disciplines. across subjects and the core. The meeting schedule does not specifically mention TOK integration. The school has indicated a relatively low level of implementation. reflection to meet the requirements of the Diploma Programme (DP)— this involves the TOK teacher(s), the CAS coordinator and the DP coordinator. • all DP teachers integrate TOK in their planning. planning, with clear indication of frequency, duration, attendees and objectives of the allocated time. • A description of the planning process used to integrate TOK into the other DP courses. Diploma Programme: From principles into practice, pp. 35–6 C1.3 Collaborative planning and reflection addresses vertical and horizontal articulation. The report indicates planning and reflection for vertical articulation, but not horizontal. The school's action plan does not indicate a plan to increase horizontal planning. • teachers plan and reflect in horizontal and vertical teams. • A schedule of dedicated time for teachers to plan in vertical teams that includes frequency, duration, attendees and objectives of the allocated time. “Induction of students: Providing students with a smooth transition into the Diploma Programme” in The Diploma Programme: From principles into practice, pp. 15–16 The recommendations provided here should be incorporated into your action plan. At your next programme evaluation in 2020, the IB will expect the school to provide evidence that these have been addressed. We trust the information found in this report will support the school in its continued implementation and enhancement of the IB programme. We wish you continued success with the implementation of the IB Programme. We hope the self -study process has been beneficial and will lead to stronger programme implementation. We look forwar d to hearing about your school's developments and achievements over the coming years. Yours sincerely, Director, Americas Process of the school's self-study Reader Timeline: The self-study took place over at least 12 months. 9 Stakeholders involved: Those involved in the organization and implementation of the programme contributed to this process: members of the governing body, administrators, teaching and non-teaching staff, students and parents. Yes Gathering evidence: The self-study is evidence based, drawing on existing school documentation and reflecting actual practice in the school during the period under review. Yes Reflection in teams: Meetings were organized, allowing time for reflection, discussion and collation of evidence. Yes The levels of implementation of practices: The school has provided descriptors for assessing the practices. Yes Section A: Philosophy Standard A The school’s educational beliefs and values reflect IB philosophy. Practice 1 The school’s published statements of mission and philosophy align with those of the IB. Findings of the reader The school has published statements of mission and philosophy: ° on its website ° in brochures or promotional literature. The school’s statements of mission and philosophy include references that the school: ° values education that goes beyond academic development ° encourages awareness beyond the individual and his or her immediate community ° aligns with other elements of the IB mission statement. Support in IB Documentation “The philosophy of the continuum of international education” in Towards a continuum of international education, pp. 2–5 The Diploma Programme: From principles into practice Practice 2 The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy. Findings of the reader The school’s action plan is driven by practices and programme requirements included in the Programme standards and practices. Commendations The governing body is integrally involved in the operation and evaluation of the Diploma Programme (DP) and the DP coordinator reports to the governing body on a monthly basis. Recommendations The school should develop strategies to ensure a common understanding of approaches to teaching and learning by the governing body, administrative and pedagogical leadership and staff. Support in IB Documentation Approaches to teaching and learning in the Diploma Programme (2015) Towards a continuum of international education “Philosophy and principles of the Diploma Programme” and “Making the decision to introduce the Diploma Programme” in The Diploma Programme: From principles into practice, pp. 3– 9,10–1 IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile/ Practice 3 The school community demonstrates an understanding of, and commitment to, the programme(s). Findings of the reader The school follows the IB copyright policy including the use of IB logos on its website or other literature. The names of the DP courses offered in the school are published correctly. Parents’ and students' comments show understanding of and support to the DP. Support in IB Documentation Towards a continuum of international education The Diploma Programme: From principles into practice IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile/ Practice 4 The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community. Findings of the reader The school makes reference to the development of international -mindedness and the attributes of the IB learner profile in its published documents. Commendations The school participates in an International Mindedness symposium with schools in Latin America, Europe and Canada and planned to host the event this summer. Support in IB Documentation Towards a continuum of international education “Education for intercultural understanding” and “Developing the IB learner profile” in The Diploma Programme: From principles into practice IB learner profile booklet IB videos available at http://blogs.ibo.org/ibtv/ or http://www.ibo.org/programmes/profile “Towards a profile of a holistically educated student—the student profile” in the position paper Holistic education: An interpretation for teachers in the IB programme by John Hare The IB learner profile in review: Resources for reflection Practice 5 The school promotes responsible action within and beyond the school community. Findings of the reader The CAS outline shows that different members of the school community are involved in the CAS activities, as advisers or supervisors. The CAS outline shows promotion of activities within and beyond the school community. Commendations The school has taken advantage of its K-12 IB authorization status to conduct ongoing CAS activities with Primary Years Programme (PYP) students. Support in IB Documentation “Creativity, action, service in the DP” in Towards a continuum of international education, pp. 35– 6 “Breadth and balance” and “A holistic educational experience” in The Diploma Programme: From principles into practice, pp. 5, 7 Creativity, action, service guide Learning stories–A global learning story about responsible action. Practice 6 The school promotes open communication based on understanding and respect. Findings of the reader Interactions and communications with different stakeholders are open and frequent, through newsletters, meetings, publications, website, email, etc. Support in IB Documentation “The learning environment: Active learning in a supportive school culture” in Towards a continuum of international education, pp. 16–7 Practice 7 The school places importance on language learning, including mother tongue, host country language and other languages. Findings of the reader The school provides support for students who are not proficient in the language of instruction. The school provides or encourages opportunities for maintaining mother tongues. Support in IB Documentation “The language continuum” in Towards a continuum of international education, pp. 25–7 “Education for intercultural understanding”, “Language options and language support” and “Supporting the mother-tongue language and the language of instruction” in The Diploma Programme: From principles into practice, pp. 6–7, 22, 27 Guidelines for developing a school language policy Learning in a language other than mother tongue in IB programmes Learning stories–Involving parents in the maintenance and development of students’ mother tongues and Learning stories–A learning story about how a school’s language policy supports multilingualism in a culturally diverse community. Practice 8 The school participates in the IB world community. Findings of the reader Members of the faculty have expressed a desire to increase collaboration with area DP schools, face-to-face and electronically, and to attend an IB Academy. Recommendations The school should work to increase collaboration with area DP schools and create opportunities for faculty to attend an IB academy. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Support in IB Documentation “Professional development opportunities offered by the IB” in The Diploma Programme: From principles into practice, pp. 40–1 Learning stories–A learning story about inclusive education, global engagement and schools working together to create a better world IB World, and virtual resources such as IB Global Engage and the IB blogs available at ibo.org Practice 9+9a+9b The school supports access for students to the IB programme(s) and philosophy. a. The school provides for the full Diploma Programme and requires some of its student body to attempt the full diploma and not only individual diploma courses. b. The school promotes access to the diploma and diploma courses for all students who can benefit from the educational experience they provide. c. The school has strategies in place to encourage students to attempt the full diploma. Findings of the reader The school provision allows for the completion of the full diploma (that is, number and level of subjects). The registration of candidates in the period under review shows that the school has registered diploma candidates every year. The number of DP students has increased almost every year during the period under review. Commendations All DP students in the school are diploma candidates. Support in IB Documentation “Access” and “Building an accessible programme” in The Diploma Programme: From principles into practice, pp. 8, 20–3 Rules for IB World Schools: Diploma Programme Guide to school authorization: Diploma Programme, p. 7 Current Handbook of procedures for the Diploma Programme Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard A The school’s educational beliefs and values reflect IB philosophy. School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • No recommendations were made from the previous evaluation process or from authorization. Conclusion • Shows satisfactory development • Shows satisfactory development Section B: Organization Standard B1: Leadership and structure The school’s leadership and administrative structures ensure the implementation of the IB programme(s). Practice 1 The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s). Findings of the reader The governing body is regularly and formally informed about the ongoing implementation and development of the DP. Commendations The DP coordinator meets monthly with the governing body and the governing body conducts regular surveys of stakeholders regarding the DP. Practice 2 The school has developed a governance and leadership structure that supports the implementation of the programme(s). Findings of the reader Descriptions of the structure and role of the governing body and pedagogical leadership team indicate responsibilities for supporting the implementation of the DP. Commendations The school is a K-12 IB continuum school with all students participating in IB. Support in IB Documentation “Leading the development of the continuum: Pedagogical leadership” in Towards a continuum of international education, pp. 22–4 “What can schools do to support and develop the IB learner profile?” in The Diploma Programme: From principles into practice, pp. 31–4 Practice 3 The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s). Findings of the reader The pedagogical leadership team has defined roles and respon sibilities, which are evident in the organization chart. The pedagogical leadership team utilizes the IB philosophy as the gu iding pedagogy for the school. Support in IB Documentation “Leading the development of the continuum: Pedagogical leadership” in Towards a continuum of international education, pp. 22–4 “The role of the Diploma Programme coordinator” in The Diploma Programme: From principles into practice, pp. 16–9 Practice 4 The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position. Findings of the reader The DP coordinator role has release time that seems to be consistent with the number of DP students. The DP coordinator is assigned full-time to the role. There is evidence that the DP coordinator has resources to support his or her responsibilities. Additional responsibilities assigned to the DP coordinator leave sufficient time for the coordinator responsibilities. Support in IB Documentation “The role of the programme coordinator” in Towards a continuum of international education, p. 23 “The role of the Diploma Programme coordinator” in The Diploma Programme: From principles into practice, pp. 16–9 Practice 5a The school has an admissions policy that clarifies conditions for admission to the school and the Diploma Programme. Findings of the reader The school's admissions are based on space available, with priority given to students in the school's geographical area and others admitted via lottery. There are no additional admissions requirements for entry into the DP. Support in IB “Student selection process” in The Diploma Programme: From principles into practice, pp. 20 –1 Documentation “Access” and “Building an accessible programme” in The Diploma Programme: From principles into practice, pp. 8, 20–3 Practice 5b The school develops and implements a language policy that is consistent with IB expectations. Findings of the reader The language policy includes (as applicable): ° the school language philosophy ° the school language profile ° support for mother tongues ° support for students who are not proficient in the language of instruction ° learning of the host country or regional language and culture ° a selection of languages in group 1 and group 2 courses that reflects the needs of students ° strategies to support all teachers in their contribution to the language development of students. The policy is regularly revised and includes different stakeholders. It is widel y communicated. Support in IB Documentation “Learning in a language other than a mother tongue in IB programmes” and “Developing a school language policy” in Towards a continuum of international education, pp. 25 –7 “Language options and language support” in The Diploma Programme: From principles into practice, p. 22 Guidelines for developing a school language policy Learning in a language other than mother tongue in IB programmes Guidance for the support of mother tongue in the Diploma Programme. Learning stories–A learning story about how a school’s language policy supports multilingualism in a culturally diverse community Practice 5c The school develops and implements an inclusion/special educational needs policy that is consistent with IB expectations and with the school’s admissions policy. Findings of the reader The inclusion education/special educational needs policy makes clear reference to the DP. The policy is regularly revised and includes different stakeholders. It is widely communica ted. Commendations The school's special education/special educational needs policy uses the IB learner profile as a guiding framework. Support in IB Documentation “Special educational needs” in Towards a continuum of international education, pp. 28 –32 Special educational needs within the International Baccalaureate programmes Candidates with special assessment needs Teaching students with particular special educational and learning needs —a resource for schools Current Handbook of procedures for the Diploma Programme Support areas in the OCC Practice 5d The school has developed and implements an assessment policy that is consistent with IB expectations. Findings of the reader The assessment policy includes: ° a philosophy of assessment that supports student learning ° understanding of the use of DP assessment criteria ° processes for recording and reporting DP assessment ° processes for standardization of assessment of students’ work ° frequency of formative and summative assessment ° how the school combines DP assessment with national requirements (where applicable). The policy is regularly revised and includes different stakeholders. It is widely communicated. Support in IB Documentation “The principles of IB assessment”, “Assessment in the DP” and “Developing an assessment policy” in Towards a continuum of international education, pp. 19–21 “Assessment policy” in The Diploma Programme: From principles into practice, p. 13 Diploma Programme assessment: Principles and practice Guidelines for developing a school assessment policy in the Diploma Programme Practice 5e The school has developed and implements an academic honesty policy that is consistent with IB expectations. Findings of the reader The policy includes clear reference to resources that support the policy (software to check plagiarism, student guides, etc.). The policy includes monitoring processes and sanctions. The policy is regularly revised and widely communicated. The school has indicated that revisions to the policy should be considered to ensure that it is in alignment with the DP philosophy on academic honesty. Recommendations The school should continue to work to revise the academic honesty policy so that it aligns with DP philosophy. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Support in IB Documentation “Academic honesty” in The Diploma Programme: From principles into practice, p. 12 Academic honesty Practice 6 The school has systems in place for the continuity and ongoing development of the programme(s). Findings of the reader The school is a K-12 IB continuum with growing enrollment numbers during the time under review. Support in IB Documentation “Consolidation phase” and “Continuous improvement” in The Diploma Programme: From principles into practice, pp. 14–5 Practice 7 The school carries out programme evaluation involving all stakeholders. Findings of the reader The programme evaluation was carried out involving all stakeholders. Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard B1 The school’s leadership and administrative structures ensure the implementation of the IB programme(s). School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • No recommendations were made from the previous evaluation process or from authorization. Conclusion • Shows satisfactory development • Shows satisfactory development Section B: Organization Standard B2: Resources and support The school’s resources and support structures ensure the implementation of the IB programme(s). Practice 1+1a+1b The governing body allocates funding for the implementation and ongoing development of the programme(s). a. The allocation of funds includes adequate resources and supervision for the creativity, action, service (CAS) programme and the appointment of a CAS coordinator. b. The allocation of funds includes adequate resources to implement the theory of knowledge course over two years. Findings of the reader The school budget and/or the description of the programme show(s) a reasonable allocation of funds so that: ° IB fees can be paid ° facilities improvement as described in the self- study and action plan can be covered ° DP courses and the core are offered according to the IB requirements ° ongoing professional development can take place ° meeting time is facilitated ° there is a CAS coordinator ° the CAS programme described in the outline can be implemented ° theory of knowledge (TOK) is taught over the two years of the DP. Support in IB Documentation Current Handbook of procedures for the Diploma Programme DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide IB professional development calendar at www.ibo.org Practice 3+3a The school ensures that teachers and administrators receive IB-recognized professional development. a. The school complies with the IB professional development requirement for the Diploma Years Programme at authorization and at evaluation. Findings of the reader The school demonstrates that staff participation in IB-recognized professional development meets the requirements for evaluation. Commendations The school has made great strides during the time under review in sending faculty to IB professional development workshops. Support in IB Documentation “Supporting ongoing professional development” in Towards a continuum of international education, p. 24 IB professional development calendar at www.ibo.org Practice 4 The school provides dedicated time for teachers’ collaborative planning and reflection. Findings of the reader The school’s meeting schedule shows collaborative planning times for DP teachers in vertical teams. The school's meeting schedule does not show collaborative planning time for DP teachers in horizontal teams. The school indicates a relatively low level of implementation. Recommendations The school should increase opportunities for collaboration among DP teachers, particularly in horizontal teams. Although the school's action plan includes a focus on creating more time for collaboration, it does not specifically mention time for horizontal planning. Recommendation repeated from previous report Yes School included appropriate action in Action Plan No Practice 5+5a+5b+5c The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s). a. The laboratories and studios needed for group 4 and group 6 subjects provide safe and effective learning environments. b. There are appropriate information technology facilities to support the implementation of the programme. c. The school provides a secure location for the storage of examination papers and examination stationery with controlled access restricted to senior staff. Findings of the reader Facilities described and/or plans included indicate that the school addresses the identified needs to enhance the implementation of the DP. The school has described the location for the storage of examination papers and stationery tha t aligns with IB expectations. Support in IB Documentation Relevant DP subject guides and teacher support materials Current Handbook of procedures for the Diploma Programme Practice 6+6a The library/multimedia/resources play a central role in the implementation of the programme(s). a. The library/media centre has enough appropriate materials to support the implementation of the Diploma Programme. Findings of the reader The school has worked to add resources and materials appropriate t o support the DP. Support in IB Documentation Relevant DP subject guides and teacher support materials Learning stories–An IB educator’s story about the role of librarians in multilingual learning communities. Practice 7 The school ensures access to information on global issues and diverse perspectives. Commendations The pedagogical leadership team has established an ongoing process of revision of school resources focused on access to information on global issues and diverse perspectives. Practice 9+9a The school has systems in place to guide and counsel students through the programme(s). a. The school provides guidance to students on post-secondary educational options/counsellor. Findings of the reader Students are provided with support on the choice of DP courses that address their interests and talents. The DP counselor resigned during the time under review. At the time of submission of the self- study, the school was working to hire a replacement. Recommendations The school should continue its efforts to appoint a new DP counselor, if that person has not already been appointed. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Practice 10+10a+10b+10c The student schedule or timetable allows for the requirements of the programme(s) to be met. a. The schedule provides for the recommended hours for each standard and higher level subject. b. The schedule provides for the development of the theory of knowledge course over two years. c. The schedule respects concurrency of learning in the Diploma Programme. Findings of the reader The student schedule shows the allocation of 150 hours for each standard level (SL) subject. The student schedule shows the allocation of 240 hours for each higher level (HL) subjec t, distributed over two years. The student schedule demonstrates that TOK is taught for 100 hours over two years. The student schedule respects concurrency of learning. The CAS programme starts when the DP courses start and is developed over at least 18 months. Support in IB Documentation “Schedules and course offerings” in The Diploma Programme: From principles into practice, pp. 21–2 “The Diploma Programme and the school schedule” in The Diploma Programme: From principles into practice, p. 25 Current Handbook of procedures for the Diploma Programme Concurrency of learning in the IB Diploma Programme and Middle Years Programme, by Roger Marshman Practice 11 The school utilizes the resources and expertise of the community to enhance learning within the programme(s). Findings of the reader The school effectively utilizes the resources and expertise of the community to enhance learning within the DP. Commendations The school has developed close links with experts from the community that contribute to the implementation of the DP in the areas of business, culture, history and university research. Practice 12 The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered. Findings of the reader The school provided a narrative overview of the timeline for the extended essay (EE) process but not a calendar timeline. Recommendations The school should develop a calendar timeline for the EE process. Recommendation repeated from previous report No School included appropriate action in Action Plan No Support in IB Documentation DP subject guides Extended essay guide Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard B2 The school’s resources and support structures ensure the implementation of the IB programme(s). School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • The school has taken into consideration the IB recommendations from the previous evaluation process or from authorization. Conclusion • Shows satisfactory development • Shows satisfactory development Section C: Curriculum Standard C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s). Practice 1+1a+1b Collaborative planning and reflection addresses the requirements of the programme(s). a. Collaborative planning and reflection includes the integration of theory of knowledge in each subject. b. Collaborative planning and reflection explores connections and relations between subjects and reinforces knowledge, understanding and skills shared by the different disciplines. Findings of the reader Meetings scheduled are planned collaboratively within the same subject, but not across subjects and the core. The meeting schedule does not specifically mention TOK integration. The school has indicated a relatively low level of implementati on. Matters to be addressed The school must ensure that: • all DP teachers are involved in collaborative planning and reflection to meet the requirements of the Diploma Programme (DP)—this involves the TOK teacher(s), the CAS coordinator and the DP coordinator. • all DP teachers integrate TOK in their planning. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Support in IB Documentation “Planning a Diploma Programme course” in The Diploma Programme: From principles into practice, pp. 35–6 Practice 2 Collaborative planning and reflection takes place regularly and systematically. Findings of the reader The meeting schedule shows systematic meetings aimed at collaborative planning and reflection and dedicated time for the planning of the DP, but the school indicates a relatively low level of implementation. Recommendations The school should work to ensure that collaborative planning takes place more regularly and systematically. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Practice 3 Collaborative planning and reflection addresses vertical and horizontal articulation. Findings of the reader The report indicates planning and reflection for vertical articulation, but not horizontal. The school's action plan does not indicate a plan to increase horizontal planning. Matters to be addressed The school must ensure that: • teachers plan and reflect in horizontal and vertical teams. Recommendation repeated from previous report No School included appropriate action in Action Plan No Support in IB Documentation “Induction of students: Providing students with a smooth transition into the Diploma Programme” in The Diploma Programme: From principles into practice, pp. 15–16 Practice 4 Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences. Findings of the reader The school has indicated a relatively high level of implementation. Practice 5 Collaborative planning and reflection is based on agreed expectations for student learning. Findings of the reader The school has indicated a high level of implementation. Practice 6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles. Findings of the reader The school has indicated a relatively high level of implementation. Practice 7 Collaborative planning and reflection is informed by assessment of student work and learning. Findings of the reader The school has indicated a relatively high level of implementation. Practice 8 Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. Findings of the reader The school has indicated a relatively high level of implementation. Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard C1 Collaborative planning and reflection supports the implementation of the IB programme(s). School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • The school has taken into consideration the IB recommendations from the previous evaluation process or from authorization. Conclusion • Requires significant attention • Requires significant attention Section C: Curriculum Standard C2: Written curriculum The school’s written curriculum reflects IB philosophy. Practice 1+1a+1b+1c+1d The written curriculum is comprehensive and aligns with the requirements of the programme(s). a. The curriculum fulfills the aims and objectives of each subject group and the core. b. The curriculum facilitates concurrency of learning. c. The curriculum is balanced so that students are provided with a reasonable choice of subjects. d. The school develops its own courses of study for each subject on offer and for theory of knowledge. Findings of the There is a reasonable choice of subjects for the students. reader Commendations Because all IB students in grades 11 and 12 are DP students, the curriculum is ideal to align to the requirements of the DP and facilitate concurrency of learning. Support in IB Documentation “Curriculum design and scheduling” in The Diploma Programme: From principles into practice, pp. 24–9 “Creative teacher professionalism” in The Diploma Programme: From principles into practice, p. 9 DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 2 The written curriculum is available to the school community. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 3 The written curriculum builds on students’ previous learning experiences. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 4 The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 5 The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others. Findings of the reader The CAS outline includes reference to meaningful student action in response to the nee ds of others. Support in IB Documentation Creativity, action, service guide Practice 6 The written curriculum incorporates relevant experiences for students. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 7 The written curriculum promotes students’ awareness of individual, local, national and world issues. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation DP subject guides Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 8 The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB DP subject guides Documentation Creativity, action, service guide Theory of knowledge guide Extended essay guide Practice 9 The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation Current Coordinator’s notes to be aware of DP courses’ review cycle Practice 10 The written curriculum integrates the policies developed by the school to support the programme(s). Findings of the reader The school has indicated a relatively low level of implementation. Recommendations The school should work to ensure that the written curriculum integrates the policies developed by the school to support the DP. Recommendation repeated from previous report No School included appropriate action in Action Plan Yes Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard C2 The school’s written curriculum reflects IB philosophy. School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • No recommendations were made from the previous evaluation process or from authorization. Conclusion • Shows satisfactory • Shows satisfactory development development Section C: Curriculum Standard C3: Teaching and learning Teaching and learning reflects IB philosophy. Practice 1+1a Teaching and learning aligns with the requirements of the programme(s). a. Teaching and learning at the school addresses all of the aims and objectives of each subject. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 2 Teaching and learning engages students as inquirers and thinkers. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 3 Teaching and learning builds on what students know and can do. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 5 Teaching and learning supports students to become actively responsible for their own learning. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 7 Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 9 Teaching and learning uses a range and variety of strategies. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 10 Teaching and learning differentiates instruction to meet students’ learning needs and styles. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 12 Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students' own needs and the needs of others. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 13 Teaching and learning engages students in reflecting on how, what and why they are learning. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Practice 16 Teaching and learning develops the IB learner profile attributes. Findings of the reader The school has indicated a relatively high level of implementation. Support in IB Documentation “Teaching and learning” in Towards a continuum of international education, pp. 12–7 Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard C3 Teaching and learning reflects IB philosophy. School’s conclusion IB conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • No recommendations were made from the previous evaluation process or from authorization. Conclusion • Shows satisfactory development • Shows satisfactory development Section C: Curriculum Standard C4: Assessment Assessment at the school reflects IB assessment philosophy. Practice 1+1a Assessment at the school aligns with the requirements of the programme(s). a. Assessment of student learning is based on the objectives and assessm ent criteria specific to each subject. Findings of the reader The analysis of the examination results shows that the school understands the assessment requirements of the programme. Support in IB Documentation “Assessment in the DP” in Towards a continuum of international education, p. 20 Guidelines for developing a school assessment policy in the Diploma Programme DP subject guides Theory of knowledge guide Extended essay guide Practice 3 The school uses a range of strategies and tools to assess student learning. Findings of the reader The school has indicated a relatively high level of implementation. Practice 4 The school provides students with feedback to inform and improve their learning. Findings of the reader The school has indicated a relatively high level of implementation. Practice 5 The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). Commendations The school's assessment policy describes very thorough systems for recording student progress aligned with the assessment philosophy of the DP. Practice 7 The school analyses assessment data to inform teaching and learning. Findings of the reader The school's report indicates that there are instances when the administrative team has observed that data is not readily used to differentiate practice or provide examples of growth over time. Recommendations The school should work to ensure that data is consistently used to differentiate practice or provide examples of growth over time. Recommendation repeated from previous report No School included appropriate action in Action Plan No Practice 8 The school provides opportunities for students to participate in, and reflect on, the assessment of their work. Findings of the reader The school has indicated a relatively high level of implementation. Practice 9 The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered. Findings of the reader The school has indicated a high level of implementation. Support in IB Documentation Extended essay guide Conclusion of the IB Based on the analysis of the self-study questionnaire and the supporting documents: Standard C4 Assessment at the school reflects IB assessment philosophy. School’s IB conclusion conclusion School’s progress with regard to IB recommendations for this standard from the previous evaluation process or from authorization. • No recommendations were made from the previous evaluation process or from authorization. Conclusion • Shows satisfactory development • Shows satisfactory development Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: October 5, 2015 Staff Contact: Carl Tippen, College Counselor Workshop Discussion Stacy Stoyanoff, DP Principal/Coordinator Subject: Discussion regarding the amendment of the ranking provisions in Graduation Policies No. 6.04 and 6.04A. EXECUTIVE SUMMARY The Board of Trustees has currently approved two (2) polices that govern the graduation requirements for the senior class. Policy 6.04 applies to the graduates in the classes of 2014 to 2017. The subsequent policy, 6.04a is compliant with HB5 and begins with students entering ninth grade during the 2014-2015 school year or later, which would be those students who will begin graduating in 2018. Staff routinely reviews these policies and is recommending an update to the provision that exists relative to the ranking of students in the senior classes. We do not rank students as a general rule; however, we are required to notify parents and students of eligibility for automatic admission under the uniform admission policy and in accordance with the Texas Education Code. In an effort to insure that students are fairly represented throughout the college application process, these policy updates will address automatic admission eligibility and provide the ranking information directly to the admitting college. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? School policy is a responsibility of the Board of Trustees. Which policy governs this? Graduation Policy 6.04 and 6.04a What additional direction is necessary? Discussion and direction from the Board of Trustees. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommended approval of amended policy. ATTACHMENTS • Graduation Policies No 6.04 and No 6.04Awith proposed amendments. TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 6.04: Date Board Adopted: August 15, 2011 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015; contingent upon approval by TEA Policy Category: Student Achievement Policy Name: Graduation Policy Policy Goal: Establishing graduation requirements and defining the commencement participation requirements, the calculation of cumulative grade point average and Valedictorian, Salutatorian and Honor Graduate criteria. Policy Description: Graduation requirements - As reflective of the Academy’s rigorous and enriching IB curriculum and a desire to foster college readiness, students who graduate from Westlake Academy will complete a program of study which includes high academic standards and additional credit hours making them eligible for the Texas Distinguished Achievement Diploma. Only students who have completed all the requirements of Westlake Academy will receive a diploma. Those requirements are as follows: • Completion of a minimum of 28 credit hours as required by the Texas Distinguished Achievement Diploma. • Not assigned to a Disciplinary Alternative Education Placement (DEAP) setting during his/her senior year at Westlake Academy or any other educational facility. Students who receive a Westlake Academy high school diploma will have completed a minimum of 28 hours of course work, which reflects those higher levels of academic achievement. The course requirements are: English 4.0 Speech 0.5 Foreign Language 3.0 Social Studies 4.0 Government 0.5 Economics 0.5 Science 4.0 Mathematics 4.0 Fine Arts 2.0 Elective 1.0 Physical Education / Health 1.0 Technology 1.0 Middle Years Program Personal Project* 0.5 Theory of Knowledge 1.0 Creative, Action, & Service (CAS) 1.0 & Extended Essay TOTAL 28.0 * Students enrolling after 10th grade are exempt from this requirement. Eligibility for Commencement – Westlake Academy seniors who have satisfied all Westlake Academy requirements for graduation are eligible for participation in the graduation ceremonies; however, disciplinary infractions may jeopardize a students’ participation in the commencement ceremony at the discretion of the Secondary Principal. For students who do not meet the requirements, an exception may be made in the event that a senior lacks one (1) credit towards the graduation requirements. The student must have a plan approved by the Secondary Principal to complete the credit prior to the beginning of the next school year. No other exceptions to participation in the graduation ceremony will be granted. Calculation of Cumulative Grade Point Average (CGPA): • Courses taken at the secondary level at Westlake Academy and other fully accredited schools and that are not modified in content will be included when calculating CGPA. • CGPA will be calculated by the College Counselor and rounded up to the nearest hundredth. • CGPA will be determined using semester grades for all courses from the 9th grade up to the time of reporting. Reporting dates will vary with college / scholarship due dates. Quality Points for Diploma Program Courses - Westlake Academy will award ten points to the final grade for all IB Diploma Program courses. Raw grades in the course must be a passing grade of 70% or better to receive quality points. Raw semester grades are shown on a student’s report card and Academic Achievement Record (AAR)/Transcript. Quality points will be included in CGPA calculation and this weighted CGPA will appear on the student’s transcript. No quality points are awarded for non-Diploma courses. Academic Recognition - Westlake Academy will encourage and recognize academic achievement through the establishment of a class Valedictorian, Salutatorian and Honor Graduates. Valedictorian and Salutatorian – Graduating seniors with the top two CGPAs will be recognized. In the event of a tie for Valedictorian, the students will share the honor and no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility requires attendance at Westlake Academy for six consecutive semesters preceding graduation. Further, the Superintendent or his/her designee may deem a student ineligible who is in violation of Westlake Academy’s code of conduct and requirements, Town code, or State codes. Honor Graduates - A graduating senior’s whose weighted CGPA is 90% or above will be determined to be an Honor Graduate and will be duly recognized at commencement. The Secondary Principal and his/her designee are granted the authority to include students whose CGPA is 90% or above at the end of the final semester. Rank in Class - Rank in class is determined by CGPA and will used for the purposes of: • Reporting to Texas colleges and universities for automatic admission. • Obtaining automatic admission to Texas public universities based upon the uniform admission policy and in accordance with the Texas Education Code. This information will be reported directly to institutions by Westlake Academy staff. • Reporting to all colleges if students are in the top quartile. • Reporting to all colleges and universities or other institutions for scholarship applications. • Determining Valedictorian and Salutatorian. • At the parents request Outside of the above circumstances, Westlake Academy is a non-ranking high school. Operational guidelines consistent with the above policy directives will be detailed and published in the Program of Studies and or the College Application Handbook on an annual basis. In the event a student does not complete all Westlake Academy graduation requirements by the end of the student’s twelfth (12th) grade year due to unexpected circumstances, the student may seek Board approval for and the Board may approve an alternate graduation plan consistent with the State’s high school graduation requirements, if it is determined to be in the best interest of the student. * This policy is applicable beginning with students in the class of 2014 through the class of 2017. And will expire after School Year 2017 or the class of 2017. Dates Amended: 11/03/09 08/15/11 06/04/12 TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 6.04A: Date Board Adopted: May 12, 2014 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015; contingent upon approval by TEA Policy Category: Student Achievement Policy Name: Graduation Policy Policy Goal: Establishing graduation requirements and defining the commencement participation requirements, and Valedictorian, Salutatorian and Honor Graduate criteria. Policy Description: Graduation requirements - As reflective of the Academy’s rigorous and enriching IB curriculum and a desire to foster college readiness, students who graduate from Westlake Academy will complete a program of study which includes high academic standards and additional credit hours making them eligible for the Distinguished Level of Achievement award. This policy applies to students entering ninth grade during the 2014-2015 school year, or later, and may apply to students currently in grades nine through twelve, upon request. Only students who have completed all graduation requirements identified in this policy will receive a Westlake Academy diploma. Those requirements are as follows: • Completion of a minimum of 26 credit hours as required completing the curriculum requirements to graduate under the Foundation High School Program with a multi-disciplinary endorsement and a distinguished level of achievement. • Satisfactory performance on required state end of course assessments. • Completion of requirements to sit for and receive an IB Diploma. To receive a Westlake Academy high school diploma students shall complete all course work as identified by the State Board of Education, which includes a minimum of 26 hours of course work, reflecting the state’s higher level of academic achievement. The course requirements are: Fo u n d a t i o n H i g h S c h o o l P r o g r a m Course Description (End of Course Exam) Credits English I (EOC) 1.0 English II (EOC) 1.0 Algebra I (EOC) 1.0 Geometry 1.0 Algebra II 1.0 Biology (EOC) 1.0 Chemistry or Physics 1.0 Human Geography 1.0 U.S. Government 0.5 Economics 0.5 World History 1.0 Physical Education 1.0 Fine Arts 1.0 Language B 2.0 Electives 6.0 IB D i p l o m a Re q u i r e m e n t s IB English I 1.0 IB English II 1.0 IB History of the Americas (U.S. History EOC) 1.0 Advanced Math (Pre-Calculus) 1.0 Advanced Science (IB Science) 1.0 IB Science 1.0 IB History of the Americas 1.0 IB Math 1.0 Theory of Knowledge 1.5 IB Group 6 2.0 Extended Essay 0.5 Personal Project *** 1.0 Speech 0.5 * To receive the Multi-disciplinary Endorsement, students must meet one of the following criteria: four credits in the core subject areas, or pass four AP or IB courses. ** To receive the Distinguished Level of Achievement designations, students must have four math credits, and four science credits, including Algebra II. *** Students enrolling in Westlake Academy after 10th grade are exempt from this requirement. Eligibility for Commencement – Westlake Academy seniors who have satisfied all Westlake Academy requirements for graduation are eligible to participate in the graduation ceremonies; however, disciplinary infractions may jeopardize a student’s opportunity to participate in the commencement ceremony consistent with the student code of conduct and any determination made by the Executive Principal. For students who have not successfully completed all coursework, an exception may be made in the event that a senior lacks one (1) credit towards the graduation requirements. The student must have a plan approved by the Executive Principal to complete the credit prior to the beginning of the next school year. No other exceptions to participation in the graduation ceremony will be granted unless required by law. Academic Recognition - Westlake Academy will encourage and recognize academic achievement through the establishment of a class Valedictorian, Salutatorian and Honor Graduates. Valedictorian and Salutatorian – Graduating seniors with the top two Cumulative Grade Point Averages (CGPA) will be recognized. In the event of a tie for Valedictorian, the students will share the honor and no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility requires attendance at Westlake Academy for six consecutive semesters preceding graduation. Further, the Superintendent or his/her designee may deem a student ineligible who is in violation of Westlake Academy’s student code of conduct, other school requirements, Town code, or State codes. Honor Graduates - A graduating senior whose weighted CGPA, is 90% or above will be determined to be an Honor Graduate and will be duly recognized at commencement (please see Board Policy on Grading and Assessment for the calculation of the CGPA). The Executive Principal and his/her designee are granted the authority to include students whose CGPA is 90% or above at the end of the final semester. Rank in Class - Rank in class is determined by CGPA and will used for the purposes of: • Reporting to Texas colleges and universities for automatic admission. • Obtaining automatic admission to Texas public universities based upon the uniform admission policy and in accordance with the Texas Education Code. This information will be reported directly to institutions by Westlake Academy staff. • Reporting to all colleges if students are in the top quartile. • Reporting to all colleges and universities or other institutions for scholarship applications. • Determining Valedictorian and Salutatorian. A student’s class rank will be made available to the student or the student’s parent, upon request. Outside of the above circumstances, Westlake Academy is a non-ranking high school. Operational guidelines consistent with the above policy directives will be detailed and published in the Program of Studies and/or the College Application Handbook on an annual basis. In the event a student does not complete all Westlake Academy graduation requirements by the end of the student’s twelfth (12th) grade year due to unexpected circumstances, the student may seek Board approval for and the Board may approve an alternate graduation plan consistent with the State’s foundation high school program requirements, if it is determined to be in the best interest of the student. * This policy is applicable beginning with students in the class of 2018 **Revisions enacted due to provisions pass by House Bill 5 approved during the 83rd Legislative Session Page 1 of 1 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015 Staff Contact: Dr. Mechelle Bryson Workshop Discussion Executive Principal/ Director of Education Subject: Discussion of Board Policy 3.02 - Attendance EXECUTIVE SUMMARY The purpose of this discussion item is to review the attendance policy and update the information with new language that allows the Academy to withdraw students who do not comply with registration requirements prior to the start of school or who are in non-attendance compliance at the start of school or at any time during the school year. The new language will allow the Academy to manage the beginning of the school year and to onboard new students in a reasonable timeframe in the best educational interest of all stakeholders. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? Policy governance is a responsibility of the Board of Trustees. Which policy governs this? Board Policy No. 3.02 What additional direction is necessary? Review and discussion regarding the proposed update. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Discussion and review of the proposed policy change. ATTACHMENTS Policy No. 3.02 - Attendance TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 3.02: Date Board Adopted: October 5, 2015 Date Board Amended: N/A Effective Date: October 5, 2015 Policy Category: Parent, Student and Faculty Relations and Expectations Policy Name: Attendance 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. • 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 The Academy may initiate withdrawal of a student under the following conditions: 1. The student or parent fails to complete the Academy's registration process after documented attempts to contact the student/parent; or 2. The student is absent for five consecutive school days without notice and efforts by administrators to contact the student or parent are unsuccessful. Additional procedural information as it relates to attendance, shall be recorded and published in the Parent/Student Handbook on an annual basis. BOARD RECAP / STAFF DIRECTION Westlake Academy Item #6 Board Recap / Staff Direction Westlake Academy Item # 7 – Workshop Adjournment CITIZEN PRESENTATIONS AND RECOGNITIONS: This is an opportunity for citizens to address the Board on any matter whether or not it is posted on the agenda. The Board cannot by law take action nor have any discussion or deliberations on any presentation made to the Board at this time concerning an item not listed on the agenda. Any item presented may be noticed on a future agenda for deliberation or action. Westlake Academy Item # 2 – Citizen’s Presentations and recognitions CONSENT AGENDA: All items listed below are considered routine by the Board of Trustees and will be enacted with one motion. There will be no separate discussion of items unless a Board member or citizen so requests, in which event the item will be removed from the general order of business and considered in its normal sequence. a. Consider approval of the minutes from the September 14, 2015, meeting. b. Consider approval of the minutes from the September 21, 2015, meeting. c. Consider approval Resolution 15-15, Amending the definition in the Bullying Policy. d. Consider approval of Resolution 15-16, Amending the ranking provisions in Graduation Policies 6.04 and 6.04A. e. Consider approval of Resolution 15-17, Amending Attendance Policy 3.02. Westlake Academy Item # 3 – Consent Agenda BOT Minutes 09/14/15 Page 1 of 5 WESTLAKE ACADEMY BOARD OF TRUSTEES MEETING September 14, 2015 PRESENT: President Laura Wheat, Trustees: Michael Barrett, Rick Rennhack, and Wayne Stoltenberg. ABSENT: Alesa Belvedere and Carol Langdon. OTHERS PRESENT: Superintendent Tom Brymer, Assistant to the Superintendent Amanda DeGan, Board Secretary Kelly Edwards, Executive Principal & Director of Education Dr. Mechelle Bryson, MYP Principal Dr. Andra Barton, PYP Principal Rod Harding, DP Principal/Coordinator Stacy Stoyanoff, Student Services Administrator Jennifer Furnish, Director of Information Technology Jason Power, Facility and Parks & Recreation Director Troy Meyer, Director of Communications & Community Affairs Ginger Awtry, Director of HR & Administrative Services Todd Wood and Communications Specialist Susan McFarland. Work Session 1. CALL TO ORDER President Wheat called the work session to order at 5:21 p.m. 2. PLEDGE OF ALLEGIANCE President Wheat led the pledge of allegiance to the United States and Texas flags. 3. REVIEW OF CONSENT AGENDA ITEMS FOR THE SEPTEMBER 14, 2015, TRUSTEES REGULAR MEETING AGENDA. No additional discussion. BOT Minutes 09/14/15 Page 2 of 5 4. REPORTS a. Report on staff with International Backgrounds. Discussion ensued regarding obtaining a Green Card for a Faculty member and the process. 5. DISCUSSION ITEMS a. Recognize the 2015 AP Scholars. DP Coordinator Stoyanoff introduced the AP Scholars. AP Scholar Zachariah Malik, G-11 and Collin Ziegler, G-12 AP Scholar with Honors John Gallagher, G12, Victoria Kubyshko, G-12, Andres Martinez-Murillo G-12, and Macy McQuillen G-12 AP Scholar with Distinction Addison Adkins, G-12 DP Coordinator Stoyanoff then provided a presentation and overview of the AP testing results 2011-2015. Discussion ensued regarding the cost of exams, number of students taking the exams, students challenging themselves prior to their senior year, aligning the curriculum so students are successful when taking exams, and the difficulty of aligning IB with AP for World History. b. Presentation and discussion of Students Shoulder to Shoulder. Ms. Siebach and Ms. Firshing provided a presentation and overview of the program. The students each provided an overview of their trips. Audrey Mcquietor provided an overview of her experience in New Orleans. Hunter Cochran provided an overview of his experience in Peru. Makenzy Kunkel provided an overview of her experience in Nicaragua. Discussion ensued regarding other U.S. schools participating in the program, safety concerns, home stays, and providing additional trip information to parents. BOT Minutes 09/14/15 Page 3 of 5 c. Presentation and discussion of the planned activities of the House of Commons. HOC Speaker Ms. Melissa Morse, Vice Speaker Ms. Melisa Zerangue, and Treasurer Ms. Mattie McCoy provided the Board with the HOC financial statements. Discussion ensued regarding joining their efforts with the Foundation, providing funding for specific WA items, HOC nights for the parent body to encourage parent involvement and providing a list of goals and funding strategies. d. Presentation and discussion of the International Mindedness Educator Symposium. Dr. Bryson provided a presentation and overview of their experience at the symposium. Mrs. Busico-Flight, Ms. Reynolds, Ms. Taylor, Ms. Fischer, and Ms. Stack provided an overview of their collaborations. Dr. Bryson provided a special mention of thanks to the Hudson Foundation and Stoltenberg Family for the grants making the trips possible, opportunities regarding Costa Rico, and stated staff will also write a grant to Texas IB Schools (TIBS) for next year. e. Enrollment census update including breakout by neighborhood, as well as building permits, grandparents, and leasing statistics. Assistant to the Superintendent DeGan, Ms. Furnish, Mrs. Bumgarner provided a presentation an overview of the current enrollment for 2014-2015. Discussion ensued regarding the number of mechanisms used to collect this type of data, Leavers report, reasons residents are choosing to leave, current lottery wait list of 2,470, new building permits in the Granada subdivision and number of students enrolled under the Grandparent policy. 6. EXECUTIVE SESSION The Board convened into executive session at 7:04 p.m. The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: Section 551.071 - Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: Regarding procedures for the Level III Parent Complaint process. 7. RECONVENE MEETING BOT Minutes 09/14/15 Page 4 of 5 President reconvened the meeting at 7:46 p.m. 8. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS. No additional action taken as a result from executive session. 9. BOARD RECAP / STAFF DIRECTION Staff to provide the following regarding enrollment: - Annual report regarding International Teachers - Determining the total number of eligible students for Westlake Academy within the Town boundaries - Reviewing additional information from the Leavers report such as ethnicity 10. ADJOURNMENT President Wheat adjourned the work session at 7:47 p.m. Regular Session 1. CALL TO ORDER President Wheat called the regular session to order at 7:47 p.m. 2. CITIZENS' PRESENTATIONS AND RECOGNITIONS No one addressed the Board at this time. 3. CONSENT AGENDA a. Consider approval of the minutes from the August 10, 2015, meeting. MOTION: Trustee Stoltenberg made a motion to approve the consent agenda. Trustee Rennhack seconded the motion. The motion carried by a vote of 3-0. 4. EXECUTIVE SESSION The Board did not convene into executive session. The Board will conduct a closed session pursuant to Texas Government Code, annotated, Chapter 551, Subchapter D for the following: BOT Minutes 09/14/15 Page 5 of 5 Section 551.071 - Consultation with School Attorney on a matter in which the duty of the attorney to the governmental body under the Texas Disciplinary Rules of Professional Conduct of the State Bar of Texas clearly conflicts with this chapter: Deliberations with attorney regarding Level III parent complaint. Section 551.074 (a)(2) - Personnel Matters - To hear a complaint or charge against an officer or employee. 5. RECONVENE MEETING 6. TAKE ANY ACTION, IF NEEDED, FROM EXECUTIVE SESSION ITEMS. 7. BOARD CALENDAR Superintendent Brymer provided an overview of the upcoming events. 8. FUTURE AGENDA ITEMS No future agenda items for discussion. 9. ADJOURNMENT There being no further business before the Board, President Wheat asked for a motion to adjourn the meeting. MOTION: Trustee Rennhack made a motion to adjourn the regular session. Trustee Barrett seconded the motion. The motion carried by a vote of 3-0. President Wheat adjourned the regular session at 7:48 p.m. APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 5, 2015. ATTEST: ____________________________ Laura Wheat, President _____________________________ Kelly Edwards, Board Secretary BOT Minutes 09/21/15 Page 1 of 2 WESTLAKE ACADEMY BOARD OF TRUSTEES MEETING September 21, 2015 PRESENT: President Laura Wheat, Trustees: Alesa Belvedere, Michael Barrett, Carol Langdon, and Wayne Stoltenberg. ABSENT: Rick Rennhack OTHERS PRESENT: Superintendent Tom Brymer, Board Secretary Kelly Edwards, Executive Principal & Director of Education Dr. Mechelle Bryson, MYP Principal Dr. Andra Barton, PYP Principal Rod Harding, DP Principal/Coordinator Stacy Stoyanoff, Student Services Administrator Jennifer Furnish, Finance Director Debbie Piper, Director of Information Technology Jason Power, Facility and Parks & Recreation Director Troy Meyer, Director of Communications & Community Affairs Ginger Awtry, Director of HR & Administrative Services Todd Wood, Planning and Development Director Eddie Edwards, Fire Chief Richard Whitten, Fire Marshal John Ard, Director of Public Works Jarrod Greenwood, Communications Specialist Susan McFarland, and Management Intern Joel Enders. Special Work Session 1. CALL TO ORDER President Wheat called the meeting to order at 5:06 p.m. 2. PLEDGE OF ALLEGIANCE President Wheat led the pledge of allegiance to the United States and Texas flags. BOT Minutes 09/21/15 Page 2 of 2 3. PRESENTATION AND DISCUSSION OF THE DIRECTORFINDERS PARENTS SURVEY. Mr. Chris Tathum, ETC Institute, provided a presentation and overview of the survey results. Discussion ensued regarding the focus on International teachers, parents understanding the IB curriculum, decreases, volunteerism, curriculum alignment, percentage of parents reporting their child was progressing, preferred method of communication, concerns with new grading system Managebac. 4. ADJOURNMENT There being no further business before the Board, President Wheat asked for a motion to adjourn the meeting. President Wheat adjourned the regular session at 5:34 p.m. APPROVED BY THE BOARD OF TRUSTEES ON OCTOBER 5, 2015. ATTEST: ____________________________ Laura Wheat, President _____________________________ Kelly Edwards, Board Secretary Page 1 of 1 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015 Staff Contact: Dr. Mechelle Bryson, Exec. Consent Principal / Dir. of Education Stacy Stoyanoff, DP Principal/Coordinator Rod Harding, PYP Principal Dr. Andra Barton, MYP Principal Subject: Consider a Resolution adopting changes to Board Policy 3.03 - Bullying Policy EXECUTIVE SUMMARY The resolution would update the bullying policy language. During the 82nd Legislative Session, the Texas Legislature adopted a new definition of bullying to expand the scope and to change how districts must address bullying. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? Policy governance is under the purview of the Board of Trustees. Which policy governs this? Board Policy No. 3.03 What additional direction is necessary? Consider approval of the proposed policy update. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Approval of the recommended changes. ATTACHMENTS Board Policy 3.03 – Bullying Policy Resolution 15-15 Page 1 of 4 WESTLAKE ACADEMY RESOLUTION 15-15 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES AMENDING BULLYING POLICY 3.03, TO DEFINE BULLYING PURSUANT TO THE TEXAS EDUCATION AGENCY. WHEREAS, the Texas Education Agency changed the definition of bullying in the 82nd Legislative Session of the Texas Legislature and, WHEREAS, bullying can threaten a student’s physical and emotional safety at school; and, WHEREAS, bullying can negatively impact a student’s ability to learn; and, WHEREAS, Westlake Academy is required by the Texas Education Agency to adopt the new definition of bullying; and, WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake Academy. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the new bullying policy for Westlake Academy attached to this resolution as Exhibit “A”. SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Council hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 15-15 Page 2 of 4 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER 2015. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ Janet S. Bubert or L. Stanton Lowry, School Attorney Resolution 15-15 Page 3 of 4 Exhibit A TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 3.03: Date Board Adopted: August 3, 2009 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015 Policy Category: Parent, Student and Faculty Relations and Expectations Policy Name: Bullying Policy Policy Goal: Creation of a supportive and safe learning environment Policy Description: Bullying of any kind is unacceptable and will not be tolerated. Bullying occurs when a person is exposed, repeatedly and over an extended period of time, to negative aggressive actions on the part of one or more persons. The Texas Education Code 37.0832 defines bullying as engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the district that: • Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property, or • Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. 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. Resolution 15-15 Page 4 of 4 Westlake Academy staff will develop a bullying policy designed to discourage this type of behavior and promote a safe and productive learning environment. The policy and other steps necessary to reduce the instances of inappropriate behavior will be published in the Parent/Student Handbook on an annual basis. Page 1 of 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: DP Meeting Date: October 5, 2015 Staff Contact: Carl Tippen, College Counselor Regular Meeting Consent Stacy Stoyanoff, DP Principal / Coordinator Subject: Consider a resolution amending the ranking provisions in Graduation Policies No 6.04 and No 6.04A. EXECUTIVE SUMMARY Staff is recommending an update to the current graduation policies to clarify the ranking process to insure that all Westlake Academy students are represented fairly throughout the college application process. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? School policy is a responsibility of the Board of Trustees. Which policy governs this? Policies 6.04 and 6.04a What additional direction is necessary? Review and consideration from the Board of Trustees. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of amended policy. ATTACHMENTS • Resolution • Amended Graduation Policies No 6.04 and No 6.04A Resolution 15-16 Page 1 of 9 WESTLAKE ACADEMY RESOLUTION 15-16 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES APPROVING AND ADOPTING AN AMENDMENT TO GRADUATION POLICIES 6.04 AND 6.04A. WHEREAS, the Board of Trustees has approved policies that apply to our graduating seniors; and, WHEREAS, the state legislature also passed HB5 in the 83rd legislative session mandating the adoption of new graduation plans; and, WHEREAS, Westlake Academy has researched, discussed and created a rigorous graduation plan that meets not only the state mandate, but also the Westlake Academy’s mission, vision and values, to prepare college bound students to meet the demands of a ever-changing global society; and, WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake Academy. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves the new graduation policies for Westlake Academy attached to this resolution as Exhibits “A” and “B”. SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Council hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 15-16 Page 2 of 9 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER, 2014. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ Janet S. Bubert or L. Stanton Lowry, School Attorney Resolution 15-16 Page 3 of 9 Exhibit A TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 6.04: Date Board Adopted: August 15, 2011 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015; contingent upon approval by TEA Policy Category: Student Achievement Policy Name: Graduation Policy Policy Goal: Establishing graduation requirements and defining the commencement participation requirements, the calculation of cumulative grade point average and Valedictorian, Salutatorian and Honor Graduate criteria. Policy Description: Graduation requirements - As reflective of the Academy’s rigorous and enriching IB curriculum and a desire to foster college readiness, students who graduate from Westlake Academy will complete a program of study which includes high academic standards and additional credit hours making them eligible for the Texas Distinguished Achievement Diploma. Only students who have completed all the requirements of Westlake Academy will receive a diploma. Those requirements are as follows: • Completion of a minimum of 28 credit hours as required by the Texas Distinguished Achievement Diploma. • Not assigned to a Disciplinary Alternative Education Placement (DEAP) setting during his/her senior year at Westlake Academy or any other educational facility. Students who receive a Westlake Academy high school diploma will have completed a minimum of 28 hours of course work, which reflects those higher levels of academic achievement. The course requirements are: English 4.0 Speech 0.5 Foreign Language 3.0 Social Studies 4.0 Resolution 15-16 Page 4 of 9 Government 0.5 Economics 0.5 Science 4.0 Mathematics 4.0 Fine Arts 2.0 Elective 1.0 Physical Education / Health 1.0 Technology 1.0 Middle Years Program Personal Project* 0.5 Theory of Knowledge 1.0 Creative, Action, & Service (CAS) 1.0 & Extended Essay TOTAL 28.0 * Students enrolling after 10th grade are exempt from this requirement. Eligibility for Commencement – Westlake Academy seniors who have satisfied all Westlake Academy requirements for graduation are eligible for participation in the graduation ceremonies; however, disciplinary infractions may jeopardize a students’ participation in the commencement ceremony at the discretion of the Secondary Principal. For students who do not meet the requirements, an exception may be made in the event that a senior lacks one (1) credit towards the graduation requirements. The student must have a plan approved by the Secondary Principal to complete the credit prior to the beginning of the next school year. No other exceptions to participation in the graduation ceremony will be granted. Calculation of Cumulative Grade Point Average (CGPA): • Courses taken at the secondary level at Westlake Academy and other fully accredited schools and that are not modified in content will be included when calculating CGPA. • CGPA will be calculated by the College Counselor and rounded up to the nearest hundredth. • CGPA will be determined using semester grades for all courses from the 9th grade up to the time of reporting. Reporting dates will vary with college / scholarship due dates. Quality Points for Diploma Program Courses - Westlake Academy will award ten points to the final grade for all IB Diploma Program courses. Raw grades in the course must be a passing grade of 70% or better to receive quality points. Raw semester grades are shown on a student’s report card and Academic Achievement Record (AAR)/Transcript. Quality points will be included in CGPA calculation and this weighted CGPA will appear on the student’s transcript. No quality points are awarded for non-Diploma courses. Resolution 15-16 Page 5 of 9 Academic Recognition - Westlake Academy will encourage and recognize academic achievement through the establishment of a class Valedictorian, Salutatorian and Honor Graduates. Valedictorian and Salutatorian – Graduating seniors with the top two CGPAs will be recognized. In the event of a tie for Valedictorian, the students will share the honor and no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility requires attendance at Westlake Academy for six consecutive semesters preceding graduation. Further, the Superintendent or his/her designee may deem a student ineligible who is in violation of Westlake Academy’s code of conduct and requirements, Town code, or State codes. Honor Graduates - A graduating seniors whose weighted CGPA is 90% or above will be determined to be an Honor Graduate and will be duly recognized at commencement. The Secondary Principal and his/her designee are granted the authority to include students whose CGPA is 90% or above at the end of the final semester. Rank in Class - Rank in class is determined by CGPA and will used for the purposes of: • Obtaining automatic admission to Texas public universities based upon the uniform admission policy and in accordance with the Texas Education Code. This information will be reported directly to institutions by Westlake Academy staff. • Determining Valedictorian and Salutatorian. Outside of the above circumstances, Westlake Academy is a non-ranking high school. Operational guidelines consistent with the above policy directives will be detailed and published in the Program of Studies and or the College Application Handbook on an annual basis. In the event a student does not complete all Westlake Academy graduation requirements by the end of the student’s twelfth (12th) grade year due to unexpected circumstances, the student may seek Board approval for and the Board may approve an alternate graduation plan consistent with the State’s high school graduation requirements, if it is determined to be in the best interest of the student. * This policy is applicable beginning with students in the class of 2014 through the class of 2017. And will expire after School Year 2017 or the class of 2017. Dates Amended: 11/03/09 08/15/11 06/04/12 Resolution 15-16 Page 6 of 9 Exhibit B TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 6.04A: Date Board Adopted: May 12, 2014 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015; contingent upon approval by TEA Policy Category: Student Achievement Policy Name: Graduation Policy Policy Goal: Establishing graduation requirements and defining the commencement participation requirements, and Valedictorian, Salutatorian and Honor Graduate criteria. Policy Description: Graduation requirements - As reflective of the Academy’s rigorous and enriching IB curriculum and a desire to foster college readiness, students who graduate from Westlake Academy will complete a program of study which includes high academic standards and additional credit hours making them eligible for the Distinguished Level of Achievement award. This policy applies to students entering ninth grade during the 2014-2015 school year, or later, and may apply to students currently in grades nine through twelve, upon request. Only students who have completed all graduation requirements identified in this policy will receive a Westlake Academy diploma. Those requirements are as follows: • Completion of a minimum of 26 credit hours as required completing the curriculum requirements to graduate under the Foundation High School Program with a multi-disciplinary endorsement and a distinguished level of achievement. • Satisfactory performance on required state end of course assessments. • Completion of requirements to sit for and receive an IB Diploma. To receive a Westlake Academy high school diploma students shall complete all course work as identified by the State Board of Education, which includes a minimum of 26 hours of coursework, reflecting the state’s higher level of academic achievement. The course requirements are: Resolution 15-16 Page 7 of 9 Fo u n d a t i o n H i g h S c h o o l P r o g r a m Course Description (End of Course Exam) Credits English I (EOC) 1.0 English II (EOC) 1.0 Algebra I (EOC) 1.0 Geometry 1.0 Algebra II 1.0 Biology (EOC) 1.0 Chemistry or Physics 1.0 Human Geography 1.0 U.S. Government 0.5 Economics 0.5 World History 1.0 Physical Education 1.0 Fine Arts 1.0 Language B 2.0 Electives 6.0 IB D i p l o m a R e q u i r e m e n t s IB English I 1.0 IB English II 1.0 IB History of the Americas (U.S. History EOC) 1.0 Advanced Math (Pre-Calculus) 1.0 Advanced Science (IB Science) 1.0 IB Science 1.0 IB History of the Americas 1.0 IB Math 1.0 Theory of Knowledge 1.5 IB Group 6 2.0 Extended Essay 0.5 Personal Project *** 1.0 Speech 0.5 * To receive the Multi-disciplinary Endorsement, students must meet one of the following criteria: four credits in the core subject areas, or pass four AP or IB courses. ** To receive the Distinguished Level of Achievement designations, students must have four math credits, and four science credits, including Algebra II. *** Students enrolling in Westlake Academy after 10th grade are exempt from this requirement. Resolution 15-16 Page 8 of 9 Eligibility for Commencement – Westlake Academy seniors who have satisfied all Westlake Academy requirements for graduation are eligible to participate in the graduation ceremonies; however, disciplinary infractions may jeopardize a student’s opportunity to participate in the commencement ceremony consistent with the student code of conduct and any determination made by the Executive Principal. For students who have not successfully completed all coursework, an exception may be made in the event that a senior lacks one (1) credit towards the graduation requirements. The student must have a plan approved by the Executive Principal to complete the credit prior to the beginning of the next school year. No other exceptions to participation in the graduation ceremony will be granted unless required by law. Academic Recognition - Westlake Academy will encourage and recognize academic achievement through the establishment of a class Valedictorian, Salutatorian and Honor Graduates. Valedictorian and Salutatorian – Graduating seniors with the top two Cumulative Grade Point Averages (CGPA) will be recognized. In the event of a tie for Valedictorian, the students will share the honor and no Salutatorian will be designated. Additionally, valedictorian and salutatorian eligibility requires attendance at Westlake Academy for six consecutive semesters preceding graduation. Further, the Superintendent or his/her designee may deem a student ineligible who is in violation of Westlake Academy’s student code of conduct, other school requirements, Town code, or State codes. Honor Graduates - A graduating senior whose weighted CGPA, is 90% or above will be determined to be an Honor Graduate and will be duly recognized at commencement (please see Board Policy on Grading and Assessment for the calculation of the CGPA). The Executive Principal and his/her designee are granted the authority to include students whose CGPA is 90% or above at the end of the final semester. Rank in Class - Rank in class is determined by CGPA and will used for the purposes of: • Obtaining automatic admission to Texas public universities based upon the uniform admission policy and in accordance with the Texas Education Code. This information will be reported directly to institutions by Westlake Academy staff. • Determining Valedictorian and Salutatorian. Outside of the above circumstances, Westlake Academy is a non-ranking high school. Operational guidelines consistent with the above policy directives will be detailed and published in the Program of Studies and/or the College Application Handbook on an annual basis. Resolution 15-16 Page 9 of 9 In the event a student does not complete all Westlake Academy graduation requirements by the end of the student’s twelfth (12th) grade year due to unexpected circumstances, the student may seek Board approval for and the Board may approve an alternate graduation plan consistent with the State’s foundation high school program requirements, if it is determined to be in the best interest of the student. * This policy is applicable beginning with students in the class of 2018 ** Revisions enacted due to provisions pass by House Bill 5 approved during the 83rd Legislative Session Dates Amended: 10/05/15 Page 1 of 1 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: PYP/MYP/DP Meeting Date: October 5, 2015 Staff Contact: Dr. Mechelle Bryson Consent Executive Principal/ Director of Education Subject: Consider a Resolution updating Board Policy 3.02 - Attendance EXECUTIVE SUMMARY The resolution will update the information with new language that allows the Academy to withdraw students who do not comply with registration requirements prior to the start of school or who are in non-attendance compliance at the start of school or at any time during the school year. The new language will also allow the Academy to manage the beginning of the school year and to onboard new students in a reasonable timeframe in the best educational interest of all stakeholders. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? Policy governance is a responsibility of the Board of Trustees. Which policy governs this? Board Policy No. 3.02 What additional direction is necessary? Approval regarding the proposed update. FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Approval of the proposed policy change. ATTACHMENTS Policy No. 3.02 - Attendance Resolution 15-17 Page 1 of 4 WESTLAKE ACADEMY RESOLUTION 15-17 A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES AMENDING THE ATTENDANCE POLICY 3.02, ADDING NEW LANGUAGE THAT ALLOWS THE ACADEMY TO WITHDRAW STUDENTS WHO DO NOT COMPLY WITH REGISTRATION REQUIREMENTS OR WHO ARE IN NON-ATTENDANCE COMPLIANCE AT THE START OF SCHOOL OR AT ANY TIME DURING THE SCHOOL YEAR. WHEREAS, the Westlake Academy’s lottery process is a pathway to enrollment; and, WHEREAS, Westlake Academy’s registration process is required before enrollment into the Academy is official; and, WHEREAS, delays in the registration of students can and does create a barrier to timely enrollment of students and prevents Westlake Academy from reaching its target enrollment numbers; and, WHEREAS, the Board of Trustees finds that the passage of this Resolution is in the best interest of the citizens of Westlake as well as the students, their parents, and faculty of Westlake Academy. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF WESTLAKE ACADEMY: SECTION 1: That, all matters stated in the recitals hereinabove are found to be true and correct and are incorporated herein by reference as if copied in their entirety. SECTION 2: That, the Board of Trustees Westlake Academy, hereby approves an amendment to the attendance policy for Westlake Academy attached to this resolution as Exhibit “A”. SECTION 3: If any portion of this resolution shall, for any reason, be declared invalid by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions hereof and the Council hereby determines that it would have adopted this Resolution without the invalid provision. Resolution 15-17 Page 2 of 4 SECTION 4: That this resolution shall become effective from and after its date of passage. PASSED AND APPROVED ON THIS 5th DAY OF OCTOBER 2015. ___________________________________ Laura Wheat, President ATTEST: ________________________________ ___________________________________ Kelly Edwards, Board Secretary Thomas E. Brymer, Superintendent APPROVED AS TO FORM: ________________________________ Janet S. Bubert or L. Stanton Lowry, School Attorney Resolution 15-17 Page 3 of 4 Exhibit A TOWN OF WESTLAKE WESTLAKE ACADEMY BOARD OF TRUSTEES POLICY Policy No. 3.02: Date Board Adopted: August 3, 2009 Date Board Amended: October 5, 2015 Effective Date: October 5, 2015 Policy Category: Parent, Student and Faculty Relations and Expectations Policy Name: Attendance 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. • 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. Resolution 15-17 Page 4 of 4 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 The Academy may initiate withdrawal of a student under the following conditions: 1. The student or parent fails to complete the Academy's registration process after documented attempts to contact the student/parent; or 2. The student is absent for five consecutive school days without notice and efforts by administrators to contact the student or parent are unsuccessful. Additional procedural information as it relates to attendance shall be recorded and published in the Parent/Student Handbook on an annual basis. Page 1 of 1 1 WESTLAKE ACADEMY AGENDA ITEM Curriculum: MYP Meeting Date: October 5, 2015 Staff Contact: Dr. Mechelle Bryson Workshop: Discussion Item Executive Principal/ Director of Education Dr. Andra Barton MYP Principal Subject: Discussion and Consideration of the Grade 8 and 10 out of state class trips EXECUTIVE SUMMARY The purpose of this agenda item is to inform the board of the impeding school sanctioned trips and to seek approval as specified in board policy 6.02. School sanctioned trips are designed as a means to pursue, promote, and enhance the IB learning goals for Academy students as set out in the IB Learner Profile. As such, the academy is seeking approval for grade 8 to travel to Washington D.C. and for grade 10 to travel to Europe. PLAN DESIRED OUTCOMES High Student Achievement Strong Parent & Community Connections Financial Stewardship & Sustainability ACADEMY VALUES Maximizing Personal Development Academic Excellence Respect for Self and Others Personal Responsibility Compassion and Understanding Effective Educators & Staff GOVERNANCE FRAMEWORK Why do we need governance guidance? The current policy requires board approval for out of state trips. Which policy governs this? This falls under our Board Parameters for School Sanctioned Trips Policy number 6.02. What additional direction is necessary? Review of the proposed trips FISCAL IMPACT Funded Not Funded N/A RECOMMENDATION / ACTION REQUESTED/ OPTIONS Recommend approval of the trips for G8 and G10 ATTACHMENTS None  Coffee & Conversation with Mayor Monday, October 5, 2015; 8:00 – 9:30 a.m. Please note new location due to Marriot renovations: Westlake Town Hall – Council Chambers/Courtroom; Second Level at 3 Village Circle, Suite 202 & 207  Board of Trustees Workshop & Meeting Monday, October 5, 2015  Northwest Metroport Chamber “State of the Communities” Luncheon Tuesday, October 6, 2015; 11:30 – 1:00 pm Trophy Club Country Club (a sold out event, once again!)  Westlake Academy closed in observance of Columbus Day Monday, October 12, 2015  Westlake Classic Car Show; Hosted by the WHPS Saturday, October 17, 2015; 11:00 a.m. – 4:00 p.m. (Awards at 3:00 p.m.) Larry North Fitness in Solana; East Parking Lot  Westlake Baja; Hosted by Westlake Academy Foundation Monday, October 19, 2015; 5:00 p.m. Vaquero Club  Town Council Workshop & Meeting Tuesday, October 20, 2015 (Date moved to Tuesday due to Baja)  WA Football Home Games “Under the Lights” and Senior Night Friday, October 23, 2015; JV at 4:00 pm and Varsity at 6:00 pm WA Football Field  WA Monster Mash; Hosted by the WA House of Commons Saturday, October 24, 2015; 3 – 9 pm WA Campus  WA Homecoming Football Game Saturday, October 31, 2015; 1:00 p.m. Westlake Academy Item #5 Board Calendar FUTURE AGENDA ITEMS: Any Board member may request at a workshop and / or Board meeting, under “Future Agenda Item Requests”, an agenda item for a future Board meeting. The Board member making the request will contact the Superintendent with the requested item and the Superintendent will list it on the agenda. At the meeting, the requesting Board member will explain the item, the need for Board discussion of the item, the item’s relationship to the Board’s strategic priorities, and the amount of estimated staff time necessary to prepare for Board discussion. If the requesting Board member receives a second, the Superintendent will place the item on the Board agenda calendar allowing for adequate time for staff preparation on the agenda item. - None Westlake Academy Item #6 - Future Agenda Items Westlake Academy Item # 7 – Adjournment