[00:00:05]
>> WE'RE BACK INTO THE GENERAL SESSION,
[Call to Order]
AND FOR THE REGULAR MEETING, WE DO CALL ORDER.IT'S CURRENTLY 5:02. WE'LL START OFF WITH THE PLEDGE OF ALLEGIANCE.
>> ANY CITIZENS TO KNOW? YOUR ITEMS BETWEEN THE INTEREST IN.
[5. ITEMS OF COMMUNITY INTEREST]
GOOD EVENING, MAYOR, COUNCIL, AND GOOD EVENING, EVERYONE.
I'M GLAD TO SEE SO MANY PEOPLE ARE HERE TO HERE ARE ITEMS OF COMMUNITY INTEREST AND NO OTHER REASON.
IT'S VERY EXCITING. WELL, I WANT TO START OFF WITH A LITTLE SOMETHING DIFFERENT.
WE HAVE A LOT OF RESIDENTS WHO HAVE STUDENTS AT SOUTHLAKE CARROLL AND WANTED TO POINT OUT THAT THEIR HOMECOMING EVENTS ARE GOING ON THIS WEEK, STARTING WEDNESDAY, THE 14TH FROM 4: 30 TO 6: 30 AT TOWN SQUARE, THEY'RE GOING TO HAVE A CARNIVAL PARADE AND A PEP RALLY, AND OF COURSE, THE FOOTBALL GAME AGAINST TIMBER CREEK, FORT WORTH.
BUT AGAIN, I KNOW THERE'S A LOT OF INTEREST IN CARROLL SCHOOL ITEMS FROM OUR WESTLAKE RESIDENTS, SO WE CERTAINLY WANT TO INCLUDE THEM ON THEIR BIG WEEK.
OUR NEXT PLANNING AND ZONING MEETING IS MONDAY, SEPTEMBER 19TH.
ON THE 22ND, WHICH IS A THURSDAY, NORTH TEXAS GIVING DAY, WHO AS WE LIKE TO CALL IT, BLACKSMITHS GIVING DAY, WHICH OBVIOUSLY IT'S A VERY BIG DAY FOR THE SCHOOL AND FOR THE WESTLAKE ACADEMY FOUNDATION.
PLEASE CONSIDER WITH JUST 10 DAYS LEFT TO DONATE EARLY AND TO DONATE OFTEN, PLEASE AS ALWAYS.
OUR FIRST FALL CONCERT THIS YEAR IS COMING UP ON THAT SAME DAY, ON SEPTEMBER 22ND, WHICH IS A THURSDAY AS WELL FROM 6:30 TO 8:30.
WE WELCOME TEXAS HIGH ROAD, THESE GUYS ARE GREAT IF YOU WERE WITH US FOR OUR COMMUNITY TREE LIGHTING LAST YEAR, THEY WERE FANTASTIC, WE GOT A LOT OF GREAT FEEDBACK, SO WE DECIDED TO BRING THEM BACK.
IT'S GOING TO BE GREAT, IT'S GOING TO BE A GREAT COMMUNITY EVENT BECAUSE A LOT OF THE RESTAURANTS ACROSS THE STREET IS GOING TO BE HELD AT THE SAVANNAH PLAZA.
THEY'RE ALL GOING TO BE OUT THERE, THEY'RE GOING TO BE SERVING FOOD AND DRINKS AND SO FORTH AND THEN AFTERWARDS, A REALLY COOL PARTNERSHIP WITH THE MARRIOTT, THEY'RE GOING TO HAVE AN AFTER PARTY WITH, THEY'RE GOING TO OPEN THEIR DOORS IMMEDIATELY AFTER THE CONCERT INSIDE WHERE THEY'RE GOING TO HAVE THEIR OWN ENTERTAINMENT AND LIGHT BITES AND DRINKS AND THAT THING.
IT'S GOING TO BE A REALLY COOL COLLABORATIVE EVENT ON THE 22ND.
NEIGHBORS NIGHT OUT, THAT IS BEING HOSTED BY STROLL WESTLAKE ON SEPTEMBER 29TH FROM 5:30 TO 7:30.
AND THEN WESTLAKE ACADEMY HOMECOMING, THAT'S GOING TO BE ON SEPTEMBER 30TH, FRIDAY ALL DAY EVENTS, SO THAT'S GOING TO BE AN AWFUL LOT OF FUN.
A COUPLE OF QUICK HERE NOTES THAT WANTED TO PASS ALONG SOME ITEMS. THE FIRST BEING AN UPDATE ON THE ROANOKE ROAD AND PEARSON LANE PROJECT.
WE'RE COMMUNICATING OUT TO RESIDENTS AND OBVIOUSLY A LOT OF OUR SURROUNDING COMMUNITIES.
IT IS A PARTNERSHIP BETWEEN WESTLAKE AND TARRANT COUNTY.
IT'S ESSENTIALLY AN INNER LOCAL AGREEMENT WHERE IT'S GOING TO BE RECONSTRUCTION WITH BOTH AND TARRANT COUNTY WILL PROVIDE ALL OF THE CONSTRUCTION LABOR AND THE TOWN WILL PROVIDE THE MATERIALS, TRAFFIC CONTROL, REMOVAL OF EXISTING ASPHALT, THAT THING.
THE COST SAVINGS FOR THE TOWN OF WESTLAKE TO HAVE THIS PARTNERSHIP IS $300,000.
IT'S A REALLY BENEFICIAL TO EVERYONE TO HAVE THIS PARTNERSHIP.
THE TIME FRAME FOR ROANOKE ROAD TO BE COMPLETED WILL BE AROUND DECEMBER.
THERE NEED TO BE SOME RAILS AND SOME DRAINAGE COMPLETED THERE AND THEN THE TIMETABLE FOR PEARSON LANE WILL BE AROUND SPRING FOR COMPLETION.
A LOT MORE IN-DEPTH PROJECT, BUT WE SHOULD ALL BE WRAPPED UP ON THOSE TWO BY NEXT SPRING.
WE SENT OUT A COMMUNICATION LATE LAST WEEK ABOUT THE UTILITY RATE INCREASE.
THESE I'LL BASICALLY DO BECAUSE OF THE TALENTS OF WATER AND WASTEWATER TREATMENT PROVIDERS IT'S PASSING ALONG TO EVERYONE AS WE ALL KNOW.
THE CITY OF FORT WORTH AND TRINITY RIVER AUTHORITY ARE THE ONES WHO HANDLE OUR WATER.
THE INCREASE IS GOING TO GO INTO EFFECT ON OCTOBER 1ST, WE SENT SOMETHING OUT VIA OUR WEBSITE, SOCIAL MEDIA, TEXTS ALERT, NEXT DOOR, ALL THAT STUFF TO MAKE SURE EVERYBODY WAS AWARE.
IT'S GOING TO BE ABOUT A FIVE PERCENT INCREASE.
ROUGHLY IF IT'S 8,000 GALLONS, YOU'RE GOING TO BE PAYING AROUND $12 MORE ESSENTIALLY, THAT I CAN THINK.
IF YOU HAVE ANY QUESTIONS, PLEASE LET US KNOW ON THAT ONE.
[00:05:01]
AN UPDATE ON THE BOBCAT AND NO, WE'RE NOT TALKING ABOUT BYRON NELSON, WE'RE TALKING ABOUT A WILD BOBCAT THAT'S BEEN ROAMING THE STREETS OF WESTLAKE.WE'VE SET UP TRAPS, WE'VE BEEN WORKING WITH LOCAL TEXAS GAME AND WILDLIFE.
THESE GUYS ARE WIRELY, THEY'RE ELUSIVE, SO IT'S TOUGH TO CATCH THEM, BUT WE'RE KEEPING A CLOSE EYE ON IT.
THEY'RE SETTING UP ADDITIONAL TRAPS, IT IS A WORK IN PROGRESS, NEEDLESS TO SAY, BUT THE TRAPS ARE NOT BEING SET UP IN HIGH-TRAFFIC AREAS.
YOU'RE NOT GOING TO SEE ANY BESIDE TRAILS AND SIDEWALKS, THAT THING, BUT WE'RE KEEPING A CLOSE EYE ON THEM.
WANT TO BRING ATTENTION TO A COUPLE OF EVENTS THAT OUR FIREFIGHTERS, THE WESTLAKE FIREFIGHTERS AND EMS TOOK PART IN YESTERDAY TO HONOR THE VICTIMS AND FAMILIES OF 911.
THE FIRST THING WAS A STAIR CLIMB.
ON SATURDAY MORNING, WE HAD SEVERAL OF OUR WESTLAKE FIREFIGHTERS TAKE PLACE OR TAKE PART IN THAT IT FOUNTAIN PLACE IN DALLAS.
THAT'S WHERE THEY RUN AND 2,200 STAIRS ARE THE EQUIVALENT TO 110 STORIES AND HONOR OF THE VICTIMS OF 911.
THEN YESTERDAY MORNING, THEY TOOK PART IN A FIVE-MILE MEMORIAL RUN THROUGH WESTLAKE.
WE HAD FIREFIGHTERS FROM SOUTH LAKE, TROPHY CLUB, BLUE MOUND, AND KELLER, ALL TAKE PART IN THAT.
THAT'S BEEN A GREAT TRADITION AND REALLY EMOTIONAL AND GREAT PICTURES THERE.
I WANTED TO BRING ATTENTION TO A LOT OF FOLKS.
HERE, YOU'LL BE RECEIVING THIS NEW, THIS COOL LITTLE ONE-PAGER, IF YOU WILL, WHERE WE'RE GOING TO SEND THIS OUT TO ALL THE PARENTS JUST TALKING ABOUT ALL THE GREAT THINGS THAT THE WESTLAKE ACADEMY AND THE STAFF AND THE STUDENTS ARE DOING.
WE GIVE AN OUTLINE OF EACH PROGRAM ON THE FRONT, GIVES SOME DETAILS ABOUT WHO ARE THE POINTS OF CONTACTS, SO WE'RE TALKING ABOUT THE HEAD OF SCHOOL, MR. WILSON, A LOT OF THE PRINCIPALS, SENIOR PRINCIPALS, COUNSELORS, AND COORDINATORS, THAT THING.
WE'RE GOING TO BE SENDING THIS OUT NOT ONLY DIGITALLY, BUT IN TRADITIONAL MAIL AS WELL.
COLLEGE FAIR TODAY, MR. TIPIN, WHAT DO WE HAVE? EIGHTY PLUS?
>> FORTY-FIVE, BUT SOME GREAT SCHOOLS LIKE UT, LSU, A&M, UNIVERSITY OF FLORIDA, UNIVERSITY OF MICHIGAN WERE ALL THERE.
MARY HAS SOMETHING TO SAY. OKAY.
>> WEST POINT, WERE THEY THERE? WE'LL GET IN THERE NEXT YEAR.
THEN YEAH, SO VERY EXCITING THERE AND GREAT INFORMATION PASS ALONG TO EVERYONE, TO PARENTS AND TO THEM AND THOSE ARE YOUR ITEMS OF COMMUNITY INTERESTS.
>> YOU SAID THEIR BLOOD DRIVE COMING UP?
>> YES, THERE'S A BLOOD DRIVE AND WE'RE ACTUALLY GOING TO HAVE OUR NEXT COUNCIL MEETING, AND THAT'S GOING TO BE WHEN? ON THE 26TH WE'RE GOING TO HAVE SOME FOLKS HERE WHO ARE GOING TO DO TOUT THAT AND TALK ABOUT IT AND IT'S GOING TO BE AT THE FIRE STATION.
THIS IS THE THIRD ANNUAL BLOOD DRIVE, I BELIEVE, BUT IT'S A REALLY COOL EVENT.
IT'S DOUBLE AS A MATTER OF FACT, I THINK THEY'RE BRINGING TWO NEW TRUCKS.
I THINK THESE BIG TRUCKS THAT THEY HAVE OUT THERE BECAUSE OF THE SPOTS AND THE SLOTS FILL UP SO QUICKLY THAT THEY ALREADY KNOW GOING IN, THAT THIS IS GOING TO BE A DOUBLE EVENT THAT THEY'VE HAD IN YEARS PAST.
IT'S A SITUATION WHERE WE'LL PUT OUT SOMETHING TO RESIDENTS AND INTO THE SCHOOL AS WELL, WHERE IF YOU'D LIKE TO DONATE BLOOD AND SIGN UP, THERE'S TIME SLOTS ARE IN THERE TO MAKE IT REALLY EASY FOR YOU, BUT IT'S GOING TO BE ON A SATURDAY AT THE WESTLAKE FIRE AND EMS STATION.
AGAIN, WE'RE GOING TO HAVE THOSE FOLKS AT OUR NEXT COUNCIL MEETING COME UP AND TELL YOU MUCH MORE ABOUT THAT I'M SURE.
>> I'M GOING TO JUMP AHEAD. NORMALLY WE DO CONSENT AND REPORTS,
[9. Presentation and recognition of Westlake Academy’s 2022 AP Scholars and the 2022 recipients of the College Board National Recognition Program.]
BUT WE HAD A LOT OF KIDS IN HERE, SO WE'RE GOING TO JUMP TO NUMBER 9, PRESENTATION AND RECOGNITION OF WESLEY ACADEMIES, 2022, AP SCHOLARS, AND THE 2022 RECIPIENTS.THE COLLEGE BOARD NATIONAL RECOGNITION PROGRAM. SHAWN.
>> I'M GOING TO DEFER TO DR. OWEN WHO WILL GET THE PRESENTATIONS AND THE HONORS.
>> THANK YOU. IT IS OUR PRIVILEGE TO RECOGNIZE THE ACHIEVEMENTS OF OUR 2022 AP SCHOLARS AND 2022 COLLEGE BOARD NATIONAL RECOGNITION PROGRAM AWARDEES.
I'M VERY GRATEFUL FOR THE MAYOR AND THE BOARD OF TRUSTEES FOR ALLOWING US TO CELEBRATE THESE STUDENTS HERE THIS EVENING.
WE'LL START WITH OUR AP SCHOLARS.
AS AN IB WORLD SCHOOL, WESTLAKE ACADEMY IS PROUD OF ITS TRACK RECORD OF OFFERING A NUMBER OF COURSES THAT ALIGN WITH SUBJECT-SPECIFIC AP CURRICULUM, YET ARE STILL TAUGHT THROUGH THE LENS OF THE IB.
WE'RE ALSO PROUD OF OUR STUDENTS WHO TAKE ON THIS ADDITIONAL CHALLENGE, EVEN WHILE FOLLOWING THE RIGOROUS AND DEMANDING IB PROGRAM, THE STUDENTS WE ARE RECOGNIZING THIS EVENING HAVE PUSHED THEMSELVES EVEN FURTHER BY SITTING FOR AND EXCELLING AT AP EXAMS. FOR 2022, IT IS OUR HONOR TO RECOGNIZE 44 AP SCHOLARS.
THIRTY OF OUR SCHOLARS IS OUR SENIORS, WHICH MEANS 45 PERCENT OF THE CLASS OF 2023 HAVE ACHIEVED AP SCHOLARS STATUS.
WE ALSO HAVE 14 JUNIORS WHO ARE ALREADY AP SCHOLARS.
OUR SCHOLARS WILL BE RECOGNIZED IN THREE DISTINCT GROUPS.
FIRSTLY, THE TRADITIONAL AP SCHOLAR, GRANTED TO STUDENTS WHO HAVE RECEIVED SCORES OF
[00:10:01]
THREE OR HIGHER ON THREE OR MORE AP EXAMS. WE WILL THEN MOVE ON TO AP SCHOLAR WITH HONEST GRANTED TO STUDENTS WHO RECEIVE AN AVERAGE SCORE OF AT LEAST 3.25 ON ALL AP EXAMS TAKEN AND SCORES OF THREE OR HIGHER ON FOUR OR MORE OF THESE EXAMS. WE WILL THEN FINALLY RECOGNIZE OUR AP SCHOLARS WITH DISTINCTION, GRANTED TO STUDENTS WHO RECEIVE AN AVERAGE SCORE OF AT LEAST 3.5 ON ALL AP EXAMS TAKEN AND SCORES OF THREE OR HIGHER ON FIVE OR MORE OF THESE EXAMS. ONCE WE HAVE RECOGNIZED OUR AP SCHOLARS, WE WILL FINISH OFF BY RECOGNIZING OUR COLLEGE BOARD NATIONAL RECOGNITION PROGRAM.TO RECOGNIZE THESE STUDENTS, I WOULD LIKE TO INVITE MICHAEL BRIGHT JUST UP TO THE FRONT TO JOIN ME WITH THE HANDSHAKING.
AS STUDENTS, JUST SO THIS RUNS RELATIVELY SMOOTHLY.
WHEN YOU HEAR YOUR NAME CALLED OUT, IF YOU COULD APPROACH THE FRONT FROM THIS SIDE AND SHAKE HANDS AND THEN JUST WAIT FOR A LITTLE BIT ON THE LEFT BECAUSE ONCE WE'VE RECOGNIZED EACH GROUP, WE WOULD LIKE TO TAKE A GROUP PHOTOGRAPH WITH THE BOARD AS WELL.
I WILL NOW HAND OVER TO MR. TIPIN.
>> THANK YOU. DR. OWEN. SOFIA A. GEARY. [APPLAUSE] EDEN ALLISON. [APPLAUSE] HANZLIE BARTON. [APPLAUSE] CONGRATULATIONS. DEAN BEMON.
[APPLAUSE] CONGRATULATIONS. GRANT FLOWERS.
KATIE COERCION. [APPLAUSE] CONGRATULATIONS.
>> AMY LINDBERGH. [APPLAUSE] CONGRATULATIONS.
MALLORY LAURENT. [APPLAUSE] CONGRATULATIONS. HARRIS MANCHE.
[INAUDIBLE] PLAT. [APPLAUSE] CONGRATULATIONS.
[00:15:08]
ISAAC SILVERRATINUM.[APPLAUSE] ANN HOTSIGH, KATE WANRISCO.
>> GRANETT YEE. [APPLAUSE].CONGRATULATIONS.
>> LET'S MAKE A TRIANGLE [INAUDIBLE].
I DON'T THINK WE CAN BE ABLE TO SEE YOU BACK THERE.
[BACKGROUND] [INAUDIBLE] PERFECT. SO HERE'S WHAT WE'RE GOING TO HAVE TO DO.
SO DR. WHITE, LET ME GET YOU THREE GUYS SOMEWHERE IN THE MIDDLE THERE AND [INAUDIBLE] WE CAN GET YOU IN THERE AS WELL. [LAUGHTER]. THERE WE GO.
WE'RE GOING TO TAKE THREE OF THESE. READY EVERYBODY? LOOK UP THIS WAY. ONE, TWO, THREE.
THERE'S ONE, TWO, THREE. LOOK AT ALL THOSE PARENTS.
[LAUGHTER] [BACKGROUND] ONE MORE.
[LAUGHTER] [BACKGROUND] WE'LL POST THIS ON THE ACADEMY FACEBOOK AS WELL.
>>NOW WE WILL BE INTRODUCING THE AP SCHOLARS WITH HONORS. NATHAN ALLISON.
>> CHRISTIAN GUGOF. [APPLAUSE]..
>> [INAUDIBLE]. [LAUGHTER] THIS ONE? YEAH.
[00:20:01]
YOU'VE GOT TO GET WHAT? WE CAN DO TWO LINES. [BACKGROUND] [NOISE] NO, NOT THIS DOTTED LINE. OH, YEAH.[BACKGROUND]HERE WE'RE GOING TO TAKE THREE OF THEM.
YEAH. [APPLAUSE] THE PARENTS GET THERE'S? RIGHT GOOD.
NOW, OUR AP SCHOLARS WITH DISTINCTION, PARKER GLEN, [APPLAUSE] ANDY WONG, [APPLAUSE] CALISTA PLATT, [APPLAUSE] NEIL RHODES, [APPLAUSE] AND ELIJAH WALKER.
[APPLAUSE] ROUTINELY, WE COULD TAKE THREE.
HERE WE GO. ONE, TWO, THREE. THAT'S ONE.
TWO. ONE, TWO, THREE. ALL RIGHT. [APPLAUSE] [INAUDIBLE] WE COULD RECOGNIZE HIM, SO THAT HE GETS A CHANCE TO CHECK THAT.
YOU'VE GOT TO KNOW. YOU'VE GOT TO KNOW.
YEAH. BECAUSE YOU WEREN'T HERE. I GOT YOU.
WE WILL NOW RECOGNIZE THE RECIPIENTS OF THE COLLEGE BOARD NATIONAL RECOGNITION PROGRAM.
THESE STUDENTS ARE BEING RECOGNIZED FOR THEIR ACADEMIC ACHIEVEMENTS IN SCHOOL AND OUTSTANDING PERFORMANCE ON THE PSAT.
I'LL READ OUT YOUR NAMES ALONG WITH THE DESIGNATION OF YOUR AWARD.
ADDISON DILLMAN, [APPLAUSE] NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] ANDY WONG, NATIONAL RURAL AND SMALL-TOWN AWARD.
ANAN TSZIN, NATIONAL RURAL AND SMALL-TOWN AWARD.
NATHAN YUPERDWAY, NATIONAL RURAL AND SMALL-TOWN AWARD, [APPLAUSE] AND ALSO AN AP SCHOLAR WITH HONOR.
[APPLAUSE] CHRISTIAN GUGOLF, NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] JESSICA OLSON, NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] JOSIE FOLEY, NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] CALISTA PLATT, NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] KATE WANRISCO NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] NIVA MATZKE, NATIONAL RURAL AND SMALL-TOWN AWARD.
[00:25:05]
PETER GUGOF, NATIONAL RURAL AND SMALL-TOWN AWARD.[APPLAUSE] RAY ALIROCAF, NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] SYLVIA PREADURO, NATIONAL HISPANIC RECOGNITION AWARD.
[APPLAUSE] SOPHIA AGURI, NATIONAL HISPANIC RECOGNITION AWARD AND NATIONAL RURAL AND SMALL-TOWN AWARD.
[APPLAUSE] TAYLOR GRETT, NATIONAL RURAL AND SMALL-TOWN AWARD.
SO ONCE AGAIN, WE'LL GET MAYBE TWO OR THREE, THE WAY WE BEGAN, RIGHT HERE.
[BACKGROUND] ALL RIGHT, HERE WE GO.
YOU KNOW THE DRILL THREE OF THEM.
MAYOR AND THE BOARD, THAT CONCLUDES THE RECOGNITION.
SO AGAIN, WE'RE VERY GRATEFUL FOR YOU IN ALLOWING THIS OPPORTUNITY TO CELEBRATE ARE ABSOLUTELY PHENOMENAL STUDENTS. THANK YOU.
>> IF YOU GUYS WANT TO STAY OR GO, WE HAVE ANOTHER WHOLE WAVE OF THE MEETINGS.
[LAUGHTER] THERE'S EXTRA CREDIT IF YOU STAY.
>> CONGRATULATIONS ALL, YOU ALL WELL DONE.
[NOISE] HERE'S LIKE TWO PEOPLE
>> THAT'S GREAT. [NOISE]. [OVERLAPPING] WE'LL TAKE A FIVE-MINUTE BREAK IS DEEP TO CLEAR OUT.
>> BEHIND THE SCENE [NOISE] SCREEN.
>> WE JUST TAKE A SESSION. [NOISE]
>> THEY'RE PEOPLE WATCHING ONLINE
>> WE SKIPPED A FEW THINGS. LET'S GO BACK TO A CONSENT AGENDA.
[6. CONSENT AGENDA]
WE CONSIDER APPROVAL OF THE JOINT TOWN COUNCIL BOARD OF TRUSTEES MEETING MINUTES FROM THE FOLLOWING MEETINGS.AUGUST 29, '22, REGULAR MEETINGS.
CAN I GET A MOTION TO APPROVE?
>> NUMBER 7 REPORTS. CAN WE GET A- [OVERLAPPING]
[7. REPORTS]
>> CAN I JUST ASK YOU A QUESTION ON PART E, THE DATA SOFTWARE ASSESSMENT REPORT, AM I CORRECT WE DID NOT RECEIVE THAT REPORT THIS WEEK?
>> YES, THAT IS CORRECT. YOU DID NOT RECEIVE THE REPORT.
I CAN GIVE US A BRIEF UPDATE AT A TIME THAT YOU DESIRE, BUT I CAN HAVE THE FULL REPORT AT THE OCTOBER MEETING.
>> PERFECT, THANKS. CAN I JUST SAY ONE MORE THING ON THE REPORT? JUST WANT TO COMMEND MR. WILSON FOR HIS 100-DAY REPORT.
I THOUGHT IT WAS TREMENDOUSLY WELL DONE.
>> GREAT AND I REALLY APPRECIATE THAT FORESIGHT [OVERLAPPING]
>> I WOULD SECOND THAT MR. WILSON VERY WELL DONE, AND I'M SO GLAD YOU TOOK THE TIME TO UNDERSTAND EVERYTHING, TOOK 100 DAYS TO FIGURE OUT WHAT IT IS, AND THEN GIVE US A GOOD.
EXCELLENT. WELL DONE, THANK YOU.
>> I'M SUPER THRILLED WITH IT.
I KNOW YOU PROMISED THREE MONTHS AGO, FOUR MONTHS AGO WHEN HE FIRST CAME IN, YOU WOULD DO IT.
OUR SCHOOL HAS BEEN AROUND A LONG TIME.
I'M GLAD YOU'VE IDENTIFIED THE GAPS, AND WE'RE ON THE PATH TO DRESSING NOT SHORTCOMINGS, BUT THE HOLES THAT WE NEED TO FILL, AND I FEEL LIKE IT'S REASSURING.
THERE'S ALWAYS HOLES, BUT WE SEEM TO HAVE A LOT OF HOLES FOR SCHOOL OF 20 YEARS OLD.
I REALLY APPRECIATE YOU TAKING THE TIME AND DOING THE ANALYSIS AND PRESENTING THE WAY YOU DID IT WAS FANTASTIC.
[00:30:02]
>> LET'S GO ON TO WESTLAKE ACADEMY. AGENDA ITEMS.
[8. Presentation and discussion of State Assessment Results for 2022]
ITEM NUMBER 8 PRESENTATION, DISCUSSION OF STATE ASSESSMENT RESULTS FOR 2022.>> HOW DID I HAVE THIS MAGIC? [LAUGHTER] MY NAME IS MAXWELL ITUAH AND I AM THE NEW MIP PRINCIPAL.
LAST YEAR I SERVED IN THE CAPACITY OF MIP ASSISTANT PRINCIPAL, AS WELL AS THE TESTING COORDINATOR FOR THE CAMPUS, AND I'LL ALLOW MR. FEBRES TO INTRODUCE HIMSELF.
>> I'M SAMUEL FEBRES THE 504 DISTRICT TESTING COORDINATOR AND LAST YEAR SERVED IN THAT CAPACITY AS A FIFTH-GRADE TEACHER.
>> WELCOME TO YOUR NEW ROLE MR. FEBRES.
>> JUST TO GO AHEAD. I TRIED TO CHANGE THE SLIDE BUT IT DIDN'T MIRROR OUT.
JUST TO BEGIN, I JUST WANTED TO PROVIDE AN OVERVIEW OF HOW THE STATE REVIEWS THE STAAR DATA.
GENERALLY, YOU HAVE THE STUDENT DID NOT MEET EXPECTATIONS TO STUDENTS APPROACH TO GRADE LEVEL EXPECTATIONS.
THE STUDENT MET GRADE LEVEL EXPECTATIONS, THEN THE STUDENT MASTERED TO WHERE THEY WOULD NEED LIMITED TYPE OF INTERVENTION OR SUPPORT THROUGHOUT.
THEN APPARENTLY THE SLIDE THAT I DID HAVE DIDN'T UPDATE FOR TODAY.
BUT WITH THE STAAR ASSESSMENT, A NEW FEATURE THAT THEY DID WITH THEIR STAAR REDESIGN WAS TO TRACK THE STUDENTS' PROGRESS FROM ONE YEAR TO THE NEXT.
SO ESSENTIALLY A STUDENT THAT TOOK THE GRADE 5 STAAR AND IS NOW IN GRADE 6, YOU CAN SEE WHETHER THEY HAD LIMITED GROWTH, EXPECTED GROWTH, OR ACCELERATED GROWTH, SO THAT'S ANOTHER GOOD INDICATOR.
EVEN IF THE STUDENT DID NOT MEET EXPECTATIONS ON THE STAAR EXAM, YOU'RE ABLE TO SEE, HEY, HOW DID THE STUDENT GROW FROM ONE SCHOOL YEAR TO THE NEXT SCHOOL YEAR? THIS FIRST SLIDE, WE WENT BACK FIVE YEARS FOR ALL OF THE GRAY LEVELS DATA, SO YOU CAN SEE THE OVERALL PAST PERFORMANCE FOR THE STUDENTS.
IN RED IS MATHEMATICS, AND IN BLUE IS READING.
THEN IF YOU DO HAVE QUESTIONS, IF YOU CAN HOLD THEM FOR THE END SO WE CAN GO THROUGH THE PRESENTATION AS A WHOLE.
FOR THIS CURRENT SCHOOL YEAR FOR READING, WE HAD 95 PERCENT PASSING, AND 94 PERCENT FOR MATHEMATICS.
THEN FOR READING FOR THE 95 PERCENT PASS RATE, THAT'S FOR STUDENTS THAT HAD APPROACHES AND ABOVE, AND AN OVERALL, WE HAD A 62 PERCENT MASTERY RATE FOR READING.
FOR MATHEMATICS THIS PAST SCHOOL YEAR, WE HAD A 94 PERCENT OVERALL PASS RATE AND THEN A 35 PERCENT MASTERY RATE FOR GRADE 3 MATHEMATICS.
MOVING ON INTO GRADE 4 PREVIOUSLY BEFORE FOR BOTH THE GRADE 4 AND GRADE 7, YOU HAD WRITING AS A STANDALONE EXAMINATION, THE STATE DECIDED TO THEN REMOVE THAT EXAM AND THROUGH THE STAAR REDESIGNED, THERE'LL BE EMBEDDING OPEN-ENDED AND SHORT ANSWER RESPONSES WITHIN THE READING EXAMINATIONS.
FOR THE 2022 SCHOOL YEAR, YOU WILL NOT SEE THE WRITING SCORES NO LONGER.
FOR GRADE 4, FOR, OVERALL, THEY HAD A 95 PERCENT PASS RATE.
FOR MATHEMATICS, THEY ALSO HAD A NINETY-FIVE PERCENT PASS RATE.
IN GOING BACK TO THAT, IN ADDITION TO THEIR 95 PERCENT PASS RATE FOR READING, THEY HAD A 49 PERCENT MASTERY RATE FOR GRADE 4, AND IN MATHEMATICS, OF COURSE, THEY HAD A 95 PERCENT PASS RATE AND A 54 PERCENT MASTERY FOR MATHEMATICS.
IN GRADE 5, THEY HAVE THREE EXAMINATIONS THAT THEY TAKE, THEY HAVE THE READING, MATH, AND SCIENCE, AND IN THE AREA OF READING, THEY HAD A 100 PERCENT PASS RATE.
IN THE AREA OF MATH, THEY HAD A 97 PERCENT PASS RATE, AND IN THE AREA OF SCIENCE, THEY HAD A 87 PERCENT PASS RATE.
IN THIS SLIDE SHOWS THE PASS RATE IN COMPARISON WITH THE MASTERS OVER READING.
FOR THIS SCHOOL YEAR. AS MENTIONED, IT WAS 100 PERCENT.
FOR THE MASTERY LEVEL, IT WAS 71 PERCENT.
FOR MATHEMATICS, THE PASS RATE WAS 97 PERCENT.
THE MASTERY LEVEL WAS 71 PERCENT,
[00:35:03]
THE SCIENCE WAS 87 PERCENT, THE MASTERY LEVEL FOR SCIENCE WAS 29 PERCENT.FOR GRADE 6, WE HAVE A 96 PERCENT PASS RATE OVERALL FOR READING AND A 97 PERCENT PASS RATE OVERALL FOR MATHEMATICS.
FOR READING AS MENTIONED, WE HAD A 96 PERCENT OVERALL PASS RATE.
IN ADDITION TO THAT, WE HAD A 57 PERCENT MASTERY PASS RATE FOR READING.
IN THE AREA OF MATH, WE HAD A 97 PERCENT PASS RATE AND A 58 PERCENT MASTERY LEVEL ATTAINMENT.
IN GRADE 7 AS NOTED, THE WRITING IS NO LONGER A STANDALONE EXAMINATION.
FOR READING, WE HAD A 94 PERCENT PASS RATE, IN MATHEMATICS, A 90 PERCENT PASS RATE.
IN THE AREA OF READING AS MENTIONED, THE 94 PERCENT PASS RATE OVERALL AND WE HAD A 68 PERCENT MASTERY LEVEL ATTAINMENT.
THIS WAS OUR FIRST YEAR FOR MATHEMATICS BECAUSE WE HAVE THAT ACCELERATED TRACK.
IN GRADE 6, ALL OF OUR STUDENTS TAKE THE GRADE 6 STAAR.
NOW IN GRADE 7, OPPOSED TO TAKING THE GRADE 7 MATH STAAR, OUR STUDENTS TAKE THE GRADE 8 MATH STAAR.
LEADERSHIP OF THE CAMPUS MADE THAT DECISION SO THAT IF A STUDENT DOES NOT MEET GRADE LEVEL EXPECTATIONS, WE'RE ABLE TO PROVIDE ALGEBRA READINESS COURSE IN ORDER TO BRIDGE THOSE GAPS PRIOR TO THEM ENTERING ALGEBRA I.
FOR THE GRADE 7 RESULTS FOR MATH, THIS IS OUR FIRST YEAR TAKING THE GRADE 8 STAAR.
OVERALL, WE HAD A 90 PERCENT PASS RATE AND A 38 PERCENT MASTERY RATE.
FOR GRADE 8, WE HAVE THE THREE SUBJECT AREAS IN ADDITION TO ALGEBRA I. ALGEBRA I IS AN EOC, SO THEREFORE IT'S ON A DIFFERENT SLIDE, BUT OUR GRADE 8 STUDENTS TAKE FOUR EXAMINATIONS BECAUSE WE'RE ACCELERATED.
BUT WE HAD A 100 PERCENT PASS RATE FOR READING, 100 PERCENT FOR SCIENCE, AND 99 FOR SOCIAL STUDIES.
AS IT RELATES TO MASTERY, IN ADDITION TO THE 100 PERCENT PASSING FOR READING, WE HAD 79 PERCENT MASTERY.
FOR SOCIAL STUDIES, WE HAD A 96 PERCENT PASS RATE WITH A 48 PERCENT FOR MASTERY.
IN THE AREA OF SCIENCE, WE HAD A 99 PERCENT PASS RATE AND A 44 PERCENT MASTERY.
THIS NEXT SLIDE HAS OUR EOC PERFORMANCE.
FOR STUDENTS FOR GRADUATION PURPOSES, THEY'RE REQUIRED TO PASS ALL FIVE END-OF-COURSE EXAMINATIONS IN ORDER TO GRADUATE.
BECAUSE WE HAVE OUR ACCELERATED TRACK, OUR STUDENTS TAKE ALGEBRA I IN GRADE 8, THEY TAKE ENGLISH I AND BIOLOGY IN GRADE 9, THE ENGLISH II EXAMINATION IN GRADE 10, AND THE US HISTORY EXAMINATION IN GRADE 11.
FOR ENGLISH I, WE HAD A 96 PERCENT PASS RATE, ENGLISH II A 96 PERCENT PASS RATE AS WELL.
ALGEBRA I, A 100 PERCENT PASS RATE.
BIOLOGY, A 98 PERCENT PASS RATE.
US HISTORY, A 100 PERCENT PASS RATE.
FOR ENGLISH I, WE HAD A 96 PERCENT PASS RATE OVERALL, THE MASTERY LEVEL OF ATTAINMENT WAS 47 PERCENT.
FOR ENGLISH II, WE HAD A 96 PERCENT PASS RATE AND 22 PERCENT FOR MASTERY.
FOR ALGEBRA I, WHICH OUR GRADE 8 STUDENTS TOOK, WE HAD A 100 PERCENT PASS RATE, WITH 75 PERCENT MASTERY.
FOR US HISTORY, WE HAD A 100 PERCENT PASS RATE WITH 93 PERCENT FOR MASTERY.
FOR BIOLOGY, WE HAD A 98 PERCENT PASS RATE WITH A 42 PERCENT ATTAINMENT FOR MASTERY LEVEL.
THE NEXT SLIDE, IT JUST SHOWS THE DATA COMPARING WESTLAKE ACADEMY TO THE STATE'S OVERALL PERFORMANCE BY GRADE LEVEL.
THE TWO LEFT COLUMNS, YOU'LL SEE WESTLAKE'S PERFORMANCE BY GRADE LEVEL, AND THEN ON THE TWO FAR RIGHT COLUMNS, YOU'LL SEE THE STATE'S PERFORMANCE AS IT EXTENDS TO BOTH PASSING STANDARDS AND MASTERY ATTAINMENTS.
[00:40:07]
THAT'S FOR THE PRIMARY.THE NEXT SLIDE, IT PORTRAYS THE SAME INFORMATION.
HOWEVER, FOR OUR SECONDARY STUDENTS WITH BOTH OUR MIDDLE-SCHOOL, STAAR EXAMINATIONS, AND OUR HIGH SCHOOL END-OF-COURSE EXAMINATIONS.
SORRY. I DIDN'T WANT TO READ THIS.
[LAUGHTER] BUT THAT DOES CONCLUDE TODAY'S PRESENTATION AND IF THE PANEL HAS ANY QUESTIONS FOR MR. FEBRES AND I.
>> ON THE MASTERY RATE, IT LOOKS LIKE ON AVERAGE WE HAVE BETWEEN 20 AND 40 PERCENT ON PEOPLE MASTERING EACH OF THE SUBJECTS.
THEN FOR THE SAME THING WITH THE PAST RANGING FROM 94-100 PERCENT.
OBVIOUSLY, I KNOW THESE PEOPLE ARE ALWAYS MOVING HIGHER.
HOW DO WE ALWAYS MOVE HIGHER? WHAT CAN WE DO TO MOVE HIGHER?
>> I THINK WE HAVE TO BREAK IT DOWN BY INDIVIDUAL GRADE AREAS AND SUBJECT AREAS.
IS THERE A SPECIFIC GRADE LEVEL THAT WE CAN REFER TO?
>> CAN I ADD IT ONTO THAT ONE? MATH. I'VE ALWAYS BEEN A BIG SUPPORTER OF MATH SPECIALIST, MR. HARDING KNOWS THAT.
WE HAVE SEEN OVER THE YEARS, THE MASTERY RATE IN GRADE 3, 4, AND 5 HAS COME DOWN IN THE DATA THAT YOU'VE GIVEN, THE FIVE-YEAR DATA.
HAVE WE LOOKED AT IT? IS THERE A PLAN TO LOOK AT IT? IF YOU SEE GRADE 3 MATH'S DATA MASTERY FROM 2017-22, PLUS GRADE 4 PLUS GRADE 5, ALL THREE YEARS, IT HAS COME DOWN.
THE MASTERY RATE OF OUR SCHOOL IN MATH.
>> MR. FEBRES, HE CAN SPEAK TO THE MATH COMPONENT, ESPECIALLY AS IT RELATES TO GRADE 3.
>> GRADE 3, WHAT WE NEED TO UNDERSTAND IS THAT THEY MISSED THEIR FUNDAMENTAL FOUNDATION YEARS IN GRADE 1 AND GRADE 2 DUE TO COVID IN THE FIRST YEAR, WHICH THEY HAD A LOT OF REMOTE LEARNING.
ALSO, THE THIRD GRADE IS THE FIRST TIME THAT THEY'VE TAKEN ANY TYPE OF STANDARDIZED ASSESSMENTS.
>> THIS IS THE FIRST CAPTURING OF COVID EFFECTS ON THE ELEMENTARY KIDS, BASICALLY?
>> BUT IT HAS BEEN COMING DOWN SINCE 17, 18.
IF YOU SEE THE DATA, MR. FEBRES.
>> I SEE THAT IN 2018, 2019 THERE WAS 100 PERCENT.
>> I'M ONLY TALKING ABOUT THE MASTERY LEVEL.
>> YEAH NOT ON THE PASS. THE KIDS DO PHENOMENON IN THAT.
>> WE ALSO NEED TO UNDERSTAND THAT COHORTS OF CHILDREN ARE DIFFERENT AND THEY HAVE DIFFERENT NEEDS AND THAT ALSO IMPACTS THE MASTERY LEVEL OF STUDENTS IN PASSING THE MATH IN ALL STANDARDIZED EXAMS.
>> WE USED TO HAVE A MATH SPECIALIST AT THE SCHOOL AND FOR VARIOUS REASONS, WE'VE TAKEN THEM OFF.
I REALLY WISH WE CAN GO BACK TO THAT OR AT LEAST HAVE SOME PLAN IN PLACE AS TO WHAT WE'RE PLANNING FOR SPECIFICALLY MATH BECAUSE THERE WAS A TIME AT THE SCHOOL WHERE WE USED TO HAVE JUST ONE CHILD DOING HL MATH.
THEN NOW WE HAVE MOVED TO LITERALLY 50 PERCENT OF THE CLASS DOING HL MATH.
IT ALL STARTS AT PRIMARY YEARS AND MOVES UP.
IT'S JUST A SUGGESTION THAT I FEEL LIKE MAYBE WE CAN LOOK AT IT AGAIN.
>> I CAN'T SPEAK TO AS TO WHY WE DO NO LONGER HAVE A MATH SPECIALIST, BUT I CAN MEET WITH THE PYP ADMINISTRATION AND COME UP WITH A PLAN AND GET BACK TO YOU.
>> AWESOME, THAT'D BE GREAT. THANK YOU SO MUCH.
>> I DO CONCUR WITH COUNCIL MEMBER, CHANDRIKA, THAT MATH IS A HUGE PRIORITY.
IF I MAY THOUGH, LET ME JUST STEP BACK AND ASK YOU BOTH.
WHEN YOU LOOK AT THESE LONGITUDINAL TEST SCORE REPORTS, WHAT STANDS OUT TO YOU AS PERHAPS THE MOST IMPORTANT TWO OR THREE TAKEAWAYS THAT YOU ALL IN YOUR MIND THINK ABOUT WHEN YOU GO BACK AND REVIEW THE CURRICULUM AND THE TEACHER'S EFFORTS?
>> ACTUALLY, WAS THE FIFTH-GRADE SIZE STORES, AND I DIDN'T MEET WITH THE PYP TEAM TO DISCUSS SOME POSSIBLE INDICATORS AND A PLAN MOVING FORWARD.
THAT WAS IN DISCUSSION WITH PYP ADMINISTRATION, SEVERAL CONTRIBUTING FACTORS WERE INDICATED IN THE POSSIBLY
[00:45:01]
IMPACTING THE PAST SCORES IN SCIENCE. THEY ARE AS FOLLOWS.OF ACCELERATED LEARNING AT TIME STUDENTS WERE PULLED UP FROM CLASS TO RECEIVE ACCELERATE LEARNING SERVICES.
SIX LAST DAYS OF INSTRUCTION DUE TO COVID AND ICE STORMS, STUDENTS THAT DID NOT MEET STANDARDS WERE ALREADY IDENTIFIED AND BEING SERVICED THROUGH 504 SPECIAL ED RTI OR NEW TO WA.
THOSE ARE THE STUDENTS WHO DID NOT PASS THE FIFTH GRADE SCIENCE STAR, THEY WERE ALREADY IDENTIFIED.
THEY JUST DID NOT PASS AT THAT TIME.
THE STAR TEST AND SCHEDULE REQUIRED THAT THE G5 STUDENTS TAKE A READING, MATH, AND SCIENCE STARS ON THREE DAYS CONSECUTIVELY.
BY DAY 3, WHICH WAS THE SCIENCE ASSESSMENT, KIDS WERE EXHAUSTED.
IN THE PAST, WE HAVE TAKEN READING A MATH ON TUESDAY AND WEDNESDAY, AND THEN THERE WAS A WHOLE MONTH BEFORE WE HAD TO TAKE THE SCIENCE ASSESSMENT.
IN ADDITION TO THAT, OUR UNITS IN FIFTH GRADE WERE ALIGNED TO SUPPORT THAT.
WE WOULD HAVE A WHOLE MONTH TO TEACH SCIENCE AFTER READING MATH, THAT DAY WE DIDN'T TEACH IT PRIOR TO THAT BUT THE UNITS THAT WE'RE HAVING IN SCIENCE WERE TAUGHT DURING THAT MONTH.
IN THIS YEAR, WHAT WE'VE DONE AS A PLAN IN DISCUSSION WITH ADMINISTRATION, THAT UNIT HAS BEEN MOVED EARLIER IN THE YEAR.
ALSO, THE TESTING DATES FOR READING MATH AND SCIENCE IN FIFTH GRADE ARE A WEEK APART WITHIN THAT WINDOW, SO THEY HAVE A BREAK IN BETWEEN THERE.
>> IT SOUNDS LIKE THE FIFTH GRADE SCIENCE SCORES REALLY STOOD OUT TO YOUR TEAM AND YOU GUYS NOT ONLY INVESTIGATED WHAT MIGHT HAVE CONTRIBUTED TO THE LOWER SCORE THIS YEAR, BUT YOU GUYS HAVE REALLY HONED IN ON WAYS TO MITIGATE THOSE GOING FORWARDS, IT SOUNDS LIKE?
>> CORRECT. WE WILL FOLLOW UP WITH THE MATH.
>> CAN I JUST ASK A SLIGHTLY MORE BROAD BASED QUESTION.
OBVIOUSLY, THE ANALYSIS OF THE TEST SCORES IS VERY GOOD.
I THINK THE PRESENTATION PUT TOGETHER IS EXTREMELY PROFESSIONAL, VERY HELPFUL CERTAINLY FOR US AND IT'S UNDOUBTEDLY A TESTAMENT TO HOW WELL WESTLAKE ACADEMY IS DOING ON A STATE LEVEL.
THEY'RE CLEARLY EXCEEDING IN EVERY METRIC ACROSS THE BOARD.
CONGRATULATIONS REALLY TO YOU ALL.
MY BROADER QUESTION IS, YOU'RE COLLECTING THESE VARIOUS DATA POINTS.
WE TALKED A LITTLE BIT ABOUT THE MATH ISSUE.
WE TALKED A LITTLE BIT ABOUT THE GRADE 5 SCIENCE ISSUE, BUT MORE BROADLY, WHAT ARE YOU DOING AFTER YOU COLLECT THESE RESULTS? WHAT'S THE WORKFLOW PROCESS? HOW ARE YOU MEETING? HOW ARE YOU ANALYZING THE DATA AND HOW DO YOU DETERMINE ACTION ITEMS TO ADDRESS JUST GENERAL TRENDS THAT YOU'RE SEEING AND WANT TO CORRECT?
>> THAT'S GOING TO BE PART OF MY ROLE, IS ABSOLUTELY LOOKING AT THIS DATA, AND THEN WORKING WITH DIFFERENT PLCS.
I THINK THAT'S GOING TO BE VERY BENEFICIAL.
THEY LOOK AT VERTICAL PLANNING AND LOOK AT THE DATA WITH TEAMS AND DISCUSS HOW WE MOVE FORWARD WITH ADMINISTRATION BASED ON THAT.
>> I NOTICED SOMETHING THAT'S VERY CRITICAL WITHIN THE MATH DEPARTMENT.
WE HAVE OUR DEPARTMENT NEEDS AND IT'S SOMETHING THAT LEADERSHIP WE GET TOGETHER WITH THOSE DEPARTMENT CHAIRS TO DISCUSS, "HEY, WE'D LIKE TO HAVE AUTONOMY FOR THOSE DEPARTMENT CHAIRS, BUT FOR THIS PARTICULAR MONTH AS A ROLL-OUT, WHAT PARTICULAR TOPICS WILL BE DISCUSSED?" I KNOW FOR THIS CURRENT MONTH, WHENEVER THE DEPARTMENT CHAIRS GET TOGETHER WITH THEIR TEAMS, IT'LL BE THE VERTICAL ALIGNMENT AND ASSESSMENT.
HOW DO WE VERTICALLY ALIGN AND MAKE SURE THAT WE'RE PROVIDING ASSESSMENTS THAT ARE ACTUALLY RIGOROUS AND TRULY ADHERING TO THE IB CRITERIONS AND OBJECTIVES TO ADEQUATELY PREPARE OUR STUDENTS UPON ENTERING THE DIPLOMA PROGRAM?
>> CAN I MAKE PERHAPS A SUGGESTION? THEY SAID THE PRESENTATION OF THE DATA IS GREAT.
HONESTLY, CONGRATULATIONS FOR PUTTING THIS TOGETHER.
BUT I THINK WHAT WOULD IT BE EXTREMELY HELPFUL AS RATHER THAN US INFERRING FROM THE DATA TRENDS OR ISSUES OR CONCERNS LIKE SHADRACK MENTIONED, IT COULD BE HELPFUL IF YOU ALSO BROUGHT YOUR OWN ANALYSIS OF THE DATA AND ALSO JUST WALK THROUGH THE ACTION POINTS THAT YOU'RE UNDERTAKING JUST TO SHOW THAT NOT ONLY LOOK HERE IS WHAT'S HAPPENING, BUT THIS IS HOW WE'RE ADDRESSING THESE ISSUES WE'VE IDENTIFIED.
I THINK THAT MIGHT BE A NICE ANALYSIS.
>> YOU'RE DOING YOUR TOP TAKEAWAYS, BOTH PROS AND CONS ARE STRENGTHS AND OPPORTUNITIES AND THEN HOW YOU GUYS FORMULATE YOUR RESPONSE OR YOUR APPROACH TO IT.
>> COULD I REQUEST FOR ONE MORE DATA POINT, SAT SCORES? I DON'T KNOW IF THAT COMES ACROSS IN ANY OTHER FORM, BUT WE WOULD LOVE TO SEE THE SAT SCORES OVER
[00:50:04]
THE LAST FEW YEARS OF OUR STUDENTS JUST TO GET AN IDEA HOW THEY ARE DOING OVER THERE.>> I'LL REACH OUT TO LEADERSHIP AS IT RELATES TO THAT.
>> WOULD YOU LIKE SAT SCORES ALSO?
>> THAT'D BE AWESOME, I THINK SO.
IT'D BE NICE TO JUST SEE HOW OUR STUDENTS ARE FARING THERE AS WELL.
>> I JUST HAVE ONE MORE QUESTION.
YOU TALK ABOUT THE PASS RATES AS WELL AS THE MASTERY LEVEL.
I THINK YOU MENTIONED TO PASS, YOU NEED TO REACH THE APPROACHES MEETS OR MASTERS CRITERIA, CAN YOU JUST TALK A LITTLE BIT ABOUT WHAT HAPPENS TO IF A STUDENT ACTUALLY DOES NOT PASS? WHAT DOES THAT MEAN?
>> AFTER THE COVID YEAR THAT WE HAD 2019, 2020, THE TEXAS LEGISLATORS, THEY PASSED HOW SCHOOL 4545.
ESSENTIALLY, ANY STUDENT DOES NOT PASS A STAR AND OR EOC, THEY'RE REQUIRED TO HAVE ADDITIONAL 30 HOURS OF ACCELERATED INSTRUCTION, IF YOU WILL.
THROUGH OUR ATL TIME THAT WE HAVE AT THE END OF EACH SCHOOL DAY, WE'RE ABLE TO STREAMLINE THAT AND THEN ALSO FOR BOTH THE PRIMARY AND SECONDARY, WE DO OFFER SUMMER CAMPS IN ORDER TO PROVIDE ADDITIONAL INSTRUCTION FOR OUR STUDENTS.
[OVERLAPPING] THAT IS OUTSIDE OF THE 85-MINUTE CLASS PERIODS THAT WE HAVE WITHIN THE SECONDARY.
>> NOW, THAT'S FANTASTIC. THANK YOU FOR THAT.
>> I'VE GOT ONE QUESTION. IS THERE ANYTHING THAT YOU NEED THAT YOU'RE LACKING THAT WOULD MAKE YOUR JOB BETTER?
>> AT THE MOMENT, THERE'S NOTHING FURTHER THAT CAN BE OFFERED.
>> HE'S LIKE, "WAIT A MINUTE. I JUST OPEN UP THE FIRST." [LAUGHTER]
>> YOU ALL HAVE BLESSED US WITH THE GIFT OF TIME FOR OUR LATE START WEDNESDAYS, WHICH WE GREATLY APPRECIATE.
THAT WILL THEN ALLOW FOR US TO PROVIDE THE COLLABORATION TIME AND OUR TEACHERS GREATLY APPRECIATED IT.
FOR THE SURVEY, I KNOW HE'LL PRESENT THAT DATA TO THE BOARD VERY SOON, OUR TEACHERS WERE VERY APPRECIATIVE OF THAT TIME FOR THEM TO BE ABLE TO COLLABORATE WITH THEIR GRADE LEVELS.
THROUGH THAT USE OF TIME, WE'LL BE ABLE TO CLOSE SOME OF THE GAPS THAT WE SEE HERE TODAY.
>> THANK YOU FOR THAT FEEDBACK.
OBVIOUSLY, WE, AS A COUNCIL, ALL VOTED TO SUPPORT YOUR REQUESTS TO HAVE THESE LATE START WEDNESDAYS.
I THINK HAVING THAT FEEDBACK FROM YOU AS TO WHY IT'S SO VALUABLE [NOISE] AND HOW YOU'RE USING THAT TIME TO FURTHER NOT ONLY THE TEACHERS BUT THE STUDENT'S EFFORTS, I THINK THAT'S AN IMPORTANT THING TO CONTINUE TO COMMUNICATE.
BECAUSE OBVIOUSLY THERE'S A SLIGHT SACRIFICE ON THE PART OF CERTAIN PARENTS WHO HAVE TO ACCOMMODATE THAT CHANGE IN SCHEDULE.
I THINK THE MORE WE COMMUNICATE THE BENEFITS OF THIS PROGRAM, I THINK THAT'D BE VERY HELPFUL.
GREAT PRESENTATION. THANKS SO MUCH.
>> JUST SO THAT FOR NEXT SCHOOL YEAR, I KNOW YOU ALSO MENTIONED THAT ACTION POINTS PRESENTATION-WISE.
IS THERE ANYTHING ELSE THAT LEADERSHIP SHOULD LOOK AT WHENEVER CRAFTING THIS PRESENTATION VISUALLY?
>> I'M A BIG FAN OF BOTTOM LINE UP FRONT, LIKE, HEY, THIS IS THE FIVE BULLETS AND THEN YOU HAD THE SUPPORTING SLIDE OF THE DATA AND THEN, HEY, THIS IS THE PATH FOR IT.
>> WE DID REALLY WELL, BUT WE'RE SHORT HERE.
WE NEED THIS. OR WE DID SUPER GREAT HERE BECAUSE WE DID THIS.
TO ME THAT MAKES THE FLOW OF THE INFORMATION GOES BETTER AND THEN IT JUST MAKES PROCESSING THE DATA.
THEN YOU HONE IN ON WHERE TO GO LOOK FOR THE DATA.
BECAUSE YOU READ THOSE BULLETS AND POINTS.
>> WE CAN FOLLOW YOUR THINKING PROCESS.
>> BECAUSE YOUR ANALYSIS OF THE GRADE 5 SCIENCE WAS IMPRESSIVE.
I THINK THAT'S WHAT WE WANT TO HEAR IS WE SEE THE ANOMALY, BUT WHAT ARE WE DOING ABOUT IT.
I THINK FOR YOU TO IDENTIFY OUT FRONT WHAT THOSE ANOMALIES ARE AND HOW IT'S BEING ADDRESSED WOULD BE A TREMENDOUS WAY I THINK, TO PRESENT IT.
>> I THINK THAT'S 80 PERCENT OF THE VALUE OF THE PRESENTATION WAS YOUR THOUGHT PROCESS AND ALL OF THE WORK YOU ALL DID BEHIND THE SCENES.
>> SEAN, DO YOU WANT TO GO INTO 10 OR 11 NEXT?
[10. Consider amending and adopting WA Ordinance Westlake 22-21 approving the Academy’s Mission Statement; and take appropriate action]
>> NUMBER 10, IS CONCERNING MAYOR MANNING ADOPTING WESTLAKE ACADEMY'S MISSION STATEMENT AND TO TAKE APPROPRIATE ACTION.
IF WE TAKE ACTION WITH MOTION FOR THIS.
>> THERE WAS AN ACTION REQUIRED.
>> YOU CLEANED UP THE MISSION STATEMENT AND THE RATIONALE.
LET'S READ MISSION STATEMENT OUT LOUD HERE. YOU PUT THE SLIDE UP.
[00:55:05]
>> I THINK OVERALL, THE, THE TEAM PRIOR TO MY ARRIVAL BEGAN THE PROCESS OF REVISITING THE MISSION STATEMENT FOR WESTLAKE ACADEMY.
OVER TIME, WHAT THEY'VE DONE IS REVISED THE MISSION STATEMENT TO ACTUALLY REFLECT THE WORK THAT WE ARE DOING IN REGARDS TO THE IBO, THE INTERNATIONAL BACCALAUREATE ORGANIZATION, AS WELL AS IN TERMS OF WHAT THE SCHOOL INTENDS ON DOING.
[OVERLAPPING] THAT WAS INTENTIONAL BECAUSE IT'S LIKE IT WAS ALL A BLANK VOID BEFORE WE STARTED.
BUT THE REALITY IS THAT THE MISSION STATEMENT I THINK WAS GREAT IN TERMS OF HOW THE SCHOOL STARTED.
BUT AS THE SCHOOL HAS EVOLVED, I BELIEVE SO HAS ITS FOCUS.
AS WE THE TEAM TOOK ON THIS TASK OF FOCUSING THE WORK THAT THEY'RE DOING, THERE WERE SOME PARTS THAT WERE MISSING AND THE WORK THAT THEY HAVE COME TO, IT'S LIKE HOW DO WE CONNECT OUR MISSION STATEMENT TO THE CURRICULUM? HOW DO WE ENSURE THAT THERE IS ALIGNMENT WITH THE IB LEARNER PROFILE? THEN HOW DO WE ALSO ENSURE THAT WE ARE INTERNATIONALLY MINDED AND ALL THE THINGS THAT WE'RE DOING WHILE UNDERSTANDING AND INVOLVING THE APPROACHES TO TEACHING AND LEARNING.
ALL ASPECTS OF WHICH THE IB CONSIDERS TO BE INTEGRAL PARTS OF THE WORK, BUT ALSO CRITICAL TO THE UNDERSTANDING OF WHAT NEEDS TO HAPPEN WITHIN THE ORGANIZATION.
OVER TIME, THE TEAM CAME UP WITH A PROPOSAL THAT STATES THAT THE MISSION OF WESTLAKE ACADEMY, OF COURSE, WE ARE AN IB CONTINUUM SCHOOL.
BUT WE WANTED TO ENSURE THAT IT'S UNDERSTOOD THAT OUR STUDENTS BECOME COMPASSIONATE, [NOISE] LIFELONG LEARNERS THROUGH AN INTERNATIONALLY MINDED AND BALANCED CURRICULUM, EMPOWERING THEM TO CONNECT TO THE INTERCONNECTED WORLD.
I'M GOING TO BE HONEST, AS THEY DRAFTED THIS MISSION, IT WAS EASY TO ACCOMMODATE AND ALL THE WORK THAT WE'RE DOING BECAUSE IT IS SO MUCH CONNECTED TO ONE, AGAIN, THE FIVE BULLET POINTS BEFORE, BUT ALSO TO WHAT I BELIEVE IS THE CHARACTER OF THE FOLKS DOING THE WORK AT WESTLAKE ACADEMY.
THE IDEA IS THAT THIS MISSION IS NOT TOTALLY NEW, BUT IT'S REALLY REFRESHED.
IT'S ALSO GIVING A LITTLE BIT MORE VIBRANCY TO WHAT AND WHO WESTLAKE IS AS AN INSTITUTION AND WHAT WE BELIEVE OUR STUDENTS WILL BECOME OVER TIME.
THE ASK OF THE BOARD IS TO TAKE THIS OPPORTUNITY AND REVIEWING WHAT THE OLD MISSION STATEMENT WAS, LOOKING AT THE NEW MISSION STATEMENT AND REALLY JUST GIVEN THAT STAMP OF APPROVAL AND SAY, YES, WE AGREE THAT THIS DOES RELATE.
IT DOES ALIGN AND DOES FEEL COMFORTABLE WITH THE DIRECTION THAT THE ACADEMY IS GOING.
>> TWO QUESTIONS. KEEPS, JUST TALK A LITTLE BIT ABOUT WHO THE TEAM WAS, HOW YOU BROUGHT THIS MISSION STATEMENT TOGETHER, THE COLLABORATIVE EFFORT, AND THEN HOW DO YOU SEE, OBVIOUSLY THIS IS AN IMPORTANT VISION THAT THE SCHOOL LIVES BY.
BUT HOW DO YOU SEE INCORPORATING THAT INTO DAILY LIFE IN TERMS OF DISTRIBUTING IT TO PARENTS AND STUDENTS AND MAKING IT REALLY BREATHING VISION AS OPPOSED TO JUST WORDS ON PAPER?
SO I HAVE IN THE AUDIENCE REPRESENTATIVE, DR. OWEN, MR. TREVEDI, BUT MR. HARDING, MR. SCHWAB, AND MR. FEBRUARY'S ALL OF THOSE MEMBERS, ALL OF THEM WERE PART OF THE PROCESS.
TRUTHFULLY, I WALKED IN ON THIS OPPORTUNITY.
IT WASN'T SOMETHING THAT WAS DRAFTED OUT OF MY DOING OR MY WORK.
BUT REALLY, THIS WAS DRAFTED AND CRAFTED BY THEM AND I'M ASSUMING MANY MORE MEMBERS.
IF EITHER OF YOU WOULD LIKE TO SPEAK TO WHAT PREEMPTED THIS PROCESS OF REVISING AND REVISITING THE MISSION STATEMENT.
I'M ASSUMING THIS BOARD WILL BE MORE THAN HAPPY AS WELL TO HERE.
THE NEXT PART WILL BE VOLUNTEERING, RIGHT.
>> ESSENTIALLY DURING THE SPRING SEMESTER AS A LARGER ILT WITH MRS. DEGAN, DR. BRYSON AND THE OTHER ILT MEMBERS.
THE PRINCIPLES THAT COUNCILORS AND AS WELL AS THE COORDINATORS, WE LOOKED AT WHO ARE WE AS A CAMPUS AND WHAT IS OUR CURRENT VISION? WE LOOKED AT OUR MISSION STATEMENT AND OUR VISION STATEMENT AS WELL TO SEE, IS THIS CURRENTLY REFLECTIVE OF THE DIRECTION THAT WE'RE CURRENTLY GOING?
[01:00:03]
OR HAVE WE ACHIEVED THESE GOALS AND NEED TO CHANGE THE MISSION THAT WE CURRENTLY HAVE SET FOR IT.IT'S ESSENTIALLY THAT LEGWORK BEGAN THROUGHOUT AND THEN WE BEGAN SEEKING THE INPUT OF OUR TEACHING STAFF.
WE HAD ABOUT THREE WORKSHOPS DURING THE SPRING SEMESTER IN WHICH WE HAD LARGER PDES INQUIRING OF THE TEACHERS.
WHAT DO YOU THINK MAKES WESTLAKE WESTLAKE? WHAT CAN WE CRAP AS A MISSION IN ORDER TO MOVE FORWARD TOGETHER AS A CAMPUS.
THROUGH THOSE DIFFERENT WORKSHOPS THAT WE HAD, WHICH WAS A COLLECTIVE EFFORT, NOT JUST WITH THE LEADERSHIP, BUT ALSO WITH THE TEACHING STAFF AS A WHOLE.
THAT'S HOW WE WERE ABLE TO COME TO A CONSENSUS AS WESTLAKE ACADEMY IN ORDER TO MOVE FORWARD WITH WHAT OUR CURRENT MISSION STATES TODAY.
WHEN YOU'RE DOING THIS REVIEW, WAS IT JUST MISSION OR WERE YOU REVIEWING EVERYTHING? WERE REVIEWING CODE OF CONDUCT, ALL THE OTHER ISSUES ASSOCIATED WITH THE SCHOOL?
>> THIS WAS SPECIFIC TO THE MISSION.
>> THEN JUST THE SECOND PART OF THE QUESTION.
>> I THINK AS WE LOOK AT THE SECOND PART, WELL TO ANSWER MR. QUINN'S QUESTION ABOUT WHAT DOES IT LOOK LIKE ON CAMPUS AND THEN HOW DOES THAT RELATE TO PARENTS IN THE LARGER COMMUNITY? I THINK IN TERMS OF ONE, WE ALSO WENT THROUGH A PROCESS OF DEFINING WHAT IS OUR TAG FOR THE YEAR.
AS AN EXAMPLE, ARE TAGLINE FOR THE YEAR IS, COMPASSION UNITES US.
WITHIN OUR MISSION STATEMENT, IT IS ABOUT THE WORK THAT WE'RE DOING BUT IT'S ALSO UNDERSTANDING THE IMPORTANCE OF COMPASSION AND THE WORK WE'RE DOING AS WELL.
THERE IS THE WORK THAT WE DO AS EDUCATORS THAT IS OFTEN ABOUT THE ACADEMICS, BUT THERE'S ALSO THAT OPPORTUNITY TO PROVIDE OUR STUDENTS AN UNDERSTANDING OF WHAT IT MEANS TO BE SMART BUT KIND, WHAT IT MEANS TO BE CARING AND SHOWING IT WHEN YOU'RE IN ALL SPACES.
IT DOESN'T NECESSARILY HAVE TO COME WHEN YOU'RE JUST ON THE PLAYGROUND BUT IT CAN ALSO HAPPEN INSIDE OF A CLASSROOM.
IT CAN HAPPEN IN THE LUNCH ROOM, BUT IT CAN HAPPEN ALSO EXTERNAL TO THE SCHOOL ENVIRONMENT AS WELL.
UNDERSTANDING THAT WE ARE MORE THAN JUST AN ACADEMIC ORGANIZATION, WE ARE ALSO AN ORGANIZATION THAT PROVIDES STUDENTS AN OPPORTUNITY TO EXPRESS THEMSELVES IN MANY MORE WAYS.
WHEN IT COMES TO HOW DO WE INCLUDE OUR PARENTS? I THINK THAT IS THAT NEXT ITERATION OF WHAT WE BEGAN TO LOOK AT, AND HOW DO WE TAKE THIS MESSAGE AND BRING IT TO THE COMMUNITY THAT WESTLAKE ACADEMY, YES, WE ARE ABOUT HIGH ACADEMIC STANDARDS, WE ARE ABOUT HIGH MORAL AND CHARACTER, BUT WE'RE ALSO ABOUT CARING FOR THE PEOPLE AND THE THINGS THAT HAPPEN AROUND US.
TO OUR PARENTS, IT'S HELP US BEGIN TO HELP OUR STUDENTS UNDERSTAND THAT OUR WORK GOES BEYOND THE CLASSROOM.
OUR WORK GOES BEYOND WESTLAKE CAMPUS, BUT OUR WORK ALSO OF COMPASSION, GOES INTO OUR HOMES, IT GOES INTO OUR BROADER COMMUNITIES AND ALSO IT GOES INTO HOW WE RELATE WITH ONE ANOTHER IN DIFFERENT COMMUNITIES.
I THINK THE MESSAGE THAT THEN GETS TOLD TO ASK OF OUR PARENTS IS TO HELP US HELP OUR STUDENTS IN THIS PROCESS.
IT'S NOT SO MUCH IN TERMS OF THIS IS WHAT YOU WILL DO TO MAKE YOUR CHILD COMPASSIONATE BUT IT'S MORE ABOUT HOW DO WE SHOW COMPASSION IN DIFFERENT WAYS? THEN ALSO CONNECTING THAT TO SOME WORK THAT THE LEADERSHIP TEAM HAS DONE AND THAT IS IN THE AREA OF A SOCIAL CONTRACT THAT WE ALL HAVE IN TERMS OF HOW WE INTERACT WITH ONE ANOTHER.
I CAN'T TELL YOU THE NUMBER OF WORDS I KNOW IT'S OVER 30 WORDS THAT WE HAVE COME TO AGREE ON THAT WHEN WE ARE TOGETHER OR WHEN WE ARE WORKING, THAT WE AGREE TO THINGS SUCH AS TRUST, TO ASSUME BEST INTENTIONS, TO ENSURE THAT WE, EVEN IN CONFLICT, THAT WE SHOW COMPASSION AND UNDERSTANDING FOR THE PERSON'S POSITION AND OPINION.
THAT'S SOME OF THE WORK THAT WE'RE DOING THAT WE ARE BELIEVING WILL ALSO TRICKLE DOWN TO WHAT'S HAPPENING INSIDE OF THE CLASSROOM WHICH THEN HAPPENS WITH OUR STUDENTS, WHICH THEN AGAIN WE'RE SO BELIEVING THAT OUR KIDS WILL ALSO BRING THIS BACK HOME TO THEIR PARENTS I'D SAY, THIS IS HOW WE DO THE WORK OF CARING FOR ONE ANOTHER.
BY THE WAY, WE CAN DISAGREE WITHOUT BEING DISAGREEABLE, WHICH IS ANOTHER FORM OF COMPASSION.
WE DON'T NECESSARILY HAVE TO GO IN TANDEM EVERYTHING IN THE WORLD, BUT WE DO NEED TO KNOW AT THE END OF THE DAY, WE'RE ALL HERE FOR THE SAME MISSION AND THE SAME VISION AND THAT IS TO ENSURE THE ACADEMIC SUCCESS OF OUR STUDENTS, THE SOCIAL EMOTIONAL SUCCESS OF OUR STUDENTS, AS WELL AS THE BUILDING OF THEIR CHARACTER AND UNDERSTANDING THAT THEY'RE ALSO LEADERS IN THEIR COMMUNITIES EVEN AT THE YOUNG AGE OF FIVE.
TO OUR PARENTS, IT'S ABOUT GETTING
[01:05:05]
THE MESSAGE FROM INTERNAL NOW TO THE COMMUNITY AND SAYING, THIS IS OUR MISSION, THIS IS WHAT IT LOOKS LIKE.THEN I BELIEVE AS WE MOVE FORWARD WITH STRATEGIC PLANNING, WE WILL GET A LITTLE BIT MORE DEPTH IN TERMS OF HOW IT BEGINS TO CODIFY AT WESTLAKE ACADEMY.
I THINK THERE'S SOME OPPORTUNITY THERE TO ENCOURAGE THE ENTIRE COMMUNITY IN EMBRACING THE NEW MISSION STATEMENT.
>> WELL, THANK YOU HONESTLY FOR THE BACKGROUND AND ESPECIALLY WHAT'S GONE INTO CRAFTING THIS NEW STATEMENT.
I THINK WHEN YOU SEE IT ON AN AGENDA, SO EASY TO THINK, IT'S JUST WORDS ON PAPER.
IT'S JUST A MOTTO BUT THE REALITY IS THAT IT WAS BROUGHT TOGETHER THROUGH CONSENSUS BY A TEAM WORKING THROUGH THE EXACT EMBODIMENT OF WHAT THIS MESSAGE STANDS FOR.
I THINK WHEN YOU TALK ABOUT HOW YOU'RE GOING TO LIVE BY THESE WORDS ON THIS PAGE.
I THINK IT'S VERY ENCOURAGING.
THIS IS A WELL DONE EXERCISE, THANK YOU.
>> SEAN, CAN I ASK YOU ONE MORE THING? WE SAW A BUNCH OF WONDERFUL KIDS TODAY AND A LOT OF AWARDS WERE HANDED OUT.
I ALMOST LOOK THIS MISSION STATEMENT AS THERE COULD BE A COMPASSIONATE AWARD.
IT CAN BE ANY GRANTED. THERE COULD BE A LIFELONG LEARNER AWARD.
THERE COULD BE AN INTERNATIONALLY MINDED AWARD.
ONLY ONES A LITTLE BIT TOUGH IS THE POUNCE EDUCATION AWARD.
I WAS THINKING IN ABUNDANCE OF DIVERSE EDUCATION BUT I THINK THERE COULD BE AWARDS WITHIN THIS, WE'VE ALL WORKED TO CORPORATIONS THAT HAVE MISSION STATEMENTS BUT UNLESS IT'S CONSTANTLY BEING BROUGHT UP AND THE FACT THAT A THIRD GRADER COULD WIN IT, OR SENIOR COULD WIN IT.
MAYBE THE STUDENTS VOTE AMONGST IT, AND THEN MAYBE IT BECOMES MORE THAN JUST SOMETHING THAT'S ON A WALL, THAT PEOPLE TEND TO WALK PAST.
>> WE DO HAVE AWARDS WITH ALL THESE THINGS AT THE SCHOOL, THE PRINCIPALS OF IB.
>> THE COMPASSION AWARD THE [OVERLAPPING].
>> WE HAVE THE LEARNER, WE HAVE THE BALANCE, WE HAVE RISK-TAKER AND WE HAVE TWO MORE.
>> WELL, THE NEW GUY WILL TAKE THE SHOE OUT OF HIS MOUTH.
>> [OVERLAPPING] CONGRATULATIONS.
>> WE DO HAVE THESE AWARDS, YES.
>> WHAT I DO AGREE WITH TIM IS THAT ONE OF THE THINGS WE MAY HAVE BEEN LACKING IN PRIOR YEARS IS NOT CONTINUE, BUT FREQUENT REMINDERS OF WHO WE ARE, WHETHER WE'RE AT A ASSEMBLY AT SCHOOL OR WHETHER WE'RE AT AN EVENT, JUST HAVING THE TEACHERS AND THE ADMINISTRATORS REMIND THE STUDENTS OF WHO WE ARE, WHAT OUR MISSION IS, WHAT OUR VALUES ARE, AND THEN LEADING UP TO THE AWARD AT THE END OF THE YEAR BUT THAT REALLY HELPS TO BRING THIS ALIVE.
I CAN HEAR THAT YOUR PLANS ARE REALLY TO BRING THAT TO THE COMMUNITY AND THE FAMILIES AS WELL.
>> EXCELLENT. ARE THERE ANY QUESTIONS? THANK YOU VERY MUCH.
>> LET'S GO AND QUE THE MOTION HERE.
>> I WOULD LIKE TO MAKE A MOTION TO AMEND THE MISSION STATEMENT TO THE FOLLOWING.
WESTLAKE ACADEMY IS AN IB CONTINUUM SCHOOL WHERE STUDENTS BECOME COMPASSIONATE, LIFELONG LEARNERS THROUGH AN INTERNATIONALLY MINDED, BALANCED EDUCATION THAT EMPOWERS STUDENTS TO CONTRIBUTE TO OUR INTERCONNECTED WORLD.
[11. Discuss a proposed Social Media Policy relating to Bullying]
FOR THE SOCIAL MEDIA POLICY, HOW LONG DO YOU THINK THAT IS? IS THERE A LOT OF SLIDES?>> NO, I DON'T. TRUTHFULLY, MY SLIDES, THEY WILL NEVER BE MORE THAN SIX OR SEVEN [OVERLAPPING] SOMETIMES FEWER.
>> WE'LL MOVE ON TO ITEM 11 DISCUSS [NOISE] PROPOSED SOCIAL MEDIA POLICY [NOISE] RELATING TO BULLYING.
>> THERE WAS THE SOCIAL MEDIA AND CYBERBULLYING COMPONENT AND I DON'T HAVE IT HERE.
[01:10:03]
>> GET IT IN HERE. DO YOU WANT TO TAKE A FIVE-MINUTE BREAK?
>> HEY, CAN WE TAKE A FIVE-MINUTE BREAK AND WE'LL COME BACK AND WE'LL DO THIS LAST ITEM.
>> LET'S GO ON TO ITEM NUMBER 11, DISCUSS THE PROPOSED SOCIAL MEDIA POLICY RELATED TO BULLYING.
>> YES, OVER THE YEARS OR OVER THE TIME, THE POLICIES AT WESTLAKE ACADEMY HAD BEEN DRAFTED AND CRAFTED, LIVED OUT, AND AT TIMES IT HAD NEEDED SOME ADJUSTMENT.
THIS IS ONE OF THOSE OPPORTUNITIES WHERE THE POLICY THAT'S IN PLACE, MORE SPECIFICALLY, SPEAKING TO THE BULLYING POLICY, DOES INCLUDE MATTERS OF CYBERBULLYING, HOWEVER, DOES NOT NECESSARILY SPEAK TO THE ACTIONS THAT THE SCHOOL WILL TAKE.
THE OTHER COMPONENT THAT IS ATTACHED TO THE BULLYING POLICY IS A SOCIAL MEDIA POLICY WHICH IT WAS ALSO LACKING AT WESTLAKE ACADEMY AS WELL.
THE INTENT BEHIND THIS MEETING IS REALLY TO REVIEW THE DRAFT CHANGES TO THE BULLYING POLICY.
ALSO LOOK AT IT AND REVIEW THE SOCIAL MEDIA POLICY AND THEN IN A SUBSEQUENT MEETING, NEXT MONTH'S MEETING, WE WILL THEN SEND THIS WRITING AND THE POLICY WILL BE PRESENTED TO THE BOARD FOR RECOMMENDATION FOR APPROVAL.
THE IDEA IS THAT THIS IS A FIRST READ OR A DRAFT OF THE POLICY SO THAT THE BOARD UNDERSTANDS WHAT'S BEING CHANGED OR WHAT'S BEING PRESENTED.
ON THE BULLYING POLICY, THE WRITE-UP OR THE MARKUPS THAT YOU MAY SEE IN YOUR COPY IS REALLY ABOUT THE CHANGES THAT WILL BE PRESENTED IN THE BULLYING POLICY.
THE SOCIAL MEDIA POLICY IS A TOTALLY NEW POLICY THAT HOPEFULLY WILL BE ADOPTED BY THE BOARD.
THEN FROM THERE, ONCE THOSE POLICIES ARE ADOPTED, WE WILL THEN GO BACK AND LOOK AT PROCEDURES SO THAT WE CAN IMPLEMENT THOSE AT THE ACADEMY FOR THE PURPOSE OF IMPLEMENTATION.
>> I SEE. CAN YOU SCROLL THERE NEXT THING FOR YOUR COUNCIL ACTIONS. NEXT.
>> ON THIS DISCUSSION, I GUESS JANET IS THE PERSON, WHAT IS OUR AUTHORITY TO REGULATE SOCIAL MEDIA? LIKE WHERE DOES THAT COME FROM? I'M TRYING TO GET INTO THIS, I WAS LIKE STUDENTS HAVE DONE THINGS THE OUTSIDE AND PEOPLE SAID, WELL, THERE'S NO SCHOOL NEXUS.
WHERE IS THE NEXUS TO THE SOCIAL? IS THERE AN AGREEMENT IF YOU WANT TO ATTEND TO SCHOOL THEREFORE YOU HAVE TO PARTICIPATE?
>> THERE'S A COUPLE OF DIFFERENT OPPORTUNITIES THERE AND MY UNDERSTANDING IS THAT THIS SOCIAL MEDIA POLICY THAT'S BEING PRESENTED FOR REVIEW ACTUALLY IS FOCUSED ON SOCIAL MEDIA POSTS FROM WESTLAKE ACADEMY [OVERLAPPING] ACCOUNTS RATHER THAN REGULATING SOCIAL MEDIA POSTS BY STUDENTS.
THE LATTER BEING COVERED IN THE BULLYING POLICY AND TO THE EXTENT THAT A SOCIAL MEDIA POST CONSTITUTES CYBERBULLYING, AS THAT'S DEFINED BY THE EDUCATION CODE.
THE EDUCATION CODE PROVIDES YOUR AUTHORITY TO REGULATE THAT.
THAT WAS A CHANGE IN 2015 OR 2017, IT'S BEEN A FEW YEARS AGO THAT THE LEGISLATURE EXPANDED THE SCOPE OF A SCHOOL DISTRICT OR CHARTER SCHOOL'S AUTHORITY TO MANAGE AND DISCIPLINE FOR CERTAIN CYBERBULLYING TYPE CONDUCT, IF IT MEETS THAT DEFINITION, INCLUDED.
NOW, I WILL ALSO ADD JUST BECAUSE IT'S TIMELY AND RELEVANT THAT THERE WAS A RECENT US SUPREME COURT DECISION DURING THE LAST SCHOOL YEAR THAT REMINDED DISTRICTS THAT THEIR AUTHORITY TO REGULATE AND DISCIPLINE FOR SOCIAL MEDIA POSTS BY STUDENTS IS VERY LIMITED AND THE STUDENTS DO MAINTAIN THEIR FIRST AMENDMENT RIGHTS IN THEIR SOCIAL MEDIA POSTS.
WE'RE TRYING TO BALANCE THOSE TWO THINGS IN TERMS OF ANY POLICIES THAT ARE ADOPTED.
>> THEN AS PART OF THIS, DO WE HAVE TO UPDATE OUR CODE OF CONDUCT?
>> EVENTUALLY, BECAUSE IT'LL BE TIED TO THAT.
IS THERE ANY TEETH TO THAT? LIKE IF A WESTLAKE ACADEMY STUDENT GOES OUT NOW ROBS THE 711,
[01:15:05]
AND I SEE IT NATIONALLY.CAN THE SCHOOL EVER TAKE ACTION OR YOU CAN SAY [OVERLAPPING]
>> ABSOLUTELY, YES. YOU MEAN FOR CONDUCT OUTSIDE OF SCHOOL?
>> YEAH, NOT UPHOLDING THE SCHOOL CONDUCT.
FOR MY UNDERSTANDING IT ALWAYS HAD TO BE TIED TO A NEXUS, SOMETHING AT THE SCHOOL, DIRECTOR AT THE SCHOOL, SOME NEXUS OF THAT NATURE.
BUT IS THERE A BROADER WAY OF LOOKING AT IT AND SAYING, WELL, THE CODE OF CONDUCT READS LIKE THIS?
>> AS AN OPEN ENROLLMENT CHARTER SCHOOL, YOU HAVE MORE DISCRETION THAN AN INDEPENDENT SCHOOL DISTRICT TO IDENTIFY THE TYPES OF CONDUCT THAT COULD EXPOSE THE STUDENT TO EXPULSION, SO YOU DO HAVE A LITTLE MORE LATITUDE THAN INDEPENDENT SCHOOL DISTRICT WOULD HAVE.
THE LIMITATIONS THOUGH ARE THAT THERE HAS TO BE NOTICE TO THE STUDENTS, SO IT HAS TO BE IN YOUR CODE OF CONDUCT BEFORE YOU COULD ACT UPON IT SO THAT STUDENTS HAVE FAIR NOTICE OF THE TYPES OF CONDUCT.
BUT THERE'S ALSO ALREADY WITHIN THE EDUCATION CODE, CERTAIN TYPES OF CONDUCT THAT EVEN IF THEY OCCUR OFF CAMPUS, THEY ARE SO SEVERE AND PARTICULARLY VIOLENT TYPE CONDUCT THAT CAN WARRANT AN EXPULSION EVEN IF IT'S UNRELATED TO THE SCHOOL PREMISES OR TO SCHOOL ACTIVITY.
>> YES, I HAD JUST A COUPLE OF QUESTIONS.
THIS BULLYING POLICY THAT WAS PROVIDED AS AN EXHIBIT TO THIS ITEM, THIS IS WHAT WE HAVE CURRENTLY ADOPTED. IS THAT CORRECT?
>> IT'S WHAT YOU CURRENTLY HAVE ADOPTED, AND IT VERY CLOSELY TRACKS THE STATUTE AS IT'S WORDED IN THE EDUCATION CODE WHICH DOES APPLY TO OPEN-ENROLLMENT CHARTER SCHOOLS.
SOME OF THIS YOU MAY HAVE SOME FLEXIBILITY IN TERMS OF ENHANCING, BUT A LOT OF THIS IS MANDATED BY STATUTE.
>> BECAUSE I WANTED TO PICK UP ON SOMETHING THE MAYOR WAS JUST DISCUSSING, AND THAT IS CONDUCT THAT TAKES PLACE TECHNICALLY OFF OF SCHOOL PROPERTY.
WE SAY HERE IN OUR POLICY THAT THE PROHIBITED CONDUCT IDENTIFIED IN AS A POLICY APPLIES TO BULLYING THAT OCCURS ON OR SCHOOL PROPERTY, OR DELIVERED TO SCHOOL PROPERTY.
BULLYING THAT OCCURS ON A PUBLICLY OR PRIVATELY OWNED SCHOOL BUS, OR CYBERBULLYING THAT OCCURS OFF SCHOOL PROPERTY, BUT IT SPECIFICALLY HAS TO EITHER INTERFERE WITH THE STUDENT'S EDUCATIONAL OPPORTUNITY OR SUBSTANTIALLY DISRUPT THE ORDERLY OPERATION OF A CLASSROOM.
THE GENERAL READING OF OUR POLICY ON BULLYING REALLY SAYS UNLESS IT TAKES PLACE ON CAMPUS, ON SCHOOL PROPERTY, OR SPECIFICALLY HINDERS EDUCATIONAL ISSUES RELATING TO THAT STUDENT OFF-CAMPUS, THERE'S NO BROADER REACH THAN THAT.
ONE OF THE ANECDOTES I JUST WANTED TO BRING UP IS THERE WAS A PREVIOUS ISSUE WITH THE SCHOOL WHERE STUDENTS WERE CREATING GROUP VIDEO CALLS, AND INVITING AS MANY OTHER STUDENTS ONTO THOSE CALLS, AND THESE WOULD BE ALL NIGHT LONG.
IT BECAME VERY DISRUPTIVE BEHAVIOR, AND SO MY QUESTION IS, IS THERE A GREATER LATITUDE TO DEAL WITH THESE THINGS? IT'S NOT A SCHOOL ISSUE PER SE, ACCORDING TO THIS, BUT IT CLEARLY RELATES TO STUDENTS AT THE SCHOOL, AND IT IS A FORM OF CYBERBULLYING AS DEFINED IN THIS.
CAN WE CHANGE THIS BULLYING POLICY TO CAST A WIDER NET TO GIVE THIS SCHOOL MORE LATITUDE, OR ARE WE CONFINED BY WHAT THE STATUTE GENERALLY SAYS?
>> THE STATUTE SETS THE FLOOR OF WHAT OF THE TYPE OF CONDUCT THAT YOU HAVE TO CONSIDER BULLYING AND THE TYPES OF CONSEQUENCES THAT YOU CAN IMPOSE FOR BULLYING-TYPE CONDUCT, BUT THIS IS SPECIFIC TO CONDUCT THAT MEETS THE DEFINITION OF BULLYING.
POTENTIALLY, SEPARATE FROM THIS, RATHER THAN AN ENHANCEMENT TO THE BULLYING POLICY, THROUGH THE CODE OF CONDUCT THAT YOU CHOOSE TO ADOPT AND THE DISCIPLINE POLICIES THAT YOU ADOPT, AS LONG AS IT DOESN'T INFRINGE UPON A STUDENT'S CONSTITUTIONAL RIGHTS, YOU CAN IDENTIFY THE TYPES OF CONDUCT THAT WILL SUBJECT A STUDENT TO DISCIPLINARY CONSEQUENCES.
THAT COULD POTENTIALLY GO BEYOND WHAT IS IN THE BULLYING POLICY, BUT YOU WOULD BE OPERATING UNDER YOUR AUTHORITY TO DEVELOP YOUR OWN CODE OF CONDUCT RATHER THAN IMPEDING THE LIMITATIONS OF THE BULLYING POLICY. DOES THAT MAKE SENSE?
>> NO, IT DOES MAKE SENSE, AND IS THE CODE OF CONDUCT, IS THAT DIFFERENT FROM THE PARENT/STUDENT HANDBOOK?
[01:20:02]
IF YOU KEEP GOING DOWN THE BULLYING POLICY UNDER THE PROCEDURES.
IT SAYS COMPLAINTS ABOUT BULLYING CONDUCT SHOULD BE MADE AS SOON AS POSSIBLE AFTER PROHIBITED CONDUCT OCCURS USING THE PROCEDURES IDENTIFIED IN THE WESTLAKE ACADEMY PARENT/STUDENT HANDBOOK.
IT THEN GOES ON TO SAY THE WESTLAKE ACADEMY WILL ESTABLISH PROCEDURES FOR REPORTING AND INVESTIGATING BULLYING COMPLAINTS, WHICH WILL BE INCLUDED IN THE PARENT/STUDENT HANDBOOK, AND IT BULLET POINTS A NUMBER OF THOSE ITEMS THAT THE PROCEDURES WILL INCLUDE.
ACTIONS THE STUDENTS SHOULD TAKE TO OBTAIN ASSISTANCE PROCEDURES FOR REPORTING, EVEN ANONYMOUSLY, PROCEDURES FOR PROVIDING NOTICE TO THE PARENT OR GUARDIAN OF EITHER THE VICTIM OR THE BULLY.
PROCEDURES FOR INVESTIGATING THE ACTUAL REPORTED INCIDENTS, PROCEDURES DETERMINING WHETHER THE INCIDENT ACTUALLY OCCURRED, AND THEN OPPORTUNITIES FOR COUNSELING.
I PRINTED OFF THE ACTUAL BULLYING GUIDELINES THAT WERE BASED IN THE PARENT/STUDENT HANDBOOK, AND [NOISE] TO ME, THE VAST MAJORITY OF THOSE POLICIES AREN'T THERE.
THE BEST I COULD FIND WAS IT GOES THROUGH THE DEFINITION, WHICH IS IT'S ALMOST WORD FOR WORD VERBATIM TO WHAT'S IN THE POLICY ITSELF.
BUT UNDER THE ENCOURAGEMENT TO TELL ALL IT SAYS IS WESTLAKE ACADEMY HAS AN ANONYMOUS TIP LINE P3 CAMPUS, IN WHICH ANY STUDENT OR ADULT CAN ACCESS ON THE WESTLAKE ACADEMY WEBSITE.
ALL TIPS ARE INVESTIGATED IN A TIMELY MANNER, BUT THAT WAS ABOUT ALL I COULD REALLY FIND IN TERMS OF THE ACTUAL POLICIES OR PROCEDURES.
THEN I THINK THERE WAS A SEPARATE SECTION THAT DEALT SPECIFICALLY WITH COUNSELING, BUT AGAIN, IT WASN'T CLEAR HOW A STUDENT COULD ACCESS COUNSELING ON CAMPUS.
I GUESS MY QUESTION IS, IS THERE A DEFICIENCY IN THAT POLICY HANDBOOK THAT NEEDS TO BE ADDRESSED TO BETTER ENCAPSULATE THE BULLYING POLICY?
THAT IS PART OF [NOISE] IN REVIEWING DIFFERENT PROCESSES AT THE SCHOOL THAT WAS NOTED TO BE LACKING IN DEFINITION AS WELL AS CLARITY.
WHEN LOOKING AT THE PARENT/STUDENT HANDBOOK, WHAT IS THE CODE OF CONDUCT, AND HOW FAR THAT CODE OF CONDUCT GOES IN TERMS OF ENUMERATING CRITERIA FOR CERTAIN ACTIONS OF THE SCHOOL IS NOT FULLY ARTICULATED.
TO BE MORE TRUTHFUL, IT'S NOT THERE.
>> THAT WAS MY TAKEAWAY FROM IT, AND SO I JUST WONDER WHETHER THAT'S SOMETHING WE SHOULD LOOK TO ADDRESS.
THE OTHER THING I DID WANT TO ASK THAT'S IN THE HANDBOOK UNDER THE BULLYING GUIDELINES, IT SAYS, SINCE BYSTANDERS' SUPPORT OF HARASSMENT, OR BULLYING CAN ENCOURAGE THESE BEHAVIORS, THE SCHOOL PROHIBITS BOTH ACTIVE AND PASSIVE SUPPORT FOR ACTS OF HARASSMENT OR BULLYING.
IT SAYS THE STAFF SHOULD ENCOURAGE STUDENTS TO WALK AWAY FROM THESE ACTS WHEN THEY SEE THEM, CONSTRUCTIVELY ATTEMPT TO STOP THEM, OR REPORT THEM TO THE DESIGNATED AUTHORITY, AND I JUST WONDER WHY YOU'D ENCOURAGE YOUR STUDENT TO WALK AWAY.
IF PASSIVE BULLYING WAS FROWNED UPON OR AGAINST THE POLICY, IT JUST SEEMED A LITTLE BIT [OVERLAPPING]
>> COUNTER-INTUITIVE FOR SURE. BUT AGAIN, IT'S PROBABLY A MORE GENERALIZED POINT OF ADDRESSING MAYBE THE GUIDELINES IN THE PARENT/STUDENT HANDBOOK.
>> OBVIOUSLY, MY COLLEGE WAS A LITTLE DIFFERENT.
YOU HAD TO SIGN A LOT OF THINGS FOR CODE OF CONDUCT.
DO STUDENTS AND PARENTS SIGN, RECOGNIZE OR WHERE DO THEY GET BOOKLET AND SIGN?
>> I THINK ONE, IT'S AVAILABLE ON THE WEBSITE.
SO I THINK THERE IS A SIGNATURE WHICH STATES THAT YOU KNOW HOW TO ACCESS IT AND THAT YOU AGREE TO THE POLICIES.
>> I THINK THAT'S PART OF THE ENROLLMENT PROCEDURES.
>> I THINK THAT'S ONE OF THE SCREENS IN THE ENROLLMENT PROCESS IS TO ACKNOWLEDGE RECEIPT OF THAT INFORMATION.
>> YOU'RE RIGHT. WHEN WE RE-ENROLL EVERY YEAR WE HAVE TO SIGN UP.
>> I'M JUST TRYING TO VALIDATE AND VERIFY THAT.
THOSE THINGS GET LOST IN THE THING AND PEOPLE JUST CLICK THROUGH SOME TIMES.
>> I BELIEVE THERE'S ALSO ONE FOR ATHLETICS AS WELL, BECAUSE ATHLETICS [INAUDIBLE].
>> HYPOTHETICALLY, IF I WAS A STUDENT AND I'M SERIAL BULLIED AND I REPORT IT TO THE SCHOOL, HOW WOULD THE SCHOOL HANDLE IT? WOULD I GET MOVED? WILL THE BULLY GET MOVED? HOW DOES THAT MOVE?
>> I THINK A LOT OF IT IS BASED ON THE SITUATION AND DOCUMENTATION THAT'S
[01:25:05]
PROVIDED TO VERIFY THE ACTION THAT'S BEING REPORTED TO DETERMINE WHICH IS BEST.IT'S NOT ONE SITUATION TAKEN INTO CONSIDERATION OVER ANOTHER, BUT IT IS ABOUT WHICH WAY WORKS BEST FOR THE OUTCOME OF THE SITUATION.
IT'S NOT A CLEAR CUT WHILE STUDENT A MOVES OVER STUDENT B.
>> THEN HOW DOES THE BULLYING POLICY WORK? AS YOU GO FROM MIP TO DP, DO THINGS RESET? IF YOU WERE HAVING NOT VERY GOOD BEHAVIOR IN 9TH, 10TH GRADE, BUT WHEN YOU GOT TO 11TH, 12TH GRADE IS IT A WHOLE FRESH SHEET OR IS SITUATIONAL?
>> I WOULD SAY, UNFORTUNATELY, WITH SOME BEHAVIORS, THEY ARE UNDULY AND THAT THEY ARE CUMULATIVE AS OPPOSED TO THIS WAS AN INCIDENT AND IT'S LEFT WHERE IT BEGAN OR ENDED.
SOMETHINGS ARE MORE CUMULATIVE BECAUSE OF THE NATURE OF THE ISSUE.
I DON'T KNOW. JANET CAN MAYBE EXPLAIN A LITTLE BIT MORE.
>> WELL, I WAS JUST GOING TO JUMP IN AND SAY THERE ALSO ARE CERTAIN TYPES OF CONDUCT, BULLYING, SEXUAL HARASSMENT, AND SOME OTHER THINGS THAT THE DEPARTMENT OF JUSTICE HAS TAKEN THE POSITION THAT THERE'S AN EXPECTATION THAT THE SCHOOL WILL CONTINUE TO MONITOR THOSE STUDENTS, EVEN AS THEY MATRICULATE FROM GRADE TO GRADE.
WHICH CAN SOMETIMES APPEAR IN CONFLICT WITH WHAT WE WOULD EDUCATIONALLY MAYBE IN TERMS OF GIVING THE STUDENTS AN OPPORTUNITY FOR A FRESH START, OR THERE'S ALL TYPES OF PEDAGOGICAL REASONS WHY WE MIGHT NOT WANT TO FOLLOW THAT PROCESS.
BUT THERE ARE CERTAIN TYPES OF CONDUCT WHERE THAT HAS BEEN AN ISSUE IN SOME INVESTIGATIONS THAT I'VE BEEN INVOLVED WITH OR DOJ GOT INVOLVED.
>> WHEN YOU COLLECT THE EVIDENCE, I MEAN THIS IS TIED TO ALL THIS STUFF.
IF SOMEONE IS BULLYING ON THE CELL PHONE AND THE CELL PHONE IS IN THE SCHOOL, DOES THE SCHOOL HAVE THE AUTHORITY TO LOOK THAT CELL PHONE? THIS IS COMPLICATED, AND I'M CURIOUS BECAUSE IT'S IN MY MIND, I'M JUST CURIOUS.
>> IT DEPENDS [LAUGHTER] WHICH IS ALWAYS THE LAWYERS ANSWER.
BUT THERE'S SOME PRECEDENT THERE IN TERMS OF THE SCOPE OF A SEARCH AND WE DO HAVE CASE LAW THAT DICTATES THE EXTENT TO WHICH A SEARCH CAN BE INITIATED, AND THEN AS WELL AS THE SCOPE OF THE SEARCH ONCE IT HAS BEEN INITIATED.
A LOT OF IT DEPENDS ON THE INFORMATION THAT THE SCHOOL HAS PRIOR TO LOOKING AT THE PHONE.
A STUDENT'S PHONE IS CONSIDERED PRIVATE AND THE INFORMATION ON IT REMAINS PRIVATE, UNLESS YOU HAVE INFORMATION FROM ANOTHER SOURCE THAT LEADS YOU TO BELIEVE THAT THAT PHONE MAY CONTAIN INFORMATION THAT SUPPORTS A VIOLATION OF A SCHOOL RULE.
>> WHAT HAPPENS IF THEY REFUSE TO TURN THE PHONE OVER OR PASSCODE OR WHATEVER?
>> THERE'S A SERIES OF STEPS THAT YOU CAN TAKE AND DIFFERENT OPTIONS, AND I WOULD ENCOURAGE YOU TO LAY ALL OF THAT OUT IN YOUR DISCIPLINARY PROCEDURES AGAIN, SO THAT PARENTS HAVE FAIR NOTICE OF WHAT THOSE OPTIONS ARE.
>> THAT'S WHY I'M GOING WITH A FAIR NOTICE.
OUR POLICY LACKS FAIR NOTICE RIGHT NOW.
THAT'S WHERE I WAS GOING WITH THAT.
I WAS TRYING TO MAKE SURE WE COVERED THAT PUBLICLY.
>> PEOPLE CALLED ME ABOUT ISSUES OVER MONTHS NOW AND THEY'RE LIKE, WHY DON'T WE DO THIS? I'M LIKE, THEY'RE AUTHORITY, FYI, THIS IS THE RULES.
PEOPLE PUBLICLY NEED TO HEAR THIS STUFF OF WHAT WE CAN AND CAN'T DO AND THEN I THINK WE NEED TO MAKE A POINT OF MAYBE EVEN MAKING A VIDEO OR SOMETHING SO PEOPLE UNDERSTAND.
BECAUSE THESE SITUATIONS COME UP WHEN PEOPLE SEE THINGS AND THEY'RE LIKE, WELL, WHY DOESN'T THE SCHOOL TAKE ACTION? YOU SAY, WE'RE NOT THE AUTHORITY, IT'S NOT OUR SCOPE, AND THEY NEED TO UNDERSTAND THAT.
IT'S IMPORTANT STUFF BECAUSE IT DOES BECOME DISRUPTIVE DOWN THE ROAD AND SO THAT'S WHERE I'M GOING WITH THAT.
>> BUT MR. MAYOR, I WANT TO MAKE SURE IT'S NOT THAT WE CAN'T DO IT.
IT'S JUST THAT IT'S DOCUMENTED AS WE GET OUR POLICIES AND PROCEDURES AND ALL OF THIS TIGHTENED UP, WE WILL HAVE VERY SPECIFIC RULES AND WHAT TO DO ON DISCIPLINARY ISSUES UNDER CERTAIN CIRCUMSTANCES.
>> YEAH. WE WANT TO HAVE THE TOOLKIT TO MAKE SURE MR. WILSON AND OUR PRINCIPLES CAN RESPOND TO THE SCENARIOS THAT ERUPT AND THEN WE SHOULD NEVER BE AT A LOSS.
WE SHOULD ALWAYS BE ANTICIPATING AHEAD OF WHAT THE PROBLEMS ARE.
EVERYONE HAS BEEN THROUGH HIGH SCHOOL AND WE ALL KNOW THE ISSUES. [LAUGHTER]
THE BOTTOM LINE IS WE DON'T HAVE IT IN PLACE, AND NOW THAT WE'RE A NEW COUNCIL, WE'RE GOING TO PUT IT IN PLACE AND THAT WAY WE COULD DO SOMETHING ABOUT IT.
[01:30:03]
>> THE GOAL IS ALWAYS CLEAR AND CONSISTENT.
>> IT BOTHERS ME THAT THEY SAT ON THE AGENDA FOR ALMOST A YEAR AND NOTHING WAS MOVED TO ACTION BY THE PREVIOUS COUNCIL.
NOT JUST THE PREVIOUS COUNCIL, THIS IS SCHOOL 101 TO ME.
EVERYONE KNOWS THIS, AND SO WE JUST NEED TO BE CLEANING THESE THINGS UP.
IF YOU SEE ANY MORE ISSUES LIKE THAT, SHOOT ME AN EMAIL, ANY OF US.
IF WE MISS SOMETHING, LET US KNOW, AND I APPRECIATE THAT. ANY OTHER ISSUES?
>> I'LL JUST FINISH OFF ON THIS ONE BECAUSE I THINK IT'S JUST A POINT OF CLARIFICATION.
BUT JANET, FROM WHAT YOU'RE SAYING, AGAIN, OBVIOUSLY, WE'VE ALL READ OUR BULLYING POLICY HERE.
IT REFERS A LOT TO THIS PARENT-STUDENT HANDBOOK OR WHAT OTHERWISE WOULD BE THE CODE OF CONDUCT, AND I GUESS WHAT YOU'RE TELLING US IS THAT THE PARENTS-STUDENT HANDBOOK OR CODE OF CONDUCT CAN EXPAND BEYOND WHAT'S WRITTEN HERE IN THE ACTUAL POLICY.
BECAUSE HERE IT'S QUITE A LIMITED SCOPE AND THE PROCEDURES ARE OBVIOUSLY NOT DOCUMENTED.
WE DO HAVE THAT LATITUDE OUTSIDE OF THIS POLICY TO DEVELOP THAT HANDBOOK IN A MORE DETAILED WAY?
>> TWO ANSWERS. ONE, YES, YOU NEED WITHIN YOUR STUDENT HANDBOOK TO HAVE THE PROCEDURES, THE LIST OF ITEMS THAT SHOULD BE ESTABLISHED WITHIN PROCEDURE, THAT ALSO COMES OUT OF THE STATUTE.
THE STATUTE ANTICIPATES THAT YOU WILL TAKE THIS POLICY AND THEN DEVELOP THAT INTO PROCEDURES THAT ARE IMPLEMENTED AT THE CAMPUS LEVEL, AND SO YES.
YOU WANT TO EXPAND UPON ENHANCED DEALING WITH LOGISTICS.
WHO YOU REPORT TO, HOW DO YOU MAKE AN ANONYMOUS REPORT, THOSE TYPES OF THINGS.
SEPARATE FROM THE BULLYING POLICY, YOU AS AN OPEN ENROLLMENT CHARTER SCHOOL, HAVE SOME FLEXIBILITY AND LATITUDE THAT SCHOOL DISTRICTS DON'T HAVE.
WHEN I SAID ENHANCED, I WAS NOT TALKING ABOUT, AND I APOLOGIZE FOR THE MISCOMMUNICATION, NOT TALKING ABOUT ENHANCING THOSE CONSEQUENCES UNDER YOUR BULLYING POLICY, BUT AS A SEPARATE DISCIPLINARY PROCEDURES.
IF THERE'S CONDUCT THAT FALLS OUTSIDE OF THIS DEFINITION THAT YOU FEEL LIKE IT'S DISRUPTIVE, THAT YOU WANT TO BE ABLE TO ASSIGN CONSEQUENCES FOR, THAT CAN BE DONE THROUGH YOUR REGULAR DISCIPLINE POLICY ASSUMING THAT, AGAIN, IT DOESN'T INFRINGE UPON CONSTITUTIONAL RIGHTS.
>> WHY DO WE LIMIT OURSELVES IN THIS FORM OF A POLICY? WHAT IS THE PURPOSE OF THIS?
>> SPECIFICALLY IN THE CONTEXT OF BULLYING, IT'S BECAUSE THE STATUTE REQUIRES YOU TO ADOPT A BULLYING POLICY THAT HAS THESE LIMITATIONS INCLUDED.
I HAD TWO OBSERVATIONS AND QUESTIONS MR. WILSON.
ONE WAS WE HAVE AN ANONYMOUS TIP LINE AT SCHOOL, CORRECT?
>> CURRENTLY, I KNOW THIS TOPIC WAS BROUGHT IN LAST YEAR BY THE PREVIOUS COUNCIL.
DO WE HAVE A POLICY IN PLACE FOR BULLYING? DO WE HAVE A POLICY FOR PROCESS? I MEAN, THE DISCIPLINARY ACTION THAT IS TAKEN WHEN IT IS BROUGHT TO THE NOTICE OF THE ADMINISTRATION OR THE TEACHERS.
WE HAVE A POLICY IN PLACE FOR THAT? HOW IS IT HANDLED CURRENTLY?
>> MY UNDERSTANDING IS THAT YES, THERE IS A POLICY.
WHAT'S LACKING IS THE PROCESS AND ALSO WHAT IS OUR SCOPE OF JURISDICTION.
WE DON'T SPEAK TO THAT SPECIFICALLY OR IN DETAIL ENOUGH TO SAY "YES, WE CAN AND THIS WILL BE OUR SETS OF ACTIONS." WHAT WE HAVE MAY GIVE US SOME INSIGHT IN TERMS OF YES, THERE WILL BE DISCIPLINARY CONSEQUENCES BUT WE DON'T ARTICULATE WHAT ARE THE SPECIFIC ACTIONS THE SCHOOL WILL TAKE.
>> YOU WILL BE DESIGNING A NEW PROCESS TO START WITH FOR THIS.
I HAVE TWO THINGS I WOULD REQUEST IF THAT COULD BE A PART OF IT.
ONE, WHAT ARE THE HIERARCHY OF THE TIMELINES? FOR EXAMPLE, IF IT'S REPORTED, HOW LONG DOES IT SIT WITH ONE PERSON THEN IT MOVES TO THE NEXT AND ALL? SECONDLY, DO WE ALSO HAVE THIS ANONYMOUS TIP LINE FOR TEACHERS AND STAFF?
>> P3, FROM MY UNDERSTANDING, IT CAN BE ACCESSED BY ANYONE.
THE P3 REPORTING TOOL, I CAN TELL YOU THIS YEAR ALONE, THERE HAVE BEEN TWO ITEMS REPORTED THROUGH P3.
[01:35:02]
THOSE HAVE BEEN ADDRESSED, THEY'VE BEEN DEALT WITH.I THINK THAT THE SYSTEM IN AND OF ITSELF WORKS.
I THINK WHEN WE GET SPECIFICALLY TO BULLYING IS WHERE WE LOSE THE DEPTH OF ACTIONS THAT THE ACADEMY CAN TAKE WITH A STUDENT, WHETHER ON OR OFF CAMPUS AND HOW DO WE DETERMINE IF AND WHEN IT IMPEDES IN OTHER STUDENTS' ABILITY TO BE ACADEMICALLY ENGAGED?
>> THE SECOND POINT WAS ABOUT THE STAFF, COULD WE INCLUDE THEM AS WELL? IN YOUR PROCESS WHICH IS LAID OUT, COULD WE HAVE A PROCESS LAID OUT AS TO WHAT IS IN CASE IF STAFF, SAY SOMETHING ABOUT SOME BULLYING THAT HAS HAPPENED TO THEM, WE HAVE SOME ACTIONABLE THAT WE DISCIPLINARY ACTIONABLE WE CAN TAKE FOR THAT AS WELL?
>> I THINK WE'RE TALKING TWO DIFFERENT.
[OVERLAPPING] GUIDING DOCUMENTS.
ONE IS WHAT'S HAPPENING WITH THE PARENT'S STUDENT HANDBOOK AND ALSO THE OUTCOMES FOR STUDENTS BASED ON BEHAVIOR THEN ALSO WHAT'S IN THE EMPLOYEE HANDBOOK, AND THEN WHAT ACTIONS WE WOULD TAKE IF THERE IS HARASSMENT, RETALIATION, AND BULLYING HAPPENING IN THE WORKPLACE.
BUT YES, BOTH OF THOSE CAN BE ADDRESSED.
>> SEAN, OBVIOUSLY YOU WERE SUCCESSFUL IN NEW ORLEANS.
DID YOU HAVE A GOOD BULLYING POLICY THERE?
>> IT WAS A LITTLE BIT STRAIGHTFORWARD.
WE ACTUALLY REMOVE THE NUMBER OF STUDENTS ALMOST IMMEDIATELY UPON BULLYING.
IT'S ZERO-TOLERANCE TYPE OF SETUP. CORRECT.
>> IN YOUR EXPERIENCE THERE, WAS THAT POSITIVE THAT THE KIDS KNEW, "HEY I CAN'T CROSS THAT LINE." OR WAS IT TOO PUNITIVE, OR WHAT'S YOUR OPINION?
>> WE ALSO USE A PROCESS OF RESTORATIVE APPROACHES TO DISCIPLINE.
THERE WAS AN OPPORTUNITY FOR STUDENTS TO COME TOGETHER TO MEDIATE THE SITUATION.
THERE WAS AN OPPORTUNITY FOR OUR STUDENTS TO COME TOGETHER FIRST BEFORE WE WENT TO THAT NEXT STEP.
EVEN THOUGH IT WAS MORE DEFINITIVE, IT WAS ALSO, YOU ARE GIVEN AN OPPORTUNITY TO WRITE YOUR WAYS PRIOR TO ANYTHING HAPPENING NEXT.
HOWEVER, IF SOMETHING WAS SO EGREGIOUS THAT IT WOULD IMPACT THE LIFE, THE SAFETY OF ANOTHER STUDENT THAT WOULD HAVE MOST IMMEDIATE IMPACT OF WITHDRAWALS.
>> SINCE YOU'RE TALKING SCHOOL, WHAT WOULD YOU GIVE A GRADE ON YOUR BULLYING POLICY?
>> A 'B'. THE REASON I SAY B, ONE IS I THINK IT WAS GREAT IN TERMS OF WHAT IT COULD DO.
I THINK WHEN IT CAME TO MEDIATION, THERE WAS NOT NECESSARILY ANY TEETH IN MEDIATION OTHER THAN A SIGNED CONTRACT BETWEEN THE PARTIES.
>> HOW WOULD YOU GRADE OURS? HOW WOULD YOU GRADE OUR CURRENT ONE?
>> THANK YOU FOR YOUR HONESTY. WHAT'S GOOD IS YOU'VE HAD SOME THINGS VERY SUCCESSFUL AND YOU HAVE AN IDEA HOW YOU CAN EVEN MAKE IT MORE SUCCESSFUL.
WE'RE COMING FROM THAT MUCH, SO THAT'S AWESOME.
>> ON THAT NOTE, JANET AND THIS MAY BE A QUESTION FOR YOU, FOR THE PARENTS STUDENT HANDBOOK AND OR THE CODE OF CONDUCT TO BE UPDATED, DOES THAT REQUIRE A VOTE BY COUNCIL, OR IS THAT SOMETHING THAT MR. WILSON WOULD HAVE THE AUTHORITY TO DO ON HIS OWN?
>> THAT'S A GOOD QUESTION. I'M TRYING TO REMEMBER. I HAVE TO LOOK THAT UP.
I CANNOT SPECIFICALLY REMEMBER WHETHER THE CODE OF CONDUCT REQUIRES BOARD ACTION.
TYPICALLY, THE CODE OF CONDUCT IS ADOPTED BY THE BOARD ON AN ANNUAL BASIS BUT I WOULD HAVE TO DOUBLE-CHECK THAT TO SEE IF THAT'S JUST BEEN A PRACTICE FOR AWARENESS PURPOSES OR IF THAT'S A LEGAL REQUIREMENT.
IF I COULD JUST INTERJECT BEFORE YOU ALL LEAVE THE DISCUSSION OF BULLYING BECAUSE ONE OF THE ELEMENTS THAT MAKE THIS ISSUE SO COMPLICATED AND SOMETHING TO KEEP IN MIND AS YOU'RE REVIEWING POLICIES IS THERE'S A LOT OF CONDUCT, ESPECIALLY IN THE SCHOOL SETTING, THAT GETS LABELED AS BULLYING, THAT DOES NOT MEET OUR STATE'S DEFINITION OF BULLYING.
THAT'S SOMETHING ALSO TO KEEP IN MIND WHEN YOU'RE EVALUATING POLICIES AND JUST CONSIDERING WHAT ADDITIONAL ACTIONS YOU WOULD LIKE TO TAKE BEYOND THE BULLYING POLICY IS IN TERMS OF TERMINOLOGY, BEING CAREFUL ABOUT HOW WE USE THAT TERM.
NOT ONLY IN POLICY DEVELOPMENT BUT IN PROCEDURES AND WHEN YOU ARE CONDUCTING AN INVESTIGATION AND WRITING INFORMATION RELATED TO THOSE ISSUES, IS THAT WE BE INTENTIONAL WITH THE USE OF THE WORD BULLYING.
>> MR. WILSON, TO THE EXTENT YOU START TO WORK THROUGH THE PARENTS STUDENT HANDBOOK OR THE CODE OF CONDUCT,
[01:40:03]
PENDING WHETHER WE NEED TO APPROVE EITHER ONE.WOULD YOU BE OKAY TO SHARE JUST RED-LINE VERSIONS AS YOU UPDATE IT JUST SO WE'RE AWARE OF WHAT'S BEING PROPOSED OR AMENDED?
>> I HAVE A COUPLE OF QUESTIONS ON THE ACTUAL SOCIAL MEDIA POLICY, WHICH IS WHAT I THINK WAS THE AGENDA ITEM.
WE USE THIS TERM OFFICIAL WESTLAKE ACADEMY SOCIAL MEDIA SITES, BUT WE GENERALLY DON'T DEFINE WHAT IT IS.
OBVIOUSLY, THAT'S GOING TO INCORPORATE THINGS LIKE THE WEBSITE, FACEBOOK PAGES, ETC.
BUT WOULD IT NOT BE PRUDENT TO ACTUALLY DEFINE THESE AND WHAT CONSTITUTES OFFICIAL WESTLAKE ACADEMY SOCIAL MEDIA SITES BECAUSE THIS WAY, IF SOMEONE WERE TO SET UP A FAKE ACCOUNT OR TO HOLD THEMSELVES OUT TO BE AN OFFICIAL WESTLAKE ACADEMY SPOKESPERSON, MAINTAINING A REGISTRY OF OFFICIAL SITES MIGHT BE BENEFICIAL AND IT MIGHT JUST HELP BETTER DEFINE THE POLICY.
MY SECOND QUESTION IS, DOES THIS SOCIAL MEDIA POLICY EXTEND TO THE WESTLAKE ACADEMY AFFILIATES? MORE SPECIFICALLY THE WACC, THE HOC, THE FOUNDATION, BECAUSE IT'S NOT CLEAR FROM THE WAY THIS IS WRITTEN AND THAT OBVIOUSLY WOULD CARRY HEAVY WEIGHT TO THE BRAND OF THE SCHOOL.
>> THOSE WERE TAKEN INTO CONSIDERATION.
HOWEVER, THE INTENT OF THE DRAFTING OF THE POLICY WAS WHAT ARE ALL THE SITES? BECAUSE IN MY PURVIEW, OF COURSE, I KNOW ABOUT WESTLAKE.
I KNOW ABOUT THE TOWN OF WESTLAKE.
I KNOW ABOUT WESTLAKE ACADEMY.
I KNOW ABOUT THE TOWN OF WESTLAKE.
I KNOW ABOUT WACC AND I KNOW THE HOC AS WELL AS THE FOUNDATION.
THE QUESTION THAT BEARS THIS IS HOW INTIMATELY INTERWOVEN ARE THOSE SITES WITHIN THE WORK THAT WE'RE DOING AND HOW MUCH OF IT DO WE WANT TO CONTROL?
>> AGREED AND I THINK IT'S SOMETHING WE SHOULD CAREFULLY CONSIDER BECAUSE THE FOUNDATION, JUST AS AN EXAMPLE, IS THE LARGEST EXTERNAL FUNDING ARM OF THE SCHOOL.
THAT'S SOMETHING WE'D PROBABLY WANT TO PROTECT.
ANYWHERE WHERE THERE'S A FORUM FOR PUBLIC TO ADD COMMENTS I WOULD IMAGINE WE'D WANT TO ADOPT A GLOBAL POLICY THAT ENCAPSULATES IT.
TO THE EXTENT WE HAVE THE ABILITY TO EXTEND THIS POLICY ACROSS THE AFFILIATES, MY IMPRESSION WOULD BE THAT WOULD BE BENEFICIAL, BARRING ANY LIMITATIONS FOR WHATEVER REASON.
>> I WOULD HAVE TO DOUBLE-CHECK BUT I BELIEVE THAT YOU HAVE A SEPARATE POLICY FOR YOUR AFFILIATE GROUPS AND SO THAT'S ANOTHER OPPORTUNITY IS THROUGH THAT AFFILIATE POLICY TO IDENTIFY TO WHAT EXTENT THAT THE WESTLAKE ACADEMY BOARD POLICIES APPLY TO THOSE AFFILIATE GROUPS.
>> I THINK I HAVE ONE MORE OBSERVATION ON THIS POINT.
WITH THIS SOCIAL MEDIA POLICY, I MEAN I UNDERSTAND THE CIRCULAR NATURE OF MY COMMENT, BUT IN MANY RESPECTS, THIS SHOULD REFER SPECIFICALLY BACK TO OUR BULLYING AND CYBERBULLYING POLICY BECAUSE THESE ARE SOCIAL MEDIA SITES WHICH ON OCCASION ENCOURAGE EITHER PUBLIC DEBATE OR COMMENT.
I THINK IT SHOULD BE VERY CLEAR THAT CYBERBULLYING POLICY WOULD ALSO APPLY TO THESE SITES, AND SO A REFERENCE THERE MIGHT BE WARRANTED.
>> GOOD DISCUSSION. ALL RIGHT.
SEAN, WHAT CAN WE DO TO HELP YOU?
>> FIRSTLY, I THINK JUST WITH STANDARD OPERATING PROCEDURES WITHIN THE ORGANIZATION.
BUT IN TERMS OF GETTING POLICIES TOGETHER, I WOULD DEFINITELY BE WORKING WITH JANET AND THE COMPANY TO GET OUR POLICIES TOGETHER TO ENSURE THAT WE ARE OPERATING AS FULLY AS POSSIBLE.
ALSO AS RECOMMENDED, AND ALSO AS I'VE DONE IN THE PAST, WORKING WITH THE STATE CHARTER SCHOOL ASSOCIATIONS TO GET A LIST OF POLICIES THAT APPLY TO CHARTER SCHOOLS, BUT ARE ALSO IN ALIGNMENT WITH WHAT THE STATE REQUIRES OF SCHOOLS THAT ARE OPERATING.
THEN SECONDLY, ESTABLISHING THOSE STANDARD OPERATING PROCEDURES, BUT NEEDING THE ASSISTANCE OF PEOPLE TO DO THE WORK WHO UNDERSTAND WHAT STANDARD OPERATING PROCEDURES ARE AND HOW TO PUT THOSE THINGS INTO ACTION.
I THINK WITH THE WORK THAT WE HAVE AT HAND, I MEAN, I WANT OUR FOCUS TO REMAIN ON
[01:45:03]
THE ACADEMICS OF OUR STUDENTS AND ENSURING THAT THE WORK IS BEING DONE IN THE CLASSROOM AND NOT DISTRACTED OR DETRACTED FROM DUE TO THE DOCUMENTATION OF PROCEDURES.WE'LL BE LOOKING FOR ONE OF MY ASK COMING IN THE NEXT MEETING IS GOING TO BE ABOUT OUR INITIATIVES.
IN THE NEXT MEETING IS ABOUT USING CONTRACTORS OR CONSULTANTS TO HELP WITH THAT PROCESS OF DOCUMENTING PROCEDURES FOR THE PURPOSE OF ENSURING THAT POLICIES THAT ARE IN PLACE HAVE A PROCESS BEHIND IT.
>> THAT IT'S NOT CIRCULAR WITHOUT AN END, SO THAT WE CAN SAY, THIS IS WHAT WE DO WHEN X HAPPENS.
>> ONE OTHER THING, ARE WE AUTHORIZED TO PUBLISH THE NUMBER OF BULLYING INCIDENTS EVERY YEAR? IS THERE A FORMAL REPORT? IS THERE A STATE REQUIREMENT TO REPORT IT?
>> THERE ARE CERTAIN DISCIPLINE REPORTS THAT YOU HAVE TO PROVIDE TO TEA. YES.
>> ARE THEY PUBLICLY NORMALLY MADE OR ARE THEY JUST PRIVATELY TO TEA?
>> WELL, ANYTHING TO TEA IS POTENTIALLY PUBLIC.
IT DOESN'T INCLUDE ANY SPECIFIC STUDENT INFORMATION, SO IT'S JUST AGGREGATE DATA AND THE NUMBER.
>> ALL RIGHT. THAT WAS THE LAST ITEM THERE.
NOTHING FROM EXECUTIVE SESSION TO BE TAKEN CARE OF RIGHT NOW.
COUNCIL RECAP STAFF DIRECTION.
[13. COUNCIL RECAP/STAFF DIRECTION]
[NOISE]>> IF I CAN GO BACK AND LOOK THROUGH THE ITEMS OF RECOMMENDATION FOR OUR NEXT MEETING, ONE IS TO BRING BACK THE SOCIAL MEDIA POLICY WITH TWO RECOMMENDATIONS.
THAT IS, TO IDENTIFY THE SITES SPECIFICALLY THAT WE ARE SPEAKING TO WITH THE SOCIAL MEDIA POLICY.
ALSO TO ENSURE THAT THERE IS FORMAL AGREEMENTS.
I'M ASSUMING WITH THE AFFILIATES TO ENSURE THAT THEY UNDERSTAND THE REACH THAT THE SOCIAL MEDIA POLICY WILL BE TAKEN.
THEN ALSO ENSURING THAT WITHIN THE SOCIAL MEDIA POLICY, THAT IT REFERS BACK TO THE CYBER BULLYING POLICY THAT'S ALREADY IN EFFECT AT WESTLAKE ACADEMY.
NEXT ITEM, I THINK, LET'S SEE HERE, REALLY GOES BACK TO THE BULLYING POLICY, WHICH LEADS US TO THE CODE OF CONDUCT.
THAT IS THE BEGINNING DRAFT OF A CODE OF CONDUCT THAT SPECIFICALLY ADDRESS CONSEQUENCES TO BEHAVIOR OR ACTIONS OF STUDENTS IS IN THE NEXT MEETING.
ALSO ASSURING THAT THERE IS FAIR NOTICE TO FAMILIES AS WE MOVE FORWARD AS WELL, SO THAT THEY WILL HAVE TO BE ADOPTED BY THE BOARD PRIOR TO US SAYING THIS IS THE NEW POLICY AND THEN MAKING OUR FAMILIES AWARE OF WHAT THE NEW POLICY IS.
THERE'S SOME WORK WE HAVE TO DO IN TERMS OF WHAT PROCESS WE TAKE TO GET THAT WORK DONE.
THE LAST PART, THE LAST ITEM I HAVE IS GETTING BACK ON THE DATA SIDE OF IT IN TERMS OF WHAT ARE THE PLANS OF ACTIONS WITH THE DATA THAT WE RECEIVED TODAY SO THAT THE COUNCIL WILL HAVE AN UNDERSTANDING OF WHAT OUR ACTUAL PLAN IS AND ALSO WHAT OUR NEEDS ARE AS WE MOVE FORWARD.
>> I DO WANTED TO SEE THE SAT AND ECT SCORES AS WELL.
>> IN REFERENCE TO MATH IN PARTICULAR.
>> MR. WILSON, WHEN YOU WORK ON THAT CODE OF CONDUCT UNDER THE BULLYING PROVISIONS, DOES THE PARENT-STUDENT HANDBOOK THEN GET UPDATED AFTERWARDS AS KIND OF AN EASIER GO-TO REFERENCE TO THAT?
>> WHAT I WOULD BE LOOKING TO DO IS ACTUALLY HAVE A SEPARATE CODE OF CONDUCT FROM THE STUDENT-PARENT HANDBOOK.
THE PURPOSE OF THAT IS THAT WE'RE NOT NECESSARILY TRYING TO REMEMBER WHAT WE PUT IN ONE DOCUMENT, BUT WE WOULD REFER FROM THE PARENT-STUDENT HANDBOOK TO THE CODE OF CONDUCT TO UNDERSTAND WHAT THE LIST OF ACTIONS AND ITEMS ARE.
>> ANY OTHER ISSUES? ALL RIGHT.
IT'S GOOD. LET'S GO ONTO OUR FUTURE AGENDA ITEMS.
[14. FUTURE AGENDA ITEMS]
THERE'S NOTHING LISTED RIGHT NOW.UPCOMING IS COUNCIL TO DISCUSS CONSIDERING REQUIRING COMMUNITY ENGAGEMENT COMMITTEE, AND CHAIRS RICA DESCRIPTIVE PUT THAT ON THERE.
THAT'S SCHEDULED FOR THE 26TH OF SEPTEMBER.
THAT'S THE ONLY ITEM ON THERE.
DOES ANYONE ELSE HAVE ANY ITEMS?
>> WHEN ARE WE GOING TO LOOK AT THE METRICS, JARED? TAKE A SHOT AT THAT.
>> WELL AS I TALKED EARLIER ABOUT THE PLAN, OCTOBER, NOVEMBER, DECEMBER TO START FORMULATING,
[01:50:03]
WE HAVE ASKED STAFF TO START PUTTING TOGETHER METRICS FOR COUNCIL JUST BASED OFF OF INFORMATION THAT YOU HAD PROVIDED.START PULLING SOME OF THOSE IN LOOKING AT THOSE.
WE HAVE A STAFF MEETING TOMORROW, BUT DEPARTMENTAL MEETINGS TOMORROW.
I CAN CHECK ON THE STATUS OF WHERE WE'RE AT.
IT WOULD BE GOOD IF WE CAN START JUST PUSHING SOME METRICS OUT, WHETHER I WOULD SAY THEY'D BE MEANINGFUL DATA AT THIS POINT OR NOT, WE COULD JUST START PUSHING THOSE OUT THERE.
>> THE ONE DRIVER. WE GOT GREAT ATTRITION DETAIL FINALLY, FOR THE SCHOOL AND WE UNDERSTAND THAT ANOTHER TWEAK IT A LITTLE BIT, BUT AGAIN, ANYTHING I CAN DO TO HELP ON THAT, THEN LET ME KNOW,.
>> I DID WANT TO BRING SOMETHING ELSE FOR FUTURE, WAS EMPLOYEES TO PROVIDE THAT SAFE ENVIRONMENT AND HAVE AN ANONYMOUS TIP LINE FOR ALL THE EMPLOYEES AT THE TOWN OF WESTLAKE.
THAT IS SOMETHING I DON'T KNOW IF IT'S A COUNCIL DECISION OR HR ISSUE OR HOW WOULD THAT WOULD BE TACKLED.
BUT I THINK THAT WOULD BE REALLY TO PROVIDE THAT SAFE ENVIRONMENT FOR ALL EMPLOYEES, NOT JUST TOWN, THE SCHOOL, TO HAVE AN ANONYMOUS TIP LINE AND HAVE A PROCESS LAID OUT FOR THAT.
>> ANY OTHER ISSUES? NO? ALL RIGHT, THAT CLOSES OUT.
BEST ITEM, ADJOURNED, NUMBER ITEM 15 THERE.
ANY OTHER ISSUES? JACK DO YOU WANT TO SAY ANYTHING?
>> [INAUDIBLE] DID I MISS ANYTHING? ALL RIGHT. THANKS ALL.
>> THANK YOU, GOOD MEETING.
* This transcript was compiled from uncorrected Closed Captioning.