ECA ANNUAL REPORT 2022-2023

Mission, Vision, and Guiding Statements – Page 2
Superintendent’s Annual Summary Report – Page 4
ECA’s Educational Goals for 2022-2023 – Page 8
ECA Strategic Objectives 2022-2023 – Page 8
MSA/CIS 3rd Year Report – Page 9
ECA’s Educational Goals for 2023-2024 – Page 9
Elementary Principal’s Report – Page 9
Elementary Counselor’s Report – Page 13
Secondary Principal’s Report – Page 14
Secondary School Counselor’s Report – Page 17
Secondary School Counselor’s University Report – Page 19
Library/Media Report – Page 20
Curriculum and Professional Learning – Page 22
Technology Report – Page 25
Board Education Committee Report – Page 26
Board Finance Committee Report – Page 26
Board Human Resources Committee Report – Page 26

ECA MISSION STATEMENT:

ECA is an inclusive learning community that encourages students to be compassionate, lifelong learners, responsible global citizens, and champions of their individual success.

ECA VISION STATEMENT:

ECA will empower students to strive for excellence through academic, personal, and social growth within a safe, trusting, and enduring environment in order to achieve their full potential.

Approved by the ECA Board of Directors June 13, 2019

GUIDING STATEMENTS:

ECA is an international Nursery to Grade 12 school. Until Grade 10 the school’s well-articulated curriculum taught in English, is based on the US Common Core standards. Students in grades 11 and 12, have the opportunity to fully participate in the IB Diploma Program or complete the ECA High School Diploma. ECA has a well established university and career guidance program.

ECA PROVIDES:

An inclusive, safe, trusting and stable learning environment
English and Spanish language support
Adequate resources to sustain the school’s mission and vision

ECA is a learning community with a common mission focusing on collaboration and teamwork. Faculty and staff work together to achieve annual school-wide goals.

ECA is accredited by the Middle States Association (MSA) and the Council of International Schools (CIS)

TEACHING AND LEARNING AT ECA:

– Instructional strategies and teaching methodologies are centered around current best educational research-based practice.

– Inquiry-based learning activities are designed to be engaging, enjoyable, creative, authentic, innovative, collaborative, data-driven, and effectively utilize technology.

– Focuses on meeting individual student learning needs.

– Teachers professionally reflect on their own teaching practice in order to improve student learning, performance, and growth.

– Involves a regular review of curriculum, teaching instruction, assessment, and learning.

ECA STUDENTS:

– Are supported and encouraged to fulfill their academic, personal, social and emotional potential.

– Are encouraged to participate in artistic, athletic, multicultural and service learning activities 

– Are resilient, leaders, risk takers and innovators.

– Are prepared for academic and non-academic experiences and for the challenges of becoming global citizens and completing university studies.

ECA develops ‘The Whole Person’, using Campo Way and IB Learner Profile Attributes, through:

Acquiring the following skills: Reflection, analysis, critical thinking, creativity, communication, and collaboration
Promoting high ethical standards
Developing personal and social responsibility, self-confidence and emotional growth
Realizing student self-potential and holistic development
Promoting a positive “I can do/succeed growth mindset”
Promoting respect for self and others
Teaching students to make appropriate choices
Fostering a commitment of service to help others
Encouraging students to be industrious, honest and happy

Internationalism/Interculturalism/Global Citizens Involves:

Understanding one’s own and other cultures through learning about language, diversity, society, culture, history, and arts promoting inclusion
Promoting collaboration
Encouraging learning about and understanding of global issues
Promote helping others within and outside the ECA community
Being respectful of diverse ideas and beliefs

High-Quality Learning Involves:

Instruction and learning practices focusing on improving student learning and achievement
Preparing students for the IB or the ECA High School diploma
Preparing students to become independent lifelong learners
Promoting academic success, high personal commitment and achievement
Teaching and learning which engages students as inquirers and thinkers
Teaching and learning which fosters participation in experiential learning

Revised and Approved by ECA Board of Directors June 13, 2019

SUPERINTENDENT’S SUMMARY REPORT 2022-2023

“ECA is an inclusive learning community that encourages students to be compassionate, life long learners, responsible global citizens, and champions of their individual success.”

In August 2022 Sean McMahon began working as ECA Secondary Principal (replacing the Middle and High School Deans). 7 new overseas faculty, 9 new local faculty and 3 assistant teachers also began working at ECA

Beginning August 2022 the school was able to fully resume on-campus learning and sports activities/tournaments, student field trips, service learning activities, concerts, student presentations, social events and activities.

Notable sporting events were: The Senior Avila soccer cup tournament, VANAS Basketball Tournament held at ECA in November 2022, VANAS soccer and volleyball held at CIC Valencia in March 2023. In addition Impulse Academy also hosted several soccer and tennis tournaments throughout the year.

The After School Activity (ASA) program, involving ECA faculty and outside contractors, was fully operational. Impulse offered soccer, tennis, gymnastics, basketball, Kung Fu and music. The ASA swimming program continued and students, in grades 3 to 8, received swimming as part of the Physical Education program during February to M<ay 2023.

The Parent Association organized a very successful and well attended World Cup opening ceremony activitiy in December 2023, with the Director of Admissions and Marketing an on campus Fun day in October 2022, a 5Km Fun Run/Walk in March 2023, a second National Symphony Orchestra Mother’s Day concert celebration in May 2023, and a spectacular resumption of the International Fair in May 2023.

Service Learning Activities included: National Honor Society food and supply drives for the ECA maintenance staff and a school located in Petare, Elementary Kindness Squad community activities, and Grade 9, 10 and 11 service learning activities and interaction with communities in Kamarata, Canaima and Petare.

During the academic year faculty professional development activities regularly functioned and operated using online courses and ECA’s weekly in-house Teacher Action and Growth (TAG) program. In November 2022 ECA successfully hosted a VANAS educators’ professional development conference with seven Venezuela international schools and 125 participants. In March 2023 two ECA administrators and four teachers attended and gave educational presentations at the AMISA educators’ conference in Guatemala.

ECA also began the transition process with Jeff Richardson (ECA Superintendent 2023-2026) attending the AMISA Heads Conference in Miami in October 2022 and visiting ECA in March 2023 (for transition activities and Board Strategic Planning) and in May 2023 (preparation activities for the academic year 2023-2024).

ECA Parent Community Surveys: In November 2022 / May 2023 parent surveys occurred with the following results:

ECA Mission & Vision Statements

84% / 85 % of respondents were aware of how ECA’s Mission and Vision statements were reviewed and approved
89% / 92% of respondents agreed that ECA effectively promotes the Mission and Vision statements..
90% / 90% of respondents believe that ECA’s Mission and Vision statements are shared by the community

Community Engagement

94% / 90% of respondents believe that ECA is financially secure
97% / 98% of respondents believe that ECA regularly informs the community about events
97% / 97% of respondents state that they regularly read the Campo News Bulletins
90% / 90% of respondents believe that ECA effectively manages parental communication
91% / 87% of respondents believe that ECA effectively manages parental relationships
96% / 94% of respondents believe that communications between home and school enhance the students’ education

Student Learning

96% / 99% of respondents state that they support mother tongue learning at home
96% / 94% of respondents state that their child displays a positive attitude towards learning
96% / 92% of respondents believe that teachers are generally aware of the child’s learning needs
94% / 92% of respondents believe that teachers are generally supportive of the child’s learning needs
90% / 90% of respondents believe that teachers keep parents appropriately informed of the child’s academic development
83% / 86% of respondents believe that their child is appropriately supported emotionally.
84% / 83% of respondents believe that their child is appropriately supported socially.
82% / 82% of respondents believe that ECA appropriately informs parents about their child’s emotional and social development.
83% / 85% of respondents believe that the unique abilities of their child was identified prior to entering ECA.
95% / 92 % of respondents believe that ECA teachers know their child as a person

Parent Association (PA) & Community Involvement

91% / 83% of respondents are aware of the purpose and role of the PA
93% / 87% of respondents believe that the PA keeps them regularly about community events
91% / 87% of respondents believe that there are sufficient opportunities for parental involvement and interaction at ECA
95% / 91% of respondents state that they regularly contribute to ECA community service drives

The information from these surveys, as well as the ECA strategic planning process, will be used to further improve learning and school life during the next academic year 2023-2024.

ECA Strategic Planning 2023-2024: During the academic year 2022-2023 the ECA Board of Directors, and Superintendent Jeff Richardson, using an experienced team of consultants, began strategic planning for five main focus areas: Marketing, Admissions, Financial Planning, Human Resources, Sports and After School Activities. The outcomes from this strategic planning process will be communicated to the community during August/September 2023.

College Admissions: ECA continued with successful student college and university admission placements in the United States of America (USA) and other countries. ECA graduates were once again accepted to one of their schools of choice. On average each senior had offers from at least 3 of their main university choices.

Admissions and Enrollment: The Advancement Leader worked closely with the Elementary and Secondary Principals and the school counselors to arrange the admission interviews and assessments with potential new families and students. During this academic year ECA’s enrollment increased by 75 students (25%) to a total of 307 students. In May admissions testing started for the academic year 2023-2024 with the expectation that enrollment, for August 2023, could increase by a further 15 to 25%.

Seven (7) Faculty Leaving ECA in June 2023: Four (4) overseas faculty members and three (3) local teachers left ECA in June 2023. I thank the faculty for their excellent work and interaction with ECA students, and wish them success for the future.

New ECA Faculty August 2023: We have contracted eleven (11) new overseas teachers, two (2) local teachers and two teaching assistants. Depending on admissions/enrollment we may hire one local teacher as well as two more teaching assistants to complete staffing for the academic year 2023-2024.

Concluding Remarks: I give thanks to and pay tribute to Mr Smee and the incredible secondary yearbook student team for tirelessly working to meet their deadlines and producing the “Beating the Odds: yearbook. As you look through the pages of the book you will see the academic year 2022-2023 flash past your eyes and become ECA history. The continued dedication, motivation and professional work of ECA faculty, staff with the strong support of the Parent Association contributed to a successful academic year with a full return to on campus activities and events. On behalf of the ECA Board of Directors and ECA Faculty and staff I thank the ECA parent community for their sustained support during this academic year.

I wish departing community members well with their new living and learning destinations. I congratulate the ECA graduating class of 2023 and wish them success with learning and their lives beyond the gates of ECA. I encourage ECA graduates to keep in touch with each other and with Escuela Campo Alegre!

I hope that all community members have safe vacations, stay safe, healthy and well, so that the ECA community can once again resume living and learning together on Monday, August 14, 2023 with Jeff Richardson and his team.

It has been my honor and a privilege to have worked as ECA Superintendent and interacted with the ECA community during the past seven eventful years – each of them presenting different challenges but always we produced solutions confirming that, after 85 years of operating as an international school, ECA is indeed Here to Stay. I am completing my final ECA annual report now, to begin my retirement together with my wife Morena, we only have good memories of our time at ECA, Caracas and Venezuela. THANK YOU ECA!

Safe travels – best wishes for the future – Terence Christian – ECA Superintendent (2016 – 2023).

ECA’s EDUCATIONAL GOALS FOR 2022-2023

Overarching School Wide Goal: Continued review and implementation of the accreditation recommendations as listed in the March 2020 Middle States Association (MSA) and the Council of International Schools (CIS) Visiting Team Report.

ECA will also focus on the following three (3) school wide educational goals in order to provide continued improvement with teaching, student learning and well-being: Continue to review and update ECA’s curriculum ensuring vertical and horizontal alignment to ensure teaching and student learning continuity.

Continue to ensure that students understand, internalize and maximize the use of HATLs, organizational and study skills by providing explicit classroom instruction and authentic student learning experiences.

Further develop classroom pedagogy to incorporate differentiated instruction and implement inclusive teaching practices for all students.

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The ECA Board of Directors identified the following Strategic Objectives which ECA shall focus on until June 2023:

Maintain, Develop and Improve the Quality of ECA’s International Education (Completed)
Maintain, Develop and Improve Student Learning (Completed)
Maintain/Increase Enrollment (Completed)
Maintain and Develop a Like-Minded Supportive Community (Completed)
Maintain Financial Independence and Provision for Emergency Situations (Completed)
Continue to Collaborate and Interact with Other International Schools and Organizations (Completed)
Maintain ECA’s International Accreditation Status (Completed)

During the academic year 2022-2023 ECA shall continue to focus on:

Fostering positive relationships with international university admission offices so that ECA graduates are able to continue to successfully transition to higher learning destinations which best fit their learning needs. (Completed)
Retaining and attracting the best qualified and committed international and local faculty. (Completed)
Developing the school website and effectively using social media sources to promote ECA and enhance communication, public relations and marketing.(Completed)

Middle States Association (MSA) – Council of International Schools (CIS) Accreditation – Third Year Report – May 2023

Since May 2020 we have steadily worked with addressing the recommendations from the March 2020 MSA/CIS Visiting Team report. In May 2021 ECA’s action responses were sent to MSA/CIS and the annual report was accepted. On May 25, 2022 a follow up second year report was submitted to CIS. On May 15, 2023 a third year report was submitted to CIS. In May 2023 accreditation transition information sessions were completed with Jeff Richardson (ECA Superintendent 2023-2026) and the accreditation authorities.

ECA School Wide Educational Goals 2023-2024

The MSA/CIS May 2023 third year report, as well as with information and feedback from the Divisional Principals, the Secondary Curriculum Coordinator and other sources, was used to identify the following school-wide educational and professional learning goals for the academic year 2023-2024.

Overarching School Wide Educational Goal: Continued review and implementation of the accreditation recommendations as listed in the March 2020 Middle States Association (MSA) and the Council of International Schools (CIS) Visiting Team Report.

ECA will also focus on the following three (3) school wide educational goals in order to provide continued improvement with teaching, student learning and well-being: Continue to develop ECA’ s vertical and horizontal curriculum alignment.

Ensure that students maximize the use of HATLs, organizational and study skills by continuing to provide explicit classroom instruction and evaluation for authentic student learning experiences.

Continue to develop classroom pedagogy to fully incorporate differentiated instruction and inclusive teaching practices.

ELEMENTARY SCHOOL (ES) PRINCIPAL’S REPORT – MICHELLE TILL

During the 2022-2023 school year, the Elementary School made substantial progress and celebrated many achievements. Identifying the areas where much of the progress was made and, at the same time, identifying the areas where we experienced challenges is essential for improvement. Also, celebrating those challenges as learning experiences is necessary for ECA’s future. We will have improved results if we can encourage and engage the school community to participate in this reflective process for creating a “growth mindset culture,” prioritizing learning, improvement, and innovation.

Enrollment and Admissions:

This year the ES enrollment reached a new high in my tenure as ECA ES Principal. The ES has more than doubled its size from 82 students (2018-2019) to 182 students (2022-2023). The recent growth in student enrollment is a welcome sign that we are on the right track; however, as a school, we need to remain cognizant of the adverse effects our rapid growth can have on our students and school community. Strategic measures and collaborative planning are necessary to ensure a positive future for ECA.

Student Support Team:
ELL Program (English Language Learners)

Our ES ELL learners comprise a diverse learning community, with most students who have Spanish as a first language. The ELL program provides small group instruction, individual instruction, and, this year, push-in instruction. Before acceptance in the ELL program, data is collected through various assessments, and an Individualized Action plan is written using the WIDA “Can Do Descriptors,” highlighting what the language learners can do with various language development strategies as they engage in different content areas.

Learning Support Program

The Learning Support program provides children with disabilities the right to an education in the least restrictive environment. It creates a cooperative environment for parents and schools to collaborate to provide interventions and access to their education. Students with identified specific learning needs, parents, and teachers utilize Individualized Education Plans. The specially designed instruction plans involve adapting the content, methodology, or delivery of instruction to address the unique needs of the child and to ensure the child’s access to the general education curriculum.

ES Counselor

Please refer to the ES Counselor’s Complete Report here is a summary:

Progress and Achievements:

Gr. 5 Team building activity

Early identification of students (ECE) needing support

Wellness Classes

Health and Development Classes

Parent Academy “Love and Logic”
Celebrations of Learning:

These events compel students to reflect on and articulate what they have learned, how they learned, the questions they answered, the research they conducted, and areas of strength and struggles. Our students had many opportunities throughout the year to celebrate and share their learning with our school community. Many of these celebrations were presented during our regular ES assemblies and parent presentations.

Progress and Achievements:

ECE Music Events

Venezuela Week Activities, Author visits, student presentations

Student-led Conferences – Grades 3, 4 and 5

Grade 2 – Rights and Responsibilities-Inquiry Unit

Grade 4 – Beliefs and Values-Inquiry Unit

ES Art Exhibition
Curriculum Work:

The curriculum is constantly evolving and changing to meet the student learning needs. Following the last CIS/MSA survey recommendations for the ES and the ECE, the ES targeted several areas where we needed work. Specifically, the target was to update the Scope and Sequence, Understanding by Design (UbD) units, and to add Habits and Attitudes Towards Learning (HATL’s) to the UbD units. This task for the ECE was somewhat daunting and complicated, but with the leadership of the ECE Coordinator, the task was accomplished.

Swimming Program:

This year, the swimming program was reinstated for Gr. 1-5 students. The swimming program was very successful, and it was a positive learning experience for many of the swimmers.

Progress and Achievements:

Swimmers also practiced self-care and organizational skills

February 13 – ES Swimming Program began for Gr.1-5 2 weekly classes.

36 students have been invited to participate in ECA Swim Team

May 26th competition – ECA Swim Team versus the Altamira Club

Professional Development and TAG:

This year, many faculty and staff benefited from VANAS, AMISA, and individual professional development opportunities.

Progress and Achievements:

VANAS at ECA – 7 schools and 125 faculty participating.

AMISA Conference Guatemala – 5 ECA Faculty presenters (2 of these were ES presenters)

Many Teacher Action and Growth (TAG) sessions were utilized to update the Curriculum/Scope & Sequence
ES Schedule:

A newly approved ES schedule was implemented this year, primarily focusing on teaching core subject blocks during the morning and the specialist’s classes in the afternoon. As a school, we use a workshop model for ELA. The schedule’s flexibility works well with the workshop model to maximize learning. The schedule also allowed for more flexibility for ELL classes and Learning support for “push-in” and “pull-out” classes.

Progress and Achievements:

Student growth (Classroom Data for Reading and Math)

An improved school learning environment
2023-2024 Considerations for Further Growth and Improvement:
Continue to support and collect/analyze data of our students (K-Gr. 5) impacted by the pandemic’s long-term emotional effects and loss of learning time, and monitor their social development.
Ensure weekly collaboration for teachers.
Establish parent academy workshops for all parents of Nursery students before the start of the 2023-2024 school year.
Educate and inform parents of students needing learning support about the program, the importance of evaluation and parent support and involvement etc.
Prioritizing and communicating – an informed school community “Why do we exist?” What is our goal? Continue to communicate the ECA Shared Vision.

ELEMENTARY COUNSELOR’S REPORT – MARIA ANDREA ECHENAGUCIA.

The elementary counselor’s office proves a safe, supportive space that students like to be in. Students often ask to meet with the counselor even if they don’t actually need support. The counselor works closely with the Elementary Principal, the Student Support Team (SST), the English Language Learning teacher, classroom teachers, and subject specialists. The counselor and SST also recommend and refer parents to use outside pedagogical professionals to help both parents, students and school to effectively work together.

Students’ Health & Wellness Lessons:

Health and Wellness lessons were organized according to the topics recommended by classroom teachers in consultation with the counselor. The topics covered were related to: bullying, friendship and relationships, promoting community relations, respect, and empathy for others. We provided lessons related to physical development and puberty for Grade 4 and Grade 5 students. Students acted very maturely with this topic, with many student questions being asked and answered. After the lessons information was sent to the parents to help them also answer those questions and support students, instead of students looking for inappropriate answers in other places. The elementary school continually focused on the importance of including parents in the processes needed to positively change student behaviors.

Parent Communication: During the academic year the counselor held meetings with individual parents to deal with specific school, teacher, parent and student concerns. Parents also requested meetings to seek guidance and support. When school and home are working together, communication is smoother and we obtain better results for students and the community. Recommendations for school and home support were given and parents received the help they were looking for from ECA as well as from recommendations to use professional testing and support from outside specialists.

Admissions: During August 2022 to February 2023 the counselor worked very closely with the Advancement Leader, the elementary principal and elementary teachers to administer admissions testing for the current academic year. The number of admissions applications continues to increase. During February to June 2023 admissions testing for the next academic year occurred.

SECONDARY SCHOOL (SS) PRINCIPAL’S REPORT – SEAN McMAHON

Introduction

The ECA Secondary School is full of life, growth and most importantly, moving in the right direction for the future. It is my pleasure to present to you this annual report. I will reflect on what we are currently doing, where we are working to develop and what the SS looks like after a fantastic year.

Throughout the past year, we have remained committed to providing our students with an exceptional education that prepares them for success in their academic and personal lives. Our teachers and staff have worked tirelessly to ensure that our students receive a well-rounded education that promotes critical thinking, creativity, and a love of learning.

As we look to the future, we remain dedicated to improving our school and providing our students with the best possible education. We are excited to continue working with our students, parents, and community members to achieve this goal.

Thank you for your continued support of our school and its mission.

Enrollment

Over the past year, we have witnessed a steady increase in enrollment at ECA, which can be attributed to a notable shift in the perceptions of Venezuela and the exceptional efforts of our admissions team. Despite the challenges faced by this country, returning and local families are beginning to recognize the value and quality of education that we offer at ECA. Our admissions team has gone above and beyond to promote our school’s unique educational environment, effectively showcasing the academic excellence and opportunities available to our students.

Through a personalized approach to recruitment, the admissions team has successfully reached out to prospective families and highlighted the advantages of studying at our institution. By organizing informative sessions, school tours, and open houses, they have been able to address any concerns and provide comprehensive information about our curriculum, extracurricular activities, and supportive learning environment.

How we started the academic year

To ensure a strong start to the academic year, we implemented several initiatives aimed at fostering a positive and focused learning environment. One of the key changes we have made is the implementation of a no-cell phone policy in classrooms. By limiting access to social media and other distractions, we have encouraged students to engage more actively in their studies and forge meaningful connections with their peers.

Moreover, we have witnessed improved attitudes towards Measures of Academic Progress (MAP) testing and healthy competition among our students when it comes to grades. Through direct attention toward MAP assessments, we have instilled a sense of curiosity and exploration, promoting a deeper understanding of various aspects of the tests. This has not only enhanced their academic performance but has also encouraged a spirit of healthy growth and a drive to demonstrate this growth during the testing weeks.

I have made it a priority to be present and visible throughout the school, actively engaging with students and staff. By bringing the Middle and High school together as one cohesive unit, we have fostered a sense of unity and belonging. This integration has allowed us to align our goals and objectives, creating a shared vision that emphasizes the importance of a positive school culture.

Overall, we successfully started the academic year on a strong note by implementing policies to limit distractions, promoting a healthy competitive spirit, and unifying our school community. By continuously striving for excellence and nurturing a positive culture, we are confident that the SS will continue to thrive and provide a nurturing environment for our students’ growth and success.

Impact

By emphasizing the importance of MAP, we have encouraged students to take their growth and development seriously, with a heightened awareness of their academic progress. This has resulted in an increased effort towards accuracy and precision when completing assessments, which has led to improved results and a greater understanding of individual strengths and areas of improvement.

To foster a sense of community spirit and unity, we have also placed a strong emphasis on weekly assemblies and Friday afternoon activities. These events provide a platform for students to showcase their talents and achievements, while also promoting a positive and inclusive school culture. We have witnessed a significant improvement in student behavior, with a noticeable decrease in disciplinary incidents. Teachers who have been with us over the years have reported a clear shift in the dynamic of the school, with a more positive and engaging learning environment.

Relationship Building

We have developed a clear focus on parent education and interaction, recognizing the vital role that parents play in their children’s academic success. Positive relationships have been created and nurtured between parents and school staff, with a focus on open and transparent communication. Through regular meetings, workshops, and informative sessions, we have provided parents with the tools and resources necessary to support their children’s learning and development.

Our curriculum for parent education and involvement is comprehensive and has been carefully designed to ensure that parents are well-equipped to navigate the challenges of their children’s academic journey. We recognize that every child is unique, and our curriculum reflects this by addressing various topics, such as child development, learning styles, and strategies to promote academic success. Additionally, we have provided resources for parents to support their child’s mental health and emotional well-being.

Looking ahead, we are committed to continuously improving and expanding our parent education program. We believe that strong parent-school partnerships are essential to providing a holistic and supportive learning environment for our students. By working together, we can ensure that our students receive the best possible education and achieve their full potential in a positive and engaging learning environment that promotes academic excellence, emotional well-being, and a sense of community.

The plan for next year – from good to great

In order for us to keep moving in the right direction, we have some goals and strategies that are currently being prepared for next year.

To help improve our overall IB scores we looked at developing ways students can be more successful with preparing and completing their Extended Essays. Students must complete a proposal form that requires feedback on essay ideas that all staff can access. We will now standardize this so that two staff members agree to the proposal.

Our second approach toward improving our IB scores is our move to separate sciences. Next year we will offer Biology, Chemistry and Physics from Grades 6-10 as independent classes.

To broaden our offerings and accessibility, we are starting a new course next year with the IB; Global Politics. By teaching Global Issues in grade 10, this will be another way we support our students in improving our IB averages.

We are focusing on School-Wide-Goal 2 “internalizing the Habits and Attitudes Towards Learning (HATL’s) with a change in grading. Our students and parents value objective feedback with numerical scores that align with the IB. So our HATL’s assessment will now move to using the IB numerical system (1-7). The numerical value system would have several advantages over traditional achievement markers. First, it would provide students with clear and objective feedback on their progress. Students would be able to see exactly where they need to improve and how much progress they have made. This would allow them to set specific goals and work towards achieving them.

Second, the numerical value system would allow teachers to better track and assess students’ progress over time. Instead of simply assigning a grade at the end of a unit or semester, teachers would be able to see how students are improving in specific areas of their learning. This would enable them to provide targeted feedback and support to students who need it.

Jeff Richardson (ECA Superintendent 2023-2026) and I will be working on the development of our Athletics Program. We envision making progress on the successes of this year through further planning, coordination and recruitment.

Finally, we have great teachers here with eight (8) new ones coming to join the secondary faculty ECA in August 2023. New energy will breathe excitement and boost the motivation of others to help us achieve what we want to achieve for our vibrant learning community.

SECONDARY SCHOOL COUNSELOR’S REPORT – MARC ST LAURENT

Admissions Process

Once again, ECA is seeing more families from overseas returning to Venezuela. We also have some local families interested in transferring to ECA based on our reputation, the IB program and the facilities. I’ve met with many potential families already to discuss the education we offer in the Secondary School. For each new student, I review the academic records the Admissions office collects, interview the student and parents and then administer tests in Mathematics, English and Spanish to determine whether the student would be an asset to our school and if we are able to meet their educational needs.

New Students

Some of my efforts this semester have been to help several new students that entered school late in semester 1 and at the early stages of semester 2. I’ve been able to utilize the buddy system to help these students assimilate into the routines of our school day and the social dynamics. There have been a few challenges here but the teachers were able to help guide students into various programs and it was great to see a few new students involved with some of our on-going art projects to brighten our hallways.

Student Support Services

We added a Support class into our elective offerings to help some students and to help the Learning Support teacher to have additional contact time with identified students. They now get three additional instructional periods a week to focus on literacy skills.

Middle and High School Student Interaction

This year I’ve worked with the different grade levels in various capacities.I helped design and develop our Elective and Exploratory programs by combining grade levels and sharing input on how these programs should work. We wanted to provide an experiential learning program through the course offerings and develop some personal interests and talents in a variety of areas. We showcased this at the end of the first semester and had a lot of success with parent turnout. We offered some additional courses this semester and students were allowed more of a voice and choice in this program. I meet with many students in individual sessions as well as follow up with their parents. Each week I meet with Mr. McMahon (ECA Secondary Principal) to discuss student concerns and plan / develop strategies for upcoming events. These sessions have been greatly beneficial for me to best support secondary students with a team approach.

VANAS/Basketball/Soccer/Volleyball

During Semester one ECA successfully organized and hosted the VANAS Basketball tournament involving five participating schools. During Semester two a massive amount of time and effort went into bringing 50 athletes from both the Middle School(MS) and High School (HS) to compete in soccer and volleyball at CIC Valencia. We used the Principal activity time on Fridays and also coached teams after school everyday of the wee k.It was time intensive but I feel it was time well spent. Initially we struggled to get a high level of commitment to attend practices and put in the hard work to be successful. As we got closer to the tournament in late March, students started to improve their efforts and parent support was a big part of this. It was encouraging to see parents helping their child establish their sport commitment as a priority and make this a regular routine in their schedule. During the competition, our athletes were amazing and really came together as a team. Our team (school) spirit and pride was impressive and we saw everyone step up and give it their all. In the end we took away plenty of gold, silver and bronze as well as outstanding player awards with 5 of our athletes winning the Most Valuable Player (MVP) of the tournament in their particular sport. This is an area I hope the school prioritizes next year and allocates plenty of resources to further develop.

I spent a considerable amount of time developing our High School (HS) soccer team throughout the year. Mr. Pearce and I organized two practices a week where we were able to get a high percentage of the boys to participate. We started off with twenty four participants and this became one of the most popular activities at school. We established some friendly games with The British School of Caracas (TBSC), Colegio Internacional Caracas (CIC), and the French School. I helped coordinate the second year of The Avila Cup, with The British School and this has grown into an intense sporting rivalry. This tradition will continue each year and gives our student athletes an opportunity to support their school and showcase their talent through commitment, perseverance and camaraderie.

Creativity, Action and Service (CAS)

CAS is a required part of the IB program and all our students in Grades 11 and 12 need to fulfill this obligation to graduate. IB Diploma students must satisfy the IB criteria set forth and our non-IB students need to complete the same standards. This year I served as the CAS coordinator and helped the Seniors finish off their CAS projects and completed the evaluation of their work. Due to COVID restrictions, these projects were not as robust as in the past, but students were still able to develop a holistic perspective with this project to help enhance their academic development. I was able to meet with the Juniors to help them set up their CAS projects and understand what is required from them.

Transition

Yet again, I’m writing about transition and this time it’s my departure from ECA. Due to a variety of family circumstances, we’ve decided to relocate back to the Boston area. I’ve been away from the USA for 26 years and I would like to be around with my siblings and my parents in their later stages of life. It will be hard to depart Venezuela and ECA but will greatly value the three years I’ve spent here and wish all the best to the ECA community. Thank you for all your trust and support during these three years.

COLLEGE – UNIVERSITY REPORT – MARC ST LAURENT

College Virtual Visits

This semester I organized and ran virtual sessions as well as campus visits with college admissions representatives serving higher educational institutions across Europe and the United States. Our student demographic is shifting in this area and many of our students are looking at alternative college / university options to the USA. We had a few independent college placement representatives speak with our students and parents about how they can support our students with the college pursuits. We have one more scheduled to come and speak to our community and have many already booking in for next school year.

College – University – Seniors – The Class of 2023

This year’s senior class had 9 students with very diverse requirements for their college applications. I needed to individualize the college process to meet the varied needs of this group. Starting in late-September after they finished their Extended Essays, I organized small group and individual Saturday sessions to provide them with college list building, college applications and college essay workshops. Seniors took advantage of the test optional trend now occurring at many American universities and only a few ECA students took the SAT this year. Most universities will remain test optional but if a student is able to obtain solid SAT scores, it will serve them well so I encourage students looking to apply to very competitive schools to look at taking the SAT.

College Acceptances Class of 2023

Northeastern University *IE University

*Kingston University Vanderbilt University

*American University Lebanon Penn State University

*La Roche University Middlesex University

Notre Dame University NYU

Universidad Catolica *Bryant University

*Universidad Metropolitana *Florida International University

*Georgetown University Boston College

Duke University Babson College

Bentley University *George Washington University

*Highlighted Universities are those where students have accepted their admissions offer.

LIBRARY/MEDIA REPORT – ADAM SMEE

Summary Overview:

The Library continues to play a central role as the hub of the school for students, parents and teachers. Not only do we complete the formal role of book check out and information delivery, the library has evolved to be a “hangout” for students during free time, such as lunch and after school. This informal use of the space represents the growth in interest and feeling that the library is both welcoming and inviting. As a staff, we function well as a team and work together to integrate the library and media technology into the curriculum. The Early Childhood Education (ECE) Library has now been fully integrated into the ECE and it is managed by the ECE Coordinator and TAs, though the main library continues to do cleaning, cataloging and shelving.

Overarching School Wide Goal:

Continued review and implementation of the accreditation recommendations as listed in the March 2020 Middle States Association (MSA) and the Council of International Schools (CIS) Visiting Team Report.

School Wide Goal 1:

Continue to review and update ECA’s curriculum ensuring vertical and horizontal alignment to ensure teaching and student learning continuity.

Evidence:

Weekly library visits are scheduled for the ECE lower school and K-5. All other visits are scheduled with the Library Director and have some direct link to the classroom curriculum. Some of the topics include researching, logic, debate skills, design and formatting, parts of a book, library usage, and others. Individual pullout classes for advanced readers happen with Jan Itriago (library cataloguer) as a way of targeting higher level readers.

A similar structure of integration is followed with the Technology Integrator, who creates specific lessons for teachers as needed. The Technology Integrator also has target standards he promotes as per the ISTE standards we use.

School Wide Goal 2:

Continue to ensure that students understand, internalize and maximize the use of HATLs, organizational and study skills by providing explicit classroom instruction and authentic student learning experiences.

Evidence:

This is an evolving change to our teaching and learning, which is reflected in the rubrics used for each class. This is less pertinent to the library as there is no direct assessment that is done, but these habits of conduct are reinforced when students enter the library.

School Wide Goal 3: Further develop classroom pedagogy to incorporate differentiated instruction and implement inclusive teaching practices for all students.

Evidence:

The library has made a couple of important changes to advance this goal.

Work began in 2002 to use Lexile numbers as a basis for book orders and selection for students so students are reading at appropriate levels. Because of MAP testing, all students are aware of his/her Lexile number, as are parents.

Graphic novels have been separated into two categories by sticker color: Grades 1-3 and Grades 4-5.
All fiction books include Lexile levels written on the inside, and they are now identified with a sticker color: red color stickers indicate Lexile 700 or lower, and green color stickers indicate Lexile levels above 700.

The elimination of the Secondary Book Room

All class sets have been removed from the Secondary book room and incorporated into the library for storage and cataloging. With this, we created an ‘untouchable’ list for teachers so that books would not be repeated as standard reading in classes. All other books and professional materials have been reincorporated into classrooms, moved to storage, or eliminated because of irrelevance. This was done for better storage and book care, organization and to gain an extra classroom. I cannot overstate the accomplishment of this valuable work by the ECA library staff.

III. Extension of the Makerspace

The library has purchased a t-shirt printer (Cricut) and press with beginning materials for t-shirt design. This will be used primarily for Secondary Elective courses.

Teacher, Action and Growth (TAG) & Professional Development (PD) Policy Input Days – Faculty Training:

TAG training continues to take place in the library meeting space. The Library Director (as Curriculum Coordinator) focused on professional development centered around the development of writing literacy by establishing consistent language for research and writing (specifically around IB questions). In November 2022 we hosted a MAP data speaker together with Colegio Internacional Caracas (CIC). In November 2022 the annual VANAS educator’s conference was hosted by ECA, and the library played an integral role in the organization of the event. The first TAG cycle focused on the implementation of HATLs into our rubrics and scored assessments.

Additional Statement—Community Access to the Library:

The Library Director has continued to take an active role in the promotion of the school by contributing to online publications and publicity. These include the digital yearbook, photos for the website, and brochures for advertising.

Teaching duties for the Library Director include high school Theory of Knowledge (ToK), the Extended Essay (EE) and IB History, which uses the library as a classroom, and Graphic Design, which uses the ECA studio/technology laboratory. Because of the nature of these courses, students have greater exposure to and participation in the library.

Special events include hosting IB Caracas schools Wine & Cheese night in September 2022, two author visits, World Read Aloud Day, Venezuela week, parent workshops, and a highly successful parent book club run by one of our parent volunteers.

CURRICULUM AND PROFESSIONAL LEARNING

Understanding By Design (UbD)

The two most important factors in ECA student learning are the richness of our curriculum and the quality of the teachers working in our classrooms with students. To ensure that the curriculum at ECA is relevant, engaging, aligned with our standards, and grounded in current research about how students learn best, a curriculum review action plan operates. Units of study are designed using the UbD process. This plan was designed to ensure that a clear scope and sequence in all subject areas (aligned to internationally recognized standards) is articulated and our units of study are designed “backwards” from our desired results.

This process involves faculty with learning about and implementing Teaching for Understanding and Understanding By Design (UbD) and writing, peer review, teaching, sharing and reflecting on units of study. We use an Integrated activity based learning approach as defined by and aligned with the Common Core. Curriculum development and writing is an ongoing process at ECA. ECA provides professional development to support teachers with lesson planning and implementation.

Curriculum Documentation

ECA uses Google Drive to house curriculum documents, and a structure has been developed to ensure that ECA’s curriculum documents remain at ECA, in an organized and consistent structure, even after teachers and administrators leave. All ECA faculty and administrators accept that all curriculum materials developed and used at ECA remain here. All teachers have access to the ECA Curriculum Drive, and are expected to work within the grade level or departmental folders that have been established for them. Within these folders are three sub-folders where unit planners, assessment materials, and lesson plans and resources are stored. The Elementary and Secondary Principals and the Secondary Curriculum coordinator meet with respective faculty during their Teacher Performance Appraisal System (TPAS) meetings to determine curriculum writing outcomes and ensure that the written and taught curriculum is being developed and documented, within the determined timelines, via the structures provided. The Elementary and Secondary Principals and the Secondary Curriculum coordinator provide ongoing support for teachers with the curriculum documentation process so that the written curriculum evolves, and reflects what is actually taught in classrooms.

Assessment and Reporting

Assessment is an ongoing process aimed at understanding, improving and informing student learning. Assessment involves making expectations explicit and public, setting appropriate criteria and standards, systematically gathering, analyzing and interpreting evidence to determine how well performance matches expectations and results, and using the resulting information to document, explain and improve performance. Assessment for and of learning are key parts of the UbD unit design process. Once desired results are determined, assessment tasks are designed (before the teaching and learning sequence) to allow students opportunities to demonstrate their understanding of and competency in the desired results.

In the Secondary School key features of the Assessment Policy are the separation of Habits and Attitudes towards Learning (HATLs) from the Achievement grade, grading on a 1-7 scale against criterion referenced rubrics, and a focus on student learning growth. Prohibited by the assessment policy are the use of percentages, giving zeros, having more than two assessment tasks per day, and assigning assessed work as homework. In the Secondary School, grading is criterion referenced, and on a 1-7 scale. Mid-semester and semester reports are each issued twice a year. Teachers issue grades four times per year for all students, and comments for all students at the end of each semester. Comments are also written for students who are underachieving on the mid-semester reports.

In the Elementary School students are assessed against our standards and performance is reported via a scale of 1-4 at the end of each semester. Informative comments are written as a part of each report.

The policies and practices of the assessment policy are commonly practiced across the school, and the Elementary Principal, the Secondary Curriculum coordinator, middle and high school Deans and curriculum representatives work with faculty to ensure that the assessment policy is appropriately and fairly implemented and communicated to students and parents.

Connected with the assessment policy is a school-wide Homework Policy. The ECA Homework policy sets appropriate limits and outlines the criteria for assigning meaningful homework designed to improve student learning. Homework does not count towards achievement grades.

Teacher Action and Growth (TAG) and Professional Learning

Professional Learning at ECA is an ongoing developmental process and involves a structured balance of in-house shared activities/experiences (TAG) with participation at international online teacher training workshops.

During the academic year TPAS requirements were further revised to include a focus on the integration of differentiation in classroom observations and with instructional planning and now include a requirement where teachers document examples of how differentiation occurs in their teaching and student learning.

TAG time on Wednesday afternoons is dedicated to professional learning related to annual school-wide goals. In addition TAG time was used for Teachers Teaching Teachers (TTT) workshops, peer review of UbD units, curriculum articulation meetings, online courses, divisional/administrative tasks, curriculum work related to the MSA/CIS accreditation recommendations, annual follow up reports and program review related to the International Baccalaureate accreditation process. In May 2023 a TAG survey was conducted with ECA teachers to reflect upon and to take feedback about the TAG schedule and activities, and to help determine the best use of TAG time for the next academic year. School-wide goals for the next academic year are also determined and with these the leadership team uses faculty feedback and the responses to the recommendations from the MSA/CIS annual report and the IB Diploma Program review to prepare a TAG calendar and a professional development plan for the next academic year.

TECHNOLOGY REPORT

HEAD OF TECHNOLOGY – CHRISTIAN PROVIDENZIA

At ECA we leverage technology to:

Improve overall academic performance
Support on campus learning
Support online/hybrid learning
Increase student engagement and motivation
Support teachers with planning, preparation, lesson delivery and professional development
Expand community access to knowledge, research and learning resources
Provide resource efficiency and cost savings

Our overall approach to technology integration is based on a Blended Learning model [1], research based, and guided by International Society for Technology in Education (ISTE) [2] and Common Core Standards [3].

We continue to develop the appropriate integration of Technology to improve and enhance teaching and student learning. ECA successfully operated robust on campus and online learning programs throughout the academic year.

We worked to provide support for faculty with their professional use of digital learning, use of assessment technology and professional development. We also worked to develop school technology platforms to function more effectively. We also worked to empower and provide increased technology independence of skills among faculty and administrative assistants in the elementary and secondary school offices. We continued to develop and share electronic information/learning tutorials for faculty, staff and students with a focus on encouraging the use of visual explanations for learning purposes.

To ensure a seamless classroom digital experience for students and faculty, we continued to work with the Superintendent, the Director of Support Services and the divisional Principals to protect and provide a high-quality internet experience for our students, faculty and community in the face of continued budgetary pressures. With our small but committed technology staff we have been able to continue to develop and improve the ECA technology user experience for students, staff and the community.

The Technology Integration Facilitator (TIF) assists faculty in both divisions to enhance teaching and learning through improved integration of technology. The TIF works with instructional faculty to integrate technology into their teaching. The TIF has also co-taught lessons that are planned together with teachers. The TIF effectively supported faculty and student learning, including ensuring efficiency so that, in emergency situations such as those experienced, in the past, we are able to transition to and support student learning online seamlessly.

This year we continued to have Digital Citizenship, digital video and photography activities, producing digital event publications/programs, a digital yearbook and significantly updating the school website to improve information access and the admission process. All these technology activities offered continue to provide enriching and interesting student learning experiences for students.

[1] https://www.teachthought.com/learning/12-types-of-blended-learning/

[2] https://www.iste.org/standards/for-students

[3] https://www.teachthought.com/pedagogy/exactly-what-the-common-core-standards-say-about-technology/

ECA EDUCATION COMMITTEE REPORT

ECA FINANCE COMMITTEE REPORT

ECA HUMAN RESOURCES REPORT

ANNUAL REPORT 2022-2023

ECA ANNUAL REPORT 2022-2023

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