End of Year Report 2018-2019



Table of Contents

  1. Mission, Vision, and Guiding Statements
  2. Superintendent’s Annual Summary Report
  3. ECA Goals for 2019-2020
  4. Elementary Principal’s Report
  5. Secondary Principal’s Report –
  6. Secondary School Counselor’s University Report – Class of 2019
  7. Athletic/Sports Report
  8. Curriculum and Professional Learning Report –
  9. MAP Testing Report
  10. Technology Report
  11. Library/Media Center Report
  12. Board Education Committee Report
  13. Board Finance Committee Report
  14. Board Human Resources Committee Report
  15. Professional Development Summary 2018-2019

ECA MISSION STATEMENT

ECA is a learning community that nurtures students to excel in a trusting and enduring environment.

Vision and Guiding statements

ECA VISION STATEMENT

ECA is a school where students work daily with real-life problems and issues and are consistently given opportunities to acquire the relevant knowledge and develop the leadership and practical and ethical skills to solve those problems effectively. They will be risk-takers and innovators, equipped with both the skills and spirit to contribute, to be successful, and to invent the future.

As a learning community, ECA focuses on:

  • A common mission of learning
  • A trust in the character, ability, strength, or truth of someone or something (trusts)
  • A positive view of the future (hopes)
  • A school culture that celebrates the uniqueness of others (nurtures)
  • A stable environment where learning is maximized (endures and excels)

As a learning organization, we focus on:

  • A clear set of skills and attitudes of global citizenship, including: critical thinking, communication, technology, arts, innovation, lifelong learning, teamwork and the role of competition
  • Social responsibility, character development, and behavioral and ethical standards
  • Academic success and high personal achievement
  • Whole child development
  • Self-awareness of individual needs

As teachers at ECA, we focus on:

  • Real-life learning opportunities
  • The best learning concepts from international sources into the US-style standards-based curriculum
  • Programs which capitalize on our natural diversity and cultural opportunities
  • Research-based practices to improve instruction and increase student learning and achievement
  • Developing a learning environment that ensures students’ emotional growth and self- confidence
  • Outstanding athletic and artistic programs

  As professionals at ECA, we focus on:

  • Models of teaching and learning that encourage innovation and pioneering in key areas
  • High ethical standards
  • Strong relationships with universities
  • A regular review of curriculum, instruction, and assessment
  • U.S. and international accreditation
  • Resources necessary to  sustain the mission and vision in a safe and secure environment

As a learning community ECA defines Internationalism as a state of mind that:

  • Strengthens and nurtures cultural identities, attitudes, and citizenship of all students  regular review of mission, vision, curriculum, instruction, and assessment
  • Promotes unity and inclusion through language, cultures, history and the arts
  • Brings people together, encourages the understanding of global issues, and inspires students to help others
  • Advocates for cooperation, engagement, and understanding between people who appreciate diversity as global citizens

ECA PURPOSE STATEMENT

ECA is a model Nursery-12 international school offering a US-style educational program in the English language comparable to outstanding private and international schools worldwide. ECA primarily serves the children of  families working for international corporations and diplomatic agencies.

ECA inspires students towards the highest standards through a stimulating and comprehensive program of intellectual and personal development. The school emphasizes academic achievement and artistic, athletic, recreational, and multicultural opportunities to prepare students for university studies and challenges of global citizenship.

ECA Continuous Improvement Plan

At ECA, teaching and learning are fun, creative, authentic, innovative, collaborative, data-driven, and technology infused.

Learning focuses on meeting individual student needs; quality teaching centers on an integrated standards- based curriculum. Community members continue to learn, developing expertise through models of best practice and self-reflection. ECA is a school community where administrators, faculty and staff establish annual areas of focus.

It is ECA’s goal to prepare students to impact the future positively with the skills necessary to  be successful as leaders, risk takers, and innovators. ECA’s curricular programs and standards of effective faculty clearly define expectations in regard to learning and quality teaching. ECA’s curriculum review cycle ensures programs are consistently in one of four phases of review: study, focus, implementation, or reflection.

SUPERINTENDENT’S ANNUAL SUMMARY REPORT

By Terry Christian

During the academic school year 2018-2019 ECA’s three main school wide learning goals were:

  1. Continue to develop effective assessment practices to ensure that assessments are aligned to and driven by standards, and that students are given multiple opportunities to demonstrate their learning, particularly through the use of Performance Assessments.
  2. Continue to emphasize “Teaching for Understanding” through continued professional learning related to the philosophy and process of Understanding by Design (UbD).
  3. Further develop research based integration of Technology to enhance teaching and learning. 

In addition the ECA Board of Directors identified the following eight strategic objectives which ECA shall focus on during 2018 to 2021:

  1. Maintain, Develop and Improve the Quality of ECA’s International Education
  2. Maintain, Develop and Improve Student Learning
  3. Maintain/Increase Enrollment
  4. Maintain and Develop a Like-Minded Supportive Community
  5. Maintain Financial Independence and Provision for Emergency Situations
  6. Keep Tuition Affordable
  7. Continue to Collaborate and Interact with Other International Schools and Organizations
  8. Maintain ECA’s International Accreditation Status

During September to November 2018 the school successfully prepared for the Middle States Association (MSA) and the Council of International Schools (CIS) Preparatory Team Visit with “Candidate Status for MSA CIS Re-Accreditation” being granted in December 2018. This will be followed by a full re-accreditation Team Visit during March 2020. 

One of the Preparatory team recommendations was that ECA conduct a review of its Mission, Vision and Guiding Statements. During February to May 2019 this was completed involving representatives from faculty, staff, students, parents and Board members. As a result the Mission, Vision and Guiding Statements were evaluated, revised and approved by the ECA Board of Directors on June 6, 2019. 

As part of the accreditation process, in February and March 2019, we also completed the MSA/CIS community surveys with the following summary resulting:

Parent Responses:

  • 100% believe that ECA provides a secure environment for all community members
  • 98% believe that their child is fully engaged with learning
  • 98% believe that ECA’s Technology use enhances learning
  • 98% believe that ECA’s Technology learning promotes responsible social media use
  • 98% believe that ECA promotes a supportive learning and well being environment
  • 97% believe their child is challenged and supported academically
  • 93% believe that their child’s teachers have the necessary skills to teach the curriculum.

Student Responses: 

  • 96% believe that Information Technology is used to enhance their learning.
  • 95% believe that they feel safe at school.
  • 92% believe that ECA classes challenge them.
  • 92% know what assessment grades mean. 
  • 92% believe that they are taught to use Technology and Social Media in a responsible way.
  • 92% believe that ECA provides opportunities to engage with service learning or community service.
  • 90% believe that ECA provides support if they need help with English.

Faculty Responses:

  • 100% understand the school’s Student Protection Policy.
  • 100% believe that the school provides a secure environment for all members of the school community.
  • 97% believe that ECA students can explain or demonstrate their learning.
  • 95% believe that ECA students experience intercultural learning through the curriculum.
  • 95% believe that the formal curriculum promotes the development of digital citizenship.
  • 95% believe that the systematic review of the school’s curriculum ensures appropriate scope and sequence.
  • 95% believe that ECA encourages innovation of teaching strategies and assessment techniques.
  • 92% believe that ECA provides professional development which supports student learning
  • 91% believe that the school’s curricular programmes are aligned with the school’s mission.
  • 90% believe that differentiation of teaching and assessment is evident in their classrooms.

Alumni Responses:

  • 93% believe that ECA graduates are academically well prepared for university. 
  • 93% believe that they were well prepared for the daily challenges they face. 
  • 93% believe they were well prepared for interacting with people from different backgrounds and cultures. 
  • 93% believe they left the school feeling prepared academically to pursue their goals.

The school year started smoothly on schedule with three overseas and thirteen local new faculty arriving and working together get to know each other, find out how life and the ECS community functioned. This year we were able to offer our full ECA program despite the many outside of school disruptions especially during January, February and the electricity blackout in March. 

Student Protection Policy (SPP): During September a community meeting was held to explain the SPP, ECA Code of Conduct and to answer parent questions and address areas of particular concern. In addition two Substance Abuse information sessions were offered for parents. 

Enrollment and Admissions: On a monthly basis we completed a series of Open House, Admissions and Marketing and cultural events which were enthusiastically and actively supported by the Parent Association. These have helped with developing community spirit and  interest outside of ECA and increasing enrollment applications. In January we were able to successfully, efficiently support and transition 20 students from the International Christian School which unfortunately had to close. However, in March 2019, with the American Embassy closing, Rosenet and some local families deciding to leave Venezuela, due to security concerns caused by the electricity blackout, our enrollment decreased by about 30 students. In April 2019 with the support of the ECA Parent Association, and a group of mothers with marketing experience, significant work and effort was put into to better using social media, enhancing publicity, using word of mouth and parent net-working which helped the school host a very successful International Fair with about 700 attendees. On May 8, an Open House of 30 potential applicants occurred. This was followed by a Bring a Friend Open Day where 27 students attended (N to Grade 11). On May 29 we held a very successful Mini Olympics morning involving ECA Redshirts, 80 students and families from two local preschools Puki-Puki and TEC. This resulted in a increase in potential applicants during the year end which will help with increasing enrollment for the next academic year. 

College Admissions: ECA has a history of successful college admission with students being admitted to top colleges and  universities in the United States of America (USA) and other countries. Once again our seniors continued with this success and 100% of ECA graduates were accepted to one of their schools of choice. On average each senior had offers from at least 3 of their top university choices. For further information please refer to the Secondary School Counsellor’s University Report on page 12.  

Professional Development: ECA faculty participate in Teacher Action and Growth (TAG) sessions each Wednesday afternoon. Eight of our faculty presented at the annual conference of the Association of American Schools in South America (AASSA) in April 2019, and eleven faculty presented at the VANAS November 2018 conference in Valencia. For further information please refer to the Professional Development Summary at the end of this annual report. 

After School Activity Program: During the year thirty activities were offered using faculty (free activities) and outside (fee paying activities) contractors. Each one did so understanding that child safety and program quality were our top priorities. All contractors signed the required ECA Code of Conduct agreement and adhered to the policies and guidelines expressed in that document. Soccer, volleyball, basketball, swimming and tennis tournaments were held throughout the year usually during weekends. 

March National Electricity Blackout: During March, ECA unexpectedly experienced a 24 hour Technology outage but once Technology services were restored ECA became the community Go To Place for Internet and facility access during this challenging time. Blended learning particularly functioned efficiently during all of the blackout time, We were able to efficiently function and positively interact and support those students who left the country temporarily or permanently. All families who unexpectedly left the school were professionally supported with transcripts/document needs enabling them to smoothly transfer to other schools

Events: This year’s school yearbook “UNIQUE” visually shows academic, social community interactions and general school life at ECA. Student Council, Sports events, VANAS 2018, ASSA 2019, CAISSA and sports tournaments, Drama, Musical Concerts, Talent Shows, Library activities, Halloween activities, SAMUN/THIMUN, Guest Speakers, Thanksgiving events, Community Service drives, Field of Toys, Spanglish Days, Venezuela Day, Week Without Walls, Open Houses, Art Exhibitions, IB examinations, Graduation Ceremony and End of Year activities. These events clearly demonstrate that we continue to be an active, vibrant, active, positive, social and academic learning organization. 

Concluding Remarks: ECA is an inclusive mixed ability school where all students work hard and are supported and motivated to academically realize their potential. The following reports confirm that the ongoing work of ECA faculty, staff with students and parents, supported and completed the aims of this year’s school-wide goals. During this academic year it was clear, from the active participation and practical support of the ECA community, but particularly during March, April, May and June 2019, and the many events held, that even with reduced enrollment “ECA Is Here to Stay.” This has been a very challenging year in Venezuela but another successful, productive year at ECA. Next year we will continue to progress and work, with the entire ECA community, to maintain and further develop and improve on the quality education and community life that ECA offers.

I wish departing community members well with their new learning destinations. I congratulate the Class of 2019 and wish them success with the future. As always I encourage graduates, and departing faculty and families to keep in touch with each other and with Escuela Campo Alegre!

ECA’s GOALS FOR 2019-2020 

Overarching School Wide Goal: 

Obtain a successful outcome from the Middle States Association (MSA) and the Council of International Schools (CIS) Visiting Team Re-accreditation planned for March 2020. 

ECA will also focus on four (4) school wide learning goals which provide logical development to ECA’s ongoing educational goals:

  1. Integrate explicit literacy instruction across all subjects
  2. Use varied standard based Performance Assessments so that students continue to have multiple ways to demonstrate successful learning.
  3. Use internal and external data analysis to improve student learning and growth.
  4. Ensure that students and faculty effectively use technology, knowledge and skills to support student learning and growth. 

The ECA Board of Directors have identified the following eight strategic objectives which ECA shall focus on until June 2023:

  1. Maintain, Develop and Improve the Quality of ECA’s International Education
  2. Maintain, Develop and Improve Student Learning
  3. Maintain/Increase Enrollment
  4. Maintain and Develop a Like-Minded Supportive Community
  5. Maintain Financial Independence and Provision for Emergency Situations
  6. Keep Tuition Affordable
  7. Continue to Collaborate and Interact with Other International Schools and Organization
  8. Maintain ECA’s International Accreditation Status

During the academic year 2019-2020 ECA shall also 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.
  • Retaining and attract the best qualified and committed international and local faculty. 
  • Developing the school website and effectively use social media to enhance communication, public relations and marketing. 

ELEMENTARY PRINCIPAL’S REPORT

by Michelle Till 

The following is a summary of the current progress in the elementary school towards the three identified school goals as they relate to the elementary school.

1.  School Wide Goal #1- Continue to develop effective assessment practices to ensure that assessments are aligned to and driven by standards and that students are given multiple opportunities to demonstrate their learning, particularly through the use of Performance Assessments.

  • Collaborative work completed with the Student Support Team to provide appropriate resources, support, and learning opportunities for students with a variety of needs. 
  • Reinforcement of inclusive learning practices and strategies for differentiation occurred.
  • Developed the use of WIDA testing, Can do descriptors and performance definitions for English Language Learners (ELL).  
  • The elementary school used WIDA/ MAP data to inform and improve student learning.
  • Effective utilization of Boardmaker software in ELL classes, regular classes, and with student learning support. 

2.  School Wide Goal #2 – Continue to emphasize “Teaching for Understanding” through continued professional learning related to the philosophy and process of Understanding by Design (UbD).

  • The MSA/CIS  curriculum development areas which need to be addressed during the next academic year were identified as: Concepts and vertical alignment in Nursery, Pre-Kinder, and Grade 4. Work began in addressing this.
  • Writing units were identified and developed and aligned across grade levels  and are are well on the way to completion. Scope & Sequence is being refined but this is an ongoing process – Lucy Calkins Pre & Post assessments in process Kinder- Gr.5
  • UbD 101 TAG presentations and assistance provided by ESTAT Team and Curriculum Team.  Review and collaboration for all teachers completed. All of the units are housed in the ECA Elementary Curriculum drive.  All of the Specialists have had support and assistance to ensure that their curriculum aligns with the Scope and Sequence and that vertical alignment using the UbD framework occurs.

3. School Wide Goal #3 – Further develop research-based integration of Technology to enhance teaching and learning.

  • Worked with ES teachers and ECA Technology team to ensure that the use of technology in the ES improves and enhances teaching and student learning.
  • All Specialists are now using technology effectively and students are also using this.
  • Developing the use of technology is ongoing
  • Teachers are using smart boards, document cameras, and Chromebooks regularly, naturally and effectively.  
  • Effective use of technology is now well established in the Elementary section – Technology Integration Facilitators (TIFs) are working efficiently with faculty and students
  • Teachers have been using JIG space apps and IOS software to explore in 3D- Augmented Reality – Interactive learning experiences.  For example, Gr 1 students explored the planets, and the sun to compliment a unit on space.
  • Teachers have  used technology to better communicate and provide blended learning opportunities for  students using Google Hangouts. 
  • TIFs helped prepare students and parents prior to them exiting Venezuela. This was instrumental in supporting our students who suddenly and unexpectedly had to  leave the country. Teachers provided lessons, student records, references and continued to communicate with parents and students in Russia, Panama, Spain and the USA. 

The Elementary school has diligently and collaboratively continued revising and updating our curriculum using the Understanding by Design model.  During many divisional TAG meetings, our specialist teachers, (Music, Art, P.E., and Spanish), Nursery and Pre K teachers have received training from our curriculum team, to enable us to complete the units school-wide.  Following our preparatory MSA/CIS visit in October 2018 and the recommendations to review the vertical alignment of our curriculum, the elementary team has completed the task of aligning each subject area, focusing on a core concept and organized by trimester.      

Teachers have continued to refine differentiation of instruction by using assessment data from a variety of resources including Fountas and Pinnell Running Records reading assessments, Measures of Academic Progress (MAP), WIDA language assessments, GLOSS assessment of Mathematics, as well as many other assessments.

“Building a Foundation” focuses on several of our new initiatives:

(1) Phonemic Awareness (Michael Haggerty) is a foundational skill that is essential for learning to read. As students learn to identify sounds through oral and auditory activities, they become phonemically aware. Engaging in phonemic awareness instruction develops students’ understanding of sounds, and that knowledge is directly reflected in their spelling and writing. 

(2) Lively Letters is a multi-sensory reading program that turns plain, abstract letters and sounds into lively characters. 

(3) Number Talks (or “math talks”) are short discussions among a teacher and students about how to solve a particular mental math problem. The focus is not on the correct answer, but on all the possible methods of finding the answer. 

(4) Writer’s Workshop Lucy Calkins – This method of instruction focuses on the goal of fostering lifelong writers. It is based upon four principles:

  • students will write about their own lives
  • they will use a consistent writing process
  • they will work in authentic ways, and 
  • they will develop independence as writers. 

The Writing Workshop is designed for use in all grade levels. Our “building a foundation” initiatives have been supported with current or future professional development opportunities for our staff.  

Our health and wellness team, under the direction of the elementary  counselor, has focused on providing regular weekly wellness classes to each grade level.  After several incidents of reported “bullying” issues, two empowerment activities were provided, one for girls in the fall of the year and one for boys in the spring. Positive Behavior Rewards, “Gotchas!” are awarded monthly during Elementary Assemblies.  Elementary Assembly is also the teaching vehicle for introducing the monthly International Baccalaureate (IB) Learner Profiles and reinforcing the “Campo Way”. Many of the assemblies feature student performances or displays of their learning as it relates to the monthly Learner Profile. 

This has been an incredible year of sustained progress for the Elementary School at Escuela Campo Alegre! With all of the challenges inside and outside of the school, we have worked industriously and pulled together when needed! The Elementary School has worked as a unit to build an effective, successful team.  The team works together to ensure that each student in our school is healthy, safe, academically engaged, supported, and challenged, and that we provide for the long-term learning and success of each student. We work to achieve these goals every day! 

SECONDARY PRINCIPAL’S REPORT

By Mark Pleasants

The Secondary School Principal worked with faculty, with the school wide goals in mind, to maximize student learning using effective international school learning practices. The secondary school have aligned Secondary School programs and curricula with the 2018-2019 school-wide goals:

School Wide Goal 1 –  Continue to develop effective assessment practices to ensure that assessments are aligned to and driven by standards, and that students are given multiple opportunities to demonstrate their learning, particularly through the use of Performance Assessments.

The principal has worked one-on-one with specific SS teachers supporting appropriate assessments, use of rubrics, formative and summative techniques to best measure student learning.

Meetings have taken place with Curriculum Coordinators in both Elementary School and Secondary School along with the principals and Superintendent that allow us to interact and work together to ensure that this assessment goal is achieved.

School Wide Goal 2 – Continue to emphasize “Teaching for Understanding” through continued professional learning related to the philosophy and process of Understanding by Design (UbD).

All curriculum mapping in the Secondary School is designed around Understanding by Design (UbD). The UbD framework is based on seven key UbD tenets (see November 2018 comments in this document).

There was much effort placed with Secondary School faculty this year on the development, awareness of and implementation of concept based learning & inquiry, which fits with UbD philosophy and best practice.

The principal has interacted with, mentored and worked with the Secondary School Curriculum Coordinator to guide SS faculty to support the use of Understanding by Design (UbD) and teaching for understanding. 

School Wide Goal 3 – Further develop research based integration of Technology to enhance teaching and learning.

The BYOD guidelines for students are now well established and are clearly stated in the Secondary School Student-Parent Handbook from grades 6 to 12. These guidelines allow all Secondary School students to operate their laptops in safe and effective ways.

The use of student cell phones at school has been improved this year. Now, all students must turn off and place their cell phones in a basket at the start of each class. This allows students to remain focused on learning in each class and not be distracted by outside interferences. 

Due to school closures and departing families, Blended Learning continues to strengthen at ECA. The use of Schoology is standard in all Secondary School classes, and if students needed to remain at home in emergency situations, they can seamlessly continue their learning on the Schoology platform.

Secondary School teachers have been experimenting with new ways to use technology. One example is combining Schoology and Google Hangouts which allows the teacher to interact by video with students in the class. The teacher can also review work on student laptops. This two-way interaction has proved to be very successful.

Secondary School Counselor’s University Report – Class of 2019

By Debbie Reed

What a pleasure it has been to work with the ECA Class of 2019 this year! I am ever impressed by their motivation for self-improvement in academic and post-secondary pursuits as well as their infectious laughter, honesty, and quick-wit. It has truly been a joy to share their last year of school together. 

My desire for all students is that they simply do something meaningful to them as individuals after high school. While some students wish to go directly to college, some might desire to take an intentional gap year to prepare for further education. What matters most is that all are taking some kind of action to better support their future learning and career prospects. Whatever students do, they need to find the best fit for them that will challenge them to better themselves and challenge and equip them to impact the world in the ways they desire. This may include university attendance, full-time volunteering or internships, or simply taking a chance to immerse in a new language in a new country. All of these options show that students have chosen to take action  and “do” rather than “wait”.

It has been a very eye-opening year in post-secondary education, especially in the US regarding Operation Varsity Blues. While the well-known names of universities can be important to future pursuits, it seems that the world was reminded this year that these names also don’t always guarantee equity in admission procedures and educational experience. There are a number of well-known schools, for example, who have incredible opportunities for students who study certain fields like law or medicine but lack in other departments like the social sciences. Likewise, there are a number of lesser-known universities who can provide a much better experience in certain fields but don’t have the reputation of the more commonly known schools. The college admission scandals of this year have hopefully allowed the world to think about and value all higher educational opportunities rather than believing the antiquated belief that the name of the school is all that matters. The best thing a student can do for themselves is find the best college or university fit for them rather than solely pursuing a name for the sake of the name and not the value the education can add. 

It has been evident that this group of seniors, the ECA class of 2019, were very motivated to find the best fit for them regarding higher educational opportunities. All year, students have utilized my knowledge by asking for help with applications and other admission considerations. I began to send transcripts and letters of recommendations for seniors at the end of August, well ahead of early decision dates that typical occur in November.

Students were very busy applying to universities around the world. As of February, I had sent out over 70 transcripts. This number does not include post-secondary institutions that do not require mid-year or progress transcripts which, therefore, do not notify me of student application. Students applied to universities in the US, Canada, the United Kingdom, Spain, Italy, and Argentina and these applications are celebrated on a colorful bulletin board near the upperclassmen breezeway. As of early May, ECA students had identified and were evaluating well over 40 acceptances to universities worldwide. 

Student reported University acceptances, as of May 21 2019, include: 

United States: 

  • Babson College
  • Boston University
  • Brown University
  • Columbia University
  • Duke University
  • Georgia Institute of Technology
  • Loyola University Chicago
  • Loyola Marymount University
  • Northeastern University
  • Northwestern University
  • Purdue University
  • Stanford University
  • Temple University
  • University of California- Berkeley
  • University of California- San Diego
  • University of California, Berkeley M.E.T
  • University of California, Los Angeles
  • University of Miami
  • University of Michigan
  • University of Pennsylvania- Wharton School
  • University of Southern California
  • Virginia Polytechnic Institute and State University
  • Wentworth Institute of Technology
  • Yale University

United Kingdom: 

  • University of Edinburgh
  • University of Exeter
  • University of Exeter
  • University of Leicester
  • University of Manchester
  • University of Sussex

Canada: 

  • Ryerson University
  • University of Toronto
  • Langara College
  • Vancouver Community College
  • St. Lawrence College

Other Countries: 

  • Universidad Torcuato Di Tella (Argentina)
  • Universita Commerciale Luigi Bocconi (Italy)
  • IE Business School (Spain)

I am so excited to see the class of 2019 begin their next steps in their life and learning after completing their high school at Escuela Campo Alegre!

This year was the first year ECA has utilized College Representative Chats. After convening with other professional international school counselors and college admission representatives at CIS: Latin American Institute on Guidance in Bogotá, Colombia in September, I was able to organize many electronic visits for students with college representatives from around the world using Skype and other communication platforms. Students and families were all invited to attend in grades 8-12. I will be holding similar college admission information events, next year in the Fall, for grades 8-12 and families. 

Additionally, this was the first year that ECA used successfully a new platform for post-secondary exploration called Bridge U. I have slowly been rolling this platform out to grades 9-11 as they begin or continue their exploration of post secondary learning options and life after high school. I am looking forward to all that is to come in 2019-2020!

Athletics/Sports Report 2018-2019 

By Julia Baranowsky

The ECA athletics program went through some experimental trial changes during the 2018-2019 school year. In addition to the end-of-season CAISSA tournament that the varsity athletes participate in, ECA also hosted 2 invitational tournaments over 2 weekends in girls and boys volleyball. During these tournaments, the community was incredibly supportive, from parents, teachers and students coming out to cheer on our athletes, as well as embassy and parent/staff teams participating. There is also an Friday afternoon intramural 3-on-3 basketball tournament, involving all Secondary students, scheduled for the end of May which if successful will be further developed next year.

Ties continued to be strengthened with the local sports community especially during the early part of the year when there were less street demonstrations/disruptions in Caracas. A parent of one of the ECA students, on the volleyball team, completed some fundraising and provided uniforms and equipment for two of the club teams we have relationships with. A parent of one of the students on the basketball team arranged for a USA professional basketball player, Greivis Vasquez, to come to one of the practices to hold a talk with the team members. 

ECA Invitational Tournaments

ECA was able to host 2 local invitational tournaments in September and October 2018 in girls and boys volleyball. 8 teams participated in the girls tournament and 5 for the boys. Local girls and boys soccer and basketball tournaments were scheduled to be hosted at ECA, during the second half of the academic year, but due to the demonstrations/disruptions situation in the city/country, they were postponed and later cancelled. 

Caribbean Association of International Schools South America (CAISSA)

The Varsity teams were only able to participate in the first two seasons of the CAISSA tournaments. The first season CAISSA tournament was held in Port St. Lucie, Florida on a trial basis. Both the girls and boys volleyball teams participated in this event. An outside provider, Bert Richardson, was used to organize the event with the ADs from ECA and Cayman International School liaising with Mr. Richardson. The organization of the event did not meet the CAISSA Directors/AD expectations and the ADs and Heads of Schools agreed that this was not the way forward for the CAISSA tournaments and decided to revert to following the old school hosting model for the remaining 2 tournaments. 

We had 7 boys travel for the soccer team for the second season CAISSA tournament in the Dominican Republic at Carol Morgan School (CMS). CMS graciously offered members of their Junior Varsity team to help create a combined ECA/CMS team which functioned very well. We did not have enough students sign up to participate for the third season which was at Academia Cotopaxi in Ecuador. 

Looking ahead: Due to challenges in delivering the athletics program, caused by the difficulties in traveling in and outside of Venezuela, street demonstrations, electricity blackouts, water shortages, planning and interaction with local school coaches, some changes in the Athletic program will be made for next year. These changes are being made in order to best suit  students’ needs and currently include:

  • Providing In-house intramural sports tournaments (one for each sport)
  • PE credit for sports team participation
  • A 2-season practice model
    • Semester 1: Girls volleyball/basketball and boys soccer
    • Semester 2: Boys volleyball/basketball and girls soccer

CURRICULUM AND PROFESSIONAL LEARNING REPORT 

1. 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 in our classrooms. 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 plan of action was developed. We are currently in the second cycle of a three year plan to write our units of study using the process of Understanding by Design. 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 involved faculty with learning about Teaching for Understanding and Understanding By Design and writing, peer review, teaching, sharing and reflecting on units of study. In the Secondary School, the mathematics and science departments reviewed the Scope and Sequence to provide three levels of study for grades 9 and 10. We have been using Integrated approach as defined by and aligned with the Common Core. Curriculum development and writing will continue to be a ongoing continual process at ECA. ECA will continue to provide professional development and support for teachers with the Understanding by Design Process.

2. 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 will 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 Divisional Principals met with faculty during their Teacher Performance Appraisal System (TPAS) meetings to determine curriculum writing outcomes and ensure that our written curriculum is being developed and documented, within the determined timelines, via the structures provided. Divisional Principals will continue to provide ongoing support for teachers with the curriculum documentation process so that our written curriculum continues to live, evolve, and reflect what is actually taught in classrooms. 

3. Assessment and Reporting

The Assessment Policy which was developed at the end of the 2014-2015 school year was reviewed and minor modifications made by the Divisional Principals after consultation with faculty. 

At ECA we believe assessment is an ongoing process aimed at understanding and improving student learning. It 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 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 trimester. Comments are written as a part of each report.

The policies and practices of the assessment policy are now commonly practiced across the school, and the Divisional Principals and the 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 the ECA Homework Policy, a school-wide policy which was also reviewed and minor modifications made by the Divisional Principals after consultation with faculty. The ECA Homework policy sets appropriate limits and outlines the criteria for meaningful homework designed to improve student learning. Homework does not count towards achievement grades. 

4. Teacher Action and Growth (TAG) and Professional Learning

Professional Learning at ECA continues as an ongoing developmental process and involves a structured balance of in-house activities/experiences outside consultants, and attendance at workshops and conferences in the Americas. 

This year, in November 2018, ECA faculty attended Colegio Internacional Carabobo in Valencia (CICV) together with over 300 teachers from seven other international schools, located in Venezuela, at the annual VANAS 2018 Teachers’ Conference. The VANAS theme was: “Engaging Students for Success in 2028”. 10 ECA faculty members successfully gave presentations at this conference. 

TAG time on Wednesday afternoons continued to be dedicated to professional learning related to school-wide goals. In addition TAG time was used for Teachers Teaching Teachers (TTT) workshops, Teacher Passion Projects, Peer Review of UbD units, Vertical Articulation meetings, Book Clubs/Online Courses, Divisional Meetings as well as MSA/CIS Accreditation preparation. Faculty Book Clubs and Online courses resulted in a variety of new learning opportunities. In May 2019 a TAG survey was conducted for returning ECA teachers to reflect on this year’s TAG schedule, and to help determine the best use of TAG time next year. Once our school-wide goals for next year are determined, the leadership team will use the faculty feedback to draft a TAG calendar and professional development plan for the coming academic year. 

During TAG time we also previewed teacher presenter workshops of those who applied to present at the annual AASSA Educators’’ Conference. We then selected and proposed eight ECA presenter workshops to represent ECA and participate at the AASSA Educators’’ Conference in Santiago, Chile in April 2019. The faculty members who attended had extremely high praise for the event and positively represented ECA.

MAP TESTING REPORT

MAP Growth is a computer-adaptive test. If a student answers a question correctly, the next question is more challenging. If they answer incorrectly, the next one is easier. This type of assessment challenges top performers without overwhelming students whose skills are below grade level. MAP Growth uses a RIT scale to accurately measure what students know, regardless of their grade level. It also measures growth over time, allowing one to track a student’s progress throughout the school year and across multiple years. RIT scores have the same meaning across grade levels. If a fourth-grade student and an eighth-grade student have the same RIT score in reading, then they are testing at the same level in that subject. Teachers can use the score to inform instruction, personalize learning, and monitor the growth of individual students. Principals and administrators can use the scores to see the performance and progress of a grade level, school, or the entire district. (Source: https://www.nwea.org/resource-library/welcome/parents-guide-to-map-growth)

At the school level, MAP results are expressed as average RIT scores for each testing point. These averages can then be compared to the averages for norm group students in the same grade level who took the test at approximately the same time. ECA’s mean RIT and student individual scores can be used to reflect a comparison to US and Global school MAP results.

At ECA in the Elementary School students tested twice: once in September 2018 and then in late January 2019. In the Secondary School, students tested twice: once in September 2018 and then in late April 2019. All ECA students were tested, regardless of their language abilities and learning support needs. As an inclusive mixed ability school it is important to gather data on all of our students so we can best use this information to address and support individual student learning needs. This academic year we unexpectedly enrolled a large number of new English Language Learner (ELL) students who received language and learning support support upon entry to ECA in August 2018.

MAP Mean Score Comparisons September 2018:

Reading: ECA students outperformed students globally at all grade levels (1 to 9).

Mathematics: ECA students outperformed students globally in (Grades 1, 5, 6 and 8), or equaled (grades 2 and 3 ) students globally, with exceptions being 7 and 9.

Global comparisons are not yet available for January 2019 and April 2019 testing.

MAP STUDENT GROWTH SUMMARY

MAP results are also expressed as a measure of the amount of individual growth, in RIT scores, that students make between two testing points. These growth figures can then be compared to projected average student growth figures in the NWEA 2015 norm group. 50% of ECA students met or exceeded their projected growth targets during the following testing points: Elementary (Winter 2019) and Secondary (Fall 2019).

TECHNOLOGY REPORT

By Martin Kattam

At ECA we leverage technology to:

  • Improve academic performance
  • Increase student engagement and motivation
  • Expand access to knowledge
  • Provide resource efficiency and cost savings

Our approach to technology integration was based on a Blended Learning Mode l[1], research based, and guided by the international Society for Technology in Education (ISTE) [2] and Common Core Standards [3].

During this academic year we continued to develop the appropriate integration of Technology to improve and enhance teaching and student learning. We deepened and increased use of blended learning with success, to ameliorate the increased instance of ECA students needing to engage in learning and instruction off site or from outside Venezuela. We successfully buttressed school technology infrastructure, platforms and personnel to withstand this year’s national blackouts and other major service failures to ensure students continued to receive learning even in difficulty and trying national conditions.

We provided support for the divisional Principals to get more out of our digital assessment and our school technology platforms. We worked hard to empower and provide increased technology independence of skills among faculty and administrative assistants in the Elementary and Secondary school offices. We developed electronic tutorials for faculty and staff with a focus toward more visual explanations, and this has been received with positive feedback.

To ensure a seamless classroom digital experience for students and faculty, we worked industriously with the Superintendent to protect and provide a high-quality internet experience for our students, faculty and community in the face of increasing budgetary pressures. With less technology staff than before and with reduced costs we have been able to continue to develop the ECA technology user experience this year for students, staff and the community.

This year we have successful concluded expansion of BYOD to have an all Secondary School BYOD program Grades 6 to 12. The device distribution at ECA is now as follows:

  • In-class iPads Nursery to Grade 3
  • In-class Chromebooks Nursery to Grade 5
  • BYOD Grade 6 to Grade 12

Our two Technology Integration Facilitators (TIFs) continue to assist faculty in both divisions to enhance teaching and learning through improved integration of technology. The TIFs work with instructional faculty to integrate technology into their teaching. TIFs also co-teach lessons that they plan together with teachers. TIFs effectively supported faculty and student learning, including ensuring efficiency so that, in emergency situations such as those experienced during the March electricity blackout, they were also are cover classes for other faculty when necessary.  

ECA believes that internet access for faculty at home plays an important role in the successful implementation of Blended Learning. We worked in conjunction with the ECA housing department to ensure that overseas staff had consistent working internet access at their homes. This year we had the least complaints ever on this front.

This year we continued to participate in the Hour of Code and Digital Citizenship week. Coding literacy continues across all of elementary school and is available in Secondary. In addition, we have Robotics, programming, electronics, augmented and virtual reality, digital video and photography, and 3d modeling, producing event publications and programs, yearbook production and printing. These are all technology activities that provide rich deep student learning experiences and an enriched exploration of Technology for ECA 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/

LIBRARY/MEDIA CENTRE REPORT

By Elizabeth Richardson

Library programs and curriculum are aligned with the 2018-19 school-wide goals:

  • Overarching School Wide Goals – From World Read Aloud Day to Women and Science, all Library programming is designed to increase literacy and promote achievement. We conducted over 12 library events and programs to enrich student engagement with literacy.
  • Overarching School Wide Goals – We increased circulation per student as we see the same number of books being checked out over the school year with a lower student population.  
  • School Wide Goal 1Further Develop effective assessment/performance practices aligned to curriculum standards: All Library materials align with the most current assessment practices. From Teachers Resources on Understanding by Design to Gale Century digital database for student extended essay research, we provide various resources to support Performance Assessments.
  • School Wide Goal 2 Teaching for Understanding: We provided space and resources for Teaching for Understanding practice. From ‘create your own graphic novel’ storyboards to ‘Fractured Fairytale’ research, we assist in student-led innovation and learning.
  • School Wide Goal 3Technology: We have provided growth and increased student/faculty usage of our 28 digital databases, as well as our eReaders, to capitalize on efficient resource management, lowering costs and still increasing the depth and breadth of books and research materials.
  • School Wide Goal 3 – Technology – With the growth of our Makerspace in SS, we continue to provide alternate means for students to be creative and learn using technology. Through a SS Makerspace Exploratory and a permanent display kiosk, students are able to engage with coding, robotics, art and more through technology.

As we plan for the next academic year, we are beginning the transition for two new staff: a new Library Director and an ES Librarian. Furthermore, in maximizing our resources, we have lowered our budget for hardback books, and are promoting digital resources that capitalize on high-level learning while decreasing the costs. Our strategic objectives are to continue offering our high-level programs and Library class offerings while increasing awareness and use of digital and resources that, not only promote 21st century learning and digitally literate citizens, but capitalize on existing library resources. Next year we look forward to another academic year of continued excellence in the ECA Library!

EDUCATION COMMITTEE REPORT

Schoolwide GoalsElementary SchoolSecondary SchoolLibrary Services
Overall Educational Goal:
Facilitate the continued development and maintenance of all ECA’s educational programs, materials and student learning, which promote high achievement and reflect ECA’s mission statement.
The Elementary school has diligently and collaboratively continued revising and updating our curriculum using the Understanding by Design model.
Teachers have continued to refine differentiation of instruction by using assessment data taken from a variety of resources including Fountas and Pinnell Running Records, reading assessments, Measures of Academic Progress (MAP), WIDA language assessments, GLOSS assessment of Mathematics, as well as many other internal school assessments.
All Secondary School programs and curricula are aligned with the 2018-2019 school-wide goals.1.​ From World Read Aloud Day to Women and Science, all Library programming is designed to increase literacy and promote achievement.
2.​ The Library conducted over 12 main events and programs to enrich student engagement with literacy.
3.​ Increased circulation per student as we see the same number of books being checked out over the school year with a lower student population.
Goal 1.​ Continue to develop effective assessment practices to ensure that assessments are aligned to and driven by standards, and that students are given multiple opportunities to demonstrate their learning, particularly through the use of Performance Assessments.1. Collaborative work completed with the Student Support Team to provide appropriate resources, support, and learning opportunities for students with a variety of learning needs.
2. Reinforcement of inclusive learning practices and strategies for differentiation occurred.
3. Developed the use of WIDA testing, Can Do descriptors and performance definitions for English Language Learners (ELL).
Used WIDA/ MAP data to inform and improve student learning.
Effective utilization of Boardmaker software in ELL classes, regular classes, and with student learning support.
The Secondary Principal consistently worked, one-on-one, with specific SS teachers supporting appropriate assessments, use of rubrics, formative and summative techniques to best measure student learning.All Library materials align with the most current assessment practices. From Teachers Resources related to Understanding by Design to Gale Century digital database for student extended essay research, we provide various up to date resources which support Performance Assessments and student learning.
Goal 2.​ Continue to emphasize “Teaching for Understanding” through continued professional learning related to the philosophy and process of Understanding by Design.1. Writing units were identified and developed and aligned across grade levels and are are well on the way to completion.
The curriculum Scope and Sequence is being refined this is an ongoing process
Lucy Calkins Pre and Post assessments in process Kinder through to Grade 5.
UbD TAG presentations and assistance provided for teachers
UbD review and collaboration for all teachers completed.
All UbD units are housed in the ECA Elementary Curriculum drive. All Specialists have had support and assistance to ensure that their curriculum aligns with the Scope and Sequence and that vertical alignment using the UbD framework occurs.
1.​ All curriculum mapping in the Secondary School is designed around Understanding by Design (UbD).
2.​ Significant​ ​work and effort was completed with Secondary School faculty related to the development, awareness of and implementation of concept based learning and inquiry, which complements UbD philosophy and best practice.
​The Secondary principal interacted with, mentored and worked with the Secondary School Curriculum Coordinator to guide Secondaty faculty to support the use of Understanding by Design (UbD) and teaching for understanding.
We provided space and resources for Teaching for Understanding practice. From ‘create your own graphic novel’ storyboards to ‘Fractured Fairytale’ research, we assist in student-led innovation and learning.
Goal 3​. Further develop research based integration of Technology to enhance teaching and learning. Teachers and ECA Technology team worked to ensure that the use of technology improves and enhances teaching and student learning. 2. All Specialists and students use technology effectively. 3. Developing the use of technology is ongoing. 4. Teachers use smart boards, document cameras, and Chromebooks regularly, naturally and effectively. 5. Effective use of technology is now well established in the Elementary section 6. Technology Integration Facilitators (TIFs) are work efficiently with faculty and students 7. Teachers have been using JIG space apps and IOS software to ​explore in 3D-Augmented Reality – Interactive learning experiences. For example, Grade 1 students explored the planets, and the sun to complement a unit on space. 8. Teachers use technology to better communicate and provide blended learning opportunities for students using Google Hangouts. 9. TIFs helped prepare students and parents prior to them exiting Venezuela. This was instrumental in supporting our students who suddenly and unexpectedly had to leave the country. Teachers provided lessons, student records, references and continued to communicate with parents and students in Russia, Panama, Spain and the USA after they left Venezuela. ​The Bring Your Own Device (BYOD) student guidelines are well established and are clearly stated in the Secondary School Student-Parent Handbook from grades 6 to 12. These guidelines allow all Secondary School students to operate their laptops in safe and effective ways.
2.​ Use of student cell phones during school hours school was updated and clarified. All students are aware that they must turn off and place their cell phones in a basket at the start of each class. Implementation of this procedure was successful and has helped students to remain focused on learning in each class and not be distracted by outside interferences.
3​. Due to outside of school street demonstrations, electricity outages and other disruptions which led to departing families, Blended Learning was further developed and strengthened. The use of Schoology/blended learning is standard in all Secondary School classes, and if students needed to remain at home in emergency situations, they can easily and seamlessly continue their learning using the Schoology platform.
4​. Secondary School teachers have been experimenting with new ways to use technology. One example is combining Schoology and Google Hangouts which allows the teacher to interact by video with students in the class. The teacher can also review work on student laptops. This two-way interaction has proved to be very successful.
1​.We have provided for growth and increased student and faculty usage of our 28 digital databases, as well as our eReaders, to capitalize on efficient resource management, lowering costs and still increasing the depth and breadth of books and research materials.
2.​ With the growth of our Makerspace in Secondary School, the Library provides alternate means for students to be creative and learn using technology. Through a Secondary School Makerspace Exploratory and with a permanent display kiosk, students are able to engage with coding, robotics, art and develop their understanding and use of technology.

FINANCE COMMITTEE REPORT

Critical Success Factors and Key Performance Indicators2018-19 Year FocusComments & AchievementsStatus
A. Establish an annual financial plan
Key Performance Indicators
Prepare a 3-year financial plan to be presented to the Board of Directors for approval. The approved plan should be reviewed annually.
Monitor the implementation of the plan to ensure it is articulated into the Finance Committee functions.
Regularly review the strategic financial plan.
Continue with the implementation
ECA’s strategic plan.
Focus on:
Positive Promotion of ECA
Increased Enrollment
Admissions and Marketing Plan
Considering the current Venezuelan economic and social situation, hyperinflation, and school projections, a 3 year financial capital plan is currently not functional.
We now financially plan one year at a time with regular oversight of enrollment and tuition fees, overall finances, budget parameters and control of expenses.
Due to International Christian School of Caracas (ICS) closure we were successful in recruiting, at very short notice, 21 new students January 2019 with special financial status for this and the next academic year.
Monthly Open House Mornings were successfully held.
A Mini Olympics event, with 3 local preschools of up to 100 student was scheduled for March 2019. This was rescheduled to May 2019 due the effects of Great Venezuelan Electricity Blackout.
Completed
Ensure the design and delivery of a financing plan for operations and physical expansion.
Key Performance Indicators
Prepare operations and capital budget for the year.
Develop 3 years Capital Plan
Review the investment policy
Monitor investments
Define invoicing procedure for following school year
Review new revenue sources.Operational and capital budgets for the school year 2018-19 were approved by the Board on April 2019. Both, operational and capital budgets and cash flow were reviewed by the Finance Committee on a monthly basis.
Finance Committee decided not to complete any major capital projects except, for those to keep the school well maintained/running. At the May 2019 meeting, capital projects were presented to Finance Committee for approval.
Investment performance were reviewed three times during the year with the investment advisors and every month a summary of investments and performance was presented to the Committee. Investments increased during the school year by 7.5% (from April 2018 to April 2019).
In October 2018, the investment policy and strategy was reviewed by the Committee as advised by the investment brokers.
All capital projects needed to keep the school running like IT investments, security improvements and regular maintenance were integrated into budget.
Completed
C. Oversee budgeting, reporting and external auditing process.
Key Performance Indicators
Monthly budget reports.
Have an external audit once per year to review internal controls and financial statements.
Continue with regular budgeting , financial reviews and presenting financial reportsMonthly budget reports and cash flow were presented to the Finance Committee.
An External Audit Report was completed and a report issued with a qualified opinion because ECA needs an updated appraisal of its infrastructure.
ECA projected a deficit budget for the school year and was expected to use around US$1MM to cover expenses. However, by the end of the year a break-even budget and surplus cash flow in foreign currency were reached (we used around US$250K to cover expenses).
Investment reserves increased due to the market performance and the reserve did not need to be used.
Two million US $ dollars were moved from operational funds to the ECA reserve fund.
Completed
D. Oversee the design, reporting and presentation of the Management Information System.
Key Performance Indicators
Annual review of revenue sources.
Maintain a variety of enrollment scenarios and their financial implications.
Ensure elements are in place to attract and retain outstanding teachers.
Determine alternate financial indicators for economic salary adjustments.
Report of facilities use – revenue vs maintenance cost
Continue to implement and present regular financial reportsThe HHRR, the Finance Committee and the Board reviewed in detail the status of the salaries and benefits of local employees in order to be locally competitive, apprpriate increases were completed in August 2018.
A revised procedure for local salary increases considering the extreme hyperinflation existing in February was presented and approved by the Committee during February 2019
ECA’s local salaries with other international schools in Venezuela are comparable
The overseas benefits package was reviewed and no changes made as this is still competitive for similar international schools in South America.
In April 2019 and as part of the budget process for the next school year, the Finance Committee extensively reviewed expenses, different budget scenarios considering: less enrollment, a combination of currencies for tuition collection, inflation, school headcount in order to determine the financial impact of a worse case scenario for the next academic year.
Completed
E. Oversee internal controls, safeguarding of assets, authorizations.
Key Performance Indicators
Annual meeting with auditors.
Ensure proper protection of school assets.
Automation of leaving/return assets of the schoolAuthorization procedures to remove assets from the facilities is functioning effectively. ECA assets need DSS or Superintendent approval to leave the school.
The School’s camera/video system has being upgraded to ensure better protection of ECA assets.
Completed

HUMAN RESOURCES REPORT

Critical Success Factors and Key Performance Indicators2018-19 FocusComments & AchievementsStatus
A. We have outstanding and effective faculty and administrative staff
Key Performance Indicators:
Ensure a structured performance management tool is in place
A defined matrix is in place for the teacher evaluation tool, with built in ability to move the standard higher.
Criteria for evaluation balanced between objective and subjective are uniformly administered.
There is clear evidence that actions are taken on the basis of evaluations reports, where appropriate.
Assure attraction and retention of the best professionals.Most new faculty adapted quickly and successfully to ECA
Teacher and Administrator Performance Appraisal System (TPAS & APAS) reviewed and completed
Superintendent meets weekly with Principals to review teachers performance.
9 overseas faculty leaving in June 2019 were successfully replaced with 7 new overseas faculty for next academic year during November 2018 to March 2019
Achieved and Completed
B. Teachers are fulfilled, motivated and professionally challenged
Key Performance Indicators:
Interviews and focus groups provide correlating data.
A professional enrichment program is in place.
Orientation program is perceived as effective in survey.
Housing & housing policy are perceived as fair.
Review housing improvement opportunities basically, internet services.The following surveys were running during the school year: ECA Cultural Survey, Overseas Faculty Survey, Overseas Housing Survey and New Faculty Orientation Survey. In all the Surveys showed ratings above average and better ratings than the previous year. Survey results are available in October 2019 Board documentation folder.
Parents, Students, Faculty, Staff, Alumni and Board members completed MSA/CIS surveys in February 2019. Summary Survey draft data available in May Board documentation folder.
Achieved and Completed
D. Pay and benefit package is competitive with other opportunities
Key Performance Indicators:
Top quartile performers are at 75% quartile of market survey
Performance base pay plan is developed and in place and evaluated.
Market salary review.
Review local packages, positions, and employees groups as part of the ECA’s Strategic Plan.
Implementing support staff and maintenance performance evaluations.
In October 2018, the Committee reviewed the contracts and benefits for overseas Faculty.
The overseas package continues to be competitive with comparable international schools in South America.
In October 2018, the HHRR Committee and Finance Committee reviewed the overall salary and benefits of ECA’s local employees. On a monthly basis the Finance Committee and the Board reviewed the status of the salaries and benefit of local employees in order to be competitive, increases were completed accordingly. The package for local employees was significantly improved with the introduction of a comprehensive medical health benefits program for all ECA employees.
ECA developed a new process for salary increases considering school budget, inflation and performance. Salary increases, monthly bonuses and other payments were reviewed and established to ensure that ECA was competitive within the local market.
In April 2018, a survey with 7 local schools and international schools was completed to compare with the market, the local faculty package. As a result, the package for local employees was improved.
Achieved and Completed
E. Staff development and training program is in place, which supports the ECA’s Vision and curricular program
Key Performance Indicators:
A professional development program is in place.
Annual staff development survey correlates with the Vision.
Annual budget supports training adequately.
Report from Education Committee on implementation of training in classrooms reflects that training has been effective.
Maintain high quality of learning by ensuring professional development is link to school wide educational goals.ECA teachers regularly participated in a variety of different training and professional development courses and workshops during 5 professional development days built into the school calendar and and during the weekly Teacher Action & Growth (TAG) program.
All professional development was aligned with ECA’s mission, vision statements and the annual educational goals for 2018-2019.
All faculty and assistants attended the VANAS educators conference in Valencia, Venezuela.
8 faulty and 1 administrator represented ECA and gave presentations at the AASSA Conference in Santiago Chile,
In November, April and May the Board’s Education Committee received detailed educational reports of program status and performance.
All curriculum documents are updated and available in the Google Drive account.
Achieved and Completed
F. Ensure elements are in place to attract and retain outstanding teachers
Key Performance Indicators:
Recruitment practices are reviewed annually
Retention measures are in place and reviewed annually
Retain and recruit well qualified professional educators.In March 3 overseas faculty unexpectedly left due to their concerns about security related to the the US embassy withdrawal from Venezuela after the Great Venezuelan Electricity Blackout during March 7—>14, 2019.
9 overseas faculty completing their contracts with ECA in June 2019 were successfully replaced, during November 2018 to March 2019, with 7 new overseas faculty for next academic year
The salary and benefits package for local employees was significantly improved with the introduction of a comprehensive medical health benefits program for all ECA employees.
Salaries increases, monthly bonuses and payments were regularly reviewed and established so as to be competitive in the local market and be able to attract and retain outstanding professionals.
Please refer to Superintendent’s written Recruitment reports which were presented to HR and Board meetings and are located in the Board folder information and HR folders.
Achieved and Completed
G. Security practices promote a sense of well-being and provide a clear sense of what will enhance security personal behaviors
Key Performance Indicators:
An annual review of security breaches is held using both internal & external statistics.
Orientation & training programs are in place.
Procedures are in place for the range of security risks
Review physical security plan as part of the school’s strategic plan.
Prepare for no security breaches during the year.
Security emergency manual was reviewed by the Committee. Two (2) Earthquake, Three (3) fire and two (2) lockdown drills were performed during the year as part of the security training program.
Emergency and Evacuation Decision making Protocols for School Closure were fully reviewed, updated and approved by the full ECA Board in March 2019
MSA/CIS Community survey results indicate that ECA is perceived as a safe environment for students and the community. During the Great Venezuelan Electricity Blackout March 7 —> 14, 2019 the ECA campus was considered as a safe haven where community members visited on a daily basis to use the facility for electricity, water and consistent internet connection and personal and social solace from the chaos occurring outside of the ECA school campus.
Achieved and Completed
H. A short and long term Strategic Plan for the school is in place
Key Performance Indicators:
Develop a strategic plan school wide by the end of the school year.
Procedures are in place to assure implementation of the strategic plan
Ensure that plan is flexible to adapt to rapidly changes in Venezuelan environment.In October 2018 and May 2019, the Committee further reviewed the HHRR strategic planning for the school. As part of the strategic plan, the following was reviewed:
Goals and Key Performance Indicators, Organizational Chart and Headcount, Job Descriptions, Tiers, Salaries and Benefits, HHRR policies, retention and succession planning.
Full documentation is available in the relevant Board meeting documentation folders.
Achieved and Completed

Professional Development Summary 2018-2019

AASSA Conference Presentations (Santiago, Chile)

  • Morena Christian: The Importance of Partnership and Collaboration in Effective Classroom student learning
  • Carla Layug: Writer’s Workshop 101 for K-5 Teachers
  • Julia Baranowsky and Paulita Rodriguez: Girls Incorporated – Empowering our Female Students 
  • Elizabeth Richardson and Maria Teresa Plaza: Graphic Novels in the Classroom – An Interdisciplinary Approach to Literacy 
  • Jennifer Walden: Empower and Transform with Rhythms, Cultures and Colleagues

VANAS Conference Presentations (Hosted at Colegio International, Valencia, Venezuela)

  • Morena Christian: The Importance of Partnership and Collaboration in Effective Classroom Student Learning
  • Sara Kattam: Teaching Human Rights to Build Global Competency
  • Sandy Muench: Visualize, Verbalize, Mathematize – Transforming Math Instruction
  • Carla Layug: Writer’s Workshop 101 for K-5 Teachers
  • Julia Baranowsky and Paulita Rodriguez: Girls Incorporated – Empowering our Female Students 
  • Evelyn Gathu: Sharing Short Stories
  • Elizabeth Richardson and Maria Teresa Plaza: Graphic Novels in the Classroom – An Interdisciplinary Approach to Literacy
  • Adam Smee:
  • Jennifer Walden: Empower and Transform with Rhythms, Cultures and Colleagues

Other Workshops and Conferences Attended:

  • Mark Pleasants: AASSA Educators’ Conference, Santiago, Chile
  • Julia Baranowski: AASSA Athletic Directors’ Institute, Santiago, Chile
  • Debbie Reed: CIS Latin America Institute on International Admissions and Guidance, Bogota, Colombia
  • Debbie Reed: North Carolina State University International Counsellors’ Conference, North Carolina, USA  
  • Carla Layug: August Reading and Writing Institute – Teachers’ College Reading and Writing Project – Columbia University, USA   
  • April Pleasants: Teachers College Reading Workshop – TCWRP – Columbia University, USA   
  • Francisco Hernandez: AASSA Business Administrators’ Conference, Miami, USA 
  • Francisco Hernandez: Venamcham Symposium, Caracas, Venezuela
  • Francisco Hernandez: Diálogos en Investigación Educativa – Cuadernos de Investigación – Colegio Integral El Avila
  • Terry Christian: Venamcham Symposium, Caracas, Venezuela
  • Terry Christian: Diálogos en Investigación Educativa – Cuadernos de Investigación – Colegio Integral El Avila
  • Terry Christian: AASSA Educational Administrators’ Conference, Miami, USA
  • Terry Christian: Search Associates Recruitment Fair, Panama City, Panama
  • Terry Christian: Search Associates Recruitment Fair, Cambridge, Boston, USA

IB Training

  • Matthew Sheets: Diploma Program Coordination Category 2 – Atlanta, Georgia – July 2018
  • Matthew Sheets: Economics – Boosting Student Grades Category 3 – Online August – September 2018
  • Andrew Paetzhold – Category 2 IB English Language and Literature in Atlanta.USA  – July 2018
  • Debbie Reed – Category 1 IB Counselor Training in Atlanta, USA – July 2018
  • Evelyn Gathu – Category 2 IB English Language and Literature – Toronto, Canada – July 2018
  • Erik Lamb – Category 2 IB History – Florida, USA – July 2018
  • Nick Nannen – Category 2 IB Physics Online – July 2018
  • Maria Teresa Plaza: Visual Arts Category 1 Online – October 2018
  • James Gathu: Mathematics SL Category 2 Online – October 2018
  • Nitha Jaimes: English A: Language and literature Category 1 – Online – March – April, 2019
  • Matthew Sheets: Evaluating Your Diploma Program – Category 3 – New York, New York, USA – July 2019 

Online Courses

  • Shara Line: Maximizing-language and literacy skills – Harvard Graduate School Of Education
  • Nick Nannen: The Art of Coaching Volleyball
  • Ana Bermudez: Full Training in Lively Letters Live and Recorded Webinar
  • Morena Christian: Good Practice in Autism in Education – University of Bath UK
  • Clementina Vera Perez: Trauma Informed Positive Behaviour Support – Practical & Proven Strategies for Challenging Behaviour – TIPBS: Trauma Informed Positive Behavior Support
  • April Pleasants: Professional books on Concept-based Inquiry
  • Marianna Tuozzo: PreK Lively Letters Full Training Live – Reading with TLC 

Passion Projects

  • Writers Workshop 101 facilitated by Carla Layug – Carla Layug, Scott Mackenzie, Marie Claire Sanz, Karina Copland, Sara Kattam, Isabel Angeli
  • Inclusive/non-exclusive learning environments – Julia Baranowsky, Paulita Rodriguez, Jennifer Walden
  • HHMI BioInteractive Online Professional Learning Course–Evolution – Willie Green
  • Learning Best Practices in Teaching Maths for Students – Jimmy Gathu, April Pleasants, Sandy Muench
  • Learning Difficulties /Autism – Mayra Truyol Arce, Luz Carrascosa, Mark Pleasants, Morena Christian, Andreina Joy, Ana Maria, Marianna Tuozzo, Clementina Perez, 
  • Google Certification 1 or 2 – Maikel Vega, Debbie Reed, Nick Nannen, Miguel Garcia, Esteban Isasi
  • WIDA – Ashley Neeb, Nitha Jaimes, Michelle Till
  • Boardmaker Online – Shara Line
  • Graphic Novels – developing critical thinking in art/literacy – Andrew Paetzhold, Maria Plaza, Elizabeth Richardson 
  • Online assessment for music classroom – Bruce Hoag
  • ECA HATLs – Matt Sheets, Adam Smee, Dan Marcum
  • Improving Physical Education Class – Stuart Tourle 

ECA Faculty Published Works

  • Dr. Jennifer Walden: “A Drum, a Gong, and a Lion: Culturally Diverse Music in International Schools”. In  Journal of Chinese Ritual, Theatre and Folklore (Min-su ch’ü-i 民俗曲藝).  January 2019.
  • Dr. Jennifer Walden: “Musical Diversity in the Classroom: Ingenuity and Integrity in Sound Exploration”. In British Journal of Music Education (June 2018)
  • Elizabeth Richardson: Teachers’ Super Powers Workshop – Graphic Novels in the Classroom Blog – AASSA Blog – April 2019