Our journey together toward the next horizon. 1 3-4 REPORT 2013 2014... · Director of Admissions...

Colegio NUEVA GRANADA

2013-2014

. Bilingual

. Bicultural

. 36 Nationalities

. Maximizing Individual Potential

. Excellence

. Diversity . Continuous Improvement

. Educating the Mind

. Strengthening the Body. Developing Character

. Leadership & Service

. Responsible Global Citizens

. Honored Tradition

. Visionary Future

. Shared Talents and Interests

. Joy of Learning

. Golden Rule

. Work Together

. Participation

. Established 1938

Our journey together...toward the next horizon.


A N N U A LR E P O R T

2013 - 2014


CNG 2013 - 2014 Annual Report 3


2013 - 2014

ISO 9001

Certificado No FC-5898-1

Board Of Directors 2013-2014

President Guillermo Villaveces

Vice President Larry Akerman

Treasurer Miguel Cortés

Trustees Francisco Díaz

Silvia Martínez de Narvaéz

Catalina Rizo

Juan Saldarriaga

U.S. Embassy Representative Peter Natiello

Director Eric Habegger

Administrative Council

Director Eric Habegger

High School Principal Shaysann Kaun

Middle School Principal Robert Imholt

Elementary School Principal Julie Hunt

Primary School Principal Tom Spence

Learning Center Director Jodie Rommel

Athletics and Co-Curricular Activities Director Jonathan Chenier

Special Projects Director Charlotte Samper

Bachillerato Program Administrator Astrid Amador

Director of Finance and General Services Monique Duchamp

Administrative Directors

Director of Admissions Laura de Brigard

Director of Information Systems Susie Faccini

Director of Management Systems and Professional Growth Claudia Gama

Director of Personnel Services and Human Relations María Cristina Ospina

Director of Publications and Media Services María Isabela Gómez

© Colegio NUEVA GRANADAPublications and Media Services DepartmentAll Rights Reserved.No part of this document may be reproduced with-out permission from the publisher.Bogotá, Colombia. April 2014

BOARD OF DiRectORS: PReSiDeNt’S RePORt

The year 2013-2014 has been another landmark year for CNG. Our overall performance measured by various yardsticks, as highlighted in this report, shows continued improvement across many fronts with significant upswings in areas that have been the focus of attention of our community for the past three years including improved teacher quality and better student performance in mathematics. We have also faced our share of tough challenges, but with commitment and powerful teamwork, we have successfully overcome most of them while remaining highly focused on what we feel are the key drivers for the continued strengthening of our school.

These key drivers are as follows:

1. Continuing focus on our balanced vision for Educating the Mind, Strengthening the Body, and Developing Character in all students.

One of the key points of emphasis of the Board has been the importance placed on a balanced program. Although we always seek to improve our academic program, the Board never forgets that we have three pillars related to optimal student growth, and our annual report shows measurable improvement in all three areas given the Board’s belief in a holistic program. As a special point to emphasize, the Board has taken a key role in leading the way on the importance of character and ethical action, starting from the Board’s participation in the process of implementing a school-wide character education program and making a strong stance in support of our Honor Code and Disciplinary Policy.

2. Ongoing emphasis in providing a foundation for hiring and retaining high-quality teachers.

The Board understands that investing in teacher quality makes the biggest difference in impacting student performance. The Board has invested resources in hiring, retaining, and developing the best staff. In addition, the Board has worked to ensure the competitiveness of our school in both the local and international markets, to reduce overall class size to help address individual needs, and to support professional development focused on student learning.




2013 - 2014

OuR JOuRNey tOGetHeR . . . tOwARD tHe Next HORizON

In the warm afterglow following the celebration of our 75th anniversary last year and looking back at our historical voyage and successes as an institution, many of us at CNG are arriving at the profound realization that our best years at CNG are still yet to come! We have unrealized hopes. We have enduring beliefs. And we have strong convictions that, if we continue working together to build a better CNG, then an even better place for learning and teaching awaits our children and their children’s children beyond the next horizon.

As we work each day to reach the next leg in our journey to that visionary future, we have reached a critical moment in time when we need to ask ourselves some defining questions: Where are we going? How will we get there? and What will guide the way?

A large part of the answers to these questions can be found within our CNG Vision Statement with its balanced and holistic emphasis on Mind, Body, and Character -- we consistently believe in the notion that all of our students possesses the unique capability of reaching their individual potential for excellence if we are there to support them in that journey to reach those lofty goals. Our Mission and Vision guide our way to where we are going, but what does it take for us to get there? In the simplest of terms – ACTION!

The main writer of the Declaration of Independence of the United States, Thomas Jefferson, once wrote: “Do you want to know who you are? Don’t ask. ACT. Action will delineate and define you.” Our collective goals this past year demonstrate that we are a people of action. We have defined ourselves again and again through our actions to build a better school each day, all day, day after day.

“We have always held to the hope, the belief, the conviction that there is a better life, a better world, beyond the horizon.”

DiRectOR’S RePORt DR. eRic HOwARD HABeGGeR

Franklin D. Roosevelt

3. Effective management of financial resources to increase investment in our core function.

Our financial statements show a significant effort by the Board in supporting efforts to control costs, use resources wisely, and focus our investment on student learning and quality teaching. The Board has balanced the school’s immediate needs to address vital program improvements while keeping an eye on the bottom line. End-of-year results show the improvement of student performance across nearly all performance measures while still achieving significant cost savings in operational areas not linked to our educational programs.

4. Strategic planning to propel our institution to the next level.

In functioning as trustees of our community, the Board has engaged in long-range planning to anticipate facility needs and major program improvements as well as to foresee the needs of our 21st-century learners. More specifically, the Board has been actively engaged in developing plans for organizational improvements to strengthen both the U.S. and Colombian educational programs, enhance campus facilities to increase student opportunities for learning, and create institutional development and funding strategies that leverage technology and learning partnerships to advance CNG programs and services

I wish to extent special gratitude to my colleagues on the Board. It has been a real pleasure working with all of you. Friends from the CNG community, I cannot begin to tell you how fortunate we are to have such a select group of committed individuals as our representatives.

My gratitude and sincere congratulations also go to Eric and his outstanding academic and administrative team. CNG´s reputation as a stellar school has transcended our frontiers, and we have become a top choice for teachers from all over the world. This perhaps is the finest reflection of the tremendous quality of this team.

Lastly, I thank the community for your support, participation, and love for the school. It has been an honor being your representative for these past 6 years.

Gullermo Villaveces Board President




2013 - 2014

As we review and celebrate the results of targeted actions during our passage toward the next horizon, you will find in the pages of this annual report the outcomes of the focused efforts to achieve our key school-wide goals during the 2013-14 school year. On this journey, you will see very positive survey results that show CNG building upon our strengths and successfully addressing deficiencies. You will also see some significant outcomes in student learning that result from ongoing initiatives to improve curriculum and instruction as well as our learning programs. The following sections will highlight our performance achievements and continued success in reaching our identified improvement goals through ACTION:

I. Continuous Improvement: The Impact of Interventions and AdvancED Accreditation Progress Report Commendations (Page 8)

A. School-Wide Program Improvements

1. The Key to Student Success: Hiring and Retaining the Highest Quality Teachers

2. Investing in Teacher Quality: Professional Development and Teacher Training

3. Enhanced Assessment and Grading System4. Character Education Program Initiative

B. Impact of Improvement Efforts

1. Top Accolades from AdvancED/SACS Program Evaluators2. Major Commendations from ISO 9001 External Audit in 2013

II. Measuring Our Success: Program Data Sets (Page 20)

A. Academic Program Data Set and AnalysisB. College Admissions Data SetC. Learning Center Data SetD. Co-Curricular Program Data Set and AnalysisE. Admissions and EnrollmentF. Infrastructure Investments

III. Key Next Steps in Advancing Our Comprehensive School Improvement Plan (Page 40)

A. Survey Results from Stakeholder FeedbackB. School Improvement Plan Updates

IV. Synergizing Stakeholders – Partnerships That Make a Difference (Page 45)

A. Our Parent/Teacher Association – Bold Initiatives for the FutureB. Colegio Fundacion Nueva Granada (aka The Hogar)- The Next EraC. Our Alianza Educativa Partnership: Facing a Current Unknown After

December 2014D. Other Educational and Service-learning Partners

V. Beyond the Next Horizon (Page 49)




2013 - 2014

SECTION I Continuous improvement: the impaCt of interventions and advanCed aCCreditation progress report Commendations

As the predominant feature of our institution’s commitment to excellence, our school adopted four years ago the motto of “The CNG Way” to describe our con-tinuous school improvement process. Through our annual school-wide survey with participation from over 2,500 of our community stakeholders, CNG has created and executed focused action plans using multiple data sets to advance our school. The overall impact of our joint efforts has far exceeded even the loftiest set of out-comes originally targeted by our Administrative Team and Board of Directors. The following evidence listed below serves to highlight the significant gains achieved during a relatively short amount of time and outlines key reasons behind our mea-sureable success in student and institutional performance:

A. Student performance trends across every standardized test measure show consecutive years of improvement with all-time highs reached in every test-ing category.

1. Graduating seniors have achieved the highest level of school perfor-mance on the Colombian SABER 11 National Exam, including all-time high scores in Physics, Math, Spanish, Chemistry, and English.

2. SAT results have surpassed the International School Norm across all three subtests: Critical Reading, Math, and Writing Skills.

3. School-wide Measures of Academic Performance (MAP) results have reached all-time highs during the past few years in Math, Reading, and Language Usage.

4. Stanford Achievement Test results also show school increases in all 17 subtest and composite areas across every subject area.

B. Stakeholder survey results indicate substantial improvement in group per-ceptions about the quality of the academic program and level of rigor.

1. Student concerns about the quality of the academic program fell from 81.4% to only 4.6% in just two years.

2. Parent concerns about the lack of academic rigor shrank from 36.5% to 6.1% in the course of two years.

3. Teacher concerns about academics also dropped from double digits to actually 0% in the same time period.

C. Staff feedback on the upswing in quality, equity, and overall focus of profes-sional development has increased over the past two years.

1. The most recent survey from Fall 2013 showed improved teacher perceptions regarding the quality of the professional development program at CNG and the opportunities available to national and in-ternational staff to receive ongoing training.

D. Stakeholder concerns regarding student discipline have dropped significantly.

1. Teacher concerns decreased from 22.9% to only 6.2%.

2. Parent concerns declined from 38.2% to 11% overall.

3. Students also reported that their concerns about bullying on campus plummeted from 67.6% to just 7.7% in a two-year period.

E. Perception data from students, teachers, and parents show marked improve-ment in teacher use of the school’s assessment protocol with the four-point grading scale.

1. The latest opinion survey showed marked drops in the number of students, parents, and staff expressing concerns about the 4-point grading scale.

SAT results have surpassed the International School Norm across all three subtests: Critical Reading, Math, and Writing Skills.

Stakeholder survey results indicate sub-stantial improvement in group percep-tions about the quality of the academic program and level of rigor.




2013 - 2014

a. the Key to student suCCess: hiring and retaining the highest-Quality teaChers

Regardless of the long list of factors that promote quality programs and school success, no single factor impacts student learning more than having great teachers. During the past four years, CNG has aggressively advertised, attracted, and recruited the best teaching talent across Colombia and around the world. The number of ap-plications has skyrocketed from fewer than 200 back in 2009 to more than 2,000 this academic year. With such a large candidate pool, CNG has dramatically increased its selectivity in hiring while still maintaining a 90%+ staff retention rate.

As the positive outcome of attracting more than 2,000 applications for our teacher openings, CNG contracted high-quality candidates representing the top 2% of applicants who will bring to our school proven teaching experience from more than 25 countries.

100%

91%

83%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Two or More Years of Teaching Experience

Overseas Experience Advanced Degrees

Perc

enta

ge

CNG Quality Indicators for Incoming International Teachers

2011-2012 2012-2013 2013-2014 2014-2015

1,850

219 31 250

CNG Job Applications, Interviews, New Hires 2014-15

Applicants not interviewed

Interviewed, not hired

Hired

1,850

219 31 250

CNG Job Applications, Interviews, New Hires 2014-15

Applicants not interviewed

Interviewed, not hired

Hired

CNG continued its four-year trend of either meeting or exceeding our estab-lished quality indicators in the hiring of top international teaching talent for the up-coming academic year. With incoming teachers possessing prior overseas experience and Master’s Degrees in their specialty areas, our students benefit from educators who “hit the ground running” from day one of their arrival to class.

B. investing in teaCher Quality: professional development and training

The CNG Administrative Team has worked over a two-year period with our HR Department and Finance Director to restructure our Professional Development Program. Initially working with our three-person Data Team to review expenditures over several years, our PD Task Force analyzed the resulting findings as the first step in the process. Secondly, the Team reviewed extensive feedback from staff through two opinion surveys. As the outcome of this evaluation process, the school took the following actions as part of our comprehensive improvement plan:

1. Developed and implemented a matrix for the weekly review and approval of all professional development requests.

2. Created a comprehensive professional development policy to outline the priorities for staff training with an emphasis on PD alignment to the school-improvement plan.

3. Established a robust 4% of annual budget for professional development.

4. Determined standards for funding PD requests in view of equity for host-

2. Teachers reported significantly increased clarity in applying the estab-lished assessment protocols using the newly developed comparative scale implemented through the effort of our school-wide Assessment Task Force in the Fall of 2013.

In summary, a full review of our comprehensive data sets provided later in this report will demonstrate a dramatically significant level of performance improvement across the academic, operational, and learning environment due to a goal-setting process aligned with our pillars of Mind, Body, and Character as well as our col-lective efforts focused on continuous school improvement. The following section highlights four major areas in which CNG has focused its school-wide improvement efforts this past year.

sChool-Wide program improvements

As the positive outcome of attracting more than 2,000 applications for our teacher openings, CNG contracted high-quality candidates representing the top 2% of applicants who will bring to our school proven teaching experi-ence from more than 25 countries.

With incoming teachers possessing prior overseas experience and Master’s De-grees in their specialty areas, our stu-dents benefit from educators who “hit the ground running” from day one of their arrival to class.




2013 - 2014

country and international faculty as well as balanced levels of financial sup-port at every building level.

5. Tracked every PD approval and communicated the results to staff in order to generate greater transparency and trust in the funding process.

Math Program

TC Reading/Writing Project

Skyward Academic System

Character Education Phase 1

Schools of Excellence Model

CNG Professional Development Total Expenditure - USD

C. high-Quality teaChing plus improvements in assessment and grading protoCols

Top-shelf teaching positively impacts the areas of curriculum and instruction on a day-to-day basis. As the third key area that defines an effective learning process – Student Assessment -- CNG’s efforts to address this priority area for improvement began two years ago following the results of our AdvancED accreditation process and identification of this area as a Required Action for improvement. CNG first created an Assessment Task Force to work on a three-phase process for improving the clarity and consistency of grading protocol usage across all building levels. Phase One allowed our Task Force members, representing teachers and specialists from K4-12, to refine our Assessment Rubric and field test the enhanced tool in order to evaluate the effectiveness of the protocol and gauge the next steps in our improve-ment process. After that field-testing process, the Task Force then worked on Phase Two in developing a revised school profile to reflect the data on grading patterns and highlight the rigor of the academic program. Finally in Phase Three, the Task Force provided a context for the protocol by developing a comparative guide utilizing common grading systems: A-F scale; 100-point scale; and IB scale. This ultimate step ensured that students, parents, and teachers transferring into CNG fully understand the scale in relation to their prior schooling background, culture, and experience.

CNG ASSESSMENT MODEL & PROTOCOL

CNG Internal Grading Scale

CNGDescriptors

CNG4 pt.

Scale

ColombianEquivalency

BelowBasic

DesempeñoBajo

DesempeñoBásico

DesempeñoAlto

DesempeñoSuperior

Basic Proficient Advanced

2.00 2.25 2.50 2.75 3.00 3.25 3.50 4.003.75

Revised Oct 2013

A-F

100

IB

F D- D+D C- C+C B- B+B A- A+A

0 to 59 60-62

1 and 2 3 4 5 6 7

63-66 67-69 70-72 73-76 77-79 80-82 83-86 87-89 90-92 93-96 97-100

Comparative Grading Scales

1.001.251.501.75

Zeros are used in Middle and High School for missing work and academic dishonesty only.All assessments must include the possibility of earning a 4.0.

This comparative matrix also provides our exiting students and graduates with a template that gives their transfer schools a better understanding of our 4-point scale in order to avoid students being disadvantaged in any grading-scale trans-lation. Each step of this multi-phase action plan included stakeholder feedback from building levels, the elected Parent Council with representatives from every grade level K4-12, and the Board of Directors. Students also participated in the process through the Student Council and elected student representatives sitting on the Director’s Council.

By incorporating the above intervention plan, CNG made targeted PD invest-

ments totaling USD $313,716 and positively impacted the ongoing professional de-

velopment of the vast majority of staff members across the following areas aligned

with the School Improvement Plan:

• Math Program Implementation Training

* Total Expenditure: USD $174,513

• Columbia University Teachers College Reading and Writing Project

(TCRWP)


• Character Education Program Adoption: Phase One


• Building Capacity for Schools of Excellence and Curriculum

Development


• Skyward Academic Management System Program Implementation


By incorporating the above interven-tion plan, CNG made targeted PD in-vestments totaling USD $313,716 and positively impacted the ongoing profes-sional development of the vast majority of staff members.

This comparative matrix also provides our exiting students and graduates with a template that gives their transfer schools a better understanding of our 4-point scale in order to avoid students being disadvantaged in a the grading-scale translation.




2013 - 2014

* 80% of our students are non-native English speakers.

** 0.3 weighting is added to the final semester PreAP and AP course grade.+ In addition to the academic grade, students receive a Life Skills (LS) grade which indicates the student’s consistency in demonstrating integrity, respect, high expectations, and com-munity welfare.

mid 50% sat sCores for the Classes of 2011, 2012, 2013

gpa distriBution Class of 2014

grading sCale

YEAR CRITICAL READING MATH WRITING2011 490 - 620 480 - 630 510 - 6302012 480 - 620 480 - 650 460 - 6102013 500 - 610 520 - 650 490 - 600

4.0 - Advanced - Able to demonstrate advanced knowledge and/or skills that were taught A

B

CD

F

3.0 - Proficient - Able to demonstrate proficient knowledge and/or skills that were taught

2.0 - Basic - Able to demonstrate basic knowledge and/or skills that were taught

1.0 - Below Basic - Unable to demonstrate basic knowledge and/or skills that were taught.

As clear evidence of CNG’s ongoing efforts to review and refine our assessment protocols and grading practices, the following chart and bullet points highlight the positive impact of these efforts:

1. On average, over 80% of CNG students are now exceeding grade-level expectations in achieving above a 3.0 in their course/subject GPA’s. Four years ago, less than half of our students achieved above a 3.0 GPA.

2. Both internal and external assessments clearly show that our students are responding positively to the higher expectations of their teachers and to the school’s raised standards for academic performance.

3. Standardized test scores have risen steadily over the past three consecutive years, and student GPA’s also show the same trend lines of improvement directly aligned to test score results.

4. CNG communicated with parents and teachers that student GPA’s from ES/MS/HS range between 3.22 and 3.35 in average, and thus a 3.0 can no longer be considered “good enough” for our students. As one example to support this evidence, the GPA Distribution for the Class of 2014 clearly shows that two-thirds of our students hold GPA’s above 3.20, an important improvement that reflects school-wide trends in higher stu-dent performance.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

0.810.00 1.600.80 1.59 2.39

2.40 2.54 2.672.53 2.66 2.79

2.80 2.94 3.072.93 3.06 3.19

3.20 3.34 3.473.33 3.46 3.59

3.60 3.78 3.943.77 3.93 4.10

0.00 - 2.39 2.40 - 2.79 2.80 - 3.19 3.20 - 3.59F D C B A A+3.60 - 4.10

108

3

13%21 Students

21

31%

1215

48 Students

151919

34%

53 Students

25

28

22%35 Students

5. Teachers have revised their conversations with students and parents to re-flect the reality that the vast majority of our students are capable of achieving learning results between 3.3 and 3.5 on GPA average.

6. The updated narrative on grading protocols now indicates the following:

a. A grade of 3.0 at CNG now signifies the Minimum Performance Standard for our students.

b. In order to continue to maintain high standards for students based on clear improvement trends, we need to set our Expected Grade-level Performance between 3.3 - 3.5 average.

As further supporting evidence on program improvement, our recent survey results also indicate substantial positive feedback on the impact of our school im-provement efforts associated with our refined and more precise assessment proto-cols. Ongoing evaluation in order to monitor and adjust will continue in the months ahead to ensure full implementation after this two-year intervention and improve-ment process.

d. CharaCter eduCation program initiative

Beginning in the Fall of 2012, a representative group of almost 30 CNG teach-ers, counselors, administrators, and other key faculty members convened for the pur-pose of selecting and recommending to CNG’s Board of Directors a comprehensive, K4-12 Character Education Program that complements and aligns with our school’s current Developing Character pillar. The year-long process worked from a founda-tion of research-based criteria to establish a protocol for the selection process.

Key Selection Criteria for the Character Education Program at CNG

• Comprehensive program for K4-12th

• Core Values/Common Language

• Developmentally Appropriate

• Research-based

• Professional Development

• Scope and Sequence

As one example to support this evi-dence, the GPA Distribution for the Class of 2014 clearly shows that two-thirds of our students hold GPA’s above 3.20, an important improve-ment that reflects school-wide trends in higher student performance.

Teachers have revised their conversations with students and parents to reflect the reality that the vast majority of our stu-dents are capable of achieving learning results between 3.3 and 3.5 on average.




2013 - 2014

Positive Action is based on the intuitive philosophy that we feel good about our-selves when we do positive actions.

The Thoughts-Actions-Feelings Circle (TAF) illustrates how this works in life: our thoughts lead to actions and those actions lead to feelings about ourselves which in turn lead to more thoughts.

• When this cycle is positive, students want to learn.

• When this cycle is negative, students do not want to learn.

The essence of the program is to emphasize those actions that promote a healthy and positive cycle. The Positive Action program works through these concepts in a systematic way.

Positive Action is organized into six units by grade level. This sequence allows educators to align an entire school behind Positive Action lessons and concepts.

• Engaging Curriculum/Strategies

• Sustainable

• English & Spanish resources

• Program Evaluation

After developing criteria for selection of a “right-fit” Character Education pro-gram and researching ten potential program options, the Character Education Task Force unanimously recommended Positive Action to the CNG Board of Directors for the following reasons:

• Comprehensive K4-12th-grade curriculum with a well-defined scope and sequence.

• Lesson content more developmentally appropriate and engaging for stu-dents, including older students at the upper grade levels.

• Philosophic approach (Think-Act-Feel Cycle) more aligned to Restorative Circles and to getting students to reflect on their actions.

• Abundance and variety of flexible lesson plans easily be adapted to different teaching styles and to our students’ cultural backgrounds.

• Curriculum kits that include scripted lessons, complete materials, and ease of use for teachers.

• Lessons easily integrated into our current PS/ES Affective Education and Proyecto Vida programs.

• Resources for counselors, principals, families, and community members.

Earlier this school year, the Board of Directors endorsed the program recom-mendation, and CNG has already begun to implement Positive Action through a multi-phase process. Complementing the ongoing work in alchohol and other drug education done throughout Stand 4CNG program. The following information highlights the major components of Positive Action outlined for their materials:

• Unit 1 – Self-Concept

The program starts with helping students identify themselves and understand their Self-Concept.

• Unit 2 – Positive actions for your body and mind

As students learn to identify their Self-Concept, the program introduces the positive actions for the body and the mind. The lessons are reinforced with activities and materials included in the Kit.

• Unit 3 – Managing yourself responsibly

Positive actions also include behaviors and habits that contribute to a positive life. Students will learn how to identify their skills and effectively manage their time and resources.

• Unit 4 – Treating others the way you like to be treated

The program shifts from introspection to social interactions. This series of les-sons reinforces positive social skills and key concepts through puzzles, posters and role-playing.

• Unit 5 – Telling yourself the truth

Students will learn that being honest with yourself is one of the most impor-tant positive actions. Lessons in self-honesty help students identify the areas they would like to improve.

• Unit 6 – Improving Yourself Continually

With the skills developed in Units 1 – 5, students learn that improving yourself is a continual process. Students learn how to apply Positive Action in all areas of their life.

impaCt of improvement efforts: advanCed & iso

As one of the biggest insights from our continuous improvement efforts since the Quality Assurance Review visit in the Fall of 2011, CNG has concentrated in efforts on aligning all organizational structures and protocols in order to consolidate and maximize our gains. Specifically, our leadership team has worked with three professional consultancy groups to align AdvancED standards, ISO 9001 protocols, and Colombian Ministry of Education requirements into one set of performance standards. Our resulting efforts in continuous school improvement now proverbially “kill three birds with one stone” in the sense that all objectives are unified to meet these three external quality standards. For example, our work with ISO protocols enhances our efforts to improve the operational side of management practices as outlined in

With program implementation already underway at multiple grade levels, CNG looks to strengthening this important character education pillar as an inte-gral part of our holistic program for promoting high levels of ethical behavior and global citizenship.

Earlier this school year, the Board of Directors endorsed the program rec-ommendation, and CNG has already begun to implement Positive Action through a multi-phase process.

With program implementation already underway at multiple grade levels, CNG looks to strengthening this im-portant character education pillar as an integral part of our holistic program for promoting high levels of ethical behav-ior and global citizenship.




2013 - 2014

top aCColades from advanCed/saCs program evaluators

As another positive note regarding school performance this past year, CNG recently provided our accreditation body, AdvancED/SACS, with our Accredita-tion Progress Report (APR) related to our Required Actions in assessment pro-tocols and professional development. In brief, once an accreditation evaluation team provides a school with its Required Actions, each institution has five years to complete those mandatory goals. Notably, CNG officially completed both of its Required Actions in only two years. In response to CNG’s significant achievement in completing those requirements in less than half the normal time, our school received the following commendations:

Congratulations are extended to the school administrative team, the Board of Directors, and the entire staff for their respective roles of support and contribution. This type of continued collaboration and focus will as-sure that the school’s PD program is maintained and that, as reported in the APR, needed program adjustments are made whenever necessary. The overall school program will reap the benefits of this shared vision. . . Also most notable is the fact that survey results from all of the respective stake-holder groups, students, teachers, and parents, demonstrate overall satis-faction with the school’s academic rigor and educational program (APR Reviewer Response).

major Commendations from iso 9001 external audit in 2013

Above and beyond our academic auditing process through AdvancED and the Ministry of Education improvement process, CNG also receives annual external evaluations for its programs and services in all functional areas of school operations. Using data indicators across each functional area as well as the results of stakehold-er opinion survey, the CNG Administration continues to seek additional ways to improve internal processes and take added steps for greater quality assurance. In comparison with results from two years ago in which CNG received eight commen-dations in four operational areas, the results of our 2013 audit revealed a total of 14 commendations in 7 operational areas that highlighted improved school perfor-mance over the past two years. Without question, CNG remains fully committed to continuous improvement as part of its annual quality-assurance process.

Standards 4 and 5 of AdvancED. When our academic teams work on Colombian Ministry requirements, we also simultaneously strengthening the learning programs inherent in Standard 3 of Teaching and Assessing for Learning. Across all three quality-assurance areas, the school has thoughtfully selected our data sets and performance indicators to measure program quality through the most efficient and streamlined methodology. In the end, our accreditation and ISO activities have truly informed our efforts to “work hard AND smart” in pursuing measurable performance results for our School Improvement Plan going forward.

top management

1. The Annual Report presented by the Director constitutes an important communica-tion tool for the educational community, outlines school advances, and details im-provements resulting from the revision of the service provisions.

2. The internal alignment of two management systems (ISO 9001:2008 and Ad-vancED Schools of Excellence) that allowed their optimum implementation while avoiding the duplicity of work.

3. The Annual Board Planning Calendar utilized by the Board of Directors, which con-tributes to making formalized and systematic decisions based on factual information.

4. The outcomes reported in the school-wide survey that included modifications made to the teacher job profiles and the creation of handbooks to delineate processes (e.g., CNG Teaching and Learning Handbook) produced an increase of 60% in overall satisfaction as a result of these processes.

finanCes

5. The finance department improvements in purchasing and monthly budget execution positively contribute to a process that provides specific controls and guides decisions based on facts.

6. The adjustments made in the purchasing procedure that include specific criteria and check availability of budget produce resource optimization and controls over pur-chases requests.

aCademiCs

7. The academic data management system provides new data gathering metrics, im-proved processing, and utilization of outcomes to determine institutional academic performance trends by cohort group.

8. The legalization of the TTI Program through a signed agreement with UNICA con-tributed to improvement of personnel skills and competencies in the area of bilingual education.

9. The Sociales Program Lesson Plans provide effective follow up of academic service provisions and guarantees compliance with all Colombian requirements.

10. The alignment between national and international standards helps generate ele-ments that maximize system design and produce a more systematic curriculum.

transportation

11. The Transportation Policy with improved definition and implementation produces improved service provisions through standardized criteria and faster responsiveness to client request.

admissions

12. The Admissions Procedure provides standardization in outlining the conditions and priorities in the process and guarantees the continuity of the service and the preser-vation of information.

human resourCes

13. The Human Resources Department restructuring centered on the Talent Manage-ment Model produces clear management systems that guarantee effective selection and hiring processes for international and local staff. As a result, CNG continues to ensure the selection and retention of quality staff as per its primary objective out-lined in the School Improvement Plan.

general serviCes

14. The implementation of the Help Desk provides for improved responses times for maintenance requests.

In comparison with results from two years ago in which CNG received eight commendations in four opera-tional areas, the results of our 2013 audit revealed a total of 14 commen-dations in 7 operational areas that highlighted improved school perfor-mance over the past two years.

ISO 9001 Commendation: The Human Resources Department re-structuring centered on the Talent Management Model produces clear management systems that guarantee effective selection and hiring processes for international and local staff. As a result, CNG continues to ensure the selection and retention of quality staff as per its primary objective outlined in the School Improvement Plan.




2013 - 2014

60.54 60.62 60.30 62.40 62.38

57.11 56.51 56.80 58.60 58.39

0

10

20

30

40

50

60

70

80

90

100

2009 2010 2011 2012 2013

SABE

R Sc

ore

Year

CNG SABER Averages

Grade 12: 2009-2013

Average all subjects

Average No English

For the second consecutive year, the graduating Class of 2013 met the school’s five-year high in SABER results averaged for all subjects. Their overall performance result remained approximately two full points above the running average from prior years and also continued to show strong outcomes in our average score not including the English subtest.

In comparison to the ten other AdvancED/SACS accredited schools in Co-lombia, our school continued its recent trend of improving in overall ranking on the SABER test. CNG raised its ranking to 3rd-place in overall average, a signifi-cant improvement from our prior rank of 6th last year among our sister schools in the region.

measuring our suCCess: program data sets

As one of the key research-based strategies for school improvement, ro-

bust data-driven decision making helps drive all program improvement ef-

forts at CNG. Our school collects, analyzes, and uses multiple data sets and

measures to evaluate student learning, program quality, and organizational

effectiveness. Given the breadth and depth of data now available for school

improvement at CNG, the school selected and implemented a specialized data

management system, Spotfire, to more effectively and efficiently provide data

to teachers and administrators for the improvement of curriculum, instruc-

tion, and assessment. Among the broad array of data, this annual report pro-

vides a more condensed and standardized dashboard of performance metrics

to demonstrate overall trends in student and school performance. These data

show that across multiple program areas, student performance has continued

to show clear improvement, including all-time high results in a multitude of

standardized and adaptive testing measures.

67.19 62.78 62.38 62.24 62.20 62.08 61.73 61.40 61.32 61.14 59.69

0

10

20

30

40

50

60

70

80

90

100

Altamira

Panameri

cano

Nueva Gran

ada

Bolivar

Columbus School

Karl C. P

arish

Albania

Jorge Wash

ington

Granadino

Liceo Ingles

Gimnasio Ingles

SABE

R S

core

SACS Schools SABER Results Grade 12 : 2012-2013

Overall Average (with interdisciplinary subjects)

67.19 62.78 62.38 62.24 62.20 62.08 61.73 61.40 61.32 61.14 59.69

0

10

20

30

40

50

60

70

80

90

100

Altamira

Panameri

cano

Nueva Gran

ada

Bolivar

Columbus School

Karl C. P

arish

Albania

Jorge Wash

ington

Granadino

Liceo Ingles

Gimnasio Ingles

SABE

R S

core

SACS Schools SABER Results Grade 12 : 2012-2013

Overall Average (with interdisciplinary subjects)

SECTION II

a. aCademiC program dataFor the second consecutive year, the graduating Class of 2013 met the school’s five-year high in SABER results averaged for all subjects.

CNG raised its ranking to 3rd-place in overall average, a significant im-provement from our prior rank of 6th last year among our sister schools in the region.

Our school collects, analyzes, and uses multiple data sets and measures to eval-uate student learning, program qual-ity, and organizational effectiveness.




2013 - 2014

58.9

69.6

54.8

51.1 55

.4 60.9

57.9

90.3

0

10

20

30

40

50

60

70

80

90

100

Lenguaje Matemáticas

Sociales Filosofía

Biología Química Física Inglés

SABE

R Sc

ore

CNG SABER Average Comparison by Subjects

Grade 12 : 2009-2013

2009 2010 2011 2012 2013

Across the eight subtests, CNG students continued to perform at or above the five-year average with our 2013 results showing all-time high scores in Spanish Language, Chemistry, and English.

Our five-year trends on the SAT reflect excellent growth in student performance across all three subtest areas. Compared to the highest norming group of Independent Schools representing private college-preparatory schools in the U.S. and worldwide, the SAT Critical Reading results of CNG’s students show upward movement.

In the 2013 Revista Dinero national rankings that combine SABER results from both Calendar A & B schools, CNG continued to maintain its targeted benchmark classification of “Muy Superior” in overall standing. As a key point of emphasis when analyzing our yearly ranking outcomes, CNG encourages all Bachillerato students to take the test regardless of their intent to study abroad (approximately 50% each year), and the school also includes the testing results of students with special learn-ing needs as reflective of our guiding philosophy to serve as a community school for our students and their families. (Note: Revista Dinero ranked Calendario B schools separately in

2010 rather than combined with Calendar A schools as accurately reflected in the results for all other years.)

542 540

557

547

558

440

460

480

500

520

540

560

580

2009 2010 2011 2012 2013

SAT

Sco

re

CNG Critical Reading SAT Averages

2009-2013

CNG All Test-Takers Independent Public

555 547

558

573 579

460

480

500

520

540

560

580

600

2009 2010 2011 2012 2013 SA

T Sc

ore

CNG Math SAT Averages

2009 - 2013


As the most notable area of overall performance improvement, CNG students have demonstrated three consecutive years of major increases in our SAT Math results and significantly closed the performance gap in compariston to the historical scores of college-bound seniors attending Independent Schools in the U.S. and worldwide.

revista dinero ranKing saBer exam 2007-2013

School Year (Class)

Dinero RankingOverall Average

Classification

2013

2012

2011

2010

2009

2008

2007

96th

86th

95th

*31st

45th

92nd

162nd

62,4

62,4

60,3

60,6

60,5

58,3

55,0

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Across the eight subtests, CNG students continued to perform at or above the five-year average with our 2013 results showing all-time high scores in Spanish Language, Chemistry, and English.

As the most notable area of overall per-formance improvement, CNG students have demonstrated three consecutive years of major increases in our SAT Math results and significantly closed the performance gap in compariston to the historical scores of college-bound se-niors attending Independent Schools in the U.S. and worldwide.

Our five-year trends on the SAT reflect excellent growth in student perfor-mance across all three subtest areas.




2013 - 2014

In the third and final subtest area, CNG student performance on the SAT Writing portion has also eclipsed the overall average of their competitive peer group in private stateside and international schools. With the school using these SAT data points to evaluate, monitor, and adjust our curriculum and instruction on an annual basis, CNG predicts continued positive upward trends in student performance on the SAT.

544 545

565

547 556

420

440

460

480

500

520

540

560

580

2009 2010 2011 2012 2013

SAT

Sco

re

Year

CNG Writing SAT Averages

2009 - 2013


48 51

44

50 51 50 47 47 47 48 49

45

0

10

20

30

40

50

60

70

80

Critical Reading Math Writing

PSAT

Sco

re

Test Section

CNG PSAT Average for Juniors

Grade 11 - Class of 2015 2010-2013 2010

2011

2012

2013

CNG results on the Pre-SAT as a measure of student readiness for taking the SAT as seniors has remained relatively uniform over the span of four testing years. When comparing the PSAT results with the performance of the same CNG cohort of students the following year on the SAT, CNG has found minimal predictive value between outcomes. As a result, the school views the PSAT more as a tool for test awareness and preparation for our juniors.

42 43 41

46 46 42

0

10

20

30

40

50

60

70

80

Critical Reading Mathematics

Writing Skills

PSAT

Sco

re

Test Section

CNG PSAT Average for Sophmores

Grade 10 - Class of 2016 Testing Year : 2013

U.S./Intl

CNG Mean Score

The PSAT results at CNG generally show higher average scores when compared to the performance of similar peer groups taking the test in the U.S. and at interna-tional schools. Across all three PSAT subtests, CNG students consistently outper-form their college-bound counterparts with our strongest comparative advantage in Critical Reading and Mathematics.

56

59 58 59

60

58

63

64 64

63 61

63

66 65

63

50

52

54

56

58

60

62

64

66

68

70

Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013

Perc

entil

e Ran

k

CNG MAP School-Wide 5-year Average

2009 - 2013

Math Test Percentile Reading Test Percentile Language Usage Percentile

For the first time in five years, CNG students in grades 2-10 achieved school-wide test averages above the 60th percentile on all three Measures of Academic Progress (MAP) subtests, including the highlight of our largest gain in mathemat-ics. Three years ago the school set target goals to reach this initial baseline level of performance, and the next phase will be to extend all three subtest target goals at the 65th percentile based on the calculation of Average Percentile Rank.

With the school using these SAT data points to evaluate, monitor, and adjust our curriculum and instruction on an annual basis, CNG predicts continued positive upward trends in student per-formance on the SAT

Across all three PSAT subtests, CNG students consistently outperform their college-bound counterparts with our strongest comparative advantage in Critical Reading and Mathematics.

For the first time in five years, CNG students in grades 2-10 achieved school-wide test averages above the 60th percentile on all three Measures of Aca-demic Progress (MAP) subtests, includ-ing the highlight of our largest gain in mathematics.




2013 - 2014

55.1 54.3 52.2 58.4 57.7

54.9

65.3 62.2 64.2 66.1

70.6 65.2

0

10

20

30

40

50

60

70

80

90

100

Language Usage Mathematics

Reading

Per

cent

ile R

ank

Test Section

CNG MAP Averages by Norming Group

Fall 2013

All TRI All AASSA CNG All A/OS

CNG utilizes annual benchmarking data to set performance goals based on comparative norming groups. Our students currently outperform on average the two major norming populations with similar student demographics in our region (based on RIT Score converted to percentile rank) – the AASSA schools in South America as well as the Tri-Association schools in Central America, the Caribbean, and Colombia. CNG has now aimed its sights on reaching the highest performance level set by the top schools in Asia, the Middle East, Latin America, and Europe that comprise the Office of Overseas Schools (A/OS) norming population of the best international schools worldwide.

63

50

59 61 63 63

72 71 76

0

10

20

30

40

50

60

70

80

90

100

Class 2024 (2)

Class of 2023 (3)

Class of 2022 (4)

Class of 2021 (5)

Class of 2020 (6)

Class of 2019 (7)

Class of 2018 (8)

Class of 2017 (9)

Class of 2016 (10)

Perc

entil

e Ave

rage

CNG MAP Reading Percentile Performance

Historical Trend Data by Cohort 2009-2013


Of the three MAP subtests, the trend results in Reading of the same cohort of students taking the test each year show the most consistent annual performance im-provements both at the grade level and across the school. Performance levels in MAP Reading have risen steadily above the 70th percentile in the upper three grade levels with overall averages above the 60th percentile starting in 5th grade.

67

58 59 62 67

63 71 69 72

0

10

20

30

40

50

60

70

80

90

100

Class 2024 (2)

Class of 2023 (3)

Class of 2022 (4)

Class of 2021 (5)

Class of 2020 (6)

Class of 2019 (7)

Class of 2018 (8)

Class of 2017 (9)

Class of 2016 (10)

Perc

entil

e Ave

rage

CNG MAP Language Usage Percentile Performance

Historical Trend Data by Cohort 2009-2013


In MAP Language Usage, CNG student performance across seven of the nine grades levels exceeds the 60th percentile with the other two of grade levels nearly reaching that baseline target. Overall results show mixed trends in student results across cohort groups with large fluctuations from year to year.

Aligned with the other two subtests in school-wide performance, overall results in MAP Mathematics show the cumulative effects of our program generating the greatest impact in the upper grade levels. Despite the anomaly within the data due to the outlier Fall 2010 results at various grades over the five-year testing span, one third of CNG’s grade levels achieved their highest grade-level on average this year.

67

53 60 59

51 58

66 68 75

0

10

20

30

40

50

60

70

80

90

100

Class 2024 (2)

Class of 2023 (3)

Class of 2022 (4)

Class of 2021 (5)

Class of 2020 (6)

Class of 2019 (7)

Class of 2018 (8)

Class of 2017 (9)

Class of 2016 (10)

Per

cent

ile A

vera

ge

CNGMAP Mathematics Percentile Performance

Historical Trend Data by Cohort 2009 - 2013


CNG has now aimed its sights on reach-ing the highest performance level set by the top schools in Asia, the Middle East, Latin America, and Europe that com-prise the Office of Overseas Schools (A/OS) norming population of the best in-ternational schools worldwide.

Performance levels in MAP Reading have risen steadily above the 70th per-centile in the upper three grade levels with overall averages above the 60th percentile starting in 5th grade.




2013 - 2014

54.0 57.5

48.8

58.3 53.7

48.5 53.3 54.4

0

10

20

30

40

50

60

70

80

90

100

Total Reading

Reading Comp.

Reading Vocab.

Total Math Language Spelling Basic Battery

Complete Battery

Stan

dfor

d 10

Sco

re

CNG Stanford Comparison by Subjects

(Normal Curve Equivalent)

2012 - 2013

Average 2012

Average 2013

After completing our second year of assessing student performance using the more comprehensive Stanford Achievement Test, CNG students demonstrated strong improvement across 100% of the eight major subtest and test battery areas based on the comparative scale of Normal Curve Equivalent (NCE). Reflecting our priority area for targeted improvement, school-wide results in Total Mathematics showed the highest overall average in student achievement as well as the greatest in-crease over one academic year. Beyond mathematics, students also improved in Total Reading, Basic Battery, and Complete Battery among the composite testing areas.

Equally impressive to the significant improvements across the eight testing areas common to all grade levels, our CNG students also increased their overall perfor-mance on all the other test measures. This comprehensive improvement across 100% of all testing areas reflects the hard work of teachers and students to maximize their learning opportunities each day.

295 316

349

421 405

155

194 213

167 193

0

50

100

150

200

250

300

350

400

450

2009-

2010

2010-

2011

2011-

2012

2012-

2013

2013-

2014

Num

ber o

f stu

dent

s

School Year

CNG AP Academy Participation MS and HS 2009-2014

High School

Middle School

The trend lines in total number of students participating in the AP Academy are beginning to show the inclusive/exclusive balance that schools seek in overall enroll-ment based on course rigor, entry standards, and student placement. As CNG con-tinues to evaluate program criteria for student entry into specific classes and subject areas, the school expects the initial upward growth trends to normalize over time at approximately 400 at High School and 200 at Middle School in participation rates.

116 152 169

258 225

348

225

403 368

551

0

100

200

300

400

500

600

Above 3 Total # Above 3 Total # Above 3 Total # Above 3 Total # Above 3 Total #

2009 2010 2011 2012 2013

Num

ber o

f exa

ms

School Year

CNG Comparison Total Number of AP Exams

vs Number of Exams at 3.0 or above 2009-2013

Overall trends show significantly positive results in the total number of students challenging themselves to take the most rigorous program of study as well as the overall number achieving a passing score of 3 or above on the 5-point AP scale. The number of AP students scoring at a 3 or higher in 2013 actually exceeds the total group of test takers a mere two years ago.

54.0 57.5 48.8

58.3 58.3 53.7 53.7 54.9 52.4

57.2 59.2 48.5 52.2 55.1 53.3 54.4

59.9

0 10 20 30 40 50 60 70 80 90

100

Total Read

ing

Reading Comp

Reading Voc

Total Math

Math Problem

Solving

Math Proced

ures

Language

Language Expres

sion

Language Mech

anics

Science

Social S

cience

Spelling

Listening

3 R's

Basic B

attery

Complete Batt

ery

Thinking Skill

s

Stan

ford

10 S

core

CNG Stanford 10 Comparison by Subjects

2012 - 2013

AVG NCE - 2012

AVG NCE - 2013

54.0 57.5 48.8

58.3 58.3 53.7 53.7 54.9 52.4

57.2 59.2 48.5 52.2 55.1 53.3 54.4

59.9

0 10 20 30 40 50 60 70 80 90

100

Total Read

ing

Reading Comp

Reading Voc

Total Math

Math Problem

Solving

Math Proced

ures

Language

Language Expres

sion

Language Mech

anics

Science

Social S

cience

Spelling

Listening

3 R's

Basic B

attery

Complete Batt

ery

Thinking Skill

s

Stan

ford

10 S

core

CNG Stanford 10 Comparison by Subjects

2012 - 2013

AVG NCE - 2012

AVG NCE - 2013

Reflecting our priority area for targeted improvement, school-wide results in Total Mathematics showed the highest overall average in student achievement as well as the greatest increase over one academic year.

This comprehensive improvement across 100% of all testing areas reflects the hard work of teachers and students to maximize their learning opportuni-ties each day.

The trend lines in total number of stu-dents participating in the AP Academy are beginning to show the inclusive/ex-clusive balance that schools seek in over-all enrollment based on course rigor, en-try standards, and student placement.

Overall trends show significantly posi-tive results in the total number of stu-dents challenging themselves to take the most rigorous program of study as well as the overall number achieving a pass-ing score of 3 or above on the 5-point AP scale.




2013 - 2014

B. College admission data set sCholarships and grants aWared (as of april 3rd)

The graduating classes of CNG continue to excel each year in admittance to the most competitive colleges and universities in Colombia, the United States, and other countries worldwide. As one important data point related to the assessment of our program quality at CNG, we review annually our student admissions into the top institutions of higher learning. The Class of 2013 has already received offers of admission from some of the best universities around the world including five Ivy League and “Ivy Plus” schools (*see asterisks below). Although still early in the process for the finalization of awards for schol-arships and grants, this year’s graduating class has also received over $1,642,000 in award monies with the likelihood of additional offers in the weeks ahead. As a key measure of the value-added nature of a CNG education, we celebrate with the Class of 2013 and their parents this high level of performance in the college admissions process.

Agnes Scott CollegeAmherst CollegeAmerican UniversityAmsterdam University College, NetherlandsUniversiteit van Amsterdam, NetherlandsBabson College (4)Bentley University (7)Boston College (5)Boston University (9)University of British Columbia, Canada (3) Brown University *Bryant University University of California at BerkeleyUniversity of California at DavisUniversity of California at Santa CruzUniversity of Southern California (2)California College of the ArtsCatholic University of AmericaChapman University (3)Clark UniversityUniversity of Colorado at BoulderColumbia College (2)Columbia University *Cornell University *Creighton UniversityUniversity of DenverUniversity of Detroit MercyDrew UniversityDrexel UniversityDurham University, UKUniversity of East London, UKUniversity of Edinburgh, UKEmory UniversityUniversity of Exeter, UKFlorida Atlantic UniversityFlorida International UniversityFordham UniversityFranklin College, Switzerland

George Mason UniversityGeorge Washington University (11)Georgetown UniversityHoly Cross CollegeCollege of the Holy CrossHult International Business School, UK (2)Instituto Tecnologico y de Estudios

Superiores de Monterrey, MexicoIstituto Marangoni, ItalyIthaca CollegeKansas State UniversityUniversity of KansasLawrence Technological University (2)Lesley UniversityLoyola Marymount UniversityLoyola University ChicagoLoyola University New OrleansLynn UniversityMassachusetts Institute of Technology *Miami Dade College (2)Miami International University of Art & DesignUniversity of Miami (13)University of Missouri ColumbiaUniversity of New OrleansNew School of Architecture & DesignNew York Film AcademyNew York University (4)New York University - Abu DhabiNortheastern University (14)Northern Virginia Community College - AnnandaleNorthwestern UniversityUniversity of OregonUniversity of Oxford, UKPace University Pacific Northwest College of ArtParsons The New School for DesignPennsylvania State University College Park(3)Pennsylvania State University - ErieUniversity of Pennsylvania *

Pepperdine UniversityPhiladelphia UniversityPomona CollegeUniversity of PortlandPratt Institute (2)University of Puget SoundRochester Institute of Technology (2)Roger Williams UniversityRollins College (3)Saint Joseph’s University (2)St Mary’s CollegeUniversity of San FranciscoSarah Lawrence CollegeSavannah College of Art & Design (2) School of the Art Institute of ChicagoSkidmore College (2)University of St. Andrews, UK (2)Suffolk University (10)Syracuse University (5)University of TampaTemple UniversityTexas A&M UniversityUniversity of TorontoTufts University (2)University College LondonValley Forge Military CollegeUniversity of Victoria, CanadaVirginia Polytechnic Institute (3)University of VirginiaWake Forest UniversityWashington CollegeUniversity of WashingtonWestminster CollegeWoodbury University (3)Worcester Polytechnic InstituteXavier UniversityYork University, Canada (2)

College or university amount

Bentley University 120,000

Bryant University 112,000

California College Of The Arts 76,000

Chapman University 60,000

George Washington University 88,000

Hartwick College 60,000

Holy Cross College 28,000

Illinois Institute of Technology. 90,000

Ithaca College 60,000

University Of Kansas 16,000

Kansas State University 40,000

Lesley College 24,000

Loyola Marymount University 24,000

New England College 76,000

New York University-Abu Dhabi 280,000

Pacific Northwest College Of Art 44,000

Philadelphia University 32,000

University Of Portland 76,000

Rochester Institute Of Technology 44,000

Rollins College 112,000

School Of The Arts Institute Of Chicago 17,600

Savannah College Of Art And Design 15,400

Suffolk University 40,000

Wesminster College 44,000

Woodbury College 63,000

TOTAL $1,642,000 U.S.D

As a vital part of our school program and as reflection of our belief in helping all students reach their potential for excellence, the Learning Center continues provid-ing support for between 150-200 students annually. Based on current policy stan-dards, the school limits the overall percentage of students requiring special support to no more than 15% per grade level in order to assure for the provision of high-qual-ity educational services for all students. For the 2014-15 school year, the Learning Center plans to establish specialized resource-room support as an enhanced refine-ment in service provisions that will better meet the needs of current students in the program and enrich the regular classroom environment for all students.

C. learning Center data set

The number in parenthesis indicates more than one student accepted

The Class of 2013 has already received offers of admission from some of the best universities around the world including five Ivy League and “Ivy Plus” schools. Although still early in the process for the finalization of awards for scholarships and grants, this year’s graduating class has also received over $1,642,000 in award monies with the likelihood of ad-ditional offers in the weeks ahead.




2013 - 2014

d. Co-CurriCular program data set

As a key component of our three pillars in our vision for student success, Strengthening the Body serves a key role in our comprehensive educational program. Student involvement and learning in this area has continued to climb to all-time high levels in participation as well as outstanding results in competitive sports. The follow ing data set highlights significant accomplishments this year in student performance and program improvement.

Student Support ServiceS data Set

2012-2013 School Year

Building No. of Students Receiving-Learning Center Services % of All Students

Primary School 57 12%Elementary School 49 13%Middle School 29 8%High School 28 5%

ESL Services % of All StudentsPrimary School 6 1%Elementary School 4 1%Middle School 2 1%

Intervention Strategies % of All StudentsPrimary School 19 4%Elementary School 8 2%Middle School 2 1%High School 1 0%

Special Education Services % of All StudentsPrimary School 41 9%Elementary School 44 11%Middle School 29 8%High School 28 5%

1040 1124 1130 1130

1333

0

200

400

600

800

1000

1200

1400

2009-10 2010-11 2011-12 2012-13 2013-14

Num

ber o

f Stu

dent

s

CNG Athletic Participation 2009 - 2013

Fall Total

Reflecting the same overall positive trends of other areas, student participation in athletic programs at CNG also reached an all-time high in the 2013-14 school year. This impressive 18% increase in student participation in athletics compared to the prior two years required additional coaching staff and created significant logistical challenges in effectively managing the utilization of our limited sports facilities.

260

374

202 189

278

383

243 220

306

375

239 210

316

363

257

194

436 423

263

211

0

50

100

150

200

250

300

350

400

450

500

Primary Elementary Middle School High School

Num

ber o

f Stu

dent

s

2009

2010

2011

2012

2013

CNG Athletic Participation

2009-2013

A breakdown of overall participation in athletics by grade level shows increases across all four building levels with the largest gains among students at the primary and elementary. With three of the four building levels reaching all-time highs in student participation, CNG will need to consider a variety of facility and scheduling options in the future if the current upward trends continue.

middle sChool general Cup standings 2013-2014

SCHOOL/ MEDALS GOLD SILVER BRONZE TOTAL1st CNG 5 0 0 52nd Columbus School 1 1 3 53rd Liceo Inglés 0 1 1 2

Colegio Albania 0 0 2 2Colegio Altamira 0 1 0 1Colegio Bolivar 0 1 0 1

Colegio Granadino 0 1 0 1GI School 0 1 0 1

Colegio Bureche 0 0 0 0Colegio Jorge Washington 0 0 0 0

Colegio Panamericano 0 0 0 0Colegio Parrish 0 0 0 0

Montessori 0 0 0 0

Based on current policy standards, the school limits the overall percentage of students requiring special support to no more than 15% per grade level in order to assure for the provision of high-qual-ity educational services for all students.

This impressive 18% increase in student participation in athletics compared to the prior two years required additional coaching staff and created significant logistical challenges in effectively man-aging the utilization of our limited sports facilities.

With three of the four building levels reaching all-time highs in student par-ticipation, CNG will need to consider a variety of facility and scheduling op-tions in the future if the current upward trends continue.




2013 - 2014

530

723

707

825

938

520 585

759 776

905

0

100

200

300

400

500

600

700

800

900

1000

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Num

ber o

f Stu

dent

s

School Year

CNG Condor Activities - Student Participation

2009-2013

Semester I

Semester II

530

723

707

825

938

520 585

759 776

905

0

100

200

300

400

500

600

700

800

900

1000

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Num

ber o

f Stu

dent

s

School Year

CNG Condor Activities - Student Participation

2009-2013

Semester I

Semester II

Condor Activities achieved its fifth consecutive year of increased participation in the program, and the school reached all-time highs for student enrollment across both semesters. Compared with five years ago, Condor Activities has nearly doubled in student participation through expanded activities that better meet the interests of more students and provide for a wider variety of program options.

Our CNG sports team continued their historical track record of success during the 2013-14 competitive seasons. Of the 16 sporting events already completed for the year, CNG student-athletes earned 12 top-three finishes and celebrated 5 cham-pionships. With six competitions still underway, CNG looks to finish this school year with one of its best athletic seasons in history.

SPORT AGE LEVEL CATEGORY PLACEBASKETBALL Mayores Boys 5

Mayores Girls 3Juvenil Boys 5Juvenil Girls In seasonInfantil Boys In seasonInfantil Girls 7

SOCCER Mayores Boys In seasonMayores Girls In seasonJuvenil Boys 5Juvenil Girls 2Infantil Boys 3Infantil Girls 1

VOLLEYBALL Mayores Boys 3Mayores Girls 1Juvenil Boys In seasonJuvenil Girls 1Infantil Boys 2Infantil Girls In season

GYMNASTICS 5B Girls 15C Girls 24B Boys 2

CHESS Infantil Mixto Currently 1 pending last tournament

ms/hs unColi team results 2013-2014

high sChool general Cup standings 2013-2014

SCHOOL/ MEDALS GOLD SILVER BRONZE TOTAL1st CNG 2 1 2 52nd Columbus School 1 2 0 33rd Colegio Bolivar 1 0 2 3

Colegio Jorge Washington 1 1 0 2

Liceo Ingles 1 0 0 1Colegio Granadino 0 1 0 1

GI School 0 1 0 1Colegio Albania 0 0 1 1

Colegio Panamericano 0 0 1 1Colegio Altamira 0 0 0 0Colegio Parrish 0 0 0 0

Montessori 0 0 0 0

The Classroom Without Walls program showed strong increases in participation rates at seven of the ten grade levels this school year. Over half of our grade levels exceeded 90% in student participation. Overall improvements in CWW participa-tion demonstrate the efforts by the program staff and school administration to con-trol costs, expand payment options, refine the experiential emphasis, and encourage greater student involvement.

0.96 0.92

0.87

0.96 0.9 0.9 0.93

0.77 0.75

0.32

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

3rd

4th 5th

6th

7th

8th

9th

10th 11th 12th

Perc

enta

ge

Grade Level

Participation Rates SY 2009-2013

SY 2009-2010

SY 2010-2011

SY 2011-2012

SY 2012-2013

SY 2013-2014 0.96 0.92

0.87

0.96 0.9 0.9 0.93

0.77 0.75

0.32

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

3rd

4th 5th

6th

7th

8th

9th

10th 11th 12th

Perc

enta

ge

Grade Level

Participation Rates SY 2009-2013

SY 2009-2010

SY 2010-2011

SY 2011-2012

SY 2012-2013

SY 2013-2014

Compared with five years ago, Condor Activities has nearly doubled in student participation through expanded ac-tivities that better meet the interests of more students and provide for a wider variety of program options.

Of the 16 sporting events already com-pleted for the year, CNG student-ath-letes earned 12 top-three finishes and celebrated 5 championships.

Overall improvements in CWW par-ticipation demonstrate the efforts by the program staff and school admin-istration to control costs, expand pay-ment options, refine the experiential emphasis, and encourage greater stu-dent involvement.




2013 - 2014

630 650 694

762 751

380

450 471 446 493

259 213 193 171 166

0

100

200

300

400

500

600

700

800

900

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Num

ber o

f Con

tact

s, Ap

plica

tions

and A

ccep

tanc

es

School Year

CNG Number of Contacts, Applications, and Acceptances

2009-2010 : 2013-2014

Contacts Applications Admission

Reflecting similar trends across multiple areas of school operations and perfor-mance, both the total number of contacts and total applications for admission reached all-time highs at CNG in 2013-14. As a result of the pragmatic realities of limited space availability and higher admission standards, CNG’s acceptance rate reflects the high level of rigor required for applicant performance in order to enter our school.

With fewer available spaces, higher entry standards, and a stronger annual appli-cant pool, the trend lines show that CNG continues to raise the bar in its competitive admissions process. Similar to past years and in full alignment with our school’s family philosophy, within this overall acceptance rate of 34% of total applicants, our CNG Community acceptance rates remain significantly higher for CNG siblings and Alumni given our school’s established priorities for admission among these two valued groups.

68%

47% 41% 38%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

School Year

CNG Admission Acceptance Rate

2009-2014

68%

47% 41% 38%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

School Year


2009-2014

68%

47% 41% 38%

34%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

School Year


2009-2014

1800 1806 1806

1814

1829

1750

1800

1850

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

Num

ber o

f Stu

dent

s

School Year

CNG Total Enrollment

2009-2013

Continuing a three-year trend, CNG reached another all-time high in student enrollment during the 2013-14 school year despite the fact that our student-admis-sion standards increased in overall rigor. Although the above bar graph provides an-nual apples-to-apples comparison based on Semester 2 data taken in January, CNG’s enrollment actually hit 1,842 earlier in the school year, a result that suggests the strong possibility of continued upward enrollment trends.

101

130 129 125 134 132 129

112

134 130 132

150

133

157

0

20

40

60

80

100

120

140

160

180

K4 K5 1 2 3 4 5 6 7 8 9 10 11 12

Num

ber

of S

tude

nts

Grade Level

CNG Total Enrollment by Grade Level

2013-2014

Almost all grade levels either met or slightly exceeded the 130-student mark this year with nearly every grade level having less than five open spaces. Based on normal class averages, the upcoming projected loss of approximately 25 students due to the graduating Class of 2014 will not foreseeably impact the school’s overall budget for next year given the school’s strong overall enrollment from K4-12.

e. admissions & enrollmentReflecting similar trends across mul-tiple areas of school operations and performance, both the total number of contacts and total applications for ad-mission reached all-time highs at CNG in 2013-14.

Within this overall acceptance rate of 34% of total applicants, our CNG Community acceptance rates remain significantly higher for CNG siblings and Alumni given our school’s estab-lished priorities for admission among these two valued groups.

Continuing a three-year trend, CNG reached another all-time high in stu-dent enrollment during the 2013-14 school year despite the fact that our student-admission standards increased in overall rigor.

Almost all grade levels either met or slightly exceeded the 130-student mark this year with almost every grade level having less than five open spaces.




2013 - 2014

investments 2013-2014

COMMON AREAS 1,336,281,451

Structural reinforcement to the admininistracion building, replacement of tiles at the school entrance,

new classroom furniture for Primary and Elementary School, Bookstore

refurbishment, installation of ramps and lifts for the handicapped.

TECHNOLOGY AND COMMUNICATIONS 861,233,946

Renovation of IT equipment, IPAD project, wireless system,

upgrade of access control system, additional security cameras,

and installation of new telephone system.

TRANSPORTATION 486,936,000

Replacement of three buses and one truck.

TOTAL INVESTMENTS 2,684,451,397

The CNG Board of Directors and Administration have remained strongly com-mitted to continued capital investment improvements and infrastructure advance-ments. Facilities improvements included upgraded classroom furniture, primary and elementary school library renovations, and improved handicap access. In the area of safety enhancements, CNG replaced three outdated buses and the maintenance vehicle. Finally, the school has invested additional funds in technological improve-ments to enhance teaching and learning as well as to provide better communications and security systems across the campus.

f. infrastruCture investmentsThe CNG Board of Directors and Administration have remained com-mitted to continued in capital invest-ment improvements and infrastruc-ture advancements.




2013 - 2014

Stakeholder Group 2012 Participation Rate 2012 2013 Participation

Rate 2013Schools of Excellence Minimum Participation

RequirementsParents 687 60.90% 651 66.50% 50% ✓Staff/Teachers 273 73.20% 442 90.20% 90% ✓PS & ES Students 715 95.50% 714 91.50% 90% ✓MS & HS Students 858 91.40% 867 91.60% 90% ✓Total Students 1573 93.50% 1581 91.60% 90% ✓Total Community 2533 75.90% 2674 82.80%

At CNG, we value the voice of all community members and encourage every-one to participate in our school improvement process. Participation rates surpassed 82% for the Fall Survey, and the school achieved the highest standard (AdvancED Schools of Excellence Protocols) across all stakeholder groups. The feedback re-ceived in survey feedback from over 2,600 members of our community provides vital information to improve our programs and services at CNG.

survey partiCipation rates

Key next steps in advanCing our Comprehensive sChool improvement plan

In a large school like CNG with over 1,800 students, 500 staff members, and 1,200 families, the two greatest challenges on the horizon for us reflect the important tasks of synergizing stakeholders and ensuring that “purpose drives structure” to achieve our future improvement goals. In order to synergize our diverse group of community members, we are pursuing a careful realignment of our work teams as the breadth and depth of our work on curriculum, instruction, and assessment continues to demand greater time commitment and coordination of multiple efforts. After successfully utilizing the defined role and function of Task Forces to address our two Required Actions, in assessment and professional development, CNG will continue reconsti-tuting this type of work team to accomplish our next set of priority goals, specifically to implement a K4-12 Character Education Program and to develop our prioritized learning outcomes by subject area. In addition, CNG has revamped the structure of our Academic Council to ensure school-wide participation across all building levels while streamlining the group into a more effective decision-making body. Aligning the efforts of our teachers, administrators, Board of Directors, and organizational Coun-cils will continue to serve as a critical feature in this ongoing process.

SECTION III

survey results that inform our improvement plan

Along with the analysis and evaluation of our multiple data sets at CNG, the school also utilizes stakeholder survey results to cross-reference outcomes related to our next steps in continuous school improvement. The following section highlights these results and their part in informing the next phase of school improvement.

Standard Students Parents Staff/Teachers Total

PS/ES MS/HS

1. Purpose and Direction 4.88 (*2.94) 4.05 4.31 4.28 4.38

2. Governance and Leadership 4.52 (*2.76) 3.81 4.19 4.09 4.15

3. Teaching and Assessingfor Learning 4.54 (*2.77) 3.87 4.08 3.89 4.09

4. Resources and Support Systems 4.58 (*2.79) 3.95 4.38 4.19 4.27

5. Using Results for Continuous Improvement 4.34 (*2.67) 3.76 4.21 3.97 4.07

* Original PS/ES score in a 3 point-scale. Original scores were converted to a 5 point-scale. Note: Score of 3.0 or above in a 5 point-scale indicates neutral to positive opinions.

staKeholder group

In the five major areas measured within the survey tool, CNG surpassed the 4.0 mark on a 5-point scale across all standards of performance. Compared to our survey results the prior year, our stakeholders maintained their high rankings of the school in Purpose & Direction as well as Resources & Support Systems and positively rated the other three standards higher than last year.

Area Students Parents Teachers/StaffOpportunities for Student Learning ** X X XFriendly Environment ** X X XCampus/Facilities ** X X XTeachers/Teaching and Learning * X X XAcademics X X XStudents X XTechnology X X

** Commonalities in 2010 & 2012 Open-Ended Surveys as well. * Commonality in 2012 Open-Ended Surveys too.

Commonalities: Cng strengths

Our three key stakeholder groups continue to share similar perceptions regard-ing the strengths of the school and its programs. For the second consecutive year, all three stakeholder groups rated the quality of our teaching faculty and learning program within the top-five strengths of the school.

The feedback received in survey feed-back from over 2,600 members of our community provides vital information to improve our programs and services at CNG.

In the five major areas measured within the survey tool, CNG surpassed the 4.0 mark on a 5-point scale across all stan-dards of performance.




2013 - 2014

* Commonality in 2012 Open-Ended Surveys as well.

Area Students Parents Teachers/StaffFood Services X XDiscipline* X X XCharacter Education/Relationships X X X

Commonalities: areas for improvement

tWo-year Comparative results:5 loWest-ranKed indiCators

tWo-year Comparative results:5 highest-ranKed indiCators

Indicator 2012 2013

3.7 Mentoring, coaching, and induction programs support instruction. 3.49 3.72

5.2 Teachers/staff analyze and apply learning from a range of data sources. 3.56 3.80

3.11 All staff participates in continuous program of professional learning. 3.70 3.82

2.3 Governing body ensures school leadership has autonomy to meet goals. 3.70 3.96

5.1 School maintains a clear and comprehensive student assessment system. 3.70 3.77

2.6 Staff/teacher supervision results in improved teaching and learning. 3.82 3.88

ASE Indicator 2012 2013

3.4 School leaders monitor and support instruction. 4.70 4.57

4.4 Range of media available to support educational programs. 4.45 4.46

1.1 School communicates its purpose for student success. 4.33 4.39

4.1 Qualified and sufficient teachers/staff to support educational programs. 4.28 4.38

2.2 Governing body operates responsibly and functions effectively. 4.18 4.25

2.5 Leadership engages stakeholders to support purpose and direction. 4.18 4.21

Indicators 3.11, 5.1, 5.2 and 3.7 continue to have the lowest-ranking although still meeting the cri-teria within the positive range of scores on the 5-point scale. All six indicators positively increased in overall average from 2012 to 2013.

Indicators 3.4, 4.4, 1.1, and 4.1 continue to have the highest ranking for two consecutive years. Five of the six indicators with the highest-ranking actually increased in overall average.

Resulting from the extensive evaluation of survey indicators and open-ended questions, CNG identified food services, ongoing improvements in discipline and character education as three areas to include in our 2014-15 improvement plan.

SIP Targeted Area Parents Students Teachers/Staff TotalAcademics 143 99 79 321Facilities 70 171 10 251Teachers/Staffing 21 73 17 111Technology 23 43 26 92Overall School Improvement 42 14 12 68Discipline 9 26 16 51

survey impaCt of interventions of sChool improvement plan

B. sChool improvement plan updates Note: Items in italics reflect multi-year objectives.

By cross-referencing the key factors associated with school success as identified in the McKinsey & Company world-wide investigation along with AdvancED’s con-tinuous improvement strategies, CNG has identified the following four research-based strategic goals as the long-term foundation for our annual School Improve-ment Plan. On a yearly basis, the school works to review, update, and continually evolve this plan by deleting objectives successfully achieved and adding further ob-jectives based on data-driven analysis and program evaluation.

A. QUALITY STAFFING AND FINANCIAL RESOURCE OPTIMIZATION

I. Analyze all operational areas to identify and generate financial efficiencies to reinvest into the following three target areas of the school’s core function:

• Improving student’s learning and teacher training

• Hiring and retaining high-quality staff

• Investing in up-to-date educational materials, supplies, and technologi-cal resources for learning and teaching.

II. Implement upgraded purchasing protocols and expand oversight responsibil-ities for monthly budget execution to ensure shared administrative account-ability for cost controls and effective allocations.

B. CURRICULUM DEVELOPMENT AND IMPROVED INSTRUCTION

I. Implement the comprehensive Character Education Program, Positive Ac-tion, for all students from primary through high school levels.

II. Develop and implement four major program objectives for improving the Colombian Bachillerato Program:

a. Align vertically and horizontal K4-12 the Bachillerato program cur-riculum according to the MEN standards of education and the U.S. Common Core Standards with emphasis on Spanish and Sociales.

For the second consecutive year, all three stakeholder groups rated the quality of our teaching faculty and learning program within the top-five strengths of the school.

By cross-referencing the key factors asso-ciated with school success as identified in the McKinsey & Company world-wide investigation along with AdvancED’s continuous improvement strategies, CNG has identified the following four research-based strategic goals as the long- term foundation for our annual School Improvement Plan.




2013 - 2014

b. Improve the results of the SABER 11 exam and align the curriculum with exam changes scheduled for April 2015.

c. Fill program gaps and prepare students in high school for the Prue-bas SABER 11.

III. Identify key priority learning outcomes for each subject and at each grade level that must be taught to mastery in order to scaffold optimal learning from Grades K4 through 12.

IV. Implement and evaluate range of innovation-learning pilot projects to deter-mine effective tools for future investments in technological tools and train-ing efforts.

C. DATA-DRIVEN DECISION MAKING

I. Implement a Professional Learning Community model school-wide to en-hance the use of data to improve curriculum, instruction, and assessment.

II. Develop a comprehensive plan to provide better customer satisfaction in the school´s provision of food services.

D. POLICIES, PROCEDURES, AND SYNERGIZING STAKEHOLDERS

I. Continue refining school-wide disciplinary policies to ensure consistency in ap-plication and practice across the K4-12 program.

II. Develop and articulate a more formalized working relationship with the Co-legio Fundacion Nueva Granada to strengthen our partnership in programs, services, and fundraising objectives.

III. Ensure the alignment of all official school documents with the requirements of the Colombian Ministry of Education.

synergizing staKeholders – partnerships that maKe a differenCe

As one of the major strengths at CNG, we participate in partnership with many community stakeholder groups who add tremendous value to our overall program and quality of services. This broader CNG family of organizations, including many committed CNG parents, including our Parent Council, enrich our overall school program as well as provide our student and community with more opportunities to meet the key tenets of our Vision and Mission. Building a better CNG requires us to continue strengthening these key partnerships in order to maximize our potential for excellence and reach new heights as an institution. The following entities provide you with only a few of these partnerships that make a difference at CNG:

a. Cng’s parent/teaCher assoCiation – Bold initiatives for the future

Our CNG Community has enjoyed a vibrant relationship with the hard-work-ing parents of our PTA. Over the years, the PTA has sponsored numerous activities to build a stronger community and to advance our programs and services. Beyond their community-building activities for our students, parents, and teachers, the PTA has worked in partnership with the school to “look beyond the horizon” by support-ing bold initiatives such as their recent investment of $250 million pesos to promote high-tech global learning environments at CNG. As a result of their fundraising ef-forts and effective use of annual dues, the PTA will be helping develop a ground-breaking learning space that will allow our students to interact with other students around the world through problem-based learning and collaborative educational projects. Their first project will be to transform our current textbook repository room in the MS/HS Elisa Vargas Library in order to create an interactive media center with high-tech computer resources to cross all current boundaries for stu-dent learning. This initiative and their major investments in technology will comple-ment the school’s recent technology pilot-project initiative to enhance 21st-century skills for secondary students this year with plans to make a similar investment at the primary/elementary levels next year. Thank you, PTA, for building community at CNG and helping us transform student learning beyond the next horizon TODAY!

B. Colegio fundaCion nueva granada(aKa the hogar)

As our most important service-learning and outreach effort at CNG, the Co-legio Fundacion Nueva Granada (CFNG -- formerly known as the Hogar Nueva Granada) provides students with the living example of our entire community working together to make a difference for those with greater needs around us. Without the vital contributions of our school community in time, energy, ef-fort, and financial support, the CFNG would be unable to serve the educational, health, and emotional needs of more than 550 children and their families from our economically disadvantaged surrounding neighborhoods.

SECTION IV

Building a better CNG requires us to continue strengthening these key part-nerships in order to maximize our potential for excellence and reach new heights as an institution.

Without the vital contributions of our school community in time, energy, ef-fort, and financial support, the CFNG would be unable to serve the education-al, health, and emotional needs of more than 550 children and their families from our economically disadvantaged surrounding neighborhoods.

Beyond their community-building ac-tivities for our students, parents, and teachers, the PTA has worked in part-nership with the school to “look beyond the horizon” by supporting bold initia-tives such as their recent investment of $250 million pesos to promote high-tech global learning environments at CNG.




2013 - 2014

Over the past ten years, the number of CNG families participating in Plan Padri-no has increased each year. From a low of only 23% in 2004, we now have more than 37% of our CNG families now participating in financially supporting the CFNG.

261

295 300 324

339 316

345 365 373

396

0

50

100

150

200

250

300

350

400

450

500

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

Num

ber o

f CNG

Fam

ilies

Year

Colegio Fundacion Nueva Granada (Hogar) Number of CNG Families in Plan Padrino - Ten Year Trend

In addition to the percentage of families increasing their participation, the aver-age contribution per family has also increased over the past ten years.

673,950

809,080

872,305

1,208,067

1,328,948

1,291,777

1,349,585

1,237,383

1,416,438

1,583,713

0

200,000

400,000

600,000

800,000

1,000,000

1,200,000

1,400,000

1,600,000

1,800,000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 YEAR

Colegio Fundación Nueva Granada Plan Padrino - Average Donation Per Family - Ten Year Trend

(in pesos)

As a final key statistic, the annual contribution of CNG families through Plan Padrino currently represents almost 50% of the giving of all five donation groups. Importantly, as donations among other companies and groups has slightly decreased over time, CNG families now serve an even more vital role in funding the programs and services at CFNG, and the long-term sustainability of our sister school will rely on continued growth in financial support by our entire CNG community.

Total annual giving by CNG families has steadily increased over the past ten years and now reaches almost $600 million pesos per year.

$211,170,000

$257,330,000

$362,420,000

$430,579,000

$437,912,500 $426,468,893

$426,897,188

$517,000,000

$590,725,000

$611,350,000

$0

$100,000,000

$200,000,000

$300,000,000

$400,000,000

$500,000,000

$600,000,000

$700,000,000

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 YEAR

Colegio Fundacion Nueva Granada ( Hogar) Plan Padrino -Total Annual Income - Ten Year Trend

(in pesos)

$280,000,000

$57,138,500

$134,583,631

$590,725,000

$300,000,000

Colegio Fundación Nueva Granada ( Hogar) External Funding

2012

Fodeo Fuentes Externas

Mentors

Donations in Money

In-kind donations

Plan Padrino

Events

From a low of only 23% in 2004, we now have more than 37% of our CNG families now participating in financial-ly supporting the CFNG.

Importantly, as donations among other companies and groups has slightly de-creased over time, CNG families now serve an even more vital role in funding the programs and services at CFNG, and the long-term sustainability of the Foundation will rely on continued growth in financial support by our en-tire CNG community.




2013 - 2014

Although CNG still remains hopeful to the outside possibility of extending our AAE concession beyond December 2014, if that prospect proves unattain-able, then we will explore additional ideas with the AAE Founders to contin-ue our noble mission of advancing pub-lic education for those with the greatest needs in our society.

This pioneering spirit of community outreach will continue to serve a vital and growing role in working to pro-vide opportunities for students and our community to live out our respon-sibility to model ethical citizenship for today and tomorrow.

CNG must be on the forefront of emerg-ing research and best practices for 21st century learning and innovation in ed-ucation. The time for thoughtful, pur-poseful, and bold exploration toward our next destination has clearly arrived . . . and we are ready for the challenge.

With the first graduating class scheduled to receive their CFNG diplomas in November 2014, the ongoing viability and sustainability of the Fundación requires expanded efforts on behalf of our CNG Administration and staff, Board of Direc-tors, and parent community. As an important part of our character education pro-gram for CNG students, their participation with Fundación students helps expand their horizons for what it means to be a global citizen and necessitates more future interactions and joint projects with CFNG students. The strengthening of our rela-tionship with the CFNG will serve as an important objective for our school going forward and important collaborative efforts have already begun in the work between our respective Boards to structure our partnership for future success.

C. our alianza eduCativa partnership: faCing a Current unKnoWn after deCemBer 2014

In alignment with the core principles that originally guided our school to join the Asociacion Alianza Educativa (AAE) fourteen years ago, CNG remains fully commit-ted to the goal of improving public education for disadvantaged children in Bogotá. We believe this central goal not only defines the entirety of our AAE efforts for over a decade but also reflects the mission of CNG’s educational outreach programs, most notably in our work with the Fundación Hogar among others. The AAE partnership has produced many noteworthy results and multiple successes over the past 14 years in our efforts with the three other partner institutions to improve public education for disadvantaged children. Our CNG community feels privileged and honored to be associated with Colegio San Carlos, Colegio Los Nogales, and Universidad de Los Andes during that work together in a life-changing endeavor linked to public service. Although CNG still remains hopeful to the outside possibility of extending our AAE concession beyond December 2014, if that prospect proves unattainable, then we will explore additional ideas with the AAE Founders to continue our noble mission of ad-vancing public education for those with the greatest needs in our society.

d. other eduCational and serviCe-learning organizations

Extending beyond the three major partnerships outlined above, CNG also par-ticipates with additional organizations to advance education in Colombia and im-prove educational programs for both teachers and students. From the hard-working parents who help build our character education program through Proyecto Vida, to the Teacher Training Institute advancing bilingual education through our work with UNICA University, to the ongoing work to expand “friendraising” objectives with our CNG Alumni Association, to the ACCESS Program to improve the English skills for students in our partner Alianza schools, our school´s message remains clear and consistent – the CNG community works to make the world around us a better place for others. This pioneering spirit of community outreach will continue to serve a vital and growing role in working to provide opportunities for students and our community to live out our responsibility to model ethical citizenship for today and tomorrow. We look forward to your participation in these life-changing endeavors that add value to the CNG educational experience.

Beyond the next horizon

Toward the Next Horizon – And Ready to Set Sail!

As we look ahead to the upcoming 2014-15 school year, we face the startling reality that our newest incoming Kinder 4 class will be graduating from CNG in the not too distant future poised at the edge of the THIRD DECADE of the 21st cen-tury. Without question, our pursuit of learning innovations for our students should not be something under consideration in a few years but rather an urgent quest for us right now. If we are truly committed to preparing our students for leadership and service for the world of tomorrow, then we must immediately set a bold course going forward and trim our institutional sails to the winds of a changing world in order to reach our visionary destination beyond the next horizon.

We should take great comfort as a school community in knowing that we possess a trustworthy compass for setting that courageous future direction. For many years, our honored traditions have provided us with a true north – an unwavering course set by our unified belief in a holistic program that develops the mind, body, and char-acter of every student. Yet although we will continue to abide by that true north, we must also understand that we are confronting new winds in the world transforming before our eyes.

The past structures and type of schooling currently provided to children will no longer be sufficient to prepare them for the shifting seascape and unknown future that they will soon be inheriting. For these reasons, CNG must be on the forefront of emerging research and best practices for 21st century learning and innovation in education. The time for thoughtful, purposeful, and bold exploration toward our next destination has clearly arrived . . . and we are ready for the challenge.

The great author and humorist, Mark Twain, in a more serious moment of con-templation, reminds us of the following life lesson:

Twenty years from now you will be more disappointed by the things that you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.

These wise words from Twain not only describe the type of motivating and ex-citing learning experiences that we want to provide for our CNG students but also signify the passageway ahead of us as a school. We must begin the journey to explore new horizons and reach the next destination in our institutional journey. Beyond these lofty platitudes, what exactly does this upcoming leg of our quest require for our community as we work together to navigate the ship? At the executive level of academic and operational leadership, the school will first be structuring a special Academic Roundtable comprised of principals, key area directors, and our data team to lead us to the next level of teaching and learning. This group will oversee the re-sulting level of refinements in teaching and learning, specifically by working with our talented teachers to develop prioritized learning objectives, common assessments,

SECTION V




2013 - 2014

and innovative learning environments to reach higher goals in our formative and summative learning results. This Roundtable group will lead efforts with teachers to embed our Positive Action Character Character Education Program as an integral part of student learning.

Additionally, CNG will be moving aggressively at each building level to estab-lish Professional Learning Communities to more effectively and efficiently analyze data for the purpose of monitoring and adjusting curriculum and instruction. Each of these “purpose-driven teams” will be working to develop their unique protocols for developing short-term and long-range work plans, and establishing measure-able objectives for performance outcomes. On the operational side, our adminis-trative crew will be refining our quality-assurance indicators to improve outcome objectives and increase overall customer satisfaction. And across all areas, we will be exploring the latest research and technologies for advancing both academic pro-grams and organizational effectiveness. By taking this approach in recalibrating our current work teams to align purpose with structure, we fully believe in our expanded institutional capability to supersede any challenge ahead. Additionally, the capacity of our talented CNG team of educators, Board members, and parent participants to work effectively together in focusing our collective efforts on uni-fied performance objectives will also ensure that our children arrive at new and exciting future destinations in their development of mind, body and character.

As a CNG community, we are a people of hope, a people of dreams, and a people of action and innovation. We have demonstrated these qualities and char-acteristics for over 75 years, and the dynamically changing world of today now demands that we leverage our past experiences to reach even higher levels of in-novation and performance. Armed with our Visionary compass that provides us with a true north and our Missional sextant that compels us to seek new and better destinations to help our students achieve their individual potential for excellence, we are prepared to boldly set our course for the next horizon and then beyond. The time has come to set sail on this great adventure!

Dr. Eric Howard HabeggerCNG Director

By taking this approach in recalibrating our current work teams to align purpose with structure, we fully believe in our ex-panded institutional capability to super-sede any challenge ahead.

Appendix

CNG 2013 - 2014 Annual Report


2013 - 2014

2013-2014 2013-2014 2014-2015 B vs CAPPROVED Year-End PROPOSED %of

BUDGET Projection BUDGET IncreaseREVENUES

TUTITION & FEES 43,353,000 43,625,113 46,636,793 7%INVESTMENT RETURNS 387,500 300,000 244,523 -18%

VARIOS 1,615,037 2,169,236 3,152,830 45%TRANSPORTATION 2,877,000 2,877,000 3,011,248 5%

CAFETERIA 600,000 600,000 2,102,841 250%TOTAL OPERATION INCOME 48,832,537 49,571,349 55,148,235 11%

TOTAL NON-OPERATIONAL INCOME 3,150,000 3,402,748 3,500,000 3%TOTAL REVENUES 51,982,537 52,974,096 58,648,235 11%

EXPENDITURESPERSONNEL TOTAL 38,201,881 39,119,108 42,836,434 10%

TEACHING MATERIALS 3,134,709 3,391,574 3,806,000 12%ACADEMIC ACTIVITIES 682,634 841,634 1,306,596 55%

ADMINISTRATION & SUPPORT 4,449,869 3,621,091 2,665,073 -26%TRANSPORTATION 2,413,158 2,147,594 2,223,036 4%

GENERAL EXPENSES 1,826,787 1,771,313 2,671,627 51%TOTAL EXPENDITURES 50,709,038 50,892,313 55,508,766 9%

SURPLUS / (DEFICIT) 1,273,499 2,081,783 3,139,468 51%

APPENDIX 1Comparative Operation Plan 2013-2014

(In thousands of pesos)

(A) (B) (C)

Our journey together toward the next horizon. 1 3-4 REPORT 2013 2014... · Director of Admissions...

Documents

Transcript of Our journey together toward the next horizon. 1 3-4 REPORT 2013 2014... · Director of Admissions...