ACADEMIC ORGANIZATION, ASSESSMENT AND EVALUATION SYSTEM, AND LEARNING SUPPORT SERVICES

Programs For Academic Sections

Article 10. Early Childhood Education: El Nido Early Childhood Center

The pedagogical approach of our El Nido Early Childhood Center provides a space that recognizes the emphasis on the value of relationships, affection, and bonding as crucial elements for the development of the whole child. Inspired by the enriching educational experience of the internationally recognized Reggio Emilia schools in the region of Italy, the El Nido pedagogical team creates social interaction spaces that enhance the child's world and multiple ways of expressing emotions and ideas. Through play-based exploratory experiences, where children are the protagonists of their own learning, they discover their environment and construct knowledge.

Article 11. Preschool, Primary, and Secondary Education:

The school offers formal education at the Preschool, Primary, Middle School, and High School levels. Each of the four sections has curriculum plans adjusted to the law and comprehensive and detailed curricula that are periodically updated and evaluated according to pedagogical needs.

The grade levels at Colegio Bolívar compared to other schools at the national level are as follows:

Colegio Bolívar

Kinder 4

Kinder 5

First Grade

Grade General Education Law

Pre-Jardín (Pre-Nursery)

Jardín (Nursery)

Transición (Transition)

Second Grade Primero (First Grade)

Third Grade Segundo (Second Grade)

Fourth Grade Tercero (Third Grade)

Fifth Grade Cuarto (Fourth Grade)

Sixth Grade Quinto (Fifth Grade)

Seventh Grade Sexto (Sixth Grade)

Eighth Grade Séptimo (Seventh Grade)

Nineth Grade

Octavo (Eighth Grade)

Tenth Grade Noveno (Ninth Grade)

Eleventh Grade

Twelfth Grade

** Children who are 4 years old by June 30.

Décimo (Tenth Grade)

Once (Eleventh Grade)

Academic Sections

Colegio Bolívar General Education Law

Pre-Primary (Kinder 4, Kinder 5, and Grade 1)

Primary (Grades 2, 3, 4, and 5)

Middle School (Grades 6, 7, and 8)

High School (Grades 9, 10, 11, and 12)

Pre-school (Pre-Nursery, Nursery, and Transition)

Primary Education (Grades 1 to 5)

Lower Secondary Education (Grades 6 to 9)

Upper Secondary Education (Grades 10 and 11)

These changes are due to the requirements that Colegio Bolívar must comply with from the U.S. Department of State and the accrediting entity COGNIA, formerly known as AdvancED.

All academic sections at Colegio Bolívar seek to develop each student's maximum potential through levelspecific curriculum plans. The curriculum is a solid academic program reinforced with social and valuesbased activities that reflect the reality of Colombia, along with a diverse program of complementary activities. The curriculum is characterized by directly involving the student in their learning and evaluation process through small classes, personalized attention, and units of study aligned with grade-level standards and benchmarks. Special emphasis is placed on the integral formation of the individual, where each student learns to be responsible for their own success. Students are provided with a wide range of resources to support their learning journey.

El Colegio Bolívar aims to provide all students with the opportunity to learn and demonstrate their knowledge and skills, considering their interests and learning styles. Within our school, we have a variety of assessment types that allow us to conceive of the student as a whole and evaluate their learning process.

A. Pre-Primary - Kinder 4, Kinder 5, and 1st Grade (ages 4 to 6)

During this early childhood period, teaching practices revolve around learning centers, small group work, and selected activities with the children. A bilingual program is offered, designed to continuously provide learning experiences linked to students' prior knowledge and allowing for progress according to their capacity and learning style.

The following areas are included in the bilingual Pre-Primary curriculum: Language (Spanish and English), Mathematics, Social Studies, Science, Physical Education, Music, Art, and Values Education. In learning practices, all areas are integrated around specific projects or themes.

B. Primary - 2nd, 3rd, 4th, and 5th Grade (ages 7 to 10)

The work with students during these four years of Primary aims to develop each student's maximum potential through a curriculum program that promotes integration between different disciplines: English, Mathematics, Science, Spanish, Social Studies, Technology, Music, and Physical Educat ion.

The student is actively involved in the knowledge construction and self -assessment processes. Students lead semester meetings with their parents, where they share their portfolio of work for each period.

Classrooms are composed of small groups, allowing for more individualized attention to all students. We have an excellent interdisciplinary team of professionals who provide support services (specialists in psycho-pedagogical assessments, English as a foreign language, literacy, and learning difficulties; remedial support teachers; enrichment program coordinator; and two counselors), ensuring that the educational needs of all students are addressed.

The school operates on a semester basis in Pre-Primary and Primary. Primary students assess their own performance based on specific objectives through an individual conference led by them, attended by their parents and teachers.

C. Middle School - 6th, 7th, and 8th Grade (ages 11 to 13)

The Middle School curriculum is designed to respond to the specific needs of our students' ages: preadolescents. We are committed to supporting and promoting their academic, physical, emotional, and social growth.

The program is divided into academic courses that cover essential and complementary areas according to graduation requirements for both diplomas. Required subjects are taught throughout the school year, and complementary subjects are taught on a semester basis.

The subjects included in the curriculum are: English, Spanish, Science, Mathematics, Social Studies in English, Social Studies in Spanish (6th grade), and Physical Education. Other subjects that make up the curriculum on a semester basis include Technology, Ethics, and electives such as Drama, Visual Arts, Dance, Music, Creative Writing, Leadership, etc.

We have a support program for students experiencing difficulties. They have the opportunity to attend reinforcement classes from Monday to Thursday with subject teachers. Likewise, the Learning Resource program is available to assist students with specific learning needs throughout the school year.

The schedule for Middle School is divided into eight subjects. Each day consists of five periods of 70 minutes each (except for the fifth period, which is 60 minutes). This means that one cycle of classes takes eight days to complete. Each day is different within this cycle of classes:

There are mandatory subjects, and a variety of electives are offered, which may change according to the school year.

Special Programs in Middle School :

• Leadership and Group Dynamics Program: Workshops carried out in a field designed with a series of obstacles that allow for reflection on teamwork, interpersonal communication, commitment, the ability to take risks, and discover creative solutions.

• Student Council and Houses: The structure of the Student Council and Houses provides opportunities for students to acquire governance and leadership skills. Student leaders represent their classmates by leading and organizing activities and being the voice of the students in important events.

This academic section has two counselors who support students' socio-emotional well-being.

D. High School - 9th, 10th, 11th, and 12th Grade (ages 14 to 18)

The High School curriculum complies with the most demanding Colombian and American standards, allowing students to graduate with both diplomas: the Colombian high school diploma and the U.S. High School diploma. The required courses to obtain these two diplomas include honors courses, Advanced Placement (AP) courses (college-level courses), art subjects, and a variety of electives, offering students the option to design a personalized program in which they can explore their interests and specifically prepare for their university careers. To complete their studies, each student must choose and develop an independent research project called the "Senior Project," demonstrating their research, presentation, defense, and critical thinking skills. The rigorous academic program of these four years aims to emphasize analytical thinking skills in students in preparation for their university studies.

Through Student Project Programs such as Model United Nations, Student Council, Global Issues Network, Student Ambassadors, and Community Assemblies, among others, students are provided with a space for the formation of a democratic culture of citizenship and relationships, where they build community, communication strategies, and gain self -confidence.

In High School, we have two counselors who guide personal and emotional growth. Additionally, we have a college counselor and an assistant specialized in university selection and application processes (College Placement). In this section, retreats, conferences, and various activities are organized to provide students with greater opportunities for character and leadership development, defining their values and priorities, improving decision-making strategies, career planning, and exploring other areas of personal growth.

The school schedule is the same as in Middle School and reinforcement classes are also offered.

The graduation requirements to obtain the academic bachelor's degree (Colombian) and the U.S. diploma are detailed in the Institutional Educational Project (PEI).

Assessment And Evaluation System

Article 12. Assessment and Evaluation System The Assessment and Evaluation system at Colegio Bolivar is a set of principles, norms, and procedures that regulate the integral evaluation and promotion of our students from one grade to the next. This system was approved by the educational community of Colegio Bolivar, including the Board of Directors, administrators, teachers, parents, and students. The system is based on the school’s mission, vision, and principles, as well as Colombian law. The norms and procedures described below help comply with the school’s mission statement: “Colegio Bolivar is an educational community whose mission is to educate its students in a bilingual, democratic environment to be autonomous, to demonstrate a spirit of inquiry and collaboration, to uphold a commitment to excellence, and to maintain the highest aspirations for the welfare of both the individual and society”.

PRINCIPLES: WHY DO WE ASSESS?

At Colegio Bolivar we assess our students to

• monitor and provide evidence of the progress learners make

• find out how students learn

• address the learning preferences and rhythms of our students

• provide feedback to students on how they could improve

• inform future planning and instruction

• enable teachers to evaluate the curriculum periodically

• enable focused communication with other stakeholders, especially parents

• be accountable to our stakeholders

ASSESSMENT AGREEMENTS (based on Marzano, Pollock, Guskey, Cooper, Stiggins, O’Connor and Chappuis’ research) o Formative assessments are used to provide ongoing feedback to students on their own progress. Formative assessments are also used to inform teachers of the degree of success of instructional strategies, but they are not included in the calculation of the overall grade (0%). o Summative assessments inform of student achievement relative to the standards and should constitute 100% of the student’s academic grade. o All assessments are aligned directly and explicitly to our school’s academic standards as written in our curriculum. Instruction is directly planned with these standards in mind in order to allow for meaningful assessment. o Assessment must be balanced to include oral, performance, and written tasks. o Because students learn in different ways and have different intelligences, they also need to have opportunities to be assessed differently. Our students are not penalized by limited methods of assessment. o We use multiple assessments of each standard where possible to ensure greater reliability of the grade. o Assessment and instruction are inseparable because effective assessment informs learning. o Students should receive written descriptions to visualize and understand what success looks like at the different levels of proficiency. o Students are taught to understand the components of their grade and have the opportunity to discuss their grades at any appropriate time. Students have the opportunity to reflect on their assessments and set goals for improvement. Our goal is to work towards strengthening self -assessment in our students. o During grade level team and PLC team meetings, teachers collaborate with colleagues to ensure consistency within grade levels and departments.

• Assessment serves different purposes at different times.

• Assessment must be planned and purposeful.

• Learning goals and expectations are clearly described in student rubrics which are based on prof iciency scales agreed upon by grade level teams/departments; students use assessment criteria to monitor their own progress in terms of the goals.

• For assessment to be helpful to students, it must offer descriptive feedback that is timely and actionable.

• Assessment should be a collaborative process.

• Performance standards are an essential component of effective assessment.

• Behavior, homework, or late work are monitored and addressed through means other than the direct lowering of an academic grade in order for the grade to reflect performance standards only. We understand that effort cannot be quantified.

• In group projects, only individual contributions are recognized with grades.

• Grading and reporting student achievement is a caring, sensitive process that requires teachers’ professional judgment.

• Teachers provide grades that are accurate and align with the student learning within the standards.

Article 13. Assessment and Grading: The school bases student assessment on a combination of both Formative and Summative strategies. The evaluation of student learning happens in a variety of ways, allowing students to demonstrate their knowledge and ability, while taking into account their learning strengths/needs/preferences through student choice.

Formative assessments are ongoing throughout the academic periods which should be reflected and recorded in the gradebook but not counted towards the final grade. Formative assessment tracking allows for students, teachers, administrators, and parents to stay updated on the learning process. These assessments provide students and teachers with the necessary feedback for students to improve their learning and teachers to adjust their practice.

Summative Evaluation takes place during each academic period to collect information on each student’s performance level at specific points in time (end of a unit, end of a learning goal cycle, prior to a reporting date, and to ratify that the student is ready for the next grade level).

Teachers are expected to input grades from both formative and summative assessments into PowerSchool in order to be able to establish trends and do a more accurate, systematic and continuous follow up on the students’ progress. Only summative grades will count in the overall grade calculation. Completing formative assessments and/or other tasks is a requirement for participation in recuperation activities.

Effective Teaching is part of the learning process and relies on effective evaluation practices. This is why Colegio Bolivar expects that all of the evaluation done by their teachers offer precise information about the students’ performances. Each evaluation seeks to comply with the following quality standards: 1) it should be aligned with the indicators, 2) it should evaluate what has been taught and 3) it should use appropriate methodology.

Assessment is an integral part of the curriculum, as it determines whether, when, and how the students reach the expected level of learning of the benchmarks. Assessment gathers feedback to inform the planning, teaching, and evaluation processes. Varied assessments provide evidence of the students’ learning. Teachers seek to offer constructive, actionable feedback as a resource to refine the learning process, in search that all students reach a performance level according to their potential. Evaluations are tools to develop meta-cognitive skills which motivate students to become empowered in their personal education (learning to learn) and to own their process. The following strategies are important for the integral assessment of our students’ performance:

• Constant, actionable, and timely feedback

• Authentic assessments

• Common assessments (developed by Professional Learning Community teams)

• Learning Support Services assessments (psychometric testing, DRA, etc.)

• Standardized tests and reading inventories (MAP, Fountas & Pinnell, etc.)

• Self -evaluation (1st to 12th)

• Teacher meetings with Principal/counselors/Learning Support Services (LSS) team

• Evaluation and Promotion Committee Meetings

Article 14. Grading System: Grades are entered electronically for all students and are accessible to both students and parents depending on the developmental stage corresponding to each academic section.

A. Colegio Bolivar Grading Scale (1st – 12th)

*Notes:

- Grades 3.5 and higher should be attainable and a clear path for reaching the Advanced performance level should be made evident to the student.

- It is possible to earn more than 4.0 scores for students taking honors or AP courses. Grades from credits earned from institutions other than Colegio Bolivar ( i.e., K12, exchange programs, etc.) are not factored into the student’s GPA.

- K4 and K5 assign pass/fail grades

Course curricula are comprised of standards and standards are divided into benchmarks. All assessments are graded on a 4-point scale specifically to benchmarks that are included in the curriculum. These benchmark scores are then combined to form a standard score which will contribute to the final grade. Grade averages do not necessarily fully reflect a child’s progress; therefore, professional judgment and trend data are considered in the final assessment.

All students are assessed on the Bolivar Values to indicate to what level they meet Colegio Bolivar’s expectations in these areas. The evaluation of our values is separate from the academic grade and is communicated at four different times in the year: before each conference and at the end of each semester. In Preprimary and Primary, homeroom teachers are responsible for this assessment using the following scale: Consistently observed, Developing, Emerging, and No evidence. In Middle and High School, all teachers assess this area using 1-2-3-4.

Why does Colegio Bolivar use a 4-point Scale? The use of a 4-point scale at Colegio Bolivar helps us promote:

• Fairness o Equality versus equity

• Motivation o Intrinsic versus extrinsic

• Reduction of subjectivity

• Accuracy and consistency

• Student involvement in the grading system

• Elimination of practices that distort achievement

• Adherence to rubrics based on standards and benchmarks

• Consistency with the Colombian grading system

• Consistency with the U.S. university 4.0 scale

• Mastery in learning

• Rewarding improvement and progress

• Reduction of impact from low marks

• Objectivity (reduction of errors due to subjectivity)

• Grading for learning

B. Late Work Policy

Each academic section has a specific late work policy (see individual section policies).

C. Homework Policy

Colegio Bolivar believes that homework, given the proper context, and taking into consideration the developmental level of students, can have a positive effect on learning. Research (Hattie, 2009 and Hattie & Yates, 2013) shows that appropriate homework should meet the following criteria:

• Daily homework should be used mainly as formative assessment and meaningful feedback should be provided;

• No homework should be given a numeric grade*, but should be assessed and closely monitored by the teacher;

• Homework should be task-oriented, concise, and not include complex material;

• Homework should be used to extend learning and encourage the extra practice of skills;

• Parents should support autonomous student completion of homework and should avoid direct instructional involvement;

• Homework should not undermine a student’s motivation nor lead to the student internalizing incorrect routines;

• When assigning homework, special consideration should be made for students who have diverse needs in their learning process.

*At times, homework may be given to complete a portion of longer assignments such as projects or essays that are summative in nature and may receive a grade.

Article 15. Standardized Tests:

A. International Tests

In order to monitor student progress, to inform our academic programming, and to measure our students’ performance in relation to international norms, Colegio Bolivar utilizes the following standardized tests:

• MAP Measures of Academic Progress (1st -10th grades) o Reading and Math / 2nd to 10th / Spring o Language Usage / 2nd to 10th / Winter o Science / 5th to 10th / Winter o Reading Fluency Spanish / 1st / Fall & Spring / 2nd and 3rd / Fall & Winter o Reading Fluency English / 2nd and 3rd / Fall & Winter

• Fountas and Pinnell / 1st – 8th grades and at-risk readers in 9th

• PSAT Preliminary Scholastic Aptitude Test / 10th grade / Fall

• SAT Scholastic Aptitude Test / 11th and 12th grades / Optional

• AP Advanced Placement / 10th, 11th, and 12th grades / Optional

• ACT American College Testing / 11th and 12th grades / Optional / Fall or Spring

• TOEFL – Test of English as a Foreign Language / 11th and 12th grades / Optional

B. National Tests

• All 12th grade students at Colegio Bolivar are required to take the national test given by the Colombian Ministry of Education and Icfes (Instituto Colombiano para la Evaluación de la Educación) in March called Saber 11 (also known as Icfes Exam). Mock exams should be taken during the last week of January for 11th and 12th grade and the last week of August for 12th

• The Evaluar para Avanzar tests are administered 6th to 10th grades for the areas of Spanish and Ciudadanía, in the Fall.

Article 16. Evaluation and Promotion

• Academic performance is understood to be the achievement of goals, competencies and abilities based on standards and benchmarks determined for each subject.

• Social and Emotional readiness is considered in the evaluation process. Learning is understood as meeting the expectations of a Bolivar graduate according to one’s personal development and growth.

• Attendance, complying with assignments, maturity, social and/or emotional readiness, understanding of basic concepts, motor skills and language development, both in English and Spanish, as well as a learning profile, are all taken into account in relation to student progress. *Note: Behavior, effort and organization are evaluated through personal growth and life skills indicators.

• The teachers should give multiple and varied assessments to give feedback to improve understanding and academic development.

• Attendance is vital to the student's academic development. Any student with more than 27 absences may not be considered for promotion to the next academic level, which is determined by the Evaluation and Promotion Committee, except under the following conditions: o Decree 2845 of 1984 (art 48) o Educational, sports, and/or academic trips approved by the section principal

• Academic dishonesty is handled in conformity with the norms established in Chapter III of the School Handbook.

• Students who take AP courses will receive an additional 0.2 grade points on their final grade. Students who take Honors courses in High School will receive additional 0.1 grade points on their final grade.

• Taking the SABER 11 test may increase students’ final grades. Extra points will be given to each area except English, based on the results of the test taken by the seniors at the end of second semester. Students who are failing a subject area do not receive additional points in that area based on SABER 11 test performance.

• Extra points will not apply if the student has failed the course (grade below 2.0)

The following scale is used to calculate extra points:

A. Self-evaluation

The objective of the self -evaluation process is to form independent and autonomous students who have the ability to be reflective and identify the necessary growth steps in their learning. Self -Evaluation covers academic as well as social and emotional aspects.

B. Additional Strategies for Improving Academic Performance

Besides the Multi-Tiered System of Support (MTSS) approach described in Student -Centered Instruction section, the following are additional strategies used to support and improve student performance during the school year:

• Plans for working at home

• Advisory Program

• Recuperation and Habilitation (as stated in this document)

• Follow-up to support form external specialists

Article 17. Promotion Criteria

Students are promoted when they demonstrate that they have reached at least the basic performance for each grade level as established by the current system. To be promoted, it is required that students:

• Have a passing grade in K4-K5 and a 2 or more in 1st grade and Primary, in the core areas

• Have a grade of 2 or more in all subjects in Middle School and High School

• Have complied with the minimum attendance required

• Successfully habilitate any subject that the student has failed (a maximum of two subjects)

• Humanities will be considered as two core areas in 6° and 7°

Article 18. Retention Criteria

A. Preprimary

Preprimary students will be automatically promoted to the next grade level in Kinder 4 and Kinder 5 unless the school, along with the parents’ endorsement, deems retention necessary in the same grade. A format is used to keep records of this decision, which is shared with the parents, where the observations and analysis made by the teachers, counselor, support teachers and director of the section are recorded, in case the student does not show the academic skills or the emotional maturity that allows him/her to be successful in the next level of schooling. Retention is the last alternative once interventions are made with the team of Learning Support Services, external tutorials or the required specialists who can support the child to achieve the expectations of the current grade. In the case of first grade students who do not meet the academic and / or socio-emotional objectives at the end of the school year, retention will be recommended.

B. Primary

The standing of students who have failing grades in two or more of these subjects: Spanish, English or Math, or in any of the above plus Science and Social Studies, will be reviewed by the Evaluation and Promotion Committee. This committee will decide if there is promotion or retention. Students not complying with the attendance policy will be retained.

C. Middle School and High School

A student will not be promoted if he or she:

• Does not comply with the attendance policy addressed in this document

• Fails three subjects at the end of the year (no habilitation offered)

• Fails two classes and does not pass either habilitation assessments the week before school starts

Habilitation exams take place in August in Middle and High School. This opportunity is offered to students who have a cumulative grade less than 2 in any given subject. Students who fail one or two subjects will habilitate the week before school starts. Students who fail both habilitation exams will fail the year. The final grade for a student who passes the “habilitation” test will be 2. If they fail the habilitation, the original final grade will be the definitive one. No subject with a grade less than 1 may be habilitated.

The cases of students considered for retention are taken to the Evaluation and Promotion Committee, which makes the decision if the student should be promoted or not. A student may be promoted even while failing a subject. If this is the case, the student must complete a habilitation plan and must pass a habilitation exam no later than the subsequent school year.

Article 19. Anticipated Promotions

These are the requirements for the school to consider anticipated promotion for a student with a consistent outstanding performance:

• To have all grades at a superior performance level for at least two consecutive years

• To demonstrate readiness, according to testing and performance, the knowledge and skills to initiate the targeted grade level

• To show social and emotional readiness according to the developmental level

These cases will be studied by the Evaluation and Promotion Committee, and they require approval from the parents.

Article 20. Graduation Requirements

Colombian Bachillerato Requirements:

• Four years of English (4 credits – Grade 9 to 12)

• Four years of Spanish (4 credits – Grade 9 to 12)

• Four years of Science (4 credits) o (must take at least one Science in each year grade 9 to 12)

 Grade 9 - Biology

 Grade 10 - Chemistry

 Grade 11 - Physics

 Grade 12 - Student’s choice

• Four years of Mathematics (4 credits)

 Grade 9 - Integrated Math II

 Grade 10 - Integrated Math III

 Grade 11 - Pre-Calculus / Trigonometry

 Grade 12 - Calculus

• Four years of Social Studies (5 credits)

 Grade 9 - Colombian and Latin American Studies II

 Grade 10 - Colombian and Latin American Studies III

- World History / Politics

 Grade 11 - U.S. History / Economics

 Grade 12 - Colombian and Latin American Studies IV

• Two years of Physical Education (Grade 9 & 10) (2 credits)

• Two years of Philosophy / Ethics (Grade 9 & 11) (2 credits)

• Half -year of ICT (Grade 9) (0.5 credits)

• Career Week

• Senior Project (Senior Thesis) (Grade 12)

• 80 Hours of Social Service under a school-sponsored program

Total of 32 Credits: 25.5 core-subject credits plus 6.5 credits of elective courses from Grade 9 through Grade 12.

MINIMUM graduation requirements are 30 credits, but all credits from points 1 to 11 above are absolute requirements for “Colombian Bachillerato”.

NOTE: A student who finishes grade twelve with insufficient credits to graduate has a period of five years from their graduation date to make up the missing credits. A maximum of two credits can be accepted upon receipt of official transcripts from an accredited institution. If the five- year period expires, the possibility of receiving a graduation diploma from Colegio Bolivar is lost. No extensions will be granted.

United States High School Diploma Minimum Requirements:

• Four years of English (4 credits – Grade 9 to 12)

• Spanish (Spanish course or equivalent in each year of attendance at Colegio Bolivar for a total of 4 possible credits)

• Four years of Social Studies or History (4 credits – Grade 9 to 12)

• Three years of Science (3 credits)

 Grade 9 - Biology

 Grade 10 - Chemistry

 Grade 11 - Physics

 Grade 12 - Student’s choice

• Three years of Mathematics (3 credits)

 Grade 9 - Integrated Math II

 Grade 10 - Integrated Math III

 Grade 11 or 12 - A suitable math course on-line or Pre-Calculus

• Two years of Physical Education (Grade 9 and Grade 10) (2 credits)

• Half -year of ICT (Grade 9 - 0.5 credits)

• Full year of Philosophy / Ethics II (Grade 9 – 1 credit) (required if entrance to school is in grade 9 or grade 10)

• Career Week

• Senior Project (Senior Thesis) (Grade 12)

• 80 Hours of Social Service under a school-sponsored program

MINIMUM CREDITS - 28

21 required credits plus 7 credits of elective courses from Grade 9 through Grade 12.

MINIMUM graduation requirements are 28 credits AND all credits from points 1 to 11 above are absolute requirements for “United States High School Diploma”.

NOTES:

- A student who finishes grade twelve with insufficient credits to graduate has a period of five years from their graduation date to make up the missing credits. A maximum of two credits can be accepted upon receipt of official transcripts from an accredited institution. If the five- year period expires, the possibility of receiving a graduation diploma from Colegio Bolivar is lost. No extensions will be granted.

- Those students who finish 12th grade under a Modified Plan will get a diploma that will include the phrase “…according to their individual plan or reasonable adjustments”.

Article 21. Communication of Student achievement

The communication of the students’ progress happens in the following ways:

• Report Cards

• Progress Reports defined by each section

• Conferences – Individual meetings with parents and school personnel. 3-Way conferences, which include the student, take place from the end of first grade up.

• Phone Fridays in Secondary School (at least three times a year, parents are called when students are performing at a level of 2, or below, or if a teacher is particularly concerned with a student’s performance level). In some cases, communication will be via email.

• Informal methods: Communication amongst teachers, the parents and/or the student

• Family access through the school student information system (PowerSchool)

A. Report Cards

Report cards are generated at the end of each grading period. Parent -Teacher Conferences are held at least twice a year in all academic sections.

B. Progress Reports

In Preprimary the teachers meet three times a year to discuss student progress. If there is difficulty in the learning process, a parent conference is called to inform parents and coordinate strategies to help the student.

In Primary, Middle School, and High School two progress reports go out yearly in October and March. This represents the halfway point of the semester.