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EAC Annual Report 2015-2016


Table of Contents 5 Letter of Introduction from Head of School 6

From the EAC Board of Trustees

7

EAC Mission | GIANTS

8 EAC Community - Celebrating our Diversity | Vision 10 EAC’s Four Pillars 13 Academics 13

MAP results

19

Cesgranrio Results

20

IB Diploma Results

22

Enem Results (in Portuguese)

23

Scholastic Aptitude Test (SAT) Results

24

College/University Acceptances 2015-2016

27 Student Progress and the Montessori Program

31 Athletics 33 Highlights

35 Arts 36 Highlights

41 Global Citizenship

2

41

Elementary School

42

Upper School


44 EAC Faculty Profile 46 21st Century Learning 48 Master Facilities Plan 50 Finances 52 Home-School Partnership 52

EAC Parent Outreach

53

Parent Advisory Committees (PAC’s)

54

Parent Feedback

56 Advancing EAC’s Mission

3


4


Letter of Introduction from Head of School

Dear EAC Community,

On behalf of the EAC Faculty, Staff and Administration, I am pleased to present the EAC Annual Report 2015-16. The EAC Annual Report tells the story of EAC student experience in relation to the four pillars: Academics, Arts, Athletics, and Global Citizenship. The EAC community is most fortunate to have a compelling vision and mission in place that is shared and commonly understood. This is a reflection of our commitment to students and to our commonly held values. We all understand the meaning of our mission characterized by #wearegiants. In keeping with our vision and mission, our core work is to build the capacity of our school and community and engage in continuous improvement. We understand the importance of providing students with opportunities to develop essential knowledge, skills and attitudes, yet we know that it is not enough. We strive to equip students with the tools necessary to learn how to learn because we understand that we are preparing students for a future that is not fully known or understood. Similarly, we build capacity in our faculty and staff by providing relevant professional development opportunities, time to support collaboration, and tools to do a job that shifts constantly as we learn more about how to help students learn and realize their academic and personal potential. Last, we aim to enrich the EAC community by organizing and sponsoring a range of events to connect students, faculty/staff, parents, and alumni around common interests and passions. We strive to reach out and develop mutually beneficial partnerships with schools and social service organizations locally and globally in order to make a positive difference in our community and beyond. Student success at EAC is made possible by a productive partnership between supportive families who invest in their children’s education and a talented and dedicated multi-national faculty and staff who are deeply committed to students and their learning. As you read through this Annual Report, we hope that you develop a better understanding of the meaning of GIANTS and the value that EAC adds to the experience of our students. Sincerely yours,

Thomas J. Pado Head of School

5


From the EAC Board of Trustees The overall role of the EAC Board of Trustees is to oversee the strategic direction of the school. More specifically, the Board hires (and evaluates) the Head of School to implement an improvement plan and to oversee the dayto-day operations of the school. The Board also provides fiduciary oversight by approving an annual budget and setting school fees. The Board ensures legal compliance and establishes broad school policy in accordance with the school vision, mission, and core values. Most of the work of the Board is accomplished through Board committees. During the 2015-16 School Year, the Board of Trustees worked very closely with the School Administration to achieve the following:

• Conduct a worldwide search and appointed a new Head of School.

• Monitor the implementation of a succession plan to support the Head of School transition.

• Support the continued strengthening of educational programs, particularly the Brazilian Program and the IB Diploma Program.

• Oversee capacity building within the Student Support and Success Program in order to comply with the new Inclusionary Law.

• Support the advancement of the EAC vision/mission by supporting a 60th Anniversary Celebration.

The EAC Board of Trustees also extended a formal invitation to Hyundai to join as an Associate Company. Hyundai accepted the invitation and will formally join the Board as an Associate Company in January 2017. After reviewing this report, please don’t hesitate to engage and ask questions. The school administration and faculty/staff are here to support your involvement in your child(ren’s) education and to address your questions. The Board of Trustees views this report as an opportunity to increase communication, transparency, and engagement.

EAC Board of Trustees 2015-16

EAC Board of Trustees 2016-17

Sylas Denucci | President

Sylas Denucci | President

Gustavo Ceccato | Vice-President

Gustavo Ceccato | Vice-President

Tony Molica

Armando Pimentel

Armando Pimentel

Gabriela Lanza

Jen Weil* / Oliver Geuther

Oliver Geuther

Robert Strong* / Gabriela Lanza

Tony Molica* / João Paulo Godoi Eui Hwan Jin (January 2017)

Transferred and left the Board during the year.

*

6


EAC Mission | GIANTS Mission At EAC, we are a learning community that fosters globally minded, innovative thinkers and learners who are thoughtful and reflective individuals. We accomplish our mission by nurturing our passions and taking accountable risks while continually striving for success. We are Giants!

GLOBALLY MINDED INNOVATIVE THINKERS AND LEARNERS ACCOUNTABLE RISK-TAKERS NURTURES PASSIONS THOUGHTFUL AND REFLECTIVE STRIVES FOR SUCCESS 7


EAC Community - Celebrating our Diversity | Vision

EAC is a community of globally minded and life-long learners reaching our fullest potential in a caring, dynamic environment through personalized education that prepares us to contribute to an ever-changing world (EAC Vision). One of the most striking features of EAC is the extraordinary sense of community and the warm welcome offered to students and their families from dozens of countries around the globe. Our students reap the benefits of living and learning in a diverse community characterized by: American Heritage; Brazilian Home; Global Family.

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Breakdown of student nationalities (as of September 2015)

With the exception of this past year, EAC’s enrollment has grown steadily over the past five years. As the Brazilian economy recovers, enrollment is expected to increase to EAC’s capacity of 800 total students.

Europa 4%

EUA/Canadá 11%

Ásia 14%

América Latina 3%

Brasil 68%

Breakdown of enrollment 2011-16 690 646

300

712

716

304

292

280

279

266

704

280

258

108

256

134

264

144

145

158

Pre-school Elementary School Upper School

2011/2012

2012/2013

2013/2014

2014/2015

2015/2016 9


EAC’s Four Pillars


EAC Four Pilars Academics

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Academics MAP results Measure of Academic Progress

EAC administers the MAP Assessment 2 times per year (September and May) to all students in Grades 1-9. This test was developed by the Northwest Evaluation Association and is used extensively in the United States as well as by many international schools. Over one million students took the MAP test outside of the United States during the 2015-16 school year. The MAP test measures the following strands that are aligned to US educational standards and are addressed in EAC’s Math and English language arts curricula.

Mathematics

Reading

Language Usage

Computation

Literature

Planning / Organization / Research

Number Sense

Information Text

Understanding Grammar / Usage

Algebraic Methods

Foundational Skills / Vocabulary

Punctuation and Spelling

Data Analysis and Probability Geometric Concepts Measurement Problem Solving

The MAP test is designed to provide two important forms of data: grade level benchmarking and individual growth. NWEA, the test developer, has collected an enormous body of normative data, which is used to compare the performance of EAC students with students at the same grade level in the US and internationally. Norms represent average levels of performance. By looking at a student’s results at the start of the school year and then repeating the test at the end of the year, we can learn something about their progress compared to projections based on these norms.

13


EAC Four Pilars Academics MAP results

Student personal growth is determined by the fact that MAP is an adaptive test. An adaptive test adjusts the level of difficulty based on the student’s response. This means, when a student gets a question right, the next question is more difficult; if they get a question wrong, they get an easier question. Over the course of fifty questions, the test determines an individualized level of performance. This is reported in what is called a RIT score. The teacher can then look at specific items in reading, math or language that a student needs to work on based on the RIT score. The RIT score for that specific grade level is compared to the normative data in order to set a goal for growth to be achieved by the end of the year.

14


MAP results

EAC mean versus Regional mean versus International mean in Math, Reading, and language Usage in Fall 2015.

GRADE 1 200

150

100

Reading

50

Language

1st Grade does not take Language 0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

Math

EAC US Int. RIT RIT RIT Mean Norm Norm

GRADE 2 250

200

150

100 Reading

50 Language

2st Grade does not take Language 0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

Math

EAC US Int. RIT RIT RIT Mean Norm Norm

GRADE 3 250

200

150

100 Reading

50

Language Math

0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm 15


EAC Four Pilars Academics MAP results GRADE 4 250

200

150

100

Reading Language Math

50

0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

GRADE 5 250

200

150

100

Reading Language Math

50

0

GRADE 6 250

200

150

100

Reading Language Math

16

50

0


MAP results GRADE 7 250

200

150

100 Reading

50

Language Math

0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

GRADE 8 250

200

150

100 Reading

50

Language Math

0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

GRADE 9 250

200

150

100 Reading

50

Language Math

0

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm

EAC US Int. RIT RIT RIT Mean Norm Norm 17


EAC Four Pilars Academics MAP results

Reading: Average EAC Observed Growth v. Projected Growth Sept 2015 & May 2016 25

20

15

10

Observed Growth

5

Projected Growth 0

1

2

3

4

5 Grade level

6

7

8

9

Mathematics: Average EAC Observed Growth v. Projected Growth Sept 2015 & May 2016 35 30 25 20 15 10 Observed Growth

5

Projected Growth 0

1

2

3

4

5 Grade level

6

7

8

9

8

9

Language Usage: Observed Growth v. Projected Growth September 2015 & May 2016 15

10

5 Observed Growth Projected Growth

18

0

1

2

3

4

5 Grade level

6

7


Cesgranrio results

Cesgranrio Results Teste de Proficiência em Língua Portuguesa

In April 2016, EAC conducted a diagnostic evaluation for students in grades 5 (Elementary School), 7 (Middle School), 9 and 11 (High School). This external evaluation was prepared by Fundação Cesgranrio (www.cesgranrio.org.br) with items adjusted by TRI within the parameters set by Saeb (Evaluation System for Basic Education), through “Prova Brasil”. The main objective was to evaluate student competencies and abilities in these grades in reading and writing in Portuguese. This diagnostic evaluation has become an important instrument to improve the teaching and, consequently, performance results of the students. Nível de Proficiência em Leitura 350

Obs: Não há “Prova Brasil” para o 7º ano, portanto nos comparamos apenas com o nível adequado para esta série.

300

250

200

150

NÍVEL ADEQUADO Saeb - “Prova Brasil”

100

EAC 2015 50

0

EAC 2016 Escolas particulares Estado de SP 2016 5º ANO

7º ANO

9º ANO

11º ANO

Nível de Proficiência em Escrita Distribuição percentual dos alunos nas competências avaliadas.

COMPETÊNCIAS

5º ano 38 alunos MB

B

7º ano 34 alunos R

MB

B

9º ano 27 alunos R

MB

B

11º ano 26 alunos

R MB

B

R

Tema/Gênero

84.2 15.8

-

79.4 17.6 2.9 92.6 7.4

- 76.9 23.1 -

Coerência

68.4 31.6

-

61.8 38.2

-

100

- 76.9 23.1 -

Coesão

57.9 39.5 2.6 67.6 32.4

-

51.9 48.1 - 69.2 30.8 -

Registro Formal

52.6 39.5 7.9 58.8 38.2 2.9 77.8 22.2 - 69.2 30.8 -

-

MB - Muito Bom / B - Bom / R - Regular. Obs: expectativa é que os alunos atinjam os níveis Muito Bom e Bom. • Plano de Ação para a competência “Registro Formal – em todas as series •P  lano de Ação para “Coesão Textual” - 5º ano •A  penas um aluno no 7º ano fugiu ao tema ao redigir seu texto, por isso a porcentagem 2.9 no nível “Regular”. 19


EAC Four Pilars Academics IB Diploma results

IB Diploma Results

EAC offers the International Baccalaureate Diploma Program, a two year, university preparatory program of studies culminating in external examination and moderation. We offer an inclusive “IB for All” program and encourage all our students to pursue the diploma. The diploma is awarded to students who gain at least 24 points, subject to minimum levels of achievement across the whole program and satisfactory engagement in the core of the Diploma; Creativity, Action and Service (CAS), Theory of Knowledge (TOK) and the Extended Essay (EE). The highest total that a Diploma Program student can reach is 45 points. It is a qualification recognized and respected by the world’s leading universities. We are especially proud of our results and know that they could not have been achieved without the dedication of the teachers that guided the students through the Diploma.

IB Diploma Total Points EAC mean versus world mean May 2016

7 6 5 4 3 2

EAC Average World Average

1 0 English HL

Notes: World Average IB Diploma Score is 30 points. World Average IB Diploma pass rate is 79% 20

English SL

Port. HL

Port. SL

Spanish HL

Spanish SL

History HL

History SL Philosophy SL

Examination Session

May 2015

May 2016

Total Registered Students Diploma Candidates Course Candidates Anticipated Candidates (11th graders: 1-year course) Diplomas Awarded Bilingual Diplomas Awarded Highest Diploma Score Awarded Average Diploma Score Average Subject Score

31 27 (87%) 4 (13%)

24 9 (69%) 4 (31%)

0

11

23 (82%) 20 (71%) 37 31 4.92

8 (89%) 7 (78%) 41 34 5.35


IB Diploma results

Biology HL

Biology SL Chemistry HL Chemistry SL Physics SL Math Studies

Math HL

Math SL

Art HL

Art SL

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EAC Four Pilars Academics ENEM results

Enem Results (in Portuguese) Brazilian National High School Exam

O ENEM é uma avaliação elaborada pelo Ministério da Educação para verificar o domínio de competências e habilidades dos estudantes que concluíram o Ensino Médio. Ele é composto por quatro provas de múltipla escolha, com 45 questões cada, e uma redação. As quatro provas objetivas são: Ciências Humanas e suas Tecnologias; Ciências da Natureza e suas Tecnologias ; Linguagens, Códigos e suas Tecnologias ; Matemática e suas Tecnologias. A pontuação das questões de múltipla escolha do ENEM é feita por uma metodologia chamada Teoria da Resposta ao Item (TRI) , que envolve psicologia, estatística e informática, e garante que todas as provas tenham o mesmo grau de dificuldade e possam ser comparadas.

Resultados ENEM – EAC e Principais Escolas de Campinas e Região

2013

2014

2015

ESCOLAS Testes On-line

Redação

Testes On-line

Redação

Testes On-line

Escola Americana de Campinas

628.16 (10 alunos)

660.00

682,48 (5 alunos)

736,00

709,43 (3 alunos)

713,33

Colégio Etapa – Valinhos

677,78

717,97

681,57

709,50

674,23

739,18

Colégio V. de Porto Seguro II – Valinhos

664,62

729,48

672,69

780,16

681,99

798,73

Escola Comunitária

653,09

717,25

655,70

708,19

654,09

690,97

Instituto Imaculada

661,45

706,60

655,56

710,85

653,31

717,30

Colégio Progresso

653,86

685,71

661,37

732,86

668,84

796,52

Colégio Rio Branco

647,05

699,32

641,72

696,00

629,99

729,62

Colégio Notre Dame

626,24

675,94

614,08

676.36

643,9

682,39

22

Redação


SAT results

Scholastic Aptitude Test (SAT) Results

The SAT (Scholastic Aptitude Test) is a globally recognized college/university admission test used as a part of the application process for colleges in the US, Korea, and Singapore; and, if a student is not a full IB Diploma candidate, it may be required in other countries. The SAT tests students’ skills in reading, writing and mathematics.

Reading

Mathematics

The reading section assesses students’ ability to draw inferences, synthesize information, distinguish between main and supporting ideas and understand vocabulary used in context.

The mathematics section requires students to apply mathematical concepts, solve problems and use data literacy skills in interpreting tables, charts and graphs.

At EAC, many of our students usually sit this set of standardized tests in Grade 11 and/or Grade 12.

2016 EAC Mean

2016 US Mean

Math 500-760

2016 US CollegeBound Mean

Critical Reading 590-720 Composite 1090-1480

0

300

600

900

1200

1500

23


EAC Four Pilars Academics College/University Acceptances 2015-2016

College/University Acceptances 2015-2016

Nearly 100 percent of EAC graduates continue their education at a four-year college/university. This tables shows university acceptance for the last 2 years. USA Agnes Scott College

School of the Art Inst. of Chicago

American University

Scripps College

Bard College

Seton Hall University

Barry University

Stevens Institute of Technology

Boston University

Syracuse University

Bryn Mawr College

The Ohio State University

California College of the Arts

UC Santa Barbara

Carnegie Mellon

UC Santa Cruz

Chapman College

UCLA

Elon University

University of Cincinnati

Emory University

University of Connecticut

Florida Institute of Technology

University of Evansville

George Washington University

University of Indiana

Georgia Institute of Technology

University of Miami

Lynn University

University of North Carolina, Greensboro

New York University

University of Notre Dame

Oregon State University

University of Pennsylvania

Penn State University

University of Richmond

Pratt Institute

University of South Carolina

Purdue University

University of Southern California

Rensselaer Polytechnic Institute

Villanova University

Rhode Island School of Design

Wesleyan University

Rollins College

Worcester Polytechnic Institute

Savannah College of Art & Design

-

Brazil Mackenzie – São Paulo

Universidade de São Paulo (USP)

ESPM

Fundação Getúlio Vargas

Universidade Estadual de Campinas (Unicamp)

Pontifícia Universidade Católica de São Paulo (PUC SP)

São Leopoldo Mandic

-

UK/Europe Franklin University, Switzerland

University of Edinburgh

Hult International Business School, UK

University of Sheffield, UK

Kings College, London

University College, London

LDS Business College

University College-Utrecht, Holland

Canada/Other University of British Columbia 24

University of Toronto


25


EAC Four Pilars Academics

26


Student Progress and the Montessori Program

Student Progress and the Montessori Program

The Montessori method is an integral part of the EAC Toddler and Preschool Program. This methodology was established during the late 19th century and continues to develop children to their full potential while respecting each child’s individuality. The prepared environment allows the child to explore freely, manipulating the materials as their minds expand. The mixed-age program encourages the interaction between children of ages 3-5, which further encourages the learning process. The Preschool uses two instruments to communicate student progress.

• The Report Card • Benchmark Assessment Instruction

The Report Card is the most important evaluation tool in the Preschool. The report provides an evaluation of individual student performance and progress in the following areas:

• Work Style • Social and Emotional Development • Motor Skill Development • Academic Development • Oral Language • Pre-reading • Pre-writing • Sensorial • Math

Below is the report card evaluation for 59 K5 students during the 2015-16 school year. The graph highlights the percentage of students who earned the following ratings - Satisfactory, Progressing, and Emphasis Needed.

K5 Report Card Evaluation

Work Style Social and Emotional Development Motor Skill Development Oral Language Pre-reading

Satisfactory Progressing Emphasis Needed

Pre-writing Sensorial Math 0

20

40

60

80

100 27


EAC Four Pilars Academics Student Progress and the Montessori Program

Using the Benchmark Assessment System (BAS), EAC teachers are able to accurately and reliably determine each child’s independent reading level. EAC teachers use this information to guide their reading instruction. EAC K5 students are expected to achieve a Level A (Kindergarten level) for instructional reading.

Percentage of K5 Students Above, At, and Below Kindergarten Reading Level

100% 90% 80% 70% 60%

76%

50% 40% 30% 20%

14%

10% 10% 0% Above Reading Level

28

At Reading Level

Below Reading Level


29


EAC Four Pilars Athletics

30


Athletics

EAC’s Athletic Program is an integral part of the regular school program preparing students for success in their studies and lives. EAC Athletics is an inclusive program that makes this valuable experience available to the largest possible number of students. The athletic program is congruent with EAC’s academic goals and objectives established for the intellectual, physical, social, and moral development of our students. From our Varsity and Junior Varsity levels in the Upper School to our Sports Club and Junior levels in the Lower School, we recognize that winning is a desirable outcome, but the growth and development of healthy, mature, responsible students is our primary function. EAC’s athletic programs are governed by the Association of American Schools in Brazil (AASB) Code of Conduct, the São Paulo High School League Constitution, as well as the Big 8, Little 8, and Inter 6 Tournament Constitutions.

31


EAC Four Pilars Athletics

Athletic Offerings per Semester

ATHLETIC PROGRAMS

SEMESTER 1

SEMESTER 2

Sports Club 1 Students born in the years 2008, 2009, 2010

Coed - Basketball / Cheerleading Boys - Soccer Girls - Soccer

Coed - Basketball / Cheerleading Boys - Soccer Girls - Soccer

Sports Club 2 Students born in the years 2006, 2007

Coed - Cheerleading Coed - Cheerleading Boys - Basketball / Soccer Boys - Basketball / Soccer Girls - Basketball / Soccer Girls - Basketball / Soccer

Junior Level Students born in the years 2004, 2005

Coed - Cheerleading / Volleyball Boys - Basketball / Soccer Girls - Basketball / Soccer

Coed - Cheerleading / Volleyball Boys - Basketball / Soccer Girls - Basketball / Soccer

Junior Varsity Students enrolled in 7th grade or higher who are 14 years old before the start of the Little 8 Tournament

Coed - Cheerleading Boys - Basketball / Soccer Girls - Basketball / Soccer

Boys - Futsal / Volleyball / Softball Girls - Futsal / Volleyball / Softball

Varsity Students under the age of 20 before the start of the Big 8 Tournament

Coed - Cheerleading Boys - Futsal / Softball Boys - Basketball / Soccer Girls - Volleyball / Girls - Basketball / Softball Soccer

Participation Rates per School 100% 90% 80% 70% 60%

68%

71% 66%

64% 56%

50% 40%

39% 30% 20%

1 Sem.

10%

2 Sem.

0% Elementary School

32

Middle School

High School


São Paulo High School League Champions Varsity Girls Soccer

Big 8 Tournament Runner-Up Varsity Boys

Little 8 Tournament Champions JV Boys Soccer

Little 8 Tournament Runner-Up JV Girls Soccer

Little 8 Tournament Runner-Up JV Girls Basketball

São Paulo High School League Runner-Up Varsity Girls Volleyball

Inter 6 Runner-Up Varsity Girls Volleyball

Sant’Anna Tournament Champions Varsity Boys Futsal

Little 8 Tournament Champions JV Boys Futsal

EARJ Tournament in Rio de Janeiro Runner-Up JV Girls Futsal

Sports Club and Junior Levels participated in 8 Festivals hosted at EAC

Highlights

33


EAC Four Pilars Arts

34


Arts EAC looks to engage students with the visual, musical and dramatic arts from age 3 through 12th grade. The curricular areas of visual arts and music emphasize creative expression, aesthetic perception and our shared world heritage in the arts. EAC’s art activities not only provide enjoyment and produce lovely pieces, but also give our students real-world proficiency in how to listen and view critically, work in groups and creatively solve problems.

Curricular and extra-curricular arts offerings

Curricular

Extra- curricular

• IB Visual Arts grades 11-12 • 2D/3D art • Art grades 6-8 • Instrumental Music grades 6-8 • Instrumental Music High School • Digital Music • Choir grades 7-8

• Acoustic guitar • Pep band • Violin • Master class – voice • Drama 1 • Drama 2 • Drama upper school

35


EAC Four Pilars Arts Highlights

Visual Arts exhibitions

Highlights

36

Visual arts exhibitions were presented in various locations staggered throughout the year:

Young Artists, Young Readers: Artwork inspired by books we read

Works from First Grade A, B and C - The Pout-Pout Fish Story

Naturally Beautiful: Paying Homage to Our Campus Beauty and Riches

Selected works from Second, Third, Fourth and Fifth Grades

Selected works from K5 A, B, C, D, E, F and G - The Rainbow Fish


Highlights

Inspired by Andy Goldsworthy: Installations by Third, Fourth and Fifth Grade classes throughout the campus

Selected works from Second Grade A, B and C - Tree Sweet Tree: Homes for our Bugs

Selected works from Third Grade A, B and C - Leafing Through Our Poems: Leaves and Word Compositions

Selected works from Fourth Grade A, B and C - Trees to a Tee: Positive and Negative Spaces

Selected works from Fifth Grade A, B and C How Exactly Do We Want To Leave Our Prints?!: Printmaking, Intaglio and Monotypes

Selected works from First Grade A, B and C - Cats Here, Cats There, Cats Everywhere!: Watercolors

Upper school art show

Featuring work by students in grades 6-8 , 2D/3D art elective and IB visual arts grades 11 and 12

37


EAC Four Pilars Arts Highlights

Drama and Music

High school music program concert

Grades 7-8 and HS bands offered band arrangements of pop music that brought back memories to the entire audience.

Destination: Arts (EAC’s annual Coffeehouse event)

This year featured viewing stations for drama, visual arts, small instrumental ensembles, guitars and violins and vocal soloists in the first half and a second half band concert featuring guest artist Dr. Fernando Hashimoto, professor of percussion at UNICAMP performing avant-garde percussion pieces and directing our HS band.

Elementary School Christmas Program

This performance featured holiday themed singing and instrumental selections by general music students from grades 1-5.

Upper School Holiday Concert

Featuring grades 6-8 and high school bands, and 7 and 8 grade choirs, this was our first upper school concert and first concert for our choirs. 38


Highlights

Preschool Christmas Program Holiday program

Christmas songs performed by our smallest singers.

EAC hosted the Brazilian educational conference, and we treated our guests to performances by our band and choir, as well as, a separate performance by our drama club of “Hoje é Dia de Maria”.

International Day

IX Jornada de Educação

Our annual festival spotlighted music from EAC Music Academy ensembles, Pep band, Choirs, Violins and guitars as well as community members.

End of Year Concert

The concert featured music from EAC Music Academy 6,7,8 and High school bands and special participation of Rogerio Peruchi flautist in the Campinas Symphony Orchestra.

Drama evening

Elementary and Upper school drama clubs presented: The Witches, Mary Poppins, and Tales of Edgar Allen Poe at the Centro Kennedy theatre 39


EAC Four Pilars Global Citizenship

40


Global Citizenship

Elementary School The EAC Elementary School supports the development of global citizens with daily community building, weekly CARES class instruction and differentiated teaching strategies. Daily, students engage in Responsive Classroom, which promotes community. The program ensures that all students are part of the EAC family as they engage in daily greetings, welcoming morning messages, and the classroom meeting in which students share about their lives and enjoy activities that promote collaboration and acceptance. Responsive Classroom helps students develop skills to communicate feelings and solve conflicts. The power of Responsive Classroom lies in the common language and procedures that all school staff use to guide students throughout their day. The weekly CARES class is structured to bring multi-age students together in a small class setting to explicitly teach students why Cooperation, Assertion, Responsibility, Empathy, and Self-Control (CARES) support a healthy school environment and help children reach their full potential as EAC students. A focus for teachers in the morning meeting is to get to know their students. By understanding their students and using formative assessment practices, teachers differentiate instruction to meet the needs of individual learners. EAC uses Reading and Writing Workshop strategies to teach English Language Arts. One important aspect of the Workshop strategy is to offer students choice in what they read and what they write about. This choice results in rich, cultural classroom experiences. Students appreciated the passions and interests of others.

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EAC Four Pilars Global Citizenship

Upper School Advisory In Advisory, the counselor works together with students to prepare them for the classroom. Each year focuses on an age appropriate student need: in 6th grade the transition program to middle school; 7th grade relationships and affection; and 8th grade the self-portrait project and preparing students for High School. During the three years, we also work on anti-bullying, appropriate internet use, organization, tracking of grades, personal objectives, and specific needs relating to each class. Giant Time Giant time consisted of small mixed-grade groups, where students met on a weekly basis to come up with a social awareness project. Last year, some of the projects included collecting milk for Lar da Crianรงa Feliz, the Pet Defenders group collecting dog food for abandoned dogs, Autism Awareness Day and One Day: One Goal.

Korean Club Twice a week, high school students teach Korean to students in the elementary school under the supervision of our Korean teacher HyeJin Lee in order to maintain their Korean language skills anticipating their eventual return to Korea.

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CAS (Creativity, Action and Service) As part of the IB diploma core, the CAS program encourages student’s development of service projects to help their community. Some of last year’s projects included our students teaching Portuguese to Syrian refugees, organizing milk donations to foster children homes, and teaching English to underprivileged children.

MUN (Model United Nations) In the 2015-2016 school year, EAC participated in two main Model United Nations conferences: SPMUN and BRAMUN. Our students engaged in intense debates on a wide range of geopolitical issues that resulted in three distinctions for EAC students. EAC was cited as the main delegation in three different committees. Two students were selected for the leadership team that organizes the national conference (BRAMUN) for 2017; one of which was nominated Secretary General of this conference, the highest position in activity.

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EAC Faculty Profile We know from research and experience that the quality of teaching is directly linked to student achievement. We are proud of our talented multinational faculty who bring passion, professionalism, and a strong commitment to ensure that each and every student is appropriately challenged and supported. Representing seven different nationalities (Brazilian, American, Korean, Canadian, Dutch, Uruguayan and British), the EAC faculty brings rich, diverse experiences and perspectives to their students on a daily basis. EAC is committed to providing students with personalized learning experiences.

A Commitment to Professional Growth and Development

16 Members of EAC Faculty graduated with a Masters’ Degree of Multi-Disciplinary Studies from the State University of New York (SUNY) Buffalo in May 2016.

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7:1 Student to faculty ratio


EAC Faculty | Degrees Earned 43% | Master Degree

55% | Bachelors Degree

DEGREES EARNED

2% | PhD

EAC Faculty | Years of Teaching Experience

31

Number of Teachers

29

20

12

11

0-5

6 - 10

11 - 15

16 - 20

21 +

Years of Experience

EAC Alumni Staff 3

2

3

2

1

Faculty Adm/Support Staff Administration

Toddler & Preschool Elementary School

Upper School

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21st Century Learning 5th Grade Blended Learning Teachers in 5th grade approach math through the blended learning model. Students watch teacher created videos prior to class, which allows them the flexibility to learn at their own pace. In class, students work collaboratively on problems relating to their lives outside of school, think critically on challenging problems, and creatively solve problems involving different learning modalities.

Robotics in Elementary School Robotics is a STEM activity offered after school. Students who do robotics develop fine motor and reasoning skills and become critical thinkers, collaborators, and problem solvers. In robotics class, we follow a constructivist approach inspired by Seymour Papert. Students build robots and program their prototype with the languages appropriate for each grade level. Students in second grade learn how to use the programming language in the WEDO kits and the Scratch 2.0. Students in 3rd and 4th grade build NXT robots and learn how to program with the NXT-G interface. Students in 5th grade build their robots with the EV3’s and learn how to program in the EV3’s interface.

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Science Fair Middle school students participated in EAC’s science fair presenting collaborative projects in the area of sustainability with plant science and energy related topics. Students in grades 6, 7 and 8 processed the data collected from their experiments through google docs and google sheets from which they produced the graphs for displays and presented their findings to UNICAMP professors and researchers from 3M. The awards were divided by grade level recognizing best collected data, most innovative research, best performance in the interview, and best final report. Coding in the Elementary grades Coding is part of the Elementary Computer Curriculum introduced at age 5. In 1st grade, students are introduced to the Scratch 2.0 program. Students learn programming in a visual way with colorful blocks. Students in 2nd grade continue with Scratch to develop stories. In 3rd grade students design and create their own games. In grades 4 and 5 students use Scratch and other computer languages as well. Students have been participating yearly in the Hour of Code, a global movement to motivate children to learn how to program. Students are exposed to several computer languages, such as Java, Thinker, and Blockly, as well as programs developed specifically for this event.

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Master Facilities Plan In 2012, the EAC School Administration and the Board of Trustees adopted a long term Master Facilities Plan with a feasible project sequence that is responsive to 21st century teaching and learning. The plan provides a framework to guide feasible short term (1-5 year), medium term (6-10 year), and long-term (11-15 year) improvements of EAC’s campus. The Master Facilities Plan provides a “road map” to guide the growth and improvement of the campus in an effort to support EAC’s four pillars: Academics, Athletics, Arts, and Global Citizenship. Truex Collins Architecture out of Burlington, Vermont, USA developed the plan. A team of architects representing the firm visited EAC on a few occasions back in 2012. The team focused on creating learning environments

Rendering of the new upper school building

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where design is driven by the energy of people engaged in teaching, learning and social interaction. The team engaged with stakeholders to develop an understanding of current design challenges on campus and future aspirations. This consultation led to the development of EAC Master Site Plan. During the course of the year, EAC planned for the implementation of the first phase of the master facilities plan by designing an Upper School Building. This building contains the following much needed spaces: • A flexible multi-purpose gathering space • A General Lab • A Design/Innovation Lab • 8 General Classrooms

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Finances The EAC administrative team and Board of Trustees engages in sound fiscal planning and management to ensure financial sustainability and the continued development of an excellent educational program and supporting infrastructure. This process reflects the following commitments: • EAC’s mission and vision, values and strategic goals • Recruiting and retaining a highly qualified professional staff • Maintaining personalized education through a low student-teacher ratio •C  ontinuous improvement of curriculum, instruction and assessment practices • World-class facilities, technology infrastructure, and educational resources. Below please find how financial resources are allocated to support student learning at EAC.

EAC Revenue 2015-16

30% | Company Tuition

60% | Private Tuition

REVENUE 2% | Interest/other 2% | Associate Company Fees 6% | Development Fund

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EAC Operational Expenditures 2015-16

80% | Salaries and Benefits

11% | General Expenses*

6% | Books, Supplies & Materials 3% | Uilities & Maintenance

OPERATIONAL EXPENDITURES General Expenses: Academic field trips Association fees (US & Brazil) Computer Maintenance Legal Fees Local Taxes and Insurance Marketing Publications School Events Staff Development Sports Substitute Teachers *

EAC Capital Expenditures 2015-16

35% | Technology

32% | New Projects

CAPITAL EXPENDITURES 20% | Building Improvement 13% | Furniture & Equipment

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Home-School Partnership The research overwhelmingly demonstrates that a strong partnership between home and school is positively related to student achievement. A strong partnership benefits students in other ways, apart from student achievement, that include attitude towards school, self-concept, motivation, time spent on homework, and expectations for one’s future. EAC is deeply committed to developing and nurturing this partnership by encouraging parents to become involved in their child’s education and in the school community.

EAC Parent Outreach EAC reaches out to the parent community by organizing a wide variety of coffee mornings, information sessions, and workshops. Below are topics of various workshops and information sessions that were offered during the 2015-2016 school year.

Pre-School

Elementary School

Upper School

Brazilian Program

New Parent Orientation

New parent orientation

New parent orientation

New parent orientation

Parent - Teacher Conferences

Parent presentation on Standards Based Grading

Parent-teacher conferences Parent-teacher conferences

Montessori Evening for Parents

Parent presentation on the articulation of the social emotional learning curriculum with the middle school habits of mind and the IB learner profile.

Parent Volunteers involved in celebrations - Christmas, Easter and “Festa Junina” (crafts and cooking with the students).

Parent presentation on the Reading and Writing Parents were also involved Workshop teaching in special projects such as: strategies and the articulation with the • Lessons on Brushing Teeth middle and high school curriculum. • Kitchen Garden Projects •Health and Nutrition Unit projects The school counselors held four workshops on: Protection without over protecting, Self-Esteem, Internet Usage, Sexuality.

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Parent volunteers for special celebrations at school. Fifth grade parents support the fifth grade booth at International Day. The school counselors held four workshops on: Protection without over protecting, Self-Esteem, Internet Usage, Sexuality.

10th grade parents meeting to discuss IB choices

Small 1-to-1 conferences with teachers

Parent meeting to discuss college choices and alignment between the American and the Brazilian programs and their requirements.

Presenting Brazilian projects developed in/ outside classroom like “Jornada de Educação” where we offered many workshops, lectures and job alike sessions for all the teachers from AASB schools.

Technology WorkshopsPower School and Schoology

Parent volunteers for celebration dates at school like Children Day, Christmas Day, International Day and others.


Parent Advisory Committees (PAC’s) PAC’s provide an opportunity for parents to engage with the Principal of each school section to support continuous school improvement by providing input on current programs, policies, and procedures for each section of the school. Typically, PAC’s meet once a month. PAC highlights of each part of the school for 2015-16 are as follows:

Preschool: • Feedback of the improvements made in the Preschool Lunch area • Feedback on Vegetable and Kitchen Garden Projects • Feedback on the Food Revolution Day • Orientation regarding PowerSchool Report Card • Feedback on Montessori classroom observation • Shared the new K5 report card reading benchmarks • Shared BAS test results • Shared the Montessori toilet training procedures • Shared transition procedures to PS and Elementary • Presented the Green Team and PS project • Lesson on “how to brush teeth”

Elementary School: • Outdoor school for fourth grade • Communication with the school community and Schoology • Input regarding the Head of School search process • Communication of standards based grading timeline • Communication regarding library check out procedure

Brazilian Program: • Communicating the structure and importance of Brazilian Program at EAC MEC requirements and the integration of curricula (BP / AP / IB). • Reporting curricular projects in Portuguese Language and Brazilian Social Studies. • Reporting external tests applied at EAC: Proficiency in Portuguese Language, prepared by Cesgranrio Foundation and ENEM (National High School Exam). • EAC’s educational mission regarding preparation for the University (in and outside of Brazil).

Upper School: • IB scores for the past year were presented and analyzed; • The alignment between the American and Brazilian programs was discussed • Several new initiatives of the Upper School were presented to parents by students who participated in them. • The curriculum alignment and the revision process was explained

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Parent Feedback EAC seeks out parent feedback to inform priorities and to ensure continuous improvement. During the 2015-16 school year, parents had an opportunity to provide feedback about the effectiveness of the #wearegiants (school vision, mission, core values) Below are the results of parent feedback about EAC’s vision, mission, and core values.

EAC encourages my child to be Globally Minded

97%

Stongly Agree / Agree

1. EAC encourages my child to be Globally Minded

2. EAC teaches my child to be an Innovative Thinker and Learner

3. I feel that EAC helps my child to become an Accountable Risk Taker

EAC teaches my child to be an Innovative Thinker and Learner

94%

4. EAC allows my child to Nurture his/her Passions

5. EAC guides my child to be Thoughtful and Reflective Stongly Agree / Agree 6. EAC encourages my child to Strive for Success

7. EAC promotes Life-Long Learning in my child

I feel that EAC helps my child to become an Accountable Risk Taker

89%

8. EAC helps my child reach his/her Fullest Potential

9. EAC provides a Personalized Education Stongly Agree / Agree 10. EAC is doing a great job meeting the Mission

11. I can see evidence that EAC is working towards meeting the Vision

EAC allows my child to Nurture his/her Passions

89%

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Stongly Agree / Agree

12. I feel that my child is receiving a High Quality Education at EAC


1

2

3

4

5

6

7

8

9

10

11

12

0

20

Stongly Agree

40

Agree

Disagree

60

Strongly Disagree

80

100

120

Don't Know

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Advancing EAC’s Mission In August 2016, EAC celebrated the 60th anniversary of the 1956 founding of the school by 3M corporation. To mark this milestone, EAC celebrated by organizing a Welcome Back Picnic & Alumni Day on campus during the day followed by a Gala Dinner at the Royal Palm Plaza Resort in the evening. The anniversary program featured events that characterize the dynamic community engagement which is a hallmark of EAC. In the picnic, we had over 800 guests enjoying sports, a picture exhibition, a music concert, food trucks and more. The +100 alumni from different generations enjoyed coming back to the place they call home and had a blast reconnecting with teachers and friends. Some had been away from campus for more than 30 years! Over 400 guests attended the Gala Dinner and were treated to a memorable evening of exquisite food and entertainment, and, more importantly, to a perspective on the destination of EAC through the words of EAC’s Head of School, Tom Pado. The celebration marked a milestone in EAC’s long history, and the launch of a new exciting chapter for the school as we move forward with strong support from the whole community to design innovative and authentic learning experiences for our current students and for the generations to come.

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EAC Partners Associate Companies

Affiliations


EAC Annual Report - 2015/2016  
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