ANNUAL REPORT 2020-2021
2 Learn in Community www.cotopaxi.k12.ec
Annual Report 2020-2021 Building Our Future Together INTRODUCTION In January 2021 the Board Strategic Planning Committee and Director collaborated to create a set of Objectives and Key Results (OKRs) for moving our school forward in a sustainable and innovative manner that will maintain Academia Cotopaxi at the forefront of teaching and learning as Ecuador and the world moves beyond the disruptions of 2020-2021. The format and presentation of the 2020-21 Annual Report is an example of our moving in that direction - that the information presented to our stakeholders, parents, faculty and staff, through this Annual Report and the General Assembly will provide better insight and understanding of our Objectives and the Key Results we hope to achieve. As the Chinese proverb says, “a journey of a thousand miles begins with one step”. We hope that you will enjoy reviewing the accomplishments and challenges we have achieved together in 2020-21 and join us as active partners in our journey of building our future together. Academia Cotopaxi Objectives and Key Results (OKRs) Objective 1: Have ways to demonstrate the quality of the program reflective of our mission. Key Results: Create a set of KPIs and indicators and gather baseline quantitative and qualitative data on learning. Create a set of KPIs and indicators and gather baseline quantitative and qualitative data on socio-emotional development. Objective 2: Have an adaptive and comprehensive financial model that can fluctuate based on enrollment and future changes. Key Results: Have a baseline and target of expenses and income per division and department based on quality of service. Have system infrastructure to easily run accurate scenarios. Every division and department will be accountable for having a sustainable, needs-based budget. Create a set of KPIs to demonstrate sustainability and ROI (Impact on Learning at AC/IMAGINE). Objective 3: Maintaining current viability and transition to a new business model that supports the educational model. Key Results: 1. Identify the key components for the creation of a new business model. 2. Maintaining relevance in the market to retain and recruit new students and faculty. a. Net promoter score. b. Social media KPIs. c. Conversion rates. d. Defection rate. e. Enrollment rates from competition. Previous Annual Reports School year 2018-2019 School year 2017-2018 3ANNUAL REPORT 2020-2021 | INTRODUCTION
1 Governance and Leadership Dominic Straessle President’s Message President of Academia Cotopaxi Board of Trustees Dear Academia Cotopaxi Parents and Community, It has been my privilege to work alongside the other Board of Trustees members and the Administration to ensure a quality education, community engagement, and overall strategic improvement. The School Board’s focus this year has been adoption of our new Mission, general oversight of school improvement, accountability, transparency, communication, best practices in governance, and through all of this, maintaining the quality of our program and organization for students, parents, teachers and support staff during the unique and unprecedented challenges of this past year and the COVID-19 Pandemic. For much of this year, our efforts were focused on helping those who were in most need, finding ways to reduce our costs while not affecting our employees as well as supporting our School Director and Administration while seeking ways to reopen the school. The School Board and the Administration are taking important steps to ensure that all students continue to be provided with a top-quality education and a clear path to their dreams and potential. This year a total of 39 of our High School graduates applied to international colleges, resulting in high rates of acceptance. Our school is recognized internationally for the quality of its programs, teachers and students. Those are strengths that will carry us through this and make us an even better school in the future. We are eager to continue working with all of our stakeholders to ensure that everyone’s needs are met. We continued as well with our best practices of auditing and improving business processes which will help support our school now and looking into the future. We are positive, that together, we will be able to ensure that Academia Cotopaxi continues to build upon its reputation as one of the best international schools of the world. Sincerely, Dominic Straessle President of Academia Cotopaxi Board of Trustees 4 Learn in Community www.cotopaxi.k12.ec
Set mission ROLE Evaluate Board and vision. performances. OF THE BOARD Andrew Watkins Set policies. Hire, support Evaluate Director Board Member and nurture performance. • Guide the the Director. Cheryl Johnson Director. • Follow policies. Board Member • Achieve results. • Guide how the Cristian Gudiño Board works. Board Member Standing Committees Edward Luchessi Board Member Finance Committee » Finances: In concert with the Head of School and the Director of Finance and Operations (DFO), this committee develops long-range financial plans and the school’s annual budgets, including setting levels for school fees, for Board approval. It monitors the implementation of the budget, making periodic reports to the Board on the school’s financial status and educating the Board on trends affecting the school’s finances. » Investments: The committee develops and recommends to the Board policies that delineate how the school will invest its financial resources; it sets and monitors investment objectives. » Annual Audit: It ensures that an External Audit is conducted each year by an independent auditor, for Board review and approval. Trustees Committee Oversees matters related to the organization and functioning of the AC Board, including the selection of Board and Board Committee members. Ensures that the Foundation is, at all times, in compliance with current legislation and follows best practices in independent school governance. Policy Committee Oversees matters related to Board Policy, ensuring that Academia Cotopaxi policies are in compliance with current legislation and follows best practices in independent school governance as the base for all subsequent policies, guidelines and decisions in the management of the school. Task Force Committees Board-Community Relations Committee Oversees matters related to communications and relations between the Board and the Community. 5ANNUAL REPORT 2020-2021 | GOVERNANCE AND LEADERSHIP
1 Governance and Leadership Haifa Khamis Board Evaluation Committee Board Member Charged with matters of evaluation of the Director and self-evaluation of the Board. Board Accomplishments 2020-21 As with almost every other sector of the economy, since the last General Assembly, the Academia Cotopaxi Board has focused on ensuring current viability and the long term sustainability of the school through the multiple impacts of the global pandemic. Although immediate actions and responses were required, these were considered as to how they align with or possibly impact the recently adopted Strategic Vision and Direction of the school. An important aspect of this has been supporting our community through tuition reductions and financial assistance for our community, effective fiscal management and cost-saving measures while maintaining the quality of instruction for students and resources for our teachers. The Board takes pride in the fact that no personnel of the school have been dismissed as part of these cost reduction measures. Luis Flores Board Member Patrick Muller Board Member Tanya E. De Durán Ballén Board Member 6 Learn in Community www.cotopaxi.k12.ec
Robert van der Eyken Director’s Message Director of As we conclude the 2020-2021 School Year and the first year of our Academia Cotopaxi and revised Strategic Vision, I am proud of the great strides in teaching Board Member and learning throughout our school during this challenging time. Our uncertainties and concerns are as varied as the personalities of our inclusive community. Addressing these require the ideals that we hold above all others, empathy and understanding. I have been at Academia Cotopaxi for two very tumultuous years but there is no school where I personally would prefer to be. That is a tribute to my dedicated colleagues, a supportive and dedicated Board, our students, and parent community. Academia Cotopaxi uses a liberating, student centered, and authentic curriculum, which encourages student curiosity, agency, empathy, and independent personalized learning. This has supported our teachers and students in the required move to distance learning. Our innovative teachers have always brought this curriculum to life in creative ways including, particularly now, the use of technology, cross-curricular projects and problem-based learning. Our programs support learning in an inclusive, values-based community that embraces the uniqueness and traits of each individual, knowing that through acceptance our challenges become our strengths. I have no doubt that, despite the many things “missing” from their lives right now, the adaptability and resilience of our program, the teachers who implement it and students who participate in it, have resulted in previously unimagined opportunities for students to learn and grow. Academia Cotopaxi/IMAGINE is committed to student accessibility to quality programs in the following key areas: Academics, Athletics, Arts, Values, and Global Citizenship. We support the enhancement of facilities, resources, and opportunities for student choice to ensure all students have access to and are successful in their areas of passion, talent, and career pathways. Although much of our energy and resources this past year were necessarily dedicated to managing the realities of the current crisis, our strategies for doing so have helped set us on a path to move beyond the moment. Thank you Academia Cotopaxi community for your trust, commitment, and dedication to our inclusive, dynamic and special community. Together we are building a better future together. Sincerely, Robert van der Eyken School Director 7ANNUAL REPORT 2020-2021 | GOVERNANCE AND LEADERSHIP
1 Governance and Leadership Strategic Direction Mission-Driven with a Sustainable Future Academia Cotopaxi’s mission drives our school – it is the compass that guides us ever forward to the future. We are a school in motion, blending familiar traditions with new ideas, adapting to a fast-paced, changing world. Two years ago the school embarked on the process of revisiting and revising the Strategic Plan. With input from the community, and drawing on the core values, philosophy, and previous mission statement, we set out together to craft a new statement that would capture the essence of who we are, and who we want to be, as a school. The result was a single sentence, distilled from the lessons of the past and the hopes for tomorrow, acting as a guidestar to lead us toward the future. Our learning community inspires all students to shape their lives as principled, skillful, and appreciative contribu- tors to the world. At the core of any successful and meaningful endeavor is a clear sense of purpose, an understanding that what we do matters. Purpose implies focus and commitment, passion and fulfillment. Purpose wakes us up in the morning, motivates us to dream big, and drives us to persevere when obstacles stand in our way. The hallmark of an excellent school is a sense of engagement that permeates all aspects of school life. Create an engaging environment, and learning will follow. Through their engagement in their learning, AC students will shape their lives as principled and skillful contributors to their world. Our faculty and staff are committed to our Mission. Our aim is making this the best school possible for all our students, both within the confines of the school and beyond, including collaboration and sharing with international schools from around the world. Behind the scenes, our Board - a group of dedicated volunteers - works tirelessly to provide the resources, facilities, and strategic direction necessary to support the mission and programs of the school. 8 Learn in Community www.cotopaxi.k12.ec
The two-year process of building upon our past Strategic Direction culminated exactly at the start of the COVID-19 Pandemic and its wide range of impacts on our community. Although much of this last year has been focused on managing the immediate challenges imposed upon us, we also have seen this as an opportunity to shape the future. Core Values We strive for excellence with integrity, respect, responsibility and empathy. Mission Impacts • All students engage in the pursuit of personal purpose. • Each student pursues meaningful and positive action in the community. Strategic Direction • We will develop a learning model that is aligned with our mission. • We will develop a sustainable business model that supports our learning model. Strategic Plan Strategic Faculty and Teaching and Technology Organizational Direction Staff Learning Development “I can’t be thankful enough to everyone involved at AC for the effort put forth in order to make my son’s life a little better”. - Student participating in Strategic Planning Strategic Planning 2020-2021 9ANNUAL REPORT 2020-2021 | GOVERNANCE AND LEADERSHIP
2 Student Achievements Major Accomplishments in 2020-2021 Year of Challenges and Opportunities “From our collective This past year has been one of dedication to implementing our experience we are strategic vision and ongoing improvement process while managing well placed to build unprecedented challenges brought on by the disruptions of COVID-19. our future together.” Throughout this 2020-21 Academia Cotopaxi Board Annual Report you will see examples of how each element of our school, from security and maintenance, classroom teachers, human resources, to financial oversight and management, everything, has had to pivot, seek out new strategies, become more efficient, and required a tremendous amount of learning for all, students, faculty, support staff and parents. The adaptation and resilience of our community is a testimony to all who have been part of this journey. From our collective experience we are well placed to build our future together. INCLUSION AND DIVERSITY The Academia Cotopaxi community is committed to developing both the capacity and the will to serve students with learning needs and diverse language backgrounds with the belief that celebrating and including all learners is critical to our overall commitment to excellence. Our goal is to cultivate a heightened awareness and appreciation for all students through differentiated instructional strategies and collaboration to meet a variety of student needs. At the same time we recognize a need to ensure we have adequate resources to ensure that all students receive the attention and appropriate level of instruction for their needs. An important goal for our Learning Support Services is to target Learning Support needs to no more than 15% of each grade level through our admissions process, in order to guarantee our existing students continued academic excellence in an inclusive environment. The Learning Support Team has been fine tuning our Response To Intervention (RTI) to further support teachers with differentiation. Response to intervention is a process used by educators to help students 10 Learn in Community www.cotopaxi.k12.ec
who are struggling with a skill or lesson; teachers use interventions (a set of teaching procedures) with any student to help them succeed in the classroom — it’s not just for children with special needs or a learning disability. With respect to English Language Learners (ELL) we are moving towards the key shared understanding of “all teachers being language teachers”. This means reinforcement of English language skills should be fundamental in all classes across the curriculum, and required support for teachers for this purpose. This year the Learning Support Team has been leading school-wide professional development around the concept of “What is Inclusion” in its many forms. Learning Support Team For 2021-2022 6 full-time LS 2 Learning Support 2 Learning Support Specialists and one Specialists Specialists (50% Instructional Aide increase) (20% increase) 1 English Language Learning Specialist Speech Language Pathologist Occupational Therapist 2 English Language Specialists Moving Forward - Ensuring the Quality of our Program Balancing Learning Additional support Target of 15% Professional Ensuring college/ Support Needs for new Learning maximum learning development and career readiness through the Support Specialists support per grade coaching to meet through evaluation admissions process level needs of all of the PK-12 English students due to Learner Support and impact of COVID-19 Services 11ANNUAL REPORT 2020-2021 | STUDENT ACHIEVEMENTS
2 Student Achievements ACADEMICS, ATHLETICS AND THE ARTS “Academia Cotopaxi Perhaps the most impacted of all school programs due to COVID-19 values the arts as an has been physical education and athletics. Our Physical Education (PE) essential part of every teachers, athletics team and coaches are committed to reinstating our child’s education and programs as quickly and safely as possible in coordination with other is incorporated into schools and sports leagues. We are blessed by having ample sports the main curriculum.” facilities for a school with our number of students. This will help us focus first on safe and engaging Physical Education (PE) classes and then an eventual move to intramural and intercollegiate competitions as circumstances permit. Until that time we encourage all members of our community to seek out safe ways to regularly exercise and stay fit. Art, Music and Design In 2020-21 creativity and artistic expression continued to thrive at Academia Cotopaxi through integration with technology. Our music and art teachers adapted their teaching and assignments to engage students at home to continue developing their artistic abilities. Art exhibitions, online concerts, collaboration with other schools and universities provided an audience for celebrating the continued creativity or our students. Activities • Middle School Drama Radio Drama Broadcasts through Radio throughout Gitana the year: • Poster of the event • Art and Activism Drive Through Exhibition Outside School • IB Art Exhibition • Images from IB Art Exhibition • IB Exhibition Street View 12 Learn in Community www.cotopaxi.k12.ec
• Design Tech Logo Project • This site includes the logos students have created • Video productions by students and student groups • Individualized, student-interest portfolios • Student ePortfolio Example • “Celebration of Music at Home” Elementary Zoom music concert • Middle School Virtual Concert • High School Virtual Concert • Musical Performances in School Assemblies • Student Piano Performance • Implementation of Noteflight Learn Online Music Learning Platform • Implementation of Chrome Music Lab in 5th grade orchestra • HS Short Film Productions • Fates Tale: Juan Esteban Serrano • Purple: Nils • The Lost Treasure: Santi, Carlos, Felipe: • MS Drama class collaboration with Boston College • Virtual Reality Elementary Art Exhibition • Multi-screen music performance videos • Play along track individual music performances. • PK & Kinder: Family Folk Song project • PYP Verde Manzana art/music video project • Recorder “karate” • Kindergarten: Song Performance for 2021 Graduation • Learning to perform on zoom • Elementary Students created their own instruments at home • CAS and in 20time (HSEnglish class project) • 20time Student Projects • Led Activity Fair (SLA) • Theory of Knowledge (TOK) class example 13ANNUAL REPORT 2020-2021 | STUDENT ACHIEVEMENTS
3 Our School at a Glance Each year, Academia Cotopaxi welcomes students and families from all around the world to join our diverse community. The number of countries and languages spoken at Academia Cotopaxi is a reflection not only of our inclusive focus and international mindedness but also Quito as a political and economic leader in Latin America. During the 2020-2021 academic year, our student body represented 36 different countries across five continents and many of the world’s major languages. Our faculty and staff also include educators of 11 different nationalities with teaching experience in nearly 50 different countries. Our diverse and ever-expanding international community, with their varied cultural and intellectual experiences and knowledge, is central to the distinctive identity of our school and provides a unique and enriching experience to the class and the professional environment, fostering open-mindedness, tolerance, and respect in the entire community. IMAGINE Enrollment Number of IMAGINE Students 14 Learn in Community www.cotopaxi.k12.ec
In April 2021, we had 19 students learning on the Valley Campus in face-to- face classes. Academia Cotopaxi Enrollment 15ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance New Students (Admissions Season Open) ** Admissions Season starts on October 1st of the previous year New Students (During the School Year) Admission Conversion Rates International Schools such as Academia Cotopaxi are characterized by having a highly mobile population with more departures and admissions of students in a given year than schools with a less international composition. A significant number of our students each year leave Academia Cotopaxi or join us. The vast majority of this phenomenon is a reflection of our parent community with families moving to or from 16 Learn in Community www.cotopaxi.k12.ec
Quito for business, government assignments, NGO or diplomatic roles. The following chart shows that on average, over the past 5 years, 88% of our new students transfer to AC from schools outside of Quito and Ecuador. The remainder are students who join us from other schools in Quito. Of these we consider there being two categories, schools that are considered very similar to Academia Cotopaxi with respect to tuition, programs and community profile, and other schools that are not as readily compared to us. Please note that we are still early in the admissions process for the 2021-22 school year and the numbers reflected are not indicative of what will be the final enrollment outcomes. New Students Admission Acceptance Funnel 17ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance Nationality % of Students 2020-2021 Host Country, US, Third Country Nationals Nationalities 2020-2021 36 Countries 18 Learn in Community www.cotopaxi.k12.ec
OUR AC COMMUNITY 588Students Enrolled 403Families 36Nationalities American..........155 Chilean .................. 4 German .................. 5 Panamanian ......... 2 Swiss ....................... 5 Argentine............... 7 Chinese ................. 11 Israeli ...................... 3 Peruvian ................ 5 Tajikistan ............... 1 Australian.............. 2 Colombian ........... 17 Italian .................... 12 Pole ......................... 2 Uruguayan ............ 2 Belgian ................... 2 Costa Rican ........... 1 Japanese ................. 1 Portuguese ............ 1 Venezuelan ....... 20 Bolivian .................. 2 Czech Republic .... 1 South Korean ........ 8 Romanian .............. 1 Brazilian ............... 14 Dutch ...................... 2 Lebanese .............. 4 Russian .................. 3 British ..................... 4 Ecuadorian ....... 233 Mexican ................ 17 Saudi ...................... 3 Canadian ............. 16 Egyptian ................ 0 Nicaraguan ........... 2 Spanish ............... 20 19ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance 588Total Enrollment: Summary Graphic (April 2021) 294 / 50% 293 / 50% Student Body Growth (new students per division in 2020-2021) Elementary School Middle School High School 86 16 23 181New Applications: 125New Students: 20 Learn in Community www.cotopaxi.k12.ec
Withdrawals Trends Reasons for Withdrawal 21ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance Withdrawals: Financial + Other Students Going to Other Schools *Net transfer students to other local schools 2017-2021 - 5 students Composition of AC students International and Local 22 Learn in Community www.cotopaxi.k12.ec
Academic Highlights of the Year IMAGINE Preschool enrollment everywhere has been most impacted of all school “Our Options For programs by the transition to distance learning. The 2020-2021 school You online program year has tested and proven the solid foundations of the IMAGINE has offered families program. In partnership with our families, we have continued to center flexible learning our service around the child, the family, the environment and our opportunities that mission of inclusive learning and development. Our Options For You adapt to their needs online program has offered families flexible learning opportunities that and circumstances.” adapt to their needs and circumstances. Not without challenges, our students have thrived in a developmentally appropriate environment where relationships and connection have transcended the limitations of the virtual world. Our educators have excelled at connecting with students through daily class meetings, differentiated small groups, regular individualized sessions for students and parents, and monthly child and parent workshops. The Storypark platform has been a venue for the development of learning portfolios, asynchronous projects and ongoing communication between parents and educators. IMAGINE’s social media presence continues to reflect our program’s culture and philosophy, showcasing the voices of children, families and educators; and serving as a connection for current, former and prospective families. The re-accreditation process with the Ministry of Education was delayed due to the pandemic but is now well underway and almost completed. In accordance with Health and Safety Protocols, the IMAGINE Valley campus program was authorized to reopen in February and welcomed 32 students in three different groups. Students started with a one-week transition to become familiar with the spaces and health protocols and later attended a normal daily schedule. This was a successful learning experience and opportunity for connection for students, teachers and families. Despite the challenges, we have maintained the average number of students that registered at the beginning of the school year and have worked collaboratively with families to make adjustments as necessary. Enrollment increased temporarily upon the reopening of the Valley 23ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance campus. We have also been successful at retaining all of our staff by accommodating individual personal and professional needs with the possibility of leave of absences and temporary reassignments in different areas of the school. IMAGINE and AC have worked at better aligning our processes. We have reviewed and improved systems for documentation and reporting of learning. We have also developed a more systemic and consistent RTI structure for monitoring, documenting and responding to students’ needs. We look forward to continuing these efforts in partnership with the Counseling and Student Services departments next year. Elementary School “Each learning day The Elementary School welcomed over 300 students to its “virtual” began, as we do when classrooms, pre-kindergarten through fifth grade, this year. We were in person, with a able to equip each of our nineteen classrooms with two talented Community Meeting.” educators - a lead teacher coupled with an Instructional Assistant - in order to ensure high levels of engagement in our online instruction. Teaching teams worked to ensure students experienced a balance of both synchronous or “live” instruction and asynchronous (i.e off-line) assignments and learning activities. Parents and other caregivers proved irreplaceable partners in helping facilitate student learning and engagement from home. Each learning day began, as we do when in person, with a Community Meeting. Our teachers used this time to orient the students to the learning activities that day and allow our students the opportunity to share and learn about each other. Throughout the remainder of the morning each day, our students gathered in small groups in secure “breakout rooms” under the direction of our teachers to build literacy skills, discuss different readings and solve tough math problems. Along the way, our teachers and instructional assistants used every available technology to provide extra support to students who might need it or an extra challenge for those ready for something new. The “office hours” teachers scheduled each afternoon provided time for teachers to meet individually with students to lend extra help or schedule an extra lesson. While online, the Elementary School maintained its commitment to the IB’s Primary Years Program (PYP) and an overall focus on transdisciplinary 24 Learn in Community www.cotopaxi.k12.ec
learning. Our first graders, for instance, studied the human body and “We have proven to learned more about the science behind the habits that keep people ourselves and each healthy. Our third graders learned the history behind various inventions other just how much and used their own creativity to explore technologies to solve problems we can learn and and improve living conditions. This year, like others, the capstone of grow together.” our PYP program is the Fifth Grade’s Exhibition. Building upon inquiry skills and interests that they have been developing for years, our fifth graders studied a topic of interest in depth, presented their findings and explained how they hoped to contribute to our broader world. Limited to presenting their projects online, our fifth graders, under the guidance of our dedicated teachers, developed websites on which to present their projects and share them with the broader AC community. Visual Arts, Vocal and Instrumental Music and Physical Education continued to be important parts of our elementary program and the broad ways in which to help students grow. Without the normal outlets of recess and playgrounds accessible to students, our physical education teachers worked especially hard to encourage students to be active at home and adapt activities to get students moving at home. Our Visual Arts team found creative ways to encourage students to use resources from home in producing engaging pieces of art that we’re excited to share with families during our Art Exhibition in early June. Finally, one of many highlights this year proved to be our Music Celebration, during which we were able to showcase not only the instrumental musicianship of fifth graders but the vocal skills of our younger students. Through the wonders of technology, our music team was able to record each individual child singing and align these recordings into a common song and demonstration of our students’ musical learning this year. While we encountered many challenges in serving students, building community and maintaining high spirits while entirely online, the ingenuity and commitment of our teachers as well as the adaptability and curiosity of our students stand out as the most memorable and important aspects of this extraordinary school year. We have proven to ourselves and each other just how much we can learn and grow together. Middle School 25ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance “Teachers worked The 2020-2021 school year has been challenging, yet a year of continued to identify essential growth for Middle School. The distance learning model was established elements of the to best meet the needs of all students within a new learning environment curriculum to cover in the most effective way possible. The weekly schedule included this year.“ synchronous and asynchronous blocks. Asynchronous times were dedicated to independent student work that allowed the acquisition of knowledge and time to practice skills in preparation for synchronous classes, opportunities for student and teacher meetings, small group instruction, individual support, and office hours. Teachers established weekly open office hours to meet with students whenever necessary. Optimal time for teacher / student contact has been achieved by the adopted distance learning model. Social emotional learning and establishing a sense of community were areas of focus for Middle School this year. Each week began with a full Middle School Assembly, organized with the help of the MS student Assembly Club. These meetings brought everyone together for general information, shared activities, musical performances, and celebrations. Mentor groups met each day during FLEX. House Leaders coordinated special activity days and friendly competitions. Exploratory Classes were offered twice during the year that allowed for more interaction with other students and the opportunity to participate in an activity of their choosing. Another initiative in 2020-2021 was the creation of ePortfolios by all Middle School students this year through the use of Google Sites. These document student growth this year and throughout their time at AC. These sites support student agency and deepening learning as students reflect on their growth and identifying artefacts that demonstrate their learning. They not only support academic achievement but also capture a student’s personal growth, extracurricular activities, and interests. Students take great pride in their portfolios and enjoyed sharing them during Student Led Conferences. Teachers worked to identify essential elements of the curriculum to cover this year. While the academic program was modified, students acquired other important skills. Students have become more independent, responsible, and agile as they responded to the many changes brought on by the pandemic. They have demonstrated empathy for their classmates and have supported one another. The habits and skills they have developed this year will serve them well in the future. High School 26 Learn in Community www.cotopaxi.k12.ec
The 2020-2021 school year has been challenging and full of opportunities. From day one students in the HS had to learn new technology systems and to quickly adapt to a new learning model; Flipped Learning. Teachers had half a day of synchronous classes and the rest of the time was for students to engage in studies and lessons teachers had prepared on Google Classroom, meet 1-1 with teachers or in small groups, and to go to study support groups with the learning support teachers, guidance counselor, IBDP coordinator, or the principal. Teaching and learning looked and felt different and yet our students adapted, worked hard, and demonstrated learning at high levels as shown by our MAP scores and the predicted grades we sent to the IB. Teachers have had to decrease the content covered, but what was covered was done in depth. We do not feel there is a significant gap in learning as a result of being in Distance Learning all year. Teachers and students have worked hard to build relationships in the time they had in zoom rooms together. Five fun days, assemblies, cultural traditions such as Fiestas de Quito and Juramento a la Bandera have been important activities to keep students engaged and connected to the traditions of the school. Students themselves developed and ran 17 Student Led Activities (SLA). All of the aforementioned activities have focused on student well being which have directly contributed to increased academic achievement. Our Student Support Program had to broaden as the year developed and we saw motivation and mental health among some students wane. Bi-weekly meetings to discuss individualised support programs and strategies has helped us to maintain passing grades and keep students engaged academically and socially. Our departments have worked to ensure their curriculum and our programs such as Creativity, Activity and Service (CAS) are aligned with the school’s new mission statement. They are now focused on integrating the IB’s Approaches to Learning (ATL) more effectively into each class. Students are demonstrating this work through their ePortfolios and the reflections on learning that they are including within them. With all of the challenges sent our way and the way of families, we are proud of the end results for our high school students: socially, emotionally, and academically. Curriculum Information Note: IB courses offered as Standard Level (SL) and Higher Level (HL) Middle School LA Language Arts S Language Arts 6 Language Arts 7 Language Arts 8 Spanish 27ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE Spanish Language Arts 6 Spanish Language Arts 7 Spanish Language Arts 8 Spanish Language Learners Beginner Spanish Language Learners Intermediate Spanish Language Learners Advanced
3 LA Our School at a Glance Language Arts S Language Arts 6 S Language Arts 7 M Language Arts 8 S PE Spanish T Spanish Language Arts 6 28 FA Spanish Language Arts 7 Spanish Language Arts 8 Learn in Community Spanish Language Learners Beginner Spanish Language Learners Intermediate www.cotopaxi.k12.ec Spanish Language Learners Advanced Socials Social Studies 6 Social Studies 7 Social Studies 8 Mathematics Math 6 Math 7 Math 8 Science Science 6 Science 7 Science 8 Physical Education Health and Physical Education 6 Health and Physical Education 7 Health and Physical Education 9 Technology Design Tech 6 Design Tech 7-8 Fine Arts Intermediate Band Concert Band Intermediate Orchestra Concert Orchestra Intermediate Piano Concert Piano Drama 6-8 Advanced Drama 7-8 Art and Activism Art 6-8
PE Health and Physical Education 7 T Health and Physical Education 9 FA O Technology Design Tech 6 Design Tech 7-8 Fine Arts Intermediate Band Concert Band Intermediate Orchestra Concert Orchestra Intermediate Piano Concert Piano Drama 6-8 Advanced Drama 7-8 Art and Activism Art 6-8 Mixed Media 6-8 3D Sculptures 6-8 Other Reading Support English for Academic Purposes Math Support 6-8 Math Support 8 High School English LA English 9 English 10 S English 11 S English 12 IB English Language and Literature SL/HL 1&2 IB English Literature SL/HL 1&2 Spanish Spanish 9 Spanish 10 Spanish 11 Spanish 12 Spanish 1 Spanish 2 Spanish 3 Spanish 4 IB Spanish A Language and Literature Standard/Higher Levels 1&2 IB Spanish A Literature SL/HL 1&2 IB Spanish B SL/HL - Ab Initio 1&2 Socials 29ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE World History 1 World History 2 International Relations Latan American Studies
S Spanish 10 Spanish 11 3 Our School at a Glance Spanish 12 Spanish 1 S Spanish 2 M Spanish 3 S Spanish 4 PE IB Spanish A Language and Literature Standard/Higher Levels 1&2 IB Spanish A Literature SL/HL 1&2 IB Spanish B SL/HL - Ab Initio 1&2 Socials World History 1 World History 2 International Relations Latan American Studies IB Economics SL/HL 1&2 IB History SL/HL 1&2 Mathematics Integrated Math 9 Integrated Math 10 Math 11/12 IB MAI Applications and Interpretation SL/HL 1&2 IB MAA Analysis and Approaches SL/HL 1&2 Science HS Biology HS Chemistry HS Physics HS Science - Environmental Studies IB Biology SL/HL 1&2 IB Chemistry SL/HL 1&2 IB Physics SL/HL 1&2 Physical Education Health and Physical Education 9-12 30 T Technology FA Design Tech 9-12 Robotics 9-12 Learn in Community Fine Arts www.cotopaxi.k12.ec Band 9-12 Orchestra 9-12 Piano 9-12 Drama 9-12 Art Media 9-12 Art Foundations 9-12 IB Visual Arts SL/HL 1&2 Other Transitions 9
FA Fine Arts Band 9-12 Orchestra 9-12 Piano 9-12 Drama 9-12 Art Media 9-12 Art Foundations 9-12 IB Visual Arts SL/HL 1&2 O Other Transitions 9 Independent Math Life Skills Study Support English Language Support School Accreditations International Baccalaureate® (IB) - Diploma This year Academia Cotopaxi is proud to celebrate its 40th anniversary of accreditation with the International Baccalaureate (IB) making it the first American International School to offer the IB Diploma in all of South America and the first IB Accredited School in Ecuador. More than 5,000 schools around the world teach International Baccalaureate® (IB) programmes, with their unique academic rigour and their emphasis on students’ personal development. The Diploma Programme (DP) curriculum is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay. Through the Diploma Programme (DP) Academia Cotopaxi students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service. IB Re-Accreditation Status Current Self-study 2016-2017 Concluded August 2018 Next Self study Will begin in August 2021 / May 2022 All IB matters to be addressed have been completed and approved by IB. Most were policy issues that did not conform or show direct relatedness to IB policy or the cycle or faculty were not following the required PD plan set out by the IB. Moving forward: PD for best practices with SL/HL combined classes, integrating Approaches To Learning (ATL) into classes. Celebration process & self-review at the end of grade 11 for students, parents and a teacher panel. Updated plan for introducing and supporting the Extended Essay (EE) process during Jr. Seminar and faculty meetings. To develop more horizontal and vertical alignment with Theory Of Knowledge (TOK) and international mindedness in classes. 31ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance Primary Years Programme (PYP) Academia Cotopaxi was the first school in Ecuador authorized to provide the Primary Years Programme (PYP). Since 2005, the PYP at Academia Cotopaxi’s PYP has nurtured and developed young students as caring, active participants in a lifelong journey of learning through a student-centered approach to education. PYP Re-Accreditation Status Last Self-study 2018-19 Approved May 2019 Last re-authorization visit and June 2019 report Matter to be addressed Action Plan Accepted Dec 2019 Next Self study Will begin 2022-2023 PYP Conclusions from Re-Accreditation Process Commendations: Communication, resourcing, systems, inclusion and meeting student needs. Recommendations: Continuing work in the area of curriculum development and planning as well as the role of inquiry and student agency in learning. Building for the Future: To systematically synthesize and organize previous curriculum work for teachers to have documents readily available for planning. The focus will be on the consistent implementation of systematic planning, assessment and reporting practices in all grade levels and subjects. New England Association of Schools and Colleges (NEASC) 32 Academia Cotopaxi is fully accredited by the New England Association of Schools and Colleges (NEASC). NEASC is an independent, voluntary, nonprofit membership organization which partners with over 1500 public, independent, and international schools in the US and worldwide to assess, support, and promote high quality education for all students through accreditation, professional assistance, and pursuit of best practices. NEASC aspires to provide a process for meaningful, ongoing whole school improvement while honoring the unique culture and context of each institution we support. Founded in 1885, NEASC has been working to establish and maintain high standards for all levels of education longer than any other accreditation agency in the United Learn in Community www.cotopaxi.k12.ec
States. NEASC Schools are required to submit annual updates as well periodical reviews that require extensive reflection by the school and reviews and visitation by NEASC representatives. NEASC Re-Accreditation Status Last self-study 2016-2017 March 2017 First Report on Planning and May 2019 Progress Our next Foundations Standards Visit (FSV), originally planned for the spring of 2022, has been postponed by NEASC until the spring of 2023 due to COVID-19. Moving forward with NEASC: To follow up with preparing for the Foundations Standards Visit (FLP) and Learning Profile Visit (LPV) visits based on the recommendations from the First Report on Progress and Planning (FRPP). Familiarization and Professional Learning opportunities for staff on the Learning Architecture, Culture and Ecology, the ACE Protocols of NEASC. Participation in virtual accreditation visits of other schools in anticipation of this occurring at Academia Cotopaxi. Ministry of Education (MOE) All schools in Ecuador are required to renew their permits every 5 school years. All matters concerning the Ministry of Education with respect to our school have been completed and approved. These include reporting: information regarding our curriculum, Board of Trustees registration, infrastructure, hiring processes, Ecuadorian Graduation Diploma requirements, and learning support. In 2020-21 we also submitted and have received confirmation or approval of numerous reports regarding: health and safety protocols, on-campus learning protocols, online learning, and impact on students’ social and emotional learning due to COVID-19. Our IMAGINE pre-school programme has a similar but separate accreditation process and procedure. Ecuadorian schools are required to renew their permits every 5 school years. MOE Accreditation Status Last self-study 2019-2020 Approved August 2020 Next self-study Will begin in August / Sept 2023 33ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance Our Faculty Summary Headcount Headcount Foreign Local Education Degree 10 Master & BA or BA+ Master & BA or BA+ MA% MA+ MA+ Administrators 0 0 100.00% 7 3 84.21% 30.77% Faculty AC 76 30 8 34 4 42.86% 0.00% Instructional Assistants 26 8 18 0.00% 0.00% IMAGINE Faculty 14 68 40.74% IAS IMAGINE 5 5 Support Staff Admin 35 35 General Services 50 8 50 TOTAL 216 37 51 120 Canada ............... 13% Ecuador ............ 1.3% Nationalities Venezuela .......... 4% Mexico ............... 1.3% Chile.............. 35.44% New Zealand... 1.3% Colombia ......... 1.3% UK ........................ 1.3% * Source HR information Spain ................. 2.5% USA...................... 47% 34 Learn in Community www.cotopaxi.k12.ec
Faculty Nationalities Language 70.45% 28.41% 1.14% English Spanish Others Native English Native Speakers 2U%K 2%New Zealand C1A2N%ADA 8U4S%A 35ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
3 Our School at a Glance Teacher Recruitment Recruitment and retention of teachers is a major challenge for international schools. The demand for qualified, experienced educators far surpasses an ever dwindling supply. Academia Cotopaxi’s reputation of excellence, well-established programs, including the PYP and IB, and our location in a beautiful country are assets in the competitive market for hiring teachers. Experienced international educators literally have a world of choices. These past two years Academia Cotopaxi has focused on continued recruitment of experienced and highly qualified teachers in ways that are more efficient, effective and economically sustainable. Commence Alternative talent Reduced Improved Extensive recruitment of pools - requiring recruitment fair incentives for background teachers earlier in more intensive current teachers checks (Child costs (fewer protection) the year direct recruiters, travel, to stay at recruitment accommodations) Academia rather than Cotopaxi through agencies Recruitment KPIs 2019-21 Increase 36 Learn in Community www.cotopaxi.k12.ec
Total Recruitment Costs Year Amount New Hires 2018-19 2019-20 $68K (over the budget of 14 hires not including Director (avg. $4.6K 2020-21 $40K) each) $28K (under budget of $40K) 28 hires (avg. $1K each) - 58% decrease from previous year $3.8K (budget $20K) 24 hires to date (avg. $160 each) - 94% decrease from previous year A World-Class Team of Educators Training 82% Masters Degree 12% Completing a Masters 3% Doctorate Degree Experience +1600 years of combined experience +18Average years of teaching experience 37ANNUAL REPORT 2020-2021 | OUR SCHOOL AT A GLANCE
4 Life Long Learners Professional Growth at Academia Cotopaxi “Our educators have Professional Learning Community spent hundreds of hours engaged in The two essential elements of a school are teachers and their students. professional learning Everything and everyone else is here to support that dynamic relationship. this year.” We regard our faculty as the heart and soul of our school. For this reason we are dedicated to providing our community of educators and the personnel who support their teaching with a wide range of professional development activities (internal and external) throughout the year. We are committed to staying current with worldwide developments in the best of educational practice, modern technology, and the curriculum we deliver. The adaptations required of educators around the world in 2020-2021 has added a new level of relevance and importance to our teachers being “lifelong learners”. In 2020-2021, not only has our manner of teaching changed, but also our professional learning. Our school belongs to several professional learning communities, (IBO, NEASC, AMISA, AAIE, WIDA, ICMEC, etc.) Academia Cotopaxi teachers have always participated in workshops and conferences offered by these and other organizations, many of these being outside of Quito or Ecuador. The migration of conferences, workshops, courses and seminars to online formats has created opportunities for more professional development for more of our staff in a more equitable manner at a reduced cost. Our educators have spent hundreds of hours engaged in professional learning this year. Our support for lifelong learning goes beyond our faculty to include opportunities for all our staff to stay engaged in the latest advancements in school operations, management and personal development. External PL Participation and Investment 2018/19 - 2020/21 DESCRIPTION 2020/21 2019-20 2018-19 Budget = Budget = Budget = $140K (100% allocated) $75K $140K (55% allocated) (99% allocated)* Number of Individual 83 38 109 PL Opportunities Total Number of 64 29 52 external courses, $137 $696 $1550 workshops etc. LearningAOvpgp. coortsutnpietyr Travel Expenditures $0 $21K $50K IOLTL** 95% 72% 58% * Including external providers brought to Quito ** Impact on Long-Term Teaching and Learning = percentage of recipients teaching the following year or two at AC 38 Learn in Community www.cotopaxi.k12.ec
Profesional Development Budget 2020 - 2021 Professional development Budget $ 75K 86% Instructional Staff 14% Support staff, Management and Others External Professional Learning Opportunities 2020-2021 • Congreso de Autismo - Fundación Camina Conmigo • How to Learn Math for Teachers - Stanford University • ISS Deep Dives into Virtual Learning- PK-12 World Language & EAL/ ESL Educator - ISS • Hybrid Teaching - ISS • Design Thinking For Schools - AMISA • ICMEC Child Protection Response Team Training - ICMEC • Primary Years Programme - IBO 39ANNUAL REPORT 2020-2021 | LIFE LONG LEARNERS - PROFESSIONAL GROWTH AT ACADEMIA COTOPAXI
4 Life Long Learners Professional Growth at Academia Cotopaxi • English Language Learners - WIDA and Bureau of Education and Research • Middle School Math - Middle School Math National Congress • 21st Century Teaching and Learning - Stanford University • Specialization in Virtual Teaching - University of California, Irvine • Purposeful Lesson Planning for Language Learners - WIDA • Differentiation for Linguistically Diverse Students - WIDA • Teacher Leader Certificate of Advanced Studies - Buffalo State University • PK-12 Math Educators Online Teaching - ISS • Early Years Educators - ISS • Teaching Using Mentor Texts - Heineman • Genius Hour Master Course - Blend Education • Strategies for Supporting English Learners in a Readers Workshop - Heinemann • IB Design Tech - IBO • IB CAS - IBO • IB Spanish - IBO • Leading Learning - Author to Author • Teacher Collaboration - Empowering ELLs • Conferring Online - Author to Author • IB TOK - IBO • Early Years Learning - ISS • College Counselling - College Board • No hay mejor momento para ser un educador - Tri-Association • Instructional Assistance • Swim Coaching Certification - FINA • Child Protection Response Team - AMISA • Virtual Learning: PK-12 Science Educators • IB Physics - IBO • How to Teach with Mentor Texts, Onsite Or Online - Author to Author • Standards Based Grading and Reporting - ISS • Critical Role of Reading Fluency - Lesley College • Online Teaching and Learning for EAL/ELL - ISS 40 Learn in Community www.cotopaxi.k12.ec
• Virtual Learning: PK-12 Science Educators - ISS • IB Global Politics - IBO • Instructional Assistant - Author to Author • School Reopening After COVID - ISS • Strategic Enrollment and Management - AMISA • Digital Marketing for Schools - ISS • Planning and Budgeting school Budgets Under Challenging Market Conditions - ISS • MAP Data Analysis and Impact of COVID-19 - NWEA • Teaching Students to Elaborate - Author to Author • Reading Fluency: Accelerating Learning in the Age of COVID-19 - Lesley College • Strategies for Supporting English Learners in a Readers’ Workshop - Heinemann • Assessing Writing Online - AAIE • Leading from the Middle - AAIE • International Inclusive Leadership Program - Lead Inclusion • Language Literacy Intervention Primary Grades K-2 Institute - Heinemann • Language Literacy Intervention Intermediate & Middle Grades 3-8 - Heinemann • College Board Online Forum - College Board • Engagement Strategies for Remote Learning - International Center for Leadership in Education • Significantly Increase ELL Students’ Fluency (K-8) - BER • The Coaching Institute led by Jim Knight - Instructional Coaching Group • Increase Visibility, Engagements & Enrollments through Digital Marketing Workshop - ISS • Strategic Enrollment Management in the New Post-Pandemic - AMISA • Curso Actualización Tributaria 2020 - CLE - Consultores • Taller Virtual Cambios Recientes en el SUT - AMCHAM • Curso Ambientes Virtuales de Aprendizaje enfocado en RRHH - • Curso Cierre Fiscal 2020 - AMCHAM • Vaccines! How We Can Use Science to Help Our Community Make Decisions About Vaccines? - Smithsonian Institute 41ANNUAL REPORT 2020-2021 | LIFE LONG LEARNERS - PROFESSIONAL GROWTH AT ACADEMIA COTOPAXI
4 Life Long Learners Professional Growth at Academia Cotopaxi Internal Professional Learning Academia Cotopaxi and IMAGINE teachers benefit not only from access to collaboration with and learning opportunities from educators around the world, but also from regularly scheduled Professional Learning opportunities facilitated by school administrators and fellow teachers here at our school. Internal PD List Elementary School • Caring School Community: Building inclusive, welcoming classrooms for all • What’s Working: Safe and Creative Ways to Engage Students Via Zoom • Supporting Language Development: Five Essential Strategies to Support English Learners • Growing Great Readers: Leveled Literacy Strategies to Support Emerging Readers • Upskilling Instructional Videos: Simple Techniques to Deep Engagement and Improve Skills • Follow the MAP: Making Sense of MAP Scores and Resources Help Student Grow • Strengthening Fluency: Teachers Testing Strategies to Help Students Build Reading Fluency • Who’s Doing the Work: Increasing Student Accountability and Decreasing Teacher Talk • Balanced Literacy: Making Our Balanced Literacy Program Effective Online Middle School and High School • Google Classroom • Ed Puzzle, Jamboard, Loom, Padlet • Skyward, Alma, Zoom • Curriculum work related to Mission statement 42
• Curriculum work related to standards and to ATL’s • IB Assessments • PYP Instruction • Inclusion - 5 1-hour sessions • iPad as an instructional tool • Station Rotation in Hybrid Learning • Engaging Adolescents through Differentiation • Multi and Interdisciplinary Planning • Development of ePortfolios • Developing Google Sites • MAP Results Analysis • PLC - Visible Thinking Strategies • AC Mission Impact Analysis General Learning • COVID-19: Biosafety Rules and Norms Opportunities for our • Nutrition and Exercise Professional Community • COVID-19 Vaccines • Techniques for Emotional Regulation In 2020-20t21 we have expanded • The Secret to Working Better and Happily our professional learning • Protocol: Violence Against Women in the opportunities to allow our faculty and support staff to better Workplace cope with the uncertainties and • Assertive Communication in Personal and Work concerns of working and living through a pandemic. Relationships • Ergonomic Risk and Cargo Handling • Salud Sexual, Reproductiva y VIH • Violencia Intrafamiliar y Contra la Mujer 43ANNUAL REPORT 2020-2021 | LIFE LONG LEARNERS - PROFESSIONAL GROWTH AT ACADEMIA COTOPAXI
5 Learning Beyond the School Learning Beyond the School CAS - Creativity, Activity and Service During this period of distance learning, the Creativity, Activity and Service (CAS) and CAS Jr. coordinators have been encouraging the pursuit of CAS and CAS Jr. projects to allow for balance in student lives, which is especially important in this year where regular avenues for creativity, activity and service have not been available. There has been a considerable amount of work to include grade level Mentors to develop our CAS and CAS Jr. programming. By doing so, we are taking advantage of a smaller and more personal setting where at least one adult who knows the student in a broader context can guide the student in terms of planning CAS well as well as having peers that can give feedback to each other in a structured yet supportive environment. This structure encourages relationship building and trust between teachers and students. Beginning with CAS Jr. there is now documentation of CAS Experiences, Projects, Evidence and Reflections in the new ePortfolio system. This will allow students to showcase their learning with a greater emphasis on effective reflective writing and agency, as the ePortfolios are designed by the students themselves. The class of 2023 will be the first to use the ePortfolio system to document their work for CAS. Similar to the notion that each ePortfolio will be designed by the students, they are also curated by them, thus leading to a more individualized CAS Jr. and CAS effort. Examples CAS Student photos Examples CAS Student photos 44
ePortfolios “The class of 2023 will be the first to use the An ePortfolio is a collection of work (evidence) in an electronic format e-Portfolio system to that showcases learning over time. An ePortfolio may contain all document their work or some of the following: Files of various formats (text, pictures, for CAS.” video, etc.) Evidence related to courses taken, programs of study, etc. Example of ePortfolio MS Example of ePortfolio HS 45ANNUAL REPORT 2020-2021 | LEARNING BEYOND THE SCHOOL
6 Innovative, Quality Teaching and Learning “In 2020-21 we have Innovation is everywhere in the world around us. We see it in rapid implemented a daily technological advancements and in the growth of knowledge-based questionnaire process economies. At Academia Cotopaxi we recognize that educational to permit staff and systems also must be innovative. Distance learning has highlighted parents to enter both the potential and limitations of educational technology. Our switch campus.” to distance learning has required adoption of and adaptation to and rethinking of how we use digital teaching tools. These teaching tools will prove indispensable as we build our school’s future together. Schools must move students from their traditional roles of information consumers into problem-solvers, innovators, and producers. Innovative teaching is aimed at filling several critical gaps: • Between the world that young people experience outside the classroom and the world within. • Between the skills that students learn in school and those they will need later in life. • Between those who have access to high-quality education and tools and those who do not. Technology Integration and Innovation In 2020-2021 Academia Cotopaxi’s Marketing and Technology Teams worked with a local website developer to rebrand our existing website and update the functionality of it to make sure that it met Americans with Disabilities Act (ADA) website accessibility standards and better reflected our strategic mission. This year we also created a new Bilingual IMAGINE website. We have centralized our Learning and Teaching Platforms and both internal and external communications. All Grade 6-12 classes now use Google Classroom as the central Teaching and Learning platform compared to the 5 different learning platforms used the previous year. Google Classroom integrates well into Alma, our new Student Information System to which we are transitioning this year. With Alma teachers, students, and parents will be able to access all grades, attendance, etc. from one location, and teachers are able to communicate via Alma’s parent communication platform. In 2020-2021 we have implemented a daily questionnaire process to permit staff and parents to enter campus. Each member of our 46 Learn in Community www.cotopaxi.k12.ec
community receives a personalized QR code linked to the health “Distance learning questionnaire that security personnel then scan to view the person’s has highlighted health status and determine if the person is able to enter the campus both the potential and not pose a safety threat. and limitations of educational PK-12 Teaching and Learning has required that teachers and students technology.” incorporate more technology and more modern approaches to teaching and learning. Zoom has been a main component of this year’s classroom. Zoom has allowed for teachers to engage students in conversations and guide them through deep thinking routines. In Pre-K to Grade 5, Seesaw has allowed teachers and students to record themselves and their work for asynchronous teaching and learning. Students are able to watch and engage in their teachers’ activities at their own pace and comprehension level. If students need to review a video four times, they may do so. They can also record their responses and their work to send to the teacher and their parents. Other engaging tools such as Peardeck, EdPuzzle, Flipgrid, Jamboard, BrainPOP, Razkids, IXL, Explore Learning Gizmos, etc. allow for teachers and students to engage with the content and context of their lessons. These tools will continue to be used by teachers and students when Academia Cotopaxi return to in-person teaching and learning as part of the Flipped Classroom Teaching and Learning Model. Our High School also added the first VEX Robotics class and successfully taught classes virtually using the VEX Virtual Robotics Curriculum. Next year the High School program will grow to include a VEX Robotics Competition Team. 2020-21 Tech Innovations and Improvements • New Academia Cotopaxi Website • New IMAGINE bilingual website • Standardized Google Classrooms (MS and HS) • Standardized See-Saw (PK-5) • One consistent, rather than five Teaching and Learning Platforms • Implementation of Alma Student Information System • Digital QR code system for campus access • PK-12 Zoom implementation • ePortfolios • Flipped classroom teaching and learning model • Enhanced student contact time with teachers • Individual Virtual Meetings • 24/7 access to class materials and recordings • VEX Virtual Robotics • Peardeck • EdPuzzle • Flipgrid • Jamboard • BrainPop • IXL • Explore Learning Gizmos • Noteflight Learn Online Music Support • Chrome Music Lab 47ANNUAL REPORT 2020-2021 | INNOVATIVE, QUALITY TEACHING AND LEARNING
7 Learning Results “Our students College Acceptances have committed to universities in With the pandemic bringing a lot of unknowns and changes in the United States, application requirements, this year was one of the most unpredictable Canada, United in the history of Academia Cotopaxi. The move towards “test optional” Kingdom, Spain, and admissions increased application numbers and changed the way many the Netherlands.” universities viewed applications, but also allowed our students to be viewed more holistically and gave greater importance to their academic achievements in school. It is anticipated that many US universities will remain test-optional for the next 1-2 years due to the pandemic and/ or make the decision to permanently remove the testing requirement. Universities in the US are starting to release testing policies for the upcoming year, and this information is being updated regularly. Despite this year being an exceptional one, our students managed to secure admission to some of the most prestigious universities in the world. More importantly, half of our senior class was admitted to their First Choice university (based on current data). So far, the Academia Cotopaxi class of 2021 has been offered a total of $ 4,983,917 USD in scholarship and financial aid, surpassing the amount the year before the pandemic of $ 4,834,556. Our students have committed to universities in the United States, Canada, United Kingdom, Spain, and the Netherlands. Admissions Trends / Exceptional Year • The 2020-21 academic year is being called a year of “record- shattering” applications, one of the toughest years yet in college admissions. This article highlights why. • 2020-21 was a “great year for colleges”, but not a great year for students, with acceptance rates plummeting and application numbers increasing.This article highlights some of this (please see following examples/ data). Examples of Impact of COVID-19 on US College Admissions • Williams College 8% of students in 2020-2021 down from 12% prior to the pandemic. • Swarthmore College 8% in 2020-2021, down from 9% prior to the pandemic. • Massachusetts Institute of Technology, (MIT) admitted just 4%, down from 7% in 2019 with a 66% increase in applications. • The University of Notre Dame’s admissions rate fell to a new record of 15%. • Emory University’s admissions rate fell from 19% to 13%. • Among public flagship universities, there is also more competition to get in. The University of Virginia saw applications increase from • 41,000 to 48,000 -- and offered admission to 21%. • University of Georgia, admissions fell from 46% to 39% • Swarthmore College received 12% more applications than in 2019- 2020. • Larger universities tend to have slightly higher admission rates, but they are becoming more competitive. 48 Learn in Community www.cotopaxi.k12.ec
• Yale University was also shocked by this year’s application season. - A 33% increase in applications in 2021 than prior to the pandemic has “blown away” the Yale Admissions Department. “I think we all knew there was going to be an increase, but 33% is a lot,” John Yi Associate Director of Yale Admissions”. College Acceptances 2021 US Universities Canadian European & Programs Universities Universities • US Universities & Programs • Maryville University of Saint Louis Station • American University • New York University • Texas Christian University • Art Center College of Design • Northeastern University (4) • The University of Tampa (2) • Barnard College • Nova Southeastern University • Trinity University • Bentley University (2) • Oberlin College • Union College • Boston College • Ohio State University-Main Campus • University of Colorado Boulder (5) • Boston University (2) • Palm Beach Atlantic University • University of Colorado Denver • California College of the Arts (2) • Pennsylvania State University-Main • University of Delaware • Carleton College • University of Denver (5) • Case Western Reserve University Campus • University of Georgia • Chatham University • Pratt Institute-Main • University of Illinois At Urbana- • Clemson University • Reed College • Columbia College Hollywood • Rensselaer Polytechnic Institute Champaign • Cornell University • Ringling College of Art and Design • University of Iowa • Flagler College-St Augustine • Rollins College • University of Miami • Florida Institute of Technology • Saint Louis University (2) • University of Michigan-Ann Arbor • Florida International University • San Francisco State University • University of Minnesota-Twin Cities • Fordham University • Savannah College of Art and Design • University of Notre Dame (2) • Gonzaga University • School of the Art Institute of • University of Oregon • Harvey Mudd College • University of San Francisco • Hussian College-Relativity Campus Chicago (2) • University of Southern California • Stonehill College • University of Vermont California • Stony Brook University • Virginia Polytechnic Institute and • Lehigh University • Suffolk University • Loyola University Chicago • Syracuse University (5) State University • Lynn University (2) • Temple University • Worcester Polytechnic Institute • Texas A & M University-College 49ANNUAL REPORT 2020-2021 | LEARNING RESULTS
7 Learning Results UnivUeSrsUitnieivsersities CanadiaCnanadian EuropeaEnuropean Progr&amPrsograms UniversUitnieivsersities UniversUitnieivsersities • Carleton University • Cardiff University • Mcmaster University • Hult International Business School • Queen’s University • The American University of Paris • The University of British Columbia • University of Manchester • University of Ottawa (2) • University of Sheffield • University of Toronto (2) • University of Twente • Western University • York University “That’s the question thousands of families and high school seniors are asking themselves in a college admissions season like no other — one marked by pandemic isolation, remote learning, disrupted activities and the elimination of standardized testing requirements at most universities across the country. Surging college applications have been hailed as a sign that the dropping of testing requirements has lowered entry barriers for many students. But the flip side of more applications is more rejections and heartbreak — as well as widespread confusion over what it takes to get that coveted acceptance letter.” - Teresa Watanabe, Los Angeles Times. 50
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