ANNUAL REPORT - files.ctctcdn.comfiles.ctctcdn.com/5eaed9b3201/5c9996a8-94f2-43f1... · AdvancED International introduced the Excellence in Education Award in 2009 to recognize individuals

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ANNUALREPORT2 0 1 4 - 2 0 1 5

In our pursuit of excellence,full speed ahead.

Colegio NUEVA GRANADA

Board of directors 2014-2015

President Francisco Díaz

Vice President Miguel Cortés

Treasurer Larry Akerman

Trustees Diego Acevedo

Catalina Rizo

Juan Saldarriaga

Mauricio Samper

U.S. Embassy Representative Peter Natiello

Director Eric Habegger

administrative council

Director Eric Habegger

High School Principal Shaysann Kaun

Middle School Principal Thomas J. Merritt

Elementary School Principal Julie Hunt

Primary School Principal Tom Spence

Learning Center Director Jodie Rommel

Athletics and Co-Curricular Activities Director Jonathan Chenier

Special Projects Director Charlotte Samper

Bachillerato Program Administrator Astrid Amador

Director of Academic Technologies Julián Rodríguez

Director of Finance and General Services Monique Duchamp

administrative directors

Director of Admissions Laura de Brigard

Director of Development and Community Relations Diana Colmenares

Director of Information Systems Susie Faccini

Director of Management Systems and Professional Growth Claudia Gama

Director of Personnel Services and Human Relations María Cristina Ospina

Director of Publications and Media Services María Isabela Gómez

academic support team

Assessment Coordinator Alex Aristizábal

Schools of Excellence Coordinator Liliana Borrero

Assessment Data Analyst Olga Polyakov

ISO 9001

Certificado No FC-5898-1

© Colegio NUEVA GRANADAPublications and Media Services DepartmentAll Rights Reserved.No part of this document may be reproduced without permission from the publisher.Printed by Panamericana Formas e Impresos S.A.Bogotá, Colombia. April 2015

CNG 2014 - 2015 ANNuAl RepoRt

AdvancED International introduced the Excellence in Education Award in 2009 to recognize individuals for their achievements in advancing high-quality education throughout Central America, the Caribbean, and South America. Nominees for this award are judged for their significant regional contributions based on the following criteria:

• Generating a common vision and mission for higher expectations among students, faculty, and the educational community;

• Demonstrating a record of significant and distinguished contributions to the education profession;

• Providing a lasting positive impact on student learning;

• Serving as a role model and mentor for students and/or future generations of educators; and

• Demonstrating significant professional contributions to AdvancED.

As the world’s largest accrediting organization within the United States and across the globe in 70 countries, AdvancED promotes excellence in education for over 32,000 schools with a total enrollment of more than 20 million students in educational institutions worldwide.

The CNG Board of Directors would like to extend its congratulations to Dr. Habegger, his entire leadership team, and the faculty and staff at CNG for their strong commitment to the pursuit of excellence in education for our students and school community. Their hard work over the years has advanced our vision to maximize individual student potential as well as improve our school programs and services. Congratulations to Dr. Habegger and to everyone on the CNG team for earning this prestigious award. On behalf of the Board, it is also my pleasure to inform our community that Dr. Habegger’s contract with CNG has been extended to June of 2019.

In closing, CNG has experienced many successes this academic year and, of equal importance, we have worked diligently in the process of strategic planning throughout the past 12 months to build an even brighter future for our students and community. We look forward to our ongoing partnership with the community to generate continued improvement trends.

Sincerely,

Francisco Diaz President of Board of Directors Alumni - Class of 1981

During the period 2014-2015, the Board of Directors focused on three main issues to help advance our institution’s mission and vision:

1. Supporting the administration in the refinement of CNG’s Strategic Plan. In maintaining our long-term view and commitment to sustainability, the Board has updated our 10-year Financial Plan ensuring guidelines for continued improvement while maintaining a balanced budget. The work of the Board in this area has also focused on long-range facilities planning in order to improve the infrastructure of our campus to support teaching and learning.

2. Maintaining our emphasis on hiring and retaining the best teaching staff. For this to be possible, we continue upholding a very competitive compensation policy within the region. In the latest benchmark in terms of international schools in compensation competitiveness, we are ranked #5 in Latin America. During this past year, we had a record number of international teacher applicants. We had a total of more than 3,000 applications, which resulted in us hiring 36 new teachers and four administrators of the highest quality.

3. Strengthening our alignment with the governance of Colegio Fundación Nueva Granada (CFNG). Working jointly with the CFNG Board, the CNG Board of Directors has assisted them in establishing new governance guidelines that mirror those of CNG operations, clarifying goal documents for the new executive director, supporting academic improvement processes, and aligning efforts in fundraising and communications. A strong partnership with the CFNG remains a high priority for CNG as our part of our social responsibility objectives.

In reviewing the other results of this school year, the Board of Directors feels justifiably proud of the broad range of achievements by our students and staff. We would like to especially highlight our college counseling efforts that resulted in our upcoming graduates being accepted into many prestigious universities in Colombia and the United States. The Class of 2015 has already received scholarship offers that exceed US $1.7 million dollars. Congratulations!

Finally, and most importantly, the Board would like to give a special recognition to Dr. Eric Habegger who was awarded the 2014 Excellence in Education Award for Latin America. The Executive Director of AdvancED International presented this award to Dr. Habegger on December 5th, 2014 at the Latin American Chief Administrators’ Conference in Atlanta, Georgia.

Board Of Directors: President’s Report

5


CNG 2014 - 2015 ANNuAl RepoRt SECTION II

Within the pages of this year’s annual report, you will find an impressively broad range of successful results based on our joint efforts to sail the CNG ship boldly forward in our quest for higher achievement and individual excellence for each student. In addition, our annual survey results continue to show CNG building upon our strengths and working effectively to address areas for needed improvement. Finally, you will see many positive gains in student performance across multiple metrics that are fully aligned to our vision of educating the mind, strengthening the body, and developing character for leadership and service. The following sections highlight our overall performance accomplishments and continued improvements in teaching and learning at CNG:

I. The CNG Way – Our Continuous Improvement Process During the 2014-15 School Year (Page 8)

A. School-Wide Program Improvements

1. The Key to School Quality: Hiring and Retaining the Best and Brightest Teachers 2. Key Investments in Professional Development Aligned to School-wide Goals3. Integrating Technology for 21st-Century Learning 4. The Pillar of Character Education at CNG

B. Impact of Improvement Efforts

1. Successful ISO Re-certification and Major Commendations for 2014

II. Measuring Our Success: Program Data Sets (Page 16)

A. Academic Program Data Set and Analysis B. College Admissions Data Set C. Learning Center Data Set D. Co-Curricular Program Data Set and Analysis E. Admissions and Enrollment F. Infrastructure Investments

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

A. Survey Results from Stakeholder Feedback B. School Improvement Plan Updates

IV. Our Key Partners for Advancing CNG’s Mission and Vision (Page 48)

A. Our Parent/Teacher Association – Investments in Our Childrens’ Futures B. Colegio Fundacion Nueva Granada –Restructuring for Long-term Success C. An Evolving Alianza Educativa: Redefining Our Partnership Going ForwardD. Other Educational and Service-learning Partnerships

V. Collectively Envisioning the Meaning of “Future Success” at CNG (Page 54)

At our all-school assembly in August to begin this academic year, we invited our K4-12 students as well as entire school community to gaze into the crystal ball and challenge ourselves to dream big dreams and achieve big goals in 2014-15. We encouraged everyone to set a new and higher bar and boldly engage in those pursuits. The underlying spirit in setting these lofty endeavors actually emerged from the theme of last year’s annual report when we started to set our sights on new horizons at CNG as part of our ongoing journey toward a visionary future. While on this exciting path as bold explorers looking to find new and better worlds of learning for our students, the cover of this year’s annual report symbolically reflects the importance of our continual evolution as an institution. If we plan to find any form of success in moving forward in our quest, then we will need to work toward helping students extend and expand their learning in order to navigate the rapidly changing world around us.

Although all of us must individually and collectively dream big in order to reach bolder and higher goals, these efforts must make the leap of transforming from mere thoughts and words into actual deeds. As suggested by the great American poet and philosopher, Henry David Thoreau, he reminds us that we create our own futures within each present moment and take risks in our daily actions, boldly launching ourselves on every wave, if we are to move forward in finding and creating our eterni-ty. Our efforts this school year reflect the collective work of many people focused on living fully in the present and maximizing each day in order to create a better place for teaching and learning. Only through these collective efforts can we fulfill our ho-listic vision of Mind, Body, and Character development for all youngsters at CNG.

Building upon the legacy of the legendary CNG “galleon” first launched by our founders more than 75 years ago, our community today has the vital responsibility of continuing our work to transform that historic first ship into an ever-evolving mod-ern vessel that moves full speed ahead as an educational pacesetter. In the pages of this report that follow, we will be sharing with you our continual evolution as a great place for student learning. We will also celebrate the positive outcomes that occur as a result of CNG maintaining a clear north as well as remaining fully committed to moving forward at full throttle in our unwavering pursuit of excellence.

Director’s ReportDr. Eric Howard HabeggerContinually Evolving and Moving Forward:Full Speed Ahead at CNG !

You must live in the present, launch yourself on every wave, find your eternity in each moment.

Henry David Thoreau, American Philosopher and Writer

7



The CNG Way: Our Continuous Improvement Process During the 2014-2015 School Year

SECTION I

a. School-Wide Program Improvements

1. The Key to School Quality: Hiring and Retaining the Best and Brightest Teachers

2. Key investments in professional development aligned to school - wide goals

100%

85% 90%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

TWO OR MORE YEARS OF TEACHING EXPERIENCE

OVERSEAS EXPERIENCE ADVANCED DEGREES

PER

CEN

TAG

E

CNG Quality Indicators for Incoming International Teachers

2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

As one of the most important factors in advancing overall program improve-ment, CNG’s quality indicators for incoming teachers have maintained very high percentages across two areas and steadily increased in the criteria of those entering with advanced degrees. The teaching tenure of arriving teachers has also improved with averages ranging between 8-10 years. The incoming teaching class of 2015-16 comes to CNG with highly diverse experiences of working in 28 different countries, including many top international schools worldwide.

Along with the important tasks of hiring and retaining top teaching talent at CNG, our school also believes in the importance of providing continued profes-sional development (PD) and training in order to increase the capacity of our teach-ing team. As part of an important strategic effort during the past three years, CNG has made concerted efforts to ensure that strong alignment exists in PD funding tied with major school-wide goals. The ongoing work on strengthening reading and writing for both the Spanish and English literacy programs leads the way for the third consecutive year in funding for this K4-12 initiative. Another key project this year targeted the building of greater capacity within our Learning Center staff with more than 20 specialists currently working to complete either their Special Educa-tion certification or their Master’s Degree in this key area of supporting students to reach their full potential for learning. The final three areas on the target list all focus on developing greater capacity to provide high-quality programs and services in-corporating our continuous improvement model. Of note, CNG also invested con-siderable professional development monies across a broad range of other areas tied to building-level or individual professional growth plans with the above list merely highlighting our key school-wide targets in 2014-15.

The incoming teaching class of 2015-16 comes to CNG with highly diverse experiences of working in 28 different countries, including many top international schools worldwide.

The ongoing work on strengthening reading and writing for both the Spanish and English literacy programs leads the way for the third consecutive year in funding for this K4-12 initiative.

9


CNG 2014 - 2015 ANNuAl RepoRt SECTION I

3.Systematic Improvements in Curriculum, Instruction, and Assessment

4. Integrating Technology for 21st-Century Learning

As one of our major School Improvement Plan initiatives to advance our strate-gic goals related to high-quality curriculum development and improved instruction, CNG implemented a new online tool at the beginning of this school year, Atlas Ru-bicon, a highly regarded curriculum management system. Atlas Rubicon functions as a web-based curriculum storehouse and management tool that encompasses the entire alignment process for curriculum, instruction, and assessment. Furthermore, this particular tool changes the paradigm of curriculum work by providing for a sys-tematic cycle of curriculum documentation, analysis, and collaboration. Through unique communication functions, Atlas allows faculty members to initiate and join collaborative conversations vital to ongoing curriculum advancement and improve-ment of student learning.

Currently, all of CNG’s curricular documents, built on research-based standards and benchmarks for all K4-12 subject areas and courses, have been uploaded into the Atlas system. During this first year of implementation, a Core Team of educators has been training all teachers and departments in the use of Atlas Rubicon. Teach-ers have now begun to develop and refine their Unit Plans for instruction using this innovative platform. In addition, all faculty members have access to view K-12 Unit Plans across every subject area, a benefit that allows for vertical and horizontal cur-riculum alignment through collaboration and information sharing. Instructional Leaders can also use the analytical tools in Atlas to generate a variety of reports that provide valuable insight into concepts for effective teaching and learning as well as ensure accountability for the teaching of key concepts at every grade level. Atlas Rubicon has been and will continue to serve as a vital instrument for curriculum monitoring that will positively drive forward high-quality teaching and the most important student learning outcomes.

As an important initiative for learning innovations beginning almost two years ago, the CNG leadership team designed a school-wide process for Technology Inte-gration Proposals (TIP’s) in which teachers from all building levels submitted pilot projects for integrating new technology in their areas. A broad range of innovative projects were selected from this group of proposals and financed in order to begin implementation during this current academic year:

• Interactive Smart Boards - MS Mathematics teachers are using these tools to increase interactivity within their classes.

• HS Science Department – A set of iPads and laptops are now dedicated for use with specialized software programs to support scientific learning activi-ties.

• Teaching Music through Technology - A class set of iPads and music key-boards are being utilized by the music teachers across the school program.

• Technology for Improving Teaching and Learning in P.E. - A set of iPads and an Xbox Kinect are enhancing teaching and learning for physical educa-tion classes in primary and middle school.

• Smart Board Smart Time K4 - An interactive LED screen has been added at K4 to provide touch-interactivity tools for students.

• ES Mobile MacBooks for Spanish Teachers - Spanish teachers in ES are using these laptops to collaborate and create multimedia-enriched content within their lessons.

• ES Mobile MacBooks for 3rd-Grade Teachers – Our 3rd–grade home-room teachers in ES are utilizing these laptops to collaborate and create multimedia-enriched content for their lessons.

• Bring-Your-Own-Laptops at 9th Grade - All students at this grade level are using their own laptops for their different subjects to improve access to information, reduce use of paper, and submit work electronically among other uses.

• Counselor Projects - Video editing hardware and software and cameras are being used to produce videos that support counselor projects such as helping students with transitions and providing services for students with a variety of developmental and mental health issues.

These pilots have been developing at different levels of implementation with part of the process including program evaluation to assess the impact of these tools on teaching and learning.

As part of this important initiative, CNG’s networking infrastructure was also strengthened to support the increased number of devices connected to the school’s network, especially our Wi-Fi services and bandwidth. The help support for students and teachers was also improved by adding two new technicians available at the building levels (one shared between PS-ES and one shared at MS-HS). This additional support has made it easier to provide more rapid response to troubleshooting problematic situations as well as help teachers when carrying out activities with new tech tools in their classes.

COLUMBIA UNIVERSITY, TEACHER'S COLLEGE,

READING AND WRITING PROJECT (TCRWP),

$76,387

ANNUAL EDUCATORS´ CONFERENCES, AASSA AND TRI-ASSOCIATION,

$68,231

SPECIAL EDUCATION TRAINING- LEARNING CENTER , $50,498

PGP SUPPORT- PROFESSIONAL GROWTH

PLANS, $36,428

BUILDING CAPACITY IN SCHOOLS OF

EXCELLENCE AND CURRICULUM

DEVELOPMENT, $33,766

SKYWARD AND TECHNOLOGY, $13,043

CHARACTER EDUCATION PROGRAM, $8,650

CNG Professional Development

Total Expenditure in US Dollars School Year 2014-2015

3%4%12%

13%

17% 24%

27%

All of CNG’s curricular documents, built on research-based standards and benchmarks for all K4-12 subject areas and courses, have been uploaded into the Atlas system.

CNG’s networking infrastructure was also strengthened to support the increased number of devices connected to the school’s network.

11



5. The Pillar of Character Education at CNGWith strong program improvement processes already in place in two of our three

key CNG pillars along with ongoing initiatives underway for Educating the Mind and Strengthening the Body, our third yet arguably most important pillar, Develop-ing Character for Leadership and Service, has taken greater emphasis during this school year and going forward. More than a year ago, CNG realized the vital need to institutionalize efforts in this important area by implementing a comprehensive K4-12 program, “Positive Action”, to serve as our framework for the future. After a robust and lengthy selection process that reviewed more than ten different well-rounded programs in character education, CNG selected Positive Action because it allowed us to customize this program to reflect our unique community perspectives along with the broader cultural and school-specific factors that define our students’ CNG experience.

Each school level this year has worked to incorporate many of the structured curricular concepts for building character within our student body. The program has focused on initial implementation of the six main universal values related to personal relationships and the ethical foundations for citizenship and service to others. Our teachers and administrative team will continue working on adapting the program curriculum to align with our CNG program and the fundamental values that define The CNG Way. As we move forward with this important pillar for our students and community, CNG will continue to refine and expand this program to ensure that every student’s K4-12 experience will help build a strong set of core values to extend beyond their schooling year at CNG.

For the 2015-2016 academic year, each building level has selected a main project to help the school prioritize the allocation of additional resources for new technology purchases:

• PS - New computer lab in P18 tied to a new specialist position and new class sets of iPads to improve ratio of devices to students to 1:3.

• ES - Class sets of iPads to improve ratio of devices to students to 2:1.

• MS - Chromebook class sets to increase availability of devices for students.

• HS - Completing a class set of MacBooks for science and set of iMacs for the Design classes.

These main projects are in line with the existing technology deployment at each building thus increasing overall availability of student devices.

As an important future extension of this initiative, CNG will begin a 3-year process to upgrade teacher tech devices to provide the following:

• Interactivity through wireless projection capabilities as opposed to fixed teacher stations. This initiative will allow teachers to move around the classroom and be in control of the content on the screen while allowing students to interact with the content from the teacher device. This replaces more expensive Interactive Whiteboard solutions.

• Mobility by substituting the desktops in the classrooms with laptops that can maximize the interactivity. This proposal also allows teachers to use laptops outside the classroom in meetings or other work areas to make it possible for specialists who come to the classroom to bring their own device rather than depend on the classroom PC.

Finally, computer labs across the school will begin receiving replacement hardware to enable those high-use areas to have more robust multimedia creation capabilities and allow students and teachers to use specialized software toward those purposes.Teacher devices and stations in the labs will also benefit from an upgrading plan over the next three years.

Year 1

• 25% of the teacher desktops replaced with a laptop. Elementary school will continue the deployment of MacBook Airs, PS/MS and HS will move forward in using hybrid computers (tablet/laptop convertible models).

• 1 lab set up with new workstations.

• 30 classrooms set up with wireless projection.

Year 2

• 50% of teacher computers replaced with laptops.

• 2 labs set up with new workstations.

• 30 classrooms set up with wireless projection.

Year 3

• Remaining teacher desktops replaced.

• Remaining labs machines replaced.

• Remaining classrooms set up with wireless projection.

During this current year, the GLS (Global Learning Studio) has been created and will start to operate as staff are being trained in the handling of its cutting-edge range of functions. Video conferencing, sound, and lighting systems will be fully operational within the next few weeks. Students and teachers will soon begin using extensive media content to enhance learning experiences not currently available in the regular classroom. As of 2015-2016, the MIS (Media Innovation Studio) will also begin operating with a focus on the primary and elementary schools as a maker space oriented toward multimedia products. In summary, CNG has a clearly defined an aggressive multiple-year plan to enrich the learning experiences of its entire stu-dent body as well as greatly expand the range of teaching strategies and motivational tech tools available to our teaching faculty.

CNG selected Positive Action because it allowed us to customize this program to reflect our unique community perspectives along with the broader cultural and school-specific factors that define our students’ CNG experience.

As an important future extension of this initiative, CNG will begin a 3-year process to upgrade teacher tech devices.

13



6. Ongoing Colombian Program Improvements and Día de la Excelencia Educativa (Día E)

1. Successful ISO Re-certification and Major Commendations for 2014

As a new national mandate beginning this year, Día E was established by the Colombian Ministry of Education to help administrators, teachers, and support staff analyze student performance data, design action plans for improvement, and contribute to making Colombia the most educated nation in Latin America. This new area of focus will provide CNG with an additional tool that we will use to evaluate and strengthen our Colombian Program.

More specifically, during this annually scheduled day, now and into the future, all schools in Colombian including CNG will work to analyze and evaluate the new national assessment measure know as the ISCE (Synthetic Index of Educational Quality). Within this process, schools will then establish improvement plans, complete an Excellence Agreement, and communicate the plan to all stakeholder groups within one month of Día E.

The brand new ISCE index incorporates a rating scale from 1-10 using four ma-jor components:

1. Progress: a decrease in the number of students performing at the insufficient level and an increase in the number of students performing at the advanced level on the SABER 3,5, 9, and 11 Tests. (4 points)

2. Performance: Saber Test comparative results over each two-year period. (4 points)

3. Efficiency: promotion rate of students advancing to the next grade level. (1 point)

4. School Climate: monitoring of student learning and positive classroom en-vironment. (1 point)

Given this new mandate, CNG will be incorporating Día E into our normal schedule of annual days allocated for professional development and our ongoing process of continuous school improvement within our Colombian Program and aligned courses. As with all other data sets related to student performance, our school will also include the ISCE Index rating in our annual performance reporting data for the community.

B. Impact of Improvement Efforts

Over the past four school years, CNG has made concerted and focused efforts on aligning our improvement efforts in all areas to reflect the highest standards of performance required by SACS/AdvancED accreditation, the Ministry of Educa-tion, and the ISO 9001 process. As a result, every area of school operations receives annual external and internal evaluations with resulting action plans for improve-ment. Based on these ongoing efforts across the school, CNG successfully achieved, in November 2014, our three-year ISO 9001 recertification with multiple commen-dations received for our continuous improvement efforts across 14 functional areas of school operations. Six specific operational areas achieved special recognition for the institutionalization of a systems approach to ongoing school improvement. The hard work to date this year in the area of curriculum management systems and the improvement of business office functions highlighted the list of 12 commendations resulting from our annual quality-assurance review and enhancement process. As an additional point of emphasis, unlike some organizations that use the ISO 9001 process as merely a compliance measure, CNG has consistently taken a far more aggressive approach in utilizing the auditing process to drive forward long-range in-stitutional improvement initiatives as well as to embed organizational processes for long-term success.

Iso 9001 External Audit In 2014

Top Management 1. The Global Education Project2. Donation Awareness3. Improvement of the AdvancED surveys (Open- Ended survey)

Athletics1. Use of Skyward Platform to organize sports activities 2. Implementation of Risk Management in CWW

Finances 1. Control of Providers and centralization of purchases 2. Online billing

Academics1. Curricular alignment2. Curricular handbook

Admissions1. Online matriculation

Transportation 1. Bus route management 2. Use of iPads in buses with names of users

This new area of focus will provide CNG with an additional tool that we will use to evaluate and strengthen our Colombian Program.

Six specific operational areas achieved special recognition for the institutionalization of a systems approach to ongoing school improvement.

15



Measuring Our Success: Program Data Sets

SECTION II

a. Academic Program Data Set and Analysis

1. School-wide Results

CNG achieved its second consecutive year with all three subtest categories exceed-ing the 60th percentile in average across grades 2-10. Our CNG students perform high-er than their age-level peers in international schools across Central and South America. Compared to students in the top schools sponsored by the U.S. State Department in Latin America, our CNG students have closed the overall gap in performance over the past five years. Finally, compared to the students in top schools in Asia, Europe, and the Middle East, our students have also closed the gap with the largest gain achieved in mathematics thus far as well as reflecting the most ground to cover.

63.1

61.2

62.9

0

10

20

30

40

50

60

70

80

90

100

LANGUAGE USAGE MATHEMATICS READING

PER

CEN

TILE

RA

NK

AV

ERA

GE

TEST SECTION

CNG MAP Averages by Norming Group

Fall 2014

A/OS in AASSA A/OS in TRI All A/OS All AASSA All TRI CNG

As one of the most positive indicators of our overall school improvement efforts, CNG’s student performance in mathematics has continued to improve on an annual basis. With student results in Reading and Language Usage holding steady around the 63rd percentile, math performance continues to close the previously wide gap given four years of consecutive improvement on average from Grades 2-10.

59 58 59

60

61

63

64 64

63 63

63

66

65

63 63

50

52

54

56

58

60

62

64

66

68

70

FALL 2010 FALL 2011 FALL 2012 FALL 2013 FALL 2014

PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP School-Wide 5-year Average

2010 - 2014

MATH TEST PERCENTILE

READING TEST PERCENTILE

LANGUAGE USAGE TEST PERCENTILE

59 58 59

60

61

63

64 64

63 63

63

66

65

63 63

50

52

54

56

58

60

62

64

66

68

70


PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP School-Wide 5-year Average

2010 - 2014

MATH TEST PERCENTILE

READING TEST PERCENTILE

LANGUAGE USAGE TEST PERCENTILE

63.1

61.2

62.9

0

10

20

30

40

50

60

70

80

90

100

LANGUAGE USAGE MATHEMATICS READING

PER

CEN

TILE

RA

NK

AV

ERA

GE

TEST SECTION

CNG MAP Averages by Norming Group

Fall 2014

A/OS in AASSA A/OS in TRI All A/OS All AASSA All TRI CNG

*A/OS = American office of overseas Schools.

As one of the most positive indicators of our overall school improvement efforts, CNG’s student performance in mathematics has continued to improve on an annual basis.

Our CNG students perform higher than their age-level peers in international schools across Central and South America.

17



Overall trend lines in the annual MAP assessment by grade level continue to demonstrate strong improvement annually for the majority of grade levels, especially from MS to HS. Results in the middle grades average in the mid-60th percentile with HS exceeding the 70th percentile. In general, once our students build greater capacity each year in their English-language ability, their performance results gener-ally follow the same improvement trends.

55 56

42

66 65 71 70

80 78

0

10

20

30

40

50

60

70

80

90

100

CLASS OF 2025 (2)

CLASS OF 2024 (3)

CLASS OF 2023 (4

)

CLASS OF 2022 (5)

CLASS OF 2021 (6

)

CLASS OF 2020 (7)

CLASS OF 2019 (8

)

CLASS OF 2018 (9

)

CLASS OF 2017 (10

)

PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP Reading Average

Historical Trend Data by Cohort 2010 - 2014


55 56

42

66 65 71 70

80 78

0

10

20

30

40

50

60

70

80

90

100

CLASS OF 2025 (2)

CLASS OF 2024 (3)

CLASS OF 2023 (4

)

CLASS OF 2022 (5)

CLASS OF 2021 (6

)

CLASS OF 2020 (7)

CLASS OF 2019 (8

)

CLASS OF 2018 (9

)

CLASS OF 2017 (10

)

PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP Reading Average



Within the subtest of Language Usage, the majority of classes demonstrate aver-ages above the 60th percentile with several grade levels topping the 70th percentile.

57 61

53

65 67 65 68

76 77

0

10

20

30

40

50

60

70

80

90

100

CLASS OF 2025 (2)

CLASS OF 2024 (3)

CLASS OF 2023 (4

)

CLASS OF 2022 (5)

CLASS OF 2021 (6

)

CLASS OF 2020 (7)

CLASS OF 2019 (8

)

CLASS OF 2018 (9

)

CLASS OF 2017 (10

)

PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP Language Usage Average

Historical Trend Data by Cohort 2009-2013


Among the strongest trend improvement areas by cohort, mathematics results continue an overall upward trend with improvements generally gaining traction in early middle school and continuing through the high-school years.

64 65

51

61 59 60 61

72 77

0

10

20

30

40

50

60

70

80

90

100

CLASS OF 2025 (2)

CLASS OF 2024 (3)

CLASS OF 2023 (4

)

CLASS OF 2022 (5)

CLASS OF 2021 (6

)

CLASS OF 2020 (7)

CLASS OF 2019 (8

)

CLASS OF 2018 (9

)

CLASS OF 2017 (10

)

PER

CEN

TILE

RA

NK

AV

ERA

GE

CNG MAP Mathematics Average



Similar to the trends viewed on the MAP test, CNG students also continue to show positive improvement on the more rigorous Stanford Achievement Tests for Grades 2-10. All seven subtests and battery tests show consistent improvement re-sults each year with every area demonstrating increases since our first baseline test in 2012. As the major highlight, mathematics performance leads the way as the stron-gest area of performance.

54.0 56.8

49.3

60.4

53.0 48.8

54.0 54.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

TOTAL READING

READING COMP.

READING VOCAB.

TOTAL MATH

LANGUAGE SPELLING BASIC BATTERY

COMPLETE BATTERY

STA

ND

FOR

D 10

SC

OR

E

CNG Stanford Comparison by Subjects

(Normal Curve Equivalent) 2012 - 2014

Average 2012

Average 2013

Average 2014

Results in the middle grades average in the mid-60th percentile with HS exceeding the 70th percentile.

Among the strongest trend improvement areas by cohort, mathematics results continue an overall upward trend.

All seven subtests and battery tests show consistent improvement results each year with every area demonstrating increases since our first baseline test

19



316

349

421 405 407

194 213

167 193 194

0

50

100

150

200

250

300

350

400

450

2010

-2011

2011-

2012

2012-

2013

2013-

2014

2014-20

15

NU

MB

ER O

F ST

UD

ENTS

SCHOOL YEAR

CNG AP Academy Participation

2010-2014

High School

Middle School

54 57

50

61 60 56

53 55

52

57 59

49 46

53 57

54 55 60

0

10

20

30

40

50

60

70

TOTAL READIN

G

READING C

OMP

READING V

OC

TOTAL MATH

MATH PROB SOLV

MATH PROCEDURES

LANGUAGE

LANGUAGE EXPRESSION

LANGUAGE MECHANIC

S

SCIENCE

SOCIAL SCIE

NCE

SPELLING

WORD STUDY SKILLS

LISTENING

3 R'S

BASIC B

ATTERY

COMPLETE B

ATTERY

THINKIN

G SKILLS

STA

NFO

RD

10 S

CO

RE

STANFORD 10 SUBJECTS

CNG Stanford 10 Comparison by Subjects

2012-2014 2012 2013 2014

School-wide results in the Stanford 10 showed improvement in 13 of 18 areas with all-time high results in all math areas, in the three R´s, in thinking skills, and in two full battery scores.

With the number of offered AP courses significantly greater at the high-school level, student participation rates reflect that fact with aproximately double the num-ber of students challenging themselves with the most rigorous course selection. Participation in the high school has remained consistently around the 400-student mark with MS levels slightly below 200 participants annually. Given the clearly es-tablished criteria utilized for the past several years for entry into AP courses, CNG expects these participation rates to remain at their current robust levels.

169

258 225

348

225

403 368

551

363

564

0

100

200

300

400

500

600

ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL #

2010 2011 2012 2013 2014

NU

MB

ER O

F EX

AM

S

SCHOOL YEAR

CNG Total Number of AP Exams

vs Number of Exams at 3.0 or above 2010-2014

Within the testing area of students taking Advanced Placement exams, more than 500 students took AP exams for the second consecutive year with nearly two-thirds scoring a 3 or above on a 5-point scale. The number of students challenging themselves to take the most rigorous programs at CNG has more than doubled over the past five years with a clear reflection of this impact seen in the number of gradu-ating seniors receiving acceptance into the most competitive colleges and universi-ties in the U.S., Colombia, and around the world.

2. School-specific Resultsa. Prueba SABER 11

Given that the Prueba SABER lacks norm-referencing standards, CNG has added a new data point to provide for a more accurate comparative analysis of performance from year to year. This graph shows that although 30 more students took the SABER exam in 2014, a robust 91% of them scored in the top two quintiles compared with 95% the prior year. Those students scoring in the lowest three quintiles combined rep-resent a modest 5% in 2013 and 9% in 2014. Given these overall performance results, CNG maintained its A+ rating for student performance as an institution (formerly known as “Muy Superior” under the previous nomenclature for SABER/ICFES results).

169

258 225

348

225

403 368

551

363

564

0

100

200

300

400

500

600

ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL # ABOVE 3 TOTAL #

2010 2011 2012 2013 2014

NU

MB

ER O

F EX

AM

S

SCHOOL YEAR

CNG Total Number of AP Exams

vs Number of Exams at 3.0 or above 2010-2014

15% 15%

80% 76%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2013 (96 Test Takers) 2014 (126 Test Takers)

CNG STUDENT DISTRIBUTION BASED ON THE

PRUEBA SABER 11 RESULTS

Quintile 1. Place 1-200





15% 15%

80% 76%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%









15% 15%

80% 76%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%









Given the clearly established criteria utilized for the past several years for entry into AP courses, CNG expects these participation rates to remain at their current robust levels.

More than 500 students took AP exams for the second consecutive year with nearly two-thirds scoring a 3 or above on a 5-point scale.

Although 30 more students took the SABER exam in 2014, a robust 91% of them scored in the top two quintiles compared with 95% the prior year.

Given these overall performance results, CNG maintained its A+ rating for student performance as an institution.

21



With the Class of 2014 representing the largest graduating class in the history of the school, the SABER 11 average this past year clearly reflected the wider range of ability levels within this unique group. Regardless of that reality, the overall average for all subjects fell only 2.7% from the previous year although our national ranking actu-ally improved (see chart below). With the Ministry of Education recently announcing a revised format for the Prueba SABER 11 for 2015, this graph signifies the final com-parative trend data under the prior exam structure, and CNG will now utilize the new benchmarking standard for addressing future program improvements.

60.62 60.30 62.40 62.38 60.69

56.51 56.80 58.60 58.39 56.94

0

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013 2014

SAB

ER 11

AV

ERA

GE

SCO

RE

YEAR

CNG SABER 11 Averages

Grade 12: 2010-2014

Average all subjects

Average without English

60.62 60.30 62.40 62.38 60.69

56.51 56.80 58.60 58.39 56.94

0

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013 2014

SAB

ER 11

AV

ERA

GE

SCO

RE

YEAR


Grade 12: 2010-2014



60.62 60.30 62.40 62.38 60.69

56.51 56.80 58.60 58.39 56.94

0

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013 2014

SAB

ER 11

AV

ERA

GE

SCO

RE

YEAR


Grade 12: 2010-2014



As an important note, each year’s SABER 11 results in overall average will vary from year to year because the exam is not norm-referenced similar to the U.S. SAT; therefore, CNG uses multiple factors to gauge our SABER 11 trends for comparative purposes. The chart above clearly demonstrates that despite the apparent decrease in the overall average score, the Class of 2014 actually achieved the second-highest Dinero ranking based on the results of these past eight years.

Revista DineRo Ranking saBeR 11 exam 2007-2014

School Year (Class)

Dinero RankingOverall Average

Classification

2014

2013

2012

2011

2010

2009

2008

2007

78th

96th

86th

95th

*31st

45th

92nd

162nd

60.36

62,4

62,4

60,3

60,6

60,5

58,3

55,0

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

Muy superior

As a result of our largest-ever graduating class and more than double the number of students taking the SABER 11 test compared with the majority of our AdvancED sister schools in Colombia, the Class of 2014 posted the lowest comparative perfor-mance over the past decade. Worthy of special note, CNG provides the most exten-sive learning-support services across this group of schools and actually serves more community students with special needs than most of these schools combined. Given our community-school philosophy of providing all students with the opportunity to reach their individual potential, CNG sometimes sees this impact in its overall comparative performance averages.

65.28

64.13

63.76

63.71

63.21

63.01

62.32

61.63

61.78

61.59

60.92

60.69

0

10

20

30

40

50

60

70

80

90

100

MONTESORI B

RITISH SCHOOL

LICEO IN

GLES

GIMNASIO

INGLES

BOLIVAR

ALTAMIR

A

PANAMERIC

ANO

COLUMBUS SCHOOL

ALBANIA

GRANADINO

JORGE W

ASHINGTON

KARL C. P

ARISH

NUEVA GRANADA SA

BER

AV

ERA

GE

SCO

RE

ADVANCED SCHOOLS

AdvancED Schools SABER 11 Results Grade 12 : 2013-2014

Overall Average (with interdisciplinary subjects)

65.28

64.13

63.76

63.71

63.21

63.01

62.32

61.63

61.78

61.59

60.92

60.69

0

10

20

30

40

50

60

70

80

90

100

MONTESORI B

RITISH SCHOOL

LICEO IN

GLES

GIMNASIO

INGLES

BOLIVAR

ALTAMIR

A

PANAMERIC

ANO

COLUMBUS SCHOOL

ALBANIA

GRANADINO

JORGE W

ASHINGTON

KARL C. P

ARISH

NUEVA GRANADA SA

BER

AV

ERA

GE

SCO

RE

ADVANCED SCHOOLS

AdvancED Schools SABER 11 Results Grade 12 : 2013-2014

Overall Average (with interdisciplinary subjects)

Despite the overall lower all-subjects average on SABER 11 results this past year, the Class of 2014 posted some Top-Two scores based on trends over the past five years, including Sociales, Chemistry, and Physics. Again, given the reformatted SABER 11 for 2015, CNG will need to generate a new baseline of comparative measures in order to target areas for future improvements in teaching and learning.

56.9 63

.2

56.4

49.4

55.0 58

.0 59.6

87.0

0

10

20

30

40

50

60

70

80

90

100

LENGUAJE

MATEM

ÁTICA

SOCIALES

FILOSOFÍA

BIOLOGÍA

QUÍMIC

A

FÍSICA

INGLÉS

SAB

ER A

VER

AG

E SC

OR

E

CNG

SABER 11 Average Comparison by Subjects Grade 12 : 2010-2014

2010 2011 2012 2013 2014

56.9 63

.2

56.4

49.4

55.0 58

.0 59.6

87.0

0

10

20

30

40

50

60

70

80

90

100

LENGUAJE

MATEM

ÁTICA

SOCIALES

FILOSOFÍA

BIOLOGÍA

QUÍMIC

A

FÍSICA

INGLÉS

SAB

ER A

VER

AG

E SC

OR

E

CNG

SABER 11 Average Comparison by Subjects Grade 12 : 2010-2014

2010 2011 2012 2013 2014

*(Note: Revista Dinero ranked Calendario B schools separately in 2010 rather than combined with calendar A schools as accurately reflected in the results for all other years.)

Class of 2014 actually achieved the second-highest Dinero ranking based on the results of these past eight years.

The Class of 2014 posted some Top-Two scores based on trends over the past five years, including Sociales, Chemistry, and Physics.

23



Similar to the Prueba SABER 11, the Class of 2014 also performed lower overall in the SAT subtest averages. Although still above the averages for all test takers and students in public schools, the class average fell below independent/international schools for the first time in three years. CNG expects our results this coming year to be similar to our historical trend line of improvement with the Class of 2015 reflect-ing our standard class enrollment size as prior years.

540

557 547

558

524

400

420

440

460

480

500

520

540

560

580

600

2010 2011 2012 2013 2014

SAT

AV

ERA

GE

SCO

RE

YEAR

CNG Critical Reading SAT Averages

2010-2014

CNG

All Test-Takers

Independent / Private

Public

The smallest overall decrease in the “bubble group” of 2014 occurred in the SAT Writing average. Again, the overall class average significantly exceeded the college-bound stateside averages for non-private-school test takers.

545

565

547 556

531

400

420

440

460

480

500

520

540

560

580

600

2010 2011 2012 2013 2014

SAT

AV

ERA

GE

SCO

RE

YEAR

CNG Writing SAT Averages

2010 - 2014

CNG

All Test-Takers


Public

After three consecutive years of closing the gap in math performance, the Class of 2014 demonstrated the impact of the wide range of ability levels within the group. In review-ing the characteristics of the grouping itself, CNG predicts this performance level as a sig-nificant anomaly in the overall trends in math performance across the school as reflected in following graphs below for the Stanford Achievement Test, Measures of Academic Perfor-mance Test (MAP), and results from the annual Math Olympics results for grades 2-11.

547

558

573 579

544

400

420

440

460

480

500

520

540

560

580

600

2010 2011 2012 2013 2014

SAT

MA

TH S

CO

RE

YEAR

CNG Math SAT Averages

2010 - 2014

CNG

All Test-Takers


Public

Overall PSAT results show steady year-to-year averages in student performance. The PSAT mathematics portion continues to post the strongest results in terms of positive trends with three consecutive years of improvement. Critical Reading has remained constant, and Writing shows a gradual decline. With the introduction of the Writing Workshop Model of Teachers College Columbia University for Spanish and English literacy, CNG expects the trends in writing to move in a more positive direction in the coming years.

48 51

44

50 51 50 47 47 47 48 49

45 48

51

43

0

10

20

30

40

50

60

70

80

CRITICAL READING MATH WRITING

PSA

T A

VER

AG

E SC

OR

E

TEST SECTION

CNG PSAT Average for Juniors Grade 11 - Class of 2015

2010-2014

2010 2011 2012 2013 2014

48 51

44

50 51 50 47 47 47 48 49

45 48

51

43

0

10

20

30

40

50

60

70

80

CRITICAL READING MATH WRITING

PSA

T A

VER

AG

E SC

OR

E TEST SECTION

CNG PSAT Average for Juniors Grade 11 - Class of 2015

2010-2014

2010 2011 2012 2013 2014

The PSAT mathematics portion continues to post the strongest results in terms of positive trends with three consecutive years of improvement.

The overall class average significantly exceeded the college-bound stateside averages for non-private-school test takers.

25



On the positive side of the ledger, the PSAT averages for 10th-graders show a strong trend results with CNG averaging between 3-4 percentile points above the US/International School average. Math performance leads the way as the greatest area of strength among the three subtests of the PSAT.

42 43 40

45 47

43

0

10

20

30

40

50

60

70

80

CRITICAL READING MATHEMATICS WRITING SKILLS

PSA

T A

VER

AG

E SC

OR

E

TEST SECTION

CNG PSAT Average for Sophomores

Grade 10 - Class of 2017 Testing Year : 2014

U.S./ INTL.

CNG Mean Score

b. College Admission Data Set

Our CNG graduating classes have continued their strong overall trend of success in receiving acceptances to highly competitive colleges and universities in the United States, Colombia, and around the world. Although at this time of year not all universities have completed their offers of admission, the Class of 2015 has already received acceptances into many excellent institutions of higher learning. Along with acceptance into the best universities here in Colombia, three members of the Class of 2015 have already received acceptance into Ivy League schools with our upcoming graduating class earning admission offers into 5 of the top 20 universities as ranked in this year’s U.S. News and World Report. In addition, at this current early stage in the process of our students receiving scholarship and grant offers, the Class of 2015 has already received nearly $1,768,000 USD in awards monies with additional offers quite likely to arrive in the weeks ahead. Our congratulations to the Class of 2015, their families, and their teachers for their joint efforts these past years in the hard work required to achieve these results.

The University of AlabamaAlbright CollegeAmerican International CollegeAmerican UniversityBabson College (2)Bard CollegeBaylor University (3)Bentley University (4)Berklee College of MusicBethel CollegeBoston CollegeBoston CollegeBoston CollegeBoston College (4)Boston University (7)Briar Cliff UniversityUniversity of British ColumbiaBryant UniversityUniversity of California, Berkeley (2)University of California, DavisUniversity of California, Los AngelesUniversity of California, RiversideUniversity of California, San DiegoUniversity of California, Santa BarbaraUniversitat Ramon Llul, La SalleCarleton UniversityUniversity of Central FloridaClark University (2)Colgate University (2)Denison UniversityUniversity of DenverDrew UniversityEckerd College (2)Emory University (3)Escuela Superior de Adminsitracion y Direccion de Empresas, ESADEFairfield UniversityFlagler CollegeFlorida Atlantic UniversityFlorida Institute of TechnologyFlorida International UniversityFlorida State UniversityFordham University The George Washington University (4)Georgetown University

University of GlasgowGoshen CollegeHamilton College Hofstra University (2)Hult International Business School (2)Humboldt State UniversityIE University (5)University of Illinois at Urbana-ChampaignIndiana University at BloomingtonIona CollegeIthaca CollegeJohns Hopkins University (2)University of KentuckyKenyon CollegeUniversity of La VerneLaguna College of Art and DesignLasell CollegeLawrence UniversityLouisiana State UniversityLoyola Marymount UniversityLoyola University Chicago (4)Lynn University (2)Manhattanville CollegeUniversity of Maryland, Baltimore CountyUniversity of Maryland, College ParkUniversity of Massachusetts, BostonMcGill University (2)Miami University, OxfordUniversity of Miami (10)Michigan State UniversityUniversity of Missouri ColumbiaUniversidad de NavarraNew York University (5)Newbury College (2)Northeastern University (7)University of Notre Dame (4)

Ohio Wesleyan UniversityPace University (2)Pennsylvania State University, University ParkUniversity of Pennsylvania (3)Purdue UniversityQuinnipiac University (2)University of RedlandsRice UniversityRider UniversityRoger Williams University (3)Rollins College (3)Ryerson UniversitySacred Heart UniversitySaint Joseph's UniversitySaint Mary's CollegeSan Diego State UniversityUniversity of SaskatchewanSavannah College of Art and DesignUniversity of Southern California (2)St. Andrews UniversitySt. Mary's College of MarylandSuffolk University (6)Syracuse University (2)Temple UniversityTexas Christian UniversityTexas State UniversityThe University of Texas, AustinUniversity of Toronto (2)Trinity UniversityVassar CollegeUniversity of VermontWestern UniversityWheaton College (2)Whittier CollegeXavier University York University (3)

Math performance leads the way as the greatest area of strength among the three subtests of the PSAT.

27



Scholarships and Grants Awarded

College or University Amount

American International College 60,000

Baylor University 68,000

Bentley University 85,120

Boston University 80,000

Briar Cliff University 27,000

Carleton University 12,000

Clark University 40,000

Colgate University 68,000

Xavier University 18,000

Drew University 20,000

Eckerd College 110,000

Flagler College 12,000

Florida Institute of Technology 12,000

Fordham Loyola 50.000

Goshen College 27,700

Hofstra University 43.000

Lawrence University 80,000

Loyola University Chicago 60,000

Loyola Marymount University 146,500

Manhattanville College 60.000

New York University 32,000

Roger Williams University 52,000

Rollins College 80,000

St Marys College 40,000

St. Andrew's 17,000

Suffolk University 168,500

Temple University 20,000

Trinity University 88,000

University Miami 112,000

University of San Francisco 40,000

Wheaton College 40,000

TOTAL $ 1,768,820 USD

c. Learning Center Data SetStudent Support Services Data Set 2014-2015 School Year

Building No. of students receiving LC % of all studentsPrimary 54 11%Elementary 44 11%Middle 38 10%High 39 7%

ESLPrimary 8 2%Elementary 6 2%Middle 2 1%High 1 0%

RTS/FF/LE (intervention-Tier 2)Primary 27 6%Elementary 10 3%Middle 3 1%High 1 0%

Special EducationPrimary 38 8%Elementary 38 10%Middle 38 10%High 39 4%

*Current PS & ES Student Study Team referrals = 39

The CNG Learning Center continues to set the highest standards throughout the Latin American region related to the high quality of programs, services, and staffing required to meet the unique learning needs of our student community. Similar to past years, CNG has provided specialized services ranging from mild to moderate to even severe learning needs to a deserving group of more than 150 students annually. This range of services includes, among others, speech and language therapy, reading support, comprehensive psycho-educational testing, occupational therapy, accommodations for physically handicapped students, specialized curricular programs and courses, resource room support individualized education programs (IEPs), and full-time inclusion support where needed. During the past school year, CNG also conducted a comprehensive audit of our special-needs programs using three external Special Education professors and consultants. The resulting needs assessment and program evaluation process have served to provide CNG with a clear road map for continued improvement in this vital program area that helps all students achieve their individual potential. CNG has also provided professional development funding for our support staff to complete their specialized certification programs and even Master’s Degrees in the effort to build greater capacity within our staff. As one final area for future analysis, CNG will be reviewing the general cost structure necessary to provide our current service provisions in order to ensure long-term sustainability for this key area of our overall program linked to our established philosophy and ongoing commitment as a community school serving all CNG children and their families.

Three members of the Class of 2015 have already received acceptance into Ivy League schools with our upcoming graduating class earning admission offers into 5 of the top 20 universities.

The Class of 2015 has already received $1,700,00 USD.

29



d. Co-Curricular Program Data Set

CNG anticipated a downward impact on participation rates for CWW following a tragic accident that occurred to a sister Bogota school on an experiential-education trip earlier in the school year. Despite that unfortunate incident, the majority of grade levels remained within 3-8% of their normal annual participation rates with two classes slightly below that average and two classes actually exceeding last year’s results with participa-tion above 90% of the grade level. The strengthening of our currently robust protocols to ensure the safety and security of CNG students undoubtedly helped boost parent confi-dence in continuing to support this important program for student learning.

86%

84%

82%

92%

92%

96%

81%

75%

67%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

PER

CEN

TAG

E

GRADE LEVEL

Participation Rates SY 2010-2015

SY 2010-2011

SY 2011-2012

SY 2012-2013

SY 2013-2014

SY 2014-2015

Rates for student participation in our Condor Activities after-school program continued to hover around 900 students per semester with the second-highest par-ticipation in school history. CNG offered more than 42 activities during the 2014-15 school year as part of our commitment to provide multiple opportunities for students to demonstrate their unique potential for learning and growth in a variety of unique areas. Between Condor activities and sports program, overall student par-ticipation remained at all-time high levels.

723 707 825

938 879

585

759 776

905 856

0

100

200

300

400

500

600

700

800

900

1000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

NU

MB

ER O

F ST

UD

ENTS

SCHOOL YEAR

CNG Condor Activities - Student Participation

2010-2014

Semester I Semester II

1124 1130 1130

1333

1103

0

200

400

600

800

1000

1200

1400

2010-11 2011-2012 2012-2013 2013-2014 2014-2015

NU

MB

ER O

F ST

UD

ENTS

SCHOOL YEAR

CNG Athletic Participation 2010 - 2014

Fall Total

After reaching an all-time high in the 2013-14 school year, student participation this school year returned to the average annual rate of approximately 1,100 students on average. Given the growing number of year-round sports and tournaments at the middle and upper levels, CNG expects participation rates to remain at this general level going forward.

The largest growth in athletic participation occurred at the high-school level this year while the other building levels decreased. The major change occurred at the pri-mary level, and CNG has started the process of evaluating the reasons behind this impact to gauge whether or not other programs should be added in order to encour-age increased student participation in the future. With that stated, adding sports and Condor participation together, overall participation rates remain at all-time high rates.

278

383

243 220

306

375

239

210

316

363

257

194

436 423

263

211

294

327

223

259

0

50

100

150

200

250

300

350

400

450

500

PRIMARY ELEMENTARY MIDDLE SCHOOL HIGH SCHOOL

NU

MB

ER O

F ST

UD

ENTS

2010

2011

2012

2013

2014

CNG Athletic Participation

2010-2014

The majority of grade levels remained within 3-8% of their normal annual participation rates in CWW.

Condor Activities after-school program continued to hover around 900 students per semester with the second-highest participation in school history.

The largest growth in athletic participation occurred at the high-school level this year while the other building levels decreased.

31



MS / HS UNCOLI team Results 2014 - 2015SPORT AGE LEVEL CATEGORY PLACE

Basketball

Mayores Boys 4

Mayores Girls 3

Juvenil Boys 4

Juvenil Girls In Season

Infantil Boys In Season

Infantil Girls 5

Soccer

Mayores Boys In Season

Mayores Girls In Season

Juvenil Boys 5

Juvenil Girls 2

Infantil Boys 1

Infantil Girls 2

Volleyball

Mayores Boys 1

Mayores Girls 1

Juvenil Boys In Season

Juvenil Girls 1

Infantil Boys 6

Infantil Girls In Season

Chess

Infantil Mixto 1

Juvenill Mixto 1

General Mixto 1

H.S. Binationals 2014

SCHOOL GOLD SILVER BRONZE TOTAL1st CNG 4 1 52nd Colegio Granadino 1 1 2 43rd Colombus School 1 2 1 4

Colegio Bolivar 1 2 3Lice Ingles 1 1

Colegio Panamericano 1 1Montessori 0Gi School 0

Colegio Parrish 0Colegio Jorge Washington 0

Colegio Bureche 0Colegio Altamira 0Colegio Albania 0

M.S. Binationals 2014

SCHOOL GOLD SILVER BRONZE TOTAL1st CNG 2 2 0 42nd Colombus School 2 0 1 33rd Colegio Granadino 1 2 0 3

Lice Ingles 1 0 0 1Colegio Parrish 0 1 0 1

Montessori 0 1 0 1Colegio Albania 0 0 1 1Colegio Altamira 0 0 1 1Colegio Bolivar 0 0 1 1

Colegio Panamericano 0 0 1 1Gi School 0 0 1 1

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

CNG has continued to experience very positive results in both the MS and HS Binationals competition. The Middle School Teams not only earned the General Cup championships trophy this year but also captured the Sportsmanship Award. For the fifth consecutive year, the HS Teams brought home the championship at Binationals.

MS and HS Teams Victorious at BinationalsCNG has maintained its strong overall performance this year across multiple

categories in UNCOLI sports and activities with six groups yet to finish their sea-sons. At this point in the season, CNG has already earned seven 1st-place finishes in UNCOLI competition as well as three additional medalist results. Our MS and HS student-athletes have already eclipsed last year’s number of championship titles with the remaining completion of six pending sports seasons looking to add to this all-time historical mark.

Seven UNCOLI Championships Already Achieved

The Middle School Teams not only earned the General Cup championships trophy this year but also captured the Sportsmanship Award .

Our MS and HS student-athletes have already eclipsed last year’s number of championship titles.

33



109

122 129

125 124 131

126 124

110

138

123 132

149

134

0

20

40

60

80

100

120

140

160

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

NU

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F ST

UD

ENTS

GRADE LEVEL

CNG Total Enrollment by Grade Level

2014-2015

For overall budgetary purposes, CNG considers optimal enrollment levels per grade level to average between 125 to 135 in total. The vast majority of grade levels meet this standard in order to maintain the necessary student numbers to provide for robust programs and services. Historically, the current Grade 7 has always fallen short of this number (interestingly, a trend seen in our sister schools in Bogota), and Grade 11 has exceeded this number as the second of the “bubble groups” from the past decade. CNG has maintained the highest admission standards over the past five years in balancing the need for optimal enrollment with the need for high-quality student additions for our community.

1806 1806 1814 1829

1776

1500

1550

1600

1650

1700

1750

1800

1850

1900

1950

2000

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

NU

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F ST

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ENTS

SCHOOL YEAR

CNG Total Enrollment

2010-2014

With the graduation of the first of our two “bubble groups” of students in the Class of 2014, CNG’s enrollment clearly reflected the decrease of 157 students graduating and 109 students entering K4. With one other large group (currently in 11th grade) scheduled to graduate in 2016, CNG will look to augment enrollment of qualified students in open grade levels to stabilize overall student numbers around 1,800 within the next two years.

Student enrollment by grade level has remained fairly consistent over time with average class sizes generally ranging between 122 to 132 students. Historically, two grade levels have been anomalies, specifically the current Grade 7 class and the last of the two “bubble groups” (current 11th grade) set to graduate in the upcoming school year. CNG has its targets set on maintaining a strong overall enrollment base of 1800 students on average for the future.

e. Admissions and Enrollment

CNG will look to augment enrollment of qualified students in open grade levels to stabilize overall student numbers around 1,800 within the next two years.

CNG has maintained the highest admission standards over the past five years in balancing the need for optimal enrollment with the need for high-quality student additions for our community.

35



650 694

762 751

644

450 471 446

493

405

213 193 171 166 168

0

100

200

300

400

500

600

700

800

900

2010-2011 2011-2012 2012-2013 2013-2014 2014-15

NU

MB

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SCHOOL YEAR

CNG Number of Contacts, Applications, and Acceptances

2010 - 2015

Contacts Applications Admission

47% 41% 38%

34%

41%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

PER

CEN

T O

F A

PPLI

CA

NTS

AC

CEP

TED

SCHOOL YEAR

CNG Admission Acceptance Rate

2010-2015

Although the total number of initial admission inquiries dropped below 700 for the first time in three years, CNG continues to experience a pattern of over 400 offi-cial applications for available openings. Overall acceptances have remained very steady over the past three years with nearly 170 new incoming students annually on average.

The number of applicants who meet the entry criteria to receive an offer of admis-sion at CNG has remained at or slightly below the 40% mark on average for the past four years. CNG continues to apply very high standards for applicant candidates who must demonstrate strong academic preparation and performance as well as a positive behavioral record. Based on these entry criteria, the majority of applicants find it chal-lenging to meet the high-level entry standards at CNG.

f. Infrastructure Investments

Investments Fiscal Year 2014

CONSTRUCTION AND BUILDING IMPROVEMENTS 1,011,126,732

Construction of new playgrounds.

Major maintainance work on the outdoor courts, gym floors, and several hallway areas.Renovations and improvements to the Cafeteria, Snack Shack, Bookstore, MS/HS Library, Fine Arts building, and Multipurpose Room.

Creation of the Global Learning Studio with advanced technology.

Building ramps and improving wheelchair access to multiple areas of the campus.

TECHNOLOGY AND COMMUNICATIONS 674,634,125

New Ipads, MacBooks, desktop computers, video projectors, system switchers, access points, two central servers, and a scanner.

Purchase and installation of additonal security cameras.

Camera, cellular phones, and microphones.

CLASSROOM FURNITURE AND OFFICE EQUIPMENT 442,035,960

MACHINERY AND KITCHEN EQUIPMENT 193,473,194

TRANSPORTATION 65,372,480

TOTAL INVESTMENTS 2,386,642,491

Each fiscal year, the CNG Board of Directors and Administrative Team work together to determine important capital investments for the school. Key priority areas this past year include major capital investment in technological tools used for learning and teaching, improved playgrounds and sports areas including the new Elementary Gym floor, renovations and replacement furniture in multiple building areas of the school, cafeteria equipment investment, and improved cam-pus accessibility for those requiring wheelchair access. Additional areas of invest-ment focused on 21st-century learning spaces like the Global Learning Studio, expanded work areas for the Fine Arts program, and added capacity within our security systems. CNG will remain strongly committed to providing further cam-pus enhancement each year in order to improve our programs and services for students, teachers, and community members.

Additional areas of investment focused on 21st-century learning spaces like the Global Learning Studio, expanded work areas for the Fine Arts program, and added capacity within our security systems.

CNG continues to apply very high standards for applicant candidates who must demonstrate strong academic preparation and performance as well as a positive behavioral record.

37



Investing in our future & Building a Better CNG

39CNG 2014 - 2015 ANNuAl RepoRt SECTION II


Key Next Steps in Advancing Our Comprehensive School Improvement Plan

SECTION III

61%

73%

96% 91% 94%

76%

67%

90% 92% 92% 92%

83%

62%

90% 94%

97% 96%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Parents Staff/Teachers PS/ES Students MS/HS Students Total Students Total Community

PER

CEN

TAG

E

STAKEHOLDER GROUP

CNG AdvancED Survey Participation Rates

2012 2013 2014

61%

73%

96% 91% 94%

76%

67%

90% 92% 92% 92%

83%

62%

90% 94%

97% 96%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


PER

CEN

TAG

E

STAKEHOLDER GROUP


2012 2013 2014

61%

73%

96% 91% 94%

76%

67%

90% 92% 92% 92%

83%

62%

90% 94%

97% 96%

86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


PER

CEN

TAG

E

STAKEHOLDER GROUP


2012 2013 2014

a. AdvancED Survey Results from Stakeholder Feedback

Overall community participation in the AdvancED annual survey has continued to remain robust across all stakeholder groups. Additionally, for the second consecutive year, CNG has achieved the highest level in “Schools of Excellence” protocols for participation rates, thus ensuring highly reliable and valid results. Of significance, our Total Community participation rates have increased every school year with levels now approaching 90 percent.

Similar to the results for the bubble-in portion of the survey, community stakeholder participation has also remained robust for the open-ended section. Again, Total Community results for this important “top-of-the-mind” benchmarking of current strengths and areas for improvement continue to show average annual gains in overall participation in feedback to support school improvement.

90%

58%

48%

63%

88%

43%

87%

73%

95%

48%

80% 74%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Parents Teachers/Staff Total Community PE

RC

ENTA

GE

STAKEHOLDER GROUP

CNG AdvancED Open-Ended Survey Participation

2012 2013 2014

90%

58%

48%

63%

88%

43%

87%

73%

95%

48%

80% 74%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Parents Teachers/Staff Total Community PE

RC

ENTA

GE

STAKEHOLDER GROUP

CNG AdvancED Open-Ended Survey Participation

2012 2013 2014

In addition to evaluating multiple data sets related to student performance and organizational factors, CNG also utilizes our annual school-wide survey results to update our School Improvement Plan. The following section highlights the data that informs CNG’s short-term and long-range improvement efforts as well as outlines some of our key objectives scheduled for completion this school year.

For the second consecutive year, CNG has achieved the highest level in “Schools of Excellence” protocols for participation rates.

41


CNG 2014 - 2015 ANNuAl RepoRt SECTION III

0.0% 4.2% 7.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG ACADEMIC CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Students

Parents

0.0% 4.2% 7.7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG ACADEMIC CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Students

Parents

The feedback from the open-ended survey portion generally shows key insights into the most critical issues at the forefront for stakeholder thinking and percep-tions. Significantly, the three major areas of concern from our benchmark survey in 2010 continue to demonstrate the positive impact of school interventions to ad-dress these major areas of concern. Overall concern about the quality of academic programs has dropped significantly since 2010 and remains substantially below 8% across every stakeholder group.

Similar to the steep drop in concerns about academics, parent and teacher concern regarding overall discipline remains far below initial averages. The CNG Administra-tion has responded in kind by raising admission standards regarding student behav-ioral records as well as not re-matriculating current students who display a consistent pattern of behavioral issues.

7.3% 12.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG DISCIPLINE CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Parents

7.3% 12.6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG DISCIPLINE CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Parents

0.0%

5.6% 3.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG BULLYING CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Students

Parents

0.0%

5.6% 3.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2012 2013 2014

PER

CEN

T SU

RV

EY R

ESPO

NSE

S

SURVEY YEAR

CNG BULLYING CONCERNS IN ADVANCED OPEN-ENDED SURVEY

2010 - 2014

Teachers

Students

Parents

As one of the major highlights of CNG’s strong approach to addressing issues of bullying within the school, the 2014 survey clearly shows the positive impact of these focused interventions. The number of open-ended responses across every stakeholder group failed to reach above 5% for the first time. Although no school might ever find the solution to extinguish all concerns about bullying, CNG has clearly made major strides in working to address the issue and keep it at the forefront of our ongoing interventions and improvement plans.

Within the “bubble-in” portion of the survey, overall averages remain very strong across all stakeholder groups with no major variations seen in this year’s outcomes. Based on AdvancED comparative survey results worldwide, CNG’s 2014 averages reflect similar results in other international schools with MS & HS students always below other stakeholder groups in their evaluation patterns.

Stakeholder Group 2012 2013 2014

Parents 4.11 4.21 4.20

Staff/Teachers 3.96 4.03 4.00

Primary Students 4.56 4.64 4.61

Elementary Students 4.45 4.45 4.45Middle and High School Students 3.90 3.90 3.86

aDvanceD suRvey Rates

Overall concern about the quality of academic programs has dropped significantly since 2010 and remains substantially below 8% across every stakeholder group.

As one of the major highlights of CNG’s strong approach to addressing issues of bullying within the school, the 2014 survey clearly shows the positive impact of these focused interventions.

The CNG Administration has responded in kind by raising admission standards regarding student behavioral records as well as not re-matriculating current students who display a consistent pattern of behavioral issues.

Within the “bubble-in” portion of the survey, overall averages remain very strong across all stakeholder groups.

43



Indicator 2012 2013 2014

3.4 School leaders monitor and support instruction. 4.70 4.57 4.70

4.4 Range of media available to support educational programs. 4.46 4.46 4.44

1.1 School communicates purpose for student success. 4.34 4.39 4.37

4.1 Qualified and sufficient teachers/staff to support educational programs. 4.30 4.38 4.37

2.2 Governing body operates responsibly and functions effectively. 4.21 4.25 4.22

Five Highest Ranked Indicators

As a key metric reviewed by CNG each year, our school seeks to continue ei-ther maintaining or building upon our strengths, and the 2014 survey results show that successful outcome. Our Top-Five indicators have remained within the highest-ranked items based on the combined average of all stakeholder groups. Four of these five indicators focus on our core function, student learning, while the other indica-tor reflects community confidence in the governing body of our institution and the Board’s work in providing effective oversight of institutional operations.

As a overall summary of the 2014 survey results and trends, CNG continues to solidify its strengths across multiple categories, most notably with quality staff-ing and improved academics now added to the list of identified positives across all three key stakeholder groups. For the first year, the area of “Continuous Improve-ment” has also been perceived by all stakeholders as “The CNG Way” not only in word but also in deed.

In the final survey area that provides CNG with important feedback and focus for future improvements, results from the 2014 survey continue to reveal our need to continue raising the bar on expectations for student conduct, improved food services, and school facilities, and expanded instructional strategies. Although plenty of work remains in our ongoing process of continuous improvement, our CNG community can also celebrate the fact the many prior areas no longer make the list of major concerns for our community such as the mathematics program, bullying issues, alcohol and drug education, or overall strength of academic programs. Regardless of the many positives, without question, CNG will continue to utilize stakeholder feedback as an important tool in our school improvement planning strategy.

Reflecting the same trend as the top indicators, CNG’s lowest-ranked items also remain on the overall list with one important caveat – all of these indicators have im-proved since our benchmark survey of 2012. Of further emphasis, based on the Ad-vancED standard of a 3.0 ranking being neutral, all five items continue to approach the upper part of the rating scale with four of the indicators now approaching the 4.0 end of the spectrum. With the upcoming institutionalization of CNG using the research-based model of Professional Learning Communities for staff development and training, the school expects this approach to produce a very positive impact on all of these current indicator areas.

2010 2012 2013 2014

Area S P ST S P ST S P ST S P ST

Opportunities for Student Learning ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Friendly Environment ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Campus/Facilities ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Quality Staffing ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Academics ✓ ✓ ✓ ✓ ✓ ✓

Continuous Improvement ✓ ✓ ✓

Commonalities : Overall CNG Strengths

* S= Students P= Parents ST= Staff and Teachers

2010 2012 2013 2014

Area S P St S P St S P St S P St

Food Services ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Discipline ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Teaching Strategies ✓ ✓ ✓ ✓ ✓

Facilities ✓ ✓

CommonAlities : Key AreAs for improvement


Indicator 2012 2013 2014

3.11 All staff participates in continuous program of professional learning. 3.75 3.82 3.81

5.1 School maintains a clear and comprehensive student assessment system. 3.72 3.77 3.80

5.2 Teachers/staff analyze and apply learning from a range of data sources. 3.56 3.80 3.85

3.7 Mentoring, coaching, and induction programs support instruction. 3.49 3.72 3.59

3.5 Teachers participate in collaborative learning communities. 3.73 3.90 3.86

Five Lowest Ranked Indicators

Our Top-Five indicators have remained within the highest-ranked items based on the combined average of all stakeholder groups.

All of these indicators have improved since our benchmark survey of 2012.

Results from the 2014 survey continue to reveal our need to continue raising the bar on expectations for student conduct, improved food services, and school facilities, and expanded instructional strategies.

CNG continues to solidify its strengths across multiple categories.

45



2010 2012 2013 2014

Area S P ST S P ST S P ST S P ST

Math Program ✓ ✓

Bullying ✓ ✓ ✓

Alcohol/Drug Education ✓ ✓ ✓

Academics ✓ ✓ ✓

Character Education ✓ ✓ ✓ ✓

Prior Areas of Perceived Concern from 2010-2013


B. School Improvement Plan Updates

Each school year the CNG Board of Directors and Administration set aggres-sive goals related to ongoing school improvement and the achievement of strategic objectives. Utilizing key research-based perspectives developed from both the edu-cation and business sectors, our school has identified major goal areas for advancing the quality of our programs and services. From long-range goals for improving our facilities and infrastructure to short-term objectives to advance our three primary pillars of mind, body, and character, CNG continues to engage in the pursuit of institutional excellence. The following section highlights the major improvement initiatives scheduled for completion this school year in addition to the long-term strategic goals mentioned in the Board President’s report.

Vision and Purpose Perspective

1. Revise the Master Facilities Plan and obtain the building licenses for priority projects.

2. Develop and implement a fundraising plan to generate additional income for current tech initiatives and future building projects.

Staffing and Training Perspective

1. Implement an upgraded standards-based Professional Development Plan to support school-wide and building-level initiatives aligned with improved student performance.

2. Train new leadership team members in the “Schools of Excellence” proto-cols and achieve 100% CNG administrative participation on AdvancED External Review Team visits.

Financial and Resource Perspective

1. Complete the long-range financial projection and strategic planning model.

2. Formalize policies for investments along with capital expenditure funding.

3. Expand plans for generating additional revenue sources for the future.

4. Refine budgets by cost center through monthly review and evaluation of expenditures.

Curriculum, Instruction, and Assessment Perspective

1. Institutionalize with fidelity our new Handbook for Teaching and Learning in order to guarantee the consistency of practices across all grade levels.

2. Develop and implement four major program objectives for improving the Colombian program and Bachillerato performance results.

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

4. Identify the priority learning outcomes for each subject and at each grade level that must be taught to mastery in order to scaffold optimal learning.

Governance and Organization Perspective

1. Support the leadership transition at the CFNG, and strengthen CNG/CFNG student interactions as part of our Developing Character initiative.

2. Develop and initiate an 18-month process for achieving the rigorous “Schools of Excellence” accreditation ranking.

Additionally, CNG utilizes stakeholder perception data as well as student perfor-mance to inform our improvement priorities every year. As the result of our Fall Sur-vey process suggest, our school also needs to address several areas for improvement during the coming year and in the years ahead. The preponderance of data show the following necessary additions to our school improvement planning efforts:

1. Improving Food Services

2. Strengthening Disciplinary Policies

3. Expanding the Range of Teaching Strategies

4. Providing Additional Campus Facilities

With The CNG Way clearly founded on the spirit of continuous school improvement, our school community can rest assured that CNG will remain fully committed to a process of demonstrating complete transparency in the identification of areas for improvement as well as showing total commitment our relentless pursuit of excellence over the long term.

As the result of our Fall Survey process suggest, our school also needs to address several areas for improvement during the coming year and in the years ahead.

From long-range goals for improving our facilities and infrastructure to short-term objectives to advance our three primary pillars of mind, body, and character, CNG continues to engage in the pursuit of institutional excellence.

47



The well-known adage that a picture says a thousand words certainly holds true in the case of the PTA’s wonderful contributions to our CNG community during the 2014-15 school year. Following their established goals of building community and supporting the learning programs of the school, the PTA delivered in multiple ways regarding their key mission. Beginning this month, students from K4-12 will be enjoying the outcome of the PTA’s 250-million-peso donation to help establish the Global Learning Studio, a multi-media center for innovative and exploratory learning with unique opportunities to connect with other students as well as experts around the world. In the area of building community, the PTA organized and sponsored many activities this year in that endeavor, including the highly successful PTA Bazaar, the Halloween contest, Welcome-Back Breakfasts for new parents and all staff, support to the CNG parent/alumni soccer team, and financial contributions for special parent conferences along with scholarships at the Fundación Hogar Nueva Granada. Their many hours of volunteer service each year help make CNG a stronger and more vibrant community.

a. Our Parent/Teacher Association – Investments in Our Children’s Futures

Our Key Partners for Advancing CNG’s Mission and Vision

SECTION IV

Beginning this month, students from K4-12 will be enjoying the outcome of the PTA’s 250-million-peso donation to help establish the Global Learning Studio.

49


CNG 2014 - 2015 ANNuAl RepoRt SECTION IV

b. Colegio Fundación Nueva Granada (CFNG) – Celebrating Successes and Restructuring for Long-term Success

As CNG’s most important project of social responsibility to the broader com-munity, we celebrated the first graduating class of the Fundación this past Novem-ber 2014. FHNG´s first graduating class consisted of 26 students. As further cel-ebration, the SABER 11 national results for this group ranked the CFNG in the “A” Category on a scale of “A+” the highest and “D” the lowest of five categories). Furthermore, this graduating class ranked above the National Average across all six subtests as well as in the all-subject average. Among these FHNG graduates, we are pleased to report that 42% are currently enrolled at the university level including Universidad Piloto, Externado, Santo Tomás, and Universidad Central. Addition-ally, six of these students received scholarships for their overall performance dur-ing the CFNG years.

Looking toward the future, the CNG Board of Directors and CFNG Board have been working closely together in the strategic planning process to keep the Fundación moving positively forward. This process has included revising the governance structure of the CFNG to more closely reflect K-12 structure at CNG with standing committees in Finance, Academics, and Fundraising Communications. In addition, CNG has donated the time and talent of several current administrative staff to serve on these committees in order to provide support to the long-range school improvement planning of the Fundación. Central to these efforts will be the goal of ensuring long-term stability of the institution as well as long-range sustainability of financial operations and funding support. The CNG community serves as the primary funding source for the Fundación, and the graphs below highlight the positive trend lines in this support along with the ongoing need to expand our financial support in service to this highly disadvantaged strata of our surrounding neighborhoods.

CNG community giving to Plan Padrino reached an all-time high in 2014 with over $700 million pesos committed to providing scholarships to the children at the Fundación. Donations have increased for four consecutive years with this year achieving over $100 million pesos of additional funding for this important project in social responsibility.

The increase in the overall amount received in donations to Plan Padrino reflects the greater number of CNG families contributing to the plan. Over 30 additional families provided donations in 2014, and CNG family giving has enjoyed five con-secutive years of increase with yet another all-time high in percentage of families providing support to the Fundación.

$257,330,000

$362,420,000

$430,579,000 $437,912,500

$426,468,893 $426,897,188

$517,000,000

$590,725,000

$611,350,000

$728,700,000

$0

$100,000,000

$200,000,000

$300,000,000

$400,000,000

$500,000,000

$600,000,000

$700,000,000

$800,000,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

CO

LOM

BIA

N P

ESO

S

YEAR

FUNDACIÓN HOGAR NUEVA GRANADA PLAN PADRINO - TOTAL ANNUAL INCOME-

TEN-YEAR TREND

295 300 324

339 316

345 365 373

396

427

0

50

100

150

200

250

300

350

400

450

500

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

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F C

NG

FA

MIL

IES

YEAR

FUNDACIÓN HOGAR NUEVA GRANADA NUMBER OF CNG FAMILIES IN PLAN PADRINO

TEN-YEAR TREND

Among these FHNG graduates, we are pleased to report that 42% are currently enrolled at the university level.

The CNG community serves as the primary funding source for the Fundación, and the graphs below highlight the positive trend lines in this support.

CNG family giving has enjoyed five consecutive years of increase with yet another all-time high in percentage of families providing support to the Fundación.

CNG community giving to Plan Padrino reached an all-time high in 2014 with over $700 million pesos committed to providing scholarships.

51



$872,305

$1,208,067

$1,328,948 $1,291,777 $1,349,585

$1,237,383

$1,416,438

$1,583,713 $1,543,813

$1,706,557

$0

$200,000

$400,000

$600,000

$800,000

$1,000,000

$1,200,000

$1,400,000

$1,600,000

$1,800,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

CO

LOM

BIA

N P

ESO

S

YEAR

FUNDACIÓN HOGAR NUEVA GRANADA PLAN PADRINO AVERAGE DONATION PER FAMILY-

TEN YEAR TREND

$125,000,000

$25,385,000

$53,110,257

$728,700,000

$30,676,424

FUNDACIÓN HOGAR NUEVA GRANADA EXTERNAL FUNDING 2014

Mentors

Donations in Money

In-kind donations

Plan Padrino

Events

As another positive indicator to highlight, the average contribution per family has also increased steadily since 2010 with overall giving surpassing $1.700.000 per family for the first time in our community’s giving history.

The above graph highlights the importance of continued positive giving trends through Plan Padrino to support the funding of the Foundation’s programs and ser-vices. Currently, our giving as a community to Plan Padrino provides 76% of external funding support to the program, and CNG will continue to partner with our sister school to build long-term financial support structures that will ensure stability and sustainability into the future.

In December 2014, the Alianza Educativa (AAE), an educational cooperative formed between CNG, Colegio Los Nogales, Colegio San Carlos, and Universidad del Los Andes, completed its original 13-year contract to operate five public charter schools in Bogota. In a recent school-quality evaluation conducted by the Bogota District Secretary of Education, our Alianza Educativa placed four of our five charter schools in the Top-Ten Ranking, including the top two highest performing schools in concession in all of Bogota. Despite these highly successful results in providing support to advance public education in Bogota, the Alianza Educativa experienced significant difficulty in attempting to extend our contract term for the continued operation of these schools -- a political challenge also experienced by the majority of other organizations operating charter schools in Bogota. After nearly two years of concerted efforts to extend our concession, the AAE only received a short-term extension until December 2015. Given the current unknowns related to our future ability to continue operating these five charter schools as well as the potential financial risks if the AAE contract gets cancelled mid stream, the CNG Board and Administration has been closely monitoring the situation and examining a range of future scenarios regarding our continuation with this project, especially taking into consideration the ongoing need to provide long-term support to our own Fundacion Hogar school.

c. An Evolving Alianza Educativa: Redefining Our Partnership Going Forward

D. Other Educational and Service-learning Partnerships

Research over time has consistently proven that top-performing schools estab-lish, maintain, and expand their synergies with partner institutions and volunteer groups. CNG has clearly benefited from multiple partnerships over the years to help us advance our mission and vision as well as provide additional opportunities to our students and the broader community. Among the groups continuing to support key programs and services at CNG, we value our joint efforts to advance quality education in Colombia through UNICA University, the Teacher Training Institute, and the University of Alabama. These particular programs provide members of our school community as well as those in the public sector with the ability to extend their educational expertise and ongoing professional development in the education field. In addition, CNG has other partner programs that help advance opportunities for our students in areas such as values education through Proyecto Vida, English programs for the Alianza through ACCESS, healthy eating habits for our students through the Skippers program, and alcohol and other drugs education through FCD to name but a few of our many partners.

As another growing area of synergy within the greater community, CNG has also expanded its partnerships with a variety of companies associated with the innova-tion and technology sector. Building upon the initial seed monies provided by the PTA to create our first Global Learning Studio, CNG has enjoyed newly established relationships with Samsung, Philips, Panasonic, Ezgo-Steelcase, and Dell to advance our 21st-century learning programs through the use of innovative technologies and teaching strategies. Their financial support, gifts, and donations have allowed CNG to advance more quickly in putting emerging technologies into the hands of our stu-dents and teachers. CNG will continue these important efforts to pursue additional bold-thinking partners for other future initiatives that expand our financial capabili-ties and, more importantly, benefit our breadth of learning programs for students.

The average contribution per family has also increased steadily since 2010 with overall giving surpassing $1.700.000 per family for the first time in our community’s giving history.

Our Alianza Educativa placed four of our five charter schools in the Top-Ten Ranking, including the top two highest performing schools in concession in all of Bogota.

As another growing area of synergy within the greater community, CNG has also expanded its partnerships with a variety of companies associated with the innovation and technology sector.

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Collectively Envisioning the Meaning of “Future Success” at CNG

SECTION V

As I now enter my third decade as an educator this year, I remain totally amazed by the uniqueness of our CNG community and its ongoing commitment to our enduring core belief system. After working at five international and stateside schools on four different continents as well as visiting another 50-plus schools around the world, I can think of no other school that remains so focused on progressively ad-vancing toward such a well-established and unwavering true north: Educating the Mind, Strengthening the Body, and Developing Character for Leadership and Ser-vice. More than any other institution of learning that I know, CNG has made the profound commitment to ensure that everyone rows in the same direction related to our mission and vision. In essence, our school culture of collaboration and common purpose has served and will continue to serve as a key factor in moving us forward long into the future.

Looking ahead and envisioning the bold future that results from the process of building upon our strengths as an institution as well as aggressively addressing our areas of deficiency, I find it easy to predict continued success at CNG based on the following three critical factors going forward:

First and foremost, our CNG students continue to pleasantly surprise many of us in their ability to achieve ever higher performance results. From the goals that we ini-tially set five years ago for expected student performance on standardized testing, we are now facing the wonderful reality of needing to recalibrate our expectations for student achievement by raising the bar once again given their improving assessment results. With past performance in mathematics five years ago below the 40th per-centile across multiple grade levels, not many people would have predicted that our first CNG class would score on average above the 80th-percentile on any given test. Armed with this new data and based on the fact of CNG’s higher admissions stan-dards, stronger incoming classes of students, and improved overall teaching quality across the school, we predict this trend to continue in the years ahead as students not only continue to meet but also consistently exceed our higher expectations.

Collectively Envisioning the Meaning of “Future Success” at CNG

A boat cannot go forward if each rows his own way. Tanzanian proverb

No single measure of student performance can paint the full picture of our overall success as a school. For this reason, CNG continually reports on multiple data sets related to evaluating our three operationalized pillars of mind, body, and character. As assessment instruments evolve and continue to change on any given year, CNG will continue adding new data sets in order to assist us in evaluating the overall success of our comprehensive programs and services. The new Colombian ISCE Index that replaces the traditional Prueba SABER as a prior measure of school effectiveness will be one of several new instruments that our administration and teachers will use for evaluating and improving our school. CNG remains fully committed to the “gold standard” of assessment in school performance, which seeks to triangulate multiple data sources in order to present a more accurate gauge of performance both at the individual student and broader organizational levels.

As the final area of added emphasis at CNG going forward, a growing amount of research has focused on key factors that will lead to future student success, and this body of research has clearly identified the critical importance of “soft skills” as key developmental components related to student knowledge, skills, and dispositions. More and more, we are understanding that, in simplest terms, the heart supersedes the head when it comes to developing the most critical 21st-century skills. While many schools have choosen to focus on academics only, CNG also comprehends the value of the Four C’s in the lives of our future graduates: Collaboration, Communication, Creativity, and Character, and several world-wide surveys of top CEOs also confirm these findings regarding the characteristics of top talent. As a result, our own talented group of experienced educators at CNG view these four descriptors as central to our future work in creating a viable and vibrant curricular program designed to the address the growing needs of 21st-century learners and our expanded understanding of the impact of these key skills on their “future success” in life. If we continue to work together as a community to row in the same direction based on the above factors, then nothing can stop us in heading boldly north full speed ahead!

First and foremost, our CNG students continue to pleasantly surprise many of us in their ability to achieve ever higher performance results.

CNG will continue adding new data sets in order to assist us in evaluating the overall success of our comprehensive programs and services.

While many school have choosen to focus on academics only, CNG also comprehends the value of the Four C’s in the lives of our future graduates: Collaboration, Communication, Creativity, and Character.

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Appendix 1

Comparative Operation Plan 2014-2015(In thousands of pesos)

TRM: $2500STUDENTS: 1780

2014-2015BUDGET

2014-2015Projected Budget

2015-2016APPROVED

BUDGET

B vs C%of

IncreaseREVENUES

TUTITION & FEES 46,636,793 45, 161,759 49,205,394 9.0%INVESTMENT RETURNS 244,523 490,000 106,400 -78.3%

TRANSPORTATION 3,011,248 2,792,742 2,971,545 6.4%CAFETERIA 2,102,841 2,477,681 2,725,449 10.0%

VARIOS 3,152,830 3,404,498 2,762,669 -18.9%TOTAL OPERATION INCOME 55,148,235 54,326,680 55,771,456 6.3%

TOTAL NON-OPERATIONAL INCOME 3,500,000 3,774,000 4,100,000 8.6%TOTAL REVENUES 58,648,235 58,100,680 61,871,456 6.5%

EXPENDITURESPERSONNEL TOTAL 42,836,434 42,684,291 46,945,104 10.0%

TEACHING MATERIALS 3,806,000 3,950,224 3,513,206 -11.1%ACADEMIC ACTIVITIES 1,306,596 1,385,966 1,614,080 16.5%

ADMINISTRATION & SUPPORT 2,665,073 3,359,831 3,144,834 -6.4%TRANSPORTATION 2,223,036 2,371,089 2,401,819 1.3%

GENERAL EXPENSES 2,671,627 2,920,870 2,711,436 -7.2%TOTAL EXPENDITURES 55,508,766 56,672,270 60,330,480 6.5%

SURPLUS / (DEFICIT) 3,139,468 1,428,410 1,540,976 7.9%

(A) (B) (C)

NC GW

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ANNUALREPORT2 0 1 4 - 2 0 1 5

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