The American School Foundaon of Guadalajara, A.C. Annual Report for the 2009-2010 School Year Dear ASFG Community Members, This annual report is intended to provide a summary of the “state of our school” through the publicaon of informaon that ASFG ulizes to measure the results of our programs as well as to plan for the future. At the American School Foundaon of Guadalajara, A.C., we firmly believe that educaon is a joint responsibility between students, teachers, and parents. Our mission is: “Educang students in a bilingual, bicultural, and secular environment to be purposeful learners, crical and creave thinkers, effecve communicators, and community contributors, based on a foundaon of honor, freedom, and commitment.” Thank you for your connued support and for your preference for the American School Foundaon of Guadalajara, A.C. Ms Janet Heinze Lic. Carlos D. Wolstein González Rubio Director General President, ASFG Board of Directors
Transcript
The American School Foundation of Guadalajara, A.C.
Annual Report for the 2009-2010 School Year
Dear ASFG Community Members,
This annual report is intended to provide a summary of the “state of our school” through the publication of information that ASFG utilizes to measure the results of our programs as well as to plan for the future. At the American School Foundation of Guadalajara, A.C., we firmly believe that education is a joint responsibility between students, teachers, and parents. Our mission is: “Educating students in a bilingual, bicultural, and secular environment to be purposeful learners, critical and creative thinkers, effective communicators, and community contributors, based on a foundation of honor, freedom, and commitment.”
Thank you for your continued support and for your preference for the American School Foundation of Guadalajara, A.C.
Ms Janet Heinze Lic. Carlos D. Wolstein González Rubio Director General President, ASFG Board of Directors
ECESMSHS
Total students
EnrollmentSeptember
177540416257
1390
2001-2002
178518430264
1390
2002-2003
193506439281
1419
2003-2004
188525422301
1436
2004-2005
199522396309
1426
2005-2006
196542372324
1434
2006-2007
199545371323
1438
2007-2008
201552378311
1442
2008-2009
211535385326 1457
2009-2010
Nursery-KinderPre-1st
1st
2nd
3rd
4th
5th - 8th
9th - 12th
ClassDescription
2121222221212317
2009-2010Students per
group (average)
N:2, PK:3, K:555555
1719
2009-2010Number of
groups
1
ASFG Demographics 2009-2010
The school enrollment shows early childhood increasing by 10 students to accommodate the growing demand; available spaces in elementary decreased as more students are entering ASFG earlier. Middle school slightly increased as full groups came up from elementary. High school enrollment has gradually increased over the last years.
MexicanUSMexican and USOtherNot defined
2
81%
3%2%
13%1%
Gender and Nationalities by SectionEarly Childhood / Elementary52% male 48% femaleMex: 83% US: 2% Mex/US: 4% Other: 10% Not Defined: 1%
Middle School54% male 46% femaleMex: 81% US: 3% Mex/US: 1% Other: 14% Not Defined: 1%
High School53% male 47% femaleMex: 79% US 4% Mex/US: 2% Other 14% Not Defined: 1%
Eighty-one percent of ASFG students are native Spanish speakers. Our school is an ESL (English as a Second Language) school for the US program. All students can benefit from ESL/SSL (English as a Second Language/Spanish as a Second Language) teaching techniques that assist students’ learning in a language other than their native one.
Middle school and high school groups are calculated by maximum number of classrooms in use at any time during the school day. Educational research demonstrates that lower class size as well as effective teaching improves student learning.
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Teacher´s Degrees
PHD: 1=1% Pasantes: 1=1%
BA: 56=41%
MA: 76=57%
Early ChildhoodElementary
Middle SchoolHigh School
PEAcademic Support
Media CentersMexican Program
Instructional ProgramDirector
General Director
Section
1301914
1
65
US Type
121515151110
69
National
131032
13
32
Teacher Assistantsand Substitutes
265537311124
166
Subtotal
23431112
1
119
AcademicAdministrator and
CounselorsTotal
Academic Staff
2858413412352
1
1185
Academic Staff 2009-2010Academic Staff by SectionsTeachers
Our greatest resource is our teaching staff. Approximately half of our teachers are native English speakers and trained in universities outside of Mexico with certification in their fields of expertise. The academic support teachers are counted in each section as they report directly to the section principal. Our Mexican program teachers have the highest academic preparation and have many years of teaching experience. They provide the stability that is necessary for a school of excellence. No other school in the city or state offers such a highly prepared foreign and national teaching staff.
Students to academic staff ratio: 8/1Students to teacher & teacher assistant ratio: 9/1 Students to teacher ratio: 10/1
Academic Degrees
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All “pasantes” (Mexican teachers who have completed all course work for a Bachelor’s degree, a professional thesis is pending) are accredited to participate in our academic program by the Mexican Secretariat of Education for their professional expertise and years of experience at ASFG. All new national staff hold a Bachelor’s degree and have at least two years of teaching experience.
All of our academic administrators have at least one Master’s degree as well as many years of teaching and administrative experience.
ASFG Staff DevelopmentStaff Development is of vital importance for our academic program. This year 144 staff development opportunities were offered to the staff on campus. During the 2009-2010 school year, ASFG invited six highly respected international educational consultants to work with our entire staff on topics directly related to the 2009-2010 academic goals. One hundred forty-five staff members took advantage of national and international courses offered off campus. Five staff members enrolled with partial financial support from ASFG in the TEC de Monterrey Master’s program and 16 staff members enrolled with partial financial support from ASFG in the Framingham Master’s program offered on campus.
Our US accreditation agency (SACS CASI/AdvancED) requires that all academic staff receive 1.2 credits (24 hours) of professional development every year. Our teachers averaged 3.80 credits (76 hours of staff development) this year. One hundred percent of our teachers and assistants were in compliance with the SACS CASI/AdvancED standards for staff development.
School Climate/Organizational Effectiveness Survey Results 2009-2010The satisfaction level of all community members (students, staff, and parents) continues to be measured by the Berumen Company. Academic Year Satisfaction Level 2002-2003 77.13% 2003-2004 79.96% 2004-2005 79.50% 2005-2006 78.66% 2006-2007 80.40% 2007-2008 78.80% 2008-2009 78.50% 2009-2010 81.20%
This year our parent, teacher, and student surveys were distributed in hard copies to increase the response from the on-line format in 2008-2009. Sixty-four percent of our families completed the survey, 85% of our students (grades 4-12) completed the survey, and 81% of our teachers completed the survey. This is the highest number of responses for all categories we have ever received. All written comments are read and taken into consideration.
The full executive report can be accessed at: http://www.asfg.mx/newsletters/newsletters/SINTESISEJECUTIVAASFG.ppt
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Student AchievementIn order to measure and understand student learning objectively so that this information can then be used to develop specific academic goals for future learning, ASFG uses a number of formal, external assessment tools. Among these the most widely used at our school are the NWEA (Northwest Evaluation Association) computer-based MAP achievement tests taken by all students in grades two through ten at least twice a year, the ERB (Educational Records Bureau) WrAP writing samples for grades five through twelve, and the Mexican government ENLACE tests for grades three to nine and twelve. In addition all high school students take the PSAT in grades ten and eleven, while many take AP exams and the SAT.
MAP After three complete years using MAP (Measure of Academic Progress) to assess student learning in reading, math, and language usage, the ASFG community of students, parents, and educators finds itself anxious to see the results after each testing session for both individual students and for class groups. The terms MAP, RIT score, and DesCartes have become part of our professional vocabulary as we discuss achievement, learning, classroom instruction, and school improvement plans. This data, when considered together with samples of student work, teacher-made assessments, and other items, provide us with a better understanding of student learning.
We have complied fall and spring test result data in longitudinal charts which aid in studying grade level and generational group results over time. Through these we can confirm that students are making appropriate growth from year to year and that at each grade level learning is improving. Reading scores continue to increase each year for most grades. Grade level percentiles range in reading from the 55th to 76th and in math from 56th to 86th when we compare our students to all students taking MAP assessments, thus indicating that ASFG students perform better than approximately two-thirds of the students at their grade level.
In math Problem Solving continues to be the greatest area of concern. In reading, Word Analysis and Vocabulary is the weakest area through fifth grade, while Literary Response and Analysis is a relatively weak area in most grades. This information is then used as sections prepare their annual academic goals and action plans.
The following graphs show ASFG spring scores in reading and math by grade level for each year in comparison with the US norms. MAP scores are reported in RIT units which as equi-distance units can also be used to track longitudinal growth of the same group of students from grade to grade. By comparing ASFG average scores to the norm scores indicated in blue, this data shows that our students perform as well as students in the United States and in many cases surpass those students significantly. In addition, in almost all grades student learning has improved over this three year period in both reading and math.
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In addition to comparing ASFG student achievement to US norms, it is also of utmost importance that all students show continued growth in their learning. Through MAP testing, the NWEA provides reports which summarize student growth in comparison with anticipated growth at each grade level. On the following graphs, the red line indicates the anticipated growth for each grade, while the yellow bar shows ASFG grade level growth during the 2009-10 school year. As shown by the red line graph, much greater growth is expected for younger students than for older ones. In most grades in reading, as observed in the yellow
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bar surpassing the red line, ASFG students exceed their growth targets thus widening the achievement gap when compared with students in the United States. In mathematics while our students showed considerable growth, they missed the growth targets in a number of grades and this information is being taken into account as adjustments are made in our instructional programs.
WrAPThe WrAP is the Writing Assessment Program from Educational Records Bureau (ERB) whose other products include the online WPP (Writing Practice Program) which our middle and high school students use as an instructional tool to improve their writing. The six writing strands evaluated are similar to those of the Six Traits writing program: overall development, organization, support, sentence structure, word choice, and mechanics. The kind of writing changes in two year increments: 3rd/4th narrative, 5th/6th informative/descriptive, 7th/8th expository, 9th/10th persuasive, and 11th/12th critical thinking. When comparing ASFG achievement in writing we have chosen to refer to the Independent School norms provided by ERB. In doing so we find that our students’ writing ranges from the 37th to the 82nd percentile of this selective population with most grades somewhat above the midpoint.
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INSUFFICIENT BASIC GOOD EXCELLENT School State Nation School State Nation School State Nation School State Nation
The stronger areas of our students’ writing continue to be Organization and Word Choice, while the area most needing improvement is Sentence Structure followed by Support. Interestingly, during a workshop at the ASOMEX Technology Conference, an ERB consultant explained that improving Sentence Structure has the most impact on overall improvement in writing and consequently should be a main focus in instruction in any program.
ENLACESince 2006 ASFG students have participated in the ENLACE (Evaluación Nacional del Logro Académico en Centros Escolares) testing program on dates established by the Mexican Department of Education (SEP). Students in grades three through nine and twelfth grade are tested in their Spanish language and math achievement. From third through ninth grade a third subject has been added on a revolving basis; in the spring of 2010 this was history.
Results are reported for individual students, groups, and by grade level. Achievement is compared with similar schools at both the state and national level in four categories: insufficient, basic, good and excellent. This data is provided to us by SEP. The internal focus for ASFG is on moving those students who scored at the Basic level to Good or Excellent for the next ENLACE administration and also having more students each year scoring at the Excellent level.
Percentages of Good and Excellent Scores 3 4 5 6 7 8 9 12 Spanish 95% 93% 79% 77% 59% 61% 62% 94% Math 88% 85% 65% 59% 43% 50% 26% 90%
SpanishPercent of Students at each level Grades 3-6
INSUFFICIENT BASIC GOOD EXCELLENT School State Nation School State Nation School State Nation School State Nation
PSATBeginning with the 2008-2009 school year all ASFG tenth graders now take the PSAT in addition to all eleventh graders who have taken it for many years. This exam from the College Board is given in mid-October and is part of a students’ transition from high school to university. By administering the PSAT to tenth graders as well, we now use the AP Potential, a web-based tool that generates rosters of students who are likely to be successful in AP courses.
Scores are reported on a scale from 20-80 which corresponds with the SAT score range of 200-800. The College Board reports that on an average, students’ scores increase ten points in verbal, 12 points in math, and 14 in writing over the equivalent junior year PSAT scores. The reports we receive include an item-by-item analysis of correct and incorrect answers and the analysis of skill strands. Classroom teachers then use these reports to focus on the improvement of weaker areas which in the October 2009 results were: • being precise and clear in writing• applying ideas presented in a reading passage• creating either figures or algebraic equations, inequalities, or expressions to help solve the same.
SATWorldwide more students from the class of 2010 took the SAT than ever before, nearly 1.6 million. Not only is the combination of SAT scores and a student’s high school GPA the best indicator of freshman GPA, the College Board has also found that SAT scores continue to be strong predictors of college success even into the second year in college. Among the three sections of the SAT, the writing exam is the best predictor of success at the university level. The relationship between students taking AP courses and SAT scores is also significant. According to College Board research, performance of students taking honors or AP courses was in general 50-60 points higher in all three SAT exam sections than the mean scores for all test takers. These results clearly support encouraging all students to take AP courses no matter what their university plans may be.
Beginning last year, we are now reporting ASFG SAT scores in the same way that the College Board does, as the average of the best scores of students in the graduating class. While the College Board reports very little change in the mean scores for the class of 2010, ASFG students performed much better than they had in recent years, most similar to students in the class of 2006 when only 19% took the SAT vs. 38% of this class who took it. The class of 2010 in Critical Reading scored 46 points above the class of 2009, in Math 27 points higher, and in Writing 53 points higher. These are the highest ASFG mean scores over the past ten years. Their scores also compare very favorably with students in independent schools, a norm group which we also use for WrAP writing sample comparisons.
Advanced Placement (AP)This is the 24th year that the American School Foundation of Guadalajara, A.C. has offered Advanced Placement classes. The program prepares students for the rigor of university level study by offering college-level classes here on campus taught by trained ASFG teachers. Students enrolled in AP classes take an external exam in May and receive credit from many universities for a passing score of 3 or higher.
RESULTS – ParticipationAt ASFG the AP program continues to serve a significant portion of our students. 2010 saw 101 students take one or more AP exams with the accompanying class. This is 44% of our enrolled 10-12 graders and a 10% increase from 2009 when we saw 85 students take AP
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exams. A total of 200 exams were taken in 13 subjects. The average number of exams per AP student was 1.98. Of the 101 students who took AP exams, 48 took one exam, 90 took three or fewer, while only eleven students took four or more. A very impressive number that should be highlighted is the 90 students who passed at least one AP exam in 2010. This is 90% of the AP students and the highest number yet.
One piece of data we have begun to track and report is the total percentage of ASFG graduates who pass at least one AP exam while in high school. The College Board recognizes the top US states that graduate more than 20% of seniors with at least one passing exam. Last year’s AP Report to the Nation (published in Feb. 2010 about 2009 AP results) reported that in the US 15.9% of the graduating class of 2009 passed at least one AP exam. Maryland scored the highest in both 2008 and 2009 with 24.8%. ASFG can proudly report that the 2010 graduating class had 73.8% pass at least one AP exam. This is an increase from 42% in 2008. Given that all our students are college bound and we are a college preparatory high school, we would like to see this figure continually be around 75%.
RESULTS – Pass Rates and Mean ScoresThe pass rate refers to a simple average that divides the total passed exams by the total exams taken. The mean scores is the average of all scores. At ASFG our policy requires AP students to take the AP exam, thus our pass rate and mean score are true measures of how well our AP program serves its enrolled students. In other schools however, common practice is to allow students and teachers to decide who takes the exams.
Our overall pass rate at ASFG in 2010 was 80%. This is an impressive 22 points above the 2010 US national overall pass rate of 58% and was 1% less than our 2009 rate. Our average score in 2010 was 3.44, while the 2010 US national mean score was 2.84. Even when we factor out our notoriously high, but well deserved, AP Spanish Literature scores, our mean score of 3.36 still solidly beats the US national 2009 mean. An observation that stands out is that even though some of our average scores were down last year, the pass rate remained roughly the same. We still continue to perform better than the global pass rate (80% versus 76% in 2010).
Taking into account that again we are not counting extraneous scores (AP exams taken without the corresponding AP class at ASFG) and the fact that our institution still is out-performing both the US national and global averages, we conclude that 2010 was a very successful year in terms of pass rates and mean scores.
RESULTS – “Magic” Number (total passed exams per 200 10-12th grade students)In keeping with our strategy to measure our program’s strength both by pass rates and means scores, which are negatively affected by failing scores, and by total number of passed exams, which is not negatively affected by failing scores, our “Magic” number comes into focus. The magic number shows the total number of passed exams per 200 students in grades ten through
twelve. In 2010 we saw 159 total passed exams but fixing this number to a stable, enrollment-adjusted ratio, we had 137 passed exams per 200 students. This number is 16 exams more than 2009’s magic number of 121 and 37 exams more than the 2008 magic number of 100.
AP STUDENTSAP EXAMS
AP STUDENTSWITH AT LEASTONE PASSING
EXAM
% OF APSTUDENTS WITHPASSING EXAM
PASSING APEXAMS
PASS RATE
Magic # (totalexams passed
per 200 10-12th
graders).
Data
5891
46
79.3%
57
62.6%
71.5
6399
45
71.4%
54
54.5%
74.0
60109
45
75.0%
63
57.8%
87.2
58105
52
89.7%
73
69.5%
98.9
68141
62
91.2%
86
61.0%
94.4
66163
55
83%
114
73%
110.1
83167/148
63
76%
130/111
78%/75%
100.0
68152
59
87%
115
76%
105.0
85173
66
78%
140
81%
121
101200
90
89%
159
80%
137
2001 2002 2003 2004 2005 2006 2007 2008 2009 2009
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Summary of Growth in AP Program at ASFG 2001-2009(darker green column indicates exclusion of extraneous exams)
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OBSERVATIONS AND CONCLUSIONSBeginning in 2007-2008 we instituted a change in our science AP courses, offering AP Chemistry and AP Physics as well as the preceding honors course on alternating years. This adjustment was made in order to ensure enough students interested in either of these two AP courses. The ten students who took AP Physics in 2009-10 would have been unconceivable years ago when typically only two or three students would show interest.
In the Social Studies department this was the first year AP World History was offered to tenth graders. AP Comparative Politics and AP Macro Economics, both semester courses, are being offered each year. However, due to lower scores in both of these classes in 2010, we are discussing strategies to address the inherent difficulties in assessment of learning in May for semester courses completed in January.
Traditionally AP Studio Art and AP Psychology attract the most “single AP” students because the subjects fall outside of the traditional math-science-language-social studies schema. We intend to both focus on encouraging more students to take these courses, especially AP Studio Art, and continue to consider courses such as AP Art History and AP Music Theory.
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Results of School Wide Academic Goals 2009-2010Reading, Writing, Math, and Oral Proficiency
Early Childhood
English Reading GoalsContinue to revise the reading assessment tool and develop more accurate strands.
By June 2010, 100% of students will show growth in reading development measured by the ASFG Early Childhood Reading Assessment tool.
Results:The early childhood staff collaborated to revise and improve the reading assessment. This was the second year in this effort to create and calibrate an effective tool for measuring the complicated set of skills involved in early literacy. In an attempt to more efficiently measure early literacy skills, the assessment tool indicators were polished and divided into four variables that research has shown to be correlated to later literacy achievement. The four variables or categories are alphabet knowledge, phonological awareness, concepts about print, and verbal reasoning. The advanced category of emergent reading was also included.
The early childhood staff has taken valuable lessons from this process. First, it has experienced and learned the complexity of early literacy. Second, it has gained greater insight into the variables influencing later literacy achievement and can use this knowledge and awareness in its practice with children. Other valuable lessons taken from this endeavor involve assessment design and practice.
The first goal of revising the assessment and developing more accurate strands was not accomplished. The second goal of growth in reading development for 100% of EC students could not be accurately measured. This following school year (2010-2011), the reading section of the Midyear Assessment will be used as the measure of early literacy growth. Teachers will consider the indicators from the Early Childhood Reading Assessment when revising the Midyear Assessment. Reading will no longer be assessed at the beginning and end of the school year, but once a year. Reading development will be measured through assessment of grade-appropriate skills.
English Writing GoalsNursery: All nursery students will complete the school year at stage 2 or above.
Results:The writing samples of our students were assessed in English using the 2009 writing rubric. We plan to continue using it in the future which will allow us to compare students’ progress across school years. This rubric contains a series of indicators that are organized in twelve different stages. Skills range from scribbling (stage 1) to writing independently using at least four writing conventions (stage 12).
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Using this rubric, 98% of the nursery students achieved this goal. By June, 36 students (82%) were at stage 3 (writing recognizable letters) or higher. Fifteen students (34%) were writing a string of different letters (stage 4).
Pre-kinder: All pre-kinder students will complete the school year at stage 5 or above.
Results:By the end of the school year, most pre-kinder students (99%) were at stage 5 (aware letters represent sounds) or higher, while only one student was below average at stage 4 (writing a string of different letters). Fifty-one pre-kinder students (75%) were in stages 6, 7, and 8 (identifying letters with prompts, breaking words into sounds, and identifying most letters).
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Kinder: All kinder students will complete the school year at stage 10 or above.
Results:In June, 77 students (80%) finished the school year at stage 10 or above (writing independently with some mistakes). Of these, 37 were very advanced at stage 12 (integrating four of the six writing conventions independently). However, five kinder students (5%) showed delay in the development of writing skills, as they were unable to consistently identify all letters and needed support from teachers to break words into sounds.
Spanish Writing GoalKinder: All kinder students will complete the school year at stage 10 or above.
Results:In Spanish 83 students (84%) met the kinder exit objective for writing achieving stage 10 or higher. The other 16 students (16%) failed to meet this objective with one student far below average at stage 6.
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Summary for Writing GoalsIn September, most nursery students were scribbling and by June, many were copying their name, writing a string of different letters, etc. The average growth for a nursery student was 2.2 writing stages.
In September, most pre-kinder students were writing recognizable letters and copying their name. By June, 87% of pre-kinder students were identifying letters with prompts and breaking down words into sounds with prompts. The average growth for a pre-kinder student was 3.5 writing stages.
In September, most kinder students began with at least an awareness that letters represent sound. By June, 80% of kinder students could write independently with some mistakes. This exit objective for kinder is the most challenging and, compared to nursery and pre-kinder, this was the lowest ratio of students meeting the objective. The average growth for a kinder student was 3.6 writing stages. The average growth in Spanish writing stages for a kinder student was 4 stages. Spanish writing growth ranged from one to seven stages. Although kinder may have a lower percentage of students meeting the exit objective, kinder also shows the most growth among the early childhood grade levels.
Overall 90% of our nursery, pre-kinder, and kinder students achieved the writing goal set for their grade level by the end of the school year.
Oral Proficiency Focus Early childhood established its aim and plan for students to be able to answer questions in a one-to-one situation in both English and Spanish.
Results: Teachers collaborated through oral proficiency workshops, sharing strategies, and also the use of video clips. EC teachers participated in oral proficiency workshops at the beginning of the school year. Several teachers reported using the strategies from these workshops in their classroom. Teachers also submitted their own oral proficiency strategies for a comprehensive list shared with all early childhood staff. Early childhood staff members then commented on which strategies they found useful and could clarify doubts about their implementation by asking the teacher. In addition to this, teachers recorded video clips of children’s language samples. They submitted these video clips to the EC principal at the end of the 2009-10 school year. At the beginning of the 2010-11 school year, staff members viewed and discussed the video clips in a professional development session.
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Class % Meeting≥ Level E
% Meeting≥ 3 Levels
Elementary School
English Reading GoalsPre-first: 1. By June 2010, 75% of all students will be at or above a Level E in the Reading A – Z program. 2. 100% of the pre-first students will have an average growth of three reading levels in the same program.
Results:1. 72 out of 104 pre-first students finished the school year reading at or above Level E. This is 69% of the students, six students less than the goal of 75% of the class.2. Only 43 students grew three or more reading levels this year in pre-first. This means that 41% of the students met this goal. The average growth was 2.4 levels.
This past year, the P1st teachers were very aware that several of their students showed a significant loss over the summer before entering first grade. For that reason, they felt they needed to be more conservative with fluency as well as the oral retelling and the comprehension piece of the assessment when scoring their students. This likely resulted in an overall lower average for the grade in 2010.
Teachers found that students who had lower reading scores and low growth rates tended to be support services students and new students who entered with lower oral proficiency in English. In February after mid-year assessments, they worked on phonemic awareness, phonics strategies, and reading comprehension. In May, many of these students had increased their sight word vocabulary which contributed to their increased fluency. They also found that these children had a greater awareness of spelling/phonics strategies covered throughout the year. These readers improved their reading comprehension as well.
After mid-year assessments, teachers also found that their middle to high readers needed to work on reading comprehension. This became their focus for guided reading. In May those same students were able to retell what they had read more competently and they needed less prompting to answer the questions than they did in February. The teachers agreed that typically the strong readers tend to have strong oral language skills. A majority of teachers reported that many of their strong readers have parents who speak English and are able to guide them at home in their reading with pronunciation, vocabulary, and comprehension.
P1-6P1-7P1-9P1-10P1-11TOTALS
90%60%36%90%71%69%
71%25%5%
80%29%41%
First Grade: By June 2010, 75% of all students will have grown four levels on the Reading A – Z program.
Results:75 of the 111 first grade students grew at least four reading levels from September to May. They did not quite reach their goal as the data indicates that only 68% of the students showed a four level growth. However, the overall average growth was 4.2 levels.
The first grade teachers concluded that their groups showed good improvement in both phonetic skills and comprehension over the course of the year. What they considered to be the most effective strategies implemented throughout the year were the guided reading groups, reading response activities and guided mini lessons on phonics, vocabulary development, spelling, and grammar.
2nd – 4th Grades: By June 2010, 60% of all students will reach the targeted Typical Average Yearly Growth as measured on the MAP Assessment tool. They will focus on Word Analysis and Literal Comprehension.
Results:Although no grade level met the goal of 60% of the students reaching the growth targets, third grade continues as the grade closest to the target with over half meeting it for the third consecutive year. Both second and fourth grades showed much improvement over the previous year with 41 and 49 percent respectively meeting their growth targets. Second grade has shown consistent improvement over these three years of MAP testing, while fourth grade recuperated growth in reading which seemed to have been lower the previous year.
In both third and fourth grades there were fewer students scoring in the low category, below the 34th percentile, in Word Analysis and Vocabulary in May than there were at the beginning of the school year, but in second grade the percentage increased from 20% to 25%. On the other hand, a few more elementary students scored low in Literal Comprehension at the end of this year making it now the area of greatest concern in elementary reading.
1-121-131-151-161-17
Class
B-NB-KB-LC-MB-N
SeptemberRange
G-PF-NF-MG-OG-Q
May Range
4.34.33.04.54.7
AverageGrowth
Running Record Data
74%68%29%83%82%
% with ≥ 4 Levels Growth
234
Grade
184.9193.5201.5
Fall RIT
194.8202.3208.1
Spring RIT
9.98.86.6
MeanGrowth
Grade Level Reading Growth
11.68.56.4
41.053.149.0
- 1.70.30.2
Mean GrowthTarget
GrowthIndex
Percent MeetingGrowth Target
21
Percent Meeting Growth Targets
English Writing GoalBy June 2010, 100% of students will show growth on the ES Writing Rubric in the area of Word Choice from the September writing sample to the June writing sample.
Results:A large majority of students showed growth in the area of Word Choice when their writing in English was assessed using the two elementary section writing rubrics, P1-1st and 2nd-4th. Practically all students in the early grades improved in this area and, in upper elementary, growth was quite strong as well. While 88% of the students did grow in their use of more specific and appropriate vocabulary, this remains the strand in which students in most classes showed the least growth again this year.
Spanish Reading Goals:Pre-first: By June 2010, 80% of all students will read at or above level 1.10 (On Level), Por que don Conejo tiene la cola corta, in the Houghton Mifflin Libros Graduables series.
With 82% of the 103 pre-first students finishing the year reading at or above level 1.10 in this series, the goal of 80% was surpassed by a small margin. This achievement has been consistent over the past two years that the goal has been in place for reading in Spanish.
+5.3-3.0+7.3
Change2010
234
Grade
26.755.951.5
2007-2008
Grade Percent MeetingGoal
35.856.141.7
2008-2009
41.053.149.7
2009-2010
22
P11234
TOTALS
99%97%82%68%86%88%
Class Percent MeetingGoal
P1-6P1-7P1-9
P1-10P1-11
TOTALS
86%75%86%84%76%82%
1st2nd3rd3rd 4th4th
GRADE
122334
LEVEL
865667686869
AVERAGE
846275538270
D1
935473687178
D2
885767726765
D3
855660796472
D3
825359645858
D3
1st – 4th Grades: Teachers will use the internet program Lectores en Red by Alfaguara to assess student development in the five reading comprehension skills proposed by PISA (Programme for International Student Assessment). This year’s data will be recorded to obtain a baseline which will allow us to determine a realistic growth goal for the 2010-2011 school year.Students read the Alfaguara Collection books using different reading strategies. When the class finished reading a book, teachers took them to the computer lab or library to take the on-line test from Lectores en Red. After the first test, some teachers asked students to take the test independently when they finished the book. This year, most students only took two tests instead of the three proposed because we started the program late (in February). Students will take the test once every bimester next year.
The data collected for this year’s baseline is very likely to have been affected by several technical problems with the program itself. These problems were reported and fewer of these variables are expected next year.
Spanish Reading Results by Grade & Reading Level
Overall comprehension (D5) is the skill that got the lowest score at every level except in third grade at level 3 so the teachers will look for specific strategies to address this skill for next year.
Spanish Writing GoalsPre-first -1st Grade: 80% of the classes will have a 25% increase in their averaged scores in each of the following four traits: ideas, conventions, organization, and word choice.Results:
2nd – 4th Grade: 80% of the classes will have a one point increase in their averaged scores in each of the following four traits: ideas, conventions, organization, and word choice.
Results:
90%
Ideas
100%
Organization
100%
Word Choice
100%
Conventions
Percent of Classes Meeting Goal
23
The variety of instructional strategies used by the Spanish teachers throughout the year produced very positive results in their students’ writing growth at all grade levels.
Spanish Goal3rd and 4th Grade: By September 2010, students will maintain a total of 90% in the Good and Excellent categories of the Spanish section on the ENLACE test.
Results:
The third graders have surpassed this goal every year and fourth grade has done so three times with the 2010 results being the highest yet. Both grade levels have shown decreases in the Good categories while showing increases in Excellent. This past year showed significantly more in the Excellent category over those in Good at both levels (22.7% for third graders and 7.8% for fourth graders).
Mathematics GoalsPre-first – 4th grade: Teachers will create math diagnostic tests by June 2010 to be administered in August 2010. From these assessments they will come up with baseline goals for each grade level.
2nd – 4th Grade: By June 2010, 60% of students will meet the growth targets on the Spring MAP test. Particular attention will be paid to student achievement relative to problem solving.
Results:Third grade had the largest percent of students meeting this goal, although many fewer than in 2008-2009. In both second and fourth grades more students met the goal than the previous year. None of the grades met the goal of 60% with targeted growth; the percentages can be seen in the following chart. The percent of students in each grade level scoring below the 34th percentile in Problem Solving increased during the 2009-2010 school year. In second and third grade those numbers almost doubled. This clearly continues to be an area of significant concern in terms of classroom instructional strategies. Our focus on reading and, more specifically, on vocabulary should help make a difference in the problem solving as well.
Year Good Excellent TOTAL Good Excellent TOTAL
100%
Ideas
100%
Organization
100%
Word Choice
93%
Conventions
Percent of Classes Meeting Goal
Grade 3 Grade 4
24
2007200820092010
46.9%45.4%48.6%36.1%
45.7%47.4%50.5%58.8%
92.6%92.8%99.1%94.9%
53.1%45.2%37.9%42.7%
38.8%45.2%44.8%50.5%
91.9%90.4%82.7%93.2%
+6.7-12.0+13.7
Change2010
234
Grade
23.446.536.2
2007-2008
18.352.619.6
2008-2009
25.040.633.3
2009-2010
Percent Meeting Growth Targets
234
Grade
189.7199.1211.1
Fall RIT
196.7206.8216.9
Spring RIT
7.07.75.8
MeanGrowth
Grade Level Math Growth
11.910.18.8
25.040.633.3
-4.9-2.5-3.0
Mean GrowthTarget
GrowthIndex
Percent MeetingGrowth Target
Grade Fall RIT Spring RIT MeanGrowth
Grade Level Reading Growth
59.641.958.751.8
Mean GrowthTarget
GrowthIndex
Percent MeetingGrowth Target
25
Oral Proficiency FocusPre-first through fourth grades were to use a variety of strategies to promote oral proficiency during the school year.
Results:Strategies, including the following, were implemented:• Partner talk/sharing including Think/Pair/Share, clarifying instructions, sharing ideas and experiences, goofy questions using imagination• Student of the Week/All About Me poster presentations• Oral retelling of stories/story predictions/choral responses/Reader’s Theater• Songs and poems• Students as peer-teachers• Presentations for other students and parents: habitats, dinosaurs, Native Americans, Invention Convention, mythology, Folklorama, Student Led Conferences
Middle School
English Reading GoalBy June 2010, 63% of Middle School’s students will meet the mean growth targets for Reading on the Spring MAP test.
Results:
5678
208.2213.3219.8225.9
213.9215.5224.3228.5
5.72.24.52.6
5.04.23.52.6
0.7-2.01.00.0
Class 2010 Grade Level Fifth Sixth Seventh Eighth
Sentence Structure
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In grades five, seven, and eight the mean growth for the grade level met or surpassed the growth target resulting in a positive Growth Index. The average growth for grade six was below their target this year. While the average growth for these grade levels met the targets, fewer than 63% of students in each grade showed the desired growth. Fifth grade reached the 60% mark and seventh grade was just shy of reaching it which is considered by NWEA to be realistic for a strong academic school. Although each grade had fewer students meeting the target growth, all but sixth grade are above the percentages from the first year of MAP testing, thus indicating a more prepared student body moving on to the next grade level.
Teachers in fifth and sixth grade implemented a form of Map Directed Instruction (MDI) to provide targeted instruction on specific strands of reading to students at different ability levels as determined by MAP scores and teacher observations. Beginning in February and continuing until May when MAP testing took place, one period a week students were regrouped for focused instruction on particular reading strands. The seventh grade team implemented its version of MDI as they did the previous year, but with less dramatic results. During the entire fourth bimester students were grouped in ability levels for the entire day.
English Writing GoalBy June 2010, 100% of Middle School students will show improvement on the ERB writing assessment in the areas of Sentence Structure and Support.
Results:Each grade showed improvement over the previous year’s group in Sentence Structure and both the current sixth and eighth graders also showed improvement in their own writing in this skill. In the area of Support this year’s eighth graders were stronger than eighth graders the year before and they also showed improvement over their writing as seventh graders. Our 2010 scores are lower than 2009 scores in fifth, sixth, and seventh grades. Only eighth grade scored higher in 2010 than 2009.
2014201520162017
Eighth Seventh
SixthFifth
3.53.6
3.73.8
3.23.5
3.6
Class 2010 Grade Level Fifth Sixth Seventh Eighth
Support
2014201520162017
Eighth Seventh
SixthFifth
4.13.8
3.93.9
3.53.4
3.7
Grade Level Improvement in Support Improvement in Sentence Structure
Percent of Students Demonstrating Improvement in Support andSentence Structure
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Middle school English language arts teachers have reviewed this data and looked over their students’ scores and the actual writing samples that the students completed to identify areas on which to focus for the next school year. Teachers are studying reasons to explain the drop in students’ scores in sixth grade and percentile drop in seventh grade, but are pleased with the increase in the eighth graders scores. For the next year students will also have access to the WPP on line evaluation and instructional tutorials as a practice tool.
Spanish Goals 5th Grade: 90% of students will score in the Good and Excellent categories of the 2009 Spanish section ENLACE test results. 6th Grade: 90% of students will score in the Good and Excellent categories of the 2009 Spanish section ENLACE test results. 7th Grade: 80% of students will score in the Good and Excellent categories of the 2009 Spanish section ENLACE test results. 8th Grade: 85% of students will score in the Good and Excellent categories of the 2009 Spanish section ENLACE test results.
Results:
It is plain to see that our 2010 ENLACE results in all grades 5 to 8 were significantly higher than in 2009. Each grade level had at least 10% more students score in the Good and Excellent categories than in 2009. However, none of the grade levels achieved their stated goal regarding the percentage of students scoring in the Good and Excellent categories. Also, fewer of the seventh graders scored in these categories in 2010 than scored in the same categories as sixth graders in 2009. At first this was a bit alarming to see, but when one looks at the statistics for the percentage of students that scored in the Good and Excellent categories in seventh grade for state of Jalisco and nationally, it is evident that throughout the country there is a dramatic drop in the percentage of students scoring in those categories in both seventh and eighth grades. ASFG’s “lower achievement” in seventh and eighth grades is less dramatic than in the rest of the country! In 2010 ASFG’s seventh and eighth graders greatly surpassed Jalisco and the rest of Mexico in the percentage of students scoring in the
TestingYear Fifth Sixth Seventh Eighth
Totals in Good and Excellent Categories
20092010
68.5%78.5%
68.4%77.4%
44.8%58.5%
50.0%60.5%
678
20%6%
35%
45%18%52%
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Good and Excellent categories. The middle school Spanish teachers engaged in a great deal of analysis and collaboration to develop plans of action to improve the Spanish program and therefore improve our ENLACE results. In sum, although we did not reach our stated goals, our results should still be considered positive.
Mathematics GoalBy June 2010, 60% of MS students will meet the mean growth targets for Math on the Spring MAP test.
Results:Grades five, seven, and eight all surpassed their mean growth targets and also had approximately 60% of the students meeting targeted growth which was the goal for this year. Fifth grade actually had 63.4% reach their growth targets. Sixth grade has had the lowest percentage of students meeting growth targets over the three years of MAP testing with this year showing less growth than the previous two.
Teachers in different grade levels used a number of strategies throughout the year. The fifth and sixth grade students were grouped into ability groups based on their achievement in the different strands of math on the fall MAP tests and their teachers’ observations. There are differing opinions regarding the effectiveness of the MDI re-grouping.
The seventh grade once again regrouped for the entire fourth bimester. As a group, the students reached their global growth target and almost 60% of the individual students reached their growth targets. However, the gains in math for the seventh graders were not as dramatic as they were during the 2008-2009 school year.
The lack of growth of last year’s sixth graders is concerning. This is the third consecutive year that the sixth grade has not met its growth targets. We believe that this has much to do with the fact that much of the sixth grade curriculum is a review of concepts learned in previous years. Very few new concepts are introduced during this year. Students that were successful in the past are not given ample opportunity to learn new content and students that struggled in the past, generally continue to struggle. This serves as a strong argument to adopt the Singapore math program that focuses on mastery of skills as opposed to a spiraling of skills. This also leads us to consider offering leveled math classes in sixth grade in the future. The sixth grade teachers will continue evaluating the math program and will utilize some Singapore math strategies as the year progresses.
Grade Fall RIT Spring RIT MeanGrowth
Grade Level Maht Growth
63.429.357.055.0
Mean GrowthTarget
GrowthIndex
Percent MeetingGrowth Target
5678
213.6223.9229.8238.4
222.8226.6235.7243.5
9.22.75.95.1
7.46.35.64.0
1.8-3.60.31.2
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The middle school purchased an on-line practice program called IXL for the 2010-2011 school year that promises to offer great opportunities for teachers to provide their students with targeted practice on concepts that teachers feel their individual students need.
High SchoolEnglish Reading ARC (Average Reading Competency)
1. By June 2010, the class of 2012 (current 10th grade students) and class of 2013 (current 9th grade students) will each score, as a generation, at the 70th percentile as compared to US norms. In meeting the above target by June 2010, the class of 2013 will have focused on Literal Comprehension; the class of 2012 will focus on Interpretative Comprehension and, though not able to be assessed by the MAP, the class of 2011 will focus on Literary Response and Analysis.
Results: The class of 2012 collectively scored at the 79th percentile on the spring reading test thus meeting the goal. Interpretive Comprehension was this generation’s weakest area in the spring of 2009 and therefore was focused on to meet this ARC goal. In the spring of 2010, Interpretive Comprehension was no longer the weakest area.
The class of 2013 collectively scored at the 65th percentile on the spring reading test thus not meeting the goal. Literal Comprehension was this generation’s weakest area in the spring of 2009 and therefore was focused on to meet this ARC goal. In the spring of 2010, Literal Comprehension was no longer the weakest area. Rather, these current 10th graders scored lowest in Interpretive and Evaluative Comprehension.
MRC (Minimum Reading Competency)2. By June 2010, all students in the classes of 2012 and 2013 will be reading at or above 40th percentile (college prep minimum). Any students not meeting this standard will be involved in an action plan to improve reading by graduation and will meet their personal growth targets.
Results: Class of 2013: After the spring MAP reading test, there were 18 students (out of 89) who scored below the MRC (40th percentile). This compares to 24 students below MRC a year before. Five of the 18 students did not return to ASFG for the 2010-2011 school year.
Class of 2012: After the spring MAP reading test, there were three students (out of 60) who scored below the MRC (40th percentile). This compares to five students below MRC a year before.
Reflection:We continue to focus our efforts both on “broad stroke” generation weaknesses (ARC) and
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giving individualized attention to our lowest readers (MRC). Teachers continue to reflect upon general trends and individual weaknesses. Our teachers in ninth and tenth grades especially are learning from some of the strategies middle school teachers used last year in MDI (MAP Directed Instruction) to address particular strands in reading.
The comparatively low Average Reading Competency (ARC) of the class of 2013 had been identified early and is being addressed by the tenth grade teachers. In comparison to previous classes, the class of 2013 underperformed as a whole during ninth grade and we will continue to work hard to raise the generation’s reading ability by working with these students to develop year-long goal setting and comprehension strategies including piloting the use of a special report from the NWEA website that allows students to reflect upon their skills and set goals for the year.
English Writing GoalAWC (Average Writing Competency)
1. To maintain a 50th percentile ranking on ERB’s Writing Assessment Program (WrAP) in each grade level as compared to Suburban and Independent norms.
Results:With the exception of our ninth graders last year missing the mark by three percentile points in the Suburban norm comparison, our students met this goal.
MWC (Minimum Writing Competency)2. To have all students scoring below the 30th percentile compared to Independent School norms on ERB’s WrAP identified and working with their English teacher on a plan to improve.
Results: We see a downward trend in the number of students below MWC from ninth to twelfth grade with a slight increase in the tenth grade.
Graduating Class2010201120122013
Suburban Norm85955247
Independent Norm85785650
Graduating Class201120122013
ARC at the end of 9th Grade787365
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Reflection:We are encouraged by our students’ writing school wide as they are on track with the ERB’s notably competitive Independent School norms. It seems that in the later grades, as with reading and mathematics, students’ maturing grasp of the English language along with our maintaining of high academic standards results in percentile ranking that meets or surpasses comparison groups.
We are wary, however, that a few students did not meet Minimum Writing Competency (MWC) before graduation which may indicate their writing skills are not commensurate with college level work. The graduating class of 2010 scored an impressive Average Writing Competency (AWC) of the 85th percentile overall, but also graduated five students who missed the MWC. We redouble our efforts to meet the needs of those struggling students even when their classmates are performing above expectation and will increase the use of Writing Practice Program (WPP), ERB’s online scoring and tutorial program that was piloted last year. Spanish Goal80% of the ninth grade students will score in the Good and Excellent categories of the 2010 Spanish section ENLACE test results.
Results:A greater number of students in ninth grade scored in the Insufficient or Elemental category than in either of the past two years. We missed our goal of 80% in Good or Excellent.
Encouragingly, the graduating class of 2010 scored considerably well, achieving 94% in the top two tiers.
Graduating Class2010201120122013
# below MWC5
101821
% below MWC6%
13%28%23%
9th Grade Insufficient and Basic Good and Excellent200820092010
24.726.138.2
75.373.961.9
12th Grade Insufficient and Basic Good and Excellent2010
JaliscoMéxico
5.636.536.8
94.363.563.3
32
Reflection:We continue to work with our high school students on their critical reading and writing skills in Spanish through a rich literature based curriculum. The ninth graders presented challenges in multiple classes including Spanish but our commitment remains strong over the next three years to prepare them for college level work. We also look forward to intervening with our lowest readers and writers in Spanish from ninth and tenth grade using targeted assessments and intervention plans. We are targeting students for specific skills and developing interventions that will address weak areas. Mathematics GoalsAMC (Average Math Competency)
1. By June 2010, the class of 2012 (current 10th grade students) and class of 2013 (current 9th grade students) will each score, as a generation, at the 70th percentile as compared to US norms.
Results: The class of 2012 collectively scored at the 73rd percentile on the spring math test thus meeting the goal. Relative to other strands, they scored lowest in Number Sense and Problem Solving.
The class of 2013 collectively scored at the 70th percentile on the spring math test thus meeting the goal. Relative to other strands, they scored lowest in Algebra and Problem Solving.
MMC (Minimum Math Competency)1. By June 2010, all students in the classes of 2012 and 2013 will be scoring at or above 40th percentile (college prep minimum). Any students not meeting this standard will be involved in an action plan to improve their math by graduation and will meet their personal growth targets.
Results:Class of 2012: On the spring MAP math test, four students scored below the 40th percentile. Of those, two returned to ASFG for eleventh grade.
Class of 2013: On the spring MAP math test, ten students scored below the 40th percentile. Of those, seven returned to ASFG for tenth grade.
Reflection: We are especially aware of our students’ apparent weakness in Problem Solving as that strand was low for many students across grade levels. We are analyzing the degree to which we assess (and therefore emphasizing in our teaching) students’ competence manipulating algorithms instead of using them to solve problems. We look forward to adopting some of the tenets of Singapore Math which holds at its core mathematical thinking and problem solving.
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We plan to delve more deeply into end-of-course common assessments which we hope will provide information complementary to that which we get from our MAP percentile rankings. Analyzing course-specific data, in addition to the already available strand data, will allow us to consider “course readiness” and intervene in time to make sure students are placed in the appropriate courses.
While last year’s low ninth grade results on the ENLACE were still above the state average, we are intently focused on providing the graduating class of 2013 a rigorous college preparatory math program that will put them well above the state and national levels by the time they graduate.
ASFG Class of 2010 College Admissions Summary
The ASFG class of 2010 had a very successful college admissions season with most of its members gaining admission to their top choice university or college.
Most students seeking substantial financial aid were able to meet their financial aid goals and there is a high correlation, as expected, between academic performance in Honors and AP courses at ASFG with financial aid regardless of the country where students earning those monies are going to university. The total of financial aid monies awarded to the class of 2010 amounted to $1,021.000.00 USD (13 students).
Highlights and interesting facts
• The graduating class of 2010 was made up of 80 students• 19 students (24%) will be pursuing their education abroad in the US, Canada, Korea, Japan, and Scotland• 59 students (73 %) will be pursuing their undergraduate university education in Mexico; three of them will be studying in Mexico City, none in Monterrey or Puebla this year• 74 students (93%) were enrolled in the UNAM program • 11 (14%) students were members of the National Honor Society• 49 (61%) of the graduating class earned the Fidelity Award at commencement having attended the school from Pre-1st to 12th grade
List Of College Acceptances Class Of 2010Bold type indicates more than one acceptance and an asterisk indicates an offer of financial aid has been extended.
AmericanUniversity* Arizona State University – Honors Program* Austin Community College Bard CollegeBentley College*
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Catholic University of AmericaEscuela Libre de DerechoEuropean Institute of Design – Milano, ItalyGeorge Mason UniversityGrinnell College International Christian University – TokyoI.T.A.M. – Mexico CityI.T.E.S.O., Guadalajara*I.T.E.S.M., MonterreyMiddlebury College*Michigan State UniversitySavannah College of Art and Design*Tec de Monterrey - GDL CampusTexas Christian UniversityUniversidad Autónoma de GuadalajaraUniversidad de GuadalajaraUniversity of Iowa*Universidad Iberoamericana – Mexico CityUniversidad Panamericana – GDL*University of Arizona – Honors Program* University of British ColumbiaUniversity of California at BerkeleyUniversity of California Los Angeles (UCLA)*University of California San DiegoUniversity of Notre Dame*University of Texas at San AntonioUniversity of Virginia
ASFG Library / Media Centers2009-2010
TechnologyAt ASFG we strive to integrate technology in ways that will make learning experiences more meaningful for students. There is an abundance of computers available for student research, digital projectors, digital still cameras and video cameras, and interactive whiteboards for manipulating text and graphics. Student projects are presented in digital form so that academic content and technology skills are learned simultaneously. Our wireless network makes it possible to access information from almost anywhere on campus. Internet connection is available in all classrooms and labs.
We routinely update our six computer labs with new DELL computers. We now have over 400 computers on campus and have wireless access throughout the campus. All classrooms have projectors and computers that are connected to the internet. Attendance and grades are electronically collected and distributed. All school news is posted on our updated ASFG
35
web site (www.asfg.mx) and sent to families by e-mail. Our library is fully automated and offers the school community an abundance of resources for both research and recreational reading. We are dedicated to introducing technological advances into the curriculum and the school in general on an on-going basis.
This year we began our 21st Century Learning Program (1 to 1 lap top program) which created a more interactive learning environment for our students and staff. In April 2010, a MacBook laptop was provided for every student and teacher in seventh grade. This was the first stage of a three year program. In August 2010, the new seventh grade class will receive their MacBook and by August 2011 every student in seventh, eighth, and ninth grade will have a MacBook assigned to them. This new learning tool is revolutionizing the way we teach and learn at ASFG. The Apple Company has chosen ASFG to be one of their “Flagship Schools” as an exemplary model of interactive learning.
We continue to look for innovative ways of applying technology in education, and each year we incorporate new equipment and software that will influence student academic performance as well as student engagement and creativity.
This year a new administrative software program, PowerSchool, was installed and training was initiated for all staff.
6th place7th place4th place2nd place 4th place2nd place
Results
Volleyball Results
2nd place
1st place1st place Jr.Varsity1st place Varsity
ASOMEXResults
AsomexCantabria
League
1116
Number ofStudents
26
Gold
55
Silver Bronze
Track and Field Results
44
38
ASOMEX Basketball On January 23-27, 2010 we hosted ASOMEX basketball (Infantil) with the participation of 10 boy’s teams and 7 girl’s teams.
ASOMEX Volleyball On April 15-18, 2010 ASFG hosted ASOMEX volleyball (Infantil and Juvenil A) as well as an ASOMEX invitational for varsity with the participation of nine schools.
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The three American football teams particpated in the LIFA league during the football season with a good result.
Family Day 20091,100 community members participated
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Summer Sports CampThis year 400 students attended the pre-first to sixth grade camp.
Week 1June 28-July 2
Week 2July 5-9
Week 3July 12-16
Week 4July 19-23 TOTAL
241122208
18
P-1st
1st
2nd
3rd
4th
5th & 6th
221422161011
238
21143
10
15122494
10
844589592549
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Campus Facilities
The campus is comprised of 92 classrooms, an auditorium, two libraries/media centers with 28,000 volumes, six science labs, six computer labs, an infirmary, two cafeterias, a solar heated swimming pool, a soccer field, track, basketball and volleyball courts, and a multipurpose gymnasium. Our campus is now 50 years old. Space is always an issue as our academic and co-curricular programs continue to expand. Every year we complete projects that restore, maintain, or improve our facilities. According to our climate survey, 82% of our parents judge our facilities to be clean and well maintained. During the 2009-2010 school year the following improvements were made in our installations: • the middle school/high school cafeteria was remodeled. The Parent Association contracted a new service provider, Deli Chef, that provides additional food options for our community. Both cafeterias are managed by the ASFG Parent Association. The rent that is collected from both the Cashier and Deli Chef companies is reinvested directly back into the cafeteria areas for the benefit of our students, staff, and families• twenty-one new stainless steel drinking fountains were installed. The drinking water is cold, clean, and available at stations throughout the campus. Students are now able to fill their thermos bottles directly from the fountains • the auditorium was painted; emergency doors and new curtains were installed. A new electrical screen and projector were purchased and installed for presentations• all middle school classrooms were painted• all staircases were refinished with a non-skid surface • a variety of electrical projects were completed • the early childhood office was remodeled and protective coverings were installed over walkways • an emergency door was installed in the upper school library
Finances and AdministrationThe 2010 fiscal year financial results were audited by Salles, Sainz-Grant Thornton, S.C. No observations were presented. Our financial situation is very healthy and funds are managed conservatively. Our Board of Director’s Financial Committee meets on a monthly basis to review how the school manages all funds as well as to set financial policies that govern our finances and administration.
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The greater part of school income is obtained through tuition and inscription payments. Other income includes proceeds from the Language Institute, Parent School, and Day Care services.
New admission fees are not included as part of the yearly operating budget. Those funds are utilized exclusively to purchase new land as stipulated in the ASFG Board Policy.
We are committed to employing an outstanding faculty of both national and international educators. For this reason the greater part of school expenditures is Human Resources which includes staff salaries, benefits, and employer payroll taxes. Operating expenses include expenditures such as learning supplies and materials, staff development, fees and subscriptions to educational resources and associations, building maintenance, and utility expenses. Capital outlay is investment in technology, remodeling projects, furniture, and equipment.
Comparison of combined admission, inscription, and tuition rates of comparable accredited schools in Mexico: American School Foundation of Monterrey and the American School Foundation of Mexico City 2010-2011.
School Year 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 AccumulatedJuly 31, 2004 July 31, 2005 July 31, 2006 July 31, 2007 July 31, 2008 July 31, 2009 July 31, 2010
Incomes:Cash Donations $67,490 $141,965 $96,869 $251,703 $446,369 $469,896 $487,858 $1,962,148Donations from the Alumni Association $80,000 $25,000 $80,500 $185,500Sponsorships $21,739 $21,739ESF Annual Raffle $237,750 $392,800 $630,550ESF Silent Auction $32,817 $15,591 $48,408"Let´s go to the movies together" Campaign $55,843 $52,570 $43,317 $151,730"One slice for you, one for ESF" Campaign $2,300 $600 $2,900Family Day $2,785 $710 $2,306 $2,624 $8,425ASOMEX Donut sale $6,507 $6,507Art Fest Donations $2,165 $27,740 $3,441 $4,775 $38,121
Total $67,490 $141,965 $334,619 $394,796 $945,789 $654,015 $517,354 $3,056,028Expenses:
Granted Scholarships $134,489 $144,941 $172,288 $188,262 $639,979Annual Raffle Expenses (Advertising, buying iPod, permits) $33,813 $1,838 $299 $35,951"Let´s go to the movies together" ESF Campaign expenses $6,988 $221 $7,209ASOMEX Donut sale expenses $3,200 $3,200ESF Civil Partnership paperwork expenses $9,565 $9,565ESF Administration costs $130,954 $361,838 $492,792
Total $0 $0 $0 $134,489 $188,319 $312,069 $553,819 $1,188,696
Assets at the end of the period $68,018 $150,825 $367,723 $295,600 $863,791 $467,816 $54,315 $2,268,088
EDUCATIONAL SCHOLARSHIP FOUNDATIONAccumulated State of Activities - July 31, 2010
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Educational Scholarship Foundation ESF
Fundraising for the Educational Scholarship Foundation (ESF) began in 2005. This valuable foundation assists talented ASFG students with documented financial need who wish to continue their studies at ASFG. During the 2009-2010 school year eight students were awarded partial scholarships to supplement their inscription and tuition payments.
Besides the various fundraising activities, ESF also accepts cash donations for which tax deductible receipts are available.
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Educational Associations And Organizations
ASFG belongs to a number of educational organizations and associations which provide venues for staff development as well as valuable collaboration opportunities.
• ASFG is a US State Department, Office of Overseas Schools, sponsored educational institution• Southern Association of Colleges and Schools (SACS CASI /AdvancED) US educational accrediting agency. • Department of Education, Jalisco (SEJ) Mexican Program educational accrediting agency • National Autonomous University of Mexico, Mexican educational incorporating agency • Association of American Schools in Mexico (ASOMEX)• Association of Schools in Mexico, the Caribbean, Central America and Colombia(Tri Association)• Association for the Advancement of International Education (AAIE)• National Association of Independent Schools (NAIS)• Association of International School Heads (AISH)• Inter Regional Center (IRC) Board and Staff Development• Association of Supervision and Curriculum Development (ASCD)• International Reading Association (IRA)• National Science Teachers Organization (NSTA)• Jalisco Association of High Schools (AJIEMS) • College Board• American Chamber of Commerce
The Instructional Program at ASFG includes the following: • US curriculum with US textbooks and materials• Mexican SEP Program and UNAM program with enrichment textbooks and materials• 1 to 1 Apple Lap Top Program • Spanish as a second language program• On-line Curriculum Documentation • Learning Excursions• Exchange Programs• Student Led Portfolio Conferences• Physical Education and Co-Curricular Sports Program• Schoolwide Service Learning Program• Human Development Program • Educational Expositions (World Class Museum, Folklorama, Science Fair etc.)• Destination Imagination• Advanced Placement Program• AP Scholars• Senior Project• National Honor Society Program
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• National Jr. Honor Society Program• Literary Magazines: High School Sin Fronteras, Middle School Amalgamation, • School Magazines: Connextion, Frequency• Model United Nations Program• Guidance Counseling for University Entrance (Assistance with Scholarships)• Support for students with minor learning disabilities• Support for students transitioning with a third language background (ASAP program)
Additional community educational opportunities:Parent School, Parent Workshops, Language Institute, Framingham Master’s degree program, “Diplomados”, School to School Partnerships, International student teachers
School Events: Participation in 45 ASOMEX events (academic, leadership, and sports events), new student orientation, new parent’s welcome, new international parents welcome and meetings, new teacher orientation breakfast, welcome lunch for all staff, open house (all sections, sports, Language Institute), Family Day, conference days for parents, National Honor Society tapping ceremony (middle school and high school), Halloween parade, Thanksgiving celebration, art auction, art fest, winter and spring drama productions, school-wide posada, talent shows, grade level field trips, Week without Walls, Folklorama, World Class Museum, college fair, Mother’s Day celebration, book week, book fair, senior farewell, graduations (4th, 8th, 12th), Alumni Association events.
Awards and Honors 2009-2010
As evidenced by our achievement scores, climate/school effectiveness surveys, and university acceptances, ASFG is progressing in all areas. The ASFG Learning Goals are focusing our academic and co-curricular programs to create purposeful learners, critical and creative thinkers, effective communicators, and community contributors. Congratulations on being a part of the ASFG community.
The National Council of Teachers of English awarded the high school literary magazine Sin Fronteras the award of Excellent for the spring 2010 edition.
Technology
State Olympiad in Informatics
Alberto Romero State Champion 2010Ana Paula Rueda Gold medal – high school category Valeria Niño Silver medal – high school category Hyeon Ruoo Park Silver medal – high school category
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National Olympiad in Informatics
Alberto Romero Bronze medal
Infomatrix America Emilio Viola/Alex Verlage Gold medal – animation category Ana Paula Rueda/Marco López Mendoza Gold medal – digital video category
Model United Nations TIMUN (Turkish International Model United Nations) in Istanbul, Turkey in December 2009. Individual awards were given to both Murat Dagli and Alexa Gallegos for “Best Delegate’ in their respective committees.
ASFMUN (American School Foundation of Mexico City, Model United Nations) in March 2010. Individual awards were given to Nicolas Lukac, Nicole Lukac, and Santiago Peña for “Best Delegate” in their respective committees.
UNITESO (ITESO in Guadalajara) in October 2010: a simulation with college students from Mexico and other Spanish-speaking countries. Individual awards were given to Sofia Gracian for “Best Speaker” in the Security Council and “Best Delegate” to Santiago Peña in his committee.
