Recommendation

Letter

I remember landing in Medellín my first night in Colombia. Me and the new recruits made our way through passport control, and I for one was very excited, and also very anxious. The media is flooded with negative images of Colombia, and Medellín specifically, so I was waiting with nervous indifference to exit the safe environs of the airport and see what life had waiting for me on the other side.

As I stepped out I saw new faces that would soon become very familiar, and these were the faces of the wonderful people from the School’s human resources department. I am recounting this story because the help and reassurance that was provided from the school staff on that first night has been consistent throughout my tenure. The school is like a big family, everyone supportive, and there are always events where people come together and celebrate the wonderful lives that we all live down here in Colombia.

The city itself is vibrant with activity – there always seems to be a celebration. The people are very friendly and always willing to help a gringo learn Spanish. Also, the city is extremely organized with a plethora of taxis, buses, the metro and metro-cable. As far as night life goes…get your dancing shoes on and jump into the fire!

The rural areas surrounding the city are easily accessible, and in my opinion, are what truly makes this place so special. When you find yourself riding on the edge of bright green canyons and discovering colonial pueblos tucked away in the Andes Mountains, you will know that you made the right decision on coming to Colombia. Colombia is very diverse and every region has its own special geography and customs: the Caribbean, the Amazon, the Pacific…they all have something special. I’ve never regretted my move to Medellín, and I believe the same will be true for you.

Langdon Kell Simpson

Middle School Teacher

Recommendation

Letter

In July of 2012, my wife Cailin and I arrived to Medellín after having spent a few years in Asia. We were nervous about how our new lives would be different with this new move to Colombia. Our plan was to spend 2-3 years here before moving on to yet another continent. What we learned very quickly was that this city and country provide an incredible lifestyle we are still not ready to give up any time soon.

In our time here we have taken full advantage of the chance to travel around this incredibly diverse country. We have explored the sunlit mountains of Medellín, trekked the exotic jungle in Leticia, rappelled rushing waterfalls in San Gil, sipped fresh coffee on the plantations of Salento, spotted unique wildlife in the desert of La Guajira, and scuba dived the turquoise waters off of San Andres. All of these incredible locations are just a scenic bus ride or short flight away from our home in Medellín.

The social scene here is as busy or mellow as you choose. There are always options to hang out with the foreign hires for happy hour, join a book club, play intramurals after school, or go for a morning hike up the mountain if you are feeling adventurous. The local Colombians, on the other hand, are always enthusiastic to join you in a language exchange, take you salsa dancing, or invite you to their family’s finca in the mountains. The most difficult decision is often choosing which activities you want to do the most!

As for the school, this is the perfect setting to grow professionally. If you are a newer teacher there are plenty of fantastic mentors who can guide you and support you as you grow in your teaching practice. If you are a more seasoned teacher, then you will receive wonderful professional development opportunities that will continue to challenge you and push you to become the best educator possible. The Columbus School is a fantastic place to gain leadership opportunities and to make internal changes if you want to challenge yourself in other areas of education.

Overall, we are so pleased we came to The Columbus School. If you choose Medellín, we are certain that you too will enjoy the traveling, socializing, and professional growth that lies ahead in your future!

Matt and Cailin Minor

Elementary Instructional Coach and Literacy Coach

United States

City	Address	Telephone		States
Atlanta	270 Carpenter Dr, NE, Sandy Springs Atlanta, GA, 30328	404 254 3206	GA, NC, SC, TN, KY, AL, MS
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Canada

City	Address	Telephone
Montreal	1010 Sherbrooke West Oficina 920 H3A 2R7 Montreal, Quebec	514 849 4852
Toronto	40 University Ave., Suite # 604 Toronto, Ontario, M5J 1T1	416 977 0098
Ottawa	360 Albert Street Ottawa, Ontario, K1R 7X7	613 230 3760
Vancouver	1340-1090 West Georgia Street, Vancouver, V6E 3V7	604 558 1775

The Columbus School founded in 1947 in Medellín, Colombia is a private, co-educational School which offers an educational program from Kinder4 through Grade 12 for students of all nationalities. Medellín is a progressive city of 3,500,000 inhabitants, beautifully located in a valley surrounded by mountains. At its elevation of 5,000 feet/1,524 meters it has an almost ideal climate with temperatures ranging from 60 to 90F/16 to 32C.

Organization: The School is governed by a 7-member Board of Directors, elected for two-year terms by The Columbus School Association that sponsors the School.

Curriculum: The curriculum is that of U.S. college preparatory Schools. Students receive instruction in English and Spanish. All grades are accredited by the Colombian Ministry of Education, which allows graduates to enter any Colombian university. The School is also accredited by the Southern Association of Colleges and Schools SACS/AdvancEd. Almost all the graduates go on to colleges and universities in Colombia, the United States, and Canada. The School year runs from early August to mid-June.

Facilities: Educational facilities include over 75 spacious classrooms; eight (8) science and four (5) computer labs, laptops for students in the three Schools; two (2) libraries; three (3) Gymnasiums, three (3) soccer fields, a track, a softball field, separate fields and hard surface courts for each of the lower Schools; a 400 seat outdoor theater; a Fine Arts Center with eight (8) music and art classrooms, a 270 seat theater, and exhibition hall; a Curriculum and Staff Development Center, Staff Lounges and Work Areas.

Finances: Approximately 99 percent of the School’s income is derived from regular day School tuition. Annual tuition rates averaged US$6,000. School transportation is separate and averages US$950 per year per student.

Contracts / Vacations: Contracts are for two years. Thereafter, contract renewal is yearly. There are generally two vacation periods: a five week inter-semester break in June and July, and a three week vacation in December and January.

Relocation / Airfare: Tourist air travel expenses are paid from the closest international airport from home to Medellín. At the end of the original two-year period of service, return fare is also paid. For each subsequent yearly contract renewal, a round-trip ticket is paid. For the original contract US$500 will be paid in COL Pesos upon the teacher’s arrival in Medellín. This amount generally covers passport and visa-related costs, excess baggage, inoculations and other incidental expenses.

Housing: Apartments contracted by the School are located in upscale neighborhoods. The School will pay 100% of the rent value for those apartments procured directly with the agency or landlord, as long as these meet all of the School’s parameters including the maximum value of the rent established by The Columbus School’s Administration.

School Transportation: During regular academic periods, The School will provide daily transportation along predetermined routes.

Medical Coverage: All teachers are protected by a Colombian Medical Plan. Benefits include medical care (office visits, medicine, hospitalization and dental care for accidents). Glasses and dental visits are not included. The School also subsidizes an insurance policy with international emergency coverage. This policy has coverage limitations for major pre-existing medical conditions.

Colombian Legal Deductions: Approximately 16% is deducted every month from the peso salary for Social Security and taxes.

The Columbus School’s Navigational Chart, including the mission and vision, guide the pedagogical strategies that the school employs to ensure student learning experiences that can be transferred to real world situations. Our mission at The Columbus School is to contribute to the education of ethical and competent citizens of the world. We are founded on universal values and an international education with academic rigor based on high quality Colombian and United States accredited programs. At The Columbus School, we promote excellence in who we are and what we know by living The Columbus Way. All teachers play an active role in our students’ character education. We use a program called Character Counts to teach and live up to our school’s values.

Curriculum

All K5 to Grade 5 homeroom teachers are accountable for teaching and assessing the Common Core English Standards of Language Arts and Math, as well as the McRel standards for Science, Social Studies and the integration of technology. Additionally, all elementary students have weekly classes in Music, Art, Religion, Ethics and Values (REV), and Physical Education with specialist teachers. They also receive Spanish/Social Studies classes 5 times per week.

Our curriculum is based on standards and benchmarks, and units for each subject and grade. We review and revise annually to ensure that a meaningful and coherent scope and sequence of skills, concepts, knowledge and attitudes are systematically being taught and assessed. Curriculum maps, developed by teachers at each grade level, identify themes and units taught and teacher teams are continually refining unit plans. Teachers employ a “backwards-design planning” model. The GANAG model is utilized for lesson delivery in which teachers state the goal (G), access the prior knowledge (A), provide and teach new information (N), let students apply their knowledge (A), and generalize their knowledge from the lesson, or close it out (G).

At The Columbus School we use Norman Webb’s Depth of Knowledge (DOK) to delineate the depth of knowledge for mastery. There are four levels to this mastery model. Level one is the lowest type of knowledge because it is simple recall of information. Level four is the highest because it requires that each student use their interdisciplinary skills and knowledge to navigate an extended project. Throughout the regular school day, students are taught in levels 1-3 depth of knowledge, with formative assessments focusing on depth of knowledge 2 and 3. Additionally, projects are given often as a measure of mastery at the end of a unit or a course.

We use a standards based report card to address our academic curriculum as well as habits of mind/approaches to learning, utilizing a four-point developmental continuum.

Language Arts: Since our students are predominantly Colombian and learning English as a second language, we use a variety of methodologies to achieve literacy in both languages. We have adopted a Balanced Literacy Approach that includes instruction in reading, writing, speaking and listening through Reader’s and Writer’s Workshop as well as the other components of Balanced Literacy. Two Literacy Coaches support the work of the teachers in elementary. Teachers employ an active differentiated approach to teaching, using a broad range of strategies to advance our students’ learning process, learning styles and talents. This includes Phonics Instruction and in the early years the Picture Word Inductive Model (PWIM).

Program details:

In keeping with current research, the focus of the language program in the first three years of school is to establish a strong literacy base in the students’ native language while simultaneously developing oral fluency in English. This allows transference of literacy concepts and phonemic awareness between both languages.
In K4 classroom environment is essentially Spanish-based; the teachers teach in Spanish all day. For one 60 minute block K4 students have an English teacher in their class to work on their oral language development in English. They also receive a 60 minute block once per week in a discovery style environment with 2 classes combined with their teachers and assistants.
K5 is full immersion in English from day one. These students receive one block of instruction in Spanish every day, and Mathematics, Science, and Oral Language are taught in English. The focus of the English instruction at this level is on developing comprehension and oral language skills, alphabet skills and beginning exposure to phonemes. Read alouds, morning messages, writing and reading workshop model as well as PWIM and exploration of language through fun songs and games are the cornerstones of the K5 program.
In 1st to 5th grades, the Balanced Literacy Framework really takes shape. We continue with a focus on oral language development and word study using word walls that incorporate sight words and development of phonics principles. Reading instruction utilizes strategies in read aloud, silent, guided and shared reading. These include morning messages for the early grades where students truly begin to differentiate between their two languages of communication. Students write using modeled, guided and independent writing to learn from appropriate examples while developing their creativity. Our literacy block includes the writing workshop model as well as reading workshop model. Our Literacy Coaches work with teams to hold Lab Classrooms to ensure alignment in the application of Reader’s and Writer’s Workshop. We test all of our students in K5 to 5th grades using the Developmental Reading Assessment (DRA) to monitor growth over time. In addition to the DRA, we also use the MAP test to monitor student’s growth and evaluate the effectiveness of our curricular program.
In the Elementary school we use web based programs such as RAZ Kids, Reading A to Z, and Brain Pop Jr.

Mathematics: We have implemented the common core standards in all grade levels. Teachers actively integrate problem-solving experiences so students see connections and apply concepts learned. In addition, we engage students in a variety of types of practice to ensure competence in computation and other basic skills. We are also using Number Corner as well as the web based programs Xtra math and IXL to develop computation and basic skills.

Science: Our science program uses the McRel standards and seeks to generate students who are curious, critical thinkers and researchers. Science units explore specific themes through problem solving, activity-based learning and experimenting.

Social Studies: Our social studies program uses the McRel standards and is concept and theme-based. Weekly activities involve critical and complex reasoning skills, and the development of research skills. A variety of classroom, curriculum office and library resources are used. All elementary students are also involved in a Community Service Project wherein classes are linked with The Columbus School Foundation in efforts to develop our students’ awareness, connection and contribution to the greater community and its needs.

Technology: One of the goals of The Columbus School is to provide our students with the technology and instruction necessary to equip them to access, use and create electronic information. This work is supported by a Technology Coach and Instructional Coach. Each classroom has 2 or 3 computers with educational software; each computer is hooked up to school-wide intranet and Internet. Teachers and administrators utilize Google Docs, the intranet and the Schoology program for daily internal communication, classroom web pages are accessed from home through the homepage, and teachers often communicate with parents on-line. It is expected that all teachers update their classroom Schoology page weekly. At the Columbus school we are trying to care for the environment and try to send all communication via the school intranet. All programs that are used by our teachers must be accessed through our school web page.

The Arts: Homeroom and Spanish teachers integrate the arts into thematic units. In Grades 2-5 students have a weekly 45 minute “Integrated Arts” class taught by a specialist. These classes combine systematic instruction and hands-on learning experiences in the dramatic and visual arts. Visual arts are also a focus for the K4-1st Grade years during the “San Alejo Fair” where these grades create a variety of art projects to sell to the school community. This project integrates with our commitment to the wider community; all proceeds are given to The Columbus School Foundation to support our Early Childhood Center, CDI Tejiendo Sueños, for the neighboring children and our sister schools in the area.

Music: Our students have weekly music classes taught by specialists. The program in the early years is active and skills-based; the children use many different musical instruments and techniques to develop musical understanding. Creative, dramatic play is integrated into oral language development and music and physical education activities. In 2nd/3rd grades the focus is ‘Literacy through Music’; students learn to read and write simple melodies, to sing alone and with others, and to perform on simple percussion instruments and recorders. In 4th grade students continue developing skills in music appreciation and reading and writing music. They also learn to work in ensembles in preparation for 5th grade pre-band.

Assessment of Student Progress: Our academic year is divided into trimesters or 3 grading periods. Students are evaluated formally each quarter using our standards based report card, which utilizes a four-level developmental continuum that addresses both academic areas and citizenship/habits of mind. Additionally, progress notes are sent home at the mid-point of each grading period in order to keep parents informed. Many teachers use weekly or bimonthly reports incorporating students’ self-reflection. Teachers continually refine and utilize rubrics to assess students. Teacher-generated (criterion-referenced) grade level quarter math tests, alongside unit tests, informal observations, anecdotal records, performance assessments for major units and student portfolios are also used to assess student growth. In Literacy DRA testing is utilized. The Measures of Academic Progress (MAP) test is administered two times a year. It gives us immediate student growth data in the areas of Reading, Language Usage, and Math. We believe in

triangulating data to monitor, report and advance student learning. Goal setting is an essential practice that allows students to take ownership for their learning. Teachers are expected to accompany this process.

Parent Conferences: Two times a year, our school schedules conferences for parents, teachers and students to communicate student progress. At the K4-1st Grade levels, conferences are scheduled with parents after 1st and 2nd trimesters. In addition, parents and teachers will meet often throughout the year as concerns arise.

Second to Fifth grade teachers meet with parents during the first trimester conferences. During second trimester conferences, students come to school with their parents to participate in three-way conferences. This collaborative technique actively engages students, parents and teachers in assessing student learning; everyone takes an active role by reflecting upon and celebrating learning, establishing goals and committing to ensure that goals are worked on and achieved.

Communication with parents is the foundation for a positive relationship between parents and teachers. Teachers are responsible for constant communication with parents throughout the year through meetings, Schoology, emails, or phone calls.

Homework: Our teachers assign meaningful homework Monday through Thursday relevant to the curriculum, developmental level and needs of our students. In K4 and K5, homework is generally a question or small project to be completed as a family. In 1st to 3rd grades homework generally takes 20-30 minutes; in 4th and 5th grades, students are expected to work for 30 to 60 minutes. Homework is one of the ways we reinforce and extend learning, and develop students’ ‘habits of mind.’ It is expected that all students read every night and that teachers keep the reading logs updated.

Staff Workday: The regular workday is from 7:20 a.m. to 3:30 p.m. M-Th-F. Tuesday workday runs until 4:30 to allow student support programs. Classes begin at 7:45 a.m. and end at 3:10 p.m. everyday except Wednesday. Students are dismissed each Wednesday at 1:50 p.m. On Wednesdays teachers remain on campus until 4:30 p.m. in order to allow time for Professional Learning Communities, curriculum work, staff meetings, team planning, and in-service sessions. Ample planning periods are built into each daily schedule so that teachers are able to share expertise and build a strong, cohesive program.

Support Teams

Team Planning and Planning Periods: Team planning is an integral part of our professional practice in elementary. Our Professional Learning Community (PLC) time is a key way that we combine the ideas and strengths of our new staff with the experience and knowledge of our returning staff to support student learning. All grade level teams meet twice per week and on Wednesday afternoons to collaborate and contribute to a cohesive and successful plan to ensure that consistent curriculum and assessment programs are being implemented, reflected on and refined. Teams work together to write a SMART goal that is tied to student achievement and the School’s strategic plan. Each grade level has a team leader who actively supports team members, and facilitates collaborative team planning, meetings and analysis of student work and the results of assessments. Each classroom teacher will find ample planning periods available (up to 560 minutes a week) for work time at school. One of these periods is utilized for a mentoring program for staff who are new to The Columbus School. We also have a leadership meeting several times per month which includes all team leaders or department coordinators.

Learning Center: As we are committed to meeting each student’s individual learning needs, we have a ‘Learning Center’ which includes a full time coordinator and a staff of full time resource teachers. These teachers create individualized education plans for each identified student and address the specific areas of concern in individualized or small group lessons. Diagnostic testing and observations are done on students who are referred to the Learning Center, and close contact is maintained with the team of parents, professionals in the community, homeroom teachers and Learning Center teachers. We utilize the Response to Intervention (RTI) model and homeroom teachers are expected to intervene in the classrooms to help struggling students.

Counseling Department: We have four full-time counselors who provide support, intervention, and counseling classes and make referrals when needed. They work closely with teachers, parents and administrators to provide a supportive environment for the students and staff. The counselors also hold support groups for children as well as parent-effectiveness training and workshops for parents. We have implemented the Character Counts program with all students, staff and parents.

Resources: Our Elementary Library has an excellent collection of over 11,000 books and AV materials that support curricula and respond to students’ personal reading interests. We have titles/resources in English and Spanish of popular, current authors that we add to annually. Grade 4 and 5 students may check out DVDs from a large collection of popular movies and subjects in English. All books are leveled to assist selection at the correct reading level for each student. Our Curriculum Office also has many recent editions of teacher reference books and curriculum guides, as well as class sets and multiple copies of novels, books on tapes, puppets, posters, manipulative materials and many other resources related to themes. The Columbus School operates on a 67-year textbook cycle, and makes major purchases of resources every year.

Curriculum

Our curriculum is based on standards and benchmarks for each subject area. We review and revise these as needed to ensure that a meaningful scope and sequence of skills, concepts, knowledge and attitudes are systematically being taught and assessed. Learning principles are followed to help with continuity from elementary through high school. Teachers employ a backward design concept model in developing their unit plans by department and by grade level. The curriculum maps contain the big ideas, essential questions, resources and assessments needed for each unit being taught over the course of the year. Curriculum maps are developed/reviewed by teachers every quarter. Teachers create lesson plans using the GANAG schema (Jane E. Pollock) School-wide meetings are held several times each year to discuss alignment and resource sharing for continuous improvement.

Vertical and Horizontal Alignment

At The Columbus School, we believe that continuous school improvement drives the second order change needed to see student progress over time. We have built in time for teachers to meet in Professional Learning Communities to have data dialogues around the results of their external and internal assessments. With this data, the teachers are able to see trends and patterns that help them make sound instructional decisions for intervention and enrichment. The Professional Learning communities meet vertically and horizontally in the middle school. With the horizontal model, teachers are not only able to discuss data, but they are able to team plan and make sound instructional decisions, align standards, and report student mastery of each unit.

Learning Principles

At The Columbus School, we believe that learning is enhanced when it is personalized. We have created a shared vision of what we believe and what real learning looks like and is guided by the work of Wiggins and McTighe we updated our learning principles in 2013.

The Columbus School knows learning is effective when:

Learners have a respectful environment. Therefore, we will make sure that every Columbus Student feels safe, secure, and supported.
Learners need opportunities to interact with others to enhance their learning experience. Therefore, we will provide time for every Columbus Student to collaborate in a variety of situations and groupings.

Learners need to be challenged in developmentally appropriate ways. Therefore, we will provide challenges and differentiated learning experiences for every Columbus Student.

Learners need opportunities to sustain their motivation and self direct their learning. Therefore, we will provide opportunities for every Columbus Student to have ownership of their learning.

Learners need to learn how they learn to advance their thinking habits. Therefore, we will help all Columbus Students develop an awareness and metacognition about their intellectual habits.

Learners need to apply their learning and put it in context. Therefore, we share the purpose of learning with every Columbus Student so they can make connections with the real world.

Learners learn by practicing and it develops over time. Therefore, we will provide timely and goal directed feedback to every Columbus Student so that they are guided through their learning journey.

Learners learn better when they make connections to what they already know. Therefore, we will activate prior knowledge by using best instructional practices to construct new understandings with every Columbus Student.

Learners need to be able to transfer their new understandings to new situations. Therefore, we will organize instruction around big ideas, essential questions, and core concepts to guide every Columbus Student integrate their new knowledge.

Language Arts (English and Spanish): We believe that language is best learned through a balanced literacy approach. A variety of approaches and strategies are used for differentiating reading levels and learning styles: for example guided reading, interactive editing and literacy circles to name a few. We use Six-Traits Writing as a baseline model with developmental rubrics to assess writing quarterly. A daily grammar program along with a strong emphasis in building vocabulary and comprehension ensure that our students will be entering high school with excellent reading, writing, listening and speaking skills. We use the Common Core Standards for Language Arts. The Units of Study (Reader’s and Writer’s Workshops) provide the curricular framework for our English program.

Science: Our science program seeks to generate students who are curious, critical and researcher driven. We have two science labs in middle school offering all the resources needed to engage in developing and proving scientific theory and experiential lab work. In sixth grade the major emphasis is in Earth Science, in seventh grade the general theme is Life Science and in eighth grade the theme is Physical Science. We are currently unpacking and implementing the Next Gen Standards. Our Science department leads the STEM program in middle school and cooperates with the Mathematics and Technology departments.

Math: We use the Common Core Standards for Math. The Connected Math Program (CMP3) is utilized at the middle school, which employs an integrated math concept approach to teaching math skills through inquiry and group work. All the major math concepts are covered during the year in each grade level. Students use hands-on activities and manipulatives to solve real-life problems – so that they are able to see connections and apply the skills they learn to real world contexts.

Social Studies: Our social studies program in English takes the students on many journeys in time. In sixth grade, World History I, they begin with prehistoric times up until the rise and fall of the ancient Egyptian civilization. In seventh grade, World History II, the students journey from the ancient civilizations of Greece and Rome to medieval Asia. In eighth grade, the students discover the history of the United States from the colonial period to the reconstruction era after the Civil War. We also offer Colombian Social Studies in Spanish as a separate class.

Technology: Our school has state of the art technology throughout the school. We offer two full computer classrooms and also traveling technology including: two mobile computer labs, classroom set of iPads, mimios, LCD projectors, document cameras, video cameras and more. All classrooms have LCD projectors connected to computers to use with teaching videos and software. School also provides one laptop for each teacher. The Columbus School also utilizes the Google platform for mail, calendar and document sharing. Contact with parents and students are conducted through Schoology. Teachers are also expected to use this platform as an instructional tool for their classes.

Fine Arts: We offer many enrichment classes throughout the school year. This year our students can experience classes in art, digital photography, graphic arts in technology, music and band classes. All of these classes are taught by professionals in their area of expertise. Students enjoy these classes and show their enthusiasm in the quality of the products and productions developed for school shows. We have a modern and well-equipped building for fine arts, including a gallery and theater for performances.

Physical Education and Values: Our physical education department provides opportunities for students to develop athletic skills in a variety of areas. Students play basketball, softball, volleyball, soccer and track and field throughout the year. In addition, students participate in other activities that help with strength development, coordination and team building. The curriculum also addresses nutrition, first aid, sportsmanship, and a variety of other health and sports related topics. We also offer after school sports activities four days a week. Teachers have the opportunity to work as coaches in the after-school program. Our facilities include gyms, basketball courts, soccer fields, track, baseball field, weight room and more. The school has adopted the Character Counts program to improve the ethical quality of our community by changing personal decision making and behavior.

Assessment of Student Learning: The Columbus School expects all students to learn and demonstrate their knowledge and abilities, taking into account their individual interests and learning styles. All assessments should:

align standards and benchmarks,
should drive lesson planning (backward design),
be meaningful in context,
be used as a learning tool to adjust instruction as needed (reteach and reassess),
assessments should measure different levels of complexity (Depth of Knowledge),
provide effective feedback to students.

All teachers who teach classes in English are responsible for holding students accountable for their use of oral English in class. Teachers use an oral English rubric to assess students’ progress in this area every quarter.

We use the NWEA Map testing to assess our students in the following areas: Language Usage, Reading, and Math. Data from these tests is used to target instruction and raise the level of student achievement. We implement a 4 point grading scale which is standard based to reflect the degree to which students have mastered the benchmarks.

Support Services: We use a multi-tier approach to provide early identification and support to all students called Response to Intervention (RTI). Our multidisciplinary team monitors the progress of all students and develops individual education plans and strategies for student success. Our grade level teams also meet weekly to maintain continuity in grading practices, to collaborate on interdisciplinary projects and to discuss strategies to support all students.

Our school offers the support of a technology coach and an instructional coach for teachers as well as a curriculum office. For students, we offer reading and math intervention programs as well as a learning center for individualized and targeted help. We have a full time counselor in middle school that also provides support and awareness training about peer pressure and bullying, conflict resolution, drugs and alcohol, and sex education. The vice-principal is in charge of discipline cases referred to the office.

Homework: Homework is used for practice and is formative. Homework provides feedback, but is not an ultimate measure of mastery.

Staff Workday:

Monday, Thursday, and Friday – 7:20 am to 3:30 pm

Tuesday* and Wednesday** – 7:20 am to 4:45 pm

*-Teachers stay at school to help with students who might need more individualized attention.

**-Students released at 1:50 pm and teachers stay in order to allow time for curriculum work, staff meetings, team planning, and in-service sessions.

Ample planning periods are built into each daily schedule so that teachers are able to share expertise and build a strong, cohesive program.

Library/Media Center: The purpose of the upper library/media center is to provide 6th through 12th grade students, teachers and staff the information and resources needed to conduct research and to engage in reading books that interest them. We foster curriculum support and motivate students to become lifelong learners and provide a location where they have a useful and pleasant space to work and read. Our library offers print and e-resources in English, Spanish and French. It also offers books and resources in the following areas: reference, non-fiction, fiction, short stories, biographies, periodicals, online databases access, OPAC database remote access, e-books, DVD video collections and much more. All of these resources are intended to support the school curriculum.

Mentoring

New teachers are expected to attend weekly meetings during their first year as part of their mentoring program to the Columbus School. These meetings will take place during one of the prep periods of the new teachers. This format provides the necessary support for our new staff members.

Curriculum

Vertical and Horizontal Alignment

At The Columbus School, we believe that continuous school improvement drives the second order change needed to see student progress over time. We have built in time for teachers to meet in Professional Learning Communities to have data dialogues around the results of their external and internal assessments. With this data, the teachers are able to see trends and patterns that help them make sound instructional decisions for intervention and enrichment. The Professional Learning communities meet vertically within departments. With the horizontal model, teachers are not only able to discuss data, but they are able to team plan and make sound instructional decisions, align standards, and report student mastery of each unit.

Learning Principles

The Columbus School knows learning is effective when:

Learners have a respectful environment. Therefore, we will make sure that every Columbus Student feels safe, secure, and supported.
Learners need opportunities to interact with others to enhance their learning experience. Therefore, we will provide time for every Columbus Student to collaborate in a variety of situations and groupings.
Learners need to be challenged in developmentally appropriate ways. Therefore, we will provide challenges and differentiated learning experiences for every Columbus Student.
Learners need opportunities to sustain their motivation and self direct their learning. Therefore, we will provide opportunities for every Columbus Student to have ownership of their learning.
Learners need to learn how they learn to advance their thinking habits. Therefore, we will help all Columbus Students develop an awareness and metacognition about their intellectual habits.
Learners need to apply their learning and put it in context. Therefore, we share the purpose of learning with every Columbus Student so they can make connections with the real world.
Learners learn by practicing and it develops over time. Therefore, we will provide timely and goal directed feedback to every Columbus Student so that they are guided through their learning journey.
Learners learn better when they make connections to what they already know. Therefore, we will activate prior knowledge by using best instructional practices to construct new understandings with every Columbus Student.

Learners need to be able to transfer their new understandings to new situations. Therefore, we will organize instruction around big ideas, essential questions, and core concepts to guide every Columbus Student integrate their new knowledge.

Language Arts: At the Columbus School we have implemented the Common Core Standards for Language Arts. We believe that literacy is a vehicle for effective learning. To be successful throughout formal education and later as productive adults, students need to read with understanding, write with clarity, speak and listen effectively, and interpret and observe critically and creatively. Technological tools support the development of language arts strands. All teachers who teach in English support the development of English by utilizing the English Rubric with each student.

English course offerings:

9th Grade: English Literature
10th Grade: American Literature
11th Grade: Contemporary Literature, AP English Language
12th Grade: World Literature and AP English Literature

Spanish: Our Spanish program fulfills all of the requirements of the Colombian National Requirements as well as provides students with the opportunity to take courses at the Advanced Placement level.

Spanish course offerings:

9th Grade: Hispanic Literature
10th Grade: Latin American literature, AP Spanish Language
11th Grade: Spanish literature
12th Grade: World Literature and AP Spanish Literature.

Science: Our science program currently uses the McRel standards but will be moving towards the NGSS standards. Our science program seeks to generate students who are curious, critical, and proactive thinkers. Our Science facilities include four laboratories. Additionally, the science department attempts to schedule local field trips to further enhance the curriculum.

Science course offerings:

9th Grade: Biology
10th Grade: Chemistry/Physics
11th Grade: Chemistry
12th Grade: Physics
AP Classes: Physics B1 and B2, Chemistry, Biology, and Environmental Science.

Math: We have implemented the Common Core Curriculum. Our math program is application based and incorporates technology as well as cooperative learning among students.

Math course offerings:

9th Grade: Algebra I
10th Grade: Geometry
11th Grade: Pre Calculus, AP Calculus AB
12th Grade: Statistics, Calculus, and AP Calculus AB and BC

Social Studies: Our social studies program is multicultural and diverse with courses fulfilling both the US and Colombian curriculum requirements. For this reason, we use both the McRel and Colombian Social Studies standards to develop our curriculum. Our students take Colombian Constitution and Colombian History, Political Science and Entrepreneurship, as well as the more traditional classes taught in English such as World History, U.S. History and Economics. AP World History and AP European History are also offered. A philosophy course is offered to 11th and 12th grade students. The purpose of the subject is for students to arrive at a rationalized notion of reality beginning with philosophical concepts.

Social Studies course offerings:

9th Grade: World History and Ethics, Values and Religion
10th Grade: US History, Economics and Colombian Social Studies
11th Grade: Philosophy Ethics, Values and Religion
12th Grade: Columbian History

Art, Band and Technology Courses: Art classes, band classes and technology classes are offered to all students from 9th to 12th grade.

Technology

Our school has state of the art technology throughout the school. We offer three full computer classrooms and also traveling technology including: two mobile computer labs, classroom set of iPads, mimios, LCD projectors, document cameras, video cameras and more. All classrooms have LCD projectors connected to computers to use with teaching videos and software. The School also provides one laptop for each teacher. The Columbus School also utilizes the Google platform for mail, calendar and document sharing. The Columbus School uses Schoology as its Learning Management System. Teachers are also expected to use this platform as an instructional tool for their classes. The School has instituted a Bring Your Own Device

(BYOD) policy for all students to improve the access to technology throughout the school. A technology coach is also available to help teachers who want to learn more about using technology in their classrooms.

Grading

Grades, progress reports, and attendance are all linked to Power School. The program allows for easy reporting of student progress. A move towards standard-based grading is occurring for the next school year. Our academic year is divided into four grading periods with final exams at the end of each semester. Additionally, teachers update grades every week and grade level meetings and student intervention meetings are held quarterly to discuss individual students’ progress.

Parent Conferences

Twice a year, the high school schedules conferences for parents, teachers and students to communicate student progress. Communication with parents is the foundation for a positive relationship between parents and teachers. Therefore, parent contact is encouraged to support students who are not meeting standards.

Homework

Homework is used for practice and is formative. Homework provides feedback, but is not an ultimate measure of mastery.

Staff Workday

Monday, Thursday, and Friday – 7:20 am to 3:30 pm

Tuesday* and Wednesday** – 7:20 am to 4:3045 pm

*-Teachers stay at school to help with students who might need more individualized attention.

**-Students released at 1:50 pm and teachers stay in order to allow time for curriculum work, staff meetings, team planning, and in-service sessions.

Ample planning periods are built into each daily schedule so that teachers are able to build a strong and cohesive program.

Professional Learning Communities

Team planning is an integral part of our professional practice. Our Professional Learning Community (PLC) time is a key way that we combine the ideas and strengths of our new staff with the experience and knowledge of our returning staff to support student learning. All department level PLCs meet on Wednesdays afternoons to collaborate and contribute to a cohesive and successful plan to ensure that consistent curriculum and assessment programs are being implemented, reflected on and refined. PLCs work together to write a SMART goal that is tied to student achievement and the School’s strategic plan. Each department has a department chair that actively supports team members, and facilitates collaborative team planning, meetings and analysis of student work and the results of assessments. We also have a leadership meeting several times per month, which includes all team leaders and department coordinators. Our school offers the support of a technology coach and an instructional coach for teachers as well as a curriculum office.

Support Teams

Counseling Department: We have two full-time counselors, who provide services that include support and intervention for students. The counselors work closely with teachers, parents and administrators to provide a supportive environment for the students and staff. The counselors also hold support groups for children as well as parent-effectiveness training and workshops.

The department also has a full-time College Counselor who guides, prepares and supports the high school students in the process of choosing a college, be it in Colombia, or around the world.

Library/Media Center: Upper School: The purpose of the upper library/media center is to provide 6th through 12th grade students, teachers and staff the information and resources needed to conduct research and to engage in reading books that interest them. We foster curriculum support and motivate students to become lifelong learners and provide a location where they have a useful and pleasant space to work and read. Our library offers print and e-resources in English, Spanish and French. It also offers books and resources in the following areas: reference, non-fiction, fiction, short stories, biographies, periodicals, online databases access, OPAC database remote access, e-books, DVD video collections and much more. All of these resources are intended to support the school curriculum.

Learning Center: As we are committed to meeting each student’s individual learning needs, we have a ‘Learning Center’ which includes a full time resource teacher. This teacher creates individualized education plans for each identified student and addresses the specific areas of concern in individualized or small group lessons. We utilize the Response to Intervention (RTI) model and teachers are expected to intervene in the classrooms to help struggling students.