Cap Cana Heritage School -----------

Cap Cana Heritage School
BACK TO SCHOOL NIGHT
ANNUAL REPORT
ACADEMIC AREA
DIVISIONS
CCHS
AREA CHANGES
DIVISION DE
COORDINACIONES
ACADEMICAS
CCHS DIVIDED THE
ACADEMIC AREAS INTO
THREE DISTINCT
SECTIONS:
 Nivel Inicial: Nido-PreK
 Early Childhood: NidoPreK
 Primaria: Preprimario-5to
Grado
 Elementary: Kinder-5th
Grade
 Intermedia y Secundaria:
6to-4to Grado
 Carla Marcelino
 Lori Bobak
 Middle & High: 6th-12th
Grade
 Jorge Ruiz
 Carla Marcelino
 Lori Bobak
 Jorge Ruiz
SOME NOTABLE
ACCOMPLISHMENTS
2013-2014
CCHS
ACCOMPLISHMENTS
LOGROS MAS DESTACADOS
2013-2014
 2nd Step Character
Education program
(piloted).
 2nd Step Programa de
Educación en Valores
(piloto).
 “Caja de Amor” added to
our service learning
activities.
 Agregamos las “Cajas del
Amor” a nuestras
actividades de Aprendizaje
por Servicio.
 ELA and Social Studies
curricular revisions (K-12).
 Spanish and Sociales
curricular revisions
(Ministry).
 KinderMusik Program
 Revision curricular de
Inglés y Sociales (K-12).
 Adopción y Nuevo
currículo del Minerd.
 Kindermusik Program
SOME NOTABLE
ACCOMPLISHMENTS
2013-2014
CCHS
ACCOMPLISHMENTS
LOGROS MAS
DESTACADOS
2013-2014
 Added two research
databases in the library
and more books, bringing
our circulation to over
12,000 volumes.
 Se añadieron 2 nuevas bases
de datos a la biblioteca y se
incorporaron nuevos titulos
aumentando a mas de
12,000 volumes disponibles
para circulacion.
 Reading Marathon
participation.
 Participacion en el Maraton
de lectura de PR.
 Over 40 hours of staff
professional development;
sent three staff members to
conferences in the USA.
 Mas de 40 horas de
capacitacion docente; tres
maestros asistieron a talleres
en USA.
 High school students
participated in the GIN
international conference.
 Un grupo de estudiantes de
Media participarón en la
conferencia Internacional de
Global Issues Network.
IMPORTANT REMINDERS
 UNIFORMS
 Must be purchased in school
store or in the capital.
Uniforms not purchased in
school are not allowed.
 FLAG PROTOCOL
REMINDERS
 When national anthems play
on school grounds all staff
and parents are asked to
remain still and refrain from
talking until the anthems
stop.
 DISMISSAL PROTOCOL
 If your child is leaving with
another student or parent
you must notify the school IN
WRITING prior to him/her
leaving.
RECORDATORIOS IMPORTANTES
 UNIFORMES
 Solo se aceptaran uniformes
del colegio de venta en el
economato o en Topito en
Santo Domingo
 PROTOCOLO CEREMONIA DE
BANDERAS
 Cuando escuchan los himnos
en cualquier area del plantel
es imprescindible detenerse y
permanecer en silencio en
señal de respeto hasta que
los mismos finalicen.
 SALIDA DEL CENTRO
 Si su hijo/a se va con otro
padre es imprescindible
notificarlo por escrito al
colegio
REGISTRATION PROCESS
 REGISTRATION BEGINS IN
MARCH
 We use registration numbers
to plan for the next year:
 Number of staff
REGISTRATION
INFORMATION
 We begin recruiting in
December




Number of textbooks
Number of materials
Number of assessments
Number of books for
library
 Classroom furniture
 51% of students were
registered in June, July and
August.
PROCESO DE REINSCRIPCION
 LA REINSCRIPCION INICIA EN
MARZO
 Tomamos decisions de acuerdo al
número de estudiantes
matriculados para el año escolar
siguiente:
 Cantidad de maestros/asistentes
 Iniciamos el proceso de
reclutamiento en diciembre




Cantidad de libros
Cantidad de materiales
Cantidad de evaluaciones
Cantidad de libros para
biblioteca
 Cantidad de mobiliario para
aulas
 51% de estudiantes se
matricularón de junio- agosto.
REGISTRATION PROCESS
REGISTRATION POLICIES
 Late Registration Fee will be
applied to any families
registering after the deadline.
REGISTRATION
INFORMATION
 Waiting lists created and
classes will be closed once the
class fills.
 Recommendation: Register
your child(ren) on time to
secure his/her spot in the
class.
 Students not registered on
time are not guaranteed a
spot in class.
PROCESO DE REINSCRIPCION
POLITICAS DE REINCRIPCION
 A partir del año próximo se
cobrará un monto por
reinscripción. La reinscripción
tardía a aquellas personas que se
inscriban despues del period de
matriculación.
 Se implementarán las listas de
espera y una vez se llegue al tope
de cupos se cerrará el mismo.
 Recomendación: Reinscribir a su
hijo/a a tiempo para garantizar su
cupo.
 Los estudiantes que no
matriculan a tiempo corren el
riesgo de perder su cupo.
STUDENT
SUPPORT
SERVICES
ROLE OF STUDENT SUPPORT
SERVICES
ROL DE EL EQUIPO DE
SERVICIO DE APOYO AL
ESTUDIANTE
 Provide support for teachers,
students and families in the
areas of language, academic
and social emotional
development.
 Conduct formal and
informal assessments to
determine students’ areas
of need.
 Implement interventions
based on the results from
the assessments.
 Work along with staff
parents and students to
provide the necessary
supports.
 Proveer apoyo a los maestros,
estudiantes y familias en las
areas del lenguaje y de
desarrollo academico y socioemocional
 Conducir evaluaciones
formales e informales
para determinar areas de
necesidad de los
estudiantes.
 Implementar
intervenciones basadas en
el resultado de las
evaluaciones.
 Trabajar con el staff,
padres, y estudiantes para
proveer el apoyo
necesario.
ROLE OF STUDENT SUPPORT SERVICES
STUDENT
SUPPORT
SERVICES
STAFF
 Maribel Awad –
School Psychologist: Nido – 2nd
 Hannah Henry –
School Counselor: 3rd – 12th
 Leticia Zorrilla –
Student Services Coordinator
 Ana I. Esteva –
Special Education and
ESOL/SSOL Specialist
 Hannah Vowell –
ESOL/SSOL Specialist
 Jeanne Spearman –
ESOL/SSOL Specialist
ROL DE EL EQUIPO DE SERVICIO DE APOYO AL ESTUDIANTE
 Maribel Awad –
 Psicologa: Nido – 2do
 Hannah Henry –
Orientadora Escolar: 3ro – 4to de
Media
 Leticia Zorrilla – Coordinadora
Servicios Estudiantiles
 Ana I. Esteva –Educación
Especial y ESOL/SSOL
 Hannah Vowell –
ESOL/SSOL
Especialista
 Jeanne Spearman – Especialista
ESOL/SSOL
SCHOOL PSYCHOLOGIST
 Address social-emotional and
behavioral needs of students such as:
 Attention concerns
STUDENT
SUPPORT
SERVICES
 Learning difficulties
 Problems at home or with peers
 Depression, anxiety, stress,
phobias and other emotional
needs
 Coping with crisis and trauma
 Life changing events
 Help families to better meet the needs
of students social emotional, behavior
and other academic concerns.
 Individual and Group counseling
 Second Step – Character Education
Program
 Organizes parent education workshops
PSICOLOGA ESCOLAR
 Lidiar con las situaciones socioemocionales de los estudiantes tales
como:
 Situaciones de atención
 Dificultades de aprendizaje
 Problemas en el hogar o con sus
pares
 Depresión, ansiedad, estres,
fobias y otras necesidades socioemocionales.
 Lidiar con crisis y traumas
 Eventos que cambian vidas
 Ayudar a las familias a satisfacer las
necesidades académicas, socioemocionales y de comportamiento de
sus hijos/as.
 Intervención familiar y grupal
 Second Step –Programa de educación
en valores
 Organizacion de talleres para padres
PARENT UNIVERSITY
PARENT EDUCATIONAL
WORKSHOPS
STUDENT
SUPPORT
SERVICES
 There are surveys in the
classrooms for parents
 The surveys are to determine
what topics will be discussed
at the parent education
workshops
 Please fill them out
completely!
UNIVERSIDAD PARA PADRES
TALLERES EDUCATIVOS PARA
PADRES
 Encontrarán unas encuestas
para padres en las aulas .
 Dichas encuestas son para
recoger temas de interés de
ustedes los padres para
futuros talleres.
 Porfavor complete las
mismas!
SCHOOL COUNSELOR

STUDENT
SUPPORT
SERVICES





Address social-emotional and behavioral
needs of students such as:
 Attention concerns
 Learning difficulties
 Problems at home or with peers
 Depression, fear and other socialemotional issues
 Coping with crisis and trauma
 Life changing events
Help families to better meet the needs of
students social emotional, behavior and
other academic concerns.
Individual and Group counseling
Wise Skills– Character Education Program
College/Career
Standardized Testing
ORIENTADORA ESCOLAR
 Lidiar con las situacnes socio-emocionales
de los estudiantes tales como:
 Situaciones de atención
 Dificultades de aprendizaje
 Problemas en el hogar o con sus
pares
 Depresión, ansiedad, estrés, fobias
y otras necesidades socioemocionales.
 Lidiar con crisis y traumas
 Eventos que cambian vidas
 Ayudar a las familias a satisfacer las
necesidades academicas, socioemocionales y de comportamiento de sus
hijos/as.
 Intervencion familiar y grupal
 Wise Skills–Programa de educación en
valores
 Organización de talleres para padres
 Orientacion Universitaria/Vocacional
 Pruebas Estandarizadas
SPECIAL EDUCATION
EDUCACION ESPECIAL
 Behavior concerns
 Attention concerns
 Learning difficulties
 Push-in and Pull-out Support
STUDENT
SUPPORT
SERVICES
 Students will have Special
Education teachers go into their
classes (push-in) or pull them
out of their classes (pull-out) to
get the interventions they need to
be successful.
 Individual and Small Group Support
 Students may receive academic,
behavior, attention, social skills,
and other interventions in a
small group or one-on-one
setting.
 Meet with teachers and parents to
discuss support, interventions, and
follow-up
 Preocupaciones por comportamiento
 Preocupaciones por atención
 Dificultades de aprendizaje
 Apoyo por intervenciones
 Los estudiantes recibiran apoyo de
las maestras de educacion especial
por medio a entrar al salon(pushin) o pueden llevarlos a trabajar a
un area alterna (pull-out) para
recibir el apoyo que necesitan para
ser exitosos.
Apoyo individual y en grupal
 Los estudiantes pueden recibir
apoyo académico, de
comportamiento, atención,
destrezas sociales, y otras
intervenciones en grupos pequeños
e individuales.
 Reuniones con maestros y padres para
discutir intervenciones, apoyo y
seguimiento.
ENGLISH/SPANISH FOR SPEAKERS
OF OTHER LANGUAGES
STUDENT
SUPPORT
SERVICES
 Support in the language
acquisition process
 ESOL after school program
 Monday/Wednesday: 3:15-4:15
 Tuesday/Thursday: 3:15-4:15
 Push-in Support for ESOL and
SSOL
 ESOL/SSOL teachers will go into
ELA, Spanish, Sociales, and/or
Science classes to offer support
to students in the program.
 Pull-out Support
 ESOL/SSOL teachers will pull
students out of ELA and Spanish
classes if they need remedial
help.
ENGLISH/SPANISH FOR
SPEAKERS OF OTHER
LANGUAGES
 Apoyo en el proceso de
adquisición de la lengua
 Programa co-curricular ESOL
 Lunes/Miercoles: 3:15-4:15
 Martes/Jueves: 3:15-4:15
 Apoyo dentro y fuera de las aulas
para ESOL and SSOL
 Los maestros de ESOL/SSOL entrarán
a las clases de ELA, Español, Sociales,
y/o Naturales para proveer apoyo a
los estudiantes referidos a dicho
programa.
 Apoyo fuera del aula
 Los maestros de ESOL/SSOL sacarán
a los estudiantes de las clases de
inglés y de español para proveerles
el apoyo que requieran.
GIN CLASS
EDUS SUMMIT PTA –
ASOCIACION PADRES Y PROFESORES
PRUEBAS
NACIONALES
PRUEBAS NACIONALES
LENGUA ESPAÑOLA
MATEMATICAS
CIENCIAS NATURALES
CIENCIAS SOCIALES
8vo
SUPERIOR
SUPERIOR
SUPERIOR
SUPERIOR
12vo
SUPERIOR
SUPERIOR
SUPERIOR
SUPERIOR
CCHS OBTUVO PUNTAJES SUPERIORES A NIVEL REGIONAL Y A NIVEL DISTRITAL ESPANOL
PRUEBAS
NACIONALES
8VO
MATEMATICAS
CIENCIAS SOCIALES
CIENCIAS DE LA NATURALEZA
ESPANOL
PRUEBAS
NACIONALES
12VO
MATEMATICAS
CIENCIAS SOCIALES
CIENCIAS DE LA NATURALEZA
Language Usage
Percentage of students at or above normative
Spring 2013
44%
---Spring 2014
51%
CCHS Students Performance
100.0%
School‐wide Goal
90.0%
80.0%
70.0%
65%
65%
65%
65%
65%
65%
65%
65%
65%
65%
65%
44.3%
46.0%
65%
60.0%
51.0%
50.0%
43.9%
40.0%
36.0%
30.0%
47.0%
45.8%
39.5%
38.5%
51.0%
38.5%
32.9%
20.0%
 7%
10.0%
0.0%
Fall 09 Winter 10 Spring 10 Fall 10 Winter 11 Spring 11 Fall 11 Spring 12 Fall 12 Spring 13 Fall 13 Spring 14
100.0%
Problem Solving
Percentage of students at or above normative 90.0%
Spring 2013
47%
---Spring 2014
59%
CCHS Student Performance
CCHS School Wide Goal
80.0%
70.0%
60%
60%
60.0%
61.0%
50.0%
53.3%
40.0%
44.6%
39.0%
30.0%
49.6%
57.3%
59.0%
Fall 13
Spring 14
47.0%
42.0%
35.6%
20.0%
10.0%
 12%
0.0%
Fall 09
Spring 10
Fall 10
Spring 11
Fall 11
Spring 12
Fall 12
Spring 13
Reading Goal #2 Literal Comprehension
Percentage of Students at or Above Normative
Spring 2013
51%
---Spring 2014
66%
CCHS Student Performance
School Wide Goal
100.0%
90.0%
80.0%
75%
65.6%
70.0%
58.5%
60.0%
58.3%
58.4%
51.0%
47.9%
50.0%
40.0%
55.7%
39.0%
60.5%
42.6%
30.0%
 15%
20.0%
10.0%
0.0%
Fall 09
Spring 10
Fall 10
Spring 11
Fall 11
Spring 12
Fall 12
Spring 13
Fall 13
Spring 14
Reading Goal #3 Interpretative Comprehension
Percentage of Students at or Above Normative
Spring 2013
55%
---Spring 2014
60%
CCHS Student Performance
School Wide Goal
100.0%
90.0%
80.0%
75%
75%
75%
75%
75%
58.5%
59.8%
Spring 11
Fall 11
75%
75%
75%
75%
75%
59.2%
59.7%
Fall 13
Spring 14
70.0%
60.0%
52.1%
50.0%
40.0%
55.8%
59.1%
55.0%
48.0%
43.8%
30.0%
 5%
20.0%
10.0%
0.0%
Fall 09
Spring 10
Fall 10
Spring 12
Fall 12
Spring 13
Reading Goal #4 Evaluative Comprehension
Percentage of Students at or Above Normative
Spring 2013
64%
---Spring 2014
66%
CCHS Student Performance
School Wide Goal
100.0%
90.0%
80.0%
75%
70.0%
71.4%
60.0%
64.4%
50.0%
40.0%
47.3%
49.3%
65.8%
61.5%
63.8%
63.8%
Fall 12
Spring 13
65.6%
52.1%
30.0%
 2%
20.0%
10.0%
0.0%
Fall 09
Spring 10
Fall 10
Spring 11
Fall 11
Spring 12
Fall 13
Spring 14
Reading Goal #2 Literal Comprehension
Percentage of Students at or Above Normative
CCHS Student Performance
School Wide Goal
100.0%
80.0% 75%
58.5% 55.7% 58.3%58.4%51.0% 60.5%65.6%
47.9%
42.6%
60.0% 39.0%
40.0%
20.0%
0.0%
Reading Goal #4 Evaluative Comprehension
Percentage of Students at or Above Normative
CCHS Student Performance
100.0%
50.0%
School Wide Goal
Reading Goal #3 Interpretative Comprehension
Percentage of Students at or Above Normative
CCHS Student Performance
School Wide Goal
100.0%
80.0% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75%
60.0%
52.1% 58.5% 59.8% 55.8% 59.1% 55.0% 59.2%59.7%
40.0% 43.8% 48.0%
20.0%
0.0%
Spring 2013
Spring 2014
57%
64%
Overall
Comprehension
Overall
Comprehension
75%
52.1%
0.0% 47.3% 49.3%
64.4%61.5%65.8%63.8%63.8% 71.4% 65.6%
Trend Data
2009‐2014
Area
2009
2014
Language Usage
36%
51%
+/% Growth
+ 15%
Problem Solving
Literal Comprehension
Interpretive Comprehension
Evaluative Comprehension
39%
39%
44%
47%
59%
66%
60%
66%
+ 20%
+ 27%
+ 16%
+ 19%
Overall Comprehension
43%
62%
+ 19%
THANK YOU!
BACK TO SCHOOL NIGHT
ANNUAL REPORT