annual report 2009 / 2010

Annual Report2009 10

INDEX

Annual Report 2009 / 2010

Mission

EAC Board of directors 2010-2011

Letter from Isabel Gomes, EAC Board President

Letter from Stephen Herrera, EAC Superintendent

School Re-Accreditation

Academics:

A - Curriculum

B - Professional Development

C - Student Achievement:

SAT/PSAT

ERB

AP

UnB/CESPE

ENEM

College Admission

Science Fair

CIP

Library

Fine Arts

Athletics

Admissions

Finance

03

04

05

06

07

08

08

09

10

10

11

13

13

14

15

16

16

18

19

21

22

23

Mission

Our mission is to prepare young people to be healthy

individuals, responsible world citizens, competent adults,

critical and creative thinkers, and life-long learners by

providing outstanding education through American and

Brazilian programs of study in a safe, secure and caring

environment.

EAC MISSION

03

Annual Report 2009 / 2010Annual Report 2009 / 2010

Members

• Isabel Gomes – President

• Paulo Iserhard – Vice-President

• Cesar Augusto da Silva – Treasurer

• José Renato Domingues – Secretary

• Peter Burroughs – Director

• Salomon Cohen – Director

EAC BOARD OF DIRECTORS 2010-2011

04

LETTER FROM ISABEL GOMES, EAC BOARD PRESIDENT

05

The 2009-2010 school year was a very important year

for EAC due to our Quality Assurance Review which took

place in March 2010. As we all know, a visiting team

from the Southern Association of Colleges and Schools

came to our school to see if we continued to meet the

standards for accreditation. This major undertaking was

an additional exercise for us to confirm how well we are

meeting our mission, vision and our goals. We had a

successful review and the QAR team found that we fully

met requirements in the majority of the categories and

exceeded expectations in a few others. This was a team

effort on part of the Board, students, parents and the EAC

staff. Together we worked hard to accomplish our goal of

getting another 5 years of US accreditation.

Another new item we will be looking at each year is how

well we are doing in meeting our Goals and fulfilling our

mission. The Board of directors established eight main

goals that we always need to keep focused on. The eight

goals are:

• Students at EAC will perform at high academic levels.

• Students at EAC will perform at high levels in athletics.

• Students at EAC will perform at high levels in the Arts.

• Students at EAC will become responsible and competent

citizens in a Global Society.

• EAC will maintain a balanced student enrollment.

• EAC will maintain an American School identity

• EAC will operate within Board-established budget parameters

each year.

• EAC will maintain high quality facilities necessary to support

its mission.

The administration breaks down each of the goals into

organizational goals. Each organizational goal will be

discussed in the following pages. We are always looking

towards excellence; therefore, we try to raise the bar to

continue to achieve and exceed more difficult goals than

the ones set forth the previous years. We should never

rest on our laurels but instead try to reach new levels of

achievement.

The parents who have been at EAC for a long period can see

how much we have improved over the years, and we will

continue to improve in the future. We are a different school

than we were 5 years ago with many new programs and

strategies in place to help us to become even better.

Every year we look at each goal and come up with specific

targets we will achieve. For example, each year the

administration prepares a budget based on the needs of

the school. The Board reviews, makes recommendations

and approves the budget, and expects the administration

to work to adhere to the budget. Also, the Board makes

sure we constantly seek to improve student learning by

offering a quality education to our students. This year the

parent survey said 83% of our parents strongly agreed

or agreed that their children were receiving a quality

education. In 3 years we had an increase of 23% on this

one category. We will continue to strive to reach a goal of

90% or higher.

School facilities are another example of focus for the

past 4 years. Our master facilities plan has allowed us

to concentrate on improving the learning environment

for our students. It was a very ambitious project that is

becoming a reality. We now have the best gym in our

region, a gym that provides us with ample room to run our

successful physical education and sports programs. Our

new renovated classrooms in the elementary will be the

standard we will follow in the years to come. We know that

having the best facilities will help provide the necessary

environment to encourage our students to aim higher but

to do so in a friendly, caring and green environment, one

that everyone considers to be their home away from home.

As you can see, we take our goals very seriously and

continue to make the necessary improvements that will

make EAC move from a very good to a great school and the

school of choice for parents in the Campinas region.


I feel the 2009-2010 year was a very successful year for EAC. As

you can see from the President́ s message, our Master Facilities

Plan is being carried out with the completion of the new gym,

remodeling of our classrooms, and many more projects planned

for the next few years. We also did a great job in improving the

quality of our school with more parents stating they feel their

children are receiving a quality education at EAC. Two other

accomplishments that are very important are teaching our

children about diversity and being responsible world citizens.

Diversity is a commitment to recognizing and appreciating

the variety of characteristics that make individuals unique in

an atmosphere that promotes and celebrates individual and

collective achievement. Some examples of these characteristics

are age, culture, disability, ethnicity, languages, race, religious

beliefs, gender, etc. Having been at EAC for 12 years, I am

constantly educating our students on diversity which helps

promote a spirit of inclusiveness for all.

Our world is becoming more and more diverse so by exposing

our students to improved relationships here at EAC and within

our surrounding community, we are making sure they have the

necessary skills to be successful and to get along with diversity.

Our character education, shared values, and CIP programs are

just a few of the many activities we do throughout the year to help

our students understand the need to accept others for who they

are and not to hold anything against an individual because of the

way they speak, their opinions, or their religious beliefs. Instead

we embrace and accept these differences and work together to

make EAC an enjoyable place for everyone.

Our mission states that we want to create responsible world

citizens. What better way to demonstrate this by having our

students become active participants in community and global

issues. Students and staff identified ways to protect our

environment through the Green Team and CIP programs. We

developed projects that help protect the environment, planted

trees and vegetation in various parts of the city, and worked on

improving our recycling program. We also sponsored community

service programs with various agencies in the city that allowed

our students and staff to help orphans, the elderly, Down

Syndrome children, children with cancer, and others who might

not have been served without the commitment and dedication of

our students.

Our students are learning at an early age just how important it

is to help others who are less fortunate and to give back to our

community. Together, we can all make our world a better place for

future generations.

LETTER FROM STEPHEN HERRERA, EAC SUPERINTENDENT

06

At the beginning of 2009, the School Improvement Learning

Community (SILC) began our annual review process again,

but this year there were higher stakes: reaccreditation of

EAC by the Southern Association of Colleges and Schools

(SACS). This institution determines whether EAC is fulfilling

the requirements to be accredited as an American School.

Bimonthly meetings were held with a steering committee of

the administrative team and teachers and staff who chaired

committees focused on one of the standards to review

evidence. The steering committee held monthly meetings

of the entire staff and representatives of the parents and

students.

All findings were collected in a self-study report submitted

to SACS in December of 2009. The report was reviewed and

used as a basis for investigation by the Quality Assurance

visiting team of investigators.

The team, after meeting with staff, parents and students

over three days in April, rated the school at operational

or highly functional in all areas resulting in a re-

accreditation and made the following commendations and

recommendations.

Commendations

• The establishment of strong partnerships and effective

channels of communication among constituents serves

to build understanding, commitment, and support for the

school’s mission.

• The Board of Directors is recognized for understanding

and preserving the executive, administrative, and

leadership prerogatives of the Superintendent.

• The faculty and staff demonstrate commitment to and

involvement in all school improvement efforts.

• The development of a comprehensive Master Facilities

Plan supports student learning while preserving the natural

beauty of the campus.

SCHOOL RE-ACCREDITATION

Recommendations

• Develop and communicate the organizational objectives

(Ends Policy) more fully into a viable and comprehensive

strategic plan which includes goals that are specific,

measurable, and attainable.

• Establish a systematic and effective process to analyze

and report the results of all assessment data so that they

can be used to inform instruction.

07


ACADEMICS

As this assessment is computer based, results are available

within 24 hours of testing, allowing teachers and students

to immediately target areas in need of improvement.

Testing can also be done at several points in the year

allowing EAC to monitor progress. With the successful

piloting of the reading test, EAC has decided to institute the

math and language usage tests in 2010-11.

EAC strives to provide “…outstanding education through

American and Brazilian programs of study…”and

is therefore continuously updating our curriculum,

instructional methods, and assessments to prepare

students for life in the 21st century.

Curriculum

In our constant quest to achieve our mission, EAC

systematically re-evaluates our curriculum, instruction and

assessment.

As part of our regular cycle, we began to revise our English

language, Portuguese language, ELL (English Language

Learner) and Portuguese as a second language curricula.

English language revision team members reviewed ERB

standardized test scores as well as recommendations

from the NCTE (National Council of Teachers of English).

Portuguese language revision team members reviewed

vestibular and MEC parameters. The ELL and PSL groups

accompanied the revisions in order to adjust their goals to

help students integrate into the main language programs

as quickly and easily as possible. Much of this work was

facilitated by the use of the Atlas curriculum mapping

software that allowed teachers to check alignment across

grade levels and easily adjust objectives. This revision

process was completed in December of 2010.

In terms of instruction, teachers began using the recently

revised math and technology standards. Teachers also

received training on how to use the curriculum software

analysis tools. These tools provide summative information

on which aspects of the curriculum were covered, how

often and how they were assessed. This information is used

to inform changes in instruction.

A major innovation this year was the piloting of the MAP

assessment in reading. The Measure of Academic Progress

(MAP) assessment is a computer based adaptive exam.

The student’s level is determined by the correct or incorrect

responses: correct responses receive a more difficult

question; incorrect: an easier question.

08

ACADEMICS

Professional Development

One aspect of EAC’s mission is to create ”life-long learners”

and there is no better way to create them than by modeling.

EAC supports the idea of “teacher as learner” by offering

teachers opportunities for professional development by:

• Bringing experts to train staff on global educational

topics

• Supporting teachers to attend conferences and/or take

courses,

• Facilitating the sharing of expertise amongst our

very talented staff via presentations and specialized

committees.

An online system allows teachers to request opportunities,

reimbursement and credit for their continued learning.

In the 2009-10 school year, teachers were trained by a

team from Atlas Rubicon in using our curriculum software

as a source of data about how they teach, to be used in

reflection and planning to improve instruction.

Teachers attended the conference of the Association of

American Schools in South America (AASSA) as well as

other professional conferences and took online courses

with support of EAC via our professional development

program.

Our staff shared their knowledge by offering 21 workshops

to fellow staff members on various topics, all proving that

EAC learning isn’t just for students.

In total, 2,089 hours of Professional Development were

attended by the EAC faculty last school year.

09


ACADEMICS

Student Achievement

1- PSAT and SAT – by class, 5 year overview

As part of EAC’s standardized testing program, all 11th graders take the Preliminary SAT (PSAT). Those students who are

considering studying at the university level outside of Brazil will take the SAT I. EAC students consistently score above the U.S.

national average.

PSAT Scores: Minimum Score-20, Maximum Score-80.

SAT national averages for the Class of 2009, as reported by The College Board, are:

Critical Reading-501, Math-515, and 493 in the Writing portion.

S A T I P S A T

Classe LeituraCrítica

Matemática Produçãode texto

LeituraCrítica

Matemática Produçãode texto

%Classe

Testada

Classe de 2006 50 55 54 78% 594 625 581

SAT Variação(22 of 28)

460-690 520-720 440-770

Classe de 2007 51(65%)

51(57%)

53(73%) )

59%(13 of 20

543 553 503

SAT Variação 390-680 400-650 320-630

Classe de 2008 50(59%) )

47(46%

47(54%)

55%(11 of 20)

556(66%)

533(53%)

540(64%)

SAT Variação 380-660 420-610 380-670

Classe de 2009 48(51%)

52(61%)

48(58%)

76%(13 of 17)

548(62%)

537(54%)

529(60%)

SAT Variação 280-760 470-670 390-650

Classe de 2010

SAT Variação

48(53%) (6

523%)

58(86%)

67%(15 of 22)

570(72%)

430-730

593(72%)

380-800

542(66%)

380-750

10

2- ERB

In the months of April/May, students grade 3-9 take the

very challenging ERB-CPTIV (Educational Records Bureau

Comprehensive Testing Program IV).

The ERB includes testing in Vocabulary, Reading, and

Mathematics among other areas and takes a minimum of

five days to complete. All students take the exam unless

they are still receiving regular ESL support.

ACADEMICS

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

ReadingComprehension

92% 92%

3rd Grade

Mathematics2010

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

4th Grade

MathematicsReading2010

85%92%

100%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

5th Grade


58%

89%

99%100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

6th Grade


60%

86%95%

11


The ERB Reading results for the 7th grade results were

below expected levels. Our reading specialist and team of

teachers are already working with individual students who

need differentiated attention.

Among other strategies, we are also using remedial and

effective reading strategies, STAR reading test, and AR

comprehension tests to help our students develop the

necessary reading comprehension skills to perform at

expected levels again. Due to the fact that we are using

research proven strategies, we are certain that our plan

will be successful.

ACADEMICS

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

7th Grade


77%

26%

55%

90%

36%

92%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

8th Grade


93%97%

57%

70%

86%

97%97%90%

100%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

9th Grade


94%91%89%79%79%

94%86%

77%

91%

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Vocabulary

10th Grade


79%77%

91%

77%81%

90%81%

71%

93%

12

ACADEMICS

3- Advanced Placement (AP) Results – 3 year overview

Each year EAC offers highly-qualified juniors and seniors the

opportunity to challenge themselves by taking Advanced

Placement (AP) courses.

These college-level courses follow external curriculum

established in the US. Students are evaluated at the end

of the course and, depending on their scores, may earn

university credit.

Other AP exams taken in 2010 (although specific courses not offered)

2008 2 009 2010Subject

5 4 3 2 1 5 4 3 2 1 5 4 3 2 1

Biology 0 0 1 0 0 2 1 3 3 0 1 1 0 1 0

Calculus AB 0 1 1 0 0 1 1 0 2 1 1 1 2 1 0

Chemistry 0 1 3 1 1

English Literature 1 2 7 5 0 1 3 6 3 0 1 2 4 3 1

European History

0 0 4 0 2 0 0 1 1 3 0 1 1 1 1

Physics B 0 0 0 1 2 0 0 0 1 0

Studio Art 0 1 1 0 0 3 1 2 1 1 0 1 0 0 0

5 4 3 2 1

Calculus BC 0 1 0 0 0

French 1 0 0 0 0

13

5

well-qualified 4

qualified

Extremely well-qualified

3

possibly qualified2

no recommendation1


ACADEMICS

4- UnB-CESPE – Evaluation of the Portuguese Language Competency

With the objective of comparing the proficiency of Brazilian Language between American and Brazilian schools, we participated

in the tests prepared by CESPE-UnB (Center for Events Promotion at Universidade de Brasília), done every second year.

Reading

When compared to the expected skills for each grade

level, results show that all grades tested had a significant

improvement since 2006. For the 5th and 11th grades, their

average was well above those of the other two groups

participating in the test: other American schools and Brazilian

schools. However, 9th grade scored a little below average when

compared to the other American schools but still above the

equivalent to the 9th grade in the Brazilian schools.

Writing

By analyzing the individual results of the language tests, we

can see that the 5th and 11th grades are above average in the

following items: comprehension, coherence and cohesion.

However, for the 9th grade, we need to improve these items.

We also noticed that 5th graders had less spelling and

grammar errors, but needed special attention with vocabulary

which is totally understandable considering they study two

languages.

14

900

800

700

600

500

400

300

200

100

0

5th grade

Max scores - 5th grade: 800 • 9th and 11th grade: 900

Reading

11th grade9th grade200620082010

528.57510.64

420.66 431.63436.03 474.54500.15488.99

541.92

10.00

9.00

8.00

7.00

6.00

5.00

4.00

3.00

2.00

1.00

0.00

5th grade

Writing

11th grade9th grade20102008

8.758.20

7.20

6.706.20

7.50

ACADEMICS

5- ENEM – Exame Nacional do Ensino Médio

In 2009, 13 students took the ENEM (Brazilian’s National

High School Exam), promoted by INEP (Instituto Nacional

de Estudos e Pesquisas Educacionais).

On a scale from 0 to 1000, INEP established the following

results to indicate that a student has developed the

minimum skills in each area:

• 400 points for the objective tests

• 500 points for the writing test

1000

900

800

700

600

500

400

300

200

100

0

Lowest national score

Language

Lowest EAC score

Highest national score

EAC averageHighest EAC score

835.6

224.3

704.9

503.9

617.2

1000

900

800

700

600

500

400

300

200

100

0

Science

903.2

263.3

729.4

486.5

608


Lowest EAC score



1000

900

800

700

600

500

400

300

200

100

0

Math

985.1

345.9

781.2

419.2

597.8


Lowest EAC score



1000

900

800

700

600

500

400

300

200

100

0

National average

Writing

Highest EAC score

Lowest EAC score

EAC average

450

601.5692.3

950

15


ACADEMICS

6- College Admission – Class of 2010

The Class of 2010 brought both diversity and spirit to

our school. In this class of twenty-two, six different

nationalities were represented, with half of them living at

least one or more years outside their home country. This

class also participated widely in activities in and outside

of school: at least half participated at least one year in

Model UN and athletics. There were students involved

in music and dance, and the class also boasted an award

winning equestrian.

And finally, this year’s class has shown their strengths

academically, taking on many advanced courses, scoring

admirably on the SAT and ENEM exams, winning big

scholarship money, and of course one of them taking a 1st

place award at INTEL’s Science and Engineering Fair. As

you can see, we value many things at EAC but there is no

question that what will be missed most about this class is

the warmth and spirit they brought to almost everything

they did.

College Admission - Class of 2010

Alberto Caldeira

Alejandro Scaffa Grinnell College, Iowa

Amanda Vieira vestibular

Barbara Dias vestibular

Relações Institucionais – PUC São Paulo

Caio Machado vestibular

Christina Prudencio University of Pennsylvania

Dan Seol University of Notre Dame

Erica Engelman vestibular

Eve Krassner Boston University

Gonzalo Wassermann Carleton University

Jane Giltrup University in Holland

Kimberly Oliveira University of British Columbia

Laura Garcia Chapman University

Mariana Fulanetti vestibular

Mariana Netto Chapman University

Natasha Genin Administração com Ênfase em Comércio Exterior – PUC Campinas

Rafaela Pinto Arquitetura e Urbanismo – PUC Campinas

Rubens Calbucoy University of Tampa

Stefano Barbosa Texas Christian University

Stephanie Ribeiro Wheaton College (Illinois)

Tarik Radwan Engenharia de Produção (Facamp)

Thales Lessa Texas Christian University

16

ACADEMICS

7- Science Fair

Science is a collective attempt to understand the world. In

our 27th Science Fair, upper school students were asked

to develop a scientific project based on questions to be

answered. The whole goal of those projects is to develop

student’s observational skills, ability to analyze collected

data and draw conclusions. This year, the freshmen were

asked to develop a project in biology, the sophomores

in chemistry and the juniors in physics. Our Science Fair

presented some really good projects.

Our first and second places (individual) were sent to the

INTEL ISEF in San Jose California to compete with projects

coming from 59 different countries and we had our best

performance ever: Both projects were awarded. Bruna

Favetta, junior, won 4th place in physics and astronomy

and Alejandro Scaffa, senior, won 1st place in biochemistry

and received USD $8,000 in cash for his award. We are very

proud of their accomplishments.

8- CIP (Community Interaction program)

High School highlights:

To provide students and teacher-sponsors with a better time

for planning and executing their activities, thus improving

their performance, the CIP coordinator implemented a new

schedule for this activity. The sessions took place every

two months from 8:30am to 3:00pm. The high school had

the highest participation rate ever, with only 4 students

doing their community service work on their own in other

institutions.

This past year, the project working with CEVI (children

with moving disabilities) has entered the contest “Escola

Voluntária” promoted by Fundação Itaú-Cultural and

Radio Bandeirantes. Despite our students’ effort and great

accomplishments, the project was not selected among the 10

finalists.

The campaign to collect toys for Fundação Hospitalhaços was

a successful drive which collected approximately 90 toys.

Students also started a journal to publicize the different

projects and objectives among the upper school community.

17


ACADEMICS

New groups/projects

• CEVI/Lar dos Velhinhos – the past year, this group also

started working with the elderly who live in a house close

to EAC. Activities such as “bingo” and informal discussions

were planned to provide them with caring moments and

entertainment.

• Greenhouse – this group worked together with students

from group Lar São Vicente de Paula, revamping a small

vegetable garden in that institution. Resources were

donated by the fundraising group so that students could

redo the garden, improve the facility, plant new sorts of

vegetables and provide the elderly with a nicer and more

adequate space to grow their vegetables.

• Lar São Vicente de Paula – this past year, this group

dedicated their efforts to improve the institution’s facilities

by fixing walls and painting some rooms.

• Lar da Criança Feliz – students in this group focused on

collecting milk and hygiene products for the institution.

Led by the teachers, students went to supermarkets and

convinced people at the check-out to include a bottle of

milk in their purchase. The milk would then be donated to

the institution.

• Unlimited for children – this group worked at Cidade dos

Meninos, promoting games and discussions to improve

children’s self-esteem and teach them how to reach their

personal objectives. They also conducted campaigns to

collect clothing, toys and other products for the institution.

Groups that continued with their projects last year were

Booklet, Fundraising and Helping Hands.

Middle School highlights:

Some of the groups focused on producing different types

of pedagogical material for students of all ages. Each group

coordinator chose different materials to make - dominoes,

math bingo, etc. During the last CIP meeting, teachers

and children from different public day care centers and

elementary schools came to EAC to receive the materials.

Before giving them, our students played with the visitors

interacting for a while using the materials they had just

made. After the visitors left, students reflected about the

visit and the interaction.

Another group did a number of activities where students

had to learn how to empathize with certain situations

that happen around the globe. Crisis Management was a

major theme where they had to pretend they were various

organizations or government bodies dealing with various

forms of national or international crises. This subject led

in turn to the role of NGO´s which in turn led to the rights

of the child and how this relates to the United Nations and

themselves as international citizens. The success was good

overall although of course it was the first time they had

been called upon to do something so theoretical. Debates

were often hotly contended, and students did learn to think

more deeply about such problems, trying to produce useful

solutions to global problems.

18

9- Library

Besides offering printed materials, our Library also

offers access to a reliable source of information called

EBSCOhost, which is an online access to countless sources

of information (dictionary, encyclopedias, periodicals,

journals, full text and/or abstracts, and images). The

Library also subscribes to another database called

Newsbank (modules WorldNews and UN Connections),

which is geared to current events, and the United Nations,

UN module, contains full text of selected UN documents

and publications, material that supports students

participating in the MUN Class (Upper School students).

Circulation statistics of books, magazines, and non-printed

materials (school year and related information):

New materials entered into the collection: 1.033

Materials discarded (weeded): 967

Number of magazines titles in English (printed): 48

Number of magazine titles in Portuguese (printed): 19

Accelerated Reader Program, AR, Elementary grades

only in 2009-2010:

Our Reading Incentive Program, Sponsored by 3M,

takes place twice a year.

Events held:

• Book Fair, November 2009, with company Special

Books Services, SBS; books in English for sale.

• A professional storyteller, Mr. Marc Levitt, presented

to Preschool, Elementary and Middle School classes

in February, plus offered a workshop “Site Specific

Education” to our teachers.

• Canadian author, and EAC alumni, Merilyn Simonds,

shared with 7th

grade students,

in March, her life

experience as a

former EAC student

in the 1960’s and

also talked about

her books and the

writing process.

ACADEMICS

2008-2009 31,264

2009-2010 27,878

School year Quizzes taken

2008-2009 4.768

2009-2010 4.313

Average passing rate: 80%.

School year Number of participants

2008-2009 294

2009-2010 286

19


Besides having one of our rainiest years on record, EAC was

inundated by a deluge of artistic endeavors.

Lightning struck first with a visit to the school from the

University of Cincinnati Jazz ensemble via the kindness of

Esdras Rodrigues, husband of our Elementary Art Teacher,

Isabella Melo. The young men of the Jazz Ensemble

played two shows for EAC students and staff which were

thoroughly enjoyed.

Our community created a talent storm of its own at our

annual Coffee House on November 14th. The event’s theme

of “Cinema” allowed a unique demonstration of student,

staff, parents and alumni art in the areas of visual art, film,

drama and music.

In the second semester, EAC celebrated international

Youth Art Month. The Arts committee sponsored a series of

events to showcase our student artists and raise awareness

of the fine arts in our school, culminating in Youth Art Night

on March 27th. Art flooded the school. There were visual

art and multi-media exhibitions from grades k-12 in the

cantina, along the covered walk-ways, in the elementary

pavilion, in the Elementary computer lab, and in the library.

Music, drama and dance performances took place at

various times during the evening in the cantina, pavilion

and on the lawn.

FINE ARTS

20

The International Day show spilled out onto our soccer

field. International Day brought together alumni, parents,

students, staff and special guests, the Taiko Drummers.

Performers ranged from kindergarteners to adults sharing

their talents in music and dance. The last wave of the year

was our new drama groups performing self-written skits

to a packed audience. Many of these shows would not

have been possible without the after school activities of

art, band, dance, violin and acoustic guitar classes as well

as our curricular art and music classes and certainly not

without the hard work of the arts committee.

To channel this overflow of arts, John Fanning, head of the

music department at Murray State University was brought

in as a consultant to help us articulate the next steps in

the development of our music program at EAC. Mr. Fanning

spoke with students, staff and parents to receive input to

formulate a plan which was elaborated beginning 2010-11.

Unfortunately, this year was not without tears shed. We lost

one the pillars of our arts community, percussion teacher

Lucas Rosa. Lucas’ contributions to our arts program via

his teaching, attitude, performances and friendship will

long be remembered and missed.

FINE ARTS

21


When we look back at the 2009-2010 sports season,

two words come to mind: community engagement and

challenge.

For another year, the athletic program engaged a high

percentage of our student body from 1st to 12th grade.

Coaches and student-athletes continued to give their best

to ensure that EAC maintained its tradition of high quality

performance both on and off the field/court.

Once again, EAC teams finished the season with very

positive records. The varsity boys’ soccer team finished in

1st place in the Big 8 Tournament and received the gold

medal for the first time in this competition. Besides that

our varsity girls’ soccer and basketball teams made to the

semifinals bringing home a bronze medal in basketball

tournament. The excellent performance of our teams at the

Big 8 resulted in the overall 3rd place at the tournament.

The Junior varsity teams also had a great first semester with

our boys soccer squad winning with great honor the Little 8

soccer tournament.

Our boys displayed a tremendous capacity of perform

under pressure and proved what a unite and focused team

is able to do.

The second semester season was also remarkable. All of

our futsal and volleyball teams - JV’s and varsity teams - not

only reached the semifinals in the São Paulo High School

League, Inter 6 tournament and Little 8 Tournament, but

also brought home the vice championship trophy of the JV

girls volleyball tournament and the bronze with ALL other

teams.

A remarkable result was achieved by our varsity boys’ futsal

team who won their fourth consecutive 1st place in the

S.P.H.S. League.

Success on the court aside, the highlight of the 2009-2010

school year was our traditional Sports Banquet closing the

season in May. All students involved in the upper school

program were recognized for all their effort. Parents and

students were very pleased with the season and its closing

at the Sports Banquet.

ATHLETICS

22

Following the trends from previous years, the Admissions

Dept. saw a continued growth in the enrollment results in

2009-2010. There has also been an increase in the number

of informational calls and visits to campus from companies

that plan to build their sites in the Campinas region.

The higher enrollment rate over previous years resulted in

classes with almost full capacity, including the ELL (English

Language Learner) classes in the Elementary School,

leaving very few spots available for the last admissions

season.

Therefore, our enrollment in 2009-2010 was 107 new

students with a total of 516 students in the school year.

Nevertheless, the admission standards were fully enforced

and we only accepted students who were in accordance

with our academic demands.

Demographics

Our school profile remains the same as previous year, with

a predominance of Brazilian families which demonstrates

their confidence in our academic programs, and our ability

to provide their children with opportunities to study in the

best colleges and universities in Brazil or worldwide.

Brazil

North America / Canada

Latin America

Europe

Asia

Others

73%

6%

7%

6%

7%

1%

100%

375

30

40

29

38

4

516

ADMISSIONS

23


Number of students year end

Total capital expenditure

Operational expenses

Total Revenue

79

516

394

43

500

450

400

350

300

250

200

150

100

50

0

93

433

83

428

49

420

58

444

69

456

74

493

81

491

91

493

83

497

28

312310

336347

352

380

372

369

37335

3935

3938 33 41

0001

0102

0203

0304

0405

0506

0607

0708

0809

0910

CompaniesStaffPrivate

35

FINANCIAL HIGH LIGHTS

General Expenses:Academic field trips, Association fees (US & Brazil), Computer Maintenance,

Legal Fees, Local Taxes and Insurance, Mail, Marketing, Publications

School Events (Christmas Program, Halloween, International Day, etc)

Staff Development, Sports, Substitute Teachers.

Salaries and Benefits

General Expenses

Books, Supplies & Materials

Utilites & Maintenance

New Projects

Furniture & Equipament

Technology

Private Tuition

Company Tuition

Interest

Associate Company Fees

Development Fund from

81%

12%

5%

2%

91%

3%

6%

65%

21%

3%

3%

8%

FacilitiesR$ 3.291.000

TechnologyR$ 216,000

Caterpillar, Rigesa, Procter & Gamble, 3M, Goodyear, International Paper

Sponsored by the Associated Companies

Matriculation Fess

24

annual report 2009 / 2010

Documents