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COGNIA

Improvement Journey

March 7, 2022

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Welcome!

COJOWA Overview
Academic Standards & Programs
Strategic Plan Overview
New Initiatives/Strategies
Cognia Self-Assessment Process

Agenda

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1952 - 2022

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Preschool�Early Childhood (CT, M,PK,K)

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Zona Norte Campus�Grades 1-12

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Zona Norte Campus�Grades 1-12

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Dual-Diploma

Graduation

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Our Networks

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School Profile

Colegio Jorge Washington is a private, non-profit, non-denominational, co-educational, N-12 international school offering USA and Colombian diplomas, accredited by Cognia and the Colombian Ministry of Education.

¿Qué hace a COJOWA diferente a otros colegios? Este es el enunciado de nuestro perfil.

Me gustaría destacar dos aspectos: Los estudiantes COJOWA se gradúan con dos diplomas: bachillerato de Estados Unidos y bachillerato Colombiano. Además de esto, COJOWA es un colegio sin ánimo de lucro, lo cual es increíble para nuestra comunidad, ya que todo el presupuesto se invierte directamente en hacer de nuestro colegio su mejor versión.

What makes COJOWA different from other schools? This is our profile statement. There are two things I would like to point out. COJOWA students graduate with two diplomas- One from the USA and one from Colombia. The other thing I would like to point out is that COJOWA is a non-profit school. That is incredible for our community because we know that 100% of our budget goes toward making our school the best it can be.

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Governance

The School is governed by a Board of Directors elected to 3-year terms by the Colegio Jorge Washington Parents Association, which sponsors the School.

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Junta Directiva

2021-2022

Not Pictured:

Paola De La Mota

Quiero agradecer a la junta directiva actual. No se imaginan el compromiso que este grupo ha demostrado durante este año escolar. Se reúnen por varias horas, casi todas las semanas, para analizar y tomar las mejores decisiones pensando siempre en el bienestar de toda la comunidad.

Quiero dar un reconocimiento especial a Eric Schwyn, quien está completando su último año como miembro de la junta. Eric se ha desempeñado como miembro de la junta de COJOWA durante los últimos 9 años. Gracias, Eric por todo el tiempo que has dedicado a fortalecer nuestra comunidad. Has dejado una huella imborrable.

I want to give a special recognition to Eric Schwyn, who is completing his last year as a board member. Eric has served as a COJOWA board member for the past 9 years. Thank you Eric for all of the time you have committed to strengthen our community. You have left a mark on the school that will never be forgotten.

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COJOWA Governance Structure

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Policy Manuals

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Parent-Student Handbook

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Biosecurity Protocols

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Our Mission

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Our Values

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Learning Together

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COJOWA Staff

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COJOWA Staff

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Learning Together

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Learning Together

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Our Students

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Common Core State Standards

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Next Generation Science Standards

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C3 Social Studies Framework

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The National Association for Sport and Physical Education

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Colombia DBAs

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Power Standards

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Assessment Tools

Educational Platforms

Measurement Tools

Standardized Assessment

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Teacher’s College Reading & Writing Project

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Eureka Math

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Amplify Science

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Electives Program

More than 40 Courses

Organic Chemistry

Environmental Chemistry

Business Finance

Seguridad de Redes

Music Appreciation

Marketing/Entrepreneurship

Digital Citizenship

Economics

Art Portfolio

AP Biology

Google Apps

Advanced Robotics

AP World History

Health and First Aid

Architecture

Political Science

AP Seminar

Orchestra

Mobile App Development

Graphic Design

Debate

Religion & Ethics

Statistics

Philosophy

Interior Design

Fine Arts

Yearbook

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Advanced Placement Program

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AP Capstone Diploma

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Prueba Saber 11 Preparation

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Prueba SABER 11

COJOWA

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A Google School

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Google Classroom

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COJOWA App Ecosystem

Herramientas Digitales

School Wide / Admin Apps

Preschool

Elementary

MS & HS

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New Learning Scenarios

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New Learning Scenarios

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Technological Tools in classrooms

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Robotics & Coding

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Robotics & Coding

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University

Acceptances

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USA & CANADA

American University
Boston College
Boston University
Bradley University
Bryant University
California State East Bay University
Chapman University
DePaul University
Florida Atlantic University
Florida International University
Florida State University
Fordham University
George Washington University
Hofstra University
HULT International Business School
Johnson & Wales University
Loyola Marymount University
Lynn University

Massachusetts College of Pharmacy and Health Sciences
Northeastern University
Nova Southeastern University
Penn State
Purdue University
San Diego State University
Savannah College of Art and Design (SCAD)
Seton Hall University
Sheridan College (Canada)
SUNY Buffalo
University of Florida
University of Illinois
University of Miami
University of Vermont
University of Waterloo (Canada)
University of Wisconsin

University Acceptances

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Europe

ESADE Business & Law School (SPA)
ESIC Business and Marketing School (SPA)
Institut Catholique de Paris (FRA)
Karlsruhe Institute of Technology (GER)
Universidad de Navarra (SPA)

Colombia

CESA (Colegio de Estudios Superiores de Administración)
EAFIT
EMMAT (Escuela de música, medios, arte y tecnología)
La Colegiatura Universidad CES
Pontificia Universidad Javeriana
Universidad de la Sabana
Universidad de Los Andes
Universidad del Norte
Universidad del Rosario
Universidad Pontificia Bolivariana

University Acceptances

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Graduate Career Choices

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Strategic Plan

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Standards-Based Grading Calificaciones Basadas en Estándares (SBG)

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Student Information System (SIS)

Sistema de Información Estudiantil

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Student Information System (SIS)

Standard

Assignments that are assessing this standard

Mastery Level

(as time progresses)

How does Alma show student progress towards mastery of the standards?

¿Cómo muestra Alma el progreso de los alumnos hacia el dominio de las normas?

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Alma SBG Report Card - Academics

Subject

Strand

Mastery Level

(at time of report)

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Alma SBG Report Card - Values

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Reshaping Professional Development

Lead teachers identify the needs and strengths of our staff members in light of the schools goals and objectives

Based upon the areas of need and the in house experts that can present, PD sessions are designed. Teachers can choose which sessions to attend.

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Social-Emotional Learning

Aprendizaje Socio-Emocional

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What is Social-Emotional Learning?

¿Qué es el Aprendizaje Socio-Emocional?

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REACHES

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Positive Discipline

Disciplina Positiva

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Positive Discipline Certifications

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Positive Discipline

Parent Trainings

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7 Mindsets

7 Mentalidades

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Digital Citizenship

Ciudadanía Digital

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We Are COJOWA

Somos COJOWA

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Parent Involvement

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Escuela de Padres

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Student Clubs

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Preschool Flag Ceremonies

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Elementary Flag Ceremonies

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MS/HS Student Events

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COJOWA Celebrations

Celebraciones COJOWA

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COJOWA Celebrations

Celebraciones COJOWA

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COJOWA Celebrations

Celebraciones COJOWA

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COJOWA Celebrations

Celebraciones COJOWA

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Eagles Activities

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EMPOWER INNOVATIVE THINKERS

OBJECTIVES:

Collaboratively design solutions to real-world problems

Communicate ideas creatively to an authentic audience

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Project-Based Learning (PBL)

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Professional Development

Somos afortunados de tener una gran cantidad de nuestro staff con experiencia en la enseñanza de PBL, así que el cambio a PBL fue bastante fluido. Trabajamos con las organizaciones que mostramos aquí para asegurarnos de que el 100% de nuestros docentes recibiera entrenamiento en PBL. Para apoyar la implementación, todos los profesores de COJOWA se inscribieron en el programa de PBL de la Universidad de Texas.

We are fortunate to have many staff with experience teaching PBL, so the shift to PBL was quite smooth. We worked with the organizations listed here to ensure 100% of our faculty are trained in PBL. To support implementation, all COJOWA teachers were enrolled in a PBL program at the University of Texas. To continue growing, we proactively recruit teachers with this pedagogical expertise as well as sections with PBL lead teachers helping to guide our professional learning.

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7 Project Design Elements

All of our PBL projects can be broken down into these 7 project design elements

We begin with a A Challenging and meaningful problem to be solved or a question to answer, at the appropriate level. Students then engage in a rigorous, extended process of posing questions, finding resources, and applying information in sustained inquiry. Here at COJOWA, it is critical that the project involves real-world context, tasks and tools, standards while ideally connecting to students’ concerns, interests, and issues in the their lives. Students make some decisions about the project, including how they work and what they create, and express their own ideas in their own voice. Throughout the process, students and teachers reflect on the learning, the effectiveness of their inquiry and project activities, the quality of student work, and obstacles that arise and strategies for overcoming them. Students give, receive, and apply feedback to improve their process and products. And finally, students make their project work public by sharing it with and explaining or presenting it to people beyond the classroom.

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PBL Spotlight: Preschool

¿Cómo podemos conocer y cuidar las aves cartageneras?

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PBL Spotlight: Elementary School

How can we create solutions to a problem and educate others in our community of Cartagena?

Photo Collage: Artifacts of Process or Product

In 3rd Grade, students asked the question “How can we create solutions to a problem and educate others in our community of Cartagena?

Students chose a problem in Cartagena that they wanted to help solve to help people in the community.

They brainstormed solutions in groups to problems such as flooding, stray dogs, and trash pollution. The project gave them the opportunity to dive deeper into climate change, animal treatment, and also allowed them to work with their friends and family.

Students filmed their interviews and took pictures in the community after seeing that they were capable of making a difference! The third graders collaborated in designing a video that documents the work of all students across the grade to be shared with a wider audience beyond the classroom.

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PBL Spotlight: Middle School

What causes urban migration and how does it impact society?

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PBL Spotlight: High School

How can we harness the power of biochemistry to make our world a better place?

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STEAM Week

https://steamweek2021.cojowa.edu.co/welcome

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Service Learning

Our COJOWA eagles

Build a better tomorrow

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CJW Social Commitment

Service Learning will join a variety of social transformation efforts that we have been developing from COJOWA.

Since 2014 we have our own non profit organization: Fundacion COJOWA. Through Fundación COJOWA parents, students and staff work together to contribute to the development of nearby and underprivileged communities through education, recreation and sports programs.

In addition to Foundación, at COJOWA we also have student clubs working with a strong social service focus, such as NHS, Interact and Sustainability Club.

The goals and programs of Fundación, the student groups and Service Learning coincide in many aspects. They join together in many projects, but we want to align them even more, to strengthen them and involve in their processes more and more members of our community

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Community Engagement Coordinator

Fundación COJOWA

COJOWA Alumni

Service Learning

New Community Members

We are COJOWA

Parent Involvement

U.S. Embassy Families

Community events

Para apoyar nuestro plan estratégico, estamos cambiando el rol de Director de la Fundación COJOWA a un nuevo cargo llamado “Community Engagement Coordinator”. Este rol apoyará la implementación del programa de Service Learning, incrementará la participación e involucramiento de nuestra comunidad, fortalecerá nuestra Organización de Exalumnos, le brindará la bienvenida a los nuevos miembros a nuestra comunidad, y continuará construyendo el sentido de pertenencia para todos en nuestra comunidad COJOWA.

To support our strategic plan, we are rebranding the role of the Director of the Fundación COJOWA into a new position titled “Community Engagement Coordinator.” This role will support the implementation of Service Learning, increase Community Engagement, strengthen our Alumni Organization, welcome new members into our community, and continue to build a sense of belonging for everyone is our COJOWA community.

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Inspire Citizens - Taking action on SDGs

Guided by the UN SDGs and Targets, students can better understand how to take relevant action in tandem with others: governments, businesses, civil society and the general public to work together to build a better future for everyone.

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Service Learning Model

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CJW Service Learning Program

School-Wide Projects

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Balanced Scorecard

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Staff Self-Assessment

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Standard 2.1
Learners have equitable opportunities to develop skills and achieve the content and learning priorities established by the institution.

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Initiate Improve Impact

Cognia se centra en el proceso de mejora continua. Las rúbricas utilizadas se dividen en las siguientes 5 categorías: comenzando con la participación de la comunidad, luego la implementación de iniciativas, la medición de resultados, la demostración de un impacto sostenible y, en la parte superior, la integración a la cultura del colegio. Para cada estándar, hay un concepto clave que encaja en cada una de estas categorías.

Cognia focuses on the process of continuous improvement. The rubrics they use are divided into the following 5 categories: Starting with Engaging the community, then Implementing initiatives, Measuring Results, Showing Sustainable impact, and at the top is Embeddedness into the school’s culture. For each standard, there is one key concept that fits into each of these categories.

Embeddedness

Engagement= involucramiento

Sostenibilidad

Embeddedness- Arraigado en la cultura

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Engagement Key Concept: Personalized and equitable learning opportunities are provided for all learners to develop skills and achieve content and learning priorities
Engagement Rubric
The level of involvement and frequency stakeholders are engaged in the desired practices, processes, or programs.
1	2	3	4
Few stakeholders (< 25%) are involved in support of the desired practice or program.	Some stakeholders (25%) are frequently involved in support of the desired practice or program.	Many stakeholders (50%) are frequently involved in support of the desired practice or program.	Most stakeholders (75%) are frequently involved in support of the desired practice or program.

Rating:

Key Evidence

Ahora que ya han examinado algunas ideas en busca de evidencias, es hora de evaluar este concepto clave utilizando la rúbrica. Cada miembro del grupo marcará su propia calificación en la rúbrica. Habrá un facilitador del equipo de liderazgo con cada grupo para ayudar a guiar este proceso. Los miembros del grupo pueden discutir juntos sus pensamientos sobre este concepto clave. Las conversaciones que tengan lugar serán una parte importante del proceso. Después de revisar la posible evidencia, apunten dos evidencias que su grupo considere esenciales para este concepto clave. El último paso es apuntar la calificación que su grupo determinó para este concepto clave.

Now that you have examined some ideas for evidence, it’s time to evaluate this key concept using the rubric. Each member of the group will mark their own self-evaluation on the rubric. There will be a facilitator from the leadership team with each group to help guide this process. The group members can discuss their thinking together about this key concept. The conversations that take place are an important part of the process. After reviewing the possible evidence, jot down two pieces of evidence that your group considers to be essential to this key concept. The last step is to record the rating your group determined for this key concept.

Stakeholders- publicos

Rating- calificación

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Engagement Key Concept: Personalized and equitable learning opportunities are provided for all learners to develop skills and achieve content and learning priorities
Evidence:
Individualized instruction with online learning platforms: (Zearn, Reflex, IXL, Pearson, Newsela, Epic, RAZKids, GoFormative, PearDeck, FlipGrid)
Office Hours
Differentiated Small Group instruction
Learning Center differentiation support

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Website Link

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Thank you!

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Standards of Quality

Peer Review Process

Promotes Accountability

Network for Idea Sharing

Continuous Process of Self-Assessment

Credit Transfer

Supports Long-Range Strategic Planning

Annual Conferences & Training

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2010- 2020

10 Years of Innovation

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2010- 2020

10 Years of Innovation

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Historical Population Trends

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Annual Report

Please scan the QR code above to view/download the 2020 Annual Report

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Strategic Plan Video

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What is Social-Emotional Learning?

¿Qué es el Aprendizaje Socio-Emocional?

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Nuestra Visión

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Iniciativas con Propósito
Proyectos interdisciplinarios K - 12 (PBL) + Alianzas Fundaciones
Fundación COJOWA
Proyectos liderados por estudiantes
Organizaciones estudiantiles

El aprendizaje para el Servicio permite fusionar el compromiso social con el aprendizaje de conocimientos, habilidades del S. XXI, actitudes y valores.

Lo anterior resulta en la formación de agentes de cambio que contribuyen a la transformación del mundo desde las perspectivas: local, nacional y global.