Annual Report 11-12 - Colegio Panamericano

Annual 

Report 

11-12

Vision & 

Purpose 

Vision 

We envision our graduates as socially responsible, adaptable, life-long learners and 

leaders capable of passionately pursuing their dreams. 

Purpose 

Colegio Panamericano is a progressive, non-profit educational community with a global 

perspective offering both Colombian and U.S. diplomas. Our rigorous curriculum and 

exemplary faculty empower students to develop their intellectual, physical, and ethical 

potentials in preparation for a quality university education and a successful life. 

01 01 

Annual Report 11-12

Belief 

Statements 

Social Responsibility 

Students develop social responsibility by addressing social inequalities, modeling civic 

behavior, and demonstrating environmental stewardship. 

Adaptability 

By embracing diversity and creativity, students become independent, resilient and 

tolerant of ambiguity in a world of change. 

Life-Long Learning 

A student-centered environment focused on individual strengths and needs facilitates 

the continuous growth of curious, self-directed learners with a desire to be challenged. 

Leadership 

Empowering students to serve their school and communities fosters youth leadership. 

Students become positive agents of change when given meaningful opportunities to 

challenge themselves, motivate others, take risks, and collaboratively solve problems. 

Passionate Pursuit of Dreams 

A holistic educational environment supports the development of individual talents, 

encourages perseverance and inspires the fulfillment of goals. 

0102 


Board 

of Trustees 

Jorge Luis Vesga Moreno (President), Alexandra Zafra, Rocío del Pilar Díaz Lizarazo, 

Dr. Javier Noriega Rangel, Dr. Julián Hernando Rodríguez, Oswaldo Pacheco, Henry 

Orlando Lòpez, Maria Teresa Prada, Dr. Ludwing Delgado Centeno, Carlos Ortegon, 

Luis Fernando Blanco, Carlos E. Vecino, Ariel Gómez, Dr. Yessid Torres 

0103 


Administrative 

Team 

Head of School: 

Business Manager: 

Kindergarten Principal: 

Elementary Principal: 

Middle/High Principal: 

Student Services Coordinator: 

Dean of Students: 

Steven Desroches 

Maria Teresa Orejarena 

Angela Guarnizo 

Zeb Johnson 

Brian Hartman 

Janeth Plata 

Blanca Gutierrez 

0104 


Table of 

Contents 

From the Board President 

From the Head of School 

Demographics 

Kindergarten (K2-K5) 

Bright Beginnings 

Elementary School (G1-G5) 

Coming Together as a Community of Learners 

Middle School (G6-G8) 

An Engaging Program for the Middle Years 

High School (G9-G12) 

The Many Measurements of Success 

Student Services 

Connecting Learning... for Every Child 

Alumni Association 

Admissions and Communications 

College Admissions 

Pursuit of Dreams 

Students Progress 

Financial Report 

09 

11 

33 

37 

38 

50 

06 

07 

35 

22 

26 

29 

17 

0105 


From the 

President of 

the Board 

of Trustees 

Estimados Padres de Familia: 

Este año hemos concluido el proyecto mas importante de infraestructura realizado hasta la fecha por nuestra 

institución. Después de tres años de análisis, diseños y construcción, la nueva sección de preescolar es una 

realidad. Allí, donde todo empieza, en un área de 4500 m2 de salones, parques y zonas verdes, nuestros 

niños inician su formación integral basada en la filosofía educativa Reggio Emilia. Esta inversión, de un monto 

superior a los US$ 2,375,000 nos permitirá continuar con nuestra misión educativa. El Pax Nest, las facilidades 

administrativas y la ampliación y remodelación de el restaurante, así como la remodelación de los laboratorios 

de Física, Biología, y Ciencia de Middle School hicieron parte de las mejoras locativas entregadas en este 

periodo. 

Como Junta tuvimos la oportunidad de invitar al Dr. Clark Kirkpatrick, consultor internacional, para trabajar 

en un seminario-taller de formación para miembros de junta de colegios internacionales, avalados por 

SACS-AdvancEd. Esta experiencia nos permitirá continuar fortaleciendo la gestión de la Junta así como las 

relaciones con la comunidad y la dirección de nuestro colegio. Igualmente se ha continuado con el programa 

de formación para educadores, mediante el convenio con la Universidad de Alabama. 

Otro tópico importante de resaltar es el trabajo realizado, mediante comités, para la elaboración del manual 

de políticas de la junta directiva del colegio, este documento, que próximamente estará disponible para toda 

la comunidad, nos permite cumplir con las recomendaciones del equipo de certificación de SACS, así como 

servir de derrotero en la gestión de la Junta. 

El fortalecimiento de los diversos programas atléticos y deportivos, así como la puesta en marcha de la política 

Growing Without Fear (Creciendo Sin Miedo) son puntos importantes para resaltar en este periodo escolar. 

La revisión y actualización del plan estratégico fue otro punto importante desarrollado durante las sesiones 

mensuales de junta, vale la pena resaltar también la definición de los próximos proyectos de inversión, 

acordes al plan estratégico, que están programados para desarrollo el próximo periodo. 

Estamos seguros que nuestro colegio continuará creciendo, dará las herramientas a sus graduados para que 

persigan sus sueños con pasión y entregará a la sociedad individuos de bien comprometidos con la sociedad y 

su entorno. 

Atentamente, 

Jorge Luis Vesga Moreno 

Presidente 

0106 


From the 

Head 

of School 

Welcome to the 2011-12 Annual Report, a publication that celebrates the community of learners 

we know as Colegio Panamericano. This is the first written and published Annual Report in our 

school’s forty-eight year history. The purpose of the report is to highlight our successes and document 

progress made towards delivering on our vision of preparing graduates to be socially 

responsible, adaptable, life-long learners and leaders capable of passionately pursuing their 

dreams. 

The Annual Report to the community is designed to provide an overview of the school’s ongoing 

efforts to assure a quality educational program is being offered to all our students. Throughout the 

course of each year, we collect and analyze a wide variety of data to assess our progress in successfully 

serving our students in their journey of learning, growth, and development. This report seeks 

to provide fair, reliable and objective information about school performance measures and policies 

and ongoing efforts to attain quality in all aspects of our educational program. It provides an 

overview of our student demographics that highlights the diversity of our student community, an 

update on the financial health of Colegio Panamericano, and the variety of parent and school partnerships 

that are so important to sustaining a vibrant school community 

It is my hope that everyone will also use the Annual Report to look back at this past year with a firm 

sense of achievement and pride in the school and with the conviction that this year has been 

another step forward on the path toward reaching our maximum potential of being the best 

school possible for our children’s education and successful future. Although there is tremendous 

professional pride in the accomplishments represented in this report, there is also an abiding commitment 

to identify ways in which we can work to improve in 2012–13 and beyond. 

Sincerely, 

Steven Desroches 

Head of School 

0107 


Students by Grade Level 

Demographics 

Middle School 

Kindergarten 

High School Elementary 

Students by Country 

Our student population represents Colombia and eleven other Nations. 

0109 


Demographics 

Historical Enrollment 

Staff Qualifications 

100% of our classroom teachers, assistants, and band teachers are licensed and 

have a minimum qualification of a B.A. 

Colombian Staff 

Qualifications 

Leadership Team 


Overseas-Hired 


0110 


Kindergarten 


Inspirado en la filosofía Reggio Emilia y orientado por los valores de la visión Institucional, El Kindergarten 

del Colegio Panamericano ofrece a niños y niñas un entorno educativo que lo empodera hacia 

el aprendizaje continuo, la creatividad, la investigación, la expresión a través del arte, el desarrollo de 

habilidades sociales y del pensamiento crítico. 

Nuevas instalaciones 

En Agosto de 2011 nuevos espacios de expresión, aprendizaje y recreación, acogieron a niños y niñas 

del Kindergarten. El diseño, construcción y adecuación de cada lugar, estuvo inspirado en la filosofía 

y visión Institucional y con el objetivo primordial de convertir el ambiente en otro facilitador del 

proceso educativo. 

La infraestructura física actual cuenta con 6 aulas para los niveles de K2 y K3, cada una dotada con su 

baño; 4 aulas para K4 y K5, con un baño para niños y otro para niñas; Atelier, salón de luz, oficina de 

Consejería, comedor, oficinas administrativas, salón de música y tres áreas de juego: Plaza Reggio 

Emilia, playground para K2 y K3 y otro para K4 y K5. 



Kindergarten 


Kinder 2 - el inicio oportuno de la escolarización 

Acogemos a los niños(as) y a sus familias en un ambiente que estimula seguridad y confianza 

frente a los nuevos espacios y rutinas. Docentes y Psicóloga, apoyan la adaptación a diferentes 

procesos de estimulación al desarrollo psico-social, sensorial, motriz y cognitivo, de niños y 

niñas. 

Durante el año escolar 2011 -2012 se han fortalecido a nivel de contenido y calidad, 

programas del Kindergarten como el “Magic Bag del afecto, el “Magic Bag de la Nutrición” y el 

“Giving Tree” que involucra las familias en las experiencias Reggio Emilia. El trabajo interdisciplinario 

entre docentes, profesionales como la Nutricionista y la Psicóloga, ha permitido la 

estimulación de hábitos y rutinas adecuadas en la infancia, implementación de estrategias de 

prevención y afianciamiento del vínculo afectivo de los niños con su familia y su entorno 

escolar. 



Kindergarten 


Reggio Emilia 

Desarrollamos nuestra labor educativa inspirados en la filosofía Reggio Emilia, enfoque pedagógico 

que ha sido reconocido mundialmente. Es el caso de Howard Gardner, de la Universidad 

de Harvard, que se refiere a los centros de Reggio Emilia como “colegios donde las mentes, cuerpos 

y espíritus de los niños más pequeños son tratados con sobresaliente seriedad y respeto; y 

donde, al mismo tiempo, experimentan placer, diversión, belleza y aprendizaje duradero”. 

Anualmente se programan jornadas de desarrollo profesional para fortalecer la implementación 

de la filosofía: 

• Octubre de 2011: Camila Bretón - Atelierista y Angela Ayala – Coach de Inglés y docente de 

Inglés de Kinder 2 a Kinder 4, asisten al V Seminario Internacional sobre la 

Filosofía educativa de Reggio Emilia, organizado por la Red Solare Colombia. 

• Noviembre de 2011: Las 4 docentes titulares de K4 y K5 asistieron a 3 días de capacitación 

en el colegio Karl Parrish de Barranquilla, pioneros en Colombia en la 

Filosofía Reggio Emilia. 

• Abril de 2012: Jornada de desarrollo profesional para los colegios de la ALIANZA: “La edu 

cación en Preescolar”. Todo el equipo de Kindergarten del Colegio Panamericano 

participará en la conferencia sobre la filosofía Reggio Emilia, a cargo de 

la Pedagogista del “Nido” del Colegio Bolívar, de la ciudad de Cali. 



Kindergarten 


Atelier 

Atelier es una palabra francesa que reúne varias definiciones, es un lugar donde se cumplen labores 

tanto artísticas como artesanales; para la corriente Reggiana es el lugar donde los niños y niñas en 

edad preescolar dejan salir toda su creatividad para que de la mano de la Atelierista busquen respuestas 

a preguntas de investigación, soluciones a problemas, logren dar color a lo incoloro, vida a lo 

inerte, etc. 

Este año Camila Bretón, artista plástica y exalumna del Colegio, asumió el cargo de Atelierista con 

nuevos proyectos y experiencias que han enriquecido la sensibilidad artística y expresión creativa de 

los niños del Kindergarten. Entre sus metas está la de especializar el Atelier en el área del reciclaje, en 

la creación de arte y artesanía a partir de elementos reciclados, aspecto en el cual ya ha venido trabajando 

con la comunidad de la sección ya que es un tema vital para la filosofía Reggiana, pues 

considera que somos los adultos los encargados no solo de cuidar el medio ambiente, sino encargados 

también de enseñar cómo hacerlo. 

Programas de Espanol 

El programa de español en el Kindergarten tiene como base una propuesta 

pedagógica que tiene las siguientes características fundamentales: 

• El fortalecimiento de la lengua materna en los niveles de Kinder 2 y Kinder 3 con el fin de 

ampliar y reforzar sus habilidades comunicativas. 

• La función social y cultural de la lengua hablada y escrita. 

• Iniciación en la lectura y la escritura por medio de experiencias significativas para los niños. 

• Reconocimiento del ritmo individual de los niños en su proceso de aprendizaje y parte de sus vivencias 

y potencial, para motivarlos y desarrollar sus competencias en la lectoescritura. 

• Adaptación curricular de acuerdo al desarrollo evolutivo de los niños y a los requerimientos del 

sistema de educación bilingüe. 

14 


Kindergarten 


La metodología de enseñanza tiene como herramienta principal el programa Letras, creado 

por la empresa “Herramientas y gestión”, que nos visita dos veces al año para realizar actividades 

formativas para Padres de familia y docentes. 

Con el fin de tener un proceso de recolección formal de datos frente al desarrollo del lenguaje 

desde K2 hasta K5, se está realizando este año escolar, la aplicación de rejillas de evaluación de 

los siguientes componentes: Fonológico, Sintáctico – gramático y Semántico – Comprensivo. 

Programa de Ingles 

Kinder 2 y Kinder 3 

Los niños inician el proceso de sensibilización frente al segundo idioma. Las experiencias 

Reggio Emilia de cada aula son tenidas en cuenta para desarrollar los temas de clase y crear 

canciones, rimas, poemas e historias, que incrementan el vocabulario de los niños y los motivan 

a aprender el inglés por medio de sus intereses, exploraciones y experiencias. 

Kinder 4 

El programa bilingüe en K4 determina además de la enseñanza en inglés en áreas como 

Matemáticas y Ciencias, la introducción continua de vocabulario relacionado con comandos 

básicos, rutinas, experiencias Reggio Emilia y el uso de herramientas y recursos que fortalecen 

el inicio del desarrollo de habilidades fonéticas y de comprensión lectora de textos e imágenes, 

presentados en inglés. 

Para el segundo semestre se adquirió por primera vez en éste grado, la licencia para el uso de 

la herramienta tecnológica Raz-Kids, que permitirá el acceso de todos los niños a este importante 

recurso de apoyo al aprendizaje del inglés. 



Kindergarten 


Kinder 5 

En este nivel se da la inmersión al segundo idioma. Se profundiza en el contexto fonológico y 

se inicia el proceso lecto – escrito en inglés, afianzando también habilidades comprensivas y 

aumento de vocabulario. 

El programa bilingüe en K4 y en K5 inició hace 2 años, con resultados positivos que han evidenciado 

los docentes que reciben los niños en primer grado. Las habilidades comprensivas y 

expresivas en inglés de los estudiantes, han facilitado al llegar a Primaria adecuados procesos 

comunicativos con los docentes extranjeros y mayores logros en el aprendizaje del segundo 

idioma. 

Para contar con mayores herramientas de evaluación y mejoramiento del programa de Inglés, 

desde el año anterior se inició en K5 la aplicación de la batería KTEA-II (Kaufman Test of Educational 

Achievement). Este año se realizará una prueba piloto en Kinder 4 y se aplicará a todos los 

estudiantes de K5 para continuar un proceso de análisis de datos que permita el mejoramiento 

continuo de la enseñanza en esta área. 

Las herramientas pedagógicas que apoyan el programa de Inglés en Kindergarten son los 

programas: On our way to English, Raz-Kids, Daily 5 y CAFE. 



Elementary School 

Coming Together as a 

Community of Learners 

The Elementary section provides students from Grade 1 to Grade 5 the opportunity to continue 

to develop strong academic proficiency, positive social interactions, self-confidence, and independence. 

A Year of Growth 

Balanced Literacy 

Student language abilities in English and Spanish are evaluated through a variety of internal and 

external measures, and the results are used by teachers to work with students individually or in 

small groups on specific skills and strategies. 

Teachers use level-specific books to guide students in their acquisition of reading comprehension 

skills and attitudes. Through programs such as CAFE, Readers´ Workshop, and a Home Reading 

Program, students are given daily opportunities to practice and strengthen their reading skills and 

attitudes. 

Programs such as Daily 5, Writers´ Workshops, Daily Language Instruction, and 6+1 Traits of Writing 

provide students with the structure and practice they need to become careful and capable authors. 

Through whole-class, small group, and individual instruction, special attention is paid to each 

writer´s craft, word choice, fluency and mechanics. 

Everyday Math 

The Everyday Math program is structured to give students multiple opportunities each year to be 

exposed to developmentally-appropriate Math skills and knowledge, connected to real world 

situations. The program employs differentiated activities, projects, and games that challenge 

students at varying levels and continuously revisit ideas. The Everyday Math Online site and apps 

provide additional opportunities to practice and play with new Math concepts, ensuring student 

motivation and understanding. 






VYDA 

Elementary parents are encouraged to be 

involved in their children´s education. 

Through the VYDA program, parent volunteers 

work in teams to prepare and deliver 

classes related to values and ethics, and 

aligned directly with other school and 

section-wide values campaigns. Through a 

VYDA blog, all Elementary families have the 

opportunity to review and reflect on the 

goals and values of each class. 

Destination ImagiNation 

Through the Destination ImagiNation (DI) 

program, students are empowered to 

become creative thinkers and communicators, 

capable of working collaboratively to 

solve problems, and with the confidence to 

present their solutions to an audience. Students 

may be introduced to the strategies 

and challenges of DI through Upper Elementary 

electives, or may work weekly as a team 

throughout the year with the chance to take 

part in the National DI Tournament, possibly 

advancing to participate in the Global Finals 

in Tennessee. 






Electives 

Students are prepared for future 

grade levels by programs which 

strengthening their adaptability, 

independence and the passionate 

pursuit of their dreams. One 

example for students in grades 3-5 

is the opportunity to select a 

weekly elective class to take during 

one quarter of the school year. The 

electives offered cover a range of 

options offered by teachers and 

parents, including topics such as 

Musical Inspiration, Drama, 

Cartooning, Chess, and Yoga. 

Technological Connections 

In addition to solid literary, mathematical, analytical and 

communicative skills, the key tools of the 21st century will 

undoubtedly be technological. Elementary teachers 

employ resources such as video beams, document cameras, 

classroom computers and iPads to enrich instruction 

and increase student motivation and understanding. In 

their homes, students use on-line resources such as RAZ- 

Kids and IXL which adapt to fit each student´s specific 

needs and abilities, providing important practice at a 

productive level for each student. Parents have also 

benefited from the increased use of technology; a high 

percentage of families now use PowerSchool on a regular 

basis to access student progress information, as well as 

using teacher emails and blogs to remain well-informed 

regarding assignments and activities. 






Next Steps for Elementary 

In August, 2012, the Elementary Section will begin a new 3-year school improvement plan; however 

preparations for implementing the plan have already begun. As part of the plan, and in line with a 

major movement in US education, as of the coming school year English instruction will be guided by 

the Common Core standards. The new set of standards will better prepare students academically, and 

at the same time allow for greater collaboration within and outside of Colombia, as well as access to a 

greater number of digital, print and manipulative materials focused specifically on the new standards. 

Technology will continue to be another major area of focus in 2012. Greater use of resources such as 

iPads and clickers will continue to individualize student instruction, evaluation, and feedback. 

Students will also continue to develop 21st Century skills using online tools such as blogs, wikis, apps, 

and other elements of virtual learning. 

With the completion of new Preschool classrooms, the Elementary Section has also been permitted 

to grow. Elementary students will increasingly use the ES Science Lab for performing experiments 

and observing scientific phenomena, just as teachers will have more direct access to teaching materials 

in the new Teachers´ Resource Room. 

20 





The ultimate goal of all members of the Elementary team is to provide students with the key 

experiences necessary to prepare them for success in Middle School and beyond. Our caring, 

collaborative community works hard to give every child in the Elementary Section the support, 

care, challenges, and direction they need. 



Middle School 

An Engaging Program 

for the Middle Years 

The Middle School provides students from Grade 6 to Grade 8 the opportunity to develop 

higher order academic skills and concepts, participate in positive outreach experiences, and 

ready themselves for High School 

New Building, New Community 

The most significant development in Middle School was 

the inauguration of a new building and courtyard. In 

addition to providing more classroom space for Middle 

School-specific academic programming, the new building 

and courtyard have created a greater sense of 

community, allowing for more opportunities to socialize, 

engage in field games and sports during breaks, 

and organize co-curricular activities at an appropriate 

developmental level. Four years after the Middle School 

was founded, this new space has ensured for the 

continued development of this division’s self-identity. 

Scheduling 

To better prepare for High 

School, the Middle School 

implemented individualized 

academic scheduling for Grade 7 

and Grade 8. The benefits of this 

scheduling format include 

heterogeneous integration of 

student groups across subjects 

and preparation for Pre-AP and 

AP course selection in High 

School. All Middle School 

students still enjoy the support 

provided by counselors and 

homeroom teachers in a weekly 

Advisory period with their formal 

homeroom group. 



Middle School 



Literacy 

To advance the development of greater 

proficiency in reading comprehension as 

well as the identification of specific 

improvement areas in reading, the English 

Department has emphasized the use of a 

computerized literacy tool, eLearn Daily. 

This tool has formed the cornerstone of the 

Middle School Home Reading Program. 

Binationals 

This year marked the first time our Athletic 

Department sent a multiple-team delegation 

to the Middle School Binational Games 

in Bogota, building on success of hosting 

the games at Colegio Panamericano a year 

earlier. Led by our Athletic Director and 

three specialized coaches, twenty-nine 

student-athletes competed in boys’ soccer, 

girls’ volleyball, and girls’ basketball. 



Middle School 



Technology 

All new Middle School 

classrooms are now 

outfitted with mounted 

state-of-the-art audiovideo 

projectors. Teacher 

and students alike take 

advantage of these technological 

tools in the 

delivery of enhanced 

instructional methodologies 

and innovative 

assessments. 

Classroom without 

walls 

Our experiential-learning 

field trips continued with 

high levels of participation 

at the Middle School level. 

Organized exclusively by 

independent outdoor 

education professionals, 

these ventures promote 

components of our Vision, 

such as leadership skills, 

life-long learning, and 

adaptability. 

Next Steps for MS 

Looking toward the future, the 

High School team will continue 

its progress toward goals identified 

in the MS/HS School 

Improvement Plan 2009-2013, 

including the increased application 

of innovative technologies 

such as software, Internet 

resources, and tablet computing. 



High School 

The Many Measurements 

of Success 

The High School provides students from Grade 9 to Grade 12 the opportunity to master 

higher order academic skills and concepts while preparing for a successful life in university 

and beyond. 

Advanced Placement 

The AP Program continued its expansion in the upper levels of the High School with 

diverse course offerings from AP World History to AP Studio Art. New AP classes in 2011- 

2012 included AP Spanish Language on campus as well as hundreds of additional options 

via our Online Learning Program. For the first time ever the High School offered Pre-AP 

courses for Grade 9 students in math, Spanish, and Social Studies. Total AP enrollment 

reached 113 in 2011-2012, a 98% increase from the previous year, and total Pre-AP enrollment 

at 105, a 40% increase from 2011-2012. Even with this record growth, the High 

School team remains confident that AP Exam outcomes will continue to reflect a high level 

of success. The AP Exam passage rate has exceeded 70% in each of the last three years. 

26 


High School 


of Success 

Online Learning 

We believe that students should be 

able to pursue coursework that reflects 

their personal interests in addition to 

satisfying the requirements for their 

U.S. and Colombian diplomas. Students 

can choose from a selection of online 

classes to individualize their academic 

schedules. In only its second year of 

existence, the Online Learning Program 

witnessed 29 total enrollments in 12 

different classes, ranging from AP 

Macroeconomics and AP Biology to 

Introduction to Entrepreneurship and 

German I to Anthropology and AP 

Psychology. 

Facilities 

The most notable advancement in 

facilities came in the physical separation 

of the High School from the Middle 

School in August 2011. All High School 

classes and activities are now contained 

on the second floor of the MS/HS wing, 

a layout that provides lasting pedagogical 

and co-curricular benefits to both 

school divisions. In addition, a significant 

capital investment in our science 

infrastructure permitted the inauguration 

of a new High School physics 

laboratory. Finally, we opened a new 

Online Learning Room dedicated 

exclusively to students completing 

coursework in our Online Learning 

Program. 

Next Steps for HS 

Looking toward the future, the High School team will continue its progress toward goals 

identified in the MS/HS School Improvement Plan 2009-2013, including the increased 

application of innovative technologies such as software, Internet resources, and tablet 

computing. 



High School 


of Success 

University Preparation 

For the second straight year we teamed with another local school to host the University 

Fair of Bucaramanga with representatives hailing from most major universities in Bogota 

and Medellin. In a new development for our Professional Orientation Program, we 

hosted an International University Fair on our campus for the first time ever. Colleges 

and universities from the U.S., Canada, the United Kingdom, and Europe shared information 

with our students. Students interested in attending universities at the national and 

international level may take advantage of individualized college counseling support. The 

Senior Project once again formed the capstone educational experience for our graduates. 

During the Project, Grade 12 students research a professional field of interest before 

completing a two-week internship at a local company of their choice under the guidance 

of a Professional Sponsor and Teacher Advisor. 



Student 

Services 

The Student Services Department through professional counselors, therapists, support 

teachers and a school nurse continues promoting an inclusive community that has evolved 

to meet the changing needs of its members. New facilities such as the new infirmary, the 

new occupational therapy room, a new satellite L.C. room to serve MS/HS students, having 

each counselor´s office closer to each section and offering more support from the speech 

therapist and the occupational therapist in the class setting, contribute to address the physical, 

emotional, and social, growth of our students. 



Student 

Services 

Counseling 

A reorganization and restructuring process was initiated to review the role and functions of counselors. 

They continue to be key players in all areas that address the emotional and social well 

being of our students. 

The Counseling Department has created more opportunities for reflection on topics related to 

parenting and personal growth for our students. “Educando en momentos de crisis”, “¿Cómo 

desarrollamos hábitos de estudio en nuestros hijos según el estilo de aprendizaje de nuestros 

estudiantes”, “Desarrollo de habilidades sociales, “Taller de alimentación: Un momento delicioso”, 

“Depender o ser feliz”, “Estrategias de afrontamiento para el bullying en el ámbito escolar”, are 

samples of the continuous commitment to support parents with effective strategies for helping 

children establish appropriate social interactions, develop acceptance, demonstrate respect for 

differences, and life-long problem-solving skills. 

VYDA 

(Valores y Desarrollo de 

Auto-Estima) 

This group of parent 

volunteers has incorporated 

elements of Growing 

without Fear to develop 

and promote activities to 

continue strengthening 

student self-esteem and 

promoting a safe environment. 

Growing without 

Fear (GWF) 

GWF continues being an 

important component as it 

promotes and empowers 

values such as: Tolerance, 

sense of community, inclusion, 

courage, empathy, 

solidarity, determination 

and cooperation among our 

students. The organization 

of GWF Awareness Week by 

its committee also has 

added an additional time to 

reflect as a unity on the 

importance of a safe school 

climate in all sections. 

Healthy Living 

A professional nurse and 

nutritionist have been 

working together with the 

Athletic Department to 

coordinate strategies and 

actions to promote a 

healthy school environment. 

This year´s focus has 

been to strengthen the 

educational process by 

improving healthy lifestyles 

and general knowledge of 

health on the importance of 

a safe school climate in all 

sections. 

0130 


Student 

Services 

Social Outreach 

• PADRINOS PROGRAM has been redefined offering a greater variety of institutions for high 

school students to continue interacting, learning, understanding, and supporting individuals 

and social communities such as Fundación Colombo Alemana, Fundación Guanela and 

Fundación Colombo Alemana. 

• COMMUNITY OUTREACH AND SERVICE EXPERIENCE (COSE) has started pedagogical and 

service activities with a group of successful high school students supporting younger students 

to increase study skills. 

• SCHOOL WIDE VALUES PROGRAM develops social responsibility through lessons and experiences 

to prepare students to make responsible ethical and moral decisions in an ever-changing 

world. Institutions such as Instituto Club Union, Asopormen, Colegio Juan Pablo II de San Rafael 

de Lebrija, Colegio Santa Teresita de Girardota, Aldeas SOS, Hogar San Francisco de Piedecuesta 

are examples of places supported by the school community. 

0131 


Student 

Services 

Drug and Alcohol Prevention Program 

Emphasis has been given to the development of skills among students to translate their 

motivation into effective resistance regarding the prevention of drugs and alcohol use. Inviting 

external professionals such as Dr. Augusto Pérez to talk to parents in order to develop a 

closer partnership with them on these issues has also been an important contribution to the 

goals of this program. 

Learning Center 

• INDIVIDUALIZED EDUCATIONAL PLANS 

• The school continues developing Individualized Educational Plans (IEP´s), aimed not only 

at addressing particular educational needs which have been diagnosed by a specialist, but 

by also addressing Spanish or English performance levels as barriers to perform according to 

grade level expectations. 

• PREVENTION PROGRAM: KEYS TO SUCCEED 

KTS (K3-2°) has expanded to four components: Club de Letras y Mundos, Body and Mind, 

English is Fun and Dap to continue enriching and strengthening essential skills for students 

to perform in the areas of Spanish, Math, English and psychomotor development. 

• THERAPEUTIC SUPPORT 

As part of an interdisciplinary team, speech therapy and occupational therapy services are 

providing more group interventions to address not only learning difficulties, but also maturational, 

adaptation and educational dimensions. 

• STUDY GROUPS 

Resource teachers support student learning under a collaborative approach and 

co-teaching methodology by designing lessons to address individual needs and grade 

level academic standards. 

32 


Alumni 

Association 

Alumni Association 

La asociación busca reunir a todos los exalumnos de nuestro colegio para fomentar vínculos 

de amistad además de promover y coordinar diferentes actividades que afiancen el sentido 

de pertenencia a nuestra institución. 

Entre ellas se encuentran: 

• Campañas culturales y cívicas entre los exalumnos y los estudiantes. 

• Estimular la solidaridad en favor de los miembros de la comunidad. 

• Colaborar con los eventos institucionales y los servicios estudiantiles como: 

conferencias impartidas por egresados para ofrecer orientación al momento 

de elegir una carrera. 

• Difundir las actividades de los egresados que han alcanzado algún cargo o 

reconocimiento notable, entre otros. 

0133 


Alumni 

Association 

Dentro de las actividades que viene realizando la asociación tenemos: 

1. Base de datos: Es una tarea permanente en la cual estamos involucrados todos. Hemos 

recopilado información existente en el colegio, datos compartidos por compañeros, información 

del Facebook, entre otros. 

2. Bits and Pieces: En este comunicado semanal compartimos experiencias de nuestros 

exalumnos, promovemos eventos y publicamos visitas e información sobre la ubicación 

actual de quienes regresan al colegio. 

3. En marzo de 2010 se realizó la primera reunión para iniciar la constitución de la Asociación 

de Exalumnos. Al evento nos acompañaron quienes ahora son además padres de familia 

panamericanos. 

4. Evento en el Día de la Calle de Honor: En junio nos reunimos con la Clase 2011 para hacer 

entrega por primera vez del pin de exalumnos e invitarlos a unirse a la asociación. 

5. En diciembre 14 de 2011 realizamos el Primer Encuentro de Exalumnos en el Colegio 

Panamericano. Al evento nos acompañaron 33 exalumnos de diferentes promociones, 

reconocimos a quienes cumplían 5,10, 15, 20, 25, 30, 35 y 40 años. 

6. En marzo 22 de 2012 se realizó un Re-encuentro en Bogotá convocando a todos los 

exalumnos que viven en esa ciudad" 

0134 


Admissions and 

Communications 

Las actividades relacionadas a continuación fueron diseñadas con el objetivo de fortalecer y 

dinamizar el departamento de comunicaciones. 

OFICINA: Teniendo en cuenta que la oficina de Admisiones y comunicaciones es la puerta de 

entrada al Colegio Panamericano, uno de los objetivos más importantes en este último año fue 

contar con un espacio especialmente adecuado, en el nuevo edificio administrativo. Este lugar 

fue dotado con un nuevo mobiliario, confortable y dinámico de acuerdo a la imagen de bienestar 

y confort que el colegio quiere proyectar a los padres. 

0135 


Admissions and 

Communications 

BROCHURE: Este material es la mejor carta de presentación en una empresa y una importante 

herramienta de marketing para promover los servicios que el colegio ofrece. El brochure será el 

Colegio Panamericano ingresando en la casa de los potenciales clientes. Para proyectar nuestra 

mejor imagen se recolectó la información más relevante sobre cada sección, incluyendo todo lo 

que la visión del colegio encierra unido a esto se seleccionaron imágenes que hablan por si solas 

de las ventajas de pertenecer a este plantel educativo. Vale la pena resaltar la colaboración recibida 

durante este proceso por parte de Advise. 

VIDEO INSTITUCIONAL: El objetivo al elaborar este material era condensar en un breve espacio de 

tiempo los conceptos de visión y valores del colegio apoyándonos en el que quizás, sería el medio 

de mayor impacto; en él quedaron plasmados todos los cambios que el colegio ha tenido en los 

últimos años. Este audiovisual permite además comunicar y fortalecer la imagen de nuestra institución. 

Un maravilloso trabajo realizado por la empresa Dominio Digital. 

FORMATO DE INSCRIPCIÓN: Este documento permite tener una información preliminar tanto del 

estudiante que está aplicando para ingresar al colegio, como de sus padres. Por esta razón se 

consideró de vital importancia rediseñar este formato, e incluir preguntas que permitan tener 

mayor claridad y seguridad en el momento de tomar la decisión de admitir a un nuevo alumno. El 

solo hecho de consignar y formalizar la inscripción, se considera una aceptación por parte del aspirante, 

de todas las condiciones y requisitos contemplados en este formato. Este nuevo documento 

fue elaborado por Advise. 

FOLLETO DE OPORTUNIDADES DE PARTICIPACIÓN DE PADRES DE FAMILIA: Este es un nuevo 

producto y con él se pretende dar a conocer a la comunidad panamericana y aspirantes a 

pertenecer a ella, todas las actividades y programas en los cuales los padres de familia podrán 

participar activamente. 

0136 


College 

Admissions 

Pursuit of Dreams 

University Acceptances 

Class of 2011 

Andrews University 

Berklee College of Music 

Carleton University 

Drexel University 

Frankfurt School of Finance and Management 

Johns Hopkins University 

University of Chicago 

University of Michigan 

University of Waterloo 

University of Wyoming 

Wichita State University 

CESA 

EAFIT 

Universidad Autónoma de Bucaramanga 

Universidad de la Sabana 

Universidad de los Andes 

Universidad del Rosario 

Universidad El Bosque 

Universidad Externado de Colombia 

Universidad Industrial de Santander 

Universidad Javeriana 

Universidad Nacional 

Universidad Pontificia Bolivariana 

0137 


Student 

Progress 

At Colegio Panamericano we believe that student learning and growth is our greatest priority. 

Our students continue to demonstrate strong results over the last four years as evidenced by an 

array of external and internal assessments. 

Historical SAT 

Writing Average 

SAT Results 


Reading Average 


MATH Average 

G10 PSAT Results 

0138 


Student 

Progress 

AP & Pre-AP Results 

Historical Enrollment Pre-AP / AP / Online Courses 

AP Scores -May 2011 

0139 


Student 

Progress 

ICFES Results 

Historical ICFES - 8 - Subject Average 

Historical ICFES - Math 

Historical ICFES - Spanish 

40 


Student 

Progress 

Historical ICFES - Sociales 

Historical ICFES - Physics 

Historical ICFES - Chemistry 

Historical ICFES - Biology 

0141 


Student 

Progress 

Historical ICFES - Philosophy 

Historical ICFES - English 

Percentage of Senior Class 

Accepted to 1st & 2nd Choice University 

0142 


Student 

Progress 

MAP 

The Measure of Academic Progress (MAP) tests allow for comparison with international 

norms. MAP tests are taken by about 6 million students across the US and around the 

world. Although English is the first language of the great majority of students taking 

MAP tests, data from the Elementary Section demonstrates a positive trend in which we 

are approaching the international mean in all 3 testing areas. 

Colegio Panamericano vs NWEA RIT 

Reading Mean Difference 

0143 


Student 

Progress 


LanguageUsage Difference 


Math Mean Difference 

0144 


Student 

Progress 

Middle School MAP Math by Cohort 

Middle School MAP Reading by Cohort 

Middle School MAP Language Usage by Cohort 

0145 


Student 

Progress 

DRA2 

Another powerful evaluation tool which has started to be used to facilitate level-specific 

instruction is the Developmental Reading Assessment 2 (DRA2) reading comprehension 

assessment. The DRA2 is used around the world to identify student attitudes, fluency, 

and comprehension levels. The following pie charts represent student DRA2 scores at 

the beginning of the 2011-12 school year. 

Grade 1 English 

Grade 1 Spanish 



0146 


Student 

Progress 







47 


Student 

Progress 

IXL 

In school and at home, students use differentiated instructional and evaluative tools to 

help them reach their own personal goal. The IXL page allows students to practice new 

skills and concepts until they demonstrate mastery. Progress is personalized in a way 

which allows for virtually limitless growth. 

0148 


Student 

Progress 

Elementary Stars 

In addition to external assessment and instructional programs, many school-based 

programs encourage students to achieve their personal best. The Elementary Stars 

program recognizes high-achieving students, and gives them the responsibility of 

supporting a classmate during the following academic term. 

Elementary Star = 90% or greater in all subjects, with the exception of a score of 80%- 

89% in one subject 

Elementary Superstar = 90% or greater in all subjects 

0149 


Informe 

Financiero 

Informe Financiero 

Durante el año académico 2011-2012, el Colegio Panamericano mantuvo un manejo eficiente 

de sus recursos económicos, buscando mejorar su flujo de caja decide ampliar los 

plazos de los créditos adquiridos para la finalización de la Inversión en infraestructura del 

colegio pasando de créditos de Tesorería a créditos a mediano plazo. 

En cuanto a su estado de resultados el excedente presentado en el año 2011 presenta un 

incremento porcentual del 3,71%; la mayor variación se presenta en los ingresos no operacionales 

en una disminución del 24,57% respecto al 2010, que se presenta por la reclasificación 

del material de soporte educativo que para el año 2011 se incluye como ingreso 

operacional del Colegio. 

Conformación Activo 

$18.704.452.285 

Fuente: Estados Financieros 

corte a Diciembre 2011. 

Activos 

Corriente 

No Corriente 

Total Activo 

Pesos 

$606.724.737 

$18.097.709.548 

$18.704.452.285 

0150 


Informe 

Financiero 

Conformación Pasivo 

$2.870.450.194 



Pasivo 

Corriente 

No Corriente 

Total Pasivo 

Pesos 

$885.357.464 

$1.985.092.730 

$2.870.450.194 

Conformación Ingresos 

$7.065.046.334 



Ingresos 

Operacionales 

No Operacionales 

Total Ingresos 

Pesos 

$5.031.012.519 

$2.034.033.815 

$7.065.046.334 

0151 


Informe 

Financiero 

Conformación Ingresos Operacionales 

$5.031.012.519 



Ing. Operacionales Pesos 

Matriculas $504.426.088 

Pensiones $4.212.449.056 

Material Educativo $312.137.375 

Total Ingresos O. $5.031.012.519 

0152 


Informe 

Financiero 

Resume Estados Financieros 

1. Balance General 

2010 2011 

Activo Corriente $693.716.602 $606.742.737 

Activo No Corriente $15.916.271.866 $18.097.709.548 

Total Activo $16.609.988.468 $18.704.452.285 

Pasivo Corriente $1.169.071.837 $885.357.464 

Pasivo Largo Plazo $1.038.539.421 $1.985.092.730 

Total Pasivo $2.207.611.258 $2.870.450.194 

Patrimonio $14.402.377.210 $15.834.002.090 

Pasivo + Patrimonio $16.609.988.468 $18.704.452.285 

Fuente: Estados Financieros corte a Diciembre 2011. 

1. Estado de Resultados 

2010 2011 

Total Ingresos $7.045.741.286 $7.065.046.334 

Costos Ensañanza $4.085.894.658 $4.528.720.464 

Gastos Operacionales $608.313.474 $639.740.096 

Costos No Operacionales $1.392.489.591 $1.336.680.947 

Gastos No Operacionales $543.047.486 $108.459.938 

Excedente Neto $415.996.077 $431.444.888 

Fuente: Estados Financieros corte a Diciembre 2011. 

53 


Appendix 

Corporación Colegio Panamericano 

Balance General a Diciembre 31 del 2011 

ACTIVO 

Dec 11 Dec 10 Valoración $ Valoración % 

ACTIVO CORRIENTE 

Disponible 

Inversiones Temporales 

Deudores 

Inventarios 

TOTAL ACTIVO CORRIENTE 

21.966.060 

32.600.531 

546.252.321 

5.923.825 

606.742.737 

130.447.820 

87.132.654 

471.919.682 

4.216.446 

693.716.602 

(108.481.760) 

(54.532.123) 

74.332.639 

1.707.379 

(86.973.865) 

-83.16% 

-62.59% 

15.75% 

40.49% 

-12.54% 

ACTIVO NO CORRIENTE 

Inversiones permanente 

Propiedad planta y equipo 

Intangibles 

Diferidos 

Valorizaciones 

TOTAL ACTIVO NO CORRIENTE 

27.288.808 

7.176.477.411 

98.800.001 

18.400.068 

10.776.743.260 

18.097.709.548 

27.288.808 

5.372.503.045 

6.104.147 

10.510.375.866 

15.916.271.866 

1.803.974.366 

98.800.001 

12.295.921 

266.367.394 

2.181.437.682 

0.00% 

33.58% 

201.44% 

2.53% 

13.71% 

TOTAL ACTIVO 18.704.452.285 16.609.988.468 2.094.463.817 12.61% 

0154 


Appendix 

PASIVO 

PASIVO CORRIENTE 

Obligaciones Financieras corto 

plazo 

Cuentas por pagar 

Obligaciones Laborales 

Diferidos 

Otros Pasivos 

TOTAL ACTIVO CORRIENTE 

388.386.264 

96.937.310 

86.483.806 

313.550.084 

885.357.464 

533.899.761 

192.684.846 

79.430.928 

551.800 

362.504.502 

1.169.071.837 

(145.513.497) 

(95.747.536) 

7.052.878 

(551.800) 

(48.954.418) 

(283.714.373) 

-27.25% 

-49.69% 

8.88% 

-100.00% 

-13.50% 

-24.27% 

PASIVO NO CORRIENTE 

Obligaciones financieras largo 

Plazo 

Ingresos recibidos por terceros 

- Fundación 

TOTAL PASIVO LARGO PLAZO 

758.299.718 

1.226.793.012 

1.985.092.730 

1.038.539.421 

1.038.539.421 

758.299.718 

188.253.591 

946.553.309 

18.13% 

91.14% 

TOTAL PASIVO 2.870.450.194 2.207.611.258 662.838.936 30.03% 

PATRIMONIO 

Fondo Social 

Superavit de Capital 

Reservas 

Revolarización del Patrimonio 

Excedente del Ejercicio 

Excedente de Ejercicios Anteriores 

Supervit por valorizaciones 

TOTAL PATRIMONIO 

337.005.190 

2.976.964.854 

46.704.048 

1.265.139.850 

431.444.888 

10.776.743.260 

15.834.002.090 

337.005.190 

2.243.152.256 

1.265.139.850 

415.996.077 

369.292.029 

10.510.375.866 

15.140.961.268 

733.812.598 

46.704.048 

15.448.811 

(369.292.029) 

266.367.394 

693.040.822 

0.00% 

37.71% 

0.00% 

3.71% 

-100.00% 

2.53% 

4.58% 

TOTAL PASIVO + PATRIMONIO 18.704.452.284 17.348.572.526 1.355.879.758 7.82% 

0155 


Appendix 

Corporación Colegio Panamericano 

Estado de Resultados a Diciembre 31 del 2011 

Dec 11 Dec 10 Valoración $ Valoración % 

INGRESOS 

Matriculas 

Pensiones 

Material de Soporte educativo 

TOTAL INGRESOS OPERACIONALES 

504.426.088 

4.214.449.056 

312.137.375 

5.031.012.519 

461.896.586 

3.887.383.171 

4.349.279.757 

42.529.502 

327.065.885 

312.137.375 

681.732.762 

9.21% 

8.41% 

15.67% 

Costo Enseñanza 

4.548.720.464 

4.085.894.658 

462.825.806 

11.33% 

EXCEDENTE BRUTO 

639.740.096 

263.385.099 

218.906.956 

83.11% 

Gastos Operacionales 

639.740.096 

608.313.474 

31.426.622 

5.17% 

EXCEDENTE OPERACIONAL 

(157.448.041) 

(344.928.375) 

187.480.334 

-54.35% 

Ingresos no operacionales 

Costos no operacionales 

Gastos no operacionales 

2.034.033.815 

1.336.680.947 

108.459.938 

2.696.461.529 

1.392.489.591 

543.047.486 

(662.427.714) 

(55.808.644) 

(434.587.548) 

-24.57% 

-4.01% 

-80.03% 

EXCEDENTE NETO 431.444.889 415.996.077 15.448.812 3.71% 

0156 


PBX: (577) 6386213 

Fax: (577) 6398970 

Calle 34 No. 8 - 73 Cañaveral Alto 

Floridablanca, Santander

Annual Report 11-12 - Colegio Panamericano

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