CAG Survey Report 2017-2018
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A M E R I C A N S C H O O L O F G U A T E M A L A<br />
SURVEY REPORT<br />
2 0 1 7 - 2 0 1 8
INTRODUCTION TO<br />
SURVEY REPORT<br />
As a school wide community, we are proud of the student and parent responses<br />
received during our <strong>2017</strong>-<strong>2018</strong> constituent surveys that were conducted in mid-<br />
February for parents and at the end of March for students. The survey<br />
information helps the school understand what key community members say<br />
about the learning environment.<br />
One of the primary goals of this report is to demonstrate the school’s commitment<br />
to listen and respond to the feedback we collected. Your voices will become an<br />
integral part of our strategic conversations steering the direction of the<br />
school’s work over the next three years. We commit to working with campus<br />
leaders and with faculty to establish priorities for growth and improvement so<br />
that we honor our relationships with our stakeholders and assure the<br />
community we remain committed to a legacy of excellence for which the<br />
School is known.
In March, we communicated the areas of the survey that<br />
align with the school´s strategic plan and the commitments<br />
we have established for ongoing institutional progress.<br />
Academic Excellence (program, teaching and<br />
leadership support for learning competencies)<br />
Student Life (extracurricular programs and<br />
athletics)<br />
Social Emotional Learning and Well-being<br />
Auxiliary Programs (Security, Transportation,<br />
Cafeteria, Medical Office and Communications)<br />
These areas will support our new programmatic<br />
initiatives throughout the school that will advance<br />
Science education<br />
STEAM (Science, Technology, Engineering, Art,<br />
Math)<br />
Student life programs.<br />
This includes renewed school day schedules, student<br />
advisory, college counseling, learning enrichment and<br />
health education, facility upgrades as well as new<br />
partnerships to support our auxiliary services<br />
throughout the school.<br />
Your feedback helps us be appropriately responsive to<br />
school improvement plans and also supports<br />
prioritization in meeting the needs of our students and<br />
their families.
PARENTS<br />
RESPONSE RATE INFORMATION<br />
1023 Parents<br />
responded to the survey<br />
66% of parents have been members of the<br />
<strong>CAG</strong> community between 4-10+ years.<br />
275 parent individuals answered<br />
the demographic information but<br />
skipped the main questions.<br />
36%<br />
39%<br />
ES<br />
Below is the breakdown according to sections<br />
29%<br />
EC MS<br />
Some parents clicked on multiple<br />
sections since they have multiple<br />
children throughout the school.<br />
38%<br />
HS<br />
There were<br />
over 2000<br />
comments<br />
collected<br />
throughout<br />
both surveys<br />
offering more<br />
in depth<br />
explanation<br />
of response.<br />
- <strong>Survey</strong> Structure -<br />
Both parents and students rated their expectation levels on a scale of (0-10) where 0 is not<br />
aligned and 10 is highly aligned.<br />
Questions allowed for parents to specifically rate their child’s section.<br />
Students were filtered according to the section they selected (Middle School or High<br />
School).<br />
Open-ended questions allowed for participants to elaborate on their responses.
STUDENTS<br />
RESPONSE RATE INFORMATION<br />
MS Students<br />
HS Students<br />
49% 51%<br />
650 Students<br />
responded to the survey<br />
(82% are students that have<br />
been attending <strong>CAG</strong><br />
between 4-10+ years)<br />
55 students completed demographic<br />
information but skipped main questions<br />
- Analysis and <strong>Report</strong>ing -<br />
<strong>Survey</strong> data was clustered in order to better understand parent and student expectation<br />
(9-10 = promoters are the strongest supporters with minimal concerns),<br />
(7-8 = passives have a minor level of concern that keeps them for being a promoter),<br />
(0-6 = detractors have major differences between what they expect and what the School delivers),<br />
N/A = not applicable<br />
Comments were clustered based on common themes and frequency<br />
in order to track trends across both groups.
am alumni and have<br />
I<br />
seeing the school<br />
loved<br />
evolving to better<br />
ever<br />
and the<br />
themselves<br />
they provide.<br />
education<br />
parent<br />
–<strong>CAG</strong><br />
EL PROGRAMA DE INGLÉS<br />
EN EL <strong>CAG</strong> ES<br />
MUY SÓLIDO.<br />
–<strong>CAG</strong> alumno<br />
Secure and<br />
safe campus<br />
Taking care of its<br />
students<br />
what <strong>CAG</strong> is<br />
doing well<br />
Algo que está haciendo bueno son los proyectos de<br />
PBL porque motivan a los estudiantes a trabajar en<br />
grupos y eso nos va a servir en la vida real. También<br />
hacen un buen trabajo al darnos un montón de<br />
proyectos y seminarios socráticos porque así<br />
aprendemos a escuchar la opinión de los demas y a<br />
dar nuestra propia opinión. SGA también está<br />
haciendo un buen trabajo en poner actividades que a<br />
todos nos interesan.<br />
–<strong>CAG</strong> alumno<br />
Las inversiones<br />
que hacen en la<br />
infraestuctura.<br />
–<strong>CAG</strong> alumno<br />
English program<br />
Yo creo que <strong>CAG</strong> si nos preparó bien<br />
para los siguientes años escolares en el<br />
camino y eventualmente la universidad.<br />
Los maestros casi siempre están dispuestos<br />
a ayudar a quienes los buscan por ayuda y las<br />
clases si están bien.<br />
–<strong>CAG</strong> alumno
I believe that <strong>CAG</strong> is the perfect<br />
school for most of the kids who attend here.<br />
There is a great campus, where there are<br />
not only great and comfortable classes but<br />
green areas where you can relax after long<br />
hours of study.<br />
I believe in the education part, everything is excellent<br />
except the Math teaching section. –<strong>CAG</strong> student<br />
Los métodos<br />
de enseñanzas<br />
SON MUY<br />
Y A Q U E A Y U D A N A S E R D E M E N T E A B I E R T A<br />
Y A P E N S A R L A S C O S A S D E U N A M A N E R A<br />
M Á S E F E C T I V A . – C A G A L U M N O<br />
BUENOS<br />
Fomentando<br />
el respeto<br />
Y L A A M A B I L I D A D C O N T O D A S<br />
L A S P E R S O N A S . – C A G A L U M N O<br />
El <strong>CAG</strong> tiene programas<br />
académicos y actividades<br />
extracurriculares muy<br />
buenas. Considero que el<br />
<strong>CAG</strong> intenta de unir a los<br />
estudiantes y mantener un<br />
ambiente más positivo<br />
entre estudiantes<br />
y maestros.<br />
–<strong>CAG</strong> alumno<br />
One of our kids is thriving in academics<br />
and noticed that teachers play a big role in<br />
his enthusiasm with academics<br />
– <strong>CAG</strong> Parent<br />
Making positive<br />
improvements<br />
Developing independent<br />
students who are critical thinkers<br />
Effective teachers<br />
Yo he recibido mucho apoyo con el<br />
bienestar emocional sobretodo con mi hijo<br />
chiquito, estoy muy agradecida y eso ha hecho<br />
que mi hijo esté muy contento y relajado en el colegio.<br />
– padre de familia
El colegio<br />
podría mejorar en dando más<br />
oportunidades a los estudiantes,<br />
académica y deportivamente.<br />
–<strong>CAG</strong> alumno<br />
what <strong>CAG</strong> needs<br />
to improve<br />
Hay ciertos aspectos en donde el <strong>CAG</strong> pudiera mejorar por<br />
ejemplo en elección de clases. TambiÉn pudiera mejorar con<br />
la cafeterÍa y un buen paso que ya tomaron es poder salir a<br />
las 2 todos los dias el prÓximo año —<strong>CAG</strong> alumno<br />
Some (a small percentage) of teachers are excellent<br />
and are well qualified. They show a love and<br />
passion for teaching. We’ve been very appreciative<br />
of those teachers... There is still a large discrepancy<br />
in teaching styles between teachers... Their<br />
grading, teaching style, teacher education, their<br />
educational paradigms and their expectations<br />
seem dramatically different. –<strong>CAG</strong> Parent<br />
Increase opportunities through electives,<br />
AP or other challenging classes to explore<br />
interests and prepare for university<br />
Teacher effectiveness<br />
Math, science<br />
and fine arts
Muchas de las clases no se explotan al máximo, los trabajos no son<br />
dirigidos a la materia y no ponen el aprendimiento del estudiante como<br />
prioridad, si no solo ponerles trabajos y tenerlos trabajando. Hay muy<br />
poca curiosidad de parte de los maestros si enserio entendimos o no, solo<br />
es poner un trabajo, entregarlo, y seguir con el siguiente trabajo. Los<br />
maestros se concentran en hacer los trabajos lo más cargados posibles en<br />
vez de ver si los trabajos enserio nos van a hacer aprender o no.<br />
–<strong>CAG</strong> alumno<br />
Ahora que tengo un hijo estudiando en una universidad en el<br />
extranjero me doy cuenta de lo débil del programa de<br />
Matemática del <strong>CAG</strong>, al igual que las materias de Química y<br />
Física. Mi hijo esta en una buena universidad, pero en<br />
franca desventaja en comparación con estudiantes de<br />
otros países. A pesar de ser un alumno con promedio alto<br />
en el <strong>CAG</strong> le está costando el rigor universitario.<br />
También me gustaria que se ofrecieran mas AP's.<br />
– <strong>CAG</strong> parent<br />
A mi hija no la integran aun a ningún grupo y<br />
eso le esta afectando en su rendimiento<br />
emocional y académico. Las niñas la quieren,<br />
pero por alguna razón no la invitan y no la<br />
toman en cuenta. Debería de haber pláticas<br />
generales al respecto, hablando de nuevos<br />
alumnos y cómo se les debe de integrar.<br />
–<strong>CAG</strong> Parent<br />
Quality of academics and<br />
program alignment<br />
Extracurricular quality<br />
and options<br />
Supporting a<br />
community of respect
PARENTS<br />
ACADEMIC<br />
EXCELLENCE<br />
academic program<br />
Overall, to what extent does the<br />
educational program in your child's<br />
section at the American School of<br />
Guatemala meet your expectation for<br />
excellence?<br />
Parents survey responses reflects a strong alignment<br />
with the excellence they expect from the program and<br />
what is delivered in Early Childhood and Elementary.<br />
The yellow area represents more significant issues<br />
that evolve as students move into Middle School and<br />
High School specifically with confidence in professional<br />
leadership and quality of the professional educators.<br />
The comments also reflect a marked differences<br />
between highly qualified teachers and some that are<br />
not as effective.<br />
13%<br />
15%<br />
40%<br />
P-12<br />
Responses<br />
47%<br />
35%<br />
P-12<br />
Responses<br />
49%<br />
Professional Educators<br />
Professional Leadership<br />
Overall, to what extent do the teachers of<br />
your child meet your expectation for<br />
qualified professional educators?<br />
Overall, to what extent does the principal<br />
of your child's section meet your<br />
expectation for a qualified professional<br />
leader?<br />
<strong>Survey</strong> data was then grouped (0-6= detractors represented in red), (7-8 = passives represented in yellow),<br />
(9-10 = promoters represented in green), N/A = not applicable in order to better understand the trends per<br />
thematic cluster of questions.
ACADEMIC<br />
EXCELLENCE<br />
STUDENTS<br />
In order to begin to address parent and student feedback, the School will focus on these areas of<br />
commitment for <strong>2018</strong>-19 to improve program and teaching quality:<br />
Aligned schedule across Middle School and High School,<br />
A framework for a P-12 STEAM (Science, Technology, Engineering, Art & Math) program,<br />
A Learning Enrichment Program to support all <strong>CAG</strong> learners,<br />
Adding a student survey tool for teachers to support instructional development,<br />
Developing a teacher recognition program to encourage the modeling of excellence,<br />
Developing the school wide science standards which have implications for math, art and<br />
technology, and<br />
Identifying key faculty members to undergo certification for Makerspaces in support of the STEAM<br />
program.<br />
ACADEMIC Program<br />
Professional Educators<br />
Overall, to what extent does the<br />
educational program at the American<br />
School of Guatemala meet your<br />
expectation for excellence?<br />
Overall, to what extent do the teachers in<br />
your section meet your expectation for<br />
qualified professional educators?<br />
Professional Leadership<br />
Overall, to what extent does the principal<br />
of your section meet your expectation for<br />
a qualified professional leader?
PARENTS<br />
STUDENT LIFE<br />
programs<br />
extracurricular<br />
Overall, to what extent does the<br />
educational program in your child's<br />
section at the American School of<br />
Guatemala meet your expectation for<br />
excellence?<br />
Something I think that could<br />
be improved are<br />
extracurricular activities<br />
and promoting more school<br />
spirit. –<strong>CAG</strong> student<br />
ATHLETICS<br />
Overall, to what extent does the<br />
sports program at the American<br />
School of Guatemala meet your<br />
expectations for your child? (10<br />
being highly aligned with your<br />
expectations and 0 not aligned<br />
with expectations.<br />
<strong>Survey</strong> data was then grouped (0-6= detractors represented in red), (7-8 = passives represented in yellow),<br />
(9-10 = promoters represented in green), N/A = not applicable in order to better understand the trends per<br />
thematic cluster of questions.
STUDENT LIFE<br />
STUDENTS<br />
extracurricular programs<br />
Overall, to what extent do the<br />
extracurricular activities in your section<br />
meet your expectations?<br />
Mis hijas aprovechan la<br />
semana entera de clubs. Sin<br />
embargo, veo que no le dan<br />
mucha prioridad a la calidad<br />
ni tiempo de los clubs.<br />
–<strong>CAG</strong> Parent<br />
ATHLETICS<br />
Overall, to what extent does the sports<br />
program at the American School of<br />
Guatemala meet your expectations for<br />
excellence?
PARENTS<br />
SOCIAL & EMOTIONAL<br />
WELLNESS<br />
Social Emotional Learning<br />
and Well-being<br />
Overall, to what extent does your child's<br />
section at the American School of<br />
Guatemala demonstrate care about the<br />
emotional and social well-being of your<br />
child?<br />
Feedback we have received throughout the school year<br />
reports that teacher relationships impact how parents<br />
and students feel about their school. This is no surprise.<br />
We are proud that <strong>CAG</strong> teachers are the heart of the<br />
<strong>CAG</strong> experience, so making sure we continue to<br />
develop intentional opportunities that help shape the<br />
student experience where teachers have time to build<br />
connections, serve as advisors and mentors is<br />
important. We have also heard from parents and<br />
students that developing a contextual PreK-12<br />
character education program will help to better define<br />
VIDAS in ways that is meaningful and enduring for our<br />
students and alumni.<br />
As response to this feedback, for <strong>2018</strong>-19, <strong>CAG</strong> will<br />
Establish an advisory program<br />
Extend the concept of Responsive Classroom in EC & ES<br />
Reserve time in MS & HS student schedules for students<br />
to work with faculty mentors<br />
Re-introduce health education in MS<br />
Overall, to what extent do the teachers of<br />
your child meet your expectation for<br />
qualified professional educators?<br />
<strong>CAG</strong> will commit to offering students greater<br />
opportunity to embody mission through school culture.<br />
As research confirms, schools have more meaningful<br />
impact that provide contextual student life programs<br />
such as advisory, health education, service-learning,<br />
coupled with an academic program that is both collegeprep<br />
and diverse so students can explore interests.<br />
<strong>Survey</strong> data was then grouped (0-6= detractors represented in red), (7-8 = passives represented in yellow),<br />
(9-10 = promoters represented in green), N/A = not applicable in order to better understand the trends per<br />
thematic cluster of questions.
SOCIAL & EMOTIONAL<br />
WELLNESS<br />
STUDENTS<br />
Social Emotional Learning and Well-being<br />
Overall, to what extent does your section<br />
demonstrate care about your emotional<br />
and social well-being?<br />
In general, my peers at <strong>CAG</strong> are<br />
supportive and respectful. I do not<br />
experience bullying on a regular basis.<br />
In general, my peers at <strong>CAG</strong> support each<br />
other and help a friend who is being<br />
bullied.<br />
In general, my peers and I feel safe at <strong>CAG</strong><br />
and know the teachers and administrators<br />
care about us and help us with our<br />
problems.
GENERAL<br />
DIRECTOR<br />
PARENTS<br />
Overall, to what extent does<br />
the General Director meet your<br />
expectation for a qualified<br />
professional leader?<br />
Es importante el entusiasmo y relacionamiento con<br />
alumnos y al parecer lo está haciendo.<br />
Por el corto tiempo que lleva la directora nueva en<br />
este colegio no es posible contestar esta pregunta<br />
con certeza, pero pareciera que será una excelente<br />
líder para el colegio.<br />
Creo que ha hecho un muy buen<br />
papel. Da la impresion de ser<br />
una persona muy accesible y<br />
centrada.<br />
I believe that she has brought a<br />
new, refreshed spirit to the<br />
school. We still have got to allow<br />
time to see how her policies<br />
develop.<br />
Vemos más empatía y conexión con<br />
los alumnos y los padres.<br />
<strong>Survey</strong> data was then grouped (0-6= detractors represented in red), (7-8 = passives represented in yellow),<br />
(9-10 = promoters represented in green), N/A = not applicable in order to better understand the trends per<br />
thematic cluster of questions.
STUDENTS<br />
GENERAL<br />
DIRECTOR<br />
Overall, to what extent does<br />
the General Director meet your<br />
expectation for a qualified<br />
professional leader?<br />
I think the new general director has done a great job making herself<br />
approachable to all who wish to try a new project or who wish to express a<br />
concern.<br />
I think Ms Marshall is doing an excellent job. I<br />
have met with her on several occasions and her<br />
drive and commitment to the school have been<br />
clear from the start. She is a true leader, and is<br />
working day in and day out to better the school<br />
- something I, and future generations at the<br />
school, are thankful for.<br />
Being part of SGA I feel like the general director has taken the time to<br />
meet with me and ask me what is wrong through several meetings<br />
she has asked me to attend.<br />
Yes the general director has worked hard and I am very happy with the<br />
schedule changes for next year, I still believes that the school needs<br />
more support for many academic courses and activities other than<br />
sports.
HIGH SCHOOL<br />
LABORATORIES<br />
<strong>CAG</strong><br />
COMING SOON!
FACILITIES AND SERVICE<br />
PLANS FOR <strong>2018</strong>-19<br />
Campus facilities are an extension of curriculum, and we will be directly investing in their<br />
improvements. There was an overwhelming amount of parents & students that were concerned<br />
about the <strong>CAG</strong> cafeteria and the quality of product and service. In addition to improvements to<br />
the physical space, the school has gone through a review and bidding process in search of a<br />
better provider. As a result,<br />
<strong>CAG</strong> cafeteria (both inside and out) will be<br />
remodeled this summer so students experience a<br />
café style atmosphere. This improvement will<br />
include an updated food service program to meet<br />
the expectations of a new generation of student<br />
who likes both healthy and on the go options.<br />
The school’s learning spaces have also been under<br />
review in order to facilitate advancements in the<br />
academic program and reflect 21st century learning.<br />
We also need to respond to what colleges and<br />
universities expect of their incoming students. Below<br />
are some of the summer projects for each section:<br />
Kindergarten classrooms will be updated like the new spaces in Pre-K.<br />
Elementary 3rd grade classrooms will receive a facelift to reflect brighter<br />
and more open spaces. The engineering lab will be updated to<br />
accommodate a growing STEAM (Science, Technology, Engineering, Art &<br />
Math) program.<br />
Middle School science labs will be created for 6th and 8th grade to<br />
match the caliber of the existing 7th grade lab.<br />
High School science wing and labs will be remodeled, and an innovation<br />
station will be added to the section.<br />
<strong>CAG</strong> outdoor spaces will become more welcoming with tables and<br />
seating that bring young people and their families together to enjoy all<br />
the benefits the <strong>CAG</strong> campus offers.
American School of Guatemala<br />
https://www.cag.edu.gt/<br />
11 calle 15-79 Zona 15 Vista Hermosa III Guatemala, Guatemala<br />
(502) 2500-9595