The EAC Board of Trustees serves as stewards of the school and is deeply committed to providing effective school governance. Working closely with the school administration, the EAC Board of Trustees monitors EAC’s financial health and guides the school’s strategic direction and continuous improvement.

During the 2017-18 School Year, the Board of Trustees worked very closely with the Head of School and the School Administration to achieve the following:

• Adjusted the Facilities Master Plan to ensure alignment with a feasible long-term financial plan.

• Approved the renovation of the Elementary / Middle School block, which included creating new spaces to support the Elementary School Student Support and Success Program and faculty / staff collaboration.

• Approved the construction of a new modular classroom block including the development of an Upper School Fab Lab to support design and prototyping, coding and programming, and robotics and a Multi-Media Lab to support graphic design and video production.

• Supported the tendering process to select a new food service provider and the renovation of the school restaurant.

• Approved the hiring of one additional teacher and three additional teaching assistants to support student learning in the classroom and student safety on the playground and during after-school activities.

• Approved a new compensation structure for faculty and teacher assistants based on growth and performance and not just degrees earned and years of service to EAC.

After reviewing this report, please don’t hesitate to engage and ask questions. The school administration and faculty/staff are here to support your involvement in your child(ren’s) education and to address your questions. The Board of Trustees views this report as an opportunity to increase communication, transparency, and engagement.

EAC Board of Trustees 2017-18 EAC Board of Trustees 2018-19

Sylas Denucci - Goodyear ( President) Gustavo Ceccato - 3M (President) Gustavo Ceccato - 3M (Vice-President) Desmond Mills - Caterpillar Desmond Mills - Caterpillar João Paulo Godoi - Westrock Oliver Geuther - Procter & Gamble Fabiano Rodrigues - International Paper João Paulo Godoi - Westrock Young Duk Han - Hyundai Boyong Lee - Hyundai Antonio Cirion - Procter & Gamble Armando Pimentel - International Paper Alfredo Gomboa - Goodyear

4 5 Letter of Introduction from the Head of School

On behalf of the EAC Faculty, Staff and Administration, I am very pleased to present the EAC Annual Report 2017-18. The EAC Annual Report tells the story of EAC and highlights programs, events, and activities that have a significant impact on student learning and experience.

The EAC community is most fortunate to have a compelling vision and mission in place that is shared and commonly understood. This is a reflection of our commitment to students and to our commonly held values. We all understand the meaning of our mission characterized by #eacgiants.

In keeping with our vision and mission, our core work is to build capacity in our school and community and engage in continuous improvement. EAC 2021, our adaptive strategic plan, is designed to equip our students with the tools necessary to learn how to learn because we understand that we are preparing students for a future that is constantly changing and not fully known or understood.

Over the past year, we continued to strengthen our educational programs. After seeking input from students and parents, we decided to offer two more IB Diploma courses- IB Business Management and IB Global Politics- for the 2018-19 school year. We also began transitioning to a fully integrated dual language (Portuguese/English) program in the Elementary School. In all three schools, we continued to invest in resources to support the integration of technology and innovation (design, programming & coding, robotics, use of google apps) into the curriculum. These major initiatives, along with several others, required hiring additional teachers and teacher assistants and significant investment in relevant professional development.

In addition, to strengthening programs, we also created some new and inspiring learning spaces. We renovated the elementary school and middle school block and created some new light and bright learning spaces including an Brazilian Program Resource Center and an Elementary School Student Support and Success teaching space. We also constructed an Upper School block of classrooms that included a Fab Lab to support design and prototyping, coding and programming, and robotics and a Multi-Media Lab to support graphic design, sound and light design, and video production.

The success of our students at EAC is made possible by a productive partnership between supportive families who invest in their children’s education and a talented and dedicated multi-national faculty and staff. Our multinational faculty and staff are deeply committed to students and to developing their craft. We are also fortunate to have parents in our community who engage and add value to student learning and experience in several different ways including volunteering at school events, serving on the food service committee, participating in a career fair, sharing knowledge/expertise at parent workshops, hosting students to job shadow, etc.

As you read through this Annual Report, we hope that you develop a better understanding of what it means to be a GIANT and the value of that EAC adds to the experience of our students and their families.

Sincerely yours,

Thomas J. Pado Head of School

6 7 EAC Guiding Statements

Vision To be a community of globally minded and life-long learners reaching our fullest potential in a caring, dynamic environment through personalized education which prepares us to contribute to an ever-changing world.

Mission COre Values At EAC, we are a learning community that fosters globally minded, innovative thinkers Our core values guide our behavior and actions. As Giants, we are: and learners who are thoughtful and reflective individuals. We accomplish our mission by nurturing our passions and taking accountable risks while continually striving for success.

We are Giants!

Globally Minded

Innovative Thinkers and Learners

Accountable risk-takers

Nurtures Passions

Thoughtful and reflective

Strives for Success

8 9 EAC 2021

EAC 2021 is our strategic framework that provides an ambitious blueprint of EAC’s future. The plan is designed to support EAC’s continuous improvement in our quest to realize our mission and help all of our students develop into GIANTS. The 7 goals and 27 objectives have been informed by a variety of internal and external sources including input from parents, faculty/staff, and students along with accreditation recommendations, current educational trends and practices, and the local marketplace.

10 11 EAC Community: Celebrating Our Diversity EAC Community: Celebrating Our Diversity

EAC is a community of globally minded and life-long learners reaching our fullest potential in a caring, dynamic environment through personalized education that prepares us to contribute to an ever-changing world (EAC Vision).

One of the most striking features of EAC is the extraordinary sense of community and the warm welcome offered to students and their families from dozens of countries around the globe. Our students reap the benefits of living and learning in a diverse community characterized by American Heritage; Brazilian Home; Global Family.

Breakdown of student nationalities Breakdown of enrollment 2013-17 (as of November 2017)

755 2% 731 716 712 704 9% 13% Europe 300 US/Canada Asia 300 304 292 280

73% 287 279 266 285 264 3%

Latin America Brazil

Upper School 158 168 Number of 144 145 146 nationalities Elementa y School represented: 20 Preschool Students by region 2013/2014 2014/2015 2015/2016 2016/2017 2017/2018

12 13 EAC Learning Results EAC Learning Results

Our strategic framework, EAC 2021, calls for the implementation of a well-defined, rigorous, and relevant dual language (Portuguese/English) curriculum that is aligned with our mission. Below are the results of key standardized assessments Indicator 2015 2016 2017 2018 that EAC administers to measure student performance and progress and the effectiveness of our curriculum. Total Number of Gr. 12 students 31 11 37 20 Diploma Candidates 27 (87%) 9 (73%) 37 (100%) 18 (90%) IB Diploma Results Course Candidates 4 4 0 2 Anticipated Candidates (Gr. 11 / 1 year course) 0 11 11 10 EAC offers the International Baccalaureate Diploma Program, a very rigorous two-year university preparatory program of studies, culminating in external examination and moderation. We offer an inclusive “IB for All” program and encourage *Diplomas Awarded 23 (85%) 8 (89%) 29 (78%) 17 (94%) all our students to pursue the diploma. The diploma is awarded to students who gain at least 24 points, subject to Bilingual Diplomas Awarded 20 (74%) 7 (78%) 23 (62%) 15 (83%) minimum levels of achievement across the whole program and satisfactory engagement in the core of the Diploma; Highest IB Diploma Score 37 41 42 39 Creativity, Action and Service (CAS), Theory of Knowledge (ToK) and the Extended Essay (EE). The highest total that a Diploma Program student can reach is 45 points. The IB Diploma is a qualification recognized and respected by the **Percentage of Students Who Scored 30+ Points 15 (56%) 5 (55%) 23 (62%) 15 (79%) world’s leading universities. ***Percentage of Students Who Scored 35+ Points 4 (15%) 3 (33%) 12 (31%) 6 (33%) ****Average IB Diploma Score 31 34 32 34 We are especially proud of our results and know that they could not have been achieved without the dedication of the teachers who guided the students through the IB Diploma Program. Average Subject Score 4.92 5.35 5.07 5.29

Notes: Worldwide averages

* Average IB Diploma pass rate is 80% ** Average percentage of students who score 30 points or higher is 54% * * * A v e r a g e p e r c e n t a g e o f s t u d e n t s w h o s c o r e 3 5 p o i n t s o r h i g h e r i s 2 5 % **** Average IB Diploma score is 29-30 points

EAC vs World Average by Subject, May 2018

EAC Ave age 1

World Ave age 0 English A Korean A Po tuguese A English B Po tuguese B Spanish Abl Spanish B BS S Histo y Histo y Philosophy Biology Biology Chemist y Physics Math Math Music Music A ts A ts HL HL HL HL SL SL HL HL SL HL SL HL SL HL SL HL SL GR SO HL HL

14 15 Measure of Academic Progress (MAP) Results

EAC administers the MAP Assessment 2-3 times per year (September, February, and May) to students in Grades 1-9. This assessment was developed by the Northwest Evaluation Association and is used extensively in the United States as well as by many international schools. Over one million students took the MAP test outside of the United States during the 2017-18 school year.

The MAP Assessment is a computer adaptive achievement tests in Mathematics Reading, and Language Usage. The computer software adjusts the difficulty of the questions so that each student takes a unique test. The difficulty of each question is based on how well the student has answered previous questions.

The MAP test measures the following strands that are aligned to US educational standards and are addressed in EAC’s Math and English language arts curricula.

MATHEMATICS READING LANGUAGE USAGE

Computation Literature Planning / Organization / Research Number Sense Information Text Understanding Grammar / Usage Algebraic Methods Foundational Skills / Vocabulary Punctuation & Spelling Data Analysis & Probability Geometric Concepts Measurement Problem Solving

16 17 Measure of Academic Progress (MAP) Results Measure of Academic Progress (MAP) Results

MAP is a norm-referenced measure of student growth over time. MAP assessments, joined with other data points, Math May 2018 MATH provide detailed, actionable data about where each child is on his or her unique learning path. MAP assessments track 250 student performance and progress throughout a year and across school years, and by being linked to software tools which can assist teachers and administrators in planning instruction.

200

150 RIT Score 100

EAC Mean

AASB Mean 50

AASSA Mean

US Norm 2015 0 GR1 GR2 GR3 GR4 GR5 GR6 GR7 GR8 GR9 G ade Level LANGUAGE

Language May Usage 2018250

200

150 RIT Score 100

EAC Mean

AASB Mean MAP tests are based on a continuum of skills in Mathematics and Reading from low skill levels to high skill levels. MAP 50 assessments help teachers identify the instructional level of the student and also provide context for determining AASSA Mean where each student is performing in relation to local or state standards and national norms. MAP reports allow teachers US Norm 2015 to better target instruction based on students’ strengths and needs. 0 GR3 GR4 GR5 GR6 GR7 GR8 GR9 G ade Level

SCIENCE Reading May 2018 READING Science 250 250

200 200

150 150 EAC RIT mean versus national mean In May of 2018, EAC Grade 8 students took the MAP for RIT Score RIT Score (Association of science examination. The science test is slightly different as it 100 100 American Schools benchmarks students knowledge of science content against EAC Mean in Brazil) regional EAC Mean the Next Generation Science standards in physical science, life mean (Association of AASB Mean AASB Mean science, and earth and space science. We administered this 50 American Schools in 50 assessment to gauge whether or not our Grade 8 students AASSA Mean South America) versus AASSA Mean in May of 2018 versus were on track with science content learned through middle US Norm 2015 the 2015 US Norms. US Norm 2015 school in preparation for entering high school. 0 0 GR1 GR2 GR3 GR4 GR5 GR6 GR7 GR8 GR9 GR8 G ade Level G ade Level

18 19 Cesgranrio Results Measure of Academic Progress (MAP) Results

READING

EAC Observed Growth versus Projected Growth September 2017 to May 2018 30 Projected Growth: Reading September 2017 to May 2018 A Escola Americana de Campinas (EAC) promoveu, em abril de 2018, uma avaliação diagnóstica dos alunos de 5º, 7º Average change of RIT scores 25 e 9º anos escolares do Ensino Fundamental (EF) e do 11º ano escolar (2ª série do Ensino Médio). A avaliação externa of all students per grade foi realizada pela Fundação Cesgranrio, (www.cesgranrio.org.br) com itens calibrados pela TRI dentro dos parâmetros level based upon the mean estabelecidos pelo Saeb (Sistema de Avaliação do Ensino Básico), através da “Prova Brasil”. Sua finalidade principal RIT of the group and the 20 2015 school norms. foi avaliar competências e habilidades dos alunos desses anos escolares em Língua Portuguesa - Leitura e Redação. A avaliação diagnóstica se torna importante instrumento para o aprimoramento do ensino e, consequentemente, para 15 Observed Growth: RIT Growth a obtenção de melhores resultados de desempenho dos alunos. Average change in RIT scores of EAC students per grade 10 level from September 2017 Leitura: Médias do SAEB/Prova Brasil 2017 e EAC 2018 to May 2018. 5 350 Projected Growth

Obse ved Growth 0 GR1 GR2 GR3 GR4 GR5 GR6 GR7 GR8 GR9 300 G ade Level

MathMATH September 2017 to May 2018 250 35

200 30

25 150

20 100 15 RIT Growth Nível adequado por série (SAEB)

10 50 Escolas pa ticulares Estado de SP Prova B asil 2017

5 EAC 2018 Projected Growth 0 5º ANO 7º ANO 9º ANO 11º ANO EAC / 12º ANO ESCOLAS Obse ved Growth 0 LANGUAGE GR1 GR2 GR3 GR4 GR5 GR6 GR7 GR8 GR9 BRASIL G ade Level 20

Language Usage September 2017 to May 2018

10 RIT Growth

Projected Growth

Obse ved Growth 0 GR3 GR4 GR5 GR6 GR7 GR8 GR9 G ade Level

20 21 Enem Results Cesgranrio Results (Brazilian National High School Exam)

350 350 Escrita/Redação: Porcentagem de alunos nos níveis de competência em escrita - por série

300 300 O ENEM é uma avaliação elaborada pelo Ministério da Educação para verificar o domínio de competências e habilidades dos estudantes que concluíram o Ensino Médio. Ele é composto por quatro provas de múltipla escolha, com 45 questões Tema/Gênero Coerência cada, e uma redação. As quatro provas objetivas são: Ciências Humanas e suas Tecnologias; Ciências da Natureza e suas Tecnologias; Linguagens, Códigos e suas Tecnologias; Matemática e suas Tecnologias. A pontuação das questões 100 100 de múltipla escolha do ENEM é feita por uma metodologia chamada Teoria da Resposta ao Item (TRI) , que envolve psicologia, estatística e informática, e garante que todas as provas tenham o mesmo grau de dificuldade e possam ser comparadas. 80 80

Linguagens, Códigos Ciências Humanas Ciências da Natureza 60 60 e suas Tecnologias e suas Tecnologias e suas Tecnologias

700 700 700

40 40 600 600 600

500 500 500

20 20 400 400 400

300 300 300

0 0 MB B R MB B R MB B R MB B R MB B R MB B R MB B R MB B R 200 200 200 350 350 5º ANO 7º ANO 9º ANO 11º ANO 5º ANO 7º ANO 9º ANO 11º ANO

100 100 100

0 0 0 300 300 Média 11º ano Média 12º ano Média B asil Média 11º ano Média 12º ano Média B asil Média 11º ano Média 12º ano Média B asil Coesão Registro Formal

100 100 Matemática e suas Redação Tecnologias

80 80 700 700

600 600

60 60 500 500

400 400

40 40 300 300

200 200

20 20 100 100

0 0 Média 11º ano Média 12º ano Média B asil Média 11º ano Média 12º ano Média B asil 0 0 MB B R MB B R MB B R MB B R MB B R MB B R MB B R MB B R 5º ANO 7º ANO 9º ANO 11º ANO 5º ANO 7º ANO 9º ANO 11º ANO

ANO QUANTIDADE DE ALUNOS - 12º ANO MÉDIA GERAL MB - Muito Bom B - Bom 2015 3 710.2 R - Regular 2016 8 609.3 A expectativa é que os alunos atinjam os níveis MB e/ou B. 2017 6 646.1

22 23 New SAT Results 2017-18

The SAT (Scholastic Aptitude Test) is a globally recognized college/university admission test used as a part of the application process for colleges in the US, Korea, and Singapore.

Developed by the College Board in the United States, the SAT was re-designed and launched in 2016 and is now known as the “new SAT”.

The SAT tests students’ skills in reading, writing, and mathematics. .

Reading Mathematics

The reading section assesses students’ ability The mathematics section requires students to to draw inferences, synthesize information, apply mathematical concepts, solve problems and distinguish between main and supporting ideas and use data literacy skills in interpreting tables, understand the vocabulary used in context. charts, and graphs.

Evidenced Based Reading and Writing Mathematics

Test Class 2017 Class 2018 Test Class 2017 Class 2018

EAC Average 573 661 EAC Average 585 668 US College Bound Average 538 530 US College Bound Average 533 520

24 25 College/University Acceptances 2017-18

Nearly 100 percent of EAC graduates continue their education at a four-year college/ university.

26 27 College/University Acceptances 2017-18 College/University Acceptances 2017-18

[1] $30,000 Scholarship [10] $20,000 Scholarship USA Brazil [2] $27,500 Scholarship [11] $15,000 Scholarship Allegheny College [1] ESPM [3] $28,000 Scholarship [12] $15,000 Scholarship Babson College Insper, São Paulo [4] $20,000 Scholarship [13] $28,000 Scholarship Bard College Universidade Estadual de Campinas (Unicamp) [5] $2,000 Scholarship [14] $20,000 Scholarship Bentley University Universidade de São Paulo (USP) [6] $8,000 Scholarship [15] Full-Need Met Boston College [7] $10,500 Scholarship [16] $5,000 Scholarship Boston University [8] $20,000 Scholarship [17] $33,500 Scholarship Brandeis University [7] Canada [9] $22,000 Scholarship Drexel University Carleton University Emory University Ryerson University Fordham University [8] University of British Columbia George Washington University[9] University of Calgary Marist College [11] University of Toronto Mount Holyoke College [12] New York University, Tisch School of Performing Arts Northeastern University, Honors College [14] Pace University UK/Europe Penn State University Durham University, England, UK Providence College Imperial College, England, UK Rutgers University Jacobs University, Bremen, Germany San Diego State University Kings College, London, UK Southern Methodist University [2] Lancaster University St. John’s University [3] London School of Economics Syracuse University [4] University Bocconi, Milan, Italy Temple University [5] University College Leiden, Netherlands University of Arizona [6] University of Leeds, UK University of Colorado, Boulder University of Sheffield, UK University of Maryland, College Park University of Warwick, UK UMASS-Amherst University of York, UK University of Miami University of Minnesota, Twin Cities[10] University of Pittsburgh Canada University of Richmond University of Southern California [13] Seonggyungwan University University of Washington Yonsei University Vassar College [15] Villanova University Virginia Tech [16] Hong Kong Washington and Jefferson University [17] University of Hong Kong

28 29 Student Progress and the Montessori Program

The Montessori method is an integral part of the EAC Toddler and Preschool Program. This methodology was established during the late 19th century and continues to develop children to their full potential while respecting each child’s individuality. The prepared environment allows the child to explore freely, manipulating the materials as their minds expand. The mixed-age program encourages the interaction between children of ages 3-5, which further encourages the learning process.

The Preschool uses two instruments to communicate student progress.

• The Report Card • Benchmark Assessment Instruction

The Report Card is the most important evaluation tool in the Preschool. The report provides an evaluation of individual student performance and progress in the following areas:

• Work Style • Social and Emotional Development • Motor Skill Development • Academic Development • Oral Language • Pre-reading • Pre-writing • Sensorial • Math

30 31 Student Progress and the Montessori Program

K5 Performance

Percentage of K5 students who earned the following ratings - Meets Expectation, Exceeds Expectation, and Below Expectations on their end of the year report card.

Report Card Evaluation

Math Meets Expectation

Exceeds Expectation Sensorial Below Expectation

Pre-writing

Pre-reading

O a Language

Motor Skill Development

Social and Emotional Development

Work Style

0 20 40 60 80 100

Using the Benchmark Assessment System (BAS), EAC teachers are able to accurately and reliably determine each child’s independent reading level. EAC teachers use this information to guide their reading instruction. EAC K5 students are expected to achieve a Level A (Kindergarten level) for instructional reading.

K5 Reading Levels 2017/18

100%

90%

80%

70%

60% 77,9%

50%

40%

30%

20% 10,1% 10% 11,8% 0% Above Reading Level At Reading Level Below Reading Level

32 33 Athletic Highlights

EAC’s Athletics program promotes and supplements the curricular program at school. Our program is inclusive and a provides a valuable experience available to all our students. We believe that EAC offers a unique opportunity to develop committed global citizens for the future, aligned with the school’s mission, vision and core values.

In particular, the program:

• is consistent with the overall mission statement of the school; • promotes healthy, balanced and productive citizenship; • promotes the skills, understandings, and attitudes necessary for life-long learning; • supports the competitive urge to excel; • encourages athletes to be the best they can be; • fosters a high sense of honor, duty and ethical character that is necessary for team play; • promotes a cooperative spirit; • encourages a sense of responsibility when representing the community.

EAC competes interscholastically as a member of the Association of American Schools in Brazil (AASB). EAC participates annually in the following leagues and tournaments:

SPHSL Varsity Boys Basketball and Soccer, Varsity Girls Basketball and Soccer) Little 8 Tournament JV Boys Basketball and Soccer, JV Girls Basketball and Soccer) Big 8 Tournament Big 8 Tournament (Varsity Boys Basketball and Soccer, Varsity Girls Basketball and Soccer) SPHSL SPHSL (Varsity Boys Futsal and Volleyball and Girls Volleyball and Futsal) Inter 6 Tournament Inter 6 Tournament (Varsity Boys Futsal and Girls Volleyball) Little 8 Tournament Little 8 Tournament (JV Boys Volleyball and Futsal, JV Girls Volleyball and Futsal)

34 35 Athletic Highlights Athletic Highlights

Below are the athletic offerings by age group for Semester 1 and Semester 2. 2017-2018 Athletics Highlights

SEMESTER 1 - August to December SEMESTER 2 - January to May Tournament/League Final Position

Sports Club I for students born in 2010, 2011 Sports Club I for students born in 2011 and SPHSL Varsity Girls Soccer 2nd place and 2012 - Under 8 years old 2012 - Under 8 years old Little 8 - JV Boys Basketball 3rd place Sports Club I Boys Soccer Sports Club I Boys Soccer Sports Club I Girls Soccer Sports Club I Girls Soccer Little 8 - JV Girls Basketball 3rd place Sports Club I Coed Basketball Sports Club I Coed Basketball Sports Club I Cheerleading Sports Club I Cheerleading Little 8 - JV Girls Soccer 2nd place SPHSL Varsity Boys Futsal 3rd place Sports Club II for students born in 2008 Sports Club II for students born in 2009 and and 2009 - Under 10 years old 2010 - Under 10 years old SPHSL Varsity Girls Volleyball 2nd place

Sports Club II Boys Soccer Sports Club II Boys Soccer SPHSL Varsity Girls Futsal 2nd place Sports Club II Girls Soccer Sports Club II Girls Soccer Sports Club II Boys Basketball Sports Club II Boys Basketball Inter 6 - Varsity Boys Futsal 1st place Sports Club II Girls Basketball Sports Club II Girls Basketball Sports Club II Cheerleading Sports Club II Cheerleading Inter 6 - Varsity Girls Volleyball 2nd place Sant'Anna Annual Classic - Varsity Boys Futsal 2nd place Junior Level for students born in 2006 Junior Level for students born in 2007 and 2007 - Under 12 years old and 2008 - Under 12 years old teams Sant'Anna Annual Classic - Varsity Girls Volleyball 2nd place Junior Boys Soccer Junior Boys Soccer Sports Club & Junior Level Festivals 8 festivals hosted at EAC - 2017/18 school year Junior Girls Soccer Junior Girls Soccer Junior Boys Basketball Junior Boys Basketball Junior Girls Basketball Junior Girls Basketball Junior Cheerleading Junior Cheerleading Junior Coed Volleyball Junior Coed Volleyball Semester One Student Participation Rates Semester Two Student Participation Rates

Junior Varsity (JV) for students who are JV Teams for students who are 14 years old until the Little 8 Tournaments 14 years old until the Little 8 Tournaments 100% 100%

JV Boys Soccer JV Boys Futsal 90% 90% JV Girls Soccer JV Girls Futsal 80% 80% JV Boys Basketball JV Boys Volleyball

JV Girls Basketball JV Girls Volleyball 70% 70% JV Cheerleading 60% 60%

Varsity for students who are 15 years old Varsity for students who are 15 years old 50% 50% before the Little 8 Tournaments before the Little 8 Tournaments 40% 40% Varsity Boys Soccer Varsity Boys Futsal Varsity Girls Soccer Varsity Girls Futsal 30% 30% Varsity Boys Basketball Varsity Boys Volleyball Varsity Girls Basketball Varsity Girls Futsal 20% 20% Varsity Cheerleading 10% 10%

0% 0% Elementa y MS HS All school Elementa y MS HS All school

36 37 Showcasing the Arts

November 11, 2017 Coffee House: The Creative Process This year`s Coffee House event explored the creative process having students explain how art is made. Stations featured Graphic arts, IB music , IB art, 7th grade art and design students, and the after-school drama students all interacting with the audience. The high school band played music scored for films and TV by composer Alex Heinrich. Alex explained his process via video while the HS band provided the music for movie and TV clips.

December 13, 2017 Upper school holiday concert The concert featured the debut performance of our 6th grade band, as well as our 7th, 8th and high school bands performing a mixture of fun music and holiday-themed pieces.

December 7, 2017 Elementary Festive program The presentation featured holiday favorites sung and played by students in grades 1-5

December 14, 2017 Preschool Christmas concert Our youngest learners performed several multicultural songs celebrating the “Festive Season”.

March 12, 2018 IB Music Showcase The first IB music showcase featured our two IB vocal music students performing solo and our instrumental music student performing with the High school band in the Library Learning Commons. The performance was invite-only and was recorded to be submitted to the IB for evaluation.

March 27, 2018 HS Art show Art installations of various media were mounted by 9,10 and IB art students in the LLC. All students were on hand to explain their process and inspiration for the variety of pieces they had produced. This was the culminating exposition for our IB visual arts 12 students who would then submit their portfolios to IB for evaluation.

May 23, 2018 End of year Music Academy concert Students in the 6th, 7th and 8th grades bands performed a varied program. The 6th grade choir performed on their own and with the high school band for a rendition of Amazing Grace, arranged by the high school IB music students. The high school band also performed with guest artist, French Horn player, Kyra Sims.

June 7, 2018 Middle School Art Show The show featured installations using a variety of media created by students from grades 6,7, and 8. Students were on hand to explain their process and interact with the audience.

June 14, 2018 Drama Festival at the Kennedy Center Elementary groups presented retellings of The Wizard of Oz and Robin Hood. The upper school group presented Bertolt Brecht’s “He Said Yes/ He Said No”

Guest Artist: Jennifer Licko Carrere Professional musician and parent Jennifer Licko Carrere prepared and delivered a series of engaging workshops to students throughout the year. Elementary school students learned about Scottish music, dance and instrumentals and with guided instruction they sang, danced, and performed Scottish music. Jennifer led engaging workshops about the music business including recording, mixing, and copyright for our Grade 9 digital music students.

38 39 Technology Integration

A critical objective embedded in EAC 2021 is to integrate technology into the curriculum. More specifically, EAC is working toward achieving the following strategic objectives:

Strategic Objectives

Integrate technology into the curriculum to extend Provide students with quality and developmentally student learning while ensuring access to mobile appropriate learning experiences in design and computing devices, digital analytics, and blended prototyping, coding, robotics, fabrication, and learning opportunities. multi-media production.

Preschool /Elementary School

The Pre-School / Elementary School transitioned from computer classes taught in isolation to a technology integration model. The technology specialist assumed a new role and served as a co-teacher and instructional coach for classroom teachers to support the integration of technology and design thinking into the curriculum. In addition the specialist taught students robotics (Blue Bot, Edison) and coding and programming skills (code.org) linked to units of study.

40 41 Technology Integration Technology Integration

Upper School

Computer Science and Design was introduced in the middle school (Gr. 6-8) as a requirement and in the high school (Gr. 9-12) as an elective. In these courses, students learn 3-D design and prototyping, electronics, coding and programming, computer gaming and animation, and robotics (Lego, Vex).

A new state-of-the-art Fabrication Lab was constructed over the holiday to support the delivery of the Computer Science and Design curriculum. A Multi-Media Lab was designed as well to support the teaching of sound and light design and video production. There is a plan to offer IB Film in the future using the recently built multimedia lab. Both labs are intended to be used by teachers from several different departments: Arts, Science & Math.

EAC views technology as a powerful tool to inspire innovation and to enrich teaching and learning. We believe technology/innovation should be woven seamlessly into a student’s education, enhancing curriculum across disciplines and grade levels.

42 43 Global Citizenship Highlights

EAC 2021 calls for our commitment to develop student habits and attitudes through social and emotional learning and action/ service that reflect the principles of cultural inclusiveness, civic responsibility, and ethical and respectful behavior.

Below are highlights of student experiences within each of the schools that are designed to develop global citizenship amongst our students.

The Montessori Classroom: A Foundation for Global Citizenship

The Montessori prepared environment is designed to give the child the experience of being at home in the natural world, a sense of place appropriate to his developmental stage, and a sense of belonging to a community with friends of different ages (mixed age classroom) and also within the greater community of life – family, school, neighborhood, city, country, continent, planet and universe!

Besides the Montessori environment itself, there are many opportunities at EAC that encourage the development of Global Citizenship in the early childhood.

One of the most enriching experiences is when parents are invited to present a country of their own or a place that they have lived to their child’s class. This is a wonderful opportunity where children learn how to value their land, their own people and other international cultures.

The K5 Child Protection Program is another channel through which students develop a sense of Global Citizenship, as they are encouraged to develop empathy and respect for diversity.

Our students also participate in the “Share the Love” project during December. In this project, children are encouraged to donate a toy of their own to less fortunate children. Throughout the process, both parents and children are reminded of the social-economic conditions of our home city and the need for us to become more involved.

Finally, through our Vegetable Garden project, children not only learn how to grow food, but also the importance of sharing food with the community

44 45 Global Citizenship Highlights Global Citizenship Highlights

Elementary School Pink Day

Pink Day promotes the importance of acceptance and kindness in our communities. Pink Day at EAC was observed on Wednesday 28th February, 2018. On this day, students, parents, teachers and all members of the EAC community were Morning Meeting encouraged to wear pink to show their support and to stand together against bullying. Launched at the Elementary Assembly, Pink Day also served to usher in the new Elementary School CARES focus for the second semester, Empathy. In the elementary school, students participate in a daily, fifteen minute morning meeting. The purpose of the morning meeting is to build a strong sense of community that fosters relationships of trust and respect, and that sets students up for social and academic success. Republica Lago

Republica Lago (www.replago.com.br) is an educational facility designed to engage, educate and support experiential CARES learning opportunities for young people. A developmentally appropriate extension to our Elementary program, students in Grade Four and Grade Five visit Replago with a one and two-night stay respectively. During this time, The Elementary School supports the development of global citizens with weekly CARES class instruction designed to students are immersed in a rich experience with the natural environment where team bulding skills, independence and bring multi-age students together in a small class setting to explicitly teach students valuable skills in Cooperation, communication are promoted outside of the regular, school and learning contexts. In 2017-2018 105 students from Assertion, Responsibility, Empathy, and Self-Control (CARES). In doing so, the elementary school supports a healthy Grade Four and Grade Five attended Replago, accompanied by 10 Elementary School teachers. school environment that guides children to reach their full potential. Hour of Code

In the 2017-2018 academic year, for the first time, every student in the Elementary School participated in the Hour of Code. The Hour of Code is an event that sees tens of millions of students from some 180 countries around the world participate in tutorials and activities that teach how to code. This unique experience allows for students to create and learn advanced, transferable ICT skills in collaboration with peers and experts, supporting technology integration and development in the Elementary School and throughout the world.

Centro Boldrini Hospital Math-a-thon

Math-a-thon is an annual fundraiser designed to help children at the Centro Boldrini Hospital who are being treated for cancer and other diseases. The hospital is a non-profit organization where needy children are not denied treatment. Elementary students are given the opportunity to participate in helping those less fortunate, by practicing responsible citizenship as well as their math skills. Elementary students raised a total of R$ 121.673,10 for Centro Boldrini Hospital during the 2017-2018 Math-a-Thon.

Elementary Assembly

Elementary assemblies are held twice a month and provide a chance to celebrate achievement, share learning, perform and pass on important information. Assemblies are also used to reflect and discuss things such as behaviour expectations, community service or important global events. Children from Grade One to Grade Five participate in the bi-weekly assembly which is led by the elementary principal. Parents are invited to attend the assemblies which take place at 8.15 am Friday mornings.

46 47 Global Citizenship Highlights Global Citizenship Highlights

Upper School Korean Club

A group of high school students taught Korean and Math to students in the elementary school two times per week. Under the supervision of our Korean teacher, HyeJin Lee, high school students worked with Elementary School students Advisory Program to support the development of their Korean language skills and their appreciation for Korean culture. The Upper School Advisory Program is designed to create a supportive and caring environment for students in Grades 6-9 to engage in social and emotional learning and to develop an understanding of behaviors that support our Core Values. Our counselor and school psychologist work with students in small grade-level groups on a weekly basis. Age Community Service and Action (CSA) appropriate themes and topics include: The Community Service and Action (CSA) Program is designed to give 9th and 10th grade students a chance to build their • Grade 6: Transition to Middle School; Self Concept and Identity: Acceptable Social Behaviors leadership skills while working towards a community goal. Grades 6-8 participate based on their interests in one of • Grade 7: Self Concept, Healthy Relationships, Bullying many groups, led by 9 and 10th graders and mentored by teachers and parents. Projects are vetted for usefulness and viability in collaboration with NGOs, groups and agencies. The CSA Program is outreach to our community that provides • Grade 8: Relationship Between School and Professional Success; Overcoming Challenges, Self Image, and EAC with opportunities to be a ‘good neighbor’ and students with a sense of connection and empowerment. Transition to High School • Grade 9: Academic Performance; Interests and Aptitudes; Career Exploration, College/University Search CSA projects included:

• Saturday morning tutoring at Grupo Primavera Youth Center The EAC Child Protection Curriculum is integrated into the Advisory Program as well. • Painting a room at CEI (Centro Educacional Integrado, a center for children that includes special needs) • Learning about simple educational games that can be made from recycled materials for children in the Amazon and Mali at Instituto Rizoma project: Eco Brinquedoteca • Soccer tournament for underprivileged youth (also part of Grupo Primavera)

Model United Nations (MUN)

MUN is an educational simulation and academic activity in which students can learn about diplomacy, international relations, and the United Nations. MUN involves and teaches participants speaking, debating, and writing skills in addition to critical thinking, teamwork, and leadership abilities.

In September 2017, EAC hosted the Sao Paulo MUN (SPMUN) on campus where 287 students and chaperones representing 11 international schools in Brazil and South American attended. EAC was represented by 21 student delegates and Daniel Dequech was selected to serve as the Secretary-General which is an honor. Two EAC delegations earned Best Delegation and three EAC Delegations earned Honorable Mention for their good work during the conference.

In March 2018, 18 students represented EAC at the Brazilian MUN (BRAMUN) in Salvador. At the end of the conference, one EAC student was recognized as Best Speaker, one student received a verbal commendation, and another student received an honorable mention for their contributions. Four EAC students were selected to serve as Chairs of the Leadership Team for BRAMUN 2019.

48 49 Global Citizenship Highlights Global Citizenship Highlights

International Baccalaureate (IB) Creativity, Action, and Service (CAS) Program

EAC students in Grades 11-12 are required to participate in the IB Creativity, Activity, Service program. The program requires students to engage in unpaid and voluntary service activities and projects that are beneficial to all involved. Below are some of the CAS projects undertaken by IB Diploma students during the 2017-18 school year:

• EAC Sports Camp: Approximately 80 students from Grupo Primavera visited EAC twice during the year to participate in various sporting and recreational activities led by EAC students. • Zero Waste Challenge: EAC student, Luca Marini, worked to develop awareness of food waste throughout the school and helped our elementary school students develop strategies to prevent food waste. • Saturday Morning Program: EAC students spent approximately 20 Saturday mornings over the course of the year at Grupo Primavera to help promote team building skills and English language proficiency with children ages 8 – 10. • A small group of EAC students also spent the year at Grupo Primavera teaching young adults ballet and the essentials of personal finance. • Donating Computers: EAC IB Diploma student, Lucas Portilho, led efforts to recondition old EAC computers and worked with Casa da Criancas in Santa Barbara D’Oeste to establish a new computer lab.

Global Issues Network (GIN) Conference

The Global Issues Network is designed to connect students, teachers, and administrators who are passionate about incorporating Global Issues and service learning into their schools and classrooms. The GIN Mission is twofold:

• To empower young people to collaborate locally, regionally, and globally in order to create project based sustainable solutions for shared global issues. • To recognize and nurture youth empowerment.

In March 2017, 14 students traveled to The International School of Curitiba to meet with other schools in the GIN Network to learn about how to start and maintain relevant projects, gather ideas from others, and present EAC student- led projects. The four teams presented the following projects:

• Education for all: helping to build a soccer pitch for Grupo Primavera • Peacekeeping: Pay-It-Forward in kindness • Fisheries Depletion: Fish Awareness (the impact of eating sushi) • Bridging the Digital Divide: Reducing e-Waste by repurposing EAC’s older computers

ISEF Science Fair

EAC sponsors a Science Fair that is affiliated with the Intel International Science and Engineering Fair (Intel ISEF), the world’s largest international pre-college science competition. Currently, in its 36th edition, the EAC Science Fair is a unique experience to learn scientific inquiry skills in practice, such as experimental design, problem-solving, data analysis, critical thinking, bibliographical research, and presentation skills. The winners of our regional fair are finalists of the Intel ISEF and have been granted several awards in recent years, including a first place in Biochemistry, a 4th place in Physics, and, in two consecutive years, 3rd place in Environmental Science.

50 51 EAC Faculty Profile

We know from research and experience that the quality of teaching is directly linked to student achievement. We are proud of our talented multinational faculty who bring passion, professionalism, and a strong commitment to ensure that each and every student is appropriately challenged and supported. Representing seven different nationalities (Brazilian, American, Korean, Canadian, Australian, Uruguayan and British), the EAC faculty brings rich, diverse experiences and perspectives to their students on a daily basis.

Teachers know their students at EAC.

7:1 Student Facuty Ratio

EAC Faculty - Degrees Earned EAC - Years of Teaching Experience

3 10

28 12

53 51

Bachelor's Degree 00-05 years

Masters Degree 06-10 years

PhD 11-15 years

16-20 years

21+ years

52 53 Professional Learning at EAC Professional Learning at EAC

Faculty/staff are the most important resources at EAC. Consequently, EAC is deeply committed to providing faculty and teaching assistants with professional development opportunities to support student learning, continuous improvement Teachers College of Columbia University’s Reading and Writing Project of professional performance, and collaboration. Improvements in these areas will enhance student learning and The elementary school continued to build teacher capacity to use the workshop model to personalize literacy experience which is the ultimate goal. learning and help students become avid and skilled readers, writers, and inquirers. Three Elementary School teachers attended a three day reading and writing workshop training and lab hosted by the Curitiba International Several mutually beneficial partnerships support professional learning at EAC. The major professional learning School. opportunities in which EAC faculty participated during the 2017-18 school year are as follows: American Montessori Society All EAC pre-school teachers have taken part in extensive workshop training to earn a qualification from the American Montessori Society. Five pre-School teachers and teacher assistants participated in a Montessori Training State University of New York: Buffalo State Certification in Sao Paulo sponsored by MACTE Fifteen members of the EAC faculty/staff earned an an onsite Masters Degree in Multidisciplinary Studies with a focus on 21st century learning from the State University of New York Buffalo State. National Interscholastic Athletic Administrators Association (NIAA) EAC ‘s athletic director took a series of courses in Athletic Administration and is scheduled to earn NIAA Athletic Administrator Certification in January 2019

Google Over 50% of the EAC faculty completed online course work to earn a Google Level 1 or Level 2 Certification for Educators. Consequently faculty are proficient in teaching students to use google tools to support their learning.

Common Sense Media Three members of our Elementary and Upper School faculty completed Common Sense Educator certification, helping to model, lead and deliver responsible and effective tech use in classrooms and within the EAC community.

On-Site Consultants EAC invited former director of innovation at the American School of Lima and current learning technology and design assistant professor at Eastern Michigan University, USA, Sean Sweeney, to work with preschool and elementary school faculty on integrating design thinking and learning technologies into the curriculum. Project based learning author and staff developer, Susie Boss, worked with upper school faculty for three days on incorporating project based learning into the curriculum. She introduced various tools to design, implement, monitor, and evaluate student projects. Association of American Schools in Brazil (AASB) Eleven EAC brazilian program teachers attended The Jornada at the Curitiba International School. Jornada is designed Wednesday Professional Learning for educators who teach the Brazilian curriculum in American schools in Brazil. Seven EAC brazilian program Within each school, faculty engage in professional learning on Wednesdays. The learning is often facilitated by teachers were invited to present workshops at this conference. teacher leaders, principals and assistant principals, and counselors/psychologists and is related to school and grade level goals and priorities.

Association of American Schools in South America (AASSA) Seven EAC faculty members were invited to present workshops at the AASSA Conference in Lima, Peru in March 2018. Edcamps- Teachers Teaching Teachers On a quarterly basis, all faculty and teacher assistants participate in Edcamps. Edcamps provide faculty with an opportunity to share professional learning and expertise with other faculty members and teacher assistants across the school. Jefferson Overseas Technology International (JOSTi) Conference Three members of the EAC technology team attended the annual JOSTI Conference in the United States. The conference is sponsored by the United States State Department. and is designed for international technology educators and administrators.

International Baccalaureate Organization (IBO) Four EAC upper school IB diploma teachers attended specific training in IB Coordination, IB Business Management and IB Global Politics designed by the IBO to ensure that teachers are well equipped to engage students in a Collectively, these professional learning experiences have equipped teachers with knowledge, skills, and tools to meet rigorous and challenging program. Seven IB Language teachers also participated in on site IB training in São Paulo. student learning needs and prepare them for a future that is not fully known or understood.

54 55 Campus Development: EAC Facilities Master Plan

Our strategic framework, EAC 2021, calls for the creation and maintenance of flexible, safe, inspiring, and environmentally friendly learning spaces and campus infrastructure to support 21st century teaching and learning. The EAC Master Facilities Plan provides a “road map” to guide the growth and improvement of our learning spaces and the campus over the next 10 years. The plan consists of a feasible project sequence that is:

• Aligned with a Long Term Financial Plan. • Responsive to 21st century teaching and learning. • Adaptive to support a “3 stream” school up to 800 students.

The School Administration made some adjustments in the plan to ensure feasibility and to support improvements that would have an immediate positive effect on learning. The following campus development projects were planned and executed during the 2017-18 School Year.

Renovation of the Elementary School / Middle School Block (including the creation of the following new learning spaces: Elementary School Student Support & Success classroom and Brazilian Program Office / Faculty Lounge.

Construction of the Upper School Modular Classroom Block (including the creation of a state-of-the-art Fabrication Lab and Multimedia Lab.)

56 57 Finances Finances

The EAC administrative team and board of trustees engages in sound fiscal planning and management to ensure financial EAC Capital Expenditures 2017-18 sustainability and the continued development of an excellent educational program and supporting infrastructure. This process reflects the following commitments:

• EAC’s mission and vision, values and strategic goals • Recruiting and retaining a highly qualified professional staff • Maintaining personalized education through a low student-teacher ratio • Continuous improvement of curriculum, instruction and assessment practices • World-class facilities, technology infrastructure, and educational resources.

82% Salaries and Beneﬁts

8% Geneal Expenses

7% Books, Supplies & Materials

3% Utilities & Maintenance

EAC’s accounts are audited by Consulcamp. Below, please find how financial resources are allocated to support student learning at EAC.

EAC Revenue 2017-18 EAC Capital Expenditures 2017-18

71% Private Tuition 12% Building Improvement

22% Company Tuition 7% Furniture & Equipment

1% Interest/other 14% Technology

3% Associate Company Fees 67% New Projects

3% Development Fund

58 59 Parent Involvement Parent Involvement

Parent engagement and volunteerism is one of the hallmarks of the EAC community. Through volunteer efforts and sharing knowledge and expertise, parents add tremendous value to student learning and experience at EAC. EAC has Whole School Brazilian Program several new and existing forums in place to provide parents with an opportunity to get involved. Overview of the Preschool Curriculum - K2, K3 to Child Protection: Keeping your child safe K5 and K5 Child Protection Partnership and Learning Forums

Partnership and Learning Forums provide an opportunity for parents and school leaders to convene throughout the year Homework: A necessary evil? Role of Parents in Education to explore and learn about topics/issues relevant to student learning and experience. The overall purpose of the PFL’s is to work and learn together in partnership to support student learning and the continuous improvement of EAC.

Below are Partnership and Learning Forums that were convened during the 2017-18 school year. Technology Integration and the Modern Classroom Technology in Preschool

A focus on Language development - speaking, Whole School Brazilian Program Upper School *Internet Safety reading and writing Apresentação da “BNCC”- Base Nacional Comum Curricular” da Acquisition of the Portuguese language in EAC 2021- EAC’s Strategic Plan Child Protection Recuperacão in the Elementary School Educação Infantil e do Ensino Preschool Fundamental. But How Do We Know? The purpose of assessment Cheers and Fears in Preschool in the Elementary classroom Faculty Recruiting & Proposta de Reforma no Ensino Grade 6 Transition Retention Médio. CARES: Social-emotional learning in the Elementary School

Processo de “Recuperação Teenage Dependence on *Led by EAC parent and IT consultant Rodrigo Montagner Faculty Appraisal Contínua e Paralela. Electronic Devices

Universidades Brasileiras e seus Meet Sanutrin: EAC’s new food processos seletivos: ENEM e IB Diploma Program service provider outros.

Resultados dos testes de proficiência em Língua Portuguesa College/University EAC Priorities 2018-19 - elaborado e aplicado pela Application Process Fundação Cesgranrio.

Língua Portuguesa na Educação EAC Core Values (2 events) Infantil.

60 61 Parent Involvement Parent Involvement

Board of Trustees Committees EAC Athletics Booster Club

The Board of Trustees convened three committees during the 2017-18 school year: The EAC booster club is an organization of volunteer parents who are interested in supporting EAC student-athletes. All teams benefit from the club’s sponsorship of the following activities: • Finance Committee • Development Committee • Assisting with hospitality when EAC hosts Sports Festivals and other games; • Technology/Innovation Committee • Operating concessions (Snack Shack); • Supporting in Athletics Events, including Giants Sports Night; These committees investigated issues and advised the school administration on a variety of issues related to the strategic direction of the school. Special thanks to EAC parents, Eduardo Malouf and Luiza Barguil, for serving on the • Communicating with the community to promote our sports teams. Development Committee and to Cinira Soledade, Paula Ribiere Tortolo, Paulo Gandolfi, and Mauro Oliveira for serving on the Technology/Innovation Committee. The members of the Executive Committee of the EAC Athletics Booster Club: Raul Sadir - President Magda Funabashi - Vice-President PTO and the EAC Halloween Celebration Tia Lopez - Treasurer Under the able leadership of EAC parent, Carla Vaselli, the EAC PTO worked closely with the Institutional Advancement Manuela Guimarães - Secretary Coordinator to organize a wonderful Halloween celebration. Almost 2000 people attended the event. Highlights Ariene Fonseca - Fundraising/Events Coordinator included the traditional halloween parade, the senior haunted house, trick or treating, and a campus that was magically transformed with decoration. Food Service Committee

A group of volunteer parents, all of whom have a background in nutrition, served on the EAC food service committee. The food service committee serves in an advisory capacity to the school administration on matters related to food quality and service at EAC. The committee seeks to align stakeholder feedback, organizational feasibility, and best practices in school food service when advising the school administration.

During the 2017-18 school year, the committee worked with the school administration to administer a process to select a new food service provider. After careful consideration and several site visits the committee advised the School Administration to select Sanutrin.

Members of the EAC Food Service Committee are: Ricardo Oliveira (Chair), Kiki Steir (EAC Nutritionist) , Fernanda Ceccato, Fernanda Percoraho,, Izabel Massoni, and Carlos Murrer.

62 63 Advancing the EAC Mission Parent Involvement

High School Career Fair

EAC hosted the first annual high school career fair on Thursday, October 26, 2017. The objective of the Career Fair was EAC is very fortunate to have a talented and dedicated faculty and staff, involved parents, engaged alumni, and to broaden our students’ horizons and deepen their understanding of career choices as they begin their journey toward supportive associate companies who are deeply committed to EAC. The Institutional Development Office is here to graduation and the world beyond EAC. The Career Fair provided an opportunity for students to personally engage support and unite EAC – our students, faculty, staff, parents, and alumni – to build a community of do-ers and donors and interact with a group of local professionals (EAC parents, friends, alumni, etc.) who have chosen career paths in who keep EAC moving forward. areas such as Business and Management, Technology, Health Sciences/Medicine, Human Resources, Media/Arts, Public Service, Engineering, Law, Education, etc. EAC is a nonprofit school that relies on tuition income for the entire annual operating budget. Each year, the EAC Board of Trustees strives to keep tuition at a market-sensitive level while funding new initiatives for school improvement. EAC alumni, Dr. David Schlessinger (‘97) served as the guest speaker. Dr. Schlessinger is an accomplished Neurologist who was featured in the MIT Technology Review for developing a program to improve the diagnosis of rare genetic diseases. Over 82% of EAC’s budget is allocated to support faculty/staff salary and benefits. Beyond salary and benefits and other fixed costs, there are limited resources available to invest in innovative educational programs and campus development. Special thanks to the following accomplished EAC faculty/staff, parents and alumni who came to the career fair and Extremely high operating costs in Brazil provide a greater challenge to resource and deliver innovative programs for engaged students and parents about their respective careers: our students. In short, tuition alone does not cover the entire cost of providing your child with a quality international education. Parents: Bruno Simoes, Cesar Massaioli, Camila Ferreira ‘08, Daniel Adler, David Dequech, Eduardo Malouf, Élia Bulman, Giovana Denucci ‘12, Heather Pillar, Iscia Cendes, Jennifer Licko Carrere, Jesse Lopez, Helena Castilho, Leandro Cresta, Quality non-profit organizations and international schools in Brazil and around the world rely on generating alternative Leila Fantini ‘01, Luana Aranha ‘13, Luis Alexandre Marini, Luiza Barguil, Luiza Pimentel ‘09, Mauricio Bellucci, Mauricy sources of revenue to strengthen programs and facilities and to provide students with innovative learning opportunities. Martin, Nicholas Nassralla ’11, Nina Lahaliyed, Paula Montagner, Paula Rebiere Tortolo, Paulo Gandolfi, Phil Martin ‘08, EAC is no exception. We are grateful to our Associate Companies who are committed to making a positive difference at EAC. Phil Tsubaki, Priscilla Bertoli, Raul Valadao ‘11, Rodrigo Montagner, Ronaldo Rossi, Stefano Barbosa ‘10.

These seven companies make an annual financial contribution to support capital improvements at EAC. This year’s contribution totalled: R$981,800

This contribution was used to support the following capital projects which will be complete for the 2018-19 school year.

• Renovation of the Elementary School / Middle School Block including the creation of a Brazilian Program Resources Center, a Faculty Lounge, and an Elementary School Student Support and Success space.

Grade 11 Job Shadowing Experience • Construction of an Upper School classroom block including the creation of an Upper School “Fab Lab” and a Multimedia Lab.

The Job shadowing experience is an important part of EAC’s career exploration program. Job shadowing is when an individual student or small group of students spend one day in a work environment at a local company/organization with a professional(s) to gain insight about a particular occupation, career area, and organization/company. Students were matched with career areas that reflected their interests and aptitude. On June 12, 2018, all Grade 11 EAC students engaged in a career field experience.

Special thanks to the following EAC parents and alumni who volunteered to host a Grade 11 student or a small group of Grade 11 students for a day in their respective work environments: Cristiane Assis, Cristina Coelho, Cristina Stier, Cynthia Bezerra, Élia Bulman, Gustavo Ceccato, José Miguel Ruiz, Luis Alexandre Marini, Luis Filipe, Fonseca, Márcia José, Maurício Barros, Omar Said, Paula Rebiere Tortolo, Raphael Bozola, Rawflin Bezerra,

Parent Presenters and Performers

Throughout the year, several parents have volunteered their time to serve as guest presenters, performers and speakers. The community is very fortunate to have talented parents perform music at school events. In addition, parents visited with students and teachers in the classroom to share their knowledge and expertise on a wide variety of topics. 64 65 Our Future EAC Partners

Associate Companies All contributions in the form of volunteering, sponsorships, and financial donations, beyond tuition are meaningful and truly make a difference in the lives of EAC students. EAC is very grateful to parents, alumni, corporate partners, and friends for their dedicated support and participation.

As we look towards the future through our mission, we see our students developing their talents, pursuing their passions, and finding new opportunities to impact the world around them. In short, we are investing in our future and our students are becoming GIANTS.

Go GIANTS!

Affiliations

Partnerships

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