by Khalida Lockheed | May 7, 2021
The International Baccalaureate is not only for Diploma Program students, 11th and 12th graders. The IB Organization offers programs in the Primary and Middle years, preparing students to be global citizens, transdisciplinary thinkers, and well rounded people.
Like other IB schools in Costa Rica, Futuro Verde, is not authorized as a “continuum school” offering all three programs. However, by offering the capstone Diploma Program, in order to properly prepare students to be successful has required that we align the primary and middle years’ curriculum to IB.
What does this mean?
It means that all teachers, at all levels, must learn about the IB programs and ensure students are meeting the required standards.
Furthermore, the IB programs and courses are continuously undergoing revision with updates and thorough course program review and revision every seven years. IB encourages teachers to participate in this process making it a collaborative product.
Okay, you say, it makes sense that teachers and students should learn about and practice the IB program at their level. But what about families? As parents of students in a private school, it is clear that education is an important value in your family. Why it is important for parents to understand the program of study of their children became more apparent during the last school year when the pandemic sent students home for virtual learning.
We all experienced school in a new way over the last year!
To this end, we invite you to visit this space for more information and an overview of the IB. In addition, we will be organizing parent meetings to further inform and learn about the IB programs and what it means for students at every level.
Keep tuned!
by Lural Ramirez | May 6, 2020
As schools around the world transitioned to distance learning models in response to the novel Coronavirus pandemic, there have been milestones and moments that have been key, and as reported by the World Economic Forum on April 22, 2020, we have seen unprecedented global cooperation in response to the suffering and social-distancing efforts.
As the virus made its way to Latin America, Futuro Verde was weeks, and in some aspects years, ahead in our preparation for this required shift to online learning. The timeline below details our school’s response to this crisis and our preparedness efforts.
2014, over a period of months
Futuro Verde webmaster Khalida Lockheed spearheaded our application to Google to become a “Google For Education” school. Our application was accepted, giving us free, unlimited access to domain-specific @futuro-verde.org emails, Google For Education Apps like Gmail, Classroom, and the like. This step allowed all Futuro Verde board members, staff and students to have Futuro Verde emails and a controlled and safe shared domain for our IT needs.
How did this help us during the pandemic? All staff and students were already united under a common domain, which facilitated both more complex and collaborative online processes as well as an assurance that email server filters follow our students’ safeguarding protocols and policies.
2015, over a period of months
Futuro Verde webmaster Khalida Lockheed, in her dual role as webmaster and design manager, shifted our www.futuro-verde.org website to a content management system (WordPress), allowing for greater flexibility and collaboration.
How did this help us during the pandemic? Having the ability to quickly and easily link students and families to all of our online learning tools and resources aided in a smooth transition into a full online learning mode.
2016 school year
Secondary teachers began implementing the Google for Education Classroom app with more consistency starting in 2016. Students in upper secondary grades had become accustomed to having a parallel online platform which was initially used to document assignments and projects and to digitally receive student work for projects assigned.
This year as well, some preschool and primary teachers began to experiment with the Seesaw Platform, used then as a supplemental family communication tool.
How did this help us during the pandemic? As we shifted to online learning, Classroom and Seesaw became our main platforms for student online, at-home engagement and work. Our previous experience with both platforms made this new leap to larger use volume much more manageable and smooth.
2017-2019 school years
As Futuro Verde grew, we were able to acquire much needed, full-time support in IT and we began to purchase and systematically use several key databases, tools and programs that support student learning. Specifically, we acquired: Turnitin, a similarity detection tool to help students learn how not to plagiarize their work; EBSCO a database of reliable sources for information across a myriad of subjects and grade levels; Reading A to Z, a platform that provides independent level reading support for our pre-k and primary students; and IXL, a license we purchased for school-wide use to reinforce our students’ math abilities through an online platform personalized to their current needs and abilities and updated continually to meet their needs.
Additionally, from an administrative perspective, we purchased a school Zooom pro account in order to facilitate the confirmation of strategic university, governmental and private partnerships to benefit our students. And, perhaps most importantly, in 2019 we became a PTC member school.
How did this help us during the pandemic? Futuro Verde’s databases, tools and programs have been pillars in our instructional focus during online learning, shifting from the supplemental structures they once were to more integral and central tools for learning during our online program. Zoom Pro has allowed us to continue to effectively coordinate as staff and to maintain that high level of care and personalized attention our teachers and school are known for.
Via the listservs established by the PTC as a part of our membership status, PTC membership has meant that we have been kept at the forefront of the response by reputable international schools around the world. Furthermore, as I mentioned at the start of this article and as the World Economic Forum has confirmed, the unprecedented global cooperation between international and government schools has been invaluable to us at Futuro Verde. Our leadership team and governing body began receiving advice and updates from partner schools in China, then the rest of Asia, then the Middle East, Europe, Africa and now Latin and North America as the virus spread across the globe. The virus came to our continent last and we have benefited greatly from the lessons learned by our partner schools and we have modified resources eagerly shared with us by other schools who are weeks ahead of us in their response in order to best meet the needs of our unique student population. And please know that we have extended that same level of support in return, sharing our own best practice with other schools in the hopes that it might help them better weather this storm we are all in together.
This doesn’t mean we were perfectly prepared for everything though…
In the one day we took for teacher training on March 17th before immediately moving to online learning with students, we hurriedly got up to speed on Google Hangouts, for daily student check-in and accessibility for office hours with teachers throughout the day. We had always had access to this App as a part of our “Google For Education” status, but our first real use of the app coincided with the crisis. Luckily our amazing teachers are dedicated learners themselves and so they dove into this new challenge, and the others that have come, as we continue to innovate our approach and program as the weeks go by.
I sincerely hope this look back in time related to preparedness has helped further contextualize the value of investing in a high quality education for your child. Effective, coordinated efforts require time, in this case years, and they also require vision, commitment and determination. As Head of School, I am deeply appreciative for our fantastic staff who have contributed to our readiness for online learning, to our international school partners for their generosity and time, and, most importantly to our students and their families for their commitment to progressive, high-quality and future minded education on the Nicoya peninsula!
For more information on our specific programming, please visit our website which houses specific information and resources related to our online and distance learning program. And, stay tuned for new response to the crisis yet to come! The latest updates from our partner schools outside of Latin and North America is that most countries and schools are beginning to transition back to on-campus learning, with modifications and precautions new to all. So, if the pattern of this global crisis stays true, a whole new challenge awaits our community soon when Latin and North America also begin to transition back! If you know us well, you know we have been preparing for that for weeks now already…
by Angie Briceño | May 5, 2020
We all remember our last year of high school: a moment in each of our lives full of all kinds of different emotions like stress, anxiety, excitement, and happiness. High school seniors experience many feelings and emotions. That last year is a culmination of a stage in life, the line between starting to live an adult life and leaving behind the life of a teenager and high schooler. That is why it is such an important time in life to have unique experiences and create lifelong memories.
High school seniors around the world are living in a unique moment in history, and our seniors are no exception. This pandemic has completely changed their senior year in terms of tests, deadlines, and the uncertainty of what will happen next. Aside from academics, they are also experiencing a social change in their senior year with their friends, eating together, doing activities that would leave a lasting impact on their lives and on the school as well. Have you imagined what it would be like to be a high school senior right now?
Here is what 12th graders Alejandro Mora and Maya Reolon have to say about their experiences during the pandemic:
“For me the transition to online learning has been very difficult. It’s hard for me to stay motivated and concentrate on my work. I started doing schoolwork from home, but there were so many distractions like the TV, cell phone, etc. Things got easier once I had a good Internet connection, because I was able to contact my teachers more, and get my questions answered, but I still find online classes to be more difficult than in-person ones. What I miss most from being at school is socializing. I miss seeing my classmates every day. One good thing about this situation is that I can develop more self-discipline, which I have made an effort to do. I try to take more responsibility for myself and my things, and without counting on anyone to constantly supervise me, I can be more independent.”
– Alejandro Mora 12°
Life as a student, particularly as an IB senior, has been interesting during the COVID-19 pandemic. Us students, as well as teachers, are learning how to continue our academic lives by virtual means. Classes are now directed by Zoom meetings, presentations are now shared by videos, and so forth. This is all not as one would expect their educational year to be, but so far, it has gone well! When online learning began, all of us students in IB were worried if we would not have the motivation to continue our learning at home. Well, so far it has been over a month, and we have been working harder than ever. I am so proud of my IB peers and for the rest of the students, keeping the motivation up and working very hard during times like this. I am also very proud of the teachers, who are working very hard (if not harder) during this time of online learning. Personally, so far this year has been a learning curve. I am learning not only academic material, but I am learning patience and I am learning self-discipline. The teachers have been very supportive with us students, especially in IB. I am thankful for them, and I am thankful for my peers. I know that when school comes back, everybody will feel more at ease and happy to be in a classroom! Even though we are all physically apart, we are all united. Thank you Futuro Verde! Go class of 2020!
by Khalida Lockheed | May 3, 2020
An integral part of an IB education, which our students are well aware of, is the IB’s Profile of a Learner. All students can name at least a few, having seen them on the coveted Valores and participated in fun Peace Practice activities illustrating them. As a reminder to our larger community, they are: risk takers, inquirers, knowledgable, thinkers, good communicators, principled, open minded, caring, balanced, and reflective. But, did you know that another very important aspect to an IB education is the Approaches to Teaching and Learning, or ATLs? These are the skills embedded in an IB education which truly prepares students for further studies at the university level:
Rarely have these skills been so vigorously tested as in this current online learning context! Learning online, oftentimes independently, requires students to put self-management into rigorous practice. In addition, students have needed to learn different modes and skills of communication. Teachers, across the board, have been truly impressed with the work students have produced, in spite of these new challenges. We have all been delighted to see these 21st century skills on display by students and have been challenged as teachers to find new ways to deliver our lessons online which inspire these approaches to learning.
by Lural Ramirez | Mar 31, 2020
Futuro Verde has been pleased with the roll-out of our online learning program in response to the novel coronavirus, COVID-19. Our teachers have taken on the new challenge with enthusiasm and love- eager to continue to support students and provide stability and consistency in a time of such global uncertainty. But it is our families and our students who have left us absolutely blown away by their adaptability, support and commitment to their children’s learning! Together we truly are stronger and we will get through this difficult time and back to regular school operations as soon as is possible!
FAQs regarding Futuro Verde Online Learning:
My child is new to English or Spanish (or both) or has a learning support need. How is Futuro Verde addressing those needs in online programming?
All Futuro Verde teachers are with us and online- including our language support specialist and our special education teacher. Both specialists have created innovative and helpful structures to support student in their classes, to provide individual support and to continue to help teachers as they work to differentiate learning online and make it accessible to students of all abilities.If your child needs further support please contact our specialists directly:
Anika Hodel, Language Specialist: anika@futuro-verde.org
Alannah Anglin, Special Education Teacher: alannah@futuro-verde.org
I am worried about my child’s well-being during this difficult time. Does the school still offer psychological support and counseling during online programming?
Absolutely! Times like these are moments when we all need emotional support and our school psychologist, Massiel Arroyo, is here to help our students, families and staff!
Supports include:
- Mindfulness classes with intentional emotional supports for ALL students
- A Futuro Verde Facebook group especially for families needing emotional support. Parenting, supporting learning at home and managing stress related to the impact of this pandemic on us as individuals, as a family and in our work or businesses is so very important at this time and Massiel is here to support parents too!
- Personal contact coordinated by Massiel and done with the support of our administrative and leadership team to check-in on families regularly and make sure our community stays well as a group and as individuals and that everyone receives the support they need.
I appreciate Futuro Verde’s efforts to implement online learning, but we miss regular school days. When will school start again?
We will get back to regular school days as soon as the public health emergency has passed and the Costa Rican government gives us the green light to go back to normal life! We can’t wait for this to happen and look forward to seeing our students very soon!
Does Futuro Verde have a plan to sustain online learning over time if the pandemic and social distancing efforts must continue beyond the original return date of April 13th?
Absolutely! Our COVID-19 protocol includes scaffolded implementation over time and teachers are prepared to deal with attendance, assessment and long-term scheduling of online learning, if needed. But, we are all hoping for a quick return to school as soon as safety permits us to be back together again! For more details on our policies for attendance, assessment and long-term scheduling, please review our website.
How will student grading be affected during online learning? Will my child still be able to graduate and get credit for the part of the school year they spend online?
Yes, your child will continue to receive instruction, be assessed by teachers and receive due credit for their learning and growth and development! That is the biggest benefit of keeping your child in a temporary online learning program during a global emergency like the one we are currently living. Even when the world feels turned upside down, your child will continue to progress in their studies and keep their options for the future wide open! Given the challenges of online learning, Futuro Verde has developed an online grading policy that generously takes into account the challenges online learning can present and is ensured to appropriately support our students for success!
by Karol Madrigal | Mar 30, 2020
In the face of a crisis like the one we are currently experiencing worldwide, it is of utmost importance to our citizens that the national institutions of leadership take the necessary actions to overcome the emergency. A timely government response can make all the difference, not only in the real impact of the crisis, but also in the responsible attitude of the population.
In the case of Costa Rica, the government’s decisions were made quickly. Even as we go through this experience, in a way, this response has strengthened the credibility of state institutions for the people of Costa Rica. Examples of these government-driven operations range from setting up a specialized health care center for patients with the virus, to closing the borders, to producing and distributing antiseptic solution, and prohibiting vehicle traffic at night. All of these measures have contributed to the public’s perception of a kind of shield, which can only be achieved through good leadership.
However, the concern and desire to overcome the current situation is not only a concern for the national authorities. On a more local level, the student government of Futuro Verde is aware of how this difficult context is developing and, due to its commitment to the student community, continues to meet in order to discuss ways to provide support to the students when they return to the institution. Additionally, they seek to ensure that a hygiene protocol is maintained to help protect, as much as possible, the health and general well-being of their fellow students.
What other action could more accurately reflect the way that our school prepares students for citizenship, than the genuine concern that our students are showing for their peers during a difficult time like this? Great work, Futuro Verde student government!
