LIBRO BONDHOLDERS 2026

General Assembly of Bondholders 2026

CHAPTER I.

Call to Order and Veri cation of Quorum

ORDINARY ASSEMBLY OF BONDHOLDERS

DATE: Wednesday, March 18, 2026

PLACE: Propal Auditorium, Colegio Bolívar

TIME: 7:30 a.m.

AGENDA

I. Call to order and verification of quorum

II. Approval of minutes of the Ordinary Assembly, March 18, 2025

III. President’s Report, presented by Mrs. Maria del Pilar Correa

IV. Director’s Report, presented by Dr. Joseph Nagy

V. Finance Report 2025-2026, presented by Mr. Pablo Sanint

VI. Revisor Fiscal’s Report and Election presented by Mrs. Diana Marcela Miranda Hurtado from BDO AUDIT SAS BIC

VII. Presentation of Proposed Budgets for 2026 / 2027 school year presented by Mr. Pablo Sanint

VIII. Permanencia Régimen Tributario Especial, presented by Mr. Pablo Sanint

IX. Business Manager Report, presented by Mrs. Diana Toro

X. Proposed Slate for Board of Directors 2026 – 2027, presented by Mrs. Maria del Pilar Correa

Adjournment

LISTA TENEDORES DE BONOS ACTIVOS DEL COLEGIO BOLIVAR Cali - miercoles, 18 de marzo de 2026

NOMBRE No. BONOS ÚLTIMA ASISTENCIA

1 - Carvajal Internacional S.A. 16,035 2025

2 - Smurfit Kappa Cartón de Colombia 15,300 2025

3 - Colgate Palmolive Compañia 13,160 2025

4 - Goodyear Colombia 4,300 2025

5 - Ingredion Colombia S.A. 4,200 2025

6 - Carlos Uribe 60 2025

7 - Asociación de Padres 60 2025

8 - DeLima Marsh S.A. 60 2025

TOTAL 53,175 QUÓRUM – Mayoría presentes + 51% Bonos 27,119

CHAPTER II. Approval of Minutes

Ordinary Assembly of Bondholders

ASAMBLEA ORDINARIA DE TENEDORES DE BONOS - ACTA 84

La Asamblea Ordinaria de Tenedores de Bonos del Colegio Bolívar se llevó a cabo el martes, 18 de marzo de 2025, en el Auditorio Propal de la Biblioteca del Colegio Bolívar. De acuerdo con el Art. 6 de los estatutos, la Sra Mariana Caicedo, Presidente de la Junta Directiva del Colegio Bolívar, abrió la sesión a las 7:35 a.m. Ejercerá funciones como Secretario para esta Asamblea, el Dr. Joseph J. Nagy, Rector del Colegio Bolívar.

I.

Verificación de Quorum

Se informó que se encuentran representados 53.140 votos entre los Tenedores de Bonos presentes, lo cual representa un 99% de los votos activos para sesionar. Según lo estipulado en los estatutos del Colegio, constituirá quorum para deliberar en la Asamblea General un número plural de Tenedores de Bonos con derecho a voto y que representen por lo menos 51% de los bonos activos y 75% en caso de presentarse alguna reforma en los estatutos del Colegio. De acuerdo con lo anterior, se requiere para esta Asamblea un mínimo de 27.132 votos (51%), quedando establecido el quorum para iniciar la Asamblea. El orden del día se sometió a aprobación de la Asamblea y fue aprobado por unanimidad iniciándose la Asamblea Ordinaria de Tenedores de Bonos. No. de Tenedores de Bonos

Carvajal S.A.

Smurfit Westrock

Votos Representantes

Ana María Montoya

María del Pilar Hurtado

Ingredion Colombia S.A.

Asociación de Padres Colegio Bolívar 60

DeLima Marsh S.A. 60

Carlos Uribe 60

TOTAL

Alejandro Duque

Maria Isabel Garcés

María Isabel Garcés

Dorothy Carla Uribe

Se informa que el representante legal de la compañía tenedora de bonos Price Waterhouse Coopers, Sr. Julián Andrés Montaño Gaviria envió el 11 de marzo de 2025 una carta manifestando la transferencia de sus veinticinco (25) bonos a favor del Colegio Bolívar.

II. Acta de la Asamblea Anterior del 21 de marzo de 2024

El acta de la Asamblea Ordinaria llevada a cabo el 21 de marzo de 2024 se leyó y se aprobó por consenso general.

III. Informe del Presidente de la Junta Directiva

Nuestro compromiso como Junta es acompañar a la administración para que el Colegio logre siempre los mejores estándares que se encuentran depositados en el Plan Estratégico, en los Valores que nos representan y los distintos mecanismos como COGNIA, que nos permiten ofrecer la mejor educación posible a la vez que nos fortalecemos como comunidad.

Durante este período, la Junta Directiva del Colegio Bolívar ha gestionado temas claves relacionados con la selección del nuevo rector, la recaudación de fondos, la obtención de la licencia para el Complejo Deportivo y el manejo financiero del colegio.

Proceso Selección Rector: El proceso de selección del nuevo rector fue un proceso que arrancó en agosto del 2024. Para apoyar dicho proceso se nombró el “Search Committee” que tenía la responsabilidad de liderar el proceso, en este comité participaron los siguientes miembros: María del Pilar Correa, Francisco Muñoz, Mariana Caicedo y Carla Ravassa como representante de los Bondholders. En el proceso se incluyó a Adriana Ledesma, la Coordinadora de Gestión Humana del Colegio Bolívar. Para garantizar un proceso riguroso se contrató a la empresa especialista en el tema, SEARCH ASSOCIATES. Se recibieron 29 postulaciones de profesionales altamente cualificados. Tras una primera revisión, se seleccionaron 10 candidatos que cumplían con los requisitos mínimos. Posteriormente, se llevó a cabo una primera ronda de entrevistas estructuradas y luego se hizo una segunda para 7 de ellos, finalmente se redujo la lista a cuatro finalistas: Jessica Gilway, Daniel Sandberg, Israel Catz y Timothy Shirk.

Estos cuatro candidatos que clasificaron a la fase final visitaron las instalaciones del Colegio y participaron en reuniones con diferentes estamentos de la comunidad educativa. La comunidad pudo participar y dar su opinión acerca de todos los candidatos. Para el proceso de selección la junta directiva sesionó dos veces. Finalmente se seleccionó a la Dra. Jessica Marie Gilway, como la nueva Rectora del Colegio Bolívar a partir de agosto de 2026.

La Dra. Gilway cuenta con una sólida trayectoria en educación internacional y posee un doctorado en Liderazgo Educativo de Appalachian State University. Actualmente, se desempeña como Directora en la Academia InterAmericana en Guayaquil, Ecuador. Su experiencia, liderazgo y visión innovadora la convierten en una pieza clave para la evolución del Colegio Bolívar en los próximos años. Actualmente la Dra. Gilway ha firmado una carta de compromiso con el Colegio y durante el año escolar 2025-2026 estará visitando el colegio en cuatro ocasiones para realizar el proceso de empalme, asegurando una transición planificada y eficiente.

Fundraising (Recaudación de Fondos): Liderado por María del Pilar Correa y Mathilde de Guzmán, el Comité de Recaudación de Fondos ha trabajado en consolidar nuevas fuentes de ingresos para garantizar recursos nuevos para la ejecución de proyectos estratégicos.

Durante este periodo, se han realizado diversas iniciativas para captar fondos mediante eventos, donaciones y alianzas estratégicas. Uno de los objetivos ha sido estructurar un plan sostenible que permita una mayor independencia financiera y que garantice recursos suficientes para el mantenimiento y desarrollo de la infraestructura escolar. Para este nuevo año escolar donde tenemos varias obras que se realizarán, por lo tanto, es de suma importancia crecer esta estrategia.

El próximo paso será evaluar el impacto de estas estrategias en el presupuesto general y definir nuevas líneas de captación de recursos. La Junta Directiva continuará enfocada en asegurar que el Colegio Bolívar cuente con un respaldo económico sólido para continuar ofreciendo educación de excelencia y ejecutar sus proyectos institucionales sin contratiempos.

Licenciamiento y Construcciones: El proyecto del Complejo Deportivo ha sido una de las prioridades para la Junta Directiva. En diciembre de 2024, se radicó la solicitud de la Licencia de Construcción y Saneamiento, dando un paso crucial para la ejecución de esta obra y finalmente se recibió la licencia en enero del 2025. En ese proceso, se contó con la asesoría del señor Carlos Ernesto Uribe, un consultor de amplia experiencia y reconocido prestigio entre las constructoras de la ciudad. Su trayectoria incluye el acompañamiento en múltiples procesos de licenciamiento para importantes proyectos de infraestructura urbana.

Para asegurar la supervisión adecuada del proyecto se contrató a Francisco Angulo Ingenieros que nos acompañará como firma interventora y que nos apoyó con la asesoría previa en la evaluación de los oferentes y selección de la empresa constructora del complejo deportivo.

Tras una licitación con cinco constructoras, se seleccionaron dos finalistas: CONSTRUANDES y DIRCO INGENIERÍA. Luego de una serie de reuniones y análisis, la Junta Directiva aprobó la adjudicación del contrato a DIRCO INGENIERÍA, no solo por su propuesta económica sino por su experiencia en proyectos de infraestructura educativa similares.

Además de este gran proyecto, el Comité de Construcciones ha trabajado en la planificación de otras obras clave, como la remodelación del Gimnasio Mafalda y la Biblioteca Martín Felton, así como la rehabilitación de la cancha principal de fútbol y la pista de atletismo. Estas mejoras buscan modernizar las instalaciones del Colegio y responder a las necesidades crecientes de la comunidad escolar.

Durante los próximos meses, la Junta Directiva continuará supervisando el avance del Complejo Deportivo que deberá estar arrancando muy pronto y asegurando que las obras complementarias se realicen sin afectar la operatividad del colegio.

Gestión Financiera: Uno de los mayores retos que enfrentó el Colegio Bolívar en este período fue la detección de un fraude financiero que había venido ocurriendo hace por lo menos 10 años. Fraude cometido por dos empleados de entera confianza que a través de documentos falsificados y manipulación contable desviaron dineros para su beneficio. La investigación determinó en principio que el monto defraudado puede ascender alrededor de $1.400M COP, cifra por la cual el Colegio instauró denuncia penal ante la Fiscalía. Para mitigar este impacto, se activó la póliza de infidelidad y riesgo financiero con AXA Colpatria, la cual cubrirá parte de las pérdidas. Además, la Junta Directiva aprobó la contratación de la firma PKF Cabrera Internacional para llevar a cabo una auditoría forense y fortalecer los controles internos del Colegio. Además, como parte de las acciones correctivas, se implementará un régimen de medidas mínimas de SAGRILAFT, que permitirá mitigar riesgos relacionados con lavado de activos y financiación del terrorismo. En términos de presupuesto, la Junta Directiva aprobó un incremento del 6% en costos educativos para el año escolar 2025-2026. El comité financiero ha decidido no hacer un incremento tan alto pues se teme que los ingresos de muchos padres se han visto afectados por la situación económica y las reformas tributarias. Por otra parte, se ha venido analizando con el apoyo de un abogado externo, una resolución de la secretaria de Educación Municipal, que establece debido a un cambio en la interpretación de una norma, la reducción de los costos educativos de K4, situación que sería muy crítica para la situación financiera del colegio. Ante esta situación, se presentó un recurso legal para revocar la decisión, argumentando que la institución mantiene el régimen de libertad regulada y tiene autonomía en la fijación de costos educativos para el primer grado de escolaridad.

Los estados financieros al cierre de enero de 2025 reflejaron ingresos operativos estimados del año escolar de $56.963M COP con una utilidad operativa de $112M COP por debajo de lo presupuestado, en gran parte debido a los ajustes contables derivados del fraude financiero ya mencionado. A pesar de este desafío, el Colegio Bolívar mantiene una posición financiera estable, con un portafolio de inversiones de $40.992M COP, distribuidas estratégicamente para minimizar riesgos y destinados principalmente al plan maestro de infraestructura.

En los próximos meses, la Junta Directiva continuará trabajando en la optimización de la eficiencia financiera, implementando controles más estrictos y asegurando que las decisiones presupuestarias se alineen con los objetivos estratégicos de la institución.

Plancha Junta Directiva 2025-2026: A partir de junio, junto conmigo, también se retirarán de la Junta Directiva Robert Klinger y Carlos Regalado. Ante esta situación, el Comité de Gobierno se reunió para revisar la lista de posibles candidatos, identificando tres perfiles clave para su reemplazo: Experto en construcción: Se busca un miembro con conocimiento y experiencia en construcción para sustituir a Carlos Regalado y liderar el Comité de Construcciones de la Junta. Para este rol, se presenta a Óscar Cárpena, arquitecto de profesión, quien en el pasado apoyó el proceso de construcción del complejo deportivo. Especialista financiero: Dado el retiro de nuestro Tesorero, Robert Klinger, es necesario un perfil financiero que se integre al Comité Financiero. Para esta posición, se postula al señor Pablo Sanint, egresado de la clase de 2022 del Colegio Bolívar y actual presidente de FINESA.

Perfil humanista: En mi reemplazo, se busca un miembro con experiencia en gobierno corporativo. Para este cargo, se presenta a la señora Juliana Buenaventura, egresada del Colegio Bolívar (clase de 2005) y politóloga de profesión.

Estos candidatos han sido seleccionados con el objetivo de fortalecer la Junta Directiva y garantizar la continuidad de su labor.

Conclusiones y Próximos Pasos

El Colegio Bolívar ha vivido un periodo con grandes noticias en términos de infraestructura, el futuro de los cambios en la dirección académica y la complejidad de un fraude que han exigido una respuesta rápida y efectiva. Estamos seguros de que la selección de una nueva rectora, el inicio del Complejo Deportivo, la consolidación de estrategias de recaudación de fondos y la implementación de controles más rigurosos son hitos que definirán el futuro del Colegio. Entre las acciones prioritarias para los próximos meses, se destacan:

• El inicio de la construcción del Complejo Deportivo, con una supervisión constante para garantizar su ejecución en los plazos previstos.

• La gestión de la transición del nuevo rector, asegurando que su llegada en 2026 sea fluida y alineada con la visión institucional.

• La resolución del conflicto con la Secretaría de Educación, buscando preservar la sostenibilidad y autonomía financiera del Colegio en la fijación de tarifas educativas.

• El fortalecimiento de la auditoría interna y los controles financieros, para mejorar los controles internos y optimizar la gestión de los recursos.

IV. Informe del Rector

El Dr. Joseph Nagy presentó su reporte ante la septuagésima cuarta Asamblea General de Tenedores de Bonos del Colegio Bolívar. El número de empleados directos para este año escolar asciende actualmente a 414, lo que supone un ligero aumento con respecto al año pasado El cuerpo docente está compuesto por 8 miembros de la administración, 29 docentes de contratación extranjera y 217 docentes de contratación local. El personal de servicios se conforma por los 160 empleados restantes entre personal de transporte, mantenimiento, instructores de actividades, personal del SENA y operaciones.

La población estudiantil para los grados K4 a 12 estaba previsto en 1.335 para este año académico. Actualmente, la matrícula en esos grados asciende a 1319, 16 por debajo de nuestras previsiones. La matrícula de NIDO asciende hoy a 64, con lo que el total de alumnos matriculados de N1 a 12 asciende a 1383. Una vez más, este informe demuestra que el Colegio Bolívar es altamente funcional con un perfil académico bien desarrollado, una visión y misión orientadas a un propósito, un currículo basado en la investigación, impartido por docentes experimentados y capacitados. Las estrategias de instrucción y evaluación, todas orientadas a preparar a los estudiantes para tener éxito en el nivel universitario y más allá, siguen siendo refinadas y reflejan las mejores prácticas. Nuestros esfuerzos colectivos a lo largo de muchos años reflejan un enfoque reflexivo, disciplinado y basado en la investigación para el progreso escolar. El equipo administrativo sigue centrando sus esfuerzos y recursos en la mejora de los procesos y la innovación, sin abrumar al sistema con la introducción de demasiadas iniciativas nuevas o cambios radicales. Como institución educativa unitaria, atendemos a alumnos de 2 a 18 años. La planificación e implementación de un programa académico secuencial, cohesionado y lógico requiere mucho tiempo y esfuerzo. Somos cuidadosos a la hora de alinear las prácticas pedagógicas y de gestión, el plan de estudios, los procedimientos operativos y la cultura escolar en las cuatro secciones académicas para garantizar una adhesión fiel y coherente a nuestros valores, misión y visión. Es imposible adoptar un enfoque único para todos, dada la amplia gama de etapas cronológicas y de desarrollo de nuestros alumnos, pero todos los caminos deben llevar a la misma dirección.

La Sra. Odette Rumie cumple su séptimo año como directora de Preprimaria. La sección atiende a 336 alumnos del Nido al Grado Primero con más de 40 profesores. Este año escolar, las secciones de Preprimaria y Primaria se han centrado en un modelo de co-instrucción en los grados de Kinder a Tercero. Este nuevo enfoque instructivo cambia la dinámica de la clase entre los dos adultos en el aula. El co-instructor y el profesor de aula planifican juntos para apoyar las necesidades de los alumnos utilizando diferentes estrategias y estructuras de acuerdo con el plan semanal.

La directora de la sección de Primaria, la Sra. Robin Perskie, está completando su décimo año en este cargo, atendiendo a 394 alumnos con cerca de 60 profesores. El programa de Primaria se compone de planes robustos de estudio en lengua y literatura, ciencias, matemáticas, estudios sociales y cuenta con el apoyo de programas socioemocionales.

El Sr. Jonathan Roberts, nuestro director de Secundaria Básica, está actualmente en su quinto año como director, albergando a 265 alumnos de 6º, 7º y 8º grado contando con aproximadamente 35 profesores. Esta sección se centra en ayudar a los estudiantes a cerrar las brechas académicas antes de llegar a High School Estos esfuerzos requieren que los miembros del profesorado refuercen las habilidades básicas al tiempo que mantienen unas expectativas rigurosas. El informe sobre el bienestar de los alumnos sigue siendo una herramienta valiosa para evaluar su seguridad física, emocional y psicológica.

El Dr. Tim Shirk cumple su quinto año como Director Secundaria Superior, con 388 alumnos en los grados de 9º a 12º y con casi 50 profesores. Un hito importante en esta sección académica ha sido la implementación del Diploma AP Capstone, que eleva la profundidad y el rigor de nuestro programa académico. Se ha incorporado la contratación de un profesor adicional para ampliar las clases de economía (micro y macro), así como las clases de negocios.

Las secciones de secundaria cuentan con programas de asesoramiento centrados en áreas críticas del desarrollo de nuestros estudiantes, como técnicas de estudio, ciudadanía digital y establecimiento de objetivos. Además, nuestro fantástico programa de música (banda y coro) favorece para un mejoramiento en el rendimiento académico, así como en las destrezas cognitivas, el aumento de la autoestima y el desarrollo de importantes habilidades sociales y emocionales, a la vez que fomenta un sentimiento de comunidad y pertenencia.

El programa extracurricular, en constante expansión, ofrece oportunidades para reforzar las lecciones aprendidas en el aula y aplicar las habilidades en un contexto del mundo real. Con casi 600 estudiantes, el programa de actividades extracurriculares es sólido, divertido y competitivo. Nuestros alumnos participan con éxito en torneos locales y nacionales. He señalado sólo algunos aspectos destacados de cada una de las secciones. Los directores de sección, el Dr. David Fayad, Director de Enseñanza y Aprendizaje, y la Sra. Mathilde de Guzmán, Directora del Desarrollo y Bienestar Comunitario, han presentado informes para cada una de sus secciones. Cada uno de los informes de sección refleja los objetivos específicos y las iniciativas de desarrollo diseñadas para los alumnos. Cada sección ha indicado algunos de los retos que han aparecido a lo largo del tiempo y las acciones y estrategias que se están aplicando actualmente para abordarlos. Bajo la atenta y sabia dirección de la Coordinadora de Convivencia Escolar, continuamos perfeccionando y mejorando las intervenciones individuales y grupales en respuesta a los conflictos y problemas de comportamiento de acuerdo con la ley educativa colombiana. Continuamos adoptando el uso seguro y ético de la tecnología en el proceso educativo. El equipo de TIC está liderando la comprensión y el uso de la inteligencia artificial en todo el plan de estudios. El informe del plan a largo plazo incluye información sobre el plan estratégico, el proceso de mejoramiento continuo, las instalaciones y los programas, así como información sobre tecnología, el plan maestro de infraestructura y mejoras y las necesidades de personal.

Los estados financieros indican una operación financiera saludable con sostenibilidad a largo plazo que proporciona un avance continuo en todos los aspectos del colegio. La supervisión de las operaciones financieras continúa bajo la meticulosa dirección y cuidado de la Sra. Olga Lucía Núñez, Directora de nuestro Departamento Financiero.

Me complace especialmente reiterar la noticia de que por fin contamos con la licencia de construcción para retomar el desarrollo del complejo deportivo. Sería negligente de mi parte no reconocer la labor y liderazgo del Dr. Carlos Regalado, miembro de la Junta Directiva y Presidente del Comité de Construcción. Su incansable persistencia es inmensamente apreciada. Además del complejo deportivo, comenzaremos una remodelación completa del gimnasio de primaria (Mafalda) en las próximas semanas, que se prevé que esté listo en la apertura del año escolar 2025/26.

La aplicación del Plan Estratégico 2022-2026 se ha caracterizado por avances significativos de forma continuada. La implementación de las acciones para cada intención se está abordando de manera prioritaria para garantizar un progreso duradero.

ASOPADRES, la Asociación de Padres de Familia del Colegio Bolívar, sigue proporcionando un fuerte liderazgo y apoyo cooperativo a los programas del Colegio. Con un alto grado de participación, ASOPADRES ofrece a las familias vías de participación proactiva en el proceso educativo. Damos la bienvenida a la Sra. María Isabel Garcés, como la nueva Presidenta de ASOPADRES y esperamos con interés trabajar con su equipo de padres dedicados.

La Junta Directiva sigue proporcionando liderazgo, apoyo y orientación en el gobierno escolar. Mantenemos un alto grado de confianza y respeto mutuo, y nos esforzamos por centrar nuestros esfuerzos en un mejoramiento continuo del Colegio, limitando al mismo tiempo las distracciones improductivas. La comprensión y el cumplimiento por parte de la Junta de sus funciones específicas y del manual de políticas, respaldan la misión y la visión de nuestro Colegio. La confianza de la Junta Directiva en el liderazgo de la administración y la delegación de autoridad, apoyan una operación escolar saludable y altamente funcional. A su vez, el Equipo Administrativo agradece ese apoyo y ejerce sus funciones con cuidado, respeto, dedicación y profesionalidad. La comunidad escolar se beneficia, la mayoría de las veces sin saberlo, del enfoque de administración por parte de la Junta con los bienes y recursos del Colegio, la adhesión a la misión y visión, el cuidado y la confianza de la comunidad y nuestra reputación colectiva. Animo a la Junta Directiva a que continúe participando en oportunidades diseñadas para mejorar su comprensión de las mejores prácticas para las juntas directivas de instituciones educativas independientes o privadas. A pesar de ser un optimista persistente y perdurable, por primera vez en 21 años como Director, presento este informe con un optimismo cauto. En los últimos años, el colegio se ha enfrentado a varios momentos muy difíciles (pandemia de COVID, ciberataque, fraude financiero y procesos complicados para obtener una licencia de construcción). La Junta Directiva ha proporcionado diligentemente apoyo, orientación y liderazgo a través de estos acontecimientos. Una preocupación creciente, compartida por muchos de mis colegas de todo el mundo, es la ruptura de la asociación entre el colegio y la familia. Como profesionales, nos encontramos gastando una cantidad desmesurada de nuestros recursos para tratar asuntos personales y familiares, lo que nos desvía de nuestra misión principal de educar.

En nombre de todo el personal del Colegio, hago extensivo mi agradecimiento a todos los miembros de la Junta Directiva por el apoyo que nos han brindado. Quiero reconocer personalmente a varios empleados de larga duración que se jubilarán de sus puestos este año. El Dr. Richard Martin, DEAN MARTIN, se jubila tras 33 años de incansable y dedicado servicio. Sus numerosas contribuciones han sido a menudo pasadas por alto y subestimadas. Ha hecho a los alumnos más responsables de sus actos que ningún otro empleado escolar que yo conozca. Otra empleada clave que nos dejará este año es Mathilde de Guzmán. Después de 27 años como Directora de la Oficina de Desarrollo y Bienestar Comunitario (supervisando Admisiones, Registro, Recaudación de Fondos, exalumnos y quien es el enlace del Colegio con ASOPADRES) entre una multitud de otros eventos y detalles Mathilde dejará el Colegio La comunidad tiene una enorme deuda de gratitud con ella por la forma incansable y ejemplar en que ha abordado y gestionado de forma tan extraordinaria, más tareas que nadie en este Colegio. Por último, la querida Adriana Patino. Adriana sirvió como docente, consejera, y actualmente como Coordinadora de Convivencia y se retira después de 36 años de servicio dedicado. Ella nos inspira a cada uno de nosotros a ser lo mejor. Gracias a todos.

V. Informe ejecución presupuestal año escolar 2023-2024 y estimación 2024-2025

A. Este informe estuvo a cargo del Sr Roberto Klinger, Miembro de la Junta Directiva y Tesorero y quien da a conocer a la Asamblea de Tenedores de Bonos, la gestión financiera de la Institución para los períodos escolares 2023/2024 y la mejor proyección del 2024/2025.

B. Iniciamos con el número de estudiantes, cifra base para determinar los ingresos del Colegio. Para este periodo 2024-2025, esperamos un promedio de 1.318 estudiantes en los grados K4 a 12 con 17 estudiantes

por debajo de lo presupuestado. Por otro lado, El Nido cuenta con un promedio de 55 estudiantes. Vale la pena mencionar que al cierre de enero 2025 la base estudiantil de K4-12 es 1.320 y en El Nido 63 estudiantes.

C. El total de ingresos del presupuesto operativo del periodo escolar 2024-2025 se estima en $56.963M y representa un incremento de 6.3% respecto al período 2023-2024.

D. En cuanto a los ingresos del presupuesto de capital se proyectan $6.392M, de tal manera que al combinar los ingresos de operación y capital: 86.4% proviene del pago de costos educativos de padres de familia y servicio de bus, 4.4% Separación de Cupo, 5.3% intereses sobre inversiones temporales y 3.9% otros ingresos.

E. Los gastos del presupuesto operativo totales se estiman para el periodo 2024-2025 en $56.852M, siendo un 11.9% superior al periodo escolar anterior, variación explicada principalmente por el incremento de la inflación y salario mínimo, mantenimiento a la planta física, impuestos, gastos relacionados con el fraude identificado, castigo de cartera de padres, entre otros. Es de recordar que un 74% de los gastos operativos del Colegio están representados en salarios y beneficios. Los gastos del presupuesto operativo del Colegio tienen una participación de 20% en dólares.

Se proyecta un resultado en el presupuesto operativo de $112M, respecto a un resultado presupuestado de $1.198M

En cuanto al presupuesto de capital se refiere, iniciamos el 2024-2025 con recursos disponibles de $34.848M. Los ingresos netos de capital incluyendo el resultado del presupuesto operativo se estiman en $6.503M. La fuente principal de este ingreso proviene de la separación de cupo, donaciones recibidas para la campaña de recaudación de fondos y rendimientos financieros sobre inversiones temporales.

F. Se proyecta la ejecución de los desembolsos del presupuesto de capital de 2024-2025 en $12.347M distribuidos así: inicio de la fase 2 y 3 del Complejo Deportivo, renovación de gimnasio Mafalda, equipos de tecnología, adquisición de 2 vehículos, proyectos de mantenimiento de la planta física como instalación de pararrayos, cubierta para espera de buses, entre otros. Después de ejecutar estos desembolsos, proyectamos terminar con recursos disponibles de $29.050M.

G. En cuanto a las cifras más representativas del balance: el total de las inversiones temporales al cierre de diciembre 2024 asciende a $40.813M, cifra que contempla tanto el disponible para desarrollo del plan maestro, ejecución de las obras de infraestructura física y separación de cupo de períodos futuros. Este portafolio de inversiones temporales presenta una rentabilidad promedio de 10.0% para el portafolio en pesos y del 5.2% para el portafolio en dólares cuya participación es del 17% sobre el total.

VI. Reporte y Elección del Revisor Fiscal.

A. En la Asamblea de Tenedores de Bonos del Colegio Bolívar, realizada el 18 de marzo de 2025, fueron nombrados los revisores fiscales del Colegio, para la vigencia 2025 a la firma BDO Audit SAS BIC.

B. El señor BROHIN HANNE SEBA BLEL de la firma Franco Murgueitio y Asociados presentó su opinión sobre los estados financieros del periodo 2024. He auditado los estados financieros de COLEGIO BOLIVAR, que comprenden el estado de situación financiera al 31 de diciembre de 2024, el estado de resultados integral, el estado de cambios en el patrimonio y el estado de flujos de efectivo correspondientes al ejercicio terminado en dicha fecha, así como las notas explicativas de los estados financieros que incluyen un resumen de las políticas contables significativas. El Revisor Fiscal dio lectura a su dictamen y no hubo objeción alguna por parte de los asistentes a la Asamblea. En su informe establece que los estados financieros presentan fielmente la situación financiera de El Colegio Bolívar, que la entidad ha seguido las medidas adecuadas de control interno y de conservación y custodia de sus bienes, que las recomendaciones de control interno han sido comunicadas a la administración de la entidad en informes separados y se han aplicado para el mejoramiento de este. La entidad ha dado cumplimiento a las leyes y regulaciones aplicables, así como las disposiciones estatutarias de la Junta Directiva y de la Asamblea General de Tenedores de Bonos.

C. Este informe contiene todos los estados financieros del año fiscal 2024, bajo las Normas Internacionales de Información Financiera para PYMES. La preparación y presentación de los estados financieros es responsabilidad de la administración del Colegio, cuyas cifras más representativas expresadas en miles de pesos son las siguientes:

Total de los activos

Total de los pasivos

Total del Patrimonio

Total Ingresos

Total Egresos

Otros Ingresos y Gastos financieros

Excedente antes de provisión para impuesto sobre la renta

Impuesto sobre la renta

Flujo de Efectivo al Final del Período

$ 139.230.618

$ 6.338.487

$ 132.892.131

$ 59.401.798

$ 52.145.864

$ 5.572.023

$ 12.827.957

$ 188.423

$ 20.718.649

Los informes financieros fueron aprobados por unanimidad.

La Asamblea General de Tenedores de Bonos elige el Revisor Fiscal. La Junta Directiva propone elegir a la firma BDO Audit SAS BIC, quien a su vez elegirá la persona natural para ejercer las funciones de revisoría fiscal. La persona natural designada por esta firma como Revisor Fiscal es la señora ANDREA GÓMEZ BARRERA. El suplente es DIANA MARCELA MIRANDA HURTADO. Esta proposición fue aprobada por consenso general.

VII. Presupuestos de Operación y Capital periodo escolar 2025-2026

A. Roberto Klinger, miembro de la Junta Directiva y Tesorero presentó los presupuestos de operación y capital para el año lectivo 2025-2026.

Los supuestos para el presupuesto operativo fueron los siguientes:

Número de alumnos Total (K4-12) 1.310

Número de estudiantes en K4 85

Numero Estudiantes El Nido 55

Inflación para gastos 5.20%

Tasa de cambio promedio $4.576

Incremento costos educativos por grado 6.0%

Incremento Salarial:

- Profesores Locales 5.20%

- Personal no docentes 5 20%

B. Se presenta de manera resumida la distribución de nuestro presupuesto operativo para el período escolar 2025-2026:

• Los Ingresos crecerán en un 4.7% comparados con el estimado de 2024 – 2025, el total de ingresos del presupuesto operativo se estima en $59.651M y el 96.9% es proveniente de padres de familia.

• Los gastos totales del presupuesto operativo ascenderán a $59.543M con un incremento de 4.7% comparado con el último estimado de 2024 – 2025. El Sr. Klinger explicó la variación más representativa en los gastos: en salarios y beneficios, adición de 2 profesores extranjeros, además la tasa de cambio ponderada proyectada para el cálculo de los salarios es $4.576 (+11.3% respecto al año escolar

anterior). Un 76% del presupuesto operativo está representado en salarios y beneficios. En los otros gastos de operación se destacan los materiales de enseñanza, tecnología, viajes, reclutamiento de profesores extranjeros, mantenimiento y mejoras de la planta física y flota de transporte.

• El resultado del presupuesto operativo se estima en $108M

• El presupuesto de capital tiene como fuente principal la separación de cupo, ingresos provenientes de la campaña de recaudación de fondos y los rendimientos financieros por las inversiones temporales.

• Se espera ejecutar $22.863M representados en los siguientes proyectos: continuación del complejo deportivo y gimnasio de primaria, proyectos varios de la planta física como cambio de la cubierta del atelier entre otros, computadores y equipo de tecnología y 1 bus.

• Con el fin de continuar con el desarrollo del Plan Maestro, se solicita a la Asamblea General, autorización para gestionar un crédito hasta un monto máximo de $20.000M línea Findeter u otra línea de crédito. Autorización que fue aprobada por consenso general.

Se aprueban por consenso general, los presupuestos de operación y capital para el período escolar 2025-2026.

VIII. Permanencia Régimen Tributario Especial

La Asamblea General de la asociación denominada COLEGIO BOLÍVAR

CONSIDERANDO

PRIMERO: Que la Ley 1819 de 2016 introdujo modificaciones al Régimen Tributario Especial contemplado en el Estatuto Tributario Nacional.

SEGUNDO: Que la referida Ley fue objeto de reglamentación por medio del Decreto Reglamentario 2150 de 2017 el cual modifica el Decreto Único Reglamentario 1625 de 2016, estableciéndose requisitos formales para la actualización en el Régimen Tributario Especial.

TERCERO: Que la Ley 2277 de 2022 con los artículos 23 y 24 igualmente introdujo algunas modificaciones al marco normativo del Régimen Tributario Especial, principalmente en el término que se tiene cada año para realizar la correspondiente solicitud de permanencia, siendo esta dentro de los primeros 6 meses de cada año.

RESUELVE:

PRIMERO: Por unanimidad de los presentes se autoriza al representante legal para solicitar ante la DIAN la actualización del Colegio Bolívar en el Régimen Tributario Especial del Impuesto Sobre la Renta.

SEGUNDO: Con la finalidad de dar cumplimiento a lo previsto en los artículos 358 y 360 del Estatuto Tributario, y el Decreto Reglamentario 2150 de 2017, el presidente propone que el beneficio neto del año 2024 en cuantía de $13.499.375.754 sea reinvertido a partir del año 2025 en los siguientes programas que desarrollan el objeto social del Colegio:

• Renovación, ampliación, mantenimiento y construcción de la planta física.

• Renovación, adquisición y mantenimiento de muebles y enseres, equipos, maquinaria y equipo

• Material de enseñanza y proyectos educativos.

• Tecnología.

• Renovación y mantenimiento de la flota y equipo de transporte escolar.

• Estudios o capacitaciones de la planta docente.

• Todo lo relacionado con el reclutamiento de personal docente extranjero (inscripciones, viajes, alojamiento).

• Todo lo relacionado con la certificación Cognia

• Desarrollo de los proyectos del Plan estratégico del Colegio que impactan el programa educativo.

En el evento de que no se logre realizar la totalidad de la reinversión durante el año 2025, podrá culminarse durante los años 2026, 2027, 2028 y 2029.

TERCERO: Con la finalidad de dar cumplimiento a lo previsto en el numeral 6° del artículo 1.2.1.5.1.8 y 1.2.1.5.1.27 del Decreto Único Reglamentario 1625 de 2016, el presidente informó el saldo de los excedentes de los años gravables 2022 y 2023 que pueden tener plazo adicional para reinversión, debidamente aprobados por el máximo órgano. El saldo de estos al 31 de diciembre de 2024 es de $12.495.238.862, distribuidos así:

DETALLE PLAZO VALOR

Año 2022

Año 2023

Hasta el 2027

Hasta el 2028

$3.952.994.522

$8.542.244.340

Se aprueba la reinversión de estos excedentes en la medida en que se continue con el plan maestro de infraestructura y la realización de otros proyectos mencionados en el listado de programas del Colegio.

La anterior proposición fue aprobada por unanimidad por la Asamblea de Tenedores de Bonos.

IX. Plan Estratégico a Largo Plazo

El Plan Estratégico del Colegio Bolívar ha sido fundamental en nuestro compromiso continuo con la excelencia en la educación, fomentando un ambiente que nutre el crecimiento académico y socio-emocional. A medida que implementamos el Plan Estratégico 2022-2026 -formado por la investigación educativa, la retroalimentación de las partes interesadas y una evaluación exhaustiva de las iniciativas anteriores- seguimos dedicados a cumplir con los objetivos de nuestro sistema de mejoramiento. Las iniciativas estratégicas esbozadas en este plan no sólo abordan los retos actuales, sino que también adoptan un enfoque educativo con visión de futuro.

El Plan a Largo Plazo proporciona una visión global de los proyectos clave y mejoras en el Colegio Bolívar, que abarca los avances curriculares, iniciativas de aprendizaje profesional, la integración tecnológica, y mejoras del campus. Estos esfuerzos se alinean perfectamente con nuestro Plan de Mejoramiento Escolar y los cuatro propósitos fundamentales que guían nuestra visión estratégica: Bienestar, Superación Personal, Innovación y Sostenibilidad. Estos pilares conforman nuestra hoja de ruta para la mejora continua, garantizando que cada estudiante alcance su máximo potencial en un entorno que promueva la equidad, la inclusión y el desarrollo integral.

Al alinear nuestros esfuerzos con las aspiraciones de la comunidad y fomentar el desarrollo de instalaciones modernas y atractivas, reforzamos nuestra posición como institución educativa líder en la región. A través de un enfoque integral de la educación, la toma de decisiones informadas y la reflexión continua, estamos comprometidos a mantener un ambiente académico próspero para todos los miembros de la comunidad del Colegio Bolívar.

El detalle del este Plan se encuentra en el reporte publicado para los Tenedores de Bonos.

X. Presentación de la Plancha de la Junta Directiva para el año lectivo 2025-2026, a partir del 1 de septiembre de 2025.

La Plancha presentada y aprobada por la Asamblea fue la siguiente:

Maria del Pilar Correa (Colombiana)

Paola Marsela Pérez (Colombiana)

Juan Fernando Olave (Colombiano)

Luis Eduardo Arellano (Colombiano)

Presidente Comunidad

Director Comunidad

Director Comunidad

Director Comunidad

Francisco Muñoz (Colombiano)

Clara Inés Cabal (Colombiana)

Luis Fernando Rodríguez (Colombiano)

Juliana Buenaventura (Colombiana)

Oscar Cárpena (Colombiano)

Pablo Sanint (Colombiano)

Director Colgate Palmolive

Director Comunidad

Director Smurfit-Westrock

Director Comunidad

Director Comunidad

Director Comunidad

La Sra. Juliana Buenaventura, quien reemplazará a la Sra. Mariana Caicedo, Politóloga de profesión. Tiene una hija en el Colegio, en grado Kinder 5

El Sr. Oscar Cárpena, quien reemplazará al Sr. Carlos Regalado, Arquitecto de profesión. Tiene un hijo en el Colegio, en grado décimo

El Sr. Pablo Sanint, quien reemplazará al Sr. Robert Klinger, Administrador de Empresas de profesión. Tiene un hijo en el Colegio, en grado primero

La Junta Directiva informa a la Asamblea que el Doctor Joseph John Nagy continuará como Rector del Colegio Bolívar para el próximo año escolar 2025-2026. La Asamblea ratifica esta decisión presentada por la Junta.

Mariana Caicedo

Joseph John Nagy

Presidente Secretario

CHAPTER III. President’s Report

Presented by Mrs. María del Pilar Correa

INFORME DE LA PRESIDENTE DE LA JUNTA DIRECTIVA

Estimados Tenedores de Bonos,

Es un honor dirigirme a ustedes por primera vez como Presidente de la Junta Directiva del Colegio Bolívar para presentar el informe correspondiente a la gestión del último período académico. Este reporte resume los principales avances, decisiones y retos que marcaron el año, así como las iniciativas estratégicas que continuarán guiando el desarrollo institucional del Colegio.

La Junta Directiva ha trabajado de manera cercana con la administración para garantizar la estabilidad institucional, el cumplimiento del Plan Estratégico y el fortalecimiento continuo de nuestro modelo educativo. Durante este período, se abordaron temas de gran relevancia para el futuro del Colegio, entre ellos el proceso de transición de rectoría, el seguimiento a los proyectos de infraestructura, el avance en iniciativas estratégicas y la supervisión de la gestión financiera.

Nuestro objetivo como Junta ha sido acompañar a la administración en la toma de decisiones que aseguren la sostenibilidad y el crecimiento del Colegio Bolívar, manteniendo siempre como prioridad el bienestar y el desarrollo integral de nuestros estudiantes

Liderazgo y transición institucional

Una vez culminado el proceso de selección del nuevo Rector, con la designación de la Dra. Jessica Marie Gilway, se diseñó un plan de transición ordenado y cuidadosamente estructurado. Este ha consistido en un proceso de empalme que se desarrolla a lo largo del año escolar 2025–2026, durante el cual la Dra. Gilway realizará diversas visitas al Colegio, acompañada por el equipo administrativo y con la participación del Dr. Joseph Nagy.

Asimismo, el Dr. Nagy ha manifestado su disposición a apoyar a la nueva rectoría más allá de este año escolar, atendiendo las solicitudes que puedan surgir durante el proceso de consolidación de la nueva gestión. Agradecemos profundamente su compromiso, generosidad y permanente dedicación al Colegio.

Avances del Plan Estratégico

Durante 2025, la Junta Directiva y la administración avanzaron en la consolidación del Plan Estratégico del Colegio Bolívar, estructurado alrededor de cuatro propósitos fundamentales: Bienestar, Personal Best, Innovación y Sostenibilidad. Estos pilares orientan las decisiones institucionales y las iniciativas académicas y administrativas, asegurando que el colegio continúe evolucionando como una comunidad educativa de excelencia.

A partir de este trabajo, se definieron nuevas acciones orientadas a fortalecer la implementación del plan estratégico y a evaluar su impacto durante el año escolar 2025–2026.

Proyectos de infraestructura y desarrollo del campus

El Colegio continuó avanzando en importantes proyectos de infraestructura destinados a mejorar los espacios académicos, deportivos y comunitarios del campus.

Entre los proyectos más relevantes se encuentran la reforma del Gimnasio para los estudiantes de Preprimaria y Primaria y el desarrollo del Complejo Deportivo, una de las inversiones más importantes en infraestructura del Colegio en los últimos años. Durante este período se avanzó en la ejecución de las obras, aunque se presentaron algunos ajustes en el cronograma relacionados con aspectos técnicos y de proveedores. A pesar de estos retos, el proyecto se mantiene dentro de los parámetros presupuestales establecidos.

Asimismo, se adelantaron diversas mejoras y trabajos de mantenimiento durante los periodos de vacaciones académicas, entre ellos:

• Adecuación de espacios en la sección de El Nido.

• Renovación de pisos en salones de preprimaria.

• Remodelación de áreas de juego.

• Renovación de mobiliario en aulas de K4.

• Mantenimiento de instalaciones deportivas.

• Renovación de equipos tecnológicos y de infraestructura de soporte.

Estos proyectos hacen parte del compromiso institucional de mantener instalaciones modernas y adecuadas para el aprendizaje y el bienestar de la comunidad educativa.

Fortalecimiento institucional y gobernanza

El año escolar 2025–2026 inició con una renovación parcial de la Junta Directiva, dando la bienvenida a nuevos miembros que aportan experiencia en gobierno corporativo, gestión financiera y desarrollo institucional.

Durante este periodo se integraron a la Junta:

Juliana Buenaventura

Pablo Sanint

Oscar Cárpena

La Junta continuó trabajando a través de sus comités y en estrecha coordinación con la rectoría y el equipo administrativo, revisando periódicamente el desempeño institucional, los resultados financieros y los principales proyectos estratégicos del colegio

Durante el año también se adelantaron diversos procesos orientados a fortalecer la gobernanza del Colegio y el funcionamiento de sus estructuras administrativas.

Entre estos se destaca la reorganización de varias áreas administrativas bajo el liderazgo de la Business Manager, integrando funciones relacionadas con admisiones, comunicaciones, tecnología, mantenimiento, transporte y bienestar comunitario.

La Junta Directiva también revisó y aprobó diversos temas estratégicos relacionados con la planificación financiera, la estructura organizacional y la planeación de largo plazo del Colegio.

Adicionalmente, se plantearon varios temas prioritarios para el trabajo institucional en los próximos años, entre ellos:

• La actualización del PEI y del Manual de Políticas Internas.

• El desarrollo de escenarios presupuestales de mediano y largo plazo considerando posibles cambios en la población estudiantil.

• La búsqueda de un consultor especializado en manejo de crisis para fortalecer la capacidad institucional de respuesta ante situaciones complejas.

Comunidad y recaudación de fondos

Durante este período se presentaron avances en las iniciativas de recaudación de fondos del Colegio.

La administración presentó ante la Junta el programa “Giving to Bolívar – Creemos y Creamos”, una iniciativa orientada a fortalecer la cultura de donación dentro de la comunidad educativa y apoyar proyectos estratégicos de la institución.

Asimismo, se analizaron temas relacionados con la participación de las familias en iniciativas comunitarias, particularmente el recaudo de la afiliación a ASOPADRES, donde se identificó una disminución significativa en la participación de las familias. Ante esta situación, el Colegio se comprometió a apoyar campañas orientadas a fortalecer nuevamente este mecanismo de participación comunitaria.

Resumen financiero

La sostenibilidad financiera del Colegio Bolívar continúa siendo una prioridad para la Junta Directiva y la administración.

Cierre del año escolar 2024–2025

El año escolar 2024–2025 cerró con ingresos operativos por aproximadamente $57 466M COP , gastos operativos por $55 610M COP y un resultado operativo de $1 856M COP

Durante este periodo se mantuvo una gestión prudente de los recursos, permitiendo cumplir con los compromisos operativos del colegio y continuar con inversiones estratégicas en infraestructura y desarrollo académico.

Estado del año escolar 2025–2026 (A enero 2026)

El año escolar 2025–2026 presenta, con corte a enero, ingresos operativos por aproximadamente $34.803M COP y gastos operativos por $28.897M COP.

Presupuesto aprobado año escolar 2025-2026

Para el ejercicio académico 2025–2026, se ha proyectado un presupuesto que estima ingresos operativos por $58.718M COP frente a una estructura de gastos de $57.912M COP.

La Junta continuará monitoreando la ejecución presupuestal y evaluando escenarios financieros de mediano y largo plazo, particularmente en relación con las tendencias demográficas y la evolución de la población estudiantil.

Mirando hacia el futuro

El Colegio Bolívar se encuentra en un momento importante de transición y evolución institucional. Durante los próximos años, la Junta Directiva continuará trabajando junto con la administración para consolidar los avances del plan estratégico, fortalecer la sostenibilidad financiera del Colegio y acompañar el proceso de transición hacia el nuevo liderazgo rectoral.

Confiamos en que el trabajo conjunto de la comunidad educativa, la administración y la Junta Directiva permitirá seguir fortaleciendo el legado y la excelencia que han caracterizado al Colegio Bolívar a lo largo de su historia.

Finalmente, quisiera expresar mi agradecimiento a los miembros de la Junta Directiva, al equipo administrativo, al cuerpo docente y a toda la comunidad del Colegio por su compromiso permanente con la institución.

Atentamente,

María del Pilar Correa Presidente

Junta Directiva

Colegio Bolívar

CHAPTER IV. Director’s Report

Presented

by Dr. Joseph Nagy

Report of the Director of Colegio Bolivar

The 2025–2026 academic year represents a period of steady institutional progress for Colegio Bolívar. During this year, the school continued to advance its strategic priorities while maintaining operational stability in a complex environment shaped by demographic changes, economic pressures, and evolving expectations for private education.

Despite these broader challenges, the institution has strengthened key areas of its academic program, technological infrastructure, and campus development, while continuing to operate within a disciplined framework of financial oversight and governance. The progress highlighted in this report reflects the collective commitment of the Board of Directors, the administration, faculty, staff, and the broader school community to ensure the long-term sustainability and excellence of Colegio Bolívar.

Institutional Overview

For the current academic year, Colegio Bolívar serves approximately 1,369 students from Nido through Grade 12, supported by a professional workforce of 414 employees, including international faculty, locally hired teachers, and operational staff.

The institution continues to operate under the framework of the Strategic Plan 2022–2026, which focuses on four central priorities: Well-Being, Personal Best, Innovation, and Sustainability. These pillars guide institutional decision-making and support continuous improvement across academic, operational, and strategic areas.

Key Institutional Milestones

Several developments during the year represent important progress toward the longterm goals of the school.

Infrastructure Development

A major milestone was the approval of the construction license for the new Physical Education Complex, a central component of the school’s Master Facilities Plan (2018–2029).

Designed by Espacio Colectivo, the complex will provide modern athletic facilities integrated into the broader educational environment of the campus. Following a competitive process, DIRCO Ingeniería was selected as the construction firm responsible for the project.

Additional infrastructure improvements underway include:

• Renovation of the Preprimary and Primary Gymnasium

• Rehabilitation of the main soccer field and athletics track

• Improvements to the Martín Felton Library

• Ongoing campus maintenance and modernization initiatives. These projects ensure that the campus continues to support a modern learning environment and the holistic development of students.

Academic Program and Student Development

Colegio Bolívar continues to maintain a strong academic program aligned with international standards and focused on the comprehensive development of students.

Across academic divisions, ongoing efforts focus on strengthening curriculum alignment, instructional practices, and student support systems. High School programs continue to emphasize academic rigor, leadership development, and preparation for university pathways.

Extracurricular programming remains an essential component of student development. Currently, nearly 600 students participate in activities such as athletics, music, academic competitions, and leadership initiatives. Participation in regional and international events, including athletic competitions and the Binational

Games, continues to reinforce the school’s culture of teamwork and institutional identity.

At the early childhood level, El Nido continues to grow, serving approximately 60 students and maintaining active participation in RedSolare Colombia, which promotes the Reggio Emilia educational philosophy across the region.

Operational Performance

Enrollment and Admissions

Like many private schools globally, Colegio Bolívar operates in a demographic environment influenced by declining birth rates and evolving family expectations. In response, the school implemented a renewed admissions and marketing strategy focused on improving the experience for prospective families and strengthening the institution’s value proposition.

Key initiatives included a refreshed communications strategy, a redesigned Open House experience, a more streamlined admissions process with response times of approximately 15 days, and greater use of data-driven outreach.

These efforts have shown encouraging early results. By early March, the school achieved 1.8 times more K4 enrollment deposits than the previous year, reaching approximately 81% of the enrollment target earlier in the admissions cycle.

Technology and Innovation

The Technology Department continued strengthening the school’s digital ecosystem to support evolving teaching and learning models.

Key priorities include expanding network infrastructure, enhancing digital learning platforms, strengthening cybersecurity systems, and supporting faculty development in the use of educational technologies.

These efforts position the school to integrate emerging technologies such as artificial intelligence responsibly and effectively into the educational environment.

Financial Stewardship and Governance

Colegio Bolívar continues to operate within a disciplined financial framework supported by strong governance and oversight from the Board of Directors.

For the 2024–2025 fiscal year:

• Operational revenues totaled approximately COP $57.466 M

• Operating expenses totaled approximately COP $55.610 M.

Personnel costs represent the largest component of the budget, accounting for approximately 74% of total operating expenses, reflecting the labor-intensive nature of educational institutions.

The institution maintains solid financial reserves through temporary investment portfolios providing stability and supporting long-term institutional investments.

Strategic Outlook

While the achievements of this year demonstrate the continued strength of Colegio Bolívar, the broader environment in which the school operates is evolving rapidly.

Demographic trends, economic pressures on families, global mobility patterns, and the political and regulatory environment in Colombia may all influence the long-term landscape of private education.

For this reason, it may be valuable for the institution to consider undertaking a new long-term market and positioning study in the coming years. Such an analysis would provide deeper insights into demographic trends, competitive dynamics, and the evolving expectations of families.

A forward-looking study of this nature would support the next phase of strategic planning and help inform important decisions related to enrollment strategy, academic programming, financial sustainability, and infrastructure investments over the next five to ten years.

Concluding Perspective

Colegio Bolívar continues to demonstrate strong institutional capacity supported by responsible governance, a committed academic community, and a clear strategic direction.

The milestones achieved this year in infrastructure development, technology integration, enrollment strategy, and financial oversight—reflect the collective work of the school’s leadership and community.

Maintaining this disciplined and forward-looking approach will remain essential as the institution continues to advance its mission of providing exceptional educational experience while safeguarding its long-term sustainability.

To the innumerable faculty and staff members who contributed and to the many who continue to do so, thank you for being part of this extraordinary team.

To my wife, Connie, thank you for your unwavering support, encouragement, and love.

To Olga Patiño, thank you for always being a voice of reason, encouragement, and support. Your expertise in Colombian educational legislation and community insight is unparalleled. I have leaned far more heavily on you than you have ever leaned on me, and I thank you for your immense and ongoing contributions to this institution.

To what is possibly one of the finest administrative and support teams ever assembled in a private school, thank you. To Odette Rumie, Robin Perskie, Rob Millett, Jon Roberts, David Fayad, Diana Toro, Olga Nuñez, Diego Arias, Andrés Calderón, Cristian Hernandez, the medical team which has worked overtime to

keep me healthy Adriana Ledesma, María Juliana Cuello, and the hundreds of others who give their best every day for this community: thank you.

To the parents and families who entrusted their children to Colegio Bolívar, thank you for your faith in our efforts and for allowing us to be your partners in one of the most important relationships in your lives.

Thank you.

Respectfully submitted, Joseph Nagy, Ed.D.

PREPRIMARY SECTION

Grades: El Nido, Kinder 4, Kinder 5 and First Grade

Students: Enrollment to date: 335 students

(El Nido: 63 – 5 groups; K4: 82 - 5 classrooms; K5: 85 - 5 classrooms; First: 105 - 5 classrooms)

Faculty: Instructional staff: 2 counselors, 1 counselor intern, 15 homeroom teachers, 15 co-instructors, 2 Spanish teachers (K5 and 1st), 1 Music teacher, 2 Physical Education teachers (one shared with Primary), 1 P.E. intern, 2 inclusion teachers, 1 shared librarian, 1 shared library assistant, 1 Atelierista, 1 Atelier teacher, 1 Atelier assistant, and 1 Dansukai teacher for K4.

Learning Support Services: (LSS): 8 shared specialists/teachers supporting our section: 1 team Coordinator; 1 Psychometric evaluator (shared schoolwide), 1 English Enrichment teacher, 1 Spanish Enrichment teacher for 1st grade, and 4 who provide support to PP students in a pull-out manner (3 of them also provide support with the Leveled Literacy Intervention (LLI) program).

Office: 1 Secretary, 1 Clerk, 3 janitors

Instructional coach: 1 full-time coach

Well-being Dean: 1 full-time dean shared with Primary

Principal: Odette Rumié

A New School Year

Each school year in Preprimary (PP) represents a renewed opportunity to strengthen our practices and continue supporting the growth of our students. The PP faculty begins the year with enthusiasm, energy, and a shared commitment to fostering a nurturing and stimulating learning environment. Classrooms are intentionally organized to promote collaboration, curiosity, and community, while bulletin boards and learning spaces reflect thoughtful planning and creativity.

Our instructional practices continue to focus on building meaningful learning experiences that support critical thinking, reflection on student data, and individualized support. Through this intentional approach, we seek to promote strong cognitive engagement and ensure that each student continues to develop across all academic and developmental areas. This year we continued implementing the co-instruction model in our Preprimary classrooms, with professional guidance from Tammy Barron from Western Carolina University. In this model, the homeroom teacher leads the planning process while the coinstructor contributes to the development of lessons and strategies. Both teachers share responsibility for instruction, documentation, and monitoring student progress, while also collaborating on formative assessments that guide instruction. The homeroom teacher remains responsible for summative assessments and communication with families. This collaborative model strengthens our ability to address the diverse needs of our students. By allowing for greater differentiation in the classroom, we can provide more targeted support both academically and developmentally. It also enables the Learning Support Services (LSS) team to focus more intentionally on Tier 3 interventions, ensuring that students requiring the most intensive support receive it in a timely and systematic manner. This approach continues to align with our Strategic Plan goal of helping every student reach their Personal Best.

Literacy: Reading, Writing and Oral Expression

Teachers in Kinder 4 and Kinder 5 continue to implement the four frames of the Ontario Kindergarten Program, maintaining a play-based approach to learning. Communication and language development remain central across all four frames, with intentional opportunities for students to strengthen oral expression, listening skills, and early literacy foundations.

In Kinder 4, students continue to develop phonological awareness in Spanish, focusing on identifying sounds, manipulating syllables, and recognizing beginning sounds. These early experiences provide the foundation for the more formal reading and writing processes that begin in Kinder 5.

In Kinder 5, instruction focuses on strengthening phonemic awareness and phonics in English, preparing students for the transition into formal reading and writing in First grade. This year we expanded the implementation of the FUNdations program to Kinder 5, after

previously using it only in First grade. Since introducing the program at this earlier stage, teachers have begun to observe clear progress in students’ phonological awareness in English, as well as increased interest in reading and writing activities among K5 students. This earlier exposure is helping strengthen their readiness for the literacy expectations of First grade.

In addition to FUNdations, teachers continue to support literacy development through activities that strengthen fine motor skills, spatial awareness, and correct letter formation, all of which are essential for early writing.

In First grade, we continue implementing the Readers’ and Writers’ Workshop, complemented by FUNdations and the Leveled Literacy Intervention (LLI) program. This LLI Tier II intervention program has allowed us to provide targeted support for students who benefit from additional reading instruction. As a result, we are observing encouraging progress among participating students as they strengthen their decoding skills, fluency, and comprehension.

The Fountas & Pinnell Benchmark Assessment System (BAS) continues to guide our reading assessments. Based on these results, students receive differentiated instruction through small groups, enrichment opportunities, or referrals to Learning Support when necessary. These results are analyzed during our Data Reflection Cycles, which occur four times a year on Strategic Wednesdays, allowing teachers to monitor progress and redirect instruction and/or intervention.

Moving forward, we will continue to place a strong emphasis on oral language development and vocabulary acquisition in English, as these skills remain essential for students’ reading comprehension and overall literacy growth.

Math & Science

In Kinder 4 and Kinder 5, the Ontario Kindergarten Program introduces mathematical thinking and scientific exploration through the frames of Mathematical Behaviors and Problem Solving and Innovation. Through hands-on exploration, play, and inquiry, students

begin developing early numeracy skills, logical reasoning, and curiosity about the natural world.

As students transition into First grade, they continue strengthening these abilities through the Next Generation Science Standards (NGSS) and the San Francisco Units of Study (SFUSD) for Math. These programs support the development of critical thinking, problem solving, and decision-making skills through meaningful and developmentally appropriate experiences.

This year we have also placed a stronger focus on our Math program, particularly in First grade. As a team, we are exploring and evaluating the most effective instructional approach and curricular resources that can provide students with strong foundational mathematical skills, while offering teachers greater clarity, guidance, and instructional support when teaching Math.

Throughout all grades, students engage in learning through real-world scenarios, collaborative work, and exploration of scientific phenomena. These experiences help build foundational concepts while encouraging higher-order thinking and inquiry.

Engagement and Assessment

Promoting cognitive engagement continues to be a central focus in our classrooms. Teachers design learning experiences that encourage students to think critically, ask questions, and actively participate in problem solving rather than simply engaging in passive activities. Inquiry-based learning, collaborative work, and opportunities for exploration help foster deeper understanding and curiosity among our students.

Assessment practices have also continued to evolve this year. Teachers are now encouraged to finish developing and implementing a greater number of proficiency scales, rather than focusing on only two as in the previous year. These scales provide clearer indicators of student learning and allow for more precise monitoring of student progress.

This year, we have also been working with teachers to ensure that proficiency scales become a meaningful and practical tool when designing and using summative assessments,

helping them align learning expectations, instructional practices, and evaluation more intentionally.

Teachers have also begun using AI tools to support the development of these scales, ensuring that the appropriate prompts are used while maintaining strong professional judgment when reviewing and refining the results. This approach allows teachers to work more efficiently while maintaining rigor and clarity in assessment practices.

The use of proficiency scales has also strengthened communication with parents by providing clearer information about student progress and areas of growth.

Climate, Culture and Community

Building a strong sense of community remains a priority in Preprimary. Throughout the year, we have continued strengthening our partnership with families through events such as Open House, Días de Adaptación (for Kinder 4), Principal’s Coffees, Counseling Workshops, Parent Conferences, Consejo de Padres meetings, and Integration Nights.

These events create valuable opportunities for open dialogue and collaboration between the school and families. The Open House, held the day before students begin the school year, continues to be especially meaningful for families as it allows them to meet teachers, understand expectations, and help ease first-day anxieties.

Our Principal’s Coffees have also served as spaces for reflection and dialogue around topics that directly impact students’ development, including the importance of consistency in expectations, boundaries, and routines between home and school. These conversations help families better understand how these factors influence children’s behavior, empathy, and interactions with peers.

We continue implementing Conscious Discipline strategies across the Preprimary section as part of our approach to supporting students’ social-emotional development and promoting a safe and respectful learning environment. This year, our counselors and the section’s Action Team have taken an active role in leading faculty training in these strategies, helping teachers strengthen their understanding and practical application in the classroom. In

addition, a group of counselors received specialized training in Conscious Discipline, further strengthening our capacity to support both students and teachers in this area.

This year, we also introduced a Dean of Wellbeing position, one for Preprimary and Primary, and another one for Middle and High School, whose work focuses on supporting the overall climate and culture of the sections. The Deans work closely with counselors and section principals in addressing matters related to student behavior, conflict resolution, and school coexistence. This role has become increasingly important as we continue to see a growing number of students who struggle with responding to limits, norms, and authority. The collaborative work between administration, counseling, and the Dean has been essential in addressing these challenges and supporting students’ social-emotional development.

Additionally, the Dean of Wellbeing now supports the section by assisting me in the intervention and follow-up of behavior memos received from the bus monitor who accompanies the school routes. The Dean also works closely with me and the counseling team in addressing Type II cases, and Type III cases as they arise, collaborating with students, teachers, and families. Teachers continue to play a key role in this process by reporting and documenting incidents they consider relevant, allowing for timely intervention, consistent follow-up, and clear communication with families.

Weekly assemblies continue to play an important role in building community and reinforcing our shared school values. During these gatherings, students who demonstrate behaviors aligned with these values are publicly recognized, and their accomplishments are also shared with families. This practice encourages positive role modeling and strengthens our collective commitment to the values that guide our community.

Finally, faculty collaboration remains key in our work. Teachers continue to use faculty meetings, team planning sessions, and daily interactions to support one another and strengthen professional relationships. Through these collaborative efforts, we strive to maintain a supportive environment where students, teachers, and families feel connected and valued.

EL NIDO – Early Childhood Center

Introduction – Honoring a Vision: Dr. Nagy’s Legacy and the Origins of El Nido

As this marks Dr. Nagy’s final year as Director of Colegio Bolívar, it is especially important to recognize his enduring legacy and visionary leadership. More than twenty years ago, I presented the idea of creating an early childhood center aligned with the school’s educational philosophy a place of encounter where each alum could develop their full potential through multiple languages and forms of expression. What initially existed only on paper began to take shape under Dr. Nagy’s leadership, eventually becoming one of the highest-quality early childhood education programs in our city and country, grounded in the Reggio Emilia philosophy.

Dr. Nagy believed in the El Nido project at a time when it was still only an idea a dream I first presented to him as my master’s graduation project at Western Carolina University. While the proposal aligned with his long-term vision for Colegio Bolívar, it was not a given that I would be the one to lead its development. Through dialogue, trust-building, and a shared commitment to excellence in early childhood education, Dr. Nagy opened the door for El Nido to take shape. His willingness to listen, to question, and ultimately to support innovation has been fundamental to the growth and consolidation of El Nido as it exists today.

Personnel

Administrative: 1 Coordinator & 1 Secretary

Teaching Personnel: 5 Lead Teachers & 5 Teaching Assistants

Specials: 1 Atelier/P.E. Teacher, 1 Counselor (20% workload), 1 Music Teacher (20% workload), Language Therapist (external)

Enrollment

During this school year, the scholarship (beca) granted to Colegio Bolívar teachers for their children’s enrollment was extended to El Nido. This benefit applies to N2 and N3 and is available to teachers who have worked at the school for more than one year.

o For this school year, six (6) scholarships were granted in N2 and three (3) in N3.

o The scholarship does not apply to the Nido Tardes program.

By February 2026, El Nido reached the following enrollment numbers for the school year.

o Nido 1 (Ratio 5:1) 6 Students 1 Lead Teacher 1 Teacher Assistants

o Nido 2 (Ratio 6:1) 28 Students 2 Lead Teachers 2 Teacher Assistants

o Nido 3 (Ratio 8:1) 29 Students 2 Lead Teachers 2 Teacher Assistants

Enrollment 2022-2026

Enrollment 2023-2026

Analysis

El Nido has maintained steady enrollment growth over the past three years, reaching approximately 60 students by February. In December and January, seven new students enrolled, representing an increase of approximately 10%. To accommodate the influx of new children and maintain the 6:1 student-to-teacher ratio in Nido 2, a new teaching assistant was hired.

Admissions

o This year, El Nido has worked closely with the Admissions Office by using a shared document. When families contact the Admissions Office, El Nido receives an alert and is responsible for coordinating the visit. Beginning this year, although El Nido explains the program in detail during the visit, the Admissions Office oversees the formal admissions process.

o Each year, El Nido welcomes families interested in the program through individualized visits. These visits allow parents to observe the center in action, gain a sense of the environment, and ask questions.

o Between August and February, El Nido attended 35 families. During each visit, El Nido presents the program and explains the admissions process.

Parent Integration and Communication

El Nido firmly believes that family engagement is key to building a successful program. We prioritize open communication with parents through daily notes, documentation, reports, and individual conferences. Additionally, we actively involve parents by inviting them into classrooms for special projects and activities.

o Parents participated in:

o Open House - 90% participation.

o Christmas Program – 100% participation

o Conversa-Nidos – 95% participation

o Halloween Activities

o Christmas Activities

o Abriendo las Alas Ceremony

o Conversa-Nidos: In January, Maria Camila cortes, El Nido’s counselor, leads a series of workshops for parents focused on various aspects of children’s socio-emotional development. Topics include self-control, potty training, growing pains, childhood fears, and preparing for Kinder 4. These sessions provide valuable guidance and foster a strong sense of community among families.

o Report Cards: Nido is aligned with the established dates for report cards with the rest of the school, the only difference is that students miss only one day versus two, this can be accomplished because the number of students per group is lower than in the other areas at school.

Community Outreach & Professional Development

• El Nido continues to hold an important role on the Board of Directors of RedSolare Colombia, a local association and network that is part of the Latin American network and

the international Reggio Children network. RedSolare Colombia focuses on promoting and disseminating the Reggio Emilia educational philosophy, fostering a culture of childhood that recognizes children as citizens with rights and values their creativity and active participation. Last semester, for the first time, each region in Colombia (Barranquilla, Cali, and Bogotá) was responsible for organizing and presenting a virtual seminar on the principles of the Reggio Emilia approach. The seminar had a registration fee of COP $20,000, which was used to support and sustain the association.

• This year, Margarita María Mejía participated virtually representing Colegio Bolívar and RedSolare Colombia with the presentation “GAIA: Languages and Encounters Born from the Earth,” a project led and created by El Nido teachers in collaboration with a group of three- and four-year-old children. The seminar focused on explaining the relationship between the Reggio Emilia philosophy, the curriculum, and learning expectations. The presentation reached an audience of approximately 100 participants from across Colombia, generating meaningful dialogue around pedagogical practices and early childhood education.

• As part of its commitment to professional development, El Nido teachers had the opportunity to participate in monthly seminars organized by RedSolare Colombia. These professional learning spaces allowed teachers to attend seminars led by teams from Bogotá and Barranquilla at a very accessible cost, promoting continuous learning, reflection, and the exchange of pedagogical experiences within the Reggio Emilia community.

Continued Program NIDO-TARDES

Nido continues to successfully implement its extended day program, Nido Tardes, offered to Nido 2 and Nido 3 students. The program currently takes place every Tuesday and Thursday from 12:00 m. to 2:30 p.m. This year, enrollment has reached 24 students between the ages of 2½ and 4 years.

The program is managed by the teaching assistants and offers a variety of enriching experiences, including Little Artists, Little Chefs, Eco Explorers, Five Senses, Little Scientists, Nido Garden, and Creative Movement.

Due to the positive response from families, we are currently evaluating the possibility of adding an additional day (Wednesdays) with a more specialized and sports-focused approach. A parent survey was conducted, and results showed strong interest — even

among families who are not currently enrolled in Nido Tardes — particularly in the possibility of offering swimming classes as part of the extended program.

This school year also marks the upcoming retirement of our School Director, Dr. Nagy. After many years of thoughtful leadership and untiring dedication to our school community, he will be closing an important chapter in the life of our institution. Throughout my twenty years at the school, many of them under his direct supervision, I have been grateful for his guidance, trust, and constant support. His leadership has helped shape not only the direction of the school, but also the professional journeys of many of us who have had the privilege of working alongside him. We thank him sincerely for his years of commitment and wish him all the very best as he begins this new chapter.

Respectfully submitted,

Odette Rumié S.

PRIMARY SECTION

Grades: 2,3,4 and 5

Students: 394 (18 New English Speakers)

Staff: 2 counselors and a counseling assistant, 20 homeroom teachers, 4 Spanish /Social Studies teachers, 10 Co-instructors, 6 fulltime special area teachers (Art, Music, ICT, Dance, and two Physical Education teachers), 1 NES teacher, 1 Assistant for Science Lab, 1 shared librarian, 5 Learning Support Services resource teachers (shared with PrePrimary), 2 inclusion teachers, 1 permanent substitute, 1 Instructional Coach, 4 trainers supporting at lunch, 1 secretary, and 1 office clerk. The Innovation Coordinator also supports us with curricular endeavors, especially in science.

Principal: Robin Perskie

In the Primary years, while we develop core academic skills, we focus on community, collaboration, and meaning making.

Focus

1. Dean of Well-being

This year, we have a new figure who supports Preprimary and Primary in the promotion of well-being and the prevention of aggression in the school environment. Ana Maria Varela has been working with both section principals and counselors to intervene when situations impact the school environment. She helps us activate the formal routes to be followed when a situation might be determined as a Type 2. She also has started a system of incident reporting that allows for immediate intervention in situations reported by teachers. These incident reports are stored and linked to a dashboard, so we can easily see trends in behavior in each student. Ana also provides follow-ups for students who have been struggling and for situations that were once Type 2 and need monitoring.

2. Co-instruction model 2nd year of Implementation

We have continued to strengthen our con-instruction model through further training with Tammy Barron and, recently, with Brad Witszel, a math expert also from Western Carolina University. The co-instructor and homeroom teacher plan together to support student needs

by using different strategies and structures according to the weekly plan. As they evolve in terms of pedagogy, co-instructors gain the capacity to look at a lesson and consider “specially designed instruction” methods to reach students who are struggling. This methodology leads to more instructional time and feedback from the teachers in the room.

Our instructional coach, Jaya Bookwalter, has also held in-house workshops with the coinstructors and homeroom teachers to support their interconnection and promote more robust implementation of the model. Co-instructors are also gaining capacity to do closer follow-up on student skills, and they take on consistent and active support of reading through the Leveled Literacy Intervention and our phonics program.

3. Building the Hive

Primary created a system of feedback for classrooms in terms of reflecting our values in the classroom. Based on our relational surveys from last year, we saw the need to improve listening during instructional time and the idea of creating more the classroom community and connection. From the beginning of the year in our work as a primary team, teachers began with listening as a core skill in the development of this value, a skill that continues to remain a challenge. We have a shared document whereby each month we see the classrooms’ progress in the “Beehive”. When a classroom attains a level on the rubric, all the students in that class receive a symbolic pin as recognition. This is being promoted through assemblies and classroom dialogues. Many students have interiorized this metaphor and relate to the “bee”. We have also begun “Bee Plans” with students who need to begin make small steps forward in their classroom environment. They set the goals with their teachers but have a weekly check-in with the principal. Personal Best

Personal Respect / Respeto Sense of Bolivar Community / Sentido de Comunidad Bolivar

Stage 1 We are silent during instruction.

Logramos silencio ante la instrucción.

We greet, make eye contact, and say goodbye to each other, to the teachers, and others.

We identify our emotions and can close the day with a reflection.

Identificamos nuestras emociones y cerramos el día con una reflexión.

Saludamos y despedimos a nosotros mismos, a los profesores y a los demás.

When we have reached these three goals, we are Be(e)ginning the hive!

Stage 2

Stage 3

We listen to each other and take turns during instruction and class time.

Nos escuchamos y tomamos turnos durante la instrucción y la clase.

We use words and gestures of courtesy (thank you, excuse me, nice job) with teachers and classmates.

Usamos palabras y gestos de cortesía (gracias, disculpe, buen trabajo) con profesores y compañeros de clase.

We use strategies from the wheel when we have small problems. We tell the teacher or the counselor when there is a big problem.

Usamos estrategias de la rueda cuando tenemos problemas pequeños. Le decimos al profesor cuando hay un problema grande.

Be(e) Bolivar – We see our values and we see the hive appearing when all 3 goals are met.

We can collaborate in groups and learn from each other.

Podemos colaborar en grupos y aprender los unos de los otros.

We take care of each other. We look for our positive qualities and celebrate our talents.

Nos cuidamos. Buscamos nuestras cualidades positivas y celebramos nuestros talentos.

The class stays unified during difficulties, uses community circle and reparation strategies when needed.

La clase permanece unida durante las dificultades, utiliza círculos de comunidad y estrategias de reparación cuando es necesario.

Core Academics

English Language Arts

We use the Lucy Caulkins Reading and Writing Workshop to promote meaningful reading and writing and offer experiences with literary structures. Alongside the Lucy Caulkins workshops, we continue to use the Fundations program for work with phonics in second and third grades. We have also expanded the number of teachers who received formal training in this approach. The 2nd and 3rd co-instructors support the lowest readers through the Fountas and Pinnell Leveled Literacy Intervention with an almost daily frequency. The aim is to expand the number of students we can reach, as Learning Support also helps with this process but cannot cover as many students. Teachers and co-instructors look at the available reading data and identify needs and instructional interventions during Reflection Cycles on designated Strategic Wednesdays. We still use the F&P benchmarking system to see how our students are progressing in terms of reading levels and comprehension. Our instructional coach, Ana Maria Varela, accompanies the team in these instructional practices and has been key in coordinating the Fundations training and acquisition of materials.

Math

Second through fifth grades use the San Francisco units of study for their curriculum planning. These units were chosen by our Stem and Innovation Coordinator, Katie Neal, as they align with the cornerstones of effective math instruction. Students have concrete and visual approaches to math as well as opportunities to implement different strategies that foment a deeper understanding of mathematical thinking and problem-solving applied to real life contexts.

Science

This is our second year implementing Open Sci Ed science units. These are very in-depth units that incorporate the practices and standards in the NGSS curriculum. Our Stem Coordinator, Katie Neil, has been working with the teams as they acquire skill in these units. Ryan Evansen, our current fifth grade science teachers, is also working with teams to shape

their unit and adopt them to our Colombian setting. Ryan also uses the NGSS curriculum and has honed a powerful approach to getting students to both use the scientific practice and apply the cross-cutting concepts.

Sustainability

This year, every grade level will have the opportunity to have an experience related to science, social studies, and the SDG’s. This is the culmination of a goal set in the school strategic plan for Sustainability. Jessica Gomez organizes the spaces, the trip, and the logistics, and the grade levels create a unit around these elements.

Interventions

This year, we have seen more interventions happening in the classroom and greater collaboration with the Learning Support team, especially at the 4th and 5th grade levels in math and reading, The number of inclusion teachers is now two. The main goal for this teacher is to prepare the student to be autonomous in the classroom and to progress in areas of identified needs The classroom teachers aim to meet the needs of their students as well although most challenging scenarios remain. The time needed for each student to achieve this autonomy may vary, so the inclusion teacher is contracted per semester, and the progress of the student is continually monitored through goal follow up meetings set by Learning Support.

Social Emotional Learning and Conscious Discipline

This year the counselors and the Deam of Well-Being have taken over the staff training in Conscious Discipline. The Dean and one of the counselors received formalized training over the summer. They now work with the Conscious Discipline Action Team to plan professional development and look at needs. This year they have worked with the teachers on the concept of consequences. This led to an examination of the use of reflection forms and the need to update our tools. The core concept of creating safety has become part of teacher and student language, as it is the primary goal for all to create a calm learning environment. We also have more common understandings of consequences and interventions. Most teachers in grades second through fourth have a safe space where a student can calm down and self-regulate in moments of anxiety or lack of control. Morning meetings are a deeply embedded practice as this is a time for community building and inclusion. When more

challenging conflicts or difficulties arise, the teachers use community circles to hold open and participative discussions.

Climate, Culture, and Community

Parent Conferences

We modified conferences this year, based on teacher feedback. We will hold three-way conferences at the beginning and the end of the school year, but March conferences will be with teachers and parents only.

In general, our teachers and families really appreciate the conferences. Our families have excellent attendance, and students appreciate being able to explain their work, show their classroom space, and talk about their goals. Prior to the conferences, teachers always help the students prepare reflections and set goals to discuss with their parents. This is also a time for teachers, parents, and students to reflect on the Values Report. Often progress in the development of values has a positive impact on academics, as the students gain autonomy, responsibility, and a sense of personal best.

Principal’s Coffees

We hold three Principal’s Coffees a year. This year, our first Coffees focused on creating ever more integration among parents and a reflection on conflict resolution, as we see students intensifying in reactiveness. Partly this comes from an outside mandate to “defend yourself.” For the second round of Coffees in February, the Consejo de Madres worked with the principal and the counselors to do something special. The purpose of the Coffee was to take small steps toward building integration among the parents. Using the “Be(e) Bolivar” concept, the Consejo led an activity in which the families, by grade level, “wove” key commitments into a symbolic cell of a hive. This will be displayed during Parent Conferences.

Counselors

Second and third graders have a new counselor, Melissa Esguerra. She and Natalia Remolina, the fourth and fifth grade counselor, support students, staff, and parents.

They guide students through conflicts and difficulties. They hold Affectivity meetings with all grade level groups, dividing each class in half to have close and open discussions with small groups. These meetings are vital to our work in Primary, as they allow us to know what each group needs and where concerns lie. This year, seeing a need for interactive play, the counselors have tried to stimulate the idea of “El Bosquecito”, a play space in their offices offered to students during lunch recess. The popularity of this space indicates a true desire for this kind of play.

Consejo and Room Mothers

The Consejo de Madres actively supports the initiatives and goals of the section and the school. They also help the principal and the counselors by communicating concerns that arise in the parent community that merit response. Their maturity as a team has been a great help. As mentioned above, this year we were able to collaborate on a joint activity, using the Principal’s Coffee time, to promote parent integration and community building. This is now the fourth year of having room mothers work under the guidance of the Consejo mothers. This connection has been vital in creating more coherence in our actions and our communications among the parent community. The room mothers support in very tangible ways: decorating classrooms, creating art activities, and helping share messaging. They have also been helping with bake sales in terms of logistics. The teachers are very appreciative of them and enjoy the partnership they build with them.

Sports Days

We will hold a total of four Sports Days. One each semester, combining 2nd and 3rd grades one day and 4th and 5th grades another. We are also trying to keep the focus on Sense of Community during these Sports Days.

Respectfully Submitted

Robin Perskie

MIDDLE SCHOOL

Basic Information

The Middle School currently serves 263 students across Grades 6–8. Enrollment by grade:

• Grade 6: 98 students

• Grade 7: 73 students

• Grade 8: 92 students

The Middle School faculty consists of 36 staff members, including 12 teachers shared with the High School.

The administrative and support team structure remains consistent with previous years (Dean, 2 counselors, 1 secretary, 1 clerk), and this year we added two full time substitute teachers, shared with high school Middle School Principal: Robert Millett

Current Reality

During the 2025–2026 school year, the Middle School continued to strengthen several key elements of its program. A central focus has been the ongoing implementation of the Conscious Discipline behavior management framework. This work supports greater consistency in classroom expectations while helping students develop stronger selfregulation skills.

Teachers have also continued to explore ways to integrate technology in purposeful ways that align with ISTE standards. At the same time, the Middle School has increased its emphasis on helping students address conflict constructively and recognize situations early before they escalate.

From an academic perspective, the Middle School introduced a PreAP Algebra I class in Grade 8. This course provides students with an additional opportunity for academic challenge while preparing them for the expectations of High School mathematics.

Another area of focus has been strengthening classroom management practices. Teachers now work with a shared protocol that supports staff when responding to escalating

student behavior and encourages earlier communication with families. Parent workshops throughout the year have complemented this effort by offering guidance on parenting adolescents and supporting families during an important stage of development.

Positive Results

One of the strengths of the year has been the strong collaboration among teachers. Grade level teams meet regularly to align expectations and identify students who may benefit from additional academic or emotional support. Departments have also worked together to refine assessment practices so that students have meaningful opportunities to demonstrate different levels of proficiency.

Teachers have placed increased emphasis on formative assessment and strategies that promote student engagement. These practices help students understand that learning develops through consistent effort and participation throughout the learning process, not only through final assessments.

Participation in extracurricular activities, athletics, and student life programs continues to be strong. Students remain actively involved in opportunities that contribute to the vitality of the Middle School community.

Another important area of work has been strengthening student wellbeing and relationships within the community. The Dean of Wellbeing, counselors, and the principal work closely with students to help them take responsibility for their actions and repair relationships when conflicts occur. This restorative approach encourages reflection and empathy. Workshops with Grade 7 students are scheduled for April to further support healthy interpersonal dynamics.

Challenges

Several challenges remain consistent with those seen in previous years. Some students and families continue to struggle with academic engagement, focus, and responsibility for the learning process. In response, the Middle School continues to prioritize engagement strategies, formative assessment practices, and counseling interventions that provide students with additional support.

An ongoing priority is helping students understand the importance of effort throughout the learning process. Teachers are working with students to strengthen the connection between the work they do during the formative stages of learning and their final performance on assessments.

Another emerging challenge involves the increasing availability of artificial intelligence tools. While these tools have potential value when used appropriately, students are still learning how to use them responsibly in ways that support their thinking rather than replace it. Teachers continue to work with students to emphasize the importance of developing their own ideas, practicing critical thinking, and engaging fully in the learning process.

Student Behavior and Wellbeing

The continued implementation of the Conscious Discipline framework has helped bring greater consistency to expectations and responses across classrooms. This approach supports teachers while helping students understand that clear boundaries exist and that their choices carry consequences.

The Middle School continues to administer a student wellbeing check in survey twice each semester. Results consistently indicate that students feel safe and supported at school. Students also demonstrate confidence that counselors and administrators are available when challenges arise.

Advisory Program

The advisory program remains an important component of the Middle School experience. While topics vary by grade level, advisory lessons continue to focus on responsibility, empathy, inclusion, study habits, stress management, and organization. These conversations support the social and emotional development of students while reinforcing habits that contribute to academic success.

Parent Engagement

The Middle School continues to strengthen partnerships with families through parent workshops and regular communication throughout the year. Workshops have focused on

parenting adolescents and helping families guide their children through the lens of family values. These conversations support parents as they help students develop stronger self regulation and decision making skills.

Convivencias and Student Experiences

Experiential learning and community building remain important elements of the Middle School program.

The Grade 6 convivencia trip to Boyacá was very successful and received positive feedback from both students and parents.

The Grade 7 trip to Santander was postponed this year following feedback from parents. The trip is currently scheduled for November of next school year. In the meantime, the school is organizing a Grade 7 convivencia day in April focused on strengthening interpersonal relationships and improving group dynamics.

Future Priorities

Looking ahead, the Middle School will continue strengthening classroom management and student self regulation through the ongoing implementation of Conscious Discipline. Teachers will also continue developing strategies that improve student engagement and deepen the use of formative assessment.

Another priority is maintaining strong partnerships with parents through practical workshops that support families as they navigate the challenges of adolescence. The school will also continue working with students to recognize conflict early so that issues can be addressed constructively before they escalate.

Closing Reflection

After his first year as Middle School Principal, Robert Millett expresses strong confidence in the Middle School team. Teachers demonstrate a clear commitment to students and consistently prioritize building relationships that support both learning and personal growth.

Students are also continuing to internalize Bolívar values. These shared values provide a meaningful framework for conversations when students reflect on their choices and recognize how their actions may affect others in the community. These moments create important opportunities for growth and learning.

Looking ahead, Middle School remains committed to helping students develop the habits, responsibility, and character that will support their success in High School and beyond. Through strong collaboration among teachers, continued partnership with families, and a focus on student wellbeing and engagement, the Middle School is well positioned to continue strengthening the learning experience for all students.

Respectfully submitted,

Robert Millett

HIGH SCHOOL

Grades: 9, 10, 11, 12

Students: 389

Faculty: 48 Total, 12 shared with Middle School. Dean of Wellbeing, Two Guidance Counselors, College Placement Counselor, Assistant College Placement Counselor, and AP Coordinator

Secretaries: Diana Marcela Diaz, Sandra Garcia, Esmeralda Ramos

Principal: Mr. Jonathan Roberts

Colegio Bolívar High School continues to evolve, strengthening its commitment to academic excellence, student development, and a culture that fosters continuous growth. This year has been defined by key advancements in curriculum, student support systems, and extracurricular opportunities that reflect our mission to provide a world-class education. Our focus remains on equipping students with the knowledge, skills, and values necessary to succeed in an ever-changing world.

A significant milestone has been the implementation of the AP Capstone Diploma, which elevates the depth and rigor of our academic program. This initiative has broadened the scope of student learning, emphasizing critical thinking, research, and interdisciplinary analysis. Alongside this, we continue to look for ways to expand our AP course offerings to, introducing a diverse range of subjects that allow students to specialize in areas of interest while meeting international academic standards. Adopting College Board’s Pre-AP curriculum in Math, Science, English, and Social Studies in grades 9 and 10 has further reinforced our foundational academic program, ensuring a smooth transition into advanced coursework.

Academics

Expanding our AP program represents one of the most significant enhancements to our high school curriculum. With the introduction of AP English Seminar, Pre-Calculus, Environmental Science, Computer Science Principles, Human Geography, Political Science, Psychology, Microeconomics and Macroeconomics, students can access an unparalleled breadth of rigorous coursework that aligns with their academic aspirations.

This, combined with the Pre-AP curriculum, has positioned our students to engage more deeply with content, fostering analytical skills that will serve them well beyond high school.

Recognizing that not all students choose the AP pathway, we have expanded our college-preparatory course offerings, introducing courses such as Human Anatomy and Physiology, and Introduction to Business and Economics. These courses offer high academic value while providing students with practical, real-world applications of their learning. Additionally, we have increased the number of high school courses taught in English, particularly in grades 11 and 12, further strengthening our bilingual education model and preparing students for university studies abroad.

This year's significant development has been implementing a completely restructured four-year planning process. Through enhanced counseling and support, students and families are better equipped to make informed course selections that align with their strengths, interests, and future career or university pathways. This initiative ensures that every student is prepared to graduate with a well-defined and strategic academic trajectory. At the same time, we have used student interests to guide our course offerings, while ensuring balance and diversity of options for the upcoming school year.

Professional Learning

The continued success of our high school program is deeply connected to the ongoing professional growth of our educators. Every teacher leading an AP course has completed intensive College Board training, strengthening instructional practices and enhancing student engagement. We have also created the AP team, composed of all teachers who teach AP classes where we meet periodically to share strategies and improve practice. Similarly, Pre-AP teachers have undergone a comprehensive training program to ensure curriculum alignment and the seamless development of student competencies.

Beyond AP, our faculty remains dedicated to refining their instructional approach through Conscious Discipline training and professional development focused on deeper learning, specifically assessment and engagement. This year’s emphasis on proficiencybased assessment has strengthened our ability to measure student growth more effectively, ensuring that evaluations are aligned and reflect meaningful learning outcomes.

High School 2024-2025 Course Offerings

Mathematics

● AP Calculus AB

● AP Statistics

● Grade 12 Math: Calculus & Statistics

● Grade 12 Math: Calculus Essentials

● AP Pre-Calculus

● Grade 11 Math: Precalculus

● Grade 11 Math Essentials

● Grade 10 Math: Pre-AP Geometry and Statistics Honors

● Grade 10 Math: Pre-AP Geometry and Statistics

● Grade 9 Math: Pre-AP Algebra 1 Honors

● Grade 9 Math: Pre-AP Algebra 1

English

● AP English Literature and Composition

● English 12

● AP English Language and Composition

● English 11

● AP English Seminar (10th Grade – AP Capstone Program)

● Pre-AP English 9

Spanish

● AP Spanish Literature and Culture

● Spanish 12

● Spanish 11 Honors

● Spanish 11

● Spanish 10: Literature, Language, Composition & Culture

Science

● AP Physics 1

● AP Environmental Science

● Environmental Science

● Astronomy

● AP Human Anatomy and Physiology**

● AP Biology

● AP Chemistry

● Agricultural Science

● Biochemistry**

● Grade 11 Physics Honors

● Grade 11 Physics

● Grade 10 Pre-AP Chemistry Honors

● Grade 10 Pre-AP Chemistry

● Grade 9 Pre-AP Biology Honors

● Grade 9 Pre-AP Biology

Social Studies

● AP Comparative Government and Politics

● AP Macroeconomics

● AP Microeconomics**

● AP Psychology

● Macroeconomics**

● Microeconomics**

● Global Issues Network (GIN)

● Introduction to Business and Economics**

● AP Modern World History

● US and World History (Grade 11)

● Spanish 9: Literature, Language, Composition & Culture

Ciudadanía

● ECAL 12: Colombian and Latin American Studies

● Logic and Argumentation (Elective –Grade 12)**

● Problemas Actuales de Colombia (Elective – Grade 12)**

● Philosophy & Ethics (Grade 11)

● ECAL 10 (Colombian & Latin American Studies – Grade 10)

● Service Learning (Grades 9-10)

● ECAL 9 (Colombian & Latin American Studies – Grade 9)

Information Technology and Computing

● AP Computer Science A (Grades 1112)

● AP Computer Science Principles (Grades 9-12)

● Digital Art & Design (10-12)

● Computer Programming (10-12)**

● Graphic Design 1 (Grade 11)

● Graphic Design 2 (Grade 12 –Yearbook: Kiosko)

● ICT 9

● AP Human Geography

● Social Studies 10 History

● Model United Nations (MUN) (Grades 9-10)

● Pre-AP World History and Geography (Grade 9)

Visual and Performing Arts

● AP Art and Design (Grades 11-12)

● Art (Grades 9-12)

● Musical Theatre (Grades 9-10)

● Band (Grades 9-12)

● Vocal Performance (Grades 9-12)

● Expression (Vocal Expression –Grades 9-12)**

Physical Education

● Soccer (Grades 11-12)

● Fitness Training (Grades 11-12)

● Physical Education 10

● Physical Education 9

Learning Support Services (LSS)

● Study Skills (Grades 9-12)

● Math Workshop (Grades 9-10)

● Reading Workshop (Grade 9 – HalfCredit Course)

● Spanish Workshop (Grade 9 – HalfCredit Course)

SOCIAL-EMOTIONAL LEARNING & STUDENT WELL-BEING

Our commitment to student well-being is a cornerstone of our high school experience. The Advisory Program has now become fully embedded within the school structure, providing students with dedicated time for mentorship, guidance, and socialemotional learning.

To support informed decision-making, we hosted a series of workshops through the Pathways for Prevention initiative, engaging students and parents in critical discussions about alcohol and drug consumption. In response to emerging concerns, we have installed vape detectors in middle and high school restrooms, leading to a noticeable decline in vaping incidents. These initiatives reflect our proactive approach to fostering a safe and supportive learning environment.

SABER - ICFES 2024

The ICFES exam remains a key academic benchmark for our students, and Colegio Bolívar continues to perform at the highest levels. The exam evaluates students in five areas: Critical Reading, Mathematics, Social Sciences, Natural Sciences, and English, with additional subgroups in Mathematical Reasoning and Citizenship Competencies. The highest score per area remains 100, with a total possible score of 500 points.

This year, our students once again demonstrated their academic excellence. Several seniors achieved total scores above 400, and many students scored within the 300–399 range, reinforcing our commitment to academic rigor and student preparation. Colegio Bolívar maintained its “Muy Superior” (A+) classification, the highest category awarded by ICFES. This continued achievement reflects our instructional programs' strength, focus on deeper learning, and students’ dedication to excellence.

To further strengthen our students' preparation for the ICFES, we have partnered with the Milton Ochoa Group, a national leader in Pre-ICFES training. This collaboration has allowed us to offer extracurricular courses for Grades 11 and 12 students, providing structured support in key subject areas. Additionally, all students now participate in three official simulacros (mock exams) one in the second semester of Grade 11 and two in Grade 12. These assessments provide students with valuable test-taking experience and generate critical learning data, enabling us to refine instructional strategies and offer targeted support to maximize student performance.

Class of 2025

With the collaboration and dedication of teachers and administrative staff, Colegio Bolívar is pleased to report that the Class of 2025 has completed an excellent college admissions process. This is clearly the result of team effort, commitment, and community and we are very appreciative of all these key players´ involvement.

Of the 93 seniors in the group, 50 (55%) will be doing their undergraduate studies abroad in Spain, Italy, UK, Netherlands, Canada, Mexico, France, and the United States, with the possibility of another 2 who are first doing their “gap year” before completing applications and making decisions. 28 (possibly 29) seniors or 30% of the total class are US-bound, of which 1 will be attending a tier 1 institution. Internationally, there was a total of 11 acceptances in these exceptional institutions, and we have the honor to say that we will have students attending Columbia, U Wisconsin, Bocconi, Imperial, and Groningen among many other fine institutions in Fall 2025. The average SAT score for seniors is 1127, and one of them achieved one of the top scores in the history of the school, 1550. 98% of seniors took at least 1 AP course in high school and 5 seniors even took 5 in their senior class schedule. There were an excellent number of AP exams (133). The total amount of international scholarships offered to the Class of 2025 reached USD$ 3,500,000 (for an average of 4 years of study). To this date, the accepted and documented scholarships taken add up to a total of USD $364,400 or approximately COP $1,530,000 (exchange rate at aprox $4,200) for only the first year of studies.

Colombia will be initially receiving 37 (40%) of our graduates, leaving 6 students who have not made the final university decision yet. In Cali, they will study at ICESI (6) and Javeriana (5), and in Bogotá at Los Andes (12), Javeriana (7), Sabana (1), and CESA (2). The university of Los Andes continues to be the most popular among Bolívar students. There are 35 different majors. The most popular major continues to be all fields related to Business Administration, including Entrepreneurship, Intl Business and Marketing (29). Other top majors are Medicine (7), Computer Science/ Engineering (7), Engineering (5), Law (4), Neuroscience (3), Architecture, Arts, Design & Music (12) and Intl Relations/Political Science (4). The remaining students have interests in Economics, Math, Psychology, Dentistry, Data Science, Astrophysics, Creative Writing, Advertising and Interactive Media.

College/University Acceptances CB Class of 2025

Bold type indicates accepted place of study; * indicates an offer of financial aid/scholarship **indicates athletic scholarship

UNIVERSITIES ABROAD:

American University (4, 1 attending)*

American University Paris

Augustana University*

Bocconi University (Italy)

Bentley University (6, 4 attending)*

Binghamton University

Boston University

Bryant University (4, 2 attending)

California State U. San Marcos (2)

Catholic University (3)

Cleveland State University

Columbia University*

DePaul University

Emerson College (2, 1 attending)*

Erasmus College (Netherlands)

ESADE (Spain)

ESSEC* (France)

Florida Institute of Technology (3)*

Florida International U (10, 2 attending)*

Florida State U (Panama)(2, 1 attending)

Fordham University (5, 2 attending)*

George Washington University (3)

Hult University

Imperial College London (UK)

Indiana University Bloomington (2)

IE University (Spain)(6, 4 attending)*

IED (Spain) (2)*

Kings College (UK) (2)

Loras College

Louisiana State University*

Loyola University Chicago (3, 1 attending)*

Loyola Marymount University (3)*

Lynn University (3)*

Manhattanville College

Marangoni * (France)

Marymount Manhattan College (2)*

McMaster University (Canada)*

Michigan State University

Minnesota State University (2)

Northeastern University (5, 4 attending)*

Ohio State University

Pace University*

Parsons New School*

Parsons New School Paris*

Pennsylvania State University (6)

Pepperdine University*

Purdue University (3)

Queen’s University (Canada)

Rollins College (5, 1 attending)*

Rutgers University

San Diego State University

Santa Fe College (3, 1 attending)Savannah College of Art & Design*

Suffolk University (7)*

Surrey University (UK)(2)

Syracuse University (3)

Tallahassee Community College

TEC de Monterrey (Mexico)(3, 2 attending)*

Trent University (Canada)

U Carlos III Madrid (3, 1 attending)

U CEU San Pablo (Spain) (3, 1 attending)

UDIT (Spain)*

Universidad Europea de Madrid (Spain)

U Francisco Vitoria (Spain) (2, 1 attending)

Universidad Navarra (Spain)(4, 1 attending)*

U Alberta (Canada)

U Alfonso X Madrid (Spain)

U California, Santa Cruz*

U of Central Florida (3)

U College Dublin (UK)

U College London

U of Colorado, Boulder (2)

U Edinburgh (UK)

U Exeter (UK)

U Glasgow (UK) (2)*

U Gröningen (Netherlands)

U Florida*

U Miami

U Minnesota*

U Ottawa* (Canada)

U St Andrews (UK)

U Tampa (2, 1 attending)

U Toronto (Canada)*

U of Vermont*

U Warwik (UK)

U. Washington

U Waterloo (Canada)*

U. Wisconsin Madison (2)*

Washington College*

Western University (Canada)*

Colombian Universities:

Los Andes (19, 12 attending)

CESA (4, 2 attending)

Javeriana Bogotá (11, 7 attending)

ICESI (10, 6 attending)*

Javeriana Cali (7, 5 attending)

La Sabana*

Universidad del Rosario (2)

Externado

The Class of 2025 was given many opportunities and support by Dr. Nagy, Mr. Roberts, Mrs.Tamayo and the Board of Directors, which has been greatly appreciated. This class is known for its vast involvement in the community, solidarity, intelligence, sensibility, and friendliness. As a group, their academic accomplishments have been excellent. Their involvement and accomplishments inside and outside of school, from athletics and the arts to volunteer work and United Nation models, have been remarkable, demonstrating how Bolivar students can confidently and proudly represent Colegio Bolivar in any community.

Co-Curricular Activities

Apart from academic experience, cultural, athletic and social opportunities are critical in the development of our students. The Colegio Bolivar High School continues to offer a variety of enrichment activities to support student interests. Some of the several events/activities that involve participation from both our students and teachers include:

Student Council

National Honor Society

Student Advisory Meetings

High School Concert

Math Competitions

Sports days

Poetry festival

Tribuna/Tribuweb

Kiosko

Voluntary Social Service

Grade Level Convivencias

Senior Project

Noche de Velitas

Career Week

Global Initiatives Network

Tutorials and Reinforcement

Student Ambassadors

High School Assemblies

Halloween Celebration

Student Translators

Band Performances

Model UN

Sports Binationals

Copa de Amistad

Spirit Week

University Visits (Bogotá)

University Fairs (Asobilca)

External University Visits

Local Sports Tournaments

Student-led Clubs

Lunch Chats w/ Administration

ICFES Preparation courses

Microfutbol Tournaments

Christmas Celebration

Arts Festivals

Thanksgiving Assembly and activities

The Colegio Bolivar High School also participates in a well-organized sports program. In addition to practice and scrimmages, the teams compete in the following tournaments:

✔ Liga Rio Pance - all year around and in all sports.

✔ Copa Bolivar - Soccer and Volleyball Boys and Girls with Universities and Club teams

✔ Friendship Games: Games in all sports with local schools in Cali

Athletics & Binational Games

This year we have continued strengthening the role of athletics in our high school culture. We have placed a renewed emphasis on fostering a competitive and disciplined mindset among student-athletes, reinforcing the importance of commitment both on and off the field. Assemblies and leadership workshops have allowed athletes to develop resilience, teamwork, and a sense of responsibility.

A key change has been revising extracurricular participation criteria, ensuring academic and behavioral expectations align with athletic participation. Additionally, the level of competition has been significantly enhanced, with volleyball and basketball teams doubling the number of matches played, and soccer teams regularly competing against local clubs. Hosting new volleyball and basketball tournaments at Colegio Bolívar has further enriched our athletic program, providing students valuable experience against high- caliber opponents.

The Binational Games remain a highlight of the athletic year. This year, we traveled to Barranquilla. Our athletes competed with outstanding dedication, earning a gold medal in girls’ soccer and a bronze medal in boys’ soccer after an intense semifinal match. These achievements reflect the discipline and determination of our student-athletes and coaches, reinforcing our commitment to academic and athletic excellence.

Overall Standings of Colegio Bolivar:

Girls Soccer: 1st Place (Gold)

Boys Soccer: 3rd Place (Bronze)

Boys Volleyball: 4th Place

Girls Volleyball: 5th Place

Boys Basketball: 7th Place

Service Learning

Service Learning at Colegio Bolívar has been entirely reimagined, shifting from a standalone requirement to an integrated component of our Grade 9 and 10 curriculum. This transformation ensures students engage in purposeful, structured projects connecting their academic learning with real-world community impact. With

service learning embedded in core coursework, students develop a deeper understanding of social issues while actively working toward meaningful solutions.

To support this evolution, we have established a dedicated team of two full-time faculty members who lead Service Learning and the Global Issues Network (GIN). This investment has enhanced our initiatives' quality, organization, and sustainability. Students now receive more personalized guidance, engage in long-term projects with measurable impact, and develop leadership skills far beyond the required 80 hours of service. By integrating service into educational experience, we have cultivated a culture where students see service not as an obligation, but as an essential part of their personal and academic growth.

Student Advisory

The Student Advisory Program has become essential to our commitment to student support and mentorship. Each high school student is placed in a small advisory group, led by a dedicated faculty member who serves as an advocate and guide. These groups meet regularly to discuss academic progress, socialemotional development, and key themes relevant to their grade level. The program provides students with structured opportunities for reflection, goal-setting, and meaningful engagement with their peers and mentors. By strengthening these connections, we ensure every student has a trusted adult and a support system within the school.

Drug and Alcohol Awareness

Promoting student well-being requires both education and proactive intervention. In collaboration with the Dean of Students, our counselors have developed an expanded series of substance awareness and prevention workshops. This year, we implemented targeted sessions for each grade level, reinforcing the importance of making informed choices. Through the Pathways for Prevention initiative, external consultants worked closely with our school community, leading in-depth workshops for students and parents. These sessions provided essential information on the risks associated with substance use and practical strategies for prevention.

A key element of this initiative was working directly with students identified as at-risk, ensuring that they received tailored support and guidance. Parents also played an integral role, attending dedicated workshops that equipped them with the tools to engage in meaningful conversations with their children about responsible decision-making. These efforts, combined with increased vigilance and community engagement, have resulted in a noticeable decline in substance-related incidents within the school.

Sexual Education

In collaboration with leading professionals in the field, our sexual education program continues to provide students with accurate, developmentally appropriate information on personal health, relationships, and decisionmaking. Delivered through a structured series of workshops, the program equips students with the knowledge and confidence to navigate this critical aspect of their well-being. We empower students to make responsible and informed choices by fostering open dialogue and providing expert guidance.

Technology Integration and Data-Driven Decision Making

We have transitioned from Schoology to Google Classroom, ensuring a more seamless and integrated digital learning experience for students and teachers. Additionally, we have developed interactive data dashboards that allow teachers, grade-level teams, department heads, and counselors to access real-time student data, including grades, standardized test scores, and social-emotional reports. These tools have significantly enhanced our ability to provide timely interventions and support tailored to individual student needs.

Teacher Evaluation and Professional Growth

A culture of excellence begins with a commitment to professional growth. This year, school leadership collaborated to revamp our already robust teacher evaluation program, introducing digital walkthrough forms that streamline data collection and analysis. These tools allow for more efficient classroom observations, facilitate real-time teacher feedback, and ensure that instructional quality remains consistently high. Through goal-setting, classroom observations, and feedback mechanisms, we continue to drive meaningful development, reinforcing our mission of continuous improvement.

Respectfully Submitted,

Mr. Jonathan Roberts High School Principal

Curriculum Development and Professional Learning

The Director of Learning (D of L) position coordinates, from within the Administrative Team, efforts in curriculum development (which is all about student learning), the educators’ professional learning (PL) in the school, from El Nido to Grade 12, and the institutional learning through our reaccreditation processes with Cognia. All areas are directly related to the four intents in the Strategic Plan that we are ending, and, consequently, the D of L has actively participated in its Steering Committee looking for ways to coordinate and maximize efforts by finding points of intersection and leverage. For details about the work related to the Personal Best intent, from the perspective of the D of L as its leader, please see the corresponding Long Range Plan chapter in this report.

We continue implementing the action plans for each intent and incorporating the different perspectives that enrich that process. It is evident at this point that all intents have a connection to either curriculum development or professional learning (or both), which becomes an interesting challenge to make sure that the goals and indicators do not overwhelm our teachers who, in the end, make all these initiatives materialize at the classroom level.

The following positions report directly to the D of L: Innovation and STEM Coordinator, Data Coordinator, Library Coordinator, Educational IT Leader, Sustainability Leader and the three instructional coaches (Preprimary, Primary, and Secondary). The work with all these middle leaders has focused on collaboration, alignment, as well as the optimization of initiatives and actions in these different educational lines.

Deeper Learning continues to be the clear guiding light to make decisions about Curriculum Development and Professional Learning throughout the school. The work we have done with consultants and instructional coaches at the leadership and teacher levels around this powerful notion has helped us speak a common language in relation to what we need to do as a school, to guarantee that our students’ learning is maximized. The challenge that we continue to address is to make sure that the best practices we are fostering are evidenced no matter what grade level or classroom. The library, under its coordinator’s leadership, has become an excellent showcase for our Deeper Learning efforts. This section describes the processes behind this work.

Curriculum Development

The following are the areas of work defined for this school year, keeping in mind the school’s Curriculum Planner document and the needs identified by the Administration in relation to all the components in our model (see diagram):

Deeper Learning

The Leadership PLC Team (Administrative Team, Innovation and STEM Coordinator, Data Coordinator, and the three full-time instructional coaches), has continued this year to support teachers around proficiency scale development and use. This important aspect of what we do has been identified as a priority in the work we have been activating and facilitating in school. Proficiency scales are not only related to assessment but also to the planning and the delivery of instruction, so they are being used as a vehicle to further align our Deeper Learning practices schoolwide.

We have continued taking the work from the Leadership PLC Team to what we have called the Learning Leadership Teams (D of L, principals, Innovation & STEM Coordinator, Data Coordinator and instructional coaches) in both the Lower School (Preprimary & Primary) and Secondary School (Middle and High School)

to further develop the action plans, making sure that the section-specific contexts are considered. As a result, we have developed several differentiated PL tools and opportunities for our teachers to better understand these concepts and to see their direct application in the classroom. The emphasis on speaking the same language across the school when talking about Standards-Based Grading continues to be a priority in our Deeper Learning efforts. The Secondary School Academic Council (principals, D of L, department heads, Innovation & STEM Coordinator, and the Secondary School Instructional Coach) plays a very important role in this work.

This year we have focused the Leadership PLC Team work on data analysis again. We looked further at results in Math at the school level and identified areas to focus on the section, department, and grade levels. As a result, we have revised our curriculum and programs and have considered moving next year to Common Core, Bridges, and CPM respectively. This year’s teachers will have a chance to pilot them and, if the decision is made for 26-27, this will become an important area of PL to ensure faithful implementation.

The following six dimensions of Deeper Learning (which we continue to explain to parents with a series of videos that show examples) are permanently contemplated in the implementation of our curricula and have driven our instructional coaches’ support:

• Develops fundamental skills (6 Cs): Transferable competencies to be applied in different contexts (communication, collaboration, character, citizenship, creativity, critical thinking).

• Is grounded in real-world experience: Connected to students’ realities so classroom activities are much more meaningful.

• Needs teachers as activators: Educators who present “provocations” in the classroom which help students to be fully engaged.

• Fosters a Growth Mindset: Abilities can be developed through dedication and hard work, generating a love of learning and resilience that are essential for great accomplishment.

• Promotes student voice and choice: Instructional approaches and techniques that take into consideration student interests, passions, and ambitions.

• Uses authentic assessments: Multiple forms of assessment that reflect student learning, achievement, motivation, and attitudes on instructionally relevant classroom activities.

1. The Why – Our Driving Purpose

All the elements in our school philosophy (the Mission, the Vision, the Values, the Deeper Learning framework principles, and our Bolivar Graduate Profile) encapsulate what our compelling purpose is. As

leaders, it is our job to help everyone in our school community be inspired by and relate to that “why” by fostering a sense of meaning, connectedness, and contribution at all levels. We use our philosophy as our guiding light on our day-to-day practice, including when making decisions.

2. The Who – Our Students

The initial action within the first goal in the Personal Best intent in our Strategic Plan was to revise our Colegio Bolivar Graduate Profile. This is an extremely important element in our school philosophy that now is further aligned with all other components (Mission, Vision, Values, and our Deeper Learning framework). We continue to communicate the aspirations that we have as a school community for our students whenever we see the chance, like during open houses for prospective parents. Students’ voices continue to be heard at the different levels of our teaching and learning process.

3. The What – What our students need to know, do, and be like

3.1 All departments and grade levels are asked to report any minor suggested editions to the standards and benchmarks documents looking for alignment among the intended, the taught, and the assessed curriculum. The department heads, instructional coaches, and the D of L monitor this process and ok any changes in the documents with the principals’ approval.

3.2 All scope and sequence documents are being revised/updated yearly.

3.3 As mentioned before, based on a data analysis exercise, the entire Math curriculum, 1st through 12th grade, has been evaluated. After careful consideration of alternatives with well-though-out criteria, and the input of administrators and teacher leaders, the Administrative Team is considering moving to Common Core through the Bridges (1st- 5th grades) and CPM (Secondary School) programs. The plan to roll them out would include administrative, consultant, and in-house support as well as significant PL time.

3.4 The Lower School Team has been considering the implications of the changes in the English Curriculum at the Secondary school level to make the best decisions from the perspective of scope and sequence and alignment with school priorities. The implementation of Fundations has been an important aspect of support in this area.

3.5 The Ciudadanía and the Social Studies Departments, with the support of the Secondary Instructional Coach, have continued the collaborative work identifying areas that need strengthening and further coordination.

3.6 Science is another area that has received support in the implementation of the OpenSciEd program which can be overwhelming in terms of the very many resources it offers and their contextualization for Colegio Bolivar. A teacher leader in Primary will provide additional help in this area.

3.7 The P.E. department has worked on the revision of its curriculum for Preprimary and Primary using the SHAPE America model, with the support of one of the instructional coaches. New standards and benchmarks are being generated this year for those two sections.

3.8 Computational Thinking work has been added to both Kinder 5 and 1st grade integrated to the Math work. Under the coordination of the IT Educational Leader, in conjunction with two IT teachers, and IT support personnel, the STEM and Innovation Coordinator, the Preprimary Instructional Coach, and the co-instructors in those two grade levels, units in this area have been developed without the use of screens but with analog resources that have been mostly designed and made in school.

3.9 The school adopted the Capstone Diploma program, along with additional AP courses offered through the College Board. The goal has been to expand the number of options (Personal Best intent), to move toward more students taking the AP exams, and to offer the possibility for our students to obtain an additional diploma that can be important in the college application process. New teaching and support positions (AP Teacher Leader) have been created in High School to offer some of those highly demanded courses more regularly under the monitoring of the STEM Coordinator.

3.10 Service Learning is also being revised from the viewpoint of the Sustainability intent so that it becomes a more comprehensive institutional project (PRAES). Interdisciplinary units per grade level, associated with the UN’s Sustainable Development Goals, have been identified and associated to fieldtrips and sister institution work throughout the school, under the coordination of the Sustainability Leader.

3.11 Curriculum coverage continues to be monitored twice a year through the standards-assessed reports. Particular attention is given to the prioritized standards.

4. The How – Our Teaching Practices

4.1 The main emphasis in this area for this year continues to be proficiency, which touches all aspects of pedagogy. Teachers are generating proficiency scales, using them, getting individualized feedback, and participating in PL opportunities especially designed to meet their needs in this process now using AI.

4.2 Our intervention model to support students is being revised to be more faithful to MTSS (Multi-tiered System of Supports). Aspects such as universal screening, data-based decision making, and tiered support in academics, SEL, and behavior continue to be strengthened. To maximize the use of co-instructors in the classroom, K4 to 3rd grade, and to reinforce tier 1 and tier 2 work, a co-instruction model, with the corresponding redefinition of roles and training is being implemented with the support of a Western Carolina University professor as consultant. Learning Support Services personnel have also received training in Tiers 2 and 3 to revise their practices for full MTSS implementation next year. Next year the LSS Coordinator will report directly to the D of L which will help further align all school-wide efforts in this area.

4.3 The D of L has emphasized the importance of considering the pedagogical implications of the new buildings in different programs (primarily P.E. and Dance). Coordinated decisions are being made, keeping in mind the teacher and student perspectives.

5. The Whether – Our Assessment Practices

5.1 We continue to work with teachers throughout the school making sure that our assessment practices are consistently in line with Standards-Based Grading principles and our Assessment and Evaluation System guidelines. We are intervening in differentiated ways to have more impact with the support of the instructional coaches both in Summative and Formative assessment practices.

5.2 The PL Team has carefully designed support for teachers to be able to generate proficiency scales for power benchmarks using generative artificial intelligence.

5.3 In the section on data, following this report, the Data Coordinator presents several pieces of information which illustrate different aspects of our students’ performance levels. Data reflection cycles are being implemented across the school with the support of coaches, teacher leaders and the Data Coordinator. She has been working with them to generate dashboards and reports that are used by teachers. The outcomes of these cycles are evidenced in the goals that different teams plan for themselves and the measured impact on student learning levels. The different tools used, from rubrics to common assessments, to standardized tests are constantly monitored and revised.

Professional Learning (PL)

As our PL System document states, the job-embedded PL opportunities offered at school during curricular days and strategic Wednesdays afternoons (see the Innovation Intent report for details about the impact of this

initiative) which include faculty and Professional Learning Community team meetings, have been the main part of the PL work we have done in school this year. This PL Plan is first conceived at the Leadership PLC Team level, considering all the big-picture strategic and logistical implications. Then, it is further defined at the lower and secondary level sub teams with the principals, considering all the section-specific variables. Last, it is planned in detail, including the generation of the necessary tools, by the D of L, the Innovation and STEM Coordinator, and the instructional coaches.

The PL work starts with the institutional orientation and onboarding process for all new personnel, with the support of mentors. In line with this process, the PL Team developed a chatbot, using ChatGPT, to answer the FAQ that all teachers might have about the different aspects of their practice in our school. Talking specifically about the work with coaching, having three full-time instructional coaches (one in Preprimary, one in Primary, and one in Secondary School) continues to have a very positive impact. All coaches and the D of L support the teams’ action research work done in the different grade levels/areas more closely with the assistance of the grade level team leaders and the department heads. The goals they have set for themselves go in line with the school or section-wide initiatives. Coaches have also worked with small groups and individuals who need assistance in specific areas such as Understanding by Desing planning or Universal Design for Learning. One could say that our instructional coaches are spread too thinly, and that little by little more and more teachers look for their support.

We have put time aside during strategic Wednesdays to continue the work on Conscious Discipline with the counselors, deans, and action teams as facilitators. We also have identified the need to provide training in deescalation techniques for Preprimary teachers taking into consideration the very severe behavioral cases in that section. The next Learning Support Services Coordinator will attend a “training of trainer’s” opportunity in the US to come back to school and work directly with teachers.

The school continues to support several teachers and co-instructors as well as one counselor with their master’s programs. Additionally, the Middle principal is being supported with PTC (Principals Training Center) PL and the High School Principal with doctoral studies. Some AP teachers have received the corresponding training too.

Both the Tri-Association (The Association of American Schools of Central America, Colombia-Caribbean, and Mexico) and AMISA (American International Schools in the Americas) have been the main providers of professional learning opportunities outside our school (see examples in the list below), many of them online. We

are very selective still in supporting the attendance of faculty members to local, national, and international conferences, making sure that they join opportunities which follow the guidelines in our Professional Learning System and therefore are in line with our new Strategic Plan.

The following is the list of some PL opportunities, chosen as a sample:

• Child protection online course for all personnel using the ISS (International School Services) Passport that the school purchased this year and Child Safeguarding as providers.

• AMISA Heads’ Retreat

• NGSS Partnership for Science teachers

• Spanish Classes and English Courses for teachers from all sections

• Tri-Association Conference

• AAIE Conference

• AMISA Leadership Conference

• Asobilca Conference

• MTSS Tier 1, Tier 2, and Tier 3 Badges (through AMISA)

We have also taken part in different networking job-alike meetings with colleagues which are called “TriTalks” (the D of L co-leads this group for the directors of learning and/or curriculum coordinators in the Mexico, Central America, Colombia-Caribbean region) and “AMISA Power Hour”, put together by the regional organizations. We actively participate in the ACCAS (Association of Colombia-Caribbean American Schools) group of Directors of Learning/Curriculum Coordinators too as well as in some common spaces (conferences, festivals, exhibits, etc.) coordinated through the Association of Bilingual Schools in Cali (Asobilca).

International Accreditation - Cognia

The school participated in piloting the new Cognia platform. In doing so, both eleot classroom observations and survey data were generated which has been used in different ways this year. We also have attended meetings to provide feedback in relation to the platform and the tools and have received guidance in their use.

By the end of 2025-2026, the school will submit a midterm progress report that will focus on the areas of improvement that were identified in the previous reaccreditation visit showing the strategies and actions that have been developed to address them. Next year, the school will consider, within the development of the next strategic plan, whether we would want to pursue a new type of accreditation that Cognia is offering for American schools overseas.

Conclusion

To continue implementing the ambitious Strategic Plan that is ending this school year, to take our school to the next level, besides the steady work that we normally do, it has been essential to continue strengthening our processes and to provide the necessary time and fiscal resources for teachers to collaborate on the different initiatives. The Administration has been focusing on prioritizing the work and aligning it so that all efforts point in the direction of our intents, and they are not duplicated.

As we move forward, we need to continue celebrating our accomplishments and closely accompanying the transition between directors that has taken place during this year. I am deeply grateful to Dr. Nagy for all his leadership, guidance, support, and trust during these twenty-three years and welcome Dr. Gilway by offering her all the help that we can possibly provide.

Respectfully submitted,

David Fayad, Ed. D.

ANNUAL ACADEMIC ACHIEVEMENT DATA - Measures of Academic Success

1. MAP Comparison 1 2

This report compares the mean RIT scores from NWEA MAP assessments across three groups: Colegio Bolívar (blue), Colombia (green), and the Tri-Association (red). These assessments assess student achievement in Mathematics and Language Arts (Reading) for Grades 2 to 10 during the Spring 2023-2024 and Spring 20242025 periods. The MAP test employs a scale called RIT (Rasch Unit) to measure academic progress over time. RIT scores generally range from 180 to 260 for Grades 2 through 10, with scores typically increasing as students’ progress to higher grade levels and demonstrate greater mastery.

1.1 Comparative Analysis in Mathematics (MATH)

1 NWEA’s assessments are called Measures of Academic Progress (MAP)

2 The NWEA MAP test uses a scale called RIT to measure student achievement and growth. RIT stands for Rasch Unit which is a measurement scale developed to simplify the interpretation of test scores. RIT scores range from about 100 to 300. Students typically start at the 180 to 200 level in the third grade and progress to the 220 to 260 level by high school. (https://www.nwea.org/blog/2016/six-commonly-used-map-terms-worthknowing/)

1.1.1 Colegio Bolivar vs. Colombia (National Average)

Colegio Bolivar continues to demonstrate strong, consistent academic performance in Mathematics, maintaining a significant lead over the Colombian national average across all grade levels in both Spring 2023–2024 and Spring 2024–2025. The performance gap is especially pronounced in the upper grades (8–10), where Bolivar consistently scores 5-7 RIT points above the national average. Notably, in Grade 9 during the 2024–2025 academic year, Bolivar achieved a score of 238.58, compared to Colombia’s average of 236.67, reaffirming the school’s sustained academic advantage.

1.1.2 Colegio Bolivar vs. Tri-Association (International Average)

When compared to the Tri-Association, an international standard, Colegio Bolivar has shown remarkable improvement. Although the Tri-Association outperformed Bolivar in most grades in 2023, Bolivar significantly narrowed the gap by 2024 and has since become a strong competitor, especially in Grades 7 through 10. In Grade 9, the scores were nearly identical, with Bolivar at 238.58 and the Tri-Association at 241.88, indicating that Bolivar is close to meeting and possibly surpassing international benchmarks. While the Tri-Association maintains a slight lead in Grades 7 and 10, Bolivar’s performance demonstrates strategic progress. A longitudinal comparison shows that Colegio Bolivar's year-over-year growth from 2022 to 2024 exceeded that of the Tri-Association. Bolivar increased its average RIT score by 5.54 points, while the Tri-Association gained 5.02 points. This difference in growth highlights the effectiveness of Bolivar's instructional strategies and targeted interventions. Notably, the improvements observed in Grades 7, 8, and 9 indicate that the school’s focus on analytical reasoning and mathematical problem-solving is driving measurable academic gains. Overall, the data suggests that Colegio Bolivar is steadily closing the performance gap relative to international standards and reinforcing its leadership position within the nation. Maintaining an emphasis on rigorous curriculum development, especially in higher-order math skills for Grades 9 and 10, will be essential for achieving complete alignment with international excellence.

1.2.

1.2.1 Colegio Bolivar vs. Colombia (National Average)

In the area of Language Arts - Reading, Colegio Bolivar continues to outperform the national average in Colombia across all grade levels. This trend, consistent with previous years, remained strong in Spring 2025, highlighting the lasting effectiveness of the school’s instructional approach in reading comprehension and advanced literacy.

During the 2024–2025 school year, the average difference between Colegio Bolivar and the national average ranged from 5 to 12 RIT points, with a greater advantage in the upper grades. For instance, in Grade 10, Colegio Bolivar scored 230.0 RIT, while the Colombian national average was 225.9 RIT, resulting in a 4.1-point gap. Although this gap is smaller than the 12.65-point difference reported in 2023–2024, it reflects Colombia’s accelerated growth rate, which has slightly narrowed the performance gap.

Growth was consistent across all grade levels, but the rate of improvement varied. In Grade 5, Colegio Bolivar experienced a slight decline from 216.6 to 215.5 RIT, while the national average increased from 194.04 to 203.5 RIT a notable gain of 9.46 points. This pattern is observed in several lower grades, indicating a faster growth trajectory at the national level in early and intermediate grades.

In summary, while Colegio Bolivar maintains its strong performance, particularly in Grades 8 through 10, Colombia has partially closed the gap, especially in Grades 2 through 6. This trend suggests an opportunity to strengthen instructional strategies in early grades and to prevent further narrowing of the lead.

1.2.2 Colegio Bolivar vs. Tri-Association (International Average)

Compared to the Tri-Association regional average, Colegio Bolivar has demonstrated highly competitive performance in Reading, showing substantial and consistent gains over the previous cycle. By the 2023–2024 academic year, Colegio Bolivar had already reduced the achievement gap in several grades, and further progress was evident in 2024–2025, particularly among upper-grade students.

In Grade 10, Colegio Bolivar achieved a score of 230.0 RIT, which is very close to the Tri-Association's average of 230.92 RIT a difference of only 0.92 points, indicating virtual academic parity at the end of middle school. A similar convergence is observed in Grades 9 (228.5 vs. 229.52) and 8 (227.42 vs. 228.88), reflecting strong alignment in performance among upper grades.

Overall, Colegio Bolivar either met or exceeded regional standards at several levels. However, slight performance gaps remain in the early grades. For example, in Grade 2, Colegio Bolivar scored 180.0, while the Tri-Association averaged 181.0. Although this difference is minor, it highlights the importance of continuing to strengthen foundational literacy instruction in these early years.

From the 2023–2024 to the 2024–2025 academic year, total growth in Grade 10 for Colegio Bolivar was +1.9 RIT points, compared to +1.92 RIT points for the Tri-Association, indicating an almost identical rate of progress.

In conclusion, Colegio Bolivar has established itself as a regionally competitive institution in Reading, especially in Grades 6 to 10. While minor gaps persist in the early grades, the school's overall performance suggests alignment with the highest international literacy standards.

1. FOUNTAS AND PINNELL (F&P)

The Fountas and Pinnell (F&P) assessment serves as one source of evidence for determining a student’s reading level. However, it should not be the only measure used and should not take precedence over other sources, such as student performance on authentic tasks conducted in the reading workshop. The assessment data should primarily support reading development.

F&P data is analyzed in conjunction with the leadership expectations at Colegio Bolivar. Nevertheless, teachers should prioritize the adjusted expectations when making assessments and instructional decisions.

The following charts display these expectations by grade:

The analysis of the results from Pre-primary and Primary is organized by grade, as the evaluation is conducted at different instructor levels each year.

The first graph shows the instructor level relative to the number of students in each category, while the second graph shows the percentage of students by grade level, calculated from the tables above.

According to the Fountas & Pinnell benchmarks for May–June, first-grade students need to read at Level I to be considered proficient. Currently, 49 students (55.7%) are meeting or exceeding expectations, with 28 at Proficient and 21 at Advanced levels an improvement from last year's 33.7%. Only 6 students (6.8%) are in the Insufficient range, indicating low risk. Most students are concentrated in Levels E-H, while 33 students (37.5%) remain at the Basic level, emphasizing the need for targeted instruction and interventions.

2nd Grade

Based on the Fountas & Pinnell benchmarks for the May–June assessment, second-grade students should read at Level L or higher to meet expectations. Currently, 57 students (64.8%) meet this benchmark: 27 (30.7%) are Proficient (L–M), and 30 (34.1%) are Advanced (N–Q).

However, 24 students (27.3%) are at a Basic level (E–K) and may benefit from targeted support. Additionally, seven students (8%) are classified as Insufficient, performing below Level I, indicating a need for immediate intervention.

The distribution shows a peak at Level K with 16 students and a strong presence at Levels N–Q, suggesting positive literacy growth. Overall, while literacy performance is strong, there are opportunities for improvement for lower-tier readers.

3rd Grade

Third-grade students should be reading at Level M or higher by May to June to meet grade-level proficiency. Current data shows that 52 students (49.0%) are meeting or exceeding expectations: 24 students (22.6%) are at Proficiency (Levels M–N), and 28 students (26.4%) are at Advanced levels (O and above).

However, 38 students (35.8%) are reading at the Basic level (J–L) and need targeted support, while 16 students (15.1%) are identified as Insufficient, reading below Level M, highlighting the need for intensive intervention. The data also shows a peak at Level M and a potential for growth in Advanced levels with appropriate support.

4th Grade

In alignment with Fountas & Pinnell benchmarks, fourth-grade students should read at Level P or above by the end of the year. Currently, 72% of students (72 out of 99) meet or exceed grade-level expectations, with 19 students (19.2%) at Proficient (P–Q) and 53 students (53.5%) at Advanced (R and above).

A notable 35 students are reading at Levels V and W, indicating strong performance. However, 19 students (19.2%) are at the Basic level (M–O), and eight students (8.1%) are below Level P, requiring targeted smallgroup intervention. Overall, Grade 4 shows a well-prepared cohort with solid academic progress as they move into upper elementary.

5th Grade

For fifth-grade students, the Fountas & Pinnell benchmark for May–June sets the proficiency threshold at Level T or above. Currently, 64 students (65.3%) are meeting or exceeding this benchmark: 21 students (21.4%) are at the Proficient level (T–U), and 43 students (43.9%) demonstrate Advanced reading performance (V–Z). This indicates a strong literacy outcome, with nearly half the students surpassing grade-level expectations.

However, 34 students (34.7%) remain below expectations, including 14 students (14.3%) in the Basic range (R–S) and 20 students (20.4%) in the Insufficient category (below T). This highlights the need for targeted intervention. Overall, the cohort's performance is promising, especially with a robust group of Advanced readers who can continue to grow academically.

Middle School

The Fountas & Pinnell for 2024-2025 at the Middle School level indicates a diverse range of reading abilities across the 6th, 7th, and 8th grades, as shown in the provided graph. The following are key observations and percentages by instructional level, from O to Z+.

The table below illustrates the percentage of students meeting/exceeding expectations and those below proficiency.

Fountas & Pinnell data for Middle School reveals distinct patterns across Grades 6 to 8.

In 6th grade, 51% of students are meeting or exceeding expectations (Levels U+), while 49% are below the benchmark. The data reveal a bimodal distribution with two distinct peaks: Level V, which includes 17 students representing a solid on-level group, and Level Z+, which also has 17 students and indicates a significant cluster of advanced readers. However, there is a noteworthy concentration of students in Levels S and T, totaling 10 students, highlighting the need for continued instructional support for lower-performing readers. For 7th grade, there is a more linear and positive trajectory, with 65.2% of students reading at or above benchmark levels. The trendline steadily rises, peaking at Level X with 21 students, and maintains strength through Levels Y and Z+. The distribution shows minimal representation in the lower ranges, with only a few students below Level T, indicating robust overall reading performance and a more cohesive progression compared to 6th grade.

In the 8th grade, the performance levels are particularly high, with 64.6% of students reading at or above grade level. There is a dramatic peak at Level Z+, which includes 55 students the highest concentration at a single level across all middle school grades. Very few students are below Level W, suggesting that this cohort has successfully achieved and even surpassed expected literacy development milestones. The steep curve at the advanced end underscores this class's academic readiness.

Based on Fountas & Pinnell standards, 6th-grade students should be reading at Level U or higher to meet gradelevel expectations. Data from this year indicate that 41 students (57%) are meeting or exceeding these expectations. Among them, 13 students (17.1%) are at the Proficient level, and 28 students (36.8%) are at the Advanced level. However, 35 students (46%) are below the benchmark, with 23 students (30.3%) at the Basic level and 12 students (15.8%) at the Insufficient level (below Level U).

The performance distribution shows a bimodal curve, with one peak at Level V (17 students) and another at Level Z+ (17 students). This division highlights the need for differentiated instruction to provide targeted support for lower-performing readers and enrichment for high-achieving students.

The 7th-grade cohort shows promising literacy growth. Currently, 52 students (58.4%) are on track at Level W or higher, with 33 students (37.1%) at Proficient and 19 students (21.3%) at Advanced (Levels Z/Z+). However, 24 students (26.9%) fall below expectations, with 21 (23.6%) in the Insufficient range, indicating a need for literacy intervention.

Instructional trends reveal a concentration at Levels X and Y, totaling 33 students, along with a rise in Levels Z and Z+. This reflects strong growth potential but also significant disparities in readiness.

Eighth-grade data show exceptional overall reading performance. An impressive 66% of students (60 total) are reading at or above grade-level expectations (Level Y+). This includes 11 students (12.1%) at the Proficient level and a remarkable 55 students (60.4%) at the Advanced level. Only 25 students (27%) are below benchmark: 15 (16.5%) are classified as Basic, and 10 (11%) are in the Insufficient category. The distribution of students indicates a strong upward trend toward Z+, with more than half of the cohort performing at or above Z+. This suggests a high level of academic readiness for high school. Overall, the eighth grade is the highest-performing group in Middle School based on F&P metrics.

3) SABER 11: ICFES

Colegio Bolívar continues to outperform both the citywide average for Cali and the national average across all academic subjects in the ICFES Saber 11 exams in 2025. The school's results reflect a stable, high-performing academic profile that has remained consistent over the past five years.

This year, the most significant differences are seen in the English and Mathematics sections. Bolívar’s average English score was 86, 30.3% higher than Cali’s citywide average of 66 and 19.4% above the national average

of 72. In Mathematics, Bolívar's average score was 67 points, 11.7% higher than Cali schools and 4.7% above the national average.

In Critical Reading in Spanish, Bolívar achieved a score of 67, representing a 9.8% lead over Cali and a 6.3% advantage over the national average for Colombia. While scores in Natural Sciences and Social Studies & Citizenship were slightly lower, they still remained above both comparative benchmarks.

This academic consistency is reflected in the trends of the five-year global score. In 2025, Bolívar's global average score was 331. Although this score is slightly lower than last year by 2 points compared to 2024, it remains within the historical performance range and exceeds both regional and national benchmarks. The global score of 331 is approximately 10.7% higher than the estimated average for Cali schools (299) and 5.4% above the national average (314).

English has consistently been the highest-scoring subject, never dropping below 84 over the last five years. Mathematics has shown remarkable stability, maintaining a score between 67 and 69 points. The other subject areas have experienced minimal changes from year to year, indicating a steady academic profile without significant volatility.

Another significant indicator of academic performance is the distribution of global scores. From 2020 to 2025, Colegio Bolívar’s average scores have closely aligned with the national median, demonstrating that the school’s students perform at or above the expected level of the national cohort. In 2025, the national median score rebounded from 335.5 in 2024 to 342, while Bolívar’s average score of 331 remains just below this benchmark. Notably, the highest individual score at the school in 2025 was 425, the highest recorded since 2021, indicating the continued presence of high-achieving students at the upper end of the distribution.

Despite slight downward trends in the average global score since 2020 when the school reached its peak of 340.6, its overall performance has not deviated significantly and remains highly competitive. A decline of fewer than 10 points over five years suggests academic stability and resilience. Furthermore, subject-specific scores have shown a consistent pattern of achievement, with no significant declines in any area. These results illustrate that Colegio Bolívar not only meets but also exceeds local and national academic performance standards.

In summary, the 2025 ICFES results reaffirm Colegio Bolívar’s status as a top-tier academic institution in Colombia. While the overall global score declined by 2 points from 2024, the school’s results remain substantially higher than the citywide and national averages in every subject area. This consistent academic performance, particularly in English and Mathematics, ensures that the school delivers strong results for stakeholders, maintains its reputation for excellence in education, and prepares students for success in higher education and in global contexts.

The following chart consolidates the two tables above by mapping the average (in red) and median (in yellow) ICFES global scores for the period 2020 - 2024. The highest global score for each year within this span is indicated in blue.

The global ICFES score trend for Colegio Bolívar from 2020 to 2025 shows that the school has maintained stable performance, with average scores fluctuating slightly between 340.6 and 331. Although the average score for 2025 is 331, a minor decline, it remains competitive and close to the national median of 342. In 2025, the highest individual score at the school was 425, the best result since 2021, and a sign of top-performing students. Overall, the analysis confirms that Bolívar’s academic outcomes are consistent with national trends.

4) AP EXAMS

The graph below illustrates the enrollment of Colegio Bolivar students in Advanced Placement (AP) courses from 2021 to 2025. Over the past five years, enrollment has remained relatively stable, fluctuating between 54 and 58 students from 2021 through 2024. However, in 2025, AP enrollment increased significantly to 90 students, the highest in the five-year period. The participation rates of 12th-grade students in AP courses have varied more noticeably. After peaking at 83.1% in 2022, participation fell to 62.5% in 2024. Nonetheless, in 2025, the percentage surged to 96.8%, the highest ever recorded. This increase indicates a renewed commitment among students to engage in advanced coursework.

The second graph shows the percentage of AP students at Colegio Bolivar who scored 3 or higher on their exams, compared to global averages. Colegio Bolivar's AP performance has varied over the years, with a notable achievement in 2023, where 77.0% of students scored 3 or above. This was followed by an impressive new high in 2025, with 83.3% of AP students achieving this score, significantly exceeding the global average of 70.3%.

While scores dipped slightly in 2022 (63.9%) and 2024 (66.6%), there was a sharp rebound in 2025, indicating both improved student preparation and better instruction. It's important to note that the relatively small cohort size at Colegio Bolivar can lead to greater year-to-year variability in scores. In contrast, global results tend to be more stable due to larger sample sizes.

The final chart outlines the number and types of AP Scholar awards earned from 2021 to 2025. The overall number of awardees has grown steadily, particularly over the past three years. From a modest count in 2021 and 2022 (7 and 5 awards, respectively), award numbers surged in 2023 (11), 2024 (16), and peaked in 2025 with 22 total AP Scholar awards.

The distribution of award types in 2025 is notable:

• AP Scholar: 8 students

• AP Scholar with Honor: 2 students

• AP Scholar with Distinction: 8 students

• AP International Diploma (APID): 3 students

This marked increase in high-level AP recognitions including a record number of "Distinction" and "International Diploma" awards demonstrates both academic excellence and growing depth in AP program participation.

5) SAT

The combined SAT score for Colegio Bolívar’s Class of 2025 (Math + Evidence-Based Reading and Writing) averaged 1128, a decrease from 1190 the previous year. The median score also dropped to 1155, down from 1178 in 2024. This decline marks a modest regression from last year's gains and represents the second-lowest average in five years; the only cohort with a lower average was the 2022–2023 class, which scored 1130. These score fluctuations align with cyclical patterns seen in SAT performance, often influenced by the varying academic profiles and motivations within each graduating class. Notably, while the median score remains above the average, indicating a few lower outlier scores it still falls within a competitive national range. The outlier peak of 1233 achieved by the 2020–2021 cohort stands out, largely due to pandemic-era test-optional policies that led to a self-selecting group of high-achieving students opting to take the tests. In subsequent years, broader, more representative participation has contributed to a relative decline in average scores.

Analyzing SAT performance by section reveals differing trends in the two core subject areas. EBRW (EvidenceBased Reading and Writing) scores remained stable, with the average dipping only slightly from 601 in 2024 to 599 in 2025. This indicates consistent verbal reasoning and reading comprehension skills across cohorts, and the score remains well within the expected performance range for Colegio Bolívar, closely aligning with historical patterns.

In contrast, Math scores declined sharply, from 598 to 533. This represents the lowest Math average in the past five years. The decrease may indicate gaps in quantitative preparation or changes in cohort strength. Additionally, some SAT administrations have reported increased difficulty, which could also be a contributing factor. The significant drop suggests a more serious issue, and a review of the quantitative reasoning curriculum

may be necessary. Despite the dip in Math scores, the stable EBRW scores helped keep the combined total within an acceptable range, softening the overall impact on performance.

In 2025, 49 students took the SAT, marking the highest participation rate in five years. This represents 52.7% of graduates and is close to last year’s rate of 53.4%. Interest in U.S. college admissions remains strong, even amid the test-optional movement.

Participation peaked in 2022 at 69.2%, likely due to increased university engagement following the pandemic. After that, it stabilized in the mid-50% range. Although fewer students are choosing to take the SAT due to testoptional policies, overall interest in the exam remains high, particularly among students applying to selective U.S. institutions.

6) ACT

For the past few years, our students have not taken the ACT, unlike in previous years.

7) TOEFL

In the 2024–2025 academic year, the average TOEFL score for Colegio Bolívar students reached 107, marking the highest average recorded in the last six years. This represents a significant increase from the low of 101 in the 2022–2023 academic year and continues the trend of improvement from last year's rebound to 103.

Importantly, the school’s average has consistently surpassed the minimum university entrance requirement of 80 points across all analyzed years.

This upward trend highlights the strong English language proficiency of Bolívar students. Given that the TOEFL test is aligned with the academic English used in university settings, these scores indicate that Bolívar students are well-prepared for post-secondary education in English-speaking environments.

Despite high average scores, the number of students taking the TOEFL exam remains limited. In 2025, only 16 students participated, making up 17% of the class. This reflects a modest increase from 15% the previous year and continues an upward trend from 12% in 2023. Although this is the highest absolute number of test-takers in the past five years, the overall participation rate is still below 20%, falling short of the 2022 peak of 20%.

This trend indicates a broader shift in university admissions practices, with many institutions relaxing or waiving English proficiency test requirements for students from schools that provide English-language instruction. As a result, TOEFL participation seems primarily motivated by specific application needs rather than a general school-

wide requirement. Consequently, the students who choose to take the test might increasingly represent those with weaker English language skills or those applying to schools with more stringent testing requirements.

This selective participation could exert downward pressure on future average scores, as the results may not accurately reflect the overall language abilities of the entire class but rather those of a self-selecting subset.

COLLEGE ACCEPTANCE

All graduates from Colegio Bolívar’s Class of 2025 have been accepted into universities in Colombia, the United States, Europe, and other international destinations. The accompanying map shows the cumulative acceptances from 2021 to 2025, with larger points indicating higher acceptance volumes and color intensity reflecting the frequency of these acceptances.

Map of College Acceptances, Years 2021-2025

During the period from 2021 to 2025, the United States will remain the leading destination for students, with a total of 445 acceptances. Following the U.S., Colombia ranks second with 298 acceptances, and Spain comes in third with 106.

There is a continued expansion of European diversification, featuring acceptances in Switzerland (32), France (25), the United Kingdom (7), the Netherlands (7), Italy (5), as well as additional placements in countries such as Ireland, Austria, Portugal, Monaco, and Scotland. This ongoing geographic diversity highlights strong international connections and broad access to universities across various educational systems. The United States accounts for approximately 51% of all recorded acceptances among the top three countries (the U.S., Colombia, and Spain). Colombia remains a significant national pathway for students, while Spain is established as the leading European alternative.

Moreover, France and Switzerland continue to demonstrate sustained engagement, indicating a stable pipeline for academic opportunities in Europe. The presence of acceptances in smaller destinations, such as Austria, Scotland, and the Netherlands, further showcases the global educational reach of Colegio Bolivar students.

More than one-third of the Class of 2025 is expected to pursue higher education outside Colombia. The sustained number of acceptances from U.S. universities, along with increased options in Europe, highlights Colegio Bolívar’s strength in placing students internationally.

When comparing the Class of 2025 to the Class of 2024:

- U.S. acceptances have significantly increased, rising from 65 to 129.

- Acceptances from Colombian universities have risen moderately, from 49 to 61.

- Acceptances to Spain have decreased from 34 to 22, but it remains a strong European destination.

- Acceptances to France have decreased from 13 to 8, although this figure is still above pre-2023 levels.

Overall, this data indicates continued growth in North American placements, moderate stabilization in Spain, and steady diversification across Europe.

COLLEGE ENROLLMENT

The map above shows students' final university enrollment decisions by country for the period from 2021 to 2025. Larger markers indicate higher enrollment volumes, while the intensity of the colors reflects cumulative frequency.

Map of College Enrollment, Years 2021-2025

The final university enrollment choices for the Class of 2025 reaffirm Colombia and the United States as the two principal destinations.

Colombia remains the most popular destination for students, accounting for approximately 38% of the graduating class, with 35 out of 93 students choosing this option. The United States is a close second, attracting about 30% of the class who enroll in U.S. institutions. Spain has solidified its position as the leading European alternative, representing roughly 12% of enrollments.

In comparison to the Class of 2024, enrollment from Colombia saw a slight decline, dropping from 38 to 35 students, while enrollment in the U.S. increased significantly, rising from 20 to 28 students. Spain experienced a decrease as well, with enrollment dropping from 18 to 11 students, but it still remains the third-largest destination for students. The trend towards diversification into additional European systems continues, albeit at smaller volumes.

Although the United States received the highest number of acceptances at 129, the final enrollment figure of 28 indicates a selective yield rate. Colombia, with 61 acceptances and 35 enrollments, shows a strong conversion rate from acceptance to enrollment

The chart above illustrates the annual distribution of final university attendance between Colombia, the U.S./Canada, and other international destinations over the past five academic years.

The data exhibits cyclical yet structurally balanced trends across the three categories. Colombia remains the primary destination for students in most years, peaking at 52% during both the 2020–2021 and 2022–2023

academic years. However, enrollment in Colombia moderated to 41% in 2024–2025. This gradual normalization indicates a return to long-term equilibrium rather than a permanent decline in domestic preferences.

Enrollment in the U.S./Canada showed some variability, significantly rising to 40% in 2021–2022 before stabilizing in the high 20% range during the last two cycles. The most recent cohort for 2024–2025 recorded 29%, indicating a renewed strength in placements in North America compared to the previous year.

The “Other” category, which primarily consists of European destinations, has experienced the greatest volatility. After reaching 37% in 2021–2022, the percentage contracted in 2022–2023 but then rebounded to 30% in 2024–2025. This recovery reflects sustained diversification, rather than the concentration of students in a single international system.

Overall, the year-by-year trend highlights flexibility in student decision-making while maintaining a consistent three-pillar distribution model.

The five-year aggregate distribution highlights the trends observed earlier. Between 2021 and 2025:

- Colombia accounts for 41.0% of enrollments.

- The U.S. and Canada represent 28.9%.

- Other international destinations make up 30.1%.

This long-term average confirms a structurally diversified enrollment model. While individual cohorts may fluctuate annually, the overall distribution remains remarkably stable.

Notably, nearly 59% of graduates over this five-year period pursued higher education outside Colombia, emphasizing the school’s strong international orientation. At the same time, Colombia retains the largest single share, reinforcing its role as a stable domestic anchor.

The relationship between annual variability and long-term stability suggests that fluctuations are driven by the specific cohorts rather than systemic shifts in the institution's positioning.

The chart above shows the five-year aggregate distribution of enrollments in Colombian universities. The data indicate a strong concentration of students in a limited number of highly selective private institutions.

Universidad de los Andes holds the largest share at 38.4%, reinforcing its status as the leading domestic choice for students. ICESI (21.7%), Javeriana Cali (21.0%), and CESA (20.3%) form a second tier of consistently popular institutions, each attracting around one-fifth of domestic enrollments during this period.

Javeriana Bogotá accounts for 13.8% of enrollments, while universities in Medellín represent only 5.8%. The Universidad del Rosario has a share of 3.6%, and other universities in Bogotá and Cali remain marginal in comparison.

Overall, the data demonstrates a clear pattern: domestic enrollment is not widely dispersed; rather, it is concentrated among a small group of academically rigorous universities that possess strong reputational capital and well-established professional networks.

The aggregate view highlights structural concentration, while the annual trend chart illustrates significant fluctuations within that hierarchy.

Los Andes demonstrates a cyclical yet dominant presence, peaking at nearly 40% in 2025 after experiencing a moderate contraction in earlier years. This trend underscores its continued attractiveness, despite variations across cohorts.

ICESI and Javeriana Cali show greater volatility. ICESI rose significantly in 2024, then moderated in 2025, while Javeriana Cali exhibits a gradual recovery following a decline in 2022. CESA has experienced the most pronounced contraction over time, decreasing from its earlier prominence to a smaller share in recent cohorts.

Other institutions, such as Rosario and Medellín universities, remain comparatively minor and inconsistent contributors to total domestic enrollment.

Overall, the trend analysis indicates that while the top institutions serve as stable anchors, there is an annual redistribution based on cohort preferences, program demand, and competitive admissions outcomes. Thus, the domestic enrollment landscape is concentrated yet dynamic within its upper tier.

General Overview

During the 2024–2025 academic year, the institution enhanced its data governance framework across all divisions. The focus moved from isolated reporting to an integrated, longitudinal system that supports strategic planning, timely interventions, and evidence-based decision-making at every level.

This year, improved multi-year academic tracking, strengthened cross-sectional alignment, and expanded automation in collaboration with the Technology Department.

Institutional and Administrative-Level Development

At the institutional level, we expanded longitudinal and comparative analyses to support leadership decisionmaking and long-term academic planning.

Compared MAP Math performance with historical data from 2017 to provide a multi-year perspective on growth. Additionally, we reviewed enrollment patterns in elective subjects, including the Arts, to gain insight into distribution and academic trends.

Coordinated with the School Climate (Convivencia Escolar) team to align academic, disciplinary, and socioemotional reporting. We fulfilled institutional reporting responsibilities, including the annual bondholder report.

Advisory meetings with section leaders strengthened data interpretation and reinforced consistency in institutional reporting standards.

Work Implemented Across All Sections

Across Pre-Primary, Primary, Middle School, and High School, we unified and continuously improved our data systems.

Systematically maintained records for Fountas & Pinnell (Grades 1–8), Counseling Attention (Grades 1–12), Behavior (Elementary), and Stoplight and Referral forms (Middle and High School), with ICT support. Dashboards for all grade levels are automatically updated, enabling real-time monitoring of academic performance, attendance, behavior, and socio-emotional indicators.

Standardized follow-up formats by grade level to improve documentation, track interventions, and support longitudinal analysis. Reports on academics, discipline, and socio-emotional well-being were coordinated with principals, counselors, deans, and coaches to ensure timely action and inform data-driven practices.

Section-Specific Progress

Pre-Primary

Implemented a structured assessment framework for K4 and K5, organized into three checkpoints: Initial, MidYear, and End-of-Year. Clear summary reports were developed to support Literacy and Mathematics Reflection Cycles.

Assessment formats for foundational skills were vertically aligned from K5 to 1st Grade, including a 1st Grade Math Milestone structure. These systems enable earlier identification of foundational skill development and improve longitudinal tracking of academic progress from early childhood.

Primary School

The Fundations program was designed to 2nd and 3rd grades to ensure academic continuity. The Principal, incoming Dean, and ICT team collaborated to standardize incident-reporting systems across the Pre-Primary and Primary levels.

Behavior-tracking tools were improved to support more structured data collection. This enhancement prepares the section for deeper future analysis of school climate trends and the effectiveness of interventions.

Middle School

In Middle School, we focused on tracking academic progress over time. Attendance reports were prepared for Coffe’s director meetings, and students with ten or more absences were identified for follow-up. We analyzed three-year academic averages by subject, grade level, and gender, comparing the top 25% with the bottom 25%. Special attention was given to Spanish, Science, and ECAL with Evaluar para Avanzar tests.

Analyzed MAP results over three years and cross-referenced them with Reading Workshop data. A comparative analysis of transitions from 8th to 9th grade supported the evaluation of academic progression. The student scheduling process was organized to ensure academic coherence and structural alignment.

High School

In High School, we focused on analyzing standardized assessments, tracking attendance, and monitoring academic growth. Mock "Prueba Saber 11" reports for grades 11 and 12 supported strategic preparation. Threeyear MAP assessment analyses identified growth patterns and areas needing targeted support. Scheduling coordination ensured academic alignment and continuity across grade levels. Special attention was given to Spanish, Science, and ECAL with Evaluar para Avanzar tests.

Professional Growth and Strategic Objectives

This year's professional development focused on increasing institutional autonomy and operational efficiency. The idea for next year is to train in PowerScheduler to build internal scheduling capabilities. We continue to advance automation with the ICT department to reduce manual data entry, improve system integration, and enhance the reliability of reporting.

Looking ahead, our strategic priorities are to expand automation, deepen longitudinal analytics, and increase structured collaboration with academic leaders to reflect on data.

Strategic Impact

The 2024–2025 academic year marks significant progress in the institution's data maturity and operational coherence. The school now benefits from earlier data collection in Pre-Primary, improved multi-year academic tracking, better identification of interventions, and greater alignment in cross-sectional reporting. Enhanced automation and dashboard integration have increased efficiency, accuracy, and transparency. Collectively, these developments strengthen the institution’s sustainability by improving internal systems, accountability, and data reliability for strategic decision-making.

Respectfully Submitted,

Natasha Hoyos Data Coordinator

CHAPTER V. Finance Report

2025 -2026

Presented by Mr. Pablo Sanint

FINANCIAL REPORT

2024-2025 & 2025-2026

This report will examine Colegio Bolivar's financial condition through key indicators, selected from the Balance Sheet, the Summaries of Operation and Capital, the Combined Statement of Profit & Loss, all of which covers the academic years 24/25 through 25/26 latest estimated that appears on the following pages. Please find below some comments:

FROM

THE CONSOLIDATED BALANCE SHEET

Ps(000)

a)

i)

a) Cash in pesos: 24/25 savings accounts in pesos, average rate 7.93% and 8.06% in 25/26

b)

Temporary Investments from advanced tuitions & inscription fee, cash reserve for Endowment Fundand school operation. Also accumulated cash from pastyears. The 24/25average rate on investments,combining portfolio in pesos was 8.9% EA and dollars 4.65%. This year25/26 the average rate has been8.45% EA (Colombianpesos) and 4.06% for dollarsportfolio. This portfolio is 75% in pesos (savings accounts included) & 25% in dollars.

c) 24/25 Accounts Receivable: 80.3% balance from parents, 3.2% employees, 12.9% taxes, 3.6% others

d) Advances/Deposits: payments in advance to suppliers and contractors. 24/25 PE Complex and Primary gym projects

e) New buildings to be capitalized (PE Complex and Primary)

Accounts Payable: Payments to local suppliers and constructors, travel costs related to foreign teachers for the following f) school year the following school year, and legal constributions.

g) Deferred Income: Inscription fee paid in advance and enrollment for the following school year.

Asobolívar : available funds after disbursements as AET, insurance premium and educational costs.

h) The commitment will go until 2031/2032 year when the last student graduates (6 students in total)

i) Financial surplus per school year

COLEGIO BOLIVAR

The details of the 24/25A (actual) and 25/26LE ( latest estimate) for the Operating Budget may be found in Page V.4. A brief summary of the key figures follows: 1

SUMMARY OF OPERATIONS 2025-2026 LATEST ESTIMATE Ps(000)

in

External Security increase according to minimun wage (January 2026), Maintenance consider costs for cleaning supplies, repairs, cafeteria, equiments and others

Annual suscriptions, utilities, insurance, bank fees, marketing and others

COLEGIO BOLIVAR

The details of the 24/25A - 25/26 Budget and Latest Estimate Capital Budget may be found in next pages Find below a brief summary of the key items.

INCOME

CAPITAL DISBURSEMENTS

4

CHAPTER VI. Revisor Fiscal’s Report and Election

Presented by Mrs. Diana Marcela Miranda Hurtado from BDO AUDIT SAS BIC

Informe del Revisor Fiscal

A los Asamblea de Tenedores de Bonos de COLEGIO BOLIVAR:

Informe sobre la auditoría de los estados financieros

Opinión

He auditado los estados financieros adjuntos de COLEGIO BOLIVAR, que comprenden:

• el estado de situación financiera al 31 de diciembre de 2025;

• el estado de resultados integrales, el estado de cambios en el patrimonio neto y el estado de flujos de efectivo por el ejercicio terminado en esa fecha, y

• las notas a los estados financieros incluyendo información material sobre las políticas contables.

Fundamento de la opinión

En mi opinión, los estados financieros adjuntos, que fueron tomados de los libros de contabilidad, presentan razonablemente en todos los aspectos importantes la situación financiera de COLEGIO BOLIVAR, al 31 de diciembre de 2025, así como sus resultados y sus flujos de efectivo, por el ejercicio terminado en esa fecha, de acuerdo con las Normas de Contabilidad y de Información Financiera aceptadas en Colombia.

He llevado a cabo mi auditoría de conformidad con las Normas Internacionales de Auditoría aceptadas en Colombia. Mis responsabilidades de acuerdo con dichas normas se describen más adelante en la sección Responsabilidades del auditor en relación con la auditoría de los estados financieros de mi informe. Soy independiente de la Compañía de conformidad con el Código de Ética para Profesionales de la Contabilidad del Consejo de Normas Internacionales de Ética para Contadores junto con los requerimientos de ética que son aplicables a mi auditoría de los estados financieros en Colombia y he cumplido las demás responsabilidades de ética de conformidad con esos requerimientos. Considero que la evidencia de auditoría que he obtenido me proporciona una base suficiente y adecuada para expresar mi opinión.

Responsabilidades de la administración y encargados de gobierno en relación con los estados financieros

La administración es responsable de la preparación y presentación fiel de los estados financieros de acuerdo con las Normas de Contabilidad y de Información Financiera aceptadas en Colombia; y del control interno que la administración considere necesario para la preparación y presentación fiel de los estados financieros libres de errores materiales ocasionados por fraude o error.

En la preparación de los estados financieros, la administración es responsable de la evaluación de la capacidad de la Compañía para continuar como negocio en marcha, revelando, según corresponda, los asuntos relacionados y usando el principio contable de negocio en marcha salvo que la administración se proponga liquidar la Compañía o cesar sus operaciones, o bien no exista otra alternativa más realista que hacerlo.

Los encargados del gobierno corporativo son responsables de la supervisión del proceso de información financiera de la Compañía.

Responsabilidades del auditor en relación con la auditoría de los estados financieros

Mi objetivo es obtener una seguridad razonable sobre si los estados financieros, tomados en su conjunto, están libres de errores materiales, ocasionados por fraude o error, y emitir un informe de auditoría que contiene mi opinión.

Seguridad razonable es un alto grado de seguridad, pero no garantiza que una auditoría realizada de conformidad con las Normas Internacionales de Auditoria aceptadas en Colombia siempre detecte errores materiales cuando existan. Los errores materiales pueden estar ocasionados por fraude o error y se consideran materiales si, individualmente o en su conjunto, puede esperarse razonablemente que influyan en las decisiones económicas que los usuarios toman basándose en los estados financieros.

Como parte de una auditoría efectuada de conformidad con las Normas Internacionales de Auditoria aceptadas en Colombia debo ejercer mi juicio profesional y mantener escepticismo profesional durante la auditoría, además de;

• Identificar y evaluar los riesgos de error material en los estados financieros, bien sea por fraude o error, diseñar y realizar procedimientos de auditoría en respuesta a estos riesgos y obtener evidencia de auditoría que sea suficiente y apropiada para fundamentar mi opinión. El riesgo de no detectar una incorrección material debido a fraude es más elevado que en el caso de una incorrección material debido a error, ya que el fraude puede implicar colusión, falsificación, omisiones deliberadas, manifestaciones intencionadamente erróneas, o la elusión del control interno.

• Obtener un entendimiento del control interno relevante para la auditoría con el fin de diseñar procedimientos de auditoría que sean adecuados en función de las circunstancias, y no con la finalidad de expresar una opinión sobre la eficacia del control interno de la entidad.

• Evaluar lo adecuado de las políticas contables aplicadas y la razonabilidad de las estimaciones contables y la correspondiente información revelada por la administración.

• Concluir sobre la adecuada utilización, por parte de la administración, del principio contable de negocio en marcha y, basándome en la evidencia de auditoría obtenida, concluyo sobre si existe o no una incertidumbre material relacionada con hechos o con condiciones que pueden generar dudas significativas sobre la capacidad de la compañía para continuar como negocio en marcha. Si llegara a la conclusión que existe una incertidumbre material, se requiere que llame la atención en mi informe de auditoría sobre la correspondiente información revelada en los estados financieros o, si dichas revelaciones no son adecuadas, que exprese una opinión modificada. Mis conclusiones se basan en la evidencia de auditoría obtenida hasta la fecha de mi informe. Sin embargo, hechos o condiciones futuros pueden ser causa de que la Compañía no pueda continuar como un negocio en marcha.

• Evaluar la presentación integral, la estructura y el contenido de los estados financieros, incluida la información revelada, y si los estados financieros representan las transacciones y hechos subyacentes de un modo que logran la presentación fiel.

Comunicar a los responsables de la administración y encargados de gobierno de la Compañía, entre otras cuestiones, el alcance y el momento de realización de la auditoría planificados y los hallazgos significativos, así como cualquier deficiencia significativa de control interno que identifique durante el transcurso de mi auditoría.

Otra información

La administración es responsable de la otra información. La otra información comprende la información incluida en el informe de gestión de la Compañía, pero no incluye los estados financieros ni mi informe de auditoría correspondiente.

Mi opinión sobre los estados financieros no cubre la otra información y no expreso ninguna forma de conclusión que proporcione un grado de seguridad sobre esta.

En relación con mi auditoría de los estados financieros, mi responsabilidad es leer la otra información y, al hacerlo, considerar si existe una incongruencia material entre la otra información y los estados financieros o el conocimiento obtenido por mí en la auditoría o si parece que existe una incorrección material en la otra información por algún otro motivo.

Si, basándome en el trabajo que he realizado, concluyo que existe una incorrección material en esta otra información, estoy obligado a informar de ello. No tengo nada que informar al respecto.

Otros asuntos

Los estados financieros de la Compañía bajo Normas de Contabilidad y de Información Financiera aceptadas en Colombia, al 31 de diciembre de 2024 que se presentan para propósitos comparativos, fueron auditados por otro revisor fiscal, de acuerdo con Normas Internacionales de Auditoría aceptadas en Colombia, quién expresó su opinión sin salvedades sobre los mismos el 26 de febrero de 2025.

Informe sobre otros requerimientos legales y reglamentarios

Además, informo que durante el año 2025, la Compañía ha llevado su contabilidad conforme a las normas legales y a la técnica contable; las operaciones registradas en los libros de contabilidad y los actos de los administradores se ajustan a los estatutos y a las decisiones de la Asamblea de tenedores de bonos y Junta Directiva; la correspondencia, los comprobantes de las cuentas y los libros de actas y de registro de acciones se llevan y se conservan debidamente; el informe de gestión de la administración guarda la debida concordancia con los estados financieros, y la Compañía ha efectuado la liquidación y pago oportuno al Sistema de Seguridad Social Integral, así mismo, a la fecha de emisión de los Estados Financieros la Compañía no se encuentra en mora por este último concepto. Los administradores dejaron constancia en el informe de gestión de que no entorpecieron la libre circulación de las facturas de sus proveedores de bienes y servicios.

Como parte de mis funciones como Revisor Fiscal y en cumplimiento de los numerales primero y tercero del artículo 209 del Código de Comercio, así como de lo dispuesto en los artículos 1.2.1.2. y 1.2.1.5., del Decreto Único Reglamentario 2420 de 2015, modificados por los artículos 4 y 5 del Decreto 2496 de 2015, respectivamente, emití mi informe separado el 13 de marzo de 2026.

DIANA MARCELA MIRANDA HURTADO

Revisor Fiscal Tarjeta Profesional 232889-T

Miembro de BDO AUDIT S.A.S. BIC

Cali, 13 de marzo de 2026

Informe del Revisor Fiscal sobre el Cumplimiento de los Numerales Primero y Tercero del Artículo 209 del Código de Comercio

A los Asamblea de Tenedores de Bonos de COLEGIO BOLIVAR:

Descripción de los asuntos objeto de análisis

Como parte de mis funciones como revisor fiscal de COLEGIO BOLIVAR (en adelante “la Compañía”) y en cumplimiento de los numerales primero y tercero del artículo 209 del Código de Comercio, así como de lo dispuesto en el Decreto Único Reglamentario 2420 de 2015 y sus posteriores modificaciones, debo informar a la Asamblea de Tenedores de Bonos de la Compañía, si para el período que terminó el 31 de diciembre de 2025:

1. Los actos de los administradores se ajustan a los estatutos y a las decisiones de la Asamblea de tenedores de bonos, y si

2. Existen medidas de control interno, de conservación y custodia de los bienes de la Compañía o de terceros que estén en su poder, y si todas ellas son adecuadas.

Criterios aplicables

Los criterios determinados para efectuar la evaluación de los asuntos mencionados anteriormente comprenden:

a) Estatutos sociales y actas de los máximos órganos de la Compañía.

b) Componentes del control interno adoptados por la Compañía tales como: ambiente de control, proceso de evaluación de riesgos, procesos de información y comunicación y monitoreo de los controles por parte de la administración y de los encargados del gobierno corporativo, los cuales están basados en lo establecido en el sistema de control interno implementado por la administración de la Compañía

Limitaciones inherentes

Debido a limitaciones inherentes, incluida la posibilidad de colusión o de sobrepaso de controles por parte de la administración, el control interno puede no prevenir, o detectar y corregir los errores importantes. También, las proyecciones de cualquier evaluación o efectividad de los controles de periodos futuros están sujetas al riesgo de que los controles lleguen a ser inadecuados debido a cambios en las condiciones, o que el grado de cumplimiento de las políticas o procedimientos se pueda deteriorar

Responsabilidad de la administración

La Administración es responsable por el cumplimiento de los estatutos y de las decisiones de la Asamblea de Tenedores de Bonos y por el diseño e implementación de las medidas de control interno, de conservación y custodia de los bienes de la Compañía o de terceros que estén en su poder, así como de la definición de políticas y procedimientos que de él se desprendan. Estas medidas de control interno son definidas por los órganos societarios, la Administración y su personal, con el fin de obtener una seguridad razonable con respecto alcance de sus objetivos operacionales, de reporte y cumplimiento.

Responsabilidad del revisor fiscal

Mi responsabilidad consiste en realizar un trabajo de aseguramiento razonable para emitir una conclusión soportada en los procedimientos diseñados y ejecutados con base en mi juicio profesional y la evidencia obtenida como resultado de los mencionados procedimientos, aplicando la Norma Internacional de Encargos de Aseguramiento para Compromisos de Aseguramiento distintos de la Auditoría y de la Revisión de Información Financiera Histórica (NIEA-3000) aceptada en Colombia, sobre los asuntos descritos en los

numerales primero y tercero del artículo 209 del Código de Comercio He cumplido con los requerimientos de independencia y demás requerimientos éticos establecidos en el Código de Ética aceptado en Colombia para profesionales de la contabilidad, basado en los principios fundamentales de integridad, objetividad competencia profesional y debido cuidado, confidencialidad y conducta profesional. Igualmente apliqué durante la ejecución de mi trabajo la Norma Internacional de Control de Calidad NICC 1.

Procedimientos realizados

Los procedimientos ejecutados para alcanzar mi conclusión consistieron principalmente en:

• Obtención de una carta de declaraciones escrita de la administración sobre si los actos de los administradores se ajustaron a los estatutos y a las decisiones de la Asamblea de Tenedores de Bonos y si las medidas de control interno, de conservación y custodia de los bienes de COLEGIO BOLIVAR y los de terceros que están en su poder, son adecuadas.

• Lectura de los estatutos y actas de Asamblea de Tenedores de Bonos por el período comprendido entre el 1 de enero al 31 de diciembre de 2025 y entre el 1 de enero del 2026 y hasta la fecha de mi informe, con el fin de evaluar si las disposiciones o instrucciones allí contenidas han sido implementadas durante el período, o cuentan con un cronograma de implementación adecuado.

• Indagaciones con la Administración acerca de cambios a los estatutos que tuvieron lugar entre el 1 de enero y 31 de diciembre de 2025, así como posibles cambios que se tienen proyectados.

• Inspección de documentos que soporten el cumplimiento de las disposiciones que dieron lugar a los cambios en los estatutos efectuados en el período comprendido entre el 1 de enero y 31 de diciembre de 2025

• Entendimiento, evaluación del diseño y pruebas de operatividad, con alcance definido según el criterio del auditor, de los controles a nivel de Entidad, establecidos por la Compañía por cada uno de los elementos del control interno.

• Entendimiento, evaluación del diseño y pruebas de operatividad, con alcance definido según el criterio del auditor, de controles en procesos significativos que afectan materialmente la información financiera de la Compañía.

• Emisión de cartas a la gerencia con mis recomendaciones sobe las deficiencias en el control interno consideradas no significativas que fueron identificadas durante el trabajo de revisoría fiscal.

• Seguimiento a los planes de acción ejecutados por la Compañía como respuesta a deficiencias identificadas en períodos anteriores o durante el período cubierto por el presente informe.

Conclusión

Conforme a mis procedimientos de auditoría desarrollados en su conjunto y las limitaciones inherentes detalladas anteriormente, puedo concluir que al 31 de diciembre de 2025, los actos de los Administradores de la Compañía se ajustan a los estatutos y/o a las decisiones de la Asamblea de Tenedores de Bonos, y las medidas de control interno, de conservación y custodia de los bienes de la Compañía o de los de terceros que estén en su poder, existen y son adecuadas, en todos los aspectos materiales, según los criterios aplicables.

DIANA MARCELA MIRANDA HURTADO

Revisor Fiscal

Tarjeta Profesional 232889-T

Miembro de BDO AUDIT S.A.S. BIC

Cali, 13 de marzo de 2026

COLEGIO

BOLIVAR

ESTADO DE SITUACIÓN FINANCIERA INDIVIDUAL (Expresado en miles de pesos colombianos) NIT. 890.300.539-4

A 31 de Diciembre de los años:

Las revelaciones adjuntas son parte de los estados financieros

Gina Marcela Agudelo A. Diana Marcela Miranda H Contadora Pública Revisor Fiscal Suplente (Ver certificacion)

T.P. 157180-T

T.P.232889-T (Ver certificacion) Miembro de BDO AUDIT SAS BIC (Ver Dictamen)

COLEGIO BOLIVAR

NIT.890.300.539-4

ESTADO DEL RESULTADO INTEGRAL INDIVIDUAL (Expresado en miles de pesos colombianos)

Enero 1 a diciembre 31 de

Las revelaciones adjuntas son parte integrante de estos estados financieros Gina Marcela Agudelo A. Diana Marcela Miranda H Contadora Pública Revisor Fiscal Suplente T.P. 157180-T T.P.232889-T (Ver certificacion) Miembro de BDO AUDIT SAS BIC (Ver Dictamen)

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NIT.890.300.539-4

OTRO RESULTADO INTEGRAL INDIVIDUAL (Expresado en miles de pesos colombianos)

A 31 de Diciembre de los años:

2025 2024

Partidas que no se Clasifican en el Resultado del Período

Superavit Revaluación de Propiedad, Planta y Equipo

Otro Resultado Integral del Año

Gina Marcela Agudelo A.

Diana Marcela Miranda H Contadora Pública Revisor Fiscal Suplente (Ver certificacion) T.P. 157180-T

T.P.232889-T (Ver certificacion) Miembro de BDO AUDIT SAS BIC (Ver Dictamen)

COLEGIO BOLIVAR

NIT.890.300.539-4

ESTADO DE CAMBIOS EN EL PATRIMONIO INDIVIDUAL (Expresado en miles de pesos colombianos)

A 31 de diciembre de los años:

Gina Marcela Agudelo A.

Diana Marcela Miranda H Contadora Pública Revisor Fiscal Suplente

T.P. 157180-T

T.P.232889-T (Ver certificacion) Miembro de BDO AUDIT SAS BIC (Ver Dictamen)

COLEGIO BOLIVAR

ESTADO DE FLUJO DE EFECTIVO INDIVIDUAL

METODO INDIRECTO

(Expresado en miles de pesos colombianos)

Enero 1 a diciembre 31 de NIT.890.300.539-4

Gina Marcela Agudelo A. Diana Marcela Miranda H Contadora Pública Revisor Fiscal Suplente

T.P. 157180-T

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 1- ENTIDAD QUE REPORTA Y ÓRGANOS DE DIRECCIÓN

El Colegio Bolívar (en adelante el Colegio) fue constituido de acuerdo con las leyes colombianas, como entidad sin ánimo de lucro mediante Resolución No. 99 al 25 de septiembre de 1952.

El Colegio no es subordinado de otra entidad que informa bajo Estándares Internacionales, la totalidad de su patrimonio pertenece a personas naturales y empresas tenedores de bonos, tal como consta en los Estatutos. El objeto social del Colegio es dar enseñanza a los alumnos en los idiomas Español e Inglés, de conformidad con las leyes colombianas, y de acuerdo con las mejores normas de calidad académica tanto de los Estados Unidos de Norte América como de Colombia.

El Colegio tiene su domicilio en Santiago de Cali, departamento del Valle del Cauca.

Las reformas a los Estatutos se realizaron mediante las siguientes resoluciones

No. 3138 por El Ministerio de Justicia y por la Gobernación del Departamento del Valle del Cauca, las que se enumeran a continuación:

Resolución 0991 de abril 4 de 1962

Resolución 1043 de marzo 28 de 1963

Resolución 4108 de noviembre 19 de 1963

Resolución 4521 de diciembre 3 de 1965

Resolución 4435 de noviembre 28 de 1966

Resolución 1284 de marzo 31 de 1976

Resolución 0955 de junio 30 de 1981

Resolución 1737 de noviembre 4 de 1982

Resolución 0191 de marzo 19 de 1991

Resolución 0135 de marzo 15 de 1993

Resolución 0426 de noviembre 30 de 1994

Resolución 681 de diciembre 5 de 1996

Resolución 121 de octubre 8 de 1999

Resolución 497 de octubre 2 de 2003

Resolución 528 de octubre 22 de 2003

Resolución 1087 de septiembre 18 de 2008

Resolución 917 de octubre 20 de 2016

Resolución 182 de mayo 24 de 2018

Los órganos de administración del Colegio son la Asamblea General de Tenedores de Bonos, la cual sesiona de manera ordinaria por lo menos una vez al año, antes del 31 de marzo y la Junta Directiva, la cual sesiona por lo menos cinco veces durante el año o cuando sea necesario.

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NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 2- BASES DE PREPARACIÓN

Marco Técnico Normativo

Los estados financieros han sido preparados de acuerdo con las Normas de Contabilidad y de Información Financiera aceptadas en Colombia (NCIF), establecidas en la Ley 1314 de 2009, para preparadores de la información financiera pertenecientes al Grupo 2, regidas por el Decreto Único Reglamentario 2420 de 2015 modificado por los Decretos 2496 de 2015 , 2131 de 2016 , 2170 de 2017 y 2483 de 2018. Las NCIF se basan en la Norma Internacional de Información Financiera (NIIF) para Pequeñas y Medianas Entidades (PYMES) en Colombia NIIF para las PYMES , emitida por el Consejo de Normas Internacionales de Contabilidad (International Accounting Standards Board – IASB).

La información financiera correspondiente a períodos anteriores, incluida en los presentes estados financieros con propósitos comparativos, ha sido modificada y se presenta de acuerdo con el nuevo marco técnico normativo.

Hipótesis de negocio en Marcha

De conformidad con la Sección 3 Presentación de Estados Financieros de la Norma Internacional de Información Financiera para Pymes, los Directivos del Colegio han manifestado que no tienen intención de liquidar o hacer cesar sus operaciones y no presentan situaciones que presuman el cierre temporal o definitivo del Colegio, por lo tanto estos estados financieros han sido preparados bajo la hipótesis de que el Colegio es un negocio en marcha.

Bases de Medición

Los estados financieros han sido preparados sobre la base del costo histórico con excepción de las siguientes partidas importantes incluidas en el estado de situación financiera:

•Los instrumentos financieros con efecto en resultados son medidos al valor razonable.

•Los terrenos y edificios medidos según modelo de revaluación

•La provisión de beneficios a empleados se reconoce al valor razonable de la fecha en que se informa.

El costo histórico está basado en el valor razonable de las transacciones. Valor razonable es el precio que sería recibido por vender un activo o pagado por transferir un pasivo en una transacción ordenada entre participantes del mercado en la fecha de la medición.

Moneda Funcional y de Presentación

La moneda funcional del Colegio es el peso colombiano, dado que es la moneda del entorno económico principal en el que genera y usa el efectivo. Las partidas incluidas en los estados financieros del Colegio se expresan y presentan en su moneda funcional. Toda la información contenida en los presentes estados financieros se encuentra expresada en miles de pesos ($,000).

Las transacciones en moneda extranjera son convertidas a la moneda funcional utilizando los tipos de cambio vigentes en las fechas de las transacciones.

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NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024

(Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Uso de Estimaciones y Juicios

La preparación de los estados financieros requiere que la administración realice juicios, estimaciones y supuestos que afectan la aplicación de las políticas contables y los montos de activos, pasivos en general y pasivos contingentes en la fecha de corte, así como los ingresos y gastos del año. Los resultados reales pueden diferir de estas estimaciones. El Colegio revisa regularmente las estimaciones y supuestos relevantes relacionadas con los estados financieros. Las revisiones de las estimaciones contables se reconocen en el período en que se revisa la estimación y en los períodos futuros afectados.

Modelo de Negocio

El Colegio tiene un modelo de negocio que le permite, respecto de sus instrumentos financieros activos y pasivos, tomar decisiones por su capacidad financiera y económica. Esa toma de decisiones de la administración está basada en la intención de mantener rentabilidad y liquidez, para el desarrollo de los planes de inversión en infraestructura y tecnología. El Colegio mide al costo amortizado algunos instrumentos financieros, los cuales son mantenidos hasta el vencimiento generalmente.

Importancia Relativa y Materialidad

En la preparación y presentación de los estados financieros, se consideró como material en la propiedad planta y equipo aquellos iguales o superiores a 50 UVT, las cuentas por cobrar por cliente que superen el 10% del total de la cartera y algunos hechos en la operación que debido a su cuantía o naturaleza son relevantes.

NOTA 3- POLITICAS CONTABLES SIGNIFICATIVAS

En la preparación de estos estados financieros se aplicaron las políticas contables detalladas a continuación:

Moneda Extranjera

Las operaciones en moneda extranjera se convirtieron a pesos colombianos usando la tasa representativa de mercado (TRM) en la fecha de transacción. Los activos y pasivos monetarios en moneda extranjera se convirtieron a la moneda funcional usando la tasa de cambio prevaleciente en la fecha de corte. Las ganancias o pérdidas resultantes en el proceso de conversión de transacciones en moneda extranjera se reconocen en el estado de resultados, como diferencia en cambio.

Instrumentos Financieros

Efectivo y equivalente de efectivo

El Efectivo y los equivalentes de efectivo incluyen el efectivo en caja, los depósitos en carteras a la vista de gran liquidez y fácilmente convertibles en importes determinados de efectivo.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024

(Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Activos financieros

En su reconocimiento inicial, los activos financieros se miden al precio de la transacción, adicionando los costos de transacción. En la medición posterior, las inversiones que se liquidan al vencimiento son medidas al costo amortizado, al igual que las inversiones en moneda extranjera, las cuales son convertidas a la tasa de cambio de la fecha de transacción. El Colegio clasifica los activos financieros en las siguientes categorías:

Efectivo y equivalentes, préstamos y cuentas por cobrar.

a) Efectivo y equivalentes de efectivo:

Son activos financieros medidos a valor razonable que el Colegio mantiene para cubrir sus operaciones diarias, incluye inversiones a corto plazo, fácilmente convertibles a efectivo.

b) Préstamos y cuentas por cobrar

Los préstamos y las cuentas por cobrar son activos financieros que dan derecho a pagos fijos o determinables y que no cotizan en un mercado activo. Se incluyen en el activo corriente excepto por las de vencimiento mayor a doce meses. Estos últimos se clasifican como activos no corrientes.

El Colegio mide las cuentas por cobrar al valor razonable y se reconocen intereses moratorios en la cartera de padres. Periódicamente y

Deterioro: Cuando exista evidencia objetiva de que se ha incurrido en una pérdida por deterioro del valor en activos financieros medidos al costo amortizado, el importe de la pérdida se mide como la diferencia entre el importe en libros del activo y el valor presente de los flujos de efectivo futuros estimados, descontados con la tasa de interés efectiva original del activo financiero. El importe de la pérdida se reconoce en el resultado del periodo.

Si el tercero suma más del 10% del total de las cuentas por cobrar es un indicio de deterioro y se deteriora plenamente. Si la cuenta por cobrar supera el cierre del periodo escolar se considera deteriorada plenamente y se castiga al cierre del ejercicio fiscal.

Activos no financieros

Los activos no financieros son valorados al costo, menos pérdidas por deterioro. La utilidad o pérdida por el retiro o baja de un activo no financiero es determinada por la diferencia entre el ingreso neto por venta si lo hay y el valor en libros. La utilidad o pérdida es incluida en resultados. En esta categoría se encuentran los anticipos, cuando estos superan el plazo establecido se convierten en cuentas por cobrar y se miden con la política de activos financieros.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024

(Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Pasivos Financieros

Un pasivo financiero es cualquier obligación contractual para entregar efectivo u otro activo financiero a otra entidad o persona, o para intercambiar activos financieros o pasivos financieros en condiciones que sean potencialmente desfavorables para la Entidad, o un contrato que será o podrá ser liquidado utilizando instrumentos propios de la Entidad.

El Colegio clasifica los pasivos financieros en corrientes y no corrientes. En la actualidad, tenemos proveedores y cuentas por pagar que corresponden a obligaciones generadas al recibir riesgos y beneficios de bienes comprados o al recibir los servicios acordados. Son medidos al valor razonable, que es el mismo precio de transacción, a no ser que exista una transacción con financiación implicita, en cuyo caso se miden al valor presente de los pagos futuros descontando a una tasa de interés de mercado correspondiente a un instrumento de deuda similar Posteriormente se miden al costo amortizado o considerando la tasa cambiaria para proveedores extranjeros. Los pasivos financieros se dan de baja cuando se pagan, liquidan o expiran.

Capital

El capital del Colegio al 31 de diciembre de 2025 y 2024 comprende 80.810 bonos de valor nominal de $1 cada uno, los cuales se encuentran suscritos y pagados. Los bonos no reciben rendimientos y sólo son transferibles a favor del Colegio.

Inventarios

El Colegio mide los inventarios al costo de adquisición y se utiliza el método de promedio. Nuestros inventarios son de consumo y corresponde a artículos que son utilizados para la prestación del servicio, se reconocen como gasto en el resultado del período en el que se consumen y al final del periodo se revisa la medición frente a su valor neto de realización, para verificar si es preciso ajustar el valor de los mismos al cierre del ejercicio.

Propiedad, planta y Equipo

El Colegio reconoce y mide la propiedad planta y equipo así:

Las propiedades, planta y equipo son reconocidas al costo. El costo incluye precio de compra, importaciones, impuestos no recuperables, costos de instalación, montaje y otros, menos los descuentos por pronto pago, rebajas o cualquier otro concepto por el cual se disminuya el costo de adquisición.

La reparación y el mantenimiento de estos activos se cargan a resultados y las mejoras y adiciones se agregan al costo de los mismos, siempre que mejoren el rendimiento o extiendan la vida útil del activo.

Cuando un elemento de propiedad, planta y equipo es recibido de un tercero como donación, la medición inicial se hace a valor razonable del bien recibido y se reconoce en resultados. La utilidad o pérdida por el retiro o baja de un activo es determinada por la diferencia entre el ingreso neto por venta si lo hay y el valor en libros. La utilidad o pérdida es incluida en resultados.

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NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

El Colegio mide la propiedad planta y equipo, posterior a su reconocimiento inicial al modelo del costo menos depreciación acumulada menos pérdidas por deterioro acumulada, excepto los terrenos y edificios que son reconocidos según el modelo de revaluación de acuerdo con, los avalúos realizados cada 5 a 8 años con el objetivo de reflejar la realidad económica del bien, siempre y cuando se verifique que el valor en libros dista del valor de mercado. Esta revisión, basada en un análisis del valor de mercado versus nuestros valores en libros.

Depreciación

La depreciación de las propiedades, planta y equipo se inicia a partir del período en que el activo está disponible para su uso. La base de la depreciación es el costo menos el valor residual que técnicamente se asigne.

El Colegio asigna solo valor residual del 15% a los vehículos, porque estos son susceptibles de ser vendidos. Para los activos diferentes de vehículos el valor residual es cero.

El cálculo de la depreciación bajo norma contable (NIIF) se realiza con las siguientes vidas útiles:

Edificaciones: 45 años

Maquinaria y equipo: 10 años

Vehículos:10 años

Muebles y Enseres:10 años

Equipos de Cómputo: 5 años

Equipo de Oficina: 10 años

El Colegio programa dentro del año de operación, la venta de vehículos y se clasifican dentro de propiedad planta y equipo como activos disponibles para la venta.

Cuando exista indicio de deterioro y como mínimo al 31 de diciembre de cada año, el Colegio a través de los departamentos encargados realizará un análisis del posible deterioro, es decir una comparación del valor neto recuperable en el mercado versus el valor en libros, si el valor neto recuperable es inferior al valor en libros, se registrará un deterioro, en caso contrario no se efectuará registro alguno.

Activos Intangibles

Los activos intangibles son medidos al costo menos la amortización acumulada o pérdidas por deterioro. Los activos intangibles con vida definida se amortizan en su vida económica estimada, la cual no superará 10 años. El Colegio reconoce los activos intangibles, cuando superen 2 años de operación del Colegio y el valor sea material. La amortización se incluye como parte de los gastos operativos netos, en las cuentas de resultado.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024

(Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Amortización

El importe depreciable de un activo intangible, se distribuirá sobre una base sistemática a lo largo de su vida útil. La amortización de los activos intangibles comienza cuando el activo esté disponible para su utilización, es decir, cuando se encuentra en la ubicación y condiciones necesarias para que pueda operar de la forma prevista por el Colegio El Software es amortizado durante el período determinado para cada tipo y dicha amortización comenzará cuando el activo esté habilitado para su uso. El cargo por amortización de cada período se reconoce en el resultado del periodo. La amortización es calculada sobre una base de línea recta.

Beneficios a los empleados

De acuerdo con la normatividad laboral y los acuerdos individuales establecidos entre el empleado y el Colegio, todas las formas de contra prestación concedidas por la Entidad a cambio de los servicios prestados por los empleados se registran como beneficios a empleados y se dividen en:

Beneficios a empleados corto plazo: De acuerdo con las normas laborales colombianas, dichos beneficios corresponden a salarios, primas legales y extralegales, vacaciones, cesantías y todos aquellos conceptos que remuneran el servicio que prestan los empleados al Colegio, que se esperan liquidar totalmente antes de los doce (12) meses siguientes al cierre anual del período sobre el que se informa.

Dichos beneficios se reconocen en la medida que el empleado presta sus servicios al Colegio con cargo a resultados.

Beneficios a empleados a largo plazo: el Colegio reconoce cada cinco años, un beneficio a los empleados por el tiempo de servicio a la institución a partir de los 25 años, este beneficio se mide a valor presente y se reconoce en resultados.

Ingresos

Los ingresos del Colegio corresponden principalmente a prestación de servicios y otros ingresos financieros. Las actividades ordinarias se miden utilizando el valor razonable de la contraprestación recibida o por recibir en el curso normal de las operaciones de la Entidad. El valor razonable de la contraprestación tiene en cuenta el importe de cualquier descuento comercial, descuentos por pronto pago y otro tipo de descuentos, que sean practicados por el Colegio. Cuando la contraprestación se espera recibir en un período superior a un año, el valor razonable de la transacción es menor que la cantidad nominal de efectivo o equivalente de efectivo por recibir, por tanto se aplica el método del costo amortizado descontando los flujos a una tasa de mercado.

El Colegio reconoce la diferencia entre el valor razonable y el valor nominal de la contraprestación como un ingreso.

Los pagos recibidos por anticipado para la prestación del servicio se reconocen como un pasivo no financiero por el valor razonable de la contraprestación recibida. El pasivo reconocido es trasladado al ingreso en la medida en se presta el servicio para el cual fue entregado el anticipo. Dentro de los pasivos financieros se encuentran: ingresos recibidos para separación de cupo, costos educativos, póliza de vida para padres.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 4 - ADOPCION POR PRIMERA VEZ

El Colegio adoptó por primera vez el Estándar Internacional para Pymes con corte al 1 de enero del 2015, tomando como base los estados financieros del 31 de diciembre del 2014. Al cierre del año 2025 se realizaron ajustes de los activos retirados al corte en la cuenta 39 convergencia NIIF. El saldo de la cuenta a diciembre de 2025 corresponde exclusivamente a propiedad planta y equipo y los movimientos se componen de ajustes por retiros de activos durante el año fiscal.

Movimientos posteriores a la adopción por primera vez

En el año 2019, se realizó avalúo a los Edificios, el cual presentó diferencias negativas frente al saldo en libros de algunos activos adquiridos antes del año 2015, generando un deterioro por valor de $226.409 que afectó el saldo de Propiedad planta y equipo en ese año. En el año 2025 se identificaron activos y pasivos realizados y se llevaron contra utilidades acumuladas de años anteriores, de acuerdo con la normatividad de NIIF para Pymes. Al cierre del año 2025 el saldo de la cuenta de adopción fue de $42.328.559

Propiedad Planta y Equipo

NOTA 5 - EFECTIVO Y EQUIVALENTE DE EFECTIVO

El efectivo al 31 de diciembre comprendía lo siguiente:

Los recursos disponibles no tienen restricción alguna que limite su uso o disponibilidad en lo correspondiente a los periodos 2025 y 2024.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(a) Detalle de las cuentas corrientes

La cuenta corriente del Banco de Occidente recibe de manera constante consignaciones realizadas por los padres de familia, pagos con tarjeta de crédito y giros del exterior en dólares, destinados al pago de costos educativos.

El saldo de las cuentas corrientes y cuentas de ahorro, corresponde a dineros disponibles para el cumplimiento de las obligaciones con proveedores y empleados.

Durante los años 2025 y 2024, se reconocieron las partidas conciliatorias de la siguiente manera: Los cheques girados no cobrados se reclasificaron como cuentas por pagar y los pagos de padres de familia a través de PSE, se reclasificaron a cuentas por cobrar a la fecha de cierre.

La cuenta de AV Villas es utilizada para el recaudo de costos educativos via PSE desde el portal del Colegio.

Durante el año 2025, las cuentas de ahorro del Banco Occidente e Itaú se consolidaron como una alternativa eficiente para la gestión de liquidez, ofreciendo una rentabilidad a tasa fija durante todo el periodo. Esto permitió optimizar el manejo del portafolio, reducir la exposición a riesgos de mercado asociados a la volatilidad de tasas y mantener recursos disponibles a costos competitivos para la financiación de los proyectos institucionales y estratégicos del Colegio.

Por su parte, las cuentas del Banco Bogotá Panamá y Valores Bancolombia Panamá funcionan como cuentas de tránsito para la ejecución de transacciones en moneda extranjera (USD). Al cierre del 31 de diciembre de 2025, estos saldos fueron valorados con una TRM de $3.670, frente a la TRM del 31 de diciembre de 2024 de $4.409 con una disminución del 16,77% en la TRM de un año al otro.

(c)

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NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

El saldo de las inversiones clasificadas como equivalentes de efectivo corresponde a los fondos de inversión en carteras colectivas gestionadas a través de nuestros comisionistas de Bolsa: Casa de Bolsa (CB), Valores Bancolombia (VB) y Fiduciaria Sura, estos recursos se administran bajo una política de inversión conservadora, orientada a respaldar el desarrollo del plan maestro de infraestructura del Colegio y a mantener una reserva destinada a la operación institucional. Para el año 2025, la variación en el saldo de estas inversiones obedece principalmente al inicio de la construcción del complejo deportivo y a la remodelación del gimnasio de preprimaria y primaria, dos importantes proyectos de construcción que demandaron la utilización parcial de estos recursos.

Al final del 2025 los saldos de las carteras están representados en:

Fondo Carteras Colectivas

NOTA 6 - DEUDORAS COMERCIALES CORRIENTES

Los deudores a diciembre 31, comprendían lo siguiente:

(a) Detalle de Deudoras Comerciales Ctes

El saldo de esta cuenta esta conformado por cartera de servicios educativos prestados a los padres de familia, con vencimiento menor a un año. Se mide a valor razonable, de acuerdo con el contrato anual de matrícula y se liquidan intereses de mora a la tasa máxima permitida por la Ley Colombiana, esto con el fin de mantener la cartera a valor razonable.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Prueba de Deterioro

El Colegio evalúa a cada fecha de corte, la recuperabilidad de las cuentas por cobrar y reconoce un deterioro cuando el saldo de un tercero supere el 10% del valor total de los deudores. Después de realizar el análisis del deterioro de la cartera a diciembre 31 de 2025, se evidencia:

De acuerdo con la política establecida, el porcentaje del saldo más alto por tercero a diciembre 31 de 2025 es del 2.45%, por debajo del 10% del total de la cartera y por lo tanto, no es objeto de reconocimiento contable como deterioro.

(b) Deudoras por Créditos Corrientes

El saldo de esta cuenta se compone principalmente de préstamos a empleados a corto plazo

(c) Anticipos y avances corrientes

Esta cuenta incluye principalmente anticipos destinados a los dos proyectos de infraestructura, que iniciaron en el año 2025 como la construcción del Complejo Deportivo y el gimnasio de primaria y preprimaria, así como la adquisición de activos fijos y otros servicios contratados.

NOTA 7- GASTOS PAGADOS POR ANTICIPADO

Los gastos pagados por anticipado a diciembre 31, comprendían lo siguiente:

El saldo de esta cuenta corresponde a pólizas de seguros que renueva el Colegio anualmente, por concepto de daños materiales, responsabilidad civil, todo riesgo y responsabilidad civil de automóviles, transporte de valores, entre otras. También se encuentran las licencias de software, suscripciones anuales y servicios de soporte y mantenimiento de software.

NOTA 8- DEUDORAS COMERCIALES NO CORRIENTES

Los deudores a diciembre 31, comprendían lo siguiente:

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024

(Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Esta cuenta está compuesta por la porción de los préstamos de instalación para los profesores extranjeros que superan el año de operación del Colegio y por consiguiente se miden al costo amortizado.

NOTA

9-

OTRAS CUENTAS POR COBRAR CTES NO FINANCIERAS

Los deudores varios a diciembre 31, comprendían lo siguiente:

(a) Cuentas por cobrar a terceros

Al 31 de diciembre de 2025, el saldo de esta cuenta está compuesto principalmente por los pagos recibidos los últimos días de diciembre que no se identifican en el extracto y quedan como partidas conciliatorias, incapacidades por cobrar a las EPS, entre otros.

(b) Impuestos

Al 31 de diciembre de 2025, en el rubro de impuestos, está compuesto por descuentos tributarios en renta por el IVA de activos reales productivos y un saldo a favor en renta

NOTA 10 - INVENTARIOS

Los inventarios a diciembre 31, comprendían lo siguiente:

El movimiento de esta cuenta corresponde a la dotación, insumos, suministros y papelería utilizados por los docentes, el personal administrativo y operativo, para el desarrollo de las funciones propias de su labor. Al momento de ser distribuidos para uso del personal se reconocen en el gasto. Son de rápida rotación, porque son consumidos dentro del año de operación del Colegio.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA

11

- INVERSIONES

Las inversiones a diciembre 31, comprendían lo siguiente:

de Depósito a Termino (CDT)

a Término en Moneda Extranjera

Este rubro está compuesto por otros activos financieros, que son inversiones mantenidas hasta la fecha de vencimiento. Después de su reconocimiento inicial a valor razonable, se miden al costo amortizado utilizando el método de tasa de interés efectiva. La mayoría de estas inversiones se mantienen con un plazo de hasta un año.

(a) y (b) Bonos ordinarios y Certificados de Depósito a Termino (CDT)

Por rotación del portafolio de inversiones y requerimientos de liquidez para el desarrollo de los proyectos de infraestructura, los bonos y CDTs fueron trasladados al vencimiento, a las cuentas de ahorros y carteras colectivas.

(c) Depósitos a Término en Moneda Extranjera

Al cierre del año 2025, el Colegio mantiene depósitos en dólares como estrategia de cobertura frente a la tasa de cambio de los gastos operativos generados en esta moneda.

NOTA 12 - PROPIEDAD, PLANTA Y EQUIPO

El saldo neto de la propiedad, planta y equipo representa los activos utilizados en la operación del Colegio. Según la política institucional, estos activos se reconocen como propiedad, planta y equipo cuando su valor de compra supera las 50 UVT.

La Propiedad, planta y equipo y depreciación a diciembre 31, comprendían lo siguiente:

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Depreciación acumulada

Durante el año 2025 las adquisiciones y retiros de propiedad planta y equipo fue de la siguiente manera: Adquisiciones Adquisiciones

y Edificaciones

Retiro Muebles y enseres y equipo de oficina

Retiro Eq. de cómputo y comunicación

Disponible para la Venta

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Las vidas utiles de la propiedad planta y equipo son las siguientes:

La depreciación de los activos adquiridos con excedentes de años anteriores se registra en el patrimonio, agotando las reservas según la vida útil de cada bien. Las disminuciones en los movimientos reflejan los retiros de activos o la terminación de los periodos de depreciación.

COLEGIO BOLIVAR

NOTAS

A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

por Valorización

El movimiento de esta cuenta corresponde a la depreciación efectuada a los edificios avaluados en el año 2019.

(a) Construcciones y Edificaciones

En 2025 se iniciaron dos grandes proyectos de infraestructura para renovar el gimnasio deportivo de primaria y preprimaria y la construcción de un complejo deportivo que consta de dos canchas auxiliares, una principal y edificio de parqueaderos.

También se llevaron a cabo diversas obras de mejoramiento en los edificios como la reposición del cielo falso en los salones, la instalación de un sistema de apantallamiento, el cambio en la cubierta de salones de arte, la nivelación y renovación de prado en cancha de futbol, la renovación de zona de juegos de preprimaria, entre otras.

(b)

En 2025, el colegio adquirió una camioneta destinada al uso de los directivos de la institución y un carro de golf con camilla. Se realizó el traslado de un bus a la categoría de disponible para la venta.

El Colegio por política contable calcula valor residual del 15% en la compra de vehículos, porque sólo este rubro es susceptible de venta al finalizar su vida útil.

Corresponde a la acción # 0138 del Club Farallones para el uso del personal administrativo.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 15- CUENTAS POR PAGAR COMERCIALES Y OTRAS CUENTAS POR PAGAR

Las CXP comerciales y otras cuentas por pagar al 31 de diciembre comprendían lo siguiente:

(a) Proveedores

(b) Otras cuentas por pagar

Los saldos obedecen a las obligaciones laborales que incluyen pagos a la seguridad social, parafiscales y créditos de libranzas, entre otros. La política de pago a proveedores es a 30 días. Este saldo corresponde a las obligaciones con proveedores al 31 de diciembre de 2025, relacionadas con la compra de bienes, servicios, seguros y honorarios necesarios para la operación habitual del Colegio

NOTA 16 - IMPUESTOS

Los impuestos por pagar a diciembre 31 comprendían lo siguiente:

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NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(a) Impuesto de Renta

De acuerdo con disposiciones legales vigentes, el Colegio está sujeto al impuesto sobre la renta y complementarios con régimen tributario especial. La tarifa única aplicable es del 20% sobre sobre los gastos no procedentes. A continuación se detalla la conciliación entre el excedente tomado como base para calcular la provisión para impuesto sobre la renta del año y la renta líquida gravable por el año terminado al 31 de diciembre:

(b) Impuesto de Industria y Comercio

De acuerdo con las disposiciones Municipales, el Colegio está sujeto al Impuesto de Industria y Comercio. La tarifa aplicable es 2,2/1000 (Servicio Educativo), 3,3/1000 (Servicio de transporte)

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Menos ingresos por venta de activos

La administración del Colegio y su asesor tributario consideran que no hay pasivos adicionales de importancia a la provisión de impuestos registrada.

Impuesto Diferido

El impuesto diferido aplicable en Colombia surge como la forma de incluir en los estados financieros el efecto que ha sufrido el gasto por impuesto corriente por diferencias que hacen que una entidad en el año corriente esté pagando o difiriendo el pago del impuesto sobre la renta, pero que en el futuro se recuperará o se pagará cuando la diferencia temporaria se revierta. Bajo la norma internacional surge entonces el impuesto diferido por las diferencias temporarias, las cuales se identifican a partir de los activos y pasivos bajo NIIF así, como la base fiscal de estos. Las diferencias que se identifican a partir de los activos y pasivos del Colegio bajo NIIF y la base fiscal de estos, tienen la categoría de diferencias permanentes. Las diferencias permanentes son aquellas que no tendrán consecuencias en los impuestos futuros por cuanto no serán deducibles, ni tampoco imponibles. Las diferencias permanentes no tendrán consecuencia en la determinación del impuesto futuro del Colegio porque los excedentes se reinvierten anualmente en desarrollo del objeto social de acuerdo con la decisión de la Asamblea General de Tenedores de Bonos y tienen el carácter de exentos, porque el Colegio es una entidad Sin Ánimo de Lucro, con Régimen Tributario Especial, lo cual no da lugar a pago de mayor o menor impuesto de renta derivado de dichas diferencias, motivo por el cual el Colegio no registra Impuesto Diferido.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 17- OTRAS CUENTAS POR PAGAR NO FINANCIERAS

Las Otras Cuentas Por Pagar no Financieras a diciembre 31 comprendían lo siguiente:

(a) Ingresos Recibidos Por Anticipado

Corresponde principalmente a los pagos recibidos por anticipado de los padres de familia por concepto de servicios educativos.

(b) AB Indemnizaciones Recibidas Para Terceros

El Fondo Asobolívar fue creado con el fin de garantizar la educación de los estudiantes hasta el Grado 12 en el caso de que sus padres fallezcan o sufran una incapacidad total y permanente. En esta partida encontramos los dineros de indemnizaciones recibidas de la compañía de seguros y el ajuste al valor presente del compromiso que existe cada año para cubrir los costos educativos.

(c) Anticipos y avances recibidos

Esta cuenta corresponde principalmente a los pagos recibidos en el programa de admisión temprana, el cual es ofrecido a las familias con hijos menores de 4 años. Los padres pagan la separación de cupo antes de ingresar a K4 (primer grado de escolaridad del Colegio), con el fin de garantizar el cupo y beneficiarse del descuento por pago anticipado. Esta cuenta también incluye retención de obra por los contratos de obra civil

NOTA 18- BENEFICIOS A EMPLEADOS

Los Beneficios a Empleados Corto Plazo a diciembre 31 comprendían los siguiente:

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Largo Plazo

El saldo de esta cuenta corresponde a la provisión de prestaciones sociales de ley.

Provisiones y Contingencias (b) Beneficio a Empleados Corto Plazo 25 AÑOS 30 AÑOS 35 AÑOS 40 AÑOS 45

El saldo de la cuenta de beneficios a empleados, corresponde a un beneficio por antigüedad que el Colegio otorga a sus empleados a partir de los 25 años de servicio.

RECONOCIMIENTO A CORTO PLAZO

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(c) Beneficio a Empleados Largo Plazo

El beneficio a largo plazo será reconocido en un periodo superior a 1 año.

RECONOCIMIENTO A LARGO PLAZO

NOTA 19 - OTRAS CUENTAS POR PAGAR NO CORRIENTES

Otras Cuentas por Pagar a diciembre 31 comprendían lo siguiente:

Esta cuenta corresponde a los valores recibidos por concepto de admisión anticipada de estudiantes que ingresarán en años escolares futuros. Se clasifica como un pasivo a largo plazo, dado que la obligación asociada se materializará en años posteriores al período contable

NOTA 20 - PATRIMONIO DE LOS TENEDORES DE BONOS

Capital

El capital del Colegio al 31 de diciembre de 2025 y 2024 comprende 80.810 bonos de valor nominal de $1 cada uno, los cuales se encuentran suscritos y pagados. Los bonos no reciben rendimientos y sólo son transferibles a favor del Colegio.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Excedentes acumulados

Los estatutos del Colegio indican que, en caso de disolución, los excedentes acumulados deberán ser trasladados a una o varias instituciones que tengan por objeto el desarrollo de actividades sin Animo de Lucro de índole similar al del Colegio Bolívar.

Utilidades Reinvertidas

El saldo de las utilidades reinvertidas por valor de $14.186.354 corresponden a depreciaciones pendientes de activos fijos.

Como una entidad sin ánimo de lucro, el Colegio reinvierte anualmente los excedentes en su objeto social conforme a los conceptos aprobados por la Asamblea de Tenedores de Bonos. En el 2023 se reinvirtió la totalidad de los saldos de 2015 y 2019 y una parte del 2020. En el 2024 se finalizó la reinversión del excedente de 2020 y se reinvirtió una parte de los excedentes correspondientes a 2021 y 2022.

La variación entre el año 2025 y el 2024 corresponde a la disminución del superavit en $596.693 por depreciación de los edificios avaluados en el año 2019.

NOTA 21- INGRESOS DE ACTIVIDADES ORDINARIAS

Los ingresos de actividades ordinarias, a diciembre 31 comprendían lo siguiente:

COLEGIO BOLIVAR

NOTAS

A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(a) Actividades Educativas

El Colegio cuenta a diciembre 31 de 2025 con una población de 1343 estudiantes. Los incrementos de los costos educativos están regulados por el Ministerio de Educación.

(b) Actividades Conexas a la Educación

Esta cuenta corresponde a las actividades extracurriculares que el Colegio ofrece a los estudiantes después de la jornada escolar, con el fin de apoyar la educación integral que desarrolle los intereses y talentos personales de los estudiantes para un fortalecimiento armónico de las capacidades intelectuales, físicas y artísticas. En estos programas participan aproximadamente 600 estudiantes.

NOTA 22- OTROS INGRESOS

Los otros ingresos a diciembre 31 comprendían lo siguiente:

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Al cierre del año 2025, el portafolio del Colegio Bolívar generó rendimientos financieros compuestos por los Fondos de Inversión Colectiva, títulos de renta fija, cuentas de ahorro y los intereses de mora cobrados a padres. La disminución en los rendimientos financieros frente al año anterior obedece principalmente a la utilización de los recursos del portafolio en las obras de construcción que se iniciaron en el año

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(b) Diferencia en Cambio

La variación en el ingreso por diferencia en cambio en 2025 en comparación con 2024, se debe a la fluctuación de la tasa representativa del mercado que impacta el valor del portafolio en dólares. Del total de los ingresos por diferencia en cambio, el 94,2% corresponde a las actividades de inversión del portafolio, mientras que el 5,8% restante proviene de las actividades operativas, relacionadas con pagos a proveedores del exterior y la cuenta de ahorro en dólares.

Actividades de Inversión

(c) Arrendamiento de construcciones y edificaciones

Corresponde al contrato de arrendamiento de las instalaciones de las cafeterías de estudiantes y empleados a los contratistas que prestan el servicio de alimentación.

(d) Recuperaciones

Las recuperaciones corresponden a recuperaciones de gastos y retornos por parte de las aseguradoras dentro de las pólizas colectivas, recuperación de cartera de padres de años escolares anteriores, entre otros.

(e) Donaciones

El saldo de esta cuenta corresponde a las donaciones recibidas de padres de familia, exalumnos, empleados y demás miembros de la comunidad educativa, efectuadas tanto en dinero como en especie. Estos recursos están destinados al apoyo, fortalecimiento y ejecución

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 23 - EGRESOS DE ACTIVIDADES ORDINARIAS

Los egresos operacionales a diciembre 31 comprendían lo siguiente:

NOTA 24 - OTROS EGRESOS

Los otros egresos a diciembre 31 comprendian lo siguiente:

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(a) Beneficio Empleados

Este rubro comprende entre el 75% y 80% de los gastos operacionales del Colegio para una planta de personal al cierre del año de aproximadamente 400 empleados entre docentes, administrativos, personal de mantenimiento y transporte.

(b) Honorarios

Los otros honorarios corresponden a membresías, adquisición y renovación de software y licencias, capacitaciones al personal, renovación y trámite de visas para personal extranjeros, consultorías, servicios de traducción, sistema de detección de tormentas, producción de videos institucionales, auditorías externas, diseños, servicios de apoyo educativo a estudiantes, mantenimiento de jardines, entre otros.

(c)

Los otros están compuestos por el 4x1000 y el impuesto al alumbrado público

(d) Seguros

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NOTAS

A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

(e) Servicios

(f) Amortizaciones

Los otros corresponden a gastos pagados por anticipado y amortización de pólizas de seguros de responsabilidad civil, daños materiales, automóviles, riesgo cibernético, entre otros

(g) Diversos

Los otros corresponden principalmente a servicios asociados a la contratación de profesores extranjeros, capacitaciones en el exterior, monetización del SENA, pago de estampilla Procultura, insumos para eventos y proyectos, publicaciones de la revista institucional y el anuario, suscripciones a plataformas del exterior, participación en eventos académicos, la adquisición de elementos de protección, activos menores, entre otros

(h) Diferencia en cambio

Las partidas monetarias en moneda extranjera se midieron al tipo de cambio a la fecha de cierre

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

Actividades de Inversión

De Bogotá Panamá SA

(i) Pérdida en venta y retiro de bienes

De acuerdo con la política del Colegio, los deudores a Diciembre 31 que presenten saldos del año escolar inmediatamente anterior, deben reconocerse como deterioro de cartera y retiros de edificios o activos por renovación

(j) Otros Gastos

El saldo de esta cuenta corresponde a gastos no deducibles e impuestos asumidos por compras al exterior

NOTA 25 - ACTIVOS Y PASIVOS CONTINGENTES

Los activos y pasivos contingentes corresponden a derechos u obligaciones posibles que surgen de hechos pasados y cuya existencia será confirmada únicamente por la ocurrencia o no de uno o más eventos futuros inciertos que no están totalmente bajo el control de la entidad, de acuerdo con lo establecido en la NIIF para las PYMES.

La administración del Colegio evalúo la existencia de posibles contingencias derivadas de procesos legales, laborales, fiscales u otros eventos que puedan generar derechos u obligaciones futuras para la institución.

Al 31 de diciembre de 2025, y con base en la información disponible, el Colegio no presenta activos ni pasivos contingentes que deban ser reconocidos o revelados en los estados financieros.

COLEGIO BOLIVAR

NOTAS A LOS ESTADOS FINANCIEROS

A 31 DE DICIEMBRE DE 2025 Y 2024 (Valores expresados en miles de pesos colombianos, excepto tasas de cambio)

NOTA 26 - HECHOS POSTERIORES

El 24 de febrero de 2026 el Gobierno Nacional expidió el Decreto 0173 de 2026, mediante el cual se creó un impuesto extraordinario al patrimonio para personas jurídicas con patrimonio líquido igual o superior a 200.000 UVT, determinado con base en el patrimonio poseído al 1 de marzo de 2026. En consideración a que este hecho corresponde a un evento posterior que no implica ajuste, no se han reconocido efectos en los estados financieros al 31 de diciembre de 2025. La Administración se encuentra evaluando el posible impacto de esta disposición.

NOTA 27 - APROBACION DE

LOS ESTADOS FINANCIEROS

Los Estados Financieros fueron aprobados por la administración y serán puestos a disposición de la asamblea de tenedores de bonos el 18 de marzo de 2026 quienes podrán aprobar o improbar.

CHAPTER VII. Proposed Budgets for

2026-2027 School Year

Presented by Mr. Pablo Sanint

INTRODUCTION TO THE 2026 / 2027 BUDGETS

The spirit of the Colegio Bolivar mission statement has not changed since 1947. Although it has undergone several revisions for over forty years, the development of the school has been consistent with its original purpose, the intent of which was to provide a type of education unavailable elsewhere in the city of Cali. While the nature of the school’s population has gradually changed, its reason for being has not. When parents choose to enter their children in Colegio Bolivar, their reasons must be those of the parents of the school’s first students: a bilingual, bicultural, binational education, North American in its pedagogical, college preparatory in its intent, and meeting the highest standards of both Colombia and the United States.

We feel strongly that an understanding of the school’s mission is a key to any analysis of its budgets, which are, after all, nothing more than a systematic representation of its resource requirements and distribution. The binational nature of the school means that its budgets must speak not only to the prevailing educational standards and requirements of two countries, but to their respective economic realities and the relationship between them.

This said, we remain committed in our budgeting process to the principles which were spelled out several years ago.

1. To continue to deliver, in accordance with our mission, the best educational program in the most cost-effective manner.

2. To fund all operational necessities through monthly tuition payments made on behalf of each student.

3. To continue to improve and expand our physical plant to meet the needs of the program.

4. To fund such improvement and expansion through our regular inscription fee, and/or whatever occasional donations are made to the school.

5. To accomplish all above in a manner consistent with the prevailing economic situation in Colombia.

2026- 2027 ASSUMPTIONS

The 2026/2027 budgets, both operations and capital, have been based on the following assumptions:

– 12)

COLEGIO BOLIVAR

COLEGIO BOLIVAR

The details of the 2026/27 Operating Budget may be found in page VII.6

brief summary of the key figures below:

CHAPTER VIII. Permanencia Régimen Tributario Especial

Presented by Mr. Pablo Sanint

Permanencia Régimen Tributario Especial

Se solicita a la Asamblea General de Tenedores de Bonos autorizar al Representante Legal para actualizar la permanencia en el Régimen Tributario Especial ante la DIAN.

Beneficio Neto año 2025

Con la finalidad de dar cumplimiento a lo previsto en los artículos 358 y 360 del Estatuto Tributario, y el Decreto Reglamentario 2150 de 2017 el cual modifica el Decreto Único Reglamentario 1625 de 2016, el presidente propone que el beneficio neto del año 2025 en cuantía de $13.263.402.414 sea reinvertido a partir del año 2026 en los siguientes programas que desarrollan el objeto social del Colegio:

• Renovación, ampliación, mantenimiento y construcción de la planta física.

• Renovación, adquisición y mantenimiento de muebles y enseres, equipos, maquinaria y equipo,

• Material de enseñanza y proyectos educativos.

• Tecnología.

• Renovación y mantenimiento de la flota y equipo de transporte escolar.

• Estudios o capacitaciones de la planta docente.

• Todo lo relacionado con el reclutamiento de personal docente extranjero (inscripciones, viajes, alojamiento).

• Todo lo relacionado con la certificación Cognia

• Desarrollo de los proyectos del Plan estratégico del Colegio que impactan el programa educativo.

En el evento de que no se logre realizar la totalidad de la reinversión durante el año 2026, podrá culminarse durante los años 2027, 2028, 2029 y 2030.

Beneficio Neto pendiente de ejecución

Se solicita autorización para que la ejecución pendiente del beneficio neto de años anteriores al 2025, pueda ser realizada de acuerdo con los siguientes plazos en la medida en que continuemos con el plan maestro de infraestructura y la realización de otros proyectos mencionados en el listado de programas del Colegio:

CHAPTER IX. Business Manager Report Presented

by

Business Manager Report

The Colegio Bolívar Strategic Plan reflects our ongoing commitment to educational excellence and to supporting both the academic and socio-emotional growth of our students. As we implement the 2022–2026 Strategic Plan developed through research, community feedback, and evaluation of previous initiatives we remain focused on advancing the goals of our school improvement system.

The Long-Range Plan outlines key projects and improvements at Colegio Bolívar, including curriculum development, professional learning, technology integration, and campus enhancements. These initiatives align with our School Improvement Plan and are guided by four core priorities: Well-being, Personal Best, Innovation, and Sustainability.

Through these efforts, we continue to strengthen our learning environment, respond to the aspirations of our community, and ensure that every student can reach their full potential.

As we look ahead, it is important to recognize that while we have made significant progress and achieved many of the milestones outlined in our plan, the 2026–2027 school year will also be a period of transition. With changes in the school’s leadership and the arrival of our new Head of School, this year will be an opportunity to adapt, listen, and align our work with her vision for the future of Colegio Bolívar. During this time, we will work collaboratively to review and refine our priorities, ensuring that our strategic goals remain strong while reflecting this renewed leadership perspective.

CONTINUOUS IMPROVEMENT PROCESS OVERVIEW

STRATEGIC PLAN OVERVIEW

STRATEGIC PLAN 2022-2026

The Strategic Plan for 2022–2026 reflects Colegio Bolivar’s dedication to continuous improvement and to fostering an educational environment that supports both academic excellence and student well-being. After conducting a comprehensive gap analysis, the plan was extended through 2026 to guide the school during the transition to a new Head of School in the 2026–2027 academic year.

The year 2025 marked an important stage in the evolution of the plan. During this period, significant changes were implemented in the school’s administrative leadership structure, helping to streamline critical processes and optimize the operational workload of the Head of School. Additionally, from an infrastructure perspective, two major projects were launched to strengthen and expand the school’s sports facilities, reinforcing our commitment to the holistic development of our students.

This report presents the development of the plan, including stakeholder feedback from the “Looking Back and Moving Forward” initiative, lessons from the 2015–2022 Strategic Plan, and progress on the key strategic intents and their goals.

STRATEGIC PLAN 4-YEAR ANNUAL CYCLE

2022-2023

Framework approved June 2022 and Action Planning prioritizing steps and resources

2026 and beyond Evaluate the progress and impact of the Strategic Intents to assess implementation and guide the New Strategic Plan, building on current progress and institutional learnings.

2023-2024

Main Actions implementation, Cognia Reaccreditation process and workshops with stakeholder groups

2024-2025

Gap Analysis and Action Plan 2024/2026 consolidation to affirm Strategic Intents

Strategic Key Intents

Charting a Path to Excellence

Well-Being

Key Priorities

Diversity, Equity, and Inclusion Policy

Revision

2024-2025

Main Achievements

The School Handbook was reviewed, updated, and uploaded to our website (Spanish & English).

The Child Protection Manual was reviewed, updated, and uploaded to our Website (Spanish)

Comprehensive Care Protocols (Sexual Abuse, Domestic Violence, Substance Use, Bullying) were reviewed and updated.

2025-2026

Key Focus

-To create age-appropriate resources and other strategies that help share CB Handbook with: students & teachers (priority-4th8th grade students and teachers)

-To intentionally share the Child Protection Manual with all teachers beyond posting it on our Website

-To determine the level of understanding of all institutional documents

-To revise and approve CB Protocols (Counseling Team)

-To share approved Comprehensive Care Protocols with staff and offer easy access to them

-To Develop Crisis Containment Protocols

Creating a supportive environment that promotes the wellbeing of the staff

Excellent rating in the psychosocial risk survey results, highlighting a high percentage of employees with good mental health and low indicators in risk factors. Two consecutive years with outstanding results.

*Table – 2026 Results

Low employee rotation rate and high seniority at School, demonstrating a strong sense of belonging and love for the school.

Strengthening of the Occupational Health and Safety area – training sessions and action plans focused on preventing workplace accidents. Improvement of our internal communication process, enabling clarity and timely delivery of information for every employee.

High participation of our employees in wellness activities focused on mental and physical health.

Strengthening our employees' housing program

PROVIVIENDA together with Asopadres.

-To share Missing Student Protocol with staff

To develop action plans focused on the recommendations identified in the survey: Basic finance training for our employees, continuation in housing programs, follow up to few mental health cases, ensuring optimal support.

To strengthen the school’s On boarding program.

To implement structured and impact-focused Performance

Evaluations to support the professional growth of our employees.

To reduce weekly working hours (according to Colombian law)

Implementation of Conscious Discipline program: Modeling and teaching of socioemotional skills

Personal Best

Key Priorities

Graduate Profile

Teachers & TOM completed outsourced 2 year- training in Conscious Discipline (CD)

The initial stages of CD were implemented schoolwide -via teachers.

Action Teams and CD Team planned and delivered teacher training with section-specific resources that were created internally

-To implement final stages of the program: Action Teams and CD Team will continue to plan and deliver teacher training with section-specific resources created internally

-To continue revision of teacher feedback via Action Teams

-To adjust the CD proposal in response to each section´s needs: Administrators, Counselors & Action Teams

-To evaluate CD practices schoolwide and its impact in terms of well-being

2024-2025

Main Achievements

Sharing of the profile with different Asopadres and student groups.

Proficiency Scales

Development of the scales for all areas and priority standards/benchmarks in secondary school.

2025-2026

Key Focus

-To share the profile with prospective parents during open houses.

-To include the graduate profile perspective in discussions and decision- making processes at the leadership level.

To connect the proficiency scale work to the assessment process from the Deeper Learning viewpoint. First the emphasis was placed on

Conscious Discipline

Co-Instruction Model

Development of scales by Preprimary and Primary homeroom teachers for two of the areas they teach.

Last phase of the training process with the outside consultants (different stakeholders).

Training was offered to a group of counselors and deans so they could become trainers.

summative assessments and then on the formative cycle.

AP/Capstone Diploma

Second year of training with an outside consultant for grades Kinder 4 to 3rd. Implementation of strategies that are faithful to the model (observation/ feedback).

Adjustments to teacher/coinstructor interactions and responsibilities.

To develop a school plan for continued implementation in school. To make sure that the program is adjusted to our context and needs.

To develop sessions during strategic wednesdays and curriculum days to help teachers in the implementation of the program in school.

To go through the last phase of training (online because the consultant was not able to travel) and the contribution of an additional consultant.

To support teams in identifying the resources that are most useful to advance in this process.

To assess the impact of the work done so far and to integrate it into future priorities aligned with MTSS.

Development of the curricular documents that were needed. Implementation of the Pre-AP courses.

Training of teachers who are new to teaching an AP course. Analysis of the implications of adding/deleting courses from what was going to be offered

To make decisions about course offerings from the scope-andsequence curriculum perspective. To hire teachers who can teach the courses that should be offered. To provide the training that teachers need.

Multi-Tiered System of Supports

Deeper Learning Data

the following year (course offering, hiring, four-year plan for students, etc.).

Revision of the implications of the gap analyses that were done (prioritization of next steps).

Identification of “low-hanging fruit” that could be approached without involving all teachers and avoiding the possibility of overwhelming them.

To provide the support (AP Coordinator, AP Teacher Leader, etc.) that teachers need.

To train learning support services (LSS), deans, coaches, and the Director of Learning in approaches to working within the three MTSS tiers.

To develop profiles for LSS professionals who will be hired this year for 26-27.

To hire the future Learning Support Services Coordinator who will report to the Director of Learning next year.

To develop a professional learning plan for 2026-2027 (with an outside consultant in mind) that includes MTSS as a priority.

Data was collected for most Deeper Learning aspects (Fundamental Skills, Connection to Real World, Teachers as Activators, and Authentic Assessments) through classroom visits and the analysis of unit plans in the different sections.

To finish collecting, through surveys, the baseline data in the areas of Growth Mindset and Student Voice and Choice which weren’t as observable in classroom visits or unit plans.

Sustainability

Key Priorities 2024-2025

Institutional Guidelines for Sustainability

Environmental Management Plan

Environmental and Social Education Program

Sustainability Guidelines for Institutional Events

Sustainability Guidelines for Cafeterias

Design of Work Plan for Sewerage Improvement.

Plan for full compliance with health and environmental authority requirements for medical services.

Full use of organic waste from cafeterias for composting with an external supplier.

Optimization of the school's recyclable waste management process with an external provider.

Key Focus

Main Achievements 2025-2026

Digital transformation through the implementation of Filedesk software, a tool that will modernize document management and reduce paper use.

Compliance with legal requirements on all aspects of environmental management 75%.

Improvement of the school's discharge parameters 25%

Design of the environmental management plan.

Implementation of environmental management plan activities as of 80%

Renewal of the surface water concession with the city's environmental agencies. process with an external provider.

Documentation of environmental management plan activities as of 20%

Renewal of the surface water concession with the city's environmental agencies.

Compliance with mandatory social service through service learning in line with deeper learning.

Continuity in high-impact projects: Thanksgiving gift baskets, Christmas gifts,

65% of grades are based on deeper learning projects linked to the Sustainable Development Goals and educational field trips. 30% of these projects have interdisciplinary connections for learning.

Innovation

Key Priorities

Bolivar Garden, Farmers Market, 5K Race, Sustainability Festival, and Sinergia. Planning for the implementation of deeper learning projects that integrate Sustainable Development Goals(SDGs) into each grade level.

Implementation of the air quality sensor project and the weather station.

2024-2025

Main Achievements

Innovative Mindset Strategic Wednesdays continue to provide all staff with time to innovate and achieve the goals within all the strategic plan intents. Innovation and Collaboration time for teachers is embedded in the scheduling of Strategic Wednesdays.

A variety of small classroombased innovations were funded such as the purchase of science materials, flexible seating, and instructional materials across a variety of disciplines.

Continuity in high-impact projects: Thanksgiving gift baskets, Christmas gifts, Bolivar Garden, Farmers Market, 5K race, Sustainability Festival, Sinergia, air quality sensor project, and the weather station.

2025-2026

Key Focus

Strategic Wednesdays continue to provide dedicated professional time for faculty collaboration. The shift to embedding innovation discussions into grade-level and departmental collaboration has continued this year during Strategic Wednesday activities. Success of key priorities in Well-being, Personal Best, and Sustainability intents are connected to this innovative structure.

Innovation seed funding continues to be available to teachers and has been requested to support math and science instruction at various grade levels.

Generative Artificial Intelligence

Adoption of innovative, highquality science instructional materials in Primary Section OpenSciEd which ensures an alignment of instructional methodology in science from grades 2 to 8.

Process of Pre-AP

instructional materials adoption began in high school to ensure alignment with AP programs.

Over 80% of teacher selfidentified as intentionally engage in innovative practices in their classroom.

All teachers received Generative AI training embedded within professional learning sessions as well as individual support from instructional coaches.

The Innovation team once again administered AI use surveys to students and teachers, allowing for the continued collection of longitudinal data on AI perceptions and usage.

Continued development and professional learning of OpenSciEd at the primary level as well as initial adoption in 1st grade.

Pre-AP implementation is being reviewed and assessed for its alignment and impact on student learning. The Innovation Coordinator has added AP and PreAP coordination to her role.

Innovative mindset survey will be administered at the end of the school year to determine growth or sustainability of innovations.

AI task force, composed of the Innovation and STEM Coordinator, Academic Technology Leader, and Secondary instructional Coach, is drafting guidelines for the role of artificial intelligence in the school based on qualitative and quantitative data gathered through interviews and surveys as well as external research from sources such as the OECD and World Economic Forum.

Physical Space Innovations

3-year plan for innovations to technology and innovation spaces was developed and presented to school director. Implementation is pending budget approval.

Plan to continue intentional process of design for general, multipurpose classrooms as well as art classrooms was developed for execution in 2025-26 school year.

Prior to the beginning of the 2025-26 school year, 5 middle school classrooms were transformed according to a process developed and executed by the Innovation team.

The school remains committed to ensuring that AI is introduced as a tool for enhancement, not replacement, of critical thinking only after students have learned the foundational skills necessary to succeed in a complex and changing world.

Apply AI use survey to teachers and students to add to longitudinal data being collected since 2023

The Innovation team meets weekly to discuss the needs of students and teachers and to research diverse solutions to physical space challenges.

Outside consultant proposal for classroom innovations for high school.

A bank of physical space innovations has been created with classroom measurements, student feedback, innovation costs, and a wide variety of furniture and configuration options.

Draft a protocol to follow for physical innovations in classrooms to be followed for large space changes (i.e. PE Complex) as well as smaller

purchases of specific items of furniture.

Continue to collect feedback about impact and perception of physical space changes.

TECHNOLOGY

The 2025–2026 academic year marks an important milestone in strengthening Colegio Bolívar’s technological ecosystem. Throughout the year, the Technology Department has focused on expanding infrastructure capacity, supporting the development of new campus facilities, and enhancing digital learning resources to ensure a future-ready environment for students, faculty, and the broader school community.

A key priority has been the development of the technological infrastructure supporting the new Athletics facilities, ensuring that these spaces are fully integrated into the school’s digital ecosystem and designed to accommodate future growth and innovation.

Key milestones to achieve this:

1. Strengthening technological infrastructure

Expanding network capacity, connectivity, and system reliability across the campus to support increased digital learning needs and new facilities.

2. Integrating technology into new campus developments

Designing and implementing the technological backbone of the new Athletics facilities to ensure full integration with the school’s digital ecosystem from the outset.

3. Enhancing digital learning resources and systems

Continuously upgrading digital platforms, tools, and support services to empower students and faculty with innovative and future-ready learning environments.

Key Next Steps 2026 and beyond

1. Expand network capacity and resilience

Continue strengthening the campus network infrastructure to ensure high performance, reliability, and scalability as digital learning demands and new facilities continue to grow.

2. Complete the technology integration of new campus facilities

Finalize the implementation and optimization of the technological systems in the new Athletics complex, ensuring seamless connectivity, audiovisual capabilities, and integration with existing digital platforms.

3. Advance digital learning ecosystems

Expand and refine digital learning tools and platforms that support innovative pedagogical practices, collaboration, and personalized learning experiences for students and faculty.

4. Strengthen cybersecurity and data management

Enhance protocols, monitoring systems, and data governance practices to protect sensitive information and ensure the integrity of institutional and academic data.

5. Promote continuous professional development in educational technology

Provide ongoing training and support for faculty and staff to maximize the effective use of digital tools in teaching, learning, and operational processes.

FACILITIES

Project 2018-2029

The school developed its Master Facilities Plan to meet current and future needs. The layout and design of this new facility contribute to the educational experience of all community members as school facilities are an integral component of the conditions of learning. Architectural and technical designs were completed; legal building licenses for construction to initiate phase 2: PE Complex and Preprimary and Primary Gym were approved.

Master Facilities Plan Progress: PE Complex

Espacio Colectivo was the architectural firm responsible for designing the PE Complex and the Preprimary and Primary Gym. The project was conceived with the idea that physical space can serve as a generator of knowledge, integrating respect for nature while creating areas that encourage contemplation, connection, and learning.

The design follows a multidirectional approach that seeks to articulate each space as part of a cohesive whole.

These spaces amplify the areas of shade, helping the buildings remain cooler and more comfortable.

The buildings were designed with careful consideration for the preservation of green areas and the most emblematic vegetation on the site.

The spaces were also defined following bioclimatic sustainability principles, responding to the local climate and enhancing natural comfort within the buildings.

Design and Commitments

The Sports Complex is an area that includes multiple functional spaces designed to offer sports experience of the highest quality standards, not only for the school but also as a benchmark for Cali and the Valle del Cauca region. The infrastructure features high-quality materials and certified sports surfaces. It also incorporates elements that adapt to different ages and heights and will serve as a space that enables our students to train and develop at the highest level.

IMÁGENES EDIFICIO DEPORTIVO

PE complex has 3 levels:

o Level 1: Main court, coffee/book shop, storage room, restrooms, locker rooms, laundry room, telecommunications room, electrical room, and multipurpose rooms.

o Level 2: Restrooms, bleachers hall, dance/multipurpose room, and storage room.

o Level 3: Faculty room, men’s and women’s locker rooms, physiotherapy room, and gym.

The PE Complex will be inaugurated in Aug’26.

Master Facilities Plan Progress: Preprimary & Primary Gym

This space was also designed by Espacio Colectivo and follows the same design considerations, both from the perspective of space as a generator of knowledge and from design principles that ensure spaces that integrate, invite contemplation, respect the environment, and promote environmentally friendly and bio sustainable construction.

This project will be inaugurated in Apr’26.

This project includes three main areas:

o Area 1: Courts

o Area 1: Service modules

o Area 3: Storage facilities

What comes next in terms of infrastructure for Colegio Bolívar?

It will be essential to analyze and project future birth rates and estimate the number of students the school is likely to have over the next ten years. Based on these projections, the school will determine whether new construction will be necessary or whether the priority should be the renovation and modernization of existing facilities.

This analysis will be part of the institution’s strategic planning process for the 2027–2030 cycle. During this process, these projections together with the identification of the skills, learning environments, and curriculum required to prepare our students for the future will play a key role in guiding infrastructure decisions and the long-term development of the school.

ADMISSIONS

Context

In Colombia, the birth rate has been steadily declining over the past decade. It decreased from approximately 15.3 births per 1,000 inhabitants in 2014 to around 13.5 in 2023, representing a reduction of about 10%. This trend reflects broader demographic changes in the country, including delayed parenthood, shifting family planning decisions, and socioeconomic factors that influence fertility patterns. These dynamics are important to consider when projecting future student populations and planning long-term educational infrastructure and capacity.

Birth Rate Trend in Colombia (Births per 1,000 inhabitants)

Our main objective will be to transform this challenge into an opportunity.

A lower birth rate implies a different relationship with education, where four key aspects become increasingly important:

1. Increased demand for quality over quantity

As families have fewer children, they tend to focus more resources on each child’s education, prioritizing high standards of quality and competitiveness in a globalized world.

2. Greater value placed on academics from a more holistic perspective

Demographic changes are also reshaping how families view their children’s educational needs,

with a stronger emphasis on global education, bilingual learning, and internationally recognized standards.

3. Education aligned with global trends

Schools are expected to provide more personalized learning experiences, maintain high academic standards, and adapt to the individual needs of each student following a Personal Best approach.

4. Demand for more individualized education

Families increasingly seek learning environments that offer more personalized attention, innovative teaching methods, and stronger relationships between teachers and students.

For this reason, it is important to highlight our DNA and what makes us different from other academic offerings.

Our DNA:

For the past 78 years, Colegio Bolívar has established itself as an educational leader, committed to inspiring every student to reach their best version, fostering intercultural competence, and shaping engaged, ethical

Our Objective: Educating Leaders for a Better World

The future of Colombia depends on the education of ethical leaders and agents of change. Our Development Fund supports the Infrastructure Master Plan and our Educational Purpose, helping us prepare the next generation of leaders. citizens prepared to lead in a global society

How will we achieve this? Our Strategic Plan:

This plan is grounded in the vision of an exemplary educational community that, guided by its values and purpose, strives to achieve its strategic goals.

In fact, the plan also includes modifying the admissions process in order to provide earlier responses to applicant families (A standard application process will take a maximum of 15 days)

along with payment options for reserving a seat.

The New Admission’s process is also supported by a digitalized process. The application can now be completed 100% online, and all applicant family records are stored both physically and in the cloud. This allows us to better protect sensitive information and preserve the confidentiality of critical data related to both applicants and their parents.

This plan is accompanied by a comprehensive school relaunch process, which includes a new, more modern image that feels closer to our community and highlights our core values.

We designed a new Open House format aimed at making the visit to the school more experiential and allowing families to see our academic program in action.

With a format that allows families to experience our Deeper Learning approach up close and see how it evolves from Early Childhood through High School.

Key elements of the renewed Marketing and Enrollment Strategy

1. Institutional Relaunch and Brand Refresh

A comprehensive relaunch of the school’s image, introducing a more modern and compelling institutional identity that reinforces Colegio Bolívar’s values, strengthens its connection with the community, and clearly communicates our value proposition.

2. Stronger Market Positioning in a Competitive Environment

Refinement of the school’s marketing strategy to clearly differentiate Colegio Bolívar in an increasingly competitive educational landscape, particularly in the context of declining birth rates in Colombia.

3. Enhanced Admissions and Family Engagement Process

Redesign of the admissions journey to provide prospective families with clearer information, a more personalized experience, and faster response times, improving both conversion and overall satisfaction.

4. Flexible and Transparent Enrollment Options

Introduction of clearer and more flexible enrollment and seat-reservation options, allowing families to make timely decisions while strengthening the school’s enrollment planning and predictability.

5. Data-Informed Outreach and Communication

Strengthening outreach efforts through more targeted communication and data-informed marketing initiatives to attract mission-aligned families and sustain healthy enrollment levels over time.

Total Enrollment - Marzo YTD’26

School Year 2025-2026

Nido Enrolment

Enrollment K4-12

Colegio Bolivar + Nido: Achievement 102% w CB // 94% w/o CB

K4 2026-2027 Enrollment Deposit - Mar YTD’26

School Year 2026-2027 / Current accomplishment: 85%

As a result of our new admissions strategies, we have achieved 1.8x more Enrollment Deposit compared to last year, reaching 81% of our target by the first week of March.

Based on this progress, we are projecting that we will meet our goal of 85 K4 students for 20262027.

This process has focused on ensuring a clearer and shorter admissions journey for families, supported by a strong customer service approach, a commitment to deliver admissions results within 15 days, and flexible seat payment options. These measures not only strengthen the selection process but also provide peace of mind, as families who pay enrollment deposit, are less likely to choose another school

K4 2026-2027: Achievement 85%

K4 2026-2027: Total of 71 Enrollment Deposit by March YTD.

In response to declining birth rates, our Admissions team has turned this challenge into an opportunity to redefine our strategy. By designing a highly robust and efficient admissions process, we have focused on attracting and securing the families we want, rather than simply increasing numbers.

This approach emphasizes:

• Streamlined, family-centered processes: that are clear, fast, and supportive.

• Enhanced customer experience: including timely responses and strong communication.

• Flexible and transparent seat reservation options: which strengthen commitment and reduce the likelihood of families choosing other schools.

• Data-informed decision-making: allowing us to anticipate trends and proactively manage enrollment.

Through these strategic initiatives, Admissions has positioned the school to maximize enrollment quality, ensuring sustainable growth even amid demographic challenges.

FUNDRAISING

Fundraising Strategy – Colegio Bolívar

Our fundraising approach seeks to strengthen a long-term culture of giving by reconnecting alumni and the broader community with the mission and future of Colegio Bolívar. Rather than focusing on isolated campaigns, we are building a sustainable strategy that positions fundraising as an ongoing community effort.

Our fundraising strategy is not driven by financial need, but rather by a strategic vision. In many schools in the United States, fundraising is a common and well-established practice that allows institutions to accelerate innovation, strengthen their programs, and develop their campuses in a more comprehensive way. It enables schools to go beyond what is possible through tuition alone and invest in initiatives that benefit the entire community.

1. Strengthening the culture of philanthropy

We aim to cultivate a culture where giving back to the school is understood as a natural way for alumni, families, and friends to contribute to the continued excellence and impact of Colegio Bolívar.

2. Alumni as ambassadors and community builders

Alumni will play a central role as advocates and storytellers, helping reinforce the emotional connection with the school and inspiring others to support its future through engagement, events, and shared experiences.

3. Meaningful engagement through events and initiatives

Strategic gatherings such as the Miami event serve as opportunities to reconnect alumni with the school’s vision, celebrate community, and mobilize support for key priorities.

4. Clear causes that inspire support

Fundraising efforts will focus on tangible impact areas such as academic excellence and personal growth, innovative pedagogy, and infrastructure, helping donors understand how their contributions shape future generations.

5. Building a recurring and sustainable fundraising model

By strengthening alumni engagement, communicating impact, and creating regular opportunities to contribute, the goal is to transform fundraising into a recurring strategy that supports the school’s long-term vision.

How We Will Build a Culture of Giving in the Community?

Building a culture of philanthropy requires consistent engagement, meaningful connections, and a clear sense of shared purpose. Our strategy focuses on the following

Key actions:

1. Strengthening alumni engagement and identity

We will reconnect alumni with the school through events, storytelling, and opportunities to participate in the life of the institution. By reinforcing their sense of belonging and pride, alumni become natural ambassadors and advocates for the school’s future.

2. Communicating impact and purpose

We will clearly communicate how donations translate into real impact supporting academic excellence, innovative learning, and forward-looking infrastructure so that the community understands how their contributions shape future generations.

3. Creating meaningful opportunities to give

Through events, campaigns, and targeted initiatives, we will provide regular opportunities for alumni and families to contribute in ways that feel accessible and meaningful.

4. Building community leadership and ambassadors

Engaged alumni and community leaders will help champion the culture of giving, inspiring

others through their participation, networks, and example.

5. Making fundraising a recurring and institutional practice

By integrating fundraising into the school’s long-term engagement strategy, we will move from occasional campaigns to a sustainable model that strengthens the community’s commitment over time.

How the Funds Raised Will Support Our Strategic Priorities

1. Academic Excellence and Personal Growth

Funds will support programs and initiatives that strengthen students’ academic development while fostering well-being, leadership, and character. This includes expanding opportunities for personalized learning, student support programs, extracurricular activities, and experiences that help students reach their full potential.

2. Infrastructure

Contributions will help enhance and modernize our campus to ensure learning spaces that reflect the future of education. Investments will focus on improving facilities, creating flexible and collaborative learning environments, and maintaining high-quality spaces that support both academic and community life.

3. Innovative Pedagogy

Funds will enable the continued development of forward-thinking teaching practices. This includes professional development for teachers, the integration of new educational technologies, and the implementation of innovative learning models that prepare students with the skills, creativity, and critical thinking needed for the future.

In essence, these contributions will help ensure that Colegio Bolívar continues to provide a worldclass educational experience for current students and future generations.

This project is essential because it not only enhances our facilities and resources but also directly strengthens our students’ ability to develop critical 21st-century skills, such as analytical thinking, collaboration, creativity, and self-directed learning. By investing in academic excellence, infrastructure, and innovative pedagogy, we are preparing our students to thrive in an increasingly complex and competitive world, where adaptability and continuous learning are key. Moreover, it reinforces the connection within our community, fostering a culture of support and awareness about the importance of quality education for the future.

Strategic Impact: Fundraising & Marketing

Our fundraising initiatives, combined with the school’s refreshed marketing plan, create a powerful synergy that strengthens our competitive position in Cali and the Valle del Cauca. By engaging alumni and the broader community, we not only cultivate a culture of giving but also increase awareness and visibility of the school’s unique value proposition. Investments in academic excellence, infrastructure, and innovative pedagogy highlighted through modernized branding and targeted outreach ensure that the school remains a top choice for families seeking highquality, future-ready education. This integrated approach reinforces both long-term sustainability and market leadership.

CHAPTER X.

Proposed Slate Board of Directors 2026-2027

Presented by Mrs. María del Pilar Correa

PROPOSED SLATE FOR THE COLEGIO BOLIVAR BOARD OF DIRECTORS

School Year 2026-2027 2026-2027 No. years

NAME POSITION Served

Juliana Buenaventura President 2 Community

Juan Fernando Olave VicePresident 5 Community

Luis Fernando Rodríguez Member 5 Smurfit Westrock

Francisco Muñoz Member 4 Colgate Palmolive

Clara Inés Cabal

Oscar Cárpena

Lina María Goez Member 1 Community

Alejandra Mosquera Member 1 Community

Pedro Carvajal Member 1 Carvajal S.A.

School Director for the 2026-2027 School Year: Dr. Jessica Gilway