Welcome to EIS Elementary School!

On behalf of the administration staff, let me extend you a most cordial welcome to our EIS Primary Program.

 

The mission at Escuela Internacional Sampedrana is to prepare bilingual students with the academic, social, emotional, and universal values necessary to succeed in the universities of their choice and to contribute positively to society. With this in mind, the staff and administration emphasize the establishment of a direct line of communication, mutual cooperation, and a shared sense of responsibility between parents and teachers.

 

We hope that the child’s educational experience is positive, gratifying, and ultimately establishes a sound educational foundation. The teachers work and plan in teams to develop organized, appropriate, and meaningful lessons. We believe to be a team and we work hard to build a community. We also believe that communication between school and home is important and advantageous to a child’s success in school.

 

Our teachers communicate grade level activities, curriculum goals and grades through Edline, and the weekly letter. Administration sends a monthly letter to parents also. The parents of our school are always welcome and encouraged to volunteer in his/her child’s classroom. We are planning for a year of excellence.

 

With our exemplary staff, eager and ready to lean students, and supportive parents, we know that we will achieve success.Again, I look forward to this school year. You will find that my basic philosophy as an administrator is that “Each Child is Someone’s Most Tresured Possession.” Thank you for this opportunity to share your child’s growth and development.

Escuela Internacional Sampedrana is the place to be!

Curriculum

Team Planning

Math Instruction and Intervention

Science Laboratories

Literacy Block

Reading and Writing Workshop

Spanish and Social Studies Integrated

Gate: Gifted and Talented Program

The gifted and talented program at EIS provides a setting for gifted and talented students to work together in a group setting and to participate in an educational program in which the design is determined by the gifted student’s individual needs and interests, allowing for accelerated levels of mathematics instruction beyond the standard course of study. This helps students to work at their independent ability level of potential while developing socially, intellectually, in leadership skills, developing unique gifts, pursuing natural talents and interests, and becoming motivated, lifelong learners. We want to develop students who are prepared to achieve and succeed in the field of their choice in a global world by providing an academic environment that challenges gifted and talented students.  It offers the support necessary for the student through research, innovation and accelerated opportunities that stimulate students to become outstanding learners. . Differentiation in the depth, breadth, and pace of instruction is designed to challenge the abilities of advanced learners, with strong emphasis on the development of higher order thinking skills.

Lighthouse Team/Leader in Me Program

What would be possible if your school was filled with students who were responsible, who showed initiative, who were creative, who knew how to set goals and meet them, who got along with people of various backgrounds and cultures, and who could resolve conflicts and solve problems?

 

The Leader in Me process helps develop the essential life skills and characteristics students need in order to thrive in the 21st century.

 

The Leader in Me process is designed to be integrated into a school’s core curriculum and everyday language so that it isn’t “‘one more thing” teachers and administrators have to do. It becomes part of the culture, gaining momentum and producing improved results year after year, benefiting schools and students in the following ways:

•Develops students who have the skills and self-confidence to succeed as leaders in the 21st century.
•Decreases discipline referrals.
•Teaches and develops character and leadership through existing core curriculum.
•Improves academic achievement.
•Raises levels of accountability and engagement among both parents and staff.

 


Lindamood-Bell Learning Processes is an organization dedicated to helping children and adults learn to their potential. Our research-validated instructional programs strengthen reading, comprehension skills, and vocabulary  by developing the sensory-cognitive functions that form the foundation of learning.

 

In partnership with Escuela Internacional Sampedrana, Lindamood-Bell and EIS since 2008 are working together to improve English knowledge and usage in all our community.

 


The Student Success Center is an educational service that provides students and teachers with the specific support they need to achieve and feel successful in student’s academic life.

TEACHER SERVICES

  • Assist teachers and assistants:

The SSC Staff will support with differentiated strategies and classroom accommodations to facilitate learning process to identified students.

  • Grade Team      Support:

The SSC Staff will support the grade team with collaboration, consultation, classroom profile meetings, mentorship for classroom accommodations, modeling, professional development, and resource sharing.

Communication with teachers, parents, specialists, outer agencies/services.

  • Assessment Data Management:

We keep record and manage data to monitor student progress and growth. Continuous reports to EIS administration, parent conferences, and Honduran Ministry of Education.

 

STUDENT SERVICES

Elementary Learning Center is currently focused on providing students Grades 1-5 with remedial Reading Intervention in the areas of: Reading Fluency, Reading comprehension, Vocabulary, writing skills and overall Literacy Skills.

 

I. Assessment

 

Grade 1

  • Individual reading and writing screenings to all students (Beg and End of School Year)

Currently we are using the Fountas and Pinnell Benchmark Assessment System(2011)

This assessment is used to screen reading skills, which screens Reading Fluency, Reading Comprehension,and Writing.

      • Letter and Sound Identification

Currently we are using an EIS SST team revised screening

      • Sight Words Identification

Currently we are using the first 25 “Star Words” from Lindamood-Bell Kit

      • Diagnostic Assessment (students scoring below 15%ile and identified students)

Lindamood-Bell Battery Assessment (vocabulary, reading rate, accuracy and fluency, reading comprehension, decoding skills, spelling)

      • Classroom teachers assess their students with running records using Reading a-z every bimester

 

Note: Mid Year Assessment only for identified students

 

Grade 2

    • Individual reading and writing screenings to all students (Beg and End of School Year)

Currently we are using the Fountas and Pinnell Benchmark Assessment System(2011)

This assessment is used to screen reading skills, which screens Reading Fluency, Reading Comprehension, and Writing.

    • QPS (Quick Phonics Screening)

It measures a student’s ability to recognize, decode, and pronounce the phonetic elements in real and nonsense words.

    • Diagnostic Assessment (students scoring below 15%ile and identified students)

Lindamood-Bell Battery Assessment (vocabulary, reading rate, accuracy and fluency, reading comprehension, decoding skills, spelling)

    • Classroom teachers assess their students with running records using Reading a-z every bimester

 

Note: Mid Year Assessment only for identified students

 

Grade 3, 4 & 5

    • MAP Assessment (Beg and End of School Year)

Measures of academic Progress to all students (Reading Comprehension, Language and Vocabulary)

    • Diagnostic Assessment (students scoring below 15%ile and identified students)

Lindamood-Bell Battery Assessment (vocabulary, reading rate, accuracy and fluency, reading comprehension, decoding skills, spelling)

    • Classroom teachers assess their students every bimester with running records using Fountas & Pinnell “The Reading & Writing Project” from Columbia University

Note: Mid Year Assessment only for identified students

 

II.Intervention

  • Small Group Instruction in the Learning Center (pull-out)

Currently we are using Lindamood-Bell Programs to provide Intervention.

 

Seeing Stars Program

The Seeing Stars program successfully develops symbol imagery and directly applies that sensory-cognitive function to sight word development, contextual fluency, spelling and increasing the speed and stability of phonemic awareness.

The program begins by visualizing the identity, number, and sequence of letters for the sounds within words, and extends into multisyllable and contextual reading and spelling.

 

Visualizing and Verbalizing Program

The Visualizing and verbalizing Program successfully stimulates concept imagery. Individuals become able to image gestalts which include color, and even movement. This improves their language comprehension, reasoning for critical thinking, and expressive language skills.

 

Grades 1-4

The pull-out support has to be approved by the student’s parents and take place during the class of Writer’s Workshop 4 times a week for 50 minutes.

 

Grade 5

The pull-out support has to be approved by the student’s parents and it replaces the Reading Class (5 times per week for 50 minutes)

 

  • Referring Students to Psychological Assessment:

The LC staff will refer identified students for a complete psycho-educational evaluation done by our school psychologists (throughout the school year)

 

  • Specific Accommodations (Handwriting, MATH, Gross motor, etc)

This academic strategy is used only for identified and diagnosed students with specific educational issues that prohibit the student form performing at grade level. Students have accommodations only in the area of need. The goal is to provide accommodations to the student to be successful in the schooling process.

 

  • BEHAVIOR PLAN (specific accommodations to help students improve behavior )

This strategy is used only for identified and diagnosed students with specific behavior issues that disable them to perform properly at school grounds. Students have accommodations in all subjects. The goal is to provide accommodations to help the student modify and control their behavior and be able to reach the yearly standards and grade level educational competencies.

 

  • IP (Intervention Plan) with accommodations to reach curriculum standards.

This strategy is used only for identified students with specific learning issues and that already have a psychological diagnose. Students have accommodations in all subjects that need extra support. The goal is to provide accommodations so the student can reach the yearly standards and grade level educational competencies.

 

  • IEP (Individual Educational Plan) with significant adaptations to the regular curriculum.

This strategy is used for identified students with specific and diagnosed learning disabilities that cannot perform as expected in reaching the curriculum standards and grade level competencies. These students (special educational needs) need adaptations to the regular school curriculum. They will move beyond in their educational process with specific grade level content according to their mastery level and independent level of support. The curriculum competencies are chosen in order of priorities according to the student’s educational performance level. The curricular/educational decisions are taken by the interdisciplinary team that works around the student to benefit and maximize the student’s general educational performance.

 

  • Inclusion: Shadow teacher Intervention

A shadow teacher assists the special need student in their regular classroom. The shadow teacher reinforces all grade level content one-on-one with the student, meanwhile the homeroom teacher teaches the rest of the students.

This intervention is only for identified students with specific learning issues and that already have a psychological diagnosis.

 

  • Self Contained Classroom (Special Education Support)

A self-contained classroom is one in which the students share similar academic requirements. Sometimes the children are all in the same grade level, but other times, particularly when there are a limited number of special Need Children, the classroom may contain children spanning more than one grade level, grades four through six, for example.