SUPPORT PROGRAMS
Overview
Student Services at ISC offer support for the physical, social, emotional, behavioral and academic success of all our students. The purpose of the Student Services department is to provide quality support, services and instruction to all students in order to prepare them for their future.
These services include:
- Learning Center: Learning Resource, EAL, Reading
- Health Center
- School Counselor
- High School Guidance Counseling & College Placement
- Media Center
The Learning Center offers programs for students with learning disabilities, reading difficulties, highly able students, and students learning English as a second language (EAL). In the Health Center a Registered Nurse takes care of our students’ physical well-being and supports our health curriculum. In addition to counseling students with special academic, personal or social needs, our High School Guidance Counselor also offer career counseling and coordinates the College Placement Program. The School Counselor works together with teachers, parents, and outside agencies to create a positive and supportive learning environment and strengthen the connections between home, school, and the community for all students. The ISC Library provides service to students at all grade levels in student-friendly facilities.
In order to obtain services from the Learning Center, students will be recommended by teachers, administrators, or parents following the established procedures and referrals. EAL services are required for all students whose home language is not English or who are studying in English for the first time. Any questions regarding Student Services should be directed to Jennifer van Grieken, Director of Student Services.
For more details about ISC Student Services, please see our Guide to Student Services on the school website.
GUIDE TO STUDENT SERVICES
STUDENT SERVICES STAFF
Student Services Staff
Jennifer van Grieken
Diana Melfor
EAL, LR
Luelle Wilson
Shruti Tekwani
Anouk van Eerdewijk
Aftan Schoonen
ENGLISH AS AN ADDITIONAL LANGUAGE
General Information
Message from the EAL Department
It is with great pleasure that I welcome you and your child to the English as an Additional Language (EAL) Program at ISC. Great deals of time, care and effort have been taken to place your child in the appropriate class this school year. The placement of students in EAL classes was determined by their proficiency level in English, as well as by their ages and grade levels.
We are extremely proud of the EAL program at our school. The purpose of this program at ISC is to enable students to acquire communicative competence in English, and to sharpen the academic language skills that they will need in order to succeed in an English-speaking school. All the language skills are targeted and developed by means of a rich content-based curriculum which moves students from early to advanced levels of proficiency in listening, understanding, speaking reading and writing. Instruction is integrated and incorporates all these skills as well as academic content in its approach to language teaching.
We believe parental involvement is of critical importance in the academic success of a child. Your role in the home is vital to your child’s performance at school and to the language acquisition process as well. Please make sure that reading is a part of your child’s daily routine at home. Encourage your child to read in English, but of more importance, to read in your home-language. It is essential that students do not lose their “first”, or home-language, as they are developing their proficiency in English. A strong foundation in a “first” language will help students carry over their knowledge and their skills into a new language.
We look forward to working with you and your child, as well as to all the learning experiences and growth opportunities that await us this school year. I would like to ask you to please contact me if you have any questions, comments or concerns.
Information for Parents / Información para Padres booklet
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Accommodations
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Luelle Wilson
Learning Resource / EAL
Email: wilsonl@isc.cw
Diana Melfor
EAL, LR, Reading Support
Email: melford@isc.cw
LEARNING RESOURCE
General Information
Learning Resource Program (LR)
The Learning Resource Program is designed to support classroom teachers and their students with specific learning difficulties. Students are given intensive individual instruction in the areas where deficits have been determined, with emphasis on learning strategies that enable them to be more effective and efficient learners. The program aims at providing successful and positive experiences, which increase students’ self-confidence and self-concept. Furthermore, support is given to teachers when classroom modifications and/or accommodations are required to ensure successful academic achievement.
The objectives of this program are:
- To improve the student’s ability to process information, by attending to deficits in areas such as attention span, memory, visual/auditory perception, visual motor skills, listening skills, fine/gross motor coordination, and written and verbal expression.
- To provide remediation of academic weaknesses and improve study and organizational skills.
- To provide successful experiences that will help the student develop self-confidence and a better self-concept.
- To help students integrate into the regular classroom curriculum.
- To offer support to the classroom teachers when planning curriculum or classroom modifications/adaptations in order to encourage successful academic development.
- To help parents understand the needs of children with learning difficulties and offer suggestion for helping the student at home.
- To facilitate communication between parents and school.
- To monitor students who have been identified with special needs and provide their teachers with information and recommendations.
Students are enrolled into the Learning Resource program by referral through the Student Support Team.
Modifications for Learning Resource Students
Assignments / Content Modifications
- Reduce number of items to be answered in assignments
- Reduce number of concepts introduced at one time
- Provide instructional materials at lower grade level
- Reduce workload: E.g. assign fewer spelling or vocabulary words
- Assign less homework: E.g. only even or odd numbers in math
- Shorten assignments: E.g. write 3 paragraphs instead of 5
- Grade assignment more lenient by allowing fewer correct responses
- Do not penalize errors in writing mechanics or spelling (test concepts, not language)
Assessment Modifications
- Reduce number of items to be answered in tests
- Adapt tests to accommodate student needs: E.g. accept shorter answer to essay-type questions
- Follow written test with oral questions to ask student for clarifications and check understanding of concepts
- Allow fewer correct responses to demonstrate mastery on tests
- Do not penalize errors in writing mechanics or spelling (test concepts, not language)
- Allow alternative types of assessments for students who do not test well in writing: E.g. oral presentations, drama, film
Accommodations EAL & LR
CLASSROOM ACCOMMODATIONS
- Seat student near a positive role model
- Seat student near the teacher and/or near the board
- Assign a buddy (speaker of same native language)
- Stand near the student when giving directions, assigning HW, or presenting lessons
- Seat student in area free of distracting stimuli
- Use collaborative/cooperative groups
- Label materials and important elements in the classroom
- Make sure there is a subject level appropriate word wall (themed based, academic vocabulary, lesson, frequently used words/terminology)
ASSESSMENT ACCOMMODATIONS
- Provide extended time, multiple sessions, and frequent breaks during formal and informal assessments
- Administer assessments orally
- Allow the students to use his/her native language when clarifying meaning with an individual proficient in his/her language
- Read questions aloud to students when reading is not being assessed
- Give frequent quizzes rather than long exams
- Use close-ended responses; limiting open-ended responses
- Use rubrics
- Avoid word problems (testing concepts; NOT language)
- Allow open book test/exams
- Allow the use of bilingual dictionaries during tests
- Allow the use of calculators during tests
- Allow take-home tests
- Allow ample wait time after asking questions
- Translate quizzes and/or exams
- Use authentic or qualitative assessments (learning logs, peer assessments, self-assessments, checklists, portfolios, cloze, etc.)
- Use graphic organizers/ Thinking Maps as assessment tools
STANDARDIZED TESTING ACCOMMODATIONS
- New EAL students can be exempt from testing sessions. This decision needs to be made by the classroom teacher in coordination with the EAL department.
- New EAL students are allowed to take only the Math section of the test if language skills are not yet adequate.
- EAL and LR students are allowed to use dictionaries and calculators when testing in a separate environment as stipulated by the specific external test administration procedures
- Provide extended time, multiple sessions, and frequent breaks
- Allow testing in a separate environment
- Allow testing in smaller groups
- Read questions aloud to students when reading is not being assessed
- Explain word meaning when definitions or words in context are not being assessed
Luelle Wilson
LR / EAL
Email: wilsonl@isc.cw
Diana Melfor
EAL / LR / Reading Support
Email: melford@isc.cw
READING SUPPORT
General Information
The reading programs goal is to provide differentiated instruction to any student who needs additional support in the area of literacy. Effective reading intervention requires ongoing assessments to obtain present levels of performance concerning decoding skills, comprehension levels and fluency. As the reading Support teacher, I review the information and plan an instructional approach according to each child’s learning strengths and weaknesses. An integral part of any instruction is progress monitoring and data collection. If a particular approach is not working, then it is my responsibility to implement an alternative intervention, which will demonstrate growth. A well rounded literacy program addresses five core components on a regular basis. They are phonics, phonemic awareness, comprehension, vocabulary and reading fluency. With this in mind, various educational models and instructional approaches will be used to ensure student success.
An equally important aspect of supporting young readers is to provide resources and supplemental activities to parents and staff. Positive communication between the family and school personnel will only increase student achievement and motivation. Please feel free to contact me with any questions or concerns.
Reading Support Protocol
Identification and placement
The Reading Program is designed to provide a reading intervention for students who are not reading at grade level. The initial referral is made by the classroom teacher and then reviewed by the Student Support Team. If the team feels there is a need for further assessments, the Reading Support teacher will administer the appropriate standardized assessments. Once the evaluation is complete a meeting will be scheduled with the parents to discuss the results and a decision will be made as to whether or not reading support is necessary.
If it is decided that the Reading Support teacher will provide support, a schedule is made for the student. Consultation takes place between the classroom teacher and Reading Support teachert to design a schedule which is the least disruptive to the student’s learning with the homeroom teacher. Ideally a schedule is created where the student receives the support at the same time as the classroom has reading. The amount of time spent in the Reading Support program varies with the needs of the student. The Reading Support teacher provides support by either going into the student’s classroom, by pull-out to the reading room, or a combination of both.
Providing individualized instruction
The Reading Support teacher will create an individualized plan for the identified student after reviewing the assessment data and consulting with the classroom teacher. Various interventions and programs are implemented according to the student’s strengths and weaknesses. Progress is measured regularly and reported on quarterly. The Reading Support teacher and homeroom teacher collaborate to ensure consistency and generalization of learning.
Exiting Procedure
Once a student is performing at grade level, the Reading Support teacher will consider discontinuing services. The Reading Support teacher will take into consideration the exiting criteria which include consulting the classroom teacher, administering assessments and other indicators of reading performance. Students are only exited at the end of a quarter and parents will be informed.
SCHOOL COUNSELOR
General Information
The School Counselor’s goal is to help ISC’s students succeed academically, socially, behaviorally, and emotionally. This is achieved by working together with teachers, parents, and outside agencies to create a positive and supportive learning environment and strengthen the connections between home, school, and the community for students in grades K-12.
The School Counselor will provide school-wide interventions, conflict/problem resolutions, and overall support. Additionally, she will provide prevention instruction to promote a safe and respectful learning environment.
Furthermore, the School Counselor will support and communicate with Middle School students on a regular basis through the Advisory course designed to promote skills and attitudes that increase students’ social and academic success in their early adolescent years..
We encourage our community to have an open communication with their children and be supportive of the intervention and support process. We look forward to support you in your child’s formative years and help him/her become a well-rounded individual.
Check out the Virtual Calming Room for resources you can access from anywhere.
Doing What Matters in Times of Stress: An Illustrated Guide
A great resource suggested by the World Health Organization can be downloaded here:
Doing What Matters in Times of Stress: An Illustrated Guide
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COLLEGE COUNSELING
The College Counselor at The International School of Curaçao (ISC) plays a crucial role in guiding students through the college application process. As a key advisor, the counselor works closely with students to help them identify and apply to universities that align with their academic and personal aspirations. The counselor provides individualized support, offering insight into various college systems, requirements, and timelines. They also keep students informed about key updates in global higher education trends, including the latest changes in admissions processes and international standards.
In addition to personalized counseling, the College Counselor actively engages with college representatives from around the world. These connections allow ISC students to learn firsthand about a wide range of educational institutions, from top-tier universities in the United States and Europe to specialized programs in Canada, Asia, and beyond. By facilitating visits, virtual presentations, and workshops from these representatives, the counselor ensures that students are well-prepared and knowledgeable about their options. These partnerships also open doors for students, giving them access to valuable insights and potential networking opportunities.
The counselor is well-versed in the use of various application platforms, such as the Common App and Studielink, to assist students in their applications. Whether navigating the complexities of U.S. college admissions through the Common App or guiding students through the Dutch higher education system via Studielink, the counselor ensures students are equipped with the necessary tools and resources. This support extends to helping students prepare personal statements, manage deadlines, and submit complete and competitive applications to institutions worldwide.
If you would like more information about College Counseling at ISC or would like to schedule a meeting with the counselor please email Hannah Carson at carsonh@isc.cw.
Hannah Carson
IBDP Coordinator / Pamoja Site based Coordinator / English / TOK / College Counselor
Email: carsonh@isc.cw
Ulises Franco, MA
Middle and High School Principal / College Counselor
Email: francou@isc.cw
HEALTH CENTER
Message from the Nurse
The Health Center is located on the Elementary School side of campus and has a nurse on duty from 7:30 am to 2:00 pm each school day. Objectives for the Health Center include:
- To promote good physical and mental health
- To prevent illness
- To facilitate learning and improved school attendance
The Health Center offers first aid, medications, and advice on health matters to the ISC community. Please remember to inform the school nurse of any medical conditions which affect your child. Some examples of these include asthma, heart conditions, seizures, diabetes, and allergic reactions. Please be sure to fill out the Health History Form so we can better assist each student’s needs. If your child needs to take medications, please bring them with the prescription label on them to the Health Center along with the completed Medical Release Form.
Medication Procedure Release Form
Please download the form, fill it in and submit to the School Nurse.
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MEDIA CENTER
General Information
There are approximately 17,000 items in the library, which are fully catalogued using the Follett Destiny Library Management System, with an Opac link. While most books are in English, there is a Curacao collection, as well as books in Dutch, Spanish, and Chinese. There are also Story Collections, resources for parents and teachers, and a collection of audio books. Furthermore there is a growing online book selection. The library is subscribed to EBSCO – an online database where students and teachers can find articles, magazines, E-books, videos, journals, and much more.
Media Center opening hours:
7:30 am – 12:30 pm
1:00 pm – 2:00 pm
2:15 am – 3:30 pm
* Please note that the Media Center is closed on Wednesdays after 2:00.
Use of the Media Center after School
Dear Parents
In order to ensure the safety of our students at all times, please see important rules for the use of the Media Center after school:
- All Preschool to Grade 2 students who wish to use the Media Center after school must be accompanied by a parent or high school student, and be actively supervised, at all times.
- Students, who have an older sibling finishing later, who are in grades 3 to 5 may use the Media Center unaccompanied to do their homework or read quietly as long as they have been signed up to use the Media Center for study hall. These students must be collected by 3:25 P.M. They will be allowed to bring water bottles to drink while working. To sign up, simply email me at schoonena@isc.cw.
- Middle and High School students are welcome to use the Media Center at any time.
Media Center Rules
Please no food, gum, or drinks in the Media Center. Water is permitted at the study tables.
All school rules in regard to cell phones, dress code, etc…apply to the Media Center as well.
Excessive socialization, disrespect to others and general misuse of the Media Center resources will result in loss of privileges.
Computers are for schoolwork only-no games or social networking.
These rules are set to ensure that we provide the best care for your child. If you have any questions, concerns, or special circumstances that you need some extra help with, please do not hesitate to drop me an email or stop into the Media Center to chat.
