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Welcome to the 2024-2025 school year
Welcome to the 2024-2025 school year
The Student Support Services team is ready to support our students' needs and your needs this new and challenging school year.
Working together with students, families and teachers we can design and implement strategies to provide support to make sure learning is happening.
Our team this year:
Mr. Francisco Castro, Secondary School CounselorMs. Melissa Molina, Secondary Learning SpecialistMs. Marisela Arraiz, Elementary School Counselor Ms. Emma Belouche, Elementary Learning Specialist
Working together with students, families and teachers we can design and implement strategies to provide support to make sure learning is happening.
Our team this year:
Mr. Francisco Castro, Secondary School CounselorMs. Melissa Molina, Secondary Learning SpecialistMs. Marisela Arraiz, Elementary School Counselor Ms. Emma Belouche, Elementary Learning Specialist
Secondary School Counselor: Mr. Castro
Secondary School Counselor: Mr. Castro
Mr. Castro is dedicated to supporting your child's academic, social, emotional, college, and career development. He offers individual and group counseling tailored to student needs, while actively communicating with parents and teachers. Mr. Castro also leads school-wide strategies to enhance social and emotional health, addressing any risk factors. Additionally, he manages the College Counseling Program, guiding students through college selection, applications, and admissions.
Contact: fcastro@cicvalencia.org
Secondary Learning Specialist: Ms. Molina
Secondary Learning Specialist: Ms. Molina
Ms. Molina collaborates closely with students, parents, and teachers to develop and implement Individualized Education Plans (IEPs) and Individualized Support Plans (ISPs). She ensures accommodations are effective and adjusts them as necessary to meet each student's unique needs. Through strategic and timely interventions, Ms. Molina aims to enhance student capabilities, close achievement gaps, and encourage positive choices.
Contact: mmolina@cicvalencia.org
Elementary School Counselor: Ms. Arraiz
Elementary School Counselor: Ms. Arraiz
Ms. Arraiz focuses on the emotional and behavioral well-being of elementary students. She works with students, parents, and teachers to address issues such as motivation, relationship or social problems, and test anxiety. She also helps resolve behavioral concerns, including skipping class and irresponsibility, reported via the Elementary School Incident Report (ESIR).
Contact: marraiz@cicvalencia.org
Elementary Learning Specialist: Ms. Belouche
Elementary Learning Specialist: Ms. Belouche
Ms. Belouche works closely with students, parents, and teachers to develop and implement IEPs and ISPs for elementary students. She ensures that accommodations are tailored to support each student's needs and makes necessary adjustments to optimize their learning environment and success.
Contact: ebelouche@cicvalencia.org
What We Do
What We Do
As the Student Support Services Department we believe our primary purpose is to advocate for our students, because we believe education extends beyond the classroom and that our students learn best when positive relationships are present and fostered by all members of our school.
By establishing positive relationships, we make sure we are nurturing the student's social and emotional well-being, which can encourage the proper academic development of the student and success in school.
The Student Support Services department considers itself to be a critical component within our school, and the example our members set is integral to the academic, social, emotional and career progress of all students. For this purpose, we are committed to personal change and grow, not only in our students, but also in the members of our support department.
Journal.pdfChargers for Character
Chargers for Character
Values are the foundation for community living and relating to others. They are the conductor to our daily behavior. Values are part of our identity as people, and guide us to act at home, at school, at work or in any other area of our lives. Although values begin to be molded in the early years of a child and their foundation comes from home, everyone gives a proper sense. Using values is a personal decision. Everybody determines how to deal with different situations in life. As we already mentioned before that values come from home, here at CIC we emphasize them by providing to our students diverse programs that give positive reinforcements in many different ways.
In Elementary School we have a subject called “Chargers for Character.” It is a class taught once a week and is an interactive program where students participate, ask questions and are able to self-reflect in matters such as friendship, empathy, anti-bulling, making good choices, honesty, community involvement and others.
We also distinguish publicly every other Friday during the Elementary assembly, students that are putting into practice their values. This is the CIC STANDS UP! Nominations where we give colored bands that are divided into five different categories: random act of kindness, acts of inclusion, environmental kindness, standing up against bullying and the character value of the month. This character value of the month supports students promoting the campaign by spreading the message and taking initiatives.
Neuroplasticity.pdfCopy of What are ways of making your brain grow.pdfLife Skills
Life Skills
On the other hand we do not stop promoting values in Elementary school but we continue in the Secondary School, especially in Middle School by teaching a subject under the name of “Life Skills.” This is an 82 minute class that the students take once a week from 6th grade up to 8th grade. This course is taught by two counselors and focus on the following main areas of knowledge acquisition: study skills, character education, emotional, sexual and social education and group dynamics. Students have the opportunity to identify, reflect and find solutions to issues which are related to their growing process and which concern them throughout the year.
We understand that facing with the difficult task of educating children might appear doubts and fears in parents as well as teachers. The key to succeed is never to give up and be consistent, since the values are the essence of education.
For Parents/Para Padres
For Parents/Para Padres
Orientación para padres de 5to grado 2024-2025
Orientación para padres de 5to grado 2024-2025
_6th grade orientation for 5th grade parents 2024-2025.pdfOrientación para padres de 6to grado 2024-2025
Orientación para padres de 6to grado 2024-2025
Grade 6 Orientation 2024-2025.pptxOrientación para padres de 9no grado 2024-2025
Orientación para padres de 9no grado 2024-2025
Grade 9 Orientation 2024-2025.pptxOrientación para padres de 12vo grado 2024-2025
Orientación para padres de 12vo grado 2024-2025
Grade 12 Orientation 2024-2025.pptxOrientación para padres de 11vo grado 2024-2025
Orientación para padres de 11vo grado 2024-2025
Grade 11 Orientation 2024-2025 (1).pptxAP para Padres
AP para Padres
tu-hijo-y-ap-spanish.pdfInscribete en AP y distínguete de los demás
benefits-of-taking-ap-exams-spanish.pdfLos beneficios de presentar un examen AP
map-out-ap-journey-spanish.pdfPlanifique su camino al éxito con AP
maximizing-hard-work-spanish.pdfMaximizar su arduo trabajo
From 5th to 6th How will I make it?
From 5th to 6th How will I make it?
College Applications/Aplicaciones a la Universidad
College Applications/Aplicaciones a la Universidad
Five Top Programs in Europe.pdfFive Top Programs In Europe
Five Top Programs In Europe
Europe is becoming a popular destination for college students. With low costs and more opportunities, it's a wise choice. In the document you will find the top 5 programs taught in English.
Guide To International University Admission.pdfGuide to International Admissions
Guide to International Admissions
This guide includes information on the admission process all over the world.
You can provide structure in a number of ways that will help you and your child feel more comfortable. For example:
1) Establish a regular schedule for waking up, having meals, beginning schoolwork etc. Write down the daily schedule on a piece of paper or better yet a white board so that it is visible to all.2) Develop guidelines for the duration and type of screen time you would like your children to have. Of course, we might want to provide a bit more leeway for screen time when children are home-bound, but establishing some guidelines will help to keep the disagreements at bay.3) Create routines for meal preparation, school time etc. where a family member is responsible for each step4) Be sure to include a fun activity in the routine that children choose such as a game, putting on a play, or a family puzzle
Importantly, structure will be most effective when children have input into the guidelines, expectations, and routines. You can:
1) Hold a meeting where family members provide input into the expectations. Ask each member their opinion about the best period for schoolwork, screen time, chores etc. Establish the decisions together.2) Allow children some choice into their responsibilities and schedule.3) Ask children to provide feedback about how things went at the end of each day.
1) Establish a regular schedule for waking up, having meals, beginning schoolwork etc. Write down the daily schedule on a piece of paper or better yet a white board so that it is visible to all.2) Develop guidelines for the duration and type of screen time you would like your children to have. Of course, we might want to provide a bit more leeway for screen time when children are home-bound, but establishing some guidelines will help to keep the disagreements at bay.3) Create routines for meal preparation, school time etc. where a family member is responsible for each step4) Be sure to include a fun activity in the routine that children choose such as a game, putting on a play, or a family puzzle
Importantly, structure will be most effective when children have input into the guidelines, expectations, and routines. You can:
1) Hold a meeting where family members provide input into the expectations. Ask each member their opinion about the best period for schoolwork, screen time, chores etc. Establish the decisions together.2) Allow children some choice into their responsibilities and schedule.3) Ask children to provide feedback about how things went at the end of each day.
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