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Preschool and Lower Elementary

Bambolino 1, Bambolino 2, K3, K4, K5, 1th, 2th y 3th.

We work to achieve a harmonious development of all the dimensions of the person, his or her intelligence, willingness, and affectivity.

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middle

Upper Elementary and Middle School

Grades: 4th, 5th, 6th, 7th y 8th

Our Upper Elementary and Middle School (UEMS) section responds to the specific characteristics of the developmental stage where students go from being children to becoming adolescents.

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high

High School

Grades: 9th, 10th, 11th, and 12th

Being the oldest, the High School student has the commitment and duty to be a good role model; therefore, this is a priority. Our section aims to develop the tools…

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Integral Accompaniment

At Colegio Cumbres, one of our main objectives has been the stability and well-being of our students and their families, prioritizing an integral accompaniment, guiding their academic, psychological, and cultural activities throughout their learning process; listening to them and guiding them in their development, as well as emphasizing three key aspects: emotional, spiritual and social.

espiritual

Spiritual Accompaniment

Our school has a team of Heads of Christian Life, made up of priests and consecrated women with the mission of bringing the educational community to having a personal experience with Christ through the sacraments, dialogue and accompaniment, so that they can replicate said experience and impact and transform society.

The Integral Formation team is formed by:

3 Consecrated Women

4 Priests

2 Brothers

1 Deacon

Emotional Accompaniment

Our School has 3 Learning Specialists and 4 Counselors who serve the different sections of the School:

4 Counselors

3 Learning Specialist

To accompany the educational community, transcending families; our School has two profiles:

Counselors

Implement socio-affective programs and projects that promote the emotional health of the educational community.

Facilitate the articulation of the areas of Cumbres School to promote the integral support of the students.

Provide psychological support to students and their families, according to the needs that arise around emotional, social, and behavioral processes.

Establish accompaniment strategies for students, in conjunction with families, teachers and external professionals (when required).

The psychological approach is educational, around guidance and counseling, and not therapeutic processes.

split

Learning Specialist

Implement through proactive participation an Inclusive Education approach, by way of policies, practices, and culture generated with a psychopedagogical emphasis.

Promote the participation of all students in the teaching-learning process, bearing in mind their individual characteristics and learning styles.

Implement programs and projects that favor the inclusive education approach.

Promote the observation, detection and orientation of the individual characteristics, abilities, and talents of students in their learning process.

Provide psychopedagogical accompaniment to students and their families, according to the needs that arise around the teaching-learning process.

Establish accompaniment plans for students, in conjunction with families, teachers and external professionals (when required).

The psychopedagogical approach is educational, around guidance and accompaniment, and not therapeutic processes.

These are some of the outstanding programs of emotional accompaniment:

Formation programs:

Comprehensive prevention

Formation for Love

Vocational and professional orientation

School Inclusion

Student Attention

Formation plan for parents

Teacher training

Observation of new students

Personnel selection processes: teachers and administrators

social

Formative Accompaniment

Cumbres partakes of a very important role in formative discipline, which is borne by the Heads of School Life; they have the mission of leading the accompaniment of students and the educational community in a healthy cohabitation. Through programs, which promote the embodiment of Catholic values and virtues as the means to form character, imbue transforming leadership and instill a responsible exercise of freedom and will, they guarantee a formative discipline within a sage institutional environment.

Our School has 8 Heads of School Life who serve each section of the school:

Group directions

Integral accompaniment of families, students and teachers.

Creation and socialization of a formative tips memo and newsletter.

Formative activities for students: campaigns, retreats, field trips, First Holy Communion.

Virtues Program

Leadership and participation in the creation of the virtues project.

Support and accompaniment of institutional formative activities.

Healthy school coexistence campaigns.

Training and motivational program in formative discipline.

The team is composed of:

Preschool and Lower Elementary

3 People

Upper Elementary and Middle School

2 People

High School

2 People

Formation is a result, and simultaneously a gradual process; a path that lasts a lifetime. It requires advancing and going “higher”, than the spiritual, human, and social formation subjects of the curriculum. It seeks to exalt and value the effort of those students who work toward their experience in their daily lives, managing to combine all the facets of the formation that the School strives to sow in their hearts in their performance. The spiritual, human, intellectual and apostolic field, where their intellectual and spiritual development are united with their initiative and social commitment, creating leaders who participate in the development of disadvantaged social classes.