The Lincoln School Early Childhood Program is divided into three levels Pre-Kinder, Kinder and Preparatory. Using English as the primary language of instruction, students are exposed to an integrated curriculum that promotes the development of conceptual, motor, and perceptual skills. Students are encouraged to become responsible citizens as they develop social awareness, and problem solving strategies.
Various teaching strategies are used to address a variety of learning styles taking into consideration the student`s needs, interest and abilities. Centers are designed to integrate the curriculum in a creative way, develop higher order thinking skills, team work, and student self-regulation.
Lincoln Elementary School is focused on educating balanced students, providing them with a child centered innovative curriculum that meets different abilities, interests and needs. We foster the development of global citizens by providing them with a resourceful, caring, learning environment. As a community, we work together to instill a lifelong love for learning in all our students.
Project based learning encourages higher order thinking skills, innovation and creativity.
Students learn to think and find different solutions to problems through exploration, observation, description, and prediction. The curriculum provides students the opportunity to take actions that involve knowledge of the world and the appreciation of differences.
In order to adequately prepare students for a smooth transition into the IB Diploma Program, they are exposed to linguistic and trans-disciplinary concepts, skills, strategies and attitudes that are consistent with the learner profile. The core competencies include reflective practices: an ability to show initiative, critically evaluate one’s own work and the work of others, reflect on progress and set goals.
The Lincoln Middle School Philosophy
Education should focus on the mastery of an authentic skill set grounded in the development of critical thinking, written language, and computational expertise. Students must learn how to evaluate and interpret text, data, and other media in order to formulate logical conclusions. They must also develop the tools necessary to express their ideas in a fashion that lends credence to their developing expertise. This manifests itself in our inquiry-based classrooms through a focus on both content and disciplinary literacy skills in all curricular areas.
The arts and athletics are integral components of a well-rounded education. The arts foster creativity and engage our need to see the world beyond facts and figures. These benefits are not only relevant to the Arts, many studies show that students’ aptitudes in other academic subjects are raised when they are engaged in artistic expression and appreciation. Likewise, athletics provide students with an opportunity not only to develop an appreciation for the benefits of physical fitness but also to practice sportsmanship, problem solving, and teamwork. Again, research clearly demonstrates that athletic involvement positively impacts students’ academic progress and issues of self-esteem and positive decision-making.
To be most effective as educators, teachers and administrators must create an emotionally safe environment that is both interactive and collaborative. The research on this is clear. When students are encouraged to actively participate and collaborate, rather than passively listen, they develop problem-solving and critical thinking skills. The primary role of the teacher in an interactive, inquiry based classroom is to facilitate, not disseminate, whenever possible. Such an environment accommodates a variety of learning styles and encourages students to present their opinions while respecting the opinions of others.
The key to establishing a positive school culture is to develop a proactive system of support that emphasizes students’ successes. Effective educators understand that students learn more when they are encouraged to take academic risks and think creatively about solutions to “unsolvable” problems and seek answers to “unanswerable” questions. This attitude should extend to the faculty as well. A focus on solutions, rather than problems creates a culture of innovation.
By establishing a consistent set of behavioral norms and acknowledging positive behaviors educators can effectively maintain a school climate of high expectations and achievement. All people, Middle School students included, are motivated by a desire to feel successful. Knowing this, the key to managing behavior among our students is to understand their motivations and provide avenues of success that promote academic integrity and discipline. By promoting and acknowledging positive behaviors publicly we as educators can instill in our students an intrinsic sense of principled behavior. In this sense, mistakes are seen as learning opportunities, not failures.
Educators must, whenever possible, draw upon the input of all stakeholders. Proactive communication is the single best way to develop and keep the support of the community. Again, research tells us that students must always understand the goals they are striving to achieve, but this is not enough. Parents are a child’s most powerful advocate and they too have a right to understand both our ultimate vision of student success and the means by which we will achieve it. Ownership of the process and the results should be shared by all.
In order for a team approach to extend to the community it must first function as a foundational component of the school culture. Again, research leaves little doubt that students accomplish more, much more, when teachers work collaboratively. This collaboration should be strategic and overt. Teachers must work together to develop, assess, and revise curricular decisions. They must be willing to share their expertise and to call on that of others. They must seek opportunities to grow professionally and to support their peers in doing the same. Strong professional learning teams are a fundamental component of successful schools.
It’s about putting people first. Educational standards, initiatives, and programs are of little consequence if our most valuable resources, the teachers, are not appreciated. Teachers are professionals with whom we have entrusted our most precious assets, our children. They care about their students’ success, reflect on their practice, and work tirelessly to meet their academic, social, and emotional needs. We have world-class teachers and they provide a world-class education.
Finally, schools should be places of excitement and fun. All people, not just middle school students, learn more when they are happy. Schools should be a place that students look forward to attending. We want to hear laughter in the hallways and see smiles on students’ faces; this is achievable through an engaging curriculum, social programs, and positive attitudes among teachers, administrators, and parents.
High school is a special time. During these four years our students, our children, become the men and women that will lead our world. They gain the knowledge, understandings, and skills that they will need to be successful not just in college but in their careers and in life, regardless of where it takes them. For these reasons, it is our responsibility to provide for them the very best environment in which they can learn and thrive.
This does not mean that we make all things easy for our students. “Grit,” that ability to persevere in difficult situations and come out the other side stronger, is one of the most important skills our students learn in high school, and this ability is only developed in challenging situations. We support our students in their efforts and we celebrate their accomplishments, but we also allow them the freedom to learn the importance of setting goals and following through with them even when this entails difficulty and discomfort.
It is equally important that we make sure to prepare our students for their world, not the world of the past. For this reason, we provide a learning environment that emphasizes the 4 C’s: communication, collaboration, critical thinking, and creativity. At Lincoln, students are provided authentic learning experiences that are modeled on “real life” scenarios and expectations. They work together to address real issues facing our world, and they are expected to generate new and innovative ways of tackling complex issues.
Lincoln School has a highly challenging program of studies in a variety of subject areas including humanities, mathematics, sciences, physical education, technology and the arts. An integrated curriculum prepares students to meet university standards and to follow a variety of career paths. The program includes a focus on the student’s intellectual growth in the academic areas as well as instruction that promotes the student’s personal and social development. It is understood that Lincoln students will ultimately pursue entry into post-secondary institutions in Costa Rica, the United States, and other parts of the world. Our curriculum and instruction are focused on developing the skills, understandings, and knowledge necessary for students to find success regardless of their ultimate career path.
Lincoln School is authorized to offer three diplomas: the Costa Rican Bachiller en Educación Media diploma, the United States High School diploma, and the International Baccalaureate diploma. All three of the diploma programs contain a rigorous curriculum. Students who come to Lincoln from foreign countries at grade levels above 6th grade must have approval from the Costa Rican Ministry of Education before qualifying for the Costa Rican Bachillerato program. Parents and students with questions on this matter should consult the Director of the Counseling Department. Acceptance into a Costa Rican University requires the Costa Rican Bachillerato diploma.
The High School Curriculum Lincoln School offers its students a highly challenging program of studies in a variety of subject areas including Humanities, Mathematics, Sciences, and Fine Arts. Our curriculum is an integrated curriculum that includes technology and prepares students to meet university standards throughout the world and to follow a variety of career paths.
High School Program Lincoln School offers students the opportunity to graduate with the following diplomas: United States High School Diploma, Costa Rican Baccalaureate Diploma and International Baccalaureate Diploma. All three diploma programs contain a rigorous curriculum. The Costa Rican Baccalaureate Program automatically qualifies a student for the U.S. Diploma; however, a student may qualify for only the U.S. diploma if he/she meets the requirements and chooses not to take the Costa Rican Baccalaureate graduation examinations. The minimum requirement for graduation from Lincoln is the United States High School Diploma.
Language Arts English The English program promotes lifelong interest and appreciation of literature through exposure to numerous literary works and genres (classic and contemporary), critical writing for academic purposes and a near-native oral command of the language.
Language Arts French The student develops a command of the four linguistic skills of French communication: oral communication, written communication, listening comprehension, and reading comprehension. The cultural competency is also fostered as literary, geographical, and historical aspects of the French speaking community are also incorporated.
Language Arts Spanish The Spanish program is based on an integrated curriculum. It promotes oral and written communication and takes into consideration students’ knowledge to instill creativity and critical thinking in them. The Spanish curriculum follows and enriches the guidelines of the Ministry of Education and the International Baccalaureate.
Spanish as a Second Language the Spanish as a Second Language program provides students with opportunities for differentiated learning and for the development of the four main linguistic skills: reading, writing, speaking, and listening. In this course students are provided with elements that facilitate the immersion in the Costa Rican culture.
Costa Rican Bachillerato and U.S. High School Diplomas
The chart below outlines the program of study for students in the Costa Rican Bachillerato and U.S. High School diploma programs. A minimum of four high school credits in each of the core courses is required for graduation. All students are required to complete the following number of credits in each area:
|GRADE 9||GRADE 10||GRADE 11||Grade 12|
|Social Studies||1||Social Studies||1||Social Studies||1||Social Studies||1|
|PE / Fine Arts||1||PE / Advisory||.5|
|Total Credits||8||Total Credits||8||Total Credits||8||Total Credits||8|
The International Baccalaureate Program
The International Baccalaureate Program (IB) is sponsored and administered by the International Baccalaureate Organization, with headquarters in Geneva, Switzerland. The IB Program is offered to students in the final two years of secondary school. This is a rigorous program that provides students with the intellectual, social, and critical perspectives necessary for success in college and the adult world.
IB diploma graduates gain admission to selective universities throughout the world. Some colleges and universities may offer advanced standing or course credit to students with strong IB examination results.
While all Lincoln students are welcome to participate in the IB Diploma Program, it is recommended that students have an 85 average in both ninth and tenth grades in the subjects chosen. The full diploma requires students to select one subject from each of the six groups. Three of the six subjects selected should be in Higher Level. In addition, students must complete a Theory of Knowledge class, Extended Essay, and 150 hours of Creativity, Action, and Service activities (CAS).
The six IB groups and the courses within each group are the following:
Group 1: Literature and Language Study: English and Spanish courses in Literature or Language and Literature (including cultural topics).
Group 2: Language Acquisition: French B, Spanish B
Group 3: Individuals and Societies: History of the Americas, Business and Management, Economics, Social and Cultural Anthropology, Informational Technology in a Global Society.
Group 4: Experimental Sciences: Biology, Chemistry, Physics
Group 5: Mathematics: Mathematical Studies, Mathematics Standard Level, Mathematics Higher Level
Group 6: Arts and Electives: Visual Arts, Theatre, Arts, a third modern language, or a second choice from Groups 3 or 4
Creativity, Action and Service (CAS)
CAS is a required component of the IB Diploma. Students must complete a total of 150 hours of CAS projects over the two-year program in the pillars of creativity, action and service. Students are expected to complete a total of six projects—four projects in their junior year and two projects in their senior year. One project must have all three pillars. Completion of the projects will be noted on the student’s transcript for each semester in the program.
For more information about the IB Program, see the IBO web site: www.ibo.org, or more specific information can be seen on Lincoln School’s web page by clicking on the International Baccalaureate link.
Lincoln School College Counseling Department Mission
Lincoln School college counseling department aims to empower students and families to set and reach post-secondary educational goals based on student strengths, passions and talents. Counselors seek to provide a communicative environment where students and families can discuss, ask questions and learn. Engaging students frequently, helping them gain greater insight to who they are and discover viable options for life beyond Lincoln is the mission of the department.
The Lincoln School College Counseling Department is served by three highly qualified college counselors. The department provides group and individual services to students and families grades 9-12 on every aspect of the college process from career exploration to application assistance.
The Department can be reached at email@example.com or +506-2247-6600 ext. 698 and 216.
Monica Orlich, College Counseling Director
Georgetown University, BA
Instituto Ortega y Gasset Madrid, MA
Tracey Grimm, College Counselor
University of Virginia, BA, M.Ed
Marianne Scholl, Costa Rican Universities Counselor
Universidad Latina de Costa Rica, BA, MBA
Framingham State University, M.Ed.
Links: Important Sites for Lincoln Students and Parents
- www.connection.naviance.org/TLS – Naviance site sign in for all Lincoln school students and parents
- www.collegeboard.org – Registration for the SAT test but also a great source for researching colleges, careers and majors
- www.actstudent.org – Registration for the ACT test.
- www.ets.org/toefl – Registration for the TOEFL test
- www.IELTS.org – Registration for the IELTS exam
- www.commonapp.org – Registration for the Common Application, a universal application used mainly by US Universities but also some Canadian and British universities as well.
- www.ucas.com – Universal application for all UK universities as well as a search function for British universities