Our curriculum is designed to provide developmentally appropriate, culturally sensitive experiences for children. At La Escuelita we begin with the understanding that young children:
learn multiple languages best at an early age.
learn through independent play, real-life experience and teacher directed activity.
respond well to caring and attentive adults.
feel secure when there is structure and predictability to their day.
A virtual family meeting will be scheduled once an application is received. The family meeting provides an opportunity for us to get to know your family better, to discuss what you are looking for in a school, to talk about the program options for your child’s age, and to answer any questions you have. The Family Meeting also includes a virtual tour of the school. Children are welcome to join to the family meeting, but they are not assessed during the meeting or at any other point in the admissions process.
As a not-for-profit, La Escuelita relies on tuition as its primary source of revenue. Tuition is set annually by the Board of Directors and represents the cost of operating the school, including rent, teacher salaries, benefits, and supplies. Tuition is all-inclusive. There are no field trip fees or other additional costs involved. Typically, a deposit is paid at the time of placement acceptance with the reminder of the tuition paid in four installments throughout the summer and fall.
Tuition for the 2023-24 school year is as follows.
| Rojo and Amarillo Classrooms - Ages 2.0-3.5 | |
| 2 Day Mornings | $10,040 |
| 3 Day Mornings | $15,030 |
| 5 Day Mornings | $25,070 |
| Full Day | $32,120 |
| Extended Day | $35,730 |
Azul and Anaranjado Classrooms - Ages 3.0-4.5 | |
| 5 Day Mornings | $25,070 |
| Full Day | $32,120 |
| Extended Day | $35,730 |
| 3 Day Afternoons | $14,450 |
| Verde Classroom - Ages 3.7-5.4 | |
| Full Day | $32,120 |
| Extended Day | $35,730 |
Approximately 25% of La Escuelita families receive tuition reduction. This percentage has been consistent since the opening of the school and represents a community effort to include families from a broad range of incomes and backgrounds. Tuition reduction allocation is based on need and the availability of funds. For some families, tuition reduction allows payments to be spread out over the course of the year; for other families, the overall amount of tuition is reduced according to income and assets.
The deadline for Tuition Reduction applications is
Thursday, December 1, 2022.
Early Decision
Applications Due: Thursday, December 1, 2022
Notification Date: No later than Wednesday, January 11, 2023
Parent Reply Date: 5 business days from notification and no later than noon on
Wednesday, January 18, 2023
Regular Notification
Applications Due: Thursday, January 12, 2023
Notification Date: Thursday, March 2, 2023
Parent Reply Date: No later than noon on Thursday, March 9, 2023
Rolling Notification
After January 7th, applications are still accepted on a rolling basis.
No, not at all! Teachers are very adept at including English dominant children into classroom play and activities, and every classroom has a mix of children from monolingual English and Spanish to students who come from bilingual (or trilingual or quadrilingual!) families.
We are a family-oriented school. Siblings have first priority for admissions and are offered placement before non-siblings. However, every year there are open places in every class for new families, and we welcome and value new members of the community.
We believe, and research has shown, that a dual language, developmentally appropriate preschool education can benefit all children. There is no need for an assessment at the time of application, only a willingness on the part of the family to support bilingualism.
However, based on discussions during family meetings or observations during the first few weeks of class, it occasionally becomes clear that a child may benefit from outside specialist services. In those instances, we assist families in finding those services.
This is a conversation to have with the Educational Director during your family meeting. Some 2 year olds are eager to be in a social environment every day, while others benefit from a slower transition from a home to school setting.
Of course! La Escuelita recognizes that not every family is ready to commit to a dual language preschool before hearing from all their options. While many seats are filled by those families choosing Early Notification, in previous years there have been spaces for families applying through Regular Notification.
Both classes cover the same curriculum, use the same themes, and have the same teachers. However, the afternoon classes tend towards slightly older 3s in the 3/4s. In addition, mornings are stressful for many families, and some parents appreciate a more leisurely start to their day. Other families prefer the three day per week afternoon schedule, while the five day morning schedule offers more consistency and Spanish language exposure.
To facilitate separation, our teachers visit each student at their home before the school year begins. By meeting your child in their most familiar environment, teachers make their initial connection when a child is comfortable and supported. Teachers introduce themselves to the student, leading him/her in an individual piece of an art project which will later decorate the classroom door, greeting children on their first day of school.
When the school year begins, some children move to new situations easily and others need a more gradual approach. Caregivers should be available as the child is learning to separate. Your child’s teacher will guide your family through the process. There is no set timetable, as some children are ready to separate on the first day, while others need a week or two to settle into their new environment.
Arrival- Children are greeted by a teacher, put away their belongings and find an activity. As children become older, they take responsibility for completing the arrival routine independently.
Centers- Children have the choice of working with blocks, art materials, dramatic play, woodworking, manipulatives, science materials, sand, water, music or books, or participating in teacher-led activities such as cooking.
Circle Time- Children gather to sing songs, read stories, and participate in group discussions and lessons.
Yoga, Dance, Soccer or Movement- Children are guided through activities to help develop balance, coordination, strength and flexibility.
Music- Children explore activities to help develop rhythm, pitch, tone and an appreciation for music and dance.
Snack- Children gather together for snack, stories, and conversation. Opportunities for lessons in math, science, or other subjects are incorporated into snack time.
Outdoor Time- Children play at a local park when weather allows.
Lunch- Children eat lunch, which they bring from home, and enjoy conversation with their friends. Opportunities for lessons in math, science, or other subjects are incorporated into lunchtime.
Rest Time- Students sleep or rest for a short time in the afternoon. Those students that do not sleep can look at books and then the participate in a small group activity.
Small Groups- Small group times provide opportunities for teacher-led instruction in literacy, math, social studies, science and other subjects.
Some children move to new situations easily andothers need a more gradual approach. The
child’steacher works with families to guide them
through the process. Caregivers should be prepared to be available as the child is learning to separate. To facilitate separation, the teacher will visit each child at home before school begins.
The 2s and 2/3s classes have a maximum of 11 children with one Head Teacher and two Assistant Teachers; the adult/child ratio is 1:3.
The 3s and 3/4s classes have a maximum of 16 children with one Head Teacher and two Assistant Teachers; the adult/child ratio is 1:5.
The 4s class has a maximum of 21 children with one Head Teacher and two Assistant Teachers; the adult/child ratio is 1:7.
Children’s progress is documented bi-annually through teacher observations in the following areas: communication skills, gross motor development, fine motor development, socialization, independent use of the classroom space, learning style, and for older children, academic skills. The results of this documentation are shared with parents. There are two parent-teacher conferences during the year.
Literacy and math skills are an important part of all of the classrooms but especially in the 3s, 3/4s and 4s classes. Literacy activities include looking at books and noticing the print, dictating stories, learning rhymes and chants, alphabet recognition, finding one's own name, reading basic sight words, and applying letter-sound skills to decoding words. As phonological awareness is one of the best predictors of reading ability, children engage in various activities everyday to enhance their ability to understand and manipulate the sounds of both English and Spanish. To develop mathematical thinking, activities such as looking at the daily calendar, noticing and creating patterns, sorting, sequencing, and counting take place daily. Opportunities for more advanced skills in all areas are provided for children who are ready.
A fundamental goal of La Escuelita is to help parents of all backgrounds, family compositions, and work schedules find ways to be included in their child’s school life. Examples include serving as a trip escort, visiting the class to share a special story or celebration, or providing photographs of a family trip to be shared. Parents are always welcome in the classroom. La Escuelita sponsors several social events throughout the year for families, both during school hours and in the evenings, such as the Carnaval celebration, Family Picnics, and events to conclude the classroom unit of study.
Teachers work with families to find the best methods of communication. Parent teacher conferences are held twice each year with additional conferences upon request. Other forms of communication throughout the year include written notes, telephone conversations, e-mail, or after hours visits.
To maintain Spanish and English language skills, both languages should be incorporated into the child’s home life as much as possible. Parents are provided with strategies for incorporating both languages, even if they do not speak both of the languages.