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Primary Program
Primary Program (For Pre-School Age Children)
Lupine Community Montessori Charter School’s primary program is a tuition-based program which guides the growth and development of the whole child. Montessori classrooms are designed to be uncluttered, self-contained environments that encourage investigation and creativity. The prepared Montessori environment, filled with beautiful hands-on learning materials, encourages students to grow in knowledge from the concrete to the abstract. We are proud to provide your child(ren) an opportunity for outstanding Montessori education in a safe, nurturing environment.
Primary program students will interact within the prepared classroom environment working at their own developmental learning pace, while adhering to principles of grace, courtesy, and respect for each other and learning materials. Both individual and group learning experiences are emphasized within the classroom using Montessori materials. Content learning includes social interaction, practical life, sensorial, language, math, botany, zoology, history, geography, music and art. These rich layered strands of curriculum build progressively as a student advances through the Montessori educational levels.
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For young children, there is something special about the tasks that an adult considers ordinary, such as washing dishes, paring vegetables, polishing shoes, etc. These activities are exciting to children because they allow them to imitate adults. Imitation is one of the strongest urges during the children’s early years and it is through this urge to imitate that children begin their first focus work.
The practical life area is designed to allow training in daily living skills, not only with attention to small hand muscles, coordination and lengthening concentrated work time, but also for promoting patience, orderliness and the love of focus work. This work gives the child instant success and prepares the child internally for the academic tasks that follow.
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The work in this area focuses on expanding the child’s awareness of learning using the five senses. The Sensorial Materials in the Montessori classroom help children distinguish, categorize, and relate new information to what they already know. Dr. Montessori believed that this process is the beginning of conscious knowledge. It is brought about by the intelligence working in a concentrated way with the impressions given by the senses. The Sensorial exercises, by their very nature, are preparation for all academic learning.
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Dr. Montessori demonstrated that if children have access to mathematical equipment in their early years, they can easily and joyfully assimilate many facts and skills of arithmetic. On the other hand, these same facts and skills may require long hours of drudgery and drill if they are introduced to them at a later age in an abstract form.
Dr. Montessori designed concrete mathematical materials after she observed that combining this equipment, separating it, sharing it, counting it, and comparing it, children can demonstrate the basic operations of mathematics. Operations can be performed with a variety of materials. This variety supports the children’s interest and provides opportunity for necessary repetition.
With these materials children gain a concrete understanding of mathematical concepts while they commit facts and tables to memory. This approach prepares and leads the children into the future abstract study of mathematics.
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Children experience sensorial exploration of plane and solid figures. They begin to recognize the names and basic shapes of plane and solid geometry and their relationships through manipulating by size, shape, and dimension. More advanced plane geometry includes the study of triangles, polygons, rectangles, and irregular forms.
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Before they enter the early childhood classroom, children have an understanding of language and its usage. Work in the Practical Life and Sensorial areas of the classroom refine the children’s auditory, oral, visual, and sensory motor skills, which are integral to the reading and writing process. In order to simplify the children’s first experience with
Once children begin to have success with decoding and encoding phonetic words, they are introduced to books and writing materials that further develop their skills and support an insatiable interest in reading and writing.
Individual presentation of language materials allows the teacher to take advantage of the children’s greatest periods of interest, individual readiness, and natural sensitivity for language development.
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The early childhood classroom offers children many opportunities to expand their knowledge of the world during the years when they are motivated by spontaneous interest. The large, colorful wooden puzzle maps introduce the children to the maps of continents, countries, and states.
At first, the children use the maps simply as a visual-motor exercise, and then later they learn the names of the pieces and places. As the children become more familiar with maps they are introduced to the concepts of land and water formations and weather and climate. A variety of hands-on activities help to reinforce these concepts.
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Montessori offers the children a concrete presentation of history by letting them work with timelines. Timelines are very long strips of paper that can be unrolled and stretched along the floor of the classroom. The line is marked off in segments that represent constructive periods of history.
As an introduction to the idea of history, the children begin by making a timeline of their own lives. A variety of materials and lessons are available for the children in the history area. Often these activities reflect the interest of the children and the historical events relative to the parts of the world they are studying.
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Proper nutrition information can create and reinforce lifelong eating habits that contribute to overall well-being and health. Cooking projects emphasize early exposure to a variety of healthy snacks and meals, and foods of various cultures.
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Curiosity is stimulated through natural specimens, discovery projects, and experiments. Children participate in activities that foster their sense of wonder and encourage them to question, experience, experiment, and draw their own conclusions. Beautiful sets of cards and puzzles introduce the plant, animal, and fungi kingdoms. Science and nature activities foster a love and appreciation for all living things.
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A multicultural perspective is brought to the classroom on a daily basis through respect for individuality and diversity. Children gain an awareness of the world by exploring countries through customs, food, music, climate, language, stories, and indigenous plants and animals. Children are allowed to explore world customs and religions from an objective, educational (non-practicing) perspective. This helps raise their awareness of people of the world and helps them gain understanding, tolerance, and compassion.
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Art projects are natural extensions of the early childhood classroom work. Children are also offered open-ended art activities that foster and encourage the great joy that can be found in creating something of their own. The children have the freedom to explore their imaginations in a variety of media used for expression.
The importance of the process is emphasized during this stage of development. Each preschool environment has an art area with different papers, drawing materials, and mediums including chalk, crayon, marker, watercolors, collage and clay. All of these projects reinforce and expand academic and artistic skills. Creativity is not curtailed by an imposed curriculum but rather complements the children’s sensory explorations with each medium.
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The children actively participate in singing and the use of un-pitched percussion instruments to foster an understanding of pitch, dynamics, and further elements of music study. The children are introduced to elements of drama using poetry and nursery rhymes, games, and role plays.
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Children go outside to play and work daily as weather permits (even when it’s raining!). We believe firmly that a child should be able to move as they feel the need.
Application and Enrollment
Enrollment in the primary program requires a family commitment for the academic year. As we are a school environment and not a day care facility, we do not offer limited enrollment for short periods of time (by month or by week). This allows our classes to remain consistent and grow as a group academically. All enrolled families are expected to maintain their commitment for the entire school year. Children may matriculate into the program throughout the fall for all incoming 2 ½ to 4-year-old children.
Once your application and fee have been received and a spot has been determined for your child, we will send an enrollment packet and parent handbook for completion and review prior to your child attending school. Enrollment into the Primary Program does not guarantee admission to the Charter School Kindergarten or Elementary Programs (with exception to siblings of currently enrolled charter students).
Please note that the application fee, materials fee, and tuition rates do not apply to Kindergarten students, who are part of our Public Charter School. Students wanting to enroll in Kindergarten must submit a charter school application and be selected through the lottery. Our Kindergarten program is full-time (the half-time option is only available to our primary program students).
Tutition
Full-Day Tuition is $12,464 (10 monthly payments* of $1,246 Sept-Jun) – 4 Day
Half-Day Tuition is $10,043 (10 monthly payments* of $1,004 Sept-Jun) -- 4 Day
Deposit
Due to limited space available, a $500 deposit is required for all applicants who are accepted to the program. The full deposit is refundable within 30 days of receipt. The deposit must be paid within 14 days of application being approved and will be applied towards tuition.
Tuition Payments
The yearly tuition can be paid in one or ten installments, for your convenience. This schedule is for the academic year commencing in September and ending in June. For those paying in one installment, we will waive the $300 materials fee. Families with multiple tuition paying children are eligible for an additional 10% discount.
The ten equal monthly installments are due regardless of the actual days in any particular month or days/hours in actual attendance and are due on the first day of each month. Please consider holidays and weekends as you send in your payments.
FAQ
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The Primary Program is a fee-based program affiliated with Lupine Community Montessori Charter School (LCMCS). Enrollment is open to children ages 2 ½ yrs. to 4 yrs. (who are fully potty trained). The program provides a quality Montessori early childhood education. This is also a natural path of progression for students interested in pursuing Montessori for elementary (grades 1-6) and adolescent (grades 7-8). The following link provides insight into what a morning looks like for our youngest students: Montessori Morning -
LCMCS is a charter school sponsored by the Gresham-Barlow School District (GBSD). Since a public charter school begins at the kindergarten level, it necessitates that the younger children need a fee-based program. Our Primary Program is a not-for-profit 501c3 organization, and tuition is charged based on the current preschool rates. -
Tuition
Full-Day Tuition is $12,464 (10 monthly payments* of $1,246 Sept-Jun)
Half-Day Tuition is $10,043 (10 monthly payments* of $1,004 Sept-Jun)
Hours
Full-Day is 8:00 AM to 3:30 PM Monday through Friday
Half-Day is 8:00 AM to 12:00 PM Monday through Thursday
After-School Care is 3:30 PM to 5:30PM Monday through Friday (Fee Required)
Enrollment
We are now accepting children into the Primary Program. A $500 deposit is required for all applicants accepted to the program.
Fees
If you pay tuition, there is a resource fee of $300 due at the beginning of each year. This will be applied to your tuition total.
Note: Primary Program tuition is based on a full school year (Sept-Jun), if you elect to make monthly payments, this is offered as a courtesy. However, there is no “refund” or “pro-rating” for months where your child may not attend an entire month, week, etc. (Example: December typically has only 2 weeks that school is in session due to the winter break.)
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If you are interested in our program, please email enrollment@lcmcs.org and a staff member will contact you about the program and what openings are available. Once your child has been admitted to the Primary Program, you will be provided an enrollment questionnaire to provide information about your child so that we can ensure correct placement and staff are ready to best support them.
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While the Primary Program follows a traditional “school year” of September to June, the students follow a gradual entry schedule before the first week of school so that we can give more attention to each child. Therefore, your child will “visit” for a few days as part of their gradual entry. The first day of school is typically the Monday after Labor Day. The week before Labor Day, you will be given the opportunity to have your child visit the classroom, meet their guide, and bring the items they will leave at school (see list in the next section). -
Please bring the items listed below for your child’s first visit. It can be a wonderful experience for your child to be involved in choosing the items below with you! Please permanently label all items with your child’s name. Please note: all items are to be character/media-free and left at school:
- A pair of non-skid, rubber-soled, tennis shoes to be worn indoors and for gym time. (please no slippers or flip-flops).
- A pair of waterproof rain boots, waterproof rain pants and rain coat your child can manage independently.
- A complete change of clothes including socks and underwear (please place these in a gallon sized Ziplock back with your child’s name clearly & permanently marked on the clothing and the bag).
- A sweatshirt or sweater
- A small, porcelain or ceramic, child-sized mug, with child’s name permanently marked
- Please note: no backpacks - our cubby space is very limited.
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Your child must feel confident and comfortable using the bathroom independently. We understand accidents happen; however, our school is not able to accommodate the use of pull-ups or frequent accidents unless specified by a documented medical condition. Your child must be fully toilet trained and this includes during rest time.
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Montessori Guides are experts at assisting children in finding their own strengths and capabilities through the use of developmentally appropriate lessons and enticing, self-correcting materials. Guides are specially trained in child development and determining what each child needs through careful observation. Guides are trained in both Montessori curriculum and philosophy to ensure the most authentic Montessori experience for your child.
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Before school starts, there will be opportunities to meet with school administration and have your child visit with their classmates and guide. A New Family Orientation for parent/caretaker will be offered on the Thursday after Labor Day at 6:00 p.m. Parent and teacher conferences are scheduled for October and March, with dates and sign-ups to be announced. However, you may request a time to meet with your child’s teacher throughout the school year. Parents are encouraged to observe their child and the classroom at work – these opportunities typically begin after the Thanksgiving Holidays. Families of the Primary Program are expected to attend parent education nights and other events hosted by LCMCS.
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In broad strokes, a day includes:
- Arrival
- Uninterrupted Work Period – may include snack preparation and eating
- Time Outside
- Dismissal (for half day students)
- Quiet/Rest time (if applicable)
- Lunch
- Afternoon Work Period
- Dismissal (for full day students)
- After-care (optional for a fee)
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Half-day students will enjoy lunch at home. Full-day children have lunch in the classroom with their peers:
- Family style, with children eating together in small groups
- Lunches brought from home or ordered through school
- Tables are set with placemats, napkins, plates, glasses, silverware
- Food is served on plates, drinks poured into glasses
- Emphasis is placed on table manners and courtesies
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Since our program is a Charter School and our early childhood program is licensed under a Charter School, we do not provide SpEd services for IEP’s and IFSP’s. SpEd services are provided by Gresham-Barlow School District (IEP’s) or Multnomah Early Childhood Program (IFSP’s), and can be received at school if appropriate . If you child has an IEP or IFSP, it’s important that a meeting is arranged with the classroom staff and service providers as soon as possible.
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Families would need to provide an ABA support person through private insurance should one be required. We are unable to provide 1:1 support for a student who has an IEP or IFSP.
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A parent may stay close by, and we will call you if a child remains upset for an extended period (15+ minutes). However, it is vital to minimize adult presence in the classroom space to facilitate the child’s independent interaction with the environment.
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The norm for Montessori education is for classrooms to have a three-year age span. This allows an entering child to remain with the same class/teacher/peer group for three years. Much peer learning takes place between and within the age groups, and children progress at their own rate.
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There are many misconceptions about Montessori learning. It is not a play-based learning environment. It is a methodology that encourages children to be independent agents. The emphasis on independent action allows for a great deal of individuality and a wide range of personalities. The Montessori learning method supports independence, freedom of movement, concrete, sensorial exploration, concentration, establishing community, and peace education. An excellent book recommendation to learn more about Montessori in general is “Montessori and Early Childhood” by Susan Feez.