At GMS, our highest priority is creating a kind and loving environment where every child feels safe, respected, and valued. We believe that social-emotional growth is the foundation of all learning.

When children feel secure and supported, they are able to:

• Build trust in themselves and in others

• Develop resilience, confidence, and self regulation

• Fully engage in the academic and social opportunities around them

By focusing on the whole child mind, body, and heart we nurture not only capable learners, but also compassionate individuals who are inspired to become confident global citizens.

When we started Girasol Montessori, we knew we wanted to stay small. Our goal was never to become a big center, but to create a boutique Montessori school a warm, close-knit community where children, families, and staff truly know one another.

One of our families once described Girasol as “a hidden gem in the neighborhood,” and that’s exactly how we feel too. We take pride in being a place that feels personal and intentional, where every child is seen and valued for who they are.

In larger schools, it’s easy for children and teachers to become just another number. At Girasol, we notice the small moments, greet each child by name, and build real relationships that help them feel safe, confident, and connected.

We also understand that sending a child to school can feel like a big step, especially for working parents or families who worry about how their child will adjust. Our goal is to bring peace of mind to create a calm, loving space where children are cared for with intention and respect, and where parents feel supported every step of the way.

Everything we do at Girasol is intentional from how we prepare our classrooms to how we communicate with families. We want our community to feel like an extension of home, where trust, connection, and a shared sense of purpose guide every part of a child’s journey.

Children may join us starting at 33 months and remain through age 5 or 6. Families with summer birthdays sometimes choose to wait before transitioning to kindergarten, giving their child extra time for social and emotional growth.

Mixed-age classrooms are a key aspect of the Montessori environment. At GMS, children ages 3–6 learn together in the same community. This creates a natural and dynamic learning cycle where:

• Younger children are inspired by observing older classmates

• Older children develop leadership, empathy, and confidence by guiding younger peers

• Every child progresses at their own pace, free from the pressure of being rushed or the limitations of being held back

This intentional design nurtures independence, cooperation, and respect, while reflecting the way people learn and grow in real life.

Independence in Montessori doesn’t mean working alone in isolation. It means children are trusted to choose meaningful work and follow their own rhythm. Through this practice, they build concentration, responsibility, and confidence.

Absolutely. Socialization in Montessori is woven into the day, it just looks different than in traditional classrooms. Imagine an office: everyone has their own projects, yet they still chat, share meals, and collaborate. In the same way, our children:

• Work deeply on their chosen activities

• Share snack and lunchtime with friends

• Move freely, ask questions, and engage with classmates

This balance reflects real life, nurturing both focus and connection.

No, GMS is a bilingual program, not full immersion.

Here’s how it works:

• Academic lessons (reading, writing, math, and other core work) are in English

• Daily interactions greetings, songs, stories, and directions happen naturally in Spanish

This balance ensures children are well-prepared when they transition out of our program, while still gaining the gift of bilingual exposure.

Since there are limited Spanish immersion options available after preschool, a full immersion model could make the transition to English-based schools unnecessarily challenging. Our bilingual approach gives children the best of both worlds:

• Strong academic foundations in English

• Natural, joyful Spanish exposure woven into the day

• Confidence to meet and often exceed kindergarten readiness standards

Children gain exposure to Spanish through songs, greetings, stories, and conversation. While they may not leave fully fluent, they build a strong foundation, cultural awareness, and excitement for language learning that can last a lifetime.

GMS is open Monday through Friday, from 8:00 a.m. to 5:00 p.m. Children are always supervised during school hours.

• Half Day: 8:30 a.m. – 12:00 p.m.

• Full Day: 8:30 a.m. – 3:00 p.m.

• All Day: 8:00 a.m. – 5:00 p.m.

• For Half Day (8:30–12:00) and Full Day (8:30–3:00) programs, arrival is between 8:25–8:35 a.m.

• For All Day (8:00–5:00) children, arrival is anytime between 8:00–8:35 a.m.

Arriving within these windows allows children to settle peacefully and ensures the morning work cycle begins smoothly, without interruptions.

Yes. For children attending five or more hours daily, a rest period is required by state licensing regulations for this age group.

• Children rest quietly for 30 minutes

• If they do not fall asleep, they are invited to enjoy quiet activities

This pause in the day not only meets licensing requirements, but also gives children time to recharge, regulate, and process their learning.

• Families pack a healthy, balanced lunch (no candy or treats)

• GMS provides nut-free snacks that meet USDA standards

• If your child has allergies or dietary restrictions, snacks are provided from home

• Conferences take place twice a year for deeper conversations

• Teachers connect with families throughout the year as needed, no need to wait for conferences

We also use the Procare app as a hub for communication:

• Sending newsletters and school updates

• Sharing photos occasionally

• Messaging directly with staff

• Managing tuition and attendance

Finally, we love creating seasonal opportunities for families to connect, giving parents and children a chance to meet, celebrate together, and strengthen our supportive community.

It is very common and completely normal for children to experience some difficulty separating from their parents when they first start school. In fact, it is a healthy sign of the strong bond you’ve built with your child.

From a developmental perspective, learning to separate is an important step in building resilience and independence. Children also begin forming a trusting relationship with their teacher, who becomes another safe adult in their life.

The best way you can support your child is to:

• Offer a calm, confident goodbye children take cues from you

• Keep your goodbye brief lingering can increase anxiety

• Trust the process with consistency, children learn that school is safe and that parents always return

From the Montessori perspective, these moments of separation are not setbacks they are opportunities for your child to practice confidence, adaptability, and trust.

Montessori can be a wonderful fit for every child. The approach is designed to honor individuality, nurture independence, and support social-emotional growth at each child’s own pace.

At times, families explore Montessori when a child is experiencing behavioral challenges, hoping that “more freedom” will help. It’s important to know that Montessori is not anything goes.

Our classrooms are built on freedom within limits:

• Children are trusted with independence, but always within clear structure and expectations

• Guidance emphasizes respect, safety, and self-regulation

• Teachers partner with families to support children, though Montessori is not a replacement for professional behavioral intervention if one is needed

Families who value both independence and structure will find the greatest success and harmony in our community.

We see behavior as part of a child’s learning process. Our goal is to guide children with compassion, helping them build self-control, problem-solving skills, and respect for themselves, others, and the environment.

GMS staff use strategies like clear limits, natural consequences, redirection, and modeling positive behavior. Safety is always our priority.

In rare cases where a child’s behavior poses a serious risk to their own safety or the safety of others, parents may be called to pick up their child. If concerns persist without improvement, GMS may counsel withdrawal to protect the well-being of the community.

Our waitlist is not based on a strict “first come, first served” system. Instead, we look for families who are the best fit for our community and Montessori approach. We carefully consider readiness, timing, and whether GMS can meet the needs of the child and family.

Our classroom guides hold Montessori credentials from AMI (Association Montessori Internationale) or AMS (American Montessori Society). In addition, all staff members hold Early Childhood Development qualifications.

This ensures every adult in our school is well-prepared to support both the academic and social-emotional growth of your child.

1. Tour the school to see if it feels like the right fit

2. Application visit, where teachers gently observe your child’s readiness, independence, social maturity, and ability to follow directions

3. Acceptance comes with a welcome letter and clear next steps

4. Orientation/Phase-In Week to ease your child into school routines

Initial application and pre-enrollment fees are submitted only by check (either dropped off or mailed to the school).

All newly enrolled children take part in a required Orientation Phase-In Week. This gradual start is a key part of the Montessori approach, designed to help children feel secure, build trust with teachers, and adjust to routines at a pace that respects their readiness.

We understand this week may require extra planning for families, and we deeply appreciate your partnership. Skipping the Orientation Phase-In Week is not an option, as it is essential to helping your child begin their Montessori journey with trust and success.

Our program is designed for children who are fully toilet independent:

• Wearing cloth underwear (no pull-ups)

• Managing bathroom needs confidently

• Dressing themselves afterward

This independence supports safety, builds confidence, and allows learning to continue without interruption.

To complete enrollment, families must provide:

• A current Health Summary form signed by the child’s pediatrician

• Up-to-date Immunization Records

• The GMS Registration Form (provided by the school)

Documents are required by Minnesota state licensing and must be submitted before your child’s first day.

Yes. We require a security deposit equal to one month of tuition to secure enrollment. Details about how the deposit is applied and handled are outlined in the Tuition Contract Agreement and the Parent Handbook provided at the time of enrollment.

Each January, we begin the re-enrollment process for the following school year, which begins in August. Families confirm their child’s spot by completing re-enrollment documents.

This process allows us to:

• Plan staffing and classroom placements

• Offer available spaces to new families in a timely way

• Ensure a smooth transition into the next school year

For the most up-to-date tuition information, please contact us directly. We do not publish tuition on our website because rates may change, and we want families to always have the most accurate information.

• Tuition billing is managed through the Procare app

• Payments are due on the first of each month via ACH or check

• Initial enrollment fees are paid by check (dropped off or mailed to the school)

Tuition is based on your child’s reserved space in the program, not on daily attendance. For this reason, there are no discounts or refunds for:

• Family vacations

• Illness

• School closures (including holidays, weather closures, or other force majeure events)

This policy ensures consistency for staffing, classroom planning, and the stability of the school community.

Yes! GMS operates as a year-round program with scheduled closures. Each spring, we release the calendar for the upcoming school year so families can plan ahead.

Our scheduled closures include:

• Winter and spring breaks

• Staff professional development days

• National holidays

• Weather-related closings (snow days or other severe conditions)

• Any state-ordered closures

This year-round continuity allows children to stay comfortable and engaged in their routines without the long summer break that often disrupts learning. It helps them avoid the “re-adjustment period” each fall and instead continue making steady progress in the Montessori environment with confidence.

The well-being of our community is a priority. We follow Minnesota Department of Health and DHS guidelines, along with additional GMS policies to help reduce illness and protect children, families, and staff.