Booster Club

Parents/guardians can become a part of the La Academia Booster Club, which goal is to support the efforts of the school activities of La Academia. To meet that goal, the La Academia Booster Club will fundraise and promote school activities. If you are interested in becoming involved, please contact emailing

Volunteer Opportunities

Please contact the Main Office at (302) 351-8200 for volunteer opportunities.

School Hours

Regular Office Hours:
Monday – Friday (8:00am – 4:00pm)

Summer Office Hours:
Monday – Thursday (9:00 am – 2:30pm)
Friday – Closed

Important Information Regarding School Hours and Activities/Services

-Listed below is information specific to the typical types of weather delays:

  • 1 Hour Delay
  • 8:50AM – Main Office opens.
  • 9:20AM – School opens and breakfast available for students.
  • 2 Hour Delay
  • 9:50AM – Main Office opens.
  • 10:20AM – School opens and no breakfast is available for students.

-Listed below is information specific to an Early Dismissal:

  • No After Care. Students must be picked up or sent home on the bus.
  • Offices will close and activities/services will be cancelled.

-Listed below is information specific to School Closing:

  • Offices are closed and no activities/services available.

Bus Arrival/ Parent Drop Off: 8:20am – 8:45am

Later Arrivals: Students arriving after 8:45am must be dropped off at the Main Office and will be marked tardy.

Early Dismissal: If you would like to request an early dismissal for your child you must pick your child up in the Main Office no later than 2:00pm.

Dismissal Begins: 3:15pm   /   Dismissal Ends: 3:45pm

*Parent will be charged a late fee of a $1 per minute.
** In the afternoon, if parents are not at the student’s bus stop the child will be returned to school and a $15.00 fee will be charged.
Dismissal Changes:  Requests for dismissal changes must be made by writing a note to the Main Office or emailing no later than 12:00pm. After 12:00pm no more dismissal changes will be honored.

Come Visit Us

Come Visit Us


School Day Tours are by appointment only.  We try our best to schedule a time convenient to the family, but encourage tours during the morning hours of 9:00 and 11:00 A.M. or afternoons between 1:00 – 2:00 P.M. Please call us at (302) 351-8200 ext. 125 to schedule or click here to schedule it.

During your visit, you will get a personalized tour of the campus grounds and answers to all of your most pressing questions. Our goal is to equip you with all the knowledge you need to make an informed decision for your child’s education.

Application Support

Application Support

If you have limited Internet Access, please call the Director of Admissions at (302) 351-8200 Ext. 123 to schedule an appointment for support in filling out your online School Choice application.

To be included in the lottery, applications must be received within the Choice Open Application Period. Please note the Choice Open Application Period is from Monday, November 4, 2019 @8am to Wednesday, January 8, 2020 @11:59pm.

** Academia Antonia Alonso will continue to accept applications after January 8, 2020 to fill remaining slots. All applications received after January 19, 2020 at 11:59pm will be placed on the waiting list in the order in which the electronic application was received. Kindergarten applications can be submitted until the first day of school.

How to Apply

How to Apply

All applications must be submitted online. provides you with a central location to submit a Choice application for participating Public School Districts and Charter Schools in Delaware. allows you to apply to the school of your choice, edit your existing application(s) as needed and monitor the status of your application(s) throughout the Choice process. To apply, please visit

Online Choice Application Opens Monday, November 4, 2019 8:00am
Online Choice Application Closes Wednesday, January 8, 2020 11:59pm
District/School Parent Notification Tuesday, February 29, 2020
Parent Notify District/School Friday, March 20, 2020
  • Applications must be received within the Choice Open Application Period to be included in the lottery (The Choice Open Application Period is from November 4, 2019 @8am to January 8, 2020  @11:59pm).
  • If you have limited Internet Access, you can visit our school (between 9am-12pm and 2pm-4pm Monday-Friday) to use one of our computers and to get help submitting your online application.
  • Students who were placed in the wait list last year must re-apply to be considered for school year 2020-2021 .
  • A separate application is required for each student who is applying.
  • All Kindergarten applicants must be 5 (five) years old on or before August 31, 2020 to be eligible to attend Kindergarten during school year 2020-2021.
  • It is important to maintain accurate contact information, including home address, email address and phone number to ensure that the school can communicate with you. It is your responsibility to ensure your contact information is accurate and updated as needed.
  • When logged in, you can edit and/or withdraw an application at any time until the application closes or the school makes an invitation decision.
  • Email notification will be sent from when your application has been received.
  • If you do not receive an application confirmation email, check your spam/junk folder or contact us by email

We recommend coming to our Open Houses or schedule a tour to receive guidance in all of the registration process.

Open House Dates

  • October 24 5:00pm-7:00pm
  • October 26 10:00am-12:00pm
  • November 6 12:00pm-6:30pm
  • November 16 10:00am-12:00pm
  • December 5 5:00pm-7:00pm
  • December 14 10:00am-12:00pm

** Academia Antonia Alonso will continue to accept applications after January 9, 2020 to fill remaining availability. All applications received after January 9, 2020 (11:59pm) will be placed on the wait list in the order that the electronic application was received. Kindergarten applications can be submitted until the first day of school.

Schedule a Tour

Name / Nombre *

Tour Date Request / Solicitud de fecha de viaje

Email *

Phone / Teléfono *

Name of child who is applying for enrollment at LAAA / Nombre del niño que está solicitando la inscripción en LAAA



La Academia community works to develop a culture of respect and collaboration based on our UNIDOS character traits (Unity-Never give up-Integrity-Discovery-Ownership-Self- discipline). Academia’s Responsive Classroom system explicitly provides necessary school- wide procedures, rules, expectations, consequences, and norms that help students become owners of their own learning and more self-directed in their behavior. UNIDOS is 

UNITY: “In Unity there is Strength”.

  • Helping someone
  • Collaborating with others
  • Being respectful even when we have differences
  • Being patient with one another
  • Being kind to your peer
  • Having empathy and putting yourself in someone else’s shoes
  • Being generous and giving others the benefit of the doubt

NEVER GIVE UP: “Courage doesn’t always roar. Sometimes courage is the quiet voice at the end of the day saying ‘I will try again tomorrow.

  • Being courageous and taking Risks
  • Struggling and being brave enough to keep trying
  • Using creative strategies to overcome obstacles
  • Saying “I Can” in spite of feeling like “I Can’t”
  • Staying focused, positive and strong when things get tough

INTEGRITY: “Integrity is doing the right thing, even when no one is watching”

  • Being honest
  • Doing something when no one has asked, because it is the right thing to do.
  • Taking responsibility for the team when someone else has dropped the ball
  • Owning your mistakes while asking for help or self-correcting.
  • Instead of blaming others when something fails, get in there and help make it right

DISCOVERY: “The real voyage of discovery is not in seeking new landscapes but in having new eyes”.  Marcel Proust

  • Entering each day with a sense of Openness, Curiosity and Wonder
  • Noticing everyday things in a way you that you have never seen it before
  • Seeking Creative ways to overcome obstacles
  • Taking what you learn and applying it to new problems and situations
  • Inquiry and Questioning
  • Observation using past Knowledge and Reasoning to acquire a new understanding

OWNERSHIP: “I own my words, thoughts, actions.  I don’t own your reaction to them.

I don’t own your words. thoughts, actions. I do own my reaction to them.

  • Accepting responsibility for oneself and for one another
  • Creating space for mistakes and owning them
  • Investment in learning, teaching and leadership
  • Developing self- awareness
  • Engaging in self discovery
  • Being mindful and intentional about what we say and what we do
  • Self -reflection and making choices from a place of self- awareness

SELF DISCIPLINE: “Self -discipline is the bridge between goals and accomplishments”, Jim Rohn

  • Practicing self-regulation to promote a healthy and safe environment
  • Making positive choices regardless
  • Thinking first and then acting
  • Breaking goals into smaller parts
  • Following through
  • Persistence in Action
  • Practice of self-care

STORY OF UBUNTU in South Africa-

In certain regions of South Africa, when someone does something wrong, he is taken to the center of the village and surrounded by his tribe for two days while they speak of all the good he has done.  They believe each person is good, yet sometimes we make mistakes, which is really a cry for help.  They unite in this ritual to encourage the person to reconnect with his true nature.  The belief is that unity and affirmation have more power to change behavior than shame and punishment.  This is known as Ubuntu –humanity towards others.

The Story of Ubuntu is why at Academia Antonia Alonso; we believe in the power of community.  At La Academia, we believe in reflecting on our mistakes with the help of teachers, classmates, and community partners; they learn new skills to make better choices the next time; and they are affirmed by the community so that they know and feel that we believe in them and their goodness.

Academia Antonia Alonso is committed to building a safe, authentic community that is able to restore justice and make amends when a member of that community violates or harms the community’s relationship.

In the process of building our community and establishing our school’s culture, suspension is a consequence that could be used as a last resource. When used, it is used to strengthen the emotional safety of our community and deal with the roots of the behavior problems from different perspectives.

Requiring students to participate in the community takes on various meanings. First, they must do their best to practice its values in word and deed. Second, they commit to engage in restorative processes if they have harmed the community or been harmed by another member. There is a reciprocal principle implied here: We will keep you safe, but in return you have to show up as a full participant.


The Student Support Team at Academia Antonia Alonso

La Academia’s approach to student success has evolved as the academic community has learned from student outcomes since the conception of Academia Antonia Alonso.  Beginning during the 2017-2018 school year, the Student Support Team became more strategic, structured and more diversified; now including a Psychologist, School Counselor, Dean of School Culture and Climate, Assistant Dean of School Culture and Climate, Educational Diagnostician, Instructional Coach, a Family Crisis Therapist, and support from doctoral externs. Through the intentional implementation of a school wide behavioral intervention system created through the lens of compassion and trauma informed, the Student Support Team will continue to work to support Academia students as they create their version of success both in and out of the classroom.

The following is a written declaration of our principles and intentions as members of the Student Support Team at Academia Antonia Alonso.  These principles will fill us with a sense of purpose and will help us focus our commitment and dedication to the children, parents and teachers of Academia.

Student Support Team: A MANIFESTO

The members of the Student Support Team are passionate advocates for the children, parents and teachers at Academia Antonia Alonso.   We are a collaborative and committed group of professionals who are organized and operate with integrity, respect and kindness.  We work as a cohesive, balanced unit with a growth mindset to ensure and inspire joyful, confident learners. We see problems as opportunities for growth and implement diverse approaches to problem solving.   We are committed to creating efficient and effective structures and supports to meet the needs of our children, parents and teachers. Our decisions are firmly grounded in the school’s mission, vision and core values.  The path for each of us begins now as we commit to live by these principles each and every day.

The Pillars of Academia Antonia Alonso

La Academia’s school community strives to live the UNIDOS values each and every day. The culture, mission, and vision are built around and grounded in our four Pillars. Academia Antonia Alonso acts as a Compassionate School utilizing a Responsive Classroom approach. School discipline is centered around Restorative Justice to encourage reflection and unconditional acceptance in the community. La Academia seeks to equip students with the socio- emotional skills to become agents of positive change in the local, national, and global community through Mindfulness.

Compassionate Schools

Academia Antonia Alonso is part of Delaware’s School District Learning Collaborative, which is a group of schools who are actively engaged in implementing the Trauma-Informed Compassionate Schools Model. This Collaborative meets quarterly to discuss implementation, share effective strategies and success stories, and promote the overall concept of being a Compassionate School. La Academia has a Compassionate Schools committee (made up of Deans, a School Counselor, and two Teachers) that work to bring these ideas into our culture and climate.

The Compassionate Schools model benefits all students but focuses on students whom are chronically exposed to stress and trauma in their lives. Our goal is to create compassionate classrooms that fosters a compassionate attitude amongst all staff. By educating our staff to become trauma sensitive, it is our hope to create a supporting, healthy climate and culture at La Academia where students can engage in learning because they feel safe and cared for.
Implementing the Compassionate Schools model encourages students to have a positive connection with staff members, based on mutual respect. We all work together to provide a safe and welcoming environment where students can practice team building as well as developing their individual strengths. All La Academia staff strive to get to know and understand our students so that we can support their development in academics, social skills, and emotional regulation.

The Delaware Positive Behavior Support Project is sponsored by the University of Delaware, College of Education and Human Development. This initiative is based on the concepts of multi-tiered systems of behavior support and promotes the creation of safe and caring environments for children to develop academically, socially, and emotionally. This project focuses on equipping Delaware educators with the tools and knowledge required to create a healthy learning environment for students based on Positive Behavior Support (PBS).

Responsive Classrooms

“Responsive Classroom is an evidence-based approach to education that focuses on the strong relationship between academic success and social-emotional learning. The Responsive Classroom approach empowers educators to create safe, joyful, and engaging learning communities where all students have a sense of belonging and feel significant.” (

The Responsive Classroom approach consists of a set of practices and strategies that build academic and social-emotional competencies.  There are six principles that guide the Responsive Classroom.


Responsive Classroom principles are:

  1. Teaching social and emotional skills is as important as teaching academic content.
  2. How we teach is as important as what we teach.
  3. Great cognitive growth occurs through social interaction.
  4. What we know and believe about our students (individually, culturally, and developmentally) informs our expectations, reactions, and attitudes about those students.
  5. How we work together as adults to create a safe, joyful, and inclusive school environment is as important as our individual contribution or competence.
  6. Partnering with families is as important as knowing the children we teach.


The Four Key Domains of Responsive Classroom:

Engaging Academics Adults create learning tasks that are active, interactive, appropriately challenging, purposeful, and connected to students’ interests.


Effective Classroom Management Adults create a calm, orderly environment that promotes autonomy and allows students to focus on learning.


Positive Community in the Classroom Adults nurture a sense of belonging, significance, and emotional safety so that students feel comfortable taking risks and working with a variety of peers.


Developmental Awareness Adults use knowledge of child development, along with observations of students, to create a developmentally appropriate learning environment.




The Core Practices of Responsive Classroom:

Interactive Modeling An explicit practice for teaching procedures and routines (such as those for entering and exiting the room) as well as academic and social skills (such as engaging with the text or giving and accepting feedback).


Teacher Language The intentional use of language to enable students to engage in their learning and develop the academic, social, and emotional skills they need to be successful in and out of school.


Logical Consequences A non-punitive response to misbehavior that allows teachers to set clear limits and students to fix and learn from their mistakes while maintaining their dignity.


Interactive Learning Structures Purposeful activities that give students opportunities to engage with content in active (hands-on) and interactive (social) ways.


Morning Meeting Everyone in the classroom gathers in a circle for twenty to thirty minutes at the beginning of each school day and proceeds through four sequential components: greeting, sharing, group activity, and morning message.


Establishing Rules Teacher and students work together to name individual goals for the year and establish rules that will help everyone reach those goals.


Energizers Short, playful, whole-group activities that are used as breaks in lessons.


Quiet Time A brief, purposeful and relaxed time of transition that takes place after lunch and recess, before the rest of the school day continues.


Closing Circle A five- to ten-minute gathering at the end of the day that promotes reflection and celebration through participation in a brief activity or two.





Responsive Classroom Discipline: 

The Responsive Classroom sets a positive tone for learning by teaching and modeling positive behaviors for children.  By starting with hopes and dreams for each student, the classroom then creates rules to help accomplish these.  We believe that children are more willing to follow the rules that they help to create.


Responsive Classroom uses reinforcing language that names concrete and specific behaviors, reflects important goals and values, and describes the progress of learning.  Reinforcing language uses reminders (question or statement) and redirecting language (direct and specific).

Responsive School Discipline approach is a way of creating a school climate that enables optimal academic and social growth in students.  This approach supports children’s positive behavior and helps them develop self-discipline and the skills for working and learning cooperatively with others.


Steps in achieving Responsive School Discipline:

  1. Ensuring that all adults in the school have consistent behavior expectations of students.
  2. Provide staff with professional development in the teaching of positive behavior.
  3. Establish school-wide procedures for responding to misbehavior.



Responding to Misbehavior:

  • Visual and verbal cues
  • Increase teacher proximity
  • Reminding and redirection language
  • Logical consequences


Logical Consequences characteristics are:  Respectful, Related, and Realistic.  Some examples of these are:  Break it-fix it, loss of privilege, or positive time-out.  Logical consequences help children recognize the effects of their actions so that they may develop internal controls.  This is different from a punishment model, which uses external controls that make a child feel ashamed or bad in some way.  By using Responsive Classroom tools, we strive to teach children strategies for calming down, regaining focus and self-control.  At La Academia, we use the “buddy teacher time-out” which allows a child to take a break in another classroom and then return when he is ready to re-engage with his class.  We also encourage self-reflection after a misbehavior has occurred.

Restorative Justice

Restorative Justice is a holistic approach to behavior that focuses on repairing harm through inclusive processes that engage all stakeholders. It shifts the focus of discipline from punishment to learning, and from the individual to the community. It is a response to wrongdoing that supports healing and rebuilding the lives impacted by it.

Academia Antonia Alonso will use Restorative Justice practices as part of our school’s culture, climate, and expectations in order to build a community that commits to engaging in processes that keep students safe. When students show up as full participants they are able to stay in a safe relationship with each other and the community. When a relationship is violated or harmed, a student will be encouraged to take ownership and then make amends to the school community. Students will be accountable for and will take ownership in the justice system of the school community.

The Restorative Justice model involves discussing incidents that occur in the community. All parties are encouraged to voice their perspective in cooperative discussions that include all involved parties discussing the incident in question and coming to an agreement that restores the relationship between the parties and the community. When consequences are carried out correctly, students understand and learn from the consequences of their actions because they were part of the process. Furthermore, consequences are reasonable as they were made thoughtfully. Restorative justice seeks to fix the problem, impose fair consequences, foster understanding, and adjust student behavior Through restorative justices practices our goal is to work with students to come to a solution rather than simply handing out a punishment.


Mindfulness is the practice of cultivating focused awareness. It teaches students how to focus in the present by paying attention to thoughts, feelings, and the surrounding environment. When one is mindful, one is aware of their body’s sensations without judgement. Mindfulness is not only being aware of one’s sensations, but accepting what is.

One of the benefits of Mindfulness is that it helps one to fully engage in activities. It allows a practitioner to gain a greater capacity to deal with adverse events, learn ways to cope with anxiety, strengthen self-esteem, and identify techniques to relieve stress. Research has shown that Mindfulness also reduces the impact of trauma and improves students’ outcome.

Mindfulness is practiced at Academia Antonia Alonso as an approach to decrease symptoms of stress, anxiety, and depression. Mindfulness equips students and adults with the ability to cope with challenging situations, resolve conflict and feel compassion and empathy for themselves and others.

The goal of teaching Mindfulness at our school is to create a culture of self-awareness and well-being where students are able to succeed in dealing with stress, trauma and conquering challenges by purposely engaging in activities that will increase their learning.

La Academia is committed to bringing Mindfulness activities to both students and staff to enrich the school’s culture.