PCS At A Glance

Enrollment: 111 students, grades 2-8
 
Class Size: 10-14 students
 
Student-Teacher Ratio: 3 to 1
 
Location: PCS is located in Culver City with easy access to the I-10 freeway. Our campus is across the street from the Culver City Metro Station.
 
Faculty:
  • 10 Classroom Teachers
  • 10 Associate Teachers
  • 13 Reading & Math Specialists
  • 5 Speech & Language Therapists
  • School Counselor
  • Librarian
  • Visual Arts Teacher
  • Science Teacher
  • Music and Super Shop Teacher
  • 2 Physical Education Teachers
  • 2 Emergency Medical Technicians
  • 2 Occupational Therapists
  • Onsite Substitute Teacher
Many of our faculty are trained as Educational Therapists and serve as mentors in the community.
 
Program Highlights:
  • Full academic curriculum
  • Individualized program: students receive individualized programs that take into account each child’s learning style, level of functioning, attention span, interest, and motivation.
  • Differentiated curriculum: students learn at their own pace, working one-to-one, in pairs, or in small groups depending on individual needs.
  • Educating the whole child: PCS nurtures academic, social, and personal growth.
  • Social Emotional Learning (SEL): PCS uses mindfulness, the Circle Ways Council Program, and Social Thinking Skills to help students develop self-awareness and social awareness.
  • Parent education opportunities
  • Overnight field trips for 5th-8th grade students
  • Facility specifically designed for our program
  • After School Enrichment Program
  • SCAMP Summer Program
 
Fast Facts:
  • Park Century School was founded in 1968 as an independent, not-for-profit, co-educational day school to meet the needs of bright children who learn differently.  
  • PCS serves students between the ages 7 to 14, or grades 2nd to 8th, living in the South Bay to the San Fernando Valley and throughout the greater Los Angeles area.  
  • Students with language-based learning differences come to Park Century School because they have struggled in previous classroom settings, and additional tutoring and educational therapy experiences have not provided adequate support.