What We Do...
We Do Home Visits

HABLA was founded on the idea that parents are their children's first and most important teachers. HABLA also understands the importance of creating a home environment that encourages educational success and ensures that children have the proper tools and support needed for a jumpstart in their education. With this in mind, HABLA was founded on sound educational principles proven over decades of research and implementation nationwide. HABLA is an official replication site of the Parent-Child Home Program, a national program recognized for the impact it makes on families through home visitation practices that work. HABLA adapted the ideals and principles of this national program to address the individual needs of the children and families in the communities we serve.

We Do Center-Based

HABLA understands that home-visitation is not the only avenue to successfully help parents prepare their children for school. A center-based model also works effectively if the family is actively engaged and expected to participate in a one-on-one model that is facilitated and encouraged by our program leads. HABLA now offers a comprehensive center-based program that mirrors our home-based services. In this manner, we are able to serve a greater number of families and still provide the family with long term guidance that encourages language development and connects families to the resources available to families in their community.

We Do Summer Programs

HABLA also provides a summer based program that helps children transition from the home to a classroom. We work with children who have completed one of our family programs (Home-based or Center-based) and help children feel more comfortable in a classroom environment away from their parents. The summer program also helps children feel more comfortable with English by an immersion process. The program is conducted in English, but all program leads are familiar with the child's native language. In this way the children begin to feel more comfortable in the classroom away from their parents, and in an environment where the primary language might not be their own. This encourages the child to be more interactive once they begin their formal schooling, and limits the time it takes for them to grow accustomed to being away from their parents, in an environment where they might not recognize the language spoken.