KOLTS Forest and Nature School

Program

What is KOLTS Forest and Nature School? KOLTS (King Observation Lab Teaching School) Forest and Nature School (FNS) program was

developed in the fall of 2015 as a research initiative in collaboration with KOLTS, School of ECE

Faculty and BCD students. The research focus was on nurturing relationships developed in the

forest between the children, educators and family and encouraging a community of

environmental stewardship. This holistic approach to learning supports the child’s overall well-

being by inviting them to experience the world using their head, heart and hands.

The results of our research initiative showed that the children demonstrated:

An enhancement in their gross motor abilities by maneuvering on uneven terrain and

climbing stumps and trees

An increase in concentration with children fully engaged in experiences

Growth in resiliency and ability to recover with little or no stress

Improved eating and sleeping patterns at home

Freedom of expression through a number of modalities

The freedom to explore without pre-determined outcomes invites children to develop

self-identity and contribute to the world around them

Emergent Curriculum KOLTS FNS program is an emergent based curriculum that invites children to explore the

diversity of the natural world by supporting children’s discoveries and inquiries through

exploration and investigations that often continue in the traditional classroom environment.

This child led pedagogy is founded on experiential learning and is relationship based, where

children construct their own knowledge with the support of educators and the greater

community.

Vision and Philosophy Vision. Our vision is that every child who attends KOLTS Forest and Nature Program has the

opportunity to experience a healthy ecological connection with nature. FNS provides a rich,

inquiry-based, learning experience that engages children with the basic elements of nature. Our

educators understand the power of play-based and place-based learning and promote an

emergent, child directed curriculum that embraces the concept of stewardship of the earth in a

path towards a more sustainable world.

Philosophy. Our philosophy is to provide the children with place-based learning opportunities

that involve regular and repeated visits to the same natural setting. Our hope is that children

will begin to form connections with nature and to natural environments as a means to support

their development. This in turn will support children on their journey of developing a

stewardship for the forest and care for the natural world outside of our FNS site. We are

developing a relationship with First Nations, Métis and Inuit culture by learning about their

ways of being, knowing and teaching. We are learning to use this traditional knowledge to

guide our practice and take steps forward with the educators, children and families towards

“reconciliation.” We view children as competent, capable and curious learners and hope to

create a setting where the educators and the children become co-learners; sharing both

knowledge and experience equally. We practice inquiry-based and play-based learning where

we observe, document and plan according to the children’s interests and developmental needs.

Pedagogical documentation informs our practice as educators as we focus our observations on

how learning happens and the impact this has on our practice as Forest and Nature School

Practitioners and as Early Childhood Educators.

Our Ethos We believe that all children, regardless of their individual needs or abilities, have a right to

regular and long-term access to a natural environment. At KOLTS FNS, all children have the

opportunity to spend time in the woodlands, meadows and ponds that surround our building.

These diverse landscapes offer experiences that provide challenging outdoor learning

opportunities. Forest and Nature School offers a child-centered approach that provides children

with long periods of uninterrupted time to learn through both self-directed and play-based

exploration.

“It’s important to have

knowledge of the heart” he

explains.

“How do you get that?

Well you learn through the

soles of your feet, the

palms of your hands, the

seat of your pants.

All knowledge has to pass

through your heart on the

way to your head.”

-James Raffan (2014)

Much like the curriculum indoors at KOLTS, our FNS program reflects the four foundations of

learning outlined in “How Does Learning Happen?” (2014): Ontario’s pedagogy for the early

years. Our program emphasizes the value of building relationships and the importance of self-

reflection. Children naturally seek out these four foundations of learning in their environment

while educators work to support children to experience a sense of belonging, well-being,

engagement and expression during their time in FNS.

We encourage connectedness to others and individual experiences. Every child is valued for their uniqueness and we support relationships while providing opportunities for children to contribute to their community and the natural world.

We provide opportunities for physical activity, nutritious food and rest & relaxation. We support the development of a sense of identity and friendships with others. We believe this promotes a feeling of inner happiness and comfort.

We provide ample and uninterrupted time for children to explore the world around them while engaging in self-directed and play-based learning. This promotes problem solving skills, divergent thought and innovative learning. These skills can be most beneficial for success at school and beyond.

We encourage expression through a variety of learning experiences. This provides opportunities for children to communicate with each other in a respectful way as they are learning to share their ideas and listen to what others have to say. Through the arts children communicate and express themselves using a variety of mediums. Creative experiences encourage children to learn the value of expression through the non-verbal communication of their thoughts and feelings.

Expression

Engagement

Well-Being

Belonging

Forest and Nature School Program The KOLTS Forest and Nature School program is available to our toddlers, preschoolers,

kindergarten and school age children. FNS takes place one to three mornings a week; toddlers

typically spending one to two days a week in the forest and both the preschool and

kindergarten children spending two to three days a week in the forest. School-agers immerse in

nature on PA days by spending most of the day in the natural environment.

The learning opportunities that unfold in FNS vary depending on the children, the season and

climate. It is a natural and organic flow with various provocations and tools that elicit the

children’s curiosity and creativity and/or support their investigations or inquiries. Children are

invited to work through challenges by managing failure and rejoicing in their success. This

provides opportunity to assess risk and builds confidence. As children discover the many facets

of the forest they engage in risk assessment and internalize their level of comfort; utilizing

peers and educators for support if required. This is often seen when children are attempting to

climb on a log or move a large rock. We often see the “experienced” children introduce their

own successful strategies to their peers creating connection to others that support and

contribute to the world around them.

Children working together to lift a heavy log provides opportunities of testing gravity and balance,

while strengthening bones and muscular tissue and increases awareness of muscle capabilities and

body positioning.

While the FNS site provides the children with many

opportunities for inquiry and active play, it is also a

wonderful space to take time to be calm and relaxed and

engage in quiet self-reflection as well as observing and

listening to the wonders of the area. Spending time in

natural settings such as in FNS truly becomes a magical

place for children. Furthermore, the learning appears to

flow into the indoor learning environment through

connected inquiries and interests that emerged in the

forest.

Our Forest School Community Educators. The majority of the staff at KOLTS are Registered Early Childhood Educators (RECEs);

some with a Bachelor in Child Development and Masters in Early Childhood Studies. In addition,

we have many students from Seneca’s School of Early Childhood Education programs on site.

The Forest and Nature School leader(s) are certified Forest and Nature School Practitioners or

FNS candidates in the final stages of completing their out-of-class assignments.

Parents & Family. KOLTS welcomes family members to attend and contribute to the FNS

program by actively joining us in the

forest as well as sharing any skills that

would be beneficial to the children’s

learning. This connection of home to

school supports the strengthening of

a child’s overall well-being.

Students. While in placement at

KOLTS, students are invited to

develop learning opportunities for the

children in the Forest. We are

currently collaborating with

Environmental Studies Department to

develop interdisciplinary programs for

Seneca students.

First Peoples @ Seneca. We are currently building relationships with members of the First

Peoples @Seneca and are collaborating in developing curriculum for KOLTS FNS honouring the

calls to action for Early Childhood Education from the Truth and Reconciliation Commission.

Together we are on a path to educate the youngest of our population on the historical and

current connections to the world around them.

Building a Relationship with Representatives of the First Nations,

Métis, and Inuit Community

“This land is the traditional territory of the

Mississaugas of the New Credit First Nation. We

are guests on this space, and it is our shared

obligation to respect, honour, and sustain this

land”

First Peoples @ Seneca

The educators at KOLTS recognize that the land we have designated as our FNS site has a long-

standing history to the First Nations, Métis, and Inuit (*indigenous) community. We pay tribute

to those who have lived and worked on the land prior to us. We are building a relationship with

the organization at Seneca College known as First Peoples@Seneca to understand how

indigenous ways of being, knowing, teaching and learning inform our FNS practices. Here at

King Campus we will learn from the First Peoples@Seneca ambassador and other members of

the indigenous community as they share with us their practices of a water blessing in the fall, a

land acknowledgment before beginning our FNS program in September as well as sharing their

knowledge of the Tree Nation in our FNS site. This is a very exciting partnership we are very

fortunate to begin forming and hope to continue to learn from the indigenous community

during our journey in FNS.

Learning Experiences The majority of the daily learning that occurs in FNS emerges from the interests and exploration

of the children, and varies throughout the seasons. The Forest and Nature School Practitioners

(FNSP) and Registered Early Childhood Educators (RECEs) that join the children in our FNS

program provide tools and materials, known as provocations. They select these based on

observing each child’s unique needs and interests. The educators contribute their observations

regularly, to support the development of the Forest and Nature School curriculum.

Location

Forest Possibilities:

Exploring wood, logs and the natural world

Climbing and hiking

Exploration of land or water and all that surrounds it

Investigating insects, birds and animals

Knowledge of indigenous plants

Stewardship of our environment

Building shelters

Camp fires

Tool use

Exploring elements such as water and mud

Experiences with tracking

Working/tying knots with rope and string

Discovery and design of natural creations

Developing stories and role- play

Experiencing transformation

Mapping and special orientation

The FNS program is operated at Seneca King’s Campus on 750 acres of old growth wooded

area, rolling hills, meadows, ponds, Seneca Lake and farmed crops. This area is rich in flora and

fauna that hosts a variety of insects, amphibians and small furry animals, not to mention our

very own national bird the grey jay. In addition to the rich affordances of the forest, children

are invited to interact, develop and engage in interdisciplinary learning opportunities offered by

diverse courses such as Environmental Studies, Behavioural Sciences, and Education.

Forest and Nature School Highlights: Joining with representatives of First Nations, Métis and Inuit community as a resource for

land-based education and respectful practices

Physical Literacy

Place-based learning (takes place in a natural setting with regular and repeated visits)

Emergent curriculum that is both play-based and inquiry based

Children are viewed as competent, capable and curious learners

Children and educators are co-learners

Hands on learning experiences with loose, natural, open-ended materials

Process, rather than product, is valued

Focuses on creating a relationship between child and natural environment

Promotes the growth of the whole child

Led by qualified Forest and Nature School Practitioners or candidates, and supported by

Registered Early Childhood Educators (RECE)

Minimizing Environmental Impact KOLTS Forest School site is located on the Oak Ridges Moraine. We strive to ensure that the

practices of the staff, children and others who participate with us, have minimal impact on the

forest and its inhabitants. By this we ensure that the ecologically valuable and vulnerable plants

and animals with which we share the space are protected, or in some cases survive. KOLTS FNS

is committed to promoting authentic ecological stewardship, education and awareness across

the full lifespan from the youngest children at the lab school to the college students, faculty and

community members.

The chart that follows–from the Forest of Avon Trust’s Handbook–shows some of the types of

impact and mitigation techniques that we have adopted for our FNS. (Forest of Avon Trust,

2014 p 6-7)

Activity Impact Mitigation

Activity Impact Mitigation

Collecting wood for fires

and classroom use

Dead wood is important to any

woodland ecology. It has a

multitude of uses, from homes

for mini beasts (insects) to beds

for fungi; therefore, a lack of it is

bad for any woodland habitat.

Use of fire can cause changes in

soil chemistry, and can lead to

increases in PH levels, carbon,

phosphorous, etc. These can be

harmful to some plants, whilst

other essential nutrients may be

depleted.

Fire can travel underground to

roots even after appearing to be

extinguished.

We collect only a minimum of small dead

wood for fires; using logs provided as part

of the woodlot management on the

campus.

We limit the frequency of fires, have

them in designated fixed locations for

fires, and where possible, use a portable

fire pit.

We ensure that all fires are extinguished

fully before leaving the site.

Removal of ash is done by a member of

the facilities department.

We limit amount of dead wood used in

classrooms and for artistic endeavors.

Cooking and eating

Food waste may attract animals

to the site or increase the

numbers of certain species,

potentially leading to adverse

changes in biodiversity.

All recycled and other wastes left

over from snack are collected and

brought back to KOLTS.

We do not burn food or waste materials

in the fire pit.

We use these opportunities to discuss

and introduce to the children, the impact

on the environment of fires, food and

waste.

To minimize impact, we use reusable

containers for hand washing and drinking

water distribution.

Tree climbing, shelter

building & hammocks

Damage to trees and plants.

Some plants are more sensitive to

losing their leaves or flowers than

others.

Different seasons are affected by

various children’s activities.

We restrict these activities to suitable

trees that will tolerate the children’s

climbing.

We inform staff and children which types

of plants are best to pick, and when.

We ensure leaves or flowers are taken

from fallen parts where possible and limit

the frequency of this type of activity.

Activity Impact Mitigation

Collecting from nature

ensuring the children’s

safety

Potential damage to trees, loss of

plants, flowers and wildlife.

Pruning overgrown branches for

clear path and minimizing

scratches to children’s eyes and

faces.

Picking endangered species.

Only wood that is dead is used in the

classroom. Plants are minimally picked

and on rare occasions.

With the exception of insects that

children view with magnifying glasses and

return, wildlife is left alone.

Children learn not to pick up anything

that is living, without carefully

researching and finding evidence

demonstrating that it is safe, for the

children and the wildlife.

Leave plants unpicked whenever picking

is not necessary.

Toileting & hand washing Wet wipes contain plastic.

Human waste entering

waterways

We use biodegradable soaps and bring

back to KOLTS all items used for hand

washing.

Toileting and diapering is done at the

KOLTS building.

Health and Safety

Behaviour Management When in the forest school site, the adults practice child guidance and behaviour management in

keeping with the practices outlined in the “Guiding Behaviour and Learning” section of the

KOLTS Operations Manual, 2017. See also the sections titled “Safeguarding the Children…”, and

“Knowing When to Help Children” later in this handbook.

Medication

The KOLTS educators take responsibility for making certain that they take with them any

emergency medication that a child may need in forest school (e.g. Benadryl, Epi-Pen, Asthma

puffers, etc.) when they go the FNS with the children in their groups.

For more details, see the “Medication Policy” and the “Anaphylaxis Policy” in the KOLTS

Operations Manual, 2017.

Sunscreens

For details, see the “Sun Safety” section in the KOLTS Operations Manual, 2017.

Insect Avoidance

For details, see the “Policy and Guidelines with Respect to Mosquitos,” “Policy and Guidelines

with Respect to Ticks” and the section entitled “Guidelines for Applying Sun Screen and Insect

Repellent” in the KOLTS Operations Manual, 2017.

Bee, Hornet or Wasp Nests and Allergies

When there is a child enrolled at KOLTS with a known or suspected anaphylactic allergy to

insect stings the following protocol will be in place.

The Forest School Practitioner who completes the pre-visit inspection will be vigilant about

observing for possible bee, wasp or hornet nests/hives. Whenever the children are in the

forest, all educators observe for hives or nests as well. If one is located, the educator moves the

children from the area and notifies the other educators to avoid the area. The Forest School

team leader will put up caution tape (kept in the forest school wagon) designating the area as

off limits and will notify the facilities team for assistance in removing/remediating the nest.

Toxic Forest Plants

As part of the pre-visit inspection and on-going observation by the educators, if someone

identifies a particularly toxic plant in the forest school site, they will let the other educators

know of the location so that they are aware of the potential hazard. They FNS Leader will notify

the College’s facilities department, for advice in removing or remediating the plant(s).

If any member of our group (adult or child) has any kind of reaction to something they are

exposed to while in FNS, the educator who is with them will tend to them, using basic level first

aid techniques. If the reaction is more serious, they will follow the protocol outlined in the

“Emergency Response” section of KOLTS Operations Manual, 2017.

Supervising Children in FNS

When moving children from the KOLTS program to the forest school site, within the forest

school site and back to the centre from the forest all adults follow the procedure outlined in the

section “Supervision of Children” in the KOLTS Operations Manual, 2017. Ratio during the

Forest and Nature School Program is 1 educator to 4 children (1:4).

Risk Management An important point to highlight when it comes to implementing our FNS program at KOLTS is

that we always weigh risk against hazard. At KOLTS FNS we encourage children to take healthy

risks while staff assess the area and implement programming that avoids putting children in

harm’s way. As educators at KOLTS, we conduct what’s known as a Risk Benefit Analysis where

“the practitioner or program, weighs, with equal consideration, the duty to protect children

from avoidable, serious harm and the duty to provide them with valuable play opportunities”

(Child and Nature Alliance of Canada, 2017, p.6). You may wonder is a risk and hazard the same

thing?

We have provided you with a clear definition to help illustrate the difference.

“Risk is the possibility of gaining or losing something of value, with an intentional interaction

with uncertainty and probability. Risk is subjective and can vary from person to person” (Child

and Nature Alliance of Canada, 2017, p.5).

“Hazard is a potential source of harm or danger. Hazards can be mitigated or avoided. They are

a source of harm that is obvious (e.g. walking on the railing of a bridge) or not obvious, such

that the potential for injury is hidden, or where the child does not have the competence to

manage the hazard, or where there is no obvious benefit to the child in experiencing the hazard

(e.g. broken railing, fast moving current in a river)” (Child and Nature Alliance of Canada, 2017,

p.5).

Pre-Visit Assessments:

Each day before the children visit the forest school site, one of the FNS practitioners completes

an assessment to ensure that the Forest School area, where the program runs, is safe for the

children to use.

Ongoing Risk Assessment

Risk-Benefit management of the Forest and Nature School environment is fundamental to our

success and is needed to ensure the safety and well-being of the children. All of the educators

at KOLTS have a duty of care towards the children; therefore, we have a responsibility to assess

and co-manage risk with the children to encourage them to learn how to manage risks

themselves.

Inclement Weather Policy

The FNS Lead will check the Weather Network website each day prior to completing the FNS

Site Inspection. If weather factors, either individually or in combination, make it dangerous for

the children to be in the forest the program will be cancelled for that day.

The list that follows – although not exhaustive – shows some of the conditions that would

preclude the children from the FNS site. In some cases, the decision is a judgement call with no

measurable determining factors (e.g. significantly icy conditions)

Temperature and wind chill

Gusty winds that make the site unsafe

Significant ice accumulation, such that the footing is compromised, would be deemed a

hazard

Thunderstorms and lightening in the area

Tornado warnings or watches

Any time the FNS program is cancelled, the children are accommodated and programming

provided, in their regular classrooms at KOLTS.

Permission and Informed Consent Forms

Prior to their children being involved in the KOLTS FOREST program, parents are given access to

the Forest and Nature School @ KOLTS Handbook. They will also be given (and required to sign)

a Letter of Information and Consent Form for Forest and Nature School.

Note: In order to ensure that we honour the wishes of families, KOLTS asks parents to indicate

their approval or denial of the use of digital images of their child on various social media

platforms.

Insurance

The Forest and Nature School @ KOLTS is covered under Seneca College’s Commercial General

Liability and Director’s and Officer’s insurance policy with Aon Reed Stenhouse.

Emergency Procedures and First Aid Policy

All educators at KOLTS have current First Aid and CPR certificates. They are responsible for all

aspects of the children’s health and safety. When in the forest with the children, several

designated educators carry their personal cell phones in order to contact emergency services,

and/or the KOLTS Manager or designate in the event of an emergency. All educators carry with

them a list of all the children and their emergency contacts whenever they are in the forest

with the children.

For further details about the KOLTS First Aid Policy, please refer to the “Accidents and

Individual Emergencies” section of the KOLTS Operations Manual, 2017.

First Aid Kit

The staff members ensure that a comprehensive first aid kit is taken to the forest school site

whenever the children go to FNS. It is located in the KOLTS Forest School wagon which is kept

centrally and is available for all staff to access should the need arise. The KOLTS Forest School

team is responsible for ensuring that the contents of the first aid kit are replenished when

necessary.

For more details about emergencies see the section “Emergency Management Policy and

Procedures” in the KOLTS Operations Manual, 2017.

Procedures for Tool Use

In FNS@KOLTS, using tools is an important part of the

children’s work. It enables children to develop practical

skills that help with motor development and self-

confidence. We invite children to work with tools

together with an educator to ensure the safe and

proper use of the tool.

Before beginning, the FNS educator will:

Ensure tools are ready for use

All tools are counted when handed out and

counted when returned

Children are closely supervised when tools are

used

Tools are kept in a locked tool box

Tools are used in a designated area

Tool use by Children

The tools that children use vary throughout the season and with the age group. They may

include wooden mallets, magnifying glasses, rope, string, shovels and buckets, scissors, potato

peelers, shelter tarps, hammocks, knives, hand saws, hand drills, etc.

Toileting Procedures

Since the location of the forest school site is quite close to the KOLTS building, most toileting

and all diapering will be handled at the KOLTS building. A staff member will take children who

need to use the toilet or have their diaper changed, back to KOLTS. They will notify other

members of the group that they are doing so, and will confirm which child(ren) they are taking

with them.

Dressing for Forest and Nature School There is a well-known saying from the European Forest and Nature Schools, “There is no bad weather, only inappropriate clothing”. This is especially important in Canada with its extreme fluctuations in temperatures and weather conditions. Therefore, it is important that every child is dressed and ready to comfortably explore the forest. Parents and caregivers are responsible for supplying appropriate clothing for the season.

Suggestions for Dressing throughout the Seasons

Winter: Required: warm hat, warm/waterproof snowsuit (1 or 2 piece), warm/waterproof boots with a good gripping sole, warm/waterproof mittens, a warm top/sweater to wear under the snow suit, extra pair of mittens, extra clothes

Recommended/ things to consider: consider a merino wool undershirt, mittens and socks

Spring: Required: rain jacket, rain pants or splash pants, light hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom

Recommended/ things to consider: insect repellent

Summer: Required: light-weight clothing (long-sleeved shirt, long pants, socks), sturdy footwear (no sandals or crocs) sun hat with a wide brim, sunscreen, at least one full extra set of extra clothing – top to bottom

Recommended/ things to consider: rain jacket, rain pants or splash pants, waterproof rain boots, insect repellent

Fall: Required: warm jacket, rain pants or splash pants, warm hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom

Recommended/ things to consider: insect repellent

Role of the Educator The forest demands a freedom from traditional classroom dynamics where educators are the

knowledge keepers and children look to them for answers. Nature provides a platform that

neutralizes the ownership of learning and transforms curiosity into making discoveries and co-

learning with children in inquiry-based education. The Educator’s place is to support these

curiosities and encourage explorations by moving in and out of the process as an observer,

researcher and facilitator of deeper thinking using available tools and an understanding of

environmental responsibility.

Staff and Child Ratio Children 18 – 30 months old: 1: 3 ratio

Children 2.5 – 5 years old: 1:4 ratio

Children 6 and up: 1:6 ratio

Educator, Student and Volunteer Responsibilities Take reasonable measures to promote the welfare and uniqueness of each child.

Promote exploration and encourage children to trust their own instincts in taking reasonable risks by co-assessing both physical and emotional risks.

Observe children’s interactions with materials and others. Reflect on these experiences

Provide feedback and on-going documentation related to the FNS program. This information informs the development of the curriculum for the next week

Support children to feel secure in the natural environment and know that their contributions are valued and appreciated.

Rejoice with children in success and support children to work through failures.

Be a positive role model, particularly with regards to respecting each person and the environment.

Enforce and encourage the understanding of common sense safety.

Invite children to voice their own feelings, talk about their interests and listen to others.

Facilitate conflict resolution, and invite peers to assist

Encourage the children to come up with their own strategies and use peers as a reference

Invite inquiry-based questions, and collaborative learning encouraging collaboration

Forest and Nature School Leaders: Take the lead in developing curriculum based on educators, parents and students’

observations and ideas.

They take primary responsibility to ensure that policies, procedures and guidelines are followed.

Manage FNS Blog and Twitter site and encourage conversations

Communication Strategies The purpose of a communication strategy is to give all those who participate in Forest and Nature School an opportunity to share their experiences, provide feedback and receive current information on the Forest and Nature School program.

Evaluations. We ask all those who participate in the Forest and Nature School, including staff, students, parents, volunteers, children and stakeholders, to evaluate the program. This gives participants an opportunity to express their thoughts, share their ideas and engage in a process of future and ongoing development of the Forest and Nature School.

Forest and Nature School Handbook. It is important that all participants have the opportunity to read the handbook and gain a greater understanding of the benefits of Forest and Nature School.

Documentation. Educators take photographs and/or videos during our FNS program as a starting point for collaboration and co-constructing of documentation. Reflecting on experiences creates a deeper understanding of children’s learning and provides for more meaningful curriculum. It also invites dialogue with other educators, parents and the greater community to reveal the learning and make it visible through an aesthetically pleasing modality.

Learning Experiences. They are developed through the contributions provided by educators, students and parents who have been part of the FNS experience. This informs curriculum, however nature is constantly transforming, as is the FNS curriculum. It is a living curriculum in which it ebbs and flows with the interests of the children and the ever-changing wonders of the forest.

Confidentiality Policy All staff, practicum students and volunteers are governed by Seneca’s Confidentiality Agreement for Lab Schools – which they read and sign at the beginning of their relationship with KOLTS. Anyone who wishes to take photographs or videotapes of the children in FNS@KOLTS, must get permission from the KOLTS Manager or designate. Staff members may use their personal cell phones to record images of the children subject to the conditions imposed by the parameters in the Confidentiality Agreement.

Complaint Procedure Parents whose children attend KOLTS FOREST utilize the same protocol identified in the “Concerns and Conflict Resolution” section of both the KOLTS Operations Manual, 2018 and the KOLTS Parent Handbook.