WHITE ROCK MONTESSORI SCHOOL PARENT HANDBOOKAssociation, the National Middle School Association, and the International Montessori Council. Chosen by “D” Magazine as one of the

WHITE ROCK MONTESSORI SCHOOL

PARENT HANDBOOK

1601 Oates Drive Dallas, Texas 75228 (214) 324-5580 (P) (214) 324-5671 (F)

www.whiterockmontessori.org

TABLE OF CONTENTS

Welcome Letter------------------------------------------------------------------ Page 1 Mission Statement--------------------------------------------------------------- Page 2 Section One – About White Rock Montessori Our History-------------------------------------------------------------------- Page 3 AMS Code of Ethic------------------------------------------------------------- Page 5 The Montessori Method-------------------------------------------------------- Page 6 2013-2014 Board of Trustees--------------------------------------------------- Page 8 School Organization Chart------------------------------------------------------ Page 9 Licenses and Affiliations--------------------------------------------------------- Page10 Communication Channels------------------------------------------------------- Page11 Communication with Teachers and Staff----------------------------------------- Page12 Basic Elements of the Montessori Approach-------------------------------------- Page13 Section Two – Admissions, Tuition Fees Re-enrollment------------------------------------------------------------------ Page19 Force Majeure------------------------------------------------------------------ Page19 Termination-------------------------------------------------------------------- Page19 Tuition------------------------------------------------------------------------- Page20 Financial Aid-------------------------------------------------------------------- Page21 Section Three – Academics Homework--------------------------------------------------------------------- Page22 Correcting Work--------------------------------------------------------------- Page22 Creative Writing--------------------------------------------------------------- Page22 Evaluation of Student Progress-------------------------------------------------- Page23 Promotion from One Level to the Next----------------------------------------- Page24 Section Four – Daily Life Ground Rules------------------------------------------------------------------- Page26 Discipline----------------------------------------------------------------------- Page26 Respect for Property of Others-------------------------------------------------- Page26 Attendance---------------------------------------------------------------------- Page27 Arrivals-------------------------------------------------------------------------- Page27 Departures---------------------------------------------------------------------- Page28 Morning and Afternoon Car line------------------------------------------------- Page29 Persons Authorized to take Children from School-------------------------------- Page31 School Closings----------------------------------------------------------------- Page31 Use of Grounds Before or After School Hours----------------------------------- Page31 Dress Guidelines---------------------------------------------------------------- Page32

Clothing------------------------------------------------------------------------ Page33 Nutrition, Lunches, Snacks------------------------------------------------------ Page34 Hydration----------------------------------------------------------------------- Page35

TABLE OF CONTENTS

Sleep---------------------------------------------------------------------------- Page35

Show and Tell------------------------------------------------------------------- Page35 Textbooks----------------------------------------------------------------------- Page35 Lost Items – Ours and Yours----------------------------------------------------- Page36 Field Trips----------------------------------------------------------------------- Page36 Birthdays------------------------------------------------------------------------ Page38 A Change in Circumstances at Home--------------------------------------------- Page39 Cell Phone Usage---------------------------------------------------------------- Page39 Internet Usage------------------------------------------------------------------- Page39 Religion------------------------------------------------------------------------- Page41 Section Five – Health and Safety Emergency Preparedness Plan--------------------------------------------------- Page42 Visitors to the School------------------------------------------------------------ Page42 Bullying------------------------------------------------------------------------- Page42 Violence and Harassment-------------------------------------------------------- Page42 Tobacco, Alcohol, and Controlled Substances------------------------------------ Page43 Abuse--------------------------------------------------------------------------- Page43 Privacy-------------------------------------------------------------------------- Page43 Illness or Accident--------------------------------------------------------------- Page44 Medications--------------------------------------------------------------------- Page44 Speech, Vision, and Hearing Screening------------------------------------------- Page45 Allergies------------------------------------------------------------------------ Page45 Ozone Policy-------------------------------------------------------------------- Page45 Section Six – Parent Involvement A Community Built on Trust and Mutual Respect-------------------------------- Page46 Volunteering: The Gift of Time and Talent--------------------------------------- Page46 Communication Between Home and School-------------------------------------- Page47 What Did You Do at School Today---------------------------------------------- Page48 Open House-------------------------------------------------------------------- Page48 Journey and Discovery---------------------------------------------------------- Page48 Transitions Night---------------------------------------------------------------- Page48 Parent Library------------------------------------------------------------------- Page49 Fund Raising--------------------------------------------------------------------- Page49 Community Work Days--------------------------------------------------------- Page49

White Rock Montessori School Parent Handbook

WELCOME

We are delighted to welcome you and your child(ren) to White Rock Montessori School.

We are pleased that you have elected to become a part of our school community.

The following pages are intended to assist you in becoming familiar with our school, its history, organization, customs, culture, policies, and procedures.

Please do not hesitate to call the school office if we can assist you in any way.

We want you to quickly feel right at home at White Rock Montessori!

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MISSION STATEMENT

White Rock Montessori School is dedicated to providing a challenging educational environment

in which each child is empowered to grow to his/her fullest potential academically, emotionally, physically, and socially, at each stage of development.

Following principles and methods of Dr. Maria Montessori, the school provides a consistent

framework for learning through the dynamic partnership of child, parent, and teacher.

White Rock Montessori strives to instill in students a deep sense of personal and social responsibility through respect for oneself, others, and the environment.

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SECTION ONE

ABOUT WHITE ROCK MONTESSORI


WHITE ROCK MONTESSORI SCHOOL

OUR HISTORY

Nestled beside a creek on wooded acreage in the Casa Linda area of East Dallas, White Rock

Montessori serves 150 children, ages three through 8th grade. The school was among the early Montessori elementary and middle schools in the nation and is recognized today as one of the

city’s finest Montessori programs.

White Rock Montessori opened in 1975 with twelve students (grades 1-3) in space rented from the Episcopal Church of the Good Samaritan near White Rock Lake in East Dallas. Five years

later, with almost 40 students now encompassing grades 1-6, the school moved to more spacious quarters at St. Andrew’s Presbyterian Church in Lakewood. Over the next five years,

enrollment more than doubled. Two preschool classrooms and the before and after-school program were added.

By 1990, the school had earned a solid reputation in the neighborhood and in the larger

Montessori community. Two factors surfaced that would dovetail to provide a challenge of unprecedented magnitude and ultimately change its destiny. First was the deep desire of White

Rock parents, expressed over the years, to continue their children’s Montessori education through 8th grade. Second was to the need to secure the future of the school by owning its own

building and land.

In January, 1994, the school board met with representatives of the Parents’ Steering Committee, ushering in an exciting period in the school’s history. The board approved a plan to look for another site and to begin developing a middle school model. Buoyed by the rare

opportunity to create an environment specifically designed to support our Montessori philosophy for years to come, a parent task force was formed and the land on Oates Drive was located. Since the property was zoned strictly for residential development, the parents formed a corporation, purchased the land, and held the property for just over a year until the school was able to get the necessary specific use permit. The school subsequently purchased the land

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from the parents and a capital campaign was begun to raise the necessary funds to build a

school.

Due to a surge in enrollment and a reluctance to wait on the new building before establishing the middle school, WRM opened a satellite campus in space leased from the First United Lutheran Church on Mockingbird Lane in 1995. In addition to the first class of 7th and 8th graders, a third preschool class and a second lower elementary class were opened at this

location.

Meanwhile, parents, staff, and administration began designing a facility that would support the school’s mission. From the beginning, it was envisioned that the building would be elegant in

its simplicity; a structure that would be sound, unpretentious, contemplative, thought-provoking, inviting, and inspiring. Abundant natural light and ease of function were essential.

White Rock Montessori broke ground on December 13, 1997 and moved into our new building on September 8, 1998.

The land’s pastoral setting offered the opportunity to move learning out of doors and allowed children and staff to interact with nature through gardening and tending to small animals. In

1999 the outdoor education program of the school was enhanced by the addition of a Discovery Garden, stretching the length of the back of the campus. In 1993 the school acquired 20 acres of wilderness land near Fairfield, Texas, where students of all ages can explore an unspoiled natural habitat. Elementary students take day trips to the land, while middle school students

camp periodically throughout the year, incorporating much of their science and physical education curriculum into these visits.

Over the years, White Rock Montessori has enjoyed consistent and competent leadership. It is directed today by Sue Henry, one of the founders of the school. The school consists of twenty-

eight highly professional faculty and staff members, including specialists in the visual and performing arts, music, Spanish, environmental studies, and physical education. The teaching

staff of this arts-integrated school all hold credentials from accredited Montessori training programs in addition to their university degrees. The school is a non-profit institution and is affiliated with the American Montessori Society, the North American Montessori Teachers’

Association, the National Middle School Association, and the International Montessori Council.

Chosen by “D” Magazine as one of the top 25 private schools in Dallas, White Rock Montessori has reason to be proud of its history. The school looks forward to many more years of service

to the families of Dallas.

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CODE OF ETHICS

OF THE AMERICAN MONTESSORI SOCIETY

Adopted by the AMS Board of Directors October, 1969. Expanded June, 1975

As American Montessori Society members, we pledge to conduct ourselves professionally and personally in ways that will reflect our respect for each other and for the children we serve. We will do whatever is within our talents and capacity to

protect the rights of each child to have the freedom and opportunity to develop his full potential.

PRINCIPLE I – Commitment to the Student In fulfillment of the obligation to the children, the educator:

1. Shall encourage independent action in the pursuit of learning. 2. Shall protect the opportunity to provide for participation in educational programs without regard

to race, sex, color, creed, or national origin. 3. Shall protect the health and safety of students. 4. Shall honor professional commitments, maintain obligations and contracts while never soliciting

nor involving students or their parents in schemes for commercial gain. 5. Shall keep in confidence information that has been secured in the course of professional service,

unless disclosure serves professional purposes or is required by law. PRINCIPLE II – Commitment to the Public The Montessori educator shares in the responsibility for the development of policy relating to the extension of educational opportunity for all and for interpreting educational programs and policies to the public. In fulfilling these goals, the educator:

1. Shall support his professional society and not misinterpret its policies in public discussion. Whenever speaking or writing about policies, the educator should take the precaution to distinguish his private views from the official position of the Society.

2. Shall not interfere with nor exploit the rights and responsibilities of colleagues within the teaching profession.

PRINCIPLE III – Commitment to the Profession The Montessori educator makes efforts to raise professional standards and conditions to attract persons worthy of trust to careers in Montessori education. In fulfilling these goals the educator:

1. Shall extend just and equitable treatment to all members of the Montessori education profession. 2. Shall represent his own professional qualification with clarity and true intent. 3. Shall apply for accept, offer, recommend, and assign professional positions and responsibilities on

the basis of professional preparation and legal qualifications. 4. Shall use honest and effective methods of administering his duties, use of time and conducting

business. ALL AMS Montessori teachers, members and AMS Schools Affiliates are expected to uphold and abide by the CODE OF ETHICS.

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THE MONTESSORI METHOD

A Brief Overview of a Child-Centered Approach to Learning

The Montessori Method can best be understood through an articulation of the philosophy and concepts that form the basis of all activities in the classroom. Montessori educators share a constellation of beliefs that guide all classroom activity, and influence all interactions between the instructor and the child, the school and the child’s family, and between the school and the community. The following concepts are the foundation upon which all Montessori practices are based: Children are distinctly different from, not smaller versions of, adults. As the nurturing of children is one of the fundamental tasks of families and society, the school must include the family and the community in the education process. Children begin to learn at birth, and they learn through interacting with their environment. The nature of that environment is important. The child takes a natural pleasure in mastering the environment. The hand and the senses lead the child through the learning process. True learning consists of the active acquisition of the capacity to do things for oneself, not of the passive acquisition of data. Each child is endowed with a unique potential and capacity. The teacher’s mission is to meet the needs of each child within the context of that child’s social, emotional, intellectual, physical, and spiritual development.

The teacher shall celebrate the child. Montessori teachers share a commitment to assist each child with the development of tolerance and respect for people, an understanding of the cultural diversity of the world in which we live, and a respect for the natural environment. Montessori educators seek to foster within each child the tools required to become a competent citizen, a proponent of peace, and a responsible custodian of the earth.

This philosophical framework is put to practice through the medium of the prepared environment: a space carefully organized and equipped with materials specifically designed to provide the child with the tools to educate himself. This is in direct contrast to traditional classrooms, which are organized and equipped for the benefit of the teacher, with the student a passive partner in the process. Each activity is designed to be inviting and appealing to use, has the capacity to be adapted to children with various learning styles at different stages of learning, and is self-correcting whenever possible. These attributes foster within the child confidence and the capacity to see a task through its natural conclusion.

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The teacher in the Montessori classroom is trained to observe closely each child’s progress, and to guide him or her towards activities appropriate to the child’s stage of development. The child is largely self-taught, with the teacher removing obstacles, and providing technical assistance and guidance as

needed. The classroom day is organized to allow plenty of time for group activities that provide for positive interactions between children, fostering enhanced citizenship and social skills. Montessori classrooms contain a heterogeneous and multi-aged population of children which creates a variety of opportunities for peer teaching and social interactions. Montessori has special appropriateness for meeting the needs of the child who is disadvantaged. The nurturing environment, attention to the whole needs of the child and the particular attention paid to developing the child’s self- esteem have been seen to be very beneficial for children who are living in poverty, are the victims of prejudice or segregation, or are at risk of delinquency or school failure. Montessori schools have also had notable success in effectively accommodating a wide variety of children with special needs. Children who have learning disabilities, those who are gifted, or handicapped have all benefited greatly from Montessori experiences, frequently in the context of a heterogeneous population of students, and without being placed in a segregated setting. The richness of the Montessori environment, mixed aged classrooms, and lack of emphasis on “grade level” work, makes Montessori an excellent choice for children with unusual cognitive abilities. These students need not be held back by limitations imposed by a set curriculum, but are able to advance according to their own abilities. In short, Montessori celebrates individual differences and seeks to provide environments where children of many different backgrounds, gifts, talents, and challenges thrive in an atmosphere of mutual respect. Special attention is paid by Montessori programs to the needs and wishes of the child’s family. These programs have demonstrated success in having a positive impact upon the parenting skills of the families whose children attend the school. This parental outreach also engenders a strong sense of community within the school, and helps to create a strong bond between the school and the larger community. Children who have benefited from a Montessori education are frequently described as being self-directed, and very enthusiastic about the world of learning. Montessori endows its students with perseverance, enhanced organizational capacity, heightened self-esteem, independent problem-solving skills, and the ability to integrate different areas of study into a holistic body of knowledge.

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2013-2014 BOARD OF TRUSTEES

White Rock Montessori, originally incorporated as White Rock Montessori School of the Good

Samaritan, Inc., is a not-for-profit (501)(c)(3) tax exempt, Texas educational corporation, governed by a Board of Trustees.

The primary functions of the Board are to: (1) establish the school’s institutional mission and define

the fundamental objectives and core values, (2) establish policies under which the school will operate, (3) select a chief administrator who will translate the school’s mission and objectives into day-to-day operation, (4) oversee the on-going operation and fiscal stability of the school within

board policy and government regulations, and (5) look to the future and plan for long-term institutional growth and development.

As the edition of the handbook goes to press, the members of the Board of Trustees are:

Mrs. Gay Brass, Secretary and Founder

Mrs. Mew Duckett, Founder

Mr. Mike Sobering, President

Mr. Tom Stinson

Mrs. Mary Tannenbaum

Mrs. Terri Brown

Mrs. Sue Henry, Ex-officio Member, Executive Director

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SCHOOL ORGANIZATION CHART

The Director of the school is responsible for the overall operation of White Rock Montessori. All teachers, staff, and auxiliary personnel are hired, evaluated, and supervised by the Director, and may be terminated at the discretion of the Director. Teacher assistants and interns are supervised

by the lead teacher in the classroom, but are ultimately responsible to the Director.

The Board of Trustees formulates general policy, and oversees the fiscal management of the school. The Board of Trustees hires, evaluates, and supervises the Director and has the authority to

terminate the Director.

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Board of Trustees

Director / School Head

Business Administrator Faculty

Director of Communication & Administrative Support

Director of Marketing, Technology &

Administrative Support

Catering Staff

Custodial Staff


LICENSES AND AFFILIATIONS

White Rock Montessori School is licensed by the State Department of Human Resources and is in compliance with their requirements. All teachers are required to familiarize themselves with these

requirements (Minimum Standards), a copy of which is located in the office.

White Rock Montessori is a Full Member Affiliate of the American Montessori Society, and has met all the standards set forth by that organization. The school is also affiliated with the North American

Montessori Teacher Association, the International Montessori Council, and the National Middle School Association.

All classroom teachers at White Rock Montessori are certified by the American Montessori Society, or by an alternative training Montessori training program that is approved by and in good standing

with the Montessori Accreditation Council for Teacher Education.

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COMMUNICATION CHANNELS

Matters Related To: Student’s progress

Classroom activities Classroom management procedures

Discipline Morning arrival/afternoon departure

Homework Social issues Curriculum Field trips

First Contact: Classroom Teacher

Matters Related To:

Pedagogical issues Academic policy

Admissions Parent-Teacher Organization

Parent Education Fund raising

Legal matters Calendar/scheduling

Student records Admissions/Enrollment

Public relations Submissions for Thursday Folder

First Contact: Director

Matters Related To: Tuition

Billing/Accounts Facility matters Security matters

First Contact: Business Administrator

Matters Related To: Sick children/medicines to be administered

Carpool arrangements Changes in contact information Social media matters; Website

Walk-a-thon Yearbook

Afterschool Activities; ordering supplies

First Contact: Director of Marketing, Technology & Admin. Support

Matters Related To: Before or Aftercare Drop-ins

Scheduling time with teachers/classroom observations Correspondence and Communication

Compliance Hot lunches

First Contact: Director of Communication & Admin. Support

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COMMUNICATION WITH TEACHERS AND STAFF

Communication with parents is very important to us. It is equally important that during school hours students have our full attention. Particularly critical are the half hour before school begins and the half hour

after school ends. Teachers need to devote themselves entirely to the children the minute they begin to arrive and as long as even one child is in their care. Parents who need to get word to a teacher before school

begins should write a quick note to have their child deliver, or leave the message in the office and a staff member will get it to him/her. The best way to talk to a teacher is to contact the office and leave word for

the teacher to give you a call. If a meeting is preferred, one can be scheduled for you. Unless it is an emergency, teachers will return calls on their breaks, lunch hour, or after school. We ask that parents not

call teachers at home unless it is an emergency.

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BASIC ELEMENTS OF THE MONTESSORI APPROACH

The Montessori Classroom

Montessori classrooms are bright, warm, and inviting. They are filled with plants, animals, art, music, books, and interest centers filled with intriguing learning materials, fascinating mathematical

models, maps, charts, fossils, historical artifacts, computers, scientific apparatus, perhaps a small natural science museum, and animals that the children are raising.

You will not find rows of desks in our classrooms at White Rock. Montessori learning

environments are set up to facilitate student discussion and stimulate collaborative learning. One glance and it is clear that our children feel comfortable and at home.

Students will typically be found scattered around the classroom, working alone or with one or two others. They will tend to become so involved in their work that visitors to the school comment on

the peaceful atmosphere.

It may take a moment to spot the teachers within the classrooms. They will be found working with one or two children at a time, advising, presenting a new lesson, or quietly observing the class at

work.

In her research, Dr. Montessori noted specific characteristics associated with the child’s interests and abilities at each plane of development. She argued that a school carefully designed to meet the

needs and interests of the child will work more effectively because it is consistent with basic principles of psychology. Rather than fight the laws of nature, Montessori suggested that we “follow

the child” and allow our children to show us how to facilitate the development of their human potential.

This focus on the “whole child” led Montessori to develop a very different sort of school from the traditional adult-centered classroom. To emphasize this difference, she named her first school the

“Casa dei Bambini” or the “Children’s House.”

There is something profound in her choice of words, for the Montessori classroom is not the domain of the adults in charge, but rather a carefully prepared environment designed to facilitate

the development of the children’s independence and sense of personal empowerment.

This is a true community of young children. They move freely within the rooms, selecting work that captures their interest, rather than passively participating in lessons and projects selected by the

teachers.

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In a very real sense, even the very youngest students at White Rock take care of their own child-sized environments. When they are hungry, they prepare their own snack and drink. They go to

the bathroom without assistance. When something spills, they help each other carefully clean things up. Parents are often amazed to see small children in Montessori classrooms cut raw fruits and

vegetables, sweep and dust, carry pitchers of water, and pour liquids with barely a drop spilled. These little ones normally go about their work so calmly and purposely that it is clear to even the

casual observer that this is their environment: The Children’s House.

The Montessori classroom is commonly referred to as a prepared environment. This name reflects the care and attention that is given to creating a learning environment that will reinforce the

children’s independence and intellectual development.

Respect, Intelligence, and Independence

We know that young children are full and complete individuals in their own right. They deserve to be treated with the full and sincere respect that we would extend to their parents. Respect breeds

respect, and creates an atmosphere within which learning is tremendously facilitated.

Montessori schools believe very strongly that intelligence is not fixed at birth, nor is the human potential anywhere near as limited as it sometimes seems in traditional education.

Success in school is directly tied to the degree to which children believe that they are capable and

independent human beings. If they knew the words, even very young children would ask: “Help me learn to do it for myself!”

By allowing children to develop a meaningful degree of independence and self-discipline,

Montessori sets a pattern for a lifetime of good work habits and a sense of responsibility. Students are taught to take pride in doing things for themselves carefully and well.

Montessori Teaches Children to Think, Collaborate, and Discover

Our program is designed to help each of our students discover and develop his or her unique talents and possibilities. We treat each as a unique individual learner. We know that no two students will

learn at the same pace nor will they necessarily learn best from the same teaching methods, and our goal is to be flexible and creative in addressing each student as a unique individual.

At White Rock, students and teachers learn to collaborate in the process of education rather than

mindlessly compete. Our students discover their own innate abilities and develop a strong sense of independence, self-confidence, and self-discipline. In an atmosphere in which children learn at their own pace and compete only against themselves they learn not to be afraid of making mistakes. They

quickly find that few things in life come easily, and they can try again without fear of embarrassment.

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One way of thinking about the difference between our approach and one that is more traditional is

to consider that, while learning the right answers may get our children through school, learning how to become a life-long, independent learner will take them anywhere! Our children are

learning to think, observe, and reflect, not memorize and quickly forget.

Rather than present students with loads of right answers, their teachers ask the right questions and lead the children to discover the answers for themselves. Learning will become its own reward, and

each success will fuel their desire to discover even more.

The Elementary students are encouraged to do their own research, analyze what they have found, and come to their own conclusions. The teachers encourage our children to think for themselves

and become actively engaged in the learning process.

Freedom of Movement and Independently Chosen Work

Montessori children are free to move about, working alone or with others at will. They may select any activity and work with it as long as they wish, so long as they do not disturb anyone or damage

anything, and so long as they put the material back where it belongs when they are finished.

The Integrated Montessori Curriculum

Classrooms at White Rock are organized into several curriculum areas, which include language arts (reading, literature, grammar, creative writing, spelling, and handwriting), mathematics and geometry, everyday living skills, sensory awareness exercises and puzzles, geography, history,

science, art, music, foreign language, and movement. Every room will include a classroom library. Each area is made up of one or more shelf units, cabinets, and display tables with a wide variety of

materials on open display ready for use as the children select them.

White Rock’s curriculum is organized into a spiral of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, with given topics

considered only once at a specific grade level. In the early years, lessons are introduced simply and concretely and are reintroduced several times over succeeding years at increasing degrees of

abstraction and complexity. Students are free to master materials at their own pace according to their unique learning styles.

The course of study uses an integrated thematic approach that ties the separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human

experience.

Literature, the arts, history, social issues, political science, economics, science, and the study of technology all complement one another. This integrated approach is one of Montessori’s great strengths. As an

example, when our students study Africa in world history, they might also read African folk tales, create African masks, make African block print tee-shirts, learn Swahili songs, and make hieroglyphic calendars, as

well as study African animals.

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Our mathematics curriculum follows a model of unified mathematics through which students are

introduced to concepts in algebra, geometry, mathematical logic, and statistics from the early years of their education, rather than having to wait until high school as is normal in the United States.

The same is true in our science curriculum, weaving principles of physics, chemistry, the earth

sciences, botany, and zoology together from the preschool years and up, with far greater emphasis on the sciences in general than is common in most American elementary curriculums.

Typical Class Size

A typical Montessori class is made up approximately twenty-five to thirty children representing a

three-year span. At White Rock we usually keep classrooms to approximately twenty-four students who are overseen by two certified Montessori teachers.

They key is to remember that in Montessori, the teacher is neither the center of attention nor the sole source of instruction. The children are learning on their own by independent discovery and from each other, as well as through lessons presented by the teacher. This approach allows the

children to explore and learn independently as much as possible. The stimulation of older children and the encouragement of their peers fuel the process, and all so often the best teacher of a four-

year-old is an older child rather than an adult. Children learn best from one another.

Three-Year Age Span

Montessori classes are organized to encompass a two-or three-year age span, which allows younger students to experience the daily stimulation of older role models, who in turn blossom in the

responsibilities of leadership. Students not only learn “with” each other, but “from” each other. We find that most often the best tutor is a fellow student who is just a bit older.

Some parents worry that having younger children in the same class as older ones will leave one group or the other short-changed. They fear that the younger children will absorb the teachers’ time and attention, or that the importance of covering the Kindergarten curriculum for the five-

year-olds will prevent teachers from giving the three- and four-year-olds the emotional support and stimulation that they need. Both concerns are misguided.

Working in one class for two or three years allows students to develop a strong sense of community

with their classmates and teachers. The age range also allows especially gifted children the stimulation of intellectual peers, without requiring that they skip a grade and feel emotionally out of place. Each class is an essentially stable community, with only the oldest third moving on to the

next level each year. At each level within a Montessori school, the curriculum and methods are logical and consistent extensions of what has come before.

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The Role of the Teacher

Montessori teachers play a very different role from those played by traditionally trained educators. While the stern disciplinarians of the past may be an endangered species, many teachers are focused on maintaining order and on covering a pre-defined curriculum. Most see their role as dispensing

facts and skills to complacent students.

The Montessori teacher’s role is that of a facilitator and guide. He or she is usually not the center of attention and will not normally spend much time working with the whole class at once. The

teacher’s role centers on the preparation and organization of appropriate learning materials to meet the needs and interests of each child in the class.

The Montessori teacher has four primary goals: to awaken their children’s spirit and imagination, to encourage their normal desire for independence and self-esteem, to help them develop the kindness and self-discipline that will allow them to become full members of society, and to help them learn

how to observe, question, and explore ideas independently. The Montessori teacher is a coach, mentor, and friend. Montessori preschool teachers rarely present a lesson to more than one or two

children at a time and lessons are limited to quick, efficient presentations. The objective is to intrigue the children so that they will come back on their own to work with the materials. Lessons center on clear and simple information that is necessary for the children to be able to do the work

on their own: the name of the material, its place on the shelf, the ground rules for its use, and some of the possibilities inherent within it.

The teachers closely monitor their students’ progress, keeping the level of challenge high. Because they come to know the children so well, Montessori teachers can often use their own interests to

enrich the curriculum and provide alternate avenues for accomplishment and success.

The Montessori Materials – From the Concrete to the Abstract

The basis of the Montessori approach is the simple observation that children learn most effectively through direct experience and the process of investigation and discovery. In her studies of

children’s learning, Dr. Montessori noted that most children do not learn by memorizing what they hear from their teachers or read in a text, but rather from concrete experience and direct

interaction with the environment. Asking a child to sit back and watch us perform a process or experiment is like asking a one-year-old not to put everything in his mouth. Children need to

manipulate and explore everything that catches their interest. This led Montessori to emphasize the overriding importance of concrete learning apparatus and to the development of the Montessori materials for mathematics, sensory development, language, science, history, and geography. The Montessori learning materials are not the method itself, but rather tools that we use to stimulate

the child into logical thought and discovery. They are provocative and simple; each carefully designed to appeal to children at a given level of development.

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Each material isolates and teaches one thing or is used to present one skill at a time as the child is

ready. Montessori carefully analyzed the skills and concepts involved in each subject and noted the sequence in which children most easily master them.

To facilitate the prepared order of the environment, the teacher arranges the materials on the shelf

following their sequence in the curriculum flowchart. The materials are displayed on low, open shelves that are easily accessible to even the youngest children. They are arranged to provide

maximum eye appeal without clutter and in the order that they are to be presented and mastered. Each has a specific place on the shelves, arranged from the upper-left-hand corner in sequence to

the lower right. Materials are always arranged in sequence, from the most simple to the most complex, and from the most concrete to those that are the most abstract.

Preparing Tomorrow’s Innovative Thinkers Today

In a world of rapid change and new discoveries, we can only guess at the skills our children will

need to succeed in the 21st century. Now, more than ever, the essential lesson is learning how to learn.

The most important years in our children’s education are not high school and college, but instead, their first twelve years of life. This is when their character and values, self-image, basic skills and

knowledge, and appreciation for culture, science, and the arts are formed.

White Rock offers our children a world-class education along with an education of the heart that nurtures their self-confidence, personal creativity, and entrepreneurial spirit.

It offers them the most challenging academic program that they can handle in a course of study that includes the literature, creative writing, mathematics, geometry, pre-algebra, history, geography, economics, philosophy and ethics, computers, botany and zoology, the physical sciences, foreign

language study, art, music, dance, and physical education.

We can see our children as they truly come to love learning and begin to discover their true potential as young men and women.

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SECTION TWO

ADMISSIONS, TUITION, FEES


White Rock Montessori School does not discriminate on the basis of race, color, gender,

nationality or ethnic origin in administration of its educational policies, admission policies, scholarship programs, or other school administered programs.

RE-ENROLLMENT

Re-enrollment will be open to current students two weeks prior to opening enrollment to the students in the waiting pool. Invitations to re-enroll are the norm, but students are not guaranteed

places for succeeding years. Decisions are made by the administration and faculty based on each student’s academic progress, social and emotional development, and special needs (if applicable)

along with the attitudes, values, and support offered by the student’s parents.

Re-enrollment contracts will be mailed home in early January and are due back at the school within two weeks of that mailing, along with the enrollment fee. If the school has not received a student’s re-enrollment contract and fee by the end of the two-week re-enrollment period, his space may be

made available to a student in the waiting pool.

No contract will be accepted from a parent/guardian/responsible party whose payments of tuition, before and after-school care tuition, or other fees are in arrears from a previous school year.

FORCE MAJEURE

The school reserves the right, at its sole discretion, to suspend its duties and obligations, immediately without notice, during periods that the school is affected by force majeure events. This includes, but is not limited to, any fire, flood, act of God, war, governmental action, act of terrorism, epidemic, pandemic, natural disaster, or any other event that is beyond the school’s control. If such an event occurs, the School’s duties and obligations will be postponed until such time as the School, at its sole discretion, may safely reopen or resume normal operations.

TERMINATION

By the school

The school reserves the right to request the withdrawal and terminate the contract of any child when, after a trial period, the classroom teacher and director determine that the student is or will

be unable to thrive in this school’s Montessori environment. The student shall be considered withdrawn after the last day of attendance. The amount of tuition payable to the school shall be pro-rated from the start of the school year through the last day of attendance. The school shall

retain all fees.

By the Parent/Guardian/Responsible Party

If the parent/guardian/responsible party terminates the contract for any reason, a dated, written notice must be provided to the school. The student will be considered withdrawn after that date.

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If the Enrollment Contract is terminated before April 1st prior to the start of school in the fall, no

tuition shall be payable to the school. The school shall retain all fees.

If the Enrollment Contract is terminated after April 1st and before the first day of school, the tuition payable shall be half of the contracted amount. The school shall retain all fees.

If the contract is terminated after the first day of school, the tuition payable to the school shall be

the sum of the pro-rated tuition from the first day of the school year through the last day of attendance, plus one-half of the pro-rated tuition from the last day of attendance through the end of

the school year. The school shall retain all fees.

TUITION

Tuition is paid by the year, the semester, or in monthly installments. Annual payments are due June 1st. Semester payments are due June 1st and December 1st. Monthly payments are paid in 11 installments, from June 1st through April 1st. All tuition payments are handled through a tuition

management service.

Fees

Students will be charged a once-a-year supply and field trip fee. Elementary and Middle School students will be charged a book fee as well.

Upper Elementary students take a spring overnight trip that requires an additional fee.

Middle School students participate in a fall Reality Orientated Physical ExperienceS Course

(R.O.P.E.S.) that requires an additional fee.

From time to time there might be optional costs, such as for school pictures, the yearbook, or book club orders.

Past Due Tuition Payments

The school’s ability to operate on a sound fiscal basis depends in part on its prompt collection of

tuition and other fees from parents/guardians/responsible parties. Students are accepted only for the entire academic year, or for the remainder of the academic year if enrolled after the opening date. The fact that the school allows tuition to be paid in two or more

installments in no way creates a fractional contract or in any way relieves the parent/guardian/responsible party for the entire year’s tuition.

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It must be clearly understood that when a parent/guardian/responsible party signs the Enrollment Contract, the document is final and legally binding, and the school cannot release that parent from

this contract regardless of whether or not the school is able to replace the student. The school realizes that this binding enrollment contract does not in some circumstances seem “family

friendly”, especially when the family has been supportive of the school for a number of years; however, in this instance, the well-being of the school as a whole must take precedence over the

needs of one individual family.

In addition to other remedies the school may have under the Enrollment Contract or under applicable law, the school reserves the right to sue for any fees not received in full in the school

office by the due date.

The school will release a student’s transcripts and records only when the student’s account has been paid in full. Tuition, before and after-school care tuition, and all other fees must be kept current during the school year for the student to continue to attend classes, participate in graduation, or

receive a diploma. There are no exceptions to the binding Enrollment Contract.

FINANCIAL AID

The school offers needs-based financial aid to students. Parents should complete a Tuition Assistance Application and submit it along with their Enrollment or Re-enrollment Forms in January, or as soon as possible thereafter. A Financial Aid Committee, composed of Board

members who do not currently have children enrolled in the school, meets in late March. Families are notified of awards on or before April 1st of the year prior to enrollment. At that time, if

families need to withdraw their Enrollment or Re-enrollment Applications, based on the amount of their awards, they may do so without penalty, as long as they do so by April 1st.

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SECTION THREE

ACADEMICS


HOMEWORK

We believe that in order to be healthy and well-rounded, a child should be free to pursue after-school activities such as music, drama, dance, sports, reading for pleasure, family outings, and

other interests of the child’s own choice. Accordingly, homework is not routinely assigned until 4th grade, and is kept to the minimum in the upper grades. In the lower grades, homework may be provided occasionally for individual children when the teacher feels the child would benefit from

extra practice or study in a specific area.

Children who have been consistently unable to complete the agreed-upon work during the school day are sometimes asked to finish the work at home or to work on it during a portion of their

outdoor free-play time (not their P.E. class).

CORRECTING WORK

Montessori materials, especially in the preschool and early grades, are designed for auto-education.

The control of error, whenever possible, lies in the materials themselves rather than being solely reliant on the teacher to make the corrections. Each piece of material is designed in such a way that

the child himself is able to recognize when an error has been made; thus, putting him in more control of the learning process and minimizing the negative feelings that can develop when the

teacher continually has to point out errors to him. Many times, if the child cannot see his error in spite of the material’s self-correcting design, it is an indication that he has not sufficiently developed

to do so. The teacher, observing this, will often make a note to re-introduce that material to the child at another time.

In the elementary and middle school classrooms it is not feasible that all lessons be self-correcting. Accordingly, all work is reviewed by the teacher. Errors in a particular work may be pointed out to the child in a positive way by the teacher, may be marked on the papers themselves, or may be

left uncorrected if it is the judgment of the teacher that this would be the best course. Care is taken that the learning process be viewed as a positive adventure. If it is the decision of the teacher that the errors are not critical for the child to correct at her particular level of development or that to do so at that time would be overly disheartening to the child, the teacher may simply make a note

of the error, to be dealt with at another more appropriate time. Teachers make every effort not to ask children to do lessons that are beyond their capabilities. Parents who are concerned with errors

observed in their children’s work are encouraged to discuss them with the teacher. Please remember that children who come to feel that their work will be viewed critically by their parents

often resist taking further work home.

CREATIVE WRITING

It is our philosophy that a child’s early attempts at writing should be regarded as an expression of creativity, no different from a painting, song, or dance. We enjoy and appreciate these endeavors for their originality and free flow of ideas. We also appreciate the fact that for a young child the

physical act of manipulating a writing instrument for any length of time is a feat in itself. 22


Therefore, technical exercises involving spelling, punctuation, and the like are sometimes more

appropriately handled with other materials in other lessons, or in the occasional writing assignments which the children know beforehand will be corrected and recopied.

Children who are limited only by their imaginations and ability to handle a pencil are much more eager to explore the joys of writing. Many times a child’s imagination is working at such a fast pace that he is oblivious to spelling and punctuation rules that he well knows; but he is enjoying writing!

By the time the children are older, we find that they are capable of including both technique and creativity in their endeavors.

EVALUATION OF STUDENT PROGRESS

Record-Keeping

White Rock Montessori’s curriculum is carefully structured and sequenced. Teachers maintain

careful records of when lessons are given to each student, when the student is observed using the material independently, and when mastery is achieved.

Proving Mastery

Throughout the year, elementary and middle school students will be required to prove mastery on

the concepts and skills that they have been studying before being offered the next lesson. These assessments might be written or verbal, or might involve a class presentation or art work.

Assessments are used as feed back, indicating that a student is ready to receive a new lesson or needs more practice, rather than as competition between children for grades.

Portfolios

As the year progresses, your elementary child will assemble his best work from the year into a

permanent portfolio binder. This binder is kept at the school until the child leaves that classroom. It is always available for parents to inspect, and we encourage you to make a habit of periodically going through your child’ binder with him to allow him to feel a sense of accomplishment as he

progresses month to month and year to year.

Preschool and Elementary Progress Reports

Because Montessori schools do not compare students against arbitrary standards or against the performance of their classmates, we do not use letter or numeral grades in the preschool or elementary levels. Progress reports are issued twice-yearly. They list the materials that are

available for mastery in that particular classroom and indicate the student’s path towards mastery in each subject area.

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Middle School Progress Reports

Middle school students receive numeric grades on class work, homework, exams, and progress

reports. At the end of 8th grade students are issued transcripts that conform to the state requirements for 7th and 8th grade.

Standardized Testing

As it currently stands in our culture, test-taking skills are a practical skill that children need to

master to be successful in their future schooling and in order to ensure that they will be eligible for the high schools of their choice. Therefore, White Rock students sit for a full battery of

standardized testing each year beginning in first grade.

The school does not place undue emphasis on the testing process or the results of these tests in isolation, since scores can be inaccurate and misleading. The testing is accomplished in three

mornings, and very little, if any time is devoted towards practicing or preparing for this test. After working with the same children for successive years and carefully observing their work, teachers

are a far better judge of their students’ academic mastery than can be revealed on a paper and pencil test. Moreover, Montessori children typically are exploring concepts with their concrete materials

that are far beyond their years; concepts that they cannot show they understand because they are not included on the tests they take. White Rock students consistently place very well on their

standardized tests. Teachers will be happy to go over your child’s individual scores at the year-end parent-teacher conference.

Transcripts

By written request, the parent/guardian, or, upon attaining the age of majority, the student, may

ask that a copy of the student’s file, along with completed recommendation forms from their teachers, be issued to another school. Records cannot be forwarded if a student has an outstanding

balance on his or her account.

PROMOTION FROM ONE LEVEL TO THE NEXT

Students at White Rock Montessori do not follow a finite curriculum at each grade level. They proceed in each area of the curriculum at their own pace as far as they are able. As a result, the

concept that a child is a first, second, or third grader does not have the same meaning as it would have in a traditional school. Grade level at White Rock simply indicates age, not the work. As a

college preparatory school, White Rock does have expectations for normal baseline achievement at the end of the third year in each classroom. Students will be promoted from one grade level to the

next at the end of the school year primarily based on chronological age combined with overall development, including, but not limited to cognitive development.

Advancement to the next classroom (for example, from the preschool to the lower elementary or from upper elementary to middle school) is based on an evaluation of the child’s total academic,

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social/emotional, and physical development. Because teachers in any class have a certain amount of flexibility to modify the child’s academic program to match his academic readiness, the most important criteria for advancement to an older group is most often the student’s social adjustment, independence, work habits, and maturation. We always invite parents to work with us in reaching decisions concerning class placement and focus on what will be the child’s best interest long-term.

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SECTION FOUR

DAILY LIFE


GROUND RULES

Montessori schools strive to promote self-discipline and by helping children make good choices, following just three simple, yet profound ground rules:

1. Respect oneself. 2. Respect others. 3. Respect your environment.

As a school founded on Montessori principles, we believe that every person deserves to be treated with respect. White Rock Montessori expects students to demonstrate kindness and courtesy

toward fellow students, parents, teachers, staff, and visitors to the school. Furthermore, the school expects parents, teachers, staff and visitors to the school to model respectful behavior at all times.

DISCIPLINE

Neither corporal punishment, nor physical or emotional intimidation is allowed at White Rock. The goal of all Montessori education is to establish safe, warm, and caring environments within

which we teach students positive and appropriate ways to handle situations. We strive to develop a strong sense of self-discipline, responsibility, and courtesy and to provide an atmosphere conducive

to peaceful studies.

Beginning with the youngest children, students learn and practice conflict resolution skills before conflict begins. Such lessons begin with being able to identify one’s own emotions and verbalize

them adequately, and proceed to developing the skill to identify and empathize with the emotions of others. Children are taught how to verbalize their own feelings and also the importance of

listening carefully to the feelings of others. A mutually agreed-upon solution is always sought to end conflict.

In the event a child encounters a situation in which his own self-discipline is inadequate, it will be

the duty of the teacher to intervene. A frank discussion of the problem between all involved parties will follow. On occasions when a child is not ready to participate in such a discussion, she may be

required to “sit aside” until she becomes ready to participate in a resolution.

When a child finds it difficult to follow the school’s expectations concerning peaceful and respectful conduct in spite of the teachers’ intervention and counsel, the school will bring the student, family, and teacher together to work towards a solution. Any student who repeatedly breaks the ground

rules, or who on even one occasion endangers the health or safety of others, may be required to be withdrawn from the School at the discretion of the Director.

RESPECT FOR PROPERTY OF OTHERS

Any theft, vandalism, or damage to property, whether deliberate or accidental, must be repaired or

repaid, and may be grounds for dismissal. 26


ATTENDANCE

All White Rock students, even the youngest, are expected to attend school regularly. Inconsistent attendance is detrimental to the child, both academically and socially. When a child of any age

misses school, group directions and lessons are missed, some of which cannot be recreated. Upon his return, there is a period of readjustment as the child struggles to reconnect with friends who have shared experiences of which he was not a part. He must figure out where he left off in his lessons and time is lost as he tries to get back into the flow of the school work day. Children,

especially the youngest ones, thrive on a regular schedule.

Absences

If a student is kept home because of sickness or other reasons, parents should call the school that

morning to let the teachers know.

If parents are planning to take their children out of school for personal reasons, they should alert teachers as far in advance as possible. Elementary and Middle School children may be assigned work to do at home in these instances. Parental cooperation will be expected in seeing that this

work is completed.

School Hours

Academic School Day: 8:30 A.M. – 11:30 A.M. Preschool Half-Day 8:30 A.M. – 3:00 P.M. Preschool Full-Day and Elementary

8:30 A.M. – 3:30 P.M. Middle School (Optional tutorials until 4:30 two days per week)

Before-school Care: 7:00 A.M. – 8:30 A.M. After-school Care: 3:00 P.M. – 6:00 P.M.

ARRIVALS

It is very important that your child arrives promptly and begins her morning with the rest of the children. Students who arrive late miss out on the ability to socialize a bit with teachers and peers, and do not receive early morning instructions. Children who are habitually late invariably show adverse effects by displaying lack of organization and concentration and by having the desire to

socialize during morning work hours to the detriment of the development of a positive work ethic. It is not fair to teachers or the rest of the class when late-arriving students disturb these most

productive hours of the day. Please be courteous to others and maximize your child’s potential for success by helping her develop habits of punctuality that will enable her to function efficiently in

school and later in life.

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Preschool and Elementary Arrival

Staff members will arrive in front of the school at 8:25 A.M. to begin opening car doors for

children to depart their cars and enter the building. They will remain there until 8:45 A.M. Parents who arrive after morning car line is closed and staff are no longer on hand to assist children

out of their cars should park, walk their children into the building, and sign them in at the front desk.

Middle School Arrival

Students may be dropped off at 8:15 A.M., and may depart their cars and enter the

building on their own.

Before-school Care Arrival

Parents should enter the building with their children, check in with the teacher, and sign their children in, noting the time of arrival.

With the exception of Before-school Care children and Middle School students, Children may not

be dropped off before a staff member is in front of the building to receive them.

DEPARTURES

No student may remain unattended in the school or on school grounds at any time before car line begins or after the car line is closed.

Early Departure

There may be occasions when you need to take your child out of school early for a doctor’s

appointment or similar appointment. To ensure that your child will be ready, please send a note to the teacher letting him/her know the time you will be picking up your child. When you arrive at school, please stop by the office and sign your child out. A staff member will bring him/her from

the classroom to you.

Preschool Half-Day Departures

Staff members will arrive in front of the school a few minutes prior to the 11:30 A.M. dismissal, and will remain there until 11:45 A.M. to assist the children into their cars. Those who are not picked up by 11:45 will wait in the office for their parent/guardian/responsible parties to pick

them up.

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Preschool Full-day and Elementary Departures

Staff members will arrive in front of the school a few minutes prior to 3:00 P.M. dismissal

and will remain there until 3:15 P.M. to assist children back into their cars. Those who are not picked up by 3:15 P.M. will be taken to the After-school Care classroom and parents will be

charged the daily After-school Care fee.

Middle School Departures

Staff members will arrive in front of the school at 3:30 P.M. to supervise middle school students during their dismissal. Students who are not picked up by 3:45 P.M. will be taken to the After-

school Care classroom and charged the daily After-school Care fee.

After-school Care Departures

Parents of children enrolled in After-school Care should come into the building, check in with the teacher, and sign their children out of the After-school Care classroom, noting the time of

departure. Parents who arrive after 6:00 to pick up their children will be billed $1.00 per minute that they are late.

Tennis Departures

Parents of children who are attending tennis classes, either on-campus or off-campus, will be

given a ten-minute grace period after the scheduled pick-up time. When the grace period has been reached, on-campus tennis students will be taken to the after-school care classroom to wait on their

parents and those parents will be charged the daily rate for After-school Care. An instructor will remain with late-arriving parents of off-campus tennis students until their parent/guardians arrive.

The parents will be charged the daily rate for After-school Care.

Departures after school Activities/Clubs/Classes

Students enrolled in after school activities, if those activities are not expressly sponsored by the school and directed by school personnel, are the sole responsibility of the group or organization

sponsoring the activity.

MORNING AND AFTERNOON CAR LINE

The school driveway can accommodate only one-way traffic. Please form one line, entering the eastern gate and departing through the western gate. If there is a line of west bound cars at the entrance gate, please circle the block and come back. Do not stop and hold up traffic on Oates Drive. Likewise, do not hold up eastbound traffic by trying to make a left turn against traffic.

If you need to come into the building for any reason during the school day, please park in one of the

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parking lots. Do not park in front of the school. For safety reasons, keep your children by your

side and do not allow them to run ahead; especially, in the parking lot.

Please note that the entire length of the driveway is designated as a fire lane. Parents who park in the fire lane run the risk of being ticketed.

During the first few weeks car line always moves more slowly. After a few weeks your wait in line

will be shortened as folks adjust their schedules and the children become more adept at hopping into and out of their vehicles.

Please Observe the Following Car Line Guidelines:

Please observe the no-turn sign and avoid making left turns onto the property during car line. Attempting to do so causes the eastbound traffic to back up behind you and requires that parents waiting to make right turns onto the property stop and let you through.

Make room for as many cars on the property as possible by pulling your car in closely to the car in front of you.

Pull forward quickly each time the line moves.

Try to have your child’s seat belt unlocked, if possible, before you reach the unloading area.

Try to say your good-byes and have your kisses before your car door is opened. If your child requires more time to make his/her good-byes, pull your car well-forward past the unloading area. Then, when you are ready, either signal the staff member or walk your child to the door.

Refrain from having discussions with the staff members as you drop off or pick up. Teachers need to be wholly focused on the children during the time they are being transferred from our care to the parents’ care.

Please be alert to small children who could possibly run into the road.

Please do not talk on your cell phones after the car line starts to move or while driving on the property.

Saying Good-bye: Tips for Preschool Parents on Separation

It can be difficult for parents and young children to separate at the beginning of the school year. We have found that a short and positive good-bye is easiest for the child. After the first day or two, we do not recommend that parents bring their children into the building. The prolonged good-bye often makes the separation more difficult. Show your child that you have confidence in him by giving him a hug and kiss in the car line and encouraging him to be greeted and welcomed into the building by the staff. If you are uneasy at your child’s separation, it is best to take your

leave and then call the school later to see how he has settled in. The school will always call you if your child is experiencing prolonged periods of difficulty or sadness at any time during the day.

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PERSONS AUTHORIZED TO TAKE CHILDREN FROM SCHOOL

Unless the school receives specific permission from the parent/guardian to do otherwise, we will release a child only to that child’s parent or guardian, or to the people who have specifically been authorized on the Carpool Release Form. In an emergency, the school must receive a note or a phone call from the parent/guardian in order to release the child to someone not on the form.

The school will require identification from that person before releasing the child. This rule applies to students going home with friends after school as well.

SCHOOL CLOSINGS

If severe weather conditions make travel hazardous, school may be postponed, closed, early or cancelled. White Rock makes the decision independent of other private or public Dallas schools, but often follows the decisions of DISD. In the event that School is postponed or cancelled, the decision will be posted as soon as possible on the school web site and Facebook page, and on TV

channels 4, 8, and 11.

Regardless of whether the school is open or closed, we advise that parents use their own judgment in regard to driving under the conditions in their area. The safety of the children is much more

important than a missed day of school.

USE OF GROUNDS BEFORE OR AFTER SCHOOL HOURS

Families who want to enjoy the school grounds before or after school hours are free to do so, but should follow that following guidelines:

Please keep your children within your eyesight and monitor tree climbing, making sure your

children do not exceed their capabilities.

Please do not allow children to cross the road or come back into the building unless an adult accompanies them.

Please do not allow your children to scale the fence to the sport court or cross over into neighbors’

yards for any reason.

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DRESS GUIDELINES

White Rock Montessori seeks to emphasize the intrinsic development of the individual and the responsibility of each participant to the school community as outlined in the philosophy of the

school. The spirit of the dress guidelines is to keep the attire of the students and staff in harmony with the goals of healthy cognitive, physical, and psycho-social development, and respect for others

in a working environment.

Dress Agreement

The School should be viewed as the students’ workplace. Their attire should reflect respect for themselves and others in their work environment. Below is a guide for what is deemed

inappropriate dress. (The word dress includes clothing, accessories, tattoos, piercings, hair, and make-up).

1. Dress with logos, words, or messages that are judged by the teachers or staff to be

offensive to others; including, but not limited to references to sex, graphic obscenity, or curse words.

2. Dress that is judged by the teachers or staff to portray violence, bondage, or intolerance. 3. Dress that promotes controlled or illegal substances; including, but not limited to drugs

and alcohol. 4. Advertisements for groups, companies, organizations, or products that are judged by the

teachers or staff to promote the negative attributes mentioned above. 5. Clothing that is baggy, frayed, torn, or is judged by the teachers or staff to be oversized or

slovenly in the extreme. 6. Dress that is judged by the teachers or staff to be immodest, or inappropriate in a

workplace, such as halter tops, spaghetti straps, short skirts, short shorts, or bare midriffs.

Shorts, leggings, or tights must be worn under skirts or dresses. Skirts, dresses, and shorts must cover to just above the knee.

Leggings and tights are to be worn as undergarments and may not be worn in place of pants.

7. Dress that is judged by the teachers or staff to be distracting to the student or others in the environment, such as extreme make up, extreme hair style or color, hats, or sunglasses.

The Dress Agreement is subject to periodic review. If a student is in doubt at to the appropriateness

of a specific clothing item, she should discuss it with the teacher or director, before wearing the item in question to school. Students who come to school in violation of the dress code

will need to call their parents and request a change of clothing to be brought to them.

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CLOTHING Montessori believed that children should spend time outdoors every day. She famously stated that

there is no such thing as inclement weather, just inappropriate clothing. WRM children will go outdoors for physical activity every day, except in the most extreme weather conditions. Parents should take into consideration that our Texas weather can be very changeable. If cold weather is

expected, parents should send a warm jacket, hat, and mittens or gloves.

Please label all outer wear.

Preschool

Preschool parents are asked to send a pair of rain boots to be kept at the school

Children should dress in clothing that they can manage themselves, such as pullover shirts, elastic waistbands, and Velcro sneakers.

Preschool children should keep an extra set of clothing at school at all times. If their clothing

becomes wet or soiled, they are much more comfortable when they have a set of their own clothing to change into. Please send the extra clothing in a plastic zipper bag, clearly labeled with the child’s

name. In the event that soiled clothing is sent home, please return a clean set to the school the following day. If, by chance, the child comes home in emergency clothing that does not belong to

him/her, please wash and return it as soon as possible.

Elementary and Middle School

Outdoor play or physical education will be held every day except in extreme weather conditions. No child is exempt from P.E. or Free Play unless a note is brought from the parent or doctor

stating that he/she is not able to participate. Students should wear (or bring) shoes suitable for running, jumping, and climbing. Dresses and skirts will not be suitable for some of the playground

activities unless shorts are worn underneath. Flip flops and flimsy sandals are not acceptable for outdoor play or gardening and may prevent the child from being allowed to fully participate.

Parents of elementary and middle school students should send a pair of boots or old shoes that can

be used on muddy or wet days.

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NUTRITION, LUNCHES, SNACKS

The White Rock community places great emphasis on the importance of good nutrition as the first step to a lifelong wellness education program. Lunch is not only a very important part of your child’s day, but of a lifelong wellness education as well. Elements of grace and courtesy are

emphasized, such as setting the tables with cloth tablecloths or placemats and flowers, use of real china plates, waiting until everyone is served to begin eating, washing their own dishes, and

recycling and composting at the end of the meal.

Breakfast

Proper nutrition is of great importance, both at home and at school. When a child arrives at school without having had a proper breakfast it is usually quite apparent in her performance. Low energy or lack of concentration due to inadequate or inappropriate nutrition invariably results in failure to

thrive at school and leads to bad attitudes about schooling in general.

Lunch

The school counts on parents to teach their children about health and nutrition by sending a well-balanced lunch. We do not encourage sugary desserts. Sodas and candy are not allowed.

White Rock students may bring their lunches or purchase catered lunches. The school partners

with a catering service to provide both hot and cold lunches daily. The caterer prepares meals off campus, delivers and serves them. Care is taken to select a catering service that will provide kid-

friendly food that is nutritious and wholesome at as low a cost as possible. When packing lunches for younger children it is important to prepare food in small, easy to handle servings, such as cutting sandwiches in quarters and slicing fresh fruit into bite-size pieces. Avoid

containers that the child himself is not capable of opening and closing neatly and safely.

WRM children may eat only the catered lunch or the food sent by their own parents. They may not share or trade their food. Preschool children are asked to return uneaten food to their lunch

boxes so that parents can monitor what their children have eaten while at school.

Snacks

Preschool children are offered nutritional snacks in the morning. Parents will be requested to send enough snacks for the class for one week during the year. Snack foods may be selected from a

prepared list supplied by the teachers. Many families find that it is a nice experience to allow their child(ren) to help them plan and purchase these snacks. This allows children to develop a sense of

ownership and importance in his classroom and feel that they are “hosting” snack time for the week.

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Elementary and middle school students may bring a whole food, such as a piece of fruit, a

vegetable, cheese, or a whole grain item for snack. Sugary or high carbohydrate foods are not allowed at snack time.

Children with specific dietary needs may keep a bag of snacks in the classroom for days when they

cannot eat the provided snack or treat.

All students in the after-School program are offered a snack between 3:00 and 4:00 P.M. The school provides these snacks based on sound nutritional guidelines.

HYDRATION

The school encourages students to stay hydrated by drinking plenty of water during the day. Although all students have access to a drinking fountain while in the classroom, Elementary and

Middle School students are encouraged to bring a water bottle to take outside so that they can stay hydrated during P.E. and Free Play.

SLEEP

It is essential that parents establish regular bedtime routines so that their children receive at least ten hours of sleep per night. Frequently, social and academic problems can be attributed to lack of

adequate sleep.

SHOW AND TELL

Preschool and Lower Elementary classrooms may have a schedule for children to bring items for Show and Tell. Your child’s teachers will inform you of that classroom’s policy. Children may

bring such things as an item from nature, a special souvenir from a trip, something they have made, or a favorite book. Please do not send toys for Show and Tell. Please do not allow your child to bring valuable items to school, as we cannot guarantee that these items would not be damaged or

lost.

TEXTBOOKS

The Montessori curriculum is based on research through primary source material, rather than the traditional dependency on textbooks. Textbooks are introduced gradually, beginning in the upper

elementary grades and are most often used as reference material. Until Middle School, much of the students’ work centers on the use of hands-on materials that remain in the classroom or readings

from a wide range of electronic or print sources. Although Elementary and Middle School students turn in their textbooks at the end of the year, they are charged a small book fee to cover the cost of purchasing expendable materials, such as workbooks, and the periodic replacements of textbooks with new editions. It is expected that students will respect and take care of their books. They are

responsible for replacing lost or damaged books.

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LOST ITEMS – OURS AND YOURS

Unidentified items will be paced in the Lost and Found Box, located in the closet in the Activity Room. Parents who are missing an item are welcome to check this box.

In the event that your child gets home with items that do not belong to him or you, please return them to the school. Insignificant-seeming items such as colored beads, puzzle pieces, pegs, and

small cubes are often essential parts of materials and are sometimes irreplaceable without replacing the entire material. We appreciate your help in returning anything that you don’t recognize as yours. Children are discouraged from bringing items to give to other children or to trade with

other children.

FIELD TRIPS

Students will periodically take field trips to local points of interest, either as a whole class or in small groups. These trips are planned to coordinate with subjects of interest or topics being studied by the class. A yearly field trip Fee covers the cost for students, teachers, and drivers. Parents will be notified in advance of any scheduled trips away from school. All trips are carefully planned and chaperoned. Most will involve parent-volunteer drivers. Parents may submit their mileage to the

school for reimbursement of their gasoline costs.

Field trips within 20-mile ratio of the school will be covered by a single permission slip signed at the beginning of the school year. Longer-distance trips will require a separate permission slip to be

signed by both parents/guardians. Elementary and middle school classes will have one or more over-night trips during the year.

All students eight years old and over must be securely seat belted. Students under the age of eight

must be seated in a car seat or booster seat, whichever applies to that child’s age/weight.

Parents and students are encouraged to think of the field trip and the cars in which they travel as extensions of the classroom. Therefore, they should apply the same rules of grace and courtesy.

Behaviors that are not allowed in the classroom should not be allowed on the field trip either in the car or at the venue. Volunteer drivers are encouraged to let the teachers know if children in their

cars struggle in this area so that teachers can work with them prior to the next trip.

Guidelines for Volunteer Field Trip Drivers

Arrive at least fifteen minutes early on the day of the field trip and give your driver’s license and proof of insurance to a staff member to copy.

Wait in the Activity Room for the teacher to arrive with maps, instructions, and Emergency Permission Forms for the students who will be riding in your car.

Make sure you have plenty of gas before arriving. Do not plan to stop during the trip.

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Unless previously planned with the teacher, you should make no stops for any reason between the school and the field trip destination, coming or going.

All drivers should take the same route and stay together as much as possible, so that if one car has trouble another car will be nearby to assist.

Drivers may not use their cell phones while driving, except in case of an emergency. In this event, they should pull over to make their call, if possible.

The school will pay entrance and/or parking fees for enough drivers to transport the class. Any additional parents are welcome but will need to pay their own expenses.

Each driver will be given the Emergency Permission Forms for the children who will be riding in his/her car. Teachers thoughtfully assign children to particular cars with a view to ensuring the enjoyment of the children and drivers and also in order to create safe and harmonious environments for each car. We cannot take requests for children to ride in

particular cars and drivers may not switch forms or children once the cars have been assigned.

In case of an accident or car trouble, the driver should immediately notify the teacher traveling with the class via cell phone. The teacher will notify the school and the school will make further calls that are deemed necessary and arrange for roadside assistance.

Should a child need emergency care, the driver should pull over and dial 911 first, if feasible, before calling the school. In some cases, the driver might determine that the better option is to drive to the nearest hospital, taking care to bring along the child’s Emergency Permission Form. The teacher will meet the driver there and take charge from there, remaining with the child until family members arrive. The school will notify the child’s parents and make other necessary arrangements or communications.

Because music has a strong tendency to alter mood, many genres of music are not conducive to preparing children for the purpose of the trip. Furthermore, parents have differing preferences for the music they want their children to listen to. Therefore, we ask that parents not play music of any kind.

No DVD’s, videos, electronic games, or other electronic devices are allowed.

If the option of purchasing snacks or souvenirs is to be a part of the experience, it will be planned and announced beforehand. Otherwise, students and parents should not make personal purchases of food or souvenirs either en route or at the field trip destination.

When teachers or docents are speaking to the children, parents should be respectful by restraining from visiting with other parents. During times the children are expected to be attentive, adults should be as well.

Only children enrolled in the particular classroom that scheduled the trip may go on the trip. Younger siblings or children from other classrooms or schools may not attend.

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BIRTHDAYS

School Celebrations

Birthdays are very special to us at White Rock Montessori! Children love to celebrate their birthdays with their friends. We strive to minimize the importance of food in our birthday

celebrations, and focus on the other ways of making the day special. Children are given a special

birthday sticker to wear that day. Teachers in each classroom have developed traditions over the years for observing birthdays in that

room. Some classrooms enjoy the traditional “Walk Around the Sun” where the birthday child walks once around the sun (represented by a symbol displayed on the rug) for each year of his life.

Each time the child completes one walk around the sun, the parents will be invited to show the class a photo of him during that year of his life. At the end, there will be a spirited chorus of

“Happy Birthday.” Children in some classrooms bake a loaf of bread to share with their friends.

Bringing Birthday Treats

Many children enjoy bringing a treat to share. In considering what kind of treat to bring, please follow the following guidelines:

Notify the teacher well in advance. Discuss with the teacher acceptable treats, and how many to plan for.

Be creative in choosing a treat that is not too sweet. If nothing will do but cake, select cupcakes and try to go easy on the icing. Most children will share a birthday cake with family at another time, so it really is unnecessary for them to have a big cake at school.

Plan to serve finger-food, and provide everything that is needed in terms of plates, napkins, etc.

Food and serving utensils should be sent in with your child at car line so that the teachers can plan how to serve and can have it ready at the proper time.

Home Parties

Please do not send birthday invitations to be distributed at the school. Invitations should be sent via

mail or email. Please do not send birthday gifts to the school for anyone for any reason. If your child has a birthday party outside of school and plans to invite more than a few close friends,

we ask you to consider making it a defined group, such as inviting all the children of your child’s age or gender. Children discuss their parties excitedly for days before and after a party, and

children who are not invited along with a discrete group often feel very sad.

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A CHANGE IN CIRCUMSTANCES AT HOME

In the event that a significant change occurs in your home, please consider informing your child’s teacher or the school office as soon as possible. All information will be regarded as confidential. Common causes of distress include: either one or both parents being away from home for any extended period of time; a new baby or other new person living in the home; illness of either

parent or sibling; hospitalization, accident, or death in the family; new caregiver; moving to a new home; divorce; or new pet.

CELL PHONE USAGE

We request that parents support the school in managing the growing desire of students to bring their cell phones to school. At WRM, students are never more than a dozen steps away from a school phone. Children who need to make a phone call while on campus have ready access to a

land line and are always allowed to make necessary calls with their teachers’ permission. Therefore, we request that children do not bring their personal phones to school. Student cell phones will not be permitted in the classrooms, hallways, public spaces, bathrooms, or outdoor

spaces of the school, even if they are turned off and enclosed in backpacks or pockets. As with any policy, there may be a valid exception to this rule. If a parent feels it is important for a

child to bring a phone to school, he should call the office and explain the situation. On the days that the child needs his phone, that phone will be kept in the office. The student must check his

phone in at the office upon arrival and check it out again at dismissal. Phones that turn up anywhere else in the building or on the grounds during school hours, whether they are in use or

not, will be taken up and placed in the office. In this event, parents will be notified and will be able to come in and retrieve their phones at their convenience.

The school cannot assume liability for nay damage or loss pertaining to cell phones or other

electronic devices.

INTERNET USAGE

White Rock has established a computer network and is pleased to offer Internet access for student use. In order for students to use the Internet, they and their parents/guardians must first read and

understand the following Acceptable Use Policy.

Acceptable Internet Uses

The computer at white Rock has been set up in order to allow Internet access for educational purposes. This includes classroom activities, research activities, peer review of assigned work, and the exchange of project-related opinions, and questions.

Students will have access to the Internet via desktop and laptop computers in the classroom.

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Student use of the Internet is contingent upon parent/guardian permission in the form of a signed copy of the Acceptable Use Policy. Parents/ guardians or staff may revoke approval at any time.

Material created and/or stored on the system is not guaranteed to be private. Network administrators may review the system from time to time to ensure that the system is being used properly. For this reason, students should expect work to be viewed by a third party.

Network users are expected to adhere to safety guidelines as follows:

Student Safety Guidelines

Never give out your last name, address, or phone number.

Notify an adult immediately if you receive a message that may be inappropriate or if you encounter any materials that violate the Acceptable Use Policy. Your parents or guardians should instruct you if there is additional material that they think would be inappropriate for

you to access. White Rock Montessori expects you to follow your parents’ or guardian’s wishes in this matter.

Unacceptable Uses

The network may not be used to download, copy, or store any software, shareware, or freeware without prior permission from the network administrator.

The network may not be used for commercial purposes. Users may not buy or sell products or services through the system without permission from a teacher or the network administrator.

The network may not be used for any activity, or to transmit any material that violates United States or local laws. This includes, but is not limited to, illegal activities such as threatening the safety of another person or violating copyright laws.

Use of the Internet chat rooms is prohibited, as is playing games on the Internet.

Students may not bring software from home and install it on the network.

Network users may not use vulgar, derogatory, or obscene language. Users may not engage in personal attacks, harass another person, or post private information about another person.

Network users may not log onto someone else’s account or attempt to access another user’s files. “Hacking” or otherwise trying to gain access to another person’s or organization’s computer files or system is prohibited.

Network users may not access web sites, news groups, or chat areas that contain material that is obscene or that promotes illegal acts. If a user accidentally accesses this type information, he or she should immediately notify a teacher, and/or the network administrator.

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RELIGION

The children of White Rock Montessori come from a rich variety of cultural, religious, and socio-

economic backgrounds. Because it is the philosophy of the school to respect each child’s background and religion, holidays are not observed in their religious context; rather, as times to

enjoy special music, crafts, food, games and merriment. From time to time, different religions are studied and discussed by the children in the course of their cultural studies.

Our goal is not the teaching of theology, but the inspiration of the child’s heart. While we do not

teach religion, we do present the great moral and spiritual themes of love, kindness, joy, and confidence in the fundamental goodness of life, in simple ways that encourage the child to begin the journey toward being fully human. Everything we do is intended to nurture within the child a joy

and appreciation for life, a sense of the poetic, and a sense of humanity’s relationship with the universe.

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SECTION FIVE

HEALTH AND SAFETY


EMERGENCY PREPAREDNESS PLAN

The school has a written Emergency Preparedness Plan outlining procedures to be followed in case of a natural or weather-related disaster or breach of security. Parents may view this plan in the

school office.

Staff members receive annual training in how to respond in emergency situations of all kinds. Children participate regularly in drills for handling emergencies such as fire, tornado, and intruders

in the building.

VISITORS TO THE SCHOOL

All visitors to the building are required to sign in at the front desk and will be given a visitor’s

badge to wear. Visitors unknown by school personnel will be asked to provide ID.

BULLYING

Bullying is repeated, targeted, aggression conducted by an individual (aggressor) or group (aggressor) against other(s) (targets). It is unwarranted and purposeful written, verbal, non-verbal,

electronic or physical behavior (act or gesture) that has the potential to create an intimidating, hostile or offensive educational environment.

Cyber bullying is willful and repeated harassment and intimidation of a person through the use of digital electronics. It includes, but is not limited to, email, instant messages, text messages, and

internet postings. Unwarranted contact may take place in, or occur on, social networks, chat rooms, blogs, or cell phone text.

White Rock Montessori has an anti-bullying policy and is committed to creating a school culture

that encourages students, teachers and parents to disclose and discuss incidents of bullying behavior, both experienced and witnessed. We are a community committed to addressing these incidents, and empowering students to be part of the solution. Students who are unable to cease bullying behavior after a reasonable period of counseling will be asked to leave the school at the

discretion of the Director.

VIOLENCE AND HARASSMENT

White Rock Montessori cannot tolerate any irresponsible and dangerous behavior, acts of violence, threats of violence, emotional or sexual harassment, or verbal abuse directed toward anyone. It is absolutely illegal and forbidden to bring or carry a weapon to school or to use any common object

as a weapon.

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TOBACCO, ALCOHOL, AND CONTROLLED SUBSTANCES

White Rock Montessori is a smoke-free environment. We require our students to avoid any and all

contact with drugs, alcohol, or controlled substances, both on and off school grounds. The possession, use, or sale of drugs, alcohol or controlled substances at any time, either on or off

school grounds, will be grounds for expulsion.

ABUSE

In an effort to protect the well-being and safety of children, the State of Texas requires anyone who suspects child abuse and neglect to report it to the proper authorities. The school staff is trained to identify the signs and symptoms of abuse and neglect and receives a minimum of one-hour annual training on both recognition and prevention of abuse. The school is required by law to cooperate with any investigation of child abuse or neglect and all suspected indicators are documented and

reported. Suspicions or findings are reported to the director, who will assess the situation and decide what action the school will take. However employees and/or parents may make reports separate and apart from the school’s official actions. If desired, reports may be made anonymously by contacting Family Protective Services either by phone (214-951-7902) or online at www.tx.abusehotline.org.

PRIVACY

Privacy of Student Files

Student Files are confidential records and are kept secure from unauthorized access. Officials of the State and County Health Department and the State Department of Education may have the right to

review student files without the parent or guardian’s permission. With a written court order, other government officials may inspect the contents of a student’s file without the permission of the student, parent, or guardian. The school will inform the student and his family in writing that such

an inspection has been requested.

A copy of a student’s file may be sent to an outside professional, such as a psychologist or educational diagnostician, if requested in writing by the parent(s) or guardian(s), or student if

he/she has attained the age of majority, with notation of pertinent papers to be sent.

Privacy of School Lockers

School lockers are owned and controlled by the school. Locker inspections may occur if deemed necessary.

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http://www.tx.abusehotline.org/


ILLNESS OR ACCIDENT

Infectious Diseases or Conditions

Children with infectious diseases or conditions must stay out of school until the contagious stage has passed. Children should remain at home a full 24 hours after a fever. In the case of a common cold,

the student should remain at home as long as there is fever, sore throat, eye infection, or severe nasal excretions. Students with symptoms such as vomiting, diarrhea, head lice, or undiagnosed

skin rash should remain at home. For the sake of the other children’s health, it is vital that you let the office know when your child

has contracted something contagious as soon as possible. Please call the school office to report your child’s absence and the reasons for that absence.

If your child exhibits symptoms of an illness while at school, we will take her to the office where we will verify her symptoms and take her temperature. After a brief stay, if she feels too ill to be returned to class, or if she has one degree of fever or more, we will contact the parent to arrange for her to be picked up right away. We understand how difficult it can be for working parents to

break free during the day, and yet parents should expect that there will be times when it is necessary to leave work on short notice in an emergency. Please plan ahead for such emergencies

and have arrangements with a friend or relative, if necessary, to pick your child up if you cannot do so. If your child has fallen behind in school work due to an extended absence, please contact the

teachers to develop a strategy to help her catch up.

Emergency Care

All WRM faculty and staff are certified in first Aid and CPR, and receive updated training every other year.

If a child needs immediate medical attention, and the parent cannot be reached, the parent’s

notarized Medical Release Form authorizes the school to seek medical care. Please be sure to keep these forms updated in the school office.

In the event that we cannot reach a parent in a serious medical emergency, depending on the

nature that emergency, we will either call 911 or take the child to the emergency room. Naturally, we will continue our efforts to contact the parent.

MEDICATIONS

We prefer not to administer medication at school. When it is necessary that medication be administered at school, he following procedures will be strictly followed:

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1. Any medications brought to school must be brought in its original container, clearly labeled

with the child’s name and dosage. 2. All medication must be left with the staff in the office, where it will be locked in a

medicine cabinet. 3. The parent must sign a Medical Authorization Form before the first dose is given at the

school. Copies of this form may be obtained in the school office or on the school web site. 4. If a medication is to be administered on an on-going basis, the Medical Authorization Form

should indicate the duration of treatment. 5. The parent/guardian is responsible for administering the first dose at home. 6. Office personnel will be the only ones to administer medication at school.

Please note that the above procedures apply to non-prescription medications, such as Tylenol,

throat lozenges, or insect repellent.

SPEECH, VISION, AND HEARING SCREENING

According to the department of Human Resources, hearing sensitivity screenings are required for

first-time enrollees who are 4 years old or older as well as children in kindergarten, 1st, 3rd, 5th, and 7th grades. Speech and vision screening are optional. The school

engages a certified screener to evaluate children at the school once each year. A note will be sent home prior to testing, regarding the, dates, and the specific ages of the children requiring screening. Children may be screened at any age at the parent’s request. Parent may have their family physicians or pediatricians screen their children if they prefer. Results of those outside screenings must be brought to the office to be placed in the student’s file.

ALLERGIES

If your child is allergic to any food or other substance, (medication, first aid cream, bee stings, plants, animals, etc.) please make sure it has been noted on the registration form. Parents of

children with severe allergies should have a personal conversation with office personnel and their children’s teachers to make sure they know how to handle potential issues that might occur as a result of accidental exposure to a substance that might trigger a reaction. Copies of children’s allergies and other special medical needs are kept in the children’s classrooms, their permanent files, and the sick room. Please notify the school of any changes that occur in this area during

enrollment at White Rock.

OZONE POLICY

In order to protect student health it is the policy of the school that we will not take children outside at all on red or purple ozone days. Children will be permitted to enjoy the outdoor environment

on orange days but be monitored closely and activity will be kept to a minimum.

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SECTION SIX

PARENT INVOLVEMENT


A COMMUNITY BUILT ON TRUST AND MUTUAL RESPECT

Once we developed a sense of community simply because we lived together in the same town or neighborhood. Today, we might only know a handful of our neighbors. Many who cherish who a

sense of close-knit community create our own by joining together with people with whom they share similar interests, concerns, and values.

You will often hear the word “community” used to describe White Rock Montessori. Relationships

tend to grow strong and friendships can run deep here. Teachers, students, and parents enjoy an old-fashioned sense of friendship and collaboration.

This opportunity for continuity, stability, and a true sense of community within the school means a great deal to many of us at White Rock. Students know that they belong, they are respected, and that they are cared for not only by their parents but by the larger community of fellow students, teachers, staff, and other parents at the school, many of whom have know them almost all their

lives.

White Rock Montessori brings together families who have chosen to identify with a common commitment to the shared concerns, values, and expectations they have for their children. We

come from different backgrounds, but our sense of community exists in spite of, or perhaps because of it. White Rock teaches our children to understand and appreciate cultural differences

and shared human values: peace, independence, human dignity, and a celebration of life.

In a time when it is often difficult to establish the same positive feelings of continuity, unification and stability in our own neighborhoods, the school has succeeded in re-creating that positive sense of identity, mutual caring and concern among its students, teachers, and parents that truly define

White Rock Montessori.

VOLUNTEERING: THE GIFT OF TIME AND TALENT

Parents play a very important role at White Rock Montessori. Few schools are so open and responsive to suggestions and concerns. White Rock encourages families to feel at home and to participate in the broader life of the school through social and educational activities offered by

various organizations within the school, such as a very active Parent-Teacher Organization. When parents share their time and talents they not only greatly enrich their children’s learning

environment, but they also strengthen communication with their children through shared experiences and greater knowledge and awareness of their school experience. Although most parents enjoy spending time as volunteers, there is no expectation of a set time commitment.

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COMMUNICATION BETWEEN HOME AND SCHOOL

The Thursday Folder

During the school year, we will send home all sorts of letters, notes, newsletters, and announcements. Students will bring these items home in their Thursday Folders every

Thursday. Please make it a habit to check your child’s Thursday Folder each Thursday night and return it each Friday morning.

Second Households

When parents are divorced, separated, or for some other reason not living at the same address, we

strive to keep both parents informed of their child’s progress and school matters. Essential information, such as school calendars, invitations to school events, etc., will be mailed or emailed

to second households upon request.

An exception may be requested by a court order by either or both parents; that request would require full consideration of the legal ramifications and other relevant matters, to the effect that

dual communication is not required, desired, or to be pursued. If granted, this exception (documented by a signed court order) would be noted in the child’s permanent file and honored as

indicted.

When family conferences are scheduled, we try to avoid separate conferences whenever possible. It is very important to make sure we convey exactly the same information to both parents. If either

parent is uncomfortable with scheduling joint conferences, he or she should contact the office to discuss the situation.

Observing Your Child at Work

The school will take the initiative to schedule one classroom observation for parents each year;

usually, in the fall. Parents are welcome to observe at other times during the school year. It is a good idea to schedule such visits ahead of time with the office. Please stop by the office before your

observation and notify us of your arrival.

You will want to see the class at its normal routine and not responding to the novelty of your presence; therefore, when you visit, please sit in the designated visitor’s chair in the classroom and avoid interaction with the children except to return their greetings, if given. A great deal can be learned by patient and quiet observation of your child and his classmates at work, however, please know that your presence changes the classroom environment for your child, and his/her behavior might not be completely normal with you in his classroom.

All of our classrooms have observation windows upstairs. Parents should notify someone in the office when they want to observe from that vantage point, and they will be given a visitor’s badge

and escorted upstairs. 47


What Did You Do at School Today?

Have you experienced frustration when asking this question? Did you get the common answer,

“nothing”? Or, possibly your child tells you every day that he did the same thing. Don’t be alarmed. We can assure you that your child is very busy at school participating in a variety of

learning activities designed to support his development.

Young children often have difficulty talking about what they do at school. They have done so many things that they often cannot sort out the specifics. Sometimes they don’t remember the name of the materials that they used. Additionally, children are appreciating their independence more and

more. Reluctance to share their experiences may be their way of declaring that school is their space over which they desire some control and a little privacy. This is a good thing! Often children

who are not driven to share feel this way because they are well-adjusted and are feeling just fine about their work.

So how can you find out how your child is doing at school? Try beginning the conversation by

sharing something about your day; perhaps something that you, yourself learned. Then ask questions that are more specific and open ended, such as “

“Would you like to share something with me that you learned today?” or “What is something good that happened at school today.

Stay informed by reading the school newsletters, mailings, and the materials in your Thursday

Folders, and come to school meetings and workshops. If you would like feed back from the teacher concerning your child’s work or adjustment, call the office and ask that he/she give you a call.

Open House

Twice a year parents are invited to come to school for Open House. This is a special opportunity for your children to become your teachers. Children will share their favorite works, even giving you a lesson or two. At the spring Open House, the entire school will be transformed into an art

gallery and every child will have several examples of his art work on display.

Journey and Discovery

Soon after the school year begins, the school will host its Journey and Discovery on a Saturday morning. On this day, parents become Montessori students, experiencing Montessori classrooms

at every level; first, as careful observers, and then as full participants.

Transitions Night

In January the staff will host a Transitions Night for parents whose children are eligible to move to the next classroom level the following year. Teachers and staff will discuss Montessori’s Planes of Development, as it relates to children, ages three to six, six to nine, nine to twelve, and twelve to fifteen. They will speak to parents about changes to expect their children to undergo cognitively,

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physically, emotionally, and socially as they move from one stage of human development to another and describe how Montessori classrooms at successive levels are designed to support those changes.

Parent Library

White Rock maintains a parent library of books written by and about Maria Montessori and

Montessori education, along with a variety of other books dealing with topics we think might be of interest to parents. Books may be found on discipline, projects to do with your children at home,

health and nutrition, child psychology and development, among other things. Books may be checked out on the honor system. We request that they be returned to circulation as soon as

possible, as we own only one copy of most books.

Fund Raising

As an independent school, White Rock Montessori relies on the generosity of parents, grandparents, and friends of the school to fill in the gap between tuition and the actual cost of

educating each child. The school limits its fund raising to two initiatives:

The Annual Giving Campaign is held in the fall. Families are expected to make an annual contribution to operations through a gift in the amount they see fit to the Annual Fund.

The Silent Auction is held in the spring and is a very popular, fun-filled adults-only evening event. Parents are invited to participate through selling tickets to the event or raffle, sponsoring the event,

donating or soliciting items for the auction, or attending and joining in the fun!

Community Work Days

The school sponsors two or more Community Work Days. These are held on a Saturday morning so that entire families can meet at the school to work on projects together. Projects often have to

do with campus maintenance or the outdoor environment.

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Documents

WHITE ROCK MONTESSORI SCHOOL PARENT HANDBOOKAssociation, the National Middle School Association, and the International Montessori Council. Chosen by “D” Magazine as one of the