PREPRIMARYSTUDENT PARENT HANDBOOK 2011-2012

ASSOCIAÇÃO ESCOLA GRADUADA DE SÃO PAULO

PREPRIMARY DIVISION

Av. Pres Giovanni Gronchi,4710CEP 05724-002 São Paulo –SP

Telephone: (011) 3747-4808Fax: (011) 3742-9358http://www.graded.br

TABLE OF CONTENTS

The Graded Mission…………………………………………….The Preschool Program…………………………………………Montessori Philosophy………………………………………….Montessori Curriculum………………………………………….The Daily Routine………………………………………………Acceptance Policy………………………………………………Questions Parents Ask………………………………………….How to Prepare your Child for Preschool………………………Procedures……………………………………………………...

We are very happy to have your child in our Preprimary division and hope to work closely

with you to help develop the social and academic skills your child will need in life. The experience children have in their first years of schooling is a lasting one and can determine the attitude they will establish toward learning. Young children, especially, need to feel accepted, liked, safe and challenged. This is the kind of environment we will always strive to offer them. We hope that you will work closely with us to make your child’s first school experience one of excellence.

SCHOOL MISSION

Graded School seeks to provide an excellent individual education, and strives to prepare students to maximize their potentials as responsible citizens in an increasingly pluralistic society. The school provides a high quality, English language based, American style education to children of the international and Brazilian communities. Through its policies and programs Graded endorses the value of diversity and the virtues of environmental and cultural awareness.

ORGANIZATION

Graded School is a private, co-educational, non-denominational, not-for-profit day school for children ages 2 through 18. The school is divided into 4 divisions: Preprimary for ages 2-6; Elementary, covering grades 1-5; Middle School, grades 6-8; and High School encompassing grades 9-12. Graded seeks to provide a high quality American style educational program with English as the primary language of instruction. In addition, the school provides an athletic and fine arts program, and promotes involvement in community service.

The school highly values close teacher-student relations and small classes to ensure that students can succeed within a challenging and culturally integrated academic environment. Programs are designed to provide a match between student needs, educational opportunities and school resources. In the Middle and High School the program is essentially college preparatory in nature. Students prepare for an American High School Diploma and have the opportunity to prepare for a Brazilian High School Diploma, and/or the International Baccalaureate Diploma.

Graded School is committed to excellence in all aspects of its operation, to financial independence and to interaction with the community. The school seeks to promote exemplary standards of teaching and learning by developing an outstanding faculty, utilizing the best available resources and facilities, and cultivate an exciting learning environment in which students are motivated to fulfill their individual potentials.

CORE EDUCATIONAL EXPECTATIONSTo foster a humanistic learning community, we value and

support these Graded Core Educational Expectations.

We will strive to demonstrate ethical behavior in personal and social actions.* We will work together to better understand our role and responsibilities as global citizens.* We will take responsibility for personal actions and act with fairness, honesty, and integrity.* We will show respect to ourselves and others.

We will demonstrate effective communication skills.* We will work on positive intrapersonal and interpersonal skills.* We will communicate with clarity, purpose, and understanding of audience.* We can recognize, analyze, and use various forms of communication.

We will demonstrate effective creative, critical and analytical skills. * We will generate new and creative ideas by taking considered risks in a variety of contexts.* We will be able to use, evaluate, and refine multiple strategies for problem solving.

We will strive toward intellectual curiosity and risk-taking.* We will develop a thirst for knowledge and love of learning that will enrich our lives beyond school.

We will maximize our potential in educational and personal contexts* We will strive to commit ourselves to creating quality work.* We will be able to use a variety of learning strategies, personal skills, and time management skills to enhance learning. * We will strive to find a healthy balance between the variety of elements and activities in our lives.

We will try to integrate and apply knowledge between subjects and our personal experiences. * We can use and assess a variety of information sources and information gathering techniques.* We will develop a holistic view of knowledge. * We will develop a thirst for knowledge and love of learning that will enrich our lives beyond school.

We will maximize our potential in educational and personal contexts* We will strive to commit ourselves to creating quality work.* We will be able to use a variety of learning strategies, personal skills, and time management skills to enhance learning. * We will strive to find a healthy balance between the variety of elements and activities in our lives.

We will try to integrate and apply knowlegde between subjects and our personal experiences.

* We can use and assess a variety of information sources and information gathering techniques. * We will develop a holistic view of knowledge.

RESPECT VALUES

These expectations guide individual, collective, and institutional behavior at Graded.

We work together to better understand our role and responsibilities as global citizens. We take responsibility for personal actions and act with fairness, honesty, and integrity. We show respect for ourselves and for others. We treat everyone equitably and fairly, respecting and embracing the diversity of all,

including gender, race, ethnicity, nationality, socio-economic status, sexual orientation, religion, language, abilities and disabilities.

We will reflect on our own attitudes and actions in order to continue learning how to meet these expectations.

SCHOOL EVENTS

The school year is highlighted by several important events. During the first month, August, we will invite you to an Open House when you will have the opportunity to meet your child’s teachers and find out about our curriculum.

In October we have a Halloween costume parade throughout the school and parties in the classrooms. Parent-Teacher conferences are also set for this time of the year – shortly after 1 st

quarter Report Cards.

The PTA sponsors a fabulous Thanksgiving dinner in November with a full day of entertainment. The Holiday Season is celebrated with a concert in December.Our traditional International Month activities take place generally in April and a traditional Festa Junina in May/June.During Second Semester, we have Parent-Teacher conferences in April, following 3 rd quarter Report Cards.

We would like to encourage you to participate as much as possible in our school events.

THE PRESCHOOL PROGRAMGraded’s Preprimary consists of 7 classrooms serving children from 3 to 6 years of age in the following classes:

Half-day sessionsFor children 3 to 4 years of age, morning sessions(8:10 a.m. - 12:00 a.m.).

Full day sessionsFor children 5 to 6 years of age ( 8:10 a.m. to 3:05 p.m.) Children in our K-4 half-day program will be considered for a full day program when they turn 5 years of age. The child's maturity and readiness to accompany the full day K-5 program will be the determining factor. The decision for this extended day is determined by teacher and administration.

Transition - 1For children 6 years of age in need of additional time before entering first grade. Students selected for T-1 are generally of sufficient age for first grade at time of acceptance. The curriculum for this classroom stresses strongly oral language development, pre-reading and beginning reading skills. Advanced kindergarten students are also considered for this classroom.

Students are eligible for first grade if they are six years old on or before September 30 and fulfill basic skill requirements for beginning first grade.

MONTESSORI PHILOSOPHYDr. Montessori was born in Italy in 1870. A brilliant student, she was the first woman admitted to and graduated from a medical school in Italy. She specialized in child development. Through years of observation, research and directing child centers, Montessori developed an educational approach formulated on an underlying philosophy based on the dignity and spiritual worth of the child.

Montessori proposed that the child has a natural curiosity and love for knowledge. The educator’s task is to motivate this internal desire, supply the materials for manipulation and help the child perfect his/her natural tools for learning.

Each child has his/her own periods of interest and readiness for learning. Montessori called these periods “sensitive periods”. The sensitive periods are phases of a child’s life when one specific skill or characteristic is more intense or dominant. The phases are different from each other and its appearance will vary from one child to another. The Montessori method permits a child to use his/her “sensitive periods” by choosing work under close teacher observation and guidance as needed.

The teacher’s role is that of a directress. The Directress is a keen observer of the individual interests and needs, and of the progress of each child. She/he is trained to recognize the periods

of readiness and present the correct usage of the materials corresponding to his/her abilities. The directress will redirect the child who chooses materials that are above his abilities. This is because failure is discouraging. The teacher will also encourage those children who are hesitant, for the child should always be challenged to work at his utmost capacity.

In a Montessori classroom there is always a busy hum, due to the many different activities that go on at the same time.

Self-discipline is acquired through absorption in meaningful activity. The busy child seldom misbehaves. The misbehaving child is led by the teacher to choose work that will fully absorb his attention.

The Montessori program is purposefully structured from simple to complex. The younger children will work with materials designed to prepare them for future work with the more advance materials. The child of 3 will work with materials to develop his concentration, coordination and working habits. These skills are necessary for reading, writing and calculating later on.

The environment is carefully prepared. It is designed to put the children at ease, to allow them freedom of choice, of movement. The materials are attractive, placed on low shelves, at the child’s level. The children also work on rugs on the floor, which is a natural and comfortable position for them.

There is a general atmosphere of respect, for one’s self, others and the environment.

Because of the individual levels of work and respect for each child’s abilities, a non-competitive atmosphere is fostered. Competition should only take place after the child has gained enough confidence in his basic skills.

Children work at different paces and mature at different rates. The Montessori environment does not hinder the more advanced nor stress the child needing time to develop. It nourishes the child’s desire to learn, giving the child the freedom to develop at his/her own rate through the manipulation of educating materials.

The basic goals of a Montessori classroom are to foster:

* Independence* Awareness of environment* Concentration* A sense of order

* Task completion* An ability to sequence* Perceptual Motor Development.* Foundations for written language and math.

THE MONTESSORI CURRICULUMThe Montessori curriculum encompasses seven basic disciplines. The four major areas for concentration are Practical Life, Sensorial, Mathematics and Language. The Social Studies (Geography and History) and Physical Sciences complement the four basic areas. The materials in each area are designed to lead the child from simple to complex skills through the individual use of the materials and opportunities for experimentation. Preprimary children learn through a multisensory approach.

The important difference the Montessori curriculum provides is the creation of an environment in which all materials are available, visible and inviting to the child. Thus, as Dr. Montessori observed, the child naturally gravitates toward activities in which he/she has a readiness and need to participate.

Enriching the basic academic areas are the art, music and perceptual motor development areas, also geared to the individual growth of the child.

PRACTICAL LIFE“A child’s work”, Dr. Montessori wrote, “is to create the man he will become. An adult works to perfect the environment but a child works to perfect himself”.

The practical life exercises have several basic aims: independence, awareness of the environment, concentration, sense of order and task completion. Through concentration and order the child is being prepared for future academic work. The contact with a real environment results in an orientation towards reality. Tasks such as scrubbing a table are meant to provide the gross motor skills that must precede the more delicate manipulations and the precise coordination required for more advanced activities such as reading and writing.

SENSORIALThe importance of the sensorial area is to refine and train the child’s senses, allowing the child to establish order and to clarify what he senses. These exercises teach the child to become a precise observer.

The child being most sensitive to the impressions of the environment is able to distinguish, categorize and relate new information to what he already knows, developing a conscious knowledge.

The visual sense is related to the perception of color, form and dimension.

The tactile sense discriminates the feel of rough-smooth, hot-cold, light-heavy and the stereognostic sense helps us define what we feel by form.

The auditory sense is the perceiving of sounds, loud-soft, high-low and gradation of tones.

The gustatory and olfactory senses are defined through tasting and smelling experiences.

MATHEMATICSIn the Mathematics program the child is introduced to basic concepts through concrete experiences. Dr. Maria Montessori demonstrated, through her work, that if a child of a young age has access to mathematical equipment he/she can easily and joyfully learn many concepts and skills of arithmetic.

A Montessori environment uses concrete and very precise materials to introduce to the child all types of quantities, patterns and relationships found in math. There is a direct connection between the sensorial materials and mathematics.

LANGUAGEIn our environments many activities prepare a child for reading and writing. The language curriculum consists of oral language, pre-writing activities and pre-reading activities, such as word building, which lead to reading and writing.

Oral language precedes written language. Correct speech and pronunciation are essential tools for reading. During a child’s first year of life, as he/she proceeds through crying, cooing, babbling, echoing and eventually the first production of meaningful words he is developing an “inner language”, an understanding of vocabulary that the child is not yet ready to express. A child spends the second year of his/her life bringing this “inner language” to a stage of “expressive language”. A child learning a foreign language must also go through this process.

There is a widely accepted opinion that all children learn a second language easily. It is true that children between birth and 5 are in a “sensitive period” for learning languages, (particularly between birth and 3 is this facility “sensitive”). However, there are still differences in the ability of children to learn a foreign language. Attitude and influence in the home are important factors. The oral language activities implemented here at Graded School have been constructed to complement the curriculum and expand upon vocabulary in all areas of the curriculum. Books are available to interested parents. Also, our website for Lower School, ELL, will provide many links to interesting information regarding language acquisition.

The first step a child takes toward reading is the multisensory exercise of tracing the sandpaper letters. As the child traces the letter he/she repeats the sound of the letter. In this way the child feels the shape with his/her finger, feels the shape with his arm muscles, sees and hears the letter. When a child begins to recognize sounds he/she begins identifying sounds in words. Many activities are created for the child to practice this essential skill, leading eventually to the writing of letters, production of words and reading. Word recognition of names, familiar objects, and reading together are whole language activities which complement the phonemic awareness exercises.

PHYSICAL AND SOCIAL SCIENCESThe Science materials in a Montessori classroom are constructed by the teacher following a basic curriculum open to all the experiences which bring a child’s world closer to him. The purpose of the preschool science curriculum is to bring the child’s reality into perspective, to allow the child to manipulate the materials that help discover the natural laws of nature.

The Social Sciences (Geography and History) consist of materials created to give the child a concrete experience which will enhance his/her understanding of the land, its many shapes, and the water forms. The child can feel a globe with a rough brown land surface and a smooth blue water surface, and can construct puzzle maps of the world and its continents.

Time is not fully understood by the child but the concept that time passes and we grow and change is taught through time lines. The concept of day and night, the seasons and the hours are all taught with concrete manipulative materials.

The Physical Sciences includes materials that increase awareness of detail and the vocabulary the child needs to express what he experiences. The oral language curriculum specifically relates to this area and the Social Studies. Within this area the child matches cards showing the parts of trees, fruits or animals. At the same time the child can be sorting types of animals and plants or discovering the difference between vertebrates and invertebrates. Other prepared activities allow the child to discover magnetic and non-magnetic materials through experimentation or the properties of objects that float compared to those that do not.

SPECIALSSpecials are the extra-curricular activities children attend once or twice each week. They are Library, Music, P.E. (children 3-6) and Art (children 5-6). Art projects and daily interaction with art materials is a part of the regular classroom routine for all.

Library

Here the child has the opportunity to check out books and learn how to browse and choose. Good literature is shared with the children at every library period. Parents are encouraged to use our library.

MusicMusic is a basic component of daily instruction. The children also receive basic instruction in rhythm, tone and listening skills, once or twice each week, with a music specialist.

Physical EducationPhysical Education (PE) Consists of a series of planned exercises designed to develop fine and gross motor skills. These exercises increase eye-hand coordination,balance, directionality and the sense of laterality.

ArtArt is scheduled for full-day classes with our art teacher. Various media are introduced weekly. Art expression and appreciation is an integral part of every classroom on a daily basis.

THE DAILY ROUTINE

Although many aspects of the Montessori classroom are consistent, you will find that the routine is developed according to the necessities of each environment.

The general routine of a Montessori classroom at Graded School includes: line time, working time, snack, playground, lunch, rest/literature time and specials.

The "line" is a drawn line on the floor where the class meets as a group. The line time is designated to give group information, for sharing, for singing and for movement.

During working time students may work at freely chosen activities from the shelves or may be given a presentation with follow-up independent work. Academic instruction is given by the teacher to small groups, large groups and individuals. A nutritious snack is always available for the children and may be chosen as an activity. Every day the children have a free time to play under teacher supervision on a well-equipped playground designed for preprimary children.

Full-day children are served a hot lunch in the cafeteria, in a special area, with low furniture. They also have time for resting and quiet reading after lunch.

ACCEPTANCE POLICYAll students entering the Preprimary must submit a completed application form. As openings arise and classroom placements are made, parents will be called for an interview with a preprimary teacher. Following this interview the parent will be informed of the school's decision.

Grade and class placement will be at the discretion of the division administrator.

QUESTIONS PARENTS ASKWhy early learning?Between the ages of three and six children are in a very sensitive period for learning. At this age youngsters can joyfully absorb many difficult concepts if they meet them in concrete form.

In a Montessori classroom, for instance, a unit is not simply a number on paper; it is something the child can hold in his/her hand.

These concrete materials have the function of leading a child toward abstract concepts in future learning situations.

Is the Montessori environment too structured?Young children must live and work in a structure to feel secure. Since they feel an “inner chaos” trying to sort out many new concepts, they cannot function in an environment of chaos. The Montessori environment is a pleasant place where a child feels comfortable because it is ordered, calm and the child knows what to expect.

Can children who have been in Montessori classrooms adjust to a different educational program?Montessori programs help children learn self-control, self-direction and independence. Academic expectations are matched with U.S. curriculum standards. A child with these skills can adjust to any educational structure.

Is the Montessori method too free?Montessori stated, “The main problem is the problem of freedom; its significance and repercussions have to be clearly understood. The adult’s idea that freedom consists in minimizing duties and obligations must be rejected. The freedom that is given to the child is not liberation from parents and teachers; it is not freedom from the laws of nature or of the state or of society, but the utmost freedom for self-development and self-realization compatible with service to society”. At Graded School, freedom is not license but the opportunity to make well-informed, appropriate choices.

Why multi-age grouping?The Preprimary Montessori environment is created for children from 3 to 6 years of age. Because no two children grow and mature in exactly the same way, the materials available to the children are varied and numerous. The proper activity for the right moment is there to be introduced to the child when he is ready, or chosen by him as his interests dictate. Thus, no child is held back if his/her skills indicate a need to move on, nor is a child pressured to keep pace with skills he/she is not yet ready to master. The sensitive periods of each child can be capitalized upon in a multi-age classroom. At any one time in a Montessori environment over 600 lessons are available for presentation on the shelves. Also, the advantage of a child entering a class at 3 and remaining until 6 are several. The child has time to adapt to his/her environment and grow without the unnecessary readjustments every 12 months. The more experienced students assist the younger in their tasks creating a non-competitive and very caring atmosphere. The transition from home to school is much more easily and enjoyably made in this environment.

Do children in a Montessori environment learn to work in a group?Yes, the children experience large group work when they do the line each day, at recess, at specials and during lesson presentations appropriate to all students. They work in small and large groups often. They also work individually with many of the activities so that they can progress at their own rate.

How do you discipline in a Montessori Classroom ?It has been observed that children at work are naturally self-disciplined by their own concentration on a task. Children enjoy working if the work is chosen by them and appropriate. Our staff will always encourage and guide children having difficulty finding appropriate work. The Montessori philosophy is based on respect. Each individual is free to choose within limits that respect the rights of all others. There are ground rules within which all can work calmly and these are to be respected.

What can I do?Many parents ask how they can help their child at home. A child’s play can be very enriching. Here are some suggestions for enjoyable experiences you can share with your child.

For encouraging language development:

a) Read to your child daily.b) Always talk with your child. Enrich his/her vocabulary as you converse and use proper

sentence formation.c) Books with accompanying CDs which tell the story in English are excellent for children.d) CD programs in English are readily available in São Paulo.e) Doll houses and puppet theaters are outlets for expressive language practice and

imagination.f) CDs with stories and children’s songs.g) “Grow” produces well-made educational games and puzzles available in most toy and department stores.h) Give your child crayons, pencils and paint. Encourage him to color, draw and paint.Our library is open to assist parents with many enriching experiences for your child.

For encouraging numeracy:

a) Read to your child text with numbers, cookbooks, phone numbers, stories with numbers.

b) Talk about comparisons. Is Tom taller than Mary? Is the orange block bigger than the red one? Talk about shapes, sizes, quantities.

c) Play games with concrete objects. How many? Play this with cookies at snack time.

HOW TO PREPARE YOUR CHILD FOR SCHOOL

1. Talk with your child in the weeks ahead about going to school. Emphasize how wonderful it is that he/she is old enough to begin to learn new things and make new friends.

2. Always smile and be positive when talking about school. Tell your child that teachers are there to help. Do not be worried. We will take care of your child. Talk with us about anything that concerns you. If you are worried about your child’s first school experience he/she will sense it and worry too.

3. Never threaten your child with stories of how a teacher will punish if he/she misbehaves. Our teachers will be firm, calm and objective in all discipline. Young children are very eager to

please their teachers and are usually most cooperative if they know what the teacher wants. We are very consistent in our rules and guide the child to develop self-discipline. Children are always treated gently.

4. Do tell your child that he/she must listen to his/her teachers and show respect for all adults. Tell your child the teacher has many children to help at school and you expect him/her to always do what she asks.

5. If your child is upset or crying on the first days of school, the teachers will advise you what to do. Small children are often upset at parting with the mother but we find they can be easily comforted and are less upset after the parent is gone. We will gently help your child begin work and once busy, he/she will usually go about the rest of the day very well. Your child may cry every morning for a while but if we continue to bring him/her into class and involvement takes place in a project, the adjustment will take place. Even if this upsets you, try not to show it. It is best to smile. Say “Have a good day”, “I will see you later” and go. Parting slowly is much harder.

6. During the school year we will have regular parent meetings to discuss the Montessori curriculum and child management. Please join us for more information and the opportunity for dialogue.

PROCEDURES

Parent - Teacher Conferences

Scheduled Parent-Teacher Conferences are held each semester. Any time you feel it necessary to speak with your child’s teacher, an appointment may be arranged by contacting the Lower School office number 3747-4808 (speak to Beth). Conferences must be arranged in advance and can generally be held after 3:00 p.m.

Observations are very welcome. This can be arranged with the teacher.

Absences

Please send a note telling why your child was absent. Not only are we thinking of the other children in the environment and risk of infection, but we primarily are concerned with the needs of the sick child. Regular attendance is important for the continuity of the child’s development, but children with the following symptoms should be kept at home.

1. A temperature above normal for the child.2. A rash or sores on skin.3. Discharge from the eyes, ears.4. A fresh cold, sore throat, or cough (if a persistent runny nose is due to severe allergies, a

pediatrician’s statement to this effect is requested).5. Chronic diarrhea.

Children who are sick do not recover well in a group environment. The regular, everyday noise and the movement of other adults and children in the course of the day’s activities cause undue stress and discomfort for a sick child.

To protect the health of all children attending school, it is our policy to send home any child with symptoms of what appears to be a contagious disease. Fever and gastro-intestinal disorders are indications of pathology, and children displaying these symptoms should be at home.

If you know that your child is going to miss school, please notify the teacher. It is Brazilian law that a child must be in school 75% of the school days to pass to the next grade.

Student Evaluations

Kindergarten through twelfth grade students receive quarterly report cards in October, December, April and June. The first and third quarters are followed by parent-teacher conferences. Toddlers receive a narrative report.

Students are eligible for first grade in August if they are six years old on or before September 30, provided they meet minimum skill requirements.

Bus Policy

Graded offers bus service to students. To ride the bus students must stay in their seats, refrain from inappropriate behavior and obey the bus driver.

Preprimary children may not ride the 4 o’clock bus as it does not take students to the door of their homes. Children staying after school for any special activity must have private transportation.

If a student is reported for misbehavior on a bus the following action is taken:1st report: Warning to child and notification to parent.2nd report: Warning to child and notification to parent.3rd report: Suspension from bus for 5 days.

Please tell your child of the importance of good bus behavior for his/her safety and the safety of others.

Car pick-up proceduresThe only supervised car pick-up for Lower School children is at the Lower Car pick-up Area on Rua Jose Galante. At this location students are supervised while waiting and entering the cars. Passes are required to exit by any car other than their own. Any other pick-up points are not supervised. If you, or your driver, will be bringing your child by car, please follow these car pick-up procedures:

1. Stay in your car - this is a drive-through area.2. Pull up to one of the loading zones that will be indicated to you.

3. Toddler parents with red entrance cards will enter first to pick up our youngest students. All other cars will follow.

Car pick-up times are: Arrival: Departure:

PRESCHOOL (half day) 08:00 a.m. 12:05 p.m.KDG full day & grades 1-5 08:00 a.m. 3:10 p.m..If you have a younger and an older child, please arrive at the later hour. By staggering your arrivals the line will move faster. Children who are not picked up by 3:30 p.m. will be taken to the Lower School office. Parents, please advise your drivers that their arrival at the school campus should be at the designated time only. Also, please discuss with your driver the courtesy of not cutting into line. We will notify you if your driver has not been following procedures. We count on parent cooperation to assist us in these procedures.

Car / Bus ChangesIf any changes should occur for the day, the parent must notify the teacher with a note. In

case of an emergency, contact the school at extension 4808 or 4867.

Leaving Early in the DayPlease notify the teacher in writing stating the time and how your child is to be picked-up. A

pass from the Lower School Office is necessary for any child to leave campus during the day.

Mother VolunteersMothers are always welcome to help in class, office, library, playground, parties, etc. Please contact the Preprimary School Office or your child’s teacher.

Lost And FoundThe Lost and Found Department is located near the Lower School Office. Be sure to label

all your child’s belongings. Children should not bring personal items such as toys, games or costly jewelry, for the school cannot be responsible for lost articles.

If you find items that do not belong to you, return these items to the Lower School office.

InfirmaryA nurse is on duty daily, Monday through Friday. She gives first aid. In case of special medication, please notify the nurse ext. 4846.

NewslettersA monthly newsletter from the classroom, outlining Social Studies and Science topics, is sent home together with a calendar informing parents of important events and dates in the preprimary.

Please read each week the Graded Gazette, our online newsletter for the school with dates for events and general news coverage for all.

Communication Home

Parents are reminded to update phone address and e-mail contact information whenever there is a change at home or at the office. This is done online through our webpage and your personal login. Please call our secretaries if you need help with this process.

Permanent Check-outA form is provided for written notification and should be sent to the Admissions office, as soon as possible, providing the check-out date. All bills must be cleared with the front office before documents can be released. Parents must call the Business office for this information.

“We then become witnesses to the development of the human soul; the emergence of the New Man, who will no longer be the victim of events but, thanks to his clarity of vision, will become able to direct and to mold the future of mankind.”

(Montessori, Maria; The Absorbent Mind)