2016-2017
Parent Handbook
16548 Ferris Avenue
Los Gatos, California
95032
408.356.8816
TABLE OF CONTENTS
Welcome …………………………………………………………………………………………..…...4
School ServicES .………………………………………………………………………………....…4
Enrollment...... 4
School Administration/Contact INformation...... 5
About Mariposa Montessori School…………………………………………………….…..5
Our Philosophy...... 5
Information About Montessori Education……………………………………………….6
BRINGING MONTESSORI HOME...... 7
Beginning School: Transition Week Plan...... ……………………………………8
SOME HELP FOR THE FIRST DAYS AT SCHOOL...... 8
Observations ………………………………………………………………………………………...9
Parent Observation Weeks......
Observation Guidelines......
Parent/Teacher communications......
Carline - school arrival ..……………………………………………………………………..10
Drop-Off...... 10
Driveway System......
Procedure...... 10
Safety Procedure Rules...... 11
Carline - school departure...... 11
Procedure......
Safety Procedure Rules...... 12
Change in Transportation Authorization...... 12
Neighbor Relations...... 12
Carpooling/Ride-Sharing...... 12
lunch and play (AFTER SCHOOL PROGRAMS)...... 13
Lunch & Play...... 13
Personal Items...... 13
Property Boxes/Cubbies...... 13
Clothing...... 13
Sharing/Show & Tell...... 14
supply checklist...... 14
Parent Participation ...……………..…………………………………………………………...15
potty training Policy...... 15
Birthday Celebration Policy...... 16
Birthday Party Invitations and Gifts...... 17
VALENTINE's DAY Celebration Policy...... 17
PHOTO AND VIDEO POLICY……………….……….…………………………………………………17
Absences...... 17
Phone-In Absences...... 17
Mariposa Illness Policy...... 17
Should you keep your child Home?...... 17
Readmission...... 17
Mariposa Medication Policy...... 18
Discipline...... 18
Biting Policy...... 19
Managing Inappropriate Behavior...... 19
Grievance Policy/Chain of Command...... 20
Parents...... 20
Volunteer opportunities...... 20
Room Parents...... 21
volunteers...... 21
questionS Whom TO ask...... 21
Board of Directors...... 21
Board Member Responsibilities...... 22
INFORMATION DISTRIBUTION...... 22
Class Newsletter...... 22
School Updates...... 22
Parent Bulletin Board
Calendar...... 22
Tuition...... 22
Withdrawal/Refund...... 23
Expectations for Mariposa Montessori Teachers...... 23
Academic Requirements...... 24
Staff Hiring and Eligibility...... 24
Additional Teacher Responsibilities...... 24
Health and Safety Preparedness...... 24
Paperwork...... 24
Staff Days...... 25
Grounds for Dismissal...... 25
Miscellaneous...... 26
no pets on campus...... 26
peanut free school...... 26
Rainy Days...... 26
School Closure...... 26
Emergency Disaster Preparedness………………………………………………………………….26
Community Service Opportunities...... 26
Signature page...... 27
WELCOME
Welcome to Mariposa Montessori School! The word mariposa, whichmeans, “butterfly” in Spanish, helps to capture the creative and independent spirit of the children’s educational experience. A butterfly symbolizes a new beginning and awakening to something novel and exciting; also, the wings of a butterfly signify independence and freedom. Mariposa Montessori School prides itself in helping to develop and encourage the independent spirit of children - allowing them to soar to uncharted heights.
A blend of dedicated teaching, administrative leadership, and notable parent involvement creates a remarkable community at Mariposa Montessori School that fosters positive and interdependent relationships among the children, their families, peers and the world around them.
Mariposa Montessori School warmly welcomes both new and returning families and looks forward to the upcoming 2016-2017 school year.
SCHOOL SERVICES
Mariposa Montessori School serves children 2-6 years of age. The school offers a preschool program based on the educational philosophy of Maria Montessori and offers the following programs:
Classroom Information / 2 Day morning / 3 Day morning / 5 Day morning / 5 Day until 1:30 / 3/5 Day afternoonStage / First time Separation / Progressing Preschool / Traditional Montessori / Traditional Montessori / Traditional Montessori
Age Range* / 2-3.5 years / 3-6 years / 3-6 years / 3-6 years / 4-6 years
Days / Tuesday/
Thursday / M/W/F / Monday thru Friday / Monday thru Friday / M/W/F
Hours / 9:15am-12:00pm / 9:15am-12:00pm / 9:15am-12:00pm / 9:15am-
1:30pm / 1:30pm-
3:30pm
Maximum Class Size / 12 / 12 / 14 / 24 / 14
Teacher: Student Ratio / 1:6 / 1:6 / 1:7 / 1:9 / 1:7
*Exceptions may be made to the age range listed above, by the administration, in any case with an emphasis on fall birthdays.
ENROLLMENT
Mariposa Montessori admits new children on a first-come, first-served basis. Our enrollment process allows families to first tour the facility, then to observe the classrooms to be certain of the match between our program and your child. Returning children and siblings may be given priority registration for the next year within the given time frame.
We believe the relationship between home and school is vital to a successful preschool experience. As a parent shares with the director pertinent information regarding his/her child, the director is able to make a match between the needs of the child and the classroom. Mariposa Montessori reserves the right not to admit a child to a particular class if they feel it is not an appropriate placement for the child.
Once a match is made, the necessary documents for enrollment are given to the family. All paperwork, including a physician’s report and immunization information, must be completed before the child’s first day.
SCHOOL ADMINISTRATION AND CONTACT INFORMATION
Executive Director: President, Board of Directors:
Shahana ShahElizabeth Jourdin
(408) 356-8816
Email:
Office Manager:
Maria Nugent
(408) 356-8816
Email:
Website:Tuition payments:
Montessori School
16548 Ferris Avenue
Email address:Los Gatos, CA 95032
Office Hours: Monday, Wednesday, & Friday 8:30am–3:00pm
Tuesday & Thursdays 8:30-2:00
The office is closed during school holidays and school closures.
ABOUT MARIPOSA MONTESSORI
Mariposa Montessori opened its Los Gatos site in September 2001. The Los Gatos campus utilizes four classrooms; a kitchen/art room, and an outside learning area (OLA), library, and playground area, which are all comfortably situated in a relaxing, natural setting.
OUR PHILOSOPHY
Maria Montessori’s son, Mario M. Montessori believes that as an educator, we need to help the child help him/herself to adapt to the physical and social aspects of the world. The word “adapts” means capable of being happy, comfortable and at ease with the environment. To achieve this, the child must have stability; a solid foundation to stand on. To achieve a positive outlook in life, a child needs to understand the world, how it works and how it affects the behavior of the human race. He/she needs to understand their role in this world. If he/she can learn to understand how mankind contributes to the world, that each man is and forever shall be dependent on each other, he/she would have a much deeper understanding, gratitude and compassion for both God and man. To help a child accomplish this destiny, there are some basic tendencies that must be fulfilled to ensure mental health. For a child to realize his destiny, to become a contributing member of society, his/her human tendencies need to be fulfilled. Once the foundation, the stability is formed, this child, when grown, can adapt to any environment he/she puts him/herself in. However, his/her sense of self depends on the type of environment he/she is placed; on the depth and breadth of activities available to him/her in his/her environment and on how well he/she learns to communicate his/her thoughts, feelings or emotions.
The first phase of the child’s educational development begins from zero to six years. The child is partly at home and partly in school, so the school should emulate as much of the home environment as possible to make it inviting and comfortable for the child. Children need to be with other children or other people beside their parents to begin the process of independence. For example, they can learn the practical things in life like dressing themselves and feeding themselves as well as cleaning and cooking. They need to do this in a social setting. They need their environment in their own size to have the freedom to do what they need to do themselves. Dr. Montessori said it best. “Liberty is not to be free to do anything one likes; it is to be able to act without help”.[1] In this social setting, they learn to be socially responsible. They learn manners and respect for others. They learn to emulate people who dress well and want to know how to care for themselves. In this small environment, they are in their own home and feel a sense of dignity and control over their own life. They feel safe in this environment. They feel belonged and it belongs to them. Once they feel that ownership, they will feel the need to protect it. They become more careful, more harmonious with each other so as not to disturb that sense of peace and order. This kind of environment is vital to the periods of sensitivity for the child. Social development is not only interaction through play. It is the daily activities in our community.
The environment of the modern era is so varied and complex. A child facing the world for the first time could not help but feel confused and even scared. Eventually, they must come to terms with the world. This can be achieved only through experiences. We must give them the freedom to gain these experiences in their own way, free from adult interventions and prejudices. They must learn to live with the rules of life. The Montessori education bridges the gap between the adult world and the child’s world through prepared environment. A general characteristic of a Montessori environment is a child-centered environment. We are developing the child’s whole personality and not simply academics. We are respecting the child’s rate of development and each child varies. The environment fosters a type of self-education and this requires repetition to develop physical as well as intellectual skills. The environment builds the skills for independence because it fulfills a biological need, necessary and vital for the formation of child’s personality. This independence means that they can choose any material to work with, repeat it as often times as needed and terminate it when their inner self felt that the work has been done and their needs satisfied. They use concrete objects that have abstract purpose. They are helped only when absolutely needed for every useless aid hinders the development of the child.
In a prepared environment, all the equipment’s are proportionate to the size of the children so that they can freely move about intelligently. Shelves are low and very simple for the children to reach. Materials are carefully spaced so as not to feel too crowded. The prepared environment is not meant to reproduce an adult world in miniature size, as if it were a dollhouse. Neither is it to distort reality into a make-believe world like Disneyland. The prepared environment brings the big wide world of the adult “within reach of the child at whatever stage of development it is at any given moment”.
Mario M. Montessori, Jr., Education for Human development: Understanding Montessori. The CLIO Montessori Series Volume 11, Oxford, England, 1999, Page 18.
INFORMATION ABOUT A MONTESSORI EDUCATION
There are typically three elements found in a Montessori environment.
The Montessori Teacher: The teacher in a Montessori environment has several important roles within the classroom. It is his/her job to be a facilitator of learning, preparing the classroom on a daily basis for each child. The teacher also acts as a guide for the child, directing the child’s learning in a progressive manner. This gentle guiding enables the child to develop at his/her own pace and allows the child opportunities for self-mastery, learning, and success.
The Montessori Materials: Materials designed by Maria Montessori are the signature pieces of a Montessori classroom. Each piece is self-correcting in nature and allows the child mastery through successful repetition. The materials are considered the second teacher behind the Montessori teacher herself.
Prepared Environment: The third component in the design of the classroom is the prepared environment. Each day, the classroom is made ready for the children, ensuring their success by careful attention to detail. Pitchers are filled, paper restocked, cloths unfolded, awaiting the children to enter and discover what awaits them on the shelves. The order of the classroom
gives opportunity for order within the child, allowing the child to be a more peaceful participant within the community of the classroom.
BRINGING MONTESSORI HOME
Areas that help encourage independence:
Waking up on time:
Have a discussion the night before and set an alarm clock.
Dressing:
Choose clothing the night before and hang it up/lay it out where your child can reach. Make sure they are easy to put on and comfortable to play in. Encourage hanging and folding clean clothes and putting dirty clothes in a hamper. Shoes should be easy to put on and comfortable to play in. Covered tennis shoes with Velcro are best.
Caring for the environment:
Encourage and discuss with your child about keeping their room and home clean. Make the bed and put the toys away. Also, invite your child to help you dust, run the vacuum etc. When you work in the garden, invite your child to help you water the plants, pull weeds and rake the leaves. Give your child a special area or a potted plant to care for.
Cooking:
Invite your child to help you in the kitchen, making a grocery list, putting away groceries or bringing things out of the fridge or cupboard. Allow your child to help you wash, cut vegetables and mix ingredients in. This will help your child to learn names of vegetables and healthy eating habits. Encourage your child to help set the table. Count plates, silverware, glasses and cups. It would be nice at the beginning to have placemats with outlines for plates, glasses and silverware. Allow your child to help you with washing and drying dishes or loading and unloading the dishwasher. Use practical dishes, not your best china! At the end of the day, they can also help empty the garbage and recycling cans.
Make sure to have at least a half an hour everyday for personal time. No television or phone. Try reading a book, coloring, drawing a picture or playing a game.
Also, have discussions about fantasy and reality, especially after a movie or television program. Expose your child to more reality and nature.
Promoting self discipline:
- Maintain a constant routine.
- Use natural and logical consequences.
- Be firm but not dominating.
- Provide child with choices.
- Be consistent.
- Avoid a power struggle (the adult never wins).
- Talk with your child rather than at him or her.
- Show respect for your child and ask for respect in return.
- Stimulate independence.
BEGINNING SCHOOL: TRANSITION WEEK PLAN
Transitioning into class without a parent can be a challenging experience for young children. It is important that families assist the teachers in this endeavor so that the child will be able to transfer his/her feelings of safety from the parent to the teacher.
Mariposa Montessori School believes in the importance of making time for a successful transition so please keep the following guidelines in mind:
- If the child is comfortable with separation and will permit the parent to leave without any distress, then it is perfectly appropriate for parents to leave at this time.
- If a child is having some difficulty with separation, it is recommended that a parent be available on-site until the child is comfortable in the classroom. As an alternative, the parent may designate another individual (i.e. grandparent, caregiver, etc) to be the on-site person during this transition period.
- It is requested that a parent refrain from walking around the classroom to speak with or otherwise engage his/her child. Other children who have not yet experienced any separation anxiety may begin to feel distress when they see other parents being active in the classroom.
- Please do not leave the site without notifying the teacher and, if appropriate, the child of this decision.
- As the child becomes comfortable with separation, the teacher will invite the parent to leave the classroom environment for short periods of time. Please have a cell phone handy, in the event that the teacher needs to contact a parent during this time of transition.
- Please provide a family photo that may be left with your child while they are in school. Having such a photo where they can recognize the people in the photograph will help reassure the child that the parent will indeed return for the child.
The goal of this transition period is to make the presence of the parent as invisible as possible, while ensuring that he/she is visible enough to meet the child’s needs.
Upon the child’s successful transition into the classroom, parents are encouraged to use carline for arrivals and departures from school.
SOME HELP FOR THE FIRST DAY OF SCHOOL
Adaptation: Each child’s adaptation is dependent on his/her experience and the initial connections that they make with the new environment and the adults within it.
Your family plays a crucial role in this transition. We encourage yours to be consistent. Your family may have a “going to school” routine that both you and your child enjoy. A talk about school, fun activities they will be doing, the playground equipment and new friends may be helpful in getting your child prepared for the first day of school. It may also be helpful to watch a television program or read a book about school. In addition, having your child spend an extra few minutes in bed or choosing a special breakfast for the first day of school can be helpful. Whatever you choose, just ensure it is pleasant and leads to “going to school” as a positive experience. When you and your child arrive at school, encourage them to walk independently (unless your child is ready and runs to school!). You can also walk holding hands, skipping or singing a song. This will make your child feel secure and independent about the experience.