MISSION

Our Mission at Dandy Lion Montessori School is simply to serve the children of many exceptional parents in our community, who are truly concerned about the future of their children in these uncertain times. We provide our students with the very best start in their lifelong learning adventure, by maintaining an authentic Montessori program, which the International Association of Progressive Montessori (IAPM) has always been respected for worldwide. We will continue to excel in implementing a specially prepared environment for their budding minds to explore and utilize in developing their critical thinking skills. Beyond providing the full complement of venerable Montessori didactic materials, by genuinely respecting children engaged in the awe inspiring process of developing a unique mind of their own, we provide a safe and nurturing atmosphere devoid of judgmental stress. The serene ambiance thus achieved, is conducive to the concentration necessary to organize a young mind for the daunting task of sifting, sorting, and classifying the incredible volume of information they will encounter, as joyfully diligent learners in the 21st Century. We acknowledge that our role as the guiding adults in this exceptional environment is critical to their obtaining the most benefit from it. We welcome the challenge and will continue to always give it our best effort, for the sake of the children entrusted to our care, by the finest parents in our community.

 

HISTORY

The Dandy Lion Preschool was established in 1981 by the Veness family, and has earned an excellent reputation while serving this community for the past twenty-eight years. The Veness’ retired in November of 1996 when Ann Balasuriya and Dave Hunter purchased the school to provide a location for Ann’s Montessori Teacher-Training Institute on the Central Coast. By January of 1997, the Rainbow Room was converted into a Montessori Prepared Environment and the name of the school was slightly revised to Dandy Lion Montessori School to reflect the change to a Montessori program.

In early 1998, the full kitchen was removed from the Sunshine Room and it too was converted to a lovely Montessori classroom. When the 98/99 academic year began, both classrooms were fully functioning Montessori classes. With little advertising, the stellar word-of-mouth reputation of Dandy Lion kept our program functioning at capacity for many years. Ann trained the teachers and kept the program fine tuned, while Dave managed the office. With the arrival of Joanie Morawski on the scene several years ago, Dave retired from active management of the school, although he remained involved in the background as President of the International Association of Progressive Montessori (IAPM).

Circumstances beyond anyone's control have conspired to change our operation. Between the failing California economy, and the State's efforts to implement universal preschool in the public elementary schools, demand for private preschools with extended daycare hours for working parents in this area has decreased considerably. When Joanie moved out of State to care for her aging father, while Ann was fulfilling a commitment to train teachers in India for the summer, Dave returned to active management.

Assessing the situation with an eye on the future, we decided to consolidate our Montessori endeavors. Our facility is now the headquarters office of IAPM. Thus, Dandy Lion now functions as the showcase laboratory school for IAPM. Those parents who know Ann, will appreciate that she will be readily available for consultation with both teachers and parents. Dave will continue to manage the business affairs of both IAPM and Dandy Lion, as well as utilize his computer skills making classroom materials for the children of Dandy Lion and for the teachers in training at the institute, as well as webmaster of our presence on the internet.

STAFF

Ann is the owner of the school and she is also the Executive Director of the International Association of Progressive Montessori, a professional Montessori association. Ann has 35 years of Montessori experience teaching, administrating, establishing schools, and teacher training centers.  She has served on the board and on the commission of MACTE, the Montessori Accreditation Council for Teacher Education and currently works as a teacher educator and Montessori consultant. Dave Hunter is the General Manager of the business. He answers questions regarding enrollment and finances. He has taken the Montessori Teacher Training course, and although he tries to avoid it, he frequently fills in as a substitute in the absense of another staff member. Cathy Hanely is our Director and Head Teacher of the Sunshine Class.  She opens the school in the morning and handles all matters to do with the program and teaching staff. Rhonda Eskew is her Assistant in the classroom, and the afternoon childcare teacher. Cyndi Burke is our substitute teacher. All staff members have been carefully selected for their training, credentials, competence, loving attitude towards children, and personal goals to achieve excellence in their chosen profession.

PROGRAM

Education at Dandy Lion Montessori School follows a developmental approach that strives to educate the whole child, establishes a solid foundation, and inspires a lifelong joy in learning.  The program is designed to promote intellectual growth, artistic creativity, critical thinking skills, social responsibility, flexibility, and preparedness for the fast changing life our children face in the future. We pride ourselves on offering an excellent program in a loving relaxed atmosphere that respects the child’s pace and interests.

LIST OF STAFF

Ann Balasuriya	Curriculum Coordinator and Teacher Trainer
Dave Hunter	General Manager
Cathy Hanley	Director and Head Teacher
Rhonda Eskew	Assistant Teacher
Cyndi Burke	Substitute Teacher

EDUCATION PROGRAM

We welcome you to the Dandy Lion Montessori School.  We hope you will enjoy your visit, have all your questions answered, and receive all the information you need to help you make the decision to enroll your child in our school.

The Dandy Lion Montessori School is a non-denominational private school serving the educational needs of children aged 2 ½ to 6 years.  The school will follow principles that develop an identifiable mark of quality and excellence in education.

PHILOSOPHY:

We are committed to the phylosophy of Montessori education.  We believe that facilitating the intellectual, physical, emotional, and socio-spiritual development of the child is essential to the harmonious development of character and the progress of the individual and therefore mankind.

OUR GOALS:

Our primary goal has always been to earn and maintain the reputation as the very best preschool in our community, with the highest paid professional staff of any private school in the area. We achieved that status in our first year as a Montessori school, and work hard to maintain it.

We do not spend a lot of money on advertising, and count on satisfied customers to disseminate our reputation by word-of-mouth. Considering it our best promotion, we continue to endeavor to earn parent's trust and goodwill.

Valuing diversity in our program, we cater to working parents as well as those who value a Montessori program for educational reasons, and unlike most authentic Montessori schools, we welcome EOC subsidized families.

CHILD-CENTERED PROGRAMS:

Our programs are geared to meet the needs of each child on an individual basis with emphasis being placed on the child’s uniqueness.  We provide a wide range of activities from which the child can select, thereby developing his independence by making decisions.  The child enjoys a freedom, which encourages him to express his creative abilities and master the skills necessary to build self-confidence and good self-esteem.  This freedom is experienced within a structured framework established by the teacher with limits to provide security for the child and insure progress in all areas of his/her development.  Discipline is established in a firm but loving way, always emphasizing the positive and by using consistency in reinforcing simple basic ground rules.

PROGRAM:

The aim of our educational program is to provide the scientifically prepared environment for the complete development of the potentialities of each individual child.  Essential to this development is that the child should feel secure and at ease.  For this reason the classrooms are especially adapted to child’s size and provide an attractive, bright and warm atmosphere in which the child can feel at home.

Because human beings, in the state of development, are capable of growth at four different levels: (1) moto-muscular, (2) intellectual, (3) emotional, and (4) socio-spiritual, the class is a prepared environment which includes all conditions, materials and activities conducive to the development of the child at each of these levels.  This requires that children be grouped in what is known as “Family Grouping.”  This also requires that the schedule of the day be organized as an “Integrated Day” of free activities.  These lend the opportunity to the child to choose among several possibilities of being constructively and creatively active.  It is through this free choice that a child develops his will power and sense of responsibility toward himself, his fellow creatures, and his environment.

The task of the teacher in our classroom is more that of guide than that of instructor.  This is why the teacher is normally called the directress.  The teacher’s main function is to be a link between the child and the Prepared Environment, by means of which the child has the opportunity of developing his individual potentialities to the utmost.

The scientifically prepared environment is adapted to the children’s age group and stage of development.

 

 

THE MONTESSORI PROGRAM 2 ½ - 6 YEARS

The environment for children between ages 2 ½ to 6 consists mainly of the following areas:

Exercises of Practical Life.

These are activities which satisfy the child’s tendency to imitate and develop coordination of movement, independence, self-confidence, body consciousness, self care and self awareness, the social skills of grace and courtesy, awareness of and care for the environment - indoors and out of doors - dealing with and solving of difficulties, concentration and attention, order and positive attitudes towards learning.

Sensorial Materials.

These are activities for the development and refinement of the senses.  The materials isolate one single physical quality from the environment (e.g. dimension, color, shape, or texture).  Focusing on the use of one sense at a time, (e.g. visual, auditory, tactile, etc.) enables the child to exercise and refine each sense to the utmost.  This refinement is essential for the development of the mathematical mind (i.e., the ability to discriminate differences, similarities, and identities), and for the development of the memory, understanding and will, ( the faculties of intelligence), the imagination, and consequently the appreciation and interpretation of language and fine arts.

Mathematical Materials.

These are activities by means of which the child does not learn mathematics, but discovers them, acquiring the necessary skills to calculate in the decimal system and in other bases, e.g. binary system, by exploration moving from concrete experiences to abstraction.

Language Materials.

These are activities by which the child acquires, phonetically, the basic skills for complete writing and reading, and at a very early age, understanding of the parts of speech, oral expression, creative writing and interpretative reading and appreciation of prose and poetry.  The Language area includes also what we call “keys to the cultural subjects,” because once the child is versatile in the use of all the above skills, he possesses the necessary tools to explore the world of knowledge. So we include Botany, Zoology, Geography, etc.

Art and Music.

Art and music are integrated into our program and are a part of the child’s daily experience. Thereby providing an enriched well prepared environment from which your child can absorb knowledge.

CULTURAL CURRICULUM

• Universe: Study of the Solar System.
• Earth:Layers of the Earth, study of the globe, hemispheres, continents, land and water formations, oceans, and zones.
• Myself:Parts of the human body, internal organs, senses, and all the important systems of the human body.
• Health and Physical Hygiene:Food pyramid. Cleanliness and its importance.
• Community Services:Making children aware of the civic sense while studying community, personal individuality and contribution to society.
• Continents:Each continent in detail, places, people, food, dress, customs. A cultural study
• Biomes of a Continent:Environment Ecosystems Interdependencies of Plant, Animal and Human Life.
• Biology:A systematic study of Plant and Animal Life.
• Values Program:Simultaneously every month a famous artist, composer, famous person or event and human value. Exposing children to the diversity of human life at the same time seeing the similarities that we all share.

**A detailed cultural curriculum is available in the office for any parent who is interested in seeing it.

 

POLICIES AND PROCEDURES

The Dandy Lion Montessori School is a non-denominational private school serving the educational and developmental needs of children 2 ½ to 6 years.  The full program is a three-year cycle covering both the pre-school and kindergarten years. The third year is very important to allow the child the opportunity to benefit from the previous sensorial foundation and move into abstract thinking – building both the language and math skills that provide for a lifetime of joyful learning. It is based on family grouping, which has benefits for both the younger and older children. Our programs are designed to meet the needs of working parents and include both full time, part time, and extended day schedules.

SCHOOL HOURS

Please recognize that this is a school, not a daycare facility. While we offer extended hours to meet the needs of working parents, you may not drop-off or pick-up your child at just any inopportune time. Our daily schedule is strategically designed so that the noon hour, and the first and last half hour of each day, is our “recess” or playground time. This allows the inevitable flux of daily arrival and departure times to occur when least disruptive to our academic program. The morning session begins at 8:30 AM and ends at 12:30 PM, and the afternoon session runs from 12:30 PM until 3:30 PM. Although we try hard to convince parents to at least arrive before the bell rings at 8:50 or 12:50, arriving late or departing early up to 30 minutes only deprives children of some of their essential social exercise. Thirty minutes should be more than enough leeway so, to safeguard student concentration, once begun at 9:00 or 1:00 we do everything possible to prevent any class disruptions. For instance, teachers will not be disturbed for a phone call during class time unless there is a true emergency.

Not simply daycare, we are not a public school either. Parents may freely choose to keep their child home on any day that our inflexible schedule is inconvenient to theirs, and full-day students are free to come or go during the noon recess window. We ask that you do not disrupt our program once class is in session out of respect for the children. While it might seem that only the punctually challenged might be a problem, please understand that even an occasional transgression is a problem. With over sixty children enrolled here, if everyone did it only once a month this would average an untenable three class disruptions per day. Therefore, a Book Fund “contribution” of $5 will automatically be assessed to the account of any child arriving or departing anytime between 9:00 AM and 12:00 PM or 1:00 PM and 3:00 PM for any reason. We would prefer no disruptions.

To be effective, no exceptions will be made — even for rare circumstances. Tardy or early departure times will be recorded by staff on class attendance records and the accounting process will automatically bill for them regardless of cause. Doctor appointments and emergencies do happen, and it is unfortunate to have to charge for them. If you do find it unavoidable to arrive during class time we request that you park on the street. This includes even when arriving a few minutes early and waiting for the class to end. Early arrival of parent vehicles in the parking lot inevitably attracts the attention of students who are likely to start anticipating their own parent’s arrival.

Daily Schedule

07:30 AM	Open school, receive morning daycare children, set-up play activities.
08:30 AM	Outside playtime, receive children
08:50 AM	Bell rings, children prepare to enter classroom         .
09:00 AM	Bring class inside.  Commence morning program
09:25 AM	Individual classroom activity.
10:00 AM	Snack Table opened.
11:15 AM	Music or Craft Time.
11:30 AM	Lunch
12:00 PM	Dismiss Half-Day children to parents, Full-Day children to playground.
12:00 PM	Set up mats for napping children.
12:30 PM	Nap time for napping children.
12:50 PM	Afternoon bell rings, children prepare to enter classroom.
1:00 PM	Afternoon class begins, story time / new presentation.
1:15 PM	Individual work time.
2:30 PM	Teacher Group / Assistant Teacher maintenance
2:45 PM	Class clean-up time. / Napping children get up.
3:00 PM	Outside play time.
3:30 PM	After-School Program activity.
4:15 PM	Snack Served. Clean up outside (depending on weather).
5:15 PM	Free choice activities inside.  Classroom clean-up - prepare for next day.
5:30 PM	School closes.

 

 

PARTING

If you and your child have difficulty parting, this is much easier on everyone if done on the playground, so please try to have it over with no later than 8:45. The best plan is to make your departure matter-of-fact and expeditious, and don’t allow the “one more hug/kiss” routine to get started. It’s more difficult to stop it.  Parting dramas are harder on parents than children. When you are out of sight they usually forget the whole episode within a couple of minutes and join friends in cheerful play on the playground.

ADMISSION AND ATTENDANCE POLICY:

All children aged 2 ½ - 6 years regardless of race, national origin, and religion are eligible for enrollment.  A Director - Parent interview will be conducted to exchange information relative to the child’s welfare.  Application, medical clearance, and registration forms are to be completed.  The first month’s tuition and registration fee are to be paid before the child enters school.

WAITING LIST

In order to keep our waiting list meaningful and manageable, we require applicants to complete the entire registration process, and pay the non-refundable Annual Registration Fee, before being placed on it. This not only assures that applicants are serious, but facilitates their ability to react quickly to an unexpected opening.

• While ideally the waiting list is kept on a first come, first served basis, there are several caveats:
• Obviously, a part-time opening requires a fit with an applicant willing to accept the available schedule.
• When possible, preference is given to preexisting part-time children wishing to add time to their schedule, to previously enrolled children, or others already familiarized with the Montessori curriculum elsewhere.
• Continuity of income being important to the success of the school, preference may be given to an applicant prepared to act immediately to accept an unforeseen opening and/or also applying for the summer program.
• It is important to the Montessori Method of education to try to maintain a balance among the ages, sexes, and temperaments of the children in a classroom. An opening occasioned by the withdrawal of a 41/2 year-old boy, for example, might be offered to a similar child before a 21/2 year-old girl, application dates notwithstanding.

SIGN-IN / SIGN-OUT POLICY:

To meet the State law requirement it is our policy to have the parents Sign-In and Sign-Out their children entering the time and using their full signature daily.  To insure the utmost safety of our children, parents are asked to park their cars and walk their children inside the school.  If you have a message for your child's teacher, please leave it with the Office Manager.

SCHEDULING AND CREDIT POLICIES:

To maintain the quality of our program, yet keep it affordable for the average family in our community, it is essential that we maintain full enrollment and collect tuition for every space each month. This requires careful planning and a firm collection policy. Our Administrative Office alone makes all scheduling and credit decisions, freeing others to focus on the education of children. We ask that our teaching staff not be bothered with administrative inquiries. The Administrator is resolute in adhering to these policies, so to avoid future misunderstandings, please read carefully the following:

Applicants are declaring their intent to remain enrolled for the full academic year, and agree to give at least 30 days written notice before withdrawing from the program. Likewise, we agree to give at least 30 days written notice before any tuition increase takes effect.

This is a tuition-based educational institution, not an attendance-based daycare facility. Tuition is collected in advance to reserve a space in our program, without regard to whether a child actually attends on any given day, or the reason for any absence (planned for or not).

Think tuition — not childcare. Trying to compare the cost per hour, day, or week of our program, with traditional childcare, is a two-fold mistake. The educational value is simply incomparable. With long and short months, Winter and Spring breaks, and holidays, the actual number of school days each month fluctuates anywhere from 15 to 23 (the avg. is 20), confounding attempts to calculate a unit cost. Again, you are paying for a space, and no refunds will be made, or credit given, for absences during the academic year, for any reason.

SCHEDULING

We cannot always guarantee part-time applicants specific days of the week, but once established schedules are generally fixed for the year.

Rearranging a part-time child’s schedule is difficult at best, usually requiring the cooperation of another party willing to switch days.

Incidental swapping or adding days is only possible when there is a predictable absence so we appreciate being informed as soon as possible when a child will be absent. We cannot offer free “make-up” days for absences or holidays, so please don’t even ask.

TUITION PAYMENTS

Monthly payments are simply 1/10th of the annual tuition fee for the 10-month academic year.

The summer program is available at these same monthly rates in July and August.

You may elect to have tuition fall due on either the 1st or the 15th of the month. A five-day grace period allows for months when these dates fall on a weekend, holiday, or other non-attendance day.

ACCOUNTING

As an incentive to minimize accounting chores, we offer a generous prompt-pay discount for simply paying tuition on time.

To earn it, an account must be current, and payments received no later than the 5th for those due on the 1st, or by the 20th if due on the 15th.

To ensure this incentive remains effective, there will be no exceptions for payments made even one day beyond the grace period.

Anyone anticipating difficulty making a payment on time should discuss it with the Administrative Office before it is due.

Any check returned unpaid by your bank must be redeemed with cash plus a $25 accounting fee. Since the grace period has usually passed by the time a check is returned, any prompt-pay discount taken was unearned and the full amount must be paid, making for a very expensive banking error. After a second occurrence, personal checks may no longer be accepted for payment.

PAST DUE ACCOUNTS

Accounts missing the prompt-pay discount are already 5 days past due.

Once 10 days past due, we may not allow the child to attend school until the account is brought current. For your child’s sake, please help us avoid this unpleasant decision.

After 15 days past due, we may deem you to have withdrawn from the program by default, and the space forfeited to someone on the waiting list. We will be very sad for the child, but must keep our program economically viable for all the other children.

Once withdrawn for any reason, full payment of all past due amounts, plus a new Registration Fee, is required before a child is again eligible for the waiting list, where we may give preference to a previously enrolled child.

SUMMER VACATIONS

We define “vacation” as a planned absence of one or more full weeks for which we receive written notice at least three weeks in advance.

We allow ¼ month credit for each full week of “vacation” taken during the summer months (July and August) only.

Year-round students not taking “vacation” during the summer months, after maintaining their account current for a full year, may receive up to ½ month credit in the month of August for vacations taken during the previous academic year.

Students taking the summer off may reserve their space for the next year by prepaying September’s tuition before departing.

BOOK FUND CONTRIBUTIONS

Unlike many schools, we do not have annual book or materials fees. Instead, we have a Children’s Book Fund that is funded by ad hoc assessments for transgressions of a few inviolate rules we find it necessary to enforce. We ask that you cheerfully make these contributions when assessed. Try not to get angry with us for collecting them, and we will try to avoid expressing our displeasure at the transgression that triggered them.

We are required by law to ensure that an authorized adult signs each child in and out with a full signature every day. To enforce this rule, we assess a $5 Book Fund charge for each occurrence of missing or illegible signatures on the sign-in/out logs. Please advise your surrogates of this necessity when asking someone else to drop-off or pick-up your child, for the responsibility remains yours.

To safeguard the children’s concentration, we must deter tardiness and/or early pick-ups. The first and last half hour of each class session is recess time, so one can be up to 30 minutes late arriving or early departing without disrupting the formal class period. Therefore, tardiness or early pick-ups between the hours of 9:00 AM and Noon, or 1:00 and 3:00 PM for any reason will incur a $5 Book Fund charge. You can understand that, to be consistent, this must include understandable (yet  no less disruptive) situations like doctor appointments, etc

LATE PICK-UP CHARGES

Arriving even one minute late to pick-up a child, past the time you have contracted for, automatically incurs an incidental childcare charge. This is not a punitive charge, it is just the standard $7 per hour (or any part thereof) charge for incidental childcare, but when only a few minutes late it can seem like one. Try to be on time to avoid the aggravation, but don’t risk an accident or ticket just to save $7.

Arriving after we close at 5:30 PM, however, can cause your child stress and is a very real imposition on our staff. As a deterrent, we charge a late pick-up fee of $14 per ¼ hour or any part thereof. This means that those from one to fifteen minutes late at closing time are charged $14. Those sixteen to thirty minutes late are charged $28, etc. Repeated violations here are unacceptable — we don’t want your money, we want to go home! PLEASE be responsible, and have a relative or friend you can call in an emergency to pick-up your child by closing time.

MEDICATION POLICY:

For the safety of all children, no medication of any type will be administered by any member of the school staff.  No medication will be kept at school.  It is permitted for a parent to come to the school to administer medication to their child.  Individual circumstances sometimes require special allowance - please discuss this with the Director.

DISCIPLINARY POLICY:

The school takes a positive approach to discipline, always emphasizing the positive by using consistency in reinforcing simple basic ground rules that set limits and provide a sense of security.  The basic ground rules are posted in both the classroom and outside on the playground.  Harsh treatment of any kind either verbal or physical is not permitted.  Physical punishment is never a discipline alternative.

NAPPING POLICY:

All children under the age of four years old are required to take an afternoon nap. Once the child reaches their 4th birthday napping becomes optional, at the request of the parent, and/or based on readiness and space available in the afternoon class. This decision will be determined by the Director. Please speak with the director prior to discussing any changes with your child.

NUTRITIONAL POLICY:

Snack- Children are served a nutritious snack both mid-morning and late afternoon.

HEALTH CARE POLICY:

Dandy Lion Montessori School and its employees will not administer medication of any kind.  This includes even cough drops!  If a child needs to be given some medication, a parent will have to come to the school and administer it personally.  PLEASE do not send any medication in a lunch box. . . lunches sometimes get mixed up.

Parents must have a plan for caring for their child when ill.  Children shall not be permitted at school who display symptoms of, or who have any illness, including the common cold.  For the benefit of all the children, we ask that each child be inspected at home before coming to school.  If any symptoms of illness are displayed, we ask that you keep the child home and give us a phone call.

The following are a few of the most common symptoms that would warrant the child being kept home:

• Fever
• Diarrhea (especially if it is frequent or causes cramping)
• Persistent cough
• Runny nose (especially if discharge is not clear)
• Ear ache
• Head ache
• Sore throat
• Unusually tired or lethargic

If a child displays any of these symptoms at school, he/she will be isolated and parents will be phoned to pick up child.

If a child contracts something extremely contagious requiring immediate attention (such as impetigo, chicken pox, lice, scarlet fever, Hib, etc.), the school must be notified immediately so that other parents may be warned to watch for the symptoms.  We also require a note from a physician stating that the child has been treated, is no longer contagious, and may return to the school.  The child will not be re-admitted without the physician’s note and an inspection by the director.

LUNCHES

We monitor children’s lunches and make the following suggestions:

Try to keep in mind the four basic food groups:

• Protein:    Peanut butter, chicken/beef, tuna, baked beans, etc.
• Bread / Cereal:    Whole wheat bread, crackers, tortilla, noodles, etc.
• Fruits & vegetables:   Preferably fresh! (watch the canned fruits—they usually contain added sugar!)
• Milk & Dairy:   Cheese, cottage cheese, yogurt, milk, etc.(Please, no pudding or “Gogurt”!)
• To Drink:    Send milk (without Quik!) or 100% fruit juice
• We have an old tradition at school that any child may purchase milk at lunchtime for a dime. Tape the dime to the inside of the lunch box.

PLEASE DO NOT SEND THE FOLLOWING TYPES OF ITEMS:

• Cookies
• Gum
• Candy
• Sodas
• Chips
• Twinkies, etc.
• Donuts
• Cupcakes
• Fruit drinks (they are full of sugar!)

Stay away from high sugar foods. Along with having nearly no nutritional value, high sugar foods can play real havoc with your child’s metabolism--- giving him / her a sudden burst of energy then shortly leaving him / her with none.

BEWARE OF THE HIDDEN SUGARS IN THE FOLLOWING ITEMS:

• Granola bars
• Fruit rolls
• Fruit drinks
• Canned fruit

We will not force your child to eat the entire lunch, however, we will encourage him / her to eat as much as possible (protein items first). Food not eaten will be sent home with your child so you will know how much has been eaten. This is for your information and we hope will not be used against your child. Big people eat only enough to meet their needs—children should have the same opportunity.

DRESS AND EXTRA CLOTHES:

Casual, comfortable clothing and sturdy shoes should be worn.  Clothing should also be easy for the child to remove (especially for the child who is still working on his toilet training).  Please never dress your child in super-hero themed shirts, e.g. superman, spider man or power rangers, etc. as it influences behavior and encourages escape to a fantasy world, which interferes with the socialization of the child.  No skimpy “Brittany” style girls-wear - girls’ shirts should be modest and unrevealing. Open-toed shoes, sandals and boots (of any kind) are not allowed as it is difficult for a child to run and play in these types of shoes (sand in sandals is very uncomfortable) and the soles are often slippery.  It is important that each child has an extra set of clothing, clearly labeled with his/her full name, left at school (including underwear and socks).  It is equally important that these clothes be promptly replaced if used.  Any spare clothing supplied by the school also needs to be promptly returned, ready for the next accident or emergency.  Removable articles of clothing (e.g. coats, hats, sweaters and jackets) must be clearly labeled with the child's full name (a permanent marker is available on back shelf).  This also applies to books, etc. brought to school. Note: Only pre-school size backpacks please, as cubbies are small.

Please send your child to school each day with a light sweater or jacket even if it appears to be warm out. As we all know, our weather here on the Central Coast can be unpredictable. A warm sunny morning can quickly turn into a cold foggy afternoon.

JEWELRY & SUNGLASSES:

Children may not wear or bring jewelry to school. The only exception will be small post earrings. We do not allow children to wear sunglasses on the playground due to safety reasons. However, we will make exceptions for children with a medical reason. Children sometimes run into each other and a broken pair of sunglasses can greatly injure a child’s eyes or face.

BEDDING:

Napping children need a fitted crib sheet and a lightweight blanket left at school Monday through Friday.  Make sure that all bedding is clearly labeled with your child's name.  Bedding must be taken home on Friday, laundered, and returned to school on Monday.  Please do not send comforters or large pillows, as we are unable to store large and bulky items and they will be sent home.

TOYS / SHARING:

Bringing toys to school is not allowed as these objects may break or get lost.  However, items of special interest that the children want to share are most welcome and will be put on the observation table.  Should your child find a grasshopper, frog or any live creature, please do not hesitate to send it in on the day of discovery! Other precious items related to a theme or subject being studied are very welcome. Each child may share only once a week. Please put the item into a bag with your child's name on it and store in your child's cubby until class time. If the item is delicate please give it to the classroom teacher for safe-keeping.

BIRTHDAYS:

We are happy to help you celebrate your child’s birthday in school. To make it a special day we have a ritual that we know your child will enjoy. If it is possible, we would like a parent or both parents to attend.

We require your help in making your child’s day memorable. Please bring to school:

• A photograph of your child taken on the day of his/her birth and a photo taken on each birthday since then.
• A short description of who was there when your child was born and how you felt about their arrival into the world.
• A similar description of each year of their life should accompany the photos of each birthday.
• Paste these photos and information on a poster board to create a life timeline of your child.

These photos and information will be used when we celebrate your child’s birthday and will be enjoyed by all the children during the celebration. You may prepare this life timeline and bring it with you on the day of celebration or leave it in the office the day before.

You may send individual treats for the children in your child’s class to enjoy if you wish. Here are a few suggestions: Cookies, Rice Krispy Treats, individually wrapped treats, fruits or nuts.

We ask that you do not bring cupcakes or fancy birthday cakes, and please, no balloons or treat bags.  We like to keep birthday celebrations simple but respect the importance of the day.

PARENT OBSERVATIONS:

We have an open door policy for parent observers. However, we request that you contact the office to schedule an observation so we do not have too many parents in on the same day. For the first six weeks of school it is important for the children to settle in and for the teachers to have this time to establish routines. For this reason, we will not schedule observations until the third week of October.

PARENT CONFERENCES:

Parent/Teacher conferences are scheduled twice a year to discuss the child’s progress.  We consider these conferences to be a very important exchange between teacher and parents and we encourage both parents to attend. Please check the calendar for dates. Special conferences are called whenever the need arises.

PARENT EDUCATION:

Our Parent Education Programs are informative evening meetings held throughout the year by the Head Teachers to give parents a forum for discussion, gain information of child psychology and the Montessori approach to education. It’s a time to get your questions answered, get to know some of the other parents and have a fun evening.

FIELD TRIPS:

The Teachers sometimes take the children on short nature walks.  Major field trips away from the school will require information being sent home in advance about the purpose, location, cost, means of transportation, and a request for parent participation.  A special field trip permission form will be required.

TRANSPORTATION:

Transportation of children to and from school is the responsibility of the parents/guardians.

EMERGENCIES:

Both Fire Drill and Earthquake drills will be scheduled on a regular basis.

VOLUNTEERS:

Parent participation is invited to support the teachers in preparing for and organizing special events. Parents are encouraged to sign up for the event that best suits their schedule and interests. Following is a list of events and positions you may care to sign up for:

• Class Parties – Coordinator or Helper
• Field Trip Driver – 2 field trips per year
• Library Parent – Coordinator or Helper
• Art Projects – Coordinator or Helper
• Community Service Parent - Speaker

 

 

MAINTAINING A POSITIVE APPROACH AND A NURTURING ATTITUDE

Below is a list of ways in which our teachers develop and maintain a positive approach and a nurturing attitude to enhance the development of your child:

• Always make positive remarks to the child
• Use a kind but firm manner when you need to discipline
• Always show respect in addressing a child or teacher
• Encourage children to be as independent as possible
• Do not call to a child across the room — go to him/her
• Preserve the dignity of the child if you have to reprimand him/her
• Do not paint yourself into a corner — no confrontations — take a positive approach
• Do not use negative terms, e.g. bad, naughty, baby, etc.
• Use the child’s name and look into his eyes when talking to him/her
• Do not interfere with the child’s work or play, but step in before he is frustrated
• Never react, always remain calm and loving
• Show appreciation for the child’s effort
• Always use precise language and give clear directions.

DISCIPLINARY POLICY

Physical Punishment is NEVER a discipline alternative at Dandy Lion.

• Use a simple direct statement.  Example: “We do not throw rocks here.”
• Talk with the child about more appropriate solutions to his/her problem.  Example: “If Suzy calls you ‘Dummy’ you can use your words.  Tell her that you don’t like that word.  If that doesn’t work, tell the teacher and I will help you.”
• Remove the child from the situation.  Have them sit on the thinking chair.  Example: “If he/she is continually throwing sand, remove him/her from the sandbox for a period of time.
• “Thinking Time” is a safe, non-threatening, method of discipline.  It gives the child time to calm down and a chance afterwards to discuss briefly with the teacher why the child was separated.  Thinking Time usually lasts one minute per year of age.  3 yr. olds are on the Thinking Chair for three minutes, for example.
• Behavior problems are usually discussed with the parents, and a strategy developed to support the child and bring about a change.

Parent cooperation is considered very important.  Most behavior problems stem from a feeling of insecurity at some level in the child’s life.

At school, we establish the child’s security by using clearly defined classroom rules and playground rules reinforcing these limits consistently in a loving firm way.

CLASSROOM ATMOSPHERE AND GROUND RULES

The teacher shall maintain a very orderly disciplined classroom.  The children shall be free to move about, select their own activity, work in groups, or at individual tasks.  As long as activity is constructive, it is developmental.  The atmosphere of the room shall be quiet, peaceful, and busy.  Below are some basic ground rules to help you establish a tranquil classroom, which will assist the child’s development.

• Explain the ground rules very clearly to each new child and reinforce them frequently by talking about them with the children.
• Set clear limits, e.g. number of children in the reading corner, easel, etc.
• We always use soft speaking voice in the classroom (make this very special, never raise your own voice).
• Always use a bell when you wish to get the class’ attention (Play the bell game to get the children accustomed to this). Wait until you have all the children’s attention, then give a very clear, specific direction, e.g., “Put your work away and come to the line.”
• Establish the inviolate rule that once a child has established a work area, no other child is ever permitted to interfere with it or disturb it in his temporary absence.
• Use work mats to define the child’s area (Children walk around the mats on the floor, never across them).  Once a child selects work and takes it to their table or mat, they should feel free to use it as long as they wish.
• Show the child the correct way things are done in the classroom, e.g., “This is how we carry a chair, tray, basket, etc.”
• Never assume that the child knows; once you show how, he becomes secure.
• When you give a child a lesson, invite him to select a table or get a mat. Show him how to carry the activity, use it, and how to put it away.  You do it first, and then let him take over and do it himself.
• In group situations, if a child is disruptive, sit that child beside you.
• As a positive way to establish discipline, introduce a Thinking Chair.  When there is a problem, talk to the child, make sure he understands, and then send him to the thinking chair to think about his behavior and how he might change it.
• Tell him, “I love you very much, Johnny, but I don’t like your behavior right now, so let’s work together on changing that.  You can sit here and think about how you can change it.”
• This approach helps the child take charge of his own life, become responsible, and yet does not damage his self-esteem.
• Never put a child down, criticize him or accuse him. It is very damaging and it takes a lot of work to undo such a negative approach.
• See that the child always has choices; exercising his will builds confidence. If the child cannot handle freedom of choice, limit his choice to two (2).  “You may select the peg-board or you may paint.”
• The child shall take responsibility for his own cleaning up.  Show him how.
• Let the child know that you have a high expectation for him, that you know he can do it. This helps him to strive for perfection and get more satisfaction from his activity.

Basic Rules for Classroom

• Walk in the classroom
• Speak with a soft voice
• Respect other children’s work when at their workplace
• Take work only from the shelf, never from someone’s workplace
• Work materials must always be replaced in exactly the same place after use
• Say, “Excuse me, please.” when someone is in your way
• Unroll a mat on the floor before you select your material
• When working on a table, select a mat and unroll it before you bring your tray to the table
• Mats must be rolled and replaced after use
• Stop all activity when the bell rings.  (Freeze!) Listen as teacher is about to give a direction
• Only one child allowed in reading corner at a time
• Only two children allowed at snack table at a time
• Only one child allowed at easel at a time
• Only one child allowed in bathroom at a time
• Wash hands after using the toilet
• Wash hands before lunch and snack
• Check face and wash after lunch

DISCIPLINE ON THE PLAYGROUND

Playground rules have been established to ensure consistency and security for our children. They are posted in the playground. They must be reviewed with all the children at least once a week.

• Explain the basic ground rules to the child.
• Explain why we have rules, let the children know that the purpose of the rules is to keep the playground safe so all the children can play and be happy.
• Walk the children around the playground explaining every piece of equipment and how it is to be used.
• Explain every area and what the ground rules are for that area; e.g. the block area, the sand box, the black top wheel toy area.
• Establish how many children may play in a particular area if applicable.
• Explain the disciplinary action that will be taken when a child breaks the rules.
• Establish an area in which you will separate a disruptive child to have him/her think about their behavior.
• Always use the term “thinking time” instead of “time out.” Remember, it is one minute for every year of age, e.g. three-year-old – 3 minutes, four-year-old – 4 minutes, five-year-old – 5 minutes.
• Be consistent and firm, yet always kind when disciplining a child.
• Speak one on one to the child when you need to correct behavior. Go to the child, do not yell across the playground.
• Use very precise language – name the behavior you want stopped, e.g. “Do not throw sand.” “Do not hit Sammy.” “Do not use hurtful words.”
• Physical punishment is never to be used to discipline a child and is grounds for dismissal.
• Don't forget to also use words of encouragement and praise when the opportunity presents itself.

PLAYGROUND RULES

The playground should be presented as a place where the children can play and be happy.  If there is fighting or unhappiness, you can point out that the child is free to sit down and watch the other children playing.

• SAND: No throwing of sand at any time.
• SLIDE: Slide only feet first and sitting down.
• TOYS: If toys are taken to the playground they must be collected before the children return to the classroom.  The children are responsible for putting all toys back. Wheel toys are to be used on the blacktop area only and must be replaced in the shed after use.
• TRICYCLES: Point out the stop line.  The tricycles must stay only on the blacktop and stop at the line.  They may be used only sitting down.  Bikes must be parked after each use in the parking area.
• FENCES: Children must not crowd around gates and must never climb on fences.  No child is allowed outside the fences to retrieve a ball or for any other reason at any time.
• BLACKTOP: The blacktop play area to be used for tricycles and ball play. No water or sand is allowed on the blacktop at any time.
• BACKHOE: When backhoe is in use, all other children must stay clear.
• CLIMBING: Children may not climb on top of the train, or green climbing frame.  Children must stay inside the slide platform.
• WATER PLAY: Water play is only permitted in hot weather when carefully supervised. This is done on the grass area when the children are dressed in the appropriate clothes.
• CARRYING WATER to the sandbox is not allowed. The Teacher may wet down the sand when necessary.
• SAND TOYS: Sand toys are to be used only in the sandbox. At the end of playtime, all sand toys are returned by the children to the bin provided.
• BROOMS: The brooms are for the children’s use. They must be given a presentation on their correct use. They are to be used to keep the blacktop close to the exit and bathroom entry clear of sand and safe. After use they must be hung back on a hook.
• BLOCKS: The blocks are to remain in the block area. Their use must be supervised. The children are responsible to return them to the bin provided after each use.
• SHED: Children must ask permission to take toys, balls, etc. out of the shed.

Note: All children participate in clean-up of the playground whether they have used a particular toy or not. Foster a game of community and sharing.

Reminder to all staff members: Choice and responsibility are offered to our children on the playground just as in the classroom. It is important to reinforce these simple rules consistently, review them at least once a week in the classroom.

CONCLUSION

This handbook was designed to give you information on the structure, the program, and the operation of our school.  We hope it is helpful.  It is important for you to know that we take the job of serving you and your child very seriously and we pride ourselves on providing an excellent service.  Any suggestions you have to improve any aspect of our school will be appreciated, as good education requires full cooperation between parents and the school.

Thank you for choosing our school.

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