What to expect

Care of the environment is very important for the elementary class. The "sensitive period" for enjoying work has passed by this age and care of the environment becomes more labor and toil than enjoyment. This is a time to develop a strong work ethic and we encourage this by using a "team" approach, which does appeal to the social needs of this age child. We clean the classroom together, each child accepting responsibility for a different area of the room on a weekly basis, sometimes in small groups, sometimes individually. Cooperation is necessary. In addition to the general maintenance of the furniture, shelves and materials, we also care for the plants and animals, and wash lunch dishes. The students are totally responsible for the care and cleaning of their classroom.

Contracts are the tool we use to help the student learn how to accept responsibility for work. The first year student will work from a contract that the teachers have prepared after the first month of adjustment. The first year students' contracts place emphasis on the basics: reading, writing, and math. They help guide the student and yet allow some freedom of choice. A strong foundation must be established to allow for future exploration into other areas of learning. Interest in special areas of science and geography is encouraged. The contract grows with the student. The "Cosmic" curriculum is presented each year at circle to plant small seeds of interest for further study based on the student's abilities to explore. By the third year, most students have moved from a teacher-guided contract to recording their daily work and holding themselves accountable for their own learning.

Lower Elementary:

The first year in the lower elementary classroom is a year of adjustment. The first month we allow the student to adjust to the routine and expectations of the classroom. Responsibility is great in this classroom. Students are expected to make appropriate work choices within the realm of knowledge. Focus is heavy on mastering a comfortably high level of reading, writing and math knowledge. Teacher guidance is strong at first until the child feels comfortable and is able to move into a more independent role. Many individual and small group lessons will occur during the first months of school.

The second year of the lower elementary program is one of developing ease at work. The student knows the expectations and requirements of the elementary class. Learning takes on an accelerated pace as the student becomes confident in his reading and math skills. Development of continued writing and language skills assist the student as he moves into new cultural studies. The second year student often acts as an advisor to the first year students, a Big Brother or Big Sister, helping them to become comfortable with the routine and expectations of the elementary class.

The third year student is confident and bold in his abilities and knowledge. He is a role model for others to look up to and usually enjoys assisting those younger. There is still the challenge of many new lessons, but the third year student can see how far he's come and delight in a strong sense of accomplishment and achievement. Things seem to come together for the third year student socially, emotionally, physically, and intellectually.

Upper Elementary:

The fourth year student is thrust back into the realm of the unknown. Studies are individualized to encourage her greatest potential. High expectations and responsibilities accompany this move to the upper elementary class. The sixth year student is one she will look up to, often literally, as physical growth between fourth and sixth years can be great. Socially and emotionally, the fourth year student is back at the bottom of the pile again. Although the new challenges can be very exciting, they can also be scary.

The fifth year student is once again in control of his environment. He knows what to expect and feels the confidence to surge into new studies with ease. Academic growth catches up with physical and emotional growth once again.

The sixth year student is on top of her world. Emotional and social issues are resolved fairly easily at school where the student is a role model for the younger students. At home, it can be a time of testing the boundaries and making sure that everyone respects and acknowledges this growing young adult. The sixth year student is culminating her childhood and getting ready to move into young adulthood. She's on the verge of a new threshold.

BIRTHDAYS

Birthdays are special events celebrated on or close to the student's birthday. Summer birthdays can be celebrated in September, June or on the anniversary of the child's 6-month day. During the week of the student's birthday random pictures from home will be mounted for all to see how the special person has grown from birth to present age. On the special day, the student may bring a special birthday treat. At circle time we will have a ceremony to honor each year of the student's birthday with memories given by the student. We usually celebrate birthdays at the end of the day. Parents are welcome to attend.

FIELD TRIPS

The elementary students go on several field trips each year. Some field trips are annual events such as: The Puyallup Fair, Seattle Children's Theatre and the beach at low tide. Other field trips are age-oriented and are attended by small groups, not the whole class each year. Such field trips could be: Tacoma or Seattle Art Museums, Washington State History Museum, Boeing's Flight Museum, Burke Museum, and Jerry's Rock and Gem Shop. We go off campus during winter months for PE. In addition, we take each student to the library once a month. We incorporate parent's interests or occupations, when possible. For example, we were able to tour a container ship at the Seattle harbor one year because a student's parent worked for Hyundai. The Upper Elementary travels to Mrs. Fisher's cabin in Packwood for in depth studies of Washington State History. All field trips are dependent upon parent volunteers.

OBSERVATIONS, CONFERENCES, PROGRESS REPORTS, AND HOME VISITS

We encourage parents to observe at least twice each year, once in October and once in February. Parents are welcome in the classroom at any time. We appreciate and encourage parents to bring special interests or talents, travel souvenirs to class and share with us.

Conferences will be held in September and March to discuss goals, performance, concerns and questions. Communication is of utmost importance to the teachers. The teachers will be quite willing to discuss your concerns at any time. Additional conferences can be requested at anytime.

Progress Reports will be sent home three times throughout the year. We track each individual's progress carefully. Comparisons will be made to make sure the student in on tract according to grade level expectations. We also make comparison between our curriculum and other school standards. Standardized tests are also used to track students' progress.

Home visits are scheduled prior to the school year for new students entering the elementary class. These visits allow parents to ask questions and teachers to make initial assessments of the student's abilities.