THE KNOWING GARDEN COMMUNITY ELEMENTARY SCHOOL

Family Handbook 2011

Ages 5-6

Table of ContentsIntroduction................................................................................................................................................4

The Background of Our Journey............................................................................................................4

The Key Elements of our Program............................................................................................................4

Facilitating Growth.................................................................................Error! Bookmark not defined.

Evaluating our Effectiveness.................................................................Error! Bookmark not defined.

The Knowing Garden’s Mission Statement:..............................................................................................5

Where Our Journey Begins.......................................................................................................................5

Education, Development & Communication Research.............................................................................5

Education and Learning Theory.............................................................................................................5

Psycho-Social/Emotional Development.................................................................................................5

Communication and Relationship Building............................................................................................5

Brain Development and Neuroscience..................................................................................................5

Mindfulness............................................................................................................................................6

Connection to Nature & Right to Play....................................................................................................6

Key Tenets................................................................................................................................................6

Constructivism.......................................................................................................................................6

Cooperative learning..............................................................................................................................6

Whole Child............................................................................................................................................7

Brain Function & Development..............................................................................................................7

Capacity building....................................................................................................................................7

Our Founding Community.........................................................................................................................8

Founding Teachers:...............................................................................................................................8

Parent Board:.........................................................................................................................................8

Advisory Board.......................................................................................................................................8

School program......................................................................................................................................8

Enrollment Process.................................................................................................................................10

Application...........................................................................................................................................10

Parent Conference...............................................................................................................................10

Introductory Visit..................................................................................................................................11

Notification...........................................................................................................................................11

Important Dates.......................................................................................................................................12

Sharing With the Greater Community.....................................................................................................12

Quick Facts 2010-2011 School Year.......................................................................................................14

Summary.................................................................................................................................................14

Curriculum & Environment......................................................................................................................14

Focusing on the Whole Child...............................................................................................................15

INDIVIDUAL NEEDS...........................................................................................................................16

MULTI AGE CLASSROOMS...............................................................................................................16

CLASSROOM ENVIRONMENT..........................................................................................................16

CURRICULUM GUIDELINES..............................................................................................................17

DESIGN OF THE DAY.........................................................................................................................19

Flexible Options Lead Teacher..............................................................Error! Bookmark not defined.

CONFLICT RESOLUTION..................................................................................................................21

CHANNELS OF COMMUNICATION...................................................................................................22

PROGRESS ASSESSMENTS............................................................................................................22

PARENT PARTICIPATION.....................................................................................................................23

Reading List.........................................................................................................................................24

WORKING WITH CHILDREN..............................................................................................................25

Operational Information...........................................................................................................................26

PARENT BOARD.................................................................................................................................27

California State Education Requirements and Oversight....................................................................29

SCHOOL RECORDS...........................................................................................................................29

TUITION...............................................................................................................................................30

AFTER-SCHOOL CARE......................................................................................................................30

TRANSFER PROCEDURES...............................................................................................................30

2011 Tuition & Financial Commitments...................................................................................................31

Receipt of The Knowing Garden Family Handbook 2011.......................................................................32

Introduction

HE KNOWING GARDEN is a community Elementary school for the children and families of the

Greater South Bay area. Our school supports the development of the whole child through constructivist

philosophy and the understanding that humans generate knowledge and meaning from an interaction

between their experiences and their ideas. We believe that a project-rich curriculum anchored in

academics, hands-on experience and social plus emotional development will prepare our students to

be critical thinkers who become lifelong learners and active contributors to the global community. With

credentialed teachers, inspired by the principles of humane education, low-ratios and developmentally

appropriate guidelines, our learning plans will be generated in partnership with each child. Our

students, from diverse backgrounds, become part of a greater community that values respect,

mindfulness, creative expression, confidence, risk-taking, and concern for the Earth. THE KNOWING

GARDEN is a non-profit1 private school with a public purpose. www.knowinggarden.org

The Background of Our Journey

There are many reasons including: choice, attachment/peaceful/unconditional parenting, honoring the individual’s development and passion for learning that have inspired our community to come together and create a safe place where children can learn - in a natural setting. Our school is owned and operated by the families of the school.

The Key Elements of our Program are:

1 Non-profit status is pending

The Knowing Garden’s Mission Statement:Our School is a constructivist school with the primary goal being to motivate children to become self-determined critical thinkers and lifelong learners who are fearless and compassionate leaders in this rapidly changing world. We strive to facilitate the development of their unique talents, and to assist them in realizing their individual highest potential.  Our focus, as educators, is on the whole child.  Therefore, the learning environment promotes self-awareness, mutual respect, flexible thinking, and social and emotional, as well as, cognitive development. We also encourage family involvement and view parent attachment as a foundation for promoting optimal development and learning. As stewards of the earth, we aim to inspire concern for our world and to explore ways for creating a sustainable future for humanity and all of its inhabitants.  Further, we are committed to creating a diverse, non-bias community of learners within which our students learn to value, respect, and enjoy people for their inherent worth.

Where Our Journey Begins

We are inspired by many whose expertise and research have helped us craft our Curriculum & Environment.

Education, Development & Communication Research includes:

Education and Learning TheoryJean Piaget PhD-Constructivist Theory (www.piaget.org)Howard Gardner PhD Multiple Intelligences (www.howardgardner.com)Maria Montessori – Child-led revelation of potential (http://www.montessori.edu)Alfie Kohn – Progressive Education/Punishments and Rewards (www.alfiekohn.org)John Abbott – Cognitive Apprenticeship (http://www.21learn.org)

Psycho-Social/Emotional DevelopmentEric Erikson PhD - stages of psychosocial developmentBev Bos - Early Childhood Education (www.rosevillecommunityschool.org)

Communication and Relationship BuildingRuth Beaglehole - Unconditional parenting/CNVEP (www.theechocenter.org)Aletha Solter PhD – Aware Parenting (www.awareparenting.com)Faber & Mazlish – Peaceful Parent/Child Relations (www.fabermazlish.com)

Brain Development and Neuroscience Dan Siegel PhD – Understanding the “internal world of the mind” (www.drdansiegel.com)Adele Diamond PhD Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content (www.devcogneuro.com/AdeleDiamond.html)

Mindfulness (Self-Awareness)Martin Luther King Jr. – non-violence

Don Miguel Ruiz – The Four AgreementsJon Kabat-Zinn - Center for Mindfulness in Medicine, Health Care, and Society at the University of Massachusetts Medical School

Connection to Nature & Right to PlayRichard Louv - "Connections between family, nature and community." www.richardlouv.comInternational Play Association - "The child shall have full opportunity for play and recreation which should be directed to the same purposes as education; society and the public authorities shall endeavor to promote the enjoyment of this right" http://www.ipausa.org/

We are extremely grateful for the mentors and teachers we’ve had along the way, especially the THE ROSEVILLE COMMUNITY SCHOOL and their expertise.

Key Tenets of The Knowing Garden are:

Constructivism -- Piaget's Theory of Constructivism

Piaget's theory of constructivism explains that people produce knowledge and form meaning based upon their experiences.  Piaget's theory of constructivism addresses how learning actually occurs, not focusing on what influences learning. The role of teachers is very important. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding.  This takes away focus from the teacher and lecture and puts it upon the student and their learning. The resources and lesson plans that must be initiated for this learning theory take a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told. Also, teachers are continually in conversation with the students, creating the learning experience that is open to new directions depending upon the needs of the student as the learning progresses. Teachers following Piaget's theory of constructivism must challenge the student by making them effective critical thinkers and not being merely a "teacher" but also a mentor, a consultant, and a coach.

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Best-Selling Author and Cooperative Learning proponent, Alfie Kohn urges us to, “Look beyond methods, though, and consider goals.  What’s the point of educating students in the first place?...As I’ve noted elsewhere, we have reason to worry when schooling is discussed primarily in the context of “global competitiveness” rather than in terms of what children need or what contributes to a democratic culture...”2

2 School Would Be Great If It Weren’t for the Damn Kids; WASHINGTON POST “Answer Sheet” Blog, September 17, 2010

Whole Child - Adele Diamond, one of the founders of the field of Developmental Cognitive Neuroscience addresses, Whole Child, “If we want the best academic outcomes, the most efficient and cost-effective route to achieve that is, counter intuitively, not to narrowly focus on academics, but to also address children’s social, emotional, and physical development. Similarly, the best and most efficient route to physical health is through also addressing emotional, social, and cognitive wellness. Emotional wellness, similarly, depends critically on social, cognitive, and physical wellness.3

Brain Function & Development - Daniel Siegel and Mary Hartzell have shared their Brain Function & Development research in the highly-regarded book, Parenting From the Inside Out. From the book, “by examining the science of how we experience and connect, a new perspective emerges that can help us deepen our understanding of ourselves, our children, and our relationships with each other.”4

Capacity building, as defined by Ann Philbin5 are the “the skills, instincts, abilities, processes and resources that organizations and communities need to survive, adapt, and thrive in the fast-changing world." Critical thinking is a quality to be celebrated and encouraged, for the benefit of humanity.

Alliances and Affiliations under consideration:

National Coalition of Alternative Community SchoolsWestern Association of Schools & Colleges (WASC)California Association of Private Schools Organizations (CAPSO) Alternative Education Resource Organization (AERO)The National Association for the Education of Young Children (NAEYC)

Our Founding Community

3 Diamond, Adele(2010) 'The Evidence Base for Improving School Outcomes by Addressing the WholeChild and by Addressing Skills and Attitudes, Not Just Content', Early Education & Development, 21: 5, 780 — 7934 Parenting from the Inside Out by Daniel Siegel, Mary Hartzell

5 in Capacity Building in Social Justice Organizations Ford Foundation, 1996,

THE KNOWING GARDEN philosophy encompasses these principles: the first is that students are complex, creative individuals who learn deeply through methods which encourage them to become innovative critical thinkers. Their desire to learn can be trusted. The second is that optimal learning is achieved when it is built upon student interests and real life issues and problems. Third, that a flexible structure which includes heterogeneous and multi-age group arrangements for students is the best way to facilitate learning. Lastly, that the best environment for learning is a peaceful one that embraces freedom with responsibility and addresses the balance between the needs of the individual and the needs of the community.

TKG Teacher: Michelle Goldbach-Johnson

Founding Teachers: Elizabeth Bloom, Dana Holman, Jessica Schilling-Wigley

Parent Board: Josef Bobek, Jessica Mayotte, Daniela Samms, Trish Vasquez

Advisory Board: Lena Garcia-Kaufmann, Robin Podway

Read complete biographies of the Founding Community at www.knowinggarden.org

School program will encompass:

Environmental Studies HistoryLanguage ArtsMathematicsPerforming and Creative ArtsPhysical Education ScienceSocial StudiesWorld Cultures Practical elements of the curriculum:Experiential Learning through Generative Lesson Plans

We utilize project based and experiential learning, an approach to instruction and learning that supports a person's need for hands-on experiences and choices in what they learn, how they engage in learning, and how they show they have learned. Projects may be short or long term and may be created by an individual, partners, or in groups. In project-based learning, students develop their academic skills as well as skills in organization, time management, communication, cooperation, compromise, interpretation, and creativity.

Whole Child

We are committed to nurturing all aspects of a person - intellectual, physical, emotional, social, creative, and cultural. Students engage in activities throughout the day, week, and year that help them

develop as positive contributing members of our community. We focus on developing students' skills in cooperation, assertion, responsibility, empathy, self-awareness, and self-control.

Globally & Community Minded Real World Experiences

We believe it is important to do things that connect to and affect the community. Our themes emerge from current events the students know and care about. Our students have opportunities to strengthen their skills as global citizens through service learning projects, community outreach, charity events, identifying and addressing real world problems, recognizing and embracing differences, and being agents of change. Our goal is to help students develop as life-long learners and citizens of the global community.

Nurturing of Emotional, Social and Cognitive Development

We assert that being competent socially is as important as being competent academically. We see that valuable cognitive growth occurs through fulfilling social interaction. We employ a conscious discipline policy wherein both adults and children learn the skills needed to successfully manage life tasks such as learning, forming relationships, communicating effectively, being sensitive to others’ needs and getting along with others, while getting their own needs met. Facilitator-Teachers are taught to draw from within themselves to become responsive instead of reactive during moments of conflict. In this way, facilitator-teachers positively influence students by being models of empathetic, cooperative, and effective problem solvers, while being mentors in establishing relationships.

Innovative Thinking

We believe in the importance of creative, innovative, and critical thinking. We encourage our students to be risk-takers who are able to think independently to develop solutions to problems. In addition, we recognize that students need to be problem finders as well as problem solvers.

Asset-Based Assessments

Our goal in assessment is to understand and know the complexity of each person's development rather than to compare students with each other. If we are able to uphold the tenet that each person is unique, then it is imperative that this belief be reflected in our practices of assessment, as well as instruction. The constructivist view of learning sees students as full of knowledge and resource. The focus on assets is extremely important in the fostering of a supportive climate for students. By identifying each student’s strengths we encourage them to be resourceful and recognize the resources they possess. Rather than beginning with what students don't know or can't do, we begin with what students do know and can do and we build from there.

Thematic/Integrated Learning

Our curriculum is organized largely around themes that integrate core subjects like math, reading, writing, science, and humanities within the exploration of a broader topic. Thematic learning is based on the belief that students learn and retain information and skills best when what they are learning is connected to the real world and related to things they already know. The themes are determined based on what is developmentally appropriate and in the interests of the learners. Some of the themes that would be used are: The Community, Life Cycles, The Environment, Immigration, and the South Bay Past, Present, and Future.

Outdoor/Environmental Emphasis

Research shows that self‐directed play in nature is the most effective way for children to develop a deep bond of affection for the natural world. From this love of nature comes the passionate commitment to environmental stewardship that has guided such pioneers as John Muir and Rachel Carson. Free play can be included in environmental education alongside information‐based programs so that children can develop the passion and skills needed to protect the earth.6

Enrollment Process

ApplicationOur classes are multi-age; we seek children who will learn well in an environment that encourages dynamic curiosity, fosters an enjoyment of learning, requires responsibility and independence, and provides the skills to think and reason creatively. TKG reserves the right to determine whether the program is a good fit for the family and the program.

Please complete and submit an application form along with a $25.00 non-refundable, one-time application fee. The date your application form and fee are physically received in the TKG Business Office is considered your application date. You will receive notification from the Administrative Manager confirming the receipt of your application.

Applications & Tuition Rates will be available at www.knowinggarden.org

Parent ConferenceTKG is a collaborative community. Community is built through the involvement of various school duties and activities. Fundraising and special events require parent participation, not only to keep tuition and fees low, but also to build the bonds between members of the community. A Parent Board Member will meet with you to discuss your specific individual financial and time obligations. This is also a good time for you to communicate your goals and priorities in the program. In addition, at least one adult of each family must attend the mandatory Orientation Program, held approximately one week before the start of fall classes.

6 Wild Zones, How to Create and Enjoy Them A Toolkit, 2008

The structure and environment of The Knowing Garden will be very unique. By meeting with a member of the Parent Board, you will have the opportunity to hear first-hand the philosophy, expectations, and commitments (both time and financial) that are part of being an active member of the school community. You will be able to have all your questions addressed and should come away with a realistic understanding of what TKG can and cannot offer your child.

Introductory VisitAfter we receive your application, our Administrative Manager will contact you to schedule a visit with your teacher. He/She will meet and get to know your child personally. The benefit and purpose of this visit is to gauge your child’s developmental level, learn about their interests and assess what program might be a good fit for the student. Admission to the program would be based on their developmental age and not upon their chronological age.

We may contact student’s current/former teacher for additional information and will notify you in advance.

NotificationUpon completion of the Teacher Meeting, parents will be notified regarding the student’s status with the school.

After notification of acceptance, a tuition contract is required to be signed and returned. A non-refundable Registration/Start-Up fee of $75 plus the first month's tuition is on the first of the first month enrolled.

If you are called and notified of an opening but decline to schedule a teacher meeting or enroll your child, you will forfeit the original application date and any sibling priority for that academic year. A new application must be submitted to restart the application process for the next term. (Application fees are one-time charges and will not be assessed on multiple applications for the same child.)

PARENT PARTICIPATION GUIDELINES Beginning of the Year Orientation and Classroom Tools Workshop (3 hours maximum,

community to decide whether to do at once or split) Classroom Participation, including workshops (hours per week determined on tuition) Full Participation, 1 day per week (5 hours per week). Hours are flexible Half Participation, ½ day per week (2.5 hours per week). Essential Participation, no weekly time commitment Flexible Program Participation (Optional) Monthly Parent Meetings (1.5 maximum hours per month) School Cleaning & Maintenance Days (per year, 4 days at maximum of 5 hours each time) Parent Job/Sign up at Orientation, (1-2 hours per week eg. Laundry, field trip coordinator, web

master) Field Trips (each family must drive on at least 4 field trips per year (no siblings)) Fundraising – each fundraiser has a time and/or financial commitment per family (eg. Work in

preparation for the event or night of event)

FINANCIAL COMMITMENTS One year’s tuition determined by level of Parent participation. Signed tuition contract, payable

in one complete installment or 9 monthly installments. 2% Discount for Annual tuition paid by August 1st.

Fundraiser Contribution determined by level of Parent Participation or Enrichment Program Fundraiser Contribution of 25% of tuition Flexible Option $100 per number of days attending Field trip fees (vary on the cost of the field trip) One-time finger printing fee (approximately $50-70 per person) Insurance Fee tbd Optional fundraising includes: scrip, farm fresh to you, ink factory

Important Dates Applications Due by June 17th

$75 Registration and First month’s tuition due with Tuition Contract First two workdays will be before and soon after school begins Orientation Meeting (all parents who are participating must attend), September 8th (second date

may be necessary) First day of school, September 12th Last day of school, June 15th

Sharing With the Greater Community

Not only do we want to facilitate this experience for our students, we want to share our experience and findings with other schools and communities and will devote resources to sharing and publishing our experiences.

The US currently ranks 5th in cumulative K-12 education spending per student (only Luxembourg, Switzerland, Norway and Iceland are ahead), but ranks 21st in Science literacy and 25th in Math literacy. In 2009, 69% of 8th Graders scored below proficient in Reading and 68% scored below proficient in Math.7 As documented in WAITING FOR SUPERMAN, parents want alternatives. Currently, media consumption by school aged children is on the rise 8 and the academic pressures of testing begin as early as 3 years old.9 These things affect children’s language and literacy skills upon entering school which are significant predictors of their later achievement. Children with strong abilities initiate a trajectory of higher motivation, stronger external support, and greater academic success10, but children who enter school with weaker language skills encounter a gap in ability that only increases with age so that by the third grade it is too large to overcome (Biemiller, 2003).

7 Sources: Organization for Economic Cooperation and Development; National Center For Education Statistics8 Rideout & Hamel, 2006, The Annenberg School of Communication9

10 The Annenberg School of Communication - The influence of the home literacy environment on children's language and literacy skills, Garrity, K., Linebarger, D.L., Piotrowski, J.T., & Lapierre, M. (2010, April)

John Taylor Gotto reminds us, “Books that show you the best questions…hurt the mind under the guise of helping it...Real books, unlike schoolbooks, can’t be standardized. They are eccentric: no book fits everyone. How (they) say what they say is as important as the translating their words into your own.”11

And there are many reasons for seeking out a Nature-based environment:12

Child and Adolescent Health: There are rising levels of obesity, stress, heart disease, diabetes, depression and eating disorders among children and teenagers in developed countries.Learning: Relentless testing and competitiveness lead many students to give up, become angry and embittered. Children labeled with 'attention deficit disorder' and 'hyperactivity' find it difficult to learn effectively in a classroom environment. Even successful students may feel their achievements have been won at the cost of their authentic desire to learn.

Anti-social Behavior: There is grave concern about the levels of crime, violence, abuse of alcohol and drugs, and low levels of public civility among children and teenagers.Intercultural Relations: Ethnic tensions are fueled by stereotyping, prejudice, lack of respect and lack of equal opportunities in many areas of life. There are not enough public spaces where people from all backgrounds feel welcome to engage in creative activities that celebrate their similarity and their diversity.

Civic Engagement: The failure to give children and youth a voice and a role in civil society risks breeding a dangerous cynicism and ignorance about democracy and community building.

Ecological Stewardship: All of the ecosystems and species of the earth, including humans, continue to be threatened in numerous ways. Our children will inherit this major challenge and will be expected to care for and heal a severely damaged biosphere. But many children will reach adulthood with no experiences of being nurtured and healed by time spent playing or relaxing in natural environments.

THE KNOWING GARDEN will fund itself for the short-term and establish a foundation for long-term sustainability. Our model is built on a budget that is comparable to California state funding per pupil, and will, in the future, be accessible to all community members through co-op or scholarship assistance.

Quick Facts 2010-2011 School YearSTUDENTS

2011/2012 Year 20 Students

1:6 Adult to Student Ratio

Mixed age format

FACULTY

Credentialed Teachers as Facilitators

Low Ratios supported by part-time teacher & Parents

FINANCES

Tuition:Sliding scale based on Parent Participation

Financial Aid: in development

CAMPUS

Redondo Beach Location (tbc)

Garden area

Outdoor Wild Zone or

11 A Nation From the Bottom Up, John Taylor Gatto, 12 WildZones Tookit 2010

Expansion in Year 2

Parent Participation

Parent/Community based Board

Foundation: A Priority in creating sustainability for our School

Offsite Hikes and nature Plans

Library Partnership

Low-waste practices

Summary

Our strength is in our dedication to our children and our community and a firm belief that schools are for the benefit of its students and the surrounding community. We will define success by the quality of the student & community experience. By staying firmly focused on our values we will create an environment where learning and children will always be at the center of our plans and decision making. “It all comes back to the importance of action for learning and the fundamental interrelatedness of the different parts of the human being (the social, emotional, cognitive, and physical parts) and of all human beings to one another. Academic achievement, social–emotional competence, and physical and mental health are fundamentally and multiply interrelated. The best and most efficient way to foster any one of those (such as academic achievement) is to foster all of them.”13

Curriculum & EnvironmentEducation is an active process at The Knowing Garden. Hands on experiences and projects are an important part of that process and they are facilitated with each student’s level in mind. The teacher carefully observes the social-emotional development of the student while leading them to challenges that involve peer-problem solving, interpersonal communications, negotiation, and recognition of different points of view as part of the everyday experience.

In the journey to full expression of the individual’s potential, we focus on the intellectual, emotional, social and physical areas of development and growth. We tailor and foster these areas to the needs and abilities of each student.

Focusing on the Whole Child:

INTELLECTUAL

o Develop a belief in oneself as a competent learnero Pursue information and master new skillso Instill awareness of learning style

13 Diamond, Adele(2010) 'The Evidence Base for Improving School Outcomes by Addressing the WholeChild and by Addressing Skills and Attitudes, Not Just Content', Early Education & Development, 21: 5, 780 — 793

o Approach experiences with curiosity and inquisitivenesso Develop confidence in problem-solving and decision-makingo Organize and communicate thoughts and ideaso Develop perseverance to complete a projecto Formulate personal learning goals

EMOTIONALo Strengthen a positive self-imageo Develop autonomy, initiative, and a sense of competenceo Responsibility for self and actionso Develop self-control and patienceo Establish a sense of trust and safety

SOCIALo Cooperate with otherso Respect the rights of others and accept behavioral limitso Develop personal valueso Consider and listen to different perspectiveso Care about, empathize with and help otherso Accept and understand differenceso Take alternative approaches to solving problemso Communicate confidently with peers and adultso Develop effective leadership skills

PHYSICALo Develop and apply safety ruleso Understand the bodily need for activity and relaxationo Exercise fine motor control and eye/hand coordinationo Improve muscle coordination, increase enduranceo Learn positive ways to release tensiono Sense the benefits of teamwork and cooperationo Develop consciousness of healthy and sustainable living

Developmental goals and the curriculum/environment are inseparable. Together, they form a developmental approach to education that enables a more individualized format. We place a high value on the knowledge children bring to school. Their existing skills and interests are used as a starting point to explore broader learning goals. The curriculum will consider the guidelines established by the California Department of Education Standards, with an emphasis on the cumulative results rather than year by year requirements.

INDIVIDUAL NEEDSOur atmosphere is flexible, interactive and autonomous, with a strong sense tie to community. We make every effort to integrate problem-solving, responsibility and the self-control techniques in the classroom and we make every effort to equip the students to utilize these tools. If we observe a

student, having trouble with the open classroom environment, a high degree of frustration, or behavior that endangers other students or community members, we will request a conference with the student’s parents. We will discuss: alternate approaches and/or professional consultation. In certain situations, a disruptive child may be removed from the classroom environment and the parents will be contacted to arrange a pick up. If, after exhaustive efforts to resolve the problem have been discussed and implemented, and we determine that we are unable to meet the needs of the student, parents will be asked to withdraw their child from the program. This policy ensures the safety and needs of all the children.

MULTI AGE CLASSROOMSStudent interactions are big part of the learning experience at TKG and we are committed to maintaining small class size with low student-teacher ratios. Cross-age groupings, based on the teachers’ observations and recommendations, stimulate children’s thinking and cognitive growth. The roles of leader and follower are exchanged; mentors and learners develop while capitalizing on student’s strengths and abilities.

Our students will be grouped into developmental multi-aged groups informed by the individual’s developmental growth and stage within the classroom community. We will call the classrooms by non-descriptive (e.g. Kindergarten, 1st Grade) terms. We will always support each child’s learning rhythms and help them develop concepts as a continuous and individual process.

CLASSROOM ENVIRONMENTThe indoor and outdoor classroom is structured in a way to encourage cooperation and exploratory learning. There are community tables and couches for collaborative learning and group projects. There are also spaces available for children to work individually at their own pace. The classroom is arranged to allow for ease of movement and comfort.

Our founding year will begin with three classrooms of 15 students each facilitated by one teacher. The environment and low-ratios will be supported by a part-time teacher and parent volunteers.

Classroom Areas will include:o Math Area: available manipulatives, chart/number lines, estimating station, counting system

(days in school, place value, etc)o Writing Center: writing materials area, thick & thin markers, crayons, pens, colored pencils, #2

pencils, erasers, lined paper, blank papero Writers Workshop: blank books, writing pages, individual folders, display areas, editing

conference sign up, publishing equipmento Science Area: place for experiments, unit study display, non-fiction books, questions to ponder,

items to investigateo Class Library: organized, accessible, inviting and labeled containing leveled practice books,

high interest books, picture books, chapter books, read-aloud bookso Art and Building Area: blocks, animals, puppets, building materials, painting area, art and craft

supplies

o General Materials Area: stapler, tape, scissors, rulers, glue sticks, hole punch, date stamp, tracing paper

CURRICULUM GUIDELINESLanguage Arts – The language arts program is designed to encourage and support the students’ expression of their own thoughts, ideas, and feelings through daily journal writing, story plays, self-published books, storytelling, school newspaper, and games. Young children first encode meaning through symbols in their writing, and then they learn the decoding process of reading. Letter and word recognition are further developed through the use of games, poetry, songs, and phonics. During Reader’s Workshop students will experience the enjoyment of reading through the selection of quality literature, studying specific authors, providing time for silent and partner reading, reading at home, and giving students the opportunity to share and discuss their learning with peers. In Writer’s Workshop, children gain confidence as authors. They learn to listen, receive supporting feedback and become editors for one another.

Mathematics – The goals of our math program are to support students in constructing mathematical understanding with real world applications as well as to develop confidence in their mathematical abilities. The program presents lessons focusing on number awareness, measurement skills, logic, problem-solving, probability, classification, geometry, patterns, multiplication, division, and fractions through the use of hands-on activities, directed lessons, independent explorations and whole class discussions. Children will communicate their thinking process through math journals, presentations, and group discussions, fostering the recognition of various strategies for solving problems. The aim will be the understanding of mathematical relationships acquired through meaningful problem-solving experiences. In this way, a positive attitude toward math develops.

Science – The science program is built on hands-on activities and investigations which serve to develop understanding of scientific principles. Children will be exposed to new information, materials and problems. They will be asked to make observations and comparisons to question, experiment, predict and draw conclusions. Students will keep science observation journals. We’ll explore the natural world by going on hikes, examining the ocean, visiting the marshes, investigating puddles, gardening, digging and simply observing, listening and sensing. Thus, we’ll create connections between scientific concepts and the community.

Environmental Studies – Students are taught respect for the larger environment and appreciation for the Earth’s natural resources. As a school, we strive to minimize our ecological footprint. School-wide practices include: trash free snacks and lunches, composting, use of recycled materials for activities and projects, our own food garden, use of natural ingredients for cleaning, recycling of aluminum, plastics, paper, and glass, and school-wide service projects for the purpose of creating a sustainable future. Our curriculum includes capacity building through teaching on topics such as organic farming, water conservation, creative ways to reuse/repurpose everyday items, and many more.

Social Studies – The social studies program provides students an understanding of the world around them through the study of history, geography, sociology, anthropology, political science, and economics. This exploration will provide students with opportunities to make personal and concrete connections between the past, present, and future. This program will also nurture a deep understanding of human dynamics through the use of multi-cultural literature, family histories, music, drama and role-playing, art, storytelling and projects. The local community will be explored through field trips, presenters, research projects, and service learning opportunities as a way to inspire conscientious local and global citizens. We emphasize critical thinking skills, analysis of cause and effect, and personal relevance. Through these studies, children will become conscious of their unique role in the community and the greater world.

Performing and Creative Arts – Art gives children the opportunity to express themselves emotionally, enhance self-confidence, use their imagination, actively engage the five senses, and create in ways that inspire others. Art also promotes self-discovery and active learning through engaging in the creative process. We will experiment with design, color, texture, shape, and form using various mediums. Our music program will support student’s awareness of sounds, rhythm, form, expression, voice and the joy of music. The performing arts program will provide for dramatic performances, storytelling, poetry, puppetry, dance, story-plays, and more.

Physical Education – The PE program is aimed at the development of motor skills through a variety of engaging activities and games. Group games will aim to be challenging and fun in an atmosphere of cooperation and success. The main objectives are to enable children to feel present in their own bodies, to promote self-confidence, and to encourage enjoyment in physical activity.

Interpersonal/Intrapersonal Awareness & Emotional Intelligence – Brain based research has shown that the development of emotional intelligence is a significant factor in personal success and happiness. Important to the Knowing Garden is a curriculum that incorporates: effective problem solving skills, relationship with self and others, recognizing emotions and learning how to manage feelings, successful collaboration, facing situations in a constructive and mindful fashion.

DESIGN OF THE DAYAt The Knowing Garden, students and teachers work together to construct meaningful and engaging activities. We follow a learn-by-doing philosophy which taps into the student’s interests and natural curiosity. Each day, children will have opportunities to engage in whole class, small group, partner and independent activities. Our framework engages children in purposeful activity – they plan their days, contribute ideas, and feel a sense of safety and consistency. The nature of the daily schedule is such that students are offered many choices regarding their level of participation in any given activity. Educational goals for the children are based on an understanding of the individual child’s needs, abilities and interests. The teachers act as facilitators, challenging and supporting students to extend themselves and construct knowledge. Some whole group teaching takes place in the form of mini-

lessons and discussion, however, the majority of time is spent in small collaborative groups doing project-based activities and learning exercises. Interaction with nature is essential for healthy cognitive, physical, social, and emotional development. Therefore, outdoor play and discovery is an integral part of the day at The Knowing Garden.

Day School begins at 9:00am. School ends at 12.30pm. We will extend to 2.00pm as soon as our enrollment sustains the costs.

For Flexible Options: School is 3 hours, 2 days per week.

The school year begins September 12th and ends June 15th

Please consult the current calendar that is distributed at the beginning of each school year.

FIELD TRIPS

Field trips help reinforce classroom lessons and connect students to the world around them. The Knowing Garden promotes hands-on learning opportunities throughout the school year.

ATTIRE

We want students to express their individual style! We encourage students, teachers, and campus visitors to wear minimally “branded” attire so that children may more easily focus on themselves and the lessons free of marketing distractions.

SNACK/LUNCH

We encourage families to prepare fresh, organic meals with minimal waste (little or no packaging).

OUR TEACHERS

The founding teachers and sculptors of this program are Elizabeth Bloom, Dana Holman and Jessica Schilling-Wigley with consultation from Lena Garcia-Kaufmann and Robin Podway. The teachers who will facilitate the classrooms in September 2011 are noted as well:

Michelle Goldbach-Johnson

Michelle knew she wanted to be in education when her high school English Lit teacher assigned a “Carpe Diem” project.  She spent the following days running in sprinklers, writing poems about mud, and waking up in time for sunrise.  From this exercise, she discovered that THIS is where the real

learning takes place and thus what kind of teacher she wanted to be. Years later she earned her BA in Liberal Studies and Multiple Subject Teacher Credential at CSU Long Beach.  Michelle has worked as a teacher in several districts in the region and was especially affected by her experience at the Art Zone. The Artzone 4 Kids, in Hemosa Beach, provided an opportunity to practice her skills in empathetic language in a rich and supportive environment. Michelle most recently taught kindergarten and is thrilled to implement hands-on-minds-on learning at the Knowing Garden! Aside from teaching, she is a kid at heart and enjoys spending time with her new husband, reading, gardening, camping, crafting, practicing yoga, traveling, and occasionally bungee jumping.

Dana Holman’s love of children and teaching began at a nationally recognized animal adoption, education and therapy center as the Educational Director. Dana’s talents expanded with humor as an integral part of teaching after graduating from clown school and performing professionally for several years. During Dana’s eight years of elementary teaching she became a teacher mentor and curriculum trainer in the Torrance Unified School District. Dana increased her skills by attaining a school counseling degree and credential. As a school counselor, Dana created a unique fun-filled and student centered social skills curriculum, using the Character Counts national framework, and developed a way to bring this character education program to a population of over 600 students. Dana’s greatest love is her two boys, 2 and 6 years old, who have inspired her to read and attend numerous workshops and conferences on non-violent and authentic communication and relationships.

Magdalena (Lena) Garcia-Kaufman is a UC Santa Cruz alum with a bachelors in Psychology as well as a UCLA graduate with a masters degree in education. She has been an elementary school teacher for the last 11 years. In addition to being a classroom teacher, she has also been a teacher coach and mentor teacher. She has served as an educational consultant for the Natural history museum helping to create project-based, art infused resources to support museum exhibits. Lena strives to create connection with children through listening and playing and is always looking for an opportunity for collaboration and learning with adults and children alike. Lena is the mom to a four and a half year old daughter.

Robin Podway holds a BA from Antioch University in Liberal Arts with a concentration in Child Studies. She has been through Antioch’s Special Education Teaching Credential Program, is currently enrolled in their M.Ed. program, and holds an M.A. in Spiritual Psychology from the University of Santa Monica. Robin has worked in many areas in progressive education from the founding and directing of a local charter school, to classroom teaching to individualized Special Education planning and facilitation. She is on the Board of Directors of a start-up, IBO- based, elementary grades Charter School and provides private parenting counseling and classes. Prior to her career in education, Robin worked in the computer industry in the area of application training and support management. In her free time, Robin hangs out with her 18 year old son, practices kundalini yoga, runs, hikes, cooks healthy food, loves ballroom and salsa dancing, and dabbles with her entrepreneurial organic skin care business.

Elizabeth Bloom has enjoyed a life-long passion enriching the lives of children. Beginning two decades ago, as a preschool intern and children’s aquatic director, Elizabeth started her journey. Years later, she opened the S.H.A.R.P. whole child learning center to share her vision with community families. She is a certified learning specialist, education consultant, specialized tutor, P.A.C.E.™ instructor for children with autism and aspergers, Nuparent™ facilitator, yoga teacher for children, jewelry design teacher, and a Red Cross water safety instructor. She holds a BA in Education and Humanities. She has been called the teachers’ teacher, having trained more than 100 educators and counselors in the area of enrichment for children. She is a lifelong learner and is always exploring the world for enrichment opportunities for children and families.  She is a dedicated mom to her 1- year-old son, Bodhi, while she works part-time tutoring students, and consulting with parents and educators.

Jessica Schilling-Wigley, MA has been an educator for 14 years. She has a BA in psychology and an MA in special education. She has worked in a variety of teaching positions in both the public and private sector including: special education preschool teacher, home-hospital teacher, in-home autism behavior therapist, and part-time child development instructor at Camino College. She has also worked as a family advocate and parent coach. She currently works part-time as an autism behavioral consultant and tutor and facilitates afternoon playgroups at her home through her business, A Peaceful Playplace. She devotes herself full-time to raising her two sons Gavin and Cole.

CONFLICT RESOLUTIONChildren are encouraged to organize their own play, solve their problems, and work both independently and in cooperation with others. Conflicts are a natural and real part of our everyday world and part of the learning process. We strive to treat difficult situations with respect and concern and learn from them. We encourage children to solve problems on their own, with guidance from parents and teachers. We ask that the adult be a facilitator, offering support, acknowledgement and safety. Children learn to practice negotiation, take responsibility, and be involved in resolving conflict. Through these interactions, children gain a strong voice, are empowered to effect change, and know that their concerns have worth. Children should be allowed as much as possible to make decisions for themselves. We do not offer rewards or inflict punishments such as time outs in order to obtain a desired behavioral outcome. If the physical wellbeing or safety of a student is in jeopardy, an adult will step in to intervene and assist in conflict resolution. All teachers and staff are trained in effective and respectful conflict resolution strategies. Parents and volunteers on-site have attended a TKG workshop on communication and conflict.

CHANNELS OF COMMUNICATIONWe strive to create a place where every member of our community feels safe and supported in expressing their thoughts and ideas. We view education as a true partnership between parents, teachers, children and community.

If you wish to communicate a compliment, suggestion, question, or concern regarding any aspect of our school, we welcome your voice. All participating parties should be open, factual, and mutually respectful of each other. When communicating your thoughts, it is helpful to discuss what is working and then identify the areas with opportunity for improvement. This way we can respect the partnership and come to positive resolution.

Bring the comment to the respective party as soon as possible. If the concern is specific to your child, or the educational program, contact your child’s teacher. If you still need resolution, contact the Board for a Parent/Board conference through written correspondence or at the monthly Board Meeting.

The school, faculty and Board also provide communication to the community via flyers, website, monthly Parent meetings, Parent/Teacher conferences, bi-annual Parent/Board conferences and monthly board meetings.

TEACHER COMMUNICATION

Respect, sensitivity, and honesty are at the core of our philosophy and are present in our everyday interactions with one another. The relationships that the teachers build with each child are based on these fundamental principles. The parent is the child’s first and most important teacher. Ongoing, open communication between parents and teachers is vital to your child’s well-being. Home visits, conferences and school meetings are always open channels as are phone and email.

PROGRESS ASSESSMENTSWe view children as individuals who are developing in their own way at their own rate. We favor a holistic approach to assessment that includes academic, social and emotional development of each child. Therefore, assessment of progress is through anecdotal observation, projects and records of daily activities. There are no letter or rated grades. There is no standardized testing. Students take an active role in the assessment process by preparing class work portfolios and participating in teacher conferences. Leading children toward measures of achievement in terms of their personal best helps the child reflect on their personal growth.

Teachers keep written narratives of each child which includes assessments of intellectual, social and emotional development and covers each curricular area. This written documentation is sent as part of their record when they move on to another school.

Student progress in all areas of development are monitored throughout the school year. A comprehensive written report of student skills and progress is developed at the end of each school by the teacher and is discussed with the parents at the end-of-year conference.

CONFERENCES

Conferences are an important time for the parents and teachers to share their insights on a child’s growth. Students confer with their teachers throughout the year; while teachers and parents meet regularly to share their observations and discuss learning goals. Additional student/parent/teacher conferences can be scheduled as needed with a written assessment at the end of each school year. From grade 3 on, children take on the responsibility of leading one student/parent/teacher conference per year.

The Board, in order to meet the needs and hear the concerns of the school community, offers meeting times with each family individually in the fall and spring. This is a time to contribute to the future goals and direction of the school.

PARENT PARTICIPATIONIn order to keep tuition as low as possible, there are various aspects to parent participation:

1. Weekly Participation (Optional for tuition discount): This includes assisting staff and students as needed during school hours both on and off site. The primary role of the parent in the classroom is as observer, facilitator, and positive role model. Parent participation in the classroom makes a tremendous difference and provides the children with the one-on-one support that is invaluable in the classroom. Parents might also be asked to run errands and/or perform administrative duties off site during school hours. Parents are welcome to share their time and talents with the school: reading, recording stories, building, binding books, planning a workshop (e.g. photography, woodworking, nature, singing, cooking, career).

2. Parent Jobs: Parent jobs including repairs, book orders, tech support, fundraising, purchasing and more. Innovative ideas are always welcome. Other examples include:Monthly Parent Meeting CoordinatorCommunity Board MaintenenceLaundryField Trip Coordinator

Daily Check-InDaily Check OutGrant WritingParent Participation CoordinatorPlay Area SupervisionPet CareWorkshop CoordinatorParent Support CoordinatorPurchasing

3. Cleaning and Maintenance: Families will be assigned cleaning duty on a rotating basis throughout the year. There are four maintenance weekends per school year. Activities range from carpentry to weeding to interior upkeep. You are welcome to participate in more than 2 workdays.

4. Fundraising: Each family is required to participate in fundraising activities throughout the school year. These may include serving on committees, selling raffle tickets, collecting donated items, soliciting businesses and more.

ORIENTATION

A mandatory parent (parents only) meeting is held approximately one week before school begins in the Fall. All families must attend. The purpose of the meeting is for the faculty to present the educational program for the upcoming year, student learning goals and expectations and important information on the child development and working with children in the classroom. The Board will discuss parent responsibilities, the school calendar and registration. Attendance is required because it is the foundation of the parent education program.

Reading List - These books may help in your journey through TKG. Selected features will be discussed at Orientation and at parent meetings throughout the school year.

Education and Learning Theory

Multiple Intelligences: New Horizons in Theory and Practice, Howard Gardner PhD

The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and "Tougher Standards", Alfie Kohn

Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes, Alfie Kohn

Overschooled but Undereducated: How the crisis in education is jeopardizing our adolescents, John Abbott

Psycho-Social/Emotional Development

Childhood and Society, Eric Erikson PhD

Tumbling Over the Edge, Bev Bos

Communication and Relationship Building

Nonviolent Communication: A Language of Life, Marshall B. Rosenberg

Helping Young Children Flourish, Aletha Solter PhD

How to Talk So Kids Will Listen, Faber & Mazlish

How to Talk So Kids Will Learn, Faber & Mazlish

Brain and Neuroscience 

Mindsight and Parenting From the Inside Out, Dan Siegel PhD

Essay: Improving School Outcomes by Addressing the Whole Child and by Addressing Skills and Attitudes, Not Just Content, Adele Diamond

Mindfulness (Self-Awareness)

Strength to Love, Martin Luther King Jr.

The Four Agreements, Don Miguel Ruiz

WORKING WITH CHILDRENGeneral Guidelines – Please become directly involved with the class and help children with activities. Model appropriate speech and behavior at all times. Listen to the examples and conversations and be available to help children work cooperatively and independently. Be supportive and encouraging of individual work. Respect the child and allow him/her to complete tasks and succeed on their own. Spend time with children other than your own. Ask questions and encourage exploration and help children gather the materials they need.

How to Help during Reading and Writing – Be involved. Model silent reading, read to children. Encourage invention, use of resources, and self-confidence. Ask probing questions. If you have questions about individual expectations, please ask the teacher.

How to Help with Math – Probe the results. Help resolve conflicts. Encourage exploration. Help students check and proof their work.

How to Help with Science Exploration – Facilitate and assist children in constructing their own understanding. We aren’t focused on the “right” answers; rather the exploration and construction of understanding. We strive to expand on the topics children have expressed interest in.

How to Help during Social Studies – Engage the students. Help gather background information and guest speakers. Create props and scenery. Bring in related artifacts. Help children work cooperatively.

Facilitating Art – Help set art centers and locate supplies requested by the students. Refrain from commenting, creating models or demanding similarities. Direct the question back to the child if asked to respond personally to the student’s work (“how do you feel about it?”) The focus is on creation rather than imitation.

Helpful Conflict Resolution Phrases:‘I’m not comfortable with that”“That is not okay with me because…”“How can I Help?”“What other solutions can we brainstorm? Are there any other you are willing to accept?”“Are you OK with that? If not, tell him/her in a strong voice”

Operational InformationThis section outlines and describes The Knowing Garden’s Operational Guidelines and Procedures. We are a non-profit 501c3 (final approval pending). Please contact the School manager for additional information.

BUSINESS OFFICEPO Box 3359Redondo Beach CA 90277

APPLICATION PROCESS AND ADMISSION

Application is open to children of all races, religions, ethnic and national origins. It does not discriminate in its process of admission, educational policies and other school-administered programs. We encourage a rich ethnic diversity in the student population. Our classes are multi-age. we seek children who will learn well in an environment that encourages curiosity, fosters an enjoyment of learning, requires responsibility and independence and provides the skills to think and reason creatively. Our school reserves the right to determine whether the program is a good fit for the family and the program.

Applications are accepted year round and at an Open House (Spring each year). In the late winter/early spring of the year prior to your child’s enrollment, you will be contacted by a member of the board to set up a meeting. The purpose of the meeting is to discuss financial and time commitments as well as determine whether the philosophy and that of your family align. Once this is determined, a teacher will contact you to set up a home visit for the teacher and the child. You will be notified of the status of the application after the home visit. In our first year, applications will be accepted through June.

Application Fee: $25 one-time, non-refundable

PARENT BOARDPlease reference by-laws in the appendix for complete articles.

The Board’s responsibilities include but are not limited to:

Overseeing the fiscal management of the schoolEnsuring the safety and comfort of the studentsEstablishment and implementation of by-laws consistent with the goals of the school communityRecruitment, review, and supervision of facultyRecruitment of studentsAdministration and organization of fundraising guidelines and policiesStewardship of the school reputation, representation in the community and philosophy

There shall be at least one regular meeting per year. Notice of special meetings shall be given at least 48 hours before the time fixed for the meeting, by written notice delivered personally or mailed by address, fax, or email. Article 5 Sec 5

CALENDAR

The school year will be 165 days, observe National Holidays and consult local district holidays. The official calendar will be distributed at Orientation.

CONFLICT MANAGEMENT & RESPONSIBILITY

Everyone must speak respectfully to one another and take responsibility for their words, actions and reactions. Occasionally a child who is struggling with their own personal difficulties in life may find the freedom at The Knowing Garden so captivating that they are unable to differentiate between freedom and license. This can lead to problems with violence or bullying, creating fear in other children. It can also lead to the development of other children being impaired due to the negative influence upon them. Tackling, bullying, physical violence, destroying property and threatening others does not promote a safe environment.

Respect for the Environment – The students have ownership and investment at this school. Therefore, teachers and parents need to work together to encourage and enforce responsible and respectful use of school equipment.

Indoor Responsibilities – Materials should be put away before moving on to the next activity. It is okay to expect children to clean-up and work together to complete the task. Students should check for dirt, sand, and wet clothing before entering each classroom.

Outdoor Responsibilities – Equipment must be put away before leaving the area. Outdoor area may not be defaced.

CONFLICT OF INTEREST POLICY

Please see Board By-laws for the complete policy and procedures (not attached, please request a copy).

HEALTH & SAFETY

In consultation with an on-call registered nurse, The Knowing Garden may request information related to:

Pediatrician Letters & Immunization RecordsEmergency Contacts/Disaster Readiness

PARENT PARTICIPATION

All families are required to participate in (but not limited to): orientation, parent meetings, workdays, housekeeping, and fundraising. Also see Parent Jobs in Curriculum & Environment Section. The following outlines participation guidelines:

o Orientation - required for all families and any persons working in the classroomso Class Participation Hours (determined by tuition, workshops are open to all families)o FULL – 5 hours, One full day every weeko HALF – 2.5 hours, ½ day every week or one full day every other weeko Regular Weekly Workshopso Monthly Mandatory Meetingo Fundraising – each fundraiser has a time and/or financial commitment per family (eg. Work o in preparation for the event or night of event)o Field Trips - Each family must drive on at least 4 trips per year (no siblings please)o HouseKeeping/Maintenanceo 2 of 4 Weekend work days (5 Hours each time)o Parent Job Sign ups at Orientation. Jobs include but are not limited to:

Monthly Parent Meeting CoordinatorCommunity Board MaintenenceLaundryField Trip CoordinatorDaily Check-InDaily Check Out

Grant WritingParent Participation CoordinatorPlay Area SupervisionPet CareWorkshop CoordinatorParent Support CoordinatorPurchasing

California State Education Requirements and Oversight

Required State Subject Requirements

Required Subjects, up to grade 6:o English, including knowledge of, and appreciation for literature and the language, as well as the

skills of speaking, reading, listening, spelling, handwriting, and composition.o Mathematics, including concepts, operational skills, and problem solving.o Social sciences, drawing upon the disciplines of:

AnthropologyEconomicsGeographyHistorypolitical sciencepsychologysociology, designed to fit the maturity of the pupils. 

Instruction shall provide a foundation for understanding the history, resources, development, and government of California and the United States of America; the development of the American economic system including the role of the entrepreneur and labor; the relations of persons to their

human and natural environment; eastern and western cultures and civilizations; contemporary issues; and the wise use of natural resources.o Science, including the biological and physical aspects, with emphasis on the processes of

experimental inquiry and on the place of humans in ecological systems.o Visual and performing arts, including instruction in the subjects of dance, music, theatre, and

visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.

o Health, including instruction in the principles and practices of individual, family, and community health.

o Physical education, with emphasis upon the physical activities for the pupils that may be conducive to health and vigor of body and mind, for a total period of time of not less than 200 minutes each 10 school days, exclusive of recesses and the lunch period.

SCHOOL RECORDS Parents of currently enrolled or former students have an absolute right to access any and all pupil records related to their children that are maintained by school districts or private schools. The editing or withholding of any of those records, except as provided for in this chapter, is prohibited.

The Knowing Garden will maintain the following files of record:o Attendance (48222) o Courses of study offered (33190) o Faculty Qualifications (33190) o Criminal Record summaries (33190/44237) o Immunization records or waivers and Safety Code (120335) o PSA (33190)

STAFF BACKGROUND CHEKS Mandatory

LiveScan/FingerprintingREDONDO BEACH - DB3South Bay Fingerprinting 1715 Via El Prado .Redondo Beach, CA 90277(310) 316-1616 sbfingerprinting@gmail.com

TUITION

Tuition is due, to the business office, on the 1st of each month. Check, paypal (plus transaction fee), transfer.Registration Fee - $75Contract Execution – First month’s tuitionTuition Scale (Please see current Tuition Scale)Sibling Discount – Please request current rates

Payment Plans – One installment (2% discount) or 9-monthly installmentsPrepay discount – 2% if paid by August 1st Credit Policy – not at this timeLate Payment Policy: Phone or In-Person reminder at 1 week. Official letter sent at 2 weeks. Late payment charges tbd. Attorney correspondence at 4 weeks.

AFTER-SCHOOL CARETbd based on community needs.

TRANSFER PROCEDURESShould a student need to transfer from TKG, a teacher will prepare the appropriate exit documents requested by family and a complete copy of the students file will be provided.

2011 Tuition & Financial CommitmentsTUITION

Tuition covers the school year beginning on September 12th and ending on June 15th

Full-time Participation: $6,500

Half-time Participation: $8,000

Essential Participation: $10,000

2-Day TKG (3 hours per day): $3,150

Homeschool Advisory (curriculum, resources, ISP counselor) time is $45 per hour.

OVERALL FINANCIAL COMMITMENTS

• One year’s tuition determined by level of Parent participation. Signed tuition contract, payable in one complete installment or 9 monthly installments. 2% Discount for Annual tuition paid by August 1st.

• Fundraiser Contribution determined by level of Parent Participation or Enrichment Program

25% of Tuition Rate

Flexible Option $100 per number of school days

• Field trip fees (vary on the cost of the field trip)

• One-time finger printing fee (approximately $50-70 per person)

• Insurance Fee tbd

• Optional fundraising includes: scrip, farm fresh to you, ink factory

Receipt of The Knowing Garden Family Handbook 2011

Please sign and return this agreement to the Parent Board at knowinggarden@gmail.com or at your Parent Board Meeting. A copy will be returned to you for your records.

I/We have received a copy of The Knowing Garden Family Handbook. I/We understand that I/we are responsible for reading and understanding the contents of this handbook.

I/We agree with the policies and information contained herein. I/we understand this Handbook may be added to, deleted or changed at any time.

Parent/Guardian Signature______________________________________ Date________________

Parent/Guardian Signature______________________________________ Date________________