Heads Up on a Waldorf School in CT from Parker

Hi everyone,

Here is a link to a new waldorf forming in CT- there is an article that gives some nice points about why a parent might consider waldorf for their child.

http://www.thecloverhillschool.org/inthenews.shtml

Blessings,
Parker

Updates: Montessori, Space, and Alternative Education from Emily N.

I just want to clear up an issue: We have met with the Montessori board, and both groups feel it would be foolish to pursue separate schools, especially in light of the fact that it seems both "groups" seem to express the same desires for the next age group 1st grade and up....this is not to say the next age group is going to strictly be a "Montessori" classroom...As we are all still open to what the next age will look like...so is the board...so really I think we should not refer to ourselves as separate...I challenge anyone to think of a GREAT name for us for sure!!!!

Also, we have looked at the pink house on Washington Street as a potential school, and let me say it has potential (but with a price tag for sure!!!) We have asked Matt Spencer to put together a "list" of what remodeling would cost...

We are still in conversation with Lea Lovelace and Kristin Underwood about renting the Old Coop Space....

If you have not thought of mission and goals, what a fantastic holiday statement you could write....

As for the "original" meeting notes: I apologize, that I only have 2 or 3 of the slips of paper...

In summary: We felt that we wanted school to be a place where "learning" was fun, and inspiring...that our children were taught not "what to learn" but "how to learn", we wanted enrichment in arts, music, foreign language, and kinesthetics (body movements)...We wanted ceremony and community, joy and civility! Emphasis on the natural world was highly important, and using inquiry approaches to learning...If you have more from the first meeting to add, please do so....

One last comment: I have been struggling with the word "leader" for this group....I want you all to know that this is a community group and effort, and that my ideas have no more value than anyone else...I am happy to facilitate meetings and programs...it is just that being as outspoken and opinionated as I am, I want to make a clear distinction between my opinion and the "groups"...This is why I struggle making comments on posts such as Andy's.....So, remember, when I speak out in support of methods, curriculum, ideas...this is me talking as a member of the group...I welcome spirited discourse and debate...I think this will ultimately produce a better school....in meetings (like with the M. board, or space...etc...I take my role as facilitator and try to speak about all we have talked about....)Please feel free to tell me anything...and question any comments made!

Have a great holiday all!
Emily

Alicia's visit to Three Rivers

Hi all,
I visited Three Rivers Waldorf Academy while in LaCrosse. Wow, I just wanted to stay in the Kindergarten rooms forever. They certainly have made a lot of intentional choices at this school.

I chatted with Martha, who gives tours and is the enrollment coordinator. She was the woman that Karina Klug invited to Decorah to offer the Coop class on Waldorf-inspired parenting.

After talking with her, I truly felt that anything less than Waldorf would be such a loss. I must admit that I haven't read all of the suggested readings and I'm not very familiar with Montessor (or Waldorf for that matter). That feeling might change as I become more informed on the philosophy of both or others. She was definitely not anti-Montessori in any way.

One comment she made was that they had a challenging fiscal year last year after purchasing an old school. She commented that there were many things they hadn't forseen as needing to purchase or staff for. If the purchase of a space is in the future for the Montessori preschool program and/or primary grades, I'd advise that they be consulted as they have been through it.

I also asked whether she would be willing to present to parents in this town on the Waldorf philosophy and curriculum. She felt that another woman, Pam(?), would be better suited and actually does that routinely. Perhaps once the conversation with the Montessori parents begins that might be a possibility. I would also like someone to come to present on Montessori as well, if possible. (Maybe the current Montessori teacher here in Decorah as she is certainly studying the philosophy in depth right now).

Martha also gave me some additional information on this "Open House" occuring at Three Rivers on January 19th. It sounds more like a workshop and there are breakout sessions to choose from. Information on it will be available on their website next week(?). Martha said that she had been thinking and thought that maybe interested people from our group could roadtrip to LaCrosse, attend this event, and then have a tour of the building/chat with them to get people on the same page.

Anyway, it was generally a good time (much the same as a Montessori Board meeting). Sorry if you don't get that insider joke, attend the next board meeting and you too will likely agree. I'd recommend the January 19th event to people interested in learning about Waldorf education. It sounds like it should be very informative.

Thanks for reading!
Alicia

Thoughts from Andy Johnson

Hi all,

I haven't been to the meetings but I have been trying to follow the goings-on and discussions of this group through discussions with Emily and through the email/blog postings. I would like to add a few comments (or raise a few questions) related to various issues that have been brought up, for what they're worth. I'll state up front that so far (as most of you know) we've decided to have our kids in public school, so part of this deals with that choice.

First, a few thoughts on the public/private school issue. I have plenty of reservations about the public school system - plenty I don’t like now, and plenty I didn't like when I was in it. So far Emily and I have decided to have our kids in public school, but that could change at some point in time. What I keep coming back to, over and over, is that I believe we may be expecting too much from our schools and too little from ourselves. And important as school environment, methodology, feedback etc is, in the end possibly the single greatest variable in how kids respond to educators is the quality and commitment of the educator, and I do believe that public schools - at least those we've been involved in - are full of great teachers who do everything they can for their kids. Sure, they are boxed in by mandates and often limited by perspective or experience, but when I think of education of kids around the world and through the ages, I think our system (at least in Decorah), though lacking, isn't broken, and actually has some very positive attributes.

The responsibility for the "whole child" is of course ours as parents, more than that of the schools. Yes, kids spend much time at school, but really, when I think back to my childhood and what formed me (if one can really do that), it was my family and home experiences so much more so than school that determined who I am (for better or worse!) School provided (or failed to provide) skills, knowledge, experience in some cases, emotional growth (or harm...), but the latter half of that list, together with worldview, perspective, social conscience, values, ethics, etc came MUCH more from my parents/family and our close circle of friends, and eventually from my college environment also, than from public school. I would guess most involved in these discussions came through the public schools - would we be fundamentally better/different people if we had not? I suppose it's possible but I don't think so.

As to our philosophical belief in or support of public schools, personally (and I don't mean ANY criticism here) I wouldn't be honest to myself if I put my kids in an alternative school and said I still firmly believe in and support public schools. This is at least part of why we have decided not to - yet anyway. IMHO one of the greatest threats to public education (we can't separate the concept - public education - from the reality - public schools) is privatization. There are plenty of things not to like about public schools but if we put kids in private schools are we not contributing to that threat? Maybe we owe it to our kids to make that choice, but we should we not admit that either our principles have changed, or our actions are not fully supporting them? (PLEASE realize I don't mean this as criticism - Emily and I have considered and continue to consider alternative education, and many of those I most respect in this community and elsewhere have done so ... and also, I fully realize there are other ways in which to strongly support public education.)

Moving on. I'm assuming there probably isn't demand/energy in Decorah for two alternative schools (am I wrong?), so if something new evolves it will take the place of the current Montessori (or Montessori will be changed into ...). One question I have is how many of the parents of kids currently in Montessori have been involved in these discussions? Isn't that the main population of "end users"? I understand there are many involved, I'm just wondering out loud if it wouldn't make sense to somehow update all Montessori parents re these discussion and solicit input - before going TOO far in decision making on models, intentions for going beyond pre-K, etc.

And regarding models, most of you know much more than I, but if everyone were satisfied with Montessori I suppose these discussions wouldn't be happening, so there must be things missing, or things folks would like to change. I have read about the various alternative educational models, but have a tougher time getting a handle on how the theory/philosophy translates into the classroom. Individual schools can be great and inspirational but is it the tradition or the example we want to emulate? If the tradition, what are the facets we believe in most strongly, and can they be easily replicated? There are some real differences between the traditions (such as between Waldorf and Montessori in reading/literacy approaches), but I think we should also remember that all these models are based on educational theories of their founders decades ago. Much of those ideas are probably still sound, but much has undoubtedly also been learned since then in education, child development, and all the related arenas.

Sorry for the book - and probably much of which is repetition of things already discussed. I'll wrap up with a couple thoughts on my own wishes for educational opportunities. Since we currently have Helen in public school and tentatively plan to have Leila there too, Pre-K remains the main alternative ed environment we would hope to take advantage of (with Elsa, in 2-3 years!) But I'd like to throw out a couple other ideas too, just as food for thought down the road, not necessarily to be incorporated now. First of all, there seems to be tremendous opportunity for an "alternative child care center" for infants/toddlers in town. Yes, that's right, a BABY THOREAU CENTER - where babies learn sign language before speaking, spend time out and around ... you know what I mean, and though it's probably not in the picture right now, consider looking down the age classes as well as up - the demand is there and besides being a tremendous resource for parents/kids such an operation could be quite profitable and even help support other parts of the operation.

Secondly, I think there is tremendous opportunity for organized after-school and summer programming as a cooperative effort of like-minded parents. It could take on many different forms but even just a parent or two who, say, met a group of elementary or middle-schoolers one afternoon a week for a semester to explore some special topic, like astronomy, or orienteering, or poetry, or whatever was stimulating and engaging. This could be not just an educational endeavor but a community-building one too, with family gatherings, peer group development, etc.

Finally, specific emphases that I believe are seriously lacking in public ed and would be important to build into alt ed include (of the multitude): truly experiential approaches, outdoor ed in many versions and levels of integration, flexibility/differentiation/acceleration not as separate issues but as fundamental principles, and an emphasis on relationship building, peer group development, and emotional growth as well as academic. Probably nothing new there.

Thanks for getting this far, and for all the energy everyone is putting into this. Yet another validation of why we came back (*even if* we don't take advantage of higher levels of alternative ed here - at least for now).

Best, Andy Johnson

It's Time for YOU to Write Our Mission Statement!

It was suggested at the last meeting that we need to determine who "we" are. This led to the goal of creating a mission statement. Below are the mission statements of several inspiring alternative schools. The mission statements for the Montessori School in Decorah and The LaCrescent Montessori Academy will be added as they are provided to me.

We are asking you to create a mission statement for the alternative school that you envision in Decorah. Dream up your own, mix and match these, find others, and/or add and delete any vision you might have for an alternative school in our community. Have fun with it!

THREE RIVERS SCHOOL:
The mission of Three Rivers School is to enrich the lives of Coulee Region children, their families, and the community through Waldorf education.

Waldorf education strives to awaken the true potential in each human being: clarity and creativity in thought and expression;
balance and compassion in feeling; and conscience and initiative in action.

Therefore, as a community of students, teachers, parents, staff and supporters,Three Rivers School participates in the positive transformation of society.

THE THOREAU SCHOOL:
Our mission is to provide children in grades K through 5 with the opportunity to be active, knowledgeable and conscientious learners by fostering a keen understanding of the interrelatedness and interdependence of our local and global existence.

OCEAN CHARTER SCHOOL: (maybe less of a mission statement and more of a self-description)
Ocean Charter School is a community of families and educators using innovative teaching methods to nurture and educate children in a multi-cultural, urban environment. We are committed to achieving academic excellence through experiential learning, enhancing the growth of curiosity and imagination through the rigorous practice of an arts integrated curriculum. This approach addresses the whole child, promoting the development of healthy, responsible, and creative human beings. Our graduates will have the vision, desire and skill to live meaningful lives, balance technology and humanity, and create a sustainable future.

Ocean Charter School's Whole Child Curriculum, informed by the Waldorf educational approach and built on a foundation of creativity and self-confidence, grows with the child to balance imagination, critical thinking and academic excellence. This foundation, combined with a focus on ecological and social responsibility, nurtures a sense of delight and wonder about the world, as well as respect for nature and humanity. Our goal is to graduate students who will positively shape our culture, rather than merely reflecting it. Our curriculum is designed to empower each student with the knowledge that she or he matters as an individual and shapes not only her or his own life, but, ultimately, the course of history.

THE VILLAGE CHARTER SCHOOL:
The Village Charter School is dedicated to providing a quality education in a positive and respectful multi-age environment where world cultures are explored, our connection to nature is honored, and character development is nurtured. Our school is a place where the intellectual, imaginative, and humanitarian promise of each student is cultivated and celebrated in a community that practices mutual respect, embraces diversity, and inspires a passion for learning.

Fundraising Idea Links from Parker

Hi all,

Here are 3 fundraising possibilities that are products that I personally think would be positive things to put into the community and earn some funds for our school! I also hope the meeting went well tonight. I had to take Aidan to the doctor (he's fine). Looking forward to the updates!

Links:
http://www.greathall.com/fundraiser.html#sale

http://www.growler.com/fundrais.htm

http://www.originalworks.com/


Thanks!
Parker

Interesting Info on Reading from Amy

Someone asked about kids learning to read. Here's some interesting information. This is just one perspective, from a company that is selling a reading program. However, some of the stats seem to be from reputable organizations....

Myths about reading continue to prevail, but overwhelming research now has learning scientists, educators, and professional teachers' groups, such as the American Federation of Teachers, in agreement regarding the general facts about reading: Learning to read is not a natural process that just happens on its own. While at one time reading was thought to develop naturally when a child was ready, or "mature" enough, this is no longer the belief. Many parents think that as long as their child is bright, or is read to a lot, he or she will learn how to read with no problem - but the evidence does not support this. In order to learn to read, children must learn the component skills necessary for reading. For all but a few children, learning to read requires explicit instruction. Learning experts now agree that an effective reading program needs to include all the major components of reading instruction - phonemic (or sound unit) awareness, phonics, sounding out, and blending, etc. Research now indicates that the 4- to 6-year-old age range is the sweet spot for teaching reading. Beyond the age of 6 or 7, teaching a child to read is a game of catch up.

The range of entering skills among primary-grade students - regardless of their background - varies widely, and is extremely challenging to manage for even our best teachers. Given the "facts of life" in a classroom - overall student/teacher ratios and general work overload - most teachers do the best job they can. But providing individual attention and interaction based on each child's unique capabilities, and managing an entire class at the same time, is a daunting challenge.

One thing is clear: Too many of our children cannot read or have difficulty reading. And, if they don't read fluently, the chances for a fulfilling life - in terms of job skills, financial stability, or academic achievement - are greatly diminished.

READING FACTS
Reading difficulty is a problem that extends across socioeconomic strata - affluence is no guarantee of reading success.
American Federation of Teachers

Learning to read is a crucial step in children's education because those who fare poorly in the early grades are unlikely to catch up with their more skilled classmates.
Scientific American, March 2002

Estimates indicate that at least 20 million of the nation's 53 million school-age children are poor readers - about two out of five children.
National Institutes of Health

If a child is a poor reader at the end of First Grade, there is an almost 90% probability that the child will be a poor reader at the end of Fourth Grade.
The Public Library Association

Three-quarters of students who are poor readers in Third Grade will remain poor readers in high school.
Yale University

Approximately one-third of all poorly performing Fourth Graders have college-educated parents.
National Assessment of Educational Progress

Nearly 40% of Fourth Graders have not mastered basic reading skills. It's nearly 60% in California, and almost half of these children live with college-educated parents.
Council for Basic Education

Experts say about 5% of the nation's children learn to read with ease, almost intuitively. An additional 20% to 30% learn to read with relative ease once they begin some kind of formal instruction. However, the bulk of children (about 60%) have difficulty.
Council for Basic Education

60% of our nation's children experience formidable challenges learning to read, and for at least 20-30%, learning to read is one of the most difficult tasks they will confront in school.
National Institute of Child Health & Human Development

For 90-95% of poor readers, prevention and early intervention programs that combine instruction in phonemic awareness, phonics, spelling, reading fluency, and reading comprehension can increase reading skills to average reading levels.
National Institute of Child Health & Human Development

Research results from a variety of studies clearly support the conclusion that early systematic phonics instruction significantly improves reading and spelling abilities for all children, and ideally, should be made available to children before First Grade.
Congressionally-mandated National Reading Panel Report, April 2000

ADDITIONAL INFORMATION ON READING
Follow the links below for more information about teaching reading.

General Information

Big Ideas in Beginning Reading
reading.uoregon.edu/index.php

Facts About Reading Achievement
www.nclb.gov/start/facts/reading.html

Frequently Asked Questions About Reading
www.nclb.gov/next/faqs/reading.html

Principles of Reading Instruction
www.nrrf.org/nichd.htm

Student Reading Achievement by State
www.edweek.org/rc/states/

Ten Myths of Reading Instruction
www.sedl.org/pubs/sedl-letter/v14n03/2.html

The Importance of High-Quality Reading Instruction
www.aft.org/topics/reading/index.htm