Washington Montessori has correlated the Montessori curriculum with the North Carolina Standard Course of Study. Washington Montessori also participates in the state-mandated End of Grade and End of Course Tests.

Montessori is a philosophy of education that provides materials that allow children to learn about the world based on individual needs and interests. The Montessori method provides an enriching and educational environment in which children may discover, explore, and develop their excitement for learning.

The Montessori philosophy is committed to developing the whole child. The rich curriculum is similar to a liberal arts college program in that it encompasses a wide variety of skills and subjects from the earliest age. All classes study geography, geometry, literature, algebra, mathematics, practical life skills, language, and cultural studies.

All material is presented concretely until a child is ready to move to abstraction. The Montessori materials enable a child to understand concepts and build a solid foundation in her education that makes no task or goal seem too great. The Montessori philosophy calls on children to question, probe, and discover. Montessori students learn the value of knowledge and typically go on to higher education to continue the pursuit of this knowledge.

They learn to research, solve conflicts peacefully, self-regulate their behavior, manage their time, and seek answers to difficult questions through the variety of media available to them. Montessori encourages curiosity and creativity, fostering the desire in each child to achieve his/her greatest potential.

The kind of background provided in a Montessori school is invaluable and quite possibly the most important investment a parent can make in education.

Montessori education is based upon learning by doing. Children learn about abstract concepts like language and math by working with concrete materials. For example, by the age of five a Montessori child might be able to calculate such additions as:

4,833 + 4,926 = 9,759

by using beads: 9 unit beads, 5 bars of ten beads, 7 squares of 100 beads, and 9 cubes of 1,000 beads.

The purpose here is not to develop mathematical geniuses, but to give reality to math concepts. Few Montessori students are ever intimidated by math.

Montessori materials lend themselves to providing a firm basis for the long-range future. For example, learning to identify all the geometric shapes by touch lays important groundwork for tenth-grade geometry. Working with puzzle maps of the world develops a physical awareness of geography.

The Montessori method instills a life-long joy in learning for learning's sake. More important than the concrete skills imparted, the Montessori method creates a highly self-motivated and self-reliant student. To observe a day in the classroom is amazing. Each child works on materials of his choice. Children direct their own programs. The teacher makes sure that each child is progressing. She steps in when necessary to introduce new materials or to help with a difficult project. This self-direction is a priceless asset, and much more relevant to real-life situations than the classroom dominated by the teacher's decision as to what to do and when.

A Montessori classroom is not a free-for-all. It is a very tightly structured program with careful progression of learning materials in all the academic disciplines. The thrill of self-discovery, of independent learning, provides the motivation.

The Montessori philosophy divides children by age, rather than grade, into the following:

Montessori classes average 24-30 children. Each class has multiple age/grade levels. This facilitates learning through peer teaching, peer modeling, and cooperative learning. Students are motivated to learn more by continual exposure to the work of more advanced students.

The discoveries of Maria Montessori, MD, can help parents and teacher in many situations. Hers are lessons of observation, understanding, wisdom. Her advice was always: "Follow the Child." Her discoveries led to a revolution, not only in childbirth and the handling of the newborn, but in the teaching of children from preschool throughout high school. Because the scope of this publication is the child from three to twelve, we focus here on information, which can be used in school or at home for children of this age.

Multi-aged Grouping, based on Periods of Development:

Children are grouped in three-year spans and have the same teacher for three to six years. There is constant interaction, problem-solving, child to child teaching, and socialization.

The Human Tendencies:

The practical application of the Montessori method is based on human tendencies - which Dr. Montessori studied in detail - tendencies to explore, move, share with a group, to be independent and make decisions, create order, develop self-control, abstract ideas from experience, use the creative imagination, work hard, repeat, concentrate, and perfect one's effort and creations.

The Process of Learning:

There are three stages of learning:

(Stage 1) introduction to a concept by means of a lecture, lesson, something read in a book, etc.

(Stage 2) processing the information, developing an understanding of the concept through work, experimentation, creation

(Stage 3) "knowing", to possess an understanding of, demonstrated by the ability to pass a test with confidence, to teach another, or to express with ease

Stage two is the most important and the longest with its emphasis on developing, working, experimenting, creating, transforming. This enables the child to really learn, and remember what he learned.

Indirect Preparation:

The steps of learning any concept are so well analyzed by the adult and are systematically offered to the child. A child is always learning something that is indirectly preparing him to learn something else, making education a joyful discovery instead of drudgery.

The Prepared Environment:

Since information passes from the environment directly to the child, not through the teacher, the preparation of this environment is vital. It is the role of the teacher to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons, and to facilitate the child's exploration and creativity. Children often surpass the level of knowledge of the teacher in all areas and learn to find answers.

Observation:

Scientific observations of the child's development are constantly carried out and recorded by the teacher. These observations are made on the level of concentration of each child, the introduction to and mastery of each piece of material, the social development, physical health, etc.

Work Centers:

The environment is arranged according to subject area, and children are always free to move around the room and to continue to work on a piece of material with no time limit.

Teaching Method:

Children learn directly from the environment, and from other children, more than from the teacher. The teacher is trained to teach one child at a time, with a few small groups and almost no lessons given to the whole class. She is facile in the basic lessons of math, language, the arts and sciences, and in guiding a child's research and exploration, capitalizing on his interest in and excitement about a subject. Large groups occur only in the beginning of a new class, or in the beginning of the school year, and are phased out as the children gain independence.

Class Size:

The most successful 3-6 or 6-12 classes are of 30-35 children to one teacher, with one non-teaching assistant, this number reached gradually over 1-3 years. This provides the most variety of personalities, learning styles, and work being done at one time. This class size is possible because the children stay with the same teacher for three to six years.

Basic Lessons:

A well-trained Montessori teacher spends a lot of time during teacher training practicing the many basic lessons with materials in all areas. She/he must pass a written and oral exam on these lessons in order to be certified. She is trained to recognize a child's readiness - according to age, ability, and interest - for a specific lesson, and is prepared to guide individual progress. Although the teacher plans lessons for each child for each day, she will bow to the interests of a child following a passion.

Areas of Study Linked:

All subjects are interwoven. For example, history, art, music, math, astronomy, biology, geology, physics, and chemistry are not isolated from each other and a child studies them in any order he chooses, moving through all in a unique way for each child. At any one time in a day all subjects - math, language, science, history, geography, art, music, etc. - will be being studied, at all levels.

The Schedule:

Ideally, there are two 3-hour, uninterrupted, work periods each day, not broken up by required group lessons or lessons by specialists. Adults and children respect concentration and do not interrupt someone who is busy at a task. Groups form spontaneously.

Assessment:

There are no grades, or other forms of reward or punishment, subtle or overt. Assessment is by portfolio and the teacher's observation and record keeping. The test of whether or not the system is working lies in the accomplishment and behavior of the children, their happiness, maturity, kindness, and love of learning and work.

Requirements for Ages 3-6:

There are no academic requirements for this age, but children are exposed to amazing amounts of knowledge and often learn to read, write, and calculate beyond what is usually thought possible for a child of this age.

Requirements for Ages 6-18:

There are no curriculum requirements except those set by the state, or college entrance requirements, for specific grades and these take a minimum amount of time. Students design 1-2 week contracts with the teacher to balance their work, and to become responsible for their own time management and education. The work of the 6-12 class includes subjects usually not introduced until high school.

Learning Styles:

All intelligences and styles of learning - musical, bodily-kinesthetic, spatial, interpersonal, intrapersonal, intuitive, and the traditional linguistic and logical-mathematical - are nurtured. This in particular is recommended by Harvard psychologist Howard Gardner in his theory of multiple intelligences.

Character Education:

Education of character is considered more important than academic education. Children learn to take care of themselves, their environment, each other - cooking, cleaning, building, gardening, moving gracefully, speaking politely, being considerate and helpful, doing social work in the community, etc.

The Results of Learning in this Way:

Dr. Montessori speaks of the first Casa dei Bambini (Children's House) in Rome, illustrating the important discovery, and the core of all Montessori work today, "when the environment meets all of the needs of children they become, without any manipulation by the adult, physically healthy, mentally and psychologically fulfilled, extremely well-educated, and brimming over with joy and kindness toward each other. When the children had completed an absorbing bit of work, they appeared rested and deeply pleased. It almost seemed as if a road had opened up within their souls that led to all their latent powers, revealing the better part of themselves. They exhibited great affability to everyone, put themselves out to help others and seemed full of good will."

The Montessori philosophy of education, and the learning materials and methods it employs, were developed by Dr. Maria Montessori (1890-1952) in Italy.

Dr. Montessori observed that the most important years in the education of the child are from birth to six years. She described the child's mind during this period of development as "unconsciously absorbing information from the environment." During this formative period, the child has a "spontaneous" urge to learn. The prepared environment that Dr. Montessori presented in the classroom enabled the child to work, move, and develop freely.

Most of the materials and equipment Dr. Montessori developed are "self-correcting." That is, the child is free to see and correct his or her own mistakes. Therefore, the role of the Montessori teacher is to observe and guide, rather than to judge and arbitrate.

Maria Montessori was always ahead of her time. She was born in Italy in 1870. In her work at the University of Rome's psychiatric clinic, Dr. Montessori developed an interest in the treatment of children and for several years, wrote and spoke on their behalf. She constantly experimented and developed materials based on the needs, interests, and developing abilities of children. At age twenty-eight, Dr. Montessori became the director of a school for "unhappy little ones" which she called mentally disabled children. She spent eleven hours a day at the school, and late into the night at home, working on this project.

After two years under her guidance, these children, who formerly had been considered uneducable, took a school examination along with normal children and passed successfully. Educators called Dr. Montessori a miracle worker. What was her response? If mentally disabled children could be brought to the level of normal children, Dr. Montessori wanted to study the potential of "normal" children.

She went back to school to study anthropology and psychology and finally, in 1907, was asked to take charge of fifty children from the dirty, desolate streets of the San Lorenzo slum in the city of Rome.

The news of her amazing success soon spread around the world and people came from far and wide to see the children for themselves. She was as surprised and awed as the visitors to the Casa dei Bambini.

Invited to the USA by Alexander Graham Bell, Thomas Edison, and others, Dr. Montessori made an appearance at Carnegie Hall in New York in 1915. The following is from a 1913 letter from A. Graham Bell:

Dr. Montessori was then invited to set up a classroom at the Panama-Pacific International Exposition in San Francisco so that more interested people could observe her methods. A room was built with a glass wall behind which spectators sat and watched the children. Twenty-one children, all completely new to a Montessori environment, attended for four months. The observation seats were filled every day and at noon, when the children served lunch to their classmates and washed up afterwards, there was standing room only in the audience. The two gold medals awarded for education at the Panama-Pacific International Exposition both went to the Montessori class.

After WWII, Dr. Montessori's concern with education for peace intensified and she was twice nominated for the Nobel Peace Prize. She instituted the study of Cosmic Education for the child from six to twelve years of age, since she could see that in meeting the needs of the child, the needs of the world would also be met. "Cosmic Education" is the child's gradual discovery, throughout the whole of childhood, of the interrelatedness of all things on earth, in the past, in the present, and in the future.

The most important consideration, in deciding to set up a Montessori class, is the training of the teacher. A non-Montessori-trained teacher can no more be expected to teach "Montessori" than a biologist could be expected to teach French. Using the Montessori method to teach is extremely challenging, but equally exciting and rewarding. As there is a long waiting list of schools who want to hire well-trained Montessori teachers, many are sponsored for training by their schools or a group of parents. This is a wonderful profession for anyone who loves to be present for the miracle of the development of children.

--Dr. Sharon Dubbles, Ph.D., Montessori teacher

The Board of Trustees sets policies for the school and manages the non-profit corporation, Washington Montessori, Inc. The Chair heads the Board of Trustees and generally supervises the business of the school.

The Board meets on the third Thursday of each month at 7:00 p.m. on the West Campus. All members of the school community are welcome and are encouraged to attend the meetings. The agenda includes a "Privilege of the Floor" at the beginning of each meeting and an opportunity for public comments before the Board goes into closed session, when necessary.

Washington Montessori values the people who agree to serve on the Board of Trustees. In order to avoid potential "conflicts of interest," employees as well as their immediate family members will not be considered for board membership. Applications are accepted until the end of June each year (an application can be obtained from the school office). The Board assigns two members along with the Head of School to act as the selection committee. The selection committee informs the applicants of the expectations of Board membership, confirms continued interest in serving, interviews applicants and brings recommendations to the Board. The Board then votes the new trustee by consensus. The new trustee is encouraged to participate in the remaining meetings as an ex officio, non-voting member prior to taking office in January. Children of board members will not be shown any favoritism in placement, discipline, or any other decisions.

Washington Montessori Public Charter School follows the grievance policy outlined above. When there are issues that require the involvement of the Board of Trustees, the decision of the Board of Trustees will be final. The Peace Table can include impartial third-persons.

(Sample Form Only)

Welcome to Washington Montessori! We are pleased that you have decided to seek a method of learning that provides an enriching and educational environment in which your child may discover, explore and develop his excitement for learning. Our goal is to impart knowledge in such a way that your child will internalize the knowledge, thus carrying it with him for the remainder of his life.

The Montessori philosophy may be new to many of our parents. It is our desire to make the transition as smooth as possible. Therefore, we encourage all parents to actively participate on committees within our Washington Montessori Parent-Teacher Organization (PTO) as well as participating with their child’s classroom on field trips, reading with children, assisting teachers with cutting out materials, etc. To assist the teachers and the PTO you will find two forms attached that help us to know what skills and talents you posses. The PTO Committee Volunteer Sign-Up sheet and the Parent / Guardian Skills Inventory Sheet are included in your child’s packet. Please take a few moments to look these over and sign up for what interests you.

Montessori thrives on consistency and building on earlier lessons learned. To that end, we ask all parents commit to at least 20 hours of volunteer time per family to the school each year. You may do so in a variety of ways, utilizing many of the talents and skills you possess. It is our hope that by volunteering in our school you will gain an understanding of Montessori that will carry over at home and thus help your child at school. It is our belief that all of the children at school will benefit from your presence, skills and gifts.

The Administrative Office will be keeping an updated list of how many hours our families have put in: so be sure to log your hours with the office. As families reach the 20 hour goal, their names will be printed in our weekly FYI. If you at any time feel that we have missed recording some of your volunteer hours, please don’t hesitate to contact the office and let us know.

Family: _________________________________________________________

Agreed: _______________________________Date:_____________________

Agreed: _______________________________Date: _____________________

When you enroll your child at Washington Montessori, you become a member of the Parent-Teacher Organization (PTO). PTO Board Meetings are held on the first Monday of each month at 6:30 p.m. and all are welcome to attend. The "Bylaws of the Parent-Teacher Organization of Washington Montessori, Inc., A Public Charter School" are available from the PTO.

The Executive Board of the PTO consists of the elected officers (President, President-Elect, Secretary and Treasurer), the Room Parent Liaison (appointed by the President of the PTO), the Faculty Representative to the PTO (appointed by the Faculty), and the Head of School. The officers, Room Parent Liaison and Faculty Representative are voting members of the Executive Board. The Head of School is an ex officio member and votes in the event of a tie vote amongst the other voting members.

President: Creates agenda for and presides over monthly PTO Business Meetings and PTO portions of Community Meetings designated as general membership meetings for the purpose of budget approval and elections. Reports monthly to the Board of Trustees. Responsible for implementation of committee events and tasks.

President-Elect: Assists the President. Assumes responsibility of President the following year. Assumes President’s position if President resigns. Reports to the Board of Trustees in the absense of the PTO President.

Treasurer: Facilitates all money matters of the PTO, including making deposits and paying bills. Reports monthly to the PTO Executive Board (to include a written report) at the PTO Business Meetings and provides proposed budget (including options for the use of annual auction proceeds) for the October Community Meeting. Reports to the Treasurer of the Board of Trustees at his/her request.

Secretary: Keeps minutes of each PTO Business Meeting and each Community Meeting. Provides typed copies of minutes for approval at following PTO Business Meeting and distributes to appropriate parties. Keeps copies of agenda, minutes, treasurer’s report and other business items on file while in office and provides these to the school for permanent records. Responsible for meeting sign-in lists.

Room Parent Liaison: Assists room parents and teachers with classroom efforts and reports needs and issues to PTO if assistance is needed. Works with Volunteer Coordination and other committees to obtain the assistance of room parents and other volunteers for school-wide events.

Faculty Liaison: Facilitates communication between the faculty and the PTO. Reports on PTO activities at faculty meetings, coordinates faculty efforts with respect to PTO activities, and provides feedback from faculty to PTO at monthly PTO Business Meetings.

Administrative Liasion: Provides PTO with information regarding school policy and other factors that may affect decisions made by the PTO Executive Board. Provides forum for PTO news and information in the weekly Parents’ FYI. Reviews and approves all external publicity for PTO and school events.

Because parent involvement is essential to the school's success, each family is asked to work with at least one PTO committee and to support special projects. Each committee helps support our school in the best manner possible and needs the strong support of our parents. Much of the coordination with PTO committees occurs through our dedicated Room Parents. Please let them know your interests and availability. The following page contains a listing of the current committees.

Auction (February 16, 2008): Organize and implement the annual auction and dinner event to raise funds.

Blood Drive: Organize annual blood drive at school. Coordinate education efforts for students.

Book Fair: Organize book fair fundraisers. Coordinate dates, materials, finances and volunteers. Chair also coordinates with faculty on how resulting funds/vouchers will be utilized.

Campbells Soup Labels: Organizes collection efforts of Campbell’s eligible labels for fundraising. Organizes incentive program for participating families. Submits items to collect points. Chair also coordinates with faculty on how credits will be utilized.

Clothes Closet: Coordinates clothing donations and structure of clothes closet. Reports needs to PTO.

Communications/Public Relations: Assists Head of School in educating the public about Washington Montessori. Assists in coordinating external publicity for PTO and school events. All communications/public relations efforts shall be submitted for approval to Head of School.

Hospitality: Organizes food and other items for school/PTO events. Works with Volunteer Coordination and other committees to obtain the assistance of room parents and other volunteers for school-wide events. A committee is needed for each campus.

Kidsfest (April 2008): Organizes annual Kidsfest fundraiser event. Coordinates with PTO Executive Board, teachers, room parents, school office, parents, and other volunteers. Coordinates outside vendors and donations for outside craft bazaar, entertainment, amusements, traffic control, food and beverages. Coordinates entertainment schedule with music teacher.

School Pictures: Assists in organizing school picture event(s).

Workday Coordination: Coordinates workdays (at least 2/year). Interacts with school for list of tasks/supplies needed. Attends workdays, assigns volunteers to tasks, organizes materials needed, and supervises the completion of tasks. Provides after-report to PTO Executive Board on project completion and items still needed.

Our Community Meetings offer parents a meaningful opportunity to participate in the development of our school. During these evenings we bring up topics for general discussion, form committees to follow up on issues requiring more information, develop proposals to make to the Board of Trustees, and get to know one another as a community of parents who share the same interest, to promote the productive and successful growth of our school. The open agenda bank offers parents the opportunity to address any questions, concerns, or recommendations they might have. This is the most effective and positive way to have your voice heard.

As Montessori parents, you are key participants in your child’s learning process. In order for your child to benefit fully from the Montessori education you are investing in, you should learn as much as possible about the goals and methods of Montessori education.

Here are some guidelines that should be beneficial:

Attend Open House Every Year: Open House acquaints you with the policies of the school and informs you of how your child can receive maximum benefits from the Montessori method of learning. This is also the most efficient way to get all that "beginning of the year" paperwork out of the way.

Attend Parent-Teacher Conferences: A parent or teacher may request conferences at any time. The Lead Teacher will schedule an appointment at a time convenient to both parent and teacher. The conferences are only for parents and teachers, unless otherwise notified. Parent-Teacher conferences are also held in conjunction with the distribution of the first and third report cards of each school year. You will receive your child’s report card at this conference.

Observe the Montessori Classroom: Parents may also observe from outside the classroom at any time through one-way mirrors. Washington Montessori welcomes parent observations inside the classroom.

Guidelines for observations are: schedule an observation appointment with your child’s teacher, locate the observation chair, sit quietly and refrain from interacting with the students (if you appear to be "working" the children will respect this, take a note pad!). Please do not engage the teacher in conversation. Be sure to schedule a time for the teacher to phone you if you would like to follow-up after your observation. To allow the children time to begin the normalization process, inside classroom observation appointments are not set until mid-October.

Become Active in the Parent-Teacher Organization (PTO) and the School: When you enroll your child in Washington Montessori, you become a member of the PTO that helps support the school. You will be asked to serve on one or more committees. Each committee oversees a vital part of supporting the school in the best manner possible. Each committee needs the strong support of our parents. When you are asked to help, please say, "Yes." In addition, volunteers are welcome and needed! Let the Head of School, your child’s teacher and your Room Parent know how you would like to help.

Attend Parent Education and Community Meetings: This is the best way to know what is going on inside the classroom, to get a jump on field trips and school-wide events, and to participate in the idea-generating and decision-making processes of the school.

Children: The Challenge, by Rudolph Driekurs

Montessori, A Modern Approach, by Paula Lilliard

Montessori Today, by Paula Lilliard

The Secret of Childhood, by Maria Montessori

The Montessori Method, by Maria Montessori

The Discovery of the Child, by Maria Montessori

To Educate the Human Potential, by Maria Montessori

Spontaneous Activity in Education, by Maria Montessori

Maria Montessori, Her Life and Work, by E. M. Standing

(Excerpts from the March/April 2006 issue of M: The Magazine for Montessori Families)

Everybody knows that Montessori is a great way to educate children, but not everyone understands the benefits in detail. Here are some of the many reasons why Montessori is right for your child:

Your child learns at his own rate. He is neither held back nor pushed forward according to the learning rates of other students. In a traditional classroom, all the children are learning the same thing and moving through the curriculum at the same rate. We know that each child has different abilities and interests. Some are good at math, while others excel in language and so on. They all have different interests as well. Since children are so different, it is unrealistic to expect that they will learn at the same rate. Because of the repetition that Maria Montessori built into her system, a child is allowed to work on something until she masters it. Since they don’t move on to the next skill until they have mastered the present one, there are never any gaps in their education. That means there is never any need for remedial education.

Your child learns how to focus and concentrate. One of Maria Montessori’s goals was to teach children how to concentrate. This is one of the foundation skills for learning, and one that is largely ignored in traditional school systems. A Montessori day is structured so that a child’s focus is never interrupted by having to move on to the next lesson before finishing the current one.

Montessori accommodates all learning styles. This is important because some children are visual learners, some are auditory learners, some learn through body movement and feeling, and some use a combination of several learning avenues. Montessori teachers are trained to use all the senses; the use of the didactic material reinforces this.

Your child will master the important life skill of being a self-directed learner. Montessori’s aim is to nurture the inner motivation of the child while allowing the opportunity for the fullest possible exploration of his or her interests. This nurture of learning begins as soon as a child enters the scientifically designed classrooms. You will often hear the phrase "prepared environment," because the classrooms are so carefully designed to ensure the child has the freedom to learn. This freedom to explore and choose areas of interest will carry over into a willingness to explore areas that may not otherwise appeal to a child being "force-fed" information in a traditional school setting.

The prepared environment of a Montessori classroom helps children learn to think for themselves at a rate determined by the Director. A young child new to Montessori may be given more direction at first, but as children grow in confidence and experience they are allowed to make more decisions for themselves.

Your child will be treated with respect and dignity in a Montessori classroom. In Montessori the child is always working on the adult he is going to become. Montessori recognizes that children deserve and need to be treated with the same respect that we treat adults. Although they are relatively inexperienced, as a parent you must recognize that the way to help them learn is by not criticizing "failure," but rather by recognizing the incident as an opportunity to learn what went wrong, and helping the child find his or her path to a proper solution. This concentration on raising the child’s self esteem, coupled with a focus on the rights of others, develops the child’s entire being in a positive way, and helps the child to learn to respect the rights of others as well.

A multi-disciplinary approach is taken in regard to your child’s interest. If your child were interested in dinosaurs, for example, this interest would be explored throughout the curriculum. She would be encouraged to read about dinosaurs to learn language skills; study the measurements of dinosaurs to understand math concepts; and depict dinosaurs when doing art lessons. Her interesting dinosaurs could even be used to facilitate lessons in history and geography. Montessori recognizes that when a child’s interests are involved, any subject becomes fascinating.

Perhaps the biggest benefit of a Montessori education is that it teaches children how to learn instead of just what to learn. It instills in them a life-long love of learning, which prepares them to successfully go in any direction their skills and interests may take them.

The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Washington Montessori, Inc. A Public Charter School (WMPCS), with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records. However, WMPCS may disclose appropriately designated "directory information" without written consent, unless you have advised the school to the contrary in accordance with school procedures. The primary purpose of directory information is to allow WMPCS to include this type of information from your child’s education records in certain school publications. Examples include:

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with three directory information categories – names, addresses and telephone listings – unless parents have advised the LEA that they do not want their student’s information disclosed to military recruiters without their prior written consent.

If you do not want WMPCS to disclose directory information from your child’s education records without your prior written consent, you must notify the school in writing. WMPCS has designated the following information as directory information:

These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as amended by the No Child Left Behind Act of 2001 (P.L. 107-110), the education bill, and 10 U.S.C. 503, as amended by section 544, the National Defense Authorization Act for Fiscal Year 2002 (P.L. 107-107), the legislation that provides funding for the Nation’s armed forces.

Parents have the right of access to their child's entire cumulative record kept at the school. Children do not have access to these records while they are minors. If you wish to see a record, please make the arrangement through the school office. You may also request a copy of your child cumulative record at the rate of $0.10 per copy. All requests for copies will need 5 days to process.

Note: Access is available to both natural parents regardless of their present marital status unless the school is otherwise directed by a court order. Besides parents, staff, and contracted services with a need to know, no one else is given this information.

Washington Montessori, A Public Charter School is accepting applications for the current school year and the upcoming academic year for all grades. In addition, we also accept applications for prospective Kindergarten students as defined below:

Kindergarten (4 years old by August 30, 2007) for the 2009-10 academic year and

Kindergarten (3 years old by August 30, 2007) for the 2010-11 academic year.

Students are enrolled in a North Carolina Public Charter School by way of a lottery. At Washington Montessori, A Public Charter School (WMPCS), applications for the subsequent school years are accepted and held until noon on January 15^th, or the closest following weekday that is not a holiday, of each year for the upcoming academic year, when Washington Montessori Public Charter School holds its annual lottery. Any additional applications for the 2008-09 school year received after the lottery will be added to the waiting list for the appropriate grade according to the after-deadline lottery procedure described below.

At a public lottery applications are selected by grade. First, siblings of currently enrolled students for whom parents have signed an Application and Intent to Enroll form are given available slots in the appropriate grade. If a slot in the appropriate grade is not available for a sibling, that child is put at the top of the waiting list for that grade. Each new student application is then randomly drawn. Once all available slots for a grade are filled, the remaining applications are drawn to determine their order on the waiting list for that grade. For example, if there are 35 slots available for Kindergarten and there are 5 siblings and 35 applications, the first 5 slots are filled by the siblings, then the first 30 applications drawn are assigned the remaining available slots. The remaining 5 applications are then drawn and occupy slots 1 - 5 on the Kindergarten waiting list. Currently enrolled students are not required to reapply or to partipate in the lottery. Each school year, prior to the lottery, parents of enrolled students are required to complete an "Intent to Re-Enroll" form to hold their child's slot for the upcoming school year.

Applications for the current and/or upcoming school years received after the annual lottery deadline are added to the wait list for the appropriate grade at the time they are received.

Washington Montessori, Inc. does not discriminate against applicants or students on the basis of race, color, and national or ethnic origin.

Washington Montessori reserves the right to hold a slot open for a currently enrolled student who may be leaving the school for longer than 10 days but has the intention of returning. After 10 days, the state’s attendance tracking system requires a student to be recorded as a withdrawal. If the parent has expressed in writing to the Head of School the extenuating circumstances of this absence and his/her desire for his/her child to return to school on a specified date, the Head of School may approve or deny the request. The parent may appeal the decision of the Head of School to the Board. The Board’s decision is final.

WMPCS is committed to placing our students with the teacher and in the class environment best suited to meeting each child’s needs. The Faculty and Head of School spend a great deal of time each spring and summer making class lists for the upcoming year. If you would like for any special needs of your child to be considered during these discussions please put your thoughts in writing. Please do not request a specific teacher, but rather list teacher qualities that relate to the special needs of your child.

WMPCS will place siblings in separate classrooms unless specifically requested by the parents and then ONLY if the Faculty and Head of School agrees with that placement.

Your input is always welcome, but, ultimately, this is the decision of the Head of School.

If a parent requests for a child to be changed from one existing class to another within a level, the parent must first meet with the lead teacher to discuss the request. If both parties agree, the child’s name is then placed on a Request to Move list. If both parties do not agree, the Head of School will make the final decision regarding the placement request. When an opening is determined to be available in another class that could match this child and still maintain a balance of the various populations we serve, as defined by the AYP subgroups, the parent will be contacted and offered the opportunity to move. If the parent declines, the child’s name is then removed from the list and the child will remain in the original class.

Washington Montessori is committed to placing students equitably in the many classes available at each level. When placing students, the child’s current classroom teacher makes a recommendation as to the most appropriate teacher-child match. After the initial recommendations are made, all the teachers of a given level are brought together to review the recommendations. Classes are balanced to be sure an equal number of students from the various populations we serve, as defined by the AYP subgroups, are represented in each classroom.

Transferring students will be placed in the grade level recommended by the previous school. In the event a parent/guardian requests a grade placement other than the recommended level, the request must be accompanied by supporting documentation. After consideration of the request and documentation, the Head of School will make a grade placement. Should the student be placed in the grade level recommended by the previous school, the parent/guardian has the option of appealing this decision to the Board of Trustees. The decision of the Board of Trustees will be final. Should the Head of School make the requested change in grade placement, this placement will be conditional upon a progress review done at scheduled intervals within the first three months of the academic year.

The decision to retain/advance a student is one that requires much consideration. We believe that only in extreme circumstances should either be considered. When the question is raised, the child’s teacher, Exceptional Children’s teacher (when applicable), and Head of School will follow these guidelines:

The decision to retain/advance ultimately lies with the Head of School. The parent has the right to appeal the decision to the Board of Trustees. The decision of the Board of Trustees is final.

WMPCS recognizes the state mandated gateways at grades 3, 5, and 8. Any student identified in the Exceptional Children’s program will not be retested, if he or she does not score at Level III or above, unless the IEP or state should determine otherwise. These students will be promoted since the student is not performing due to his/her disability, which will not change in a short period of time.

WMPCS recognizes the state mandated gateways at grades 3, 5 and 8. Any student identified as Limited English Proficient will not be retested if he/she does not score at Level III or above. The waiver policy from the State Board of Education for LEP students does not include a retesting requirement since the reason the student is not performing is due to his/her Limited English Proficiency which will not change in a short period of time.

Physical intervention may be used by staff at Washington Montessori as a last resort if a student becomes aggressive, physically harmful or dangerous to himself or another individual. Washington Montessori will follow the requirements set forth in the Deborah Greenblatt Act (House Bill 1032). A complete copy of the Greenblatt Act is available for review in the administrative offices at Washington Montessori. In the event that physical restraint or seclusion is used on a student, the parent of the student will be notified in writing as to the incident.

All Kindergarten thru 8^th grade students who arrive at 7:30am will stay in the BASC room at no charge to the parent. At 8:00 those students will be sent to their classrooms.

Please tune in to WITN or WNCT television stations for school closing or delay information. You may also view our website of up to date school closings: www.wmpcs.org

When your child is unable to attend, a phone call to the school, letting us know your child will be out is requested. A written excuse is required of each student following an absence to be presented to the child’s teacher upon his/her return. Excused absences include illnesses, (extended illness should be verified by a doctor’s note), court appearances, death in the family, and religious holidays. For all students enrolled at Washington Montessori, unexcused or unlawful absence is defined as any reason other than those listed as "excused or lawful absences."

For your convenience, a school calendar is available in the administrative office and on the school website. This should help in planning vacations with little or no disruption to your child’s education.

The parent, guardian or custodian of the student is legally and primarily responsible for ensuring that the student meets his/hers obligation to attend 100% of the classroom instructional sessions provided for the class in which he/she is enrolled.

School attendance is mandatory by North Carolina State Law. When a child is tardy to school, instructional time is lost and academic performance is compromised.

Our mutual goal is to maximize your child’s educational progress and to provide an uninterrupted work cycle for the class. Please make every effort in the future to ensure that your child arrives at school on time.

We urge you to schedule your child’s medical, dental and other appointments so that they do not conflict with class time. If it is necessary for your child to be absent for part of the school day, please abide by the following rules:

Transportation to and from school is the responsibility of the parent. If a parent is unable to provide transportation, the school will attempt to arrange a carpool. If your child is in an existing carpool, please send a schedule of drivers, children, and days involved to the school. Parents will be notified in advance of any field trips. When students go on field trips requiring vehicles they will be transported (wearing seat belts) by staff and parents who volunteer this service. Parents of children under age 8 (unless over 80 pounds in weight) must leave an approved car seat or booster seat at the school on the mornings of the field trips or their child will not be allowed to go on the field trip.

Any student who will depart from normal routine in his method of leaving school should have a written note from his parents stating this fact. Unless a note is received the child will be sent home by his usual mode of transportation.

Before and After School Care are services we provide to families at Washington Montessori. An application form must be filled out for each family. The cost, times, and policies are listed below. Please help us maintain this service by regarding these policies.

There is a one time registration fee of $25.00 per family due at the time the application is received in the office and also an annual supply fee of $25.00 per child is required.

Children attending the Before School Care Program must be escorted into the building. Children who regularly attend After School Care and those with notes or calls indicating they should attend After School Care are dismissed from class directly to the After School Care Program at the end of the school day. If your child does not regularly attend After School and you intend for them to use the service on a particular day, please call ahead to notify the classroom teacher of this need and to provide the school with appropriate emergency contact information for your child (drop-in; per day charge will be incurred). Any students not picked up from school 15 minutes after dismissal time, will be sent to the After School Program (drop-in; per day charge will be incurred).

After School Care closes at 6:00pm. Any student picked up after 6:00pm is subject to an additional fee of $5.00 added every five minutes for a maximum fine of $60.00 per day. A fifteen (15)-minute grace period will be offered at the East Campus Site to parents with children on both sites (East and West Campus).

A snack will be provided by the program during After School Care at no additional charge. All children participating in the Before and After School Program must have an up-to-date list of emergency contacts on file with the Before and After School Care (BASC) Coordinator in the event a parent cannot be reached or does not arrive on time to pick up a child. Parents/guardians must also provide the BASC Coordinator with a complete list of people allowed to pick up their child from the After School Program (back of application). People not on this list will not be permitted to pick up the child. If a person not on the list is being sent to pick up the child, the parent/guardian must call ahead to add this person to the list. Parents/guardians and other listed persons will be asked to sign to indicate that they have picked up the child each day.

All fees for the Before and After School Care Program are due the Thursday prior to care for regular attendees. Per day charges for drop-in participants (arranged and unarranged) are due at pick-up from After School Care (or drop-off for Before School Care). Late pick-up fees are due at pick-up from After School Care. Payments may be made by cash (receipt will be provided) or by check (payable to Washington Montessori). If a check is returned for insufficient funds, all future payments must be made in cash and a $10.00 service fee from the bank will be added to the amount due.

If fees for regular attendees are not paid on time, the child will not be able to attend the program on the first day for which no payment has been received and no payment arrangement has been made (ie. Monday, if payment is not received the Thursday prior). If per day charges (arranged and unarranged drop-in participants) and/or late fees are not paid at pick-up from After School Care (or drop-off for Before School Care), the child will not be able to attend the program again until the fees are paid-in-full or payment arrangements are made. A written notice will be given to the person signing for the child at pick-up to notify the parents/guardians of the situation and the child will need to be picked up no later than 15 minutes passed dismissal time each day until payment is received or payment arrangements are made.

The BASC Coordinator answers the school phone during non-administrative hours (before 8:00 a.m. and after 4:00 p.m.)

Field Trips are an integral part of the Montessori curriculum which encourages students to explore and experience the world both close to and far from home. Parents will be notified, in advance of upcoming field trips. A permission slip detailing the date location and cost will be sent home approximately two (2) weeks prior to the trips. All Field Trips fees should be paid in cash. Parents will receive a receipt for cash received.

Field trips are an important aspect of your child’s Montessori school experience. We appreciate your interest and willingness to accompany us on these trips. Without you, they would not be possible!

Below are some guidelines we have developed to help ensure the trip goes smoothly and safely:

Please be sure to notify the teacher and teaching assistant for any inappropriate behavior.

THANK YOU FOR YOUR HELP!!

The following colors are approved for shirts, turtlenecks, sweaters, sweatshirts, vests, tights, socks, pants, skirts, skorts, shorts, jumpers, and dresses: red, white, navy blue and khaki. The approved colors may be worn in solids or with a contrasting collar/cuff of another approved color. Emblems, designs, stripes or non-WMPCS logos of any kind are not permitted. Shirts must have a collar, may not expose the mid-drift, or be visually distracting to others. Sweaters and sweatshirts must be worn with a collared shirt underneath. Blue jeans are not permitted.

These colors are approved for shoes: red, white, black, brown or navy blue. Shoes must be closed toe and free of any emblem, design or logo in a contrasting color. Sandals, flip flops, and shoes with wheels are not permitted. Clogs, shoes with open backs, and shoes with only a strap across the back are not permitted for 3-6 or 6-9 classes.

Coats and raincoats that are worn outside only may be any color. Please remember to write your child’s name inside sweaters, jackets, coats, etc.

Washington Montessori PTO organizes a clothes closet for any families needing uniforms or for students who may need to change during the day.

If a student violates the Uniform Policy, a note will be sent home explaining the violation. If the violation reoccurs, the student will be asked to change clothes. The parent may bring in a change of clothes or the student may wear something from the Clothes Closet.

In addition to the Uniform Policy for 3-6 and 6-9 students, older students are asked to adhere to the following guidelines:

Each class will recognize major holidays, but it is up to the teacher’s discretion as to what extent. For students in K-3 your child’s teacher will hold a traditional "walk around the sun" on his/her birthday. This ceremony is a celebration of your child’s life and you may participate. (This activity is not designed to replace your child’s birthday party. You may bring a photo of your child from each year of his/her life. Please do not bring party favors or birthday cake). A healthy snack, such as trail mix or popcorn with juice or flavored water beverage, is welcome to add to the celebration. Upon request school personnel will distribute invitations to birthday parties held away from school. Invitations will only be distributed if all children in the class are included.

The administrative staff of Washington Montessori sends out a FYI every Monday to keep the school community informed of school wide events. This is available in hard copy or by email. Each class will send home class updates as needed. These are usually sent home on Mondays as well.

If you need to contact your child or your child’s teacher during school hours, please feel free to call and we will transfer you to the teacher’s voice mailbox. As we try to protect instructional time, we will only interrupt the class in case of emergency. Children will be allowed to call home for valid reasons such as sickness.

Searches of student’s person or belongings are typically conducted when students are thought to be in possession of alcohol, drugs, drug paraphernalia, tobacco, weapons or any inappropriate materials. School personnel need what the law defines as "reasonable suspicion" to search a student’s clothing or belongings. Reasonable suspicion is defined as information from a reliable source. In the event of a search, students will be taken aside, and in the presence of at least two staff members, be asked to empty their pockets, purses, bookbags, and/or other personal belongings. School personnel will not conduct strip searches. If a strip search is deemed necessary, the police will be called to conduct the search. Parents will be contacted in the event of a search involving their child.

Washington Montessori does not permit that any child bring a weapon onto school grounds or any school sponsored activity. Weapon is defined as an actual weapon, any dangerous instrument, or an instrument that can be considered a dangerous instrument.

Washington Montessori will comply with state law 115C – 391. For those instances not prohibited by state law 115C-391, the child will be automatically suspended for 10 days pending a review by the Washington Montessori Board of Trustees. The child may not return to school until the Board of Trustees meets and determines the appropriate consequence for the violation. The consequence may include suspension, long term suspension, or expulsion. All absences accrued during this time are unexcused, unless deemed otherwise by the Board of Trustees.

At Washington Montessori it is important that the child clearly understand the rules and possible consequences for violating rules. Behavior must be managed by leading the child toward self-discipline. The Montessori method addresses the need to effect change towards positive behavior through lesson planning and teaching without spending unnecessary time responding and reacting to behavior problems. "The undisciplined child enters into discipline by working in the company of others; not by being told he is naughty." (Maria Montessori) Discipline is, therefore, primarily a learning experience and less a punitive experience if dealt with appropriately.

In the Montessori classroom the teacher must clearly define the rules and then invite the child to assume responsibility for his behavior. Assuming responsibility for behavior is to understand and accept the consequences for violating the rules.

The purpose of our Student Behavior Policy is to aid children in developing inner control, acceptable behavior, and respect for the rights of others. Physical and verbal abuse will not be used. We need to help children without rejecting them as persons. Children need to understand why their behavior is considered inappropriate. All discipline will be based on the individual child’s needs and stage of development.

The children will be expected to conduct themselves in a manner respecting people and property. They will be given positive verbal reminders as necessary to encourage good conduct. They will be dismissed from the general activity area to a quieter place in the room when verbal reminders are not sufficient to change conduct, and they will return when good conduct and control are demonstrated. If in his actions a child puts himself, others, or property in jeopardy, he will be removed from the classroom.

To meet the individual child’s needs and help him to gain self-control, we use the following disciplinary techniques:

Because we are a school that emphasizes grace and courtesy, we hold high expectations of our students’ behavior. We believe that all parents who choose to enroll their child(ren) in our school also hold these expectations and, agree to support our faculty and staff to keep our students accountable for their behavior.

Children who do not show respect for all living and non-living things at our school will be redirected. Parents will be asked for hands-on assistance, when necessary, in fostering this respect in their child(ren). As we teach the children to take responsibility for their actions, we shall give appropriate consequences.

The following consequences shall be used for non-violent offenses:

If the inappropriate behavior continues, the parent, child, teacher and administration shall meet to determine an appropriate plan to help the child successfully follow the behavior plan. The child’s teacher, parent, and the school administration shall keep a copy of the plan developed at this conference.

Washington Montessori defines inappropriate language as racial slurs, profanity, and any other language that is meant to degrade, taunt or slander another individual. Should inappropriate language be used, the consequences outlined in the Student Behavior Policy shall be followed. Depending on the circumstances, the Head of School may determine that another consequence is appropriate that may include, but is not limited to, suspension from school.

Our student Behavior Policy addresses inappropriate behavior that does NOT involve intentionally attempting to inflict/inflicting harm on another person. Situations involving malintentioned bodily contact are handled under the No Violence Policy.

Inappropriate hugging, hand holding, kissing, and other similar physical contact is not permitted. The consequences outlined in the Student Behavior Policy shall be followed should a student violate this policy.

Sexual Harassment consists of behavior which includes any unwanted, unwelcome sexual advance or sexually oriented behavior made by a person who knows or who ought reasonably to know that such attention is unwanted. No one in our school community, which includes but is not limited to students, parents, faculty/staff (regular or contracted), maintenance workers, and custodian, shall engage in sexually harassing behavior towards another member of our school community.

Washington Montessori maintains a No Violence Behavior Policy which states that any violent act committed by a child will result in that child’s removal from school for that day. Therefore, when a child’s behavior becomes a threat to himself, other children, instructors, or the physical environment, the parent/guardian will be requested to pick up the child immediately and take him out for the rest of the day. If the offense occurs late in the day or if the parent/guardian does not pick up the child until late in the day, the child may be suspended from school for the following school day. A parent may be requested to attend school with his child for a period of days to assist in effecting change toward positive behavior.

Washington Montessori defines violent behavior as any intentional behavior that may cause property damage or physical or psychological damage to others.

If a parent/guardian has been requested to attend school with his/her child to assist in effecting change toward positive behavior and the parent is unwilling or unable to do so, or there is no evidence of change toward positive behavior, the child will not be allowed to attend school for the remainder of that day. After three requests within a rolling 12 months for removal of a child from school, the Head of School may suspend the child for one week. If, upon returning to school, the child’s behavior does not conform to acceptable standards, he/she may be expelled from Washington Montessori by action of the Board of Trustees. The decision of the Board of Trustees is final.

Staff will utilize NC State Forms for Exceptional Children for documenting all behavior, consultations and evaluations. Washington Montessori will request a formal evaluation of a child’s behavior when documented behavior demonstrates a clear need for professional intervention.

Washington Montessori Public Charter School (WMPCS) provides a network accessible by students, faculty, staff and others in the school community. This network connects computers in the school to each other as well as to the Internet, a global network connecting computers, networks and individual users around the world. Due to the global access the Internet provides, users (and parents of users under the age of 18) must understand that WMPCS cannot completely control the content of the information available. Users may come into contact with information or material that is controversial and possibly offensive. WMPCS believes the value of the wealth of information and resources available on the Internet far outweighs the possibility that users may encounter inappropriate material. WMPCS does not condone the use of such materials and therefore uses filtering software (Cybersitter) on all computers used by students to reduce the likelihood that inappropriate material will be accessed. The responsibilities accompanying freedom of speech and access to information will be taught to all students. Students will be taught to evaluate the information they encounter on the Internet for accuracy, usefulness, and appropriateness. Students will also be taught to respect the work of others, as they are in all other areas of our curriculum, including an understanding of Copyright Laws pertaining to material found on the Internet and in other sources as well as materials produced by their peers and other members of the WMPCS community. All persons who have access to the Network and Internet through the WMPCS system will be required to sign a Network/Internet Access Agreement Form (to be signed by parent or guardian if user is under the age of 18) and must understand that access will be withdrawn from users who do not respect the rights of others and/or do not follow the rules and regulations established by this Policy.

The purpose of this Policy is to increase the effective and efficient operations of WMPCS. Access to and use of the Network is intended solely to further the educational and institutional objectives of WMPCS.

WMPCS provides the network and access to the Internet in order to achieve the following goals:

Acceptable use of the WMPCS Network/Internet access is defined as using the school’s computer resources and Network in a responsible, efficient, ethical and legal manner. Use must be in support of the educational and institutional objectives of WMPCS. Transmission of any material in violation of any Federal or State Law or Regulation is prohibited.

Access to information by students includes, but is not limited to:

Unacceptable uses include, but are not limited to:

Users, particularly students, should also be discouraged from sharing their personal information (address, phone number, birthday, etc.) including pictures through e-mail or the Internet. Students may only do so with permission from their parent/guardian and adult supervision.

WMPCS has installed filtering software (Cybersitter) on all computers used by students. This software is set to restrict access to certain types of material on the Internet including, but not limited to, pornography, gambling, illegal drugs, and criminal skills. The extent of filtering can be increased at the discretion of faculty and the Head of School

WMPCS expects all users to abide by the rules of etiquette on the Network/Internet. Network etiquette includes, but is not limited to:

Students should not reveal their personal information to anyone on the Internet or by e-mail without the permission of their parent/guardian and adult supervision.

The use of the WMPCS Network/Internet Access is a privilege, not a right. Inappropriate use by employees may result in disciplinary action at the discretion of the Head of School and the Board of Trustees. Inappropriate use by students or other members of the school community can result in limitation or cancellation of user privileges and/or disciplinary action at the discretion of the Head of School. Legal action may also result if appropriate to the situation.

Users must understand that, although other uses of school computer and Network/Internet resources are acceptable in furthering the educational and institutional objectives of WMPCS, certain activities have priority. WMPCS expects a respectful environment of using/sharing of these resources among faculty, staff, students and other members of the school community.

Although WMPCS does not currently provide access to the Network from outside the school, certain users have e-mail and access to other resources (including portable laptop computers and/or dial-up access to the school’s internet service provider) that can be used outside of the school facilities. All of the rules and regulations stipulated in this Policy apply to use outside the school in the same way they apply inside school facilities.

WMPCS is not responsible for any damages suffered, including loss of data, resulting from delays, non-deliveries, service interruptions or inaccurate information. The user accepts personal responsibility for any information obtained via the WMPCS Network/Internet Access.

WMPCS attempts to restrict access to inappropriate Internet content, but cannot be held responsible for the possibility that inappropriate material/information may be accessed on occasion.

Electronic mail messages and other files stored on the server or Network computers are not guaranteed to be private; system operators have access to all mail and files. Messages or files relating to or in support of illegal activities will be reported to the appropriate authorities and legal and/or disciplinary action may follow.

Security on the WMPCS Network is a high priority. Attempts to tamper with programming or data on the Network, attempts to access the system under another person’s name, or sharing of passwords will result in cancellation of user privileges at the discretion of the Head of School.

Vandalism of the school’s computer network is defined as including, but is not limited to: altering, deleting, or utilizing another person’s files without that person’s permission; altering, deleting or utilizing files on the school server without permission from the Technology Coordinator or Head of School; installing software on a computer or the server without permission from the Technology Coordinator or Head of School; purposefully uploading, creating or transmitting computer viruses; or any other malicious attempt to harm or destroy equipment and/or data. Acts of this nature will result in cancellation of user privileges and/or disciplinary action at the discretion of the Head of School. Certain acts may also result in legal action.

Federal and State Law References: (Public Law 106-554 - Children’s Internet Protection Act (CIPA); 47 U.S.C. Section 254 - Universal Service; 20 U.S.C. Section 9134; N.C. G.S. 14-190.1 et seq.)

Parents/Guardians: Your signature on this document indicates that you have read and understood this Policy on behalf of yourself and your child and that you understand that student access to the WMPCS Network is designed for educational purposes only. You further acknowledge that it is impossible for WMPCS to completely restrict access to inappropriate material and agree to discuss this Policy fully with your child and take responsibility for your child’s compliance with the rules and regulations in the Policy Statement.

Parents/Guardian Signature: _____________________________________________

Faculty or Staff Signature: _____________________________________________

Other User Signature: _____________________________________________

Date Signed: _____________________________________________

Students must have a signed copy of this document in their file by the end of their first month attending the WMPCS. Employees and others must have a signed copy of this document on file at the school by the end of the first month of use. Employee’s Agreement form will be maintained in their personnel file as a continuous agreement throughout the term of their employment. Updates to this policy will be distributed and consented to in the same way as other policies of the Board of Trustees.

Students entering Washington Montessori must have a health assessment form. This assessment must include a medical history and physical examination with screening for vision and hearing. Legislation requires that the results be recorded on a special form PPS-2/K Rev. 12/99. It is the parents’ responsibility to secure the health assessment for their child from the local health department or from a private health provider.

Students entering Washington Montessori must also have a copy of their birth certificate, social security card, and any other records the school may require. They further must have the North Carolina required immunizations.

North Carolina State law requires specific minimum doses which can be found at:

Children may become ill or get injured at school. When this happens, the school wil