Parent Handbook - Emerson Waldorf School

Parent Handbook
6211 New Jericho Road
Chapel Hill, NC 27516
Phone (919) 967-1858
Fax (919) 967-2732
High School Office Phone (919)-932-1195
www.emersonwaldorfschool.org
2/24/16
Mission Statement
Emerson Waldorf School provides an integrated Waldorf curriculum and environment, which encourage and promote independent
thinking and social responsibility, as well as academic and artistic excellence. The unique gifts and contributions of each child are
honored through a developmentally appropriate awakening of thinking, feeling and willing. Further, the Emerson Waldorf School
understands children as beings of body, soul, and spirit, and guides them to develop compassion and reverence for themselves and the
world community.
MAIN OFFICE (919) 967-1858
Fax (919) 967-2732
Monday – Friday 8:00 a.m. – 4:00 p.m.
HIGH SCHOOL OFFICE (919) 932-1195
Monday – Friday 7:45 a.m. – 3:45 p.m.
KINDERGARTEN OFFICE(919) 967-3362
Non-Discrimination Statement: The Emerson Waldorf School does not discriminate on the basis of race, color, creed,
national or ethnic origin in the administration of its educational policies, admissions policies, tuition adjustment
program, athletic, or other school-administered programs.
The Faculty and Administration reserve the right to amend these policies at any time with written notification to parents.
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TABLE OF CONTENTS
I. About Emerson Waldorf School .......................................................................................................................................................... 4
II. Organization .............................................................................................................................................................................................. 4
III. Parent Organization .............................................................................................................................................................................. 5
IV. Attendance................................................................................................................................................................................................ 5
V. Communications/Publications............................................................................................................................................................ 9
VI. Emergency Information .................................................................................................................................................................... 11
VII. Academic Expectations .................................................................................................................................................................... 13
VIII. Conduct and Discipline ................................................................................................................................................................. 15
IX. Administration..................................................................................................................................................................................... 34
X: Curriculum ............................................................................................................................................................................................. 36
XI. Annual Events ...................................................................................................................................................................................... 42
XII: Festivals ................................................................................................................................................................................................. 43
XIII. Parent Roles and Responsibilities .............................................................................................................................................. 44
XIV: Conflict Resolution Process for Parents .................................................................................................................................. 47
XV. Resources .............................................................................................................................................................................................. 47
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I. ABOUT EMERSON WALDORF SCHOOL
School History
Although we offered our first classes in the fall of 1984, the initiative behind the Emerson Waldorf School began nine
years earlier. In 1975, parents and teachers with an interest in Waldorf Education began small groups to study and
engage in activities together. In 1983, the Waldorf Education of North Carolina (WEANC) was founded, and it is still
the governing body for the Emerson Waldorf School today. In 1984, we started our school with Kindergarten through
Grade 3. The second and third graders were in two classrooms rented from a local church. After continued growth
stabilized we reached the important decision to buy land and build a classroom building. A private partnership of parents
and friends offered their personal collateral to secure financing for construction of the original 15-acre site.
By the fourth year, 1988, we already had an enrollment of 146 students. There were three Pre-Kindergarten
/Kindergarten classes and Grades 1-4. We also became a member of the Association of Waldorf Schools of North
America (AWSNA). This began our pathway toward becoming a full member of AWSNA, the national organization and
accrediting body of Waldorf Schools.
In 1993 we purchased an additional ten acre parcel adjacent to the school where the current Kindergarten is located. We
built our West Wing project in phases as money was raised by community labor. The first phase was completed in1993,
and the entire building finished in 1998.
In 2000, we made another watershed decision: to start our High School. We began a Capital Campaign to raise funds for
several improvements to our campus: our Handwork and Music buildings, infrastructure improvements, and a new
classroom building for the High School. Our first ninth grade class began in the fall of 2002, but the new classroom
building wasn’t ready for over a year. This class mirrored the experience of our first grade school classes by holding
classes in rented rooms in a church and then moving to a trailer on Spence’s Farm.
In 2002, the school purchased the farm across the road from our property to provide sports fields and land on which to
build farming and gardening programs.
Our first High School graduation was held in June 2006, with a class of fourteen. During that year, we also started our
Nursery and Morning Garden programs, thus completing our vertical expansion as a school. A building to house these
early childhood programs was opened in January 2007. We now offer programs for children from ages one (Parent-Child
program) through twelfth grade.
II. ORGANIZATION
Waldorf schools do not use a traditional hierarchical governance structure, instead, interrelated bodies work together to
administer and govern the school.
The College of Teachers provides oversight to the school’s curriculum development, pedagogical policy, program
administration, faculty hiring and dismissal and professional development. The College of Teachers is the decisionmaking body in these areas and decisions are made by consensus. Decisions that overlap Board responsibilities are shared
between the Board and College.
The Board of Directors is responsible for the legal and financial well-being of the school. It is composed of parents,
faculty, and community members. The Board is the decision-making body in the realm of finances and with regard to
legal considerations.
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The Faculty is responsible for overseeing the day-to-day activities of the classrooms, for presenting the curriculum,
festivals, and for working directly with the children and parents. The class teachers and subject teachers work together to
create an integrated approach to the student’s learning.
The Administrative Staff carries out the decisions and standing policies of the Board and College and strive to serve the
needs of the faculty, parents, and students. They include the Director of Administration, Finance Director, Director of
Admissions, Director of Communication, Director of Marketing, High School Coordinator, and Facilities Manager.
III. PARENT ORGANIZATION
The Parent Organization (PO) serves as the vehicle for full parent involvement in the life of the school community.
Every parent is a member of the PO and active involvement is urged and welcomed from each family. With an energetic
and skilled parent body such as ours, the time and talents that can be directed to all spheres of school life will help
develop Emerson Waldorf School to its full potential for our children. Recently, the focus of the PO has shifted from
fundraising to a more community-based, hands-on approach. Three committees carry out PO activities. The committees
are:
Heads: The Heads Committee focuses on parent education and opening up clear lines of communication. This includes
setting up speakers and forums.
Hearts: The Hearts Committee is the warmth of the PO. Their aim is community building and outreach, and intentions
to cultivate friendship, hospitality, and gratitude. They coordinate the welcoming of new parents and help organize
festivals and celebrations throughout the year.
Hands: The Hands Committee is actively involved with the physical aspects of the school. Their energies are directed
toward building maintenance, beautification, and safety.
IV. ATTENDANCE
Arrival
Each student begins the day with a greeting between child and teacher and a morning verse. Ideally, students will arrive
at the school with adequate time prior to the bell so that they may gracefully greet their teacher and schoolmates.
Arriving late may affect the child’s day adversely, and is disruptive to the class in general.
Supervision in the classroom begins at 8:00 a.m. If you arrive before 8:00 a.m., please stay with your child until 8:00 a.m.
Classes for grades 1-5 begin at 8:30 a.m. Middle School classes (grades 6-8) begin at 8:15 a.m. For Nursery through grade
Eight (8) students, if you arrive late, please wait with your child outside the classroom until you obtain permission from
the teacher for the child to enter. Children should not be left unattended. An adult must accompany kindergarten
children to their classrooms. Please call the school office if your child is absent and, when a late arrival is anticipated,
please notify the class teacher in writing in advance. Students who arrive late in grades 1-8 must go to the office to receive
a tardy slip. (See “Attendance Rules”).
Note: Students in Nursery should arrive at school no earlier than 8:00 a.m. and no later than 9:00 a.m. Students in
Kindergarten should arrive at school no earlier than 8:00 a.m. and no later than 8:30.a.m. Students in grades 1-5 should
arrive at school no later than 8:25 a.m. to be ready for class at 8:30.a.m. Students in grades 6-8 should arrive at school no
later than 8:10 a.m. to be ready for class at 8:15 a.m. High School students should arrive by 8:10 a.m. Please notify the
appropriate school office, via email or phone, before 8:00 a.m. if your child will be absent that day.
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Departure
Official grade school dismissal time is 3:15 p.m. every week day. The “grace period” for picking up your child is until
3:25 p.m. at which time remaining children in Grades 1-8 will be sent to the After School Program and charges will be
applied.
For your child’s safety, it is our policy to dismiss a child only to the parent or regular car pool driver. Any change in the
usual pick-up procedure should be communicated in writing to your class teacher. Please refrain from asking the office
staff to notify your child of last minute car pool changes. A phone call will be acceptable in an emergency. When picking
up your child in grades Nursery through Four (4) please come to the classroom door and accompany your child through
campus to the car. Please refrain from talking about your child to the teacher in front of other parents and children. If
you need to speak with your teacher, call or email him/her for a conference. Children are not allowed in the parking lot
without an adult.
To reduce dust for pedestrians and maintain safety throughout the designated driving areas and parking lots, please drive
at a safe speed not exceeding 10MPH.
Grades 1-8 End-of-Day Dismissal Procedure
For reasons of safety and liability, the School must supervise all students while they are on the Emerson Waldorf School
campus.
Students who live in the neighborhood and walk home must have a letter of permission on file in the office. When
dismissed from their classes, students in Grades 5-8 may walk to the benches down at the dismissal area to await pick-up
by their parents.
Students waiting at the benches need to listen for the After School bell that rings at 3:25 p.m. Any students from Grades
1-8 remaining at the benches when the After School bell rings must sign in to After School.
There is no parking in the pick up/drop off circle at any time. If you wish to park to pick up or drop off your child,
please use the parking lots. Parking in handicapped spaces is by permit only.
Sports Program: After school sports participants must wait for their coach at a prearranged place but not at the benches.
No students may wait at the Woodland Cottage or the upper parking lots.
Students who remain at the benches after the bell for any reason or are found at the Woodland Cottage or the upper
parking lots will be signed in for After School that day and billed the After School fee. The names of these students will
be sent to the class teacher.
We ask that parents who wish to stay and talk move with their children to the First Grade fenced play area because the
rest of the playground is reserved for the After School program. Parents are responsible to watch their children in the
play area. Please remember our playground rules apply after school as well. (See Section VII, “Playground Rules”)
After School Program Grades 1-8
The After School Program is available to Nursery and Kindergarten children from 12:30 to 3:00 p.m., for a limited
number of children and extended care until 5:00 p.m. for kindergarteners. After School for Grades 1-8 is from 3:25 to
6:00 p.m. We feel that a rhythmical program of activities for the children is essential to their well being and security. We
ask, therefore, that parents minimize “drop-ins” or sporadic attendance in the Program. Parents should sign their child
up for a particular schedule and stick to that schedule. Grade school children not picked up from school by 3:25 p.m.
will automatically go to After School care and will be billed accordingly. Nursery children in After School care must be
picked up no later than 3:00 p.m.; kindergarteners must be picked up by 5:00 p.m.; grade school children must be picked
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up by 6:00 p.m. There will be a late pick-up charge. Payments for the After School Program are in addition to the tuition
payments. They will be automatically billed to your TADS account.
Attendance Records
Accurate attendance records are maintained on file in the Administration Offices as required by State Law.
Attendance Rules
Attendance Policy
The curriculum is created to promote a rhythmical unfolding of the day, the week, and the year that then allows learning
to take place in a balanced way. By promoting regular attendance, we allow the student to experience what has been
designed for him or her.
Please note that assemblies and performance events require the participation of each student in the designated class.
*Parents are asked to schedule appointments and trips around those important class- and community-building events. That same
courtesy should be extended to subject classes as well.
The Emerson Waldorf School consulted the North Carolina Education Code in structuring this policy.
For the student's protection, parents are required to call the school office by 8:30 a.m. on the same day of his or her
absence from school.
* "Parent" refers to a person standing in parental relation to the child.
Excused absences include:
1. Illness
2. A serious illness or death of immediate family member
3. Mandated medical appointments (e.g., medical procedures or specialist appointments that cannot happen at any
other time) accompanied by a physician's note (or other relevant medical personnel's) note**
4. Observance of religious holidays
5. Those mandated by the School (e.g., conjunctivitis, lice, pertussis, etc.)
When returning to school after being absent, the student is required to bring a written note to the teacher. If a note is
not received by the teacher, the absence is considered unexcused. The teacher(s) will consider a grade appropriate plan
for making up the work missed.
** It is asked that standard medical and dental appointments be scheduled after school.
Unexcused absences include:
1. An absence that is not accompanied by a note to explain the circumstances
2. Vacations
3. Home days
In grades six through twelve, missed work from an unexcused absence must be completed.
A half-day is indicated in the student's records if he or she arrives by 11:00 a.m. and is present for the remainder of the
day or is present until 12:00 p.m. and then leaves.
Upon the first unexcused absence of a given semester (August through December or January through June), parents will
be notified by the Administration section of the school via a letter. Upon the third unexcused absence of a given
semester, the school administrator will send a written notice to the parents. Upon the fifth unexcused absence of a given
semester, a conference will be scheduled by the Administration among the parents, class teacher or high school academic
advisor, college chair, and the administrator to dialogue about an alternative approach so as to create an attendance plan.
(Please note that a student in grades six through twelve will attend such meeting with the group.) Upon the seventh
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unexcused absence of a given semester, the Administration will organize a meeting among the parents, class teacher or
high school academic advisor, college chair, and the administrator to understand if this school experience meets the
family’s needs. Further unexcused absences can impact the student’s enrollment at the Emerson Waldorf School. The
College of Teachers, the pedagogical section of the school, will consider if the student’s educational needs are being met
and assess the family’s commitment to the school’s mission to make a final determination about the student’s enrollment
at the Emerson Waldorf School.
More than ten (10) excused or unexcused absences accrued in a given semester can also impact the student's enrollment
at the school. The same process of review by the College of Teachers as mentioned above will be followed to determine
the student's enrollment at Emerson Waldorf School.
Since there is a need to support a gradual and flexible approach for the younger child, Early Childhood will provide an
addendum to these policies.
Early Childhood’s Addendum: In Early Childhood vacations and home days must be pre-approved by the teacher to be
counted as an excused absence.
Children in the Kindergarten and Nursery who have not arrived by 9:00 a.m. and do not have a mandated medical
appointment should remain at home that day and it will be counted as an unexcused absence.
Children who have been designated as a rising Grade One student by the second Parent/Teacher Conference will now
be asked to adhere to the whole school attendance and tardy policy.
Additional requirements and consequences for high school students will be added as an addendum to these policies.
High School Addendum: Attendance is taken in the morning and in each class period during the day. Regular and timely
attendance is a basic expectation at EWS and families must make this a priority.
 With the exception of sudden illness or injury, the school must receive advance written notification explaining
the reasons for a student's absence.
 Absences due to illness must be reported directly to the High School Office by a parent by 9:00 a.m. Parents can
email [email protected] or call 919-932-1195.
 Failure to check in at the office, whether arriving late or on time, will result in being marked absent. Checking
in after the 8:10 bell will result in being marked tardy.
 Students leaving campus must check out at the office. No student will be released without parental consent and
arrangement, including times of illness or scheduled medical treatment.
 Students missing 50% or more of any class period will be marked as absent.
 Three tardies for any class are marked as an absence.
 Students are responsible for all content and assignments missed due to absence or tardiness.
 Skipping classes or leaving the building or campus without permission will result in detention, suspension,
and/or expulsion.
 Disruptive students may be asked to leave a classroom and report to the High School office; parents will be
notified by the teacher within 24 hours.
 Parents will be notified of their child’s attendance patterns, noting any behavior which could threaten the
student’s success. A pattern of repeated tardies or absences may result in a diminished participation grade
and/or lower course grade, suspension and/or expulsion.
 A senior with two tardies in one week will lose off-campus lunch privileges for the following week.
Absences that total 30% or more of total course time will result in loss of credit. Therefore, a student may miss four (4)
days in a three week block or six (6) days in a four-week block before credit is forfeited.
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Tardy Policy
To support the rhythmic life of each student, on-time arrival to school is imperative. To begin the school day as a unified
whole is a committed effort that profoundly affects the habit life of the class and the individual student. This effort will
help the students establish good habits, a rhythmic relationship to time, and a strong will that can serve them in their
educational journey.
The school day begins promptly at:
- 8:10 in grades nine through twelve
- 8:15 in grades six through eight
- 8:30 in grades one through five
Each student who arrives late to school will first need to visit the appropriate office. The student must have a late pass to
enter the classroom. If a student arrives later than the time specified, he or she will wait outside the classroom so as not
to disrupt the flow of the lesson and allow the group to begin the day together, which includes the morning verse. To
maintain the integrity of the lesson, the teacher will welcome the tardy student or students as a group into the classroom
within a ten-minute period from when school begins.
In grades one through four, a student who arrives late needs to be accompanied by a parent to the classroom.
Upon the first tardy of a given semester (August through December or January through June), parents will be notified by
the Administration section of the school via a letter. Upon the third tardy of a given semester, the school administrator
will send a written notice to the parents. Upon the fifth tardy of a given semester, a conference will be scheduled by the
Administration among the parents, class teacher or high school academic advisor, college chair, and the administrator to
dialogue about an alternative approach so as to ensure punctuality is maintained. (Please note that a student in grades six
through twelve will attend such meeting with the group.) Upon the seventh tardy of a given semester, the Administration
will organize a meeting among the parents, class teacher or high school academic advisor, college chair, and the
administrator to understand if this school experience meets the family’s needs. Further tardies can impact the student’s
enrollment at the Emerson Waldorf School. The College of Teachers, the pedagogical section of the school, will consider
if the student’s educational needs are being met and assess the family’s commitment to the school’s mission to make a
final determination about the student’s enrollment at the Emerson Waldorf School.
Since there is a need to support a gradual and flexible approach for the younger child, early childhood will provide an
addendum to these policies.
Early Childhood Addendum: In the Kindergarten and Nursery tardies will be noted in the attendance record and teachers
will contact the parents if it is a chronic situation.
Additional requirements and consequences for high school students are noted above in the Attendance Policy.
Transportation
Once the transportation schedule has been arranged, it is important that it remain consistent. Experience has shown that
children who are unsure of their ride home have very insecure days at school. If someone else will be picking up your
child, you must notify your child’s class teacher in writing.
V. COMMUNICATIONS/PUBLICATIONS
School Directory
The school directory is published annually and distributed to parents at the beginning of the academic school year. The
information in the directory is to be used for school purposes only. Use of the information in the directory for business
use in not allowed. Please notify the Director of Communication with any changes to your personal information on file.
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Parent Handbook
A Parent Handbook is accessible to every family that attends Emerson Waldorf School on our schools website. Revisions
occur periodically and will be posted on the website to download.
High School Student/Parent Handbook
Each High School family receives a handbook containing the policies and procedures that are specific to the high school.
High School students and parents must sign a form confirming they have read the handbook and agree to abide by its
regulations.
Class Parent Email Lists
Each class at the Emerson Waldorf School has a class email list maintained by the Director of Communication.
Information that is important to share within the class is done so in this manner. To add or change your email, please
notify your teacher or the Director of Communication.
Emerson Waldorf School E-mail Etiquette - April 8, 2014
The Emerson Waldorf School believes in direct, meaningful, person-to-person communication. E-mail groups are for
factual information sharing. This is their intention. Otherwise, please communicate directly with individuals.
Allowed
• Class updates from teacher
• Information, notices, requests and reminders that are inclusive of an entire class or parent body
• Determine dates/times for activities, meetings or coordinate volunteers for events
Not Allowed
• Airing concerns, complaints or criticisms
• Solicitation
• Off subject topics
Etiquette
• Inform our administrative office if you do not use e-mail or cannot check it regularly
• Use relevant subject lines. Change subject lines if you change the subject of the e-mail (in an ongoing thread)
• If replying, cut out any copied message that is not necessary, and ensure that your reply is at the top of the
message
• When responding, send it to the originator of the message only (not the entire group), unless a whole group
reply is absolutely necessary.
• Double check addresses and be aware of who you might be inadvertently cc’ing.
• Avoid using blind copy (bcc)
• Think before sending. The most difficulties are experienced when the consequences of a comment or response
are not considered fully.
Keep Your Account In Good Standing
• In the Google groups membership settings
o Use a relevant nickname
o Do not choose “no e-mail” as a subscription type
• Check your settings to ensure that group e-mails are not marked as spam
• Do not set your e-mail to reply with an auto-reply message
• Use only a valid e-mail address. Most EWS groups receive at least weekly e-mails; if you do not receive e-mails,
go to groups.google.com to ensure a correct address
• Read your e-mail in a timely manner
• Follow the etiquette in this document and attend to reminders that are sent by the moderator
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The administration at the Emerson Waldorf School moderates the Google groups. If you see communications that do
not meet the criteria or that are offensive, please contact the Communications Director, Google groups moderator at
[email protected].
Members of the school community who fail to follow the guidelines for e-mail groups will be permanently placed on a moderated status
(e-mail posts will be reviewed by the moderator before going public), or e-mails may be deleted or blocked before being sent.
School Newsletter
The Emersonian is the bridge between school and home life and its purpose is to provide information of interest to the
Emerson Waldorf School community as well as serve as a communication tool for school policy, activities and events,
and parent sharing. It is distributed on a regular basis via email and our website. Announcements of parent meetings and
other school events will generally be communicated in the Emersonian, google groups, or on the website rather than by
letter.
Website/Online Calendar
The most up-to-date and current information about events, class schedules, emergency closings, etc. is found on our
website: www.emersonwaldorf.org. Parents are encouraged to become familiar with the website and to use it on a daily
basis to stay informed on changes in policies and events. You will also find on our school’s website a link to our online
calendar or you can go directly to www.calendarwiz.com/emersonwaldorf to keep up to date on all school events and
athletic events.
Class Meetings
Class meetings are an integral part of the school life. Attendance at these meetings is required of at least one parent.
They are an important bridge between home and school, and offer parents an opportunity to view and talk about their
children’s work and to participate in the type of activities done in the class. These meetings include discussion on various
aspects of Waldorf education. They also serve as social gatherings for parents. If you are unable to attend these meetings,
please notify your child’s teacher.
Telephones and Messages
Students are not permitted to use school phones unless they have a note from their class teacher. School phones are for
school business only. Please arrange changes in transportation, classmate visits, medical/dental appointments, etc., well
enough in advance for your child to know before he or she comes to school. The school offices are not responsible for
relaying any non-emergency messages. We ask that cell phone use be limited to either inside your vehicle or, please come
by the lower school office, whenever possible.
VI. EMERGENCY INFORMATION
All students are required to have a current Emergency Form and immunization records (or religious exemption
waiver) on file in the school office.
Injury at School
All staff members at the Emerson Waldorf School are CPR and First Aid certified. In the event of scraped knees,
bruises, or scratches, the office staff or teacher will administer first aid. The school does not administer any topical or
oral medication unless written permission is granted by the parent on the emergency form filed in the main office. In the
event of a medical emergency, the school will endeavor to contact the parents, and will call 911 if necessary, as indicated
on the emergency information form.
Insurance
All students at the Emerson Waldorf School are covered by an accident insurance policy. This is a secondary policy, yet it
covers expenses that the family’s primary health coverage does not cover. It covers medical expenses for an accidental
injury incurred on the school grounds or while on a field trip or a school sponsored activity.
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Illness
An ill child should be kept at home. Please call the school office, or email the Director of Communication, by 8:30 a.m.
any day your child will be absent. If a child becomes ill while at school, parents will be contacted to pick up their child.
The school does not have facilities to care for children who come to school too ill to remain in class. The school staff is
not permitted to administer any medicine without written parental permission. Approval for administering medicine,
including homeopathic remedies, aspirin, or topical first aid treatments is part of the Emergency Form on file. Children
should remain at home for 24 hours after a fever breaks.
Any child who contracts a contagious illness such as measles, mumps, chicken pox, or strep throat, must be kept at home
until the illness is no longer in the contagious state. Please inform your class teacher of the illness so that other parents
can be alerted. A note from your health care provider stating the date your child may return to school is required to be
submitted to the main office prior to the child’s return.
Any child who contracts a communicable disease such as head lice, pink eye, impetigo, ringworm, pertussis, flu or
pinworms must be receiving medical treatment before returning to school. In the case of head lice, all lice and eggs (nits)
must be removed from the child’s hair after treatment and before returning to school.
Inclement Weather Closings
A decision to close school due to inclement weather or other emergency conditions will be made by 6:00 a.m. The
message on the school’s message system will indicate if school is closed (967-1858 x49). The school confers with other
local independent schools to try to assure a consistent appraisal of conditions and then whether we need to close or
delay. We take into consideration what the following school districts: Orange County, Durham County, or Chapel
Hill/Carrboro are doing. If Emerson Waldorf School must close for any other reason, information concerning the
school’s status will be on WRAL’s website lists (Emerson Waldorf School closing information at
www.wral.com/weather/closings/). It is the parent’s responsibility to be informed of the opening status of school—there
will be no parent phone trees to notify of morning closures or delayed openings. The school’s message line and website
are generally the most reliable sources for information on school closings. In the event of school closure, Nursery
through High School is closed.
Delayed Opening
When a “2 hour delay” is announced, school will start at 10:30; earliest drop off is at 10:15 a.m. Note that any day the
school has a delayed opening, there is the possibility that After School will close early and that extracurricular activities
will be cancelled. Regarding extracurricular and evening activities—a decision to continue or cancel extracurricular
activities will be made by 10:15 a.m.
Closure After School in Session
If you feel that weather and driving conditions are deteriorating once school is in session, please feel free to call the office
to arrange early pickup of your child. In the event of an early closure, please check the media outlets listed above for
announcements. Please make sure that the school has the most up-to-date contact information for your child in case you
are unaware of closing and we need to contact you.
Disaster Preparedness
Fire: In accordance with Orange County requirements, periodic fire drills are conducted so that the children and
teachers learn how to exit from the building in an expedient and safe manner.
Tornado: The Orange County Fire Protection District will notify the school of a tornado warning. Periodic drills are
conducted throughout the school year so that faculty and staff can mobilize children to a safe area.
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VII. ACADEMIC EXPECTATIONS
Homework
Homework is given to strengthen the child’s ability to work independently. Homework should also be a quiet
opportunity to review what was presented in the morning lesson. It is ideal for each child to have a quiet space
consistently available to do homework at the same time each day, afternoon or evening. The more this is established, the
easier it will be for your child to successfully manage the work in the higher grades. Homework usually begins in grade 3
or 4 with occasional short assignments. From 6th grade on, homework will be given on a regular basis. Your support in
helping to ensure that homework arrives at school in a timely manner will be beneficial until children have established
their own routines and responsibilities. Students and parents should expect there to be daily homework in Middle
School and High School.
 If a student is absent the day an assignment is given, he or she should, upon their return, approach the class
teacher for missed notes and assignments.
 If a student is having difficulty completing assignments on time, he or she must speak with the teacher and ask
for assistance.
 Teachers expect students, not their parents, to take primary responsibility for speaking with teachers around
matters of homework, extensions, etc.
 Middle School students who do not complete homework may be required to attend study hall during after
school hours.
 Guidelines regarding High School academic expectations are specified in the High School Student Parent
Handbook.
Lower and Middle School Evaluations
In the Lower School and Middle School, letter grades are not assigned. Waldorf School reports are given in the form of
narrative progress descriptions covering the child’s participation in class, interests, student habits, educational progress,
as well as the areas that need attention and require improvement. Each student receives a comprehensive report at the
end of the school year. These reports include class teacher observations as well as comments by all Subject teachers. In
addition to the year-end report, two parent/teacher conferences are held throughout the school year. (See school
calendar)
Waldorf education is concerned with the whole child as a developing human being. For this reason Emerson Waldorf
School does not rely on standardized testing as an evaluation tool. Strengths and weaknesses may actually show much
more clearly through artistic activities, muscular coordination, or speech patterns. A part of weekly faculty meetings is
devoted to evaluating individual children from many teachers’ perspectives, which provides a more comprehensive
picture.
High School Evaluations
Grading and transcripts: Narrative reports are written and letter grades are assigned for all classes. Grades are scaled
from A to F on a 10- point scale with plus or minus grades assigned. Grade Point Averages are calculated on a 4-point
scale for college admission purposes. A few courses are Pass/Fail; a Pass grade confers credit but as of 2012-13 has no
effect on GPA. There is no ranking of students. Transcripts are sent home each June after all grades have been entered.
Parents and students are asked to carefully review transcripts for errors or omissions and immediately report any
problems to the High School College Counselor. All grades, reports, records of disciplinary actions, complaints, and
honors become a part of the student's permanent record. When providing letters of reference or recommendation for
students, all EWS faculty and staff respond truthfully to questions regarding record of disciplinary action. Likewise,
students must respond truthfully to all questions on college and employment applications.
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In accordance with all-school policy, family accounts with EWS must be paid in full for grade reports to be mailed home
and for official documents such as transcripts and letters of recommendation to be sent to colleges and other
institutions.
Probationary period: New students to the school are automatically placed on four-month probation. Continued
enrollment is contingent on satisfactory academic and social performance in that four-month period.
Any student, whether new or not, can be deemed “at risk” and put on academic and/or social probation. Once placed
on probation, the student must comply with written, individualized requirements in order to maintain enrollment. This
written contract will be placed in the student’s file and given to the student, the parents, and the advisor.
Tutoring
If you wish tutoring for your child, please contact your child's teacher or High School advisor. Tutoring can be arranged
by your teacher or the Educational Support Coordinator. In-school tutoring is tracked by the Educational Support
Coordinator. All tutoring fees are in addition to tuition and are the responsibility of the parent. Please see the school
website under "Admissions", titled "Special Needs" for more information about how this policy affects prospective and
current students.
Media
Emerson Waldorf School is dedicated to nurturing children’s capacities for imagination, healthy feeling, independent
thinking, and active willing. Because we recognize the debilitating effects that media, including television, movies, video
games, and computers can have on the development of those capacities, we ask that parents of Emerson Waldorf School
children eliminate media exposure during the school week. Your class teacher will provide recommendations on how to
carry that out at home. Portable electronic devices are prohibited on Emerson Waldorf School campus, except when
allowed at the High School for specific activities.
Videotaping and Photographing Policy for the Grades School
The elementary grades student, age seven to 14, is educated through the rich imaginative pictures of the various stories
told by the class teacher. From the stories, events such as class plays, festivals, and more are lived into by the child very
strongly. That experience of hearing the story, practicing the play, or walking into the Spiral of Light is the experience
and of the utmost importance. In addition, the stage of development of an elementary grades child should not encourage
self-consciousness as experienced by an older student.
In recognition of this stage of development and as part of our endeavor to protect the sanctity of childhood, the grades
school does not allow the videotaping or photographing of any class event, including class plays, assemblies, festivals, and
official ceremonies such as the Rose Ceremony and eighth grade graduation.*
This policy benefits the parents and other guests attending class events. The audience members are given the opportunity
to fully attend to the moment and what is unfolding before them, a priceless gift for all involved to receive.
There are some situations, however, in which still photography is permissible. Those include non-performance class
events, such as Field Day, field trips, and school fairs. In addition, a designated photographer is permissible after a class
event has occurred. For example, a group picture after a class play or the picture of the class teacher and child with rose
in hand after the Rose Ceremony, and such.
If you have a question regarding when photography is permissible, please consult with your class teacher.
*Please note that some events will be documented by the school for outreach or internal purposes. A signed enrollment contract gives the
school permission to use these photographs. Parents must send written notice to the school if they prefer to opt out of this permission.
Videotaping and Photographing Policy for the High School
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The High School recognizes that parents and students might have legitimate interests in capturing video images of
certain critical events, such as class plays and graduation. The High School believes that students have become
sufficiently mature and self-possessed to accept and work with the presence of a fixed video camera. The faculty would
require, however, that videography of plays be done by one individual granted permission by the High School. Initial
distribution of the video would be the responsibility of the High School although we would not manage or prohibit
further distribution.
VIII. CONDUCT AND DISCIPLINE
Grades Dress Code
Because clothing is part of the class environment, we expect our dress policy to help create an atmosphere conducive to
learning, focusing attention on the children and not their clothing. The faculty reserves the right to decide if dress and
appearance constitute a distraction. If a child is not dressed appropriately, parents may be called to bring a change of
clothing before the child is permitted in the classroom. In High School we know that dress and fashion are important
forms of self-expression. See the High School Student/Parent Handbook for details on the High School dress code.
General Guidelines
 Clothing should be well fitted—not so large that it extends over hands or feet. Likewise, clothing should not be
overly short, tight, backless or strapless. Wide, sagging, overlong, baggy or mesh shorts or pants are unacceptable.
Boys may not wear sleeveless shirts. No writing on any garments except for Waldorf school t-shirts, or shirts
commemorating Emerson Waldorf School cultural or athletic events.
 Clothing may not have tears, stains, holes, or unfinished edges (such as cut-off jeans). Inside-out shirts or tops are
not acceptable.
 As the children go outside every day, please send along appropriate gear i.e., raincoat, hood, hat, boots, warm
coat, mittens or gloves, and leg coverings. Shorts are not acceptable in winter.
 Label clothing with your child’s name, especially outerwear.
Acceptable patterns, colors, and designs for K-8
 Solid colors, overall patterns, stripes, and soft natural images are acceptable.
 Small discreet outer brand labels and sports logos must fit within the circle of the teacher’s finger and thumb of
one hand.
 Not Acceptable patterns, colors, and designs: Advertising, team logos, words, numbers, cartoon drawings,
camouflage, neon colors are not acceptable.
Acceptable length
 Shirts should be long enough to cover the midriff area even when stretching. Shorts should come approximately
to mid-thigh length or no shorter than where the tip of the index finger rests when the arm is alongside the
body. Skirts and dress hems and side slits should be no more than 4" above the knee. Sleeveless shirts and
dresses should have at least a 2" wide strap.
Other
 No underwear should be visible, including boxer shorts and bra straps, including sports bras
 Shoes should have non-slip soles and should be sturdy enough for vigorous outside play.
 Laces should be tied, not dragging.
 Platform shoes, flip-flops, and jellies are not permitted. Crocs may only be worn inside.
 Inside shoes should be provided if street shoes are removed in the classroom.
 No bare feet on campus at any time.
 No make-up or nail polish before 8th grade; discreet make-up and nail polish in 8th grade.
 No hair coloring or extreme hair styles.
 Jewelry should be tasteful and not distracting.
 Watches are for 3rd grade and above, after telling time is introduced. Watches with dial faces rather than digital
watches are recommended. No beeping watches.
 Writing and drawing on clothing and skin is not permitted.
 Body piercing other than ears is not permitted.
 Sunglasses, hats and head coverings, except for religious purposes, should not be worn in the classroom.
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Grades Assembly Dress
Assembly clothes should be clean, pressed semi-formal school attire. Parents are asked to support our efforts to create a
special event for the whole school: parents will be called and asked to bring a change of clothes for children who are not
dressed properly for an assembly.
 Boys are to come to school in shirts with collars and buttons, pants (not jeans) and a belt.
 Shirts are to be tucked in.
 Girls are to come in a skirt, dress, or nice pants- not jeans.
High School Dress Code
School Day Dress Policy: The daily dress policy adopted in collaboration with the Student Council helps to create an
atmosphere in which attention is focused on learning and positive interaction, not clothing.
The daily dress code assumes responsibility and common sense on the part of the students by allowing them to wear what
they want, with the following agreed-upon prohibitions:
 Any shoes exceeding one-and-one half inch length heels.
 Skirts and shorts shorter than the fingertips when arms are alongside the body.
 Hats and sunglasses inside.
 Pajamas of any kind.
Students must not wear anything that will jeopardize their safe and functional participation in any class. When visiting
the Lower School or participating in Lower School service, students must dress in accordance with Lower School
expectations.
Students are expected to use good judgment and common sense in the selection of appropriate school attire, keeping in
mind that their definitions of “appropriate” may not be in accordance with that of members of the faculty. If faculty
members feel that a student is inappropriately dressed, a member of the faculty will respectfully speak to that student. If
the teacher feels that it is imperative that a student immediately change his or her clothes, the student’s parents will be
telephoned to arrange for a change of clothes. The student must comply with the request of the faculty member and
agree not to wear the objectionable clothing in the future.
If the student wishes to dispute the teacher’s decision that the clothing is inappropriate, a meeting will be arranged
between a teacher, the student, and the Student Council. This meeting can result in an official prohibition of the
particular outfit, an upholding of the student’s position, or a mutually acceptable compromise.
High School Special Event and Assembly Dress
Dress for all-school assemblies is more formal and has specific requirements:
Girls must wear a modest dress or a skirt or dressy slacks with a modest top. Boys must wear dress pants and a polo-style
or other buttoned, collared shirt. No shorts, T-shirts, heels more than 1.5 inches high, flip-flops, or sneakers for either
gender are permitted at the Rose Ceremony and other special school events, whether on- or off-campus.
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Portable Electronic Devices
Portable Electronic Devices (PED), including but not limited to iPods, iPads, Kindles, DSs, iWatches and other media
devices, are not to be brought to the EWS campus by any child in grades 1-8. The use of PEDs is also prohibited on
transportation to and from and at school sponsored extracurricular or athletic events, trips or activities. We ask that
parents transporting students to and from events adhere to the policy in their personal vehicles. Any PED that is seen or
heard by a teacher or staff member will be confiscated and only returned to the parent of that student. Repeated
violations will result in possible exclusion from extracurricular and athletic activities or transportation.
Cell and Smart Phones
Children in 1st through 5th grades may not bring a cell or smart phone to campus. We highly discourage students in
6th through 8th grades from bringing cell or smart phones to school. If a parent should feel it is a necessity for their
middle school student to carry a cell or smart phone for communication purposes, the following parameters apply: The
device must be powered off and remain in the student’s personal backpack all day. The phone may only be used for
communication with the student’s parent or caregiver after the office is closed and / or the supervising adult gives
permission to do so. The school will not be liable for loss, damage or theft of the device.
Any child that needs to contact their caregiver can, with the permission of their teacher, use the school phone in the
office. Parents are encouraged to contact the receptionist to relay urgent messages to their children.
The cell and smart phone policy applies to the entire EWS campus, transportation to and from extracurricular and
athletic events, and at the events themselves.
If a student is found to be using a cell or smart phone in violation of the school’s policy, the phone will be confiscated
and only returned to the parent of that student. Repeated violations will result in the loss of all cell or smart phone
privileges by the student and possible exclusion from extracurricular and athletic activities or transportation.
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Student Support Handbook
The healthy social life is found
When in the mirror of each human soul
The whole community finds its reflection,
And when in the community
The virtue of each one is living.
-Rudolf Steiner
Emerson Waldorf School is committed to healthy and successful students and healthy social relationships among
students, teachers and all members of the school community. This value is reflected throughout the curriculum and
implicit in the working of the school. Our school has adopted a student support process based on the work of Kim John
Payne, who is respected worldwide for his work in helping children navigate challenge as well as conflict through a no
blame approach.
To this end, the Student Support Team (SST) has been created. This group is made up of three faculty members who
chair the following groups: the Social Inclusion Coordinating Group (SICG), Care Group (CG) and Discipline and
Guidance Group (DG) and the Pedagogical Chair. When a student is exhibiting challenges in the classroom or in
campus social settings they are referred to the SST who will decide which of the groups (one or more) will best serve to
support the student.
Care Group (CG)
The Care Group exists to observe, understand and support the needs of students, particularly those experiencing
challenges to health, development and academic success. As possible, the Care Group will assist and support teachers in
interactions with parents and offer suggestions for assessment and therapeutic support for students. Areas that may be
addressed include: constitutional and structural support, sensory issues, and sleep/diet/rhythm. The CG takes up studies
to deepen and broaden the group understanding of these issues, including growth and development, child observation
and study techniques, learning styles, learning disorders and remediation.
Discipline and Guidance Group (DGG)- Grades 1-8
Students in Grades 1-8 are directed to DGG when students are observed to be "acting out." When disoriented students
push the school's behavioral boundaries, teachers and administrators provide clear and firm guidance to help students
find their footing at school. We consider “acting out” to be any behaviors that repeatedly disrupt learning in the
classroom or are hurtful toward others. These behaviors may be academic or behavioral. Inappropriate or disruptive
behaviors may include (but are not limited to): not on time or unprepared for class, not paying attention or participating,
not following directions, disrupting class, not following dress code. Severe behaviors may include: repeated
roughhousing, kicking/hitting/biting/otherwise causing physical harm, stealing, extreme disrespect toward peers and
adults (repeatedly refusing to follow directions, threatening others, destruction of property, etc.).
 Discipline and Guidance issues at the High School level are directed to the High School faculty.
 Discipline and Guidance issues in the Early Childhood are directed to the Early Childhood faculty.
 See Discipline and Guidance policies in the appropriate handbooks for more information.
Social Inclusion Coordinating Group (SICG)
Students are directed to the SICG when they are having difficulties in the social realm. These difficulties may include
(but are not limited to): social conflict, excluding/being excluded, bullying/being bullied, teasing/being teased, etc. See
Social Inclusion policy for more information.
“Wherever there is a human being, there is an opportunity for a kindness.”
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– Lucius Annaeus Seneca
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The Student Support Process:
When a student’s behavior is observed as having difficulties in the classroom or in social settings (educational,
developmental, behavioral) and these behaviors are not easily resolved or are ongoing, the student may be referred to the
SST by a teacher or a parent. The following process is used to bring resolution to the difficulty (as shown in the previous
chart). This process is meant to clearly describe the processes in place for questions and conflict resolution at the
Emerson Waldorf School. If improvement is not seen, the SST may recommend following other procedures as stated in
the Discipline and Guidance policy and in the Enrollment Policy. Not all disagreements will be solved to the mutual
satisfaction of all parties, but we strive to be clear and transparent in our process and to address concerns and questions
promptly as they arise.
The student support work found here is used to find solutions for those who need support to be successful in the
classroom or in a social setting.
1. The SST will meet with the Class and/or Subject Teacher to determine which support group will best serve the
student.
2. The student will be referred to one or more support groups. They are: the Social Inclusion Group, Discipline
and Guidance or Care Group.
3. A Support Circle Meeting may be called prior to referral. Regardless, notification to parents will occur at this
point.
4. The teacher(s), with a support plan from the SST, will use both implicit and explicit approaches in addition to
other tools (see SST toolbox) to bring resolution to the situation.
5. A Support Circle Meeting will be arranged for the teacher(s), the parents and a member of a supporting group to
discuss how to support and strengthen the child.
6. After two weeks, the teacher(s) will check in with the supporting group to review, amend or end the plan.
7. The student is now on the path to resolution. If no resolution is found, then the plan is extended and the SST
is once again consulted until a satisfactory resolution occurs.
8. If resolution is not occurring and the student has, or is close to exhausting all support processes, the SST and the
class teacher/advisor will consult with the College regarding closure.
Implicit to Explicit Approach
When conflict or student difficulty occurs as part of our school life, the teachers use a system of implicit and explicit
tools to resolve the issue. The Implicit/Explicit chart (on next page) illustrates the Student Support work created by Kim
John Payne to support healthy resolution for our children.
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Integrated Spiral: Social
Inclusion, Discipline and
Guidance, Care Group
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Care Group Spiral
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Student Support Vocabulary
The Student Support Process generates a common language throughout the school. These are some of the terms that are
used.
 Alternate Desks - The student is allocated a “quiet desk” where he/she can work if disruption is beginning. It is important
that this is arranged beforehand.
 Circle of Friends - When a student is having social difficulties, the class teacher will choose two or three students from the
class, and one or two students from the SSAC will be selected to greet the student each day, meet together once a week
with the student, help the student problem solve, and be available for support.
 DADD - This is an immediate tool used sometimes by teachers in response to inappropriate behavior by a student. It
stands for Disapprove, Affirm, Discover, Do over.
 Explicit Approach – When “implicit” approaches are not successful, teachers may use more explicit or obvious tools to
support and solve challenges and conflicts with the students. These tools can include meaningful work, individual change
plans, check in and stay and meetings with parents.
 Extra Lesson - The Extra Lesson is an assessment and intervention program originally developed by Audrey McAllen and is
based on the holistic developmental perspective of Rudolf Steiner's philosophy of education. The program incorporates
movement, speech, drawing and painting exercises to help students with academics and behavioral difficulties.
 Goals & Achievements Agreement - A student and teacher create a plan for change and then chart his/her own progress
for meeting these goals on a written form.
 Implicit Approach – Through the Waldorf pedagogy, teachers often use “implicit” tools in the classroom. These tools can
include storytelling, song, art and movement and are subtle approaches to solving.
 No Blame Meeting - This is a group meeting of the students involved in a social difficulty. They will attend the meeting
with their student helpers, an adult facilitator (either the SI Coordinator or teacher) and sometimes the class teacher, to
brainstorm solutions and build agreements.
 Pedagogical Classroom Approach - Teachers use developmentally appropriate stories or lessons within the curriculum to
address social issues in an implicit way.
 Politeness and Courtesy - Actively practicing politeness and courtesy is an example to all members of our school
community. Students, teachers, and staff take the opportunity to practice politeness and courtesy so that they occur as a
matter of course.
 Redirecting - A disoriented student is redirected to productive, purposeful work within or often outside the classroom.
Purposeful work is anticipated and scheduled by SST and faculty.
 The Put Down/Turn Around Diet - This practice invites the members of the school community to be aware of their own
speech, body language, and attitudes that criticize or demean others with or without intention. Students, teachers, and
staff agree to name, discover why, and do over negative verbal and body language.
 Social Inclusion Approach - This is a “justice without blame” approach that the school uses to support a socially healthy
school environment. Social Inclusion gives us a common language, structure and tools with which to deal with social
conflict between students.
 Social Inclusion Change Plan This is a form that a student completes with the assistance of the SI Coordinator that
outlines the student’s plan to change behavior.
 Student Support Team (SST) – This group is made up of the Pedagogical Chair and faculty members who chair the three
support groups operating under this student support umbrella. They are the Care Group, Social Inclusion Group and
Discipline and Guidance Group.
 Support Circle Meeting - This is a facilitated meeting with the parents and class teacher of a student having difficulties, to
discover how to strengthen and support the child. May also include subject teachers, support group member and/or
Pedagogical Chair.
Acknowledgements: Emerson Waldorf School gratefully acknowledges Kim John Payne for his visits and conversations with the
group, as well as his many written resources. For more information on his work, please visit the website
www.socialsustain.com/kimjohnpayne.html
In addition, this manual would not have been possible without the examples of the following schools, whose templates helped us to
shape this guide to the Social Inclusion Approach:
 Linden Waldorf School
 Minnesota Waldorf School
 Chicago Waldorf School
 Nelson Waldorf School
 Denver Waldorf School
 Rudolf Steiner School
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Discipline Approach Overview
Discipline, order, and routine are central aspects of any Waldorf school classroom. Another key element is our careful
attention to child development. In the first three years of the grade school (grades 1 – 8) students are expected to follow
the teacher’s lead, and good discipline and an orderly classroom environment are natural results. Starting in fourth
grade, teachers expect students to become gradually more able to self-discipline, and by seventh and eighth grade teachers
expect a high degree of individual responsibility for good behavior from each child. Teachers generally avoid linear causeand-effect responses such as punishments and penalties until about twelve years old.
Some behavior problems in the early years stem from an individual child’s inability to follow. In these cases a teacher
will work carefully with colleagues to adjust his or her approach to the child in order to engage the child more
effectively. In addition, curative support may be engaged to address the child’s hindrances in what should be a natural
impulse to want to join in the group activity. Parental involvement is necessary and there may be recommendations for
home activities that support these behaviors.
Of course children come to school to learn, and growing up is a difficult thing to do! Teachers expect that children will
misbehave from time to time. Misbehaviors help indicate areas where the child is struggling and needs to do more
learning. For example, misbehavior in a young child might help a teacher identify impulse control issues, attention
problems, an inability to imitate and follow adults, a lack of empathy, or learning challenges. In older grade school
children misbehaviors might also help to identify a lack of initiative, weakness in the development of conscience, or
problems with organization and executive function.
This document helps identify the ways in which teachers at the Emerson Waldorf School work with misbehaviors in
order to maintain an orderly learning environment and to help the entire school better educate each child.
Discipline Policy for Grades 1-8
Emerson Waldorf School seeks to cultivate an environment that is permeated with reverence, respect, and responsibility.
We strive to create a safe learning environment both physically and emotionally where the children are given tools to
control their own behavior. Pedagogical classroom management, an aesthetic sense of order, and appropriate
consequences for misbehavior aid the child’s self-discipline. All teachers are expected to practice a variety of classroom
management techniques including intentional practices such as social and movement activities in the classroom, the
unique design of the curriculum, and the thoughtful classroom environment.
If the behavior is unresponsive to classroom management and continues, students will be approached in a dignified
manner and asked to comply with the standards of behavior. The philosophy on discipline at EWS emphasizes a positive
approach, in which the student is gradually led toward an understanding of self-discipline.
All disciplinary processes are conducted taking the circumstances, history and age of the child into account and so that
the privacy and rights of the individuals involved are protected.
In the beginning and throughout the year, teachers will clearly communicate to the children and to their parents the
rules and expectations for behavior; these expectations will change as the children mature through the grades. Questions
about behavioral guidelines are best addressed to the teacher.
Inappropriate and disruptive behaviors that can lead to disciplinary action include (but are not limited to):
 Refusal to participate and/or cooperate in class
 Not following classroom rules or directions by class teacher, subject teacher or class substitute
 Speaking or acting disrespectfully toward another person such as eye –rolling, sarcasm or teasing
 Yelling or running on the pathways around the classroom buildings
 Pattern of sloppy and/or incomplete schoolwork, or failure to turn in homework on time.
 Being disrespectful of the school building or the natural world
 Behaving in a way that is disruptive to the class or those nearby
 Being late for classes without a written excuse
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Severe behavior generally encompasses behavior with the intent to cause harm or disrespect toward peers, teachers, staff,
and visitors. The following are examples of behaviors considered to be severe:
 Roughhousing, if the teacher or staff member has asked the behavior to stop and the student has not complied
 Kicking, hitting, biting, fighting or any other behavior that causes physical harm/injury to another
 Stealing
 Repeatedly, and after warnings, refusing to follow the direction of the teacher
 Extreme and overt disrespect toward peers and adults
 Threatening others
 Open defiance
 Destruction or defacing of property
 Possession of any type of firearm, ammunition, weapon, or dangerous object
 Use or possession of tobacco, alcohol, or drugs
 Cheating
 Severe harassment, including bullying. Use of abusive or obscene language, profanity, and inappropriate
comments including remarks about gender, color, race, ancestry, sexual orientation, physical abilities, mental
condition, religious creed, or other personal characteristics. In order to be considered bullying, the behavior
must be repeated and deliberate. See the Definition of Bullying in the Social Inclusion Policy and Procedures.
Possible Responses: Response sequence is generally cumulative and progression to higher level of step is at the discretion
of the teacher. There are situations where the response may remain in one level of support without progressing to a
higher level of intervention. These guidelines will not encompass every possible behavior; even if a specific behavior is
listed, teachers retain the right to use their discretion in addressing those behaviors within the spirit of the school’s
policy.
Classroom Management:
 Teacher observes a behavior that is not appropriate and conveys this to the student in a manner based on age,
temperament, history, and circumstances.
 The student is guided in amending and rectifying the situation.
Discipline Response Policy Implemented:
 The student is given an informal developmentally appropriate consequence. The intention of the teacher is to
remedy the situation so that teaching and learning can occur in that moment. Informal consequences include,
but are not limited to, loss of recess, a change of place (such as standing in the back of the room, going outside
or to another classroom), a movement or work activity. A student who cannot maintain the social, emotional, or
physical graces necessary to be at school can be given the opportunity to go home and start anew the next day.
This can occur at all grade levels without being considered a suspension.
 Teacher contacts the parents initially and maintains regular contact throughout the process.
 Situation is brought to the attention of the faculty.
a) The teacher may request the support of the Discipline and Guidance Committee. A Lower School teacher,
a Middle School teacher, and the Social Inclusion Coordinator form the Discipline Committee. These
members of our teaching staff determine a course of action for daily discipline issues. The parents of
students will be notified and advised which responses will be implemented.
b) Include Social Inclusion or Curative Care Group, as needed.
c) A Child Study may also be conducted. This is meeting of teaching and non-teaching professionals who will
study a referred child in depth and present the parents and teachers with recommendations and suggestions
to support the child.
 A Behavior Incident Report is filled out, sent home, signed by the parents, and returned to school within two
days for inclusion to student record.
 A conference is scheduled with parents and teachers to create a Behavior Contract.
 For lower school, the contract will be between the parents and the school.
 For middle school, the contract can directly include the student, at the discretion of the teacher.
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 The student is on out-of-school suspension until a second conference between parents, teacher, school manager,
and student is held.
 Student is placed on probation for the remainder of the school year.
 Student is placed on out-of-school suspension. Faculty and Administration meet to discuss whether the child
should continue suspension or be expelled, and the Board is informed of the decision.
Behavior Incident Report: Filled out the day of the incident, this report is a brief narrative of the offending event written
by the faculty/staff member who was present at the time of the offense. Parents are always notified when a Behavioral
Incident Report has been filled out for their child. The report is sent home to be signed by the parents. The signature is
to ensure that the parents have seen the report; they do not have to agree with what the report says. There will be times
when the adult present and the child have different remembrances of an event and this report captures what the adult
witnessed. Parents have the right to request a conversation with the teacher to reconcile any differences in story between
teacher and student or address any subsequent issues that may arise from the situation. Behavior Incident Reports are
part of the student’s record.
Behavior Contract: An agreement reached between the student, the parents, concerned faculty and the school manager.
The contract will explain the behavior and why it is not acceptable. Behavioral goals will be identified, along with
specific interventions that the school will put into place to help the student be successful. The contract will detail a plan
for determining if progress is being made on the offending behavior, and will list the consequences if the student breaks
the contract. The involved parties will decide upon a time period sufficient for the student to learn how to change their
behavior. While the contract is active, the student is on probation. The contract is a part of the student’s record.
Suspension: A student who is unable to change behavior through the noted interventions or who engages in an extreme
infraction of school decorum may be suspended from school. Behavior of a violent or illegal nature, or that puts others
at risk, will result in an out of school suspension. The Discipline Committee determines the length of suspensions. If a
student is suspended, a parent-teacher conference with a Discipline Committee member and the Class Teacher will be
scheduled.
Expulsion: A student may be expelled from school for serious acts of abusive, disrespectful, threatening, or endangering
behavior toward a teacher, staff member, visitor, or fellow student. Theft, substance abuse, or serious acts of vandalism
towards the school, community, or personal property may also be reason for expulsion. The Discipline Committee will
make all recommendations for expulsion to the Collegium, whose decision will be final.
Discipline Policy for the Nursery and Kindergarten
Childhood is a time for the child to learn about the world we live in, as well as to relate to others in a group. Feelings are
strong in childhood and we try to encourage children to express their feelings in ways that help themselves and others.
Anger is a natural feeling, but "people and things are not for hurting". Memories are short, however, and the discipline of
"time out" is the usual procedure. "Time out" is the removal of a child for a short period of time - 3 to 5 minutes - from a
situation in which the child is misbehaving and has not responded to a request to stop the behavior. The time out space,
usually a chair, is located away from classroom activity, and is always under the constant supervision of a teacher. During
time out, the child is given the chance to think about the misbehavior that led to his removal from the group and
frequently, this is an opportunity for the child simply to calm down. When the child returns to the group that is the end
of the incident and the child is treated with the same love and respect as other children. We do not spank, shake, bite,
pinch, push, pull, slap, or otherwise punish the children.
Sometimes, young children "forget” to go to the bathroom and accidents happen. When this happens, we quickly,
quietly, and privately help the child change into clean clothes with the quiet reassurance that this sometimes happens to
everyone and that there is nothing to be embarrassed about. Children are never shamed or punished when bathroom
accidents occur.
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At naptime, children are encouraged to completely relax, and if they can, to sleep, but once again, they are never
punished for refusing to sleep. We do not leave the children alone, unattended, or otherwise without supervision.
If a child continually shows distress through aggressive behavior, the kindergarten teacher will meet with the parents to
gain an understanding of the child and of what may be causing the problems. The kindergarten teacher may recommend
changes in the child’s routine or diet or consultation with experts in child development. If the distress continues, the
child will be given a six-week probation period. This is often long enough to show improvement or it may be decided that
another setting would be more helpful for both the child and the school. We expect parents to understand this
procedure and to be willing to cooperate so that we can provide the best solution for your child. In the last resort, if it is
found necessary for the child to leave the school, the College will make the final decision.
The above statement is identical to the discipline statement Nursery and Kindergarten parents are required to sign and
return to the school.
Playground Rules for Nursery and Kindergarten
We all know how important consistency is for all children of all ages. We would like to share the rules the teachers have
developed over the years and ask the community's help in following through with these rules at all times children are on
the playground:
 Children may not climb on the fences or in trees.
 The maximum number of children on the tire swing is three. If one child is on, and another wishes to get on,
they must make room and agree how they are going to swing. Children also need to sit on the swing and not
stand, lie or hang. Wild behavior on or off the swing will not be tolerated.
 Sitting is also recommended for the individual swings, no standing, kneeling, belly laying, or twisting is safe for
this age group.
 Running in the area of the swings, sandbox, slide, and climbing platform is dangerous. Please have children run
in the grassy area.
Children must be supervised at all times. If you are volunteering, working or attending a meeting, you must be able to
see or hear your child(ren) or ask another person to supervise them outside. Any adult on the playground is to be
respected as an authority and listened to. Please be considerate of sleeping children from 12:45 to 2:30 p.m. Please take
all your things and trash with you and report broken things to the kindergarten teachers. Please do not open the toy shed
and remove toys to use without the permission of the Nursery and Kindergarten Teachers.
Playground Rules for Grades 1-8
Politeness and courtesy are promoted. In keeping with those qualities:
 Rough play between children is not permitted, which includes pretend rough play (as Determined by the
teacher).
 Children may not run with sticks or use them for weapons, real or pretend. Sticks can be
 Used for fort making and other including and non-threatening play.
 Pulling on clothing is prohibited.
 Cursing is not permitted.
Inclusion and tolerance are encouraged in both free play and organized games. Teachers will support children being
included in free play with the understanding that people will not feel included at all times in their preferred way. All
interested students of eligible age will be allowed to play organized games such as basketball, soccer and football.
Individual players should not monopolize games.
Boundaries and Ball Games:
 Children are to stay within the boundaries as specified for their classes.
 First grade: play in the fenced first grade area
 Second grade: throw, catch and pass a ball without the formation of teams; use a regular ball
 Third grade: Kickball
 Fourth grade: Four Square
 Fifth grade: Basketball and Football Transition- the timing is at the class teacher’s discretion. This transition can
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start in the second half of the year and may involve games with a basketball where the students compete against
themselves (Olympic mindset) such as Horse. Other transition games include Space ball basketball. When
transitioning to new games, the teacher must be present so the students will know they are only allowed to play
when the teacher is there.
 Sixth, Seventh, Eighth grades: Basketball, Football, Soccer, and Ultimate Frisbee. Football and Frisbee play
must be safety conscious with no student at risk- no ball or Frisbee tossing near other students.
For the younger grades: Encourage imaginary play; find safe ways to meet the need for physical contact. Ball games are
for the grades listed and above. Only school provided balls may be used. Afterschool playground rules are the same as
above except that all age games may be permitted with afterschool director’s permission.
Safety and Supervision:
 Wheeled toys (bikes, skateboards, skates, etc.) are not appropriate for school use.
 Thrown objects include balls tossed within the boundaries of ball games. Throwing of other objects, including
pinecones and sweet gum balls, are not permitted.
 On swings: Safe play only, which includes pushing from behind. “Underdogs,” pulling on ankles, and the use of
boards on the swings are not considered safe play. Please stay off of and away from tree trunks while using
swings.
 Sliding down the slide has the right of way, so as to be considerate and safe. Slide can be used to climb up only
when children are under direct supervision of a teacher and have permission of the teacher and the children
using the slide. The use of ropes on the slide is not permitted. Climb only on climbing structures (trees are not
considered a climbing structure): Children are to refrain from sitting, climbing, or walking on fences at any time.
Sit on the picnic tables as they were designed.
 Students must stay in sight of their teacher at all times.
 Students can be on the playground when a teacher is present. If no teacher is out at the assigned times, the class
teacher must accompany his/her class on to the playground until the person on duty arrives.
 Tackle football and wrap up football are not considered safe play on the school grounds.
General:
 Children are allowed on the backside of rooms or inside classrooms with permission and supervision.
 Parental supervision is required if children are to be on campus after hours.
 The playground used during school day is only for enrolled children in the company of their teacher.
 The walkways on either side of the school are intended for just that, walking, rather than running. Children may
skip or take big steps to provide movement, which allows them to still be aware and move at a speed they can
easily stop.
 Gum is for home use and not to be chewed on school property at any time, including before and after school.
 Students are to stay on campus at all times; they need teacher approval and supervision to venture on the road.
 For the overall safety of the students, pets need to stay at home rather than visit the Emerson Waldorf School
campus unless part of an authorized pedagogical lesson.
Physical Violence
We do not allow any kind of play that includes forceful or careless physical contact. This includes: hitting, pushing,
shoving, butting, kicking, etc. Physical violence, no matter how minor, will be stopped immediately to prevent serious
escalation. Fighting or injury may result in immediate suspension to emphasize the gravity of the misdeed. The College
will be immediately involved to determine further action.
Termination of Students
The Emerson Waldorf School reserves the right to impose disciplinary sanctions, including suspension or dismissal, for
neglect of school work, excessive absenteeism, poor student citizenship, including misconduct, or failure to follow the
rules and regulations of the School. The determination of the School through the College of Teachers as to all such
matters will be final. The School retains the right to dismiss the student for causes that are deemed adequate to the
School, including the failure of parents or guardians to observe the School’s policies and rules.
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Social Inclusion Policy and Procedures
The healthy social life is found when in the mirror of each human soul the whole community finds it reflection, and when in
the community, the strength of each individual soul is working. -- Rudolf Steiner
Introduction
Social and emotional learning was at the core of Rudolf Steiner's intentions for Waldorf Education when the first school
was founded and continues to be today. Educational researchers now recognize that social and emotional learning is a
prerequisite for academic success. At Emerson Waldorf School, we see children's social interactions at school as
opportunities for learning and growth, and we strive to provide an environment where children can learn constructive
responses to social difficulties. The Social Inclusion approach is a natural extension of the already existing practices in
the workings of the school that embody these beliefs and values, and the Social Inclusion Coordinating Group (SICG) is
the committee that carries out this mission.
The Philosophy
The SICG and Social Inclusion support and extend social learning at EWS. As previously mentioned, at EWS we believe
that social conflict is a natural opportunity for learning and growth. In Social Inclusion, each individual student’s
inherent goodness is acknowledged and called upon as we guide them through the process of working through conflicts.
Therefore, Social Inclusion involves a shift away from punishment and shaming which often create a vicious cycle by
aggravating further conflict, bullying or teasing. For example, if the child who bullied is punished with no opportunity
for learning or restoring the situation, they may feel ashamed and angry. They may retaliate towards the student they
originally targeted and anyone who may have supported her/him.
Social Inclusion can be modified to address a wide range of social issues, from the very minor to the more serious. The
philosophy, however, is fundamentally the same at any stage of conflict and involves three primary parts: Accountability,
No Blame, and Making Things Right.
Accountability means that in the SI process, students are expected and encouraged to assume responsibility for their
actions. Students are invited to accept that their actions, regardless of their intent, have had an impact on another.
With this increased awareness, and continued guidance and support, students are able to face the implications of their
actions.
No Blame means that we do not shame and blame students because doing so creates defensiveness, and this inhibits
learning as well as the ability to be accountable. We believe that when we remember the inherent goodness of each
student, and work with them without blame, not only will that child be more inclined to examine and learn from their
behavior, they also will feel safe enough to acknowledge the underlying motivation that contributed to the behavior.
Making Things Right is a process of restoring the situation to wholeness. SI looks beyond a simple apology. As with all
aspects of SI, Making Things Right will vary based on the age and developmental stage of the student(s).
These three basic fundamental principles are applied in larger or smaller ways depending on whether the situation is
minor, informal or major and more formal or something in between; and also depending on the developmental stage
and age of the student involved.
Social Inclusion (Cultural, Community and Class Habit) Interventions
The SICG aims to support the social health of the school (students and adults) even before a crisis or conflict has
occurred. Interventions at this juncture are aimed at the level of not only the students/class culture but also the larger
community culture as well.
When it comes to the classroom culture: The Waldorf pedagogy naturally addresses issues of Social Inclusion (SI)
through curriculum and pedagogical stories, drama, games and artistic development. These components of the
curriculum help to build impulse control, empathy, perspective-taking and imagination in the children, all important
skills for the development of healthy social interaction. The Social Inclusion approach further deepens the learning of
these skills through a variety of possible classroom or group activities, projects or interventions (e.g., classroom “crossing-
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the-line” skits, politeness and courtesy exercises, Perspective-taking exercises, “The Blame, Shame, and Put-Down Diet”,
and creating a “Code of Compassion”).
The SICG works with and among the adult community as well. At EWS, we recognize that in order for our children to
have healthy social relationships, they need healthy social models within the adult community. The following are a
sampling of the many possible activities the SICG may organize for the community:
 Politeness and courtesy awareness and monitoring exercises
 The Put Down Diet
 Parent Study Groups
 Community forums on SI
 Social Inclusion dialogues in Class Parent Meetings
 Social Inclusion training and Consultation for interested parents
Our Definition of Bullying
Bullying is persistent, prolonged, deliberate, and includes:
Physical: hitting, kicking, taking or damaging belongings, pushing, poking, biting, pinching, hair pulling, throwing
objects at a person, spitting.
Verbal or written abuse: put downs, gossiping, name-calling, teasing, insulting, derogatory language, and threats.
Indirect: spreading malicious or hurtful rumors, humiliating words or actions, intentional excluding or ignoring,
blackmailing, disrespect of property or stealing, ganging up, intolerance of differences, cyber-bullying, through
electronic means such as email, texting, instant messaging, or social networking sites such as Facebook, incitement or
getting someone else to do any of the actions named here.
All forms of bullying can be damaging. All forms of teasing become bullying when pushed too far. Teasing has gone too
far and is not OK...
 when someone asks for it to stop and it doesn’t
 when the person being teased reacts badly
 when it is meant to hurt, put someone down, or is mean-spirited
 when it becomes a habit or happens frequently
 when bystanders don’t help because they think they will get teased as well
 when the person being teased or the bystanders do not think it is funny
 when people go along with the teasing even when they do not feel good about it
 when the person being teased feels they cannot tell anyone
 when someone is being excluded
Social Inclusion Response Levels for Specific Incidents
When the naturally integrated social support tools fail to prevent persistent social conflict between individual students or
groups, the Social Inclusion Levels of Response provide an avenue to report and address these conflicts.
If you become aware of a situation involving bullying, teasing, or other social conflict, you may report it directly to the
class teacher (or high school advisor), or to an SICG member who will bring it to the class teacher or advisor within 24
hours. The teacher will then have an informal meeting with an SICG representative to discuss the situation and
determine the next steps. They could decide to leave the situation for further work by the teacher (the Classroom
Approach); or to refer the situation to Social Inclusion (SICG); or to refer the student to Curative Care; or they may
determine that the situation is entirely a Discipline issue thus activating the discipline policy and procedures. It also is
possible that it may be deemed a combination of SI, Curative and/or Discipline.
Discipline actions will occur when a student is in clear violation of a rule or rules outlined in the handbook, and/or
when a student is capable of working within the Social Inclusion process, but is not willing to do so.
Curative Care is appropriate for student(s) that may be willing to engage in the Social Inclusion process, but are not able
to do so. Curative Care could also support a student's ability to participate in the Social Inclusion process. The Curative
Care group is comprised of faculty members and local professionals with connections to our community.
Social Inclusion is for students who are both willing and able to fully engage in the process.
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Social Inclusion Response Levels
A “Support Circle Meeting” may be called initially to gather information and determine next steps. This meeting
includes an SICG facilitator, the class teacher or advisor, and the parent(s). This meeting is often called a “strengthsbased meeting” and the goal is to create a warm, trusting and simple environment around the child so his or her
resiliency will be more strengthened. Often the appropriate course of action for support becomes clearer in this meeting.
If the recommendation from the meeting is to continue in SI,
OR if the decision was to move directly to the SI levels of response,
Level 1: The first level of SI intervention – The Ready for Change Meeting – is a meeting with each student individually,
led by an SICG facilitator, and possibly accompanied by a student helper. The goal of this meeting is to attempt to hear
and understand the student’s perspective without judgment, to help them see that something needs to change, to guide
them in “humanizing” the other child or children involved, to remind them of their past successes, and to help the
student(s) create ideas for a positive resolution.
If the above does not bring resolution, the SICG, class teacher/advisor, and parents are updated, and the SICG considers…
Level 2: Arrange for another round of Ready for Change meetings. This is helpful if a small shift in attitude was achieved
but more work is needed before a clear idea of the next step emerges.
If the above does not bring resolution, the SICG, class teacher/advisor, and parents are updated, and the SICG
considers…
Level 3: A “Circle of Friends” may be formed for the student(s) involved. Student helpers and 2-3 peers form the circle
by committing to regularly interacting with the vulnerable student to change the social dynamics contributing to the
situation. This intervention also may be used to help new students integrate into the class community.
Or
A “No Blame Meeting” may be called in which the students most centrally involved (and who have had individual Ready
for Change meetings) are brought together with the SICG facilitator, their student helper(s), and possibly one or two
students from the class. The goal is to bring these students together in a spirit of no blame and genuine interest in
exploring solutions.
If the chosen intervention from above does not bring resolution, the SICG, Class teacher/advisor, the College, and parents are informed
and…
Level 4: A “Support Circle” meeting may be called. This meeting would be facilitated by an SICG member and would
be attended by the parent(s) and the Class Teacher of the student in question. In this meeting areas of concern are
explored and a plan of action is created.
Or
The SICG may meet to discuss the process so far, and determine whether to refer the situation to the Discipline stream,
or the Curative stream, or brought to the Administration and the College to determine appropriate next steps, including
the possibility of suspensions and/ or conditional enrollment.
*If at any point in the Social Inclusion stream the student, and/or parent, is not capable of proceeding, the Class Teacher and SICG
may move directly to the Care or Discipline stream.
*In every Response Level, the manner in which the SICG approaches the student will depend on the nature of the incident and the age
of the student(s) involved.
*At any point during the Social Inclusion process, the Curative Care Group may be consulted and, if deemed appropriate, the
Curative Care Group will help facilitate the exploration of therapeutic/remedial/counseling support.
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Descriptions of some of these tools:
Change Plan: When a child is having ongoing social difficulty, a teacher may decide to engage the Social Inclusion
process. An initial step is the Change Plan. Depending on the situation, the teacher will decide who to include in the
Change Plan Meeting. The teacher or SICG facilitator can do the Change Plan Meeting alone with the student or can
include any combination of the child’s parent(s), a SI facilitator and/or high school student helpers. In this meeting
students are taken through a process of describing the situation, re-humanizing the other person or people involved,
visualizing what will happen if the situation gets worse or better and are guided to find ideas to improve the situation.
There is a clear form for this meeting on page 19 of the SI packet.
Usually there are two or more students involved in social situations so there may be a Change Plan Meeting with the
other student(s) as well. (Note: The meeting itself is sometimes referred to as the Ready for Change Meeting in the
student packet.)
Circle of Friends: SI members may be called on to participate in this intervention. The SI member(s) will greet the
student each day and be available if the student needs a “big friend” during the day.
Often children having social difficulty feel they are without friends. The teacher and the SI coordinator can work
together in these situations to develop a Circle of Friendship around such a student. The teacher chooses two or three
students in the class who they feel can be supportive and the SI coordinator chooses one or two SI members who he/she
feels will work well with the student. Page 24 of the SI packet describes the process and gives some ideas about choosing
students from the class. The teacher and/or the SI coordinator and the students in the Circle (including the student
having difficulty) meet together to decide what will help the situation then meet once a week to begin with and as needed
as time goes on.
Social Support Circle: A Support Circle meeting is held for a child struggling with social issues at school. The goal of the
Support Circle is to create support and encourage collaboration between the significant people in the child’s life. This is
accomplished by brainstorming ways to increase the child’s resiliency and to create a supportive program. Areas of
concern are explored and an action plan is created. No children are present at this meeting. Present at the meeting are
the parent(s), teacher(s), Social Inclusion Coordinator (facilitates the meeting), a note taker, and any other important
adults in the student’s life (e.g. grandparents, specialty teachers, mentors.)
Simple No Blame Meeting: If it is decided to bring students together for a face to face meeting after undergoing the
Change Plan Meeting, a Simple No Blame Meeting is the next step. In this meeting the teacher or the SICG facilitator
brings the two (or more) students together to try to reach an agreement for moving forward. Page 27 of the SI packet
describes this meeting.
No Blame Meeting: The full No Blame Meeting is a meditational meeting and can be used if the teacher deems the
situation serious enough or if the other interventions have not brought resolution.
The No Blame Meeting is a very thorough process with much support for the students involved and the teacher. In this
face-to-face meeting, each child has a student helper, there is an SICG facilitator so that the class teacher can be free to
be more involved in the meeting, and there are usually two or three neutrals from the class, chosen by the class teacher,
to help bring perspective and help maintain agreements.
As our community evolves, so too will our process. It is not possible to describe every situation in which differences
will arise, nor to prescribe the best way to handle each dispute. It takes faith and trust on the part of every member of
our community to participate openly in the process and, where necessary, suggest improvements to enhance either
our process or its communication.
“I have come to the … conclusion that I am the decision element.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
I possess tremendous power to make life miserable or joyous...
In all situations, it is my response that decides
Whether a crisis is escalated or de-escalated,
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And a person is humanized or de-humanized.
If we treat people as they are, we make them worse.
If we treat people as they ought to be, we help them become
What they are capable of becoming.”
- Johann Wolfgang von Goethe
Parent Practices to support a healthy social community at EWS
We expect most matters to be raised and resolved through the everyday work of our teachers, staff, parents and the
committees that serve them. All concerns about a child should be addressed to the class teacher first. If a parent needs
assistance in communication with the teacher, they may contact a Social Inclusion Committee Member for support.
Social Inclusion Committee Members can also provide information on how parents can help their children during social
conflict. Written materials and informational CD's are also available.
If this process is to be successful, there are certain agreements about the way we resolve our differences by which everyone
must abide:
 We acknowledge the importance of open, constructive and direct communication.
 We believe in fostering an environment where conflicts are seen as opportunity for growth and are embraced for
the creative ideas that come from it, not suppressed out of fear;
 We believe that differences of opinion are a fundamental source of the social dynamic within a community and
must be expressed in order to be explored;
 We will operate according to the belief that truth will emerge from a process based on caring, creative, critical
thinking and a willingness to accept and challenge one’s own viewpoints as well as accepting the views of others;
 We seek to find solutions that always keep concern for our children in focus and which balance a willingness to
be flexible with staying true to the core values of Waldorf education;
 We expect all parties to maintain the utmost discretion and confidentiality when involved in a dispute so that all
members of our community trust they can enter the process with respect;
 We respect the importance of time, patience and due process in achieving lasting resolutions at EWS for the
purpose of strengthening our community;
“One man's word is no man's word; we should quietly hear both sides.” `Joannes Wolfgang Goethe
Above all, we believe that disputes can only be resolved when there is a genuine desire and effort on the part of everyone
involved to understand the various viewpoints and a commitment to work through the differences that underlie our
disagreements.
Acknowledgements
We would like to thank Kim John Payne, SI founder and consultant, for his wise guidance and the use of his materials
and information. For further information on his work, please visit www.thechildtoday.com.
We also would like to thank the Waldorf School in Lexington for the use of their program as a template, and the Aurora
Waldorf School in West Falls, NY for the fundamental agreements.
High School Student Drivers
Student driving: Students may drive to school after they have registered with the EWS Main Office. To register, both
student and parent(s) must read and sign the Student Driver Registration, and a photocopy of the student’s most recent
driver’s license must be submitted to the Main Office. The following restrictions apply:
 Students must park in the Kindergarten/Early Childhood parking lot, in the row farthest from the K/EC
buildings.
 Students may not drive on campus during school hours.
 Student drivers may not have other students as passengers unless the parents of both students grant written
advance permission. These written agreements are kept in the High School Office for ready reference.
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Drugs, Tobacco, Alcohol and Weapons
The Emerson Waldorf School is a smoke free, drug and alcohol free, and weapon free campus.
Students are asked to commit to abstention from drugs and alcohol. Parents are asked to support the school in its
mission, and their children in their healthy, drug-free development.
 Prescription drugs should not be on campus unless the school has been notified and can monitor the student’s
dosage use. All prescription drugs must come to the appropriate office.
 Tobacco: Out of respect for healthy development of student minds and bodies, the school mission and the laws
of our state, we demand that students – even those age 18 and above maintain the Emerson Waldorf School
campus and all school related activities as tobacco-free.
 Weapons: In order to preserve the safety of everyone on campus, weapons of any kind are forbidden. This
includes firearms, knives (including Swiss and Leatherman), slingshots, and any other items determined by
faculty and staff.
IX. ADMINISTRATION
Admission Requirements and Process
Application Criteria
Application to Emerson Waldorf School is open to children whose families express an interest in the school and whose
children meet the age requirement. We do not discriminate on the basis of gender, race, ethnicity, or creed. For more
information on Special Needs – Admission and Continued Enrollment, please see our website under Admissions.
Emerson Waldorf School Admission Process
 Parents attend a Campus Tour, Open House or other campus event.
 Parents submit a completed application (including previous school records), student interview form teacher
reference, and $50 non-refundable fee.
 Parents ensure that teacher reference(s) from the current teacher(s) be completed and submitted to Emerson
Waldorf School. Nursery accepts but does not require a reference. Grades Kindergarten through 5 need one
reference, grades 6-8 requires 2 references through 8 need one reference, and the high school requires 3
references.
 Parent-teacher interview and child visit date(s) will be set after Emerson Waldorf School receives all paperwork.
Nursery and Kindergarten candidates visit for one hour with their parents, Grade 1 candidates visit for a
morning in the kindergarten, and grades 2-8 candidates visit for three days, 9-12 candidates visit 1-3 days.
 Director of Admissions informs family of acceptance or denial and provides additional paperwork, including the
Enrollment Agreement via email.
 Family completes on-line enrollment materials with deposit, fees, or tuition depending on the time of year.
 Parents attend New Family Orientation.
 Priority is given to students already enrolled or whose siblings are enrolled at Emerson Waldorf School
 The Early Childhood (Nursery and Kindergarten) has a separate handbook that outlines additional requirements
as mandated by the state of North Carolina.
Finance Office Information
Please go to our school’s website under Admissions and then Tuition and Fees for the current school year’s tuition and
fees.
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From the Emerson Waldorf School Board of Directors
On meeting our tuition obligations: Emerson Waldorf School Arrears Policy
The EWS Board of Directors, which bears the responsibility for the financial health of the school, would like to see all
families meet their tuition obligations in a timely fashion. From time to time, however, families in our community face
financial hardships such as job loss, illness and so on. Frequently these hardships also impact the School in the form of
missed or late tuition payments. Since EWS depends on tuition for 90% of its income, the late payment of tuition may
well impair our ability to pay teachers and staff and to run programs, ultimately adversely affecting the quality of our
children’s education.
No one at Emerson Waldorf School wants to lose a single family. We all appreciate the struggle and sacrifice made by
many families in order to provide their children with a Waldorf education. A family knowing it will have difficulty
meeting its tuition payments must write a letter to the Finance Director immediately. The school will work with the
family to try to find a mutually agreeable way to meet the tuition obligation. As always, all financial information is
confidential.
In the event a family falls into arrears with its tuition payments the following steps will be taken:
1. When a payment is 5 days past due, TADS will email the parents and a late fee of $29 is charged.
2. When a payment is 10 days past due, TADS will call the parents. The late fee is removed if immediate payment
is received.
3. When a payment is 30 days past due, a finance charge, equal to 5% of the total arrears, will be added. The
Finance Director will send a letter, via certified mail, reminding the parents of their past due balance, as well as
the terms of this Arrears Policy.
4. When payment is 60 days past due, the family will receive a phone call from the Finance Director requiring
them to keep the child(ren) at home. If a child is brought to school despite this requirement, the class teacher or
high school adviser will send the child to the office and the parents will be called for immediate pick-up.
Transcripts
The Director of Communication handles records for Nursery through 12th Grade. The Director of Communication
processes an official transcript that is requested from another school. The High School Guidance Counselor or Director
of Communication processes High School transcripts for college applications. The “Request for Records” form must be
received from the school to which the student is transferring. The High School also maintains full records on each of its
students. No transcripts will be released until all financial obligations to the school have been met.
Development and Fundraising
Annual Fund
All independent schools must supplement their tuition income with a variety of fund raising opportunities. The most
effective way for parents and others to invest in our school is through the Annual Fund. Each year the school asks for a
tax deductible gift to provide additional funds for our operating budget as well as for special projects. We ask that you
carefully consider making a donation as it enables us to keep tuition increases to a minimum.
Events
Emerson Waldorf School also sponsors various fund raising events throughout the year which are opportunities for
families and community members to enjoy social events while supporting the school. Examples of events include
auctions and golf tournaments.
Scrip
Please visit our school’s website about SCRIP at http://www.emersonwaldorf.org/ then go to “Community” then on the
left hand side click on “Scrip”.
Fundraising
Fundraising at Emerson Waldorf School is primarily meant to supplement the operating budget of the school and help
offset costs so that tuition can be kept as low as possible. As a private school, we do not receive government support and
we are committed to maintaining tuition levels and offering our education to families in need. The Annual Fund is our
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primary means of raising money for Emerson Waldorf School and offers donors the opportunity to contribute to the
operating budget that effects every aspect of our school. Our school fundraisers reflect the values of Emerson Waldorf
School, our appreciation of the time and energy of our community, and the basic needs of our school. We are
committed to keeping fundraisers to a minimum and reviewing all events annually to determine if they remain profitable
enough to justify continuing them. All fundraising at Emerson Waldorf School is for the benefit of the entire school and
we strive for all classroom oriented fundraising to be distributed equally among the classes. In order to guarantee our
curriculum from year to year and provide the children with appropriate field trips and supplies, it is sometimes necessary
for parents to pay fees in addition to their tuition. Emerson Waldorf School is committed to keeping these fees to a
minimum and to offsetting these costs through the Annual Fund.
In keeping with accepted business practices for schools, all funds generated by the school and/or its members must be
accounted for and processed through the business office in order to maintain our status as a non-profit organization.
This policy applies to our entire community of parents, teachers, staff, students and friends. Thank you for helping
Emerson Waldorf School to maintain budgetary transparency and accountability.
 All fundraising must be conducted through the Development Committee. Individual classroom/teacher needs
should be communicated to the Development Committee so that they can be considered within the larger
Development Plan.
 All funds raised are considered “Development Income” and will be distributed through the business office of
Emerson Waldorf School. This will allow the school to gain a more realistic understanding of the cost of all
activities that take place at Emerson Waldorf School.
 Funds raised through all-school events/efforts (Holiday Faire, Gala, Scrip) are considered part of “Development
Income” and offset the overall operating budget.
 All gifts for supplies, improvements to the classroom or other areas of the school must be processed through the
Development Committee. Monetary gifts for teachers are not tax-deductible unless the teacher has requested
that parents contribute toward a specific school project. In this case, the donations should go through the
Development Committee and will be processed by the business office. This procedure guarantees accountability
on the part of the school that the project will be completed and the opportunity for parents to receive a tax
benefit.
 The Parent Organization is funded by a $35 per family charge, which is included in the tuition. The school
issues the appropriate amount to the PO (based on enrollment) at the beginning of each school year and this
forms their primary budget. The Parent Organization may host adult education programs for parents and others
in the community. All funds raised by the PO (above and beyond the parent fee) must be for projects that have
been approved by the administration.
 Overnight Field trips are part of the curriculum in 3rd, 5th (Olympics) and 8th grade and in the High School.
Parents must be advised of the cost of field trips at the beginning of the school year. The Development
Committee must approve individual class fundraising toward field trips. For further information see the
“Emerson Waldorf School Field Trip Policy and Procedure” document, which you can receive from the Lower
School Office.
X: CURRICULUM
Nursery and Kindergarten Home Visits
Home visits are generally scheduled for new Nursery and/or Kindergarten students in our school. The home visit
provides an opportunity for you and your child to meet one-on-one with your child’s teacher. This visit enables the
teacher to deepen his work with your child by experiencing the home environment. Often the child will have some
individual time with his or her teacher (showing their bedroom and outside play area). The children usually take great
pride in showing their teacher their home, and the teacher leaves with a heart-warmed sense of who the child is and what
his or her interests and passions are. There is also a time set aside for parents to speak privately with the teacher and ask
questions or raise any concerns. The teamwork of parents and teachers greatly serves and nourishes the children, thereby
creating a bridge from home to school.
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A Typical Day in the Early Childhood Program
Daily Schedule Nursery
8:30- 9:40
Arrival; play and activity
9:40-9:55
Clean up
9:55-10:15
Circle
10:15-10:20
Bathroom and wash hands
10:20-10:45
Snack
10:45-11:00
Clean up and transition to outside
11:00-11:40
Outside
11:40-11:50
Inside and bathroom
11:50-12:05
Rest and story
12:05-12:10
Transition to an outside walk
12:10-12:20
Walk
12:20-12:30
Return to mushroom garden for Snack provided from home
12:30
Pick up
Daily Schedule Pre-Kindergarten/Kindergarten
8:00- 8:30
Arrival
8:30- 8:40
Morning circle - attendance, greeting and opening verse
8:40- 9:40
Teacher-directed activities - activity and learning centers open, free play
9:40- 9:50
Transition - room tidying
9:50-10:30
Mid-morning circle - teacher-directed group activity
10:30-10:40
Transition – restrooms and hand washing
10:40-10:50
Snack
10:50-11:00
Transition – clothes changing for outdoor play
11:00-11:30
Child-directed outdoor play
11:30-11:50
Transition, tidying outdoor area, clothes changing for indoor play, hand washing
11:50-12:00
Story
12:00-12:30
Lunch or Early Departure
12:30-2:00
Nap
2:00-2:30
Transition, snack and prepare to go outside
2:30-3:00
Outdoor play
3:00
Dismissal
Kindergarten to Grade 1 Progression
Admission to the Pre-Kindergarten/Kindergarten is not a guarantee of admission to first grade. A child should be six
years of age by June 1 to be considered for first grade in the fall. Each spring the Pre-Kindergarten/Kindergarten teachers
determine whether a child is eligible for promotion based on social, behavioral and developmental readiness. Of great
importance are whether the child has had successful years during the Pre-Kindergarten/Kindergarten terms and whether
the teachers and parents have a relationship that is consonant and mutually reinforcing for the child.
A Typical Day in Grades 1-8
A day in a Waldorf classroom begins with morning verse and circle that is led by the class teacher. During circle time,
children engage in moving, singing, and reciting in unison. In this way they are preparing for the main lesson. The
concentration achieved in the main lesson block allows each subject to be pursued in depth and with continuity. Always,
whatever the subject, the teacher’s goals are to engage the child’s feelings and imagination so that the subject comes alive
for each child in his or her own unique way.
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Grade 1-5
8:30-10:30
Main Lesson
10:30-11:00
11:05-11:50
11:55-12:40
12:40-1:20
1:25-2:10
2:15-2:55
3:15
Grades 6-8
8:15-10:00
Main Lesson
10:00-10:10
10:15-11:00
11:05-11:50
11:55-12:40
12:40-1:20
1:25-2:10
2:15-3:00
3:15
The day begins with the Morning Verse followed by Circle.
Circle: Content of the circle varies with the curriculum, the season, and the particular class. Circle
time is a period of moving, singing, and reciting in unison.
Students study a subject for 3 to 4 weeks.
Snack and Outside recess
Subject Classes (1): After main lesson, the day is divided in shorter periods and taught by subject
teachers. Subjects available are:
Spanish, German, Handwork, Clay, Beeswax Modeling, Woodworking, Music, Music
(Strings), , Physical Education/Movement.
Subject Classes (2): The more artistic activities are taught during the middle of the day with the more
physical activities assigned to the afternoon.
Lunch and Outside Recess
Subject Class (3)
Subject Class (4)
Dismissal
The day begins with the Morning Verse followed by Circle.
Circle: Content of the circle varies with the curriculum, the season, and the
particular class. Circle time is a period of moving, singing, and reciting in unison.
Students study a subject for 3 to 4 weeks.
Snack and Outside recess
Subject Classes (1): After main lesson, the day is divided in shorter periods and taught by subject
teachers. Subjects available are:
Spanish, German, Handwork, Clay, Beeswax Modeling, Woodworking, Music, Music
(Strings), Physical Education/Movement
Subject Classes (2): The more artistic activities are taught during the middle of the day with the more
physical activities assigned to the afternoon.
Subject Class (3)
Lunch and Recess
Subject Class
Subject Class
Dismissal:
Topics Commonly Taught in Each Grade
Grade 1
 Fairy Tales and Poems with strong rhythm
 Form Drawing, drawing and painting give way to letters, simple words, speech exercises, phonetics, and short plays
 Math: whole numbers 4 rules (0-24) counting 1-144, mental arithmetic
 Science: Nature studies
Grade 2
 Symmetry: mirror drawing, form drawing
 Fables, legends of the saints, local folklore, American Indian stories
 Begin reading from children’s own written Main lesson book, plays and speech work rhyming words
 Math: whole numbers, times tables, number patterns, carrying and borrowing, situation problems, time, money
 Science: Nature studies
Grade 3
 Form drawing as an introduction to cursive writing
 Biblical stories as part of ancient history, American Indian stories, fables, reading from Main lesson book, poetry
 Grammar: structure of a sentence, verbs, adjectives, simple spelling and writing
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 Math: whole numbers, times tables, number patterns, measurement, prime numbers
 Practical studies: house building, farming, and clothing
Grade 4
 Geometric drawing (freehand), form drawing, interlocking forms
 Local history through geography, Norse sagas, poetry, alliteration
 Grammar: verb tenses, prepositions, plurals, abbreviations, personal pronouns, adverbs, oral reports
 Writing: compositions form and content
 Math: arithmetic operations, word problems, times tables, averages, long division, fractions, factoring, proofs
 Geography: map making, North Carolina
 Science: zoology (human and animal)
Grade 5
 Free geometric drawing, dynamic drawing
 Culture of Ancient India, Persia, Mesopotamia, Egypt, and Greece
 Greek mythology and early Greek history
 Grammar: active/passive verbs, punctuation, syntax, subject/predicate
 Writing: composition with emphasis on descriptions, book reports(oral and written), letter writing
 Geography: U.S.
 Science: Botany
 Math: decimals, fractions, mixed numbers, reciprocals
Grade 6
 Exact geometric construction, geometric string designs, mosaic pictures
 The founding of Rome through the monarchy, republic, and empires
 Grammar: subjunctive mood, conditional sentences, transitive/intransitive verb, possessive/objective
 nouns, phrases and clauses, sentence diagramming, review 8 parts of speech
 Writing: composition with emphasis on exposition, paragraphs, narration: descriptive, expositive, contrasts,
outlining
 Geography: Canada, Latin and South America
 Science: physics (sound, heat, light, magnetism, static electricity), geology
 Math: mathematical sentences, interests, profit, loss, percentage, money, proportion, estimation, exchange
Grade 7
 Exact geometric drawing, 2-dimensional, to theorem of Pythagoras, areas of squares, perspective,
 History: 1400-1700; Age of Exploration, Age of Discovery, Reformation, Renaissance, biographies
 Arthurian legends, historical novels, humorous stories, tales of adventure, poetry, ballads
 Grammar: review all grammar
 Writing: all blocks have original writing, summaries, longer essays and comparisons, research papers, newspaper
reporting, note taking
 Geography: Africa, Europe, maps- tides, reading
 Science: Chemistry (combustion, chemical transformation, acids, bases, salts), Physiology (9 systems, nutrition),
Astronomy
 Math: Business math, graphing, perimeters, roots, pre-algebra, areas, powers, formulae
Grade 8
 Math: practical mathematics, percent, signed numbers, equations, number bases, set concepts, platonic solids.
 Exact geometric construction: 3-dimensional drawing, theorems, and volumes of solids, laws of logic, solid geometry,
algebra, and platonic solids
 History: 1700 to the present; the Industrial Revolution to modern day Shakespeare
 Poetry: epic and dramatic
 Review Grammar
 Writing: All blocks have original writing, practical writing, study short stories
 Geography: Asia, Australia, and Antarctica
 Science: Chemistry (metals, gases), Physiology (bones, muscles, eye, body chemistry), Physics (sound, heat, current
electricity, hydraulics) and Meteorology
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Emerson Waldorf High School
At its core, Waldorf education is based on a holistic understanding of human development that takes into account the
gradual emergence of capacities for thinking, feeling and doing. All high school students take nearly all the courses,
including all four major sciences, English, math, foreign language, music, physical education classes, and a wide range of
fine, performing, and practical arts. As students progress together through the challenges of these diverse offerings, a
sense of community emerges built on recognition and respect for individual strengths and differences.
As they move through their education, Waldorf students learn about the art of self-expression – through intensive
writing across the curriculum, discussion in seminar style classes, drama, song, drawing, metalwork and instrumental
music. As a result of these experiences, four important capacities are nurtured – to be interested, engaged, compassionate
and enthusiastic. Regardless of chosen profession or path, these capacities help each person to find their own way
towards a meaningful and successful life. Emerson Waldorf School does not designate specific courses as AP or honors,
and does not rank students.
Characteristics of the High School:
 Small class sizes which create mentoring relationships with dedicated faculty
 Advising system that promotes student support and responsibility, and cultivates positive home and school
communication
 High degree of parent involvement
 Student evaluation by letter grade and individual narrative
 Block scheduling with a unique format that promotes active learning, creativity and synthetic thinking
 Dramatic performance opportunities for all students
High School Curriculum
A student at Emerson Waldorf High School will take a combination of Main Lesson Blocks, full-year courses, semester
electives and art and movement blocks.
The day begins with all students and faculty gathering together for attendance, announcements and verse. Academic
works is emphasized in classes before lunch. Snack and lunch periods provide an opportunity to go outside and socialize
within designated areas. Afternoon classes focus on artistic work and physical education.
Main Lesson Blocks are a key component of Waldorf education. They are mandatory for all students and are grouped by
grade level. Each class is approximately 3 weeks in length. The purpose of these classes is to explore one subject
intensively through lecture, discussion, written and artistic projects. They are offered in the sciences, mathematics,
literature, and history.
High School Daily Schedule
8:10
8:20
10:00
10:15
12:40
1:25
3:15
Morning Verse, attendance, announcements
Main Lesson Block (MLB)
Snack/Outside Break
Track Classes (Music, Math, English, Foreign Language, Electives, American Studies)
Lunch and Outside Break
Art, Movement, or Social Learning Elective
Clean- up, Verse, Dismissal
“With Waldorf education there is an integration of subject matter so that all children use heart, head, and hands in their education—a
complete education, if you will.”
– Dr. Robert Peterkin, Graduate School of Education, Harvard University
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Music Program
Music is a large and integral part of the curriculum at Emerson Waldorf School. Every student in grades 1 through 12
participates in music. Because regular, earnest practice at home is necessary, every family must make a sincere
commitment to support their child’s musical success. This requires including a regular practice time as part of your
family’s daily schedule, acquiring and maintaining instruments, supplies and music books and making our performances
a priority in your family calendar. Private lessons are very strongly encouraged for all instrumental students and may be
required for those students who do not progress as quickly as the group.
The children play lyres and flutes in grades 1 through 3. The school supplies these instruments and the children are not
expected to practice at home. In fourth grade every student begins playing the violin, viola, or cello. Instrumental music
classes continue through twelfth grade. In sixth grade, Emerson Waldorf School students continue to study their chosen
string instrument or may change to an orchestral wind instrument (flute, clarinet, trumpet, trombone, etc). Beginning in
fifth grade, all students also participate in one of the school choruses. Our high school program continues the
instrumental and choral work laid down in the early grades, but offers some choice through electives. Our after school
music programming compliments the school day program: chamber string ensembles and jazz band are two examples of
our extracurricular music offerings.
Parents are expected to supply an instrument for their child as well as any required supplies and method books.
Emerson Waldorf School offers low cost rentals for instruments; speak with the music director about instrument rental.
All fifth through twelfth grade students perform at least twice a year. The required dress for fifth and sixth grade students
is to wear white dress tops and dark blue dress pants or skirt with dark dress shoes and socks. 7th and 8th grade students
wear the same, except they wear black pants or skirt. Skirt length should conform to the school dress code. High school
students’ dress varies for performances, but is generally semi-formal.
Art
The Emerson Waldorf School also offers a variety of art programs. Art is integral to the curriculum throughout the
school (Nursery through 12th grade). They may include: drawing, painting, sculpture, photography, block printing,
calligraphy, bookbinding/paper arts, basket making, pottery, and weaving,
Practical Arts
The Practical Arts program exists in Waldorf schools to develop the “hands on” aspect of each student’s soul. Each
human being is born with the desire to learn and create through watching and touching, then doing. Our students begin
with the experience of soft pliable beeswax and clay. From 6th grade - 12th grade, students attend the wood shop once per
week and the artistic mediums become more solid: soft wood, hardwood, copper, plaster of Paris, and iron. The students
learn first how to form the materials, then how to join multiple pieces together. An emphasis is put on making
something practical that is also beautiful. Also, we emphasize exactness and accuracy as well as safety and cleanliness in
the shop.
Handwork
Handwork is an integral part of the Waldorf Curriculum taught as a subject lesson for one hour and a half each week for
every grade. Skills such as knitting, crocheting, hand sewing, embroidery, cross-stitch, felting, doll making, pattern
making, and machine sewing are taught in grades one through eight. The students develop manual dexterity, patience,
and coordination, while developing appreciation for natural materials, design, and a personal sense of accomplishment.
Handwork is also an important part of the Kindergarten day. The High School student is able to take what they have
learned in the lower grades as a foundation to develop more specialized craft skills.
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Physical Education
The movement classes are a part of the curriculum from 1st to 12th grade to develop strength, coordination, spatial
awareness, and healthy cooperative and competitive play with others. Cooperative games begin in the early grades and
evolve into rhythmical exercises and sports in the middle school years. As the student enters 7th grade, students
performed exercises that are concerned with heaviness and lightness, tumbling, and free gymnastics. By high school,
students gain experience with vertical through gymnastics, tumbling, and circus.
Grades1-4: Circle, ring, line, and singing games, jump rope, hopscotch, running, jumping and throwing.
Grade 5: Tumbling, building human pyramids, original Olympic sports such as javelin, discus, shot put, high and long
jump.
Grades 6-8: Team sports (kickball, softball, kings, and basketball)
Grades 9-12: Gymnastics with apparatus, juggling, balancing, tumbling, stilt-walking, expressive dance. Our school offers a
sports program for the Middle School (grades 6-8) and High School. Sports we offer include co-ed soccer (High School), cross-country,
basketball and ultimate Frisbee.
Foreign Language
Spanish is taught in grades 1 through 8 and German is taught in grades 1 through 5. Foreign languages are taught in the
high school as part of credits necessary for graduation.
XI. ANNUAL EVENTS
The Rose Ceremony
On the first and last day of school each year, we hold the Rose Ceremony. The whole school joins together in welcoming
the 1st graders, as their Kindergarten teachers lead them across the Rainbow Bridge to greet their new, 1st Grade teacher
with a handshake and receive a rose from a 12th grader. Each Class Teacher then tells a story of the curriculum the class
will be covering that year, and the children depart with their teachers for their first 1/2-day of a new grade. At the end of
the year graduating seniors receive a rose from first grade students.
Holiday Faire
Seasonal crafts and food, handmade toys for sale, singing around the campfire, puppet shows, hayrides and more can all
be found at the Holiday Festival. We invite the public as well as the Emerson Waldorf School community to join
together in celebrating the harvest with activities linked to the season. Activities include making bird feeders, candles,
pressing cider, and making lanterns to use in the Lantern Walk, which follows the festival.
Grandparents and Special Friends Day
Grandparents are a very special part of our Emerson Waldorf School family. Each year we honor them on one day in
Spring, with a reception, visits to classrooms to see their grandchildren learning, and a special Assembly at which the
students demonstrate some of the things they have been doing in class this year.
May Day
The May Day is a rite of spring at Emerson Waldorf School, and includes a few seasonal activities as well as singing and
and dancing around the May Pole dressed in white.
Assemblies
Several times each year the whole Emerson Waldorf School community gathers to watch each class present some of their
class work to each other, their parents and friends. This provides a wonderful opportunity for parents to see what goes
on in the classroom, for students to develop confidence and pride in their accomplishments, for older students to recall
on their younger years, and for younger children to anticipate journeys yet to come.
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Graduation
Each year we celebrate the promotion of our 8th graders with a ceremony to honor their achievements.
We commemorate the graduation of our senior class (12th Grade) with a ceremony sharing and reflecting on memories
and accomplishments as these young adults leave us for the larger world. This is an opportunity for the whole
community to say goodbye, and to honor the seniors as individuals and as a group. A reception is usually held after the
ceremony, to which all community members are invited.
“My daughter's experience at the Waldorf School has been both exciting and mind opening. I hope that more people can make Waldorf
education available to their children.” – Russell Schweickart, NASA astronaut (Apollo 9) and technology advisor, 1963–1979
XII: FESTIVALS
Throughout the year, we celebrate festivals to connect us with the cycles of nature, establish a yearly rhythm for the
children, and strengthen our community. Festivals help us to nourish our souls through the sharing of stories, food,
songs and activities linked to the seasons and expressed with beauty and reverence. In addition to the community-wide
festivals listed here, teachers celebrate other festivals in the classroom, including those connected to different cultures
being studied or the religious traditions of the students in the class.
Michaelmas
Like most Waldorf Schools, Emerson Waldorf School traditionally celebrates the festival of Michaelmas on September
29. The day is filled with strong imagery such as a fiery dragon being conquered by the heavenly hero St. Michael. The
children dress in red shirts, share presentations, plays, verses and songs, and eat dragon-bread.
The purpose of this festival is to celebrate human will, inner strength, courage and initiative. It serves as a symbolic
reminder for the whole community that we each should strive to overcome our lower impulses: fear, vengefulness, wrath,
anxiety, selfishness, and laziness.
Summer is a time of expansion and out-flowing. Flowers bloom, plants burgeon and even the clouds billow upward into
towering cumulonimbus formations, ready to rupture as dramatic late afternoon thunderstorms. As summer wanes, the
nights begin to cool and the days grow shorter. Our world seems to contract; as a part of our world we also feel the desire
to go to sleep. The image of Michael doing battle with a dragon represents our need for strength and courage against our
lower, animal impulses at this time of year. The strong, willful iron of Michael’s sword acts as an antidote to this desire to
fall asleep and goads us to face the feeling of emptiness before the dying world of nature. It is this spirit of resolve and
inner warmth that we seek to carry with us as we begin the school year.
Lantern Walk
Each November we have a Lantern Walk to celebrate Martinmas, a festival of inner light in the outer darkness of the
approaching winter. St. Martin was a soldier in Rome the 4th century. Legend says that one wintry night he met a poor
beggar, half-naked and freezing. Martin removed the heavy military cloak from his shoulders and, drawing his sword, cut
it in two, and gave half to the beggar. That night, Christ appeared to Martin in a dream, wrapped in the same piece of
cloak Martin had given the beggar, and said: “Martin has covered me with this garment.” Martin became the patron saint
of beggars, drunks and outcasts, dedicating his life to assisting pariahs. Celebrating Martinmas at Emerson Waldorf
School serves as a reminder that each of us has a divine spark that we must ferry out into the world and share with
others. The children hear the story of St. Martin, sing songs and, as darkness falls, venture out into the night with their
lanterns walking along a path lit with glowing luminaries, carefully carrying their lanterns in a mood of quiet reverence.
The symbolic act brings home the deeper truth in the words of Siddhartha Gautama, the founder of Buddhism (563-483
B.C.) “There isn’t enough darkness in all the world to snuff out the light of one little candle.”
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Spiral of Light
As the days grow noticeably shorter, the frosty winter nights approach their longest, and we all begin to yearn for the
light, which so recently illuminated our lives. To symbolize this yearning, each December, the Kindergarten and Grades
1-3 participate in a Spiral of Light. In one of the classrooms, a path is laid out of green boughs of evergreens. Moss,
crystals, shells are placed on the greenery and stars of gold shine inside the path. A single candle in the center of the
spiral lights the room. Soft music sets the mood that brings the adults (parents) into the room to sit and watch their
children walk the path of the spiral.
The evening begins with each teacher telling his or her class a story in an adjacent classroom. Everyone quietly walks into
the room and is seated on benches surrounding the Spiral. As each child, in turn, approaches the entrance of the spiral
they receive a white candle in a shiny red apple, which is carried to the center of the spiral. One at a time the children
walk to the center. The kindergarteners are shepherded by the teacher but children in the grades go by themselves. They
light their own candle from the center candle and then return outward. On the journey back they place their candle and
apple on a gold star. When all the children have walked the path the whole spiral is aglow with lights. The music softly
continues as the children quietly leave the room. Finally, the apples and candles are gathered and brought outside to be
shared with the children before they depart.
Shepherds Play
A long-standing tradition in many Waldorf Schools, including Emerson Waldorf School, is the performance of The
Shepherd's Play, usually performed at the Winter Assembly immediately before the Winter Break. The tradition of the
play itself dates back to medieval Europe and it is one of a cycle of three plays: The Paradise Play, The Shepherd's Play,
and The Three Kings Play. The cycle was kept alive into the 17th century on the island of Oberufer on the Danube
where the small island community formed the acting company. With great fanfare and revelry, the company would
process through the town in song, leading the townspeople to the performances. The plays were an all community
celebration, and we have continued that spirit of celebration as our school performs the Shepherd's Play as a gift to the
Emerson Waldorf School community.
The story is a familiar one, for it is a Nativity play, told from the point of view of the shepherds. Within this tale we meet
archetypal characters, who through their experiences are called upon to act out of their noble nature. These rough,
simple folk, in the growing darkness of the long winter nights, find the spark of light, which shines forth through
fraternity and carries hope for the future. It is a tale of personal transformation leading from earthly baseness to
enlightened inspiration.
XIII. PARENT ROLES AND RESPONSIBILITIES
Sleep
So that your child may get the full benefit of Waldorf education, parents should ensure that their children get enough
sleep. Regularity in the lives of children is important – regular bedtimes, regular mealtimes, and basic rhythm are
essential. Ask your class teacher if you have any questions concerning these matters.
Monday
It’s a good idea to plan your weekend activities so that you are home early on Sunday and your child can have a “recovery
time.” Your child can’t be alert and responsive on Monday morning when he spent a full weekend of lively, stimulating,
tiring activities and had no time to recover. The lesson planned for Monday morning is crucial to all lessons taught the
remainder of the week. Your child needs to be alert and awake for it, or the child will not be able to receive it properly.
Lunches and Snacks
Please send nutritious snacks and lunches for grade school children. Remember that the school day is long and busy for
the growing children and that they need an ample amount of healthy food to sustain them through the day. Please do
not send candy, soda, and foods high in refined sugar. Nutritious snacks are provided for Nursery and Kindergarten
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children. Snacks include natural juices, whole grain breads, nuts, seeds, raw fresh vegetables, and on occasion, delicacies
prepared by the children in class.
Birthdays: Nursery - 8th Grade
A child’s birthday is a time for celebrating within the class. Every effort is made to celebrate the child’s birthday on that
very special day, however, should the birthday fall on a weekend or during vacation time, arrangements should be made
for a mutually convenient day. Celebrations are defined by the teacher in each grade. Please consult your child’s teacher
before the celebration. Usually a shared snack from home accompanies the birthday celebrations throughout the grades.
Highly refined sugar products should be kept to a minimum. Please do not send invitations for home birthday parties to
school for distribution; mailing addresses are in the parent directory.
School Supplies
Teachers carefully plan and select appropriate supplies for each grade level. Your teacher will notify you of any extra
supplies your child may need. The school provides most supplies. We will have some string and wind instruments
available to rent and a list of area music stores that rent or sell string instruments.
Field Trips
Field trips are planned by the teachers to enrich the curriculum of each class. Volunteer parent drivers provide
transportation. All students being transported to and from Waldorf school activities must wear seat belts. The teacher
will provide special health and permission forms. All expenses are the responsibility of the parents.
Requirements for Volunteer Drivers at Emerson Waldorf School
 Background and DMV check- one form to be filled out in the office at least one week in advance. Emerson
Waldorf School cannot allow someone to drive if they have had a violation or accident within the last five years.
 Copy of your current driver's license.
 Copy of your current insurance card (if you are only driving students in your own car).
 Scheduled bus training with the Facilities Manager (for people who are not experienced drivers of the bus). The
bus may not be hard to drive, but please keep in mind the enormous responsibility involved with driving 13
children.
The school asks that everyone come to the office to confirm that they are authorized to be a volunteer driver at least one
week before your scheduled trip. Please keep in mind that your driver's license or insurance card may expire between
trips so we may need a copy of the updated items before you can drive.
While this is very important for the safety of our children, it is also required by our insurance company. Please feel free
to contact the administration with further questions.
What Can Parents Do to Support Emerson Waldorf School
The healthy future of our school depends on vital enrollment: full enrollment is the most important form of long-range
financial health for the school. Even with an extensive community outreach program, word of mouth from our present
families remains the most effective means to increasing interest in our school.
Opportunities for Parent Participation
 All parents belong to the Emerson Waldorf School Parent Organization.
 Parents receive a weekly newsletter the Emersonian which contains school events, updates and community
information. Emerson Waldorf School strongly encourages parents to attend class meetings. The meetings
provide school and pedagogical information and promote parent-to-teacher as well as parent–to-parent
communication and relationship building.
 Grandparent’s Day is held annually on the day of the spring assembly.
 Examples of volunteer opportunities are as follows:
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 School grounds workdays
 Holiday Faire and Grandparent’s Day celebration
 Classroom projects
 School planning and implementation teams
 Share skills, knowledge and cultural celebrations with the teacher and class
The PO and other Emerson Waldorf School related committees host various classes, workshops, study groups
and lectures for parents throughout the year.
Parents are encouraged to attend Waldorf Education Day, a half day Saturday workshop, held on campus each
January.
Parent/Teacher Conferences are held twice a year during fall and spring. Parents are expected to attend both
conferences. The teachers, either in the main office or outside the Pre-Kindergarten/Kindergarten classroom,
post sign-up sheets. Parents are asked to sign up within one week of the posting. It is the parent’s responsibility
to ensure that any missed conference is made up at a later date. Reports/conference notes are signed by both
the teacher and parent(s). These conference notes are then filed in each student’s record. High School parents
will have conferences scheduled with their student’s advisor.
If parents have a concern or complaint about a policy or procedure, they are first encouraged to bring the issue
to the Teacher. If continued assistance is still sought, the parents should contact the Administrator or Faculty
Chair who will then determine who should handle the issue. Emerson Waldorf School has the College of
Teachers who can hear complaints/issues and address it in a timely fashion if it has pedagogical implications.
The Board of Directors may be involved if the issue involves legal or financial considerations. You can always
get a Communication Process Packet in the Main Office. (See “Conflict Resolution Process for Parents below.)
Support your teachers
 Help your child to be prepared for school.
 Help your child show respect for his or her teacher by being prompt each day. Arrive on time or a little early
with necessary school materials.
 Attend Class meetings to learn how to help with your child’s education and development.
 Attend parent/ teacher conferences two times per year.
 If you need an individual conference, please make an appointment with your teacher outside of instructional
time. This will allow both parents and teachers a more focused discussion.
 Work with teachers to facilitate a productive learning experience.
Provide a home environment conducive to learning: a quiet place to complete homework, adequate nutrition and rest,
and limited exposure to media experiences during the school year.
 Communicate with teachers any significant happenings in your child’s life that will impact his/her school
experiences. When recommended, collaborate with teachers for tutor assistance or additional evaluations that
may be necessary for the success of your child’s learning.
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XIV: CONFLICT RESOLUTION PROCESS FOR PARENTS
The Emerson Waldorf School operates without a principal or headmaster. Decisions are made collegially among the
Board, College of Teachers and Administration. This can make the decision making process appear slow and convoluted.
Individuals who have grievances are expected to be responsible for seeing their concerns resolved. We are hoping that
this new process creates guidelines for effective problem solving.
The School Administrator is the person who coordinates formal communications at Emerson Waldorf School.
If a concern is not resolved at one level, or either party is uncomfortable with this approach, the parties involved may
move to the next level and request assistance from the Administrator.
If resolution is still not achieved, the parties involved may request that a mediator facilitate a meeting with the parties in
conflict. If mediation fails to resolve a concern, the matter may be taken to the COC which will appoint an arbitrator to
make a decision. The progressive levels of communication can be summarized as follows:
Level 1, Non-facilitated, direct communication between parties in conflict
Level 2, Communication facilitated by Faculty, College member or Administrator
Level 3, Communication facilitated by mediator
Level 4, COC appoints an arbitrator to make decision
Please contact the lower school office for a Communication Process Packet.
XV. RESOURCES
AFFILIATIONS AND MEMBERSHIPS
AWSNA, the Association of Waldorf Schools in North America,
WECAN, the Waldorf Early Childhood Association of North America
International Association of Waldorf Kindergartens
Southern Association of Independent Schools
North Carolina Association of Independent Schools
Southern Association of Colleges and Schools
Books of interest:
FAMILY ACTIVITIES
The Children’s Year by Cooper, Frynes-Clinton and Rowling
Festivals, Family and Food by Diana Carey and Judy Large
Toymaking with Children by Freya Jaffke
Painting with Children by Brunhild Miller
Dumbing Us Down by John Taylor Gatto
Towards Wholeness by M.C. Richards
Simple Environmental Activities for Young Children by Carol Petrash
Festivals Together—A Guide to Multi-Cultural Celebration by S. Fitzjohn, M.Weston and J. Large
EDUCATION AND CHILDHOOD DEVELOPMENT
The Incarnating Child by Joan Salter
Phases of Childhood by B.C.J. Lievegoed
Children at Play by Heidi Britz-Crecelius
Childhood by Caroline von Heydebrand
The Way of the Child by A.C. Harwood
Understanding Young Children and Rudolf Steiner Education by Francis Edmunds
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School as a Journey by Torin Finser
Teaching as a Lively Art by Marjorie Spock
Waldorf Schools, Vol. I and II by Ruth Pusch
Rudolf Steiner Education and the Developing Child by Willi Aeppli
FAMILY LIFE
You Are Your Child’s First Teacher by Rahima Baldwin
Lifeways Working with Family Questions by Gundrun Davy and Bons Voors
Between Form and Freedom—A Practical Guide to the Teenage Years by Betty Staley
Seven Times the Sun—Guiding Children Through Rhythms of the Day, by Shea Darian
Who’s Bringing Them Up? Television and Child Development by Martin Large
Parenting, A Path through Childhood by Dotty Turner Coplen
Raising a Daughter, Raising a Son by Jeanne and Don Elium
FOUNDATIONS OF WALDORF EDUCATION BY RUDOLF STEINER
Education as an Art by Rudolf Steiner and Others
Education of the Child
Prayers for Mothers and Children
The Four Temperaments
Study of Man
Practical Advice to Teachers
Discussions with Teachers
The Kingdom of the Childhood
Deeper Insights into Education
Education and Modern Spiritual Life
These books are available from:
The lower school office and kindergarten parent lending libraries
Anthroposophic Press
PO Box 960
Herndon, VA 20172-0960
(800) 856-8664
Mercury Press
At the Fellowship Community
(845) 425-9357
Sunbridge College Book Store
260 Hungry Hollow Road
Chestnut Ridge, NY 10977
(914) 425-0983
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