parent handbook - Trillium Waldorf School Guelph

PARENT HANDBOOK
September 2015
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Vision
We envision a community which nurtures, through reverence and respect, the
healthy unfolding of free-thinking individuals who inspire compassion and love in the
world.
Mission
Inspired by the work of Rudolf Steiner, the Trillium Waldorf School cultivates social
renewal by providing a comprehensive Waldorf education that lays foundations for
intuition, inspiration, and imagination, and fosters each child’s potential.
Guiding Principles
 We hold the child within the ideals of goodness, beauty, and truth.
 We provide a holistic experience that integrates the three-fold nature of the
human being (head, heart, and hands), and follows the natural rhythms of the day,
week, and year.
 We create a beautiful, grounding, living space that envelops individuals on their
educational journey and nurtures security, harmony, and tranquility.
 We embrace opportunities to become interconnected with our neighbours, our
community, the earth, and humanity through environmental and social
stewardship.
 We ensure accessibility to all those who value and support the vision of Trillium
Waldorf School and the underlying values of Waldorf education.
 We embrace diversity and inclusiveness in our community and encourage
opportunities for shared responsibility and meaningful involvement in the school.
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Table of Contents
Page 4. Basic Information
Page 5. Introduction
Page 5. School History
Page 6. Structure of Trillium Waldorf School
Page 8. Communication
Page 12. School Hours
Page 13. Arrival, Departure, Absences (Attendance and Tardiness Policy)
Page 16. Dress and General Appearance
Page 17. Health and Safety
Page 23. Snow Days and Emergency Closings
Page 24. Student Code of Conduct
Page 27. Essential Parent Support
Page 32. Appendix A – List of Committees and Representatives 2015-16
Page 34. Appendix B – Faculty and Staff Contact Information
Page 35. Appendix C – Field Trip Chaperone Policy
Page 36. Appendix D – Additional Resources on Waldorf Education
Page 38. Appendix E – Tuition Arrears Policy
Page 39. Appendix F – Core Principles of Waldorf Education
Page 41. Appendix G – Festivals and Celebrations
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TRILLIUM WALDORF SCHOOL
GENERAL CONTACT INFORMATION
Telephone:
Fax:
(519) 821-5140
(519) 821-0453
Office Hours:
Monday to Friday 8:30 am – 3:30 pm
Messages may be left for Faculty and staff by email, voicemail, or delivering a written
note to the Office.
ABSENCES/ATTENDANCE INFORMATION
Please report your student’s absence by 8:45 am by leaving a message at:
(519) 821-5140 extension 0
UNSCHEDULED SCHOOL CLOSURES
Unscheduled school closings will be posted on the school’s website,
www.trilliumwaldorfschool.com, Magic and CJOY radio, and all families will receive
notification by telephone from their oldest/only child’s class teacher or class parent.
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1. INTRODUCTION
Welcome to Trillium Waldorf School. We are glad to welcome you as a parent in our school. This
handbook has been provided to answer many of the questions you will have about our school and how
it works. The policies and procedures described in this handbook have been developed to support the
Mission and Vision of Trillium Waldorf School. We share this information in the expectation that it will
help ensure a healthy school by facilitating an understanding of the operation and organization of our
school.
Please take the time to familiarize yourself with this handbook to understand Trillium Waldorf
School’s policies and refer to it as necessary throughout the school year. Your signature on your
enrollment contract indicates your willingness to abide by the principles and policies contained within
this document as well as any policy updates that are communicated to the parent body throughout the
academic year. Parents agree to communicate these standards and responsibilities to their children in
all grades from Early Childhood through Eighth grade.
2. SCHOOL HISTORY
Trillium Waldorf School is part of a worldwide movement of approximately 2000 schools whose
approach to education is grounded in the work of Rudolf Steiner (1861-1925). The first Waldorf School
was founded in 1919 for the children of workers in the Waldorf-Astoria Cigarette Factory in Stuttgart,
Germany. The innovative school attracted immediate interest among people seeking a new way of
educating children and other Waldorf schools soon came to life. By 1928, the growing movement had
spread to North America when the Rudolf Steiner School in New York City welcomed its first students.
Our school opened its doors in September 1996 as an initiative school with seventeen students and
three teachers. In 1999, when the Halton Waldorf School relocated to Burlington, several students and
experienced Waldorf teachers moved to Trillium, contributing to the already successful increase in
enrollment that year.
In May 2001 the Waldorf School Association of Ontario (WSAO) granted Trillium the right to use the
name ‘Waldorf’, as the school had met all the criteria for this honoured distinction. In addition to its
membership with WSAO, the school is also a candidate school member of the Association of Waldorf
Schools of North America (AWSNA). Our early childhood program is a fully accredited member of the
Waldorf Early Childhood Association of North America.
In 2001, Trillium moved to rental space in the Guelph Youth Music Centre to accommodate growing
enrollment. 2005 saw us moving into our own dedicated space at our current location, the result of
very generous support from a school family. Two years later, the Accessible to All tuition program was
introduced which led to another surge in enrollment.
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Within a period of 19 years, Trillium has grown from a small Waldorf initiative with 17 students to a
non-profit charitable independent school with 160 students offering a Parent and Child program, two
Kindergartens, and Grades 1-8. The school has now reached a significant and exciting stage of
development as we begin the final step of reaching full accreditation with AWSNA, a process that we
hope to complete by our 20th anniversary.
In addition to our core curriculum in the kindergarten and grades school, we also make available
programs such as therapeutic eurythmy, Extra Lesson (a curriculum of movement, speech, drawing and
painting exercises for children found to have learning barriers), art therapy, and other student support
programs.
3. STRUCTURE OF TRILLIUM WALDORF SCHOOL
(Please note that the Board of Directors is working on reviewing/updating the information on governance.)
The Trillium Waldorf School is a Candidate School, working towards becoming a Full Member school
with the Association of Waldorf Schools of North America (AWSNA). We are also registered with the
Waldorf Early Childhood Association of North America (WECAN). Through our involvement with the
wider Waldorf movement, we receive support in many ways, including mentoring and guidance for our
school, teachers, administration and board from other Waldorf schools and associations.
It is important to note that we are not part of a “chain” of schools, but are independently managed.
However, we do share the fundamental elements of the pedagogical indications given by Rudolf
Steiner, including many principles as to how to administer ourselves.
The structure of a Waldorf school will be new to many of our parents, and unlike what they might
remember or have experienced in the public education system. For example, there is no Principal or
Headmaster in the traditional sense; instead various groups carry different leadership responsibilities,
all of which are interdependent and function as a whole.
The Three Pillar Model
Like most Waldorf schools, we adhere to the AWSNA Shared Principles and we organize ourselves
around three main leadership pillars. These are the Board of Directors, Administration and Faculty and
each has its own area of responsibility.
Following is a brief summary of the main responsibilities of the three leadership pillars:
Faculty: The Faculty guides the students in the classroom environment, ensures the long-term
pedagogical and curriculum development of the school, and holds responsibility for the spiritual wellbeing of the school.
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Administration: The Administration manages the school’s day to day operations, provides servant
leadership and support to the Board, Faculty, students, and parents of the school.
Board of Directors: The Board manages the school’s legal and financial issues and provides leadership
in developing and carrying out the long-term vision and mission of the school, as well as supporting
other anthroposophical projects and outreach.
The school is supported and held up by the three pillars that are dependent on each other to maintain
balance, consensus and communication for the betterment of the overall organization.
Underlying the three Pillars are the School Parents and wider community. This is the source of
financial support, volunteer input, morale and continuity, which supports the pillars. Also significant to
remember is that the parents entrust their children to the school for education and the organization
could not exist without their implicit trust and sharing of their children.
Committee Structure (See Appendix A for full list of members)
There are a number of committees that support the work required to run the school including:
Board Committees: Finance, Accessible Tuition Adjustment Program, Development
Administration Committees: Marketing, Health & Safety/Grounds
Faculty Committees: Professional Development, Human Resources, Festival Life (note, these are the
festivals celebrated within the school day, such as Michaelmas), Student Support Committee,
Community Education
Tri-Pillar Committee: this committee, composed of the Faculty Chair, School Administrator, and Board
Chair, seeks to ensure regular communication and mutual understanding between the pillars, but is
not a decision-making body.
Community Council: The Community Council provides a place for parents to support each other,
support the work of the faculty and curriculum, make better use of energy and talents to get things
done, and provide clear channels of communication between parents, faculty, Board and
administration. The Community Council works together with the Board of Directors, faculty and
administration to help create a thriving, cohesive community. Collectively, they reach out to the
greater community to support the growth and potential of our school, guided by the principles of
Waldorf Education.
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4. COMMUNICATION
Trillium Waldorf School is committed to positive adult communication that models a civil society for
our students. Person-to-person dialogue, e-mail, voicemail, texting, blogging, and social networking
present active venues for effective, engaging communication. All TWS community communications
should be based on mutual respect and foster dialogue in a climate in which different perspectives
are heard and valued. While it is natural for concerns to arise within any community, such concerns
should be communicated in a productive and constructive manner. In addressing concerns, an
important starting point is the recognition that the best interest of the students is the first priority.
Trillium Waldorf School is committed to an atmosphere of respect and reverence. One of the 12
senses described by Rudolf Steiner is the sense of ego. This is not a sense of self, but a cultivation of
sensitivity to others. All interactions, large and small, should build a healthy environment for student
learning and serve as role model of appropriate, constructive and collegial adult behavior.
a) Basic Principles
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Demonstrate respect, in both what is said and how it is said
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Focus on issues, not individuals
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Keep an open mind. Be positive and flexible. Ask questions first.
b) Guidelines
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Raise concerns with the appropriate person (see page 9 for guidance)
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Use good judgment about the amount of contact that is appropriate. Be mindful of the
amount of time discussions about an individual concern may take
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Schedule appointments if a discussion is needed instead of making unplanned “drop-ins” or
raising concerns in public settings
•
Keep in mind that voicemail and e-mail are public documents and that their confidentiality
cannot always be assumed. One rule of thumb to keep in mind is that you should not say or write
anything in an e-mail that you wouldn’t want printed in the newspaper
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Understand that conversations may be documented and a third person may be present
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Verbal, physical or sexual harassment are illegal and go against the very core philosophies
of our institution; they will not be condoned or tolerated
c) Consequences
Egregious or repeated violations of the school’s civility policy may result in one of the following:
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Request for a meeting with school leadership
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An individual’s restriction to limited access to the school campus, to faculty or staff members,
to school events, or volunteer opportunities
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Dismissal
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COMMUNICATING QUESTIONS AND CONCERNS
Teachers endeavour to maintain regular contact with their students’ parents, and encourage parents
to speak directly to them should they have any questions or concerns about anything to do with your
child or a classroom situation.
EMAIL GUIDELINES
Teachers kindly ask parents to refrain from using email for questions or concerns that would benefit
from having a conversation either face to face or via telephone. While email is a very useful tool in
communicating quickly, it is best used for information sharing only rather than discussion.
 Response Time Expectations: When a response is required, please allow two business days not
including weekends or holidays for the teacher to reply. Teachers have limited access to email at
work.
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Emails are only to be used for setting up meetings, conveying factual details, such as a reason for
an absence. They are not to be used for virtual conversations.
What to do if I have a question or concern about…
The following procedure is in place to facilitate effective communication and resolution of any questions
or concerns a parent may have.
…something happening in the classroom or with my child {Faculty}
1. Take the question or concern directly to your class teacher or to the teacher involved.
2. If, after speaking with your child’s teacher, you are not satisfied with the outcome, please contact
the appropriate Pedagogical Chair (Early Childhood or Grades) or Faculty Chair for the area of the
school you have the concern.
3. If there is a conflict of interest (e.g. your child’s teacher is the Faculty Chair), then please speak with
the Administrator for guidance as to where to take your concern.
4. The Pedagogical or Faculty Chair may mediate a meeting with the parent and teacher involved.
…something happening in the school, not specifically related to the class {Admin}
1. Take the question or concern directly to the Administrator who will either help you with your
question or concern or direct you to the appropriate committee or person responsible.
2. If, after speaking with the Administrator, you are not satisfied with the outcome, please contact the
Board Chair.
…legal or financial issues, or about the long-term plans for the school {Board}
1. Take the question or concern directly to the Chair of the Board, who will either help you with your
question or concern or direct you to the appropriate committee or person responsible.
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2. If, after speaking with the Board Chair, you still feel you aren’t being heard, please contact the
Board of Directors as a whole. The Administrator can help facilitate this.
If you are ever unsure of which leadership realm to bring your concern or question to, please speak
with the Administrator who will help facilitate where best to bring it.
Mediation with a third party is also an option for unresolved issues, or when recommended due to the
nature of a conflict. More information about mediation services offered is available from the
Administrator.
For a list of contact information for school personnel, please see Appendix B
“IN PERSON” COMMUNICATION
Class Meetings
Every class schedules two to three Parent-Teacher Evenings each year. At these important
meetings, class teachers and special subject teachers will review the curriculum in light of child
development and talk about classroom activities and the social life of the class, amongst other
topics and activities as the class teacher sees fit. There is time for parents to share and discuss
questions with the teacher and amongst themselves. Upcoming events and all-school information
are announced. It is also a time to get to know the other parents. The dates for these evenings are
posted in the school calendar and parents are encouraged to make every effort to attend.
Parent – Teacher Conferences
Parent-Teacher Conferences are scheduled for each student in late autumn and in winter.
An additional conference may be requested by the teacher or by the parents.
The Early Childhood parent-teacher conferences discuss the student’s physical, emotional and social
development. Grade School parent-teacher conferences are a time to review the student’s
academic, artistic and social progress. A meeting may be requested by either special subject
teachers or parents, or a special subject teacher may be present at meetings with the class teacher
by request.
We understand that it may be difficult for some parents to take time off from work to attend a
parent- teacher conference, but we expect that every parent will make this a high priority.
School Meetings
Every October and January, the Board of Trustees holds a Community Meeting for the parents of the
school. The purpose of these meetings is to provide a “State of the School” overview.
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Immediate/Emergency Communications
In the event of a specific incident or injury involving a student, the school will notify their parents
during the school day. Examples include:
- When emergency personnel have been called
- When there are circumstances requiring explanations or legally requiring parental notification
- When there is a medical decision to be made regarding treatment that isn’t a medical
emergency
- When the injury may require continued treatment or needs further observation
WRITTEN COMMUNICATION
End Of Year Progess Reports
Kindergarten: There are no written evaluations for children in junior kindergarten. Those children who
are moving into grade 1 receive a written report that summarizes the program and gives an overview
of the child’s skills, development, behaviour, and gifts.
Grade School: Grade school parents receive a short written report in January and at the end of the
school year a more extensive one, from their class and special subject teachers. These reports
summarize the work done during the year, address the child’s strengths and weaknesses, and offer
encouragement and suggestions for the future.
Weekly: The “Friday Forget Me Not” is sent out every Friday by email to parents. This is the school’s
internal communication tool for school-wide activities and information, and a crucial link between
school and home. It is important that parents take the time to read it each week and note any changes
to the school calendar of events, and anything that pertains to them and their child(ren).
Monthly: The Trill is sent out monthly via email to parents and to those outside the immediate school
community who are interested in being informed about the school. This newsletter includes more
general information about the festival life of the school, what’s been happening in the classes, and
various outreach events.
Website: www.trilliumwaldorfschool.com contains a wealth of information about our school
specifically and Waldorf Education generally. The calendar is updated regularly.
Occasional: Under certain circumstances, the administration team may deem it necessary to send
information directly by email outside of the above two formats.
For those parents who do not have email, a hard copy of the Friday Forget Me Not and The Trill is
posted on the bulletin board located across from the school store, Celebrating Sophia.
Letters: At intervals, class teachers will update you on what is happening in their class. These may be
distributed via email or hard copy, depending on the teacher.
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Each classroom has a mailbox system to distribute letters and information to you, so it is important to
check it every day. School-wide communication is usually distributed via the oldest child’s cubby.
5. SCHOOL HOURS
Parent and Child Classes
Tuesdays to Fridays
9:00 am to 12:00 noon
Kindergarten
Kindergarten Morning Program:
Kindergarten Afternoon Care:
8:45 am – 12:30 pm
12:30 pm – 3:20 pm
Grade School
Grade 1 Dismissal (Mon & Wed)
Grade 2 Dismissal (Wed)
8:45 am – 3:20 pm
12:50 pm (see below under Optional Afternoons for details)
12:50 pm (see below under Optional Afternoons for details)
After-School Care
3:20 pm – 5:30 pm
We strongly encourage arrival at 8:30 am (see Attendance/Tardy)
Please note: Grade school and Kindergarten Afternoon Care end-of-day dismissal is at 3:20 pm, and
any student not picked up by 3:30 pm, will be signed into the After-School Care Program, and parents
will be billed accordingly.
Optional Afternoons – Grade 1 (Monday and Wednesday) and Grade 2 (Wednesday)
Coming into Grade 1 is a big step for children, with the demands in learning and concentration being
considerably greater than in Kindergarten. Therefore, parents are encouraged to assist with the
transition into the grade school by having their children at home for two afternoons a week. Similarly,
as the Grade 2 students also continue with their transition into the grade school, parents are
encouraged to have their children at home for one afternoon a week. Early dismissal will be at 12:50
pm on Mondays (Grade 1’s) and Wednesdays (Grade 1’s and 2’s). For those children who do not have
the option of going home early on these days, afternoon care is available for free at the school.
Grade School Schedule:
8:45 – 10:45 am
Main Lesson
10:45 – 11:00 am
Snack Recess
11:00 – 11:25 am
Snack Recess
11:30 am – 12:10 pm Period One
12:10 – 12:50 pm
Period Two
12:50 – 1:05 pm
Lunch
1:05 – 1:55 pm
Lunch Recess
ON TUESDAYS ONLY, Grades 5-8 have lunch/recess from 12:50-1:15 and Period Three from 1:20 – 2:00.
2:00 – 2:40 pm
Period Four
2:40 – 3:20 pm
Period Five
3:20 pm
Dismissal
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6.
ARRIVAL / DEPARTURE / ABSENCES
Morning Arrival Procedure
 The doors at Trillium Waldorf School are open at 8:30 am to receive students. Kindergarten and
grade school classes begin promptly at 8:45 am. It is recommended that students arrive by 8:30 in
order to allow enough time to settle in.
 For safety purposes, all entrance doors will be locked at 9:00 am, with the exception of the front
entrance. Any student arriving after 8:45 am is considered tardy and must enter through the front
entrance and report to the main office to sign in, and receive a Late Arrival slip. The student must
give their class teacher their Late Arrival slip when entering the class.
 In the case of absence, parents must notify the office of a student’s absence by calling the school
office (519-821-5140) and leaving a message stating the student’s name, class, date of absence and
reason for absence. Please do not email administrative staff, as admin staff are part time and
emails will not be checked daily.
 In the case of a planned absence, parents must notify the office and their child(ren)’s teacher(s) in
advance.
Departure
 Kindergarten children are to be picked up at 12:30 p.m. in the kindergarten cloakroom.
 Grade school children are to be picked up at 3:20 p.m. at their classroom. Older grade students
may be dismissed on their own recognizance with parental permission.
 Children in Grades 1 and 2 are dismissed at 12:50 p.m. on their optional days, unless they are
staying in the optional afternoon care program.
It is important that all children are picked up promptly. Children not picked up by 3:30 pm will be
signed into our after-school care program, and parents will be billed for a full afternoon of service.
If someone other than a parent or a person already listed on your consent form will be collecting the
child, please inform the class teacher or office staff. To avoid excessive calls coming into the office,
please send a note with your child whenever possible.
Absences or Lateness
If you know in advance your child will be absent or late, or will need to leave during the day, please
send a note to the teacher AND inform the office staff. If you must book an appointment for your child
during the week, please try to arrange it after main lesson (after 10:50 am). All absences and late
arrivals are tracked by the class teacher for year-end reports.
Please note all students who arrive after 8:45 a.m. or who leave the school premises early must report
to the school office prior to going to their classroom or leaving the school. This applies to all students
who arrive late or who leave early for any appointments. This is important in case of an emergency
situation. We need to know accurately which students are in the school at all times.
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ATTENDANCE AND TARDINESS POLICY
Attendance
Trillium Waldorf School is committed to providing a comprehensive Waldorf education, which requires
that students and their families make the commitment to regular attendance including arriving on time
for the start of day. Since regular attendance in class is a requirement of the Education Act, and
research makes clear that in order for effective learning to take place it is essential that students be in
attendance, it is our policy that students be present in all classes unless there are valid reasons for
being absent.
Absence from school will be considered valid and excused in the following situations:
• illness or quarantine or injury;
• family emergency or death in the family;
• medical or dental appointment;
• music lesson (not to exceed one half-day in any week);
• religious observance, as suggested by the religion of the student or the student's parents
• participation in a valid educational opportunity, with prior approval
Absences not classified as valid and excused as outlined above are considered “unexcused”. Parents
are asked to submit a written note citing the reason for the absence to the class teacher in advance of
the absence, if planned.
Students with documented chronic health problems will be exempted from the policy if absences are
excused.
Attendance is mandatory for all school day events including field trips and nature walks. Parents
should schedule medical and dental appointments or music lessons outside the school day whenever
possible, or if not, during the afternoon so as to avoid missing main lesson work.
Absences for Vacation Purposes
The uninterrupted experience of school life through its daily, weekly, and seasonal cycles is of
particular benefit to the well-being and development of the child. Although it may be convenient for a
family to take a vacation while school is in session, there are aspects of the program and of the life of
the school that cannot be made up at another time. Parents are urged to keep this in mind when
making holiday plans. When circumstances arise that make a lengthy absence of paramount
importance, early consultation with the class teacher is essential. Please note that enrollment tuition is
not adjusted or pro-rated to accommodate vacation absences.
Our goal is to educate your child. We cannot be successful if your child is not in school.
Tardiness
Late arrivals not only impact the student who is tardy, but it also has a negative impact on the class as
a whole, disrupting the learning of the other students who have arrived on time.
In the Kindergarten, a child who arrives late may feel stressed, unsettled or uncomfortable for many
reasons including:
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it may be difficult for the tardy child to join in with the other children who are already
immersed and bonded in play with toys in use;
having unnecessary focus on the child when they enter the class late;
if their class has gone off-site on a regular hike, they may be difficult to locate, and parents may
feel upset or stressed by their day being delayed while searching for the class
In the Grade School, it is very important that students arrive at school with sufficient time to greet
their friends, their teacher, and settle calmly into their class before the start of the morning program.
Late arrivals:
 disrupt the opening rhythm of the entire class, which begins with the Greeting and Morning
Verse. Students arriving late miss this morning ritual and its intangible importance to the mood
of the day
 can seriously compromise the education students are receiving
The school appreciates the commitment involved in being at Trillium, including for many a substantial
commute, however, we require parents to adequately factor in the commute time, especially during
inclement weather, and schedule accordingly.
It is our intention that a clear attendance and tardiness policy will assist students in
forming good attendance habits that will carry with them in their future educational
pursuits and in life.
Consequences for Absences & Tardiness
Attendance is tracked throughout the academic year, and student absences and tardiness are recorded
on the student’s year-end report card, which is part of their Ontario Student Record. At parentteacher interviews, parents will be given an update on their child’s attendance/tardy record.
Attendance-tardy concerns will lead to the following escalating consequences:
1. Five or more unexcused absences/tardy in a term: A letter from the school notifying parent(s) of
the number of absences/tardies and subsequent consequences.
2. Ten or more unexcused absences/tardy in a term: A meeting with parent(s) to discuss attendancetardy record, and signing of an attendance-tardy agreement. At the teacher’s discretion, the signing
of an attendance-tardy agreement may also include the student(s) involved. If a student is arriving
extremely late (e.g. missing the first 30-60 minutes of main lesson), the teacher may choose to
implement this consequence sooner.
3. In extreme cases of absenteeism/tardiness, the school will consider whether we are able to
continue offering a placement to the student(s) in the school, as the quality of their education may
be compromised by significant absenteeism/tardiness. If this is the case, the student will be placed
on attendance probation with a written contract between school and parent(s). If attendance does
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not improve, as identified in the contract, the school may have no choice but to withdraw the
student(s)’s placement(s) in the school.
Grade school students, particularly in Grades 5-8, may need to stay in class during recess or afterschool, or may need to have an increased homework load, to make up for missed work when absent or
tardy.
7. DRESS AND GENERAL APPEARANCE
Trillium Waldorf School’s dress code focuses on choices of dress that support the work of the
classroom. We work hard to create a learning environment that is as free as possible from distracting
influences. We appreciate parents’ efforts in helping to maintain this atmosphere by giving your
child(ren) choices for school-wear in accordance with our dress code.
All-Weather Clothing
All students should come to school prepared for rain or shine. Outdoor activities are a major part of
the daily schedule. Rain gear and cold weather gear (boots, gloves, hats, and snow pants) are essential
from October through April. All students must keep an extra set of clothes in the classroom for
emergencies.
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Symbols/Imagery: Clothing or jewelry with symbols related to alcohol, drugs, sex, violence, or
media-oriented imagery are prohibited. Students are required to cooperate in removing items if
requested. Depending on the jewelry, this may also include during games and movement classes.
Students must come each day covered from shoulder to mid-thigh
Gym shoes, or lightweight leather shoes with laces, are the best choice for indoor footwear. Flip
flops or “crocs” are not allowed.
If a skirt is worn, there should be shorts underneath due to activities undertaken during games and
movement classes.
Clothing of flexible, breathable natural fibres is preferred
Students who choose fashion over function in their dress detract from the lesson. Such clothing
affects individual participation and group progress. Clothing that detracts from any lesson will be
dealt with at each teacher’s individual discretion and in an age-appropriate manner
Light makeup and modest jewelry are allowed in grade 8.
Examples of inappropriate wardrobe choices include, but are not limited to, the following:
 Ripped or torn clothing
 t-shirts with overly large writing, media or violent images
 excessively baggy clothing
 exposed underwear
 excessively tight clothing
 clothes that do not allow for full coverage from shoulders to mid-thigh (short shirts, tank tops,
short skirts or shorts, low riding pants)
 excessively large, or overwhelming quantities of jewelry
 hats inside the building
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use of makeup or nail polish
piercings anywhere besides the earlobes
Class teachers will monitor the dress standards within their classes in accordance with the guidelines
above. If a student violates the dress code, the class teacher may take the following actions:
 speak to the student individually
 ask that a shirt be worn inside out or provide a t-shirt to be worn
 call the parents
 meet with the student and parents
 send a student home
It is expected that the student will wear appropriate clothing the next day.
Any questions of dress and personal grooming that may arise and are not covered by this dress code
will be determined in the spirit of the existing criteria. We ask for and appreciate the cooperation of all
parents in encouraging moderation in clothing and personal grooming, for the sake of improving the
learning atmosphere for all students.
8.
Health and Safety
Since Waldorf education is concerned with the whole child and finds a relationship between health and
learning, parents will find their child’s teacher receptive and welcoming to any comments you wish to
share about your child’s general health, past and present illnesses, sleeping and eating habits, stresses
and rhythms of home life.
The Trillium Waldorf School works in partnership with parents in encouraging a holistic lifestyle at
home that supports children’s healthy development. Trillium Waldorf School also works in partnership
with local health agencies in fulfilling our requirements regarding collecting and disseminating health
information and reporting contagious diseases, when required.
The school requires parents to complete an Emergency/General Consent form prior to the start of
school that asks for any relevant health information about allergies, ongoing health issues, and
anaphylaxis conditions, along with emergency contact information. Parents are required to keep the
office records up to date regarding their child’s health, and any emergency contact information.
Students are not permitted to attend class until the school has received an up-to-date Emergency &
General Consent Form.
ILLNESS AND CONTAGIOUS DISEASE
Parents are asked to keep their child(ren) at home if they are ill, or appear to be coming down with a
cold, flu or illness. Young children can be especially overwhelmed by school activity if they are tired or
not feeling well. In particular, if a child has a fever it is best to keep them home until it has completely
cleared.
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Remember to advise the office when your child is home sick.
If students arrive at school ill, or develop symptoms over the course of the day, parents will be called
to pick them up.
MEDICATIONS
The consent form parents fill out each year asks for permission to administer basic first aid oral and
topical remedies, including homeopathic remedies. If a child requires medications, written permission
must be given by the parents and the medication must be held and dispensed by the child’s teacher
and/or by office staff. Students must not carry their own medications. Exceptions are made for epipens, which may be carried by the student.
DENTAL SCREENINGS
Wellington-Dufferin-Guelph Public Health will provide dental screenings for all students in
kindergarten and grade 2 as mandated under the Health Protection and Promotions Act. You will be
notified ahead of time and there will be an opportunity to opt out.
GRADE 7 & 8 NON-MANDATORY VACCINATIONS
Wellington-Dufferin-Guelph Public Health offers three non-mandatory vaccinations to girls in grade 7
and 8. You will be notified ahead of time and must give consent for your daughter to receive the
vaccine.
SOCIAL/EMOTIONAL NEEDS OF STUDENTS
We encourage our students and their parents to seek the support of doctors and therapists when the
need arises. There may also be times that the faculty perceives that outside help is needed and will
suggest or require that the student receive outside professional treatment. If a student is in, or begins,
a therapeutic relationship that is related to the student’s school life, we require that a Consent Form
for Exchange of Information be completed and filed with the administrator. This allows for
communication between the school and the care provider. We wish to support the student’s active
engagement in the therapeutic process, and we have found that sharing appropriate information is
helpful in the course of treatment. Parents must provide full disclosure regarding previous or ongoing
therapy. Lack of full disclosure about a student’s social, emotional, or mental condition or treatment,
whether in the admissions process or during the time a student is enrolled, may be grounds for
dismissal.
FOOD
Snacks and Lunches: Children should be provided with wholesome, nutritious food that will provide
them with enough energy for the day. It is requested that lunches not contain candy, gum, sugary or
energy drinks, or chocolate.
Litterless Lunches: Trillium takes pride in being an environmentally conscious school and, on a regular
basis, we evaluate how we can reduce, reuse and recycle more efficiently. To that end, we have
incorporated a “Litterless Lunch” policy, whereby we encourage parents to pack litter-free
snacks/lunches. Please help us in teaching our children respect for the environment by avoiding pre18
packaged foods, plastic bags, juice boxes, disposable napkins and utensils, etc. Teachers will send any
litter from the children’s lunches back home to be recycled or thrown away there.
ANAPHYLAXIS / NUT POLICY
The Trillium Waldorf School believes that anaphylaxis management is a shared responsibility of pupils, parents,
and school staff in conjunction with trained medical personnel. These partners are required to work together to
reduce the risk of life threatening allergic reactions that may be experienced by the pupils of our school.
Consistent with the duty of principle as set out in Clause 265 (1) (j) of the Education Act and as required to
comply with Bill 3 (Sabrina’s Law)*, Trillium Waldorf School has developed and implemented an anaphylaxis
management plan for those children who have an anaphylactic allergy. We strive to provide an anaphylaxis-safe
environment for our students, which includes both on-site and for off-site school events.
Definition
Anaphylaxis is a severe systemic allergic reaction resulting in circulatory collapse or shock which can be fatal.
Common causes are food, insect bites and medication. Other causes are latex and immunotherapy (allergy
shots).
Create a Safe Environment:
 Know which pupil / staff have allergies
 Encourage these individuals to carry epinephrine on their person (epi-pen) and wear a medic alert bracelet
 Know the signs and symptoms: FAST
 F ace – itchiness, redness, swelling of face and tongue
 A irways – trouble breathing, swallowing or speaking
 S tomach – pain, nausea, vomiting
 T otal – hives, rash, itchiness, swelling, weakness, pale
Identification of Pupils at Risk of Anaphylactic Reaction
 At the time of registration of a new pupil, the Administration will request the parent or guardian to provide
information on any life threatening allergies that the pupil may encounter.
 At the commencement of each school year, the Administration will provide parents and/or guardians with
an opportunity to provide additional or updated information on any life threatening allergies that the pupil
may encounter. This information will be recorded in our emergency binder kept in the main office, and with
the child’s class teacher.
 In September of each school year, the parent or guardian of a child who has been identified as prone to an
anaphylactic reaction and/or for whom an epi-pen has been prescribed by a physician, will be required to
complete the Anaphylaxis Alert Form: (Appendix A). This information will form part of a file maintained by
the Administration for each anaphylactic pupil.
 A pupil who may experience an anaphylactic reaction and for who an epi-pen has been prescribed should
wear a medic alert bracelet or necklace
Communication
 The Administration will annually provide for the education of all teachers and staff regarding food allergies
and the potential consequences of a reaction.
 For each pupil at risk of experiencing an anaphylactic reaction, the Administration shall inform all staff of the
nature of the allergy and appropriate treatment required. This shall be completed during the first week of
the school year or when the student joins the school, if after the start of the school year.
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

The Administration shall arrange to provide all staff with the necessary instruction and training on the
administration of epinephrine. This should be completed in the first two weeks of September or as part of
an inaugural staff meeting.
The Administration shall prepare a minimum of one poster to be displayed in the staff room, classrooms or
other appropriate location. The poster will include:
 A picture of the pupil
 Identification information including student’s name and grade,
 Brief description of the allergy or life threatening condition
 Location where the epi-pen or medication is stored
 Dosage to be administered
 Emergency action to be taken
Training of Staff
 After the general training of staff on the administration of epinephrine, the Administration, in partnership
with the parent or guardian, will provide the classroom teacher(s) or the staff member designated to
provide emergency health assistance with any additional training or information that may be required.
 The Administration will ensure that all staff members are trained in First Aid/CPR and receive annual
instruction on the administration of epinephrine.
Individual Plans for Pupils with Anaphylaxis
The Administration will develop and maintain an individual plan for each pupil with an anaphylactic lifethreatening allergy. The plan will include:
 The information displayed on the communication poster.
 Information provided to employees and service providers who are in direct contact with the pupil. The plan
will specify:
1. Type of allergy
2. Monitoring and avoidance strategies
3. Appropriate treatment
 A readily accessible emergency procedure for the pupil.
 Emergency contact information.
 Location of epi-pens if not with pupil.
 Parent or guardian consent to administer epinephrine or other medications if required.
Parent Responsibilities
It is the obligation of the parent or guardian of a child who is at risk of an anaphylactic reaction or medical
emergency to ensure that the information in the pupil’s file is kept up to date and:
 To ensure and provide the school Administration and classroom teacher with complete information
regarding the medical condition or allergy of his/her child upon registration or as required.
 To ensure and provide the Administration and classroom teacher with clear direction regarding the
administration of emergency medical procedures including the administration of epinephrine with an
auto-injector.
 To ensure to provide the Administration with a completed Anaphylaxis Alert Form at the start of the
school year.
 To ensure and provide the Administration with the required medication/equipment necessary for the
administration of epinephrine or other medication.
 Ensure that medication provided to the school is replaced prior to the expiry date of the medication.
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
To ensure and provide for the proper identification of the child and the allergy or medical condition
which may predispose the child to anaphylaxis or other medical emergency (medic alert bracelet or
necklace).
Storage of Epinephrine and Medication
 Pupils should carry their epi-pens on their person whenever practical. In other circumstances, epi-pens must
be kept in safe locations which are easily accessible and known to staff.
 Other medication should be stored in a safe and accessible location which is known to the staff.
Strategies for Allergen Avoidance
 It is not possible to ensure that a school or area within a school can be maintained free of allergens;
however, when a pupil has been prescribed an epi-pen as a result of a life-threatening allergy, school staff
and community are encouraged and expected to reduce the presence of allergens where possible. This
could involve:
o Informing parents of the situation and asking for cooperation in reducing allergens in the school or
classroom by eliminating any identified ‘banned’ items from their child(ren)’s lunchbox.. See Appendix B
for identified banned food items.
o Encouraging practices such as frequent hand washing.
o Any student who brings an identified ‘banned’ food item to school will have it removed and stored
safely in the main office. Parents will be informed immediately to bring in replacement food items for
their child, and reminded of the anaphylaxis policy.
o Elimination of teacher/pupil activities with specific foods which are to be avoided in classrooms where
there are pupils identified with severe allergies, as it is often extremely difficult to avoid accidental
ingestion.
o Taking appropriate precautions as directed by the Administration regarding the removal of insect nests
on the school property and the proper storage of garbage in well covered containers.
o Discouraging pupils from sharing foods and utensils.
Response to Medical Emergency
 Provide the pupil with the medical emergency with the treatment and/or first aid that is required. Make the
pupil as comfortable as possible.
 If an epi-pen is administered call the Emergency Response number (911) and have the pupil transported by
emergency personnel directly to the emergency treatment facility. It is possible a second injection will be
needed.
 Communicate with the parent or guardian of the pupil.
 When feasible, a member of the school staff should accompany the pupil to the emergency treatment
facility and remain until the parent or guardian arrives.
Administration of Medication
 When the school has current up-to-date treatment information and the consent of the parent, guardian, or
pupil, any employee or adult may be pre-authorized to administer medication or supervise a pupil while he
or she takes medication in response to an anaphylactic reaction.
 When the school has current up-to-date treatment information and the consent of the parent, guardian or
pupil, the Administration shall designate a willing staff member to supervise or administer the required
medication in an emergency.
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

If a staff member or adult supervisor has reason to believe that a pupil may be experiencing an anaphylactic
reaction, the staff member or adult supervisor may administer an epinephrine auto-injector or other
medication prescribed to the pupil for the treatment of an anaphylactic reaction, even if there is no preauthorization to do so.
No action for damages shall be instituted respecting any act done in good faith for any neglect or default in
good faith in response to an anaphylactic reaction.
General Recommendations: Anaphylaxis
 The Administration, in consultation with the parent, shall exercise reasonable judgement and take all
necessary precautions prior to permitting an identified pupil to participate on a field trip.
 The Administration shall maintain in the school office a back-up epi-pen
Please note: for off site field trips where no students have an anaphylactic allergy, nuts are allowed
PEDICULOSIS (HEAD LICE)
Pediculosis (or head lice) is an expected inconvenience at any school, and we require parents’
cooperation in helping prevent spreading. It is good to check your child’s head periodically for signs of
nits or lice, and, if found, treat right away. There are various ways to treat for head lice, and you will
want to consult with your healthcare provider for suggestions on effective treatments.
While we do not advise that children miss school, we do ask that parents keep children at home until
they have been treated and all lice have been removed from the head. Treating for lice can be done in
one evening, so children should not need to miss much, if any, school. Nits should also be removed
upon discovery and the head will need to be checked daily for 7-10 days.
The school will notify parents when head lice have been reported at the school.
The Wellington-Dufferin-Guelph Public Health Unit has information available on their website at:
www.wdghu.org or by calling them at 1-800-265-7293.
PARKING LOT SAFETY
In order to increase safety in our parking lot, parents are asked to observe the following rules:

Please always drive slowly in the driveway and parking lot.

Parking spots must be filled first before using space in the circular turn-around at the end of the
driveway. Priority for parking spaces is for faculty and families in Parent and Child through to
Grade 3. If you are driving older students, you may either drop them off at the back entrance or if
you need to park, please use one of the alternative parking areas including the “Kiss-‘n-Ride” area
directly behind the school on Wilton Road, where you are allowed to park your car for 5 minutes,
or in front of the school along Victoria Road.

In the circular turn-around area, parking is only permitted before and after school, and only for
15 minutes. This area is used as an outside play space during the day and must be free of vehicles.
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
Before and after school parking in the circular turn-around must be single file, parallel
parking, around the perimeter of the circle only. No parking is ever allowed in the centre of the
circle. Please pull all the way around to the first available spot.

When entering a parking spot, always reverse into the spot. Backing in is proven to reduce the
chances of hitting children crossing the driveway as you leave the school.

Once you are parked, please turn off your engine. We have implemented a “No Idling” practice, to
improve the air quality for our children and world.
STUDENT ACCIDENT INSURANCE
Your yearly Supply and Activity Fee includes insurance coverage for your student up to 24 hours per
day, for a full year from September 1st to August 31st. This means your child is protected under this
plan 24/7, not just when they are at school. A detailed list of the coverage provided, as well as claim
forms, are available in the office.
9.
SNOW DAYS AND EMERGENCY CLOSINGS
The safety of our students, parents, and faculty is one of our highest priorities. Consequently, during
extreme weather conditions, the school may need to close for the day for the safety of all involved.
Closing the school is never a decision we take lightly. As an independent school with faculty, staff and
families coming from a broad geographic area, we have to consider the safety of our employees and
families when expecting people to come in on days when the roads are bad. The decision to close or
stay open will take into account current and expected weather and road conditions, as well as school
and bus cancellations in the area.
Designated coordinators will monitor the weather and road conditions, as well as the school and bus
cancellations for Guelph and the surrounding area. The designated coordinators will collectively reach
a decision by approximately 6:30 am.
When a decision has been made to close the school due to snow or other weather conditions, the
cancellation will be announced on the radio stations, MAGIC 106.1 FM, and CJOY 1460 AM, as well as
on their websites (www.magic106.com or www.cjoy.com). The school’s website,
www.trilliumwaldorfschool.com, will carry an announcement on the homepage. Finally, parents will
be called by approximately 7:00 am by their oldest child’s teacher and/or the teacher’s designate(s).
If a decision is made to open the school, parents must make their own decision as to whether they
want to drive to the school during times of inclement weather involving snow and ice. Parents should
note that the school day may be modified on inclement days if teachers who travel from farther afield
are not able to make it to the school.
In the event that snow or other adverse weather conditions begin during the school day, it is not
always feasible to close the school mid-day, so we may continue to operate and ensure all students are
appropriately supervised until they are picked up. Parents may chose to pick-up their child(ren) early
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to avoid dangerous road conditions. We do try to take into consideration the impending forecast for
the day, and make our decision accordingly, rather than have to face this situation.
10
STUDENT CODE OF CONDUCT
Establishing an appropriate code of conduct for students as a means to maintain order and discipline is
a necessary factor in any school. However, unlike public schools, independent schools are not subject
to the statutory procedures governing suspension and expulsion of students contained in section 23 of
the Education Act. Rather, the source of independent schools’ power to discipline, suspend, or expel
their students, rests in, and is subject to, the terms and conditions of the contract of instruction.
Trillium recognizes that the activities in the Kindergarten and Grade School require a form that
encourages learning in the broadest sense. Children and teachers work best in an atmosphere of cooperation and respect. Children desire forms that support listening and concentration on tasks
initiated by the teachers. Sometimes discipline is required to help maintain the form so that all
participating can benefit. A discipline problem is viewed as the repeated disturbance of the cooperative and respectful milieu of the classroom or the school.
SECTION I – CODE OF CONDUCT
It is a reasonable expectation of the school that these rules and regulations will be followed by all
students, and that persistent insubordination will result in disciplinary action as outlined in Section II of
this policy.
i.
Students must listen to any Faculty, Staff Member, or Supply Teacher who address them,
respond in a polite and courteous manner, and follow any directions given to them.
Consequence: The class teacher and parents/guardians will be informed. Both the class
teacher and the parents/guardians should discuss the incident with the child. Disruptive
classroom behaviour, vulgar language, or persistent insubordination will result in disciplinary
action as outlined in Section II of this policy.
ii.
Students must remain on school property or within the school’s boundaries during school
hours. During recess, they must be outside and within the sight of a supervising teacher.
Students must walk in the hallways.
Consequence: The class teacher and parents/guardians will be informed within a reasonable
time-frame. Teachers will assist the child to alter his/her behaviour.
iii.
Students are encouraged to treat fellow students with respect, and to find positive ways of
resolving disagreements. Students may request Faculty/Staff assistance if needed. There is a
NO TOLERANCE policy for physical fighting, aggressive behaviours, malicious practical jokes,
name-calling, or teasing. Profane language and gestures are not allowed.
Consequence: Situations involving any of the above will result in disciplinary action as outlined
in Section II – item 2 of this policy.
Note: Wrestling and other physical “play” behaviours are not allowed unless in a supervised
situation by a teacher. Physical play or activity is considered appropriate behaviour at the
discretion of the Faculty.
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iv.
Any instrument that would cause harm to another student or teacher such as, but not
exclusive to: knives (including pocketknives), matches, lighters, fireworks, caps, etc., are not
allowed at the school.
Consequence: Items will be confiscated. Class teachers and parents/guardians will be informed
within a reasonable time-frame.
v.
ipods, CD players, cameras, cell phones/smart phones, electronic devices, G.T.’s, remote
control toys, etc., are not allowed at the school. Students who travel independently to and
from school are allowed to carry a cell phone for safety purposes, but it must be turned off
while at school.
Consequence: The class teacher will confiscate the item(s) and return them to the
parents/guardians with reminders.
vi.
All school property should be treated with respect and care. Graffiti, vandalism, marking of
furniture, etc., is not allowed and is a violation of the rules of the school.
Consequence: The class teacher and the parents/guardians will be informed. A redeeming task
may be set and the parents/guardians will be responsible for the cost. The continued disrespect
of school property will result in disciplinary action as outlined in Section II – Item 2 of this
policy.
SECTION II – INFRACTIONS AND VIOLATIONS OF THE STUDENT CODE OF CONDUCT
Waldorf teachers aim at understanding each child’s deeper nature and temperament. A corrective
action or consequence for disruptive behaviour at school ideally takes this into account. Discipline is to
be directed towards the individual with the aim of assisting the child in altering his/her behaviour
rather than toward punishment. In this light, the following framework as outlined below may not be
strictly adhered to as the Faculty will consider each case individually to ensure that the decided upon
course of action will promote positive change. Such discipline may be accelerated, dismissed or
discontinued at the full discretion of the Faculty to concur with the principles and ideals of the Trillium
Waldorf School and in the promotion of positive change.
It is our view that problems cannot be resolved unless there is a well-intentioned collaboration
between school and home. Parents/guardians will be notified in a timely manner when such infraction
occurs with a student. To safeguard the school and other students, the school has adapted a
progressive framework that outlines the disciplinary action, suspension, or expulsion of a student,
which may result from an infraction of the rules and regulations noted in Section I of this document.
In addition, for the safety and well-being of another person (student, teacher, or staff member) the
Board of Directors also reserves the right to discipline, suspend or expel a student according to the
disciplinary procedures noted below.
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1.
First Infraction – Parents/Guardians are called
When the class teacher first identifies a problem, he/she will institute a corrective measure and
parents/guardians will be verbally notified either through a phone call or a personal conversation so
that the nature of the conflict can be explored.
Depending upon the severity of the infraction, a meeting may be necessary between the
parents/guardians and the class teacher. Where a child’s classroom (or school) behaviour is indicative
of problems of a deeper nature, parents/guardians are expected to work with the teachers to
acknowledge underlying origins and encourage the potential for healing.
In such instance, a follow-up letter will be sent to the parents/guardians from the school outlining the
situation and the agreed upon necessary corrective measure that needs to be implemented. A
corrective measure may include a requirement that the parents/guardians are asked to pick up their
child from school earlier than expected.
2.
Second Infraction – Formal Warning to Parents/Guardians
If the situation persists, a meeting with the parents/guardians and class teacher will be arranged.
Where a child’s classroom (or school) behaviour is indicative of problems of a deeper nature,
parents/guardians are expected to work with the teachers to acknowledge underlying origins and
encourage the potential for healing. In such instance, a follow-up letter will be sent to the
parents/guardians from the school outlining the situation and the agreed upon necessary corrective
measure that needs to be implemented. Such a letter will also outline the school’s suspension
procedures should a third offence occur.
3.
Third & Subsequent Infractions – Suspension
If the same situation persists despite the steps followed under item 2 above, then the student may be
suspended immediately according to the following guidelines:
One-Full Day’s Suspension
Next incident after receiving first
formal warning.
Two-Full Days’ Suspension
Next incident after receiving
suspension for one full day.
Five-Full Days’ Suspension
Next incident after receiving
suspension for two full days.
Depending upon the severity and/or frequency of the infraction, the Faculty reserves the right to use
their judgment to implement an immediate five-day suspension. The procedure for such action would
be as follows:
A letter describing the infraction will be sent to the parents from the school to inform them of the
seriousness of the issue and the suspension terms being proposed. Prior to the student being
suspended, the parents/guardians and a panel of teachers will meet to discuss the seriousness of the
26
issue. The student may be asked to attend this meeting. During such a meeting, the school’s expulsion
procedures will also be explained.
4.
Explusions/Terminations of Contract
When the Faculty moves toward a recommendation to expel a student for his/her conduct, the
following procedure takes place:

A meeting will be arranged promptly with a panel of teachers and the student’s parents/guardians.
The purpose of this meeting will be for the teachers to explain the student’s conduct as well as
provide an opportunity for the parents/guardians to be heard on the merits of the expulsion.

Prior to a final decision being made about an expulsion, the recommendation would be reviewed
for fair process by the Board of Directors or an ad hoc committee from the Board. Any such
reviewing committee will comprise two-thirds of its members from outside of the Faculty group.

If the recommendation is validated, then the student will be asked to leave the school and the
contract of instruction between the student and the school will no longer be in effect. This decision
will be communicated to the parents in writing. Should this occur, the parents/guardians would be
responsible for the payment of any outstanding fees, up to and including the last day of
attendance.
11
ESSENTIAL PARENT SUPPORT
Essential Parent Support
Building healthy community, both within the classes and within the whole school, honours the vision
of Trillium Waldorf School, where everyone, including teachers, parents, and administration,
participate together. Teachers, parents, and administration are asked to commit to cooperating in a
climate of mutual respect, support, and healthy communication, and to strive to continue developing
a deeper understanding of the principles of Waldorf Education.
For parents, this involves supporting their child to learn and participate fully in the school, and
supporting the school in the following areas: the curriculum in the classes; school activities and
festivals; school fundraising; and school codes of conduct, communication, and conflict resolution.
These efforts may require some reflection and some adjustment in lifestyle choices. Each parent
should also feel that their voice and gifts are heard and all parents should find for themselves what
they are comfortably able to contribute to the whole.
Below is a list of ways that parents can participate and provide support to their children and to the
Trillium Waldorf School. This will allow the teachers to be freer to teach, allow the children to be
freer to learn, and allow the building of a healthy school community. May this be a helpful and
inspiring guide.
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a) Supporting Your Child

Create daily, weekly, and seasonal rhythms in your family life.

Maintain a simple, unhurried family schedule, which balances each busy day with a quiet one
and, within a day, balances busy time with quiet time. (Consider that maintaining rhythm
requires a “breath in and a breath out.”)

Ensure your child is well rested with a regular bedtime that provides enough restorative sleep for
their age.

Provide healthy whole-foods at home and in school.

Choose to keep your child at home to rest when sick, and make arrangements to make this
possible.

Ensure your child routinely engages in healthy physical activity.

Choose extracurricular activities with consideration for the age and developmental needs of
the child and avoid over-loading or over-scheduling the child.

De-clutter your child’s bedroom, playroom, and common area with goals of simplicity and
beauty.

Be willing to explore individual learning and care support for your child as needed.

Reduce your child’s screen time to zero for Sunday to Friday, particularly for the early childhood
years and grades 1 to 4.
b) Supporting the Curriculum and the School

Ensure your child’s regular and punctual attendance at school and school events (with holidays
scheduled around school vacation).

Attend all class parent meetings with the teacher. These meetings include child
development education, which is invaluable.

Attend individual parent/teacher conferences.

Ensure your child adheres to the TWS Appearance and Dress Code and that your child has
appropriate seasonal clothing for recess and the day’s activities.

Support the child’s curriculum and learning at home, including age-appropriate homework
completion and study skills, and extra learning support when needed.

Take opportunities to learn more about Waldorf Education i.e. guest speakers, visiting mentors
etc.

Follow the TWS Code of Conduct and Disciplinary Policy.

Participate when possible in the social and cultural life of the school.

Honour rhythm, routines, play, reverence, creativity, and imagination in the home.

Organize activities at social gatherings and children’s parties that are congruent with the values of
the school.
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c) Supporting Communication and Relationships in the School Community
 Be willing to participate in creating a learning environment and school community with healthy
social interaction and conflict resolution.
 Encourage all voices and ideas in the school community be heard.
 Be willing to use compassionate communication without blame and to practice
respectful thinking, listening, speaking and acting.
 Bring any concerns to faculty, administration, or board members in an explicit, timely, and
constructive way .
 Work with consensus in meetings and strive to come to each meeting from a place of
reverence.
 Maintain open communication with your child’s teacher to ensure a healthy dialogue to support
your child.
 Respect the private lives of the teachers and staff (e.g., limit out- of-school requests to
emergency only).
 Strive toward inclusivity in your interactions, activities and social gatherings (and in your child’s
interactions, activities, and social gatherings. We are models to our children.)
 Recognize that we are each ambassadors of TWS when we speak about the school in the wider
community.
 Keep informed of school activities and business by reading the weekly Friday Forget Me Not
and the monthly Trill and other information sent from the school (also available on the school
website, www.trilliumwaldorfschool.com)
 Keep informed of class activities, news and business by reading the class letters sent by class
teachers.
d) Financial and Fundraising Support
Why Fundraise?
Why do we need to raise funds? As an independent school, we rely on tuition and fundraising as
sources of revenue to cover the cost of providing our unique educational experience. Our tuition
fees do not actually cover the full cost of educating our children. Fundraising presents us all with an
opportunity to help keep tuition fees at reasonable levels and allows more children to take
advantage of the education we offer.
As a charitable, not for profit organization, we appeal not only to our immediate community but to
outside philanthropic organizations as well. Understanding that all families have budgetary limits,
we try to balance fundraising efforts with social opportunities and events, and offer venues
throughout the year which will appeal to the wider Guelph community as well. In this way we can
raise additional funds while helping to raise awareness of our school.

Support the organization and advertising of seasonal school events, which invite the
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wider Guelph community and which are very important for school public relations (e.g.,
Cranberry Market, Spring Fair).

Support the grocery voucher fundraisers, which enable your regular shopping to
contribute to school fundraising.

Support other school and class fundraisers.

Offer grant writing skills or knowledge of grants available for school projects.

Support (and develop where possible) TWS marketing strategies and the school’s website to
increase enrollment.

Consider contributing to the annual TWS Giving Campaign and/or making a taxdeductible charitable donation to the TWS at any time.

Think creatively about other non-monetary ways to contribute to the financial health and growth
of the school through contributions of time, particular skills, or donations from your business.

Encourage families who would like their children to experience a Waldorf education, but who
are struggling with tuition, to explore our Adjusted Tuition program. As our enrollment
increases so does the vibrancy and diversity of our school

Complete financial agreements and pay tuition and supply fees in a timely manner.
e) Parent Participation and Volunteering Support
Parent participation and volunteering is an integral part of the TWS experience. This helps to build a
school community that supports the children and that thrives socially and financially with wonderful
curriculum enhancement possibilities. Parents have the opportunity to participate in various areas of
the school community’s functioning, visioning, and growth, and the success of most school activities
and celebrations depends on broad parent participation.
We recognize that family, life, work, and health circumstances vary and impact how parents can
contribute time and energy to the school. There are so many different ways to contribute that we
hope that parents will individually explore how they are inspired to offer their time, skills, gifts,
thoughts, food, creativity, organization, etc., throughout the year and throughout different stages
of their child’s journey in the school. Each contribution is unique, valued, and enhances the
whole; many hands makes light work.
f) Parent Participation and Volunteering Opportunities (a sample)
Class Volunteer Opportunities
 Class representative.
 Classroom set up and beautification.
 Volunteering in the classroom.
 Class plays and costume making.
 Class field trips chaperones/drivers.
 Organizing class fundraisers
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Seasonal Celebrations Volunteer Opportunities
 Welcome Back event
 Cranberry Market
 Spring Fair
 Plant sale
Additional Volunteer and Support Opportunities
 TWS Board member
 School committees (marketing, fund raising)
 Web design, computer skills
 Building and grounds development
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Appendix A – List of Committees and Representatives 2015-16
COMMITTEES
Committee Chair
Name of Committee
Reports to
Faculty-Admin-Board Rep(s)
Henry Muth
Arlene Kamo
Tracy Jewell
Finance
Board
John Jones
ATAP
Board via Finance
Tracy Jewell
Development
Board
Tracy Jewell
Marketing
Board?
Robyn Wilson-Simpson
Community Education
Faculty
Connie Watson
Community Council
Faculty
Stefanie Ly
Festival Life
Faculty /Grades ped. chair
Henry Muth
N/A
Compassionate Care
Faculty
Shauna McCabe
N/A
Human Resources
Faculty
Jon Koop
Professional Development
Faculty
Anne Rowntree
Student Support
Faculty
Arlene Kamo
Jennifer Erickson
Nancy Chapitis/
Marnie McCourty
Jon Koop
Jenn Elward
Jessica Gladio
Megan Grunner
Grounds, Beautification,
Health and Safety
Admin
Shauna McCabe
Store Committee
Unknown providence
Tracy Jewell
Social Inclusion Program
Faculty
Kathryn Loveday
John Jones +1 board member or
parent
Mary Kate Gilbertson
Souhaila Sarkis
Cynthia Comacchio
Tim Halley
Connie Watson
Stefanie Ly
Kathryn Loveday
Sharon Findlay
Rotating
Jennifer Erickson
Nancy Chapitis
Jenn Elward
Megan Gruner
Rob Kent (volunteer)
Christine Golec
Arlene Kamo
Jeanine Giguerre
Jessica Gladio
Jennifer Erickson
+parents
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Board of Directors Representatives
Faculty Chair
Pedagogical Chairs
Tri-Pillar
Sports and Extra Curricular Activity Coordinator
Mercurius Order
Bussing
ROLES
Faculty: Arlene Kamo
Admin: Jennifer Erickson
Arlene Kamo
Grades: Kathryn Loveday
EC: Nancy Chapitis
Arlene Kamo (faculty)
Jennifer Erickson (admin)
Irene Szabo and John Jones(board)
Henry Muth
Tracy Jewell and Shauna McCabe
Tracy Jewell
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APPENDIX B
Faculty and Staff Contact Information
Teaching Staff
Arlene Kamo, Faculty Chair: [email protected]
Marnie McCourty, Forest Frog Kindergarten Lead Teacher: [email protected]
Phoebe Lusk, Forest Frog Kindergarten assistant: [email protected]
Nancy Chapitis, Meadow Mouse Kindergarten Lead Teacher, EC Pedagogical Chair:
[email protected]
Beate Schnittker, Meadow Mouse Kindergarten Assistant Teacher: [email protected]
Karen Weyler, Parent and Child Teacher: [email protected]
Anne Rowntree, Grade 1 Class Teacher: [email protected]
Jenn Elward, Grade 2 Class Teacher: [email protected]
Shauna McCabe, Grade 3 Class Teacher: [email protected]
Kathryn Loveday, Grade 4 Class Teacher, Grades Pedagogical Chair: [email protected]
Jonathon Koop, Grade 5 Class Teacher: [email protected]
Megan Gruner, Grade 6 Class Teacher: [email protected]
Jessica Gladio, Grade 7 Class Teacher: [email protected]
Henry Muth, Grade 8 Class Teacher: [email protected]
Laura Hacker-Wright, French Language Teacher: [email protected]
Rob Kent, Woodworking Teacher: [email protected]
Sarah Boyer, Strings Teacher: [email protected]
Stefanie Hoeppe, German Language Teacher: [email protected]
Tena Wetmore, Music Teacher: [email protected]
Deborah Crispin, Subject teacher:
Mireille Martinez, AfterCare teacher:
Administrative Staff
Jennifer Erickson, Administrator: [email protected]
Connie Watson, Enrollment Coordinator: [email protected]
Tracy Jewell, Finance Manager: [email protected]
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Appendix C
Field Trip Chaperone Policy
Chaperoning a class trip can be a valuable experience and is a great way to volunteer your time for
the school. For the duration of the field trip, chaperones become representatives of the school
and assume role-modeling and mentoring relationships with the students. Here are some
guidelines, rules and expectations for all parents and adult volunteers who chaperone a Trillium
Waldorf School field trip.
Field Trip Chaperones may not engage in:
• disproportionate attention to their own child (chaperones are on the trip to ensure the success
of the experience for all the children and the safety of the whole class)
• undermining the authority of the class teacher by not following directions or instructions or
changing the rules described
• overstepping disciplinary boundaries. Please leave the discipline to the class teacher, but do
let children know if you see unacceptable behavior or an unsafe situation developing. Do not
allow children to engage in dangerous behavior. Report any you see as soon as possible to
the class teacher.
• using foul language or speaking to children in harsh, angry or intimidating tones or using
aggressive or inappropriate gestures
• consumption or use of alcohol and/or illicit drugs
• activities which distract attention from the tasks of the group. This includes personal
activities (such as texting, internet use, phone conversations) that withdraw attention from
chaperoning responsibilities
• sending “progress reports” of the trip in the form of email, phone, text, or photographic
messages. Allow the students to experience their field trips without media intervention.
Photography is not discouraged, but the time for that sharing is after the trip
• being alone with a child.
NOTE: Chaperones who are driving must comply with all rules of the road. Also, while
in a vehicle with students, do not play any media, including radio.
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APPENDIX D
Additional Resources on Waldorf Education
Parents are encouraged to explore the roots of Waldorf education further. The following are
suggested as excellent books to acquaint you with the Waldorf approach to child development and
education, many of which are available in our store, Celebrating Sophia:
Between Form and Freedom, by Betty Staley. A practical guide to the teenage years.
Beyond the Rainbow Bridge, by Barbara Patterson and Pamela Bradley
Educating as an Art, by Piening and Lyons (Eds.) Essays on various aspects of Waldorf education. A
good first book.
Education Towards Freedom, by Frans Carlgren. A survey of Waldorf education throughout the
world with numerous color illustrations of children's work as each aspect of curriculum is discussed.
An excellent introduction to Waldorf education.
Lifeways, by Davies and Voors (Eds.) Relating questions of practical home life - marriage, money,
roles, discipline, mealtimes, etc. - to the Waldorf philosophy. Good for enriching home life and for
providing a practical extension of what your child is experiencing at school.
Phases of Childhood, by Bernhard Lievegoed
School as a Journey, by Torin Finser. The author describes his eight-year journey with his class.
Provides valuable insight into the curriculum and the relationship between the teacher, students and
families.
The Recovery of Man in Childhood, by A.C. Harwood. Discusses cycles of child-development and the
Waldorf approach from early childhood through high school.
Other Resources
Heaven on Earth, by Sharifa Oppenheimer
Work & Play in Early Childhood, by Freja
Jaffke
The 7 O'Clock Bedtime, by Inda Schaenen
The Children's Year, by Stephanie Cooper, Christine Fynes, Clinton & Marye Rowling
Children at Play, by Heidi Britz Crecelius
The Plug-In Drug, by Marie Winn
Incarnating Child, by Joan Salter
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Toymaking with Children - Freja Jaffke
Festivals, Family and Food, by Diana Carey & Judy Large
Childhood, by Caroline von Heydebrand
Who's Bringing Them Up, by Martin Large
You Are Your Child's First Teacher, by Rahima Baldwin
Miseducation: Preschoolers at Risk, by David Elkind
A Guide to Child Health, by Michaela Glockler & Wolfgang Goebel
Failure to Connect: How Computers Affect Our Children's Minds-For Better or Worse, by Jane Healy
Endangered Minds - Why Children Can't Think, by Jane Healy
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APPENDIX E
Tuition Arrears Policy (as stated in Re-enrollment contract)
Parents/guardians are responsible for informing the business office of any anticipated difficulties with
payment of fees. Parents/guardians understand that failure to pay the sums due under the contract
may result in termination of this agreement and the dismissal of their child(ren) from Trillium Waldorf
School.
Parents/guardians understand that if their account becomes overdue in excess of 90 days and there is
not a payment plan in place, the Trillium Waldorf School has the right and authority to turn their
account over to a Collections Agency. Trillium Waldorf School has the right to refuse to provide further
services to the family and the child(ren) may be refused entry into the school and asked to not attend
classes any further, until the account has been brought out of arrears. If such action occurs it shall be
the parents’/guardians’ sole responsibility to find alternate education facilities for their child(ren).
Parents/guardians understand that Trillium Waldorf School reserves the right to withhold any diploma
or scholastic record until their fees for the school year covered in the current contract have been paid
in full or a payment schedule is in place. Parents/guardians understand that non-payment of the nonrefundable Supply and Activity Fee(s), according to the Fee Schedule, may result in their child(ren) not
participating in class events, activities, and trips funded through this fee.
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Appendix F
Core Principles of Waldorf Education
Waldorf education can be characterized as having seven core principles. Each one of them can be
the subject of a life-long study. Nevertheless, they can be summarized in the following manner:
1. Image of the Human Being: The human being in its essence is a being of Spirit, soul, and body.
Childhood and adolescence, from birth to twenty-one, are the periods during which the Spirit/soul
gradually takes hold of the physical instrument that is our body. The Self is the irreducible spiritual
individuality within each one of us, which continues its human journey through successive
incarnations.
2. Phases of Child Development: This process of embodiment has an archetypal sequence of
approximately seven-year phases, and each child’s development is an individual expression of the
archetype. Each phase has unique and characteristic physical, emotional and cognitive dimensions.
3. Developmental Curriculum: The curriculum is created to meet and support the phase of
development of the individual and the class. From birth to age 7 the guiding principle is that of
imitation; from 7 to 14 the guiding principle is that of following the teacher’s guidance; during the
high school years the guiding principle is idealism and the development of independent judgment.
4. Freedom in Teaching: Rudolf Steiner gave indications for the development of a new pedagogical
art, with the expectation that “the teacher must invent this art at every moment.”Out of the
understanding of child development and Waldorf pedagogy, the Waldorf teacher is expected to
meet the needs of the children in the class out of his/her insights and the circumstances of the
school. Interferences with the freedom of the teacher by the school, parents, standardized testing
regimen, or the government, while they may be necessary in a specific circumstance (for safety or
legal reasons, for example), are nonetheless compromises.[i]
5. Methodology of Teaching: there are a few key methodological guidelines for the grade school and
high school teachers. Early Childhood teachers work with these principles appropriate to the way in
which the child before the age of seven learns, out of imitation rather than direct instruction:
~Artistic metamorphosis: the teacher should understand, internalize, and then present the topic
in an artistic form.
~From experience to concept: the direction of the learning process should proceed from the
students’ soul activities of willing, through feeling to thinking. In the high school the context of
the experience is provided at the outset.
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~Holistic process: proceeding from the whole to the parts and back again, and addressing the
whole human being.
~Use of rhythm and repetition.
6. Relationships: Enduring human relationships between students and their teachers are essential
and irreplaceable. The task of all teachers is to work with the developing individuality of each
student and with each class as a whole. Truly human pedagogical relationships gain in depth and
stability when they are cultivated over many years. They cannot be replaced by instructions
utilizing computers or other electronic means. Healthy working relationships with parents and
colleagues are also essential to the wellbeing of the class community and the school.
7. Spiritual Orientation: In order to cultivate the imaginations, inspirations, and intuitions needed for
their work, Rudolf Steiner gave the teachers an abundance of guidance for developing an inner,
meditative life. This guidance includes individual professional meditations and an imagination of
the circle of teachers forming an organ of spiritual perception. Faculty and individual study, artistic
activity, and research form additional facets of ongoing professional development.
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APPENDIX G
Festivals and Celebrations
Opening Day and Rose Ceremony
Welcome Back Event
Kindergarten Harvest Festival
Martinmas
Kindergarten and Grade 1 Advent Garden
Candle Dipping
Children’s Festival
Shepherd’s Play
Special Friend’s Day
Spring Walk
Earth Day
Spring Fair
Kindergarten Strawberry Social
Closing Day Ceremony
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