2016/2016 Parent Handbook

hj
2015 –2016
Parent Handbook
&
Comprehensive Guide
International
Institute for
Education Through
the Arts
An Intentional Model For Educational Reform
Celebrating 31 Years

Private School
Enrollment Limited to 24 Students
 Developmental Kindergarten
 Elementary
 Middle School
 College Preparatory High School
Supporting the Individual’s
Learning Process and Expression
The Progressive
Schoolhouse
Serving Chico, Paradise and Surrounding Communities Since
1985
The Progressive Schoolhouse… Where learning is a joy!
2400 Notre Dame Blvd. Chico, CA 95928
530.345.5665
Director: Lori Tennant
www.progressiveschoolhouse.com

© PROGRESSIVE SCHOOLHOUSE 2015 2015 - 2016 PARENT HANDBOOK
IIETA - International Institute for Education Through the Arts is a
California Non-profit Public Benefit Corporation.
“All human beings are unique and have the
inherent potential to live successful and happy
lives. All ages deserve the opportunity to engage
in meaningful educational programs that support
and validate their personal development,
expression and autonomy. Our mission is to
advocate, educate and support learning through
the arts.”
Thank you for your support. IIETA would not be the same without
you!
We envision a community that celebrates art in all its
forms.
We envision a community that is characterized by
passion, knowledge and participation in the arts.
We envision a community where the arts are valued as
a cornerstone of civic pride and identity.
We envision a community where art is recognized as a
defining characteristic of our humanity.
Mission Statement

Educational Philosophy
Our school believes that all children are individuals, every child unique. We can observe, record,
and analyze development in children. Our school programs are comprehensive and
individualized. Our intent is to validate and promote the integrity and uniqueness of each child’s
learning potential.
The developmental philosophy can explain how children think and learn differently at various
ages and stages of development. Developmental theories recognize and support the individual
differences in children’s learning processes. Children’s personality traits and behaviors often
coincide with educational frameworks that support learning style differences. Developmental
learning processes are unique to the individual child. Children process information, observations,
and perceptions as well as construct their own associations and conceptual frameworks. Children
integrate neurological stimuli through their senses and emotions. Educational programs for
children have an ethical and moral obligation to operate within a framework that supports each
child as an individual. The developmental approach supports and promotes learning potential.
Progressive Schoolhouse is an educational facility that caters to the student’s unique learning
style and potential. The school’s educational approach has been modeled from a developmental
framework of scientific research and theory. The arts have been integrated into the school’s
programs and provide opportunity for the students to express themselves and strengthen their
learning experience. The arts play a critical role in the development of “the whole child.” The
school's approach is comprehensive, individualized, experiential, and success oriented.
The Progressive Schoolhouse models an educational approach where students excel in learning.
This model is based on the work of many. More detailed information follows in the following
sections:
 Director Preface
 Characteristics of Grades
 Parent Effectiveness Training
 The Quality School
 Quantum Living and Learning
 Living, Loving and Learning
These short sections define the foundations upon which the Progressive Schoolhouse was created.

Dear Families,
This parent handbook has taken many different forms over the years. Each document is
annually critiqued to accomplish the goal of providing a substantiated and comprehensive
resource that documents the philosophical, scientific and practical application of a
developmental educational approach. Our school is a model school for the developmental
approach in education.
The Progressive Schoolhouse, founded on a developmental approach in education thirty-
one years ago, continues to view the student's family as being an integral part of the
educational process. All students not only express themselves as unique individuals, but
also bring forth in trait, behavior and autonomy that which can be generally defined as
"family dynamic”, learned behavior and experience outside of the school environment".
In understanding the complexity and importance of raising healthy children, we cannot
underestimate the importance of supporting the value of healthy families. The
developmental approach is a reputable educational approach and offers viable tools in
achieving the highest ideals in education.
Since human development can be assessed, observed and recorded, this field of study
continues to receive acclaim and recognition for its' updated scientific research and
documentation in support of children and their developmental process. The
developmental approach in education believes that students should be validated,
recognized, and supported for their individual needs in the learning process. This
comprehensive approach caters, directs, and nurtures the emotional, cognitive, social and
physical needs of developing children. Our school's approach speaks to the highest ideal
in educating the "whole child" and believes that its approach demonstrates on a practical
level, an effective way of mediating the diverse needs of its students, both academically
and developmentally.
Our school prides itself in offering year round educational programs for children between
the ages of four and eighteen. Our model school operates with a maximum enrollment of
twenty-four students; (enrolled on a first come basis.) The noticeable range of
development and diversity of its students causes even the casual observer to ask
questions. Professionalism, parent education, consultation, practicum, and training are
essential components of any school program that caters to the growth and development of
healthy children and families. Our school requires all participants; (students, staff,
interns, student teachers, parents, and guardians) to be responsive, communicative and
enjoy the roles they actualize with the students.
It's critical that the continued success and reputation of our school reflects and favors the
application of ethics, knowledge and research that serve the mission of our educational
approach. Since this body of knowledge can be broken down into varied topics of
discussion, and tailored to meet the needs of its audience, our intent in this parent
handbook is to represent the most common shared concerns of our parents— namely
Director’s Preface

discipline, communication skills, the school's professional affiliations, roles and
expectations, further explanation of educational approach, program, leadership and vision
for the continued development of the school.
This handbook has incorporated a selection of books written by professional educators
and clinicians to help document the school's own mission and approach. The information
and interpretations found in each section of related topic will in part summarize the
author's work, and hopefully inspire all of you to read more of the original text. Although
most of the practical application of this information can be observed and modeled in the
school environment, the educational value and application of this information is
appropriate and beneficial for all families. Hopefully, the handbook will help parents
provide quality care and education for their children, so that they may in turn develop to
their fullest potential.
With loving concern,
Lori Tennant
Program Director

Lori Tennant
A master teacher; Lori Tennant is the founder, administrator, and director of The
Progressive Schoolhouse. Lori started The Progressive Schoolhouse in 1985, with a vision to
create a model school where the developmental philosophy could be exemplified. Now 31
years into the venture, the school’s reputation speaks for itself. Lori believes that all
children deserve an education that is individualized and structured to meet their
development and learning potentials.
As well as the work done in the classroom, Lori’s expertise is available for private and group
consultation, workshops and lectures.
Laurel Tennant
Laurel is excited to be once again teaching in the Foundation Skills Building Classroom! She
had previously led this program in 2005 and spent six years nurturing and guiding some of
the schools youngest students. Uniquely, Laurel spent her entire childhood playing and
learning in the school’s environment.
Throughout these years her family also nurtured her passion for classical ballet, which
continues to be a focus of her adult life. Her resume continues to build itself between the
ballet world and elementary education. In 2015, Laurel co-founded the North State Ballet
School in Chico, CA. Its program features a comprehensive curriculum and graded level
system designed to instill a passion for dance that cultivates individual artistic expression
built on technical excellence.
She is excited for the year and to have the opportunity to bring quality education in all
aspects to the community!
Administrator / Director / Teacher

Core Curriculum
© PROGRESSIVE SCHOOLHOUSE 2015 - 1 - 2015 - 2016 PARENT HANDBOOK
Curriculum Overview
Curriculum, planning and evaluation are the essential components of the developmental
educational framework. Choices for curriculum reflect the individual needs of the student. Our
resource library reflects a wide range of curriculum so that we may compliment the abilities,
interests, aptitude and learning styles of our students. The main goal of all our planning is
successful acquisition and retention of skill. All academic programs are developmentally
appropriate and oriented towards individual success and learning potential.
Learning styles are reflective of the way children think and relate to learning experience. The
developing right and left hemispheres of the brain carry on continual interaction during the
student’s learning experience. Although the hemispheres are specific and specialized in function,
both are essential for any skill learning process.
The developmental educational framework of The Progressive Schoolhouse includes planning
and activity in the following curriculum areas, disciplines and skill areas. Learning is
developmental and sequential within all curriculum areas. The skill acquisition process begins
with foundation learning and is progressively enhanced with concepts and related learning
activity at consecutive grade levels. The ideal nature of the school’s developmental philosophy
ensures each student the opportunity for proficiency, mastery and successful progression in their
studies.
Traditional Classroom Subjects include:
Core Skills
Mathematics

Reading
Phonics

Writing
Spelling
Vocabulary
Research
Sciences
World Geography

Computer Literacy
Life Science
Physical Science
Earth Science
Environmental Science
Health
English
Drama
Poetry
Creative Writing
Composition
Literature
Grammar
Humanities
Music

Arts

History

Foreign Language

World Cultures

Fine Arts

Government

Economics
Communication

© PROGRESSIVE SCHOOLHOUSE 2015 - 2 - 2015 – 2016 PARENT HANDBOOK
Additional Curriculum areas:

Critical Thinking
Communication
Skills

Problem Solving

Presentation
Skills

Planning

Time Management
Organizational
Skills

Team Building
Leadership/Mentoring
Personality
Development
Group Skills

Physical Education

Field Study
Internship

"Theoutcomeof self expression will alwaysoffer a greater reward, and the
greatest reward istobeindependent and unique."
–Lori T ennant

Class Schedule
 8:00 AM Schoolhouse doors open to enrolled students
 8:30 – 10:00 AM Academics: Classroom Study
 10:00 – 10:30 AM Morning Break
 10:30 – 12:00 PM Academics: Classroom Study
 12:00 – 1:00 PM Lunch Break
 1:00 – 3:00 PM Academics: Classroom Study
Mathematics
All programs are planned and individualized for successful skill acquisition. Skills are presented
sequentially. Learning activity and materials support each student’s individualized program.
Vocabulary, patterns, strategy and mechanics provide a strong foundation for all programs.
Project work integrates the student’s skills with an application process that provides
reinforcement and practical meaning.
Mathematics is a comprehensive program where students receive independent instruction. The
student’s progress is continually assessed, evaluated and strengthened to enhance skill acquisition
and retention. All students work to maximum proficiency. The student’s study of mathematics is
structured with daily assignments, comprehensive review, and periodic assessment and
evaluation.
Reading
Many of the pre-reading skills characteristic of the kindergarten student become essential
building blocks as they formally begin a reading program based on symbolic and phonetic
constructs.
During the initial phases of the student’s skill acquisition in reading, the student is instructed to
decipher the phonetic mechanics of the English language and encouraged through
developmentally successful learning activity to develop a working foundation for both reading
spelling and writing. The language arts program emphasizes phonics and vocabulary building,
spelling, penmanship, and reading and writing programs.
Curriculum Implementation

Literature is chosen to enhance skill development. As students continue to strengthen their
working foundation, they are introduced to a variety of award winning children’s literature
recognized for both illustration and story content.
In addition to reading independently with a teacher each day, younger students participate daily in
a shared language building group time termed simply ‘library’. Reading comprehension and
vocabulary building skills continue to strengthen as library time associates the expressive
integrity of literature with an inspiring array of concepts prose and dialogue.
Throughout the school year, all student groups are introduced to diverse selections of literature-
based readings including fairy tales, legends, fables, myths, fiction and non- fiction works,
poetry, songs and scripts. Students are also taught how to effectively utilize a dictionary,
thesaurus, atlas, almanac, encyclopedia and internet-based resources in their varied learning
activities. All reading programs are structured to promote optimal development of skill and
inspire the student to read for interest and pleasure. In addition to in class reading, study and
research, all students are requested to read a minimum of thirty minutes to one hour at home each
evening.
Writing
As soon as the young student acquires a working foundation in symbolic and phonetic
recognition, learning activity is introduced which encourages the formal development of the
writing process. Although writing programs are individualized, they are all comprehensive and
structured for optimal development.
Students work individually with a teacher to edit their current writing activity and receive new
instruction. Progress is continually monitored and also provides an accurate assessment tool for
individualized tutorial. Writing programs are continually assessed, planned and implemented to
ensure the student’s acquisition of structure, mechanics, comprehension and awareness of style
and format. Spelling, penmanship, grammar, punctuation, vocabulary and successful mastery of
skills related to written assignments compliment the student's creative writing process and
learning activity which integrates reading, research, oral and illustrative presentation skill.
Instruction introduces and strengthens the elements of writing as well as the student’s original
thoughts, ideas and expression.
Science
Even the oldest student enjoys discovering for themselves fact and explanation for the natural
world they live in. Since students are active participants in the learning process associated with
the study of sciences, the programs are comprehensively planned to enhance the student’s
acquisition of science concept with hands-on project work, research, experimentation, discovery,
invention, mentorship and field study.
All science concept, vocabulary and related learning activity is introduced sequentially. A strong
working foundation of science knowledge includes factual information, the ability to comprehend
and relate science concept to concrete experience, and the ability to acknowledge, abstract and
perceive the association of mathematics, scientific method and historical data with the scientific
learning process. Formal instruction in the study of sciences is implemented during a class period

known to the students as “group time.” The topics and concepts addressed during this period are
based on a full school year’s planning.
All students complete a minimum of one science project and present them at the school’s annual
science fair each year. The intermediate and advanced student is required to spend twelve weeks
on their project. Students spend most of this time actively researching a topic of interest. They
utilize books, periodicals, interview process, computer technology and collect data from their
experiments and projects. Upon completion, students present a research paper, a presentation
board illustrating their project, and a three-dimensional model or demonstration piece that further
illustrates the student's personal understanding of their project’s concepts.
Students are presented with instruction on varied concepts in a comprehensive format that
includes discussion, writing and reading assignment, trivia and other games of related
significance, project work and experimentation, field study and assessment.
History and Social Studies
Primitive cultures and civilizations began a sequential series of studies depicting a time line
approach to the student's ultimate comprehension of the word's diverse cultures and historical
record.
The youngest students enjoy learning about historical subject matter through award winning
selections of literature. They also learn that their own family has a history that can be told in
story form. Studies of continents, landforms, and geography provide them with the structure to
later associate new information about various themes including animals, environments, and
human cultures. Assigned research projects provide the students with opportunity to focus on
their own interests and study. Historical studies are often integrated with reading, writing,
research, foreign language acquisition, field study and many related art projects.
As often as possible, our school enjoys environmental living programs in California’s State Parks.
Our school has enjoyed these programs for many consecutive years. The programs provide the
students and their families the opportunity to simulate the life style of the culture that endowed
the area with its historical record. Students are encouraged to be in character and work to solve
the many different problems that characterized the historical time period in California.
Instruction and comprehensive learning activity involving current events, government,
economics, foreign language, public speaking and debate enrich the intermediate and advanced
student’s curriculum. Their knowledge of both world and American history allows them the
ability to associate, comprehend and structure new constructs for advanced concepts of study.

Community and World Studies
Even though dramatic and creative play may be more readily observed in some of the earliest
developmental stages, all children are continually influenced and inspired by role models
throughout childhood.
Experiential education and integrated studies recognizes the learning potential of each individual
student and provides a variety of diverse and enriching opportunities for the student to observe,
explore and perceive.
Children find and imagine themselves in a variety of roles through childhood. Imagination is not
a limiting factor. Through active participation and observation, children integrate and develop
relationships with their surroundings.
Importantly, travel experiences, mentorship, internship, integrated field studies and projects
provide students with opportunities to assimilate, discover and learn about their world.

All children are born with a natural affinity for nature. All children are independent and
willful participants in play. Children are self-motivated, autonomous, and integrate into
their experiences using all their senses. Young children are self-initiating and eager to
discover the natural world.
An individual’s self-interpretation of their perceptions, sensations, inspirations, and
experiences is expression. Self-expression is joy; an innate gift we resource at will. The
joy an individual resources is the motivation for self-expression and the creative process
where an individual discovers the value of their potential. Self-motivation is the ultimate
source of freedom. Within this dynamic lies the individual’s formula for joy. A child’s
happiness is closely linked to the freedom they are given to discover themselves through
their play.
Self-expression and initiative begins when the developing child shows interest to
motivate beyond the arms of their caregiver. At this time, the young child is initiating
relationship with the world of their senses. Through observation, we can notice the
innate qualifications even the youngest of children hold to create. Play essentially
becomes a bridge between the senses and the child’s world.
Nature is an ideal classroom. The natural world exemplifies a world of freedom and
expression. Nature provides a palette of fluidity, transparency, and contrast. Nature is
aesthetic, multi-dimensional, and transformative. Nature has no rules or limitations.
Unlike the child’s play room at home, nature provides a perimeter of endless possibility.
The self-expression of a child reflects their developmental stages and growth. As
children begin to identify themselves with their world, their actions exemplify their need
to express what they are learning. Children are vulnerable to perceptual stimuli and
conditioning. Initially, children will trust the educational arena because they integrate
into their experiences with open minds and with the guidance and support of their
families.
The ideal intention of education is to honor an individual’s unique learning process. The
ideal role of the teacher is to mediate the student’s experience with acceptance and
support. Through observation, a teacher or parent can learn how to individualize the
developmental needs of their students.
Educational institutions and structured learning programs are responsible for conditioning
children away from their own unique learning approach and making the process one of
dependence and conformity. The freedom of expression in children is often denied and
disciplined. The educational arena is often responsible for denying children the right to
develop into their potential. As children grow, they are quickly initiated into systems
where conformity and compliance is expected.
The Importance of a Developmental-Individualized Approach in Art Education

At the Progressive Schoolhouse, we provide our students with an immediate reception of
acceptance, acknowledgement, support, and validation. Our actions as teachers
demonstrate the value of nurturing, trusting and respectful relationships with our
students. The art studio at the school is set up to accommodate the developmental needs
of our multi-age classroom. The classroom arena provides the young child with new
experiences to assimilate, open-ended materials, sensory-based learning activity, and
opportunities to discover, explore, and create. The studio experience promotes a
structure that respects each individual in his or her creative process.
When children feel joy, they want to share their excitement and will often say, “Watch
me! Look at me! See what I did!” When given freedom to explore and create, young
children will generate expression that describes how they are feeling in their creative
process. Children enjoy discovering their joy and identify closely with self-mastery and
personal success. Children experience joy and express the happiness they feel when they
are given responsibility for the outcome of their experience.
N atureistheperfect classroom…

Please note: Ages and grades are not necessarily the best means of characterizing an individual’s
aptitude or developmental progress.
Developmental Kindergarten
A program that supports the eagerness, joy, creativeness, and laughter of
the young student.
Foremost and without question, our kindergarten program caters to the developmental needs of
the young school age child. Through imaginative play, exploration and planned learning activity,
the young child becomes introduced and later competent with the routines of the classroom
learning experience. Trusting, caring relationships with teachers help build bridges to new
learning experience. Friendships, successful acquisition of developmentally appropriate skills,
and happy school hours spent in the environment help to reinforce the student’s attitude and
identification with the learning process. The kindergarten age child is fascinated about the world.
Using all five senses, the kindergarten student actively develops a successful foundation for
continued learning and discovery.
First Grade
The first grade child is a competent student. This age student is eager to learn! Success begins to
be a natural motivator in acquiring new skills. First grade is highlighted by celebration and
achievements.
This year of learning is especially productive and rewarding to the young student. The first
grader’s curriculum gives life to many different topics of information about the world. The
student’s curiosity and imagination compliment a variety of learning activities and projects.
Learning takes on a new focus as the student’s individualized programs continue to integrate their
ability to acquire academic foundation skills. Play provides this age student with additional
opportunity for problem solving and critical thinking skills. Experiential learning is emphasized.
Field studies and art activity is implemented in weekly planning and compliments an integrated,
thematic- based approach. The student’s developing language art skills and mathematic skills
provide new and exciting opportunities for individual and small group project work.
"Theindividual isat thecenter of all initiative, motivation, mastery, perception,
and comprehension. T heseattributesareshowcased asqualitiesof the
individual, independent of outsidestimuli."
–Lori T ennant
Sequential Characteristics of Development

Second Grade
The second grade student is comfortable with the learning process. The classroom experience
continues to offer a wide variety of developmentally appropriate learning activities.
This age student is articulate and inquisitive. Reasoning skills and imagination are blended with
humor as the student continues to develop new understanding of their world. Second graders are
noted for their self-expression! These students are impressionable and excited by new
experiences. Learning continues to foster new ideas and competence.
These young students are beginning to show initiative and enjoy independence in their work
process. The classroom experience continues to provide a balance of teacher directed, child
directed activities. Students are encouraged to pursue their own interest in their project work and
utilize their skills in meaningful ways.
Academic skill programs continue to be individualized. Planning allows for varied development
and aptitude.
Third Grade
Knowledgeable and coordinated, the third-grader is a productive student. Capable and
autonomous, this age child is often self-motivated and independent in completing learning
activity. The third grade program strengthens skills, builds comprehension and new
understanding. Project work becomes a necessary component of the educational process and an
outlet for the students’ self-expression.
The third grade child enjoys learning experience, which is intellectually stimulating as well as
experimental and tangible. Inventions, experiments and games that offer strategy and risk, are
much more attractive to this age child. Understanding continues to be refined as the young
student actively explores their world.
Interactive and cooperative, the third grade classroom encourages self-expression and strengthens
oral presentation skills. Research skills offer the student the enhanced ability to further their
studies outside the classroom. Project work begins to show attention for detail as the students
continue to assimilate new information.
"I ndividual character isthepoetry of humanness."
–Lori T ennant

Fourth Grade
The fourth grade student is inventive and eager to test their ideas and abilities. Skills become
meaningful tools as their learning experience continues to challenge their intellectual and creative
aptitude.
The fourth grade student is ready for leadership experience and can be a successful group
motivator. Practical experience with organization, planning and brainstorming provides the
student with a heightened sense of industry, productivity, and goal setting. Mentoring
opportunities enhance the student’s self confidence and aids in the student’s ability to apply their
skills and knowledge.
Experiential learning continues to enhance the fourth graders logical reasoning. Intellectually, this
age student continues to rapidly assimilate new information. Fourth graders begin to successfully
associate and create intelligible explanations about their world.
The fourth grade classroom facilitates many new challenges, yet allows for differences in
development as well. The fourth grade student is perceptive and observant. This age student is a
natural investigator.
Fifth Grade
Active and responsible, the fifth grade student has an attention for details. Critical thinking skills
provide this age student with the ability to construct and design. Learning activity and other
games where strategy and problem solving skills are stressed, provide this age student with hours
of enjoyment.
Mysteries are fascinating and intriguing to this age child. Adventure stories captivate and
entertain. This age student enjoys being dramatic.
This age student enjoys costumes, character role playing and attracting the attention of an
audience. Again, differences in students’ personalities reflect these above-mentioned descriptions
to different extremes. The atmosphere in the classroom is one of acceptance and mutual respect.
Students are responsive, yet sensitive to criticism.
Field studies and project work continues to stimulate awareness and support various interests and
studies outside the classroom. This student is interested in community, industry, and cultural
events, and enjoys adventuring away from school and home. The fifth grader is inspired by role
models of varying occupations and professions.
Sixth Grade
The sixth grade student is perceptive and competent. This age student is beginning to recognize
his or her own learning potential. Self-awareness seems to mirror their fascination with
relationships and their identification with people they admire. The sixth grade student is
competent and works independently.
The sixth grade program stresses comprehensive learning. Abstract reasoning and problem
solving skills continue to develop and mature. The students understanding for concepts and
systems parallel their interest in planning and organizing their own activities.

Sixth grade students recognize the importance of communication skills, because they need to be
understood. As they analyze and identify differences, similarities and relationships in their world,
they begin to identify how their family values and belief systems compare with society.
The sixth grader begins to ponder and align themselves with interest areas and people they enjoy.
This age student is interested in relating and being socially accepted.
Seventh and Eighth Grades
The seventh and eighth grader is capable and skilled. This age child is now able to practice time
management skills with success. Transitions between studies are handled now with maturity. The
seventh and eighth grade student is observably self-disciplined. They are able to work both
independently and cooperatively.
Comprehensive learning continues to be emphasized for all seventh and eighth grade students, in
all subject areas. Productive and industrious, the students are challenged by learning activity that
requires them to use their skills in meaningful ways.
The seventh and eighth graders are responsible group members. They are interested in
associations, club memberships and community activities. The student’s apprenticeship program
offers experiential learning and the opportunity for students to further their learning about the
social community.
These students are studious and interested in many different areas of study. The curriculum for
this age student continues to enhance and refine skill learning. This age student is excited by
meaningful activity and inspired by people they admire. These students are coordinated and
aware of their talents. They are self-motivated students. The atmosphere of the classroom
facilitates higher levels of thinking.
This age student enjoys debate. Speeches and oral presentations allow them to strengthen their
communication and presentation skills. Dramatic roles in plays, skits and monologues reinforce
their enjoyment for character and dramatic impersonation.
The eighth grade student is recommended to ninth grade studies when their overall skill
assessment and individualized academic portfolio shows comprehensive acquisition and retention
of skill at a level consistent with the individual’s K-8 grade development. Age is not a necessary
determinant of promotion schedule.
College Preparatory High School… An Educational Choice
This program was created to validate nurture and support the student whose aptitude,
development and interest dictates an alternative course of study. These student’s individualized
academic studies are comprehensive and specific to meet the requirements of standards set forth
by the California High School Proficiency Exam (CHSPE). Enrollment in this program is limited
and requires comprehensive assessment and consultation. This educational choice will offer
concurrent enrollment at Butte College, internships, entrepreneurial studies, volunteerism,
independent study and research, travel, and support for employment opportunities.

FAQs
Q: What kind of school is the Progressive Schoolhouse?
A: The Progressive Schoolhouse is a private school offering academic school programs for
students of all ages.
Q: What is the school’s educational approach, and what makes the
school unique?
A: A developmental approach serves as the foundation for our school’s philosophy.
Catering to the individual needs of the students in their learning process is a priority. By
validating the unique qualities of each student, being attentive to the student's differing
developmental aptitudes, and importantly providing opportunity for students to express
themselves and deepen their understanding during the learning process, the teaching staff
at The Progressive Schoolhouse is an essential and integral part of the educational
approach. Through engaging, respectful, and trusting relationships with their students,
teachers encourage, challenge, and mediate learning experiences. Every day of learning is
meaningful. Every student deserves an education that caters to their unique learning
potential.
Q: What difference does an education in a school that professes a
developmental approach make in its students?
A: Children spend, on the average, forty hours per week in attendance at their school. The
school environment not only is a primary learning environment, responsible for the
health, happiness and well being of its members, but also holds responsibility to
providing the best education possible for all of its students. At The Progressive
Schoolhouse, students in all grades are encouraged to excel in their work, as well as to
strengthen the areas of skill and learning that are most challenging. Students are able to
work above grade level as well as strengthen other areas of skill in a non-competitive
atmosphere. Although the developmental attributes of the students are diverse in every
grade and are catered to, the students also enjoy many different kinds of group instruction
and activity. Common projects and assignments allow the students to learn from shared
sources of information and instruction, and also importantly, from each other. Students
work independently during work times and are encouraged to participate in all group
activity. Through consistent modeling and teaching practices, students learn to be
responsible for their own learning, and be accountable to their responsibilities. Self-
motivation and self-discipline are both qualities observed in students who have been
nurtured in an educational system that aligns itself with a developmental approach. The
difference is reflected in the children. Learning should be enjoyable. Learning is a life
long process.

Q: What some of the emotional and social benefits of enrolling my
student in a small model school?
A: Since teachers, parents and interns integrate into the students’ daily school experience,
they also serve as role models, mentors, and facilitators of effective communication
skills. Our school environment allows children to be individuals. We encourage
respectful, caring, responsible social behavior. We teach students skills that enhance
communication and problem solving. We allow children opportunity to process, practice
and strengthen their social skills, and take the time to support and validate their efforts.
Our school values diversity and exemplifies the belief that people are more important
than “things.” Children learn from making mistakes and are responsible for their
emotions, choices and behaviors. We support the students’ progress, respect their unique
development and often enlist the parents to help us attain our goals.
Our interest is for children to develop skills that enhance their lives outside of school.
When children feel happy, respected and secure, they are more willing to learn.
Growing, developing children have many needs! Our simple recipe for success is to cater
to their individual need, nurture their sense of well-being, and validate them in their
learning process.
Q: Why would an educational approach based on a developmental
philosophy also support an individual’s learning potential?
A: Everyone is unique. Everyone is an individual. Everyone’s life unfolds uniquely, and
everyone has a unique learning potential.
Since development, growth, and learning potential describe qualities of childhood, an
educational system and approach cannot underestimate its responsibility to provide
effective support structure and program. To maximize the efforts of an educational
system that caters to development and learning potential, students first must be viewed as
individuals, unique in all ways.
Likewise, curriculum programs and planning must reflect the development, aptitudes, and
learning style of the individual. Furthermore, as the individual progresses and develops,
individual planning must conform to reflect the student assessment, interests, and
development of the student.
When validated in the learning process, students will gain momentum, self-discipline,
autonomy, and esteem. These natural rewards allow children to feel autonomous,
independent, respected and successful in their learning process.

Since teachers mediate the student’s successful experience and are respected in their role,
students are willing and encouraged to accept new challenges and learning opportunity.
Assessment, evaluations, observation, insight, knowledge and experience guide the
teachers in their goals and planning for each student. Since learning activity and
opportunity cannot possibly ensure successful skill acquisition, teachers need to work
comprehensively with each student independent of each other.
Each day is a significant opportunity in realizing a student’s learning potential. With the
right amount of integrity and effort, learning can really be a joy! The potential for
excellence is in the learning approach and process.

Annual Tuition
2015 – 2016 academic tuition at The Progressive Schoolhouse is $5,700.00.
Monthly tuition of $600.00 is due on the 1st day of each month (unless otherwise specified in
Personal Financial Contract and with administrator’s approval).
Late tuition fees, incurred beginning the 6th
day of the month, are $10.00 per day with a
maximum charge of $100.00 per 30-day period.
*Administration reserves the right to additionally charge interest on late tuition payments.*
Personal Financial Contracts
Personal Financial Contracts are available with administrative approval. A $600.00 deposit to be
applied to the yearly tuition is required with contract execution.
Annual Material Fee
A material fee in the amount of $1,000.00 is payable on the first day of school. Students that
enroll after September will be charged a pro-rated fee to be determined by the Director.
Payment Schedule
Date Due Description Amount
September 2, 2014 Tuition Installment + Material Fee $1,600.00
October 1, 2014 – May 1,
2015
Monthly Tuition Installment $600.00
June 1, 2015 Last Tuition Installment $300.00
Finance

Other Fees:
Field Trips and Special Activities
Field trips and special activities have separate and additional fees. All fees must be paid in full
prior to the event to ensure student participation.
Returned Check
Administration requests an additional $30.00 per occurrence.
Notice Period for Early Withdrawal
A two-week paid notice is required before withdrawal from school program. In lieu of notice, the
financially responsible party may pay two weeks tuition.
After School Care
There are no general after school hours Monday – Friday. Student pick-ups later than 3:15pm will
result in a $5/15min fee. Please schedule your student’s pick-up to coincide with this policy.
Financial Consideration
If you need to make financial arrangements other than those outlined in our Parent Handbook,
private financial consultation is available by appointment only through our school’s Financial
Educator. Please understand that as with any of our non-traditional staff services, extensive
financial consultation, workshops, and lectures may require a fee for service.
Withdrawal for Non-Payment
Administration reserves the right to withdraw student(s) from the Progressive Schoolhouse when
persistent non-payment issues exist.

Schedule
School Start and End Dates
School will run from September 8, 2015 to June 10, 2016. Attendance records will include
roughly 185 school days.
Traditional Academic School Programs will run between 8:00am - 3:00pm, Monday through
Friday. Adjustments to this schedule must be approved and documented by administration.
School Vacation and Holiday Schedule
The school will enjoy five weeks of vacation during school year 2015 –2016. Since our school
may offer regular school hours on most traditional and national holidays, school attendance
during these days is at the discretion of family. The administration will consider these days
optional; absences will not be recorded, yet attendance will be taken. All optional school days
will be discussed at monthly parent meetings and posted in advance.
Vacations
Fall: November 23 – 27, 2015 (classes resume on November 30, 2015)
Winter: December 21, 2015 – January 1, 2016 (classes resume on January 4, 2016)
Travel Adventure: February 5- 15, 2016 (classes resume on February 16, 2016)
Spring: March 28, 2016 – April 1, 2016 (classes resume on April 4, 2015)
2015 Promotion Ceremony
All students enrolled at The Progressive Schoolhouse are promoted in a ceremony at the end of
each school year. Our school’s annual promotion ceremony will take place on: June 10, 2016, at
6:00pm. Please mark your calendars.
The Artist’s Playground, Summer Arts! Program
Our school’s annual “Summer Arts! Program” registration information will be available to
families one month prior to graduation. Summer Arts! Program begins the Monday following our
promotion ceremony on June 10, 2016. The Program runs through July 29, 2016.
School Start Date 2016
Our regular Academic school year resumes on September 6, 2016.

Policy
The following general guidelines determine the eligibility of prospective students into the
Progressive Schoolhouse:
1. The parent(s) or guardian(s) of the child must be financially responsible to pay the
monthly tuition.
2. The parent(s) or guardian(s) of the child must supply developmental history and health
history for their child for review by school administration.
3. The parent(s) or guardian(s) of the child must supply the school records for their child.
4. The child must not have a history that would indicate or suggest the child may be a
danger to himself / herself or to others.
5. The child must be able to understand verbal or written communication adequately so that
school staff will be able to properly communicate and teach the child.
6. The director reserves the right to deny enrollment of an applicant if she determines that
the school cannot provide the applicant with an ideal individualized program that will
complement their learning and developmental differences.
Enrollment Process
1. The parents of the prospective student schedule and meet with the school director. The
prospective student is welcome to join this meeting.
2. The parents observe classroom activity and the prospective student may attend the school
for a day.
3. The prospective student is accepted as a student, contingent on receipt, review, and
approval of the following forms, information and fees by the school's director:
a. Parent / Guardian completes and signs the Educational Agreement
b. Parent / Guardian completes and signs the Emergency Information form.
c. Parent / Guardian completes and signs the Transcript Request form.
d. Parent / Guardian completes and signs the Medical Consent form.
Admission Eligibility Policy

e. Parent(s) or guardian(s) provide documentation of Immunization and
sight/hearing tests.
f. First month tuition and material fee is submitted with the forms.
4. Upon receipt and approval of the items listed above, the child is enrolled into the school.
Positive Discipline and Value Clarification
Positive discipline can be defined as teaching children to acknowledge and respect the difference
between appropriate and inappropriate behavior. Discipline thus becomes a process where the
student gains self-control and respect for appropriate behavior. Through consistent modeling,
teaching, and supervision, the values inherent in this approach become the basis for all social
interaction. The social dynamic of the classroom and playground thus becomes identified with
expectation for appropriate behavior.
This active learning process allows the student to learn through practice. Students learn to
identify inappropriate behavior, acknowledge social problems and are validated for their
proactive participation in the problem solving process.
Testing Boundaries
If students choose to test boundaries, they will receive firm, consistent yet gentle reminders.
Students are made aware of consequences associated with inappropriate behavior. Limits or
consequences are as follows:
1. Gentle firm warnings; which re-teach values and clarify expectations for appropriate
behavior.
2. 3-5 minute “sitting time” with clarification and communication following.
3. Rest.
4. Phone conference with parents. Request for immediate pick-up may follow.
5. Conference and problem solving with parents.
Behavioral Policy

All families will receive timely notice in case of an outbreak of a contagious disease or
health concern. Administration REQUIRES that all families notify the school as early
as possible if their family is experiencing a health concern.
Students will need to return home, if they:
1. Suffer from fever
2. Suffer from exhaustion
3. Suffer from nausea or vomiting
4. Suffer from general discomfort resulting in an inability to participate in
school activities.
Emergency Policy
All families are required to complete an emergency and medical release form during the
registration process. Families are required to update the information contained in these forms
when appropriate. In case of an emergency, the school’s administration will contact the student’s
parents or legal guardians by phone. If the emergency contacts are unavailable, the administrator
shall arrange for licensed physicians to administer emergency treatment to the student.
Emergency transportation shall be arranged by the school administrator and paid for by the
student’s parent or guardian.
Health Records and Policies
The Progressive Schoolhouse requests that all families, prior to enrollment, complete the health
and development form issued by the school. Families are requested to update this form as
information changes.
Health Screening / Testing
Students must be tested for hearing and sight prior to the first grade and again before the sixth
grade. Test results are to be documented in the students file.
Lunches and Snacks
Families are requested to supply adequate nutritious meals and snacks for their children. Water is
available at all times for drinking. Please label all mealtime containers with student’s name.
Refrigeration and microwave is available for all meal preparation.
Minor Health Related Emergencies
School administration and staff will apply first aid and administer prescribed medicines upon
arrangement with families. Staff members are trained and certified in C.P.R. and first aid.
Health Policy - Contagious Illness

Celebrations
Celebrations of birthdays, holidays, and other significant occasions are welcomed events. If
sponsoring a celebration throughout the year, please inform the administration ahead of time so
families can receive proper notification in advance.
Closed Campus
Students will be required to have written permission to leave the school campus for any reason
during regular school hours. Administration reserves the right to request additional verification of
parent if necessary.
Field Study
Students and their families are invited to attend all scheduled field trips. Prior to each event,
parent meetings are held and are mandatory for those families wanting to attend the field trips.
For each trip, as reservations are made, students and their parents have first priority to reservation
arrangement, with siblings next in priority. Friends and relatives are often considered as alternates
in reservation. Students may be able to attend field trips without parents if arrangements are
acceptable to administration. Transportation is normally by private vehicle. Car-pooling is
common. Field trip policies are strictly followed.
Please be aware that this year’s calendar of events will depend on reservation and availability of
transportation. All families are requested to stay personally informed and plan ahead for travel,
trip and expenses related to the trips.
Friends of the Progressive Schoolhouse
The Friends of the Progressive Schoolhouse in association with the non-profit International
Institute and Education Through the Arts, is a year-round associate comprised of parents and
friends of the school. The mission of this group is to provide resources and support for the school,
to assist the development of the school’s growth in the community and ensure that each family
associated with the school is kept informed of the association’s progress in accomplishing their
goals.
Homework
Homework requirements and schedules are individualized to fit the needs of the student and
family. Please ensure your student’s growth in this area by scheduling an appointment with
administration as soon as enrollment is completed.
Off Campus Lunch and “Snack Café”
“The Friends of the Progressive Schoolhouse” sponsor the school’s “snack café” during the
school year. The “snack café” will carry a variety of snack and quick lunch items. On Tuesdays
and Wednesdays, students with written parent permission will be able to leave campus to
purchase lunch at neighboring establishments.
**Administration reserves the right to deny any student this privilege.
School Policy

Parent and Teacher Conferences
TWICE yearly, parents are REQUIRED to schedule conferences with teaching staff. Families
should allow an hour or more in scheduling. Conferences are usually scheduled during the
months of November and May. Families are invited to bring their student to their conference.
**Please Note: Appointments can be made in advance to discuss your child’s progress at any
point during the school year.
Parent Meetings and School Events
Administration REQUIRES that a representative from each family attend parent meetings,
scheduled every second Tuesday of each month (unless otherwise noted). Meetings serve to
benefit the communication between families and the school’s teaching and administrative staff.
General school information, upcoming school events, fundraising opportunities, family questions,
comments and concerns will be addressed. Please contact administration if you are unable to
make a parent meeting.
School Events and notices will be displayed in advance on our parent board located inside the
school building. Written information will be sent home with students and/or made available for
parents to pick up.
Technology- Student cell-phone/device policy
The environment here at The Progressive Schoolhouse is designed to create a multitude of
connected experiential learning opportunities—both social/emotional, and academic. Scientific
documentation and research supports the benefits of minimizing the use of technology during
childhood, thus the following rule will be strictly upheld.
**THE USE OF PERSONAL CELL PHONES AND UNPERMITTED USE OF
TECHNOLOGY BY STUDENTS IS NOT ALLOWED ON SCHOOL CAMPUS DURING
SCHOOL HOURS; 8:00am to 3:00pm.
NOTE: Administration reserves the exclusive right to permit use of technological devices to
those students who require them for academic learning purposes.
Please make note, for all communication needs, the school’s phone service is available to
both students and parents, please plan accordingly.
Academic Attendance
Parents / Guardians are strongly encouraged to telephone the Schoolhouse early when your
student is expected to be absent from the school day. Please communicate absences and or
request for early dismissal by 9:00am. Student’s attendance record will reflect all absences.

Evaluation Without Grades
The common use of symbols for grading and evaluation is replaced in our school by
reinforcement and dialogue. Dialogue thus protects and stimulates respect, integrity, esteem, and
work ethics. Critique can challenge, confirm achievement and progress, create solution, allow for
individual expression, growth and development. Assessment and program development is
comprehensive and consistently monitored to ensure successful acquisition of skill. Student
evaluation information is available to families at any point during the school year with scheduled
parent/teacher conferences.
Portfolio Evaluation
Student portfolios will be maintained for each student and will include work in all subjects.
Portfolios will be updated daily. Portfolio contents belong to the students and their families; yet,
may not be taken home before conference time since they are used in the evaluation process.
Evaluation and assessment information will be shared with families during scheduled conference
times twice a year, or upon request. Written copies of the student’s evaluation are available upon
request.
Student Evaluation Policy

Foundations
by, Dr. Thomas Gordon
Effective communication skills can improve the quality of relationships.
As role models for children, we have the responsibility of demonstrating effective communication
skills in our relationships. Most adults and parents rely on the same methods of solving problems
and raising children that were used by their family. Effective communication skills express
feelings, initiate reciprocation and help bring about the factors in relationships that nurture
growth, change and autonomy. Authentic interpersonal relationships are based on honesty and
taking responsibility for feelings and needs without laying blame.
P.E.T. is based on a theory of human relationships that is applicable to any and all relationships
between people, not just parent-child relationships. This system outlines a practical approach in
learning communication skills: two-way communication, creative problem-solving, constructive
conflict-resolution, goal setting, teamwork and cooperation. Parents can learn to raise children
who are responsible, self-disciplined, and cooperative without relying on fear tactics. Parents can
learn how to influence children to behave out of genuine consideration for the needs of the parent.
According to the book, there are three main types of parents; the winners, the losers and the
oscillators. "Winners" apparently use threats of punishment to influence the child to obey. When
conflict arises, the parents consistently win; "parents know what's best!” The "losers" allow their
children a great deal of freedom. When conflict arises, the child wins; "Children's needs come
first." The oscillators oscillate between the two approaches. These are the parents who are most
confused and uncertain of their parenting skills since they cannot be consistent with any one
approach.
P.E.T. teaches effective communication skills that offer a no-lose method termed mutual problem
solving. The master key in P.E.T. is the method of bringing discipline into the home through the
use of skills that support effective management of conflict.
An effective parent allows himself to be a real person. Children thus respond positively when
their parents act as ordinary people, having faults, making mistakes, not seeming to be "all
powerful," domineering and perfect in behavior. The author reassures the parent that they don't
have to be one hundred percent consistent with their communication skills to be an effective
parent, and that they don't have to pretend to feel accepting or loving toward a child when they
genuinely do not feel that way. This method challenges the adult to recognize their feelings, and
the causes for their feelings, so that they may in turn be effective communicators.
Some parents and adults are tolerant of children's behavior and some are not. Being accepting is a
characteristic of personality. A parent's feeling of acceptance will also change with state of mind,
situation and feelings about themselves. Parents can even show acceptance for a child's actions by
not intervening in his activities and allowing children to learn through their own creative error.
Many parents fail to realize how often they communicate non-acceptance to their children simply
Parent Effectiveness Training – P.E.T.

By interfering, intruding, and joining in. A hands-off attitude comes hard to some. A
communication skill termed passive listening, allows children the opportunity to listen to
their feelings and find constructive solution in the process.
When an adult communicates acceptance to a child verbally, effective communication responses
include door openers such as; "Tell me about it, "Would you like to talk about it?" Children
usually react favorably, since they want their feelings to be understood, or their needs to be met
within the context of the conversation.
Active listening is another skill that is used when the parent understands that the child has
some need to communicate. The child usually wants something, feels discomfort, is hungry or
something like this. Active listening dialogue begins with the parent when statements such as
"Sounds like you are really upset about that," are used in response. Active listening is essentially
a skill that is used in response to a child's message. The parent decodes it and sends back a
message that communicates what you think the child is saying. This response allows the child to
hear empathy and support for their feelings. Active listening also encourages children to
reciprocate and listen to the parent’s thoughts and feelings. When parents don't empathize,
children feel that their feelings are not being understood. Some parents are so frightened of
feelings that they actually fail to detect them in their child's messages.
I messages are communication skills that effectively communicate to the child the effect his
behavior is having on you. These messages are far less threatening than the projection of blame
and shame reflected in the classic "you message." I messages communicate respect and honesty
for feelings.
Since the early 1970's, over a million copies of P.E.T. have sold worldwide. Parent Effectiveness
Training also continues to be a popular eight-week educational course taught by qualified
instructors in most all cities. P.E.T. on the local level has been one of the C.S.U.C.'s extension
classes offered every other semester during the spring term.
The ramification for the practice of effective communication skills in our lives is astounding.
Understanding the importance of effective communication skills enables us an opportunity to
change the way we parent and communicate. The practical application of the methods outlined in
the book P.E.T. provides us with an approach that when practiced can significantly strengthen our
relationships and help us to become better role models for children.

by, William Glasser, MD.
Teaching and communicating in ways that satisfy needs. An effective approach in disciplining
children.
Elementary and primary schools have the responsibility of ensuring that young students thrive
and are successful in their learning process. Like any organization, there is added responsibility
for the management to establish an atmosphere conducive to the development and application of
program expectation and ideal. Management practices should constantly strive to elevate the
overall quality of the programs by involving the students or "workers" in the process. Once
students recognize the value and quality of the system, and identify how it has reflected itself in
their school performance and work, they have incentive and reason to participate.
The real job of the manager or director of an organization is to see that the students or workers
fulfill the high expectations and goals of the program. Since the author of "The Quality
School" believes that "the traditional system of management in
schools sends a clear message to students that low-quality work is
acceptable," the book essentially outlines an approach in education that teaches how to
satisfy the needs of the students and ensure that progress is always being made toward a standard
of quality.
According to the author, there are five basic needs that motivate all people; survival, love and
friendship, power, fun and freedom. "Our behavior is always our best attempt at the time to
satisfy one or more of our needs." "We spend our lives trying to learn how to satisfy our needs,
but most of us do not have a clear idea of what they are, especially when we are young. What we
always know however, is how we feel. What we actually struggle for all of our lives is to feel
good."
As stated in the book, all motivation associated with work and behavior essentially comes from
within the individual. Coercion and persuasion, also forms of motivation, may provide enough
stimuli to illicit a response, yet in effect, is short term in scope and does not produce "high
quality" performance.
There is no basic need in children to do schoolwork! Before starting school, most children are
told by their families that school is good for them and fun. Children learn to expect school to feel
good. Since kindergarten is usually need satisfying, it is not until later, as children develop
beyond kindergarten, that they are taught to expect delay in gratification. Even with support and
encouragement from their parents, children began to feel frustration with most teaching systems
and often use the term "boring" to explain their feelings.
Even though the students make the ultimate judgment about how important schoolwork is to
them, teachers have a responsibility to make the learning process need satisfying for them.
Kindness, courtesy and humor can even make the learning process seem immediately gratifying
and entertaining! The teacher may even be able to make the students feel good about school.
Learning activity and assignments have more value when instructional time is made to seem
worthwhile and a pleasure. "Teachers need to learn that only by choosing to
The Quality School

teach in a need satisfying way can they satisfy both their own needs
and the needs of their students." Importantly, children seem to trust and respect
people who make them "feel good," because they have learned that they are an integral part of
why they are emotionally secure.
Until students have a clear idea about what a quality education is and how it can work in their
favor, students will not work to their potential. According to the author, "Our educational
system fails to recognize that quiet, conforming students who pass
achievement tests that measure minimal standards are not doing high
quality work. Few are able to define quality education, but most are
able to recognize that a machine cannot measure quality." Since students
need to consistently own their learning or maintain power in their learning process, they need to
take responsibility for their performance, behaviors and thoughts. Early in the formal learning
process, students need to gain a small success margin that eventually can be helped along by the
teacher to become a margin of quality. With confidence, students become more willing to delay
their immediate need for gratification in exchange for "quality work." During this process,
children learn that self-control is a motivational factor and can be used to satisfy their frustrations.
Changing and controlling behavior thus become additional means for the student of achieving
success, ownership and emotional satisfaction.
Students will often say that they hate school. This is a normal response for a student who is asked
to work hard at something that doesn't fulfill their needs. When students volunteer for
extracurricular activities, students work hard and enjoy themselves, because they want the fun,
freedom, power and sociability of the activity. Freedom of choice always adds to the margin of
quality in experience. Since some students gain motivation by excelling in math and some in
disrupting the class, the author expands further on this need hierarchy by explaining that the
classroom environment for some students is really an opportunity for them to gain the attention
and recognition they haven't been given at home.
"Since most of these students require more attention than a teacher
can provide, the differences in family support systems may give the
best explanation. There is no quick fix! The only good solutions to
discipline problems are systematic and long-term." All a parent can really
control in the discipline process is the way they ask their children what they would like. Most
parents use methods of persuasion and coercion. Parents threaten, sweet talk, bribe, punish,
reward and promise the moon, all in hopes of changing their children's behavior. These
techniques are not always effective! According to the author, parents need to be confident with
the statement, "All problems can be solved!" The author encourages parents and
teachers to use problem solving skills in all situations and remind us to not "be misled into
thinking that the problem solving approach is soft or non punitive,
because in this process, the child is taking responsibility."
Disruptive students usually are children who have great difficulty satisfying their needs in school.
The child who is disruptive in the classroom and at home has a need for power and attention.
Since this student portrait poses the most concern for parents and teachers, the practical
application and use of problem solving skills with these children is paramount. The following

statements will provide some examples of effective skill an adult can use in dialogue with a
"disruptive student."
"Your problem is solvable!...What was done was against the rules...Let's solve the problem so it
doesn't occur again...I believe you can work out your problems without getting your parents
involved...I know your upset. As long as you’re doing what you are doing now, we can't work
anything out...Since you won't calm down; I have to ask you to sit down over here...What are you
doing to make it better? Work out a better way, then come back and let me know what you’re
thinking." All of these statements ask the child to be responsible for the problem's solution.
Children are empowered in the process of solving their problems with others and will inevitably
gain the skills with enough practice.
The Progressive Schoolhouse allows its students the freedom to excel, make choices, be
innovative thinkers, solve problems and work to their developmental capacity. The school's
management led approach perceives the teacher as the primary role model responsible for
meeting the needs of students. "Students will do things for a teacher they care
for that they would not consider doing for a teacher they did not care
for." Teachers need to be seen as a "need satisfying" friend to effectively manage a quality
school. By satisfying the needs of their students, teachers empower the students. This approach is
always giving the students the opportunity to improve their performance and their work. "If we
are not going to try to improve what we do, there is little sense in assessing it." At our school, the
teacher is always available to lend support and appropriate encouragement. Quality is always
being discussed and related to the students on a level that takes into effect their own needs and
development.
Any method of teaching that ignores the needs of the participants is bound to fail. Quality is
always a product of warm, caring human relationships. Quality is the best that everyone in the
organization, working both separately and together, can achieve at any particular time. A quality
school never settles for less. No matter how good it is at any one time, a quality organization
strives toward improvement!

by Dr. Dorothy Wilson and Dr. Barbara Johnson
"Quantum Living and Learning" honors the unique progression of growth and
development in the individual. It is a system that helps to explain why the arts are essential
components of the learning process.
"Quantum Living and Learning," outlines a system of living and learning that encourages the
development of each individual's potential. It is a practical approach based on application and
observation. This system has far reaching implications in education, because it explains how
individuals process and conceptualize information differently and why motivational factors are
different for each individual. The system provides understanding for the importance of the arts
and the expression of metaphoric language and honors and supports the uniqueness of the
individual in the learning process. "There isn't a common approach to learning
that is appropriate for every person."
Since learning is a life long process, the most important question to address is, "How can we
best fulfill the learning potential of each individual?” The authors believe that
the "Most important factor for change is helping adults understand
themselves and how important their role model is for children. There is
a need to improve the quality of the adult model since they teach by
the quality of life they live. Children are our greatest resource."
The outline of the "Quantum" system provides us with a comprehensive framework of traits and
portraits that summarize eight different "way of beings." Essentially this term is used to describe
the uniqueness of each person. Although varied in characteristic, each portrait allows us the
opportunity to perceive how important the developmental approach is in understanding the
learning process. "When the uniqueness of the individual is honored, the
person is empowered."
The Progressive Schoolhouse is a model school for a non-profit titled "The International
Institute for Education Through The Arts." Founded by the authors of this book,
the organization's mission includes providing a teaching model that translates and demonstrates
the practical application of the system. Since the arts are an essential component of the approach,
the book also supports the learning process that provides the individual with opportunity for self-
expression and creativity. In essence, the arts provide the individual with opportunity to express
their unique metaphoric language and validate their learning potential.
"Neglecting the arts is ignoring the development of the whole person."
The authors feel that our society has neglected the meaningful implications of this scientific based
research and believe that the application of the system would solve many of the problems in our
multi-cultural, technological based society. The following charts were formatted from the original
text to help the parents of our students identify the unique set of characteristics and traits which
primarily exemplify the uniqueness of their children, yet also may help to clarify their own
"portrait." Each section will include a developmental timeframe and denote portrait recognition
to one or more of the following "ways of being," physical, relational, mental and emotional.
Quantum Living and Learning

Since this system is developmental and the result of many applied observations, the authors
remind us that the information is general in context.
Infancy: Dominant characteristics, First Level

 Physical: These children are highly sensitive to sensory stimulation. Frustration will
occur if they feel overloaded by their environment or by people around them. They are
content to play alone and will thrive in a quiet environment with freedom to explore their
surroundings.

 Emotional: These children are emotionally sensitive. They are especially sensitive to
the tone of voice of people speaking to them. They feel that the anger and tension of
others is directed at them. They will also be sensitive to tastes, smells and textures. They
do best when their likes and dislikes are honored.

 Relational: Bonding relationships are essential for these children. They require active
engagement through touching, eye contact and inclusion in family activities. Isolation is
painful for them unless they are exhausted and need rest. An environment that provides
fun, play, and warm, interactive relationships is ideal.

 Mental: Although all children at this age are sensory oriented, these children are
especially visual and interested in shapes, black and white designs and patterns in
movement. They will benefit from sensitive, concrete, physical experiences in a calm and
ordered environment. Do not force interpersonal relationships with these children so they
can pursue those things that interest them.

Childhood: (ages four through seven) Second level energizes
 Physical/Emotional: These children need concrete experiences that allow them to
observe and work cooperatively. Time in nature and emotional support from adults will
help them make transitions.

 Physical/Relational: These children need a harmonious environment to thrive. They
are very sensitive people. They will work in groups if the energy is harmonious. They
will need time alone when over stimulated by their environment or people.

 Physical/Mental: These children need space, clarity and order in their environment.
They need time and space to observe and work at their own pace. They are very sensitive
to their personal space and need to not feel invaded. They have an intuitive sense of what
is right that needs to be respected.

 Emotional/Physical: These children need lots of attention and verbal approval in a
secure environment. They will seek stuffed animals or people to cuddle with when they
need comfort and should be supported in satisfying this need. They are natural nurturers
and do well when they can share this gift with people and animals.
 Emotional/Mental: It is important to these children that their ideas are respected and
they are supported in bringing their ideas into action when possible. These children need
opportunities to work and play with older adults and children. They are sensitive, natural
leaders who will like to be involved in projects that serve others.

 Emotional/Relational: These children are very sensitive and need opportunities to
express themselves through all of the arts and then talk about what they've expressed.
They are highly sensitive to feelings. Emotions can overwhelm them. They need a calm
environment and supportive adults or pets to validate them.
 Relational/Physical: These children need the companionship of peers. Give them
plenty of opportunity to share, interact, dramatize, plan fun experiences and celebrations.
They learn best by talking. They have a lively imagination and need help discerning what
is real and what is fantasy.
 Relational/Mental: These children need a "nest", a secure place to explore and take
risks from. They need firm boundaries, but freedom to operate freely and independently
within the structure. Respect their ideas and help them to find appropriate ways of
expressing themselves.
 Relational/Emotional: These children need to be with people who will listen to them
and not embarrass them or break their confidences. It is extremely important to give them
a firm foundation of personal safety, security and a healthy self-concept.
 Mental/Physical: These children need mental challenges, time to discuss their ideas
and opportunities to physically manifest some of their ideas. Exercise and mullet-sensory
experiences are important to energize them. They will be more interested in outdoor
activities in beautiful settings than they will in situations of rough and competitive play.
 Mental/Emotional: These children need to have their ideas respected and supported.
They are motivated by personal harmony. They need to be encouraged to share their
ideas in a safe, respectful environment.
 Mental/Relational: These children need to be listened to with acceptance. They are
very interested in morals and ethics that affect the group. They can even act as a self-
appointed judge and defender of justice. They especially need guidance in how to
verbalize their insights to the group in acceptable ways.
The development of the individual to full potential is a lifelong process. For an adult, acceptance
of personal strengths and weaknesses is essential in identifying and understanding ones own "way
of being." Environment, cultural difference, and conditioning can also influence the development
of the individual. "By taking time to understand, accept, and appreciate
yourself, you will be empowering yourself and others. You can change
your life and relationships when you discern your potential by
understanding how you perceive the world, what motivates you and
how you communicate." When we are able to understand, accept and appreciate our own
strengths and abilities, we are able to value the uniqueness of others. "By living your way
of being, you begin developing your full potential." Through actualizing our
potential as adults and becoming "authentic” role models, we are better suited to our roles as
parents and educators. Importantly, we will be able to help children discover their uniqueness,
their autonomy and joy for living.

by, Leo Buscaglia, Ph.D.
Schools should be the most joyous places in the world because learning is the greatest joy.
"Living, Loving and Learning," was Leo Buscaglia's seventh book to be published. An
extraordinary educator and philosopher, Leo lectured extensively world wide throughout his life.
This particular book is a collection of his lectures. The essence of this book reflects an underlying
philosophy best reflected in the quote, "Ideal teachers are those who use
themselves as bridges over which they invite their students to cross,
then having facilitated their crossing, joyfully collapse, encouraging
them to create bridges of their own." Leo was most determined to build bridges in
his life.
This book stands to represent a body of knowledge that reflects the legacy of a man whose wish
was to "shake the complacency of humanity." "You want to be the most
educated, the most brilliant, the most exciting, the most versatile, the
most creative individual in the world, because then you can give it
away; and the only reason you have anything is to give it away." Leo's
work addresses the human side of learning and challenges all of us to develop our full potential as
unique individuals. He reminds us that human potential is really unlimited in scope, since
potential also means "unlimited possibilities." "Happiness comes only when we
push our brains and our hearts to the farthest reaches of which we are
capable." Leo reminds us that the most essential thing we have to give our children is who and
what we are at any given moment.
"Schools should be the most joyful places in the world because,
learning is the greatest joy." Since teachers are guides and mediate children's learning
experiences, the process is essentially one of sharing. The human side of learning requires
teachers and parents to take responsibility for their own development and growth so they have
more to share with children in their learning process.
"No matter who we are today, we have the opportunity to change." All
research confirms that behavior is learned, so we have the opportunity everyday to unlearn
behavior and relearn it. Even though human beings have the opportunity to grow in potential, not
everyone shares the same range of ability to bring about change in themselves. Schools who
address the human side of learning in their curriculum offer children the advantage of learning
about themselves. “The most important needs of all are what we need in
ourselves; a need to be seen, a need to be known, a need to be
recognized, a need for achievement, a need to enjoy our world, a need
to see the continual wonder of life." The reality is that we never stop needing each
other, the process depends on it!
Living, Loving and Learning

2016/2016 Parent Handbook

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2016/2016 Parent Handbook