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Home My WebLink About86-037 Fountainhead Montessori School CUP CITY OF DUBLIN PLANNING COMMISSION AGENDA STATEMENT/STAFF REPORT Meeting Date: July 7, 1986 FROM: Planning Commission Planning Staff 01\ O't1 TO: SUBJECT: PA 86-037 Fountainhead Montessori School Conditional Use Permit, Cronin School, 6901 York Drive. GENERAL INFORMATION: PROJECT: Conditional Use Permit for a Montessori School including child care, pre-school and grades kindergarten through third in the R-1 (Single Family Residential) District. APPLICANT: Sarah A. Zimmerman 115 Estates Drive Danville, CA 94526 PROPERTY OWNER: Murray School District 7416 Brighton Drive Dublin, CA 94568 LOCATION: 6901 York Drive ASSESSOR PARCEL NUMBER: 941-201-25 PARCEL SIZE: 7.65+ acre GENERAL PLAN DESIGNATION: Single Family Residential (.9 - 6 units per acre) EXISTING ZONING AND LAND USE: R-I (Single Family Residential) Elementary School Site SURROUNDING LAND USE AND ZONING: North: R-I Single Family Residential/School South: R-I Single Family Residential East: R-I Single Family Residential West: R-I Single Family Residential ZONING HISTORY: April 1984 - Planning Commission approved Fountainhead Montessori School at Fallon School. APPLICABLE REGULATIONS: Section 8-94.0 states that conditional uses must be analyzed to determine: 1) whether or not the use is required by the public need; 2) whether or not the use will be properly related to other land uses, transportation and service facilities in the vicinity; 3) whether or not the use will materially affect the health or safety of persons residing or working in the vicinity; and 4) whether or not the use will be contrary to the specific intent clauses or peformance standards established for the district in which it is located. ITEM NO. . c .J.. 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Location Map 2. Fountainhead Montessori School Booklet -3- ,- ........,"".........'"'4.... IVIVII''OOOVII V\JIIVVI .,. . orinda . danvill" . dublin '. Ht:CEIVED JUN 9 1986 TO: CITY OF DUBLIN DATE: JUNE 6, 1986 RE: STATEMENT OF INTENT FROM: SARAH ZIMMERMAN DUBLIN PLANNING r.. .._ x. Purpose of request To relocate from our present Fallon school site to Cronin School. We have been leasing from the Murray School District since April of 1984 , when we came from our San Ramon location of 9 years. The school district is planning to use the Fallon location for their own offices in the near future and have asked us to remain with them but move to Cronin. II. PROGRAM The program would con~ist of 2 childcare classrooms, 2 pre-school class- rooms and 2 classrooms for children kindergarten through 3rd grade. The maximum use could be 144 although the current program is smaller. A detailed description is outlined in the orange Fountainhead booklet on pages 2 and 3. III. BENEFITS As in the past, we offer an alternative for parents in the area for a Montessori childcare and school environment., We also bring new business to local businesses via our parents. IV. PARKING Available in arch at front of buUding.(27) v. INGRESS/EGRESS Via arch which passes the 3 pods of Cronin. VI."MEETINGS A There are several evening meetings scheduled each year for parents. pprox. 7:00 - 9:00 p.m. VII. TIMING 7:00 a.m. One staff member arrives to open and childr~n arrive 7: 30 , Additional member arrives. ~~ildr~~,c:ontine to arr~,,,-e. 8:00 2 elementary ~eachers arrives. ' ~ 8:30 Assistants to the elementary arrive j ~ 8:30 Pre-School teachers arrive ~I' 9:00 School begins and remainder of the morning children arrive ~~ ^ 12: 00 Some of the morning children leave. Lunch helpers arrive. ~ 12:30 Some pre-school members leave and some of them atrive. ~ 1\ 1:00 Afternoon pre-school begins. Children arrive .u ^ 2:30 Some pre- schoolers leave and some go to chUdcare. ~ /1' 3: 00 Some staff members leave and some Elementary children leave. ij , 3: 30 Some staff leaves _ ' , t( ^IJ: ou I\rternO(Jfl p('e-SUhOOI nnds. Some qo IU""f# ur qo ro' chi ldcare. " ,,: ')() I'n)-sc"I()t).1 stllrr 'eiivf~s. childl'ell heul.. to ledv., ch1Jdo81'e 6:00 ahJJdger. ataEE J..v.. .4, 1-,5i~i ,.-..".....1i1,! ~ " "",'_.... ~~:-~l :-~~....' I i!ft,'h'..:,~ -,~ ":, "",.,.j...,! >4 LA ,,' "I" .. ,- - ,- _ ~I:''T'RI,CT -:::- '-,I,\Uf!-P.>'Y . "'C.I~oo.i!- DI~r(2.I("l' . 'OC.rdlOtJ F'!..E.!.~~i:'O~1 -Ic' '~:.JIP, AL.rd-.\!O.!I'\ U>')~IT'/, / AOOVE IS W::ASURED1N ACCORDANC~ \'IITH AnT. 2022 , SUBCH AI~,J.~ n ,~I TITLE 5. CALIF..../.. ADt/IINJS9l/.T.IY~ :,.<';/0 DE 'I, . '-/-I'2--~:. ,II. {("/':.;L-AriCHITECT. _"~ /'. ,'. -'5,+e. plan -tOf" FOLH""Cl\V\~; '5umM4.V' \~~ " ,-, , ... ~\---. -1',l~;,~\~(, (,,:l05!.:". 6\~ ' Il':\ ~-" :'o~ ,&.C~2.~ PST,.." 1 ' , ' I . ' )} .. ... ... /g~~ , ..~. ~~~~~:~ .( ..' ' IJ ;;"1 A\P~. . . ,11:(..~~~.>~:~, 'q '" '/1'''_ r(:~ L.",,"\! . t-.: "\1-, i' \ ...'" r.~~",' :.,(, .:~~, t I, r.:r:',' . it,'~',r~~ .: \~j' "F;>\~'I ,':"~ . I ~""'\l_\."'." u.\'~ If:: j;ll~", ,,,...., -:;:-:::/-'-" I ' 'l ,~t".., A~<~~ "n:" I~~l/' (~ r ': \ po. ~:~'~J' r_lk1.7' .'/ O::y~ 1-t-- ' . I "\<-~\~ ....... I' .'/ . ' ~ ,-~.'.. ~~.,'''I ' . )\ ~~""'/" yo',;.,' . . , ',- .,. \ Li. -~~.<-'::';"""/"'<1L . '--4TTE'17~Vl,:Lco,',\~~rr p'l.?' _ " ,,,--cJ~ '\ --=-- '__-L.__ . '-., j':; __,.L__.,..::::l .' (L"""''1 ~ _ .' " 1""'1.0" ..-.----~ P"""-- 'J ' ~ ~ .. , .i '$ I J -. J ., .. ,3" - .""..,... -:::rlJ"!ullE."1-8 tl G,~''')E ~~coL.. ;; (, .0 .1 \ \11 l-- \~ < \J ':1 .o!. J -g\ . ",11 , (\ \ I I r . I I ~ D GASI C PLAN S ' (2-A) II 'INAL PLANS (3-A! " " . . t.r:ft~N17. '(f;) 'AOMIN/l,.'17i/ITIOW ~/J.\JL-rI-lhS @ c..L{lt.~CWOM~, I , t=::l MrJ.lALT pl\vl'-Jl'l. t I ~ CO\-10Lf.i16 pAVI';Jb , ,)l.-II-->\: t.1-l/WJ L.\IJ I~ r lilJ{. t. .~ rJlopO~e.(7 p.UII.-P IJ{;, ,~!..;..:... PIl.O P lSCl.T'/ l...11-l e. . I ; . . on' ,t',.z-r. 1"":7.~ ,f. ~ ;".', " , ',/;.~.", J> ~'f':' -; ,," EXHIBIT A- I. F~C4 a:d.deCA 2. Ga.ie.S +0 e.r\. try (UI'(C , i ; / \ \ , \ ,<)' A~h ~/, f.Lto' ,/ I ~ (\ '" . '1 I ! B -Pod D~ \ , \ /~~)/\ t, ,I, \ .f MlJ../TI-' \ \ 1 \ \Yl/I'PO-SC ~J <. \ \ (' ,,',;;;;.:'''' ;L \ ~.,. \ ~\ ~ ~. "\'i< Ri';;:J"'<'!\ (>.' \, i.. lJ25' "J- &ATIY) "" !'\...,' ~ I .6;; ~~ 1. (' rReVC"X'b \\.<x><)<~'<:v~ ~, -l Foo..ll"\ -t-o...~ I" l<:)( >< ~ jr---.. . ,\ ~n"", \ ,.,' \. l'ro <. I ' >< ~ ------..' \<." rt> < \. Loc.Q", · '- \ \ ,,,-,,, --=:;--.1. \ <:> f\ I ( , ..... ~, ,- . ". . . ' - '\, ....~ v "-- / '- '" ~ E x : ~~~ l' >'--x ~x.. x;~ ..>.;: xxx t, x A }. :' ;\k ~. 'x^-.l< \ \ j I / ./ \D 7 ~ P :L ~ o 7-" ~YH, 18'IT Ii ' .: - ~.,- "._rr-_>l<'Of.', 1.' "., " ' ".....I;J. ;f) \ I', ('>~) ''')'' --, - CRONIN SCHOOL UNIT A Ai , , I /1-3 \ \,"'~/ \ 0:"/ '. .(5' . .\/ . . . A-Co " " " , As' , AC.11V(I\L A 'Cea., I S(.ITI- -- - A-;( I / / ,/ A / -I , . J:n.'+vrlor U.se ~ E="outv1'A\ N H1AC 19 ~ . A"t""""rt\ .fo\"'o.....+cloo.. Q.c,:ti"i+'~ Q.l"\.o. pro-kc:kd. a.c..c. Ac....\/.'" bo..~\"ol>M.' . , , ",~o.. ~ r 0.1 \"\" c:iQ.y ~ ~cl rY\.~ A' ) C.ki.ld. c.o..... & A~S A 5fl't\.t. _ s~oo , ~i1 t~ .E\~I~ll A RESOLtJrION 00. 86- A RESOLtJrION OF THE PI.ANNJ}IX; CCMITSSION OF THE CITY OF DUBLIN ------------------------------------------------------------------------------ ADOPl'I~ A NEX;ATIVE DOCIARATION FOR PA 86-037 FOUNI'AINHFJID IDNTESSORI SCHOOL CONDITIONAL USE PERMIT APPLICATION TO OPERATE A CHIIDCARE, PRE-SCHOOL AND CLASSES KINDERGARTEN 'l'HRQ{X;H THIRD GRADE AT 6901 YORK DRIVE WHEREAS, Sarah Zirrmennan, representing Fountainhead Montessori School, filed an application for a Conditional Use Permit to operate preschool, childcare and elementary classes at Cronin School; and WHEREAS, the California Environmental Quality Act (CEQA), together with the State Guidelines and City environmental regulations, require that certain projects be reviewed for environmental impact and that environmental documents be prepared; and WHEREAS, an initial study was conducted finding that the project, as proposed, would not have a significant effect on the environment; and WHEREAS, a Negative Declaration has been prepared for this application; and WHEREAS, public notice of the Negative Declaration was given in all respects as required by State Law; and WHEREAS, the Planning Carunission did review and consider the Negative Declaration at a Public Hearing on July 7, 1986; l-KM, THEREFORE, BE IT RESOLVED THAT THE Dublin Planning Carunission finds as follows: I. That the project PA 86-037 Fountainhead Montessori School Conditional Use Permit will not have a significant effect on the environment. 2. That the Negative Declaration has been prepared and processed in accordance with State and local environmental laws and guideline regulations; and 3. That the Negative Declaration is complete and adequate. BE IT FUR'lHER RESOLVED that the Dublin Planning Carunission hereby adopts the Negative Declaration for PA 86-037 Fountainhead Montessori School Conditional Use Permit application. PASSED, APPROVED AND ADOPl'ED this 7th day of July, 1986. AYES: NOES: ABSENT : Planning Carunission Chairperson ATTEST: Planning Director r', \J'~ ~," ,~'~ _'i",',',' ,~, '1'<'",' 'Y ~,;;," ,t" '1 , ~l i-o'''t ' ~ " , ~ 'Ii f.:- ~ ; ': , t !~J'~ .~~. T:)(-+ t~~)(~) ..,- C/r~)--;:; B RESOLUTION NO. 86- A RESOLUTION OF THE PLANNING COMMISSION OF THE CITY OF DUBLIN ------------------------------------------------------------------------------ APPROVING PA 86-037, FOUNTAINHEAD MONTESSORI SCHOOL CONDITIONAL USE PERMIT APPLICATION TO OPERATE PRESCHOOL, CHILOCARE AND ELEMENTARY CLASSES (GRADES K - 3) AT THE CRONIN SCHOOL WHEREAS, Sarah Zimmerman, representing Fountainhead Montessori School, filed an application for a Conditional Use Permit to operate preschool, childcare and elementary classes at Cronin School; and WHEREAS, the Planning Commission held a public hearing on said application on July 7, 1986; and WHEREAS, proper notice of said public hearing was given in all respects as required by law; and WHEREAS, this application has been reviewed in accordance with the provlslons of the California Environmental Quality Act and a Negative Declaration has been adopted (Planning Commission Resolution No. 86-___) for this project as it will have no significant effect on the environment; and WHEREAS, a Staff report was submitted recommending the application be conditionally approved; and WHEREAS, the Planning Commission heard and considered all said reports, recommendations and testimony as hereinabove set forth; NOW, THEREFORE, BE IT RESOLVED THAT THE Dublin Planning Commission does hereby find that: a) The use is required by the public need to provide a preschool, childcare and elementary classes; b) The use will be properly related to other land uses and transportation and service facilities in the vicinity as daytime activities will be commensurate with present use of properties in the neighborhood; c) The use, if permitted, under all the circumstances and conditions of this particular case, will not materially affect adversely the health or safety of persons residing or working in the vicinity, or be materially detrimental to the public welfare or injurious to property or improvements in the neighborhood, as all applicable regulations will be met; d) The use will not be contrary to the specific intent clauses or performance standards established for the District in which it is to be located, as a school with limited impacts, is consistent with the character of the residential district; BE IT FURTHER RESOLVED that the Planning Commission does hereby conditionally approve PA 86-037 Fountainhead Montessori School as shown by materials labelled Exhibit "A", on file with the Dublin Planning Department, subject to the following conditions: I) The maximum number of children at the school shall not exceed 144. 2) All school activities shall be restricted between the hours of 7:00 a.m. and 6:00 p.m. with the exception of occasional evening meetings. 3) No outside activities may take place before 8:00 a.m. tV" """, "^' ..~ , ' i, ,"" )' ~,~ ,",' ';, ",,' J ,,1>, ;, , " .. 41.('" ~ ;, ~ . f ,1--. -~ , :c '. ." ,...~ " , , ,"'." j\ c, -1- 4) sign shall subject to Only one freestanding sign may be constructed on the site. Said include the name of all uses on the site and all signage shall be review and approval by the Dublin Planning Department. 5) Proposed fencing shall conform with Section 8-60.55 of the Dublin Zoning Ordinance relating to fence heights and location. 6) Should off-site parking be required, it shall not block residential driveways nor interfere with the normal flow of traffic. 7) School noise shall be controlled so as not to create a nuisance to the adjoining residential neighborhood. 8) appropriate obtained. The Applicant shall submit evidence to the Planning Director that State licenses and permits to operate a day-care center have been 9) The school operator shall at the mlnlmum on an annual basis make arrangements to have the Dublin Police Services Child Abuse Program or an equivalent program presented to the centers Staff and children attending the facility. 10) The shrubs adjacent to the entrance and exit driveways shall be removed as necessary to improve sight distances. 11) Top soil shall be added as necessary along the back of the sidewalk to raise the ground up to level with the sidewalk. 12) This approval is valid until July 17, 1988, and shall be revocable for cause in accordance with Section 8-90.3 of the Dublin Zoning Ordinance. PASSED, APPROVED AND ADOPTED this 7th day of July, 1986. AYES: NOES: ABSENT: Planning Commission Chairperson ATTEST: Planning Director -2- ~ ~.,., 'I 7 '- -- "-, I ",~i ~~~ S ;!ii: I ~lementary rhe elementary school builds upon the preschool lasis of order and independence. Here children "iden social interaction and academic pursuit n a fascinating world of learning materials. \1usic, art and sports programs round out :he program. Kindergarten The kindergarten program is especially designed for the 4% to 6 year-old child with an emphasis on academic skill building. Preschool The preschool program is for children 2Y2 to 5112 years old. In it the child utilizes his absorptive capacities to take in the multitude of information available to him, Preparatory The preparatory class is for children from infancy to three years old and their parents. The primary focus of the preparatory program is the understanding of the basic principles of the environment as developed in the exercises of practical life and the sensorial materials. Child Care The child care facilities are open to children from ages 2Y2 to 3 (depending on their level of independence) to age 10. Parents new to Fountainhead are asked to observe prior to the actual use so that child, parent, and staff member may meet and parent and child may become acquainted with our procedure. Our hours are from 7:00 A.M. to 6:00 P.M, '\ ~~\-... (~\ .l.W" \~, \'Ni'hl~' ~~36'/~" /~~.. ~ \ +,~ ~c/i~"J'lr;.l fOUNTAINHEAD MONTESSORI SCHOOL " an environment for discovery and learning for ages ~ ' ~o ~ ~ ~ ~ ~ >-.~v~o ::: -<; ~~ ...J -g .S 0 ~ 6 ...J :: .... z ~,~ :; Ci: ~ _ r:: ~ ~ ~ ~'': -: ~ Z u:l QOOo--<o- -.:tOl:::f"\M ~ N"SE....O- ~ ~ ct~ ~ ~ i:: ~ ~ ~ ~ ...J ~ ~ ...J .5 v - ~~ > -: ~ Z g v -< "S 0 '" ~ ct ~ ~ ~ ~ ~v ~ ~ f'!') ~6 ~ ~~'"';" ~~~ o l::: 00 ~ ~ \,J E ~ ~ o:~ Cl) u ~6 ..: 0 o Cl) ~ ,?: ..... ~ ;S Z tIl tIl \JJ .2 II") '8 "0 -< Cl) ;:-Z~ ~:i~ ~ ~ j ~~II") ct 0 ~ r- . Elementary . Kindergarten . Preschool . Preparatory . Child Care - -- ---- - - Discovery. . . Chris, Tim, Doug and Andy grow a little today. . so do the n1arigolds they planted last week. Bun, run, sun, these words look and sound very similar. . , Brian just found out the difference!!! Cooperation. C . . Mastery of subtraction brings 3 friends together. Darren shows Brandi the location of China. Creativity . . . Shandy blows the drops of paint to form new colors and designs. l:. Kanika concentrates on the note she wants to reach. Dear Interested People: We welcome this opportunity to thumbnail sketch Fountainhead and hope thi< will answer many of your questions. Fountainhead, which grew from a nucleus of six childl "11 in an Illinois barn, In 1972 now is able to reach children via: I, Two preschool classes, one kindergarten and one elementary class and the child care center in Orinda. 2. Two preschool classes, one kindergarten and one elementary class and the child care center in Dublin. 3. A prep class, a preschool and kindergarten class and the child care center in Danville. We reach adults through: I. A Montessori training program through Contra Costa College offered to parents, teachers and prospective teachers. 2, An annual November workshop presented by Fountainhead staff. 3. Classes and seminars for Montessori teacher training programs at St. Mary's College, College of Notre Dame and other training programs. 4. Workshops nationwide. 5, Parents' meetings. 6. Parent involvement in the prep class, Sarah Cole Zimmerman President/Founder/ Administrator Vi White VP / Administrator , John Lindl Secretary/Treasurer PROGRAMS The extended day program is especially designed for the 4-5~ year old all-day child with an emphasis on cultural subjects in the afternoons. PREP The prep class is for children from infancy to three years old. The primary focus of the prep program is the understanding of the basic principles of the environment as developed in the exercises of practical life and the sensorial materials. It starts with a highly simplified en- vironment, displaying materials most appropriate to the younger child. Gradually, new and more advanced materials are presented. ELEMENTARY The elementary school builds upon the preschool basics of order and independence. Here children, ages 4 ;~ '10 years, widen social inter- action and academic pursuit in a fascinating world of didactic materials. The role of the adult in the prep environment is critical. Parents who enroll their child in the program are encouraged to view it as self-education as well as preparation for their child. Consistency of approach with the Montessori teacher is essential and can reflect posi, tively on attitudes and practices in the home environment. The parents' commitment to active observation of themselves and of their child, and attendance at special parent orientation classes and discussion sessions is an integral part of the prep program. The elementary child, in contrast to younger children. deals more with integrating relationships rather than isolated facts. ' ASPECT OF MENTAL DEVELOPMENT DESCRIPTION OF APPROACH Birth,Age 6 Age 6,Age 12 Data Gathering Absorbing: indiscriminate Reasoning: more data gathering focuscJ learning The parents are not schooled in detail to use the didactic (educa- tional) materials. Rather, they use and extrapolate concepts as does the child with the aid of the teachers. Enjoy your opportunity to use materials which will be exciting to your own learning and enhance that' of your child, Exploration Level Asks about facts: What? Where? Asks about relation, ships: Why? When? How? Method Materialization: manipu' latioll of materials Abstraction: manipula' tion of sym 110ls Sometime after separation occurs, the child becomes ready for the larger preschool environment. We have found that he enters the pre, school with ease and pleasure as a result of being oriented to it in a gradual and sensitive manner. Self ,Concept Developmcnt Mental ordcring of envi, TOnment Dealings with others CHILD CARE PRESCHOOL/KINDERGARTEN The child care facilities are open to children from ages 2Y2-3 (depending on their level of independence) to age 10. Parents new to Fountainhead are asked to observe prior to actual use so that child, parent, and staff member may meet and parent and child may become acquainted with our procedure. The preschool/kindergarten program is for children from 2Yz to 5!:s years old. In it the child utilizes his absorptive capacities to take in the multitude of information available to him. The prepared environment makes it possible for him to expand and transfer his knowledge from the foundation of practical life and sensorial to the wider abstractions of knowledge in geography, science, language and mathematics. The child's creative talents are developed through this knowledge and the creative outlets of music and art. In all areas, the child proceeds from concrete to abstract experiences. HOURS: Orinda 7:00 a.m. - 6:00 p.m. daily Dublin 7:00 a.m. - 6:00 p.m. daily Danville 7:00 a.m. - 8:45 a.m.; NJon-6:00 p.m. SNACK: Whole wheat sesame sticks, fresh fruits, vegetab I es, and orange juice are provided. 2 3 LUNCH: Please send a lunch with your child. Juice is provided. PRICING' Parents using a Fountainhead child care facility will be POLICY: charged on an hourly basis. Parents whose children are enrolled in a regular Fountainhead program or those who come on a regular basis may choose to be billed. TUITION Tuition is based on a 180 day school year. It may be paid in a lump. sum -(getting a discount) or in 10 installments (each paying for 18 school days. Tuition is payable in advance by the 15th of the preceding month, and child care is payable by the 15th of the month the bill is received. A late payment fee is charged after the 18th of the month. POLICIES RE,ENROLLMENTS In order to reserve a place for the following school year, we ask parents to complete a new application and submit the first tuition install- ment by >,-1 (nonrefundable), After that date, we accept new students to fill any vacancies. WAITING LIST STRUCTURE Fountainhead, Inc" a non'profit corporation, is not affiliated with any religious or political organizations. The three member Board of Directors is responsible for all policies. ADMISSIONS To get on a waiting list for any session, please submit a new application to the administrative office and indicate that you would like to be on a waiting list. Admissions are based on availability of space and determination by the staff that a child is ready to benefit from the environment. Prospective parents are asked to observe twice - first without their child so they may focus on our environment, then with their child so they may foc'us on her or his reaction to our environment. Please make an appointment to avoid disruptions resulting from too many adults in the classroom. Children from the toddler and preschool classes and the siblings of current students are given preference, Consideration is also given to the age balance of the class. WITHDRAWALS Prior to April 1, a notice of at least one month is required to terminate enrollment. When a withdrawal is made after April I, parents are still obligated for tuition payments until the end of the school year. In the event of a withdrawal, Fountainhead will refund the portion, if any, of your tuition payments remaining after deducting the daily rate amount for each school day enrolled. There are no refunds for absences - such as vacations, sicknesses, mishaps and holidays not observed by F oun tainhead. A completed application, accompanied by cash or a check for one entire tuition installment, should be submitted to the school. If enroll- ment is not completed, the funds submitted with the application are non- refundable unless Fountainhead cannot accept the child. DONATIONS Check with us before you toss it out. Remember that donations are tax deductible. Please ask the office for the proper forms. Fountainhead admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities general, Iy accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in the administration of its educational, athletic and other policies and pro' grams, HEALTH The proper health forms will be pro~d~d: Please return th.em with, in the first month of school. If your chIl~ IS Ill, plea~e keep him/her at home and notify the teacher that he/she IS not com mg. NO MEDICA, nON WILL BE ALLOWED IN THE SCHOOL. 4 5 PARENT PARTICIPATION RELEASES , There will be parents' meetings during the semester. The meetings will cover educational concepts Fountainhead uses, the children's activi, ties and ideas to help develop consistent treatment of the children at home and at school. No child will be released to anyone whose name does not appear on your application witho!--'t your specific instructions. Please send a note. CLASS LIST Parents are encouraged to make appointments to observe the school operation. Also, an appointment for a parent-teacher conference may be made by a parent throughout the year. Meanwhile, feel free to ask any questions that arise. In order to facilitate car pool formations, birthday parties, etc" we will provide a class list, including addresses and telephone numbers to all parents. If you do not want to be on this list, please notify the office by August 15. If a parent has a particular interest or skill - macrame, furniture refinishing, art, sewing - we ask that he or she check with us about coming to do that work at school to further broaden the children's in terests. Ideas for our newsletter, The Sponge, are greatly appreciated - a good doctor, song, recipe, place to go, etc. RECOMMENDED READING HOLIDAYS Available through most book stores and Fountainhead's office: The Hidden Hinge by Rosa Covington Packard Maria Montessori: Her Life and Work by E. M. Standing The Absorbent Mind by Maria Montessori The Secret of Childhood by Maria Montessori The Discovery of the Child by Maria Montessori From Childhood to Adolescence by Maria Montessori Between Parent an'd Child by Dr. Haim G. Ginott Children: The Challenge by Rudolf Dreikurs P,E,T. by Dr. Thomas Gordon The only holidays celebrated at Fountainhead are the children's birthdays - those being the days marking their development, Please send pictures of representative times of their lives that we may borrow to discuss their growth, The children may host their own parties by bringing nutntious snacks to prepare and serve. The children may create their own exchanges for other holidays depending on their level of involvemwt. PERSONAL PROPERTY Each child at Fountainhead will have a personal property drawer. 'In it may be placed an extra change of clothes (labeled with the child's name) and works from school. Please discourage bringing toys to school. The Montessori materials and environment provide for the necessary mental and physical ~timulation of the child. For prep and preschoolers, please send two pictures - one each for the property drawer and name card. 6 7 GENERAL EDUCATIONAL PHILOSOPHY Reason Creativity c,'l.i ~~:~ 'l;~ ~'l;'Y. ,~ '"C:I (1) ... en o ::l e '"C:I ... o '0 (1) .... ... '< The mind of the preschool child, the absorbent mind, absorbs information largely uncritically. To maximize the information available to a child, the environment is prepared to stimulate and develop fine discrimination in all of a child's senses, and in all of the broad areas of knowledge important to man. The environment is designed as an excit, ing place to be, providing opportunity for continual challenge and dis, covery. To insure that all of the information a child receives is accurate and non,contradictory, the environment and teachers provide only factual information in all stories, songs, games and academic material presented at Fountainhead. The elementary age child has a broader context of knowledge, a more critical perspective and a greater need for abstraction and integra, tion of the knowledge at his disposaI., However, to accomplish his more complex objectives, the elementary child must still have objective infor, mation within his context. For example, because of a foundation of knowledge about animals, an elementary age child readily sees a story about talking animals as an example of a story, plot. characterization or play on words and not as factual information about animals, Such a story to preschool children only breeds confusion and a body of in for, mation to be unlearned. I Ethics gives a code of values to guide a person's actions, A child's life is his standard of value and happiness is his moral purpose. Foun, tainhead supports the right of each child to make his own value judg' ments, and provides an environment in which such choice is possible. Man's principle virtue is rationality which encompasses the virtues of independence, integrity, honesty, and justice. Development of these character traits requires an ordered environment in which all material has a definite purpose for development of basic skills, Within his range of abilities, a child is an independent individual and his right to self,determination and self-direction are respected. Such an attitude leads to a strong sense of self,esteem and dignity in the child. It fosters a ready exchange of ideas. respect for each other among the children and respect for the environment. Respect for the rights of other children and adults and respect for material in the environment are the fundamental rules of conduct for children at Fountainhead. Children choose what and with whom they will work and are responsi' ble for returning material to the shelves for the next person to use. By defining the limits within which he may act and by being explicit about reasons, a child learns self-discipline and inner control instead of requiring external control and constant vigilance by a teach, er. ., I) The concept of justice is also developed in this way. To the great, est extent possible, disputes between children are settled by the children themselves based on principles of conduct at school. Corporal punislunent is not employed by the teachers and physical abuse be, tween the children is not tolerated, For instance, a dispute about who has a right to a particular material is settled by the principle that the person who first chose the work has the right to use it, without inter, ference, until he is finished. In all situations, teachers deal with the consequer;ces of an action rather than making a judgment about the child's character. If a child makes a mess, he is responsible for cleaning it up. If a child has injured ar:other child, he is responsible for helping to repair the damage to the extent possible, e,g., by helping clean and bandage a cut or by providing ice for a bruise. 9 An important aspect of independence and individuality IS the right I to private property, In recognition of this, Fountainhead provides a personal property drawer for each child. This drawer is available for storing work produced at school.or for personal items from home. Creativity is a selective rearrangerrent of facts to achieve some effect. Fountainhead provides a wide base of information and also, extensive opportunity to apply this information creatively in m'.lsic, painting, sculpture and movement. The preschool child is primarily rnterested in the artistic process, in drawing, painting, and moldlllo ;Jer se. The result is secondary. For the elementary age child, the result, the effect achieved starts to become important. In all of the artistic areas, it is important that the creati::m come from the child. Fountainhead uses no "canned art" such as coloring books or cutouts. Our procedure is to teach a skill and give every child an opportunity to use that skill creat, ively, At the September parents' meetings we discuss our educational philosophy in more detail. MARIA MONTESSORI* Maria Montessori was born in 1870 into an upper,c1ass Italian family, a descendant of scholars and soldiers, As a career, she was first attracted to engineering but, as if this would not have been a sufficient obstacle to overcome, she changed her mind and decided to study medicine, Needless to say, she ran headlong into opposition of the fiercest kind for even daring to think such an impossible thing, None, theless, she was of a very determined nature and not only was admitted to the all,male medical school, but became the first woman in Italian history to become a physician. Additionally, her profound interest in mankind led her to pursue the study of anthropology, philosophy, psychiatry and experimental psychology. This and the experience she was to gain from her years of work in medicine provided a rich background for her eventual life work in the education of children and her devotion to ending the war be, tween child and adult. H'owever, it would be ten years before she would come into the vocation ot liberating children which, at her death in 1952, left her one of the most honored and respected educators in the world. *Thanks to Mr. and Mrs. Robert Firth of Arcadia Montessori School for the following section on Maria Montessori and her approach to educa, tion. 10 HOW IT ALL BEGAN Montessori was appalled by the conditions suffered by the help- lessly insane children for whom it was u'niversally accepted there was "no hope." Again, her devotion to h.umanity and her indefatigable determination refused to accept the easy pronouncements of "hope- less" and "impossible." Indeed, the more she worked with these children the greater her certainty that these children had no need to be padlocked to idiocy if only the right key were used to open the door to normality. After two short years (1898,1900) her "idiot" children were reading, writing, and passing exams meant for normal children. An amazed world applauded her efforts, but Montessori's thoughts were already elsewhere, "[While] everyone was admiring my idiots, I was searching for the reasons which could keep back the healthy and happy children of the ordinary schools on so low a plane that they could be equalled in tests of intelligence by my unfortunate pupils." This question consumed her. In 1906, having seen countless chil, dren bored, distracted, lulled, or repressed in the state schools, she was given an opportunity to establish the first classroom for a group of 60 "little vandals" (slum children, age 3 to 6) in Rome. It was this group of children who demonstrated that "spontaneous discipline," "explo, sion of spontaneous writing and reading" and "free social life" which so astounded the world, In fact, the transfonnation was so great that there were many who were ready to believe that since she was a medical doctor, the real "miracle" must have been drugs! The facts are quite different. THE MONTESSORI PHILOSOPHY Dr. Montessori despaired of any "education" which iIl'prepared the individual for living a real life in a real world. She felt, instead. that education must be a "help to life." ... .. The Sensitive Periods - Dr. Montessori was the first to apply the term "sensitive periods" to the development of the child. She found that there are periods of intense sensitivity of short duration when the child shows unusual capabilities fQr acquiring certain skills and/or knowledge (seemingly to the exclusion ~f all else for that period of time). The term "sensitive periods" was used by the Dutch biologist, Hugo deVries, to describe the phenomenon which occurs in Nature and is illustrated by the butterfly moth which lays its eggs in the dark fork of a tree. When the tiny caterpillars emerge, they are so fragile and delicate that their only food is a very long way away on the very tips of 11 the branches where the tenderest leaves and shoots grow, and how are they to know this? Nature has provided the answer in the caterpillar's strong sensibility to light; "light attracts it, summons it as by an irresist, ible voice, fascinates it, and the caterpillar goes wriggling towards where the light is brightest, till it reaches the tip of the branch, and thus finds itself, famished for food, among the budding leaves that can give it nourishment. It is a strange fact that when the caterpillar has passed through its first stage ll~d is full grown, it can eat other food, and then loses its sensibility to light." The sensitive periods in' the human child are not unlike those found in other lifeforms - each has as its aim the development of a specific ability, the acquisition of a determined characteristic, and once this characteristic has evolved, the corresponding sensitivity disappears - never to return again! The "Prepared Environment" - The classroom must be a "pre, pared environment" - rich in life,giving activity and suited to the needs of the developing child at each stage of growth, with furniture easily moved by the children; pictures hung at the child's eye level; plants that are easily watered; a real sink; and with the shelves and cupboards which hold the materials for use by the child at a comfortable height for the child. The prevailing atmosphere is that of respect for the child and his right to work at aCtivities with a purpose. "The work both of the child and the adult has a definite relationship to the environment. We may say that the adult works to perfect his enviroment, whereas the child works to perfect himself, using the environment as the means." Dr. Montessori recognized that the only valid impulse to learning is the self,motivation of the child. Children move themselves toward learning. The teacher prepares the environment, programs the activity, functions as the reference person and exemplar, offers the,child stimu, lations; but it is the child who learns, who is motivated through the work itself (not solely by the teacher's personality) to persist in his chosen task. If the Montessori child is free to learn, it is because he has acquired from his exposure to both physical and mental order, an "inner discipline." THE EXERCISES OF PRACTICA.L LIFE ("Help Me To Do It By Myself") This vital area of activity is the foundation of the Montessori Philosophy of education. Practical Life Exercises are individual work units made up of materials the child is likely to see in use in his everyday environment. Each individual work unit must be colorful and attractive and be relat, ed in its use to one of four main areas: I) CONTROL AND COORDINATION OF MOVEMENT. Exer, cises for learning to pour, carry, fold, cut, polish, walk, sit, and move gracefully, etc. 2) CARE OF THE ENVIRONMENT. Exercises for sweeping, dusting, washing tables, etc, 3) CARE OF THE PERSON. Exercises for learning how to wash hands, dress and undress (buttons, zippers, snaps, buckles, lacings, bows, safety piT)s, hooks and eyes), 'etc. 4) SOCIAL RELATIONSHIPS, Learning to stand and sit proper' Iy, to be polite and courteous toward and thoughtful of others, how to serve properly, etc, There are three principal direct aims for all of the Practical Life Exercises: I) To provide Motives for Activity - that is, to channel the child's activity constructively, 2) To develop Control and Coordination - to help the child take command of his mind and body and direct his own activities, 3) To focus the Attention - at first, for very short periods of time, but gradually lengthening until the child develops the power of concentration, .. .. Mastering these skills builds SELF-CONFIDENCE through pride in accomplishment, establishes INDEPENDENCE, and assures the development of INITIATIVE. CONCENTRATION is essential for the child's development for it lays the whole foundation on which his character and social behavior are built. Only the child can organize his psychic life and no one acting externally on the child can cause him to concentrate, He must find out how to do it for himself, and for this he needs things to concentrate upon, 13 The Exercises of Practical Life provide the "motives for activity" necessary to entice the child to work which will lay the foundation for building the qualities of character vital to his purposeful actions THROUGHOUT HIS ENTIRE LIFETIME. They exemplify the plea of the child, "Help me to do it by myself." EDUCATING THE SENSES . ~he perfecting of the senses is a factor of the utmost importance, yet It IS the one most frequently left out of education, The long periods of practice in adult life to become proficient in a chosen profession or occupation are usually nothing other than a belated education of the senses, which if taken at the proper moments in early childhood would all but have eliminated the necessity for acquiring it so laboriously at tha t later stage. "Fraudulent industry feeds upon the lack of sense education in the masses, because they do not know how to distinguish - with their senses - the different qualities of various substances." Think what would happen if the "masses" were able to distinguish these various qualities, "Beauty lies in harmony, not in contrast; and harmony is refine, ment. The aesthetic harmony of nature is lost upon him who has coarse senses." Would not a world filled with human beings alive and sensitive to their surroundings be a much more peaceful and pleasant place to live? Since "any kind of fraud is based upcn the ignorance of the victim," there would not be much room for the crooked politician, the larcenous shopkeeper, the insensitive government official, etc. Our whole social order could be changed dramatically by the proper sense education of children between birth and six years of age. The Sensorial Apparatus, "...the function of the sensorial materials is not to present the child with new impressions (of size, shape, color, and so forth) but to bring order and system into the myriad impressions he has already received and is still receiving." Each piece of sensorial apparatus isolates a single quality. Unique to the Montessori idea was the lack of confusing elements, or diffi, culties, for the child to perceive or o.vercome. (This "isolation of diffi, culty" is common to all the Montessori apparatus, whether in the area 14 of Practical Life, Sensory, Mathematics, or Language materials.) In the sensory materials for example, the difficulty of presenting the quality of length to the child' is accomplished by a series of ten rods - all the same color, shape and width - varying only in length. The broad stair isolates width since each prism is the same length but the breadth varies in each of the ten prisms. Volume is illustrated by the ten cubes of the pink tower - each piece is the same in color, shape and texture - only the size varies. LANGUAGE Writing is a complex act involving many factors. The writing instrument must be held correctly by the three fingers which grip it; the hand must be capable of moving lightly across the paper, and yet the coordinations must be so developed as to permit the mind to direct the hand to move with precision. Most of the activities in the Practical'Life and Sensorial areas have as an indirect purpose the preparation of the hand to write... holding the knobs of the solid cylinders with the three writing fingers, touching the rough and smooth boards as lightly as possible, tracing around the insets and frames of the geometry cabinets, etc. The drawings made with the metal insets directly prepare the hand for writing, and make the child master of the writing,instrument in a most pleasant manner. The sandpaper letters are lightly traced by the child as he repeats the sound of each letter, thus learning the letter phonetically and visually, and committing it to his muscular memory through the tactile system. When he knows several letters, he can begin to build simple phonetic words using the movable alphabet (a form of mechanical writing - the child usually cannot yet read what he has built at this early stage). Reading generally follows the many stages involved in the prepara' tion for writing. It often comes explosively when the child suddenly discovers that the letters he has been fitting together actually make a word he understands - "f-r-o-g is frog, I can read. I can read." This discovery is often followed by a lengthy and insatiable period of "devouring" every word in sight. ... ., MATHEMATICS Mathematical concepts are easily acquired by children at very early ages when they are exposed to materials which clearly illustrate the abstractions they represent. The number rods show the qualities of "one" through "ten" as no other materials have yet been able to do; 15 sandpaper numbers permit the child to trace and learn visually, orally, , and through the muscular,tactile sense, just as with the sandpaper let, ters, Other materials bring the child, gradually, into counting in sequence, understanding odd and even numbers, the decimal system, concepts of addition, subtraction, multiplication and division, skip counting (counting in multiples of two's, three's, etc.), fractions, etc. The relationship of arithmetic, geometry and algebra is constantly ap' parent in the mathematics material, and a foundation thus laid prepares the child to understand more easily the areas of higher mathematics in later life, and therefore to appreciate their relevance to his own life, 16