Ithaca Waldorf School 16-17 Family Handbook

Joyfully Bringing Waldorf Education to the Finger Lakes.

The Ithaca Waldorf School brings together families, teachers, alumni, and supporters who are dedicated to the principles of Waldorf education and to creating a joyful and inspiring community experience. School life centers on our teachers’ commitment and collaborative work, an active parent body, and a curriculum that awakens a love of learning in our children.

We seek to discover creative and innovative ways to work, educate, and celebrate together.

Family Handbook 2016–2017

Table of Contents Introduction to the Ithaca Waldorf School

Mission Statement

Diversity Statement

Core Values

Rudolf Steiner and Waldorf Education

History of Our School

School Life Overview

Daily Activities

Early Childhood Program

Grades Program

Festivals and Celebrations

Parent Participation and Volunteering

Parent Council

Staying Informed

School Communication

Emergency Closings

School Governance

Faculty

Administration

Board of Trustees

Committees

Leadership Group

AWSNA and WECAN

AWSNA School Principles

Who Do I Ask About . . . ?

Supporting Children in the Home and at School

In the Home

Items Needed at School

Timeliness

Circumstances That Might Affect the Day

Electronic Media Guidelines

Table of Contents Student Code of Conduct and Discipline Policy

Student Conduct

Early Childhood Discipline

Grades Discipline

Student Dress Code

Student Safety Policies

Sign-in and Sign-out Procedure

Calling the Office regarding Attendance

School Attendance and Tardiness Policy

Drop-off and Pick-up Procedures

Accident and Incident Reports

Unexpected Safety Situations

Parking Lot Safety Transportation Policy

Bus Transportation

Laws regarding Transportation

School Rules

Playground Rules

Other School Rules

Student Harassment Student Health Policies

Peanut-Free Policy

Illness Lice

Health Forms and Immunization Records

Outdoor Preparedness and Cold Weather Policy Parent Library IWS Music Program  

(cont’d)

Introduction to the Ithaca Waldorf School Mission Statement The Ithaca Waldorf School strives to develop free human beings by awakening clarity of thought, warmth of heart, and strength of purpose in our students. Our academic, artistic, and practical lessons respect childhood, encourage healthy growth, and engage students in the living world. The work of Rudolf Steiner provides a cohesive philosophy that guides the teachers, shapes the curriculum, and enriches our community.

Diversity Statement The healthy social life is found When, in the mirror of each human soul, The whole community is living, And when, in the community, Each human soul finds its reflection.

Rudolph Steiner

The Ithaca Waldorf School welcomes a diverse community which includes a range of nationalities, gender and social identities, socioeconomic backgrounds, racial identifications, family structures, belief systems and religions, ages, abilities, languages, and political affiliations. By forming an inclusive and supportive school community, we strive to create an educationally and morally healthy social life.

Core Values Our values permeate all that we do and are very important to the culture of our community. We expect everyone to honor and work to embody the following.

Kindness and respect. We are committed to treating our environment, the broader community, and our fellow human beings with kindness and respect and to demonstrating this respect through open, clear, and compassionate communication and active listening.

Responsibility. We are committed to taking the time to be reflective and self-aware and to making responsible decisions that consider the health of our children, the longevity and financial health of the school, and our own actions as citizens of a broader community and world.

Creativity and openness. We are committed to seeking innovative solutions and strategies to meet the challenges of the day and our work together with a consciousness that frees us from poor habits and dogma.

Joy. We are committed to fostering the joy that deepens the meaning we derive from our work and relationships with one another—a joy that is contagious and visible at every level of our institution.

Rudolf Steiner and Waldorf Education Rudolf Steiner (1861–1925) was an Austrian philosopher and social reformer whose work included a theory of child development that has become the foundation for Waldorf education. During the course of his life, Steiner wrote many books, gave over 6,000 lectures, and made significant contributions to medicine, education, agriculture, drama, movement arts, sculpture, science, philosophy, and architecture.

The first school to use Steiner’s principles to educate children opened under his guidance in 1919, in Stuttgart, Germany, at the Waldorf-Astoria cigarette factory. This first Waldorf school was also the first comprehensive school in Germany, serving children from all social classes. Waldorf schools can now be found in over sixty countries, and Waldorf education is one of the fastest growing methods of education worldwide.

Waldorf education embraces and promotes:

• Family and community life

• A healthy unfolding of childhood

• Joy in the learning process

• Education focused on wholeness in body, soul, mind, and spirit

• Intellectual excellence, imagination, strong memory, and problem-solving skills

• Viable alternatives to high-stakes testing

• Age-appropriate use of media

• Ethical judgment

• Beauty as a formative force in the child’s world

A Brief History of Our School The Ithaca Waldorf School has its roots in a Waldorf farm and homeschool program created by a Waldorf-trained teacher, Karen Menges, and a biodynamic farmer, Ann Mendenhall, in 1970. In 1977, Kundry and Lyn Willwerth moved to Ithaca from the Garden City Waldorf School. Experienced Waldorf teachers, in 1978 they founded the Hillside Kindergarten, which operated for 18 years, and whose graduates attended the Waldorf School of the Finger Lakes (WSOFL). WSOFL was started in 1982 by a dynamic and pioneering group of parents, board members, and teachers, including Karen Menges, Joan Moora, and Ann Smith.

WSOFL parents created Stone Circle School, which opened on the Foundation of Light campus in the fall of 1999. Members of the WSOFL board founded the Ithaca Waldorf Initiative (IWI) to promote Waldorf early childhood and parenting programs. The WSOFL board, in collaboration with IWI purchased 100 acres of property in Danby in 2003, intending to build a school with an early childhood building and a biodynamic farm. In 2008, the Board of the Waldorf School of the Finger Lakes, IWI and Stone Circle School merged to form the Ithaca Waldorf School, which is accredited by the Association of Waldorf Schools of North American (AWSNA). The New York State Department of Education granted IWS an educational charter, allowing our school to offer education for students from pre-school through 8th grade.

The vision for a permanent home for the Ithaca Waldorf School was realized in January 2012, when construction of the school building began on Nelson Road. The building opened to students in the fall of 2012. By spring of 2016, the school had grown to need more classroom space, and the construction of two new classrooms took place. In addition to our school building and 80 acres of woods and meadow, our property is home to Three Swallows biodynamic farm, which is home to the Lehman Alternative Community School Youth Farm Program, and the Ithaca Youth Farm.

School Life Overview The school day is from 8:30 a.m. to 3:00 p.m., Monday through Friday.

The after-school program is from 3:00 p.m. to 5:30 p.m., Monday through Friday.

Daily Activities IWS Early Childhood The Ithaca Waldorf School provides early childhood programming for children ages 20 months through 6 years. All of our classes provide a beautiful, healthy environment for growth and learning.

Because young children imitate and take in their surroundings in a deep way, our teachers create a warm, home-like setting with natural light and comfortable, handmade furnishings and playthings.

In every classroom you’ll find:

• Creative, child-led play with simple, beautiful toys made from natural materials.

• Snacks made with organic whole foods.

• Songs and finger plays to learn and take into your family life.

• Puppet shows and stories to create wonder and joy and lay a strong foundation for developing literacy.

• A gentle introduction to working and playing with others.

IWS Grades Program Philosophy and Approach The Waldorf class teacher brings learning to life through vivid stories, active inquiry, and absorbing hands-on experiences that heighten students’ curiosity and engage their feelings, motivation, and intellect. An eagerness to learn unfolds and evolves as students fine-tune their self-discipline and self-expressive abilities. Through this holistic approach, teachers encourage and inspire students, helping them to develop imagination, emotional depth, will, and a sense of service, so that they can meet the challenges of the world as caring and productive adults.

Each day, core academic subjects are presented in the morning’s main lesson. Movement, verse, and song preface each lesson, helping to foster social and physical awareness and to make minds and bodies agile and receptive for learning. Rather than using textbooks, children create their own main lesson books, first with colorful crayons and later with colored pencils. A morning snack and recess provide a necessary break, or “breathing out,” after the main lesson.

In the afternoon, children participate in subject classes whose themes are integrated into the main lesson curriculum. For example, fifth graders studying Greek mythology in their main lesson will learn sports from the ancient Greek Olympics in games and movement class and later participate in a Greek Pentathlon event. Other subject classes include Spanish, chorus, string ensemble, and handwork. Afternoons are also devoted to instruction in painting, clay, or beeswax modeling; farming and gardening; and nature studies.

Grades Curriculum All Waldorf students, beginning in the first grade, explore the essential subjects of reading, writing, and mathematics. The rich and classical academic curriculum includes the following: Grade 1: Pictorial and phonetic introduction to letters, form drawing, writing as an introduction to reading, cursive handwriting, qualities of numbers, introduction of the four processes in arithmetic, fairy tales, folktales, and nature stories.

Grade 2: Reading through writing and recitation, basic elements of grammar, solidification of the processes of arithmetic, multiplication tables, form drawing, nature study through observation, stories of heroes and heroines, tall tales and legends, and animal fables.

Grade 3: Reading, spelling, original composition, form drawing, higher multiplication tables, weights, measures, money, study of practical life—farming, housing, and clothing—and history, beginning with ancient Hebrew stories.

Grade 4: Composition, reading, letter writing, grammar, local geography, map making, local history, study of the animal kingdom, fractions, decimals, Norse mythology and sagas.

Grade 5: American geography as related to vegetation, agriculture, and economics; composition, grammar, and spelling; arithmetic, decimals, ratios, and proportions; botany; Greek myths; and ancient civilizations including Egypt and Greece.

Grade 6: Roman History, The Middle Ages, Geometry, mineralogy, astronomy, expository and narrative writing, physics, world geography.

Grade 7: Age of Discovery, Late Middle Ages, the Reformation, Pre-algebra, perspective drawing, creative writing, Physics, Chemistry, human anatomy, World geography Grade 8: American History, Algebra I, geometry of solids, grammar, meteorology, physics, chemistry, World Geography, Class Play.

Festivals and Celebrations Seasonal festivals and celebrations serve as milestones in the passing year and are an important aspect of Waldorf education for every Waldorf school. Through the festival life at IWS, we build and strengthen the community, establish a yearly rhythm for the children, and nourish our souls by sharing stories, food, songs, and activities linked to the seasons and expressed with beauty and reverence. Some festivals are appropriate for young children only, while others are best suited for children in the grades. Many festivals welcome the whole community. The celebrations provide rich variety that both children and families look forward to and cherish as a special part of the Waldorf education experience. In addition to the festivals listed below, teachers celebrate other holidays in the classroom, including those connected to the cultures being studied or the religious or cultural traditions of the students in the class.

Michaelmas (grades) With the autumn equinox, the relationship of light and darkness changes in the world around us. On September 29, the autumn festival traditionally known as Michaelmas (sometimes referred to as the “festival of the will”) celebrates this special time. Children, families, and community members gather outside on our school’s farmland, offering food and decorations for the harvest table. Children often share in picking apples and digging for potatoes, eating home-baked “dragon bread” and other harvest treats, creating a community lunch, singing songs, planting bulbs for the spring, and participating in cooperative games, the “games of courage.”

Harvest Faire (community-wide) An annual community event—formerly held in November and known as the Elves Faire—the Harvest Faire occurs this year on a Saturday, October 22. Similar in spirit to the Elves Faire, but held primarily outside on our beautiful land, the Harvest Faire offers a chance for the community to come together to celebrate the fall. There is craft making for children, live music, a puppet show, games, vendors of handmade crafts, delicious food, and home-baked goodies.

El Día de los Muertos (grades) The IWS curriculum includes Spanish instruction twice a week for all children beginning in the first grade. We celebrate this language in our festival for el Día de los Muertos, traditionally a Mexican holiday that falls on November 1. Children learn to prepare favorite foods of the departed, and construct a traditional ofrenda in the foyer of the school to honor their relatives.

Lantern Walk (early childhood) Lantern walks are celebrated by children throughout Europe and in Waldorf Schools worldwide.

November 11 is Martinmas, an old European festival of Christian origin. St. Martin of Tours (CE 316–397) is said to have met a poor beggar freezing in the cold. Drawing his sword, Martin cut his warm cloak in half so they could both share in its warmth. Many cultures and religions at this time of year celebrate similar themes of caring for others and carrying the light into the darkness.

Winter Spiral (early childhood and grades) In December, we celebrate the move from the fall to early winter season, when nature withers and dies, and the turning point, the Winter Solstice, when light begins to increase. The Winter Spiral Festival features a quiet evening walk through an indoor winter garden constructed of pine boughs laid on the floor in a large spiral pattern, decorated with hidden handmade objects and treasures from the natural world. Children and adults experience a feeling of reverence, an appreciation for the season, and deep reflection as they walk, candle in hand, to the center of the winter garden’s spiral and out again. The evening culminates in singing of holiday songs accompanied by harp and stringed instruments.

Mayfaire Celebration (community-wide) We welcome the spring season with a lively Mayfaire celebration filled with song and dance. Our traditional Maypole is decorated with brightly colored ribbons and flowers. Families and friends gather for a picnic lunch and flower crown making, followed by Maypole dancing and singing, live music performances, games, and homemade treats. This is often our largest festival of the year, when we are joined by many friends, neighbors, alumni, and newcomers to enjoy the outdoor activities and celebrate after a long Ithaca winter.

Other Celebrations Grandparents and Special Friends Day (early childhood and grades) During the week before MayFaire, Grandparents and Special Friends are invited to participate in a morning at the school, with tours, sample lessons and a scrumptious meal!

Shows of Work (grades) During the school year, there will be opportunities to observe an excerpt of a daily lesson, whether it be from a specialty clas, a play, or an exercise from the Morning Lesson.

Community Sings (grades) On the first Tuesday of every month, parents are invited to join us in song from 8:30-9am. No singing experience is necessary! The children, and all of us, will take joy in your presence!

Parent Participation and Volunteering Parents are a vital part of the Ithaca Waldorf community, bringing a rich array of talents and experiences to support the life of the school. The Ithaca Waldorf School is sustained by a strong, involved, vibrant, and creative parent body. There are opportunities to volunteer in the classroom, on field trips, for festival planning, for fund raising, or on one of the many committees that serves the school. The opportunities are abundant and often allow volunteers to express themselves creatively as well as create wonderful experiences for our children. Parents are also warmly encouraged to attend meetings and events, since they are an integral part of the school community and experience.

IWS asks that each parent complete ten hours of service to the community over the course of the school year. Inquire about opportunities at the school office or with the Parent Council.

Parent Council The IWS Parent Council is the school’s parent voice, offering input, support, ideas, and enthusiasm for the purpose of creating a healthy, well-functioning school and community. Every IWS parent or guardian is a member of the Parent Council; your ideas and participation are important and necessary to our community. More formally, the Parent Council is composed of a chair (or two co-chairs) and parent representatives from each class in the school.

The Parent Council meets at least once monthly to organize events that promote the social life of the community. The council is responsible for many school functions, including the Harvest Faire, the Parents’ Night Out, and the parent study series.

The Parent Council co-chairs for the 2016–2017 school year are Sara Ferguson (sararoiferguson@gmail. com) and Laura Harrington (lauraharrington72@gmail.com).

Staying Informed There are many ways that parents can stay up to date on their child’s school experience.

The school bulletin: The weekly electronic newsletter announces all upcoming events and information necessary to staying informed.

Teacher to parent: To keep parents updated on student and class work, teachers organize their own regular newsletters. We encourage parents to contact their class teacher regarding a child’s progress in any academic or social area. It is best to contact teachers at the end of the day in order to organize a meeting. Email communication should be used to set up in-person meeting with teachers, rather than to discuss your child’s progress or classroom concerns. Teachers do not use cell phones during class, except in an emergency, so texting is not a reliable method of communication.

Parent teacher conferences happen twice a year, in the fall and in the spring.

An all-school curriculum and information night takes place in the winter.

Parent evenings: Each class teacher plans at least two evenings during the school year to acquaint parents with the curriculum and give parents a more complete understanding of what their children are learning.

Community Meetings: The board of trustees, faculty, and administration hold community meetings at least once a year. Meetings provide opportunities to learn more about Waldorf education, the school’s strategic plan and goals, and budget and tuition composition. Major issues facing the school may be examined in order to elicit feedback and input.

Attendance at school meetings, parent evenings, curriculum night, and parent-teacher conferences help us to experience ourselves as a community with vital common interests. Please consider these meetings a high priority. Events and meetings appear in the e-newsletter, teacher newsletters, and the school calendar and are also written on the chalkboard in the atrium (or on the porch) as you enter the school.

School Communication IWS will use email to disperse important information including health and safety alerts, class trip organization, and teacher newsletters. If an urgent issue comes up during the day, you will receive a phone call.

It is very important to read all emails from teachers and administration. Our weekly e-newsletter contains important information about the calendar, events, festivals, and activities of the Parent Council. You are welcome to submit items to the Community News section of the newsletter.

Emergency School Closures The Ithaca Waldorf School follows the Ithaca City School District regarding emergency closures for inclement weather. Please check http://www.ithacanet.org/closings.shtml for the most up to date listings of school closures. In recognition of the fact that many of our families live in areas outside

the Ithaca City School District, IWS reserves the right to cancel or delay school, even if ICSD remains open. In this instance, you will receive both a text and an email, alerting you to the status of the IWS schedule. Please ensure that the office has correct and up-to-date information for all parents/ caregivers for your child(ren). In the event that your school district is closed and IWS is open, please note that your child will NOT be marked as absent for that day, should s/he not be present that day.

If you live far away and feel that driving to school on a particular day is not safe, please do not hesitate to call us and let us know that your child will not be able to make it. Our foremost concern is the safety of your child and family.

The Ithaca City School District also has a two-hour delay procedure. This procedure takes effect when weather or building conditions require a delayed start. Parents are encouraged to develop a plan for these days so their children can safely stay home for an additional two hours in the morning.

In the event that a two-hour delay is activated, the following procedures will be followed: Local news and radio stations will be contacted to report the delayed start, and notices will be posted on the Ithaca City School District website.

If conditions do not improve within two hours, classes may be cancelled for the entire day. The same notification methods will be used.

All schools will start exactly two hours later than normal. (Children can arrive starting at 10:15 a.m. for classes to begin at 10:30 a.m.)

Schools will be dismissed at the normal time at the end of the school day.

School Governance The Ithaca Waldorf School is governed by three groups: faculty, administration, and the board of trustees.

Faculty

The IWS faculty is composed of teachers whose training, knowledge, and experience in Waldorf education enhance the school’s ability to fulfill its mission. The primary goal of the faculty is to provide students with opportunities that inspire a love of learning through an age-appropriate curriculum according to Rudolf Steiner’s educational philosophy. The Early Childhood and Grades Faculty Chairs coordinate the administrative aspects of the pedagogy and work in partnership with the Director of School Administration as members of the Leadership Group.

Administration The administrative team, led by the director of school administration, makes every effort to ensure that the school has policies and procedures that are clear to all and supports the other governing bodies of the school while ensuring that the practical aspects of running the institution are in order.

The administrative staff consists of the director of school administration, the office manager, the marketing and communications coordinator, the bookkeeper, the facilities manager, and the school cleaners.

Leadership Group The Leadership Group consists of the director of school administration and two faculty representatives.

The group strives to identify the strengths of the faculty and staff so that all find a place to contribute to our school and to strengthen their capacities as individuals. Using the practice of servant leadership, the group oversees the workings of the school, ensuring a harmonious and efficient collaboration.

Together they hold responsibility for organizing faculty meetings, making personnel decisions, building staff capacities, overseeing termination procedures, and facilitating professional development.

Board of Trustees The Ithaca Waldorf School is a 501(c)3 non-profit corporation, and the school’s trustees form the governing board. The board manages the school’s finances, plans and supports facility development, engages in long range planning for the school, identifies areas where policies are needed, handles legal and fiduciary matters requested by the administration, and supports the administration and faculty as needed. The board is also responsible for the hiring and oversight of the director of school administration. The trustees are parents, teachers, and community members who are dedicated to Waldorf education and the mission and values of the Ithaca Waldorf School.

Committees Committees exist to support the faculty, board, and administration. We encourage parents to join committees that suit their interests.

Committees Reporting to the Board: Development Finance

Capital Planning

Policy Review Committees Reporting to the Administration: Safety

Facilities and Land Stewardship Marketing Enrollment

Parent Council Committees Reporting to the Faculty:

Music Advisory Hiring Festivals

Middle School Planning

AWSNA and WECAN AWSNA, the Association of Waldorf Schools of North America, is the main accrediting body of Waldorf grade schools. WECAN, the Waldorf Early Childhood Association of North America, is the accrediting body for Waldorf early childhood programs. Learn more about AWSNA’s mission at https://waldorfeducation.org/awsna. Learn more about WECAN at http://www. waldorfearlychildhood.org.  

AWSNA School Principles for Waldorf Schools Adopted and approved by the Association of Waldorf Schools of North America, in June 2016 1. The image of the human being as a spiritual being informs every aspect of the school.

Waldorf schools work actively with insights from Rudolf Steiner about the incarnating human being. One core insight is that the human being is a threefold being of body, soul, and spirit. Waldorf Education enlivens the physical, emotional, intellectual, social, artistic, and spiritual capacities of the human being as the individual moves through the phases of this life.

2. Waldorf schools foster social renewal by cultivating human capacities in service to the individual and society.

Waldorf schools foster development so that, throughout life, individuals are motivated to serve humanity with strength of will, depth of feeling, clarity of thought, and the ability to work with others. The educational program is designed to strengthen these fundamental human capacities in our students.

3. Anthroposophical understanding of child development guides the educational program.

Waldorf schools work with the gradual development of the human being from child to adult. This development follows an archetypal sequence of three seven-year phases. During this time, the soul and spirit progressively take hold of the physical body. Each child’s development is a unique expression of the human archetype. Each phase has characteristic physical, emotional, and intellectual dimensions. The educational program is developed out of this understanding. Core components of the educational program include the student-teacher relationship; the artistic approach; working from experience to concept; working from whole to parts; use of rhythm and repetition; and observation as the foundation for assessment. Each approach is tailored to meet the students in each phase of child development. Thus it is essential that teachers have formal preparation in Waldorf pedagogy or are engaged in such preparation.

4. Waldorf schools support freedom in teaching within the context of the school’s shared agreements.

The educational program of each Waldorf school is founded on Rudolf Steiner’s insights about the growing child, informed by the teachers’ ongoing study of anthroposophy and their professional development in Waldorf Education. The faculty of the school works collaboratively and cooperatively to develop, refine, and periodically review the educational program. Individual teachers work creatively with curricular, pedagogical, and assessment components of the program out of freedom and in a way that serves their individual students, the class as a whole, and the school community. This work reflects and respects the shared educational understandings and agreements of the faculty.

5. The conscious development of human relationships fosters individual and community health.

Enduring human relationships between students and their teachers and among the children themselves are at the heart of Waldorf Education. The teacher’s task is to work with the developing individuality of each student and with each class as a whole within the context of the entire school.

These relationships gain in depth and stability when they are cultivated over multiple years. Healthy human relationships with and among parents and colleagues are essential to the well-being of the school. Members of the community are invited to join in developing meaningful, collaborative, transparent forms for working together. Each individual’s self-development is encouraged since it is key to the well-being of the whole.

6. Spiritual development in support of professional growth is an ongoing activity for the faculty, staff, and board.

Members of the faculty, staff, and board work in an ongoing way to cultivate their spiritual development with the help of anthroposophical and other study. Waldorf schools create opportunities for shared educational study, artistic activity, mentoring, and research to further this growth and development in service to the students.

7. Collaboration and shared responsibility provide the foundations of school leadership and governance.

Waldorf schools are self-administered. This work is strengthened by cultivating a shared anthroposophical understanding of social interaction. Faculty, staff, and the board share responsibility for guiding and leading the school in the following manner:

a) The educational program is developed by the faculty under the guidance of the pedagogical leadership of the school.

b) Administrative activities further the educational program.

c) The board works strategically to enable legal and financial health in order to realize the mission and vision of the school.

Governance of the school is structured and implemented in a manner that both cultivates collaboration and is effective.

Who Do I Ask About?

Curriculum, discipline, school work, social concerns, student progress report, standards, your child’s learning and classroom experience, recommendations for readings in Waldorf education or specific topics Further inquiries regarding Waldorf pedagogy beyond your child’s classroom experience, all IWS Early Childhood and Grades programming, AWSNA and WECAN certifications School policies, school governance, procedures, regulations, concerns beyond the parent/teacher relationship, school closings, enrollment or school information to be shared with interested community members, classroom concerns requiring further support after communicating with the class teacher Afterschool program questions

Social functions, fundraising events, parent perspectives on Waldorf education, school and community volunteer opportunities Legal or financial business of the school, beyond personal tuition accounts Personal tuition or billing concerns Information on Three Swallows Farm: projects, volunteer opportunities, and CSA membership Fundraising ideas and volunteer opportunities

Ideas for increasing the visibility of the school, marketing volunteer opportunities Any issues which have not found resolution through primary channels, and concerns about facilities, building, and grounds maintenance.

Class or subject teacher

Faculty Chairs

Director of School Administration or Faculty Chairs

AfterSchool Coordinators for Grades or Early Childhood

Parent Council Chairs, Class Parents

Board President, Board Treasurer or Director of School Administration Director of School Administration or Office Manager Farm-School Program Coordinator or Director of School Administration Director of School Administration Marketing & Communications Coordinator

Director of School Administration

Supporting Children in the Home and at School In the Home Because the natural world provides a rhythm of tides, sunrises, and seasons, we recommend regular family routines. We are grateful for your support of our efforts to create a rhythmic life for each child by providing familiar family rituals and consistent times for meals and bed. A helpful resource, especially for younger children, is Heaven on Earth: A Handbook for Parents of Young Children by Sharifa Oppenheimer, available to check out from the IWS library.

Items Needed at School (Please label all clothing and outerwear with your child’s name.)

Waterproof boots, rain pants, snow pants Warm outerwear (warm coat, hat, gloves, mittens, scarves, balaclava) Slippers in early childhood, indoor shoes in grades Complete change of clothing, including underwear and socks Blanket and pillow (for all-day early childhood students) Snack (for grades students) and lunch (note that IWS is a peanut-free campus)

Timeliness Students in grades may arrive between 8:15 a.m. and 8:25 am. The main lesson begins promptly at 8:30 a.m.; we appreciate your timeliness to ensure the integrity of the main lesson work. Students in the early childhood program should arrive no earlier than 8:30 a.m. and can arrive as late as 9 a.m.

Circumstances That Might Affect the Day Parents should inform the class teacher of any circumstances in the home that might affect a child’s attendance, timeliness, or behavior—illness, planned absences, the need for mediation, a forthcoming move, a rough night’s sleep—preferably with 24 hours notice, but certainly before 8:25 a.m.

Electronic Media in the Home Please read and sign the Ithaca Waldorf School’s Media and Screen Time Philosophy and Guidelines.

We take the task of educating your child very seriously, and we appreciate your understanding and support in not exposing children to any electronic media during the school week. We also ask that electronic media be severely limited at all other times, if not discarded entirely (this includes computer and cell phone use). Parents are invited to share their views and to learn from each other how various families create alternative to electronic media.

Effects of Electronic Media Electronic media limits the child’s capacity to create pictures that aren’t simply variations of electronic media images, a skill is basic to class work in Waldorf schools. The visual and auditory images are so powerful that they overwhelm the child’s memory of images that the teacher has presented during the day.

For some children, passive entertainment can lead to an inner passivity, and with it a lessening of the capacity to overcome personal boredom. It can also make it so children have a more difficult time appreciating subtleties of perception and self-expression.

Waldorf pedagogy arises from Rudolf Steiner’s profound insight into child development and human nature. The curriculum and pedagogical methods are designed to allow children’s intellectual, social, and soul capacities to unfold in a developmentally appropriate sequence. The qualities of receptivity and wonder that are cultivated in Waldorf students means that media images can affect them strongly.

IWS Media Guidelines Early Childhood We request that the daily experience of the young child not include exposure to electronic media and technology, including computers and cell phones and other hand-held devices/screens. We understand that this may be difficult to honor without fail. Nevertheless, we ask that parents affirm their commitment to expose their young child to media and screen time as little as possible, in order to support the work and goals of our education in the early years. Teachers are happy to assist with transitions toward a media-free environment, and welcome conversations with parents. If a teacher has concerns about a child’s experience of media or screen time, the parent(s) should expect, and be willing to engage in, a sincere conversation about the topic. A media-free childhood is a true gift, and one that our school values highly.

And finally, we ask all parents and caregivers to refrain from using cell phones during pick up and drop off time. The transition between home and school is an important one for the young child, and it is wonderful if, for that short time, they can have the full and present attention of the adults around them.

Grades IWS asks that your family continue to strongly limit media and technology as much as possible during these years. Ideally, the child’s life would continue to be media-free. At a minimum, the child should not have screen time on any school day- either before or after school, or the night before school (such as a Sunday). If screen time occurs on weekends or holidays, it should be in small doses and carefully chosen. Unsupervised screen time and video and online gaming should be avoided at all cost.

Limited viewing of carefully selected and supervised TV, videos, or movies should take place on weekends and holidays, but not on school days or the evenings before school.

We strongly recommend that children grades 5 and up refrain from internet access and general computer use. If on occasion they do use a computer or similar device, please limit and monitor with care, and have the child work in a visible family space.

Video games and online gaming should be avoided.

For the most part, school assignments will be based on library research or printed sources provided by the teachers or parents. In certain situations online research may be the most appropriate or feasible, and at these times teachers will provide research guidelines to students and parents.

Audio-books, radio and music listening should be carefully chosen and supervised. News and radio programs have a deep effect on the young listener and should be minimized. If a parent feels it is appropriate to inform a child about current events it is better for that news to be imparted through a personal discussion with a trusted adult.

Cell Phones and Hand-held Devices We request that children not be provided with cell phones, smart phones, or personal audio/video devices. As children grow older peer pressure can be a powerful challenge, especially regarding newest and popular technologies. Therefore, we feel it is helpful to all to do our best to create a school culture where the children do not have their own phones.

Cell phone use by students is not permitted on campus, at school events or trips, or on school buses, without a teacher’s explicit permission. When a parent makes such a request, s/he should be sure it is absolutely necessary (for example, there will not be an adult phone the child can use). If a child is given permission to have a cell phone at school, it must be turned off and kept in the teacher’s possession (for example, in a basket on the teacher’s desk).

We ask that adults also refrain from using cell phones or other electronic devices at school, as much as possible, at pick-up and drop-off times and when moving through the school buildings and walking on campus grounds.

Student Policies and Code of Conduct Student Conduct In alignment with our core values, IWS expects respectful, obedient, and kind behavior from the children towards each other, the teachers and staff, and the physical environment. While younger children need frequent reminders, we expect to see signs of self-discipline as children grow older. If a child is unwilling or unable to control actions or words, teachers will work with the child and the parents toward achieving acceptable behavior. Parents will be contacted if a child is hurt or is hurtful toward others, emotionally or physically. Teachers on recess duty will report any incidents to the appropriate class teacher.

Early Childhood Discipline In early childhood programs, we try our best to weave a healthy social life through the stories we tell, our activities, and the mood we create in the classroom.

Grades Discipline In most cases, discipline problems can be solved immediately by the teachers in charge. In serious cases, there will be a meeting of the class teacher with other faculty members. Should discipline problems need special attention and consideration, the following three-tiered procedure will be put into effect.

Three Tiered System Tier 1: A teacher identifies a child about whom she has a concern. The teacher and her colleagues discuss how to help the child. If the situation improves, the process continues as Tier 1, with discussion and check-ins among the teachers about how the child is doing. If, however, the teacher has additional concerns, or believes that the student needs greater support, the process moves to Tier 2.

Tier 2: A Student Support Team will be created for the child. This team could be created for any child that appears to need additional or intensive support for any reason including, but not limited to, academic, behavioral, or social issues. The team will include the student’s teacher, that teacher’s mentor, if possible, the student’s subject teachers, a neutral faculty representative, and the director of school administration.

The Student Support Team operates in the second and third tiers of the policy. The team aims to address the following:

• Development of a meeting schedule and a timeline for support and follow-up meetings.

• Development of a specific, constructive, measurable plan for addressing behavior, academic, or social issues.

• Development of a plan for faculty support in the form of mentoring, observation, or meetings.

• Development of a plan to include parents.

• Development of written documentation outlining the plan and schedule for support and

follow-up.

Tier 3: Should the discipline or other problems continue without improvement, or if the team determines that IWS lacks the proper resources to meet the child, outside support may be recommended, or the child may be asked to leave the school.

Restorative Circles In August 2014, IWS made a commitment to pursue Restorative Circles as a form of conflict resolution.

This commitment has started with the teachers and staff using RC as needed and studying how this form of conflict resolution can be used with children as well as the broader community. For more information about restorative circles or restorative practices, see the resources at http://www. restorativecircles.org.

Student Dress Code To create a suitable environment for learning, it is important that the children participate in managing their own habits of dress and behavior. Children should always be prepared to play outdoors, so their clothing needs to be appropriate for the weather.

Children’s clothing should not have corporate logos, suggestive logos, advertising, media images, media characters, or writing (including sports numbers). All clothing should allow for full movement and play: comfortable waistbands, skirts or dresses with leggings, nothing too baggy or too tight, and fabrics that allow skin to breathe. Ripped clothing is inappropriate and can impede movement.

Functional, comfortable clothing that provides good coverage is best so children can move freely and get dirty. Hats and caps should be worn outdoors only. Bare feet are not allowed. Boots are required when it is cold, wet, or muddy outdoors.

Student Safety Policies Office Sign-in and Sign-out Policy In order to maintain awareness of who is in the building during the day, it is office procedure that everyone, including parents, who enter the building after classes begin at 8:30 am until 5:30 p.m. sign in at the Main Office. If your grades child arrives late (after 8:30 in the grades, or after 9am for the Early Childhood program) please sign your child in at the office. One of the Office staff will accompany your child to his/her classroom, so as not to interrupt the rhythm of the class.

If your Grades child has an appointment or other reason that he or she must leave school during the day, please call the office to let us know the time. In order to cut down on classroom interruption, we will retrieve the child from class and have him or her ready for you when you arrive.

When picking up a child from school early, parents must sign out the child in the office and have office staff retrieve the child from the classroom. Parents may not bypass signing in and may not retrieve their own child; this is not allowed because it disrupts the rhythm of the class.

Calling the Office Regarding Attendance If your child will not be in school or will be late (due to illness or other factors), please call the Main Office at (607) 256-2020. It is fine to let the classroom teacher know, but the office must also be notified directly by the parent.

School Attendance and Tardiness Policy Daily attendance at school is paramount to success. Attendance is taken daily in all classrooms.

Children arriving after 8:30am will be marked tardy. Grades teachers include tardies and absences in their end-of-year student reports.

Early Childhood teachers take attendance and mark the child present or absent. Half days will also be marked.

Drop-off and Pick-up Procedures Parents should plan to walk their children to the morning meeting place for the class each day. Please park in the parking lot and not in the fire lane, and please walk in the grass rather than the parking lot. Parents should plan to pick up their children inside the school.

If a parent is not picking up the child, the following process must be followed. Parents are required to fill out a pick-up authorization card and list the full name and contact information for anyone who will pick up the child. If the parent wishes someone not previously listed to pick up the child, the parent must leave a note with the office, email ithacawaldorf@gmail.com and ithacawaldorfdirector@ gmail.com, or, in an emergency, call the school and give verbal confirmation to the office. At pick-up time, the authorized person must present photo identification to sign out the child.

Accident and Incident Reports Staff members are required to complete an incident or accident report when a significant event takes place involving a student within the school day, on school property, or on a school-sponsored field trip. Significant accident events include injuries that may or may not require a student to remain in the school office for first aid care or to visit a doctor or hospital for observation or treatment.

Significant incidents include any altercation between two students that results in one or both being injured. Incident reports are also required when students violate our behavior expectations as stated in this handbook. Report forms are located in the school office. A copy must be given to the administrator as well as to the parent of the child(ren) involved. If the supervising staff member is not the class teacher, then the teacher should also be notified.

Unexpected Safety Situations If an unexpected weather-related or other safety situation should arise, detailed plans are in place to address it. Please contact the office or the Safety Committee to view the Safety Manual, available in the school office.

Parking Lot Safety There are many more of us here at Nelson Road this year! With this in mind, let’s please be extra-conscientious of our fellow drivers, and ensure that all of our students and families hold a healthy respect for the parking lot. We want all of our families to have a safe and serene commuting experience! Please refer to the handy parking map.

• Please remember the speed in the Parking Lot is 5 mph!

• The entrance and exit are one-way only.

Please make sure you are entering and exiting appropriately!

• Please ensure that all students walk on the grassy lawn, and not in the middle of the gravel lot.

• All pedestrians should walk on the schoolside of the split-rail fence. If you must cross over the lot, please use the crosswalk, just opposite the entrance to the school.

• Please be courteous of school buses, other drivers as well as pedestrians.

• You may not pass a bus when it has its flashing red lights on. Please wait until the lights are off and the stop sign has been retracted before passing.

• If you have to get out of your car for any reason, please do NOT use the drop off lane. Please park in any of the spaces not reserved for buses or handicapped use.

• If you are simply dropping your child off in the morning, please use the drop off lane only.

• Students should exit the car quickly and on the right side of your car, away from traffic. Be careful when merging back into traffic.

• Please refrain from texting and calling within the parking lot during drop-off and pick-up, as well as other congested times. Our parking spaces are at a premium this year!

If you have more suggestions to keep our community safe in the daily commute, please don’t hesitate to notify us in the office: (607) 256-2020 or ithacawaldorf@gmail.com!

Transportation Policy Bus Transportation Bus transportation is available in the afternoons. Students will be picked up at school at 3:00 p.m.

Office staff and teachers will make sure that children get on the correct busses. All families wishing to use the bus must make arrangements directly through the bus garage for their school district.

Laws Regarding Transportation New York State Law states: Every child under age 16 in a vehicle must use a safety restraint. If under age four, he or she must be properly secured in a federally-approved child safety seat that is attached to a vehicle by a safety belt or universal child restraint anchorage (LATCH) system. A child under age four who weighs more than 40 pounds may be restrained in a booster seat with a lap and shoulder belt. A child of age 4, 5, 6 or 7 must use a booster seat with a lap and shoulder belt or a child safety seat. (The child and safety restraint system must meet the height and weight recommendations of the restraint manufacturer.) Exception: A child more than four feet nine inches tall or more than 100 pounds is allowed to use a seat belt that has both a lap belt and a shoulder harness. To use the seat belt, the child must be able to sit straight up against the vehicle’s seat back with his or her knees bent comfortably over the edge of the seat. The lap belt should be placed low and tight across the upper thighs; the shoulder belt should rest tightly but comfortably across the child’s chest and shoulder (collar bone) without touching the throat. If the seat belt does not fit properly, the child should use a booster seat with a lap and shoulder belt. A booster seat can be used only with a lap and shoulder belt together.

If all the combination lap and shoulder belt positions in the vehicle are already occupied by children using child safety seats or booster seats, a child who ordinarily would use a booster seat should be restrained using only the lap belt. An appropriate child safety restraint system is required for all children until their 8th birthday and must meet the size and weight requirements for the child based on the federal requirements and the recommendations of the manufacturer, and should not be used in the front seat of the vehicle. If the child is eight years old and is under 4’9” tall or weighs less than 100 lbs., it is recommended that you continue to use a child restraint system.

School Rules Playground Rules The following rules represent general guidelines for safe, respectful playground behavior. The adult who is supervising on the playground will also use his or her own discretion.

All children should be outside during break and recess, except by permission of a teacher.

Safety rules must be obeyed, and children must stay within playground limits.

Children will use respectful language and kind behavior.

Children are to include others in their outdoor play.

Children may ask permission to climb trees. They may not climb higher than they can reach.

Children may use sticks with a teacher’s permission and supervision. No running, no holding the stick higher than the waist, no throwing.

Children may go to Ghost Woods, the Pond and Tipi Village with supervision of an adult. At least half of the children must want to go in order for the adult to change position off the main playground area.

Children are to be within earshot of adults at all times.

Group games must be brought by the Movement & Games teacher with common rules and expectations.

Adults should “check in” with children half way through the recess period.

Children should be respectful of outdoor equipment that they use and should put back neatly at the end of recess.

Swing expectations

Face towards the building. • Two hands on chains at all times. • Forward swinging, no

twisting. • Do not walk in between the swings.

Adult Ratio of 1 : 20 EC to grade 2, 1 : 30 grades 3-8.

Other School Rules Toys: Children may not bring toys and games, including watches or phones with games, to school. Children in early childhood may bring a stuffed animal for naptime at the discretion of the classroom teacher.

Weapons: IWS prohibits children from bringing any weapon to school. Should a child have a weapon in his or her possession, it will be confiscated, and the office and parent(s) will be notified.

Cell Phone Use: Children may not bring cell phones to school.

Candy: Children may not bring candy to school.

Money: Children should not bring money to school unless the need is specific. Business transactions on school grounds are discouraged.

Student Harassment The Ithaca Waldorf School strictly prohibits harassment against its students, staff, faculty, or visitors.

IWS prohibits any student or student group, either singly or in concert with others, from intimidating, harassing, or discriminating against any other person on the basis of race, creed, color, nationality, origin, religion, gender, gender identity, age, marital status, sexual orientation, or disability. Any student who violates this policy will be subject to appropriate disciplinary action, which may include suspension or expulsion from IWS. Employees of IWS are required to notify the director of school administration immediately of any complaint of harassment they receive from a student, or any harassment they witness. Any complaint received by IWS will be fully investigated. Throughout the investigation, every attempt will be made to respect the privacy of the students involved to the greatest extent possible.

Student Health Policies Peanut-Free Policy The Ithaca Waldorf School is a peanut-free environment.

Any school building that, on a daily basis, contains a severely allergic child must, by law, be peanutfree, meaning that peanuts and peanut butter shall not be brought to school by any student in snacks and lunches. The parent of the allergic child must provide medical documentation of a severe allergy.

Student Illness Policy School is an active and energetic environment that demands a lot from a child. A child who is coming down with something or has not fully recovered from an illness will tire easily. An otherwise short illness could be prolonged. Please do not send a child to school under the following circumstances.

• He or she is not well enough to spend 45 minutes outside.

• He or she has a fever of over 100° F (38° C). The child must stay home until he or she has had a normal temperature for 24 hours.

• He or she has an eye infection. The child may return to school 24 hours after treatment begins.

• He or she has vomited or had diarrhea. The child should stay home for at least 12 hours.

• He or she has ear pain, a sore throat, a cough, a stomach ache, impetigo, or any other contagious or infectious disease.

• A good rule to abide by is that if the child is not well enough to go outside, then he or she is not well enough to be at school.

If your child is staying home, please call the Main Office at (607) 256-2020. If no one answers, please leave a message. It is important for both the class teacher and the office staff to know that a child is not in school.

Lice Should you find any lice on your child, please contact the school office immediately; your child’s name will be kept confidential. Lice prefer clean, healthy heads, so having lice is in no way an indication of poor hygiene. Children with live lice are required to stay home from school, but once treatment has begun, they may return. However, children are encouraged to stay home until they’re nit-free. Please consult your physician about treatment.

Health Forms and Immunization Records Physical Examinations According to New York State Law: All students in grades pre-k, kindergarten, 2nd, 4th, 7th and 10th grades are required to have a physical exam. Students who are entering the Ithaca City School District for the first time must provide proof of a physical exam done within the past 12 months by a licensed physician, physician’s assistant, or nurse practitioner.

The state requires the school to file paperwork by December 15, so your child must have his or her physical before then in order for the school to file its paperwork on time.

Immunizations Diptheria (DP or DT): 3 doses Polio: 3 OPV or 3 EIPV Measles: Pre-K: l dose of Measles, Mumps, Rubella (MMR) K–l2: 2 doses of measles and l dose each of mumps and rubella (preferably as MMR) Hepatitis B: Pre-K: 3 doses K–l2: 3 doses HIB: Pre-K: 3 doses if less than l5 months of age or l dose on or after l5 months of age Varicella: Pre-K: l dose K–l2: l dose Exceptions: If your child is exempt from full immunization, we require a certificate signed by a physician licensed in New York State stating the specific reason or condition that a particular immunization is detrimental to the child’s health, a physician’s certificate stating that the child has had the disease, or a statement of serological proof of immunity.

Alternatively, we require a written statement signed by the child’s parent or guardian stating that he or she holds religious beliefs contrary to the practice of immunization. The statement must describe the beliefs in sufficient detail to permit the school to determine that (a) the beliefs are religious in nature and (b) the beliefs are sincerely and genuinely held.

Students who are exempt from immunizations will be excluded from school in the event of an outbreak of disease for which the student is not immunized.

All exceptions shall be verified in writing and submitted to the school office.

Outdoor Preparedness and Cold Weather Guidelines Children spend time outside daily. Parents should make sure that children are dressed appropriately for all weather (sunhats, sunscreen, rain pants, rain coats, boots, snow pants, hats, mittens, and anything else they may need).

Outdoor play is integral to the Waldorf curriculum. Parents are asked to dress their child appropriately for cold weather with multiple layers, hats, scarves, gloves or mittens, snow pants, and any other cold weather gear or clothing your child might need. We are mindful of the risks associated with severe wind chill and negative temperatures. We have created guidelines that meet national cold weather recommendations for children as follows: 10 degrees Fahrenheit or warmer - Normal Recess Below 10 degrees Fahrenheit - recess will be at teacher’s discretion

Parent Library Parents are welcome to participate in the parent library located in the IWS library next to the main office. Please use the sign out sheet and return books accordingly. We welcome any contributions or suggestions to our library for books pertaining to Waldorf education, parenting, and other related topics.

Music Program The power of music in human development has been proven from every possible angle, and at IWS, we hold music as one of the most fundamental subjects in our curriculum. The music program strives to use music as a metaphor for life, developing capacities for expressiveness, responsiveness and deep listening. We want to provide each child with the joys, challenges, and satisfaction inherent to the experience of music. We equally value classical and traditional folk music.

Early Childhood The rhythm of the kindergartners’ day is marked by songs; the teachers communicating as much through song as through speech. Throughout the grades, the children continue to sing through the day with their class teachers. Starting in first grade IWS students also receive weekly classes in general music which includes singing, rhythmic work, movement, and instruments. Starting in first grade with interval flutes and ending in middle school with four part recorder playing and guitar, students play the following instruments in music class throughout their grade school years at IWS: Choroi interval, pentatonic and diatonic flutes, tone bars, lyres, recorders, rhythm instruments and guitar. Beginning in third grade and increasing in depth each year, music classes also include fundamentals of music theory, history, notation and composition.

Grades In addition to their general music classes, all children in grades three through five play a stringed instrument- violin, viola or cello. In grade six, children may choose to continue with strings by electing to take Advanced String Ensemble, or instead switch to Advanced Recorder Ensemble. Both ensembles encompass grades six through eight and meet twice weekly. In the middle school years, music instruction also includes Middle School Choir and the introduction of guitars in general music classes.

The third grade is a big year for music, as the group begins playing diatonic flutes and the beginnings of counterpoint through singing and playing rounds. Also in third grade, each child begins their journey with a bowed stringed instrument. At this point, fine motor skills have been cultivated through handwork and the children have already played and sung together as a group with the earlier instruments. String playing cultivates patience, attention to detail on multiple levels, and deep concentration. By the third grade, the children are ready to embark on this exciting challenge, as their heads, hearts, and hands have been developing the strength, warmth, and sense of beauty that string playing requires. In a combined grades class, string instruction will begin when the class is in the third/fourth grade year, therefore some children may begin strings in fourth grade.

The children will receive twice weekly ensemble classes with our strings teachers. In addition, a weekly mini-private lesson is provided at no extra charge for all third graders and for children in any grade who are new to the school. These lessons are designed to get the students set up with playing posture and the basics of bowing. Parents are very strongly encouraged to enroll their children in private lessons.

After third grade, parents are responsible for scheduling and paying for private instruction outside of school hours. Parents are also asked to support home practice as part of a daily routine. Guidance as to how best to help your child practice will be provided by the strings teachers.

Parents are responsible for renting an instrument for their child. Some local rental institutions are listed below. If financial hardship hinders the rental of an instrument, please contact your child’s classroom teacher or one of the strings teachers, as assistance may be available.

Private Lessons Our ensemble teachers, Augusto and Christine Lowe-Diemecke, offer private lessons after school in violin, viola, and cello, for a fee of $25 per half hour. Families may opt to study with a private teacher from the wider community. Additional resources are below. Please contact the private teachers directly to set up lessons.

Resources Suggested teachers Christine Lowe-Diemecke, Suzuki cello and IWS Ensemble: lowe_diemecke@yahoo.com Augusto Diemecke, Suzuki violin/viola and IWS Ensemble: gutydiem@yahoo.com Tim Ball, classical violin/traditional fiddle: timothy.ball.violin@gmail.com Sera Smolen- classical cello, improvisation and composition: serasmolen@gmail.com Max Bucholtz- classical violin/viola/traditional fiddle: maxmorganus@yahoo.com Sarah Cummings: (607) 269-0363 or via email at srcummings@twcny.rr.com.

Various teachers at CSMA: csma-ithaca.org Opus Ithaca: info@opusithaca.org Supplies Hickey’s Music Center, string instrument rental, repair, and supplies: 272-8262 Dylan Race, string instrument rentals and repair: 319-4158 Selin and Harris, string instrument sales and repair: 272-9862 Geo Kloppel, bow maintenance: gek2@cornell.edu Shar Music, instrument sales and supplies: www.sharmusic.com

NOTES

Ithaca Waldorf School

20 Nelson Road, Ithaca, NY 14850

www.ithacawaldorf.org 607.256.2020