Community Handbook 2021-2022 - Humboldt Park Montessori
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Community Handbook
2021-2022Welcome Letter 3 Disruptive Behavior 21
What is Montessori? 3 Bullying 22
History of Humboldt Park Montessori 4 Colds 22
Humboldt Park Montessori Staff 4 Illness During the School Day 22
Board of Directors 5 Administration of Medication 22
Guiding Principles 5 Asthma and Anaphylaxis 23
Non-Discrimination Policy 6 Medication 23
Admissions Policies 6 Lice 24
Enrollment Spots and Tuition 7 Communicable Diseases 24
2021-2022 Calendar 8 Immunizations 24
School Operating Hours and Schedule 9 Child Abuse Reporting 24
Attendance, Absence, and Tardiness 10 Fire/Tornado Drills 25
Late Pickup 10 Emergency Closings 25
Parent/Guardian Absence 10
Morning and Afternoon Care 10
Withdrawing from HPM 11
Dress Code 11
What to Bring and Not Bring to School 12
Snacks 12
Lunches 13
Food Preparation in the Classroom 13
Nap/Rest Time for 3- and 4-Year Olds 13
Birthdays 14
Outdoor Play, Outdoor Gear, & Weather 14
Lost and Found 14
Academic Development 14
Emotional Development 15
Learning Differences 16
Race and Racism 16
Genders, Pronouns, and Kinds of Families 17
Sexual Development 17
Parent/Guardian Classroom Visits 18
Parent Groups 19
Parent/Guardian Volunteering 19
Community Events 20
Communicating with Teachers 20
Teacher Conferences 20
Communicating Concerns 21
2Welcome Letter
Dear Humboldt Park Montessori Families,
We are so happy you are joining us for this school year! Humboldt Park Montessori is a small, collaborative
community of children and caregivers who trust in the power of human beings to grow and learn from
within. We are so excited that your child(ren) will be a part of the discoveries and joy that fill our days in
our indoor and outdoor learning spaces.
We have put together this handbook to provide as much information in one place. We know it’s a lot to
read through at once, but we hope that you’ll give it a skim and keep it handy in case you have questions
about our policies.
Welcome to Humboldt Park Montessori. We hope that this space will feel like home.
What is Montessori?
Montessori education began in the early 1900s. Dr. Maria Montessori (one of the first female physicians in
Italy) observed children with learning and physical disabilities in order to discover how they best develop
and learn. With what she had observed, she developed a classroom for young children under the age of
seven. She saw that children become more engaged in learning when there is a strong element of
freedom alongside hands-on learning materials.
Child
Adult Environment
In Montessori, three elements interact to help a child learn and develop: 1) the child themselves and their
own inner drives and interests, 2) an adult who is prepared to patiently and compassionately guide the
child, and 3) a lovingly curated environment that provides the child with independence and inspiration.
Our Montessori classrooms are set up so that the children have a large amount of time and freedom to
choose what they would like to work on. While the children are working, the teacher calls them over
individually or in small groups to receive lessons based on the skills that particular child or group of
children are ready for.
Montessori education begins with trusting the child. The adults in the classroom spend a lot of time
observing, just like a scientist would, in order to guide that child into the next work that will provide just
the right amount of challenge - not so much that the child becomes frustrated, but not too little that the
child becomes bored.
3Montessori classrooms emphasize hands-on learning so that very little of the day is spent doing
worksheets. Children work best when they can build, smell, feel, weigh, listen to, and otherwise handle
objects in their world. Some Montessori materials - especially those used for math and geometry - have
been used successfully for over one hundred years. Additionally, by using materials for their work in the
classroom the children develop executive function skills. They have to plan what they want to work with,
remember how to use that particular material, and then clean and tidy the material, returning it for the
next child.
In everything the children experience at school, we want them to recognize that learning goes far beyond
reading and math. We provide them with many real world opportunities like cooking/baking, caring for
plants and animals, folding the laundry, counting out money and then visiting a store to buy supplies,
caring for the classroom by scrubbing things that have gotten dirty, and calling the library to find books.
In Montessori, these experiences are called practical life and are a key component of helping the children
be prepared for life.
History of Humboldt Park Montessori
Humboldt Park Montessori began with seven students in 2015 because a group of Humboldt Park parents
were hoping for a community emphasizing individualized, hands-on learning. From the beginning, HPM’s
mission has been to make Montessori affordable and accessible to families in the west side of Chicago who
want this kind of education for their children.
Humboldt Park Montessori began in the home of Kristen Ediger and then moved to 2540 W Division after
18 months. Four years later, we are completing renovations at 2950 W Chicago to move into three brand
new classrooms in order to serve 70 children and their families each school year.
Humboldt Park Montessori Staff
Brooke Hawkinson, Prairie Room Lead Teacher
Caitlyn Solomon, Forest Room Lead Teacher
Danielle Everette, Forest Room Teacher
David Mosley, Elementary Teacher
Dominique Mosby, Prairie Room Teacher
Emilla Parr, Elementary Co-Teacher
Jess Northup, Prairie Room Teacher
Jocelyn Wilcox, Elementary Co-Teacher
Kristen Ediger, Executive Director
Kristin Lee, Forest Room Teacher
Liani Medina, Prairie Room Teacher
Sandra Ortiz, Director of Community Relations
4Board of Directors
Kristen Ediger, President
Margaret Pagel, Vice-President
Amanda Yu Dieterich, Treasurer
Diane Lena, Secretary
Mylana Semeniuk, Board Member
Guiding Principles
We honor each child’s learning journey.
Children at Humboldt Park Montessori received individual or small group instruction most of the time
because we recognize that each child develops that their own pace and in their own unique way.
Montessori classrooms are set up so that children can choose what they will work on during their time in
the classroom. We trust that children have an inner drive to learn about the world they live in. The adults
around each child act as scientists, observing the child and then providing individualized lessons that
match the child’s skill level and interests.
We commit ourselves to the ongoing work of justice, equity, diversity, and inclusion.
As a community, we choose to centralize these values as we choose content for lessons in the classroom,
art and design around our building, and parent educational groups and materials. We intentionally work to
root out injustice and inequity, both systemically and individually, and we constantly examine the methods
our school uses to serve children and families. Humboldt Park Montessori has made a deliberate effort to
keep our school affordable and accessible by creating an equity-based tuition system where families pay
what they can.
We empower children with abundant knowledge through literacy.
Learning and development comes through strong communication and reading skills. Children in our
classrooms are introduced to a vast vocabulary from the very beginning. Reading skills are taught using
hands-on materials and an emphasis on phonics. As children progress into elementary, they learn how to
research in order to uncover the answers to their questions. Reading and comprehension skills are always
tied to the child’s individual interest so they stay engaged and empowered.
We trust nature as a great teacher.
We believe that children thrive from their time outdoors in nature. The nature playground adjacent to our
building is a space for children to explore the world through their senses. They dig in sand and dirt, build
large and small constructions, climb trees, gather seeds, listen to the wind, and so much more. All of
these experiences embed themselves on a child’s soul, nurturing every part of a child to grow up healthy
and secure. What the children observe as they play outside in all kinds of weather, then inspires them to
research and learn more in the classroom.
5Non-discrimination Policy
Humboldt Park Montessori does not discriminate in violation of the law on the basis of race, religion,
creed, color, sexual orientation, age, physical ability, nation of origin, gender, immigration status, or any
other characteristic. Furthermore, we take an active stand against any systems that support such
discrimination. We commit to take any allegations of discrimination seriously and examine our processes
and policies on a regular basis to weed out bias and discrimination.
Admissions Policies
We make every effort to advertise Humboldt Park Montessori in all sorts of venues on the west side of
Chicago and through social media so that a diverse population of families is given the opportunity to
enroll.
Families interested in enrolling may submit an application through the website at
humboldtparkmontessori.com/application. The family will then be invited to a virtual or in-person tour.
After the tour, families interested in enrolling may submit a financial aid application and a Get-to-Know-
You Form.
On March 1st all families - both potential and current - are offered spots and financial aid that is available.
Spots must be accepted by April 30th by submitting:
• enrollment paperwork
• a medical record including immunization records (for all children entering kindergarten, third
grade, and fifth grade)
• a dental exam record from the past year
• a vision exam record from the past year (for all children entering kindergarten, third grade, and
fifth grade)
• non-refundable deposit
6Enrollment Spots and Tuition
Available spots are determined by the age of the child, the family’s address, and the family’s income level.
Tuition is based on family income and other financial factors, and 70% of our families receive some kind of
financial aid.
Family Income Tuition Spots each year
$130,000 $13,000 20
$110,000 $11,000 10
$90,000 $9,000 6
$80,000 $8,000 6
$70,000 $7,000 4
$65,000 $5,000 4
$60,000 $4,000 4
$50,000 $3,000 4
$40,000 $2,000 2
$35,000 or lower $1,000 8
Other qualifying circumstances may affect your tuition, including number of individuals in the family,
medical situations, or loan payments.
We depend on this equitable distribution to continue our school’s mission, pay for our classroom spaces,
and provide fair salaries to our amazing teachers. We also rely on the generous donations of those
supporting our school financially. We make every effort to use our tuition funds with integrity, work within
a modest budget, and utilize volunteers to keep our school running.
Tuition may be paid all in one lump sum by June 1st before the upcoming school year or via automatic
withdrawal on the first business day of each month from June to March.
7Humboldt Park Montessori
Calendar and Important Dates 2021-2022
September December March
1 2 3 1 2 3 4
1 1 2 3
6 7 8 9 10 7 8 9 10 11
6 7 8 9 10
13 14 15 16 17 14 15 16 17 18
13 14 15 16 17
20 21 22 23 24 21 22 23 24 25
20 21 22 23 24
27 28 29 30 31 28 29 30 31
27 28 29 30
October January April
1* 3 4 5 6 7* 1 1
4 5 6 7 8 10 11 12 13 14 4 5 6 7 8
11 12 13 14 15 17 18 19 20 21 11 12 13 14 15
18 19 20 21 22 24 25 26 27 28 18 19 20 21 22
25 26 27 28 29 31 25 26 27 28 29
November February May
1 2 3 4 5* 1 2 3 4* 2 3 4 5 6*
8 9 10 11 12 7 8 9 10 11 9 10 11 12 13
15 16 17 18 19 14 15 16 17 18 16 17 18 19 20
22 23 24 25 26 21 22 23 24 25 23 24 25 26 27
29 30 27 28 29 28 30 31
Dates to Remember June
September 3 Classroom Visits March 10-11 Teacher Development
September 3 Montessori 101 March 28 Parent Circle 1 2 3
September 27 Parent Circle April 6 Spring Celebration
October 25 Parent Circle April 7-8 Parent/Teacher Visits 6 7 8 9 10
November 23 Thanksgiving Potluck April 11 - 15 SPRING BREAK
November 24 - 27 Thanksgiving Break April 25 Parent Circle 13 14 15 16 17
December 15 Winter Solstice Lantern Walk May 9 Generation Day
December 16 - 17 Parent/Teacher Visits May 30 Memorial Day 20 21 22 23 24
Dec 20 - 31 WINTER BREAK June 14 End-of-the-Year Celebration
January 31 Parent Circle SCHOOL DAY
February 28 Parent Circle NO SCHOOL 27 28 29 30
* HALF DAY (Dismissal at 12:00pm)
8School Operating Hours and Schedule
Primary
7:15-8:00am Morning Care in the __________________ classroom
8:00-9:30am Outside time in the Nature Playground
9:30am-12:00pm Work cycle in the indoor classrooms
12:00-1:00pm Lunch in the indoor classrooms
1:00-2:00pm Children ages 5 and up have outside time in the Nature Playground
Children ages 3 and 4 rest/nap
2:00-3:30pm Work cycle In the indoor classrooms
3:30-5:30pm Afternoon care in the Nature Playground until 4:30pm and in the
______________ classroom until 5:30pm
Elementary
7:15-8:00am Morning Care and Breakfast
8:00am Arrival time (morning yoga/meditation, work planning meetings)
8:30-11:30am Morning work cycle
11:30am-12:15pm Lunch
12:15-12:30pm Environment care
12:30-1:30pm Community meeting/Group lessons
1:30-2:00pm Read aloud
2:00-3:30pm Outside time in the Nature Playground
4:00-5:00pm Afternoon care with extracurriculars
5:00-5:30pm Afternoon care
9Morning and Afternoon Care
We recognize that families have all kinds of child care needs, so we have made our best effort to devise an
extended care system that meets as many needs as possible.
Families may choose to sign up for full-day care for the entire year. Full-day for the school year costs
$3,150 ($18/day). This cost will be divided up over your ten tuition payments.
Families may also choose to send their child to drop-in Morning Care or Afternoon Care whenever
necessary. There is no need to notify the office if your child is joining Morning Care. There are limited
spots for Afternoon Care. You may sign up for drop-in Afternoon Care by visiting the Current Families page
of our website.
Morning Care takes place from 7:30 to 8:30 each day and includes quiet free play and a cold breakfast.
Morning Care costs $10 per day. Any and all children may attend Morning Care without signing up.
Afternoon Care takes place from 3:30 to 5:30pm and costs $20 per day. For families paying less than
$8,000 tuition, Morning Care is free and Afternoon Care costs $5/day.
Primary Afternoon Care includes outside play until 4:30pm and imaginative free play from 4:30 to 5:30pm
in the _________________ classroom. Elementary Afternoon Care includes extracurriculars like rock
climbing at First Ascent, dance and Spanish class led by The Music House, chess club, gardening club, and
art lessons with Epic Art House. The children also receive a snack during Afternoon Care.
Attendance, Absence, and Tardiness
If your child will be absent for the day, please email attendance@humboldtparkmontessori.com or call the
office at ______________________.
We expect that children will be here by 8:00am each day. If you are having trouble getting to school on
time, please reach out to any one of our staff members. We are happy to help.
Late Pickup
If you pick up your child after 3:45pm and have not signed up for Afternoon Care, you will be charged the
$20/day for that time regardless of your tuition level.
If you pick up your child after 5:30pm, you will be charged for an additional hour of care ($10/hour).
We will make every effort to contact you and all your child’s listed caregivers if no one is on time to pick
up your child. If we cannot reach anyone by 6:00pm we will notify DCFS to receive your child for care.
10Parent/Guardian Absence
Please notify the office if there will be a change in your child’s care. Examples include one or more
parents/guardians traveling for an extended time, parents/guardians going through a separation or
divorce, or a parent/guardian experiencing long-term illness or health treatment. Understanding your
family circumstances will help us support your child in their time at school.
If your child will have other individuals picking them up from or dropping them off at school, please notify
the office with the names and phone numbers of those caring for your child.
Withdrawing from HPM
Should a family decide to withdraw their child from school, we will refund tuition and, if
applicable, aftercare fees, less the non-refundable deposit as follows:
1. If payment has been paid in full, the remaining balance of the tuition, less the non-
refundable deposit will be refunded according to the chart below.
2. If payment is made through Automatic Deduction, this plan will be cancelled upon
notice of withdrawal, and any refunds will be made according to the chart below.
Time of Withdrawal Tuition Refund Provided (without deposit)
Between enrollment and June 1 All tuition
June 1 - July 1 9 months of tuition and aftercare costs
July 2 - August 1 8 months of tuition and aftercare costs
August 2 - September 1 7 months of tuition and aftercare costs
September 2 - October 1 6 months of tuition and aftercare costs
October 2 - December 1 5 months of tuition and aftercare costs
December 2 - January 1 4 months of tuition and aftercare costs
January 2 - February 1 3 months of tuition and aftercare costs
February 2 - End of school year None
Dress Code
Children should wear clothing appropriate for the weather and the work they are doing at school. Clothing
should allow a child to move around unrestricted and should not be distracting. We encourage big, messy
play at school, so it is very likely that your child will get dirt or paint on their clothing (sometimes a lot).
Please only send your child in play clothes that you are fine with getting messy.
Please leave the following items at home:
• Costumes
• Clothing displaying crass words/humor
• Clothing that is tight or restricting
• Fancy clothing that must be kept neat
• Clothing that your child cannot use independently
Pants with an elastic waistband are much easier for children, especially those who may have toileting
accidents. Make sure your child can put on their clothing independently (manage any buttons, snaps, or
11buckles on the clothing). We will help your child with clothing like socks or buttons if they need, but it is
much more empowering for them to manage most of it on their own.
We recognize that Primary children often have very Big Feelings about what they want to wear out of the
house and they can become very committed to their costumes. As your child is dressing in the morning,
remind them of our school “no costume” rule. If enforcing this rule will make your morning incredibly
difficult, just bring your child to school and we will help them change once they are school. Children are
often more willing to say yes to the rules when they see everyone else following them.
What to Bring and Not Bring to School
We ask that you leave all toys and “extras” at home so they don’t get lost, destroyed, or contribute to the
spread of germs in the classroom.
All children need to bring a nut-free lunch to school and any clothing items they will need to stay warm
and dry throughout the day. Young children may keep a few changes of clothing at school in case they
need to change.
Children ages 3 and 4 should bring nap items (a blanket, pillow, and one stuffed animal) at the beginning
of each week for their nap time. These items will be stored at school and sent home at the end of each
week to be cleaned.
Each child also needs a water bottle and a nut-free lunch.
Snacks
Preparing and enjoying food is an essential part of a child’s life. We want to encourage the children to care
for their bodies by noticing when they are hungry and slowing down to choose nutritious food and savor a
meal with friends.
Starting in the 2021-2022 school year, we will be offering breakfast for children joining us for Morning
Care. Morning Care is an added cost for families paying higher tuition and free for families paying less
than $9,000 in tuition. Breakfasts will be simple meals like healthy cereal, oatmeal, fruit, smoothies, etc.
Morning Care children will work with their teachers to help prepare the meals. They will not be required to
eat breakfast if they do not want it.
In the Primary classrooms, snacks will be provided immediately after outside time in the morning and
afternoon. All snacks are vegetarian with gluten-free and dairy-free options available.
In Elementary, simple snacks like fruit and cheese sticks are available for a child who may be hungry in
the morning or afternoon.
An additional snack is offered to those children staying for Afternoon Care.
We will always work with families to develop a nutritious meal plan if allergies or other eating issues affect
a child’s choice of food.
12Lunches
Lunch is not currently provided by Humboldt Park Montessori. We ask that you pack a healthy lunch for
your child that includes a protein, vegetable, and fruit. We understand that families vary widely in what
they choose for their meals, and we respect those choices. As manageable, we encourage you to work
with your child to pack a lunch the night before. Older children can be given more responsibility and may
be able to pack their entire lunch independently by third grade or so.
Please do not pack any nuts or nut-based products in your child’s lunch.
Food Preparation in the Classroom
Providing children time to make their own food offers them a number of skills as they grow and develop.
• They learn to recognize when they are hungry and proactively care for their bodies.
• They become more acquainted with where their food comes from, connecting them more deeply
to the world around them.
• They gain independence.
• They become a more connected part of their community as they prepare food for and serve
others.
• They learn reading and math skills as they learn how to read recipes and measure ingredients.
• They witness the science behind cooking and baking.
Children in all classes will have daily opportunities to choose food preparation work for themselves. For
younger children, this may mean peeling and slicing bananas or squeezing oranges to make orange juice.
Older children may work in small groups to prepare simple recipes like soup or muffins.
If there are children in the classroom with food allergies, we make every effort to choose recipes without
the allergy or to offer an alternative to the child(ren) with allergies.
Nap/Rest Time for 3- and 4-Year Olds
All children ages 3 and 4 will join nap time after they finish lunch. Each child will have their own cot with
nap items (blanket, pillow, and one stuffed animal) brought from home and stored at school. The children
will rest in a quiet space with calm music. We ask that the children lay down quietly for 30 minutes. If
they are not asleep after that time, they will be invited to get up and choose work in the classroom.
If your child is not fully potty-trained during nap time, you may send a pull-up for their nap time until they
can successfully sleep through nap time dry.
Birthdays
On your child’s birthday please email the office with a baby picture of your child that we will display in
their classroom.
We also welcome you to bring a special edible treat to share for the day. Please make sure the treats are
gluten- and allergen- free. Rice Krispies treats are often a good option.
13Outdoor Play, Outdoor Gear, and Weather
Going outside to play and explore is an important part of your child’s day at school. We take the children
outside in most weather unless it is heartily raining or below 10 degrees.
Please check the weather each day and dress your child in appropriate clothing so that they can play
comfortably outside. We recommend dressing your child in layers during the fall and winter months, with a
t-shirt, long-sleeve shirt, and sweatshirt/sweater. Make sure that your child comes with a snow coat, snow
pants, waterproof mittens, a wool hat, and waterproof boots during the cold months. We also recommend
two layers of wool socks.
If it is muddy or wet outside we will asked ask our Primary children wear muddy buddies and boots. Both
of these are provided by HPM. We also provide boots for the elementary children.
Several times throughout the year we will provide opportunities for a clothing swap so that parents can
exchange children’s clothing that no longer fits. This is a great way to find outdoor gear for your child. If
you need help getting enough warm layers or outdoor gear, please let the office know. We are happy to
help.
Lost and Found
Lost items will be displayed for a few days in your child’s classroom and then stored in the office. If the
items are not claimed by the next clothing swap, they will be set out in the swap and then donated if not
taken.
Academic Development
In order to track academic development, Montessori teachers are specially trained to observe the children
in their care and offer them lessons based on those observations. In this way, the child themself,
demonstrates to us the lessons they are ready for.
As the child works in the classroom, they are gathering information about science, culture and history.
They are also gaining skills like hand-eye coordination, ability to sound out words, addition, writing a
poem, finding a square root, etc.
In a traditional classroom, the teacher follows a set curriculum and guides everyone in the classroom
through the same material at the same time, making academic development look like a straight uphill
progression.
In a Montessori classroom, a child may become completely absorbed in literacy skills for a long time and
then put that aside for awhile because of a growing passion for science mixed with learning to prepare
food. Then after a few months, we may see them reading science books and also spending much of their
day solving math problems. There is not one set path for each student.
14In order to keep you informed about what lessons your child is working on we have developed an app
listing lessons our children receive in the classroom along with a video and follow-up material you can
explore with your child at home. For example, if the app shows that your child has been learning how to
slice vegetables, you can also invite them to slice vegetables when meals are prepared in your home. If a
child is learning about volcanoes, you may want to check out some of the books listed in the volcano
lesson so you can read about it together. This integration between home and school supports your child’s
learning.
Twice a year you will also receive a progress report and a chance to meet with your child’s teacher. We do
not provide grades. We instead try to give a holistic picture of where your child is growing and progress
and some skills they may be struggling to achieve.
Emotional Development
Each and every one of us is in the process of connecting with our own emotions and being able to express
those emotions considerately to others. Young children are just beginning to identify how their bodies feel
when they experience various emotions. It makes sense that the way they express these emotions can be
loud and chaotic at times. The adults guiding our children at Humboldt Park Montessori model identifying
and expressing emotions as they interact throughout the day.
The first step in emotional development is learning to identify your emotions. We make discussions about
emotions a regular part of our days. The youngest children receive lessons and use materials that help
them notice facial features, tone, and posture so that they can recognize when their friends are mad, sad,
happy, etc. We often ask them to check in with their bodies and notice any sensations. Are they hungry?
Are they tired? Are they frustrated? Are they excited?
We teach children that all feelings are welcome and that we must respect the boundaries of our
community in the way we express those feelings. In each classroom, there is at least one space where an
upset (dysregulated) child may go to find peace. When we are upset our brains shift from thinking with
the prefrontal cortex (executive function) to reacting with the amygdala (fight or flight) so we are
physically unable to think rationally. The more we understand how our brains and bodies feel when we are
experiencing various feelings, the more equipped we are to process strong feelings like sadness,
frustration, anger, and disappointment.
We make space regularly to practice mindfulness like:
• Making silence (keeping your whole body still and silent for a short time)
• Observation (using our senses to experience something - like eating an orange - deeply)
• Yoga (carefully moving parts of our body)
• Square breathing (breathing in for a count of 5, holding for a count of 5, breathing out for a
count of 5, holding for a count of 5, etc.)
• Other breathing practices like blowing out fingers like candles
We practice these techniques when we are calm so that when we are upset we have tools we can use to
help our brains move from dysregulation to regulation.
15Learning Differences
We recognize that all children follow their own path as they grow and develop. There is a natural ebb and
flow to skill development. There may be times when a child grows in leaps and bounds in one area and
focuses all of their attention in that area, be it math, artistic abilities, social skills, gross motor skills,
literacy, etc. Montessori education leaves space for this kind of natural, child-led development.
Some children struggle to gain new skills, and there are times that lack of progress signifies a greater
neurological need. In other words, a child’s brain may work differently so that they need extra assistance
(i.e. therapy, classroom adaptations, or a classroom aide) in order to successfully engage in learning at
school.
Signs that a child may need extra assistance include:
• inability to focus or stay on task
• challenging classroom behavior
• excessive conflict with peers
• emotional dysregulation on a regular basis
• difficulties with speech (ages 3+), writing, or reading (ages 6+)
Race and Racism
We desire to demonstrate and teach the children at HPM about the vast diversity of the human
experience. We do this by exposing them to a wide variety of cultures in the materials we select for the
classroom and books we read to the children. We each possess our own unique culture and have particular
ways to prefer to see that culture shared, expressed, and celebrated. We invite families of all origins to
explore their historical backgrounds and share pieces of their culture that they love.
There will be times when we make mistakes or offend someone as we talk about race, ethnicity, and
culture. We open ourselves up for accountability and willingly accept correction so that we can be better
teachers for the children in our community.
People can share characteristics that make them similar and all people have characteristics that make
them unique. No characteristic - not skin color, hair type, body shape, physical ability, or country of origin
- should be elevated above another. We recognize and celebrate these differences. We should treat all
people with fairness, justice, and respect, no matter how they are different from us. If we see someone
who is not being treated fairly or kindly, we should speak up.
All shades of skin color are beautiful. We teach the youngest children about melanin and why we have
different shades of skin color. We represent the vast array of skin tones in the books, materials, and art
supplies available in the classroom. We refuse to be colorblind as a means to bypass racism.
Race is a social construct that has given certain people access to power and resources while denying them
from others. Our government and society have created advantages to being white, which is called white
privilege. We teach the children about the history of white supremacy in the United States, and the
injustices that have been committed because of the belief that “white is better.” We celebrate individuals
16and movements that have fought for equity and justice, specifically for Black people, immigrants, and
Indigenous people.
Racism is more than stereotypes and individual prejudice. Racism is more than individual bigotry. Racism
is a systemic force that advantages some groups at the expense of others. Each one of us is responsible
for noticing injustice and working to promote equity and justice in the communities in which we exist.
We welcome invitations from families or community groups that offer ways for HPM to be involved in
promoting justice, equity, diversity, and inclusion in our neighborhood and city.
Genders, Pronouns, and Kinds of Families
Gender identity can often be associated with stereotypes. At Humboldt Park Montessori, we believe in
proactively deconstructing social stereotypes associated with gender to each child can express their full
potential without feeling confined to common stereotypes. For example, it’s okay for boys to cry, and it’s
okay for a boy to want to play dress up or not. It’s okay for girls to play with trucks or to play sports or
not. There is no such thing as boy colors or girl colors and boy activities or girl activities. Each of us is
different in different ways. We should feel proud of who we are, and we should not make fun of others for
being who they are.
Some people feel like their sex assigned at birth does not match their true gender identity. These
individuals may identify as transgender or non-binary. They may choose to change their appearance, in
addition to taking hormones and/or undergoing gender confirmation surgery. All people deserve to be
treated with kindness, respect, and equity. If there is a transgender child in any classroom, all staff will
refer to the child in a way that aligns with the child’s and the family’s preferences.
Families come in a variety of forms. Some have a dad and a mom. Some have one parent. Some have two
or more. Some have two dads or two moms. Some include grandparents or step-parents. Some children
are fostered or adopted. Some families have no children. A child’s guardian may be a sibling, grandparent,
or aunt/uncle. The list of different types of family configurations is very long. We honor and celebrate
every family and make an effort to represent the vast and beautiful array of families in the materials
offered at school.
Sexual Development
In the way we approach topics around sexual development, we hope to present clear understanding, move
away from shame, and keep children safe from abuse.
At ages 3-5, children should be given the correct terminology to describe body parts. If needed, teachers
will use the correct terms - penis, vagina, vulva, breasts, etc. - to describe private parts. These terms will
only be needed if dealing with toileting, clothing, or identifying pain/injury. We model speaking about
these parts only when necessary (not as a joke to distract others) and without shame.
Additionally, we want to equip all children with an understanding of privacy and consent. We protect the
boundaries of children to have privacy when changing or using the toilet. We ask the children before
17touching them in any way. Children have a right to say “no” to their body being touched (by an object or
a person) at any time. We teach the children that if someone says “stop,” they must stop immediately.
We offer books and resources to children about sexual development in the elementary classroom so that
as they are interested, they can do their own research from our carefully curated materials. We keep a
box available for the children to write questions about sex that are answered publicly (or privately, as
requested).
We teach children clearly and concisely about reproductive organs. These conversations happen naturally
as children read about how animals reproduce. Children naturally then begin to wonder how humans
beings reproduce. We answer questions specifically as they are asked, without providing more details than
the child asks for. We believe that children often demonstrate their natural boundaries by asking only
about what they need to know at that time.
We encourage parents of children ages 8 and up to begin discussions about puberty and sexual
intercourse at home. Children are best supported in their sexual development if they have a community of
adults around them who they can come to for information. This begins with our own willingness - as adults
- to rid ourselves of shame around sex. This may be challenging or impossible for adults with a history of
sexual abuse. If you do not feel equipped to have these conversations with your child, our administration
team can provide resources and support.
We are mindful and observant around any signs that a child might be experiencing sexual abuse. Our staff
are trained as mandated reporters to recognize signs and follow-up carefully and safely if we suspect
sexual abuse. If a child tells us they are involved in sexual acts with an adult we are required to report it
to DCFS immediately.
Parent/Guardian Classroom Visits
A child’s legal guardian(s) are always welcome to observe in their classroom. Please arrange a visit with
the office. During your time in the classroom, we ask that you sit quietly and have some paper and pencil
to write with so that you appear busy and refrain from distracting students. We promise that you’ll get to
see much more work in action!
18Parent Groups
The following groups will be available for parents to join during the school year:
ABAR Committee - This committee is formed at the beginning of the school year and remains the same
group of individuals for the entire school year. The Anti-Bias, Anti-Racism Committee assesses HPM’s
curriculum and school resources to keep us in line with our school’s ABAR emphasis. The ABAR Committee
makes regular recommendations to the Board of Directors.
Fundraising Committee - This committee creates fundraising events and opportunities to help us raise
$10,000 annual to cover scholarships for students.
Parent Circle - The Parent Circle provides a space for families to focus on one specific parenting issue over
the course of the year. This school year we are planning to focus on emotional intelligence and emotional
regulation, both for ourselves and our children.
Clothing Swap - Several times throughout the year we offer a chance for families to swap clothing. This is
a great opportunity for a little adult hang out time while we “shop.”
Parent/Guardian Volunteering
One member of each student’s family is required to volunteer with the Humboldt Park Montessori 18 hours
each school year (or approximately 2 hours a month). Parents note their volunteering preferences in the
enrollment forms. An administrator assigns each family to one role based on their interests, confirms this
assignment with the family, and checks in with volunteers on a regular basis to make sure tasks are being
completed.
Current volunteer roles include:
• Cleaning windows • Mending student clothes (once a month)
• Picking up donated flowers • Repairing materials (once a week)
• Making air dry clay • Planning activities for events
• Maintaining and decorating front planters • Decorating for events
• Assisting with student files • Organizing teacher appreciation
• Woodworking projects • Joining on tours
• Hanging flyers around the neighborhood • Deep cleaning classrooms
• Writing thank you notes • Repairing facilities
• Picking up pet supplies • Playground parent (daily 2:30-3:30pm)
• Laminating and cutting materials
19Community Events
Thanksgiving Potluck
A shared meal together, with dishes and decorations prepared by the children. This event will also include
a display of what the children are working on in their classrooms.
Winter Solstice Lantern Walk
A gathering to honor the darkest night of year and celebrate the coming light. In preparation for this
event, the children prepare songs, poems, and handmade lanterns.
Generation Day
Children may each invite 1-2 special older adults (grandparents or grandparent-type folks) to visit their
classroom.
Spring Celebration
A welcome to the warmer days as we join together for food and outdoor play.
End-of-the-Year Celebration
A celebration of all we’ve accomplished in the past school year. The children will put on small
performances and showcase their work.
Communicating with Teachers
The first person to go with a question specific to your child is your child’s lead teacher(s):
These individuals are:
Elementary - Jocelyn and Emilla
Primary Forest Room - Caitlyn
Primary Prairie Room - Brooke
Other teachers in your child’s classroom are not necessarily with your child during their full day and most
likely will not be able answer specific questions about your child’s day, their behavior, or what they worked
on that day.
Teacher Conferences
Teacher conferences happen twice a year, once before Winter Break and once before Spring Break. Sign-
up lists will be sent out two weeks before conferences. We encourage you to sign up for an in-person or
virtual meeting with your child’s teacher(s) to get a fuller picture of your child’s school experience.
20Communicating Concerns
If you have a concern about an issue in the classroom, we ask that you address it with your child’s lead
teacher(s).
These individuals are:
Elementary - Sean and Emilla
Primary ______________ Room - Caitlyn
Primary ______________ Room - ________________________________
If the issue is larger than a classroom concern, you may come directly to the administration. To problem-
solve through most concerns, we come together as a team at HPM so that we can make sure we land on
the best solution for a problem.
Because HPM staff are often working directly with children during the day, please email your concerns. If
necessary, we can set up an appointment to meet in person.
Disruptive Behavior
HPM emphasizes proactively guiding children in their own social-emotional development, so that children
are equipped to make cooperative and courteous choices as they interact with their teachers and peers.
We begin the year by developing an agreement in each classroom community, so the children work
together to decide on the ways they will act in their classroom.
We make sure that there are clear expectations on the safety, health, and rights of each child in the
community:
1. No child may hurt others or him/herself.
2. No child may disturb the work of another child.
3. No child may abuse the materials or the environment.
In order to help the children develop cooperative and courteous skills, the teachers model those skills:
1. Children learn best when they have warm, happy relationships with their teachers, so we focus on
building close connections with each child at HPM.
2. We include lessons, stories, and practices during our days that help children develop emotional and
bodily awareness so they can identify what they need (food, quiet space, movement, etc.) to
participate positively in classroom work.
3. Children want to do their best, and when they are choosing hurtful or disruptive behavior they need
calm, consistent guidance. A teacher will guide the child to appropriate work, comfort any child who
feels hurt in the situation, and assist the children involved in problem solving and moving towards
peaceful choices.
4. If a child is out of control, there are several places throughout their classrooms where they can have
safe space to calm themselves and rejoin the group when they are feeling ready to make safe and
considerate choices.
If a child engages in harmful or especially disruptive behavior, an incident report is sent home and kept in
the child’s file. If several incident reports are required within a short time, we will work with the parents to
21develop the plan and resources necessary to support the child. We believe that behavior is
communication, and it is our job as educators and adults caring for the child to collaborate and find
supportive solutions to guide a child to positive behavior. This may include recommending behavioral
evaluations, finding therapists, or increasing communication between home and school to make sure the
child is receiving consistent guidance around their behavior.
Bullying
Bullying is not tolerated. Any reports of bullying initiate immediate investigation, including meetings with
the parents of all students involved. All bullying instances require a serious and strict reconciliation plan.
Colds and other Illnesses
Because of the dangerous impact of Covid-19, we are taking diligent precautions to keep illness out of
classrooms. If your child is displaying any of the following symptoms, please keep your child home from
school. They may return if the symptoms have been gone for 24 hours:
• Fever
• Persistent cough
• Shortness of breath or difficulty breathing
• Sore throat
• Nausea or vomiting
• Diarrhea
• Fatigue
Illness During the School Day
If your child is ill during the day, they will be brought to the office to have their symptoms assessed. In
most cases, we will then call home to have the child be picked up for the day. The child may return to
school the next day if they are symptom-free.
Administration of Medication
If your child needs to take medication while at school, please speak with an administrator in the office. We
will need a written statement giving HPM permission to dispense the medication. A physician’s note/
prescription is necessary if the medicine is kept in the school office for more than two days. Both
prescription and non-prescription medication shall only be accepted in its original container, labeled with
the full pharmacy label and with the child’s first and last name.
All medicines will be kept in locked storage in the school office except in the case of an anaphylactic
emergency (Epipen). Any time medication is administered, it will be documented in the Medicine Log in
the school office.
22Asthma and Anaphylaxis Medication
If a child has asthma or an anaphylactic allergy that may require medical treatment or special
accommodations in the classroom, please send a written and signed statement of the treatment or
accommodations needed for your child. In most cases, we will be able to offer treatment and
accommodations but in instances above our resources, we may need to connect with your child’s physician
in order to work out a manageable plan to keep your child safe and healthy.
Children with asthma may keep both an emergency and daily inhaler with them at school. Elementary
children may keep the inhalers in their backpacks. Primary children will need to keep inhalers in the office.
If your child needs an Epipen, please send one to be kept at school. This will be kept in our first aid
backpack, which goes with the children wherever they go throughout the school, both inside and outside.
All staff have First Aid training, including training using an Epipen.
Communicable Diseases
HPM recognizes that a student with a communicable and chronic disease is eligible to receive the same
rights, privileges and services as all other students. The School shall balance those student rights with the
School's obligation to protect the health of all School students and staff.
When the Administrator receives notification that a child in the School has been diagnosed as having TB,
or Acquired Immune Deficiency Syndrome (AIDS) or AIDS-Related Complex (ARC) or is shown to have
been exposed to Human Immunodeficiency Virus (HIV) or any other identified causative agent of AIDS,
the Administrator shall immediately notify the President of the Board of the child's identity. The
Administrator may, as necessary, disclose the identity of the infected child to those persons who by federal
or state law are required to decide the placement or educational program of the child, as well as to the
classroom teachers in whose class the child is enrolled.
The School administration will observe all rules of the Department of Public Health regarding
communicable and chronic infectious disease. The Administrator shall report to the local health authority
(and seek guidance), where appropriate, known or suspected cases of a communicable and chronic
infectious disease involving a School student. The determination of whether the student with a
communicable and chronic infectious disease shall be permitted to attend school in a regular classroom
setting or participate in school activities with other students shall be made on a case-by-case basis by
school personnel, the student's personal physician and local health authorities.
If the infected student is not permitted to attend school in a regular classroom or participate in school
activities with other students, due to a determination that he /she poses a high risk of transmission of a
communicable and chronic infectious disease to other students and staff, every reasonable effort shall be
made to provide the student with an adequate alternative education. State regulations and school policy
regarding special needs for instructions shall apply. Temporary removal of the student from the school's
classroom(s) may be appropriate when:
• the student lacks control of bodily secretions;
• the student has open sores that cannot be covered;
• the student demonstrates behavior (e.g. biting), which could result in direct inoculation of
potentially infected body fluids into the bloodstream.
23Temporary removal of the student from the classroom for those reasons listed above is not to be
construed as the only response to reduce risk of transmission of a communicable and chronic infectious
disease. The School will be flexible in its response and attempt to use the least restrictive means to
accommodate the student's needs.
The removal of a student with a communicable and chronic infectious disease from normal school
attendance shall be reviewed by school personnel, in consultation with the student's personal physician,
and local public health authorities at least once every month to determine whether the condition
precipitating the removal has been changed. When a student returns to school after an absence due to a
communicable and chronic infectious disease, the school administration may require that he/she present a
certificate from a physician licensed in the State of Illinois stating that the student is free from disease or
otherwise qualifies for readmission to school under the rules of the Illinois Department of Public Health
which regulates periods of incubation, communicability, quarantine and reporting.
The Administrator or the Administrator's designee shall be responsible for communicating and interpreting
the School's communicable and chronic infectious disease policies and procedures to school personnel,
parents, students and community persons.
Lice
Lice are a common childhood experience and have not been shown to spread disease. Personal hygiene or
cleanliness in the home or school have nothing to do with head lice. If a child is diagnosed with head lice
while at school, the child will be sent home to be treated with head lice shampoo. As long as the child is
treated, they may return to school the following day.
If lice are found in the school, the entire school will be notified so that parents/guardians can check their
children.
Immunizations
All newly enrolling students must be up-to-date on their immunizations unless the child has a medical
condition that prevents immunizations. If a family needs assistance getting their child immunized, an
administrator will work with the family to help the child get the medical care needed.
Child Abuse Reporting
All staff at Humboldt Park Montessori are mandated reporters in the state of Illinois. If we see signs that a
child is abused or neglected, we are required by law to call the Illinois Child Abuse Hotline
We recognize that cases of child abuse and/or neglect most often arise because a parent or caregiver is
suffering from untreated mental illness, traumatic past history, or is otherwise unsupported in times of
emotional distress. We encourage you to learn all you can about child development and peaceful parenting
options in order to choose forms of parental guidance and discipline outside of hitting or physically
harming your child. Parenting can be extraordinarily frustrating. Please talk to any HPM staff member you
trust to find resources for your own mental and emotional health.
24Emergencies
In the event of an emergency in the building, the children will be led to a safe predetermined location. Fire
and Tornado Drills will be practiced once a month so that staff and students are prepared for such events.
Families will be group texted in the case of an emergency.
In case of a minor accident, first aid will be immediately administered to the child. For major accidents,
the staff reserves the right to call 911 or bring the child to the nearest hospital for proper care.
Emergency Closings
Humboldt Park Montessori will be closed due to weather or other emergencies based on guidance from city
and state authorities. In most cases, HPM will close if CPS schools are also closed. Families will be notified
of closure as soon as possible via email and group text.
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