School policies

Inclusion Policy

Research has shown that children with disabilities benefit from learning alongside their peers in high-quality inclusive settings. One study found that young children with disabilities in high-quality inclusive early childhood programs made larger gains in their cognitive, communication, and social-emotional development compared to their peers in segregated settings. Additionally, inclusion has benefits for all children, not just those with disabilities. Young children without disabilities who participate in an inclusive classroom learn life skills such as empathy and compassion.

TFM will provide a child with special care needs with the accommodations recommended by:

– A health-care professional

– or a qualified professional affiliated with the local school district or early childhood intervention program.

TFM will utilize, as recommended any adaptive equipment that has been provided to the center for a child’s use.
Ensure that a child who receives early intervention services or special education services can receive those services from a qualified service provider at TFM, with parental request and approval documented and maintained in the child’s file.
Ensure that activities integrate children with and without special care needs.
Ensure that teachers adapt equipment and procedures and vary methods as necessary to ensure that we care for a child with special needs in a natural environment.
TFM is not responsible for the purchase or maintenance of adaptive equipment recommended for a child.
TFM is not responsible for ensuring ECI or another qualified service provider visits the operation to provide services.
If a child’s parent has shared with TFM an Individualized Educational Program (IEP) from a school district or an Individualized Family Service Plan (ISFP) from ECI, we will make every effort to incorporate the plan, where applicable, into the child’s daily activities.

Special Notes:

Child-care programs can be a great resource for parents who have questions about their child’s development and specialized services available in the community.

AT TFM, our staff is not trained to make assessments or diagnoses. Also, our staff is not trained to specialize in care for different special needs. We provide the best possible care and try to incorporate methods to serve children with special needs.

In order to best serve parents who have questions about their child’s development, TFM will arrange for a meeting with the Director and make available to parents information regarding early intervention services in the community. Access to such information enables parents to request an evaluation of their child’s development from experts who are qualified to assess the child’s development and recommend appropriate services for the child.

Early Childhood Intervention Services (ECI) has additional information regarding the specific services they provide, as well as locations in your community.

Non-discrimination policy

Any discrimination based on race, color, religion, sex (including pregnancy, sexual orientation, or gender identity), national origin, disability, age (40 or older) or genetic information (including family medical history) is illegal and will not be tolerated.
TFM will provide reasonable accommodations (changes to the way things are normally done at work) to applicants and employees who need them for medical or religious reasons, as required by law.*
How can one report discrimination?
- Discrimination of any kind or form may be reported to the owners or the school Director in person or via a phone call, or in writing via email.
TFM will protect the confidentiality of person or persons who report discrimination or participate in discrimination investigations to the greatest possible extent.
TFM requires the Director, office staff, teaching personnel, and other employees to respond appropriately to discrimination or to report it to the owners, who are authorized to respond.
TFM will provide for prompt, thorough, and impartial investigation of complaints.
TFM will provide prompt and effective corrective and preventative action when necessary.
A person who files a complaint will be notified about the status of their complaint, the results of the investigation, and any corrective and preventative action taken.
If an investigation finds a violation of the non-discrimination policy, it could result in termination of employment or disenrollment of a student, as applicable.

Anti-racist Policy

We unconditionally reject racism in all forms and will strive to stand against injustice and inequity.

At TFM, we will ensure that we continuously support the voices of marginalized minority communities, including those who are Black, Indigenous, Hispanic/Latinx, Asian American, and Pacific Islander.

We understand that talking to young children about racism can be difficult. This is why at TFM, we are dedicated to creating change and helping build acceptance for other cultures. We recognize we play an influential role in the lives of our students, and we want to take our opportunity to educate early about respect.

Our partnership with Kids for Peace as a local chapter helps us implement projects that teach empathy, tolerance through love, and kindness.

kidsforpeaceglobal.org

Anti-bias policy

TFM will strive to support the learning and well-being of children and families, embracing individual and cultural diversity without bias.

TFM will:

-Recognize that all children have the right to have their culture acknowledged and respected. Actively support the inclusion of all children, including those with additional needs.

-Provide an environment that is free from bias and prejudice in which children learn the principles of fairness and respect.

-Collaborate to create networks and support within the community to promote an understanding and appreciation of diversity.

-Actively encourage families to share their individual skills, life experiences, and culture with the school community.

-Gather information and provide referrals to inclusion support services to support children’s well-being and full inclusion into our preschool program.

-Provide an educational program and childcare which aims to reflect principles of inclusion, equity and diversity in action.

Equitable and Inclusive Governance Policies and Procedures

This document outlines foundational policies and procedures that guide the governance and leadership of The Foundations Montessori School. These practices are designed to ensure the equitable and inclusive operation of the school and the sustainability of its leadership and governing body, both in the short and long term.

Mission-Aligned Governance

The governing body will uphold the mission and Montessori values in all decision-making processes.
Decisions are guided by the principles of equity, inclusion, and respect for all members of the school community.
Strategic priorities will reflect a commitment to the holistic development of each child and alignment with AMS standards.

2. Composition and Diversity of the Governing Body

The Governing body will strive to reflect the diversity of the school’s student and family population.
Governing body recruitment will prioritize individuals from varied backgrounds and experiences.
Ongoing training in equity and inclusion will be provided for all board members.

3. Leadership Sustainability

The position of Executive Director will be retained by both founders and owners until a legal change of ownership happens.
Succession planning will be implemented for critical roles such as the School Director, Head of School, and office staff.
Internal leadership development will include mentorship, coaching, and opportunities for professional growth.

4. Equity in Operations

All policies will be reviewed annually with an equity lens to eliminate bias or exclusionary practices.
Staff hiring, student admissions, and disciplinary practices will reflect anti-bias Montessori principles.
The school will adopt inclusive language and practices in forms, contracts, and communications.

5. Transparency and Accountability

Families, staff, and community members will be invited to share input through structured surveys and forums.
An annual report will be made available, highlighting progress on strategic goals and equity initiatives.

6. Strategic Planning

Short- and long-term planning will incorporate community survey responses and be reviewed regularly to reflect evolving needs.
Plans will be evaluated for their equity impact and alignment with Montessori pedagogy and the school’s mission.
Data-informed practices will guide decision-making and resource allocation.

7. Inclusive Communication

School communications will be culturally responsive and accessible in multiple languages where applicable. Interpreters may be involved as needed.
Meeting times and formats will be selected to maximize family and staff engagement.
Stakeholder feedback via surveys will inform communication practices.

8. Policy Review and Revision

These governance policies will be reviewed every two years, or more frequently as circumstances require.
Feedback from staff, families, and board members will inform any changes.
Updates will be documented and clearly communicated to the school community.

Social and Emotional Health Policy

The Foundations Montessori is committed to nurturing the whole child—socially, emotionally, cognitively, and physically.
We intentionally cultivate practices that support children’s emotional well-being, promote equity, and ensure every student
experiences a strong sense of belonging within our school community.

Guiding Principles:
1. Montessori Peace Philosophy – Children learn empathy, respect, and peaceful conflict resolution through grace and courtesy lessons, peace space/tables, and classroom community practices. We partner with Kids for Peace as a local chapter. This is a global non-profit organization.
2. Inclusive Environment – Every student, regardless of background, language, ability, or family structure, is welcomed and valued.
3. Whole-Child Support – Emotional development is considered equally important to academic progress.
4. Equity and Belonging – Policies, curriculum, and classroom practices intentionally affirm children’s identities and remove barriers to participation.

Policies & Practices

– Emotional Wellbeing

Teachers observe children daily and document emotional as well as academic growth. Staff use Montessori methods of redirection and positive discipline rather than punitive measures. Children are offered safe spaces (peace table, quiet corners) to regulate emotions.
– Equity in Daily Practice

Classroom materials, books, and cultural works reflect diversity. All children are given equal opportunities to take leadership roles. Staff are trained annually in cultural responsiveness and anti-bias practices.
– Conflict Resolution

Children are guided to resolve conflicts through conversation, empathy, and mutual respect. Teachers actively monitor peer interactions to ensure that they are inclusive.
– Family & Community Partnerships

Families are viewed as partners. Communication is accessible, and parents are invited to share cultural traditions and celebrations.
– Support Systems

Staff identify students who need extra support, connect families with relevant resources, and utilize a referral process for external services.

Accountability & Review
– This policy is reviewed annually by the Head of School (Director) and staff.
– Staff participate in reflective practices and professional development focused on equity and social-emotional health.
– Families are informed of this policy through the Parent Handbook and the school website.