Who They Are Is Beautiful

218686421_2924610064455440_7893030674973122398_n.jpg

At Tallgrass, one of our fundamental values is that we respect students (and adults) as individuals. We don’t think kids need to prove that they’re worthy of respect, trust, or decent treatment.  

Things we don’t think we have any business trying to change: 

  • their gender identity

  • their racial, cultural, ethnic, or religious identity

  • when they use the bathroom or eat

  • how they express their personal style

  • their interest in YouTube videos, makeup, jewelry making, Chernobyl, Dungeons and Dragons, sports, math, or music


Like all communities, we grapple with how to balance the rights of individuals and the rights of the group. Those things may require your child, or the people around them, to change their behavior, and occasionally to question their values and beliefs. But it shouldn’t require anyone to change who they are. That part is already, and always, beautiful.

Tallgrass offers an authentic K-12 learning experience focused on freedom, community, and students’ passions. Visit our website to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?" 

“My Kid Isn’t Self-Motivated": What Self-Motivation Really Looks Like

014cf429-803a-363d-bafb-d071efeb98fd.jpg

When someone says that their kid isn’t self-motivated, it usually means one of two things:

  1. Their kid isn’t interested in learning what they are “supposed to” learn in school.

  2. Their kid is burned out/stressed out/cynical about school to the point that it’s affected their intrinsic motivation.

Today, let’s talk about interest. At Tallgrass, we think everyone should have the right to follow their interests when it comes to what, when, and how to learn. It’s extremely normal to not be interested in learning US History at exactly 10:15 a.m. every weekday during the year you turn 11. Not being interested in something in exactly the way and at exactly the time that other people expect them to be interested in it doesn’t mean your child is not self-motivated. 

Your child might not be self-motivated in history, but very self-motivated when it comes to drawing a portrait of a friend or building a computer. They might not be very interested in history right now, but were interested last year or will be again in 5 years. They might be interested in it late at night, when they’re in a more reflective, less active mood. They might even be interested in it right now, but would rather learn it through conversation, watching videos, or going to see historical places. Or the way that history is taught in schools might not speak to them, and they’ll get interested when they find a book that talks about the history of food culture in the South or a YouTube creator who focuses on the experiences of Black people in the US. 

When students are forced to learn something, they don’t learn it well, they don’t retain the information, and they are actually less likely to be interested in it in the future. So instead of trying to control what, how, and when they learn, we support students in exploring their interests and answer their questions about how to get things done and function in the world. Are you engaged in something you find meaningful, and do you sometimes run into something you find challenging or frustrating? Great. That’s what self-motivation looks like to us. 

What about burnout, and the kid who doesn’t seem to be interested in anything? Stay tuned…

Tallgrass offers an authentic K-12 learning experience focused on freedom, community, and students’ passions. Visit our website to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?"

Where Are They Now? Sudbury Graduates

c88ec659-092b-40ec-ae73-defe7a07de27.jpg

“So...how do they turn out?” In other words: “Will I still be doing my child's laundry in 2035?” It can be hard to make the mental leap from a child happily playing with stuffed animals, or a teenager yelling at a video game, to a well-adjusted adult.

We get anxious. We start playing mental games to reassure ourselves, turning a passing interest in tapirs into a question like, “Wouldn’t you like to become a zookeeper someday?” and stilted conversations about how many years of math you need to get into a zookeeping program.

We don't have to do that. Kids need our support, but they don't need us to direct their futures. Graduates from Sudbury schools, and other forms of self-directed learning like unschooling, figure out their futures for themselves just fine. They get jobs, go to college, and date and have hobbies and have full lives, just like people who go to more conventional schools. School is not a requirement for a decent life.

Our oldest graduates are about 30 this year. Here's a brief snapshot into a few of their lives.

Cassidy, class of 2011: Cassidy is finishing her MS in Human-Computer Interaction and will start a job as a UX Designer this May. In her free time, she’s currently potty training her rescue puppy Lazlo.

Nicole, class of 2013: Nicole is currently working as a legal secretary at a global law firm in the Loop. In her free time she enjoys playing volleyball/working out, seeing her friends, and reading or listening to podcasts.

Kimberly, class of 2015: Kimberly will be graduating summa cum laude next month from the University of Illinois at Urbana-Champaign with a B.A. in Communications. She is set to receive a number of distinctions, such as the Wayland Maxfield Parrish Award (highest GPA within her major).

Matt, class of 2017: Matt is pursuing a degree in business with a focus on marketing. Matt is also training for a 100-mile bike ride at the end of May.

Here's an internal study of alumni from one of our older sister schools, the Circle School in Pennsylvania.

Sound like the kind of future you want for your child? Contact us today to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?"

Is Summer Break The Best Time Of Year?

358d8a93-fb88-4720-bf10-8559025df7e5.jpg

For many students, summer is a much-needed break from all the stress that comes with conventional school. Ironically, summer often creates conditions that are actually better for learning. 

  • Control: Kids and teenagers often have more choice about how to spend their time, instead of having their days planned out for them based on the requirements of a curriculum.

  • Socializing: Young people are allowed to talk during the summer. They can pay attention to their friendships, and to valuable life skills like conflict resolution and empathy.

  • Unstructured Time: During the summer, young people are more likely to have time away from structured, adult-led activities: They have time to dive into their interests. To play. To work through boredom. To explore what it means to be themselves.

Shouldn’t your child get to live like that all the time? Shouldn’t they get to be themselves every single day? 

At Tallgrass, that's what they get. Our students have the time and the space to learn what they want out of life. They experience the benefits of summer break all year long. 

Your child deserves to be themselves all year long. Contact us today to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?"

School Refusal Doesn't Mean There's Something Wrong with Your Child

8debe4aa-629c-4059-b2d5-221be5d8ad93.jpg

Stomachaches. Nightmares. Anxiety. Depression. This is what many kids experience when they think about going back to school, or even on a typical weekday morning.

Not at Tallgrass. At Tallgrass, we build school around our students’ needs. The result?

  • “Why do we have to have summer break? Can we go to school year-round?”

  • “I was so sad when school was closed.”

  • “No, I don’t want to have a snow day!” (P.S. At our school, you can go sledding in the middle of the day.)

Our students don’t hate their school. They love it--and not (just) because the adults here are so awesome. Tallgrass is their school. Here, they have a voice. If they don’t like what’s happening at school, they can try to change it--either informally, through talking to their friends or starting a new activity, or formally, by making a motion to change the rules, joining a committee, or running for a leadership position. The adults contribute by not trying to control them and by supporting their choices. We treat them as full human beings with a right to live life as they see fit.

Most children love to learn and want to be around other children. They like getting out of the house and doing new and interesting things. If your child regularly avoids going to school, is faking sick, or has significant school anxiety, it might be time to consider something different--education that’s based in the real world. 

Tallgrass offers an authentic K-12 learning experience focused on freedom, community, and students’ passions. Contact us to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?”

Does Your Child’s School Reflect Your Values?

51e7f4f9-d333-4617-9174-bef67f6473e2.jpg

Traditional education prioritizes test scores, grades, and knowledge in a few specific areas. That’s not what parents tell us they actually value in their child’s education. Instead, we hear: 

  • “I want her to figure out what she wants in life.”

  • “I want him to learn how to be a good friend.”

  • “I want her to be confident and be able to stand up for what she believes in.”

  • “I want my kids to be able to figure out how to learn things when they need to learn them."

And most of all:

  • “I just want them to be happy.”

Does your current school support the type of learning your family actually values? Does your child have time to spend on the things that they think are important? Or are you stuck playing the game and fighting over homework assignments that at the end of the day even you don't understand? 

Tallgrass offers an authentic K-12 learning experience focused on freedom, community, and students’ passions. Contact us to learn more, or download our free e-book, "Is Self-Directed Education Right for Your Child?”

Is Your Child Happy At School?: Counting Down The Years

4e7fd650-004d-4e62-99dc-6d2c0f2580df.jpeg

Does Your Child Hate School?

Statements like “I hate school,” “School is prison,” or “My favorite class is lunch” are so common we sometimes stop hearing them. But why should it be that way? Most kids love to learn. Most kids want to be around other kids. So why do they hate school?

We think most schools have learning all wrong, which is why we do it completely differently. We hear from many families that school feels like something they just have to suffer through--8 years left, 7 years left, 6 years left. 

It doesn’t have to be that way. School can look like the rest of life: good days and bad days, joys and struggles, but ultimately interesting. At Tallgrass, students control their own time. They have a full voice in how their school works. And they spend their time on real problems: making friends, getting bored, resolving conflict, and figuring out what they want out of life. 

Make this the last year of counting down the days. Real Life. Real Learning. Contact us to learn more, or download our e-book, "Is Self-Directed Education Right for Your Child?”

Play-Based Education, All Day, Every Day

0d66f26c-ed7a-45f1-b38a-6cc22ec3613d.jpeg

At Tallgrass, kids play as much as they want. All day, every day. 

“Okay...so how do they learn?” By playing. Learning IS play. This isn’t a fringe opinion--as the American Academy of Pediatrics says, “The benefits of play cannot really be overstated in terms of mitigating stress, improving academic skills and helping to build the safe, stable and nurturing relationships that buffer against toxic stress and build social-emotional resilience."

What does play look like here?

  • Sorting all your stuffed animals into species groups

  • Making a Minecraft world

  • Filling the freezer with snowballs, and then snow bricks, and then Kool-aid popsicles

  • Making custom computers for all your friends (and some of their parents)

  • Starting a committee

  • Talking for hours about questions like, “Could we build an elevator to space?”

Play is:

  • Self-chosen and self-directed

  • Motivated by means rather than ends (that is, not self-consciously “educational”)

  • Alert, active, but unstressed: “flow”

  • Unsupervised--not directed by adults.

  • Mixed-age

If this sounds like what you want for your child, contact us to schedule a tour today. Or to learn more, download our e-book, "Is Self-Directed Education Right for Your Child?”

August Open House

TallgrassProm2021_3.JPG

When: Sunday, August 1, 2021

1:00-2:30 p.m.

Where: Tallgrass Sudbury School

85 Kimbark Rd.

Riverside, IL 60546

What: Join us for a presentation about the benefits of a Tallgrass education, get a tour, and talk with the school's staff, students, and current parents.

This event will take place IN PERSON and in accordance with CDC guidelines. RSVP required for planning and social distancing purposes.

RSVP: https://www.eventbrite.com/e/tallgrass-sudbury-school-august-open-house-tickets-163522804109

May 27 Open House: Last Open House of the Spring!

When: Thursday, May 27, 2021

6:00-7:00 p.m.

Where: Tallgrass Sudbury School

85 Kimbark Rd.

Riverside, IL 60546

What: Join us for a presentation about the benefits of a Tallgrass education, get a tour, and talk with the school's staff, students, and current parents.

This event will take place IN PERSON and in accordance with CDC guidelines. RSVP required for planning and social distancing purposes.

RSVP: https://www.eventbrite.com/e/tallgrass-sudbury-school-may-open-house-tickets-154624868143

Scholarship Announcement

OH2.jpeg

The current moment has many of us reevaluating our lives, including how we approach education. Tallgrass Sudbury School is pleased to announce that we are offering three full-tuition scholarships, each for 4 years of tuition-free enrollment at Tallgrass, starting in fall 2021. 

We know that the past year has increased financial pressures on many families, and we are more committed than ever to making our school accessible to people across the economic spectrum. We hope that these scholarships will bring our school within reach to students who might not otherwise be able to consider Tallgrass.

Tallgrass Sudbury School offers an authentic K-12 learning experience focused on freedom, responsibility, and students’ passions. At Tallgrass, students direct their own learning while contributing to a strong, democratically run community. 

A Tallgrass parent said this about what she wanted for her daughter: “I want her to know herself and her interests, what drives her, what makes her glow. I want her to know those things and to have time to get to know that as opposed to me telling her what she should do or someone else. [After being at Tallgrass] She’s not afraid of expressing her true self.”

To apply, prospective applicants must complete an initial call with our admissions director and an enrollment interview by May 15, via phone or video conference. Applicants do not need to submit financial aid applications, but should announce their intent to apply for the scholarship during the enrollment interview. Scholarship recipients will be notified by June 1. The scholarship is open to students 4 through 18 who are not already enrolled at Tallgrass. Only one scholarship per family will be awarded.

To apply or get more information about the scholarship program or our school, please contact us at info@tallgrasssudbury.org


March Open House

FB_Virtual_Open_House_Feb_21.jpg

When: Tuesday, March 16, 2021

6:00-7:00 p.m.

Where: Tallgrass Sudbury School

85 Kimbark Rd.

Riverside, IL 60546

What: Join us for a presentation about the benefits of a Tallgrass education, get a tour, and talk with the school's staff, students, and current parents.

This event will take place IN PERSON and in accordance with CDC guidelines. RSVP REQUIRED. Space is limited for social distancing purposes.

RSVP: https://www.eventbrite.com/e/tallgrass-sudbury-school-march-open-house-tickets-142020494121

Tallgrass Offering In-person Learning Starting February 1st!

Tallgrass will be returning to in-person school on February 1st! Starting on that date, we will stay open unless the COVID-19 positivity rate in Suburban Cook County goes above 12% or if otherwise necessary due to state mandates. As of 1/24, Suburban Cook County has a 6.9% 7-day rolling positivity rate. All safety precautions that were set for in-person learning in the fall (including mask wearing, social distancing, frequent cleaning and disinfecting, etc.) will continue to be in effect. 

We are also offering fully remote and hybrid options for families who are still uncomfortable sending their student/s to school due to concerns related to COVID-19.

Contact us at info@tallgrasssudbury to learn more about enrollment!

DSCF1400.JPG

Tallgrass Holiday Fundraising Campaign

Dear Tallgrass Supporter:

20191031_150219.jpg

Tallgrass, the only Sudbury school in Illinois, inspires passion and changes lives. We’re proud to be part of a school where students are excited to come to school in the morning and look forward to returning to school after breaks. Our students love their school, and they need your help to keep it strong for years to come.

Since March, we have pivoted to remote learning, to an outdoor program, and to our current hybrid model, supporting students in their self-directed pursuits and balancing the need for connection with the need for safety. Our community has remained strong, but like many other nonprofits, our income has decreased while our fixed expenses remain essential. In order to make up for lower income during this time, we have set a goal to raise $3,000 by December 31.

A generous donor has offered to match donations up to $1,500. We need your help to reach the other half of our goal. Tallgrass is funded 100% by tuition and donations from generous individuals. A quarter of our students come from families making under $25,000 per year. Like most independent schools, the majority of our donations come from family, friends, and alumni. Every gift, no matter the size, gets us closer to our goal and strengthens our mission of supporting students in their self-directed education. Tallgrass is a 501(c)(3) nonprofit, and donations are fully tax deductible.

Will you make a gift to help preserve Tallgrass’s future? Make a note on the Paypal donation form to donate in the name of a student or someone else you love. Or contact the school to donate via check or another method that is convenient for you.

Thank you for your continued support of our school and self-directed education!

Sincerely,

The Tallgrass Community

TALLGRASS SUDBURY SCHOOL COVID-19 WINTER PLAN

INTRODUCTION

The purpose of this packet is to outline Tallgrass Sudbury School’s policies and changes/adaptations in regards to COVID-19. This document is subject to change. Any changes will be approved by the School Meeting and in consultation with the Board of Directors. Parents will be notified of all changes. Changes are not allowed to conflict with Illinois State Guidelines. We always welcome feedback and conversation from our families and community; please do not hesitate to be in touch with us.

SCHOOL SCHEDULE & ATTENDANCE

A.1 School Calendar

A.1.1 Assuming no unforeseen closures the school calendar will remain unchanged, with the exception of cancelling the Back to School Potluck on the first day of school. All Assembly meetings and other gatherings that take place outside of school hours will happen virtually until further notice. 

A.2 School Hours and Attendance Requirements

A.2.1 The school’s full attendance policy, with all changes due to the pandemic highlighted in bold, can be found here, but the main changes are outlined in the following points.

  • School opens at 9:00 am and closes at 4:00 pm. Students are expected to attend school five hours a day, five days per week. Students who cannot meet these requirements due to transportation issues or health concerns related to COVID-19 may elect to perform their self-directed learning at home, either full or part time. This can be achieved by school meeting approval. Taking part in self-directed learning at home, an off-campus educational activity, or a field trip that is school meeting approved is considered attending school.  

  • Students must sign in and out. In the case that a school day must take place remotely, students can meet attendance requirements by 1. attending a School Meeting, 2. by participating in a school organized group activity (via Zoom or an outdoor meet-up), or 3. by spending time on an activity that has been chosen from a school generated list or that they came up with on their own. If the 3rd option is chosen, students must report what activity they did by the end of the day (4:00 pm) to the Attendance Clerk or share it at the end-of-the-day group check in.

  1. Absences caused by illness (including any symptoms, treatment, or quarantine due to COVID-19), transportation problems, or concerns related to the weather that are communicated to the school by the student or parent by 11:00 a.m. are excused. Whenever possible, students should report what activities they did that day by 4pm.

REMOTE LEARNING  

B.1 Remote Learning

B.1.1 Remote learning will take place on days when more than one staff member has to remain home due to illness or if otherwise necessary due to state mandates or other health concerns related to COVID-19 (Cook County positivity rate of 8% or higher). IT IS POSSIBLE that we will only be able to inform families of this decision on very short notice, such as the early morning of that day. Staff will send out an email and try to contact every family by phone or text. 

B.1.2 In the case that a school day must take place remotely, students can meet attendance requirements by doing at least 1 of the following 3 things: 

1. Attend a School Meeting via Zoom

2. Participate in a school scheduled group activity (via Zoom or an outdoor meet-up)

3. Do at least one activity that has been chosen from this school generated list or that they have come up with on their own. These activities can be anything that the student believes contributes to their education and/or well being. If the 3rd option is chosen, students or parents must report what they did by filling out this form by the end of the day (4:00 pm) or by sharing it at the end-of-the-day group check in.

B.1.3 The schedule on Remote Learning Days will be:

Mondays and Wednesdays:

  • 11:00 School Meeting

  • 1:00 Group Activity (Will generally last about 30 min.)

  • 2:30-3:00 End-of-the-day group check in - This will be an opportunity for students to share how they are doing and what they did that day. 

  • Students can also add additional activities of their choice to the schedule by filling out this form. 

Tuesdays, Thursdays, and Fridays: 

  • 11:00-1:00 Meet in school yard. Students and staff will decide if they want to walk somewhere nearby (Forest Preserve, Turtle Park, etc.)

  • 2:30-3:00 End-of-the-day group check in - This will be an opportunity for students to share how they are doing and what they did that day. 

  • Students can also add additional activities of their choice to the schedule by filling out this form.

B1.4 We have created a Tallgrass Bitmoji Virtual Classroom where families can access the schedule on remote learning days as well as links to Zoom meetings and important forms. Staff have sent out a classroom with a generic schedule, which will be updated and sent out to families whenever we are meeting remotely. Click on different objects in the room to access different things.

HEALTH AND SAFETY AND ENFORCEMENT

C.1 Masks

C.1.1 Cloth face coverings or surgical masks must be worn at all times except while eating. 

C.1.2 Every individual on the school campus must carry a mask with them at all times.

C.1.3 Masks will be provided to any School Meeting Member who does not bring a personal mask to school.

C.1.4 Masks must be properly worn, according to CDC guidelines.  

C.2 Social Distancing

C.2.1 Physical distancing of 6 ft. is required at all times, except in the case of people living in the same household or in the case of an emergency. 

C.2.2 We currently have significantly more indoor space than is required for social distancing among our 21 regular attending students and 3 staff. Once our student population reaches 26, we will revisit the option of splitting the school into pods. 

C.3 Screenings

C.3.1 Families are required to monitor for COVID symptoms daily before sending their child/children to school. If your child tests positive for COVID-19, or has had contact with someone who tests positive for COVID-19, please contact the school immediately. 

C.3.2 If a student, staff member, or visitor from the school tests positive for COVID-19, or has had contact with someone who tests positive for COVID-19, we will follow the Department of Health's recommendations on the specific situation and level of contact that the person had. At minimum, they and anyone they had close contact with must self-quarantine for 14 days. Students who are self-quarantining but are well enough to participate can use the school’s remote learning guidelines to continue their learning at home. 

C.3.3 In addition to daily family symptom checks, all students, staff, and visitors are required to do a temperature and symptom check upon arriving at school each day. Once students arrive at school, a staff member will take their temperature with a no-contact thermometer. This check-in station will be set up just inside the green door. If one student arrives around the same time as another student, the student who arrived later will be asked to wait in their car or outside until the other student is finished checking in. Students who arrive outside of regular arrival times (9-11am) should ring the doorbell and a staff member will come down to do the health check before they come up the stairs. Parents dropping off their students are highly encouraged to stay, but wait in their cars until their child has completed the temperature and symptom check. Parents who are picking up students should not enter the building, but instead call the school (708-777-1038) when they arrive and a staff member will send their student downstairs. 

C.3.4 Anyone who has a temperature above 100 degrees F or who exhibit any other symptoms that could be COVID-19 (which include, among other symptoms, cough, and chills) must stay home, or, if symptoms develop at school, must be quarantined inside and supervised until they can be picked up.  

C.3.5 The cleaning of the quarantine room post a suspected or confirmed case will follow CDC guidelines.

C.4 Sanitizing Stations and Handwashing

C.4.1 Sanitizing stations will be set up around the school. Each station will include hand sanitizer and disinfectant wipes. 

C.4.2 Individuals are required to clean their hands upon arriving at school, after using the bathroom, before and after eating, before and after using one of the school computers or video game controllers, after blowing their nose, or after coughing into their hand.

C.5 Building and Material Cleaning

C.5.1 School Meeting Members are still responsible for immediately cleaning up their items and any messes made. 

C5.2 Individuals who use tables for eating are required to wipe them down with a disinfectant wipe after each use.

C.5.3 Individuals are required to use plastic gloves while using the microwave or refrigerator/freezer.

C.5.4 Cloth rags have been put in storage and replaced with paper towels.

C.5.5 Chores will continue as normal as managed by the Cleaning Clerk. In addition to cleaning that is done during daily chore time, staff will also do daily disinfecting of school phones, piano keys, all controllers, the playstation console buttons and remote control, computer keyboards and mouses, fridge and microwave handles, toilets and sinks, and all doorknobs, light switches and banisters.  

C.5.6 Any art supplies or other supplies that are handled by an individual must be sanitized before another person can use them. There are two containers for unsanitized items on the sewing shelves in the Art room where people can put materials after using them. These items will be sanitized by a staff member on a regular basis.

C.5.7 There are two containers specifically marked for sanitized and unsanitized writing utensils on a table in the Art Room so that people are only using sanitized pens/pencils when they sign in and out and sign up for chores.

C.6 Enforcement

C.6.1 Enforcement of these policies will be handled by JC. However, any combination of 2 staff members or JC Clerks reserve the right to send anyone home immediately until the next JC or School Meeting for non-compliance. Whenever possible, staff and JC Clerks will give two verbal warnings per day before sending anyone home. 

C.6.2 The following laws have been added to the lawbook: 

  •  Masks must be worn at all times except while eating or in an area that is designated by staff that is also socially distanced from other people.

  • Physical distancing of 6 ft. is required at all times, except in the case of people living in the same household or in the case of an emergency. 

  • Individuals are required to clean their hands upon arriving at school, after using the bathroom, before and after eating, after blowing their nose, or after coughing into their hand.

  • Sharing of objects should be kept to a minimum and if necessary, both objects and hands should be sanitized immediately after.

  • Anyone who has symptoms that could be COVID-19 (which include, among other symptoms, cough, fever, and chills) must stay home, or, if symptoms develop at school, must be quarantined inside and supervised until they can be picked up. All students and staff are required to do a temperature and symptom check upon arriving at school each day.

  • All doors must remain open for ventilation except for School Meeting business such as JC or a staff/parent meeting.

  • Any activities that result in heavy breathing are currently prohibited indoors.

C.6.3 Open Campus can continue as normal. Students who are certified to be outside without an adult must complete the following additional requirements related to COVID-19 safety before they can leave the building:

  • When is it ok to take your mask off? A- Only while eating.

  • All students and staff need to maintain social distancing at all times. What does this mean? A- Everyone needs to stay at least 6 ft. apart at all times, except in the case of people living in the same household or in the case of an emergency.

  • Acknowledge that, when possible, you will sanitize your hands regularly on open campus and that if you, or anyone you are with on open campus shows symptoms that could be COVID-19 (which include, among other symptoms, cough, fever, and chills), you will return to school and inform a staff member immediately. 

SOCIAL AND EMOTIONAL WELL BEING 

D.1 Social and Emotional Well Being

D.1.1 We recognize that the pandemic has caused stress for many of our students and that while transitioning back to school will be a welcome change from being quarantined it will also come with difficulties. We all miss our normal lives and look forward to the days where students can pile on the couches, share toys, food, and hugs. Until this time comes we will do everything we can to be sensitive to their struggles and to create a safe and joyful environment with as little fear as possible.

D.1.2 Staff will be available for mental health check-ins with students. These can be scheduled directly with a staff member or by filling out a check-in request form at school. On remote learning days, staff will have scheduled “office hours” during which students can sign on and talk with staff. 

CAMPUS IMPROVEMENTS AND CHANGES

E.1 Adaptations to Indoor Space

E.1.1 All furniture that is difficult to clean (bean bags, pillows, etc.) or that make it difficult to socially distance (excess tables and chairs) have been put into storage. Toys and other supplies that are generally used by more than one person at a time have also been put into storage.

E.1.2 Socially distanced seating and standing areas are marked throughout the building with brightly colored X’s.

E.1.3 Room occupancy signs are posted on doors and in the cubby area. Sign-up sheets in the computer and TV room have been adjusted to reflect the number of people who are allowed in the room at one time. Signs with reminders about sanitizing hands and computers/controllers are also posted throughout the school.

E.1.4 The school water fountain is blocked off for sanitary reasons. A water cooler that can be used for refilling water bottles and cups is available in the Food Room.

E.1.5 Designated windows throughout the school are cracked open for ventilation and are marked with signs so that people don’t close them. 

E.2 Open Campus

E.2.1 Staff are going to try and offer daily open campus trips, particularly geared toward students who are not certified to be outside without a staff member. 

SUPPLY LIST

  • At least two facemasks

  • A water bottle marked with the student’s name

TUITION AGREEMENTS

Due to the COVID-19 situation, tuition agreements can be cancelled during the 2020-2021 school year if 30 days notice is given from the family before billing/payment stops.

COMMUNICATION

H.1 Staff Communication with Parents

The primary way that staff communicate school closures, information about remote learning, and other important announcements is via the Tallgrass Family email list. Families also have the option to be notified via text by joining the remind.com group at remind.com/join/82woodside. 

H.2 Parent Communication with Staff

  • Email: info@tallgrasssudbury.org

  • School phone number: 708-777-1037

  • School text number: 708-328-8546

  • Google form to report activities for attendance on remote learning days 

H.3 Student Communication

The school has a Discord server where students and staff can connect when we are not meeting in person. 

H.4 Communication Among Families/Alumni, etc.

We have a Facebook group for current students and parents, staff, and alumni to share plans for upcoming events, reminders, emergency requests, stories, fun photos, ideas, etc. Emails using the Tallgrass Family address will also be sent to all current families.

Is There Hope For Democracy? Handling Problems, Together

Tallgrass students on “library hill” near our outdoor school space.

Tallgrass students on “library hill” near our outdoor school space.

Last Wednesday, the morning after a shaky presidential debate in a highly contentious election year, a 14-year-old boy ran a meeting. He did a good job. 

There were about 10 people at the meeting, mostly other middle-school-aged students. The meeting was held outdoors, interrupted frequently by noise from traffic passing by, and was socially distanced because of the ongoing pandemic. This small, young group meeting under less-than-ideal conditions was tasked with deciding whether to allow a dog to visit the school, adjusting nerf gun regulations, changing staff job descriptions, and whether a medical accommodation was reasonable. Sounds like a recipe for disaster? 

I wish you could have seen it. 

On first glance, it might not have seemed like a “good” meeting. There was lots of joking around, which sometimes brought the meeting off track. At another point, someone moved to impeach the chair because they thought he was misusing his power. 

But the meeting was real. It was democracy in action, the way it’s meant to be: we were in it together. 

We spoke up as best we could over the traffic, and occasionally repeated the words of someone with a softer voice.

The chair made joking motions, and then retracted them as he realized that his jokes were actually getting in the way of what needed to be a serious discussion. 

We tried not raising hands for part of the meeting, and then changed that when people spoke up and said they were more comfortable raising their hands. 

The medical accommodation discussion veered off into giving the person advice about their medical condition. I said I didn’t think that was appropriate, even though it was clearly well intentioned. A few minutes later, someone did the same thing again, and someone else spoke up and said they should stop.

We supported each other. We did our best. We talked about important things and silly things. We learned. Decisions were made, and other decisions weren’t made but the issues involved got clearer. It was a worthwhile use of an hour of people’s time. 

The important part of democracy is not the big, idealistic concept. It’s grappling with real issues, day to day, with real people. The important part is that a community, whether a city or a school, finds ways to tackle problems that give everyone equal rights and allow everyone to ask from the community and contribute to the community.

Later that day our Judicial Committee met. The case they handled was fairly complex--someone had kissed someone. Normally, pecking someone consensually on the cheek would be fine. But because of the pandemic, any kind of touching is against school rules. The committee, made up of mostly students, had to investigate whether or not it had happened. Who knew about it, and should they have reported it sooner? Should there be consequences for the kiss itself, and should there be consequences for lying about it? 

These are real questions, the kinds of questions and problems our students work on every day. They don’t just go to school, they help run the school. They help run it because that is the best way to keep an institution fair and honest: to make sure that everyone who is part of it has a real voice. And they do a good job, a job that compares well to almost any organization of adults I have seen. The skills they learn through these hard conversations will make them better parents, employees or employers, and citizens. 

At Tallgrass Sudbury School, we are here, together, trying to work things out whether it’s hot, cold, or in the middle of a pandemic. On hard days and easy days, we’re doing it together. Some days it’s messy. Some days it’s beautiful. 

And I am honored to be part of it.