Who started PCS and
what was done in planning the opening of the
school?
For many years,
members of cooperative preschools around Portland wished
for a “coop after coop.” In other words, we wondered why do
our children had to leave the kind of caring community that
had nurtured and guided them for their preschool
years. PCS’s founding families decided that, with careful
planning, the common vision of a cooperative elementary
school could be a reality. We began meeting, reading and
talking to educators and interested families. In the spring
of 2005 we found our wonderful space. In the summer of 2005
we hired our first teacher and decided that we would launch
our first PCS class in the fall of 2006.
In July 2005, we
attended an intensive, extended workshop, the ICCI
Institute for newly forming schools, run by the very
successful Arbor School. In this setting, we closely
examined and refined our structure, policies, curriculum
and development goals. The process confirmed for us that
our vision was sound and compelling, that our program is
unique in Portland, and that there is a demand for
cooperative education in Portland.
Who runs PCS?
The PCS board, which is composed of a
minimum of three and a maximum of fifteen members, are
responsible for governance of the school’s affairs,
including developing and overseeing the budget, formulating
overall school policy, supervising admissions and
overseeing development and ongoing operation of PCS. PCS
also has an advisory board, composed of people who are not
members of the school. The advisory board provides
expertise to the school, particularly in the areas of
curriculum, human resources, communications and conflict
resolution. Finally, PCS has an Executive Committee,
composed of the teacher-administrator and two other
individuals, one a member of the school, and the other a
nonmember. The Executive Committee is responsible for
hiring, evaluating and promoting the professional growth of
PCS’s teachers. The Executive Committee also serves as a
consultant group for the teachers and acts as a buffer and
liaison between teachers and PCS members.
Where is PCS located?
At 2201 SW Vermont Avenue, two minutes
off I-5 at Terwilliger, in the Hillsdale
neighborhood. We are located within, but are not
affiliated with, St. Barnabas Episcopal Church. We have
three classrooms, which will serve our students through
fifth grade, a large outdoor play area and garden/yard, use
of the church’s kitchen, and a large indoor church hall for
indoor play in rainy weather and for performances.
How will PCS grow?
Our first K-1 class entered PCS in the
fall of 2006. In 2008-09, we now have two separate classes,
grades K-1 and 2-3. We will grow by at least one grade per year,
until we serve grades K through 8.
Will PCS be registered
or accredited?
We will register with the Oregon
Education Department by the winter of 2009. The
requirements are relatively modest and we do not foresee
any difficulties in obtaining this registration. There is
no accreditation process for private schools in Oregon.
Is PCS a religious
school?
No, PCS is a secular, nonprofit,
independent school.
Is PCS a Montessori
school or a Waldorf school?
No, although we share the core value of a
child-centered environment that does not rush the child
socially or academically. We use national and state math,
literacy, science and social studies goals and standards as
the “backbone” for our work. This means that children
master age-appropriate math, language and science concepts,
but they do so through material that is important to
them. We also invite teachers and families to
introduce us to their passions and interests, whether they
be literary, scientific, recreational or artistic.
Does PCS adhere to the
Portland Public School’s calendar?
Although we largely track the Portland
Public School’s calendar (primarily for the convenience of
families who may have children in that system), we provide
one additional week of instruction during the academic
year. Additional details are provided on our
calendar
page
How will I get to know
other families?
One of the things we hear over and over
again from parents whose children have been in a
cooperative school setting is that they feel more isolated
once their children leave that setting. One of the
gifts of our cooperative model is that we interact a lot.
Friendships form in work parties, membership meetings and
the weekly “shift” work. We also have a vision that parents
will model lifelong for children by using our space and
organizing their own extended learning in areas that
interest them. Whether it be a foreign language, chess,
knitting music or carpentry, we encourage our space to be
used by our families outside of the usual school day.
What is the cutoff for
kindergarten?
While we generally adhere to the public
school model (“five by September 1st), we recognize that
all cut off dates are somewhat arbitrary. For this
reason, we invite parents who wish their “fall five”
children to begin kindergarten with the “older” group to
discuss this with our teachers. With their input, we
believe you will be able to make the best choice for your
child. Similarly, if your child has late birthday, we
encourage you to speak with our teachers about whether your
child will be comfortable attending PCS as a “younger
five.”
Does PCS offer a
half-day kindergarten program and, if so, is tuition
reduced?
The K-1 class runs for 6 hours each day.
We believe that developmentally appropriate full-day
kindergarten can offer a more relaxed learning atmosphere
and more opportunities for child-centered, creative
activities, as well as more opportunities for developing
social skills. Full-day programs also provide more
time for field trips, activity centers, projects, and free
play. Early childhood educators have observed that when
children attend school in a setting that feels homey,
rather than “institutional,” and where they are being
followed closely by adults who know them well and have time
to give individual attention, full day kindergarten, as a
general rule, works well. Some families may feel their child's
shorter attention span and interests are better suited for
a half day program, and we support that choice. For some
children (older 5s, kids who have been in a preschool
setting that has a longer day or who are used to attending
3-5 days), the transition to a full day program will
probably be almost seamless. For younger children or
for children for whom this is the first experience being
away from their families for more than an a few hours at a
time, the adjustment may take more time.
We do not have a formal short
day option, but kindergartners may leave after four hours
and our program is structured with a shift in activity at
that point to make a natural stopping point for children
attending for a “short” day. Half-day students may
transition to full-day attendance when the teacher and
family feel it is appropriate. Families pay 85% of the
standard tuition in those months where their child attends
kindergarten on a half-day basis.
How many children are
in each class?
Our classes are mixed age (K-1, 2-3) with
a maximum of 16 students (for example, 8 kindergartners and
8 first graders) in each mixed-age class.
How is student progress
monitored and reported to parents?
Each teacher creates a portfolio for each
of their students to show representations of the child’s
best and most important work. The teacher provides detailed
midyear and year-end narrative reports for each child and
continually documents each child’s academic and social
progress. In addition, the teacher holds midyear and end of
year conferences with the child and his or her parent(s) or
caretaker(s). The teacher communicates with families in
writing twice each month, and more if needed, about the
academic work and social environment of the class as a
whole. Finally, by participating in the classroom,
parents observe their children in the classroom on a weekly
basis and have a strong sense of the thematic flow.
What about art,
movement and music?
PCS provides a weekly music program which
is facilitated by a specialist who has a great deal of
experience teaching instrumental and vocal music to young
children,and bringing song and dramatic musical play into
classrooms. We will add part-time movement and design
professionals over the next few years. We also tap into
musical and artistic expertise that resides within our
member families. Our
outdoor outdoor space is large and inviting, and includes
gardens, large play spaces, climbing structures, and areas
for running and climbing. The Southwest Community Center is
located just a few minutes away by bus. Our specials
programs will expand to include foreign language (beginning
in grade 5) and a formal physical education program as PCS
grows.
Is foreign language
taught at PCS?
We do not have a language program at
PCS. Within the school week, students will begin
foreign language instruction by grade 5.
How are parents
involved in the classroom?
At Portland Cooperative School, each
family is responsible for a weekly 3-4 hour shift in their
child’s class, from Kindergarten through third grade. After
third grade, as many children desire more independence,
while parents will continue to play an active role in the
school, their participation will be in special projects,
research, field trips, and developing special projects in
coordination with their child’s teacher.
The school day, for students
in grades K-3, is divided into morning and afternoon
shifts, and each parent helper is assigned a regular shift
day and time (morning or afternoon). The shift schedule is
created before the school year begins and takes into
account parent’s scheduling needs and requests. One
or two parents work together with the teacher in the
classroom. The teacher
facilitates the parent’s role within the class. The types
of activities the teacher might ask a parent to do are wide
ranging and may include working with a small group of
students on a math or art activity, writing the words of a
student as she tells a story or describes something she has
observed, taking a small group of children outside to work
on a science project or helping younger children set up for
lunch. Parents are also welcome to work with the teacher in
finding ways to share their own interests and hobbies with
the students. To help
parents prepare for their shift responsibilities, we hold
two training sessions for parents before the start of the
school year. This training helps orient parents to
the room and the educational approach of Portland
Cooperative School.
Why are parents
required to do a weekly shift?
Portland Cooperative School requires a
substantial investment of time and energy from families.
This commitment is deeply rooted in our philosophy of
building a school community that enriches not only our
children, but also our own lives and the community beyond
our school. Weekly
shifts promote a deepening of relationships between
parents, teachers and children. Parents and the teacher
form a team that actively works together to create a
positive learning environment. As relationships
deepen, trust develops, ideas are shared, problems are
solved together, confidence grows and the willingness to
take risks, out of a desire to learn, expands. This occurs
in relationships between parents, between parents and
teachers and between parents and students. Promoting
interconnectedness is at the core of PCS’s philosophy, and
the weekly shift plays an important role in helping to make
this happen. Weekly
shifts also give parents more opportunities to hone their
parenting skills. The more time parents spend in the
classroom, the more opportunities they get to observe their
child’s interaction with other adults and children, and the
more chances they get to exercise their teaching and
parenting skills. The opportunity to watch how a
skilled teacher helps two children resolve a conflict
respectfully, or guides a child through a math problem, can
be an invaluable way for parents to gain insight into new
ways to interact with their own children. The opportunity
to observe and develop relationships with other children
also helps parents become more aware of stages in child
development and the uniqueness of each child.
Finally, the active regular
participation of parents brings richness and flexibility to
the classroom day. Parents have much to offer and
share with children. One parent’s interest in
carpentry can be a gold mine for a group of children who
want to learn how to build. In addition, the type of
activities a teacher can plan increases when he or she can
rely on the regular presence of a familiar team of parents.
How much is tuition?
Tuition is $6,500 for 2008-2009 with an
increase expected for 2009-10 (maximum 8%). Our
tuition is calculated to cover our operating expenses at 80
percent of maximum enrollment.
Are there additional
fees, costs, or fundraising obligations?
There are no significant financial
obligations beyond tuition. We are committed to having
tuition payments cover our operating expenses. There will
be opportunities to participate in fundraising as we
develop special programs, build an endowment dedicated to
financial aid (unfortunately, no financial aid will be
available for the 2009-2010 academic year), and acquire
additional physical resources. It is also possible that
there may be special optional school activities that will
require modest fees to cover materials.
What hours does PCS
operate?
The school day is from 8:30 a.m. through
3:00 p.m., though we open for drop off at 8:15 (and pick up
may happen until 3:15 p.m.). We follow generally the
Portland Public Schools calendar, but have fewer days off.
Do you offer aftercare?
We do not presently offer aftercare. Some
of our families do use the aftercare provided by the Portland Jewish Academy
Do you serve lunch?
No, students
bring their own lunches and snacks each day (we have a
refrigerator). However, we plan to begin a tradition of
cooking together as a community once a week in the church
kitchen.
How do I apply for my
child to be admitted to PCS?
Please see the Admissions section of our web site.