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OCTOBER/NOVEMBER CALENDAR  

 

  • Wednesday,October 21st: Sign up for Parent Observation Week on Campus Bulletin Boards
  • Friday, October 23rd at 9am: Encinal Campus Fall Photo Day (Class Pictures at 9:30am)
  • Monday, October 26th: North American Cultural Unit begins
  • Monday-Friday, October 26th-30th: Parent Observation Week
  • Sunday, November 1st: Daylight Savings End (turn clocks back)
  • Tuesday, November 3rd: SCHOOL CLOSED/NO DAYCARE
    for Parent/Teacher Conferences and Election Day
  • Thursday, November 5th at 9am: Pacific Campus Fall Photo Day (Class Pictures at 9:30am)
  • Friday, November 6th at 9am: Taylor Campus Fall Photo Day (Class Pictures at 9:30am)
  • Monday-Friday, November 9th-13th: National Young Reader's Week (Monday, November 9th & Friday, November 13th are PAJAMA DAYS!)
  • Wednesday, November 11th: SCHOOL CLOSED/NO DAYCARE for Veteran's Day
  • Monday - Friday, November 16th- 20th: Food Drive
  • Tuesday, November 24th -6:15-8pm: Harvest Meal at the Elk's Lodge (minimum day at 2:30pm)
  • Wednesday-Friday, November 25th-27th: NO SCHOOL/NO DAYCARE for Autumn Recess
Our Schools
In This Issue
:: Taylor Campus
:: Encinal Campus
:: Music with Mr. Steve
:: MESA
From Cindy's Desk


"Human behavior is more influenced by things outside of us than inside. The 'situation' is the external environment."  - Phillip Zimbardo

I had an interesting conversation with a parent regarding content and attendance at parent meetings.  To my surprise, she said that although she loves and wants to hear more about Montessori education, if she could choose, she would prefer to tap into my expertise in human development and be a part of a meeting about children and behavior.  "Sometimes," she said "I just don't know what to do."  I had just heard those words uttered by a different parent 2-3 days before.

Parents are at a loss sometimes about how to deal with challenging situations.  Interestingly, the American Academy of Pediatrics published a table outlining the effectiveness of disciplinary approaches based on age:

Age-Appropriate Techniques for Childhood Discipline
INTERVENTION
INFANT
TODDLER
SCHOOL-AGE
ADOLESCENT
Positive reinforcement
+
+
+
+
Redirecting
+
+
+
0
Verbal instruction/explanation
0
Ltd
+
+
Time-out
0
+
+
0
Establishment of rules
0
0
+
+
Grounding
0
0
+
+
Withholding privileges
0
0
+
+
0 = Little or no effectiveness; + = effective/recommended; Ltd = limited, may work in certain situations or with more mature toddlers.
(Howard BJ. Advising parents on discipline: what works. Pediatrics. 1996;98:809-15)
 
Although the table is helpful, it addresses typical responses only. It does not address "my child" - the child who responds differently, who is willful, who has atypical responsive behavior and for whom the parent/s and teacher/s must think outside of the box.  This study was published in 1996, and children have changed, as a result of societal and economic change, reconsideration of social norms, stress (be that specifically child, parental, or general familial stress) and other factors.  Professionals have searched for the etiology of different behavior or misbehavior as it has changed and increased in its' change over time. And there are no clear reasons that are representative of challenging or different behavior that are markers for all children.  We do know that children act and respond differently now, than when we were children (or it was tightly managed possibly to the child's detriment or hidden).  

My mother was a strict disciplinarian growing up, and neighbors remarked positively about my obedience on a regular basis.  However, when I became a young adult, my mom became a foster parent, and eventually adopted two boys who had very difficult behaviors.  What is interesting, is that I was unaware of it for quite some time, as my mom kept them home when she felt they were having a bad day, but she also kept them very separate from the rest of the family, as she feared that we would discover that her "perfect" parenting techniques, seemingly evident in my behavior as a child, didn't work for them. When my mother passed away, I inherited my brothers as my own children, and discovered behaviors left unchecked for years manifest mightily in adolescence. Unprepared for what I was facing, I became one of the many parents who just "didn't know what to do."

Research indicates that it is difficult to change behaviors by fixing unnecessary habits.  As adults, we do that on a regular basis - switch a diet for 30 days, paint one's nails to abstain from biting them.  But the same research highlights the mystery of the brain in its effectiveness in changing behaviors through the development of additional neuropathways to change behavior.  Perhaps this is why the idea of redirection for young ones is a noted behavioral intervention.  At the toddler level, it may be easier, since they are walking neural receivers and integrators, and everything they experience is adding to their neural integration.  For older children, it involves a lot more ingenuity - more, I think, because we underestimate the immense capacity of the brain to receive, translate and engage information on a concrete level at a younger stage of development, and then to expand and abstract at an older age of maturity.  

Certainly, among the several reasons for unhelpful behavior, neurological boredom is one of them.  The brain is almost like a 2 and 80 year old - it tires when it isn't strongly stimulated, which can result in laziness (eventually atrophy) or irritation (manifest in behavior - and yes, this also occurs - often verbally at the 80+ year old state). Dr. Montessori's scientific observation uncovered this and resulted in complex materials teaching young children such things as division, geometry, astronomy and zoology as concrete concepts. 

Do Behavioral Challenges Hinder Academic Development?

The information is interesting.  Children whose behavior is connected to having impulsive, hyperactive behavior actually tend to take in information quickly and fully (parents are often surprised by the child who does not come to circle, but knows all of the songs that were sung, and the information that was presented).  However, when impulsivity is connected to lack of motivation, children tend to be lower performers academically.  Even the children who score high on IQ tests, may perform poorly when impulsive actions originate from frustration over the need to be perfect (often resulting from a lack of resiliency).  Additionally, children with other behavioral challenges may be hindered academically, as the behavior overtakes the learning opportunities.
What Can We Do?

As a school, we are working hard on revisiting our policies and positions around behaviors, especially new and persistent, emergent behaviors. Our staff are asked to read and watch some videos released by the Department of Education and Health and Human Services through the Early Learning Interagency Policy Board regarding the state of children's behaviors, suspension, expulsion, self-image and strategies for teachers.
 
How Can You Help Us?

The position of The Child Unique and Montessori Elementary School of Alameda is very clear regarding aggressive behavior.  It is our intention that parents partner with us to minimize any behavioral issues that are connected to aggression.  Although there are many things available to children via social media, prepared environments and entertainment (toys or games) with violent or aggressive images and them -  allowing items such as these, on the whole, are counter effective to enrolling a child in a school with a philosophy dedicated to education for peace.  Our desire to support our staff with as many tools as possible to assist children with their social and emotional development so that they are supported in their academic development, comes from the assumption that parents clearly enter the school supporting our goals for a peaceful environment. 

As Phillip Zimbardo mentioned, behavior is more externally than internally influenced.  In our work as observers, we need parents and teachers to observe the external influences that affect a child's behavior.  This means that we need you to:
  • Rethink practices that your child is exposed to (in home and with friends).
  • Consider how you and others engage with your child from a visual standpoint (reasoning occurs later - even when one can reason and abstract, the brain receives information through the eyes and takes it in as normative - what does your child see? Do you comment on things that your child is accidentally exposed to?).
  • Rethink how your child sees you respond to challenging situations.  Do you allow them to see you recover, take time out, try again, and not give up? Do you recall those words by Charles Swindoll: "Life is 10% of what happens to me and 90% how I react to it"?
  • Practice consistent discipline through practice and ground rules (do you say don't hit, but allow your child to watch fighting, play with violent games, watch you do the same?).
  • Recognize that harmful words precede harmful actions, and disallow them as much as disallowing physical actions?
  • Avoid sending your child to school with clothing or items that depict violence in any way, including characters or slogans.
  • Give your child "time in." Rather than merely punitive time outs, do you thank your child by having a clean "time in" - time purposely with them?
  • Reward yourself when it goes well. 
I enjoy greeting in the mornings (I've been greeting at the Taylor campus these past two months), and I observed two wonderful situations with Sophie Siv's dad. On one day, Sophie was getting out of the car, and her father, Tyler, was dressed in a suit, patiently waiting for Sophie to exit.  "Do you need my help?" he patiently asked her.  As the "no" came from Sophie, Tyler said, "Okay," and continued to stand outside of the car and wait, as Sophie independently gathered things and removed herself from the car.  "That was well done," I remarked, because I know as a parent needing to move on to the next part of the day, it isn't always easy to wait on the slow independent actions of a child.  However, a few days later, the exit scenario was not as pleasant, as Sophie had a doll in the car, and wanted to take it in the classroom with her.  I could hear her crying, and Tyler's very calm voice saying something like, "I understand how you feel, but she needs to stay in the car.  You can give her a hug, and then she needs to stay in the car." Then - he waited.  At that point, I asked him if he needed my help, and he replied, "No.  She just misses her doll.  We'll be fine." And they were.  He may have repeated the same words to her once more, but slowly, the child exited the car without the doll. Those are the moments that deserve a High 5, deep breath or hug.  It went well.
 
And About Those Daily Developmental Behaviors?

Hold on - We'll get there in the next newsletter...... In the meantime:
  1. We will be holding a coffee chat connected to the Montessori Family Alliance webinars, especially for parents, held at 10am (date to be announced).  If you can join in from work, that would also be great.
  2. If you are interested in making this information a parent topic at our next parent meeting, please let us know.  If there is enough response, we will go there. 
  3. Feel free to email or call with particular questions, and I will attempt to include them within the next newsletter.
 
"When faced with a challenge, happy families, like happy people, just add a new chapter to their life story that shows them overcoming hardship.  This skill is particularly important for children, whose identity tends to get locked in during adolescence."   -Bruce Feller

Blessings,
Cindy
PACIFIC CAMPUS 

Toddler 1 Class
Ms. Rose & Ms. Merle

Dear Toddler 1 Parents,

This month has been busy! We have been working on our gross motor skills, walking on a balance beam, jumping, scrubbing tables, window washing, and sweeping. 

We have been singing songs like "5 Little Buns in the Bakery Shop" and learning how to count. We recently introduced the concept of 0 means nothing. We have had great joy grinding coffee, and working with water.

Thank you to all of our parents for the donation of the notebook computer! Thank you to the Ramsey Family for the donation of books and classroom supplies, and to the Landgraf Family for our beautiful table cloths for our lunch table. 

Thank you,
Ms. Rose & Ms. Merle  

 
Pre-Primary Class
Ms. Mari & Ms. Zoe
 
 
Dear Pre-Primary Families,

This past month has been an enjoyable one for the Pre-Primary classroom. We have been focusing on many different things as we settled into the classroom and shared many reasons to be excited and happy in our classroom.

We have spent a lot of time discussing, learning and observing the seasons changing right before our eyes. Inside of the classroom the children have been working on different fall projects, focusing on the changes the we will see take place with the tree's and leaves around us. The children have been working on creating their own fall tree with different color leaves, along with leaf rubbing booklets, leaf matching cards, fall animal habitat work and counting with leaves and pumpkins. 

Outside of the classroom we have been taking time to observe the trees and leaves around us as we play on the playground, walk to and from the library or park.

Along with our excitement to learn about the new season, we have also been excited to work with a lot of our new Practical Life materials, such as flower and table arranging/setting, mirror polishing, silver polishing and being able to set up the snack table, from picking a table cloth for the day to serving their own snack.

However, the excitement does not stop there! The children were also very excited to have our first music demo with Mr. Steve Slater, who taught us about the banjo and baritone ukulele, along with singing a couple songs. Mr. Steve will visit once a month for a new music demo with new instruments.

We would like to send a special thank you to The Maier family for donating the hermit crabs. The children really enjoyed being a part in setting up the hermit crab home again. They also really enjoy being able to stop and observe the hermit crabs throughout the day. We would also like to send a special thank you to the Cody family for helping us take positive steps into having a functioning and healthy fish tank again! The children are eager to meet, observe and care for the new fish. We also appreciate all families who came to the community workday and helped improve our school!

Finally, thank you to all families of the Pre-Primary class who have supported our classroom in many different ways.

Thank you,
Ms. Mari and Ms. Zoe
TAYLOR CAMPUS
  
Toddler 2 Class 
Ms. Porshia & Ms. Sara 

 
Dear Toddler Parents, 

We would like to say our fondest good-byes to the Lee and Jameson family. Derek will truly be missed as he brought such a warm and loving vibe to the classroom. Thank you so much to Hyun and Peter for being awesome room parents. Max will be missed as he was our classroom organizer. He knew when something was out of place and always new how to put it back in order.

Thank you also to the parent's who helped donate items from our wish list, such as Jeannine Bellaci, Ava Malick, Justin Rich, Kylie Jameson and the O'Donnell Family.

We have been doing pumpkin painting and designing. What fun to begin our group discussion on how pumpkins are made, the different sizes, shapes and, colors.

Children are working on letter stamping sounds c,t,m and the colors pink, orange, green, and purple. We introduced our new cultural unit: The World Cultural by discussing the continents and learning about varies places on each one. For example, for North America we showed pictures and talked about the Grand Canyon, explaining to the children that this is the continent we live on. We also talked about the cities of Alameda and Oakland and the state of California.

For South America, we looked at pictures and talked about the ancient city in Peru called Machu Picchu. We talked about  the Louvre museum in Paris and showed the Mona Lisa painting in our discussion of Europe and we showed pictures of different places and things in the continent of Asia, like Tokyo and restaurants and taxis in Japan.

The students enjoyed looking at beautiful pictures of Kenya elephants, grassland, and Kilimanjaro the highest peak in Africa and pictures of Aborigine people and the Great Barrier Reef for Australia.

Antarctica is always a treat as we discussed how this is the coldest out of all the continents and showed pictures of penguins and whales.

Children have been introduced to the numbers 10-21and had a mini group lessons on the Sensorial Materials like the brown stair and pink cube.

Children assisted with the preparation for making their own applesauce. They were very excited to be using a knife. Each child that came to the table to cut apples said, "I need my knife please." The applesauce was great. The children also enjoyed preparing and drinking orange juice. During the group lesson I was explaining to the children where oranges come from and how orange juice is made. A couple of children paused and our Max said, "No you get orange juice and apple juice from the store like my mom." All the teachers laughed. What  a pertinent life lesson for the children about where our food originates.

All month long, students work on table and place setting work and pouring pitcher to pitcher work. They learned new words this month like: October, butternut squash, knife, pitcher, strainer, spatula, cookie sheet, and crock pot. They continue their picture to object matching and our learning the letter sounds: s, r and p. Our favorite books this month are "Is Your Mama a  Llama?" by Deborah Guarino and "Five Little Monkeys Play Hide-and-Seek" by Eileen Christelow. 
   
Thank you,  
Ms. Porshia & Ms. Sara  

Primary 3 Class 
Ms. Nina & Ms. Nicole
 
Dear Primary 3 Families,

We hope everyone is doing well. All the children are very engaged with their works this month, especially the new big works.

They love the following Practical Life materials such as the clothes pin, leaf cleaning, watering plants, pumpkin hammering, cutting work, flint corn tweezing and pumpkin washing. We are cleaning and scrubbing our lunch area everyday as well. In addition, a new chef is assigned daily to prepare the snacks for the entire class!

The children are continuing to learn about sizes and building their own designs using the Sensorial materials like the brown prisms, the pink cubes extensions and colored knob cylinders.

The students are so engaged in all of their math works, namely the teen board, ten board and addition strip board. We are also continuing counting up to 100th day of school with the use of paper link chains.

Children are continuing to learn about letter sounds with the letter puzzle and we are currently concentrating on the e/f/d/n letter sounds and matching of upper and lower case letters. They are also doing some writing works with name tracing and letter tracing using a marker.

Everyone loves the "The Kindness Quilt" by Nancy Elizabeth Wallace. The children even made an art project related to the book by creating our own kindness quilt and stating what is kindness for them.

During the World cultural unit, we learned all of the names of the world continents and where they are located on a map. We then traced and painted the continents with watercolors. After we learned about the continents we learned about the layers of our earth, the inner core, outer core, mantle and the crust (like a pizza the children loved to say that part)! After we learned about the layers we made the layers with play dough. We also talked about earthquakes, why they happen and what we should do if one occurs. 

We've been talking all about the fall season and what happens to the trees, we have also been talking about they types of fruit and vegetables we have in the fall. We are continuing to talk about how to be a friend and using kind words and gentle hands.

2 weeks ago, we made yummy Mac & Cheese. The children grated all the cheese and helped put it into our macaroni. They had just as fun making it as they did eating! We have been also taking walks nearly every day in preparation for our pumpkin patch field trip, which was so much fun! We also visited the post office and got to shake the post office attendants hand, it was a fun time had by all.
Special thanks to all of the families who donated playdough. Thank you to the Biggs, Rodgers, Bussey, Sadauskas, Siv and Hu families. And CONGRATULATIONS to the Stockwell Family on the arrival of their twin boys!

If you can, we need donations of flint corn (as much as you have), gluten free chips for our picnic, cotton balls and one long hose for the Taylor campus garden.

Thank you,
Ms. Nina and Ms. Nicole
ENCINAL CAMPUS 
  
Primary 1 Class
Ms. Alondra & Ms. Kwang  
 
Dear Primary 1 Parents,

Our class is bustling with energy and there are so many exciting items to report. There is an abundance of pumpkin and autumn themed works in the classroom and we went on our first field trip of the school year to the Speer Family Farm at Alameda Point via bus. Children chose pumpkins and visited the petting zoo and took part in hands on lessons centered around autumn and harvesting.
 
Children are also exuberant about the new addition to our class. His name is Chris and he is our resident Beta fish. Thank you to Natasha Andrade who has yet again been a beacon of generosity to our classroom. In honor of Chris, children in Primary 1 are learning all about fish. We read "The Rainbow Fish" by Marcus Pfister and have discussed the many varieties of fish found in oceans and lakes. Children have participated in the feeding of Chris and are learning the names of all his body parts. Be sure to ask your little one where his dorsal fin is located and how he breathes. Students will eventually make their own fish book to take home. 


In preparation of our North America cultural unit students are learning the Continent Song and are identifying land and water masses on the sandpaper globe.  Most can already identify North America on our continent globe, "It's the orange continent" student's say.  We discussed the difference between living and non-living things, some students even made collages with the help of Ms. Tess.
 
We still continue to focus on the 4 P's, which are: peaceful, polite, patient, and positive.  Ms. Kwang and I have introduced the concept of helping hands to the class.  Should a friend need help with an activity, they place a helping hand on their work area.  Kwang and I are simply amazed at how eager our friends are willing to help one another. 

In closing, Ms. Kwang and I would like to thank all parents for supporting our efforts in the purchase of a laptop for our class.  It has already proven to be a great tool and simplified our work in many ways.  Our class wish list is posted above the sign-in-sheet.  Play dough is an item we can never have enough of.  

Thank you,
Ms. Alondra & Ms. Kwang
 

Primary 2 Class
Mr. Joseph & Ms. Verise & Ms. Isabella 
 
 
Here in the Primary 2 classroom, excitement began building for our field trip to the Speer Family Farm Pumpkin Patch here in Alameda. The students loved petting farm animals and bringing a small pumpkin back as well. The children have been working on understanding the life cycle of a pumpkin and in Practical Life they have been washing pumpkins.

What's inside our bodies? Our students are about to start a two week long journey into understanding just how important our bones are. They will be making their own life size skeleton and getting to know the names of our bones through language arts activities and song!

Our students have been working on a new peer activity known as "The Mystery Bag!" The students place three geometric shapes in a bag and then place their hand inside. As they describe what they are feeling the other student must guess what geometric shape they're describing. 

Students are concentrating hard in various activities. We are practicing using the number layout quilt, matching our quantity of golden beads to numerals such as units, tens, hundreds, and thousands. Some of our students are practicing single digit and even four digit addition!

We are practicing our first song for this year's Winterfest Performance. Miss Isabella is engaging the students and helping them practice singing "Twinkle Twinkle Little Star" in Spanish. 

We would like to thank all of the parents who came for Community Building Day.

All the best,
Mr. Joseph, Ms. Verise, and Ms. Isabella

Music with Mr. Steve
 
The music class has expanded.  We have a couple of new students eager to learn the ukulele and they are doing their best to catch up.  We have started working out of a music theory book, which is really helping the students to focus on what they should be working on, as well as giving them a solid reference for the notes. 
 
We have started learning the chords and words for our song to be performed in the upcoming Winterfest Performance.  You may have heard the students practicing around the house.  Feel free to sing along with them. 
 
They should all be bringing the ukuleles home, practicing daily is a key component to learning any instrument.  The students should know how to tune their instruments, play at least one chord (G Major), and know at least one finger dexterity exercise to practice.  They also have been provided with a baritone ukulele work book.  Every student has learned at least the first page, "Notes on the E String" and should be able to practice reading and playing those notes. 
 
Thanks, 
Steve
MESA (Montessori Elementary School of Alameda)
Ms. Fatma
 
Dear MESA Parents,
 
Students practice their daily chores with Practical Life skills by serving themselves and washing dishes and utensils. We also applied our Community Chart of Helpers to include different jobs that children take turns completing, such as being the calendar leader, gardener, trash monitor, recycling monitor, historian, meteorologist and shelf monitor. Children enjoy participating and taking turns. Also children make sure to prepare the fruit and vegetables that they bring from Farmer's Market every Tuesday.We will be introducing sewing and weaving in our class in the coming few weeks.    
 
Our weekly visit to the Farmer's Market assists in making the children aware of the many functional uses of math skills in our daily life. They are getting to practice their math skills to figure out how much they eat per day then per week for themselves and also their friends in the other classes. They've been making lists, calculating, estimating and having fun through the whole process.
 
We are working on the parts of volcanos that we touched base of when we introduced the first great lesson which was about the story of the universe. Students had a great chance to look at a real lava rock that was picked from a volcano in Hawaii under the microscope. Children were introduced to the concept of papier-mâché so that each of them could build his\her own volcano. We will be painting and getting them all ready to erupt, so stay tuned. We will be preparing our second great lesson shortly.
 
We introduced our first great lesson a few weeks ago and it was so fun. I introduced the concept of expansion with heat and shrinking with cold, using a manual cotton candy machine. Children had a chance to prepare their own cotton candy and also prepared snack for all the students at the school. It was a fun afternoon for everybody.
 
Some of the younger children are working on the tree and leaf parts. They get a chance to trace and color and then label each part. It's fun for them as both an art and science project. Other students are working on finding the mountain and the water bodies on a world map. The students also enjoy coloring, labeling and creating their USA map.
 
We are starting our cursive revolution as all the children practice it daily. We try to make it fun for them so that they enjoy it. It's actually very empowering for them to see the prompt result of their handwriting practice as it becomes neater, which in turn, encourages them to practice more often. One of our lovely grandparents volunteers to come and read to the children every Friday and also do an activity with them. She's introducing the concepts of illustrating and editing to our children. We all look forward to her every week visit. Also children are introduced to the sign language during her reading time. We have been blessed to have Ms. Judy coming to our class.
 
The students love the book of poems book called "I Like Being Me" by Judi Lalli. Some of them like to share such memories with their peers during circle time. Also children are learning how to sing the famous song "Mary Had a Little Lamb" but only using musical notes, not words.
 
Children get that great chance to practice their Ukulele with our music teacher, Mr. Steve. They all get a chance to have one-on-one practice with him as well participating in a group performance every week. He is teaching them to read and write music notes.
 
Again, I would like to thank all of the lovely parents and especially Sheri and Kevin Smith for organizing the wonderful fieldtrip to the pumpkin patch last week. A very special thanks goes out to Kean, who helps me and the children all the time. Thank you for always being there for us.
 
We will be arranging a visit to the Crab Cove Visitor Center near the school. Children will have a chance to watch see some creatures and we hope we can have lots of activities related to enrich their visit.
 
We would love to have a feedback about our wish list. Also we need a laminator as well as lamination papers. We also need an electric sharpener.

Thank you,
Ms. Fatma
ANNOUNCEMENTS

A really big thank you goes out to all of Tristan Flores, David Cody and David Holden and all of the other parents who worked during Community Building Day and to those parents who donated laptops to our different classrooms. You ROCK!!! Thank you to Sheri Smith and Jeanine Bellaci for spearheading the effort to find them!

Congratulations to the Stockwell family on the birth of their twin boys! Yay! Welcome to the world and The Child Unique community too!

TCU Wish List:
*Volunteer opportunity: Do you know about fish tanks? We have a fish tank at our Pacific campus that needs to get fixed and prepared so that we can have fish in it. Let us know if you could help with that.

TCU/MESA Wish List:
· Zucchini from your garden. We have a parent who has graciously offered to bake zucchini bread from donated zucchini for the children's snack. Please let us know if you have zucchini, so that we can co-ordinate.

· Fruit from your back-yard tree for the children's snack

· Plastic bags and large paper bags for soiled clothing, and garbage cans

· Someone to take our e-waste to a recycling center (see Cindy)

· Additional parents to serve on the Fundraising Committee (email Cindy)
The Child Unique Montessori School & The Montessori Elementary School of Alameda (MESA)

Main Office:
2226 Encinal St./Alameda/CA 94501
(510) 521- 9227 /
(510) 521-9246 fax

Taylor Office:
1400 6th St./Alameda/CA 94501
(510)521-0595

thechildunique@yahoo.com