The Silliest Angels — A Performance by The Flying Hearts Circus Club
You are cordially invited to a performance by our afterschool circus program, The Flying Hearts Circus Club. We will be presenting a simple yet engaging show entitled The Silliest Angels. Students from grades 1-6 will show the skills they have been developing over the course of the last few months in this playful romp.
Date: April 20th
Time: 4:15pm
Location: Festival Hall at The Denver Waldorf School
All ages are welcome to see the wonders of hard work, focus, courage and silliness which is the circus.
Senior Projects
A highlight of the senior year at a Waldorf School, the Senior Project culminates in an oral presentation before classmates, faculty, friends, and family. Join us in person for two incredible evenings!
Date: April 6th and April 7th
Time: 6:30-8:30pm
Location: Festival Hall at The Denver Waldorf School
Wednesday, April 6th
Stazi Salazar — The Way of a Doula
Dylan Quinn — Music Production
Liv Kuijper — The Lifeline Fund
Phoenix Ywanciow — Sola: A Project in World Building
James Stuart — Song Writing & Music Production
Elan Volk — Becoming an Online Entrepreneur
Daisy Macomber — Selfhood
Olivia Limburg — Constructing and Renting a Pull-Behind Trailer
Thursday, April 7th
Eliza Blanning — Documentary on Body Image & Social Media
Jonah Carr — Hello World
Guthrie Turner — Becoming an EMT
Lucas Lewis — Scrap Metal Welding
Naomi Noone — Songwriting Journey
Jasper Pastor — The Art of Tattooing
Asher DeMoney — Photography
Will McHenry — Model G
What are Senior Projects?
The senior year at a Waldorf school is designed to be a synthesis of the students’ education and a preparation for their next step in life. As twelfth graders stand on the edge of adulthood, they long for independence and yet are still unsure of their place in the world. The Senior Project is designed to help students begin to bridge this gap, preparing them for college studies and professional work in the world. Students must design a project that forces them to pursue a new area of interest or something that will stretch their abilities, mentally, physically and/or emotionally.
The individual projects are approved by the High School faculty and supported by an adult mentor who is an expert in the chosen field of endeavor and preferably someone outside of the familiar school community. The project scope is equivalent to one main lesson block, or about eighty hours of work, and typically extends over many months of the school year. The project culminates in a formal presentation of learning to the community.
Science in the Waldorf Curriculum
“How can I be the person who potentially takes this field forward?” That is the question that DWS high school physics and mathematics teacher, Adam Newman, wants his students to ponder.
This question arises from years of thoughtful scientific study, beginning in kindergarten and continuing through elementary school, middle school, and high school. A developmentally appropriate scientific curriculum — interwoven with history, arts, and mathematics — empowers our students to think critically, observe carefully, and find their place in a dynamic world.
The Scientific Journey from Kindergarten Through High School
Our education in science begins with our youngest in kindergarten. Quite simply, the children observe and experience the world in a way that develops foundational scientific skills.
In the early years, nature walks allow young children to hone their skills of observation. In the springtime, they may see tulips pushing through the soil and opening their beautiful colors to the sky. They may hear a mother robin chirping to her babies in the bough of a spruce tree. They may feel the soil, warm and soft underneath their little toes.
In addition to nature walks, kindergartners come to intuitively understand mechanical processes by simply playing on a teeter totter or kicking their legs out on a swing. During story time, they become engrossed in stories of nature, all the while building a foundation on which later scientific training will rest.
This foundation continues into the early grades. By third grade, students learn ecology by studying how people work in the world — in this case, how farmers serve as stewards of the earth. The youthful eagerness to work and to learn about the world spark an interest in natural processes.
In fourth grade, students directly study the living world through explorations of the human and animal kingdom. The students employ the arts to further their study of morphology. As long time DWS teacher Tom Clark says, “The arts are the good friends of science. Together, they help us understand reality.” The study of morphology encourages students to perceive reality through truth and observation.
In the last year of elementary school, fifth graders study the living world through botany. They carefully draw plants, further training their powers of observation. To truly understand a natural system, one must first be able to observe and reproduce its critical elements.
In middle school, the science curriculum is tailored to the students’ awakening intellects through the study of chemistry, physics, and physiology. They learn experientially through their senses. The principle theme, as Mr. Clark explains, is: “without jumping to a conclusion, what exactly did you see?” From experiment to concept, students learn through hands-on experience and carefully record their observations.
In seventh grade, the students explore mechanics, learning how simple machines work. They work with levers to grasp how a relatively small amount of force can be applied to lift, for example, the back end of a teacher’s car!
With this solid understanding of basic machinery, eighth graders are challenged to understand the technology that impacts our lives. From stereo headphones to motors to internal combustion and jet engines, our Waldorf students gain a working knowledge of the forces at work in our modern world.
By the time a Waldorf student enters high school, they have already developed keen powers of observation. The focus in high school centers around the capacity to think scientifically across various disciplines — including chemistry, biology, and physics.
Unlike some high schools that may teach biology one year and chemistry the next, DWS integrates the major scientific disciplines into each of the four years through their block system. Consequently, our graduates will have taken chemistry, for example, in all four years—not just one.
In ninth grade, students are “very much into the what” of the world, as explained by Nancy Taylor, DWS high school science teacher for the Life Sciences (biology and chemistry). The study of anatomy taps into this natural curiosity during the ninth grade year.
In tenth grade, students crave a more dynamic type of thinking. DWS challenges its students to move from a static to dynamic view of the world through the study of physiology — focusing on the flow of how bodily systems work.
Eleventh grade marks a continued shift to the powers of abstract thinking. In chemistry, that means a study of the atom as a unit of matter. In biology, the focus moves to the cellular level.
From atomic chemistry to embryology to immunology, the students engage their intellect in abstract ways. This intellectual shift to the abstract is made possible by all of the foundational capacities developed in prior years, including attention to detail and acute observational skills.
The big question for twelfth grade is: “how do I fit into the world?” This question naturally lends itself to a study of zoology, the human being, and biochemistry. And to think it all began with those simple nature walks in kindergarten!
Teaching Science to Prepare Productive Citizens of the World
Science is a dynamic universal language that develops the capacity to observe, to think, to be open, to learn from history, to be flexible, and to problem-solve thoughtfully. These skills are crucial as DWS graduates enter a world marked by challenges and opportunities.
Consequently, science in our Waldorf curriculum is not just a specialty subject reserved for a few; rather, all students undergo rigorous scientific development during their time here. Dr. Taylor’s biochemistry course in twelfth grade is the culmination of a four-year journey in chemistry with each and every high school student.
In the words of Mr. Newman, each student must give science a “proper go” and cannot “tap out” when the scientific rigor intensifies. He believes in giving each student the chance to fall in love with science. Dr. Taylor fully agrees that “they can all do it,” and that each student is capable of developing an “intuitive sense of how the world works.”
To achieve this foundation, DWS teachers encourage their students to think of themselves as part of an ongoing scientific mission to understand the world. In the study of electromagnetism in high school, for example, the class begins its study with the history of the thinking about electromagnetism.
While it may be tempting to just jump to the current model of electromagnetism, Mr. Newman pushes his students to follow and replicate the early experiments that led to our modern day understanding of the subject. The students live the scientific method, setting up experiments, observing the results, and understanding how our collective thinking in a subject evolves with each developmental step.
Our students are not just told what’s going to happen. They must conduct the experiments in electromagnetism and observe the results themselves. By embracing this process, the students understand the historical trajectory of a particular field of study and, importantly, its future direction.
DWS graduates enter the broader world with a well-developed ability to observe, to be flexible, to problem-solve, to predict and test, and to think critically with an open mind. Whether a graduate continues with the study of science in college and beyond, or pursues another field entirely, these skills will serve them and humanity well.
To listen to our teachers share about the curriculum, take a listen to our podcast covering this topic here.
Variety Show
DWS Variety Show Returns to the Stage
All families, alumni, and friends are invited to join us in the Festival Hall for a celebration of DWS talent! Hosted by High School students David Neves and Hannah Witkoff alongside Development Officer Hannah Ronan-Daniell, this event showcases acts of all ages.
Date: Wednesday, April 27th
Time: 6pm*
Location: DWS Festival Hall
*Prior to the event, Parent Council is organizing a potato/chili dinner on the playground from 4:45-5:45pm. Stay tuned for communication from PC class reps on how to contribute to this potluck!
Submit Audition Videos by April 15th
Getting your act together? In lieu of in-person auditions, we are currently taking audition video submissions via email for the Variety Show through April 15th. Videos should run no longer than four minutes.
Front Row Tickets and Event Sponsorship
Want to ensure you are at the front of the crowd at the DWS Variety Show? Reserve one of our 22 “Front Row Gnome” tickets for $50 each – All proceeds support the DWS Scholarship Fund, creating equity and access to education for our students each year.
Interested in sponsoring this event? Our $800 sponsorship package includes 2 “Front Row Gnome” tickets, promotion on our Instagram, a logo on our Giving page until the end of August this year, and a public, verbal promotion during the Variety Show event. Again, this package supports our needs and merit-based DWS Scholarships!
To purchase a Front Row Gnome Ticket or Sponsor this event, reach out to Development Officer Hannah Ronan-Daniell: [email protected] or 303.777.0531 ext. 107
About The Denver Waldorf School
The Denver Waldorf School is an urban pre-K through 12 independent school in Colorado. Founded in 1974 on Rudolf Steiner’s humanitarian curriculum, DWS believes education should foster what it is to be human, cultivate lifelong curiosity, and inspire a love for the world. We are currently enrolling for in-person learning:
Want to learn more about us? Learn more about our in-person and virtual events, read our blog, or take a listen to our podcast.
Submit Your Audition Video by April 15th
Please email audition videos (4-minute max) to Vernon Dewey with the subject line “Variety Show Submission” by mid-April.
College Nights: College Engagement and Success
How to Prepare for a Successful Transition to College
Parents and students are invited to attend the April session of our monthly College Nights series with DWS College and Post-Secondary Guidance Counselor Laura Shope.
Topic: College Engagement and Success — Ideal for 12th Grade
Date: April 21st, 2022
Time: 6:30pm
Location: In person at DWS
Please register once to reserve a seat for all remaining dates.
What You’ll Learn
This evening is tailor-made for our senior class families (and everyone is welcome to hear a preview!). We will be discussing how to prepare your student for a successful transition from high school to the college environment. We will identify skills your student should have in place before school starts, tools, and resources to support their transition to campus/classes, as well as how to take care of yourselves as parents in this significant time of life.
Key takeaways include:
- Perspective of the changes students will encounter between high school and college
- Tools and resources to support your student before, during and after arriving on campus
- Next steps for your family to prepare
About College Nights
Our monthly College Nights series focuses on different aspects of the college and post-secondary application process. Laura Shope designed each evening to answer questions and support parents and students in the college application process. These meetings are open to all, although probably most useful to the grade listed with each topic.
- October 7th—Application Process 101 (Grades 10 and 11)
- November 4—SAT and ACT (Grades 10 and 11)
- December—No meeting
- January 6—Supporting Your Student through the Process (Grades 10 and 11)
- February 3—Paying for College (Grades 10 , 11, and 12)
- March 3—Making Choices (Grades 10 and 11)
- April 21—College Engagement and Success (Grade 12)
- May 4—Preparing to Apply & Making the Most of Summer (Grade 11)
About Laura Shope
Laura Shope came to DWS in 2021 via the Rudolf Steiner School of Ann Arbor, where she served as the High School Student Support Coordinator and High School Administrator for the past three years, and a parent in the Waldorf community for more than 17 years. She has extensive training in career development and personal coaching, along with having recently completed her Waldorf High School Teacher Training through the Center for Anthroposophy. Her plans for working with our students and faculty include creating a rich program of self-reflection, support, and clarity around the decisions the students make for their plans after high school.
Laura is a passionate artist and works with stone, clay, wood, weaving, and plaster to create abstract forms. She and her husband, Dale Jensen, are outdoor enthusiasts and look forward to exploring all that Colorado has to offer. They have two sons, Wilder and Corbin, who attended Waldorf schools from preschool through grade 12 (Corbin will graduate from RSSAA in 2022).
About The Denver Waldorf High School
The Denver Waldorf High School offers a liberal arts education, consciously aimed to nurture and encourage adolescent ideals. The high school experience aims to balance the students’ academic needs with their longing to find meaning in the world. Scroll down to hear from a few of our faculty members.
Engaging Body, Intellect, and Emotion
At the start of each day, movement helps spark students’ circulation and bring them together. They then engage in a long, uninterrupted seminar (referred to as main lesson in elementary and middle school) to activate their minds, followed by music and elective classes to spark emotional expression. Music classes and elective courses promote the development of healthy emotional expression through creation.
High School Music
Regarding music, all high school students participate in chorus, with the option to participate in either music ensemble or orchestra until their senior year. Students new to DWS and who have not played their instrument before are strongly encouraged to take private lessons.
Hands-On Learning of Real-World Skills
Students apply what they’ve learned theoretically to scenarios in the real world. For example, a study of soil composition could be applied to a chemistry lesson on acids and bases, as well as a close reading of The Grapes of Wrath, and a course in black-and-white photography in which they learn to develop their own film.
Rhythm of Thinking, Feeling, and Willing
Our goal is to expose our high school students to academic wealth, and demonstrate to them that all knowledge is valuable to encourage their pursuit of wisdom throughout life.
The high school curriculum revisits themes and subjects periodically to strengthen functional knowledge. Students cultivate their ability to think critically, organize ideas and information, and clearly present thoughts through an academically challenging mix of math, English, humanities, physics, life sciences, chemistry, world language, practical, industrial and fine arts, chorus, orchestra, drama, and physical education.
About The Denver Waldorf School
The Denver Waldorf School is an urban pre-K through 12 independent school in Colorado. Founded in 1974 on Rudolf Steiner’s humanitarian curriculum, DWS believes education should foster what it is to be human, cultivate lifelong curiosity, and inspire a love for the world. We are currently enrolling for in-person learning:
Want to learn more about us? Schedule an in-person tour of our Denver campus or join us online during our virtual events.
Waldorf in the Home
Parent Education Morning with Education Director Vernon Dewey
Join us for an in-person presentation led by Education Director Vernon Dewey on how Waldorf pedagogy can support our parenting. In this talk, he will explore “Boundaries as Breathing: Using Rhythm as Preventative Discipline.”
Date: Wednesday, March 23rd
Time: 8:45-9:45am*
Location: DWS
Please register to reserve a spot.
*Prior to the presentation, all are invited to join us for a cup of coffee in the courtyard at the front entrance of the school. We will start pouring at 8am!
About The Denver Waldorf School
The Denver Waldorf School is an urban pre-K through 12 independent school in Colorado. Founded in 1974 on Rudolf Steiner’s humanitarian curriculum, DWS believes education should foster what it is to be human, cultivate lifelong curiosity, and inspire a love for the world. We are currently enrolling for in-person learning:
Want to learn more about us? Learn more about our in-person and virtual events, read our blog, or take a listen to our podcast.
Register Online
Achieving Deeper Sleep
As we greet each day ready to engage with one another and learn about the world all around us, an essential element is always a good night's rest! We all probably could benefit from more sleep than we currently receive, or at least more quality hours of sleep. After all, poor sleep is routinely linked to chronic disease. Children require even greater amounts of sleep than their adult counterparts, and for good reason. It is during sleep that growth and repair of the body takes place, and human growth hormone is at its peak. And when we really dig into the anatomy and physiology of sleep, we discover the important role of the natural light and dark cycles. In our Waldorf education, we do our best to lean into the rhythms of nature- and one simple way is prioritizing outdoor exposure during the school day. We are grateful to have Carla Abate, a DWS parent and community member as well as a certified master nutrition therapist, share more below on how this simple element of the Waldorf curriculum may be cultivating healthier kids and how we can all prioritize achieving deeper sleep.
Sleep 101
Phases of Sleep
Sleep takes place in phases, that are not exactly linear. The first, called sleep onset latency, is the period it takes us to go from awake to unconscious, and is normally between 10 and 20 minutes. Next, Non-Rapid Eye Movement (NREM) and Rapid Eye Movement (REM) set in, with rotating, and repeating 90-minute cycles. NREM cycles are longer in the beginning, and slowly become shorter, while REM cycles grow in length of time from the start of sleep until we wake.
Circadian Rhythm
The suprachiasmatic nucleus, a bundle of nerves located within the hypothalamus, is the primary site of our circadian clock. This nucleus is responsible for the regulation of many biological rhythms including wakefulness and sleep, digestion, and body temperature regulation. Located in close proximity to the optic nerve, the suprachiasmatic nucleus receives input from cells of the retina in response to exposure to light and darkness. This in turn activates corresponding hormones.
Hormones
Cortisol
- Our alert/wakeful hormone that is stimulated by light, particularly blue light waves, signaling time to rise and be productive
- Essential to acute stress response-cortisol is released as our body’s normal reaction to stress as part of the fight-or flight
- Anti-inflammatory-manages inflammation caused by physiological stressors
- When chronically activated by chronic stress or poor diet can lead to cortisol resistance and chronic inflammation
Melatonin
- Activated by onset of darkness and continues to be produced throughout the night
- Should be low in the morning and throughout the day
- Is a potent antioxidant especially locally within the brain
- Repressed by artificial light especially toward evening
Human Growth Hormone
- Most active while we sleep
- Responsible for repair and growth of tissues-very active in rapidly growing children
- Builds muscle mass boosting metabolism
Nutrition For Sleep
Protein - provides the essential amino acid tryptophan needed to make both serotonin and melatonin; also provides the amino acid glycine which acts as a neurotransmitter with an inhibitory effect aiding sleep. Nutrient-dense protein options include:
- Nut and seed butters
- Cottage cheese and yogurt-plain, full-fat and organic preferred
- Quality animal proteins-hamburger, rotisserie chicken, nitrate-free lunch meats, low-mercury fish, eggs, collagen powder- Collagen powders can be added as needed to smoothies, oatmeal, soups, etc.
- Legumes-add beans to a quesadilla or use hummus as dips for veggies
Carbohydrates - Late night eating, especially refined carbs, elevate blood sugar too close to sleep, causing a blood sugar crash during sleep that can be disruptive to quality sleep. Aim to stop eating 2 hours before bed or at least limit refined carbs sticking to fresh fruit as an after-dinner treat.
B Vitamins - B6, B12, and Folate especially, are essential to a methylation pathway of which melatonin production is dependent
- Leafy Greens
- Eggs
- Salmon
- Legumes
Vitamin D - Involved in melatonin synthesis. Vitamin D is best absorbed from sun exposure approximately 10-30 minutes a day midday without sunscreen
- Fish
- Egg yolks
- Fortified foods
Magnesium - involved in more than 300 biochemical reactions, this mineral regulates many other important chemicals involved in sleep including melatonin and GABA (a calming neurotransmitter)
- Dark chocolate - unsweetened preferably
- Avocados
- Nuts and seeds
- Leafy greens
Iron - acts as a cofactor to melatonin-essential to melatonin synthesis
- Dark chocolate
- Red meat (in moderation)
- Red kidney beans
- Vitamin C rich foods taken with iron rich foods increase iron absorption
How Much Sleep Do We Need?
- Infants 14-17 hours per day
- Toddlers 11-14 hours a day
- Preschool Age Children 10-13 hours
- School-Age 9-12
- Teens approximately 8-10 hours
- Adults 7+
Sleep Hygiene
There are many lifestyle adjustments that we can make to improve our sleep quantity and quality. Some are more challenging than others, but even the smallest changes can have a very positive impact when applied over time. Below are some considerations:
- Spend more time outside without sunglasses - natural light exposure during the day contributes to melatonin production in the evening to properly prepare us for sleep.
- Minimize or eliminate screens 2 hours prior to sleep - blue light exposure beyond the daylight hours interferes with melatonin release. Blue light blocking glasses can effectively minimize this type of light exposure when screens are unavoidable prior to sleep.
- Aim for complete darkness - we have melatonin receptors throughout the body so light does not only affect receptors in the eyes.
- Turn down the thermostat before sleep - keeping it a little cold at night decreases core body temperature which triggers sleep onset.
- Commit to going to bed before 10pm (8pm or earlier for children) - majority of deep sleep is achieved in first few hours
- Commit to eating meals at regularly scheduled times as much as possible - other rhythms affecting metabolism such as exercise and meal-times influence our circadian rhythm too.
- Stay active - exercise contributes to sleep drive (the body’s natural desire to rest) and helps regulate our core body temperature.
Recap
As we can see, sleep is a very complex process involving both the nervous and endocrine systems. However, many of the lifestyle and dietary adjustments we can make are not that complicated. Most of the nutrients that support sleep play a role in melatonin production and none work in a vacuum; each influencing one another and often derived from the same nourishing foods. Likewise, the habits we form around light exposure can benefit or burden this critical period of rest.
Disordered sleep conditions are on the rise and are likely due, in part, to the synthetic forms of light generated by the relatively recent technological revolution. Plenty of research links poor sleep with negative health outcomes, chronic disease, and mood disorders. If you or your child suffer from disrupted sleep, you may want to consider the help of a professional in order to preserve your long-term health. At the very least, prioritize getting outside in nature. Growing research positively links outdoor exposure not only with sleep, but other health conditions such as gut health as it relates to the microbiome. Don’t underestimate the small changes within your reach!
About Carla Abate
Carla Abate is a family wellness educator and advocate for the importance of nutrition during the perinatal stages. She is a certified master nutrition therapist (MNT) and postpartum doula. Her experience with pregnancy and entry into motherhood helped inspire what she does today. With motherhood came self-growth, inspiration, and courage. It also brought great challenge forcing her to dive deep into her own wellness journey. Today, it’s Carla's mission to help other mothers (and their families) flourish throughout pregnancy and well beyond.
Find out more at rebelrootsnutrition.com or on instagram @rebelrootsnutrition or contact Carla directly at carla@rebelrootsnutrition.com
References
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3703169/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6751071/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5703049
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6332482/
https://www.cdc.gov/sleep/about_sleep/how_much_sleep.html
Waldorf Night School: Spacial Dynamics
Spacial Dynamics with Movement Teacher Charlie Orphanides
Movement is an integral part of Waldorf education. During our March session of Waldorf Night School, Movement Teacher and Therapeutic Movement Specialist Charlie Orphanides will cover “spacial” dynamics. The evening will include presentations of ideas, lots of movement, time for questions, and ample opportunity for connection with one another.
Date: Wednesday, March 8th*
Time: 6-7:30pm MT
Location: DWS Festival Hall
Register to reserve a spot.
*Childcare is available for $7 per child, payable by cash or check made payable to The Denver Waldorf School; ages 3 y.o. and older.
We will explore some of the key concepts and history behind Spacial Dynamics, and discuss the connections between Spacial Dynamics, Anthroposophy, Waldorf Education and Bothmer Gymnastics. The class will then put these concepts into action through movement. We will practice several Spacial Dynamics and Bothmer Gymnastics exercises while exploring an expansive, receptive and available understanding of the self and our relation to others and the world.
About Charlie Orphanides
Truly a mover, Charlie is an integral part of The Denver Waldorf School faculty as the current Movement Teacher and Therapeutic Movement Specialist. He came to our school after teaching at Waldorf schools in Boulder, New York City, and New Hampshire. He has been teaching for a decade, and began his career fortified with an English degree from Lewis and Clark College, a Master of Education degree and Waldorf Teacher Certification from Antioch University—complemented with many trainings in movement, art, and meditation studies. Charlie is also a graduate of a 5-year training program in “Spacial” Dynamics, certified in Bothmer Gymnastics (based on exercises from the first gym teacher at the first Waldorf school), and has been teaching circus for more than 7 years.
Away from the classroom, Charlie’s hobbies include gardening, fixing and building things, running, bicycling, playing with his two sons, reading, writing, studying a variety of healing modalities, and playing guitar and piano (along with anything else with which it’s fun to make music!).
About The Denver Waldorf School
The Denver Waldorf School is an urban pre-K through 12 independent school in Colorado. Founded in 1974 on Rudolf Steiner’s humanitarian curriculum, DWS believes education should foster what it is to be human, cultivate lifelong curiosity, and inspire a love for the world. We are currently enrolling for in-person learning:
Want to learn more about us? Learn more about our in-person and virtual events, read our blog, or take a listen to our podcast.
Register to Reserve a Spot
Virtual Town Hall: February 9, 2022
If you missed the virtual Town Hall hosted by The Denver Waldorf School on February 9, 2022, please watch the recording below. During this event, we heard from DWS Directors Kelly Church, Vernon Dewey, Brie Kaiser, Jen Lamboy, and Laurie Thompson as well as Board of Trustees Co-Chair Ryan Gregory and Operations Manager Christa Gustafson.
Answers to Community Questions
During the virtual Town Hall, we received a couple of questions, answered below by Finance Director Laurie Thompson.
A distinguishing feature of Waldorf education is the depth of our first through eighth curriculum that addresses the educational and developmental needs of the whole child. In addition to their classroom teacher, students have dedicated teachers for handwork, woodwork, choral music, instrumental music, Spanish, physical education and movement. Our high school offers a very low student/teacher ratio, employing teachers with specialized knowledge and experience in the core subject areas and additional adjunct teachers for a wide variety of elective and specialized classes.
As an independent school we provide all administrative and other student support in-house, rather than relying on the larger infrastructure found in a public school system.
We have a comprehensive five year budget that is managed in conjunction with the Finance Committee and the Board of Trustees to ensure that all school wide priorities are balanced. Budgetary priorities are based on our mission, which is the delivery of a robust Waldorf education that meets the criteria of both ACIS (Association of Colorado Independent Schools) and AWSNA (Association of Waldorf Schools of North America) through which we are accredited.