Frequently Asked Questions

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How is The School in Rose Valley different from other elementary schools?

SRV is located on an 8.5-acre wooded campus surrounded by a nature preserve. To us, the outdoors is an extended classroom. Science class often takes place on the trail, we have our own student-created organic garden, students go sledding when it snows, and we even have sheep!

We are a small, close-knit community of learners. Children are well known here by many adults who are a part of their daily lives. There are many opportunities for older and younger children to interact and learn from each other. We are well known for our social skills curriculum, our service and partnership learning program, our commitment to educating the whole child, and our strong belief in the preservation of childhood.

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What is a progressive school?

At SRV, progressive education means that the learning that takes place in the elementary years should be authentic, active, and should involve children at a very deep level as partners in their own learning. Our community respects children individually and as members of a group. Our commitment to progressive education means that a child's social, emotional and physical development is valued just as much as their growth intellectually and academically.

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What are the benefits to a small school?

In our small school setting, children are known extremely well by their teachers and their peers. There is a high level of individual attention on a daily basis. In such a small community of learners, the younger children know the older children, boys and girls play together, and there is a strong emphasis on respect for others. In smaller settings, teachers are more able to deal directly with social, emotional and academic challenges as they arise, shepherding children through situations and encouraging them to reflect on their outcomes.

A small school setting also creates an opportunity for adults to work more closely together than in a larger, more bureaucratic environment. Partnership and communication are easier when there are fewer channels to work through.

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Is there enough structure at SRV for my child?

There is structure to daily life at SRV but it looks different than in traditional school settings where there are much larger class sizes and usually one teacher directing the daily work. There is a set schedule to each school day, with specific time dedicated to core academics as well as weekly special subjects like woodshop, music, art, technology, sports, and science. Students know where they are supposed to be and what is expected of them at all times. There is a great deal of thoughtful attention given to work spaces, opportunities for collaboration, and assessment of individual students and their progress according to the curriculum and state and national standards. This is done in a setting with enormous emphasis placed on children and their developmental needs as opposed to the school's or teacher's convenience, limitations, or outside requirements.

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What is the purpose of a vertical grouping?

At SRV, first and second grades are grouped together (Primary Circle), third and fourth grades are grouped together (Main Circle) and fifth and sixth grades are grouped together (Oldest Group). This enables children to be in the same group, usually in the same room with the same teacher, for a two-year span of time. This reduces or eliminates the time it usually takes a student to learn new classroom routines and expectations, and the time it takes a teacher to get to know a student as a learner and a member of a classroom community. A vertical grouping allows for more flexibility, enabling children to be exposed to a greater range of instruction based on skill level and not age. There are also more opportunities for children to emerge as leaders or mentors in the areas in which they excel.

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Where do SRV graduates go?

SRV graduates go on to both public and private schools. Schools they have attended in the past decade include Friends' Central, Strath Haven Middle School, Friend's Select, The Westtown School, Baldwin, Springton Lake Middle School, Wilmington Friends School, Woodlynde Academy, The Walden School, Media Providence Friends School, E. T. Richardson Middle School, The Crefeld School, the Academy of Notre Dame de Namur, Bala Cynwyd Middle School, Delaware Valley Friends, and others.

Each year we contact the schools our graduates go on to. We speak directly with guidance counselors, principals, admissions directors and heads of schools about their transition. They usually tell us that SRV grads transition beautifully into their new environment. They tend to be the children who are still excited about learning and who know themselves well both as learners and as friends. They make strong connections with peers and adults alike. "Send more children like them!" is the resounding refrain.

We also speak to the graduates themselves and their families. They tell us that there is an adjustment period in the beginning of the school year but that within a relatively short period of time, they figure out how to navigate their new environment. As adults, SRV graduates often choose service-oriented careers (teaching, medicine, social work, etc.), continuing research (in the sciences, computer technology or medicine), or creative pursuits (in literature, art, music, architecture, etc.). They continue to be attached to and involved with the school and their SRV friends. Many have gone on to found SRV-like schools where they live for their own children, or have returned to this area so their children can attend SRV! See individual alumni profiles in the alumni section of the web site. Click to visit our alumni section.

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How do SRV graduates make the transition, and how do they succeed?

We periodically survey alumni and the schools they attend. Teachers from middle schools love our graduates because they are still interested in learning, they speak up, and they are not afraid to ask questions. They often make boring assignments more challenging for themselves, just because they want to. Schools also appreciate SRV graduates' values, social skills, sense of justice, and willingness to take a stand or act.

Academically, SRV graduates usually do very well. They tend to have a realistic sense of who they are, what their strengths and vulnerabilities are, and to feel good about themselves. They are creative, practical problem solvers, good at thinking for themselves. They generally have the same skills in place as their counterparts, and they have the ability to go out and learn what else they may find they need to know. They are generally stronger than most in creative writing, conducting research, and the conceptual and real problem-solving aspects of mathematics and science.

The transition experience varies from child to child (SRV is only one element of their lives), but on the whole it is positive. They tend to enjoy "playing the game" of taking tests and getting grades, and they are prepared for the challenge. Sometimes the social scene seems foreign to them, but they usually adapt quickly. They tend to become leaders in their new settings.

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Can my specials needs child attend SRV?

Maybe, but probably not. SRV is not a special education school, and we do not have the expertise, training, program or facilities to handle most severe learning differences or emotional or behavioral problems. We may be able to accommodate children with certain mild issues, depending on the child, the issue, the proposed group, and the available support from family and special services. Parents should talk with the Admissions Director.

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What type of curriculum do we have?

The math curriculum teaches to the National Council of Teachers of Mathematics (NCTM) standards. These standards are based on recent research about how children learn math and what it means to be mathematically literate. At all ages at SRV, students engage in meaningful exploration of concepts and problems. Students develop confidence and flexibility in approaching problems. They think in depth and use drawing, writing and speaking to express and explore their thinking, make connections and recognize mathematical relationships. In preschool the math program is implemented through hands-on games and activities in which the children explore basic concepts. In the K-5th grades, the school uses the Investigations program, supplemented with developmentally appropriate practice in math fact and algorithm fluency. In the 6th grade we use a variety of sources to create a similar program (Investigations is not available for 6th).

Literacy at SRV is serious, purposeful and joyful work. We use state and national standards as well as our progressive pedagogy to inform our teaching practices and guide our curricular decisions. Our goal is to help children live rich literate lives. To do this we offer a balanced literacy program that includes 5 main components:

  • reading
  • writing
  • spelling/word work
  • listening
  • speaking

View detailed information about our literacy curriculum.

The social studies curriculum includes three primary elements: work on individual social skills and classroom community-building; work on specific social studies experiences and skills; and studying broad topics and themes in which the skills are applied and in which the students gain some familiarity with and understanding of diverse peoples, places and times in the world. The community-building and social skills aspects of the curriculum are discussed elsewhere. The social studies skills that are taught in age-appropriate ways at all levels include geography and map reading, learning basic concepts of culture, government and economy, using a variety of reference sources and materials to conduct research, and writing reports. The specific content of the topics and themes covered in rooms each year varies according to the interests and questions of the teachers and students. Examples of areas studied in classrooms over the past few years are Ancient Greece, Native Americans, Exploration and Colonial America, and the Rose Valley community.

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What is our homework policy?

There is very little homework given at SRV. We feel strongly that children need time to play and to be with their families after school. We also choose not to give students "busy work." If parents like homework because it helps them feel in the loop about the material their children are covering, we encourage parents to come into the classroom and to get involved in other ways.

Below 3rd grade no homework is assigned. Occasionally young students take a book home to read with their parents, or ask a teacher to give them a paper or activity to do at home. We try to keep these projects minimal and fun, and they are optional. In 3rd and 4th grades, teachers' systems vary, but if there is any assigned homework, it is brief and substantive. Some teachers give occasional follow-up or practice assignments to support work done in school. Others may give students a packet of suggested activities to do at home, requiring that they complete and hand in one or two of the activities by a given due date. This helps the students begin to develop some responsibility and good work habits. In the 5th and 6th grades, students receive a packet of homework to complete in a week. They learn to budget their time, and work towards being independent and self-motivated, taking ownership of their learning. Again, assignments are brief and substantive, with optional enrichment suggestions for those who want more.

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Do we give tests?

We do not test children as part of the regular program. We do continuous assessments in which teachers observe and record not only what the students know, but how they are learning, what problem-solving strategies they are using, what their learning styles are, etc. The students are self-motivated to learn, not driven to work for grades. They know that the grade that they get on a test does not define who they are.

We do sometimes do evaluations on certain children to determine whether they have particular needs and to help the teachers design appropriate curriculum. Also, our 5th and 6th graders have the option of taking standardized tests for practice. We teach them test-taking and study skills to prepare them for their next schools.

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What is our grading system like?

As in many elementary schools today, we do not give typical "grades." Based on their assessments and observations of the children, teachers create and give to parents two written progress reports a year. All reports have narrative sections in which the students' physical, social, emotional and academic development, and personal interests, strengths and vulnerabilities are described. Some of the reports also include checklists that enumerate developmental milestones in different areas and show where the students are and where they need support. Parent conferences are also held two or three times a year, during which information is exchanged and parents and teachers discuss shared strategies and goals. Sometimes older children play a role in these conferences.

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How, when and where do we use computers in the school?

There are no computers in preschool. We believe that young children should be playing and physically exploring the world around them, not sitting at a screen and keyboard. We begin computer instruction in kindergarten. Currently, there are 2 computers in the kindergarten room.  Children have dedicated computer time once a week, either in their classroom or in our computer lab. The emphasis of the kindergarten computer program is on understanding how computers work, and how they can help us organize thoughts and give us ways to express ideas.

Our first through fourth grade rooms each have 4 computers. These are used during regular classroom time for various reasons: creating stories, exploring a topic of interest, or practicing typing. Children also visit the computer lab once a week for more in-depth computer instruction. Computer projects are not done in isolation, but rather projects are chosen that enhance the classroom learning or are relevant to the child's interests.

In the Oldest Group classroom (grades 5 and 6), 8 computers are used for Internet research, word processing, brainstorming, and math programs. In addition, students visit the computer lab once or twice a week.

All classrooms also have reference software, including CD ROM encyclopedia and atlases, and are linked to the Internet with a cable modem.  Beginning in third grade, children also learn to use scanners and digital cameras. We begin typing instruction in approximately second grade, although it depends on the size of the child's hands and their interest. By third grade, all children are introduced to keyboarding skills. We also maintain classroom websites that involve the children's work. Beginning in third grade, children are shown how to create their own web pages. By fifth and sixth grade, the students are making entire websites, giving them a place to post their published stories, drawings and digital images.

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What extracurricular activities do we offer?

There are several extracurricular offerings at The School in Rose Valley in addition to after school childcare which runs until 6 p.m. Students in kindergarten through sixth grade may participate in after school Dance, Spanish or Mandarin classes. After school Enrichment Classes are offered for students in 1st through 6th grade. Enrichment classes complement the existing SRV curriculum and include offerings in the arts, sciences, health and well being. Read more detailed information about our after school program

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Do we offer foreign language instruction?

Students in kindergarten through sixth grade may participate in our after school Spanish or Mandarin program for an additional fee. Read more detailed information about our foreign language program. We hope to incorporate foreign language into the regular school day during the 2008-09 school year.

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How do we handle discipline?

The goal of our discipline strategies is that children learn to be self-disciplined, and it is recognized that all children are on a continuum of development from the self-centered infant to the fully disciplined and socialized adult. Teachers support the students' acquisition of discipline and social skills through modeling, practice, and when necessary, by facilitating communication and problem-solving. Classroom behavioral expectations are kept reasonable and age-appropriate. The students themselves help create classroom norms, setting for their own community the standards of what is appropriate and how they wish to be treated. Children are taught that they make choices when they behave in certain ways, and that they are the ones who are responsible for the choices they have made. Consequences for misbehavior are, whenever possible, natural and appropriate, taking into consideration the child's age and circumstances. Strategies that may be used include loss of a privilege related to the misbehavior, time-out to think about the choices made, conversation with a teacher or the Principal, and a call to parents.

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What type of outdoor space do we have?

We have 8 ½ acres, including about 5 acres of undeveloped woodland. Adjacent to our property is a 12-acre nature preserve. We use the woods for hikes, picnics, science, etc. more >>

How do we describe the community of children?

SRV intentionally nurtures a strong sense of community among the children. Specific events and activities (assemblies, mini-courses, special days, playground games, etc) develop meaningful relationships among children of different ages. Mentor relationships are created with reading partners, writing letters to pen-pals, and assembly buddies. Children are taught social skills, and are given freedoms and privileges as well as responsibilities. They learn to take care of each other and their environment.

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How can parents get involved in the school community and curriculum?

There are many opportunities for parent involvement at SRV, from volunteering in the classrooms, to serving on the Board or committees, or joining the Parent Community Organization (PCO). The school was founded by a small group of committed parents in 1929 and parents continue to be integral to the school community today. We believe in establishing strong partnerships with parents to ensure that we are all working together to support children academically, socially and emotionally. We have many events throughout the school year to keep parents 'in the loop' as well as established lines of communications. Parents meet with teachers regularly and our principal's door is always open. Parents are welcome in classrooms, but should respect teachers who set up reasonable boundaries about suitable times.

What are our school hours?

Half days are 8:15 to 11:45, and full days are 8:15 to 3:00. Pre-day and after-school care are available. The calendar roughly follows the area public school districts' calendars, although we tend to start a day or two later and end a day or two earlier. There is an 8-week summer camp program available.

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What is the student/teacher ratio?

The maximum size for the 2-day preschool is 12 students with 2 teachers; for the 3-day and 5-day preschools it is 16 with 2 teachers; K-4th may have 1 or 2 teachers, depending on the group size, with a maximum of about 18; the maximum number of 5th-6th is about 25 students with 2 teachers. The average class size is 14. Counting the specials teachers, our student/teacher ratio is approximately 8/1.

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Is the school accredited?

The school is fully accredited by PAIS (the Pennsylvania Association of Independent Schools). We were re-accredited in 2000 after an 18-month process of self-evaluation and outside inspections, and we received a glowing report. The School in Rose Valley is a member in good standing of the National Association of Independent Schools (NAIS), the Pennsylvania Association of Independent Schools (PAIS), and the Association of Delaware Valley Independent Schools (ADVIS).

Are our teachers certified?

We're certified by PAIS, which is licensed by the state to certify schools, and to get this accreditation, we meet very high standards. Most teachers are certified and many hold graduate degrees. For more information about our faculty and staff, please go to our Faculty/Staff page.

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What is our religious affiliation?

SRV does not have any religious affiliation. We strive to ensure that all members of the school community feel comfortable participating in all school programs and activities. For that reason, the school does not teach any religious beliefs or officially sanction or initiate celebrations of any religious holidays. We do:

  • welcome sharing from children about their religious, cultural and family stories and traditions;
  • teach children to understand and appreciate the many different kinds of people around the world and their respective religions, cultures and traditions;
  • teach children certain values (such as non-violence and respect for all living things);
  • and celebrate at school certain non-religious special days and traditions related to the seasons (such as Apple Day and Winter Festival).

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Is the school community diverse?

The SRV community is somewhat racially and economically diverse. Diversity is a value that we share and promote, and the school is constantly striving to increase the diversity of its community. The school also strives to ensure that the curricula and programs celebrate diversity and contain multi-cultural perspectives. The percentage of families of color enrolled at SRV is approximately 23%.

Is the school environment safe?

SRV is a safe environment. However, because children are permitted to play outdoors, including in the woods, in all kinds of weather, they do get dirty, and scrapes and bruises happen.

We do not have a school nurse, but our staff members are periodically trained in first aid and/or CPR. Our health and safety policies and procedures are thorough and effective, are in compliance with all local and state guidelines and requirements, and are regularly reviewed in-house as well as by our accreditors and insurance carriers.

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Are lunch and snacks a part of our program?

Lunch is served everyday; it is always healthy, delicious and child-friendly. We also provide healthy snacks. Its cost is included in tuition. Children are not permitted to bring their own food unless they have extreme food allergies or requirements.

You can learn more about our food/lunch policy on the Lunch Menu page.

What type of tuition payment plan do we offer?

It is possible to pay tuition in ten monthly installments. Parents should ask in the office for details. more >>

Do we offer financial aid?

About ¼ of our students receive financial aid. It is awarded based on need. Click here for more information on financial aid.

  • January - Deadline to pick up financial aid forms from The School in Rose Valley's Business Office
  • February 15 - Deadline for filing PFS with SSS and deadline for filing all supporting documentation with The School in Rose Valley
  • April 15 - Notification of awards by letter

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20 School Lane : Rose Valley, PA 19063 : 610.566.1088 : office@theschoolinrosevalley.org