Family Handbook

TPA HOME BASE LEARNING CENTER

FAMILY HANDBOOK 2025-2026

New England Base Camp | 411 Unquity Road | Milton, MA 02360

Amy Warren, Ph.D., Founder & Director

TPA Home Base Learning Center is a nature-based school for children ages 5-12, located within the Blue Hills Reservation of Massachusetts.  Guided by Positive Youth Development, Informed and Compassionate Citizenship, and Earth Stewardship, Home Base immerses students in meaningful project-based, inquiry-driven learning that nurtures holistic—intellectual (including academic), social, emotional, and physical—development.  We embrace the spirit of cooperative education and the global ideals of the Scouting movement, cultivating a thriving, values-driven community where children grow as capable, ethical, and engaged citizens of the world.

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Table of Contents

Founders’ Welcome

About Us

        Our Team: Twelve Points Academy (TPA) Nonprofit

        Our Facility: New England Base Camp

        Our Cooperative Spirit: Family-Educator Relationship

Guiding Values / Core Developmental Outcomes

Positive Youth Development 

Informed and Compassionate Citizenship 

Earth Stewardship

Community and Culture

Community Agreements

Belonging and Cultural Celebration

The Global Ideals of the Scouting Movement

Conflict Resolution

Behavioral Standards Policy

Curriculum

A Culture for Learning

Place-Based Learning / Outdoor Experience / Nature as Teacher

A Day in the Life

Learner Agreements to Support a Group Learning Environment

The Learning Process and Assessment

Health and Wellbeing

        Lunch and Snacks

        Birthdays

        Illness

Injuries 

Temperature

Ticks, Mosquitos, and Poison Ivy

Nuts and Bolts

        Logistics

        Calendar

        Snow Days/Delayed Starts

        Clothing and Supplies

        Resources for Homeschool Reporting

Admission and Tuition 2025-2026

        Program Overview and Schedule

        Admissions Process

Family Responsibilities

        Tuition and Payment Structure

        Commitment and Tuition Policies

References

Appendix: TPA Home Base Learning Center Family Agreement

Founders’ Welcome

Welcome to TPA Home Base Learning Center!  Rooted in a deep respect for childhood, human development, and the transformative power of nature, our program is designed to nurture curiosity, confidence, and compassion in every learner.  We believe that young people are inherently strong, capable, and naturally curious; worthy of our respect and celebration of their increasing independence; and learn best by directly experiencing physical reality.  We believe that lengthy periods of immersion in nature, in weather of all kinds, teaches children to trust in their abilities, to become intimately acquainted with their natural surroundings, and to orient themselves as interconnected with and stewards of the earth.  We believe that children benefit from the presence of adults (both professional educators and parents within the community), who care about them, trust them, encourage exploration and risk-taking, and are engaged in their own learning and risk-taking.

At Home Base, Nature is the Classroom—the curriculum, the teacher, and the context in which children develop a deep understanding of themselves and the world.  The cold and wet of a stream crossing, the warmth of fire after a damp morning, the resilience found in a long hike—these visceral experiences weave into a child’s personal history, teaching them in ways no textbook ever could.  Through direct engagement with the elements, children internalize natural rhythms, cause and effect, and their own agency within an interconnected world.

Our educational philosophy is built upon three core guiding values: Positive Youth Development, Informed and Compassionate Citizenship, and Earth Stewardship.  We see education not as a dynamic process that nurtures each child’s unique strengths and contributions.  Through experiential learning, project-based inquiry, and a strong emphasis on social-emotional development, we empower young people to take ownership of their learning and build meaningful relationships with their peers, mentors, and the natural world.

We embrace the spirit of family-centered, cooperative education and value the partnership between families and educators.  We enhance this spirit throughout the year—grow and sustain our community—through volunteerism, family gatherings, shared experiences, and regular formal and informal communication between educators and families.

We are proud to be part of a global movement in outdoor and experiential education—one that has deep roots in environmental education, Scouting, camping, and early childhood development traditions across Europe and the United States over the past 100+ years.  Our program aligns with the international ideals of Scouting, which emphasize character, leadership, service, and respect for nature.  The global Scouting movement provides a natural foundation for the kind of immersive, values-driven education we foster at TPA Home Base Learning Center.  Robert Baden-Powell, the founder of Scouting, envisioned a “woods school”—a dynamic learning environment that inspires lifelong learning and active global citizenship.

Within these pages you will become acquainted with our mission and values, community agreements, curriculum, and policies that shape the Home Base experience.  Our program and policies are designed to uphold our shared commitment to fostering a learning environment where children feel safe, inspired, and empowered.  These policies apply to all members of the Home Base community: Children, caregivers, faculty, staff, volunteers, and visitors.

As you step into the Home Base community, know that you are joining a movement of families who believe in reimagining education—one that honors childhood, embraces the outdoors, and nurtures the whole child.  We are excited for the adventure ahead and look forward to growing, learning, and thriving together.

With gratitude and enthusiasm,

Amy Eva Alberts Warren, Ph.D.

Founder & Director

Dan Warren, Ph.D.

Founder

About Us

Our Team: Twelve Points Academy (TPA) Nonprofit

TPA Home Base Learning Center operates under the auspices of Twelve Points Academy, a nonprofit organization dedicated to providing values-driven education and literacy.  As part of this partnership, TPA Home Base Learning Center remains steadfast in its mission to offer a nature-based, experiential, and holistic learning environment while benefiting from the stability and support of a broader educational initiative.

Twelve Points Academy shares deep alignment with the guiding values of our program, particularly its emphasis on character development, community engagement, and lifelong learning.  Founded by Dave Clayman, CEO of Twelve Points Academy and President of The Spirit of Adventure Council, the organization is rooted in the Twelve Points of the Scout Law, emphasizing trustworthiness, responsibility, and service.

This partnership ensures that TPA Home Base Learning Center retains its foundational philosophy and educational approach while gaining access to additional resources, expertise, and a supportive nonprofit structure.  As a nonprofit entity, Twelve Points Academy is committed to expanding access to transformative educational experiences.

Our Facility: New England Base Camp

New England Base Camp (NEBC) is a part of the Spirit of Adventure Council of Scouting America.  Located within the Blue Hills Reservation of New England, NEBC is the home of TPA Home Base Learning Center.  We are most fortunate to have NEBC as our campus and to provide families with an unparalleled educational resource.  

New England Base Camp is a vibrant community center that simultaneously supports multiple programs and communities.  NEBC opens each weekday at 5am with the pool and typically closes around 10pm.  Throughout these long days there are many users coming and going, each seeking their own unique educational and outdoor experience.  We collectively strive to foster a diverse and respectful environment based on the attributes of Scouting.

TPA Home Base Learning Center utilizes the Scout curriculum and resources and as such each participant is enrolled in Scouting and receives an Adventure Card with all program benefits.  This membership provides all students and families the opportunity to take advantage of family discounts at Boston family area attractions, year-round NEBC programs, and advancement opportunities.  

Our Cooperative Spirit: Family-Educator Relationship

The Family-Educator Relationship is at the heart of our cooperative education community.  Through regular and timely communications around individual learning goals and group  projects, families and teachers work together to create an integrative “home-school” experience for our children.  The year is organized into thematic units.  A detailed plan for these thematic units will be shared with families in advance of their occurrence, so that families can anticipate them and think creatively about how to plug into them outside of school.  Our staff are essential resources for our families and can be consulted throughout the year around developmental milestones, learning goals, and group-level dynamics.

We believe that a strong partnership between families and educators fosters the best learning outcomes.  Regular communication and progress updates ensure alignment between home and school, supporting each child's growth and development.

Guiding Values / Core Developmental Outcomes

Positive Youth Development

Informed and Compassionate Citizenship

Earth Stewardship

Positive Youth Development 

At TPA Home Base Learning Center, we embrace a holistic, dynamic, and relational approach to human development.  The Positive Youth Development (PYD) framework represents a significant evolution in developmental science, shifting away from outdated models that treat children as passive recipients of knowledge or as beings shaped by competing forces (e.g., nature vs. nurture) (Lerner, et al., 2005).  Instead, PYD recognizes that young people are active agents in their own development, continuously shaping and being shaped by their environment.

Human development does not occur in isolation.  Rather, it unfolds within an ecology of relationships—including biological, cultural, social, and environmental influences—that interact over time.  Just as plants flourish in nutrient-rich soil, young people thrive when they are supported by strong developmental assets.  PYD focuses on building strengths rather than fixing deficits, emphasizing opportunity over risk, capacity over limitations, and empowerment over control.

At the heart of PYD are six core principles:

1. All young people have strengths—every child has the capacity for growth and positive change.
2. All contexts have strengths—families, schools, communities, and organizations can provide the resources necessary for development.
3. These resources are “ecological assets”—the social, emotional, and environmental supports that enable young people to thrive.
4. Ecological assets exist in many places—within families, faith communities, youth-serving organizations, schools, and broader societal structures.
5. When young people’s strengths are combined with strong ecological assets, thriving occurs—supportive environments unlock a child’s full potential.
6. We must be proactive and optimistic—it is within our power to cultivate settings where ALL young people can flourish.

PYD is evidence-based—we can see its success in real-world outcomes through what developmental scientists call the “Five C’s”:

Competence. A positive view of one’s abilities, including social, academic, cognitive, and vocational skills.

Confidence. An internal sense of worth, self-efficacy, and belief in one’s potential.

Connection. Meaningful relationships with peers, adults, institutions, and the natural world.

Caring. A deep sense of empathy, kindness, and identification with others.

Character. A well-developed moral compass, respect for cultural norms, and ethical responsibility.

When these “Five C’s” take root in a child, they extend beyond the self, leading to the sixth “C”:

Contribution. A thriving child is not just a beneficiary of support but a giver—contributing positively to family, community, and society.

At TPA Home Base Learning Center, our role is to nurture the strengths of each child while creating an environment rich with developmental assets.  By fostering meaningful relationships, experiential learning, and deep engagement with the natural world, we help children cultivate the “Five C’s” in ways that empower them to become not just successful individuals, but engaged, compassionate, and contributing members of society.

This commitment to holistic, strength-based development naturally leads us to our next guiding value:  Informed and Compassionate Citizenship—the practice of applying one’s strengths in service of the greater good.

Informed and Compassionate Citizenship 

At TPA Home Base Learning Center, we believe that education is not just about acquiring knowledge but also about cultivating the ability and responsibility to engage with the world in meaningful ways.  Informed and compassionate citizenship is both a goal and a process, where young people develop the intellectual tools, ethical awareness, and social commitment necessary to contribute positively to their communities and beyond.

John Dewey, a foundational thinker in progressive education, emphasized that democracy is not just a system of government but a way of living and learning together—a dynamic, participatory process that requires individuals to be both critically aware and deeply connected to the needs of others.  To foster this, we integrate critical thinking, social awareness, civic responsibility, and empathy into the fabric of our daily learning experiences.

Critical Thinking. We encourage students to question, analyze, and seek evidence, cultivating their ability to make informed decisions rather than passively accepting information. Learning is an active process, where students engage with diverse perspectives, explore complex societal issues, and develop reasoned, ethical viewpoints.

Community Engagement. Learning extends beyond the classroom and into the real world. Through hands-on projects, service learning, and active participation in local initiatives, students practice the skills of collaboration, leadership, and social responsibility. They come to see themselves as contributors to the well-being of their communities.

Social Awareness. Developing a nuanced understanding of society, its structures, and its challenges allows young people to recognize both the privileges they hold and the struggles others face. We foster discussions about history, justice, equity, and sustainability, encouraging students to listen deeply and engage thoughtfully.

Civic Responsibility. True democracy requires participation. We help students understand the power of their voices, the importance of advocacy, and the impact of their choices—whether in daily interactions or in larger societal contexts.

Empathy and Compassion. At the heart of informed citizenship is care for others. We nurture this by encouraging students to step into another’s shoes, to act with kindness, and to build meaningful relationships rooted in mutual respect and dignity.

Dewey argued that learning should be directly connected to life and that students must experience real-world challenges to develop the skills necessary for engaged citizenship.  At TPA Home Base Learning Center, we apply this philosophy in several key ways:

Experiential Learning. Learning happens through active engagement, not passive absorption.  Students tackle real-world problems, engage in meaningful service-learning projects, and participate in discussions that challenge their thinking.  Whether investigating environmental conservation efforts, collaborating on a community initiative, or engaging in project-based inquiry, students deepen their understanding by doing.

A Democratic Classroom Environment. The classroom is a microcosm of society, where students practice democratic values. Decision-making is often collaborative, with students contributing their ideas and perspectives in discussions, resolving conflicts through dialogue, and learning how to respectfully debate and listen to others. They experience civic engagement firsthand, recognizing that their voices matter.

Critical Analysis of Information. In an era of misinformation and media saturation, the ability to critically evaluate sources is essential. We teach students how to examine biases, question assumptions, and differentiate between fact and opinion. By engaging in thoughtful discussions and research, they develop a habit of inquiry that prepares them to be discerning citizens who think deeply about the world around them.

By weaving these values into our curriculum, community culture, and daily experiences, we prepare young people not only to understand the world but also to engage with it in ways that promote equity, justice, and human flourishing.  An informed and compassionate citizen is someone who can think critically, act responsibly, and approach life with a deep sense of care—for self, for others, and for the earth.

Informed and compassionate citizenship, then, goes hand-in-hand with Earth Stewardship, our third guiding value and core developmental outcome, as true engagement with the world must include a deep respect for and commitment to the natural environment that sustains us all.

Earth Stewardship

Learning to value nature requires significant personal contact with it.  Earth Stewardship is more than an academic concept—it is a lived experience, a way of being in relationship with the natural world that fosters care, responsibility, and reverence.  Children are naturally interested in how nature “works.”  When we build on this natural interest, we start children down the road toward earth stewardship, even if at first they are not yet capable of understanding the ins and outs of biodiversity and the interconnectedness of living systems.

Our approach to Earth Stewardship is rooted in the understanding that humans are not separate from nature but are an integral part of its vast, interconnected systems.  By immersing children in direct, meaningful experiences with the natural world, we cultivate a deep sense of wonder, knowledge, and ethical responsibility—three essential pillars of Earth Stewardship (Scarlett, 2020).

A Sense of Wonder. When children experience nature firsthand—feeling the warmth of fire after being cold, hearing the wind shift through the trees, watching the slow change of the seasons—they form emotional bonds with the world around them.  These visceral experiences cultivate the kind of deep connection that facts alone cannot instill.  As environmental educator David Sobel puts it, “One transcendent experience in nature is worth a thousand nature facts.”  Rachel Carson, one of the most influential environmental thinkers, emphasized that a sense of wonder is the foundation of stewardship.  Children who experience nature in an embodied way—through play, risk-taking, exploration, and sensory immersion—develop an intrinsic connection to the earth.  At Home Base, we believe this sense of wonder is essential to fostering lifelong care for the natural world.  

Ecological Knowledge and Understanding. To care for the earth, one must understand it.  All well-developed earth stewards have in common the fact that they ‘know their stuff’ – their medium and the methods needed to achieve their goals in being earth stewards.  For example, John Muir had to learn the skills needed to climb cliffs, traverse glaciers, and scale tall trees in order to put himself in a position to write his accounts of high adventures, accounts that captured the nation’s imagination and led to the nation’s preserving wilderness.  Home Base students gain ecological knowledge through structured learning but, as much, through their everyday interactions with the land.  They learn about natural cycles by observing firsthand the way water moves through a stream, how fire transforms wood to ash, how life and decay are part of the same process.  Earth Stewardship means adopting an ecological mindset—seeing beyond isolated facts and recognizing patterns, relationships, and systems.  This perspective aligns with an emerging movement in environmental education that emphasizes ecosystem thinking—helping young people see how individual elements of the natural world are connected and how human actions impact these delicate balances.

Additionally, we incorporate the principles of “Leave No Trace,” a widely embraced framework for outdoor ethics that encourages minimal environmental impact.  “Leave No Trace” is a core concept of Scouting America’s Outdoor Ethics.  These guidelines teach children to minimize their impact on natural spaces, respect wildlife, and preserve the land for future generations.  By practicing mindful engagement with nature—traveling lightly, leaving things as they are found, and making thoughtful choices about our impact—students develop habits of care that extend beyond the backcountry to their own neighborhoods and beyond.

An Ethical-Spiritual Relationship with Nature. At the heart of Earth Stewardship is an ethical-spiritual perspective, such that nonhuman animals, mountains, plants, rivers, etc. all evoke not only a sense of “Is” but also a sense of “ought” — we ought to care about and for the natural world.  In all cultural variations, we find in the development of earth stewards a shared ethical-spiritual perspective that emphasizes wonder, interdependence, and care for the natural world.  Even young children can have an intuitive understanding and appreciation of the natural world and its ethical-spiritual meaning.  With development comes increasingly more advanced ways of reflecting on this meaning such that what was once understood only implicitly and felt intuitively is eventually made explicit, and out of that emerges a developed earth steward.  This ethic extends beyond the natural world, shaping how students relate to their communities and to the broader world.

Community and Culture

Establishing and maintaining a strong sense of community where children feel emotionally and physically safe is central to our work at TPA Home Base Learning Center.  Such feelings of safety provide the greatest opportunity for growth, both individually and as a group.  To this end, the teachers and children work together to understand and meet individual needs in conjunction with meeting the needs of the group; working to support children in developing agency with an eye on interdependence and interconnectedness.  Whole child development—including social, emotional, physical, and intellectual development—is nurtured.  Finally, due to the demanding nature of the program and the output it requires from children, much attention is given to the daily flow, ensuring that high-output times are balanced with opportunities for group and individual reflection and quiet; thereby maintaining a feeling of calm and safety.

These ideals are supported by the following:

Community Agreements

Safety. Help create safe spaces in the physical, social, and emotional domains.  

Love & Respect. This is the fabric that holds it all together, starting with self and extending outward into the  community.

Optimism. We assume goodwill whenever possible and believe that we are all doing our best.

Proactivity. We seek to address matters at the earliest possible time with open hearts and forward-thinking  minds.

Courage to Confront. Because we believe that conflict is an opportunity for learning and growth, we  commit ourselves to using dialogue to resolve conflicts.

Responsibility/Accountability. Hold agreements with integrity. Be in communication when necessary.

Belonging and Cultural Celebration

We believe that a thriving learning community is built on a foundation of mutual respect, curiosity, and cultural appreciation.  Our students will be exposed to a variety of religions, traditions, and cultural perspectives in an educational setting—not to promote any specific belief system but to foster understanding, critical thinking, and global awareness.

As part of our cultural studies program, TPA Home Base Learning Center teachers may explore diverse holidays, traditions, and worldviews.  However, we do not teach belief, dogma, or personal spirituality.  School rituals—such as observing moments of silence—are designed to promote reflection, gratitude, and mental clarity rather than religious practice.

We are fortunate to have a community of families from diverse religious, cultural, and philosophical backgrounds.  These differences enrich our learning environment, providing valuable opportunities for students to develop respect for multiple perspectives.  Families are warmly encouraged to share their customs, music, stories, rituals, and foods with the school community.  We welcome these contributions and see them as a vital part of building a rich, inclusive learning experience.

TPA Home Base Learning Center is committed to fostering a learning environment where all children feel seen, valued, and respected.  We do not discriminate on the basis of sex, pregnancy, gender identity or expression, transgender status, race, color, creed, national or ethnic origin, religion or religious affiliation, sexual orientation or preference, age, marital or family status, disability, veteran status, or any other status protected by applicable federal, state, or local law in admission, financial aid, employment, athletics, or any other aspect of our educational programs or activities.

Our students come from a broad range of backgrounds, perspectives, and lived experiences.  We are committed to ensuring that every child and family at Home Base feels a true sense of belonging, connection, and community.

The Global Ideals of the Scouting Movement

We believe that education is not only about intellectual growth but also about the development of character, community, and global citizenship.  The international ideals of the scouting movement emphasizes integrity, service, respect for nature, and global citizenship—all of which align with our vision for holistic, experiential, and values-based education.  

A Global Ethical Framework. At its heart, Scouting is a global movement rooted in values we all share.  Its core message—to do our best, to help others, and to live by our values—transcends religion, culture, and politics.  Known as the Scout Promise, this guiding commitment is expressed in different ways across more than 200 countries and cultures, but it reflects the universal interconnected commitments that we make:

• To Ourselves – by striving to be our best selves, with integrity and resilience.
• To Others – by serving our communities and acting with kindness and justice.
• To the Earth – by being responsible stewards of the natural world.

These are human principles—timeless and universal—and they resonate deeply with our school’s three pillars: Positive Youth Development (commitment to Self), Informed and Compassionate Citizenship (commitment to Others), and Earth Stewardship (commitment to the Earth).  

Around the world, Scouts have various ways of articulating this commitment.  Some call it a “promise,” while others use the term, “oath.”  Though the wording varies across cultures and nations, the essence remains universal: A personal and social commitment to integrity, service, and community.  Our school community identifies with these universal ideals rather than any particular national iteration of Scouting.  

We treat the International Scout Promise and Scout Law (see The World Organization of the Scout Movement) as a starting point for reflection and conversation:

“On my honor, I promise to do my best,

To contribute to my community, country, and world,

To help other people,

And to live by the Scout Law.”

The Scout Promise reflects a commitment to growth, encouraging each individual to do their best—not to be perfect, but to continually strive toward becoming the best version of themselves.  This commitment includes:

• Service – Helping others in ways both big and small, acting with kindness and responsibility.
• Integrity – Living by strong moral principles and standing up for what is right.
• Resilience – Keeping oneself physically strong, mentally awake, and morally grounded.
• Citizenship – Contributing to one’s community, country, and the world.

Ultimately, the Scout Promise reminds us that we are part of something larger than ourselves.  It invites us to lead lives of purpose, stewardship, and service—honoring both our personal growth and our collective responsibility to one another and the world.

Similarly, the Scout Law is an aspirational guide for ethical living—one that encourages reflection on how we relate to others, engage with our communities, and act as stewards of a just and sustainable world.  While the specific wording of the Scout Law has evolved over time and varies among national organizations, its core principles remain constant:

• Trustworthy – We speak the truth and keep our promises.  Our actions reflect our values, and others can count on us.
• Loyal – We support our families, other learners, our community, and the Earth, offering support with integrity.
• Helpful – We are concerned about other people.  We do things willingly for others without pay or reward.
• Friendly – We are a friend to all.  We seek to understand others and respect those with ideas and customs other than our own.
• Courteous – We treat others with dignity and respect in our words and actions, regardless of age or position, knowing that kindness strengthens relationships.
• Kind – We understand there is strength in being gentle.  We treat others as we want to be treated, recognizing the value of all living beings.
• Obedient – We uphold agreements and just rules that foster fairness and collective well-being.  When we think these rules and laws are unfair, we strive to change them.
• Cheerful – We embrace life with positivity, meeting challenges with optimism and resilience.    
• Thrifty – We care for our resources, using them wisely and with gratitude.  We protect and conserve natural resources and attempt to save for unseen needs.  
• Brave – We have the courage to stand up for what we think is right, even in the face of difficulty.  Our courage is not the absence of fear but the strength to act despite it.
• Clean – We honor ourselves and our surroundings by keeping them fit and clean.
• Reverent – We respect the beliefs, traditions, and sacredness of other peoples and places.  We recognize our place within a larger whole—whether spiritual, natural, or communal.

By exploring the global ideals of Scouting, we:

• Engage with a global ethical framework that fosters critical thinking about ethics, citizenship, and global responsibility.
• Create a strong community culture built on trust, service, and shared commitments.
• Connect our school to a global movement of engaged, thoughtful, and responsible citizens, who are striving together to make the world peaceful for all.
• Reinforce progressive education principles through experiential, project-based, and holistic learning.
• Foster a deep respect for nature, instilling a sense of wonder, interdependence, and care for the environment.

As Ban Ki-moon, former UN Secretary-General and a lifelong Scout, put it:

“Global citizens are those who identify themselves not as a member of a nation, but instead as a member of humanity.  They are understanding and tolerant of other people and cultures.  They fight for the protection of our planet.  They are committed to service and helping others.”

Scouting, at its core, is about fostering ethical and engaged citizens of the world who contribute meaningfully to their communities.  At TPA Home Base, Scouting serves as a lens—a flexible framework for ethical exploration.  By allowing students to dig deeply, express freely, and build shared meaning together, we cultivate the skill of finding common ground—one of the most essential skills in building a compassionate, inclusive community.

To learn more about this global movement, we invite you to explore the World Organization of the Scout Movement.  

Conflict Resolution 

“He drew a circle that shut me out-

Heretic, rebel, a thing to flout.

But love and I had the wit to win:

We drew a circle and took him in!”

― Edwin Markham

The Home Base Learning Center staff is committed to maintaining a safe and healthy environment for all members of our Community.  Conflict can be a great opportunity for learning and children are encouraged to work out conflicts as they are developmentally able to.  Teachers will be nearby to support and intervene when necessary.  Whenever possible, concerns are addressed at the time that they occur.  However, if this is not possible, children may be offered the opportunity to leave the group and talk with an available teacher or to “set aside” their concern until the next available moment.

Just as all people and situations are unique, so too are the conflicts and disagreements that arise.  There are always many circumstances to consider; therefore, we employ a flexible conflict resolution strategy based on the ideas of nonviolent communication and restorative justice.  Our resolution policy is designed to actively involve the learners, thus providing them an opportunity to develop the very necessary skill of diplomatic conflict resolution.

Non-Violent Communication Techniques. We encourage each other and the children to:

1. Enter conflict resolution with the intention of finding resolution, not with the intention of finding fault or being “right.”
2. Take time or find a space to breathe and relax a moment prior to conversation.
3. Express our own needs and feelings rather than accusing, blaming, or pointing fingers at others.
4. At the heart of many disagreements are misunderstandings, we strive to listen respectfully with the intention of really understanding another’s point of view.
5. Be willing to take responsibility for our actions, even if no harm was intended. Avoid justifying ourselves.
6. Work together to find a solution that is acceptable to all parties by being willing to make concessions to find common ground.

Behavioral Standards Policy 

In order to establish these techniques as protocols, and to ensure that our learning community thrives in the safest possible environment, we have established a 3-tier model of problem-solving, combined with specific behavioral expectations and possible consequences.  It is a given in our program that children are often free of direct supervision.  Reciprocal trust is necessary for children to be successful at TPA Home Base Learning Center.

We believe that all students are deserving of equal rights, opportunities, responsibilities, and treatment in their interactions with other community members.  The safety of all community members is paramount.  We reserve the right to make appropriate decisions as behavioral challenges present, if and when the safety of a student or their peers become compromised.  In certain times, these decisions may circumvent the tier system.

Tier I. Tier I consists of a 4-step problem-solving model designed to be used independently by students.  Tier I covers minor squabbles and disagreements between peers.  The 4 steps are as follows:

1. Each party briefly describes the conflict from their own point of view
2. Each party describes how they are feeling, as a result of the interaction
3. Together, the students think up possible solutions
4. The students go off to implement their solutions

If problem-solving independently does not provide relief, it is repeated with adult supervision.

Tier II. Tier II is implemented when adults deem a situation or behavior to be beyond the scope of peer resolution.  Examples of behaviors might include: Theft, destruction of property, leaving designated areas, or minor injury to another student.  

Students will be removed from the group for the amount of time deemed necessary to defuse the situation with private adult support.  Parents will be notified, and an incident report may be warranted.  Further Tier II incidents may result in a student’s exclusion (suspension) from the program for a short period of time.  Staff, parents/guardians, and the student will collaborate to establish clear, actionable steps to address and prevent recurrence of the issue.  These steps will be explicitly outlined and agreed upon, ensuring shared understanding and accountability in resolving the problem.

Students are allowed only two suspensions, regardless of the severity of the incident.  A third suspension will result in automatic expulsion from our program.

Tier III. Tier III is implemented in any of the following circumstances: Tier II interventions have not proven successful; an intentional and malicious infliction of injury upon another community member has occurred; there has been substantial destruction of property; repeated threats of physical violence or sexual harassment toward another community member; possession of illegal substances or weapons has occurred on campus; or police involvement was necessary.

In the event of a Tier III incident, parents/guardians will be contacted immediately and requested to pick up their child as soon as we determine the situation is safe to do so.  Staff will meet to discuss the incident, and a parent meeting will be scheduled to determine next steps.

No student is allowed more than one Tier III intervention.  Enrollment will be revoked immediately, and tuition forfeited. No exceptions.

Curriculum

A Culture for Learning

TPA Home Base Learning Center strives to create a culture for learning by explicitly and implicitly promoting student independence and growth, open-ended inquiry, team spirit, and high expectations.  It is a comprehensive program built on the Scouting curricula and infused with common core and next generation science standards.

TPA Home Base Learning Center engages three central tenets to achieve this (Lerner, 2007).  First, relationships between young people and non-parental adults are key to positive development.  Second, young people need to acquire skills that are meaningful and empower them to navigate the world more successfully.  Third, young people need opportunities to assume leadership roles in meaningful ways.

To achieve the above, teachers are guided by the following ideas and philosophies of teaching and learning:

Project-Based Learning. Students gain knowledge and skills by working for extended periods of time to investigate and respond to authentic, engaging, and complex questions, problems, and/or challenges.  The  projects are the foundation for the authentic study of language arts, mathematics, social studies, science, and other subjects across the curriculum.  

Emerging Understandings. Children’s understanding will emerge, based on individual entry points into the topic at hand; as well as ways in which individual children, groups of children, and teacher guidance and  facilitation work to construct their understandings.  

Constructivist Approach to Teaching and Learning. Teachers and children work together to construct new understandings.  Both are stakeholders in the process with the teacher often acting as facilitator of materials, experiences, culture/environment, etc.

Scouting. At TPA Home Base Learning Center, Scouting serves as a lens—a flexible framework for a shared exploration of timeless moral ideas.  We treat the International Scout Promise and Scout Law (see The World Organization of the Scout Movement) as a starting point for conversation.

Each Fall, we begin the school year with a formative unit on Community and Culture, during which students explore universal human values like honesty, service, bravery, and compassion. Together, they examine how these values are expressed across cultures, including through various versions of the Scout Promise and Law around the world.  This exploration sparks important dialogue about the language we use to express our values and the shared humanity that lives underneath our differences.

Students might:

• Read or listen to Scout Laws from around the world and compare them to the values in their own homes and cultures.

• Interview one another or family members about the values that guide their lives.

• Create a classroom “values map” to visualize common threads among diverse beliefs.

• Reflect during morning meeting on a weekly value like kindness or bravery, sharing stories of how they practiced it or saw it in others.

As the unit progresses, students co-create their own guiding touchstone—this could be a daily mantra, a set of group agreements, a reflective question for closing circle, or even a symbolic ritual (like planting a tree to represent growth and shared responsibility).  This becomes a living expression of their collective commitments and is revisited and refined throughout the year.

By allowing students to dig deeply, express freely, and build shared meaning together, we cultivate the skill of finding common ground—one of the most essential skills in building a compassionate, inclusive community.

Scouting Curriculum and Optional Pathways. We draw on Scouting’s rich curriculum to support our project-based, inquiry-driven, hands-on model of education.  Its emphasis on outdoor skills, leadership, civic engagement, and service learning provides meaningful opportunities for growth that align seamlessly with our approach.

All students are registered as Scouts, which gives them access to a rich tapestry of learning experiences—many of which align with the path toward Eagle Scout, one of the most respected youth achievements worldwide.  These experiences will be integrated into the rhythm of school life through projects, outdoor expeditions, leadership opportunities, and community service.

However, whether a student chooses to formally pursue Eagle Scout—or to be recognized for any achievements along the way—is entirely up to them.  For some students, the formal pursuit of recognition through Scouting holds deep meaning and social currency.  For others, the growth that happens internally or informally is just as powerful.  We honor both.

Place-Based Learning / Outdoor Experience / Nature as Teacher  

Attention to, appreciation of, and understanding of one's place in the natural world is the culture in which the curriculum sits.  The outdoors will serve as the classroom whenever possible; utilizing local landscapes, opportunities, and experiences, specific to those available at New England Base Camp.  Children will engage in projects and curricula in the outdoors, where they will learn and practice the skills of self-regulation, problem solving, cooperation, and negotiation.  Children’s whole selves—their social, emotional, physical, and intellectual lives—will be nurtured in the context of forming strong connections to the natural world and to their human community.  Through this practice, we also aim to re-establish a healthy balance of indoor and outdoor time in young people’s lives, as well as foster a sense of interdependence and care for the earth.

A Day in the Life 

In keeping with the belief that creating a space of physical, social, and emotional safety is of utmost importance, days at TPA Home Base Learning Center will follow a predictable structure with established routines.  Within these structures, there will be a fluid use of time and many opportunities for choice.  However, children are expected to learn with their teachers, who have the responsibility of meeting the mission and goals of the school.

Skill Development. Academic concepts are introduced using the curriculum Math Mammoth for grades 1-5 is from and Spectrum for ELA.  Singapore Math and Recipe for Reading is used for Kindergarten.  A weekly schedule of planned topics will be provided at the beginning of the year so families are aware of what their child will be working on.  The curriculum is designed to be comprehensive, therefore we are not counting on families to teach these concepts.

Applied Learning. Students gain knowledge and skills by working for extended periods of time to investigate and respond to authentic, engaging, and complex questions, problems, and/or challenges.  The projects are the foundation for the authentic study of language arts, mathematics, social studies, science, and other subjects across the curriculum.

Outdoor Exploration. The outdoors will serve as the classroom whenever possible; utilizing local landscapes, opportunities, and experiences, specific to those available at New England Base Camp.  Children will engage in projects and curricula in the outdoors, where they will learn and practice the skills of self-regulation, problem solving, cooperation, and negotiation.

Sample Daily Schedule

Learner Agreements to Support a Group Learning Environment

In Scouting, "I will do my best" means making a commitment to always try your hardest, giving your full effort to every task, and striving to achieve your full potential.  We embrace this ethos and encourage each learner to uphold the following principles that support a group learning environment:

Willingness to Engage in Activities and Lessons. I will do my best to engage in activities and lessons.  I will come prepared to participate fully and approach learning with curiosity and openness, even when challenges arise.  I will accept redirection when appropriate.

Ability to Attend. I will do my best to listen and focus.  I understand that concentration and attentiveness are important for both my own learning and the learning of those around me.  I will strive to develop my ability to listen, stay present, and contribute meaningfully to discussions and activities.

Respect. I will do my best to show love and respect for all.  I will strive to be kind, gentle, and supportive in my words and actions.  I will create space for myself and others to take risks in learning by fostering an environment of trust, encouragement, and understanding.

By committing to these principles, each learner helps to cultivate a community where everyone feels safe, valued, and empowered to grow.

The Learning Process and Assessment

At TPA Home Base Learning Center our focus is nurturing your child’s genius.  All young children are natural learners, constantly trying to figure things out and achieve the next level of mastery.  We help keep that spark alive by cultivating a love of learning and guiding your child’s  innate ability to learn.  If they have yet to learn or master a skill, this is an opportunity rather than a deficiency.  Life is a learning journey, not a race; learners are not ‘ahead’ or ‘behind.’

We are committed to keeping your child in their zone of proximal development (Vygotsky, 1978).  That involves their social, emotional, and behavioral development.  Crucial to the concept of being a lifelong learner, is a healthy relationship with personal challenges.  We challenge everyone at TPA Home Base Learning Center to embrace increasing levels of depth and complexity in their learning adventures.  

To that end, TPA Home Base Learning Center views assessment as a tool for understanding children across all domains.  We use both formative and summative assessment to understand both your child’s progress and our ability to deliver the promise of TPA Home Base Learning Center.  They serve as a means for teachers to meet children where they are and support their individual growth.  

While we emphasize a holistic, experience-driven approach to learning, we recognize the role of standardized metrics in providing additional insight into academic progress.  As needed, we thoughtfully employ standardized measures within the range of what we do—balancing external benchmarks with our commitment to individualized, inquiry-driven learning.

Our Director and teachers are keen observers of human development and the natural world, assessing and facilitating children’s creative interactions based on interest, risk, opportunities, and offerings that may arise from the children, the environment, or the families.

Health and Wellbeing

Lunch and Snacks  

We strive to create little waste at Base Camp, so please send food in reusable containers with utensils (if needed) packed in a lunchbox and water bottle (full, refillable).  In warmer weather, please include an ice pack and foods that are best kept warm should be brought in a thermos.  Please note that while there is access to a refrigerator, there is no access to a microwave.  Children are discouraged from sharing food, due to family preference and allergies/sensitivities.  If your child has a food sensitivity or food allergy, parents must provide detailed information to TPA Home Base Learning Center.

Birthdays

We welcome the opportunity to celebrate your child’s birthday at TPA Home Base Learning Center.  Please check with the teachers about what is a safe and respectful snack for all to enjoy for you to bring to school.

Illness 

There is a strong connection between a child’s health and their development.  If there have been changes in your child’s sleeping/eating patterns or they have been going through a large transition at home, etc., please share this information with the teachers.  Since we are very active throughout the day, if your child is feeling ill (more than a mild cold), please keep them home as rest is imperative when a child is under the weather.  Children must be free from diarrhea, vomiting, and fever for 24 hours before returning to school.  If your child is ill and will be staying home, please inform the teachers by text or phone no later than that morning.

During program hours, if a child has symptoms that suggest illness such as fever, vomiting, or diarrhea, parents will be contacted to pick up their child.  Please refer to the CDC for additional guidelines pertinent to student illness and Covid-19.  Please note: These policies are subject to change based on local, state, and federal guidelines.

Injuries

Staff members are trained in CPR/First Aid and will carry basic first aid kits at all times.  If a minor injury occurs, staff will administer basic first aid and the parents will be notified at pick-up.  If a serious accident occurs, staff will call 911 and parents will be called immediately.

Temperature

We will be outside in almost all weather.  There is no standard guideline for when it is too hot or too cold to be outside.  Teachers will be mindful of temperature, precipitation, and wind chill as well as the physical and emotional state of the children.  Children will not be outside when the conditions are dangerous: Thunder, lightning, hail, high winds, etc.

Proper gear is essential and children will not be allowed to go out if they are not properly dressed for the day.  The school will provide education and resources on how to dress for the weather.  Families are responsible for providing all clothing as needed.

Ticks, Mosquitos, and Poison Ivy

Deer ticks are found throughout Massachusetts.  Staff will help prevent children from encountering ticks by keeping children out of prime tick habitat – tall grasses and weeds.  However, the exploratory nature of our school means that children are likely to encounter ticks and other insects.  Families can help prevent ticks and mosquitos by applying bug repellant to children and their clothing (including shoes and socks) each morning in the Fall and Spring.  Please do a full body check at home with your child after each school day.  If a tick is embedded, we will call the family of the child and, if the tick is removed, we will save it (if possible) so that the family can have it assessed for possible diseases.  Ticks can be photographed and the photo submitted to TickEncounter at the University of Rhode Island for a  customized tick report.  Ticks, themselves, may also be sent via postal mail for testing at MedZu Labs in Amherst.

Nuts and Bolts

Logistics

• Parking: Please park in a spot and accompany your child to the front of Hayden Lodge or their cabin.
• Drop-off time: 8:30 am to 9:00 am
• Pick-up time: 3:15 pm to 3:30 pm
• Pick-up procedure: Students will get picked up from the front of Hayden Lodge.  You MUST verbally acknowledge you are taking responsibility for your child.  Please do not leave without telling a teacher you are taking your child or asking your child to say “goodbye” so we know they are leaving.

Calendar  

Please refer to our Google Calendar for all pertinent holidays, vacations, and events:

[Link to be added]

Our school schedule observes national holidays as defined by the national government, but we also recognize and respect the diverse cultural and religious traditions of our families.  Families are encouraged to take off any days that are meaningful to their family’s culture.  Please let us know about the special holidays you celebrate—we would love to find ways to acknowledge and share in these traditions as a community!

We do not have a mandatory attendance policy—our school is a service we provide at your discretion.  By joining Home Base, you are investing in a learning community and experience, and it is your choice whether to attend on any given day.

That said, we understand that absences happen.  If your child must miss a day, whether expected or unexpected, teachers will work with your family to help them catch up, ensuring they remain engaged and connected to their learning.

Snow Days/Delayed Starts

In the case of inclement weather, TPA Home Base Learning Center will reference Milton Public Schools’ delays or cancellations.  If Milton Public Schools remain open, then New England Base Camp will also be ready to receive students.

However, many of our families and staff travel from outside Milton, and road conditions can vary across different areas.  While we use Milton Public Schools as a reference, the final decision on closures or delays will be made by our school’s staff, prioritizing the safe travel of our community.

Families will be notified of delays or cancellations as early as possible.  Please check the following resources for Milton Public Schools closures and delays:

Milton Public Schools Website: https://www.miltonps.org/

Facebook Page: https://www.facebook.com/miltonpublicschools/

MA School Closings & Delays (WBZ, CBS Boston): https://boston.cbslocal.com/closings/

Clothing and Supplies

It is the family's responsibility to ensure your child is dressed appropriately for the outdoors in all sorts of weather.  It is best to assume that your child’s clothes will get dirty and wet and please consider temperature, precipitation, and wind in choosing clothing for the day.  Since weather is often unpredictable, dressing in layers is best.  Always have a full change of clothes in your child's bag (or one that they can leave in the cabin to change out when needed).

We believe fully in the saying, “There’s no such thing as bad weather, only bad clothes.”  The best fibers to dress your child in for wet and cold weather are polypropylene, fleece, silk, and wool.  Wool is especially good for retaining heat if it gets wet.  Please no cotton in the winter!  When cotton gets wet, it has no warming ability and keeps you cold.  In warm weather, cotton T-shirts and pants are fine.

General

• Label all clothing and belongings with your child's name, including water bottles, food containers, etc.
• Suggested stores: REI, L.L. Bean, Land’s End, North Face, Sierra Trading Post
• Local Shops: New England Base Camp (NEBC) Scout Shop (located in the Egan Center), The Natick Outdoor Store
• Hiking Boots: Keens, Merrells, Plae.  Children should always wear closed toed shoes (boots on wet days or sneakers on dry days).
• Base Layers: Mountain Warehouse makes affordable merino wool base layers, L.L. Bean’s Wicked Warm Expedition Balaclava Top
• Socks: Smart Wool and Darn Tough merino wool blend socks

A change of clothes 

Please make sure your child has a labeled Ziploc or other waterproof bag with a change of clothes (all labeled).  These items can stay in your child’s bin at school as long as you check each day to make sure items are replenished.

• 2 socks, 1 underwear, 1 pants/leggings, 2 shirts.
• WINTER change of clothes should include - 1 underwear, 2 extra wool socks, 1 pair of long underwear, 1 pair of fleece pants, 1extra fleece or wool hat, and 1 extra pair of insulated, waterproof mittens.

Raingear

• Suggested brands: Polarn O Pyret, Oakiwear, Playshoes, L.L. Bean
• Simple, lightweight rain gear that the children can always have in their packs is important.
• Rain pants are VITAL - necessary for comfortable and fun play outside on many days.
• Please make sure rain gear is waterproof and not just water-resistant.
• Breathable, lined rain gear that moves with your child will be most comfortable.  Thick plastic/vinyl jackets constrict children’s movement.

Winter

• Suggested brands: Bogs, Muck Boots, Lands End Squall waterproof mittens
• Insulated, waterproof boots with one pair of thin wool socks: Wool socks or synthetic liners are a necessity – please no cotton!
• Base layer: Merino wool, silk, or polypropylene long underwear top and bottom
• Mid-layer: Long sleeve wool or fleece sweater and fleece pants/ sweatpants
• Over layer: Insulated waterproof jacket with hood and insulated, waterproof pants (bib snow pants work well), waterproof mittens, insulated liners are a necessity
• Snow Pants: Land’s End has reinforced knees and grow-with-me seams
• Fleece or wool hat: Hats with ear flaps stay on and keep children warmer
• Space for/extra layers (mittens, neck-warmer, hat, scarf, extra fleece or down layer, etc.).

Footwear

Bogs and Muck boots are the best for cold, wet, and snowy weather.  These boots are insulated so they may cause sweaty feet in warmer weather but adjusting sock thickness helps.  Traditional rubber rain boots are not a good choice on rainy days, as they leave feet cold and tend to come off easily in muddy areas and while hiking.  In warmer weather, sneakers or hiking boots (ideally waterproof) are appropriate.  Keen-like sandals are also a great option.

Backpack 

Full water bottle, space for/extra layers (sweatshirt, sweatpants, raincoat, rain pants, etc.).  Please make sure lunch boxes fit inside backpacks.  Label everything.

Lunchbox, Snack Containers, Water Bottle 

Each child should bring a lunchbox, which can fit inside their backpack if needed.  In addition to a nourishing lunch, please pack two healthy snacks in reusable containers, as well as a full reusable water bottle (stainless steel is best).

Bug Spray/Sunscreen and First Aid Kit

We will provide some bug spray (for emergencies) and will have lint rollers on hand. You may also prefer to pack a travel-size bug spray for your child, as well as sunscreen and a simple first aid kit that may include hand sanitizer, band aids, and arnica gel.

Restrictions

Toys, trading cards, electronic devices, pocket knives or other valuables are not allowed.  We make no guarantees that a special or valuable item will make it through a given day in one piece.  Please help your children keep these kinds of things at home during the school day.

Resources for Homeschool Reporting

TPA Home Base Learning Center is a homeschool resource and not a licensed or accredited school, and so each child who attends the program must have a homeschool education plan filed with their own town’s Department of Education each year.  Some resources to help in that process are:

Massachusetts Home Learning Association

https://www.mhla.org/

Advocates for Home Education in Massachusetts, Inc.

https://www.ahem.info/

Admission and Tuition 2025-2026

TPA Home Base Learning Center is committed to building a vibrant and sustainable learning community, where families and educators work together to support children’s development.  Our admissions process is designed to ensure strong philosophical, pedagogical, and practical alignment between families and our school, fostering a shared commitment to holistic, nature-based, and experiential learning.

Program Overview and Schedule

TPA Home Base Learning Center offers a full academic year program designed to provide children with a rich, immersive, and holistic learning experience.  Our schedule reflects our commitment to providing children with a consistent, developmentally appropriate, and deeply engaging educational experience throughout the year:

• Academic Year: September 8, 2025 (first Monday after Labor Day) – June 10, 2026 (second Wednesday of June)
• Schedule Options:

• 5-day option: Available for all ages (5-12 year olds)
• 4-day option: Available for 5-, 6-, and 7-year-olds
• 3-day option: Available for 5-year-olds

• School Hours: Arrival: 8:30-9:00 AM | Dismissal: 3:15 PM
• Closures: Follows Milton Public Schools for vacations, holidays, and snow days
• Location: New England Base Camp | 411 Unquity Road | Milton, MA 02360
• Ages Served: 5-12 years old

Admissions Process

Our admissions process is designed to be both informative and intentional, ensuring that families have the knowledge and confidence to make a well-informed decision about joining our community.  As a cooperative learning community, we draw strength from both our diversity and our shared philosophical alignment.  The admissions process helps determine whether there is a strong fit between prospective families and our mission.  Through phone conversations, in-person tours, program documents, and relevant readings, we aim to provide families with a clear understanding of our approach, while also ensuring that those who join our community embrace the responsibilities of membership, as outlined in this handbook.

• Open House and Initial Inquiry – Families interested in TPA Home Base Learning Center must attend an Open House or arrange a phone call with the Director as the first step in the enrollment process.  This initial conversation provides an overview of our philosophy, structure, and expectations while allowing families to ask general questions.
• In-Person Tour – After the initial inquiry, families will schedule an in-person tour with the Director, typically without the child.  This allows for a more in-depth conversation about the program’s structure, curriculum, and philosophy, while also giving us an opportunity to learn more about the family’s aspirations for their child’s learning and development.
• Visit Day – If the family wishes to proceed after the tour, the next step is a visit day for the child.  The child will spend at least a half day fully immersed in our program, engaging in activities and interacting with educators and peers.  This step allows us to get to know each other and ensure that the program is a good fit for both the child and the learning community.  
• Application Submission & Non-Refundable Deposit – Following a successful visit day, families who wish to enroll will secure their child’s place in the program by completing an online application (Google Form) and submitting a nonrefundable deposit.

Family Responsibilities

We embrace the spirit of family-centered, cooperative education and welcome parent/family participation within and outside of our school hours.  Inherent in TPA Home Base Learning Center is a spirit of community that allows for individual strengths and weaknesses, and for differences in energies and commitments.  We will enhance this spirit throughout the year, and grow and sustain our community, through volunteerism and regular family gatherings, parent education opportunities, potlucks and all-family campouts, and regular formal and informal communication between staff and families.  

A cooperative community requires work and time.  The following is a list of required contributions and opportunities for family participation:

Communication and Engagement

• Regular Communication and Partnership: Families are expected to maintain open communication with our staff, staying informed about their child’s progress and engaging in conversations that support their learning and development.  Family conferences may be initiated by either the parent or the staff at any time during the school year.  Scheduled, formal conferences will take place in face-to-face meetings in December and June.
• Primary Communication Platform: While email will be used for general announcements, Slack is our primary communication tool, and all families are required to join to stay up to date with important information.  

Homeschool Compliance and Administrative Requirements

• Registered Homeschoolers: We operate as a comprehensive homeschool resource rather than a licensed or accredited school.  Families must file an annual homeschool education plan with their local Department of Education, with support from our staff as needed.
• Completion of Required Forms: Before the start of the school year, families must submit all necessary documents, including health forms, immunization records (or exemption forms), the Scouting application, and the Parent/Student Agreement form (found in the Handbook Appendix).  

Attendance and Participation

• Back to School Night: Held before the start of the school year, this event is required for all families.  It serves as an opportunity to review the Family Handbook, meet staff, and prepare for the year ahead.  Please be prepared to ask any questions you may have.
• Family Involvement: Our community thrives on cooperative engagement.  Families can participate by volunteering in various ways, such as:

• Assisting teachers in the classroom
• Helping with fundraising or enrollment efforts
• Supporting clean-up and space enhancement projects
• Joining a parent committee
• Organizing family gatherings and community events like potlucks and campouts

Transportation

• Families are responsible for coordinating transportation to and from school.  Many choose to organize carpools to facilitate travel.

By joining TPA Home Base Learning Center, families commit not only to their child’s learning but also to the shared responsibility of nurturing a thriving, engaged, and connected school community.

Tuition and Payment Structure

We are committed to providing a high-quality, enriching educational experience while keeping tuition as accessible as possible.  Our tuition rates are competitively positioned below many private school options in the area, ensuring families receive exceptional value.

Annual Tuition Rates

• $18,000 per student – 5-day program (available for all ages)
• $16,000 per student – 4-day program (available for 5-, 6-, and 7-year-olds)
• $12,500 per student – 3-day program (available for 5-year-olds)

Payment Options

A non-refundable deposit of $1,000 is included in the tuition and due with submission of requisite forms to reserve your child’s place in our program.  The remaining balance may be paid according to the following payment schedule (checks payable to Twelve Points Academy):

• Annual Payment: Pay in full before the start of the school year (10% discount).
• Semi-Annual Payments: Two installments, due in August and January (5% discount).
• Monthly Payment Plan: Ten equal installments, paid from August through May.

Sibling Discount

We value the whole family system and recognize the deep connections between siblings in learning and development—shared experiences strengthen individual growth and the family collective as a whole.  To support families with multiple children, we offer a 10% discount for each additional sibling enrolled.

Financial Aid

We are committed to fostering socioeconomic diversity within our community.  Families who can demonstrate financial need should be in touch with the Director to explore current opportunities.  We are developing a financial aid program that will be supported through a combination of tuition revenue allocation, fundraising efforts, and opportunities to subsidize tuition through participation in research centered on child and family development.

Commitment and Tuition Policies

Enrollment at TPA Home Base Learning Center is a full-year commitment, and we rely on families’ tuition payments to sustain the program and compensate our staff.

• Non-Refundable Deposit: A deposit is required upon enrollment to secure a student’s place in the program.  
• Tuition Responsibility: If a student withdraws from the program mid-year, the family remains responsible for tuition for the full 2025-2026 academic year.
• Late Payments: Timely tuition payments ensure the stability of our program.  Families experiencing financial hardship are encouraged to communicate with us to discuss potential options.

We deeply appreciate the commitment our families make and strive to provide an educational experience that is both enriching and transformative for everyone.

References

Lerner, R. M. (2007). The Good Teen: Rescuing Adolescence from the Myths of the Storm and Stress Years. New York, NY: The  Crown Publishing Group.

Lerner, R. M., Lerner, J. V., Almerigi, J., Theokas, C., Phelps, E., Gestsdóttir, S. Naudeau, S., Jelicic, H., Alberts, A. E., Ma, L., Smith, L. M., Bobek, D. L.,  Richman-Raphael, D., Simpson, I., Christiansen, E. D., & von Eye, A. (2005). Positive youth development, participation in community youth  development programs, and community contributions of fifth-grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth  Development. Journal of Early Adolescence, 25(1), 17-71.

Scarlett, W.G. (2020) Rachel Carson and the Development of Earth Stewards. In Journal of Character Education, Volume (l). 16.1. pp. 77-86. Charlotte, N.C.: Information Age Publishing, Inc.

Sobel, D. (2008). Childhood and nature: Design principles for educators. Stenhouse Publishers.

Vygotsky, L. S. (1978). Mind        in society: The development of higher psychological processes. Massachusetts: Harvard University Press.

Warren, A. E. A. (2012). Strengthening human potential for great love–compassion through elaborative development. In A. E. A.  Warren, R. M. Lerner, & E. Phelps (Eds.), Thriving and spirituality among youth: Research perspectives and future possibilities (pp. 91- 127). Hoboken, NJ: Wiley.

Warren, A. & Warren, D. (2022). When nature is the classroom. Tomorrow’s Earth Stewards: Nurturing Our Future with Wonder, Thought, and Action.

Appendix

TPA Home Base Learning Center Family Agreement

TPA Home Base Learning Center is a community built on shared values, mutual respect, and active participation from students, parents, and educators.  This handbook outlines the principles, expectations, and responsibilities that guide our school.  

By signing below, you acknowledge that you have read, understand, and agree to the policies and procedures within.  Your signature affirms your commitment to our community, your willingness to uphold our shared values, and your understanding of the responsibilities that come with being part of TPA Home Base Learning Center.

If you have any questions or need clarification about any part of this handbook, we encourage open communication—please reach out to the Director.

Signatures

Students (if applicable):
Student Name: ___________________________________                Date: _______________
Student Name: ___________________________________                 Date: _______________
Student Name: ___________________________________                 Date: _______________

Parent(s)/Guardian(s):
Parent/Guardian Name: _____________________________         Date: _______________
Parent/Guardian Name: _____________________________         Date: _______________