Half-day trainings and refreshers would be available during in-service time for staff and faculty, who would also be offered scheduled (permission/scheduling required) access to all classes associated with TRS and my Free Aiki Dojo. With TRS faculty and staff involved, ongoing MNv curriculum design would include evaluations, feedback, and improvements to support your vision for the TRS learning community. I will connect participants via social media and distribute new content regularly, as well as providing an instructor's guide of basic MNv vocabulary, agreements, strategies, themes and a guided reading list with a graduate level bibliography for continuing education.

In order to expand the reach of the work, help in reinforcement of the practices, and serve the need for peace-training in the community, fee-based classes could also be offered to the more than one hundred and fifty parents of TRS students. An evening or weekend class could be added at TRS, and I’d be happy to welcome anyone to join Free Aiki or Golden Bears. 

If it is continued year-round (guaranteed 12 months with the regular school breaks) this program will cost four thousand dollars a month for the length of the program, including months with school holidays and irregular scheduling, and fees generated by offering classes for parents would be divided evenly between us to encourage everyone involved to grow the program. TRS would promote the program through its usual channels and I through mine, including web design, social media and networking.

This offering would be created in partnership with the Free Aiki project of Association Building Community (510c3), which I direct and through which I work. This offers TRS the added benefits of non-profit and community support, lifting the burdens that would otherwise go along with employee benefits and taxes and positioning us to apply for grants, seek private support funding, and receive tax-deductible donations.

While outcomes of a project like this are impossible to measure precisely, Peace Practices would almost certainly result in a series of success stories: demonstrable peace-making skills in the hands of TRS students and graduates, learned from a Montessori child grown-up into a Ph.D. It is likely that the inclusion of essential, unique, and timely curricular innovation like this would increase TRS’ enrollment and reputation, especially given how well the program fits the peace-making portion of the Montessori system and directly addresses bullying by transforming the culture of win/victor-lose/victim conflict currently in daily practice in society at large. Finally, a program such as this would increase TRS’ national and international visibility through inclusion in journal articles, advertising, conference presentations, citation in my related work in California, and promotion by organizations including but not limited to: Aikido of Berkeley, UC Berkeley, Association Building Community, Aiki Extensions International, Peace Dojos International, Aikido in the Schools New York, the California Aikido Association, and many more.