TRANSITIONAL OPEN HOUSE Thursday, April 25, 2019

OBJECTIVES To provide an overview of the Montessori program To illustrate similarities and differences across the grade levels To provide parent education

MISSION AND VISION Mission Vision Highland Mill Montessori School fosters a peaceful and caring environment by embedding elements of grace and courtesy throughout the curriculum. We provide individualized, rigorous instruction that addresses unique learning styles and encourages curiosity and creativity while focusing on the Montessori curriculum to prepare student leaders for a changing global community. Vision At Highland Mill Montessori we will create a Montessori culture of high academic standards in a peaceful learning environment that emphasizes strong moral values, a passion for life-long learning, responsible independence, celebration of diversity, and positive contributions to the global community. We will build partnerships with families and the local community to extend our support network for students.

PHYSICAL APPEARANCE OF CLASSROOMS PRIMARY (PreK & K) Child size furniture Low shelves Materials sequenced from top to bottom, left to right, simple to complex Work done at tables or work rugs Aesthetically pleasing LOWER El (1st & 2nd) Larger furniture More tables Less floor space to work Middle El (3rd & 4th) Individual desks, work tables, and rug work Increased use of technology for individual work Upper El (5th & 6th) Textbooks (paper and virtual) Papers/Journals Technology (individual devices)

WORK EXPECTATIONS PRIMARY Complete a work cycle-get a rug, unroll the rug, choose a work, set up and complete the work, return to shelf, roll rug work quietly without disturbing others Independence begins in primary. Children are expected to choose work, put things away properly, and take care of themselves. 3 period lesson-(stage 1: naming, stage 2: recognition, stage 3-recall) work plans vary by class, time of year, and student needs Kindergarten students give lessons to Prekindergarten students on materials they have mastered LOWER ELEMENTARY Workplans -used as a daily tracker of work and behavior -provides choice -provides a sense of responsibility and accountability -teaches time management -sent home as a tool for weekly communication and opportunity for parent and student reflection Lessons and follow up work assigned according to ability level Collaboration-opportunities to help peers Increased expectations for student independence MIDDLE ELEMENTARY Increased responsibility for work completion Increased opportunities for group work and collaboration Student managed weekly work plans UPPER ELEMENTARY Many opportunities for collaboration-important for social development as well as academic development Students use virtual resources and classrooms to access and complete assignments Students work independently to complete tasks and projects

USE OF MONTESSORI MATERIALS PRIMARY Approximately 2-3 hour uninterrupted work cycle when students are using materials Children clean up materials themselves and prepare for the next person Children choose their own work based on lessons they have been given Teacher gives small group, whole group, and individual lessons throughout the work cycle LOWER ELEMENTARY Materials used daily to teach and practice Montessori curriculum and common core standards Projects and research-vary by classroom Lessons are presented in small groups, whole group, and to individual students MIDDLE ELEMENTARY Materials used for more advanced lessons and conceptual understanding Materials are used as a bridge from concrete representations to abstract work Projects throughout the curriculum Use of materials may stretch over more than one day (2nd period of practice) UPPER ELEMENTARY Teachers create materials relevant to lessons

GRADES/TESTING/ REPORT CARDS PRIMARY No formal testing for PreK students Kindergarten students are assessed using Reading 3D, MAP tests, and classroom assessments Pre-K students receive 3 report cards Kindergarten students receive 3 mid-quarter reports and 3 report cards Kindergarten report cards are specific to Montessori curriculum and state standards first quarter conferences are required LOWER ELEMENTARY Montessori report cards that focus on reporting proficiency levels (1, 2, 3, 4) Report card reflects academic and social development 3 Midquarter reports Informal assessments include teacher observation and daily class work Formal assessments include MAP tests and Reading 3D given at the beginning of the year, middle of the year, and end of the year MIDDLE ELEMENTARY Powerschool is used for reporting letter grades (10 point grading scale) Letter grades are an average of student’s work rather than a teacher’s indication of ability Formal assessments include MAP tests (3rd and 4th) and Reading 3D (3rd only) Common assessments are given each quarter in reading and math EOG testing begins -3rd grade-BOG and EOG in reading, EOG in math -4th grade-EOG in reading and math Read to Achieve legislation UPPER ELEMENTARY Powerschool is used for reporting grades to parents and students (10 point grading scale) MAP tests-Reading and Math Common assessments are given each quarter in reading, math, and science (5th grade only) EOG testing-all tests are administered online -5th grade-reading, math, and science -6th grade- reading and math

OTHER TOPICS PRIMARY LOWER ELEMENTARY MIDDLE ELEMENTARY Grace and courtesy are introduced and emphasized Ground rules must be internalized Importance of the ability to have self control Parent support is key-things to do at home to be successful (chores, routine, read, tell stories, expectations, parallel work, specific behaviors for specific places) All areas of the classroom focus on concentration, coordination, order, and independence Peace Education is practiced through conflict resolution lessons LOWER ELEMENTARY Increased student responsibility Responsible for belongings Responsible for putting on and taking off clothing and tying shoes Increased expectations on being self-focused, independent learners who are intrinsically motivated Focus on control of movement and self-awareness of body control Volunteering in primary classrooms Practical life involves caring for the environment and leadership responsibilities Foster independent conflict resolution Peace lessons are taught, modeled, and practiced with the goal of students initiating resolutions independently Teacher is a resource when needed for resolving conflicts MIDDLE ELEMENTARY Personal responsibility truly emphasized Volunteering in classrooms throughout the school Practical life lessons are integrated throughout the curriculum and also include classroom responsibilities Peace Education is taught through conflict resolution lessons, students lead the discussions to resolve conflicts UPPER ELEMENTARY Leadership-Safety Patrol, WHMM News, Media Assistants, Student Ambassadors Maintaining vegetable gardens Mentoring and modeling in classrooms throughout the school Practical life includes community and service oriented projects Peace Table is used as a space for independent reflection

IN CONCLUSION Montessori curriculum encompasses both the academic and social development of the child. It is imperative that parents support the Montessori philosophy to help students become responsible, independent, and caring individuals. Peace Education begins in the Primary classrooms and continues throughout all grade levels. Each fall to begin the year, our school community participates in a Peace Day Celebration. All classrooms have a Peace Table or designated space in which students resolve conflict. Grace and courtesy is introduced in Primary classrooms and develops among all grade levels.