800 East Sycamore Street

Westfield, Indiana 46074

(317) 867-0158

mswmiddleschool@gmail.com

Montessori School of Westfield

Middle School Handbook

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Contents

Introduction 4 Calendar

6 Summary of Secondary Program

Academic Work 8 Courses of Academic Study

9 Cycles of Work

9 Language Arts

10 Speech & Seminar

10 Social Studies

11 Spanish

11 Pre-Algebra and Algebra

11 Life Science

12 Physical Education and Health

13 Outdoor Education/Erdkinder

13 Career Education/Service Learning

13 Music, Art, and Specialists

14 Classroom work

14 Homework

16 February Fair

16 Cumulative Binders/Portfolios

Partnerships 18 Student-Led Conferences

18 Communication between Family and School

Classroom Procedures 20 Integrity, Respect, and Responsibility

21 Dress Guidelines

21 Electronic Devices

22 Lunches & Snacks

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22 Absences and Late Arrivals

23 Family Vacation

Appendices 26 Missed Assignment Form

27 Discipline Policy

30 Reading Lists

Winter Program Rehearsal

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Calendar

August

18 Orientation

19 First Day of School

September

7 Labor Day: School Closed

TBD School Pictures

October

14-15 Fall Camp- Turkey Run

19 - 23 Fall Break: School Closed

November

24 Thanksgiving Feast

25 - 27 Thanksgiving Break

December

18 Winter Program

18 Last Day of Semester: Noon Dismissal

January

5 First Day of School

18 Martin Luther King Jr. Day: School Closed/Flex Day

February

15 Presidents’ Day: School Closed/Flex Day

TBD February Fair

March

TBD Terranova Testing

April

1 Spring Break

11 School Resumes

TBD Spring Program

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May

TBD Class trip

30 Memorial Day: School Closed

June

2 Last day of school: Noon Dismissal

 

Team Building

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Middle School Program

The Middle School design is an integration of the current research in adolescent development, the trends and issues in education, and Montessori philosophy. The mission of the program is to provide opportunities for adolescents to become self-confident, develop self-knowledge, to belong to a community, to learn to be adaptable, to be academically competent, and to create a vision for their personal future.

The adolescent is:

• an active, self-directed learner • a vital member of the class, school, city and global community • a vital member of the teacher-student-parent team • responsible for keeping commitments, being honest, and respectful

The teachers are: • facilitators for learning • consultants for the students • creators of a positive climate for learning • communicators with parents and community • role models

The school structure offers: • a student-centered environment • a developmentally-responsive curriculum and teaching team of

Montessori teachers, with additional adults as resources • parents-teachers-student partnerships • multi-aged groupings of 12-15 year olds • large blocks of uninterrupted learning time • peer and cross-age teaching

The curriculum and instruction includes: • inter-disciplinary themes • learning “how to learn” strategies • individualized learning plans • seminar • long-term and short-term cooperative learning projects • a strong sense of community and social interaction with peers • meaningful and challenging work • activities for self-expression, self-knowledge, and self-assessment • activities that value all nine intelligences and a variety of learning styles

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• activities to foster interdependence • activities for learning economic independence • school and community service projects • activities that allow work on and with the land

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ACADEMIC WORK

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Courses of Academic Study – Middle School Montessori School of Westfield Middle School courses of study reflect an

integration of the newest research on the developmental needs of early

adolescents, the Montessori philosophy, current learning theory, and the

predictions of the skills needed for a productive life in the twenty-first century.

Cycles of Work

Each year there are four cycles of work. Each cycle lasts for approximately

eight weeks and incorporates all subjects and activities in the curriculum. The

cycle format is designed to help students develop organizational, decision-

making, and time-management skills. The final week is spent learning how to

review, study, and complete student generated assessments as well as bringing

the theme full circle.

Language

Language Arts include the study of vocabulary, grammar and mechanics,

seminar, public speaking, and literature response and composition.

Vocabulary is presented across the curriculum and is formally approached

through grammar and the use of the Wordly Wise 3000 textbook series.

Literature includes the study of varied literary elements and readings from all

genres. Each cycle, students read one or two books focused on the theme of

the cycle. Students analyze a portion of the book they read several times a

week for a short writing assignment. Once the book is finished, students

complete final projects. Over the course of the year each student completes a

variety of different compositions, including research papers, persuasive

speeches and essays, biographies and autobiographies, poetry and technical

documents.

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Speech & Seminar

Speech includes daily communications that focus on grace and courtesy,

listening skills, note-taking, active participation in-group discussions by

articulating ideas, and making formal presentations. Students learn a variety

of communication skills such as acknowledging others, active listening, goal

setting, and group decision-making. Each year, students develop a personal

mission statement and a class constitution. Students are able to practice

communication skills daily by working in community meetings, class

committees, small group cooperative projects, and peer and cross-age teaching

activities. Students give several presentations each cycle as well as working on

formal speech skills.

Socratic seminar is woven throughout the curriculum, including language,

social studies, math, and science. It is defined as a “collaborative, intellectual

dialogue facilitated with open-ended questions about a text.” Students learn

formal seminar techniques alongside developing annotation, communication,

and critical thinking skills. Studies show significantly improved student

achievement, increased student motivation, and a more respectful school

culture.

Social Studies

This course includes history, geography and economics. The geography

curriculum includes the study of the themes of location, place, movements,

regions, and interaction of people and their environment. The history

curriculum focuses on the history and progress of people through the following

topics: Connections (Early civilizations), Exploration and Perspectives,

Immigration and Identity (religion, ancient China and Japan, Interdependence

(Ecology and trade), Structures (Governments and US Government), Forces

(Revolutions), Power (World Wars 1 and 2), Changes (the Industrial Revolution

and Civil War), and Balance (Peace Education and life skills). The economics

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curriculum connects every day decision making to real world financial

understanding. Running their own micro-economy and learning how to

manage their fundraising leads to increased financial skills. Students do

personal and group work within these themes. The focus is on asking large

questions and looking for patterns in history and integrating this information

into all disciplines. Students develop creative projects and make presentations

based on their research.

Spanish

Spanish will build on the basic vocabulary and simple sentence structure

learned in elementary. In the Middle School, students will learn vocabulary

and how to use it in real life situations.

Pre-Algebra & Algebra

As our students enter into the third plane of development, they will begin to

move slowly into abstract thinking. Not all students will progress at the same

level. During this third plane of development “the individual leave behind the

state of childhood and enters the state of adulthood, becoming a member of

society in his or her own right.” (NAMTA Journal, Vol 29 No 1, Winter 2004)

The students will experience the elements of mathematics with manipulatives,

then move on to abstract exercises. One tool we will utilize in the classroom

this year is Khan Academy. Please feel free to visit their website at

www.khanacademy.org. The students will experience hands-on projects to

help them relate to why mathematics is important in our world. We will also

make connections throughout science, social studies and language. In this

stage of development it is essential for our students to feel that they are being

treated as adults. Dr. Montessori says this is the time “when the social man is

created but has not yet reached full development, this is the time, the sensitive

period, when there should develop the most noble characteristics that would

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prepare a man to be social, that is to say, a sense of justice and a sense of

personal dignity.” (From Childhood to Adolescence)

Life Science & Physical Science

We will explore the many aspects of science in

this classroom. Once again keeping in mind that

our adolescents are maturing into adults, we will

use hands-on activities, group projects, labs, and

seminars to delve into the many wonders of science. Starting off with weather

and ecosystems, we will move into the development of civilizations on rivers.

Our Fall Camp this year will allow us to explore the effects of our environment

on water sources, to encounter erosion, to explore the nature of flooding, and

to visually recognize the signs of life around rivers. In addition to these first

cycle lessons, our students will experience the story of

“The Great River.” Dr. Montessori brought to life the

human body and all of its subsystems in this great story.

In addition to all of this, the students will dive into

Chemistry, Physics and Biology. Once again using

project based learning and hands-on experience they will

learn the depths that science has to offer them as they

mature into adulthood.

Physical Education and Health

The physical education class focuses on team sports, individual sports, and

aerobic activities. Students also participate in cooperative games. All students

are included in all activities. Health is the study of issues pertinent to the

needs of early adolescents. As part of the health curriculum, students spend

fifteen minutes each day after lunch in personal reflection (Solo). Dr.

Montessori felt that early adolescents have a quest for self-knowledge, which in

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turn helps adolescents develop their identity. In our hurried society, we want

the students to learn to spend time reflecting on goals, reducing stress, and

creating a personal vision. During this time, students journal (reflective and

creative), set goals, read, or express themselves creatively. A student is

expected to choose a balance of these activities during each cycle.

Outdoor Education/Erdkinder

"Men with hands and no head, and men with head and no

hands are equally out of place in the modern community.

Therefore the work on the land is an introduction both to

nature and civilization and gives a limitless field for

scientific and historic studies. The rural atmosphere offers

students a kind of 'place apart'- a safe and healthy

environment to promote their transition to adulthood."

~From Childhood to Adolescence. Montessori

Montessori School of Westfield Middle School expresses this aspect of the

Montessori philosophy through working outside during the school year. This

may involve gardening, running a class business, and participating in

ropes/personal development courses. Twice a year, field studies will take the

students out of the classroom into nature and the community. These are more

than just field trips as they involve both practical and intellectual work related

to the land.

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Career Education/Service Learning

Each year, all Middle School students participate in one of

two internship experiences. The first year, they spend a

week working at MSW in younger level classrooms as

mentors/teaching assistants, or they may work as office

assistants. During the other year, students spend up to

one week working fulltime in a business of their choice.

They each prepare and email a letter to a business stating

their goals and verifying arrangements along with a resume. Both of these

internships require that the supervising teachers and adults complete an

evaluation form. Students are required to complete 18 hours per semester of

community service. These hours can be fulfilled at home (for example,

babysitting or yard work), in school (yard work, gardening, assisting in

classrooms), or within the community (mowing neighbors lawns, babysitting,

etc.) In economics, students run a micro-economy as well as do some of their

own fundraising.

Music, Art and Specialists

Monday through Thursday, students have the choice of

two electives. These will either be taught by the classroom

teachers or specialists brought in from the community.

Offered electives might

include 2D art, soccer,

singing, creative writing,

photography, quilting, or

any other form of physical or creative

expression.

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Classroom Work

The school day consists of large blocks of work time. Within this time period, small group

lessons will be given while the students work on individual or group work. Planning will be

done on a daily basis allowing for individualized daily schedules within the framework of each

day. A variety of work choices and differentiation within the shelf work allows for the different

skills, abilities, and interests of each student. Rubrics and guidelines are given for both

individual and group work. Post-project debriefing enables students to learn from their

experiences and become stronger learners. Students are in the process of learning and

support is given to them both individually and as a group. Teachers function as guides

allowing them to learn from their mistakes and encouraging them to problem solve, thus

becoming stronger, more effective learners. The process is respected and so only seminar,

research, projects, and assessments are scored. Students are expected to keep up with class

work and, if necessary, to do what they can at home to stay caught up. If a student repeatedly

misuses class time or interferes with the work of his/her classmates, a conference will be

held.

Homework

Homework mainly consists of completing any work that was not finished during the school

day. Parents are asked to support their adolescent by providing a family schedule that allows

time and space each evening for schoolwork as needed. For concentrated learning to

occur, students should study without the distractions of television and cell

phones. Incomplete homework and missing materials make the classroom a

non-productive environment. For each missing assignment, students will be

required to complete a missing assignment form (see appendices). When four

forms have been completed in any one cycle, then parents will be contacted

and a conference request made. A more detailed personalized learning plan

will be put into place that will help the student more successfully meet

deadlines.

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February Fair

All Middle School students are required to participate

in the MSW Fair in February. The Fair may be science,

reading, or social studies, depending on the year.

Individual projects are to be completed at home with a

minimum of help from adults. Each project must meet

the required criteria for Middle School. Accurate

grammar, format, and scientific method (in the case of

the science fair) are expected.

Cumulative Binders/Portfolios

During each cycle, students select representative pieces of work to prepare for

their family conference. The chosen pieces are placed in the individual’s

portfolio.

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FAMILY-SCHOOL

PARTNERSHIP

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Student-Led Conferences & Presentations

Research shows that student-led conferences lead to greater student

accountability and interest in their own learning process. MSW student-led

conferences are held in November. Additional conferences are available

throughout the year on request. 8th grade students are also asked to prepare for

the end of year panel presentation. They are asked to present to a panel of parents,

high school representatives, and business community members. This presentation

includes a summary of what they learned during the course of the year, as well as

demonstrations of particular subjects.

Communications between Family and School

Weekly notes will be sent home throughout the year to keep parents informed of

their child’s progress. When a teacher has concerns regarding a student's

behavior or activities, the teacher will discuss the issues with the student. If the

teacher believes it to be necessary, the parent will be contacted. If the

inappropriate behavior is repeated a problem-solving conference with the parents

and student will be scheduled. The purpose of this procedure is to encourage an

open line of communication between the teachers and family.

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Classroom

Procedures

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Integrity, Respect, and Responsibility

The classroom is based on the core values of respect, hard work, community,

learning, and peace. The Montessori classroom provides many opportunities at all

levels for the development of these universal values.

Students are expected to treat themselves, each other, and the materials with

respect. Specifically, grace and courtesy lessons are part of the classroom learning

and are discussed and practiced. Everyone in the environment needs to experience

affirmation. The books and materials in the environment must be treated with

care. Most textbooks and learning materials belong to the school and must remain in

good condition so that others can use them.

There are two kinds of responsibility:

• Responsibility 1 is taking responsibility for one's own needs in the

learning environment such as learning time-management, completion of

homework on time, focus, physical organization, and problem solving.

• Responsibility 2 is taking care of the needs of others and contributing to

the group. This involves supporting others, working cooperatively, active

listening and self-management in groups. All of these aspects are important

in establishing a classroom community.

Dress Guidelines

Dress should allow students to participate comfortably in our many physical and

outdoor activities. Clothing should cover the body adequately in order not to create a

distraction from work. Shorts and skirts should be moderate in length. Clothing must

not have inappropriate words, logos, or messages. Strapless tops will not be allowed.

Students who come to school inappropriately dressed will need to call their parents and

request that a change of clothing be brought to them. When there are events when a

different "dress code" is required, the dress code will be discussed in class, and it will be

the student's responsibility to follow through with being dressed properly for that event.

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Electronic Devices/Personal Belongings

It is each student’s responsibility to keep track of his/her personal belongings.

Electronics equipment such as iPods and cell phones are not

to be used on school grounds unless cleared with a teacher

for a particular occasion. It is every student’s responsibility

to keep his/her workspace clean and organized. Students

are recommended to bring a flash drive with them to class

each day so they can transfer and save their work. Flash

drives may not be left in the computers when not in use.

Lunch and Snacks

Research and experience indicate that adolescents benefit by eating periodic snacks to

meet the needs of their growing bodies. Research also

shows that drinking water increases the ability to study.

Students are encouraged to drink two quarts of water a

day and to bring water bottles to school and on trips.

Lunches should be nutritious and adhere to MSW policy.

A fresh fruits and vegetables only snack policy is in effect

in the middle school classroom. Fruit and vegetable intake is an important part of a

nutritious diet leading to numerous health benefits.  

Absences and Late Arrivals

Absences and late arrivals are recorded. If a student misses class, it is the student's

responsibility to arrange to meet with the teacher to create a plan for completing class

work. Work from short absences should be made up within a week and that from longer

absences should be handled by the end of the work cycle. Most high school

recommendation forms request information concerning absences and late arrivals.

Attendance is crucial during the Middle School years. Formal lessons and presentations

are given to both individuals and groups. If your child misses a key lesson, he/she might

find it hard to understand the concept presented. Also, the whole group might be

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impacted, which will make assignment deadlines harder to meet. Please attempt to keep

absences to a minimum.

Family Vacations

If parents choose to remove their child from class for a family vacation, it is necessary

to notify his/her teachers in writing, at least two weeks prior to departure. All

work scheduled during the time he/she is gone must be completed in advance of

the trip.

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Appendices

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Missed Assignment Form

Name: Date:

1. Which assignment was missed?

2. When was it due?

3. Why did you miss the assignment deadline?

4. Did you inform the teacher that you were having difficulties meeting the

deadline?

5. If you didn’t, why not?

6. What plans do you have to make up the missing assignment? Be specific.

7. What are you going to do differently to ensure that you complete other

remaining assignments in the cycle?

I understand that a copy of this form will be sent to my parents. If I receive 4

or more of these forms in any one cycle there will be a conference held with my

parents and teachers.

Student’s signature _______________________________________

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MONTESSORI SCHOOL OF WESTFIELD MIDDLE SCHOOL

DISCIPLINE POLICY

Montessori School of Westfield Middle School discipline policy has been

developed to help create and maintain an environment in which optimum

learning can take place. It has been designed to encourage a positive learning

environment and focuses on the development of attitudes in students that will

encourage them to be responsible citizens at school and in the greater

community. Successful school discipline requires the partnership of parents,

students, and staff to work together. Please review the following policy, then

sign and return.

GENERAL DISCIPLINARY INFRACTIONS

• Behavior that will physically hurt anyone, including self, such as fighting, pushing, shoving, running in the halls, throwing objects, carrying dangerous objects, and inappropriately using materials or equipment.

• Behaviors that hurt another’s feelings (psychological hurt) including: name calling, putdowns, intimidation, group isolation, sexual harassment, and other behaviors that are designed to devalue or hurt another person.

The following procedures are typically followed when inappropriate

behavior is observed:

• First behavioral problem results in a student-teacher conference. • A second minor incident may result in a student-teacher

conference, followed by a second consequence such as restriction of freedom within the school.

• When in-school consequences are not successful, a parent-student-teacher conference will be arranged.

• Serious or repeated behavior problems will be referred to Mrs. Lyman. Mrs. Lyman will determine the consequences, which could include further in-school restrictions, and in or out of school suspension. Parents will be notified by telephone.

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SEXUAL HARRASSMENT AND BULLYING POLICY

Sexual harassment is repeated unwelcome behavior of a sexual nature;

requests for sexual activities, and/or other inappropriate verbal, written or

physical conduct of a sexual nature. Examples include inappropriate touching,

grabbing, pinching, spreading sexual rumors or commenting about sexual

behavior. Bullying is intentional verbal, physical, or written conduct that

creates a hostile environment and interferes with another student’s physical or

psychological well-being.

INFRACTION DESCRIPTION MINIMUM MAXIMUM

Academic

dishonesty or

cheating

Copying answers from

the book or another

student

Loss of privilege to

check own work,

parent notification

Supervised

movement around

the school

Cell phones,

electronic devices

Use during school time

without permission,

includes cell phones,

iPods, electronic games

Confiscation of

device, parent

notification, parent

pick-up of device

Loss of privilege to

bring device to

school

Bullying Unwelcome statements

or threats that create a

hostile environment,

including harmful gossip

and rumors

Administrative

intervention, parent

notification

Suspension

Computer abuse Inappropriate use of

computers

Loss of computer use,

parent notification

Disruptive behavior Any behavior that

interferes with the

education or safety of

others

Staff intervention,

parent notification

Suspension

Fighting Students pushing,

shoving, or hitting others

Separation from

others

Suspension

Harassment Persistent and

unwelcome statements

or threats that are

verbal, written, or

Administrative

restriction on freedom

Suspension

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physical

Intimidation,

Physical/Verbal

threats

Provoking fear in

another

Loss of freedom,

parent notification

Suspension

Profanity, obscenity Using profane, obscene,

or vulgar language,

drawings, gestures, etc.

Staff intervention,

restriction on freedom

Suspension

Sexual harassment Repeated unwelcome

sexual advances and/or

any other inappropriate

verbal, written, or

physical conduct of a

sexual nature

Administrative

restriction on freedom

Suspension

Student signature __________________________________ Date __________________

Parent signature ____________________________________ Date __________________

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Reading Lists

Books will be chosen from the following lists and a minimum of one studied

each cycle.

Year 1

• The Odyssey

• The Epic of Gilgamesh

• The Boy Who Harnessed the Wind – William Kamkwamba

• Chengli – Hildi Kang

• The Slave Dancer – Paula Fox

Year 2

• The Lord of the Flies – William Golding

• Animal Farm – George Orwell

• The Diary of Anne Frank

• Julius Caesar – William Shakespeare

• Salted – Aaron Galvin