Montessori:Quality and Sustainability

2009 AMI/USA Public School Forum

Denver, ColoradoNovember 13–15, 2009

“Parents…are the only ones who can save their children by uniting and working

together for the improvement of society.” The Secret of Childhood, Maria Montessori

Connecting Home and Schoolfor Diverse Families

Introductions

John Freeman Principal

Carolyn Potoff Program Coordinator

History

Montessori Magnet School

at Annie Fisher

Our Diverse Families

46% Black28% Caucasian13% Hispanic

13% Asian

50% Suburban 50% Urban

Reflection

1. Who are you?

2. What population do you serve? Urban/Suburban, Ethnicity, SES

3. What do you do to connect home and school for diverse families?

Important Factors for Parents

1. Understanding the Montessori Method and our program

2. Making a Commitment3. Understanding Human

Development4. Understanding the importance of

their role

• Start at recruiting stage– Brochures– Open Houses, Fairs– Website

• Continued Knowledge Building– New Family Orientations– Parent Handbook– Website Educational Information– School Communications

Understanding Montessori

Montessori at a Glance

MONTESSORI: Creating a Paradigm Shift in Education

Traditional Classroom Textbooks Pencil and paper Worksheets and dittos Working and learning without emphasis on social development Narrow, unit-driven curriculum Individual subjects Block time, period lessons Single-graded classrooms Students passive, quiet, at desks Students fit mold of school Students leave for special help Product-focused report cards

Montessori Environment Prepared kinesthetic materials with incorporated control of error Specially developed reference materials Working and learning matched to the social development of the child Unified, internationally developed curriculum Integrated subjects and learning based on developmental psychology Uninterrupted work cycles Multi-graded classrooms Students active, talking with periods of spontaneous quiet, freedom to move School meets needs of students Special help comes to students Process-focused assessment, skills checklist, mastery benchmarks

Freedom and Responsibility A Montessori Approach

Freedom Choose daily work Amount of time on an activity Permission to be idle Use of glass, knives, etc. Eating snack when hungry Use of bathroom Resolve own conflicts Teach other children Movement in the classroom Choose place to work Work outside Travel throughout building Nap in classroom

Responsibility Appropriate work choices and variety of presented materials Staying on task and interested Watching, sitting or wandering without interruption Proper care and handling Proper food handling and fair share Good hygiene and proper use of facility State needs, not physical contact, seeks adult help when necessary Appropriate interaction, key points Walking, maneuvering between student work areas Appropriate space for activity and not interfering with another’s work space Stay within sight of windows Walk in hallways, know how to get to destination Get enough sleep at night, know when rest is need

Montessori Vocabulary

Absorbent mind The ability and ease with which the young child learns

unconsciously from his environment. Control of error The possibility inherent in the Montessori materials of

making apparent the mistakes made by the child, thereby allowing him to see his errors after completing the exercises and to correct them.

Cycle of activity Those periods of concentration on a particular task that

should be worked to completion. Deviated child The child who has not yet found himself and thus is

restless and difficult to control. He finds adjustment difficult and often escapes into a fantasy world.

Didactic materials The instructive materials used in teaching. Discovery of the child Dr. Montessori’s awareness and realization of the young

child’s abilities and his spontaneous love of work and learning.

Freedom The child’s free movements and experiences in an

environment that provides a discipline through liberty and respects for his rights.

Normalized Child The child who adapts easily and has acquired the self-

discipline and control necessary to a healthy life. Practical life exercise Those exercises through which the child learns to care for

himself and his environment. Prepared environment An atmosphere created to enable the child to be free to

learn through activity in peaceful and orderly surroundings adapted to the child’s size and interests.

Sensitive periods Those periods of learning (to walk, talk, write, etc.) during

which a child is particularly sensitive to a specific stimulus. Sensorial exercises Those exercises pertaining to the development of the five

senses and for providing a foundation for speech, writing and arithmetic by use of the sensorial materials.

Sensorial materials The Montessori equipment designed to teach the child by

means of focusing on specific sensory responses.

Making a Commitment

School Compact

Parent Involvement Card

Read At Home Program

Montessori MAGNET SCHOOL at Annie F isher

Teacher-Parent-Student COMPACT

Hartford Montessori Magnet School commits to a partnership among teachers, parents and students to provide the best possible education for our children. In order to achieve our very ambitious goals, we must work together.

Teacher Commitment

1. Timeliness – I will arrive every day on time. 2. High Quality Education – I commit to providing a high-quality education and to go the extra mile for my

students. I will continually develop myself professionally, participate in accurate daily lesson planning, actively and positively participate as a team-member with all school staff, and collaborate with administration to define my role in school leadership.

3. Support and Respect – I will appreciate, support, and respect every student and adult in the school community. 4. Communication – I will communicate regularly with parents about their child’s progress and make myself

available in person and by phone. I will return parent phone calls within 24 hours. 5. Safety – I will always protect the safety, interests, and rights of all individuals.

Signed: _________________________________________ Date: ________________

Parent / Guardian Commitment

1. Timeliness/Attendance – I understand that every school day is important and that it is my responsibility to get my child to school every day on time. If my child takes the bus, I will make sure he or she is at the bus stop on time. If my child is picked up from school, I will make sure that myself or a responsible, approved adult is there on time each day to pick my child up. If my child needs to miss school, I will contact the school.

2. Support of Learning and The Read At Home Program – I will always help my child in the best way I know how, and I will do whatever it takes for my child to learn. I will provide a quiet space for my child to read (or for me to read to/with my child) and insist that reading lasts for a minimum of 20 minutes. I will never sign the Reading Log unless I personally have seen my child read.

3. Communication – I will make myself available to my child and his/her teacher. I will return phone calls from school staff within 24 hours. If asked to attend a meeting regarding my child’s education or behavior, I will be there. I will read all updates and memos sent home by the school and return all necessary information immediately.

4. Uniform – I will send my child to school every day in the Montessori uniform. 5. Attendance at Parent Meetings: I will attend all required parent meetings, including Back-to-School Night,

Parent/Teacher conferences and two Parent Education events.

Signed: _________________________________________ Date: ________________

Student Commitment

1. My Best Effort – I understand that my education is important, and I will always work, think, and behave in the best way I know how and do whatever it takes for my fellow students and me to learn.

2. Attendance and Timeliness – I will come to school every day on time. 3. Read at Home Program – I will read for a minimum of twenty minutes every night. I will not offer excuses. 4. Communication – I will be courteous with my classmates and all school staff. If I do not understand something I

will ask for help. I will make myself available to my teachers and parents about any concerns they might have. 5. Uniform – I will wear the Montessori uniform every day and follow the school dress code. I understand that I will

not be allowed to attend class unless dressed in my uniform. 6. Riding the Bus – If I ride the school bus, I will follow the rules (staying in seat, using inside voices, being

respectful in word and deed with others). Failure to follow these rules may result in suspension of bus privileges. 7. Responsibility – If I make a mistake, I will tell the truth and accept responsibility for my actions.

Signed: _________________________________________ Date: _______________

(Primary children may write their name or make a mark after discussing this compact with their parents.)

•

Montessori Magnet School at Annie Fisher

Family Involvement Card 2009- 2010 School Year Student/s ___________________________________ Teacher _______________________________ Name/s _______________________________________ ___________________________________________ Parent Information Series

□ Meet & Greet □ Primary Meet & Greet

□ New Parent Orientation □ Introduction to Elementary

□ Open House □ Bring a Friend to School Night

□ Silent Journey Parent Information/Student Activity Nights

□ October 16 □ February 19 □ April 30 Grace & Courtesy Reading Strategies Parenting Strategies

PTA Information

□ MPTC Membership Meetings Attended

□ Oct □ Nov □Jan □ Feb □ Mar □ Apr □ May □ Jun

Fundraiser Forms Returned

□ Fall □ Spring

Parent Teacher Conference (per child)

□ □ □ Fall □ □ □ Spring

Classroom Observation (per child)

□ □ □ Fall □ □ □ Spring

Completed Read @ Home Forms

□ Sep □ Oct □ Nov □ Dec □ Jan □ Feb □ Mar □ Apr □ May

Social Activities Volunteer Services

1. 1. 2. 2. 3. 3.

Montessori Magnet School at Annie Fisher

Family Involvement CardThe following outline is our school’s expectation for meeting the minimum goal of

successfully being involved in your child’s school life. Incremental goals will be established for each marking period. Please mark your card at school as you complete

an activity. Cards will be reviewed at Parent Teacher Conferences.

Get Involved – Complete Your Card!

Yearly Minimum Goal•2 Introductory Activities

•2 Parent Information Evening•3 MPTC Meetings

•1 Fundraiser Form Completed•1 Classroom Observation Per Child

•2 Parent Teacher Conferences•8 Read @ Home Forms Completed

•1 Social Activity•1 Volunteer Service

Read at Home Program

Montessori MAGNET SCHOOL at Annie Fisher

Read at Home Program

Our partnership is critical to our children’s success. Parents are their child’s first teachers and key partners in helping children become confident readers. By reading with your child you help them develop language and literacy skills that aid them in becoming life-long readers. Just 20-30 minutes a day reading aloud to young children promotes family bonding, encourages listening and language skills, and gives children a strong reading foundation. It takes hundreds of hours of “lap time” for a child to gain the pre-literacy skills necessary to learn to read early and well. The pleasant activity of listening to stories trains a child's brain, ears and eyes for reading success. Once a child begins to read, it is essential to continue reading aloud together and encouraging your child to read aloud to you. Like other skills, reading is mastered over time, with lots of practice and with the help of another person. The routine of sharing books together creates life-long readers. The magic of this process is the simplicity of action. Any adult can do it, in just about any place, with little or no expense. It doesn't matter what language is spoken. Non-reading parents can make up stories to go with the illustrations. You can help your child explore places near and far, meet new people, and discover wonders of our world. The essential elements are scheduled time with books and a positive

attitude! We urge you to fully participate in the Montessori Magnet School at Annie Fisher Read at Home Program and assist your child to engage in literacy and learning throughout their life.

How the Program Works Each teacher distributes reading Logs monthly. All students fill out their logs daily (with help by parents as needed) as books are read. All Read At Home Logs are returned to the classroom teacher by the first Monday of the following month. The expectations and record keeping logs are different for primary and elementary level students. PRIMARY- It is expected that parents ensure that each Primary level student spends a minimum of 20 minutes engaged in reading (being read to, reading with an adult or reading to an adult) every night. The Primary Logs involve the student coloring in the day on their calendar sheet once their reading expectation has been completed. ELEMENTARY- It is expected that Elementary level students read for a minimum of 30 minutes every night. Students should fill out the Elementary Read At Home Log. Parents need to initial the log each night. “The early years set the stage for later learning…the single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.” Becoming a Nation of Readers: The Report of the Commission on Reading

Primary Read at Home LogMontessori MAGNET SCHOOL at Annie Fisher

Primary “Read at Home Program” Log

Student Name:_____________________ MONTH:_________________ Teacher’s Name:_________________

Please # the calendar for (or with) your child for the month you are completing.

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Read to or with your child for at least 20 minutes a night. Then have your child color in the corresponding calendar box! Return completed logs to classroom teachers by the first Monday of the following month.

Elementary Read at Home Log

Day of month

Book Title Pages read Parent initials

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Montessori MAGNET SCHOOL at Annie FisherElementary “Read at Home Program” LogStudent: ______________________________ Month: _____________________ Teacher: _________________________

Read for at least 30 minutes a night. Return completed log to classroom teachers by the first Monday of the following month.

Opportunities for Positive Interactions

• Meet & Greet• Open House• Parent Room• Family Liaison• Personal contact from teacher

– phone calls, post card, letter

Transitioning in New Students

• First impressions are most important for students and families

• Personal visits• Staggered starts• What to expect the first day reviewed at

orientation• Differentiate for individual family needs

Ongoing Parent Teacher Communication

• Personal interactions• Phone calls• Newsletters• Parent observations• Parent teacher conferences

(100%...schedule to meet needs)• Progress Reports

November Comments: March Comments: June Comments:

Montessori Magnet School

At Annie Fisher

Primary Progress Report 2009-2010

Student Name: Teacher Name:

Ongoing School Communications

• Website• Classroom Newsletters• Principal’s Page• Friday Bag• Connect Ed• MPTC Meeting Principal’s Report

Parent Organization Support

• Montessori Parent Teacher Community (MPTC)• By-Laws• Staff Liaison• Teachers at events

Ongoing Parent Connection to School

• Volunteering• MPTC Executive Board• MPTC Committees• MPTC Meetings• MPTC Events• MPTC Room Parent • Classroom/Room Parent Events• School Governance Council

MPTC Committees

STANDING COMMITTEES• Fundraising• Volunteer• Website Development• Outdoor EnvironmentSPECIAL COMMITTEES• Multicultural Potluck• Create a Tile Week

The BIG Events

• Open House• Multicultural Potluck• Spring Picnic

Participation Data of Diverse Families: 2008-2009Whole School

Black Caucasian

Asian Hispanic Total

School Population 43% 26% 16% 14% 100%

Montessori Math 21%

The Silent Journey 14%

Parent/ Child Night 59%

Participation Data of Diverse Families: 2008-2009

Whole School

Black Caucasian

Asian Hispanic Total

School Population 43% 26% 16% 14% 100%

Montessori Math 21% 10% 32% 41% 18% 100%

The Silent Journey 14% 14% 43% 29% 7% 100%

Parent/ Child Night 59% 38% 38% 10% 15% 100%

Plans to Increase Participation

• MPTC (parent/teacher organization)

• School Governance Council

• Parent Involvement Committee Survey Needs: Child care, Time/Details, FOOD, Location

• Parent Information/Student Activity Events (CREC MMS)

Parent Involvement Committee Initiatives for 2009-2010

• Meet & Greet, Open House

• MPTC Staff Liaison• Parent Education: Grace & Courtesy, Silent Journey,

Parent Child Discovery Night, Literacy Night, Math Night

• Survey of Parents as Partners Education: oral language- Let’s Talk, STEP training, elementary transition, Raising Readers

• Area collaboration: area public Montessori schools, MTCNE, MSC, Community Agencies

Parent Education

• Hands on workshops• Guided imagery• Use adult education techniques• Parent leaders in workshops• Continued follow up

The Home Environment

• Guided imagery• In the classroom• Physical changes • Write up

What we can do together…

• At home– Prepare your child’s

environment to match their size and needs

– Break down abilities into manageable sections

– Have patience, respect concentration, take time

• At school– Prepare your child’s

environment to match their size and needs

– Break down abilities into manageable sections

– Have patience, respect concentration, take time

Oral Language Development

Let’s Talk…it makes a difference.Cambridge, Massachusetts

Community effortHart and Risley (1995)

Vocabulary Counts30-Million Word Gap

Sharing knowledge with parents connected to a practical application

The Independent Child

Our Joint Role

“We must support as much as possible the child’s desires for activity; not just wait

on him, but educate him to be independent.”

Resources for Parents to assist in fostering Independance

• Maria Montessori’s writings• “The Normalized Child” by Kathleen Futrell• “Montessori in the Home” by Margaret

Stephenson• Practical Montessori-Renaissance Parenting• Parenting Perspectives @

www.teachersandfamilies.com (fosteringindependence and developing resiliency)

Contact John or Carolyn

John FreemanFREEJ001@hartfordschools.org

Carolyn PotoffCPotoff@hartfordschools.org

School Website (under construction)

AnnieFisherMontessori.com