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Zanetti Montessori Magnet School:

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1 Zanetti Montessori Magnet School:
Excellence in a Peaceful Environment

2 Mission To provide an academically rigorous and integrated Montessori curriculum, aligned with the district standards and learning goals , based on peace education and global awareness that: Engages students in joyful, engaging learning in a peaceful, safe environment of mutual respect. Empowers students to be self-reflective, independent, life-long learners, prepared to be career orientated global thinkers, who realize their individual potential, lead meaningful lives and accept their responsibility of citizenship Facilitates students to perform at levels of proficiency in meeting the outcomes of the Montessori Curriculum and state learning standards upon transitioning to high school Holds high expectations of academic performance, integrity, respect for diversity and conduct Encompasses 21st Century Skills addressing problem-solving, reasoning, communication and technology Facilitates student understanding of their connection and contribution to their families, their community and the world, through a curriculum based on global awareness and social action, using the student and their world as the context Increases student attendance and achievement through active engagement with all stakeholders Focuses instructional leadership teams to guide school improvement through staff collaboration, curriculum development and data analysis Sustains a collaborative learning community of dedicated, nurturing educators, committed families and self-motivated students DRAFT

3 Whole School Goal Alfred G. Zanetti Montessori Magnet School’s goal for the 2009/2010 academic year is to improve student academic achievement through an integrated Montessori Curriculum aligned with district standards and learning goals. By the end of the academic year, 100% of students will demonstrate a minimum of one year of academic growth as shown on Montessori Assessments, Benchmark Assessments, District and Statewide Tests and where applicable, Key Math Assessments.

4 Famous Montessorian, Will Wright, author of Sim City et al . . .
“Montessori taught me the joy of discovery. It showed me you could become interested in pretty complex theories, like Pythagorean theory, say, by playing with blocks. It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori – if you give people this model for building cities, they will abstract from it principles of urban design.” Will Wright “Will Wright flourished in the local Montessori school, with its emphasis on creativity, problem solving and self-motivation” John Seabrook The New Yorker, November 6, 2006

5 Our Aim is to Fulfill the Mission of Bringing Montessori to the Public Schools and its Diverse Population “The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The Montessori child should come to relish the texture of that diversity” Maria Montessori 5

6 Was the first Italian woman doctor, scientist , educator
Maria Montessori… Was the first Italian woman doctor, scientist , educator began work in 1907 in slums of Rome with “street urchins.” Her work with severely learning disabled students in 1907 who then passed testing for non-disabled students drew international attention. believed learning should be active and that the freedom to move and choose work in a highly ordered environment, facilitated cognitive development and bred independent, joyful, successful learners. Ensured that teachers set up a developmentally appropriate “Prepared Environment” in large open classrooms wove “Grace and Courtesy” (social emotional behavioral) and “Practical Life” components into the curriculum developed an educational philosophy and pedagogy based on individual children’s needs and their work with developmentally appropriate materials through which children construct their learning. 6

7 Montessori Environment
The Environment: Warm, inviting, ordered, structured, engaging, carefully designed to capture interest of students and promote independence No rows of desks Students choose where to sit (floor, desks, high and low tables, alone, groups, pairs) Mixed-grade students (Ex: Grades 1-3 in same room)

8 Montessori Pedagogy Instruction Assessment
Teacher presentation happens mainly in small groups and individual Teacher teaches on the floor, child moves on to practice alone Teacher provides engaging extension activities to all presentations (lessons) that students can work on independently Teacher a facilitator of learning and a guide Assessment Ongoing observations, questioning and feedback Benchmarks for Curriculum Portfolios Montessori Standardized Tests

9 Step inside a Lower Elementary Morning Work Cycle
Please see Zanetti Website for video snapshot of an E1 Workcycle Class Agenda Student Work List

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12 The Curriculum Pre-K to Grade 5 Montessori Peace Education through
Global Awareness  Materials-based Integrated Social Studies, Math, Language, Science, putting the child in the context of the whole Grace and Courtesy Non-Violent Conflict Resolution Early exposure to and use of algebra and geometry in younger years Middle School Grade 6 to 8 Montessori Peace Education through Social Action CONTEXT: The Adolescent OVERARCHING QUESTION: How do I understand myself, the world and my place in it? OVERARCHING ACTION: How do I contribute? District initiatives woven in WEX writing, CAFÉ reading, Science Kits Alignment of Montessori Curriculum and Level Outcomes to State Learning Standards

13 “Measure what you value”
What the Data Shows “Measure what you value”

14 General Student Achievement Trend
Teachers complete training 82% classroom teachers leave because of contract, 19 new teachers begin Montessori Training Zanetti becomes Montessori

15 So, what was going on in 2004 and 2005?
Zanetti in 5th year of Montessori Both Math and ELA AYP met All teachers Montessori Trained Team including a Math CPDT created Montessori materials to fill gaps in math curriculum (measurement, for example)

16 High academic achievement for 21st Century Success
Students High academic achievement for 21st Century Success

* Without desks, students and groups learn to get along with each other. * We are around the same people all the time so we are not as nervous to answer questions or ask for help. * Zanetti has taught us to think outside of the box when doing our work. * We learn about respect, responsibility, and caring for our environment. * At Zanetti we get second chances even when we do something wrong. * We are in different grades in the same class and this allows us to help each other. * Zanetti has taught us the importance of peace. * This school allows you to choose what you wish to learn more about. * We can concentrate and it is a great environment in which to learn. * We are very unique with our learning style. * The teachers are great and it is a good place if you want to learn new things every day. * We are free to hold our own opinions and encouraged to speak our minds. * You can make friends all over the school and because we are together for so many years we know that when we go our own ways we will still keep in touch. * We go on cool fieldtrips that help us learn about our world. * Our teachers care about us and we especially love those teachers who help us get through all the ups and downs. * Zanetti has helped us to learn new things and built our self-confidence so that we can be the best that we can be. Zanetti Middle School Students

18 Student Achievement- prior to Magnet Grant (1999)
poor attendance high mobility (75% in our last year before conversion to magnet) lowest standardized test scores of over 30 district elementary schools high suspension rates rapidly increasing minority group isolation

19 Student Success- Years immediately following Magnet Grant
Attendance problems decreased Population Diversified Free/reduced lunch population decreased Racial demographics reflected the City of Springfield not just the neighborhood Behavior incidents decreased Transience decreased

20 Past Year Student Successes
Proficiency AYP Last Year Proficiency on MCAS increased in: - All 8th grade tests - 3rd, 4th, 6th,7th Math - 3rd, 4th ELA 2009 MCAS ELA AYP Math AYP Aggregate yes no SpEd African American Hispanic

21 School-Wide Growth Percentiles for 2009

22 % of Test Items Zanetti Aggregate outscored District Aggregate
On last year’s 8th grade ELA test, Zanetti students outscored the District on 89% of the test items.

23 Highly qualified and effective at all levels
Staff Highly qualified and effective at all levels

24 Organizational Health Inventory Staff Perceptions
Significant increase in cohesiveness, adaptability and innovation. Slight decrease in morale and resource utilization due to move. Goal Focus work is in progress: Feedback to Students.

25 Current Goal Focus Perceptions

26 Assisting and Supporting Parents to help improve learning

27 Parent Involvement

28 Parent Perceptions Survey
The 2009 Parent Survey revealed that of 150 surveys returned, over 90% of parents believe: The school provides sufficient support for their child. The school has an appropriate curriculum. Their child’s progress is acceptable. They are respected by the school. They understand the difference between Montessori and Traditional classrooms. Montessori Education allows their child to solve problems more peacefully, foster good work habits, and be more responsible, independent learners. Room for Improvement: 22% of parents do not know their child’s schedule or subjects being taught. 12% of parents do not know how to help their child with school work. 17% of parents know how to encourage the Montessori values of independence, responsibility, integrity and cooperation at home with their child.

29 From Zanetti Parents “I love the structure of the program, my children are stronger in reading and math.” “My child takes responsibility for her learning and loves to be independent.” “Teacher commitment and integrity of personal progress is appreciated.” “Her motivation for school and routine in general has increased at Zanetti.” “My son has learned how to problem solve, care and become a well-rounded individual.” “The Montessori approach has accelerated my daughter’s learning.” “My son is more independent now at home and has a lot of pride in himself.” “Zanetti encourages citizenship and working at an individual pace.” “My daughter works at her own pace and has varied learning experiences.” “My daughter is an only child and has learned here how to do things herself.” “Zanetti fosters community-minded students.” “I see a better future for my child in Montessori.” “My child has self-confidence and believes he can do anything he puts his mind to.” “Zanetti has taught my daughter how to love learning.” “Montessori increases my child’s maturity and social interaction skills.”

30 Responsive, Effective and Accountable Leadership
Administration Responsive, Effective and Accountable Leadership

31 Introduction of the SAM Project
School Administration Management Initial findings show that principals spend too much time on Management Student achievement and teacher effectiveness increase with more Principal involvement with instruction SAM (Kate Berti) introduced to create systems for delegating responsibility based on staff readiness.

32 Initial One Week Inventory on Principal Time on Management
Majority of management time spent on student discipline.

33 Initial One Week Inventory of Principal Time on Instruction
Most frequent instructional time spent on planning/curriculum.

34 Increasing Time on Instruction

35 “Measure what you value”
Improvement Areas “Measure what you value”

36 Addressing the Challenges
What the data says Possible Causes How we are addressing it MCAS Hispanic Students still not making AYP Aggregate still not making AYP in Math Reading comprehension/test taking skills of students Open Response on tests carry heavy weight Feedback to students during class lacking Gaps in Math curriculum Teacher Training Category 2: Working with ELL Students Open Response in Math Across the Grades Increase Formative Assessment at all levels Increase MCAS language use in Environment and Instruction Suspensions/ Discipline Problems Mid-year suspensions this year equal total for last year Loss of Planning Center space, behavior educator and second counselor due to the move Cramped classrooms Middle School engagement and space Re-focusing counselor response Code of Conduct Reflections and Contracts with Gr.1-5 Mentoring/Tutoring At-Risk Middle School students Re-focusing Middle School Instruction and Curriculum Principal Time on Instruction Daily average is 20% Principal is first responder for managerial tasks SAM (School Administration Manager) Program to increase time on instruction Parent Involvement Increasing, but not representative of total student body Positive contact from teachers Decrease in celebratory events Move has led to an initial withdrawal Postcards home Quarterly learning celebration list Parent education about Montessori Instruction Parent Newsletter from Students

37 Importance of Montessori in Springfield

38 Why is Zanetti an Important Option for Springfield Parents?
Importance Diversity in Staff and Curriculum Appreciation for diverse cultures and studies Peace Education Multiple Steps of Positive Conflict Resolution Global awareness and social action at the basis ELL trained staff ELL students move from concrete to abstract use of English with materials Montessori Differentiated instruction Diverse classrooms Multi-age, multi-level classrooms allows for early exposure to high level content and peer instruction Inclusion Model Special Education students allowed structured movement Student Choice Encouraged during instruction to promote task completion Discussed during conflict resolution Children’s House Pre-Kindergarten Middle School Montessori Peace Education through Social Action District-aligned, community-focused Social Justice Curriculum, with the adolescent as the context

39 How Does Montessori Meet the Diverse Needs of Students?
Montessori Principle Urban Student Needs Learning is linked to Movement Multiple Learning Styles Freedom to move stimulates learning Choice and control Safe and Nurturing Learning Environment focused on Student Readiness Learning in the context of interest Manipulatives that provide student with experience with content in context Extrinsic Rewards are avoided Promotes internal motivation for life-long learning Learning with and from Peers Develop cooperative work habits Respect cultural differences in learning Learning by doing in context Content is learned through application and extension Teacher sets clear limits that allow for student freedom to choose and independence Students show high levels of maturity, empathy and intrinsic motivation Ordered Environment Highly organized classroom materials and curriculum trains students senses

40 Sustaining Montessori

41 18 Requirements for Success of Montessori in Public Schools
Essential Element Alignment to SPS Strategic Priority Status Montessori trained teachers Highly qualified staff √ 90% trained In need of plan to complete training for new middle school staff Montessori professional development Targeted Professional Development √ By level, Tuesday afternoons Ongoing Montessori consultation Ensure all staff is accountable √ Montessori Mentors on staff, part-time In need of outside consultation from experts Two trained adults in each classroom (teacher and paraprofessional) Student Support as needed √ 100% in preK/K only In need of Montessori trained paras in all classrooms Budget for Montessori Workshops Equitable distribution of funding √ Michael Duffy, Charles Terranova for Maintain membership with professional Montessori Organizations Staff Support as needed √ Montessori Schools of Massachusetts √ American Montessori Association √ North American Montessori Teachers Association Employ Montessori Mentor Staff Support √ Two mentors, part-time Montessori Trained Administration Effective Leadership Skills √ Principal Montessori Trained with teaching experience Montessori Curriculum Maintained District-aligned performance goals √ Pre-K to 8

42 Alignment to SPS Strategic Priority
Essential Element Alignment to SPS Strategic Priority Status Sustain Support of Central Office Shared goals In need of appropriate assessment measures compatible with Montessori Plan for sustainability Provide parent education program Assist parents to improve learning √ Montessori Parent Ed. Nights Full complement of Materials Increase Math, ELA, Science proficiency √ 100% * Library missing to complement classroom research Prepared Environment, (including social emotional behavioral educational space) Nurturing, safe learning environment Reduction in classroom space hindering effective Montessori instruction In need of SEB space and behavior educator Uninterrupted daily work cycle High performing educational culture √ 3 Hour Morning Work Cycle Integrated specialty programs Increase post-secondary options √ Music, Art, Dance, PE, Technology, Middle School Enrichment Program Multi-age groups √ 100% Classrooms Montessori Record Keeping Performance Management System MRX (Montessori Records Express) in progress State Mandated Testing Increase MCAS Proficiency √ MCAS Practice in Practical Life Modified from American Montessori Society 42

43 Sustaining Montessori at Zanetti
Prior to Level 4 Announcement: Considered Pilot School Status for: Flexibility in Staff Allocations and Budget Autonomy in Assessment and Curriculum Current Needs: Montessori-trained administration Analysis of Montessori Alignment to District Creation of Montessori Assessments Close any Math gaps by creating Montessori materials This year: Feedback to Students (Formative Assessment) Next year: Comprehensive reading program focused on reading comprehension Refocusing Middle School for Social Action: Teachers to complete Montessori Training summer 2010 Refining and Refocusing Curriculum for 2010/2011 to empower and engage students preparing students for their lives now, as leaders in the school and in the Community Environment: Rethink space, create student-centered classrooms

44 Vision for the Future In five years, we hope to have
For Zanetti: A safe, clean, upgraded facility for the Montessori Program Square footage required for effective Montessori Classroom OR Class size for elementary reduced to 20 in present classroom square footage and staff allocation adjusted for this Science Lab room for Elementary Science Rooms for Dance/Art/Music State of the Art Library (planned for Summer 2010) In Springfield: New building for Montessori Middle School 180 kids in MS, 20 per class Student body fed from Zanetti and Gerena

45 Zanetti Montessori Magnet School:
Excellence in a Peaceful Environment

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