1. Transitional Open House
Friday, May 6th, 2016

2. Objectives To provide an overview of the Montessori program.
To illustrate similarities and differences across the grade levels.
To observe classrooms at all levels
To provide parent education

3. Mission and Vision Vision Mission
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, and positive contributions to the global community. We will build partnerships with families and the local community to extend our support network for students.
Mission
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.

4. 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)

5. 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
3 period lesson-(stage 1: naming, stage 2: recognition, stage 3-recall)
No work plans
Kindergarten students give lessons to Prekindergarten students on materials they have mastered
LOWER ELEMENTARY
Workplans
-used as a daily tracker
-provides choice
-provides a sense of responsibility
- teaches time management
Lessons and follow up work assigned according to ability level
Collaboration-opportunities to help peers
Increased expectations for student independence
MIDDLE ELEMENTARY
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
Student conferences
Students use virtual resources and classrooms to access and complete assignments
Students work independently to complete tasks and projects

6. 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
Use of materials daily to teach Montessori curriculum and common core standards
Projects-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
UPPER ELEMENTARY
Teachers create materials relevant to lessons
Use of materials may stretch over more than one day (2nd period of practice)

7. Grades/Testing/Report Cards
PRIMARY
No formal testing for PreK students
Kindergarten students are assessed using Reading 3D and common assessments
Pre-K students receive report cards
Kindergarten students receive 3 mid-quarter reports and 3 report cards
Kindergarten report cards are specific to Montessori curriculum and Common Core standards
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
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
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
-5th grade-reading, math, and science
-6th grade- reading and math

8. Other Topics PRIMARY LOWER ELEMENTARY MIDDLE ELEMENTARY
Grace and courtesy are introduced and emphasized
Ground rules must be internalized
Importance of the ability to be still
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)
Practical life work focuses on concentration, coordination, order, and independence
Peace Education is practiced through conflict resolution lessons
LOWER ELEMENTARY
Increased student responsibility
Responsible for belonging
Responsible for putting on and taking off clothing and tying shoes
Increased expectations on being self-focused, independent learners who are intrinsically motivate
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
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-Kids Voting, Read Across America, Safety Patrol, WHMM News, Media Assistants, SWATT team
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

9. In Conclusion
Montessori curriculum encompasses both the academic and social development of the child
Peace Education begins in the Primary classrooms and continues throughout all grade levels.
Grace and courtesy is introduced in Primary classrooms and develops among all grade levels.