Maria Montessori Academy
2014-2015
Junior High
Handbook
Maria Montessori AcademyJunior High School
Handbook Contents
by
Robert Garrett, Ph.D.,
in consultation with Dr. Elisabeth CoeStephanie Speicher
A History of the Secondary Program (Junior High School)...... 1
Summary of Secondary Program...... 3
Junior High School Calendar 2014-2015...... 4
Schedule of a Day...... 5
Academic Work...... 6
Courses of Academic Study – Junior High School...... 7
Cycles of Work...... 9
Classroom Work...... 10
Daily Work...... 10
Mastery Learning...... 11
Coaching...... 11
Experiential Learning...... 11
Multiple Intelligences...... 11
Independent Study - Personal Topic and History or Science Fair...... 11
Outdoor Education: Land Laboratory/Erdkinder...... 12
Drug and Sexuality Education...... 12
Physical Education and Personal Reflection...... 13
Extracurricular Activities...... 13
Tutorials...... 13
Portfolios...... 13
Family School Partnership...... 14
Family Conferences...... 15
Summary for Parents...... 15
Communications between Family and School...... 15
Programs for Parents...... 15
Classroom Procedures...... 16
Ground Rules and Consequences...... 17
Integrity, Respect, and Responsibility...... 17
Communication Strategies...... 18
Dress Guidelines...... 18
Video Games...... 18
Snacks...... 19
Lunches...... 19
Parent and Office Communication...... 20
Absences and Tardiness...... 20
Trips (Land Lab and Adventure Trip as Outdoor Education)...... 21
Service Learning...... 21
Appendix...... 23
Behaviors and Consequences...... 27
Communication Strategies...... 28
Packing List for Land Laboratory Trips...... 29
Recommended Books...... 30
A History of the Secondary Program (Junior High School)
By Nancy Lindeman & Robert Garrett
The secondary program at Maria Montessori Academy owes its genesis and creation to Nancy Lindeman, who remarked in 2008 that the majority of children and families of Weber County were without the option and access to an affordable, high quality Montessori education. Nancy’s passion and dedication to Dr. Montessori’s philosophy of education would not allow for idleness.Rather than choosing to adopt the easier lackadaisical attitude born of apathy, Nancy took on the role of pioneer and began the process of proactively addressing this educational vacancy by her submission of the Maria Montessori Academy, Inc. charter application to the Utah Board of Education. The charter was readily accepted and what was once a vision was now on its way to realization.
Over the next couple of years, Nancy, along with the other founding members of MMA: Amanda Scheuermann, Maria Turner, Shanna Francis, and GeradetteBanaszak, began the thrilling but arduous work of opening a school from the ground up. With much help from the local community and dedicated Montessorians Maria Montessori Academy opened its doors in the fall of 2010. Over the following three years the school grew to capacity; it was now time to begin the next phase of the school’s growth and development.
Nancy Lindeman, along with the other founding members of Maria Montessori Academy, had the foresight to include in the school’s charter a secondary school component. After having been open and successfully running, Maria Montessori Academy and its community of faculty, parents, and students were ready to commence its next phase of development; implementing the secondary component of its charter.
Shortly after beginning the 2012 school year, Nancy and the Board of Directors agreed that it was the opportune time to initiate the work of opening a junior high school at Maria Montessori Academy for the following 2013-2014 school year. Parents of the first 7th grade class at the junior high school were made aware of this plan and received the news with enthusiasm. The search for qualified Montessori secondary teachers began early in 2013. One of the first instructors hired was Robert Garrett, who had received his training at the Houston Montessori Center, and under the tutelage of Dr. Betsy Coe. Dr. Coe was the first in the nation to begin a Montessori secondary program, back in 1985, at School of the Woods. At that time, there were no models forMontessori secondary education available; this meant that Dr. Coe must create a curriculum out of whole cloth that was both authentic to Montessori and contemporary.
The first step Dr. Coe took in creating a secondary program was to decide what kind of learning environment the school, the parents, the students and she envisioned. After much discussion and thought, they agreed on three major themes: developmentally responsive, holistic, and empowering. Here is her explanation of each:
Developmentally Responsive
In the spirit of Montessori philosophy, the theory of looking to developmental stages as a guide was crucial. The notion of respecting people for where they are in their development and utilizing their unique developmental stage in order to support the unfolding process of growth is a basic foundation of Montessori educational design. Thus, a thorough study of the biological, cognitive, and psychosocial development and its implications for the learning environment was made.
Holistic
The word "holistic" is another major element of Montessori philosophy. Holistic comes from the Anglo-Saxon word "hal" which has meanings of whole, heal, and health. To Montessorians this means two things: one, that the focus of education should be on the whole child for optimal health and growth. Thus, the learning environment should not just focus on developing the cognitive potential, but the physical, psychosocial, and moral aspects of the person as well. Secondly, the courses of study need to be interrelated so that the child understands the inter-connections of life. As my work progressed, the holistic notion began to take on yet another dimension. It began to include collaboration with the home setting. This has led to my proactive stand on having student-parent-teacher partnerships as an integral part of a complete, healthy, optimal learning environment.
Empowering
Studies report that many of our young people are addicted to chemical substances. Adolescents are striving to prove their identity, and in frustration, many of them are turning to life-threatening activities. Parents and teachers at School of the Woods felt that the school environment could have a positive instead of negative impact on a young person's quest for self. They were seeking an alternative learning environment, because they felt that many middle schools were physically and psychologically unsafe and also had a general lack of respect for young people's abilities. I wanted to provide a place where early adolescents could develop personal power as well as an opportunity to use this personal power with and for the benefit of others. The word "empower" seemed to express this thought.
In the spirit of Dr. Coe the classroom and course design at Maria Montessori Academy Jr. High continues to be refined each year, which makes it a dynamic program that keeps up with the current research and classroom observations. We welcome parents and adolescents to MMA Jr. High School and are pleased that you have chosen to be a part of this program.
Summary of the Secondary Program
The theory and design of the secondary (Jr. High School) programintegrates the most current research in adolescent psychology and brain development, the trends, issues, and core standards in traditional and Montessori education, and the Montessori philosophy. The mission of the program is to empower adolescents to be confident, self-aware and valued, and empathetic. They are encouraged to know themselves, to learn how to belong to a community, to be innovative and adaptable, to be academically competent and challenged, and to create a vision for their personal future. These aims are the tools to accomplish what Maria Montessori called the "valorization" of the child.
WE BELIEVE THAT:
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/able to keep commitments, be honest, empathetic, and respectful
The Teachers are:
facilitators for learning
consultants for the students
creators of a positive, interest-capturing learning climate
communicators with parents and community
role models and mentors
The school structure offers:
a learner-centered environment
a developmentally-responsive curriculum and teaching team of Montessori teachers with additional adults as resources
parent-teacher-student partnerships
multi-aged groupings of 12-15 year olds with peer and cross-age teaching
large blocks of uninterrupted learning time
The curriculum and instruction includes:
trans-disciplinary themes
learning meta-cognitive skills
individualized learning plans
mastery, coaching, and exploratory activities
activities and long-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
activities for learning economic independence
school and community service projects
activities that allow work on and with the land
1
Academic Work
Courses of Academic Study – Junior High School
Maria Montessori Junior High School courses of study reflect an integration of the Utah requirements of essential elements, the newest research on the developmental needs of early adolescence, the Montessori philosophy, the state of art in current learning theory, and the predictions of the skills needed for a productive life in the twenty-first century.
The curriculum and instruction is designed as a three-year program in which students earn 18 units of UtahState credits. The language, speech, Spanish, physical education, outdoor education, service learning, and fine arts are courses of continuous progress. The science, social studies, geography, health, and math are studied by topics or concepts.
Language I/II/III (1 unit each year)
The language curriculum follows the reading and writing workshop model established by the Teachers College Reading and Writing Project of Columbia University. It encompasses an integrated study of vocabulary, literature, grammar and mechanics, and writing. The curriculum seeks to teach students to value reading and writing well, to self-initiate reading and writing in their own lives, and to see reading and writing as tools to change themselves and the world around them. Students read and write in a wide range of genres for a variety of authentic purposes and learn to communicate with a variety of audiences. Vocabulary and etymology is presented across the curriculum and is tested each cycle. Grammar is studied daily within the context of literature and writing. With special emphasis on critical analysis, students practice daily a variety of types of writing in response to literature. Eighth graders write two research papers and seventh graders write one research paper during the year as part of their independent study.
Speech I/II/III (1/2 unit each year)
Speech includes a daily communications lab that focuses 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, using “I” messages, active listening, goal setting, and group decision-making. Students also participate in activities developed from Covey’s Seven Habits of Highly Effective Teens; Costa and Kallick’sSixteen Habits of Mind, and The Heroic Journey. Each year the class also develops a mission statement or constitution. Students are able to practice communication skills daily by working in community meetings, class committees, small group cooperative projects, Socratic dialogue, and peer and cross-age teaching activities. Students individually give presentations each cycle.
Social Studies I (.5 unit)
This course includes geography and history. The history curriculum focuses on the progress of people and the following topics: Structures (Governments and US Government), Forces (Revolutions), Power (Human Rights Movement), Changes (Industrial Revolution), and Balance (Peace Education and Future Vision). Students do personal and group work in 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. In the spring of even years, students become experts in one area of United States or Utah history.
Social Studies II (1 unit)
This course includes geography and history. 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 of people and the following topics: Connections (Native Americans), Exploration and Perspectives, Identity (Immigration), Systems (Economics and Economic Systems), Interdependence (Ecology and Future Visions). Students do personal and group work in 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. In the spring of even numbered years, students become experts in one area of United States or Utah history.
Pre-Algebra, Algebra and Geometry (1 unit each year)
These math courses use a curriculum designed by Houston Montessori Center and CMSTEP(or Singapore Math depending on individual needs) that utilize the Montessori materials to introduce concepts before practicing them formally or abstractly. The students will have two guiding questions per cycle. Students must take quizzes for feedback and master comprehensive tests.
Physical Science II(1 unit each year)
The physical science curriculum includes the study of Structures (Nature of Science and the Structure of Matter), Forces (Motion and Four Fundamental Forces), Power (Power, Energy, and Waves), Changes (Work and Machines), and Balance (Chemistry and Future Technology). Students do personal work and group work in these themes. The focus is on asking large questions and looking for patterns in science and integrating this information into all disciplines. Students develop long-term creative projects and make presentations. In the spring of odd numbered years, students become experts in one area of science and may present their research at a science fair. Outdoor education experiences and the use of machinery are also a part of this study.
Life Sciences/General SciencesI/III(1 unit)
The life science curriculum includes the study of Connections (Cells and Living Things), Exploration (Prokaryote & Eukaryote; Virus, Bacteria and Fungi), Identity (Genetics), Systems (Animal Systems), and Interdependence (Ecosystems and Future Visions). Botany is part of the curriculum at the Land Lab. Students do personal work and group work in these themes. The focus is on asking large questions and looking for patterns in science and integrating this information into all disciplines. Students develop long-term creative projects and make presentations. In the spring of odd numbered years, students become experts in one area of science and present their research at the science fair. Outdoor education experiences and the use of tools and machinery are also part of this study.
Physical Education and Health I/II/III (1/2 unit each per year)
The physical education classes focus on team sports, individual sports, and aerobic activities. The two-fold purpose of these classes is to teach skills and to instill the importance of physical fitness. Sports include volleyball, soccer, basketball, roller-skating, ice-skating, rock climbing, bowling, swimming, tennis, and track and field. 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. Students alternate focusing on The Heroic Journey and The 7 Habits of Highly Effective Teens; Sixteen Habits of Mind. This program has several purposes. One is to provide information about the transition from childhood to adolescence and the journey to adulthood. Another is to provide links between generations to help young people make the journey safely. A third is to create challenging and meaningful experiences, similar to those in the initiation or rites of passage ceremonies. Students explore topics such as belonging, friendships, adolescent development, stress management, self-esteem, peer pressure, drug education, sexuality, nutrition, and balanced-living. There is a time each day in which students spend in personal reflection for development of their intrapersonal skills.
Spanish (1/2 unit each)
Computer Literacy/CTE I (1/2 unit each year)
This computer literacy course includes word processing, spreadsheets, database, graphics, academic programs, and simulation games. All of these activities are integrated into all subject areas. Students also have the opportunity to use the Internet to gather data and communicate with other schools. As an elective, students create and update the school and class web site.
Outdoor Education/CTE (1/2 unit each year)
Students learn to work on and with the land. Students have the opportunity to spend up to two weeks at the Tremonton Farm (Land Lab), mountain climbing,day field trips, and a one-week adventure trip in April or May. In September, seventh and eighth grade students participate in aclimbing course which includes trust activities, group initiatives, individual challenges, personal reflection. At the school location, students plant a garden, compost, and do various horticultural projects. At Land Laboratory, students work together on building projects, ecological and sustainability projects, economic projects, which projects integrate academic work into real-life activities, and instruction in learning how to be stewards of the land, self-awareness and confidence, and the value of work.
Service Learning/CTE (1/2 unit each year)
During the second half of the academic year, students spend one week as interns in a Montessori classroom or a week working in a business of their choice. The supervising teachers or adults complete an evaluation form. Students prepare a business letter stating their goals and verifying arrangements. During the year, students do other spontaneous service learning based on needs and interests. Several times during the year, students generally perform outreach service off-campus. In economics, students operate few class businesses such as snack and delivery of catered food. For these businesses, students keep records, prepare and inventory the food, buy supplies, and sell the product.