montessori school of westfield middle school handbook · montessori school of westfield middle...
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800 East Sycamore Street
Westfield, Indiana 46074
(317) 867-0158
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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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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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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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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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