800 East Sycamore Street

Westfield, Indiana 46074

(317)867-0158

montessoriwestfield@gmail.com

Montessori School of Westfield

Middle School Handbook

2

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

10 Social Studies

11 Math and Algebra

11 Science

12 Physical Education and Health

13 Outdoor Education

13 Career Education/Service Learning

13 Music, Art, and Specialists

14 Classroom work

14 Homework

15 Mastery Learning

15 Multiple Intelligences

16 Science Fair

16 Cumulative Binders/Portfolios

16 Land Laboratory

Partnerships 18 Family Conferences

18 Communication between Family and School

Classroom Procedures 20 Integrity, Respect, and Responsibility

20 Communication Strategies

21 Committees

3

21 Dress Guidelines

21 Electronic Devices

22 Lunches

22 Absences and Late Arrivals

22 School Trips

23 Family Vacation

23 Service Learning

Appendices 26 Missed Assignment Form

27 Cycles Reading Lists

4

Calendar

August

14 New student Orientation

16 Orientation: Ropes/Leadership Course

19 First Day of School

September

2 Labor Day: School Closed

23 School Pictures

October

21 - 25 Fall Break: School Closed

November

26 Thanksgiving Feast

27 - 29 Thanksgiving Break

December

20 Winter Program

20 Last Day of Semester: Noon Dismissal

January

6 First Day of School

20 Martin Luther King Jr. Day: School Closed

February

17 Presidents’ Day: School Closed

TBD Science Fair

March

TBD Terranova Testing

April

4 Spring Break

14 School Resumes

TBD Spring Program

5

May

TBD Spring Fling

TBD Class trip

26 Memorial Day: School Closed

30 Last day of school: Noon Dismissal

Camp Yale: balancing act

6

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 learner-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

personal 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

7

activities to foster interdependence

activities for learning economic independence

school and community service projects

activities that allow work on and with the land

8

ACADEMIC WORK

9

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. At the beginning of each cycle, students receive study guides

identifying the work they are going to accomplish. The cycle format is designed

to help students develop organizational, decision-making, and time-

management skills. The ninth week is spent learning how to review, study,

and complete student generated assessments.

Language

Language Arts include the study of vocabulary, grammar and mechanics,

literature response and composition. Vocabulary is presented across the

curriculum and is formally approached through grammar (roots, prefixes, and

suffixes) 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 and present that to the class for discussion. 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.

10

Speech

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 the class 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, and peer and cross-age teaching activities. Students give

several presentations each cycle.

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 (Native Americans), Exploration and Perspectives,

Immigration, Interdependence (Ecology and Future Visions), Structures

(Governments and US Government), Forces (Revolutions), Power (Human

Rights Movements), Changes (the Industrial Revolution), and Balance (Peace

Education). The economics curriculum connects every day decision making to

real world financial understanding. 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 based on their research.

11

Spanish

Spanish will build on the basic vocabulary and simple sentence structure

learned in elementary. In the Middle School, the grammar will be sequenced

the same as the English grammar. Students will learn verb conjugation,

different tenses, more advanced sentence structure, oral and written skills, as

well as improve their basic vocabulary.

Math

This math course uses the Montessori materials for concrete presentations in

decimals, fractions and pre-algebra. It includes integrated units on graphing,

geometry, and problem solving.

Algebra

This math course uses the Saxon Math books Algebra 1 and Algebra 2. These

texts utilize real life experiences as well as computers and calculators to

provide critical thinking and problem solving skills. Parallel to the textbook

work are activities in group problem solving, mental math, tessellations,

compass constructions, and logic.

Life Science

The life science curriculum includes the study of Connections (Cells and Living

Things), Exploration (Virus, Prokaryote, Protoctista, and Fungi), Identity

(Genetics), Systems (Animal Systems), and Interdependence (Ecosystems and

Environmental Science). Botany and Zoology are part of the curriculum with

regards to the running of the Middle School business. Students do personal

work and group work related to all of these themes. The focus is on asking

large questions and looking for patterns in science and integrating this

information into all disciplines. Students develop creative projects and make

presentations to the class based on their research.

12

Physical Science

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 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 creative projects and make presentations to the

class based on their research.

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

thirty minutes each day after lunch in personal reflection. Dr. Montessori felt

that early adolescents have a quest for self-knowledge, which in 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.

13

Outdoor Education

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 the class business, and

participating in ropes/personal development courses.

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 encouraged to become

involved with spontaneous service activities based on

needs and interests. In economics, students run a class business.

Music, Art and Specialists

Wednesdays are for Creative and Physical Expression; mornings for creativity

and afternoons for physical expression. Students will have the opportunity to

choose their creative and physical expression for the cycle. Creative expression

might include art, sculpting, wood working, cooking, knitting, music, African

drumming, or whatever appeals to the group as a whole. Afternoons might

include gym, dancing, fencing, or team sports. Specialists will be brought in

from either within the school community or from the larger community to meet

14

the students’ interests and serve as a form of elective. The benefit of these

specialists is that the students will be exposed to a greater number of

alternative topics than would otherwise be possible.

Classroom Work

The school day is divided into two kinds of work: individual and group work. Individual work

is designed to make a match between the skills, abilities, and interests of each student, and

there are a variety of work choices in every academic area. Independent work is assessed

individually.

Group work is done in either teacher or student chosen groups in which individuals learn to

work together over the course of the cycle. These groups work together on the academic tasks

within the thematic units, which integrate all subject areas. Group presentations and self-

assessments of the group process will be the assessment method of each thematic unit.

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

15

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.

Mastery Learning

Mastery learning is a form of personalized learning that gives students the

necessary time to master particular skills before progressing to the next level of

work. The student takes on the responsibility of learning a skill versus merely

working for an acceptable grade and never really understanding the

information. The teacher's job is to help the student break down the learning

steps, to offer suggestions for internalizing knowledge, and to give the time

necessary to learn the information. According to research, the advantage of

mastery learning is that it offers clear expectations, fosters mastery of a unit of

study, and encourages student responsibility.

Multiple Intelligences

Recent discoveries about the nature of human intelligences have indicated that

we have the ability to enhance and amplify our intelligences, and that

intelligence is a multiple reality that occurs in different parts of the

brain/mind system. Students will take a survey of where they are on the

continuum of each of the eight intelligences as identified by Howard

Gardner in his book, Frames of Mind. The eight intelligences are

verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic,

musical/ rhythmic, interpersonal, intrapersonal, and natural. Students are

asked to design their work to include each of the intelligences and reflect

upon their growth in each area. Gardner has recently added another

16

intelligence, which is visionary (spiritual). Information on this new

intelligence will be published in the near future.

Science Fair

All Middle School students are required to participate in the MSW Science

Fair in February. 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 are expected.

Cumulative Binders/Portfolios

At the end of each cycle, students file their completed work into a binder.

Students select representative pieces of work to prepare for their family

conference. The select pieces are placed in the individual’s portfolio. At the

conference, students present the portfolio to their parents and use it to

support their self-assessment.

Land Laboratory/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 on the outside environment at school

and their class business. The business will vary from year to year, but it will

always include some form of outdoor work, whether it is in the greenhouse or

working and maintaining land.

17

FAMILY-SCHOOL

PARTNERSHIP

18

Family Conferences

Scheduled family conferences are held in October. They are optional. Each

conference is scheduled for 20 minutes. 8th grade students are asked to prepare

for the April 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.

19

Classroom

Procedures

20

Integrity, Respect, and Responsibility

The classroom is based on the premises of integrity, respect, and responsibility. The

Montessori classroom provides many opportunities at all levels for the development

of these universal values. Integrity involves trust and honesty. Trust is an important

factor in early adolescent development. Honesty in personal relationships and

academic work is a cornerstone of the classroom rules.

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.

Communication Strategies

An adolescent's psychosocial task is developing appropriate relationships with others.

In response to this developmental need, the program focuses on the learning of

communication strategies. The three strategies taught are: acknowledging others,

problem solving (goal setting, decision making, win/win solutions), and active

listening.

21

Committees

Each cycle, students participate in classroom committees. Groups are chosen by the

students the first Monday of the cycle and students rotate through each of the

committees. Committees include leadership, gardening, and fundraising. The leadership

committee leads the daily class meetings and monitors whole group behavior. The

gardening committee maintains the garden and provides fruit and vegetables to the

school. The fundraising committee will be responsible for creating opportunities to raise

the money to fund Middle School activities, such as the class trip and orientation.

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.

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. Bags, coats, and other

items should be kept in student’s cubby or hook. It is every student’s responsibility to

keep his/her cubby 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.

22

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. Snacks will be provided by the school, although students

are welcome to bring their own as long as they follow school guidelines.

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

impacted, which will make assignment deadlines harder to meet. Please attempt to keep

absences to a minimum.

School Trips

The school year will begin with a ropes/leadership course for orientation. This

course is designed to challenge the students both individually and as a group.

Problem solving, leadership and cooperation skills will be developed during the

course. Throughout the year, field trips will be taken that support the units of study

or that assist with the development of the class business. At the end of the year,

students go on a class trip to a destination decided annually. The location of the

class trip will depend on the cycles studied that particular year. STUDENTS WHO

BREAK GROUND RULES ON A TRIP WILL BE SENT HOME AT THEIR PARENTS'

EXPENSE.

23

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.

Service Learning

Service learning goes beyond community service. It is a method by which young

people learn, through active participation in thoughtfully organized service

experiences, to meet a genuine community need coordinated in collaboration with

the school and community. The young people participate in the planning and

decision-making. It is integrated into the academic curriculum and includes time for

thinking, talking and/or writing about their experiences. It provides opportunities to

use newly acquired academic skills and knowledge in real life situations in their

community. It extends student learning beyond the classroom and helps to foster

the development of a sense of caring for others.

Adolescents are going through immense physical and emotional changes. They are

struggling with their sense of identity. They need opportunities for the exploration

of self, their emerging interests and the immediate, wider world around them.

Service learning provides projects where:

• the student has meaningful contact with adults

• they can develop a sense of responsibility the student has meaningful contact with

adults

• they can develop a sense of responsibility

• their participation makes a clear difference and they feel valued and gain self confidence

• they develop decision-making skills dealing with real problems

• they have to deal with the consequences of their decisions

• they can see the connections between the classroom and the community and

apply their learning to reinforce concepts, information, processes, and skills

24

taught in the classroom

• the students experience a variety of roles

• students cooperate with others to realize a goal and they can see the concrete

outcome of their efforts

• They develop the ability to interact and work with different people

• They prepare to become contributing citizens by learning habits and skills of

active citizenship that fosters an ethic of service

• they gain a sense of belonging and community membership

• they develop empathy and a sense of caring

In summary, service learning has great potential for both young people and

society now and in the future.

Montessori School of Westfield Middle School Yearly

Service Learning Programs

7th year students spend one week participating in an in-school internship and

8th year students in a one-week business internship. The teachers make all

of the arrangements for the classroom internships. Parents are requested to

help their adolescent find an appropriate business internship site and provide

the necessary transportation. After initial contacts with the businesses are

made by the parents and/or student, the teacher and student follow up with

school correspondence. Other community service projects may be initiated by

students and carried out throughout the year.

25

Appendices

26

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 _______________________________________

27

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 Light in the Forest – Conrad Richter

La Linea – Ann Jaramillo

Typical American – Gish Jen

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