The month of September has been one of pulling ourselves in tightly as a community.

*Our building project is not yet complete, yet our staff and students have carried on

without skipping a beat. Progress is being made and decisions will be made soon on who will

be completing the project.

* We had a flood. Staff and students jumped into action so quickly that no materials

were lost, only minor damage was done to the building itself. Our GC and MMCI Leadership

teams were on site and ensured everything was dried out and healthy for students and staff to

return after an early dismissal and an extra day off to ensure everything was dry.

* One of our families learned of a serious illness of one of our students. The pouring

out of support for this family was and continues to be amazing. Mrs. Kearney is the point of

contact between CCM and the family and will be coordinating our efforts to help.

Our Chorus video recorded “Light a Candle for Peace” that was suppose to be shown at

the last BOE meeting, but due to scheduling issues its showing was postponed. Please tune in

to the October 19th meeting at 6:00pm to watch the performance. The original date was the

same day as International Day of Peace as designated by The United Nations. Our school was

part of a 24 hour continuous singing of “Light a Candle for Peace”. We had a lovely

assembly September 21st that included the passing of a Peace Rose, poems about peace, and

other activities that brought us together as a peaceful community.

You can tell we are in full swing by now due to the many activities that are going on

“outside” our walls. Our middle school visited the Smithsonian Air and Space Museum, an

UE class has visited a nearby nature area, our kindergarten and LE classes are going to the

Baltimore Zoo and UE classes are planning various activities that include overnight camping.

There has even been fundraising for a basketball goal! A group of our sixth grade boys raised

over $300 toward this by planning, writing a proposal and then following through with a

Lemonade Stand fundraiser. Thank you for your support for each of our classes and their

activities!

CCMPCS's mission is to build a community in which students, parents and staff work together

to educate the "whole child," the sum of the physical, emotional, social, and intellectual parts.

We will implement a Montessori based curriculum to give students the hands-on tools they

need to be active learners both in and outside the classroom. By offering English with Spanish

enrichment or dual-language Spanish instruction to all students, we will provide a unique

opportunity for students to learn a second language at an early age and develop multicultural

awareness.

9-30-16 Volume 3 Issue 2

Carroll Creek Communicator

10-1 Fire Up Your Feet Challenge Be-gins—Log family members in who are not enrolled in CCM

10-3 No School—Rosh Hashanah

10-5 K&LE Field Trip to Baltimore Zoo

10-7 3:15-4:00 First Athletic Club Meeting @ Ballenger Creek Park—Forms due Tuesday

10-10 Individual Pictures

10-11 GC Meeting—All parents encouraged to attend

10-12 No School—Yom Kippur

10-19 Chorus video for BOE

10-21 No School—Staff PD Day

10-26 MMCI Meeting @ MVM—All parents encouraged to attend

10-28 End of First Quarter

10-31 No School—Teacher Work Day

11-5 Greater Washing-ton Montessori Conference @ The Barrie School

Carroll Creek Montessori Public Charter School Mission

Strong Community

Educating the mind without educating the heart is no education at all. –Aristotle

Empathy is an important component of emotional intelligence and is important in reducing bullying. Pro-social behaviors improve relationships. Families and schools need to work together to help build empathy in our children. So, what can we do? Watch and listen to what others are saying and their body language. Work with your child to point out facial expressions, tone of voice and what they mean (and not necessarily in the heat of the moment). Help them to listen to your use of words, your tone of voice, your body movements, your eyes, your facial expres-sions. Show them how you can interpret silences and hear things that aren’t said in words. You may be sur-prised by how much your child misinterprets. Remember a time you’ve felt the same way. Explain to your child that one way to help understand how someone else is feeling is to remember when you felt the same way. Imagine how the other person feels and how you would feel in the same situation. Walk your child through this process by asking them how the other person may feel and how he/she would feel. Ask what the person is feeling. Use other words besides “mad” and “sad” when naming feelings. Vali-date your child’s feelings, and model how to ask someone how they are feeling. Help them understand that there are different degrees of feelings (content, happy, elated, and ecstatic, for example). Show you care through your words and actions. Explain and model with actions and words that you care. Make a list with your child of ways to show a person you care. It’s also important to respond with empathy and to remember that little things to us may be big things to them. Your child is more likely to come to you later for big things if you are there for their “big things” now. Looking for more ways to practice at home? There are great games and books (picture books and chapter books) available. Feel free to ask! Edutopia.org Mandi Kearney, School Counselor Carroll Creek Montessori Public Charter School 301-663-7710

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Carroll Creek Communicator

Counselor’s Corner

We are off to a great start with our attendance this year! Last year at the end of September our overall attendance rate was 94.90 and as you can see to the right, our current overall rate is 96.98! That is a fabulous way to start for sure! It will take every family to make their best efforts to have their child at school every day for us to reach the benchmark that has been set for us by FCPS. We really appreciate the efforts to schedule vacations and doctors’ appointments outside of school days/hours!

Attendance

96.98

96.73

97.6

96.2 96.4 96.6 96.8 97 97.2 97.4 97.6 97.8

Overall

September

August

2016-2017 % Attendance

Kindergarten music classes have adapted to the music class routine quickly. Students are respectful of space, materials, and each other at a level that impresses the older students when they see them. Activities have included using our voice in speaking, singing, and whispering for the muffin song, dancing to the Color song, and playing Hunt the Cows. Students have learned about the djembe, an African drum, and have taken turns playing various rhythm patterns on our “baby” djembe. They are anxious and excited about seeing Papa djembe when it is his turn to show up! Lower Elementary students have taken turns leading the three part round, Bottle O’ Pop. Classes have also enjoyed playing egg shakers to the favorite “La Vaca Lola” as they practiced two distinct rhythm pat-terns for the piece. “Funga Alafia,” the Nigerian welcome song, has been a big hit as we study the music of the African continent. Upper Elementary music students are continuing to work on building a climate of respect, patience, and “good for the group” mindset. Students have taken turns as section leaders for the body percussion 1-3-5-7-9-11 time signature chant. Classes are also practicing playing syncopated ostinato patterns against each other which helps in learning the complicated hand clapping song from Liberia “Banuwa.” It is musical multi-tasking at its best! Middle school music class students have also been taking turns as section leaders for the 1-3-5-7-9-11 time signature chant as two groups recite it in opposite directions. Students continue practicing differing

syncopated rhythm patterns and sequences simultaneously on various percussion instruments. Serious study has begun on music analyzation of tempo, meter, dynamics, form, and instrumentation. Performing Ensembles: afterschool rehearsals have begun for our two choruses. Elementary (grades 3, 4, & 5) rehearses on Tuesdays and Middle School (grades 6 & 7) rehearses on Wednesdays. Each group finishes at 4:30; students will be dismissed at the

lobby entrance. Page 3

Volume 3 Issue 2

From the Art Room

Music Notes

Mrs. Reynolds

In this first quarter, as the children practice routines and procedures in art class, they are learning to document each visit to the art room with a dated, sketchbook entry.

Our five-year-old, Primary students are discovering the elements of art while all other students are reviewing and practicing observational drawing, composition, using a view finder, and identifying and employing the elements of art. In addition, Upper Elementary and Middle School students are discovering the principles of art.

All students are practicing graphic design as they create drawings for the Square 1 Art fundraiser. Please look for these in Thursday folders at the end of October.

Each student is also creating a beginning of the year self-portrait. This year, the children will “frame” their portraits with patterns inspired by the colorful and sacred, African Kente Cloth made by the Ashanti people of West Africa. Ask your child about the symbolic meaning of each of the colors in the woven Kente Cloth.

This year, Upper Elementary and Middle School students will assemble their artworks into paper portfolios. This gives them an opportunity to reflect on their projects as a body of work. Please look for their artwork at the end of each semester.

The implementation of Visual Thinking Strategies sessions for our Lower and Upper Elementary students is also new this year. These image focused discussions will help participants develop their descriptive and supportive writing skills. Gratefully, Lisa Reed

"Beauty both promotes concentration of thought and offers refreshment to the tired spirit" Maria Montessori

Hello Parents!

Here in Physical

Education at CCMS

students are completing

their soccer unit. Students

spent several days working

on the necessary skills

needed to participate in a

soccer game such as

passing, shooting,

trapping, and dribbling.

Students participated in

small group activities that

allowed them to work on

these skills. Students

played soccer bowling the

first week of the unit to

help them work on striking

a soccer ball with accuracy

at a target. Students also

participated in group

relays to work on their

dribbling skills and

moving in open space

while demonstrating

control with the soccer

ball. After students had

progressed in all of these

skills they moved to team

game called sideline

soccer. Sideline soccer

splits the class into two

teams as they line up along

each side of the gym. One

soccer ball is placed in the

middle with a goal on each

end. Each student is given

a number to remember

during the game. When the

student’s numbers are

called they run out to the

court and play a game of

soccer against the

Celebrating Hispanic Heritage

September 15 to October 15 is National Hispanic Heritage Month I wish to begin by congratulating all Hispanic families CCMPCS. We are celebrating Hispanic Heritage Month. A little history Hispanic Heritage Month actually began as National Hispanic Heritage Week to honor the independence of Hispanic countries from September 15-18. In 1974, then President Gerald R. Ford proclaimed the week beginning September 10, 1974, and ending September 16, 1974, as National Hispanic Heritage Week. In 1989, it became a month-long celebration which we now honor every year. Hispanic people were among the earliest European settlers in the New World, what is today the United States. Hispanic Americans have roots in Europe, Africa, and South and Central America and close cultural ties to Mexico, the Caribbean, Central America, South America, and Spain. Today, the Hispanic or Latino population in the U.S. is estimated at 50.5 million people. According to the U.S. Census (a study that tracks population growth), the country's Hispanic population grew by 43 percent from 2000 to 2010, making it the largest and the fastest growing minority group in the country.

Our Celebration This year our Hispanic celebration will be different, CCMPCS classrooms will celebrate Hispanic Heritage Day studying and representing a country in the Hispanic world. We need Spanish-speaking families who volunteer their time and represent their native country. Our classes will deepen in the language and culture of these Spanish-speaking countries and have the opportunity to share what they have learned. Our learning about Hispanic heritage will be taught through music, art and short stories. Finally, the classes will make a mural of flags as part of our celebration.

Page 4

Volume 3 Issue 2

Physical Education

Spanish Spoken Here

opposing team. Usually three

or two numbers are called out

at a time. The students on the

sideline are allowed to kick the

ball into the goal or to help

their team out but they cannot

cross the sideline. This game

allows students to combine all

of the skills they have learned

and use them in a small group

soccer game. Our next unit

will be kickball as students

will be able to continue

working on their striking

skills.

Mr. Dixon

CCMPCS GC News

Tidbits from our GC

2016-17 CCMPCS Annual Fund

Who are these people and why do they keep asking me for money?

Carroll Creek Montessori is an amazing place full of exquisitely dedicated staff, engaged students eager to learn, and selfless volunteers. We are managed by a volunteer-driven non-profit called Monocacy Montessori Communities, Inc., (MMCI). Each year MMCI and the Governing Council at CCM work hard to ensure that we are excellent stewards of the public funds that we receive, but, as with all schools, we are always in need of more. The fundraising committee is tasked each year to help fill in the “need gap” with funds from parents, relatives, friends and businesses. This year we hope to make it as painless as possible! We started our campaign by asking our parents what they thought and we really enjoyed the feedback. We had over 110 responders to our survey, which was beyond our wildest dreams! (Cus, you know, we dream about fundraising, don't you?) Here are a few tidbits: Over 55% responders stated they could give $250 or MORE! Building our own school received the highest number of responses for school needs, but Materials of Instruction and Teacher Training were not far behind. Several respondents stated that they trusted our staff and GC to decide where the funds should go. (Cus they ROCK!)

And thanks to a few suggestions, we will be asking our teachers what they think! At Back To School night we received 20 donations that put us over 12% of our $30,000 annual goal! Thank you! BUT, our survey results show we are 45 donations short of those who can donate $250 or more, and 85 short of those of you who stated you could give! Please help us get this job done! Here are a few ways you can give and some events we plan! **Donor Window Clings: Our goal is to have a 2016-17 CCM Donor window cling in every car in carline and at least 50 local business windows by June 1, 2017. **Donation Drive-Thrus: You will have several opportunities this year where you can hand us a check or swipe a credit card after drop off/pick up in carline--hopefully with donated beverages and treats! **Write a Check: Payable to MMCI with CCM Annual Fund in the memo and drop off to Cathy Rossomondo at any time. **Online: We are moments away from being able to donate online with options for recurring payments. (We know you can’t wait!) **Credit Card Swipe: You will be able to donate via credit card swipe at most events throughout the year. **Employer Match: Many employers match donations, so find out if yours does and MAKE IT HAPPEN! Thanks Karen Sil-ver for bringing this to our

Page 5

attention! **Ask a Local Business if they will donate! **Ask a Family Member: Grandparents, Aunts, Uncles, etc. can use any of the options above -don't forget to ask! Please know that if you have a great idea for a fundraiser it will have to wait for next year. We aren’t trying to be snobs, we just have to follow a predefined calendar. If you don’t like what we're doing, let us know, but also know we will use your feedback as an opportunity to recruit you to help us do it better!If you have the interest and the energy to help us, the position of Fundraising Committee chair is OPEN and awaiting your voice! Be sure to nominate yourself for the Parent Representa-tive position this fall! Thank you to our current volunteers: Liz Seal - MMCI Communi-ty Events Coordinator Jennifer Swafford/Christine Kenney - Annual Fund Danielle Smith - Spirit Wear Suzanne Espenlaub/Eric Riccio - Corporate Donors/Large Gifts Sherry McCoy-Quinones - Square One Art Warmly, Amanda Erard CCM Governing Council Chair gcchair@carrollcreekmontessori.org

Language Arts PARCC Benchmarks Proficiency Level: 3-5

% 15/16 Baseline

% increase goal per yr 16 goal

16 actual

% increase

All Students 60.6 3.9 64.5 69.9 9.3

Asian 100 0 100 100 0

Black 33.3 10 43.3 75 41.7

LEP 25 11.3 36.3 0 0 N/A (1)

Spec Ed 45.5 8.2 53.7 37.5 8 N/A (8)

Farms 35.7 9.7 45.4 52.6 16.9

Hispanic 30 10.5 40.5 57.1 27.1

2 or more races 50 5 55 25.0 25 N/A (4)

White 67.5 3.3 70.8 72.9 5.4

Level 2015 2016

All 60.6 69.7

3rd 55.6 78.6

4th 57.1 60.7

5th 72.2 76.2

6th 58.3

Math PARCC Benchmarks Proficiency Level: 3-5

% 15

Baseline % increase goal per yr 16 goal

16 actual

% increase

All Students 36.4 6.4 42.8 47.8 11.4

Asian 60 4 64 66.7 6.7

Black 33.3 10 43.3 62.5 29.2

LEP 25 11.3 36.3 0 0 N/A (1)

Spec Ed 18.2 12.3 30.5 37.5 19.3 N/A (8)

Farms 28.6 10.7 39.3 44.4 15.8

Hispanic 10 13.5 23.5 38.5 28.5

2 or more races 50 5 55 50 0 N/A (4)

White 40 6 46 47.5 7.5

Level 2015 2016

All 36.4 47.4

3rd 40.7 50.0

4th 23.8 33.3

5th 44.4 61.9

6th 50.0

The PARCC assessment results were officially released this week. The charts on this page are a representation of CCM’s achievement on this assessment and the goals set collaboratively with FCPS. As you can see, the goals that have been set have been met (in those areas where the goals were not met, we did not have a sufficient num-ber of students to take the test to count (10 or more). For each of the areas (Language Arts and Math) you will see a chart depicting overall and demographic percents as well as a chart that shows data for cohort groups of students.

Please take some time to review this data. We have implemented several strategies to continue the upward momentum these numbers reflect. If you have any questions, please contact either your child’s teacher or myself. I will be sharing our data compared to the district in the next newsletter.