800 East Sycamore StreetWestfield, Indiana 46074

(317)867-0158mswmiddleschool@gmail.com

Montessori School of Westfield

Middle SchoolHandbook

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 Spanish11 Pre-Algebra and Algebra 11 Life 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 February 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

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21 Community Service & Fundraising 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 Form27 Discipline Policy 30 Reading Lists

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Calendar

August14 New student Orientation15 Orientation: Ropes/Leadership Course – Jameson Camp18 First Day of SchoolSeptember1 Labor Day: School Closed22 School PicturesOctober20 - 24 Fall Break: School ClosedNovember25 Thanksgiving Feast26 - 28 Thanksgiving BreakDecember19 Winter Program19 Last Day of Semester: Noon DismissalJanuary5 First Day of School19 Martin Luther King Jr. Day: School Closed/Flex DayFebruary16 Presidents’ Day: School Closed/Flex DayTBD Social Studies FairMarchTBD Terranova TestingApril3 Spring Break13 School ResumesTBD Spring Program

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MayTBD Class trip25 Memorial Day: School Closed29 Last day of school: Noon Dismissal

Camp Yale: balancing act

Middle School Program5

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 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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ACADEMIC WORK

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Courses of Academic Study – Middle SchoolMontessori 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 WorkEach 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.

LanguageLanguage 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 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.

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SpeechSpeech 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.

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 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.

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SpanishSpanish 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.

Pre-Algebra & AlgebraThese math courses use the Saxon Math books Algebra 8/7 and Algebra1 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 ScienceThe life science curriculum includes the study of Connections (Cells and Living Things), Exploration (Virus, Prokaryote, Protoctista, and Fungi), Identity (Genetics), Systems (Animal Systems and Human Biology), 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.

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Physical ScienceThe 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 HealthThe 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. 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.

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Outdoor EducationMontessori 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.

Career Education/Service LearningEach 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 SpecialistsFridays are for Creative and Physical Expression; mornings for creativity and afternoons for physical expression. Students will have the opportunity to choose their creative and

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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 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 non-productive environment.

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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 LearningMastery 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 intelligence, which is visionary (spiritual). Information on this new intelligence will be published in the near future.

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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 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. 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. MontessoriMontessori School of Westfield Middle School expresses this aspect of the Montessori philosophy through working on the outside environment at school and their fundraising and class business. The fundraising and

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.

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FAMILY-SCHOOLPARTNERSHIP

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Family Conferences & PresentationsScheduled family conferences are held in October. They are optional. Each conference is scheduled for 20 minutes. Conferences are available throughout the year on request. 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.

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Classroom Procedures

Integrity, Respect, and Responsibility 19

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.Community Service & Fundraising

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Each cycle, students choose which community jobs to complete. These might include cleaning other classrooms in the school, preparing and serving snack, making copies for the class, or washing dishes. A fundraising committee is selected each month and the activities for the month planned, organized and executed. The committee is responsible for incorporating any relevant skill sets within the classroom or school and communicating events to parents. Examples of fundraising activities include spirit week, Scholastic book fairs, car washes, and bake sales.

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.

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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.

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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

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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.

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Appendices

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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.

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Student’s signature _______________________________________

MONTESSORI SCHOOL OF WESTFIELD MIDDLE SCHOOLDISCIPLINE 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.

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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.

SEXUAL HARRASSMENT AND BULLYING POLICYSexual 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 MAXIMUMAcademic 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 Any behavior that Staff intervention, Suspension

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behavior interferes with the education or safety of others

parent notification

Fighting Students pushing, shoving, or hitting others

Separation from others

Suspension

Harassment Persistent and unwelcome statements or threats that are verbal, written, or physical

Administrative restriction on freedom

Suspension

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

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