Salida Montessori Charter School - Colorado Charter School Institute

Transcription

Salida Montessori Charter School
A Proposed Charter School in Salida
Charter Application
Submitted by:
Salida Montessori Charter School Steering Committee
For additional information or questions, please contact:
Leslie Kemp, Steering Committee Chair 303-349-9710
SMCS Application
Page 1
Contents
Section One - Executive Summary................................................................................................. 4
Section Two – Purpose and Need ................................................................................................ 10
Area of Intended Service .......................................................................................................... 11
Access....................................................................................................................................... 11
Evidence of Support - Intent to Enroll ..................................................................................... 11
Letters of Support ..................................................................................................................... 12
Steering Committee .................................................................................................................. 12
Section Three - Mission Vision and Core Values ........................................................................ 13
SMCS Mission ......................................................................................................................... 13
SMCS Vision ........................................................................................................................... 13
Core Values .............................................................................................................................. 13
Section Four Goals, Objectives and Pupil Performance Standards ............................................. 15
Educational Performance Goals: .............................................................................................. 15
Section Five: Community Outreach ............................................................................................ 23
Community Involvement.......................................................................................................... 23
Student Diversity ..................................................................................................................... 23
Outreach Plan ........................................................................................................................... 24
Family Liaison: ........................................................................................................................ 25
Section Six - Student Achievement and Curriculum ................................................................... 26
The Montessori Program and Curriculum ................................................................................ 26
Method of Instruction ............................................................................................................... 29
Education Program: Special Programs ..................................................................................... 33
The Montessori Children's House (including Kindergarten) ................................................... 34
Montessori Elementary Curriculum ......................................................................................... 34
Supplemental Curricula ............................................................................................................ 37
Salida Montessori Charter School – Secondary I Comprehensive Curriculum ....................... 39
Curricular Comparison Chart Secondary I (Grades 7-8) ......................................................... 45
Performance Outcomes ............................................................................................................ 55
Student Accountability Plan ..................................................................................................... 55
Plan for Evaluating Student Performance ................................................................................. 58
Professional Development ........................................................................................................ 68
SMCS Application
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Section Seven – Enrollment and Special Education Program...................................................... 70
Enrollment Overview ............................................................................................................... 70
Kindergarten Lottery ................................................................................................................ 73
Serving Students with Special Needs ....................................................................................... 74
SMCS Discipline Policy .......................................................................................................... 80
Educational Program & Standards: Annual Calendar and Daily Schedule .............................. 86
Section Eight - Employment Plan and Practices ........................................................................ 97
Staff .......................................................................................................................................... 97
Employment Policies and Practices ......................................................................................... 98
Employment Policies.............................................................................................................. 102
Section Nine - SMCS Governance and Operations ................................................................. 104
Organizational History ........................................................................................................... 104
Governing Body - Organizational Structure........................................................................... 104
Parent and Community Involvement ...................................................................................... 108
Ongoing Relationship with the Salida School District........................................................... 109
Section Ten – Financial Data, Facilities and Transportation ..................................................... 110
Budget Overview.................................................................................................................... 110
Facilities ................................................................................................................................. 113
Section Eleven - Requested Waivers ........................................................................................ 118
Requested State Statute Waivers .......................................................................................... 118
Additional State Waivers Requested....................................................................................... 123
Requested District Waivers .................................................................................................... 130
SSD Policies for which SMCS Requests Waive r ................................................................... 131
SMCS Application
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Section One - Executive Summary
The Salida Montessori Charter School, (SMCS) a registered not-for-profit organization, was
established to create and sustain a charter school in Salida, Colorado. The organizers believe that
SMCS will complement the excellent Salida public school program by adding the time-tested
Montessori Method of education as a viable public education option. This document provides our
Mission and Vision Statements, evidence of the need for this school, and key information from our
charter application. The Montessori approach was selected because it is based on extensive observation
of children and how they learn. This approach is the most universally researched educational philosophy
and method in the world, proven to have success in fostering academic achievement, a love of learning
and independent children.
Evidence of Need
For more than 15 years there have been various efforts to create a public Montessori school in
Salida. An effort was made to create a Montessori charter school classroom within Longfellow
Elementary School. The District at that time denied the application and the organizers chose not to
pursue an appeal. Various private Montessori programs serving small numbers of children were
attempted over the years and in 2007, a private Montessori school opened with a small number of
students. It has grown over time to have more than 40 Kindergarten through 8th grade students.
Despite its tuition assistance program, many interested students could not attend the private school
because of the cost of the education these parents want for their children.
The need for a Montessori school has not and will not dissipate in Salida. The current effort has
received letters of intent to enroll from more than 30 families representing more than 40 children.
These letters of intent indicate a strong demand for lower elementary classes (grades K-4) and a
significant demand for upper elementary and middle school (grades 5-8) to justify opening with a K-8
school in the first year of operation. The organizers are a motivated and caring group that proposes that
a Montessori education be available to all students in the District. Based upon their research there is no
better way to make this option available to all students in the District than a Charter School.
This application is the result of much work on the part of the organizers to explain not only our
vision for the school, but how it will be created and managed. This is the culmination of many frank
and productive conversations with the administration of the District and many of its employees. We
thank them for the time and energy they have graciously given to us while preparing this application
and look forward to creating a school that will complement the already excellent opportunities for
education in the District.
Beyond just addressing the need for a Montessori option within the District, SMCS will help the
District to address other needs that exist within the District including:
Preschool: Including education for all ages is an essential component of Montessori education,
SMCS proposes to offer a private, tuition-funded preschool that will share a facility and some costs. At
no time will public funding be used for this preschool program. At the present time, there are not
enough preschool programs to serve all the children of our community. We envision this school to be
part of the solution.
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Elementary: While the District is meeting student needs for learning environment options at the
high school level and meeting a portion of the needs at the middle school level, it currently does not
have a solution to meet these needs at the elementary level, where it is no less needed. SMCS proposes
to be the solution to meeting this need.
Gifted & Talented, Special Needs and at Risk: Montessori curriculum has proven to meet the
needs of gifted and talented, special needs and at risk students. The individualized nature of the
Montessori Method accommodates a wide spectrum of learning levels, from special needs through
gifted and talented. The flexibility of this individualized method enables students to work at levels
above or below grade level without leaving their classroom or their peers.
Apprenticeships: SMCS recognizes the need for authentic economic studies and real-life work
experiences for adolescents. Our 7th and 8th grade curriculum would meet these needs through unique
micro-enterprises and apprenticeship opportunities. We plan to partner with local businesses to offer
this experience.
STEAM: (Science, Technology, Engineering, Art, Math) The STEAM subjects are integrated,
essential components of our curriculum from Kindergarten, and even before, in our Pre-K Program.
Middle: Even with only word-of-mouth recruiting, The Crest Academy holds a lottery for
incoming 5th graders, thus turning away a number of students each year who desire a learning
environment option. SMCS would provide the additional spaces to meet the needs of these students.
Currently there are children within our community who have been educated in the Montessori
philosophy and would like to continue this method through 8th grade.
Economic Growth: Several local realtors and community leaders have affirmed that having
school choices available encourages both companies (job Creators) and families to relocate to Salida.
These families benefit Salida’s economy and culture.
Mission Statement
To offer an authentic Montessori education leading to students who are independent, inquisitive,
respectful and empowered to realize their individual potential in future academic and life endeavors.
SMCS Vision
An educational experience instilling the skills and knowledge for students to determine their
personal visions of success and to achieve them. A culture that encourages students to respect
themselves, other people and the environment. A school community that values every child and
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encourages involvement from every family. Our graduates will be confident people aware of their
strengths and able to participate in their future academic plans in high school and beyond.
Our K through 8th grade public charter school achieves the above mission through these
carefully prepared structures that include core values of the Montessori method. Refer to Section Three
for an explanation of each core value listed below.
 Montessori principles
 Montessori trained teachers
 Peace education
 Welcoming community
 Embracing differences
 Cooperative culture
 Lifelong learners
 Global community
 Community Partnerships
 Whole-Child focus
 Access
Governance and Leadership
In the fall of 2012, a group of parents with legal, business, education and community advocacy
experience met with local Montessori educators to discuss an increasing need for public Montessori
elementary education in the Salida area. In the spring of 2013, this group formed the steering
committee of SMCS. SMCS is committed to creating a Montessori public school option for all
interested families, including those who do not have the means to consider private Montessori
education.
SCMS will be governed by a Board of Directors. The current steering committee will be the
initial board of directors. The board will retain fiduciary responsibility for oversight of finances,
academic outcomes, long-term vision setting, and faithful implementation of the charter contract.
The directors will set policy and ensure its implementation. The Board will hire a Head of
School. The Head of School will be responsible for the hiring, retention and dismissal, if necessary, of
teachers and staff and the day-to-day operation of the school. The Head of School, working with the
Board, is responsible for the school's compliance with all federal, state and local regulations.
Educational Program
SMCS proposes to open our school with 66 students (not FTEs) in Kindergarten through 8th
grade. Our plan is to grow to 90 students in our fifth year of operation. This equals ten students per
grade level. If more students apply to enroll than there are spaces for students, we will conduct a
lottery according to federal guidelines. We expect our initial preschool program to accommodate 21
full-time students or the equivalent number of part-time students.
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In order to organize our school according to Montessori best practices, we believe it is necessary
to create a K-8 school. Starting with a smaller than normal class size for Upper Elementary and a much
smaller class size for Secondary will ensure that each class is strong, as younger students adjust to the
Montessori method before progressing.
SMCS’s targeted geographical region is primarily families who reside within Chaffee County,
but we also expect to attract families from western Fremont County and possibility northern Saguache
County.
SMCS will strive to meet the District’s current ethnic diversity and the percentage of
FRL students currently at the District.
SMCS will operate a five day a week program. The students will attend school daily from 8:30 to
3:30. Fridays are a special program day and school ends that day at 2:00 in order to provide regular staff
development time from 2:00 to 4:00 on those Fridays. SMCS will run both a half day and a full day
kindergarten program in addition to its private half and full day preschool.
SMCS believes that Montessori education and Academic Standards go hand in hand. Teachers
at SMCS will be responsible for helping students to remove any and all barriers to learning and for
guiding children toward mastery of the Colorado State and SMCS Standards. To this end, SMCS will
perform numerous informal assessments of student performance throughout the year. In addition, SMCS
will use formal, external assessments to monitor student progress and adjust the curriculum to fit the
needs of the child. The School will follow the state-mandated testing schedule as determined by district
and state requirements.
Staff members will be talented and gifted individuals who are committed to the school’s
mission. They will possess the training and experience needed to meet the needs of a diverse student
body. The Administration will monitor the classrooms and student achievement through observation
and evaluations. Formal evaluations of the teachers will be completed twice a year. Through this
evaluation process, the administration will focus on professional development activities that enhances
teacher performance . Most of these activities will occur on site and may include observation of other
teachers, co-teaching and re-teaching to improve teacher performance. The content of the trainings will
be determined by observed and expressed needs of the staff.
Classes will be multi-age in the following format:
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
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Primary Classrooms: Students in ECE (ages 3 and 4) and Kindergarten
Lower Elementary Classroom: Students in 1st -3rd grade (ages 6-9)
Upper Elementary Classroom: Students in 4th - 6th grade (ages 9-12)
Secondary Classroom: Students in 7th – 8th grade (ages 12-14)
Students will remain with the same teacher during their years in each classroom. This allows
teachers to build very strong relationships with students and their families. It also establishes a lasting
classroom culture as only 1/3 of the students in a class are transitioning out of or entering the class in
any given year. This consistency effectively gains several weeks of instruction each fall that is
normally lost to assessments and learning routines and procedures.
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Finances
SMCS has a planned a conservative budget for its first several years of operation using four
different funding sources:
 Per pupil revenue is the primary source of funding for SMCS. SMCS anticipates that a significant
number of initial students will be new to the District.
 We expect to receive significant start-up funds through a variety of grants.
 The SMCS board will be responsible for fundraising through private donations.
 Tuition from the private pre-school will be another revenue source for SMCS.
Revenues associated with public, chartered students will be used solely for those programs and
will not be used for the toddler, pre-K or beyond ½ day kindergarten. However, any excess funds from
the pre-K program may be transferred to the SMCS general fund. We have contracted with a CPA who
specializes in working with charter schools and who has extensive experience in keeping the private
and public budgets separate.
Facilities
SMCS will lease a facility in the City of Salida for the first year or so, while a suitable location
for building a permanent facility is located and financing is obtained. There are significant resources
available to charter schools for capital construction and SMCS will utilize those charts and subsidized
loans. The facility needs of SMCS are between 7000-8000 square feet of indoor space and a large
outside area for a playground and for parking. SMCS does not intend to lease or purchase the site of
the current Montessori school as it does not meet our requirements.
Special thanks:
SMCS would like to thank the following individuals from the Salida School District who have
been extremely helpful with their time, advice, and comments through the process of creating this
application:
Darryl Webb, Superintendent
David Blackburn, Director of Academic Affairs
Yvonne Little, Business Manager
Danny Quinto, Food Service Director
Evelyn Parks, Transportation Director
Karen Lundberg, Head of School, The Crest Academy
We also would like to thank individuals from these Montessori schools and charter school
organizations, whose help throughout this application process has been immeasurable:
Colorado League of Charter Schools: Lori Ventimiglia, Kathy Zlomke
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Colorado Charter School Institute: Ethan Hemming
St. Vrain Community Montessori School: Jennifer Kemp
Montessori del Mundo: Karen Farquharson
Fort Collins Montessori: Ronnie Estelle
Ross Montessori Charter School: Sonya Hemmen
Chaffee County Montessori School: Claudia Mann
Compass Montessori School, Golden
Sidewalk’s End Montessori School
The Children’s Kiva Montessori Charter School
Douglas County Montessori
SMCS Application
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Section Two – Purpose and Need
The Salida School District (SSD) provides a number of educational choices to parents for grades
5 and above, but at this time, does not have options for parents of children ages 5/kindergarten through
grade 4 except in a private setting. Salida Montessori Charter School believes that creating a charter
Montessori school within the District will diversify the educational choices offered to parents by adding
a child-centered approach like that offered in the Montessori Method of education.
The Montessori approach to education has been successful globally as well as in Colorado
public schools. (See Attachment 1, Montessori Research Basis) Currently there are at least nine public
Montessori elementary schools in our state. There is strong evidence of interest in the Montessori
model within the District: Chaffee County Montessori School has been a successful tuition-based
program for seven years, and many families have gone there seeking to participate. However, many
have been unable to manage the tuition even when assistance is provided. For many Salida families, a
tuition-based program is not sustainable for the nine years prior to high school. Through the years,
while new families continued to come, the tuition-based school experienced a loss of students whose
families appreciated the Montessori program but ultimately could not afford the long-term
commitment.
At the middle school level, demand exceeds supply for alternative education. Each year, The
Crest Academy holds a lottery to determine new students, leaving other families who seek an
alternative unable to attend. For the year 2014-2015 17 students applied for 8 spaces. With minimum
outreach, Chaffee County Montessori School has 6 students enrolled in their middle school program.
Montessori charter schools have flourished in a number of Colorado communities. (See
Attachment 2).
The Montessori Method is research-based, fosters high academic and personal achievement for
students, and nurtures trusting and productive relationships between students, staff, parents, guardians
and volunteers. Further, Montessori Methods provide a learning environment that addresses diverse
individual student levels in a single classroom so children can confidently experience success and
achievement in academic, social, and emotional realms. The Montessori classroom is a setting that
allows for differentiated teaching, learning, and acquisition of skills.
Many studies support the importance of early childhood education in enhancing long-term
student achievement. In the Salida School District, demand outweighs supply for pre-K programs.
Because the Montessori educational model calls for a coherent learning experience, the Salida
Montessori Charter School will have an associated Children's House with two classrooms, one for
toddlers ages 12-months to three years and one for preschool children ages 3 through kindergarten.
SMCS plans to open with these two Children's House classrooms with slots for approximately 30
students in a variety of a.m. and p.m. program offerings, which will complement the elementary school.
SMCS expects income from the Children's House tuition and extended day kindergarten fees to cover
all operational costs of these programs, and in no instance will Per Pupil Revenue (PPR) funds be used
to fund them.
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Area of Intended Service
SMCS' targeted community/geographical region is primarily families who reside within Chaffee
County, but we also expect to attract families from western Fremont County and possibly Saugache.
There are two school districts that currently serve the Chaffee County community: Salida R-32-J and
Buena Vista R-31, with more than 2000 students served, according to Public Schools K12
(http://publicschoolsk12.com/all-schools/co/, data from the 2009/2010 school year. The Cotopaxi
Elementary School serves the western portion of Fremont county and approximately 96 students in
grades K through 5. These communities are primarily rural in character.
Access
Facilitating access involves reducing barriers in key areas, including; transportation, location,
lunch services and financing.
Transportation: SMCS will develop a carpool program and family proximity maps (with
permission) that utilize parent volunteer hours to encourage and enable genuine carpooling efforts.
Location: As a new school, SMCS will likely have constraints on its choices of available space.
SMCS will, however, endeavor to select an accessible, centrally located facility.
Lunch Service: SMCS intends to provide daily lunch service for students by contracting with the
District for a sack lunch program. This will afford students who use FRL access to meals while
attending the school.
Finances: SMCS intends to focus significant grant writing efforts to secure scholarship funds
for its Children’s House toddler and primary (pre-K) programs. This will enable students who qualify
for FRL to benefit from these early childhood programs and to become familiar with the school’s
curriculum and culture.
Evidence of Support - Intent to Enroll
SMCS has attracted strong interest from local families. As of June 3, 2014, SMCS has received
Intent-to-Enroll forms from 30 families of elementary and middle school students. For 2015, SMCS has
47 children intending to enroll, which is 71% of the projected K-8 enrollment of 66. SMCS has 31
children intending to enroll in elementary grades, that is 70% of the proposed elementary enrollment of
44, and 16 children intending to enroll in the middle school grades, which is 73% of the proposed
middle school enrollment of 22.
We are encouraged by the early indication of intent to enroll despite the fact that we have just
begun formal outreach efforts, and we anticipate implementing strong programs in these areas upon
approval of our Charter by the District.
Looking at the alternative school information collected, nearly half of the preliminary interest in
SMCS is coming from families who might otherwise not attend a school in the District. While it seems
unlikely that this ratio will be maintained through the full enrollment process, it does suggest that
SMCS would likely attract additional students to the District. Letters of Intent indicate that some
families would choose to homeschool, attend SEEDS, relocate to a new community with education
choices or attend an adjoining district if the charter is not an option.
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Letters of Support
Support for Salida Montessori Charter School from the community has been strong. Attachment
3 includes a list of numerous supporters along with copies of their letters of support that have been
written on behalf of the School. The Letters of support have been submitted along with this
application, but not reprinted with every copy.
Steering Committee
Informal discussions about a Montessori charter school in the District began in the fall of 2012.
Organizational meetings and other planning efforts began in the summer of 2013. A core group of
interested parents, educators and other community members meet regularly. This group is the Steering
Committee, whose members include persons with experience in business, education, legal and
nonprofit management. The Committee has stewards hip of the planning process and coordinates the
work of other committees responsible for curriculum development, legal and financial matters,
operational issues, marketing initiatives, and outreach programs.
The steering committee has been in conversation with representatives of the District, the
Colorado League of Charter Schools, public Montessori schools around the state, and other local
alternative schools. Following approval of this application, the Steering Committee would become the
Interim Board of SMCS. Bios of each Interim Director are included in Attachment 4.
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Section Three - Mission Vision and Core Values
The Salida School District provides a number of educational choices to parents within its
district. Creating a charter Montessori school within the District will expand the educational choices
offered to parents. Salida Montessori Charter School is a proposed charter school in the Salida School
District that intends to begin operations in the 2015-2016 school year. The initial program would
include a privately funded Toddler and Preschool program (Children's House) and a Public Charter
Elementary School and partial Middle School.
Throughout the summer of 2013, a core group of interested parents, educators and other
community members held organizational meetings, completed planning efforts and collaboratively
developed the following mission and vision for the school:
SMCS Mission
To offer an authentic Montessori education leading to students who are independent, inquisitive,
respectful and empowered to realize their individual potential in future academic and life endeavors.
SMCS Vision
An educational experience instilling the skills and knowledge for students to determine their
personal visions of success and to achieve them. A culture that encourages students to respect
themselves, other people and the environment. A school community that values every child and
encourages involvement from every family.
Core Values
These values are meant to clarify our Mission and Vision Statements and to help define our
driving principles.
Montessori Method We believe it is critical that our school follow key Montessori principles:
multi-age classrooms according to planes of development, peace education, deliberately
prepared student-centered classrooms with experiential learning activities, three-hour work
periods, an individualized curriculum and place-based learning through frequent excursions.
The curriculum will be adapted to each child’s interests, capabilities and pace while meeting or
exceeding Colorado state standards.
Montessori Trained Teachers Our staff will be comprised of teachers who have completed
Montessori training and others who value the Montessori method and are pursuing training.
Peace Education We believe learning to respectfully and effectively resolve conflict through
daily practice brings inner peace that can spread throughout the world.
Welcoming Community Taking care of our families is an important part of taking care of our
children. We want everyone to feel that they have a voice in our school community.
Embracing Differences We believe that every child is an individual to treasure and recognize for
her/his unique capabilities and accomplishments. Differences will be the norm.
Cooperative Culture Students work together to complete projects. Students share their strengths
by leading others. They celebrate each other and every students’ accomplishments.
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Lifelong Learners We believe that helping children to follow their interests within a learning
environment from a young age leads to an inherent love of learning that they will carry with
them in all future endeavors.
Global Community We believe that teaching children how to participate in their communities
will foster a willingness to interact with and impact the world around them, locally and
beyond. This relationship also will instill confidence in going into the world to find answers and
feel comfortable presenting ideas.
Community Partnerships We believe that developing relationships with local artisans and
businesses will expose students to several types of careers, hobbies and interests. When they
experience this exposure, they can begin to define their own goals and desires.
Whole-Child Focus We believe that social and emotional education are as important to a child’s
development as teaching academics. We will educate to each of these areas.
Access We believe that every student should have access to a wonderful education in the
environment that is best suited to their individual learning style. We will provide a public
option for K-8th grades that caters to any student regardless of background, financial
circumstances or learning differences.
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Section Four Goals, Objectives and Pupil Performance Standards
SMCS proposes to open in the 2015-2016 academic year, serving toddlers through 8th grade.
Our rationale in opening with a K-8 option is to accommodate the existing children in our community
who desire to continue a Montessori education. We plan to increase class sizes steadily over the first
five years. SMCS academic goals are aligned to Colorado Accreditation Standards as adopted by the
Salida School District (Please See Attachment 5 for a detailed alignment). In addition, SMCS will
submit all necessary information to Salida Schools in a timely manner, enabling the District to comply
with Accreditation Indicators F (School Accountability Report), G (Annual Report to the Public), H
(Colorado Basic Literacy Act) and J (Recruitment and Retention of Teachers/ Contextual Learning).
SMCS will develop a Safe Schools Plan for the Elementary program, complying with indicator H.
The rationale for the measures of each educational goal is based on meeting or exceeding the
District grade-level comparisons, demonstrating year over year school-wide growth according to the
new Colorado Growth Model, and developing the social, moral, emotional and cognitive competence of
each individual child through an authentic Montessori approach to education and in accordance with the
SMCS Mission.
Educational Performance Goals:
At the end of every three-year cycle of development, each student at SMCS will have met the
following outcomes at their appropriate academic, social and emotional level:
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Goal One: SMCS students will become experienced, thoughtful writers and readers of the
English language who adjust use of spoken, written, and visual language to respond to the needs
of society, to acquire new information and for personal fulfillment.
Alignment – CDE Accreditation Indicators: A, B, C and D
Measure: In the first year of operation, SMCS will administer the tests for reading and writing listed
in the assessments section to 3rd-8th graders in order to establish our baseline data. These
students will be tested each year as mandated by the State.
Measure: Using the baseline data established in the first year, SMCS will create long-term goals in
order to meet or exceed the District average of 70% proficiency in Reading and 55% in
Writing as measured on the Assessment with in. SMCS will put measures into place to work
toward the District Strategic Plan goals in proficiency rating in Reading and Writing as
measured on the Assessment.
Measure: SMCS will administer EDL/DRA testing to ELL students at the beginning of the year to
establish baseline. In cases where achievement gap exists, teachers will utilize the NEA’s
C.A.R.E strategies to close the gap to 75% by fifth grade.
Measure: In compliance with the READ 2012 Act, the Colorado State approved reading assessment
PALS or DIBELS will be used to determine baseline reading and writing levels in the first
year of operation so that goals can be set in subsequent years for determining year-over-year
growth.
Measure: Portfolios: samples of a child’s work are used to assess the progress that s/he is making.
Each piece of a child’s work is labeled with the date and circumstance of its production and
collected in files. The Teacher and child (and parents) are then able to look over select
samples of student’s work to determine the progress made over time. Portfolios are
reviewed weekly, monthly and annually.
Measure: The third period of the Three Period Lesson* occurs for each individual “work” presented
to the child and demonstrates mastery of each work as it is achieved.
Measure: Regular recording on the Montessori Made Manageable (or a comparable tool developed by
staff) student progress record.
Measures: Recorded teacher observations and assessment; quizzes; research projects as described in
the assessment section of this application.
*See “Glossary of Montessori Terms” and Attachment 7 for more detailed explanation and example of
the Three Period Lesson.
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Goal Two: SMCS students will be high achieving in Math and will develop a mathematical
mind. Students will graduate as experienced users of mathematical thinking in problem
solving.
Alignment – CDE Accreditation Indicators: A, B, C, and D
Measure:
In the first year of operation, SMCS will administer the appropriately mandated test
for math to 3rd-8th graders in order to establish our baseline data. These students will
be tested each year as mandated by the State.
Measure:
Using the baseline data established in the first year, SMCS will create long-term goals
in order to meet or 75% proficiency as measured on the Assessment within 3 years.
The school also will put measures into place to work toward the District Strategic
Plan goals in proficiency rating in mathematics as measured on the Assessment.
Measure:
Portfolios: samples of a child’s work are used to assess the progress that s/he is
making. Each piece of a child’s work is labeled with the date and circumstance of its
production and collected in files. The Teacher and child (and parents) are then able to
look over select samples of student’s work to determine the progress made over time.
Portfolios are reviewed weekly, monthly and annually.
Measure:
The third period of the Three Period Lesson occurs for each individual “work”
presented to the child and demonstrates mastery of each work as it is achieved.
Measure:
Regular recording on the Montessori Made Manageable (or a comparable tool
developed by staff) student progress record.
Measures:
Observation and assessment; quizzes; as defined in the Assessment section of this
application.
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Goal Three: SMCS students will become competent and knowledgeable in Life Sciences,
Physical Sciences and Advancing Technology.
Alignment – CDE Accreditation Indicators: A, B, C, and E
Measure
Colorado Measure of Academic Success (CMAS) will be used as an assessment to
measure growth in this area. Using the baseline data established in the first year,
SMCS will create long-term goals for subsequent years in order to meet 75%
proficiency within three years.
Measure:
Measure:
Measure:
developed by staff) record a student’s progress.
Measure:
Research projects, science experiments, written, and oral presentation.
Goal Four: SMCS students will become locally and globally aware through the study of human
encounters. They will become historically minded and historically literate about human history
and the human condition.
Alignment – CDE Accreditation Indicators: A and E
Measure:
Measure:
Measure:
Periodic research projects and oral presentations.
Measure:
developed by staff) record a student’s progress.
Goal five: SMCS students will be physically active participants in activities that enhance
mental/physical acuity and foster whole person development.
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Measure:
One full hour is set aside in the middle of each day for lunch and physical play
(recess). Children will be encouraged to participate in physically engaging activities
and will go outside every day, weather permitting.
Measure:
An information center at the school office will provide parents and students
comprehensive information about local youth athletic programs and events.
Measure:
Weekly outings will focus on providing physical activities for students. Adventure
Friday’s will be an opportunity to link learning to physical recreation by teaching
games and activities that can be played during outdoor times.
Goal six: SMCS students will develop as artists through practice, experience, and appreciation
of the varied forms of artistic expression.
Measure:
Portfolios: samples of a child’s artwork are used to assess the progress that she/he is
making. Each piece of a child’s artwork is labeled with the date and circumstance of
its production and collected in files. The Teacher and child (and parents) are then able
to look over select samples of student’s work to determine the progress made over
time. Portfolios are reviewed weekly, monthly and annually.
Measure:
The students and staff will organize at least one school-wide orchestrated artistic
project per year. The subject and execution of the project is to be decided by the
children.
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Character Development – Whole Person Development Goals:
Goal One: SMCS students will develop a sense of responsibility to help others in their
classroom, local and world communities.
Measure:
Spontaneous peer teaching and reinforcement of foundational Grace and Courtesy
lessons.
Measure:
Student participation in the selection and organization of community service projects.
Goal Two: Students will develop as skilled peacemakers both internally and externally.
Measure:
Inner Peace Portfolios: Teachers will keep records regarding each child's
demonstration of concentration, mindfulness, gratitude, and self-reliance.
Measure:
Interactions with their peers demonstrate compassion, affirmation of others, active
listening skills, respectfulness, and peaceful conflict resolution.
Measure:
External Peace Portfolios: samples of a child’s research and work with different
national and world cultures are used to assess the progress that she/he is making.
Each piece of a child’s work is labeled with the date and circumstance of its
look over select samples of student’s work to determine the progress ma de over time.
Organizational Goals:
Goal One: SMCS will provide an authentic Montessori environment for students, faculty, and
parents.
Rationale for
Goals and
Measures:
Because the use of the term “Montessori” is not legally protected, it is essential that
we take appropriate measures to ensure that we are providing the complete program
in order to achieve the desired outcomes. Many schools claim to offer Montessori
elements in their program, but this does not constitute an authentic Montessori
education. Alignment with one of three accrediting organizations will ensure the
school will offer an authentic Montessori education.
Measure:
SMCS will remain aligned with the shared foundational standards of the major
Montessori accrediting organizations; these standards include:
 Teachers trained or credentialed in the Montessori philosophy and methodology for
the age level they are teaching.
 A partnership established with the family.
 A multi-aged, multi-graded heterogeneous grouping of students.
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 A diverse set of Montessori materials, activities and experiences, which are
designed to foster physical, intellectual, creative and social independence.
 A schedule that allows large blocks of time to problem solve, to see connections in
knowledge and to create new ideas.
 A classroom atmosphere that encourages social interaction for cooperative
 learning, peer teaching and emotional development.
Measure:
By May 2016, a sub-committee of SMCS will recommend to the Board, a Montessori
accrediting organization with which to seek alignment.
Goal Two: SMCS will recruit a student population that reflects the diversity of the community
we serve.
Rationale for Diversity and embracing differences are important aspects of Montessori philosophy.
Maria Montessori believed it was important to study what humans have in common to
Goal:
instill in the child a greater sense of belonging to the universe. Understanding
diversity builds a sense of connection to all human beings, thus creating a deeper
sense of cosmic community.
We believe that our current Letters of Intent to Enroll are representative of the Salida
community in terms of family income and ethnic diversity. However, application
documentation will let us know how close we have come to meeting this goal and
how much more we need to do.
Measure:
The percentage of FRL applicants will be as high as District Public Schools of choice
(The Crest Academy and Horizons Exploratory Academy) by Year 3.
The percentage of FRL applicants will be as high as the District’s by Year 4.
Measure:
The percentage of ELL and ethnic minority applicants will be as high as District
Public Schools of choice (The Crest Academy and Horizons Exploratory Academy)
by Year 3.
The percentage of ELL and ethnic minority applicants will be as high as the District’s
by Year 4.
Goal Three: SMCS will demonstrate its organizational strength through sound financial
management; effective leadership and governance; strong enrollment; stable attendance and
retention; and parent satisfaction.
Measure:
Balanced annual budgets and qualified, independent annual audit.
Measure:
Board members demonstrate proficiency in understanding Montessori philosophy and
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methodology and effective non-profit governance methods.
Measure:
SMCS will meet or exceed enrollment goals.
Measure:
SMCS will meet the Colorado Growth Model for attendance.
Measure:
SMCS will meet or exceed Charter goals for retention.
Measure:
Annual parent survey will reflect that 85% of parents or guardians rate their overall
satisfaction with the school as 4 or 5 based on a 5-point scale.
Measure:
Each school year, at least 95% of families of SMCS children will be active
participants in the programs, conferences and operations of the school.
Goal Four: SMCS will recruit, retain, and cultivate the strongest possible faculty.
Measure:
All lead teachers will complete Montessori training for the age level for which they
will provide instruction by the completion of their second year of employment at the
school.
Measure:
All lead teachers will be familiar with state standards.
Measure:
All lead teachers, when possible, will be "Highly Qualified" under NCLB or working
towards that goal.
Measure:
Each school year, SMCS teachers will participate in at least 8 days (48 hours) of
professional development.
Goa l Five: SMCS will cultivate a Montessori Community in Salida.
Measure:
PTO will meet regularly and be well attended.
Measure:
Montessori speaker series will be hosted regularly and be well attended.
Measure:
Attendance at open house events will increase over time.
Measure:
Annual parent survey will reflect that 85% of parents rate themselves as somewhat or
very knowledgeable about Montessori philosophy and methods.
Measure:
Annual SMCS community festival will be well attended.
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Section Five: Community Outreach
Community Involvement
Community Involvement for SMCS will focus on four key areas: education, business, art
and the environment. Responsibility for developing relationships and collaborating on programs
will be shared among SMCS Board members, the Head of School, teachers and the administrative
assistant as appropriate.
Education: Our goal is for our SMCS community to be an integrated part of the Salida
School District Community such that information is shared regularly to the benefit of all. We
already have built a collaborative relationship with key members of District administration and are
working to build relationships with the Board of Education and the Salida School District
Accountability Committee. We propose that our Head of School and one SMCS Board member
attend District BOE meetings to maintain communication at this level. We also have had
conversations with the Principals and Heads of School at the other District schools serving pre-K
through 8th grade and propose at least quarterly meetings between our leadership and those
individuals.
Business: Internships are a significant part of our Secondary program. We have initiated
conversations with the Chaffee County Economic Development Corporation to explore
collaboration opportunities, as they are currently working with local businesses to develop an
internship program at the high school level. We hope to encourage the addition of a middle school
program to the existing internship programs. Other organizations such as the Salida Chamber of
Commerce, the City of Salida and individual businesses will be approached for supplemental
curricula opportunities for all age levels.
Art: Salida was one of the first two communities in the state to be named a Colorado
Creative District. This distinction provides many creative opportunities for local children. Salida
fine artists Lynn Decew and Ryan O’Brien are working with us to optimize creative opportunities
for our students.
Environment: Salida also is home to many organizations that care for the environment and
that facilitate community involvement with the outdoors. We propose collaborating with
Guidestone, GARNA (Greater Arkansas River Nature Association), our Colorado Parks and
Wildlife office and Salida Mountain Trails, among others.
Student Diversity
The Montessori philosophy consciously encourages children to accept, respect, and
celebrate the rich cultural diversity of the global community. Diversity of backgrounds and abilities
is viewed as a positive and important element in Montessori school communities. SMCS plans to
attract students from all ethnicities, income levels and backgrounds represented in the Salida
School District (see chart below). SMCS is mindful that recruitment of a diverse student
community will require a conscious and deliberate effort.
Great Schools reports the following demographics for the Salida School District for the
2011-2012 school years:
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Elementary
Ethnicity
This school
State Average
White
78%
57%
Hispanic
17%
32%
Two or more races
3%
3%
American Indian/Alaska Native
1%
1%
Asian
1%
3%
Black
0%
5%
Students with free/reduced lunch
41%
40%
Middle School
Ethnicity
This School
State Average
White
81%
57%
Hispanic
15%
32%
Two or more races
2%
3%
Asian
1%
3%
American Indian/Alaska Native
0%
1%
Black
0%
5%
Students with free/reduced lunch
47%
40%
The District reports 27 English Language Learners across all grades (K-12). We have
budgeted conservatively for 13% of enrollment which includes special education (SPED) children.
Because there are no existing charter schools in the District, SMCS’s baseline goal is to
achieve parity with established Salida District schools of choice (The Crest Academy and Horizons
Exploratory Academy) in terms of diversity of students enrolled. Our longer-term goal is to close
any gaps between our baseline and the District demographic enrollment averages. SMCS will work
to achieve greater diversity in each subsequent year of operation until we align with the
demographic enrollment within the District.
Outreach Plan
In order to meet our diversity of enrollment goals, we will build strong relationships
with the following:
Chaffee County Youth & Family Initiatives (FYI) serves more than 350 youth and families
a year. It is the leading organization in our area for reaching lower income youth and families. One
of our steering committee members, Kayla Maddox, works for FYI and will facilitate our outreach
to the families they serve. Another FYI team member, Jane Whitmer, was an early advisor to our
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committee and relayed that many of the families in this initiative would be pleased to have a public
Montessori option.
Maggie Falconi, who teaches English language learners in the Salida School District, holds
the 2014 Educator of the Year Award from the Colorado Department of Colorado Language,
Culture and Equity. We will reach out to Maggie for guidance in developing outreach to our
community’s ELL students.
Online Tools: We were advised by the leadership of the parent teacher organization at
Salida’s Longfellow Elementary School that their website and Facebook page have proven to be
the most effective ways to share information with families. We already have created both: Our
website can be found at http://salidamcs.squarespace.com, and our Facebook page is
https://www.facebook.com/SalidaMCS. In addition, we have gathered 80 email addresses from
interested parents and community members.
Media: Unlike in large cities, we have great opportunities to effectively communicate with
our community at no charge. We can reach a majority of our community via our local newspaper,
the Mountain Mail, which 85% of Salidans read daily. James Redmond, Mail staff writer, has been
following our progress via District BOE meetings, and our events, and we anticipate receiving
coverage of our key activities. The SalidaCitizen.com also is widely read and posts news releases
at no cost. Our two local radio stations, KHEN and KSBV, offer community organizations the
opportunity to share information with listeners. We will supplement this earned media with paid
advertising as needed.
Printed Materials: We will develop printed materials that provide an overview of
Montessori and of our school. We already have created an FAQ sheet, which has been well
received.
Events and Meetings: We recently participated in the Crest Academy’s TEDx event, which
was attended by 180 community members. We intend to participate in similar community events,
such as the weekly Farmer’s Market, where we can speak individually with people, share materials
and gather letters of support and intent to enroll. We attended the District’s community meeting in
the spring. We also will conduct our own information meetings at a variety of times and locations
for the community’s convenience.
Family Liaison:
SMCS will have two parent volunteers for each class to act as Family Liaisons. The
liaisons will be supervised by the administration and will be required to sign confidentiality forms
to ensure families’ privacy. These volunteers will help foster community by acting as a bridge
between families and the administration. SMCS wants every family to feel welcome, and by
providing peers as possible touchstones, we are hoping that all voices are heard, all school
information is disseminated and all families feel connected.
The tasks of the Family Liaisons will include, but not be limited to: answering questions;
helping to ensure that school information is widely distributed; touching base with each family in
their assigned class at least two times per semester; relaying information about district recreation
programs; acting as an advocate for families who have grievances; soliciting volunteers for and
attending school wide events; reaching out to new incoming families to help introduce and usher
them into the SMCS community.
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Section Six - Student Achievement and Curriculum
The Montessori Program and Curriculum
Maria Montessori developed the underlying philosophy and specific curriculum that will be
followed by the Salida Montessori Charter School. In the more than 100 years since the
Montessori Method was first put into practice, many, if not most or all, of the foundational
principals have served to guide the work of those who followed in her footsteps as well as others
who strive to develop the best practices in both early childhood education and education beyond
the nursery preschool.
Why would a method developed such a long time ago, still be pertinent in the modern
world? Because Dr. Montessori’s method of working with children was based on her observations
and understanding of human development. She was far ahead of her time. Most importantly, Dr.
Montessori had a keen sense of cause and effect. She understood basic human nature, motivation
and curiosity. She had utmost respect for the capabilities of the human brain and saw the teacher’s
role as simply guiding the child’s natural path of development through interest and a desire to
master her surroundings.
The result of a Montessori education is far more than meeting academic standards. It allows
children to become competent in managing the intellectual, social, emotional and even strategic
decisions that allow for success. Dr. Steven Hughes, board-certified pediatric neuropsychologist,
has become a champion of the Montessori Method, saying that Montessori education “provides an
unparalleled foundation for the development of academic, social, and executive functions critical
for advanced problem solving and lifetime success.”1
In his presentations around the globe, Dr. Hughes demonstrates, through his particular
areas of experience and expertise, “how Montessori education parallels what we now know about
brain development and fosters the development of advanced cognitive functions, social cognition,
and such higher-order competencies as empathy and leadership.”2 Many of her scientific
hypotheses are just now being “proven” with data acquired through modern technologies of brain
scanning.
No longer simply a theoretical success story, modern researchers are proving what Dr.
Montessori observed and put into practice. Researchers like Angeline Lillard, PhD (Lillard, 2005)3
have used modern research techniques to quantify the outcomes of a Montessori education with a
spectrum of socio-economic groups. And other researchers are demonstrating a correlation
between the Montessori practices of student-centered learning in classrooms to development of
executive functions. (Barker, 2014)4
It is all this historical and contemporary evidence, along with the success of the many
students who have benefitted from a Montessori education that influences and inspires the design
1
http://www.goodatdoingthings.com/Dr._Steve_Hughes/Montessori_Lectures.html
2
http://www.goodatdoingthings.com/Dr._Steve_Hughes/Montessori_Lectures.html
3
Lillard, Montessori: The Science Behind the Genius. 2005. Oxford University Press.
Oxford/New York
Barker, et. al. “Less-structured time in children's daily lives predicts self-directed executive
functioning”. Frontiers in Psychology. 17 June, 2014. http://journal.frontiersin.org/Journal/10.3389/fpsyg.2014.00593/full
4
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of the Salida Montessori Charter School. SMCS will bring this educational choice to the children
and families of Salida who are seeking a non-traditional type of education.
The Montessori materials and curriculum from Kindergarten through 8th grade are currently
aligned with all District Standards (See Attachment 5). The curriculum meets and/or exceeds
Districts standards.
The curriculum includes the following areas of study as per District standards:
1. Language (Reading and Writing)
2. Math
3. Science (Geography, Biology, Botany, Zoology)
4. Social Studies - History
5. Art
Language (Reading/Writing): Sequence of language including phonograms and vocabulary
works. Parts of speech are studied in depth with language boxes and sentence analysis materials.
Spelling, punctuation, parts of a paragraph and many more language materials are available
to the students. Additionally, many beginning to advanced-reading books, both fiction and nonfiction, are available. Frequently, students participate in “buddy reading” or reading with adult
volunteers in the classroom in addition to reading with the lead teacher and assistant.
Math: In this area of learning, the teachers offer an array of materials and activities that
continue the sequence of lessons in matching quantity to symbol (up to numbers in the millions).
Using mathematical operations, students may choose materials that provide a natural progression,
going from concrete concepts toward abstract concepts. The teachers use charts and other materials
to teach basic facts in the four operations. Other materials show numbers squared or cubed, which
are later used for algebraic equations and formulas. Materials to show measurement of weight,
length, depth, time and money are also available. Fraction insets give students experience with
numbers less than whole. A geometry area takes students through a sequence of geometrical terms
and activities, from the point to the line, angles, shapes, and solid. Materials include the geometric
cabinet and geometry nomenclature and command cards.
Science (Geography): This area is divided into three minor areas: functional geography (the
make-up of the solar system and the earth), physical geography (the land and water forms on
earth), and political geography (the study of countries, the capitals, flags and culture).
The materials include models and pictures of the planets, globes, puzzle maps, models of
different land and water forms and geography baskets (baskets containing objects and pictures from
different continents).
Science (Biology): This area introduces the study of life using the five kingdom charts. A
microscope is used to see live specimens in the prokaryote and the protista kingdoms. Other
materials such as pictures and story cards are used to give experience with the five kingdoms.
Science (Botany): This area contains many live specimens from the plant kingdom. Students
are taken through a sequence of nomenclature activities in which they learn to identify parts and
types of plants, fruits and nuts. Taking the students to nature or bringing nature into the classroom
for study brings life and enthusiasm to this area.
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Science (Zoology): The materials and activities in this area follow a sequence of study that
enables students to study animals with a sense of order in which they appeared on earth. Equipped
with live specimens, this offers an opportunity for observations and research. There is a complete
set of nomenclature for vertebrates and invertebrates.
Social Studies/History: This area is designed with materials and activities to help the
children understand time, not just the hours in a day, months, years, decades , centuries,
millenniums, but to imagine the beginning of time and how the earth came to be. With clocks,
time-lines, experiments and lessons the students investigate and imagine events that took place to
make the world, as we know it today.
Art, Music and Practical Life: The budget shows funds for hiring specials teachers for
specific lessons in these areas even though these subjects are integrated into all areas of study.
Good quality art materials are available to students for any project whether it be painting a picture
of an animal with all its parts or making a bowl out of clay like one of our ancestors made. Bell or
tone bars may be found for composing music. String instruments, drums and wooden flutes may be
available as well. Practical life encompasses physical activities which encourages useful, real-life
skills such as ironing, food preparation, sewing, and classroom care. Community members who
possess these skills will be drawn upon for additional instruction whenever possible.
The Learning Environment
Child-Centered Environment: Generally students will work individually or in small, selfselected groups. There will only be a few whole group lessons, however there are specific times
scheduled throughout the day where the class operates as a whole community.
Responsive Prepared Environment: The environment is designed to meet the needs,
interests, abilities, and development of the children in the class. The teachers design and adapt the
environment with this community of children in mind, rapidly modifying the selection of
educational materials available, the physical layout, and the tone of the class to best fit the ever
changing needs of the children.
Focus on Individual Progress and Development: Within a Montessori program, children
progress at their own pace, moving in sequence to the next level in each area of learning as they
are ready. The teacher continually assesses readiness and introduces new lessons as the child is
ready. While the child lives within a larger community of children, each student is viewed as a
universe of one.
The Activities and Materials
Hands on Learning: In Montessori, students rarely learn from texts or workbooks. In all
cases, direct personal hands-on contact with either real things under study or with concrete models
that bring abstract concepts to life allow children to learn with deeper understanding.
Self-directed Activity: One of Montessori’s key concepts is that children desire to become
independent and competent beings in the world. They are driven to learn new things and master
new skills. For this reason, outside rewards to create external motivation are unnecessary. In the
process of making independent choices and exploring concepts largely on their own, Montessori
children construct their own sense of individual identity. Children learn to be intrinsically
motivated and able to pursue interests based on internal desire rather than fleeting external
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rewards. Children do not work for grades or external rewards. Children learn because they are
interested in things, and because all children share a desire to become competent and independent
human beings.
Spontaneous Activity: It is natural for children to wiggle, touch things, and explore the
world around them. An authentic Montessori environment encourages children to move about
freely, within reasonable limits of appropriate behavior, with particular respect for others, the
material and the environment. Students select work that captures their interest and attention;
teachers also encourage their interest in new challenges and areas of inquiry. Within this
atmosphere of spontaneous activity, students master the basic skills of their culture.
Active Learning: In Montessori classrooms, children often select their own work or are
guided by the teacher to do so. The child continues to work with tasks, returning to their work
over many weeks or months, until finally the work is “so easy for them” that they can teach it to
younger children. This is one of many ways that Montessori educators use to confirm that students
have reached mastery of each skill.
Freedom within Limits: Montessori children enjoy considerable freedom of movement and
choice; however their freedom always exists within carefully defined limits on the range of their
behavior. They are free to do anything appropriate to the ground rules of the community, but
redirected promptly and firmly if they go beyond those limits.
Method of Instruction
The Three Period Lesson
This is the method by which lessons are presented, practiced, observed, integrated, and
evaluated. Please see Attachment 7 for a detailed explanation of the Three Period Lesson.
The First Period: The Lesson
During the first period specific lessons taken from the Montessori curriculum are presented
to the child by the teacher. Each lesson isolates a particular new skill or concept built upon
previous skill and conceptual understanding.
The Second Period: Practice, Observation, Correction
During the Second period the child takes the work and material presented and undertakes
extensive practice alone and with peers, conferring with the teacher. The teacher performs
systematic observation, correction, modification, and re-presentation to the child as needed.
The Third Period: Integration, Assessment
During the third period the child achieves conceptual and practical independence and the
need for the material is replaced by abstract manipulation, acquisition of skills, and understanding.
The teacher undertakes formal and informal assessment at this stage. Observations and
assessments are used as verification of the child’s skill and understanding.
Weekly Work Plan
Students work with a written study plan for each week. This work plan is created during a
weekly meeting between the teacher and student, which allows for evaluation of the previous
week's work and the addition of new lessons. It lists the tasks that they need to complete, while
allowing them to decide how long to spend on each and what order they would like to follow.
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Beyond these basic, individually tailored assignments, children explore topics that capture their
interest and imagination and share them with their classmates.
Three-Hour Work Period: The purpose of long, uninterrupted blocks of work time is to
allow students to select work freely, eventually becoming absorbed in work that has a particular
fascination for them at this point in their development. Interruptions, no matter how valuable the
alternative activity might seem to be, disturb the fragile development of the child's focus,
concentration, and intellectual exploration on his or her own.
The Montessori Teacher
The Montessori teacher exhibits the following qualities:
Authoritative: The teacher is firm at the edges and empathetic at the center, the kind of
adult who responds empathetically to children’s feelings, while setting clear and consistent limits.
Observer: The Montessori teacher is a trained observer of children’s learning and behavior.
These careful observations are recorded and used to determine each student’s needs and leads the
teacher to intervene in the child’s learning with new lessons, fresh challenges, or reinforcement of
basic ground rules.
An Educational Resource: Montessori teachers facilitate the learning process by serving as
a resource to whom the children can turn as they synthesize their learning, impressions, and
experiences.
Role Model: Like all good teachers, the Montessori educator deliberately models the
behaviors and attitudes that she is working to instill in her students. Because of Montessori’s
emphasis on character development, the Montessori teacher is exceptionally respectful to each
child, creating a calm, kind, warm, and polite environment.
What Montessori Teachers Do
“Education should no longer be mostly imparting of knowledge, but must take a new path,
seeking the release of human potentialities.” – Maria Montessori
“The teacher's task is no small or easy one! He has to prepare a huge amount of knowledge
to satisfy the child's mental hunger, and he is not limited by a syllabus.” – Maria Montessori
Respectfully Engage with the Learner: The Montessori teacher recognizes that her role is to
inspire, mentor, and facilitate the learning process. The real work of learning belongs to the
individual child. Because of this, the Montessori educator remains conscious of her role in helping
each child to fulfill his potential as a human being and of creating an environment for learning
within which children will feel safe, cherished, and empowered.
Facilitate the “Match” Between the Learner and Knowledge: Montessori teachers are
trained to identify the best response to the changing interests and needs of each unique child.
Because they recognize that children learn in many different ways and at their own pace,
Montessori educators understand that they must “follow the child,” adjusting their strategies and
timetable to fit the development of each of their pupils.
Environmental Engineer: Montessori teachers organize appropriate social settings and
academic programs for children at their own level of development. They do this to a large degree
through the design of the classroom, selection and organization of learning activities, and structure
of the day.
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What if a child simply isn’t interested in a certain subject? Because the curriculum is
designed to engage children during sensitive periods for learning, and because there is wide variety
of different approaches to presenting subjects to students, this rarely happens in the Montessori
classroom. As mentioned above, the teacher is in tune with the child’s interests and will continue
to seek out new and different ways to engage the child, so that all areas of the curriculum are
thoroughly covered.
Frequently, when a child shies away from certain activities, there is a social or emotional
cause at the root. One way the teacher may help a child to overcome issues of insecurity with
subject matter is to encourage the child to engage in activities that he or she is clearly attracted to
in order to build confidence. Once the teacher feels that the pupil is ready to have another try with
the subject that was presenting difficulty, she will suggest it indirectly or pair the child up with a
peer.
Younger children are generally in awe of older children and find that working with an older
child on any subject is a real treat. Older children who are asked to help instruct younger children
gain a sense of confidence while reinforcing their own knowledge of subject matter through
teaching.
Another way teachers and children ensure that all subjects are adequately explored is the
weekly work plan. This list is created by the children according to what they know must be
accomplished. The teacher will review the work plan and make suggestions where necessary. This
is the guide that the children use to complete their weekly learning tasks. Because they have
created it themselves, even subjects they aren’t particularly enthusiastic about become more
appealing.
All of these different methods help ensure that children not only study and master all areas
of the curriculum, but that they enjoy it, internalize it, and develop knowledge that will last a
lifetime. In those rare cases that these methods do not prove effective, the teacher is alerted to a
possible special need, such as a learning disorder or a physical limitation (children who refuse to
read may need glasses, for example.) If this is found to be the case, the teacher will begin the
process outlined in our Special Needs section.
"There is a part of a child's soul that has always been unknown but which must be known.
With a spirit of sacrifice and enthusiasm we must go in search like those who travel to foreign
lands and tear up mountains in their search for hidden gold. This is what the adults must do who
seeks the unknown factor that lies hidden in the depths of a child's soul. This is a labor in which all
must share, without distinction of nation, race, or social standing since it means the bringing forth
of an indispensable element for the moral progress of mankind." (The Secret of Childhood, Maria
Montessori)
Class Groupings
Diversity: Diversity in terms of ethnic background, gender, and age is essential to achieve
the community of students that Dr. Montessori believed would lead to peaceful, globally-minded,
socially responsible adults.
Mixed age groups: Ideal Montessori classrooms gather together children of three age levels
into a family group. Children remain together for several years, with only the oldest students
moving on to the next class at year’s end.
A Family Setting: Montessori classrooms are communities of children and adults. As
children grow older and more capable, they assume a greater role in helping to care for the
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environment and meeting the needs of younger children in the class. The focus is less on the
teachers and more on the entire community of children and adults, much like one finds in a real
family.
Cooperation and Collaboration: Montessori children are expected to treat one another with
kindness and respect. This behavior is modeled by the teacher and other adults in the classroom.
Insults and shunning behavior tend to be rare. Instead we normally find children who have a great
fondness and respect for one another. Children learn at their own pace and teachers refrain from
comparing students against one another.
Unique Curricular Aspects in the Montessori Program
The Montessori curriculum also includes the following areas of study:
1. Practical Life
2. Sensorial/Motor
3. Peace Education
Practical Life: enhances the development of task organization and cognitive order through
care of self, care of environment, exercises of grace and courtesy, and coordination of physical
movement.
Sensorial/Motor: enables the child to order, classify, and describe sensory impressions in
relation to length, width, temperature, mass, color pitch, etc.
Peace Education: There are four general areas in which peace education is presented to
children in the Montessori classroom:
1. Inner Peace
2. Peace in a Community (the classroom)
3. Global Peace (Peace for all humanity)
4. Peace in Nature
Inner Peace: Lessons that develop inner peace include activities that promote awareness of
inner self: silence and stillness, concentration and attention, mindfulness, gratitude, and selfreliance.
Peace in a Classroom Community: The skills necessary for building a sense of community
in a classroom are the same as those needed by adults. Compassion, affirmation of others, and
genuine listening skills foster respectful and caring relationships. The ability to look at conflict
without anger or resentment, the willingness to admit error and to offer forgiveness are all skills
that can be developed starting at a young age. Montessori teachers make a specific point of
teaching respectful and compassionate language, implementing simple conflict resolution
processes and leading by example.
Global Peace: Peace for all humanity is learned as the children are introduced to different
cultures and are encouraged to explore applying their understanding of community peace on a
broader scale. Continent and Peoples of the World studies provide a global view of life and
humanity’s part in it. With emphasis placed on the family of humankind and the interrelationship
of all life, Montessori students begin to realize that they are not separate from the rest of the world,
but are an integral part of creating a harmonious world.
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Peace in Nature: The Montessori Cosmic Curriculum is designed to help instill a sense of
being connected to all things in the universe. In this view the Earth must be respected and
preserved. Montessori seeks to help children become adults who are respectful stewards of their
environment.
Education Program: Special Programs
Specials Offered
SMCS will provide several special programs for children in K-8 grades. These will include
regularly scheduled specials like Spanish, Art, Music, PE, and Adventure Fridays. Adventure
Fridays are experiential educational trips off campus. The children will travel to any place of
interest that corresponds to what the children are studying or to places that may spark interest and
encourage new areas of further study. SMCS will also include other programs that will be
scheduled specially throughout the year, like camping trips, the apprentice program for secondary,
and the 3rd grade retreat.
Staffing and Scheduling of Specials
SMCS intends to draw upon the talented community of Chaffee County which has a
multitude of artists, graphic designers, web designers, dancers, gardeners, musicians, yoga
teachers, crafters and martial artists to help in offering a wide variety of specials. Whenever
possible we will encourage the community to volunteer their services. We have included a Specials
section of the budget to draw upon for some compensation when volunteers are not available and
also for related supplies. The apprentice program (for the secondary students) will also be drawing
on some of these community members.
The classroom teachers will teach Spanish if they are proficient in the language (for their
grade levels). If such a teacher is not available, the children will have use of a computer to work
through the lessons in a program like Duo Lingo or Rosetta Stone.
The classroom teacher will also instruct P.E. During outside times and often during
Adventure Fridays, the classroom teacher will teach structured games and activities, which then
become activities of choice during unstructured outdoor play times.
A member of staff will also teach music, as we will have a comprehensive Montessori
Music Curriculum. Learning to teach art and music is a part of Montessori teacher training.
Special art projects will be available weekly for the children to choose throughout the day. Art is
required in children’s reports on animals, countries or other topics of their choosing. A visual aid
with hand drawn pictures is created with each project. Most of these Specials will be scheduled
into the afternoon work periods throughout the week dependent on volunteer availability. We have
begun outreach for volunteer participation in the areas and are pleased at the response by our
community to be involved.
Before/After School Care
SMCS does not plan to offer before or after care at this time. SMCS will provide families
with information on existing community options, like the Boy and Girls Club, to help
accommodate their work schedules.
Summer Programming
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At this time, SMCS does not have plans to offer summer school or summer programming,
but will offer ideas and support to families who wish to foster their child’s learning during the
summer months.
The Montessori Children's House (including Kindergarten)
In the 3-6 Children's House curriculum, the child is introduced first to “small” ideas that
gradually widen into larger concepts. Self-correcting materials are arranged invitingly on low,
open shelves and children choose their work from one of several distinct areas.
Mathematics makes use of manipulative materials to enable the child to internalize
concepts of numbers, symbols, sequences, operations, and memorization of basic facts.
Language Arts includes oral language development, written expression, reading, grammar,
creative dramatics, and children's literature. Basic skills in writing and reading are developed
through the use of sandpaper letters, alphabet cut-outs, and various presentations allowing children
to link sounds and letter symbols effortlessly and to express their thought through writing.
Cultural activities expose the child to basics in geography, history, and life sciences. Music,
art and movement education are part of the integrated cultural curriculum.
During the third year in the Children's House, the Kindergarten student can not only work
with these materials in more depth, thus gaining more insights from them, but, using this base, can
move into the academic areas. Once the child has established critical learning habits –
concentration, self-discipline, a sense of order, persistence in completing a task, creative selfexpression and a love for learning, the student has the opportunity to assume leadership within the
classroom. All preparations for later academic work are reinforced in the Kindergarten year.
Montessori Elementary Curriculum
The Montessori Elementary curriculum is designed for the particular developmental
characteristics of the 6 through 12 year-old student. Deeply rooted in story, the curriculum and the
classroom are designed to appeal to this age child and to inspire learning. The lessons begin with
story…even in math. The five Great Lessons help a child understand both a current and historical
context for their study of science, history, reading, writing and math. Children come to expect that
learning will be exciting, engaging and fun!
The environment of the Montessori classroom is designed so children can witness their
natural progression. Materials on the shelf are organized sequentially. Children can see where they
begin, where they are and where they will be going. Free to explore and experiment, children often
see what’s coming next and ask for the lesson so they can work with the materials. This is
motivation at its best.
Beyond the academic curriculum, however, is the social curriculum of the classroom.
Children guide the social setting through freedom of movement, freedom of choice and freedom of
expression. This leads to conflicts and opportunities to learn social graces, conflict resolution,
cooperation, teamwork and collaboration. These opportunities arise out of the natural flow of the
day and the need to simply manage the many aspects of daily life.
A child who successfully graduates from the elementary classroom will be able to manage
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academic rigor, but also to manage herself in groups of strong individuals. She will have her voice
and know how to use it appropriately and respectfully. These are powerfully important tools for the
entry into adolescence.
The Five Great Lessons
The Great Lessons are an important and unique part of the Montessori curriculum. These
lessons are bold, exciting, and are designed to awaken a child's imagination and curiosity. The
child should be struck with the wonder of creation, thrilled with new ideas, and awed by the
inventiveness and innovation that is part of the human spirit.
The Five Great Lessons are traditionally presented in Lower Elementary (grades 1-3), and
are presented every year so that children see them more than one time. Unlike the Primary (ages 36) environment, (where the child is introduced first to "small" ideas that gradually widen into
larger concepts), the elementary child is introduced right away to large concepts - the largest of all
being the beginning of the universe. Then they are shown how all the smaller ideas fit into the
larger framework. Traditionally, there are Five Great Lessons that are used to paint a broad picture
before moving to more specific study.
First Great Lesson – The Coming of the Universe and the Earth: The First Great Lesson is
the most memorable and is often done on the very first day of school. It involves the use of a
balloon and gold stars to tell the story of the beginning of the universe. This lesson also includes
some demonstrations using solids and liquids to show how the continents and oceans first came
together.
This lesson leads to the study of:
1. Astronomy: solar system, stars, galaxies, comets, constellations
2. Meteorology: wind, currents, weather, fronts, erosion, water cycle, clouds, glaciers
3. Chemistry: states of matter, changes, mixtures, reactions, elements, atoms, periodic
table, compounds, molecules, chemical formulas, equations, lab work, experimentation
4. Physics: magnetism, electricity, gravity, energy, light, sound, heat, friction, motion,
experimentation
5. Geology: types of rocks, minerals, land forms, volcanoes, earthquakes, plate tectonics,
ice ages, eras of the earth
6. Geography: maps, globes, latitude/longitude, climates, land/water form names,
continent and country research
The Second Great Lesson - The Coming of Life: This lesson revolves around the Timeline
of Life, a long chart with pictures and information about microorganisms, plants, and animals that
have lived (or now live) on the earth. The great diversity of life is emphasized, and special care is
paid to the "jobs" that each living thing does to contribute to life on earth.
1. Biology: cells, organized groups, five kingdoms, specimens, dissection, observation,
use of microscope
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2. Botany: study of plants, classification, functions, parts of plants (seed, fruit, leaf, stem,
root, flower), types of plants
3. Habitats: location, characteristics, food chains/webs, symbiosis, adaptation, ecosystems,
conservation
4. Ancient Life: eras of the earth, evolution, extinction, fossil records, excavation
5. Animals: classification, needs, similarities/differences, human systems, nutrition,
hygiene
6. Monera, Protista, and Fungi Kingdoms: what they are, classification, observation
The Third Great Lesson - The Coming of Human Beings: This lesson involves a timeline
with a tool and a human hand to talk about the three gifts that make humans special: a mind to
imagine, a hand to do work, and a heart that can love. This lesson will lead children to study the
beginning of civilizations and the needs of early humans.
1. History: timelines, prehistory, ancient civilizations, world history, history of specific
countries and continents
2. Culture: art, artists, music, composers, dance, drama, architecture, design, philosophy,
religion, grace and courtesy
3. Social Studies: current events, government, economics, commerce, volunteering &
charity
4. Discovery and Invention: scientists, inventors, scientific method, inventions, simple
machines
The Fourth Great Lesson: The Story of Writing – Communication in Signs: In this lesson,
the story of the development of the written alphabet is told, with an emphasis on the incredible
ability that humans have of committing their thoughts to paper. Included in the story are
pictographs, symbols, hieroglyphs, early alphabets, and the invention of the printing press.
1. Reading: literature, poetry, non-fiction, myths and folk tales, authors, reading
comprehension, reading analysis, literary terms
2. Writing: elements of style, function, voice, composition, letter writing, research, study
skills
3. Language: origins of spoken language, foreign languages, history of languages, speech,
drama
4. Structure: alphabets, bookmaking, grammar, punctuation, sentence analysis, word study,
figures of speech
The Fifth Great Lesson - The Story of Numbers: This last lesson is also called the History
of Mathematics. This lesson begins with the earliest civilizations, which often only had "one",
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"two", and "more than two" as their numeric system. It continues with a look at different
numbering systems throughout the centuries, culminating in the decimal system that we use today.
1. Mathematics: operations, fractions, decimals, multiples, squares, cubes, percentages,
ratio, probability, intro to algebra
2. Numbers: origins of numbers and systems, bases, types of numbers, scientific notation,
mathematicians
3. Geometry: congruency, similarity, nomenclature of lines, angles, shapes, solids,
measurement, theorems
4. Application: story problems, measurement, estimation, graphs, patterning, rounding,
money concepts
The Great Lessons as a Unifying Theme: Clearly, these five stories encompass an
enormous amount of information about the origins of the world around us. When each story is
shared, it is never left alone; further study is always open to the children so that the story becomes
the springboard but not the focus. The stories can be referred to throughout the year when new
topics are introduced as a way of providing unity and cohesion to such a wide variety of studies.
Objectives
To view the SMCS curriculum in matrix format which provides the objectives, methods of
instruction and means of measuring student outcomes for each student by approximate age and
grade level, please See Attachment 6.
In order to ensure that the maximum benefit from the Montessori curriculum is realized and
that all positive student outcomes are achieved, certain very specific conditions must exist in the
following areas:
1. The Learning Environment
2. The Activities and Materials
3. The Methods of Instruction
4. Class Groupings
Supplemental Curricula
Literacy Program
The Montessori reading program will be the foundation of our literacy program. Reading
serves as a building block for the entire curriculum and is interwoven throughout all aspects of it,
making reading a primary focus of the student’s activities. The Montessori reading program is a
proven effective reading curriculum. Through the use of direct instruction and a multitude of
reading activities the five essential components of reading are taught in the Montessori program:
phonemic awareness, phonics, fluency, vocabulary development, and comprehension.
We will continue to use our professionally designed Montessori curriculum and find a
specific reading curriculum that fits our changing needs. A specific, comprehensive multi item
Montessori Language Arts Scope and Sequence includes items such as phonetic sounds, phonetic
writing and reading, irregular or sight words, phonograms and blends, which lead to fluent (total)
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reading. Journal keeping, creative writing, whole language, poetry and many other activities are
also part of the program.
In addition to the Montessori reading program, we are considering using Junior Great
Books. The Junior Great Books program is a research-based K-12 reading program that provides a
framework for teaching reading comprehension, critical thinking and writing, all in the context of
students sharing their ideas about great literature. Junior Great Books helps students develop
essential literacy skills—reading carefully, thinking critically, listening intently, and speaking and
writing persuasively. By participating in Shared Inquiry discussion, students learn to read for
meaning and to support their own interpretation of the text. The staff may ultimately decide
against the use of Junior Great Books. If that is the case, an equally comprehensive alternative will
be used in its place.
Both independent and read aloud reading are included each day in the classroom. The
school will have an extensive library as well as accessing the local library and other online reading
materials. Most often, children choose the books they want to read independently. Themes
presented throughout the year sometimes dictate literature introduced to the children. For instance,
to prepare for their Mystery History reports, children are asked to read biographies at their reading
level and portray that person. Before the Big Trip, children will read reference books and read a
classic novel, sometimes fictional, that is set in or tells the history of the site they are visiting.
When appropriate, children will have access to resources such as Harvard Classics, The Five Foot
Shelf of Books which includes many choices of “must reads”. The Read-Aloud Handbook by Jim
Trelease will be one resource used to choose the books to be read during class. Children of all ages
take great pleasure in being read to and this helps them become lifelong readers.
Additional Art Curricula That May be Used
Child-Size Masterpieces: This series created by Aline D. Wolf consists of sets of postcardsize art reproductions to introduce art masterpieces to children. The program begins with matching
activities for the youngest children and progresses, as they grow older to more challenging
activities, ending with laying out a timeline. The program comes with companion books that
contain postcard-size images of paintings from all periods of art history. Chosen to appeal to
young children, each reproduction is color- coded and imprinted on the back with title and artist.
Additional History and Social Studies Curricula That May be Used
Joy Hakim’s A History of US 11 volume series: This is a storyteller's history of the United
States in 10 highly illustrated books of about 200 pages, each includes an atlas. Published by
Oxford University Press with teaching materials developed by Johns Hopkins.
The series won the James A. Michener Award in Writing, and the Parent's Choice Gold and
Silver Award. Hailed by reviewers, historians, educators, and parents for its exciting, thoughtprovoking narrative, the books have been recognized as a break- through tool in teaching history
and critical reading skills to young people.
Scholastic News Magazine (Grades 1–6) is a child-focused, curriculum-connected current
events news-weekly for elementary students and their teachers. Every issue presents high-interest,
late-breaking news in a variety of engaging formats and encourages kids to understand and
interpret the world around them.
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Additional Geometry Curricula that May Be Used
MIRA Math: A transparent geometric tool with the reflective quality of a mirror makes it
easy to bisect angles and explore slides, rotations, and flips. This may be used as a limited
supplement to learn geometric congruency.
Salida Montessori Charter School – Secondary I Comprehensive
Curriculum
Maria Montessori left us with a foundational philosophy that could be applied in a variety
of settings. Dr. Montessori understood the needs and capabilities of the developing adolescent. She
observed that while adolescents were in a time of metamorphosis that often left them feeling
vulnerable and insecure, they were also ready to assume responsibilities and commitments, to find
their place in society, and discover ways to make their contribution.
The SMCS Secondary I Curriculum addresses the skills and knowledge stipulated by the
new Colorado State Standards. Of equal significance, it includes educational experiences supplied
by our own thematic units along with additional programs and tools designed to meet and achieve
the learning goals that will assure success at the next level of education and life.56 At SMCS we
believe the standards are guideposts marking the minimum skills and concepts that each child must
master for future success, not only in school, but also and more importantly, in life. Teachers use
the SMCS curricula and additional resources and programs to facilitate student learning up to and
past these guideposts. Teachers use their unique knowledge of their students and the skills and
knowledge these children will require for future successes to choose the most effective tools in
order to challenge every student every day. We expect teachers to make these modifications while
remaining faithful to the Montessori secondary model.
Specifically, the Montessori Secondary curriculum is an interdisciplinary, two-year,
thematic curriculum. Subject matter is divided into three primary areas: social studies, history and
geography (social world), science and physics (natural world), and social-emotional development
and health (personal world). Math and geometry are to be considered a fourth “primary area”
titled “Analytical Thinking World”. Math and geometry are taught daily as a stand-alone class,
coupled with Montessori sentence analysis, exercises comparable to traditional sentence
diagramming. Because activities in math, geometry and this aspect of grammar make use of the
same areas of the brain, teachers combine the three activities at the beginning of each day as a way
of waking up the adolescent and getting their brain ready for the self-directed learning portion of
their day.
After an initial two-week Orientation, the year is divided into five 5-week cycles. Between
cycles, students have an immersion week, sometimes traveling, sometimes in service and
sometimes in an internship.
During the Orientation Weeks, students are introduced to multiple intelligences, 16 Habits
of Mind (Costa, 2013)7, study strategies, and the systems that organize student activity and
5
A complete curricular and standards alignment of the Salida Montessori Charter School curriculum and new Colorado
State/ National Core Standards is available in Appendix 6d.
6
For a more detailed breakdown of the specific Montessori lessons and instructional strategies used by SCMS to meet
the new Colorado State standards for Kindergarten Oral Language and Reading see Appendix C.
7
The Art Costa Center for Thinking. http://www.artcostacentre.com/html/aboutus.htm
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learning. Typically, the orientation also includes a camping trip in which the social-emotional
curriculum is introduced.
Reading, Writing, Math, and creative projects are all interwoven with the primary subject
areas to reinforce skills and concepts. Reading and writing assignments are all interconnected to
the 5-week cycle theme. All learning activities are designed with the 16 Habits of Mind.
The student’s work is managed through a teacher-prepared study guide. The study guide
includes a quote, an overview of the theme’s focus, two guiding questions, a series of activities to
address the guiding questions, and activities for pulling all the ideas encountered together in a final
project. Students complete the cycle by taking a theme test. All work must be completed according
to rubric-assessed standards and at 90% accuracy when appropriate.
There are study guides for literature, writing, language (mechanics, spelling, and editing),
social world, natural world, and personal world. The details of these study guides are developed by
the teaching team to address the specific needs of their students, so while the subject matter is
fixed, the learning materials are flexible.
The following chart demonstrates this flexibility by cataloging the SMCS secondary
curriculum’s ability to address every requirement in the Common Core, Colorado, and Salida R32-J standards successfully.
Chart of Subjects Covered by Year
Area of the
Curriculum
Year A
Year B
Cycle 1: Forces
Social
World
Cycle 1: Connections
Examining the Forces behind social revolution
Making Connections between environment and human
response:
Native Americans; Cultural Variations among Tribes;
Physical Geography; Regions; Connection between
Physical Geography and native cultures
American Revolutionary period and its results;
historical revolutions on other continents: France,
Mexico, Russia, Cuba, China; cultural revolutions:
Industrial Revolution; the 1960’s; scientific
revolution; Impact of revolution on modern society
and personal impacts of revolution
Cycle 2: Exploration
Cycle 2: Structures
Developing exploratory methods for learning:
The human response to the need for structure in
community: governmental structures
European exploration of the Americas; historical
explorations of the remaining continents; space
exploration; future exploration
Basic forms of government; personal, social,
economic, and religious impact of governmental
structures; U.S. governmental structures: federal,
state, constitutions; U.S and Colorado constitutions;
passage of bills to laws; school government; family
government; roles people play(student, parent,
teacher, administration)
Cycle 3: Identity
Cycle 3: Power
Who are the immigrants from the past and in the
present?
Power within our social structures; the history of
freedom and social injustice
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Causes of human migration; waves of migration to
North America and the US; personal relationship to
US immigration; past, current and future issues in
immigration.
Human rights; majority vs. minority; discrimination,
prejudice and tolerance; human rights organizations;
history of human rights issues in the US and around
the world; using this history to empower ourselves to
effect change
Cycle 4: Systems
Cycle 4: Changes
What is economics and what are the world’s economic
systems in place now, in the past, and in the future?
The history of societal change; the impact of small
and large changes in societies
Definition of economics; role of government;
relationship between government and economics; US.
Economic system; stock market; types of business
organization; community economics and fundraising;
personal finance
Changes in American industry and technology and the
impact on social and economic conditions; natural
resources, railroads, mining, farming, ranching, The
Industrial Revolution in America; impact on and of
inventors and invention; laborers and labor issues
Cycle 5: Interdependence
Cycle 5: Balance
What is the impact of humans as they interact with
each other and the planet?
What is the relationship between war/conflict and
peace/resolution?
Global view of how humans live around the world;
impact on natural resources; world population;
interdependence and development of social problems;
making a difference using the political and social
structures you’ve learned this year.
Characteristics of war, characteristics of peace;
conflict; discord; cooperation vs, confrontation;
history of war; Civil wars; U.S. Civil War; U.S.
participation in war; promoting peace; peace
movements, organizations and projects
Cycle 1: Forces
Basic Scientific Principles;
Physics: Examination of the four fundamental or
universal forces of nature: gravity, electromagnetism,
strong and weak nuclear; atoms and atomic structure
of elements; Newton’s Laws; gravitational force;
motion, energy; electricity; magnetism
Biology: Characteristics of living things; Cells as
building blocks of organisms, Cell structure related to
function and processes; Classification systems;
Connections between systems of living organisms
Cycle 2: Structures
Developing scientific methods for exploration of the
natural world; data management
Physics: Study of matter and the structures that
govern it; atomic structure; elements: Periodic Table;
states of matter; changes in matter; matter and energy;
atomic structure related to molecules
Biology: Classification; bacteria, archaea and eucarya;
effect of other kingdoms on humans
Natural
World
Cycle 3: Identity
Cycle 3: Power
Investigating the science behind identity of species
and personal identity
Physics: energy, work and change; forms of energy;
types of energy; harnessing energy; laws of
thermodynamics and transformation of energy; wave
theory; sound and light
Biology: reproduction; Darwin; The Origin of
Species; genetics, DNA, Punnett squares; heredity;
genetic blueprinting; pedigree
Cycle 4: Systems
Cycle 4: Changes
Investigation of the system that organizes the animal
kingdom
Physics: use of machines to support work; simple and
compound machines; transfer of energy; mechanics,
mechanical advantage, and efficiency; energy and
electrical power; generating and using electricity and
Biology: characteristics of animals, characteristics of
systems: invertebrates, vertebrates; development of
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body systems over time; adaptation; homologies;
analogies
magnetism
Cycle 5: Balance
Investigation of biomes and ecosystems and their
relationships with one another
Use of science to create a balance between the use of
fossil fuels to renewable energy sources
Biology: interdependency; interrelatedness;
relationship between ecosystems, populations and
living communities; impacts; organizations that serve
to monitor the impacts of relationship; natural
resource management; conservation; waste
management; pollution
Ecology: Fuel to energy; fossil fuels; nuclear energy;
renewable energy resources; hydroelectric power;
balancing the types of energy needed to power the
world; balance of natural resources; the future of
technology to acquire and maintain balance
Curriculum: The Seven Habits of Highly Effective
Teens
Curriculum: The Hero Journey
Cycle 1: Forces
Habit I: Be Proactive; Connection to community
“Crossing the Threshold-Meeting Allies and Ogres”
Forces that impact decision-making: Friends, Peer
Pressure, Media, Stress Identification;
Being a Positive Force in the Community
Cycle 2: Structures
“The Initiation of Change”
Habit 2: Begin with the End in Mind: Exploration of
personal interests and talents;
Habit 3: Put First Things First; Exploration of
personal priorities and the effect on relationships and
end results
Cycle 3: Identity
Personal How do I identify with myself and with a group?
World Levels of privacy and intimacy; Development of
relationship; the Relationship Bank Account
Cycle 4: Systems
Habit 4: Think Win/Win: Exploration of systems at
play in my life; how to develop systems that work.
Habit 5: Seek First to Understand; Then to be
Understood; How can having a win/win attitude while
seeking to first understand help me develop trusting
relationships and friendships?
Habit 6: Synergy; Exploration of freedom and
responsibility in relationships; interdependence of the
first six Habits
Habit 7: Sharpening the Saw; Exploration of how to
maintain balance among body, mind, heart and soul:
physical, mental, social/emotional, spiritual
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Internal and external structures; structures that impact
personal success: learning environment; interior life,
daily schedules; family structures; relationship
between structure and change; structure of the brain
and thinking; traditional and modern social structures
that impact the journey to adulthood
Cycle 3: Power
“The Road of Trials”
The development of personal power and leadership
style; self-control; range of emotions; managing
emotions and attitudes; assertion, aggression, and nonassertion
Cycle 4: Changes
“Finding the Key – Receiving the Boon”
How do I manage the tremendous physical, emotional,
and social changes in my life?; what tools will help
me understand myself and others through this time?;
How do I want to write the story of my life?
Cycle 5: Balance
“Sharing the Treasure”
How could a system of values and morals help me
maintain balance in my life? How do values and
morals develop and change? What are the
consequences of changing values and morals? What
are inner conflicts and how do they affect my balance?
What are my standards of values and morals?
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Language Arts
Language arts includes reading, expository and creative writing, oral communication, written
communication, presentation, and debate.
Each cycle includes choices and assignments that develop the students’ skills in all of these areas.
The chart below indicates how each area of the language arts curriculum is supported through the
cycles.
Students read a variety of texts in all genre related to the theme. Texts are both
primary and secondary sources. Students read textbooks, novels, short stories,
poetry, lyrics, prose; oratory.
Reading
Analysis of texts is developed through written assignments; artistic
interpretations, and discussions.
Skills are developed through vocabulary related to the thematic unit as well as
standalone vocabulary assignments, word elements, and etymology.
Writing activities are inspired by the reading texts and the thematic areas. For
example, when studying native cultures, students write myths that include
relationship to the natural world, because the native people shared stories in this
way as an explanation for their relationship to the natural world.
Writing
Students write songs, poems, and short stories. To support debate, students write
persuasive papers. To share information, students write expository paragraphs
and papers based on their research.
Skills are developed through vocabulary related to the thematic unit as well as
standalone vocabulary assignments, word elements, weekly spelling assignments,
and graded/leveled editing practice for mechanics.
Oral
Communication
Students develop their skills in oral communication through Socratic dialogue
(one per theme in both social and natural worlds), community meeting, conflict
resolution, presentations, and through preparation for service learning projects
and internships.
Written
Communication
In addition to writing assignments associated with thematic units, students keep a
personal reflection journal. They also take turns in their service, by taking phone
messages, relaying written instructions to team members, and by writing weekly
reports of their progress to their parents.
Presentation
All students do not do all the same research within a thematic unit. Instead,
students are given tools such as blank mind maps, blank outlines, blank charts,
etc. to help them gather and interpret meaningful data as it applies to the
Guiding Questions for the unit. Students then present to their peers in a formal
way to share the information with the team. The students are supported to use
these presentations as a significant part of their learning, developing not only a
basis for their knowledge and understanding, but also experience in working as a
team to acquire and use data.
Debate
Debate takes the form of both formal debate procedure and Socratic Dialogue.
Students are responsible for participation as evidence of their understanding of
the data, its relevance to their position within the discussion, and to defend their
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position. Students do not always represent their personal bias in debate and
Socratic Dialogue. Instead, they often are asked to defend a specific and often
different position in order to support flexible thinking and perspective.
Math and Geometry
Teachers will use the guidelines provided by the Colorado Department of Education for
curriculum to be covered by grade level.8 Students will use a textbook to guide their studies in
math and geometry. Texts may be chosen from a variety of possible resources, including but not
limited to CMP3 (Pearson)9, Mathematics Common Core (Pierson-Hall)10, and the Montessori
Advanced Mathematics Curriculum (as guiding by the Albanesi Montessori Program.)11
Curricular Comparison Chart Secondary I (Grades 7-8)
New Colorado State
Standards
Content Area:
Literacy
Salida Montessori Charter School
(comprehensive program)
SMCS Montessori
SMCS Supplemental
(Thematic) Curriculum
Curricula
Oral Expression and
Listening
X
X
X
Reading for All Purposes
X
X
X
Writing and Composition
X
X
X
Research and Reasoning
X
X
X
New Colorado State
Standards
Content Area:
Math
Number Sense, Properties,
and Operations
X
Salida Montessori Charter School (comprehensive
program)
Montessori Mathematics
SMCS Thematic
Curriculum
or Supplemental
Curricula
X
X
8
http://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/mathematics limited to CMP3 (Pearson)8, Mathematics
Common Core (Pierson-Hall)8, and the Montessori Advanced Mathematics Curriculum (as guiding by the Albanesi Montessori
Program.)8
9
http://www.pearsonschool.com/index.cfm?locator=PS1yJe&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSol
utionId=&PMDbCategoryId=806&PMDbSubCategoryId=25741&PMDbSubjectAreaId=&PMDbProgramId=110081
10
http://www.pearsonschool.com/index.cfm?locator=PS1rZy&PMDbSiteId=2781&PMDbSolutionId=6724&PMDbSubSo
lutionId=&PMDbCategoryId=806&PMDbSubCategoryId=933&PMDbSubjectAreaId=&PMDbProgramId=100921
11
http://www.montessoriresources.com/Mathematics-Materials-Curriculum-C13.aspx
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Patterns, Functions, and
Algebraic Structures
X
Data Analysis, Statistics, and
Probability
X
Shape, Dimension, and
Geometric Relationships
X
New Colorado State
Standards
Content Area:
Science
X
X
X
X
X
program)
Montessori (thematic)
SMCS
Curriculum
Supplemental
Curricula
Physical Science
X
X
X
Life Science
X
X
X
Earth and Space Science
X
X
X
New Colorado State
Standards
Content Area:
Social Studies
program)
Montessori
SMCS
(thematic) Curriculum
Supplemental
Curricula
History
X
X
X
Geography
X
X
X
Economics
X
X
X
Civics
X
X
X
SMCS’ Standards for Secondary I
The SMCS team believes that all children can attain, at minimum, mastery of the state
and district standards. In many instances the Montessori curriculum expects children to perform
well above these standards. At SMCS we will hold children accountable to whichever standard is
highest: the state standard, the district standard, or the Montessori standard.
The SMCS standards will be created using Colorado State Standards, the Salida School
District outcomes as listed on their report cards, and Montessori expectations. These SMCS
standards will be as challenging as, or more challenging than, the highest level suggested within
the state, district, and traditional Montessori expectations. Teachers will be able to easily consult
the SMCS Secondary Standards Chart in order to build Individual Learning Plans that are based on
and address the given standards. The SMCS standards reflected on the chart will also appear on the
SMCS standards-based report card.
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Curriculum and Standards Alignment
Work on the SMCS’ standards alignment for Secondary I is on-going. The Salida
Montessori Charter team is working on completing a curriculum alignment that will align the
Montessori curriculum and other curriculum components utilized at SMCS, with the new Colorado
State Standards. While our work is ongoing, a similar product is in use by other public Montessori
schools around the state. Please See Appendix 6a-6c for a complete alignment to the most recent
state standards for Elementary.
SMCS will work in conjunction with the Houston Montessori Center (the original designer
of the Montessori Secondary I curriculum to be used at SMCS) to further update the curriculum
alignment to the newest Colorado State Standards. Houston Montessori Center expects to complete
their alignment with the Common Core Standards in the summer of 2014. After that time, the
SMCS team will work with local agencies to assure further alignment with the Colorado State
Standards.
While all students at SMCS will be expected to meet the standards for each grade level
through exposure, direct instruction, and practice leading to mastery, each will also be following
his or her own individual learning plan. Pupils will be promoted from skill to skill as they show
mastery of the previous content.
Promotion and Retention – Secondary I
All students will be expected to meet or exceed SMCS academic expectations and Salida
R32-J school district expectations for academic achievement by the end of each school year. Due
to the multi-age nature of the Montessori classroom, the crucial transition points in our program at
which retention or early advancement will be most carefully considered include the transition from
Kindergarten to 1st Grade and 3rd to 4th Grade, 6th to 7th Grade and preparation for graduation
from SMCS at the end of Grade 8.
Students will be promoted based on their academic skills as well as their emotional
maturity level. It is possible that those who excel academically would be promoted from one room
to the next in less than three years, just as others may delay their transfer between classes for an
additional year. All decisions about early advancement or retention will be made in cooperation
with the head of school, classroom teacher, the student and his parents and intervention teachers.
Students will be considered ready to graduate when they have met the SMCS expectations
for 8th grade academic standards, in addition to having developed the requisite work habits, social
skills, and communication skills that we expect of our graduates. SMCS’ 8th Grade graduation
requirements will be carefully selected to ensure a smooth transition for our students into the
Salida High School at Grade 9.
Research Basis
Careful observation of the natural learning styles inherent in all children constituted the
empirical methodology by which Dr. Montessori developed her educational model over 50 years of
her life. She traveled the world observing what she came to realize were universal characteristics in
children. It is not surprising that a method so deeply rooted in the scientific method and so
meticulously crafted should find ample support in modern education research.
In her book, Montessori, the Science Behind the Genius (Lilliard, 2005), Angeline Stoll
Lillard demonstrates how modern research in the area of education and child psychology supports
eight major principles of the Montessori Method:
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1. Movement and cognition are interrelated
2. A sense of control enhances learning
3. Interest in the subject matter enhances learning
4. Intrinsic rewards increase motivation and develop a life-long love of learning
5. Collaborative efforts can be conducive to learning
6. Meaning and context enrich the learning experience
7. Particular styles of adult interaction promote better child outcomes
8. Order in the environment is beneficial for children (Lillard, p29)
1. Movement and cognition are interrelated
Dr. Montessori found that thought guides action and that when one moves with a purpose,
there is a sense that one’s body is aligned with thought. There is an abundant body of modern
research that supports this theory, demonstrating that from infancy to adulthood, movement helps
improve understanding of the correlation between space and objects, judgment, memory and social
cognitive processing. One such study (involving school-age children) was conducted by Levin,
Siegler and Druyan in 1990. The study provided two forms of training to correct a misconception.
The incorrect notion that when an object moves, all the parts of it move at the same speed was first
addressed by a visual training in which group A watched the rotation of a rod that had two teddy
bears on it. One of the bears was closer to the center than the other. The children in group B were
asked to take the place of the rotating Teddy bears, one walking closer to the center and the other
on the outside. Before the training, all members of both groups of children incorrectly believed that
the two Teddy bears moved at the same speed. After the visual training, 46% of the children i n
group A correctly surmised that the outside object must be moving faster. After the training
involving movement, 79% of the children in group B understood the same (Lillard, 53).
2. A sense of control enhances learning
Dr. Montessori asserted that because life is based on choice, children must learn to make
their own decisions. Research in psychology indicates that restricting choice and control are not
optimal for learning and that autonomy is a basic human need (Ryan and Deci, 2000).
One study that demonstrates the impact of choice on performance in Elementary children
was conducted by Lyengar and Lepper in 1999. Three groups of children were asked to solve
anagrams. Group A were told they could choose from six different categories (such as animals,
foods, etc). Group B was told that the examiner had chosen the categories for them and group C
was told that their mothers had made the choice. In fact, the categories chosen by group A were
then used for groups B and C so that all groups solved anagrams from the same categories. The
children in group A solved twice as many anagrams as the children in groups B and C. In addition,
during post- experiment free play, the children who had made their own choices again chose to
solve more anagrams on their own time than children who had the categories of anagrams chosen
for them (Lillard, 82).
Dr. Montessori recognized, and current research confirms that too much choice leads to
chaos. For this reason, the Montessori Method is presented in an environment deliberately set up to
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give children the perception that they are in control of their own choices while allowing the
teachers to guide them to appropriate work (Lillard, 93).
In addition, Dr. Montessori noted that children who are able to concentrate deeply on tasks
they have chosen have a better ability to regulate their own behavior. Among the research that
supports this notion, is a study that indicates a positive correlation between concentration and
cooperation, warmth, and generosity. (Cumberland-Li, Eise nberg and Rieser, 2004).
3. Interest in the subject matter enhances learning
Dr. Montessori noticed that interest had a substantial impact on learning as did several of
her contemporaries. There is also ample research supporting this idea. In one study, students were
asked to indicate what subjects interested them and which did not. They then read short passages in
areas of high and low interest. Comprehension scores for the passages of high interest averaged
86%, while those for passages of low interest averaged 67%. Anne Rinninger took this study
further in order to control for more variables and asked elementary students to fill out a
questionnaire about their particular interests. (1992) Reading material was created based on the
answers. Several weeks later, the children were asked to complete a task that included a reading
passage based on a topic they had previously indicated was of interest and another that reflected
interests of other children. After reading each passage they were asked to respond to questions
about what they had read. When completing tasks about the passage of interest, the children were
more likely to recall a good deal more information including topic sentences, and greater detail
about the subject, etc (Lillard, 118).
Dr. Montessori also maintained that the child’s biology stimulates interest – a sort of
internal direction towards that which is most beneficial to his/her development. She called these
sensitive periods. For instance, children up to the age of three seem to be particularly sensitive to
grammar and vocabulary and accumulate both at an increased rate at this age.
4. Intrinsic rewards increase motivation and develop a life-long love of learning
Like others, Dr. Montessori began by believing that it was natural and necessary to
encourage children through use of a system of rewards. What she found through observation was
that a child who is permitted to educate himself is contented to simply achieve the task at hand. “A
child does not need praise” she wrote, “praise breaks the enchantment.” (1989, 16)
Current research also shows that if a person is already motivated to do something, expected
rewards actually interfere with their subsequent interest in the activity. Young children are
intrinsically motivated to learn and suffer reduced motivation if rewards are presented (Lillard, 1
54).
For example Mark Lepper and his colleagues conducted a study in the 1970s in which new
color markers were placed in a classroom for 3 to 5 year olds. The researchers observed which
children spent a lot of time drawing with the markers and divided that group of interested students
into three-smaller groups. The first group was asked if they would like to receive a “Good Player
Award” to which they all said “yes.” They were then told that all they had to do to win the award
was to draw with the markers. After each child had drawn for six minutes with the markers, the
award was placed on the “Honor Roll Board.” For the second group, the children were allowed to
draw with the markers and after six minutes were given the award as a surprise. The final group of
children drew for six minutes without reward. A group of judges, who had no idea under what
conditions the children had drawn their pictures, was asked to rate each drawing according to
creativity. The study resulted in two findings. First, the two groups that had no expectation of
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reward were rated significantly higher for their drawings than the group that had expected a
reward. Second, after a few weeks, when the frequency with which the markers were used was
observed, those who had at one time expected a reward drew with the markers less than they had
previously, and only half as much as the other two groups. Children with no expectation of rewards
were motivated to draw for the joy of doing it (Lillard, 155).
5. Collaborative efforts can be conducive to learning
Dr. Montessori observed that children learn by studying the actions of others. Through
imitating, peer tutoring, and collaborating; the students learn new concepts most efficiently.
Research clearly shows that people from infancy to adulthood learn through the imitation of
others. Studies have shown that babies can imitate certain facial expressions within hours of being
born, and that people of all ages are influenced by the actions of others around them – if a person
sees someone around them yaw n, he or she is likely to engage in the same a ction (Lillard 196).
In one intriguing study (Ryalls, Gul, &Ryalls, 2000), two groups of toddlers observed either
a female adult completing a sequence of tasks, or a three-year old boy completing the same tasks.
Immediately after observation, the toddlers were given the same tasks to complete, and then again
one week later to see how much they would imitate.
Regardless of the delay in time, toddlers who had observed the three-year old boy were able
to complete more complex action sequences than did children exposed to an adult model,
suggesting that the peer elicited more imitation (Lillard 200).
The Montessori Method capitalizes on the benefits of learning through imitation in several
ways. First, the teacher presents one-on-one lessons on the materials through demonstration, usi ng
as few words as possible. Second, children can observe their peers using the hands-on materials,
and when ready, are able to imitate what they have seen (Lillard 203).
“There is nothing that makes you learn more” held Dr. Montessori, “than teaching it
yourself.” The research in peer tutoring indicates that specific conditions must be present in order
for children to benefit. The tutoring must be specific and structured, and the tutee must only be
slightly younger or less advanced than the tutoring child. In one study (Greenwood et al., 1 987),
children who had learned spelling words in a highly structured peer program reproduce d the words
correctly 87% of the time compared to children who had learned the spelling words from a teacher
and a workbook and reproduced the words accurately 75% of the time (Lillard 204). The tutor also
benefits via having to justify and explain a certain position, thereby solidifying his or her
knowledge on the subject (Lillard 209).
In the Montessori classroom, children may learn from others informally, by simply
observing others and/or asking them questions, or formally by receiving a lesson from a child who
already knows how to use a material. The material itself provides the structure needed in order to
make the transfer of knowledge successful. Because the children are free to choose their activities,
sometimes a more experienced child will even spontaneously provide assistance to another
struggling with a work.
Collaborative learning refers to a group of two or more children working together. There are
several studies that support the idea that working collaboratively is more effective than working
alone. Psychologist, Elliot Aronson designed a learning style called the, “Jigsaw program” in the
1960s. In this model, children are placed in groups of five or six and topics of study are broken
down into units. For example, in studying the Civil War, one person may be assigned to the history
of slavery, another to the type of weapons of the time, and so on and so forth. The children spend
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some time researching the topic on their own, but then gather in groups by topic, so that all those
studying the history of slavery, for example, would have a chance to share their findings and ideas
on the subject and even practice their presentations. The children then return to their original
groups and teach the other members of the group about that specific topic.
This model, now famous, has proven repeatedly to improve learning as well as classroom
social relations. In no cases, has it been found to impede learning (Lillard 210 and 211). In the
Montessori classroom, children have multiple opportunities to participate in activities like this and
in fact, these opportunities are mainly found at the elementary level. Modern research (Azmitia,
1988) also supports Dr. Montessori’s idea that the younger children do not collaborate in this way,
but that by the time they are in elementary school, their need to socialize and thus the benefits from
working in groups increases.
6. Meaning and context enrich the learning experience
Dr. Montessori believed so deeply that meaningful contexts facilitate the learning process
that the concept pervades every aspect of the Montessori curriculum. She stated that, “to establish
the relationship between things is to bring knowledge.”
Meaningful contexts connect new knowledge to old knowledge, make clear the relevance of
new knowledge and make it more interesting and enjoyable. Meaningful contexts assist in
assimilation, processing and the motivation to learn new concepts (Lillard 234).
Modern research supports this idea fully. Mark Lepper and his students conducted a study
in which they taught 10-year olds some of the basics of a graphics program language called,
“LOGO .” The control group was taught using abstract methods while the experimental groups
were taught using meaningful contexts. The abstract method was to have a child navigate a cursor
between and touch five circles. The meaningful approach was to have the child complete the same
task, but the circles were described as islands with treasure that had to be collected or as planets
where a spaceship needed to land.
The results showed that not only had the children who learned the concept with meaningful
context learned the program better, but they also reported having liked it more than the children in
the control group. Further, the experimental group performed better on a geometry test with
underlying skills from the program such as the estimation of angles and distances (Lillard, 228) .
Research in this area not only demonstrates that presenting new material using concepts that
are already familiar to children boosts the learning process and helps children better recall what
they have learned, but also shows that using concepts that have a direct meaning to children
personally, such as concepts from their everyday lives and interests can increase this phenomenon
exponentially. In addition, what is meaningful to children is different than what is meaningful to
adults. Therefore, careful establishment of just exactly what is meaningful to children is essential
for the principle to apply. The Montessori Method recognizes that new knowledge is built on old
knowledge, lessons are constructed so that students ca n see meaning, the materials allow students
to experience meaning using several of their senses and the use narratives help to connect
seemingly divergent disciplines: grammar is connected to science is connected to math is
connected to art. All of this leads to a higher success rate in transferring knowledge acquired in
school to the real world (Lillard 235 to 255).
7. Particular styles of adult interaction promote better child outcomes
In the Montessori classroom, children arrive in the morning, choose their work, and go
about their business. The teacher’s role is to actively observe the children and give new,
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appropriately timed lessons. He or she intervenes in children’s activities only when they are
disturbing or unproductive. The teacher’s main role is connecting the child to the environment, in
part through giving lessons, and in part by maintaining the environment. He or she maintains an
inspiring learning environment, times new lessons appropriately, and intervenes when the children
need guidance or structure, but sits back and actively observes when they do not.
Montessori teachers who observe disruptive behavior do not punish, scold or lay blame on a
child, but rather redirect the child’s activity to something more purposeful. Teachers are to s how
warmth and sensitivity and to have high standards of behavior in the classroom. Within those
standards, children are allowed considerable freedom to choose their activities and associates.
Teachers are advised to sensitively observe children, and to ascertain that the environment is in
order. In order to do this, a thorough understanding of the materials and the methods of observation
is required, which necessitate comprehensive Montessori training and years of experience (Lillard
283 and 288).
The research that indicates optimal adult-child interaction is based largely on parenting
styles and supports the interactions that Dr. Montessori suggested for teachers.
Psychologist, Diana Baumrind conducted extensive studies of American families in the late
1980s which led her to define four basic styles of parenting: authoritative, authoritarian, permissive
and neglecting. The four styles were defined in relation to level of warmth and control parents
employed with children. Authoritarian parents are those who are high in control but low in warmth.
Baumrind found that children of parents who are very demanding, but not very affectionate tend to
be low in motivation and are withdrawn and distrustful in preschool. As adolescents, girls lack
independence and boys demonstrate hostility.
Permissive parents are low in control and high in warmth. They generally let the child set
the agenda and cater to their whims. These children tend to lack self-control and show little selfreliance and may be considered immature. Later in life they tend to be low in achievement
orientation as well as prone to drug use and delinquency.
Neglecting parents are neither warm nor in control – they simply ignore the child. There is
no structure and no signs of affection. Children of this type of parent tend to be low on social
responsibility and social assertiveness. They show antisocial tendencies and are more likely to
suffer from emotional problems such as depression.
The authoritative parents are high in warmth and control. They are very strict about the
rules, but are willing to discuss them and provide the reasons behind them. They provide structure
within the confines of which children experience relative freedom. They are warmly affectionate
and communicate openly. They are demanding and expect maturity. Children of authoritative
parents are high in achievement motivation and in self-control. They tend to be more popular,
competent, and self-assured. They show high levels of social responsibility (Lillard, 267 and 268).
Research suggests that similar adult-child interactions are effective for teachers and
students. In one study, sixth graders were asked about their perceptions of their teachers. These
perceptions were examined with respect to academic performance, pro-social behavior, social
responsibility, a sense of mastery and how much control was exerted over them versus how much
control they had over themselves. A variety of different students from different backgrounds were
included in the study. The extent to which teachers were seen by the children as having high
expectations (a characteristic of authoritative parents) was linked to children’s tendency to be more
apt to pursue pro-social goals such as sharing, to be socially responsible, to be interested in class,
and to have a strong mastery orientation: they wanted to learn (Lillard, 279) .
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8. Order in the environment is beneficial for children
Order is a quintessential element in the Montessori classroom. Dr. Montessori observed that
strict order gives children the freedom to choose the work that interests them while providing them
the most efficient path to the mastery of new concepts. Organization in the Montessori classroom is
most notably observed in three areas: Schedules and routines (temporal order), classroom set-up
(spatial order) and noise control.
Temporal order has to do with scheduling and the use of set routines. At the macro level,
Montessori classrooms are largely unscheduled. Three-hour work periods allow children to
complete projects at their own pace. However, at the micro level, individual “works” require the
children to follow a precise series of steps. Research has shown that this level of order is optimal
for learning. The research is largely correlative, and demonstrates how routines at home such as a
set dinner times or bedtime rituals result in positive child outcomes at school.
In one study, increased regularity and predictability in home routines for four-year olds
indicated better academic results when the children reached eight-years of age – most particularly,
higher math achievement (Fiese & Kline 1993). In the Montessori classroom, even tasks such as
cleaning a table (part of the practical life curriculum for 3-6 year olds) follow a meticulous set of
steps, the repetition of which promotes independence, precision of thought, concentration and what
is known as the “mathematical mind.” Spatial order is also paramount in the Montessori classroom
and can be found at the macro and micro levels as well. On the larger scale, the Montessori
classroom is meticulously organized and tidy. Work is displayed on shelves in such a way that each
one is highly visible and enticing for the children. The teacher displays activities that are
appropriate to the number of children and the developmental level of any particular group of
children as well as according to their demonstrated interest.
Everything in the classroom has a purpose so as to minimize distraction. The classroom size
is generally larger than a traditional classroom as well, so as to allow ample space for children to
do their work on the floor and to work in pairs or groups without feeling crowded. Everything is
child sized, so that the children can independently perform their daily routines thus helping them
perfect dexterity and grace. On the micro level, each work is carefully placed on trays or in
containers and in such a way as to reveal the order in which steps are to be taken when children
complete the work. The color chosen for the materials is also deliberate. Organization is instilled in
every work the children do, from the moment they take it from the shelf to the moment they
carefully place the work back on the shelf exactly as they found it. Much of the research that
supports an orderly environment draws correlations between the level of organization in the home
and its effect on positive academic and behavioral results in school.
Psychologist Barbara Rogoff showed that unschooled children can memorize objects as
well as schooled children, if the memorization task is structurally organized. 20 objects organized
in a diorama of a miniature town including familiar items such as animals, cars, people, etc. were
shown to the two groups of children. The objects were then removed and placed back into the pool
of 80 objects from which they were drawn and the children were asked to re-construct the scene. In
fact, the unschooled children’s results were eve n better than those of the schooled children. This
result was in contrast to the unschooled children’s inability to memorize lists of unrelated items as
well as the practiced, schooled children (Lillard, 306).
Research shows that noisy environments lead children to block out stimuli, which can
hinder their learning in such environs. Links between excessive noise and reduced auditory
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discrimination skills, reading skills, and language skills have been found in several studies. For
example, one study conducted by Cohen, Glass and Singer in 1973 showed how auditory
discrimination (being able to tell the difference between words like “near” and “gear”) in children
living in a high-rise apartment building near the expressway improved the higher up (and further
away from the noise) the children lived in the building (Lillard, 314). Montessori classrooms are
quiet. One can hear the soft chatter of children quietly working together, or perhaps soft music
playing in the background. However, the noise level is kept to a minimum and one would not hear
cacophonous sounds competing for the listener’s attention or distracting the focus of the children.
The following table summarizes additional research that can be found in Attachment 1:
Summary of Additional Research Base
Source
Summary
Lillard, Angeline and Nicole ElseQuest. Montessori Education Produces
Desirable Outcomes
Demonstrates that children who attended a
Montessori program scored better in math and reading
tests than children who did not. Further, indicates that
Montessori-educated children demonstrate better social
and problem solving skills
Lillard, Angeline Stoll. Montessori, the
Science Behind the Genius. New York; Oxford
University Press, 2005
Clear and in-depth presentation of how modern
research in education and child psychology fully supports
the efficacy and positive outcomes of 8 major principles of
the Montessori Method
Summary of Additional Research Base
Source
Summary
Linda Rodriguez, Beverly J Irby,
Genevieve Brown, Rafael Lara-Alecio, and Martha
Galloway. An Analysis of a public school pre
Kindergarten bilingual Montessori Program
Shows that children who had participated in a
preschool Montessori b ilingual program significantly
outscored other children on the Spanish reading test
“Aprenda.”
Powell, Mark. Gen de r Play an d Good
Governance Montessori Life: A Publication of the
American Montessori Society, v20 n1 p26- 29 200
8
Demonstrates that the Montessori classroom,
organized in a way that naturally promotes cooperation
and the appreciation of diversity and difference, makes it
more natural for children to take risks, make mistakes
and interact with members of the opposite gender.
Chawla, Louise. Bonding with the Natural
World: The Roots of Environmental Awareness.
The NAMT A Journal, v28 n1 p133-5 4 Winter 200
3
Combines insights from ecological research and
Montessori theory and practice to show how
manipulation of the landscape, finding favorite places in
all weather, and a positive role model leads to lifelong
appreciation, concern, and activism f or the natural world.
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Rule, Audrey C. and Manuel T. Barrera II
I. Using Objects To Teach Vocabulary Words with
Multiple Meanings. Montessori Life, v1 5 n3 pp 1417
Demonstrates that using a hands-on
approach to teaching language concepts and
vocabulary is more effective than traditional direct
instruction.
Hanson, Peter. What Happens “ After ”
Montessori ? What Pa rents, Students, and
Teachers Believe about the Success of Former
Montessori Elementary Students in Junior High.
Montessori Life, v1 0 n4 p45-47 Fall 1998
Demonstrates that Pa rents, Students, and
Teachers believe that Montessori students can make a
smooth transition to junior high and can be well prepared
for the same.
Duax, Tim. Report on Academic
Achievement in a Private Montessori School. NAM
TA Journal, v20 n2 p145-47 Spring 1995
Using the Stanford Achievement Test, concludes
that Montessori elementary education can take high
achieving students and produce even higher academic
results.
Harris, Ian and Aaron Callender.
Comparative Study of Peace Education Approaches
and Their Effectiveness. NAM TA Journal, v20 n2
p133- 44
Spring 1995
Compares peace education approaches in four
urban elementary schools. Finds the Montessori approach
to be the most effective.
Hain es, Annette M. and Kay Baker.
An analysis of the Montessori Method, which
Montessori in Ear ly Childhood: Positive Outcomes demonstrates how optimal outcomes for social, moral,
cognitive and emotional development in children aged 3-12
along Social, Moral, Cognitive, and Emotional
are obtained.
Dimensions NAMT A Journal, v25 n2 p27-59
Spring 20 00
Performance Outcomes
SMCS is using a curriculum that was prepared by a Montessori consultant who is experienced in
alignment of Montessori curriculum with Colorado State Standards. The consultant has aligned public
Montessori school curricula in both Denver Public Schools and Boulder Valley Schools. Because
of this alignment process, SMCS curriculum meets or exceeds the Colorado State Standards as
adopted by SSD. This alignment will assure the student performance outcomes will be met.
Horizontal and vertical alignment will be ensured through staff understanding of specific
curriculum alignment with content standards. See Professional Development Section, for more
detailed information.
Student Accountability Plan
By its very nature the Montessori Method of education incorporates assessment into the
daily and weekly schedule. In a well-functioning Montessori classroom, teacher observation is the
most ubiquitous form of assessment. Montessori assessment in the classroom is performance-based
and takes many forms. The growth and development of each learner will be continually tracked and
monitored through the use of the following informal Montessori assessments:

Teacher observation

Teacher assessment

Daily and weekly work plans

Mastery checklists

Tests and quizzes
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
Summer self evaluation questionnaire & Initial Family Conference

Self assessment

Peer teaching

Portfolios

Research projects and oral presentations

Parent Conferences

Critical Indicators
Teacher Observation: A core tenet of the Montessori philosophy includes daily
comprehensive observation. These observations go beyond work choices and performance. The
Montessori teacher records the student’s ability to choose work independently, the level of
coordination with which the student is able to complete the task, the order with which the task is
undertaken, and the child’s level of concentration present while performing the work. Specific
attention is given to the child’s repetition of any work, which gives insight into the child’s
confidence with and understanding of the specific concepts that he or she experiences.The teacher
observes student’s progress and keeps daily anecdotal records.
Teacher Assessment: Records are kept of lessons given, practice d, and mastered. Lessons
are presented in three levels and are recorded on an assessment sheet maintained by the teacher.
(Refer to Attachment 7 for more information about the Three Period Lesson.)
Daily and Weekly Work plans: O n a weekly basis throughout the school year, student and
teacher will meet together to review progress from the previous week and create goals and a new
plan for the coming week. The teacher uses observational data gathered throughout the week to
provide guidance in appropriate choices for the student. From this collaborative weekly meeting,
the student will be responsible for his daily work plan/journal. The daily work plan is maintained
by the student, who records the different lessons completed each day. These are then compiled in
the child’s portfolio. Each grade level has specific expectations for duration and amount of work
produced every day.
Mastery Checklists: These checklists are adapted for each grade level and are a tool to track
concepts as they are presented and finally mastered for each child. Mastery of a skill consists of bei
ng able to pass a Three Period Lesson. Mastery Checklists are reviewed weekly and used by the
teacher to create the weekly work plan with the student.
Tests and Quizzes: Students are tested regularly with math facts and results of the tests are
recorded by the teacher for longitudinal comparison. Students are also given a weekly spelling list
and a weekly spelling quiz. SMCS will purchase a reading program e.g. AR Reading, to test
students is areas of Reading. At the secondary level, students take regular quizzes to prepare for
tests, and theme tests in all areas from etymologies and vocabularies to summary tests for each of
the thematic units. Students are required to pass these tests with 90% accuracy, thus demonstrating
mastery. If a student fails to pass at mastery level, they continue to review and study throughout
the intercession week and are given the opportunity to re-take the test until 90% mastery is
achieved. In this way, students are able to develop the skills they need as individuals to achieve
mastery learning, without developing an attitude of being a “b” or “c” student. Likewise, we are
able to help students learn study skills to improve their competencies by seeing closely where the
difficulties lie. Students with identified learning disabilities may receive extra time to take test,
may be given additional study aids or receive their tests orally.
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Summer self-evaluation questionnaire & Initial Family Conference: Before school reopens
in early August, the school will send to each enrolled family a questionnaire which students and
parents can separately reflect on the previous school year. The student will offer feedback on areas
where they need to strengthen their skills, and on which they can begin to set their personal goals
and express any special interests that they would like to explore over the next school year.
Between mid-August and the beginning of school, each family (student and parents) will
meet with the teachers to go over the self-evaluation and parents' initial reflections. During this
meeting they will prepare a learning plan for the student.
Self-Assessment: Children are continuously required to assess their own goals and their
progress through individual conferencing between teacher and child. The self-correcting nature of
most of the Montessori materials aids students in the process of self-assessment.
Peer teaching: Montessori teachers typically observe their children at work, and when
mastery is noted, may ask them to teach a lesson to another child to confirm their knowledge and
skill. Advanced levels of understanding are demonstrated by the ability to teach the material to
other students. Students are often asked by younger peers to help with a particularly puzzling work;
teachers observe these interactions carefully to determine the student's mastery of the work.
Portfolios: Portfolios are a form of assessment well suited to Montessori classrooms as they
emphasize the process of discovery, not just the product. They allow for many forms of
representation of student work, including written reports, art work, poetry or plays, charts and
maps, pre-writing notes or preliminary drafts, write-ups of experiments or field trips, written
feedback from peers or teachers, or journal entries, to name but a few of the possibilities. They
encourage independence and student responsibility for their own learning and assessment.
Children collect selected work into portfolios and record lessons in journals. These are
periodically reviewed by teacher, child and parents. Samples of a child’s work may be used to
assess the progress that s/he is making. Each piece of a child’s work should be labeled with the date
and circumstance of its production and collected in files. The teacher and child are then able to
look over select samples of student’s work to determine the progress made over time. Portfolios are
reviewed weekly, monthly, at parent teacher conferences, and annually.
Research Projects and Oral Presentations: In the Montessori Program, research projects are
a key element in the ongoing assessment for learning. Many components of the curriculum are
synthesized in the creation of a research report and oral presentation. T he student must select a
topic of interest, read for content, draft, revise, edit, publish, illustrate and finally present the project
to the class.
Parent Conferences: Conferencing among teacher, child, and parents is an integral part of
the assessment process. Formal parent conferences will be scheduled three times a year, once
before school starts and twice during the school year. The teacher will welcome additional
conferences at the request of the parents, and will make an effort to schedule requested parent
meetings in a timely fashion.
Critical Indicators: Along with academic measures, Montessori Educators are developing
assessment measures that reflect the very nature of Montessori education and its impact on the
emerging personality. The following ten qualities are identified as “Critical Indicators” of a
student’s healthy and normal development in a Montessori classroom. Montessori Educators
believe these personal, social, and emotional attributes are the basis for foundation al skills for all
learning and should be respected as a legitimate measure of program success:
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












A positive attitude toward school
Inner security/sense of order
Pride in physical environment
Curiosity
Habit of concentration
Initiative/persistence
Ability to decide
Sense of independence/self-confidence
Self-discipline
Sense of responsibility to others
Ability to complete a cycle of activity
Respect for the Earth
Sense of academic accountability
SMCS will emphasize early-year assessment to allow the greatest opportunity for guidance
and intervention as necessary. The school will implement both formal assessments and
comprehensive Montessori assessments. In addition to the assessments listed above, SMCS will use
professionally recognized reading assessments and language assessments.
Longitudinal Data
Longitudinal data is collected in a variety of ways. At all grade levels, direct observation is
systematically recorded to note the child’s strengths and weak nesses in specific skill areas and is
used as a continuous measure of student progress. For consistency in recording of the child’s
progress, teachers will use Montessori Made Manageable or a comparable tool designed by the
staff. These assessment reports are shared at staff meetings and Board meetings when applicable to
demonstrate growth in learning. Montessori assessments are unique in that they “travel” with the
child throughout their Montessori education. Teachers pass along these assessments to each child’s
future teacher. Through teacher training and alignment of the curriculum with State standards, these
assessment tools are reliable and valid.
SMCS recognizes that state mandated testing and the Colorado Growth Model Standard are
the cornerstones of accountability. The school will utilize the Colorado Growth Model data
compiled by the Colorado Department of Education to analyze state mandated testing data
regarding the growth percentile for each child and the median growth percentile for the school. The
Colorado Growth Model will enable SMCS to better serve children by providing opportunities for
challenge for proficient and advanced students and also help to identify growth patterns of lower
achieving children to work towards proficiency in a measurable and goal centered fashion.
The growth percentile for each student will be used by parents and teachers to determine
what actions and strategies are needed to bring about the appropriate level of growth for each child.
Plan for Evaluating Student Performance
Establishing a Base-Line:
Before we can evaluate the growth of our students, we must first know what they know at
the beginning of each school year. For our first year of operation, this will be a considerably larger
undertaking that it will be in subsequent years. In the normal course of operations our children will
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cycle with the same teacher team for 3 years, and then continue on from vertical team member to
vertical team member bringing with them a full body of evidence (BoE) including EDL/DRA
(reading) scores, running records, standards based report cards, and skill check lists from anecdotal
observations and classroom assessments. In addition, teachers will have the ability to evaluate
students in their care at any point using any of these tools in order to come to a better
understanding of their skill level when there is ever any doubt. In our first year, baseline
assessment will need to be much more extensive, and teachers will need to establish a baseline
from scratch for each of their students using anecdotal observation, the EDL/DRA, and skills
checklists based on the standards-based SMCS report cards.
Baseline Testing will include:




Developmental Screener
EDL/DRA (reading)
2nd language assessment
Math Assessment
Teachers at SMCS will establish a baseline for each new student in Kindergarten and above
by giving a development screening (if parents or teachers are concerned about the child), reading
assessment (EDL/DRA), 2nd language assessment, and mathematics assessment (using skills
checklist and manipulatives). Teachers will complete baseline testing by the end of the September.
In the first year of operation, teachers must establish a complete baseline for each of their students
in Kindergarten and above. In each subsequent year, teachers must complete this testing for each
child new to the school, and conference with the vertical team to understand the BoE for each child
moving from a lower classroom to a higher one. Teachers may choose to test students at any time
using skills checklists or the EDL/DRA assessments in combination with anecdotal observation to
insure full knowledge of his or her reading level and abilities in Math, or other subject areas.
Teachers are fully expected to use record keeping systems and Montessori observation during work
time in order to regularly assess each child’s skills periodically throughout the school year.
Teachers will use this data to complete SMCS Standard based report cards twice each year.
A sample of the SMCS Kindergarten Standards based report card (adapted from the APS
report card) is available in Appendix D. Advancement Rubrics and Standards Based Reporting.
Because children spend three years with the same teacher the crucial transition points in our
program are after Kindergarten, 3rd and 6th grade. SMCS Standards alignment aligns Colorado
Standards, APS Standards and Montessori Expectations along with our expertise in teaching this
model to this demographic of students to develop the SMCS Standards which will make up our
advancement rubric. The SMCS Standards will also be incorporated into the APS Standards based
report card to create our own SMCS Standards based report card to allow teachers to report to
parents on their child’s progress towards meeting and exceeding district and SMCS standards.
Children will need to meet district standards expectations for end of grade-level performance in
order to be considered academically ready to transition to the next classroom, however, since
SMCS standards are in most instances higher than district standards we hope to hold students
accountable to our own, higher level of performance.
The following is a sample of the Kindergarten standards alignment. See the education
performance goals for a chart of appropriate outcomes for each grade level that SMCS expects
each child to have achieved.
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Colorado State Standards
(Adapted
from Common Core Standards)
1.Whole numbers can be
used to name, count,
represent and order
quantity
a. Use number names and the
count sequence. (CCSS:
K.CC)
i. Count to 100 by ones
and by tens. (CCSS:
K.CC.1)
ii. Count forward beginning
from a given number
within
the
known
sequence. (CCSS: K.CC.2)
iii. Write numbers
from 0 to 20.
Represent a number of
objects with a written
numeral 0- 20. (CCSS:
K.CC.3)
b. Count to determine the
number of objects. (CCSS:
K.CC)
i. Apply the relationship
between numbers and
quantities and connect
counting to cardinality.
(CCSS: K.CC.4)
ii.
Count and
represent objects to
20. (CCSS: K.CC.5)
c. Compare and instantly
recognize numbers. (CCSS:
K.CC)
i. Identify whether the
number of objects in one
group is greater than, less
than, or equal to the
number of objects in
group. (CCSS: K.CC.6)
ii.
Compare two
SMCS Application
APS
End of Kinder
expectations (as
outlined on
standards based
report card)
Montessori
Curriculum
End
of
Cycle
Expectations (Kinder)
Salida Montessori
Charter School
End of Cycle Expectations
(Kinder) – to be reflected
on
SMCS Report Card
Quarter 1
Count objects to
10
Quarter 2
Use numbers to
represent an
object to 10
Quarter 3
Counts objects to
20
Quarter 4
Uses numbers to
represent objects to
20
Composes and
decomposes teen
numbers using tens
and ones w/ objects
Count above 100
by ones and tens
Count to 100 by ones
and tens
Count on from a
number in the
sequence (bead
chains)
Count to 100 by 5s and to
30 by 2s
Write numbers 1100 (100 board)
Represent
numbers up to
9999 with
numerals and
manipulatives
(bank)
Count objects to
100
Count backwards from
21.
Count forward and
backward beginning from
a number within the
sequence.
Write numbers
1-100
Represent numbers up to
9999 with numerals and
manipulatives
Identify which number is
greater for numbers up to
20
Identify small groups of
objects fewer than
10 without counting
Page 60
numbers between
1 and 10 presented as written
numerals. (CCSS: K.CC.7)
iii.
Identify small groups of
objects another
fewer than five without
counting
Classroom Level:
Montessori Record Keeping is a key component of effective Montessori education.
Teachers are expected to keep comprehensive daily notes on students’ progress through the
curriculum and mastery of key skills and standards. These records are used to inform the teacher’s
planning for each child’s individualized lessons and learning plan. We believe that effective record
keeping that informs instruction is necessary to ensure that all students are making adequate
progress towards meeting all standards.
Classroom records will include the following components:




Standardized/normed test scores sorted either by child or as class at a glance
o EDL/DRA scores and test booklets or Word Task Analysis data (Kinder) or Math
Assessments/Checklists
o Oral Language Assessment scores
o Writing Rubric scores
o MAP Test reports (1-6th grade)
Portfolio of Work Samples
o Writing samples
o Sample paper extensions to Montessori works
o End of unit projects/demonstrations of learning
o Photographs of completed works
o Copies of completed work plans
o Rubrics from Demonstrations of Learning
On-going progress monitoring
o Checklist or anecdotal record of works presented/skills and standards mastered
o Record of progress through works
o Record of skills mastered, skills developing, skills not yet taught
o Anecdotal records of observations of students’ work, work habits, social
interactions,
o oral language development, etc.
Every teacher has their own organizational style when it comes to record keeping. At
SMCS we insist that record keeping be kept in the format that is most useful to the teacher in
informing his/her instruction. Records must be completed for every child in the class and in all
areas of study in order to track and assist that child’s progress towards meeting the SMCS
standards of performance. Record keeping systems must also be designed such that it is possible to
pass information to the next teacher as a child transitions from one classroom to the next.
School Level:
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The school will keep data on student performance in a variety of areas including: Reading,
Oral Language, Math, Writing, and Colorado Measures of Academic Success (CMAS) proficiency.
This data will be reviewed by school administrators on a regular basis and used to inform
professional development and guide conversations and PD with teachers in order to improve
student performance. It will also be used to determine needs and areas of celebration school-wide
in order to raise student achievement or determine those areas in which course corrections are
required.
Students in grades 1-8 will take the MAP test in the fall and spring each year. The MAP
assessment is used to inform instruction in many public schools in Colorado. The MAP test also
provides all teachers with a report detailing student strengths and weaknesses and class patterns in
strengths and weaknesses which help inform instruction and direct professional development.
Assessments:
Subject Area
Math
Reading
Reading
Writing
Math/ELA
Math/Reading/Writing
Reading, Writing, Listening
Science and Social Studies
Math/ELA
Test
SENA
Word Task
Analysis
DRA/EDL/Dibels
6 Traits writing
rubric
CMAS PBA
MAP Test
ACCESS for ELLS
CMAS
CMAS EOY
Grades
K-2
Frequency
September and May
K-1
K-8
1-2 times per year
1-2 times per year
K-8
3rd-8th
1st-8th
K-8
(5-8) (4-7)
3rd-8th
3 times per year
As required by State
2 times per year
As Necessary
Longitudinal Student Academic Achievement Data
School administrators and teachers will collect longitudinal student data as it becomes
available and will analyze it no less frequently than 3 times per year. Longitudinal student
academic data will be shared more frequently with the board of directors (3 times/year) and with
the teaching staff (3+ times/year).
The school will send home a “school report card” once per year in order to inform parents
and community members of how students are doing as a whole group. This report card will include
overview data of how each grade level at the school is doing, and how SMCS’s scores are
changing over time. It will include students’ percentage proficiency on reading, writing, math and
oral language assessments. The school report card will be posted to the website and also shared
with community members, the board of directors, and other stakeholders.
Information Systems used to Manage Data
Salida Montessori Charter School recognizes the need to have a comprehensive data
dashboard system that can be used to compile, sort, aggregate, and assist with the analysis of a
variety of kinds of academic, and financial data. SMCS proposes to contract this management
system from the district, Colorado Charter School Institute or purchase our own. Any system used
would be designed to accomplish the following tasks:
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






Allow teachers to compile data from multiple sources on one page
Allow data to be sorted by student, subject/skill/standards, class, age cohort, proficiency
level
Allow administrators to compare data from multiple classrooms
Create dashboards for classrooms to highlight areas and students in need
Create reports for teachers, parents, board members, authorizer, other stake holders
Provide appropriate data needed to guide professional development decisions
Another system will be required to track financial information including but not limited to:




Tracking monthly cash flow
Tracking the difference between estimated and actual costs
Keeping track of upcoming and past deadlines and highlighting any approaching deadlines
or deadlines missed
Tracking revenues and discrepancies between anticipated and actual revenues
Interventions
SMCS staff will continue to develop a list of resources available to address intervention
needs in various areas including:
Area of Need
Potential Interventions
Letter knowledge
Computer based phonics programs
Hooked on Phonics
Sing, Spell, Read and Write
Fluency
Reading Recovery
Leveled Literacy Intervention
Comprehension
Math
Oral Language Development
SRA Reading Lab
Classroom based Montessori math
interventions
SRA Math Labs
Reading Recovery oral language
intervention
Intimate Shared Reading
Writing Intervention
“Morning Message” – Shared Writing
Intervention
Dictados
These resources will be utilized by classroom
teachersIntervention
in additional to intervention staff
teachers and will be selected responsively to the needs shown in the data but every effort will be
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made to make sure there are interventions available for each grade level, subject area, and
language.
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Read Act
SMCS will comply with all requirements of the Read Act of 2012, legislation that focuses
attention on reading skills and fluency in K-3rd grade. SMCS will develop baseline data for each
child within in the first 45 days of school in order to be capable of measuring proficiency in
reading and identifying deficiencies.
In compliance with the READ Act, teachers will notify parents at least 45 days before the
end of each school year that the child is in K-3rd grade, if their child is considered to have a
significant Reading deficiency. Teachers in collaboration with the student’s parents, will then write
a READ plan for each students with a reading deficiency, that will: identify the deficiency, set
student goals, identify future interventions, set evaluation and monitoring methods, give parents
strategies to use at home, and set forward any other additional services or strategies the teacher
deems necessary. Read plans will be evaluated and updated at least once per year.
The Read Act of 2012 will provide for funding of Research Based Interventions and
Intervention teachers to assist students with a deficiency in reading. SMCS will constantly monitor
the reading progress and skills for each student in the school through teacher observations,
anecdotal records, and Montessori Record keeping. In order to comply with the Read Act, we will
also conduct progress monitoring using an approved normed assessment such as the DRA/EDL
and will formally submit reading assessment scores for students in K-3 grades.
CAP4K compliance
Salida Montessori Charter School will comply with all state and authorizer requirements
regarding assessing publicly funded ECE and Kindergarten students’ school readiness. Individual
learning plans will be written for any students not on target to meet school readiness standards by
the end of kindergarten in compliance with this legislation.
Steps if data shows students are not on track for success
Student level
When students are not meeting achievement goals the following steps will be taken:
 Classroom teacher will systematically assess area of academic need for the student using
careful observation and data analysis, and implement a classroom intervention. This
intervention should last for 3-4 weeks, include a clear and measurable goal for the student,
occur regularly, target the academic need and be clearly documented.
 At the end of the classroom intervention the teacher will re-assess the student to determine
whether or not sufficient progress has been made. If the student has not made progress a
meeting will be called with the parent, teacher and the school intervention coordinator. At
this meeting the students’ areas of need will be discussed and the group will decide which
of the school intervention resources would best serve the student.
 A new goal will be set and the student will begin receiving intervention services. The group
will meet back in another 4-8 weeks to determine whether or not the interventions have
been effective in closing the students achievement gap or whether more intensive services
or a different intervention are required.
Classroom Level
When the data shows us that a large group of children from one class are not meeting
academic achievement goals the following steps will be taken:
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


Classroom teacher and Director of Education (Head of School) will systematically assess
areas of need and skills or concepts lacking by analyzing student assessment data.
Classroom teacher will design or implement a pre-existing class-wide intervention to target
the standards where students are not making progress.
Director of Education (Head of School) will assess whether or not the classroom teacher
needs additional resources, Professional Development, additional staff, specific
intervention program, to best meet the needs of students. If it is determined that additional
resources are required they will be provided by the Director of Education or school.
School Level
When/if the data shows us that students are not meeting academic achievement standards
across an entire grade level or the entire school the following steps will be taken:



Director of Education and classroom teachers will analyze student data to determine in
what skills or areas students are struggling
Director of Education will determine what steps will most highly impact achievement in
this area, this could include: staff-wide professional development, new teaching strategy,
additional curricula or program (example: adopting a new writing program if writing scores
are not proficient), changes to the daily schedule to place more emphasis on subject area
where students are struggling the most, implementation of school wide intervention.
Director of Education will re-assess student achievement to see if changes have improved
student outcomes or if additional interventions are necessary.
Reporting Academic Achievement
SMCS believes that in addition to collecting and analyzing student data to inform our
instruction, it is important to communicate this information with various stakeholders at regular
intervals. We commit to the following communication schedule and methods:
Stakeholder
Method of Communication
Frequency
Intended Uses
District/Authorizer Annual school data report
and School Improvement
Plan
At least
once/year,
more frequently if
requested
Assure that SMCS is
adequately meeting student
achievement requirements to
maintain authorization as a
charter school.
Board of Directors Data report at time of annual
report to parents.
Annual report,
once/year
Maintain oversight of the big
picture direction of the school
Longitudinal
data 3x/year
and be able to speak from a
position of authority about the
school’s academic progress.
Data highlighted in Board
Meeting agendas
SMCS Application
Board Meeting
reports, at each
board meeting
Page 66
School
Administrators
Electronic copies of data
generated by teacher
assessments or standardized
assessments
At least 3
times/year
Inform professional
development, maintain
accountability for the school as
a whole and provide warning if
a course correction is necessary.
Teachers
School-wide:
Send electronic copies of
school-wide data dashboards
and discuss data information
at Friday PD meetings
School-wide: As
data becomes
available but no
less than 3
times/year
Provide feed-back about the
success of the model schoolwide. Encourage teachers to
collaborate across grade-levels
to support areas of growth
across the school.
Classroom:
Electronic copies of data
dashboards, data analysis
conferences with teachers,
data teams
Longitudinal
data 3x/year
Student-Level Data:
Formal and
informal StudentTeacher conferences
Student-Level
Data: Formally,
at least 2x/year
Informally, daily
School Data:
Whole school assembly and
or as part of an authentic
math exercise in the
classroom
School Data:
Once/year
Student-Level Data:
Developmentally appropriate
standards based report card
designed around the SMCS
standards and
developmental milestones
for ECE students
Student-Level
Data:
3 times/year
Provide feedback about their
student’s progress towards
mastering SMCS standards.
Give parents suggestions for
areas in which students might
need additional support at home.
School-wide Data:
“school report card”
School-wide
Data:
Once/year
Engage parents as partners in
the whole school’s academic
progress, provide parents with
feedback about the work the
school is doing to ensure that
their child will receive a quality
education.
Students
Parents
SMCS Application
Classroom: As
data becomes
available but no
less than 3
times/year
Inform instruction and target
personal PD goals to areas of
growth for the whole class.
Hold students accountable for
their own learning and engage
them as partners in their
education. Help students learn to
make informed choices about
where to focus their energies
during learning times.
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Professional Development
Through the use of extended in service modules prior to our first year of operation, all staff
will receive training in the following, or comparable, areas:
Administrative:

Infinite Campus SIS , as necessary

School handbook and procedures
Assessment:

State-sanctioned testing and procedures

WIDA ACCESS assessment procedures

Montessori Made Manageable

Colorado Growth Model
Curriculum Alignment:

Montessori alignment with District and State Standards

Child-Size Masterpieces

Junior Great Books
Educational Compliance:

SPED Policy (IEP and 504 plans)

NCLB

READ 2012
Intervention

RTI

ELL
The in service training will be conducted through the combined use of outside resources,
peer teaching, the District and Head of School.
On an ongoing basis, we anticipate extended staff development prior to the start of the
school each year. We will develop a teacher mentor program for teachers new to the school or new
to the field of education. This will include an extended professional development time at the start
of each school year. All assistants will participate in the comprehensive DVD based Assistant
Training Program developed by the American Montessori Society.
The Head of School and Lead teachers will determine Professional Development/Teacher
in-services based on data received regarding the needs of students following baseline testing.
Observation of classes and students will identify additional areas of training required for optimal
teacher performance.
Each school year, SMCS teachers will participate in at least 8 days of professional
development. After year one of operation, allocation of the 8 days will include at least one 3 day
professional Montessori conference to be selected by the Head of School in consultation with Lead
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Teachers. The Montessori conference will be attended by the Head of School and Lead Teachers
(at a minimum).
The Hiring and Evaluating Committee will create a staff and parent satisfaction survey that
can be used by the HOS to act upon its results.
In consultation with the Head of School, each educator will develop a funded, individual,
annual professional development plan, which will ensure that they maintain Montessori training and
“Highly Qualified” status under NCLB.
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Section Seven – Enrollment and Special Education Program
Enrollment Overview
Montessori classrooms are grouped into the following multi-age configurations:
 Primary: Ages 3-6, which includes Kindergarteners
 Lower Elementary: Ages 6-9 (grades 1-3)
 Upper Elementary: Ages 9-12 (grades 4-6)
 Secondary: Ages 12-14 (grades 7 & 8)
In order to create a school utilizing Montessori best practices, we believe it is necessary to
create a K-8 school. Also, many families who submitted letters of Intent to Enroll indicated that
their children have experience in Montessori classrooms. This includes students who intend to
enroll in 8th grade.
Because Montessori differs significantly from other methods of education, transitioning
into a Montessori program is not always easy for children entering into a Montessori school in
later Elementary years. Starting with a smaller than normal class size for Upper Elementary and a
much smaller size for Secondary will ensure that each class is strong, as younger children adjust to
the Montessori Method before progressing. For children without Montessori experience, we will
offer a Montessori Transition Program (see below).
The chart below outlines SMCS’s expected growth from its first year of operations through
its fifth year. In its first year of operation, SMCS expects to enroll 66 students in grades
Kindergarten through 8th grade. The first year has more students in younger grades (9 each in
Lower Elementary) and fewer in older grades (4 each in Secondary). We propose to grow to 90
students, with 10 students in each grade level. The growth comes primarily from the younger
students aging and staying at the school.
We propose starting with 66 students in year one and growing to 90 students in year five.
By year four, SMCS expects the number of enrolled students from Kindergarten through eighth
grade will be 81.
Class Type
2015-16
2016-17
2017-18
2018-19
2019-20
Toddler
10
10
10
10
10
Pre-K
11
11
11
11
10
Kindergarten
9
9
10
10
10
1st
9
9
10
10
10
2nd
9
9
10
10
10
3rd
9
9
10
10
10
4th
9
9
10
10
10
5th
9
9
10
10
10
6th
4
9
10
10
10
7th
4
6
9
10
10
8th
4
6
8
10
10
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Outreach Regarding Enrollment
Community outreach regarding our proposal for SMCS and details about our programs is
already underway. Please see Section Five, Community Outreach, for our complete plan.
Enrollment deadlines will be posted on the SMCS website, its Facebook page and in the Mountain
Mail newspaper.
Enrollment Process
Families interested in enrolling their students at SMCS are encouraged to familiarize
themselves with Montessori, either by reading the school’s website or by attending an
Informational Workshop at the school. Interested families may then follow these steps to enroll
their children at SMCS:
1. Parents/ legal guardians may print an enrollment form from the school’s website, or call
or email via contact information on our website to have one mailed to them.
2. After the enrollment form is filled out and emailed or mailed back to SMCS, the school
will contact the parents/legal guardians to schedule a classroom observation and a meeting with the
Head of School.
Enrollment Policy
SMCS welcomes all students, recognizing diversity as a virtue. SMCS prohibits
discrimination on the basis of race, creed, color, sex, national origin, religion, sexual orientation,
ancestry, disability or need for special education services. This enrollment policy is designed to
meet the requirements of C.R.S. §22-30.5-104(3), ensuring access to the school for all, from
academically low-achieving students to exceptional students, and including students with special
needs. This enrollment policy is also meant to comply with federal guidelines for receiving federal
startup funding.
After year one, currently enrolled SMCS student s will have priority for enrollment the
following school year. Beginning in January, parents, guardians or legal custodians of students
currently attending SMCS must declare their intentions to return to the school in the next academic
school year. The SMCS website will post a reminder to parents/legal guardians of the need to
return intent to re-enroll forms, along with the forms and the final day that intent to re-enroll forms
will be accepted. It will be the parent’s/legal guardian’s responsibility to return the intent to reenroll form by the last business day in January. On the first business day of February, the Head
of School will determine the number of spaces available for new students in each grade level for
the upcoming school year. If there are more applicants for positions than available spots, the Head
of School will hold a lottery. Priority for available Kindergarten through eighth grade spots will
be allocated to the following groups:
1. Children of Founding Families, defined as: Children of current or former SMCS Board
members/children of Steering Committee members and those families who have completed
at least 200 hours of volunteerism for SMCS by January 30, 2015.
2. Children of full-time SMCS Employees (HOS, Teachers, Staff)
3. After year one, Siblings of Returning SMCS Students
a.
Should there be more siblings of returning SMCS students
than enrollment openings for a given grade; enrollment shall be offered by
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computerized random selection from within this priority group for the
affected grade level.
b.
Any child/ children living in the same household or with a
common parent(s)/ legal guardian(s) in separate households. This includes
children who become siblings by marriage and/or adoption. Any sibling
born while a student is enrolled may retain that status even if the original
student graduates from SMCS before he/she reaches Kindergarten.
c.
Any sibling offered a position in the first semester must
enroll or forfeit their position, and are then subject to general lottery rules.
4. All District Residents on the Enrollment List
5. All non-District Residents
The combination of children of Founding Families and full-time SMCS employees and
Board Members will not exceed twenty (20%) of the total SMCS enrollment population in any
given year. Should these two groups exceed the twenty (20%) limit of the total population priority
will be given to:
1. Children of Founding Families, defined as: Children of current or former SMCS Board
members/children of Steering Committee members and those families who have completed
at least 200 hours of volunteerism for SMCS by two weeks prior to the lottery.
2. Children of full-time SMCS Employees (HOS, Teachers, Staff)
Lottery Eligibility and Process
1. Prior to enrolling in the lottery, interested parents/legal guardians of potential students
are strongly encouraged to attend an Informational Workshop. These workshops will provide an
overview of Montessori as it applies to child development, the academic content of the Montessori
curriculum, and details about SMCS and the enrollment process. Dates, times and places for the
workshops will be listed on the SMCS website.
2. Parents who wish to be considered for the lottery must also complete an enrollment
form by the last business day in January. For year one, enrollment forms may be emailed to
[email protected], mailed to SMCS at P.O. Box 1351, Salida, CO 81201, or handed to a
Steering Committee or Board Member. The Administrative Assistant will compile a database of all
families with completed enrollment forms in order to ensure their inclusion in the lottery. For year
one, a member of the SMCS Steering Committee and/or Board will complete this task.
3. Placement in a program is prescribed by the student’s age as of August 1st for students
entering Kindergarten or first grade the upcoming school year. If the incoming student is enrolling
for second through eighth grade, he/she will be placed in the grade level that corresponds to the
grade level he/she would be entering in his or her former school.
4. The lottery will be conducted from the highest grade level with available spots down to
the Kindergarten spots. As a name is drawn, all younger siblings of that student will be given
priority for their grade levels.
5. After available spots for each grade level have been filled by the lottery, remaining
students will be placed on an “order drawn” list that will become the wait list for openings that
may arise in the upcoming school year. Each lottery wait list will remain active for one school
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year. In order to participate in the subsequent year’s lottery, parents must indicate that they want
their child to be considered for that lottery, and must update their enrollment form by coming in to
the school office and completing the appropriate paperwork prior to the last business day in
January.
6. Any potential student who is offered a position and refuses placement will lose any and
all lottery positions for that potential student. Students may reapply for the lottery the following
day; however their names will be placed at the end of the compiled wait list.
7. However, after October 1st, the decision of whether or not to accept additional student
enrollment would be determined by the Head of School.
Lottery Dates
For the first year of operation, dates will differ from future years due to time constraints.
The lottery process will occur one month later than described below.
The lottery will be held on the first Wednesday in February, unless SMCS notifies
otherwise, for available positions in the upcoming school year. Families interested in having their
child or children included in the lottery must have completed enrollment forms submitted to the
Administrative Assistant (SMCS Steering Committee/Board member in Year 1) no later than the
last business day in January. Parents/legal guardians whose children are selected in the lottery for
available spots in the upcoming school year will be notified the same day by phone of their child
or children’s selection. If the parents cannot be reached on the same day, the Administrative
Assistant will continue to attempt verbal notification for the next four (4) days. If parents/legal
guardians are not reached during that time, they will forfeit their child/children’s position in the
lottery, and their child/children’s names will be placed at the bottom of the wait list. Notification in
Spanish will be provided for those parents/ legal guardians who have indicated a Spanish language
preference. SMCS must receive a verbal confirmation of intent to enroll each selected student no
later than five (5) business days after the lottery and notification, and parents/legal guardians must
complete an Enrollment Packet within ten (10) days after the lottery and notification.
If a family does not respond to the lottery notification after five (5) business days their
child’s name shall be withdrawn and that available spot will be offered to the child at the top of the
wait list. Should a position in the school become available from August first to October first,
parents/legal guardians with children on the wait list will have two (2) days upon verbal
notification to notify SMCS of acceptance of those positions. SMCS will attempt to contact
parents/legal guardians for two (2) days only during this time period. It is the responsibility of the
parents/legal guardians of a potential student to maintain current contact information with the
school.
Kindergarten Lottery
1. Eligible applicants may participate in the lottery for Kindergarten up to two years and
seven months prior to starting Kindergarten. Parents interested in participating in this early lottery
must undertake the same steps outlined below in Lottery Eligibility and Lottery Dates. Parents
whose children win a spot in the Kindergarten may or may not choose to enroll their children in
the SMCS preschool program. If they choose to enroll in the preschool program, then they will be
able to continue into the public portion of SMCS without competing in the lottery a second time. If
they choose not to enroll their student in the SMCS preschool program, they may wait to enroll
their child in the Kindergarten for the school year position allocated in the early lottery.
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2. SMCS will offer full-day kindergarten. Full-day tuition spots will require tuition to
cover the portion of the school day not covered by public funds. Full-day kindergarten is
considered “best practice” for children enrolled in the program. However, a family may choose a
half-day kindergarten option.
3. All Kindergarten students will be assessed for academic and social preparedness before
being allowed to enter first grade.
Children without Previous Montessori Experience
Children may apply without previous Montessori experience. Parents or legal guardians of
children applying for grades 1-6 without any previous Montessori experience will be strongly
encouraged to participate in a Montessori Transition Program. Due to the different environment
and methodologies in a Montessori school, the transition program is put in place only to ensure
student success at SMCS. An applicant who has not had previous Montessori experience will have
the same chance of enrolling at the school as an applicant with prior Montessori experience.
Montessori Transition Program
As part of the enrollment process, a transition meeting will be scheduled for all families
transferring from other schools. The participants will include the student, parents, guardians or
legal custodians, the SMCS Head of School and at least two teachers. Transcripts from the
student’s previous school will be required. After SMCS year one, the student and his/her family
will be required to participate in a classroom observation period. Once the student is admitted, the
student and their families must agree on an educational plan and sign a Family Commitment
Agreement.
Throughout the course of the first year, families in the Transitional Program will have
progress reviews to verify that their children are succeeding. Teachers will assess students to
ensure that they are successfully transitioning into the Montessori program.
Serving Students with Special Needs
Montessori Methodology – Advantages in terms of Special Needs
SMCS will seek to educate students with special needs in the least restrictive and most
inclusive environment possible. Fortunately, the Montessori Method of education is well suited to
serving a variety of students who fall within the spectrum of “special needs,” from those
individuals requiring Individualized Education Plans (IEPs) to Gifted and Talented students.
It may seem extraordinary that a particular type of education can meet the needs of such
disparate learners, but Montessori embodies techniques that work well for most students. In
particular, the Montessori approach of allowing students to learn independently and at their own
pace ensures that students can work at a variety of levels, and yet still be in social and educational
settings with their peers. This keeps both the advanced and the challenged learners from feeling
ostracized from their friends or treated as an extra responsibility by the teaching staff.
Montessori teachers follow students through a three-year cycle, getting to know individual
learning styles. This allows the teacher to introduce new levels of challenges in a child’s studies,
and in the case of children with IEPs or 504 plans, keeps children on track without having to go
through a “starting over” phase each year as a new teacher is introduced to their particular learning
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challenges. Lessons are introduced either at the individual level or in small groups of two to three
students, giving children more individual attention than they might normally receive, and yet still
allowing the flow of the classroom to proceed without interruption. The lessons themselves are
demonstrated in a very precise and orderly manner, emphasizing the orderly progression of a task
from beginning to end, and they are repeated by the student multiple times until proficiency is
attained. The Montessori lessons have built-in controls of error, allowing them to self-correct and
internalize the lessons. This is helpful for all students, and particularly for students with IEPs, as it
builds their self- esteem and increases their feeling of independence.
SMCS expects a variety of students to thrive under the Montessori approach to education,
and as specific special needs groups are discussed below, the strengths of the Montessori program
will be highlighted for that group.
The Role of Response to Intervention in a Montessori Classroom
According to CDE, the purpose of Response to Intervention (RtI) is to improve educational
outcomes for all students. While RtI plays a role in identifying students who may have learning
disabilities, it is also a tool which can be used to assess all students in the school to determine which
individuals may be at-risk and in need of more instruction, which students need a n accelerated
learning plan, as well as to provide direction for modifications of overall teaching strategies to
attain continued academic progress within the school. A major component of RtI is regular
assessment of school-wide student progress, done throughout the year to assist in the identification
of students who may need academic intervention.
The Montessori Method of education can be seen as taking a unique, yet very effective
approach to RtI. One of the key elements of RtI, periodic assessment of students, is done on a daily
and weekly basis for all students within a Montessori classroom. As discussed under the Student
Accountability Plan earlier in this document, Montessori teachers use an extensive number of tools
such as daily observation, teacher assessments, daily and weekly student work plans, and mastery
checklists, using the Three Period Lesson, to assess individual student progress. In most instances,
a Montessori teacher will be able to clearly state which students may be in need of intervention to
ensure adequate academic progress at any time throughout the course of the school year.
In addition to this, SMCS will have a ½ time special education consultant on staff. In order
to align Montessori with RtI, SMCS will schedule quarterly meetings of the classroom teacher,
Head of School, and the SPED consultant to assess school-wide progress and to identify individual
students who may need more assistance to reach certain academic goals. In cases where individual
students are identified as needing intervention, the SPED consultant will oversee the process and
outline strategies that the classroom teachers might use to ensure adequate progress. Some
possibilities are:
1. Implement scientifically- based instruction when current methods are not creating success.
2. Re-introduce certain lessons and work with the student in developing weekly work
plans that place more emphasis on weak subject areas.
3. Devote more one-on-one instruction time to the student to ensure that adequate
academic progress takes place.
4. Progress monitor the individual skill the child is working on.
At subsequent quarterly meetings, classroom teachers, the SPED consultant and the Head of
School can evaluate how individual students are responding to intervention. In cases where a
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majority of students aren’t responding to intervention, teachers and the Head of School might
explore different intervention methods to implement three times. In cases where a small
percentage of students did not respond to intervention, but most did, there may be an indication that
learning disabilities exist.
Students with Individualized Education Plans (IEPs)
The primary goal of SMCS’s Special Education program will be to allow students with
IEPs to fully participate in mixed-age classes to the greatest extent possible. As discussed above,
Montessori schools can often provide an inclusive program for most students with IEPs. Other
attributes of a Montessori education that allow elements of most IEPs to be met within the
classroom include a recognition that parents are an integral part of a child’s education, as well as an
approach to team teaching which welcomes the presence of specialists and other professionals in
the classroom without interrupting the flow of the class itself. Children with IEP's will need
structured, explicit systematic instruction consistent with their level of emotional and
academic development.
SMCS will cooperate with the District to ensure that students with special needs enrolled in
the school receive an appropriate level of service within the context of a Montessori classroom and
curriculum. To ensure this, SMCS will enter an appropriate agreement with the Mountain BOCES
to allocate special education responsibilities and funds, as appropriate, between the BOCES and
the School. SMCS is also open to including any appropriate allocation of funds and responsibility
between the School and the District. The school will assume responsibility for all regular education
classroom instruction for students with special needs and will comply with all District, BOCES,
state, and federal regulations for accommodating such students. Specific resources allocated to
special needs students will be determined as needed and on an individual basis. To ensure this,
SMCS will purchase services from a contract consultant with appropriate Special Education
credentials to work with teachers and staff to assist in classroom implementation of IEPs. The
Special Education consultant will also handle paperwork and case management issues associated
with IEPs.
For students who require more individualized instruction or specialized classroom aids that
are not available in the Montessori classroom, SMCS will take actions deemed necessary by the
Special Education consultant, including pull-outs from the classroom for certain instruction. In any
situation w here a student’s IEP implementation requires a review of Free, Appropriate, Public
Education (FAPE), SMCS will arrange for a staffing meeting to include, but be not limited to, the
Special Education consultant, the student’s teacher, the student’s parents and a BOCES Director of
Special Education or his/her designee services. The purpose of the meeting will be to assess areas of the
IEP that may not be adequately addressed through the services available at SMCS. In every
instance, SMCS will comply with the decision made at a legally constituted staffing meeting.
When students with existing IEPs enroll in the school, SMCS will adhere to the following
general process:
1. After students enroll in the school, staff will communicate with families of enrolled students to
identify students already receiving Special Education services and secure existing IEPs.
2. The SPED consultant will oversee ongoing assessment of IEP students and will provide
classroom teachers with appropriate education to provide the least restrictive environment for
these students in accordance with their existing IEPs and within the context of a Montessori
classroom.
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3. In any situation where a student’s IEP implementation requires a review of best placement,
SMCS will arrange for a staffing meeting to include, but be not limited to, the Special Education
consultant, the student’s teacher, the student’s parents and BOCES Director of Special
Education or his/her designee. The purpose of the meeting will be to assess areas of the IEP that
may not be adequately addressed through the services available at SMCS.
4. All IEPs will be reviewed and revised as needed or upon request, but at least annually, by an IEP
team including, but not limited to, the Special Education consultant for SMCS, a SMCS teacher,
parents of the student and a Director of Special Education services for the District.
5. All assessments and evaluations will be repeated at least every three years.
SMCS will implement the following general process to identify students with disabilities as
defined in IDEA:
1. When students without pre-existing IEPs are not progressing academically, SMCS teachers and
the Head of School will implement the steps described above in RtI, consisting of classroom
strategies designed to facilitate learning for these students.
2. If a student does not respond to tiered intervention, SMCS will recommend an evaluation, and
with parental consent will refer the student to the District for an evaluation with an appropriately
licensed professional.
3. If testing indicates evidence of a disability and the student is identified as eligible for special
education services, an IEP will be developed by an IEP team, including, but not limited to, the
Special Education consultant for SMCS, a SMCS teacher, parents of the student, and a Director
of Special Education services for the District.
4. In any situation where a student’s IEP implementation requires a review of Free, Appropriate,
Public Education (FAPE), SMCS will arrange for a staffing meeting to include, but be not
limited to, the Special Education consultant, the student’s teacher, the student’s parents and a
BOCES Director of Special Education or his/her designee service. The purpose of the meeting
will be to assess areas of the IEP that may not be adequately addressed through the services
available at SMCS.
All IEPs will be reviewed and revised as needed or upon request, but at least annually, by
the IEP team described above.
All assessments and evaluations will be repeated at least every three years.
Students with 504 Plans and with Physical Disabilities
SMCS will comply with all district, state and federal guidelines for the effective delivery of
services to all physically disabled students. SMCS’s education program will also comply with the
Individuals with Disabilities Education Act (ID EA) regulations, Section 504 of the Rehabilitation
Act of 1973, and Title II of the Americans with Disabilities Act. The ability to service the needs of
physically challenge d individuals will be taken into consideration in SMCS’s search for a facility.
SMCS will work with the District to ensure that a student’s physical/occupational therapy, as
required by his or her IEP, is provided.
Students are placed under a 504 Plan if they have a physical or emotional disability, are
recovering from chemical dependency or have an impairment that restricts one or more major life
activities. Examples of these “major life activities” include caring for oneself, performing manual
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tasks, walking, seeing, hearing, speaking, breathing and learning. SMCS’s SPED consultant will
oversee implementing the 504 plans of children and support the classroom teacher. Certain elements of the
Montessori approach to learning can serve students with 504 plans very well. These include
lessons in practical life, such as using a broom to sweep crumbs off the floor, using a wet cloth to
wipe down a table and learning how to use buttons on a button frame, as well as the heavy
emphasis on sensorial materials that foster fine and gross motor skill development. Since there is a
continual emphasis on self-motivation and independence through these activities in the classroom,
students with 504 plans may not need to be removed from their peers to acquire and perfect daily
living skills.
English Language Learners (ELL)
Although there are only 27 ELL students in the entire Salida School District K-12, SMCS
will serve all students with limited English proficiency in accordance with all applicable Federal
Laws and Regulations and in compliance with C.R.S. § 22-24-10 5. SMCS will adhere to the
following plan with these students:
1. Upon enrollment into the school, all students will receive a home-language survey of languages
spoken in the home.
2. Students whose dominant language is not English will receive assessment of English proficiency
using instruments and techniques approved by the District, such as the Woodcock-Munoz
Language Survey. The selected assessment will be administered upon admission into the school
to determine English proficiency.
3. All ELL students will be given the Colorado English Language Assessment (ACCESS) in
January of each school year. The ACCESS will help SMCS track individual student progress in
language proficiency over time, and determine optimal instruction for each ELL student. SMCS
will also be able to compare earlier ACCESS results, when available, to determine student
progress.
4. ELL Students will be provided services consistent with the school’s regular education methods
and with effective English language acquisition, as described in more detail below. Progress of
ELL students as a group and of each individual student will be monitored and programming
adjusted, as needed, to assure student’s access to curricular content and effective acquisition of
English.
5. SMCS will report the number of ELL students attending the school to the District and the state.
Just as with other special needs students, students with Limited English Proficiency (LEPs)
and Non-English proficiency (NEPs) will be included in their mixed-age, Montessori classroom to
the greatest extent possible. It is expected that LEP and NEP students will respond best to fullimmersion in a predominantly English speaking classroom supplemented with sheltered instruction
(e.g. small group or individual instruction) as needed. SMCS will also align Montessori
curriculum to ESL services to ensure that both LEP and NEP students can continue to learn in other
subjects without being fluent in English. SMCS expects to work with the district for services
from an ESL consultant, as needed, to assist teachers in strategies best suited for teaching LEP and
NEP students. This may involve teaching techniques already used in a Montessori classroom, such
as differentiated instruction, grouping ELL students with peer mentors or creating well-structured
cooperative activities. Other techniques may include repeated instructional sequences with
variances that connect to the overall curriculum and teaching within a context of learning.
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When Congress funded the National Reading Panel in 1997, there were, and still are, few
studies to validate specific recommendations. However, having concepts presented in both the
native language, as well as English, appears to help ELLs, and with that in mind, SMCS will make
every effort to hire at least one teacher who is bi-lingual or endorsed in Linguistically Diverse
Education. In the case that a bi-lingual teacher is not available for an ELL student, SMCS will
endeavor to hire aides or use volunteers who are bilingual to provide translation and extra services
to the child. Furthermore, the ELL teacher will be sent to conferences where current research in
such areas as: 1) when English phonemes should be presented, 2) in what order, and 3) when the
instruction in phonological awareness should begin, is being discussed. Explicit instruction in fun
and appealing songs, chants, read-aloud, and poems will be provided to beginning language
learners to help develop the recognition of sounds that accompany the English language. At all
times, the emphasis will be on explicit, repetitive and patient instruction to help the ELL decode
the language as well as the concepts that may be presented. Reading instruction will be combined
with an emphasis on understanding, vocabulary, figurative language (when appropriate), and
fluency. Visual aids and manipulatives are part of the Montessori Curriculum and therefore will
be very helpful.
Learning takes place best in an atmosphere of trust, and therefore the ELL teacher will be
encouraged to know the students, their families, and the nuances of the culture of origin.
Collaboration among the teachers will help keep SWRL (speaking, writing, reading and listening a
part of all learning experiences.
Students Struggling with Reading
SMCS recognizes that some children in K-3 struggle with reading though they may not
have any identifiable disabilities that require extra services. In these cases, the classroom teacher
will notify the parents of their concerns and will come together with them and the school’s SPED
consultant to create a READ plan in accordance with the READ Act. This plan will include
identifying the deficiency, setting goals, determining future implementations, setting up
monitoring and evaluation methods as well as helping the parents with strategies to use at home.
These plans will be evaluated and updated every year.
At-risk Students
“At-risk”, as defined in the Charter Schools Act at C.R.S. § 22-30.5-103, are “those students
who because of physical, emotional, socioeconomic or cultural factors are less likely to succeed in
school.” SMCS expects to attract a diverse student body in socio-economic terms. Please see the
Community Outreach Section of the application for details of how SMCS intends to reach out
to families of children at risk and encourage them to look into a Montessori education. A s
discussed above, Montessori classrooms are very inclusive, welcoming children of all abilities and
socioeconomic levels. Because children have the same teacher for three years, and are with many
of the same children over that period of time,the classroom can become like a second home for
many students, not just those considered at-risk. Other factors which will help welcome at-risk
students are the emphasis on grace and courtesy skills, mutual respect and cooperation, as well as
practical life lessons. Differences in age, speech, looks or dress are not deciding factors on “who
is my friend?” Rather, children in Montessori programs develop a high-level of respect for all
people, and tend to not categorize themselves or others as strictly as one might find in other
programs.
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Academically, at-risk students will be encouraged to become independent, self- motivated
learners, just like every other child in the class. The highly nurturing and highly stimulating
environment found in a Montessori classroom will provide more individualized attention to at-risk
students than they might receive in a typical classroom. Also, the emphasis on respect for self,
respect for others and respect for the environment will create a comforting environment which will
allow at-risk students to flourish. Finally, SMCS community building efforts, such as our whole
community events, will be held in such a manner that all families feel welcome.
SMCS intends to provide daily lunch service for students through participation in the
District's lunch program. This will afford all students access to meals while attending the school.
The details of this program are in the Food Services section of the application.
Gifted and Talented Students
“Gifted and talented” students are children who show, or have potential to show a high level
of performance in one or more areas of expression, such as intellectual or leadership capabilities,
artistic or creative talents or specific academic aptitudes. SMCS believes that the Montessori
Method can allow such children to move at an advanced pace, accepting greater academic
challenges, while at the same time remaining in a social setting with peers of the same age. Children
who present potential for greater academic or artistic achievement will be encouraged to challenge
themselves, and will be presented with lessons of greater complexity. In certain situations, the
classroom teacher may find an adult mentor in an area of interest, such as mathematics,
astrophysics or literature, whom the student may interact with and gain in-depth knowledge from.
At the same time,the multi-age, differentiated learning environment will develop their abilities as
leaders through peer teaching and interaction.
When a teacher believes that a student may have exceptional talents or abilities, SMCS will
contact the District Coordinator for Gifted and Talented through Child Find for assessment. If the
child is found to be gifted and talented, SMCS will hold a meeting with the student’s parents, the
student, if appropriate, the student’s teachers, the Head of School and the District Coordinator for
Gifted and Talented to determine whether the majority of the student’s academic and social needs
can be met within a Montessori context. The District Coordinator can also make the parents and
student aware of other enrichment programs for advanced learning which exist within the District
in which the student may participate. If deemed appropriate, a work plan may be established to
meet the student’s needs. BOCES will be utilized as available.
Preschool Program
SMCS is willing to accept appropriate placements of preschool students with disabilities. In
situations where a preschool teacher suspects that a child may have a learning disability, SMCS
will refer parents/legal guardians to survey and evaluation services available through Child Find.
These services are available to any preschool-aged children who reside within the District. It will
be the responsibility of the parents/ legal guardians to obtain an evaluation and subsequent services
from the District.
SMCS Discipline Policy
SMCS Code of Conduct
SMCS’s goal is to help each student attain the independence and self-confidence needed to
become self-disciplined. In so doing, the school will provide a community with structure and order
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that aids students in the development of self-discipline. Appropriate behavior will be encouraged
through emphasis on cooperation, logical and natural consequences (upon assessing the emotional
maturity of the student), fairness, consistency, and encouragement to look at oneself honestly.
SMCS’s common goal is the creation of a supportive educational environment where an
enthusiasm for learning is fostered. It is emphasized that there are certain rights, and
responsibilities that contribute to that environment.
Philosophy and Understanding
SMCS will take a progressive educational approach for a safe and peaceful learning
environment. Starting at the earliest ages and whenever a student first enters the school, SMCS will
provide the skills necessary not only to learn basic safety rules but to interact with classmates,
teachers, families, and the larger school community in positive and constructive ways. The
intention of this education is to foster the development of inner discipline in the child.
Inner discipline consists of four components:
1. Distinct knowledge of safety rules;
2. Clear awareness of responsibility;
3. Respectful attitude towards the members of the school community and the larger global
learning environment;
4. An understanding and preparedness of the proper way of acting under different
circumstances in different places.
At all age levels, teachers will provide lessons in suitable class, school, and community
behaviors through direct instruction, modeling and reminders. Teachers will support children in
solving difficulties amongst themselves, with proper instruction and supervision. Clear guidelines,
based on three major propositions, are communicated in each room: Respect for Self, Respect for
Others, and Respect for Environment. Staff at SMCS will model appropriate behavior to further
provide examples of how people act in social settings. Older children will also model proper
behaviors for the younger children, providing even more examples of appropriate behaviors.
Because of the open and respectful nature of this approach, students will understand that
mutual respect, care and consideration for others and an empathetic interest in the environment are
important in school and all other places. Any issues that arise will be handled individually (or by
group) with that person first. Out of respect for each child, these conversations will be done
privately. SMCS will not use parents or family as a threat, but rather as a partner in this growth
process. SMCS will strongly encourage families to support this method and support their child in
his/her total growth, not just in being “good for the teacher”. SMCS will care very much about
each child and will encourage this partnership to be useful with continuous dialogue. On minor
incidents, it will not be uncommon for staff members to request that a student talk to his/her family
about a decision or action so that they can brainstorm other ways to handle a situation.
The staff of SMCS will have the responsibility to:
1. Work with the children to develop reasonable classroom ground rules consistent with the
mission and beliefs of the school.
2. Post ground rules in each classroom and keep them on file in the office; make rules clear
to all students.
3. Explain through group meetings, modeling and dialogue what the standards for behavior
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are for both the classroom and the school.
4. Maintain appropriate behavior in the classroom and the school through redirection and
dialogue with the student and his/her family.
5. Report and record school discipline problems to the Head of School and family using a
communication form (to be developed).
6. Recognizing that challenging behaviors may occur when the demands of the
environment exceed a child’s capacity to respond adaptively, SMCS will
acknowledge the possibility of developmental delay as a cause of challenging
behaviors and encourage a mutually (between involved adult and involved child)
satisfying solution through collaborative means. 12
“Making good choices, even when others are not watching” will be an important standard at
SMCS. The school will strongly suggest that families keep an open dialogue with their children
about “making choices” which directly influences moral development. Teachers will be very
empathetic to children’s issues and concerns and validate them whenever appropriate. SMCS will
remind and encourage all learners that “only you make your choices,” and will initiate problem
solving whenever possible.
When situations do arise, each incident will be assessed individually. SMCS recognizes that
all children are different and have different needs. SMCS will encourage all students to “use their
words” when a situation arises. A child may use firm language (modeled by the adult) to redirect
an unwanted behavior, walk away, or get help. Retaliation will not be an option. The adult
supporting the situation will guide each child in peaceful conflict resolution and taking
responsibility for their own actions.13
SMCS is open to “Restorative Justice Practices” as a way to resolve conflicts before
implementing serious disciplinary measures, especially in instances where children might
otherwise be suspended or expelled.14 Examples of tools that could be used;
1. Nonviolent Communication (NVC): NVC is a language tool useful in cases of conflict, in
which each party’s feelings and needs are addressed in a compassionate and empathic way.
NVC is used in restorative circles to get beneath the surface of the anger in conflict.
2. Peer Mediation: All students (or just a few) could be trained to mediate conflicts and
bullying as they arise. Typically two mediators sit down with two kids who have had a
minor conflict, letting them each speak, and resolving the matter in a mutually agreeable
way through dialogue.
SMCS Discipline Procedures
While SMCS hopes that unwanted behaviors will be uncommon at the school, there may be
occasions where children need more formal direction. Therefore, SMCS will provide consequences
12 Adapted from “Lost at School”, by Dr. Ross Green
13
Adapted from “Parent Handbook,” Community Montessori, New Albany, IN
14
Adapted from “Living Non-Violent Communication: Practical Tools to Connect and Communicate
Skillfully in Every Situation,” by Marshall Rosenberg PhD
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Page 82
based on C.R.S. §22-33-106, “Grounds for suspension, expulsion/dismissal, and denial of
admittance,” as outlined below. Parents and students will receive a copy of both the Montessori
approach to discipline discussed above along with this discipline policy at the beginning of each
school year as part of the parent/ student handbook.
Grounds for suspension or expulsion/dismissal from a public school:
1. Continued willful disobedience
2. Open and persistent defiance of proper authority
3. Willful destruction or defacing of school property
4. Behavior on or off school property which is detrimental to the welfare or safety of other pupils
or of school personnel, including behavior which creates a threat of physical harm to the child
or children.
a. An exception to this rule is if the child who creates such a threat is a disabled child
pursuant to C.R.S. § 22-20-103(5). The child may not be dismissed if the actions
creating the threat are a manifestation of the child’s disability.
b. In such instances, the child may be removed to an appropriate alternative setting
within the District in which the child is enrolled for a length of time that is consistent
with federal law.
c. During this time, the school may reexamine the child’s Individual Education Plan
(IEP) to ensure that the needs of the child are addressed in a more appropriate
manner or setting that is less disruptive to other students in the classroom.
5. Declaration as a “habitually disruptive student” as defined in C.R.S. § 22-33-106(c.5) (I) to
(III).
6. Committing one of the following offenses on school grounds, in a school vehicle or at a
school activity or sanctioned event (with mandatory expulsion for firearms-related offenses, to
the extent required by federal law):
a. Carrying, bringing, using or possessing a deadly weapon as defined i n C.R.S . §2233-106 (d) (II); except in situations as defined in C.R.S. § 22-33-106 (d) (III);
b. The sale of a drug or controlled substance as defined in C.R.S. § 12-22-303
c. The commission of an act which, if committed by an adult, would be robbery
pursuant to part 3 of article 4 of title18, C.R.S.; or
d. Assault pursuant to part 2 of article 3 of title 18, other than the commission of an act
that would be third degree assault under C.R.S. § 18-3-204, if committed by an
adult.
7. Repeated interference with the school’s ability to provide educational opportunities to other
students.
8. Failure to comply with the provisions of part 9 of article 4 of title 25, C.R.S. Any suspension,
dismissal, or denial of admission for such failure to comply shall not be recorded as a
disciplinary action but may be recorded with the student’s immunization record with an
appropriate explanation.
9. According to C.R.S. §22-33-106(2), subject to the District’s responsibilities under Article 20
of that Title (Exceptional Children’s Education Act), the following shall be grounds for
dismissal from or denial of admission to a public school or diversion to an appropriate
alternate program.
a. Physical or mental disability such that that child cannot reasonably benefit from the
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programs available.
b. Physical or mental disability or disease causing the attendance of the child suffering
there from to be detrimental to the welfare of other students.
Procedures for Suspension:
10. The Head of School may suspend a student from one day to up to 10 days and may require the
suspension to be in school or out of school.
11. Oral or written notification will be given to the parent(s)/guardian(s), and must include:
a. A statement of charges against the student;
b. A statement of the basis of the allegation.
12. Informal Hearing: The student will be given an opportunity to have an informal hearing
before the Head of School to admit or deny the allegations. In some instances, witnesses may
be presented in order to allow the Head of School to make a more informed decision. The
notice and informal hearing should precede the student’s removal from school, but there does
not need to be a delay between the time notice is give n and the time of the hearing.
13. Parents may be, but are not required to be, participants in this informal hearing. No written
statement will be taken from a student subject to possible expulsion under CRTS 22-33106(1)(d) without reasonable effort to secure the parents’ presence before the student signs the
statement.
14. A suspended student must leave school immediately, and will not be allowed to attend any
school activities on or off campus from the time the suspension is issued to when the student
is reinstated in the school. Students will be transitioned to the custody of their
parents/guardians.
c. Under C.R.S. § 22-33-106 (1) (a), (1) (b), (1) (c) or (1) (e), the Head of School
may suspend a student for a period not to exceed five (5) days.
d. Under C.R.S. § 22-33-106 (1) (d), the Head of School may suspend a student
for a period of up to ten (10) days for serious violations.
To be readmitted to the school, the student and a parent/guardian must meet with the Head
of School for a reinstatement meeting.
Procedures for Dismissal from SMCS:
In instances where the Head of School is considering dismissal of a student, the
following procedures will be followed:
1. Written Notice
a. The Head of School will give written notice to the parent(s)/legal guardian(s) of a
student threatened with dismissal five (5) days prior to the contemplated action.
b. The written notice will be mailed to the last known address of the student or the
parent(s)/ guardian(s).
c. In the event that an emergency exists which requires a shorter period of notice, the
period of notice may be shortened provided that the student and his/her
parent(s)/legal guardian(s) have actual notice (written or verbal) of the hearing prior
to the time it is held.
2. Contents of Notice - The notice must contain the following basic information:
a. A statement of the basic allegations leading to the contemplated dismissal.
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b. A statement that a hearing on the dismissal will be held if requested by the student or
his/her parent(s)/ legal guardian(s) within five (5) days after the date of notice.
c. A statement of the time, date and place of the hearing.
d. A statement that the student may be present at the hearing and hear all information
against him or her; that the student will have a n opportunity to present such
information as is relevant; and that he/she may be accompanied and represented by
his/her parent(s)/ legal guardian(s) and an attorney.
e. A statement that failure to participate in such a hearing constitutes a waiver of
further rights in the matter.
3. Conduct of hearing:
a. The hearing will be conducted by an ad hoc Discipline Committee consisting of the
Head of School and two SMCS Board members. The members of the Discipline
Committee shall not discuss the details of the hearing with anyone outside of the
Discipline Committee.
b. Re-entry will not be delayed due to any difficulty in scheduling such a meeting.
c. The hearing will be conducted in a closed session except to those deemed necessary
by the Discipline Committee; but shall include the student, the parent(s)/ legal
guardian(s) and the student’s attorney. Such additional individuals as may have
pertinent information will be admitted to the closed hearing but only to the extent
necessary to provide such information and to answer questions related to such
information as permitted by 3.c., below. Following such testimony, the additional
individuals shall remove themselves from the hearing.
d. Testimony and information will be presented under oath if requested by either party.
However, technical rules of evidence will not be applicable, and the Discipline
Committee may consider and give appropriate weight to such information or
evidence deemed appropriate. The student or his representative may question
individuals presenting information.
e. A sufficient record of the proceedings will be kept by a third party unaffiliated with
either of the parties and unrelated to the hearing’s participants as to enable a
transcript to be prepared in the event either party so requests. Preparation of the
transcript will be at the expense of the party requesting the same.
f. The Discipline Committee will render a written decision no later than five (5) school
days after the hearing. The decision will be delivered only to the student or his/her
parent(s)/legal guardian(s) and the SMCS Board i n the manner described above. The
Discipline Committee may establish reasonable conditions for readmission, as well
as the duration of the dismissal which m ay not extend beyond one calendar year.
4. Appeal to the SMCS Board:
a. New evidence must be presented in writing to the SMCS Board. No appeal may
come more than 10 days after a decision is rendered.
b. In case of an appeal, it will consist of a review of the facts that were presented and
that were determined at the dismissal hearing conducted by the Discipline
Committee, introduction of new facts, arguments relating to the decision, and
questions of clarification from the SMCS Board. Upon conclusion of the hearing,
the Board may vote to affirm, reverse or modify the decision. The Board’s decision
will be communicated orally and entered in the minutes of the meeting.
c. Upon written request, the Board’s decision will be reduced to writing for purposes
of further judicial review pursuant to state law.
5. Re-admittance
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a. No student shall be readmitted to school after dismissal until after a meeting
between the Principal and the parent(s)/legal guardian(s) has taken place, except that
if the Principal cannot contact the parent(s)/legal guardian(s) or if the
parent(s)/guardian(s) repeatedly fails to appear for scheduled meetings, the Principal
may readmit the student whose expulsion may not last for more than one
calendar year.
b. If the student is dismissed, he/s he may be permitted to reapply for the following
school year and enter through the lottery system.
6. Notice to School District
a. SMCS will notify the SSD Charter School Liaison and the SSD Expulsion Officer of
any dismissal within two (2) school days.
b. A copy of all written discipline reports, suspensions, and dismissal proceedings will
be sent when requested by the SSD Board or superintendent.
c. Upon dismissal from SMCS, the SSD Board m ay consider each instance on a caseby-case basis and may reinstate the student in another school or may elect to treat
expulsion from the School as an expulsion from the District. .
d. The SMCS Board has the final authority in determining a dismissal from SMCS
Montessori School consistent with state and federal laws.
Discipline of Students with Disabilities
Students with disabilities are neither immune from the SMCS disciplinary process nor
entitled to participate in programs when their behavior impairs the education of other students.
SMCS will comply with the Individuals with Disabilities Education Act (IDEA) in disciplining
these students. Students with disabilities who engage in disruptive activities and/or actions
dangerous to themselves or others will be disciplined in accordance with their IEP , and behavioral
intervention plan and this policy.
Nothing in this policy shall prohibit an IEP team from establishing well thought out
consequences for disruptive or unacceptable behavior as a part of the student’s IEP. The plan shall
be subject to all procedural safeguards established by the IEP process.
All Students, including students with disabilities, may be suspended for up to 10 days in any
given school year for violations of the student code of conduct. The procedure for suspension is the
same as outlined above.
For suspension of a student with disabilities, a team including Special Education staff
members and the Head of the School, will determine whether the student’s behavior is a
manifestation of the disability and whether the student’s disability impaired his or her ability to
control or understand the impact or consequences of the behavior.
If the team determines that the behavior was not a manifestation of the disability,
disciplinary procedures shall be applied to the student in the same manner as applied to nondisabled students.
A student with disabilities whose behavior is determined to be a manifestation of his or her
disability may not be dismissed but will be disciplined in accordance with his or her IEP, any
behavioral intervention and this policy.
Educational Program & Standards: Annual Calendar and Daily Schedule
SMCS Draft Annual Calendar
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Page 86
In its first year of operation, SMCS’s first day of school will be on August 17, 2015. The
last day of school will fall on May 26, 2016. The Toddler, Primary, Elementary I & II and
Secondary Classes school day will be offered from 8:30 a.m.-3:30 p.m Monday-Thursday.
Toddlers and Primary students have the option of attending half day and full day classes. On
Friday’s, all students will have an early release of 2:00 p.m. to allow for staff development and
planning. These 2 hour weekly sessions will be addition to the eight development days
throughout the year. Staff development and team building will occur consistently and often
to ensure a strong culture within the school. Teachers will arrive by 7:45 a.m. and start their
day with a brief meeting to ensure time is dedicated to collaboration and communication
amongst the entire staff. Teachers will typically stay until 4:00 p.m. each day to ensure
they are available for the entire school community. These times before and after the
students arrive will allow for additional planning and setting up of materials within the
classroom. Additional staff development will be needed at the beginning of the school year
not only for the first year of operation but for any new staff in subsequent years. This is
shown on the calendar for the first year starting on August 3rd for all staff. Subsequent
years will be scheduled with at least one week for returning staff and two weeks required
for new staff.
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August 2015 - July 2016
Whole
School
Staff
Elem. I & II
Secondary
rd
Elem. II &
Secondary
August 2015
M
T
W
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2
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16
23
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10
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6
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7
14
21
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S
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3-14- Staff Development
16-Campus Clean Up
S
17-First Day of Classes
20-Parent Orientation
7
14
21
28
M
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15
22
29
S
M
6
13
20
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7
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September 2015
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16
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Whole
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February 2016
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24
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12
19
26
S 9-Parent Ed. Night
6
13
20
27
F
S
March 2016
F
4
S
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18
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12 4-Staff Development
19 8-Classes Resume
26 21-23-Elem. II & Sec. Camp Trip
5
4-7-No School
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1
2
3
4
5
8
15
22
29
9
16
23
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10
17
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11
18
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12
19 17-Watch Me Work
26 18-Conferences
18-25-No School
28-Classes Resume
October 2015
S
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April 2016
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5
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7
14 23-27- No School
21 30-Classes Resume
28
S
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S
5 21-1/1-No School
12
19
26
S
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6
13
20
27
7
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28
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M
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4
11
18
25
5
12
19
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6
13
20
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7
14
21
28
1-Watch Me Work
9-Conferences
9 No School
12-Classes Resume
30-Mystery History
November 2015
S
1
8
15
22
29
M
2
9
16
23
30
T
3
10
17
24
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4
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6
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7
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7 2-6-Elem. II & Secondary Big Trip
14 26-Moving Up Ceremony/Last Day
28
F
3
10
17
24
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4
11
18
25
F
1
8
15
22
29
S
2
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16
23
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June 2016
January 2016
F
1
8
15
22
29
S
2
9 16-Campus Clean Up
16 19-21-3rd & 6th Grade Retreat
23 22-3rd & 6th Grade Presentation
30
May 2016
December 2015
S
F
1
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29
W
1
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15
22
29
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16
23
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July 2016
S
9 4-Classes Resume
16
23
30
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Sample Assessment Schedule
Testing and training dates are taken from the Colorado Department of Education (CDE)
website for the 2014-15 school year. They are used to show that SMCS will adhere to the rigorous
assessment and testing requirements set by CDE but do not reflect the 2015-16 school year.
SMCS will follow the schedule and any changes as published by CDE for the 2015-16 school year.
ACCESS for ELLs: January 12- February 13
Reading, Writing, Listening: January 26-30
CMAS PBA (Performance-based Assessment) 3-11 Grades ELA and Math: March 9-April 3
CMAS and CoAlt Science and Social Studies: April 13-May 1
CMAS EOY (End of Year) ELA and Math: April 27- May 21
State Assessment Training Dates
ACCESS (Kindergarten)
December 11, 2014, By Invitation Only
ACCESS (Speaking)
December 5, 2014, By Invitation Only
ACCESS (1-12)
December 16, 17, or 18, 2014
CMAS ELA, Math, Science and Social Studies
February 3,6,10, or 11, 2015
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STUDENT CONTACT DAYS
Total Student Contact Days = 176
Total Student Contact Hours for Primary, Elementary I =1006.5
Total Student Contact Hours for Elementary II & Secondary=1080+*
NON-STUDENT CONTACT DAYS
1. There are 8 staff development days planned. The opening year and subsequent years for new
staff there will be an additional 5 days of professional development.
2. Student lead conferences will be held on two Friday’s during the year. There will be no school
for the children on those days.
3. There are 32 early release Fridays where the children will leave at 2:00. The staff will remain
working until 4:00. This gives them 2 hours of planning time and development opportunities most
weeks adding an additional 64 hours to the planned 8 full days throughout the school year.
3. SMCS Lead Teachers are encouraged to attend a Montessori Conference and/or attend 2
workshops during the school year. Substitute teachers will cover these teachers.
4. If for any reason this calendar must be altered, SMCS may schedule staff makeup dates on
Saturdays, during scheduled school breaks, and/or at the end of the calendar year.
Minimum Number of Hours of School Attendance
The schedule as drafted by SMCS meets the minimum number of school attendance hours
as required by C.R.S. § 22-33-104. SMCS plans to negotiate the use of the District’s Student
Management System as part of the authorizing fee. Their system will be used to manage and
report student records. SMCS may choose to purchase a comparable system.
CDE required hours of contact for elementary students (grades K-4) is 990 hours. The Salida
School District provides 1080 hours of contact. SMCS offers 993 hours to full day kindergarten
and elementary students through 3rd grade.
CDE required hours of contact for middle school students (grades 5th -8th) is 1080 hours. Salida
School District offers 1080 hours of contact. SMCS offers both the Elementary II (grades 4th, 5th,
& 6th) and Secondary (grades 7th & 8th) 1089+* hours.
*SMCS offers a unique yet traditional Montessori opportunity for the remaining required student
contact hours for grades 4-8 that are not reflected on the daily calendar. Elementary II &
Secondary classes (grades 4th– 8th) participate in a camping trip and the Big Trip during the
school year. This adds at least an additional 96 hours to the contact hours shown on the calendar.
The 3th and 6th grades add another 36 hours to their student contact hours through their retreat
each year. The teachers and children are together for overnight trips that are engaging
academically, socially and physically.
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SMCS Draft Daily Schedule for Children’s House
Daily Toddler Schedule
8:00-8:30
Drop Off
8:00 – 9:15
Free choice work/play
9:15
Snack
10:00
Circle Time
10:15
Outside play time
11:15
Lunch
12:15
Pick-up a.m. children
1:00
Nap time
3:30
Pick-up p.m. children
Daily Primary Schedule
8:15-8:30
Drop Off
8:30
Morning Circle
8:45-11:00
Morning Work Period
11:00-11:15
Jobs and Clean Up
11:15-11:45
Morning Children
Leave/Lunch
11:45-12:30
Outside Play
12:15-12:30
Afternoon Children Arrive
12:30
Afternoon Circle
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12:45-3:00
Afternoon Work Period
3:00
Jobs and Clean Up
3:10
Goodbye Circle
3:15-3:30
Outside Play
Circle Times: Circle times are routine but also flexible as the teacher decides times
throughout the day that a circle is necessary. Children come together with the teachers to build
community, practice grace and courtesy, as well as talk about the calendar, weather, and daily
events. Books are read aloud to the whole group at this time. This time is also used for developing
language skills like letter sounds, and math skills like counting. Music and Movement games often
introduce foreign language skills. These games also teach important physical skills like
coordination and body awareness while fulfilling required PE hours.
Work Periods: In the Montessori work periods, the children are provided with a carefully
prepared environment and an uninterrupted, long period of time to concentrate on their work.
Montessori materials are used to teach the core subject areas including math, language, sciences,
reading, writing, cultural studies, sensorial and practical life. Teachers give one-on-one or small
group lessons throughout the work period in all of the subjects mentioned above. After a lesson is
given, children can choose to practice those works at any time until they feel they have mastered
it. Most of the materials are self-correcting, so the child can tell when they have made a mistake,
which gives the child independence to master the skills at their own pace. All Kindergartners
prepare a “Work Plan” at the beginning of their work period and are required to do work in
reading, writing and math during each period. When the children have completed the required
works on their plans they are able to choose any other materials in other subjects.
Outside Play: Outside time is generally unstructured to allow the children time to run
around and play. The teachers will routinely introduce various games and thematic and seasonal
activities. The children may then choose what activities are interesting to them. Teachers are
shadowing students and always available to help in conflict resolution, negotiate shared play and
help facilitate inclusion.
Jobs and Clean Up: At the end of each work period the children choose jobs and help to
clean up the classroom. This is an important part of the Montessori day because it gives the
children a sense of order, responsibility and ownership of their classroom environment. At these
times many practical life lessons are given and practiced, like sweeping, cleaning tables, dusting,
and tidying up. Classroom animals are also cared for at this time.
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SMCS Draft Daily Calendar for Elementary & Secondary Classes
Daily Elementary 1& 2 Schedule
8:15-8:30
Drop Off
8:30-8:45
Math Mastery
8:45-9:00
Circle
9:00-12:00
Morning Work Period
12:00-12:30
Lunch
12:30-1:00
Silent Reading
1:00-1:30
Outside Play
1:30-2:00
Circle /
Read Aloud/Journal
2:00-3:15
Afternoon Work Period
3:15
Jobs and clean-up
3:30
Pick-Up
Math Mastery: Children are given level-appropriate math problems to solve. For example,
a younger child would be given a large number in the thousands and are required to work with the
number in various ways, like writing out the number, using the golden beads to represent the
number and other Montessori materials to show place value. Older children are given a word
problem that relates to what that child is working on in math. There is also a grammatical aspect
to this work, in that the word problem has many intentional grammatical mistakes that must be
corrected.
Circle Times: Circle times are routine but also flexible as the teacher decides times
throughout the day that a circle is necessary. Children come together with the teachers to address
any community issues and learn the social skills that lead to a more manageable classroom. This
also helps build a healthy culture within the classroom. A brief time of meditation helps to calm
the child’s mind to prepare them for the work period. Announcements are made and then
expectations are set out for the morning work period. Children requiring help in choosing their first
works will be guided into the work period. In the afternoon Circle, books are read aloud to the
whole group. Daily journaling topics are introduced at the end of Circle and often relate to what
was read aloud. Journaling time increases their skills in writing, grammar, problem solving and
artistic creation. Occasionally Circle times are used for individual or small group project
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presentations or performances. Movement is often incorporated into Circle Times which fulfills
some of the required P.E. time.
Work Periods: In the Montessori work periods, the children are provided with a carefully
prepared environment and an uninterrupted, long period of time to concentrate on their work. The
teacher provides a visual list of all the required works to be completed each day and/or week.
Because all children are working on different works at different times, they are required to keep
track of their completed works. This style allows for one-on-one instruction with teacher and
student throughout the work period. Montessori materials are used to teach the core subject areas
including math, language, sciences, reading, writing, social studies, art, typing, and technology.
Teachers give one-on-one or small group lessons throughout the work period in all of the subjects
mentioned above. After a lesson is given, children are expected to practice those works until they
feel they have mastered it. In the Montessori Method, the final steps in mastering the lesson
include presenting the lesson to another student and demonstration of the knowledge to the teacher.
Most of the materials are self-correcting, so the child can tell when they have made a mistake,
which gives them independence to master the skills at their own pace. Each child has their own
individualized work plan and the teacher holds the child accountable for the appropriate amount of
work in each subject area. The afternoon work period allows for more time to master core subjects,
participate in specials (Please see section on Specials and Adventure Fridays for details) and
engage in individual and group projects. Projects integrate all core subjects. The child chooses any
subject that interests them such as their favorite animal, a country they would like to visit or
whatever their latest obsession may be. They research, organize information, do experiments,
make visual aids, and practice public speaking skills. Many projects end with a presentation to
their peers and parents. Spanish lessons will also be available in the afternoon work periods. If the
teacher does not have proficiency in Spanish the children will use a program on the computer like
Duo Lingo or Rosetta Stone.
Jobs and Clean-Up: Every month the children work in teams and will rotate “jobs” to help
take care of the classroom. This is an important part of the Montessori day because it gives the
children a sense of order, responsibility and ownership of their classroom environment. The jobs
are given very professional names like “zoologist, botanist, historian/geographer, and janitor/
sanitation team.” Each team is taught how to do their jobs at the beginning of the month by the
children who had the job the month before. To give an example of the responsibilities, the
zoologists take care of all the pets, the botanists make sure all the plants are cared for, and the
janitor makes sure the kitchen is tidy and swept up. These jobs are checked by other children for
completion before children are dismissed for the day.
Adventure Fridays: Adventure Fridays are experiential educational trips off campus.
These will occur every Friday that does not have a holiday or conference scheduled. The children
will travel to any place of interest that corresponds to what the children are studying or to places
that may spark interest and encourage new areas of further study. Because of Salida’s proximity to
the Arkansas River, great trails and recreation areas, Friday’s adventures are an opportunity to
fulfill some of the required physical education hours. Children will also plan community service
days like helping at the Community Center, reading to the elderly at the Columbine Manor or
picking up trash along the bike trail.
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Daily Secondary
Schedule
Monday through Thursday
8:30 – 8:45
Arrival
8:45 – 9:15
Community Meeting
9:15 – 10
Math: Lessons and Independent Work
10 - noon
Cycle: Independent/Group Work
12:00-12:30
Lunch
12:30-1:00
Recess/PE
1:00-1:30
Personal World/Reflection
1:30-3:00
Afternoon Group Work
3:00 – 3:30
Cleaning
3:30 – 3:45
Community Meeting
3:45
Dismissal
Community Meeting: This is a daily student-led meeting which includes business of the
class, wake-up brain teasers, music listening activity and theme lessons. An agenda is followed,
attendance is taken, and there is a student monitor who observes for involvement with the meeting
and gives feedback.
Math Lessons and Work Times: Math begins every morning work period. Lessons are
given, work is checked, and new work is completed. Unfinished work goes home for homework.
Work Periods: In Montessori work periods, the children are provided with a carefully
prepared environment and an uninterrupted, extended period of time to focus on independent
learning tasks. The teacher provides study guides with all required works to be completed within
the cycle. Because all children are working on different works at different times, they are required
to keep track of their completed works. At the secondary level, students are required to keep a
completion chart based on the percentage of work completed. Students sign a contract at the
beginning of each cycle and the chart helps them monitor how well they are keeping up their
commitments. This system allows for one-on-one coaching between teacher and student
throughout the work period. In the secondary program, students give presentations to their
classmates and become the teacher at the end of each week’s work. Throughout the cycle, students
assemble the acquired data into a cycle portfolio that will assist them in mastery of the content and
preparation for Socratic dialogue and debate. Their final mastery test uses an accumulation of the
work they have completed in each cycle. Students are given keys so they can check their level of
understanding and accuracy throughout the process.
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The afternoon work period is a time for group work and presentations. At times this will also be a
time for art or music. During art and music, students use the skills they are developing to enhance
their presentations and mastery of the thematic subjects. Spanish lessons will also be available in
the afternoon work periods. If the teacher does not have proficiency in Spanish the children will
use a program on the computer like Duo Lingo or Rosetta Stone.
Jobs and Clean-Up: Secondary students assign themselves jobs at the first community
meeting of the week. They assess their work using a monitor to guide their completions. After
everyone has had an opportunity to experience the jobs, they must apply for manager of each job
and then take responsibility for the care and maintenance of the job for the remainder of the cycle.
Lunch/Recess and PE: During the second and remaining cycles, students will set-up and
determine their lunch routines. They may decide on a fundraiser lunch (like ordering group pizza,
or making a salad bar) or go out for lunch. The recess period is considered an opportunity to
develop games and physical skills. Students are taught a group game at the beginning of each
week. They are expected to practice the game as a team at least twice per week, evaluate the game
and their skills, and present their evaluation in a creative way to their teacher.
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Section Eight - Employment Plan and Practices
Staff
Montessori teachers are a critical component of an authentic Montessori school. Finding
and retaining highly qualified, Montessori trained teachers will be a top priority for SMCS.
Montessori teachers play a unique role in Montessori schools; rather than present lessons to
a classroom of students, they must act as facilitators, mentors and guides to individual students.
Oftentimes a Montessori teacher can be found giving lessons to one or two students, advising or
guiding a small group of students on particular works, or quietly observing the classroom.
Montessori teachers are trained to “nurture and inspire the human potential, leading children to ask
questions, think for themselves, explore, investigate and discover. The ultimate objective for a
Montessori teacher is to help students learn how to learn independently, retaining the curiosity,
creativity and intelligence with which they were born.”
At times, it may be necessary or even desirable to hire individuals who are not Montessori
trained but are willing to take this training. In those cases, we will require that these new hires
begin their training the summer prior to teaching at SMCS. Our intent is to pay higher salaries to
teachers who have completed Montessori training. We plan to pay a portion of the training costs,
with the remainder to be paid by the individual as an investment toward the future higher salary.
The exact amount will depend upon which training is chosen and how many teachers are in
training at that time. We intend to hire a special education certified teacher to coordinate special
needs children. This is reflected in the budget as a half time SPED teacher.
Montessori optimal class sizes range from 25 to 30 students per age group. The combination
of a prepare d environment, self-directed work and a n expectation of students to practice grace and
courtesy in their interactions with each other allow for such class sizes. To facilitate this ideal
learning environment, teaching assistants also will be hired. Teaching assistants typically do not
give lessons to students, but they help manage the classroom with the teacher. SMCS anticipates
hiring one full-time teaching assistant for each elementary class.
In addition to teachers, SMCS will employ up to two administrative personnel to oversee
operations of the school. Along with a Head of School, SMCS will hire an Administrative
Assistant. Depending on the needs of the school as it grows, SMCS may also hire additional support
staff and teachers.
Please see the budget section for information relating to staff benefits.
TABLE: SMCS Proposed Personnel
Position
Head of School*
Administrative Assistant*
Total Administrative Staff
*Pay shared by tuition
from private preschool and
public funding from charter
school.
Lead Toddler (tuition funded)
Lead Teacher* (primary)
Lead Teacher (grades 1-3)
SMCS Application
Year 1
Year 2
1
.5
Year 3
Year4
1
.5
1
.5
1.5
Year5
1
1
.5
.5
1.5
1.5
1.5
1.5
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
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Total Lead Teachers
Teaching Assistant (toddler,
tuition funded)
Teaching Assistant* (primary)
Teaching Assistant (grades 1-3)
Total Teaching Assistants
SPED teacher/coordinator
Instructional Specials (to be
hired when volunteers are not
available)
1
5
1
5
1
5
.5
.5
.5
1
1
.5
0
3
.5
.1
1
1
1
.5
3.5
.5
.1
1
1
1
.5
4
.5
.1
1
5
1
5
.5
.5
1
1
1
1
4.5
.5
.1
1
1
1
1
4.5
.5
.1
Employment Policies and Practices
Job Descriptions and Qualifications
Head of School – Job Description
The Head of School is responsible for and accountable to the Board for all aspects of the
school’s operations, including enrollment, education programs, community relations, fiscal
management, personnel management and property management. These responsibilities should be
administered in a manner consistent with Montessori philosophy and in the best interest of the
school. The Head of School will delegate responsibilities, provide appropriate leadership, and
work with the Board, staff, parents, and community to effectively achieve the school’s goals. The
Head of School shall demonstrate knowledge of the Montessori philosophy and a full working
knowledge of educational and administrative responsibilities required for the position. For a
detailed Head of School job description, please See Attachment 8. Upon charter approval in
October, the interim board will immediately begin the hiring process for Head of School and plans
to have hired no later than February of 2015.
Head of School – Qualifications
 Master’s Degree in Education and/or Management related field preferred
 Principal license preferred
 Director Qualified designation according to the Colorado Department of Human
 Business management
Experience preferred but not required
 Thorough understanding of Montessori philosophy
 Adequate administrative experience in an early childhood, elementary and middle school
education environments
 Effective communication and delegation skills
 Demonstrated knowledge of State Content Standards
 Colorado first aid and CPR training certification
 The Head of School need not be Montessori certified
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Teacher – Job Description
Montessori teachers provide a warm, nurturing and safe environment where self-direction
is enhanced, independence encouraged and individuality respected. Teachers will meet the
academic, emotional, physical, intellectual and social needs of both the individual and the group in
classroom environment, management and professionalism. Teachers report to the Head of School.
See Attachment 9 for a detailed job description of this position.
Teacher – Qualifications
 B.A/B.S. degree or higher
 Sufficient Montessori education and training from a Montessori Accreditation Committee
for Teacher Education (MACT E) approved program (AMS, AMI, NCME, etc.)
appropriate to the age level being taught or willing to complete training
 Ability to interact with children at floor level (except Secondary)
 Director Qualified designation according to the Colorado Department of Human Services
preferred for Lead Children's House teachers
Teaching Assistant – Job Description
Assistant teachers assist the lead teacher in providing a warm, nurturing and safe
environment where self-direction is enhanced, independence encouraged and individuality
respected. Assistant teachers meet the emotional, physical, intellectual and social needs of both the
individual and the group in the following areas: classroom environment, management and
professionalism. The assistant teacher reports to the lead teacher and will meet Title I funding
requirements with regard to license and certification standards. Assistant teachers will also
undergo Montessori training for classroom assistants if they have not already do ne so.
Administrative Assistant – Job Description
An administrative assistant will provide general administrative assistance to the Head of
School and consult, review and revise business operations as needed for the proper operation of the
School in the areas of administrative, financial, enrollment and clerical work. These tasks will be
procedural in nature. This position will require strict confidentiality to ensure the privacy of
families is respected.
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Initial Organizational Chart
SMCS Board of
Directors
Head of School
Administrative
Assistant
SMCS Application
Lead Teacher
(Toddler)
Lead
Teacher/CoTeacher
(Primary)
Lead Teacher
Elementary I
Lead Teacher
Elementary II
Lead Teacher
(Grades 7-8)
Assistant
Assistant
Assistant
Assistant
Assistant /year 3
Page 100
Recruitment, Selection Procedures and Evaluation of Key Staff
Head of School Recruitment
Following acceptance of this charter application, the Hiring and Evaluation Committee of
the SMCS Board will begin a search for a well-qualified Head of School. Given the broad scope of
authority envisioned for the Head of School (See HOS Job description Attachment 8), the
committee intends to attract candidates who are able to lead both the staff and the students in
creating a dynamic, high performing Montessori school. To achieve this, the committee will
advertise the position in such areas as the SMCS website, the District’s job board, local
newspapers, education journals, education job fairs and other national job posting services.
Avenues of recruiting for teachers may include, but are not limited to, posting services offered by
Montessori credentialing organizations, such as AMI, AMS , IMC and NAMTA, and advertising
in widely circulated Montessori publications. Similarly, job postings for all positions will be
published on the SMCS website, on the District’s posting service, at regional career fairs and in
local newspapers . SMCS will also advertise open positions at the Montessori Education Center of
the Rockies (MECR), located in Boulder, CO ,
Head of School Selection
The Hiring and Evaluation Committee will be responsible for reviewing all applications
received, and will undertake initial interviews with qualified candidates. An interview panel
consisting of Hiring and Evaluations Committee members, along with one or more Heads of
School from other public and private Montessori schools in Colorado, will interview potential
qualified candidates. If possible, the Committee will present at least two final candidates to the
Board, who will ultimately select the Head of School by a simple majority vote of the full Board.
The Board is expected to hold interviews with each of the final candidates prior to voting on the
Head of School position.
Head of School Evaluation
The Hiring and Evaluation Committee is responsible for undertaking and writing a yearly
performance report of the Head of School. The elements of this report shall be formulated by the
Hiring and Evaluation Committee upon its formation. This yearly performance report shall be
presented to the full Board prior to its annual review of the Head of School. In instances where the
Head of School’s performance is found to be below expectations but the Committee is
recommending that the Board retain the Head of School, the Committee will create a remediation
plan and will make recommendations for further action to the Board.
Staff Recruitment
Upon hiring, the Head of School will begin recruiting lead teachers, teaching assistants and
an administrative assistant. Avenues of recruiting for teachers may include, but are not limited to,
posting services offered by Montessori credentialing organizations, such as AMI, AMS, IMC and
NAMTA, and advertising in widely circulated Montessori publications. Similarly, job postings for
all positions will be published on the SMCS website, on the District’s posting service, at regional
career fairs and in local newspapers. SMCS will also advertise open positions at the Montessori
Education Center of the Rockies (MECR), located in Boulder, CO , and will use their teacher
training services and workshops, as appropriate, to enhance teacher qualifications.
Staff Selection
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SMCS will select its personnel directly without prior authorization from the District. SMCS
will comply with all federal and state rules and regulations regarding employment. These include,
but are not limited to, appropriate recruitment of applicants and the use of background and
criminal checks, and will be followed unless a specific waiver from the State Board of Education is
obtained. The Head of School for SMCS may terminate the employment of any employee so long
as such termination is not for unlawful reasons. All employees of SMCS are considered “at-will”
employees.
Before being offered positions at SMCS, all teachers will be interviewed at least once by
the Head of School. Starting in year two, applicants will be observed interacting with students
whenever logistically possible. Because the selection of the first group of teachers is so critical to
SMCS’s success in its beginning years, the Hiring and Evaluation Committee will assist the Head
of School in conducting additional interviews for the first round of applicants. All hiring decisions
will be recommended by the Head of School to the Board and approved or denied based on a
simple majority vote of the full Board.
Staff Evaluations
The Head of School may use a range of formal and informal evaluations to measure teacher
and staff performance, including on-going programs of self-evaluation for all teachers. These selfevaluations may consist of a statement that describes what the teacher accomplished since his or
her last self-evaluation and what he or she plans to accomplish in the next few months. Staff
members review their self-evaluation form with the Head of School, who attempts to coach those
who haven't met their goals with suggestions as to how they might improve and continue their
professional development. All teachers and staff will undergo a formal written evaluation by the
Head of School at least once per academic year. All teachers and staff will also receive regular
informal feedback from the Head of School and from their colleagues. Teachers who do not meet
expectations as written in the staff handbook and do not follow the goals of their improvement
plan may be subject to re-assignment or termination.
Employment Policies
Terms and Conditions of Employment
All employees of SMCS will be at-will employees. “At-will” is defined as: The school does
not offer tenured or guaranteed employment for any period of time, to any employee without an
employment contract or written direction from the Head of School and/or Board. Either school or
employee can terminate the employment relationship at any time, with or without cause or with or
without notice. However, both parties must utilize good faith effort to correct performance. The
terms and conditions for employment at SMCS will be reviewed with all employees in detail
during the interview process.
Equal Opportunity Employer
SMCS will not discriminate against any employee on the basis of race, creed, color,
gender, national origin, religion, ancestry, age, sexual orientation or disability in the recruitment,
selection, training, utilization or termination of employees or any other employment-related
activities.
Employee Welfare and Safety
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SMCS shall comply with all District policies, state, and federal laws concerning employee
welfare, safety, and health issues. These include, but are not limited to, the requirement of federal
law for a drug-free workplace.
Employee Records
SMCS shall comply with all District policies and regulations, state and federal laws
concerning the maintenance and disclosure of all employee records.
Staff Retention
SMCS will develop its own policies, in full compliance with federal and state law,
regarding the recruitment, evaluation, promotion, discipline and termination of personnel as well
as complaint and grievance procedures. SMCS does not have the authority to change the “at-will”
nature of employment status for any employee.
Staff Compensation
The Head of School of SMCS, in consultation with the Board of Directors, will develop a
salary schedule for the school. This salary schedule will be based on, but not limited to, the salary
schedule of Salida School District, the salary schedule of leading private Montessori schools in the
region, the salary schedule of other charter Montessori schools in the state and best practices in
salary schedules among national charter schools. Administrative and staff salaries will be set at the
discretion of the Head of School. The salary of the Head of School will be set by the Board of
Directors.
Compliance with No Child Left Behind
SMCS understands the requirement that all teachers be “Highly Qualified” as defined by
the No Child Left Behind standards. SMCS will comply with this requirement in all aspects of
hiring and staff selection.
Teacher Certification
As a public charter school, SMCS will request a waiver from hiring exclusively licensed
instructional staff.
Grievance Policy
The purpose of this policy is to provide SMCS employees an orderly process for the
prompt and equitable resolution of complaints.
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Section Nine - SMCS Governance and Operations
Organizational History
Organizational meetings and other planning efforts began in spring of 2013. A core group of
interested parents, educators and other community members saw a need for a public, Montessori
option within our District. All of these parents are committed to a Montessori education for their
children and began attending monthly meetings. Upon further research, the charter option was
determined as the best choice for offering this method to all children in the community. Monthly meetings
quickly turned into weekly meetings to accomplish the lengthy task of writing the charter application. This
group includes a steering committee, now the Interim Board, whose members have business,
education, legal and nonprofit management experience. These members were primarily selfselecting, but approved by the larger group to serve as Interim Board members.
The Board has stewardship of the planning process and coordinates the work of other
committees responsible for curriculum and program development, legal and financial matters,
operational issues, marketing initiatives, and outreach programs.
From the start, the steering committee has been in conversations with representatives of the
District, the Colorado League of Charter Schools, public Montessori schools around the state, and
other local charter schools. The SMCS Interim Board filed its Articles of Incorporation with the
State of Colorado (Attachment 10) and approved its Bylaws (Attachment 11) and its Conflict of
Interest policy (Attachment 12). The SMCS Board has written the charter application for the
school.
Once the charter is approved the Interim Board will have the responsibility for getting the
school up and running, with the entire myriad of tasks that entails as outlined below. Sometime
during the first year of operation the board will transition into the Initial Board, wherein the focus
will be much more on developing and maintaining good governance, short, medium and long term
planning and ensuring excellence in education.
Recognizing the importance of continuity among its leadership, Board member overlap is
built into the system as SMCS moves from an Interim Board, to an Initial Board after the approval
of its Charter, and finally into the first election and nomination of Board members. Article IV,
Sections 2(E) and (F) of the Bylaws detail how this transition will take place.
Governing Body - Organizational Structure
SMCS will operate under the auspices of a governing Board called the SMCS Board of
Directors (SMCS Board). The SMCS Board will abide by the District policies and state and federal
laws, rules and regulations, unless specifically waived. The SMCS Board will be autonomous from
the District Board of Education, as will be defined in the contract.
The SMCS Board will operate as a policy setting Board in accordance with the SMCS
Bylaws. The responsibility of the day-to-day operation of the school will be delegated to the Head
of School and the staff. The SMCS Board has or will:
1. Determine the school’s mission and purpose.
2. Determine all school policies in accordance with the school’s mission, goals and educational
program.
3. Select and evaluate the Head of School.
4. Provide proper financial oversight and assist in developing the annual budget.
5. Ensure adequate resources are provided for the organization to fulfill its mission.
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6. Ensure legal and ethical integrity and maintain accountability.
7. Be responsible for final accountability for the school’s academic success, organizational
viability and faithfulness to the terms of the contract.
8. Recruit and orient new Board members and assess Board performance
Upon approval of this charter application, the SMCS Interim Board will begin a search for a
Head of School. The Interim Board plans to select and hire a Head of School as soon as possible
after our charter is approved. At that time, the Board will undertake an extensive and
comprehensive briefing for the Head of School on activities to date, including, but not limited to, a
review of legal documents created and filed by the Board, Board governance and structure, a
review of the charter application, a detailed explanation of Board duties and Head of School
responsibilities, and the contract negotiated between SMCS and the District. It is likely that the
Board and Head of School will undertake a strategic planning session that will cover short-term
and long-term goals and objectives for the school.
Number of Board Members, How Selected and Term Lengths
As adopted by the SMCS Interim Board, the Bylaws state that there shall be between five
and nine Directors. Of these Directors, three will be Parent Elected Directors who are elected by
SMCS parents. The Parent Elected Directors will serve two year terms, with two positions elected
during even-numbered years, and one position up for election in odd-numbered years. Parent
Elected Directors will be elected in May of each school year; the elections will coincide with a
school-wide events to increase voter turn- out. The remaining Directors will be Board Appointed
Directors who are nominated to the SMCS Board by the Nominations Committee, and appointed
by a simple majority vote of a quorum of the SMCS Board. Nominees to the SMCS Board will be
appointed to Director positions during the May meeting of the SMCS Board. Board Appointed
Directors may be parents of SMCS students, however, an emphasis will be placed on finding
community and business leaders to serve on the SMCS Board. The Board Appointed Directors will
also serve two year terms.
Appointed Directors will be subject to term limits.
There will also be two non-voting member positions on the SMCS Board. The Head of
School and a teacher representative will attend all SMCS Board meetings in advisory capacities
only. The teacher representative will be elected by a majority vote of the full-time teachers at the
school. Teacher representatives will serve one year terms without term limits.
SMCS is mindful that effective school governance requires competence in a broad range of
areas. Nine areas have been identified as especially important skills to have on the SMCS Board,
and the Board will actively seek out individuals who can fill these roles. These include:
1. Facilities management
2. Budget management and finance
3. Personnel management
4. Fundraising
5. Marketing and public relations
6. Information technology
7. Community relations and multicultural competence
8. Statutory and regulatory compliance
9. Montessori educational background
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Board Trainings and Evaluations
Steering Committee members have completed a Board training workshop. For the first year of
operation, the Colorado League of Charter Schools provides grant funding for additional Board
training. Per League guidelines, we will apply for this grant when the charter is approved. Through
this training, we will choose an annual self evaluation tool. Trainings will occur once per year
through retreats, with existing Board members training new members. Outside training will be
pursued as evaluations show the need.
Board Meetings
The Board will meet at least once a month when school is in session, and will hold a
minimum of ten meetings in a calendar year. A quorum will be a majority of the Directors in office
at the time of any meeting, and a vote of the simple majority of Directors of the SMCS Board will
be an official decision for any binding Board action.
Special Meetings
Special meetings of the Board may be held whenever called by the President or by two of
the Directors, and will take place within Salida School District. Notice of such a meeting shall be
given personally, or mailed to each Director at least three (3) days before the day on which the
meeting is to be held. Notices for special meetings shall be published at least 24 hours in advance
of the meeting, the notice will state the time, place and purpose of the meeting in accordance with
Colorado’s open meetings law. The notice will be posted on the SMCS website and in the
administrative offices of the school.
Board Member Agreement
The Steering Committee has adopted an initial Board Member Agreement, please see
Attachment 15. Members will sign upon charter approval and transition to the functioning Board.
Commitment to Nondiscrimination
SMCS s hall comply with all applicable federal, state, and local laws, rules and regulations,
including, without limitation, those provisions prohibiting discrimination on the basis of disability,
age, race, creed, color, gender, national origin, religion, ancestry or sexual orientation.
Open Meetings Law
SMCS acknowledges and agrees that it is subject to the provisions of the Colorado Open
Meetings Law, C.R.S., §§ 24-6-401 et seq., and that it will comply with the provisions of such law
in connection with all of its activities.
Open Records Laws
SMCS acknowledges and agrees that it is subject to the Colorado Open Records Act and
FERPA, and it will comply with the provisions of those laws as appropriate.
Board Officers
The Officers of SMCS shall be the President, the Vice President, each of which shall be a
member of the SMCS Board of Directors, and a Secretary and a Treasurer, each of which may or
may not be a member of the SMCS Board. The Officers shall be chosen annually at the first
meeting following the appointment and election of new Board members in the spring. The powers
and duties of each Officer are outlined below:
President: The President will act as the Chair of the Board and will preside over all
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meetings of the full Board, unless otherwise specified. The President will prepare and distribute
meeting agendas and will ensure that all orders and resolutions of the Board are carried out. The
President will act as the official representative of the Board to the general public.
Vice President: The Vice-President shall act for the President in the event the President is
unable to act or if the President is absent. The Vice-President will attend all Board meetings and
will serve as general advisor to the President.
Secretary: The Secretary will keep the minutes of the Board, distribute meeting
minutes to all Board members and make copies of the minutes available to the public.
Treasurer: The Treasurer will maintain general supervision of the financial affairs of
SMCS, and will ensure that financial records are complete and accurate. The Treasurer will
present monthly financial statements, with detailed lists of all expenditures, to the Board.
Standing Committees
The Board may by resolution adopted by a majority of the Directors in office, establish
standing committees. The Board may also establish other committees, as it may from time to time
deem necessary. Each committee shall consist of one or more Directors. Non-Directors may also
be permitted to sit on committees and vote. Such committees shall have and exercise only the
power and authority specifically prescribed and granted by the Board of Directors in the resolutions
establishing them. Committees may only make recommendations to the Board of Directors.
The following committees will be standing committees of the Board and will operate on an
advisory basis:
1. School Advisory Council: As required in C.R.S., §§ 22-7-106 and 107, and outlined in
the SMCS and District policies, this committee will: 1) adopt school goals and
objectives for the improvement of education in the school; 2) adopt a plan to improve
education achievement, reduce the gaps in performance of groups within the school,
increase the ratings on the state accountability report, and assure the school’s
accreditation status; 3) make recommendations to the Head of School regarding the
prioritization of expenditures of school monies; 4) determine whether decisions
affecting the educational process are advancing or impeding student achievement; 5)
report to students, parents, the SMCS Board, and the SSD Board of Education, on the
educational performance of the school and providing data for the appraisal of such
performance; 6) make recommendations to the Head of School on the expenditure of all
school grants; and 7) make recommendations to the Head of School on safety issues
related to the school environment.
2. Nominations Committee: This committee will establish a nomination process for
nominees to Board Appointed Director positions. The committee will set criteria for
Board Appointed Director positions, and identify and evaluate candidates for these
positions. Candidates selected by the Nominations Committee will be presented to the
Board, who will elect Directors by a simple majority vote of the sitting members of the
Board.
3. Hiring and Evaluation Committee: This committee will be made up of at least 3 SMCS
Board members who will draft a job description for the Head of School, and be
responsible for recruiting and recommending candidates for this position to the Board.
Final approval of the job description, and selection and hiring of the final candidate will
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be by a simple majority vote of the full Board. The Hiring and Evaluation Committee will
perform a yearly performance report of the Head of School to present to the full Board
prior to the Board’s annual review of the Head of School. When the Head of School’s
performance is found to be below expectations but the Committee is recommending that
the Board retain the Head of School, this Committee will make remediation
recommendation suggestions and submit them for further action to the Board. This
committee will also be responsible for creating staff and parent satisfaction surveys.
4. Budget and Financial Oversight Committee: This committee will develop and submit
an annual balanced budget and an annual report, which includes audited financial
statements, to the Board. The committee will also advise the Board on other financial
matters and business operations of SMCS.
5. Curriculum Committee: This committee will ensure that an authentic Montessori
curriculum is maintained by SMCS. SMCS will seek to align with one of the three
Montessori authorities, the Association Montessori Internationale (AMI), The
International Montessori Council (IMC) or the American Montessori Society (AMS).
In addition to ensuring the authenticity of the Montessori curriculum, the Curriculum
Committee will advise the Board on other essential elements of a comprehensive
Montessori program. This committee will also handle any discipline policy issues and
advise the Head of School as appropriate in the process.
Grievance Process
The Grievance Process provides a means by which conflicts can be resolved. Parents,
students or teachers may initiate this process. The procedure for filing concerns is as follows:
1. The parties will make every attempt to communicate the concern directly to the teacher,
the Head of School, or the parent(s) for resolution. An appointment should be set up
where the concern can be expressed in private. Care should be taken to express
concerns calmly and respectfully so that an environment conducive to resolution can
exist.
2. If the parties are unable to come to a resolution, they may file their concern, in writing,
with the Head of School.
3. In cases where the concern has been addressed with the Head of School, and any party
remains dissatisfied with the decisions made to resolve the conflict at this level, that
party may take their concerns to the Board of Directors.
4. The Board may hear arguments from the parties, review prior decisions and evidence, and
make such inquiry as it deems necessary. The Board will make a timely and final
decision on the matter.
Parent and Community Involvement
Parent Involvement
As described previously, efforts to start a public charter Montessori school in Salida
School District from the beginning have been led by a dedicated group of parents and educators in
the area. As SMCS becomes a reality, opportunities for parent involvement are expected to remain
high, and SMCS will rely on a dedicated group of parents to ensure a successful school.
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Along with opportunities for parents to be elected to and serve on the SMCS Board, the
formation of a Parent Teacher Organization (PTO) will be encouraged. The PTO will take on small
fundraising activities for the school, as well as planning school events. Any parent willing to be a
part of the PTO will be welcome and its formation in the first year of operation will be facilitated
by the Head of School or by his/her designee.
While SMCS will not require parents to donate a specific number of volunteer hours per
year, there will be many opportunities available for parents to volunteer. The Head of School will
recruit one or two parents to act as Volunteer Coordinators who can then organize the activities of
other interested parents. The Volunteer Coordinators will also be responsible for drafting and
administering a “time and talent” survey of SMCS parents to best tap potential skills of parents at
the school. Volunteering at SMCS will be highly encouraged. Volunteer opportunities will include:
 Organizing and participating in a carpool for transportation to and from school
 Undergo Montessori training to assist teachers in Montessori classrooms
 May be certified through SSD to substitute teach in SMCS classrooms
 Lunch time monitors who have been trained in the Peace Curriculum
 Grant writing and fundraising events
 Community outreach
 Facility maintenance and grounds upkeep
 Office assistance (filing, typing and other tasks that are non-confidential in nature)
 Library assistance
 School community-building events
 Other duties to be determined
Ongoing Relationship with the Salida School District
SMCS proposes and hopes to have a mutually respectful and beneficial relationship with
the District. We anticipate that the school’s charter contract will address a process for resolving
any issues that arise and provide a mechanism for addressing new areas which require SMCS and
SSD to work together.
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Section Ten – Financial Data, Facilities and Transportation
Budget Overview
SMCS recognizes that charter school finances can be challenging and require that policies
and practices be conservatively planned, implemented and reviewed. Therefore, the budget has
been developed with conservative revenue expectations and the goal of limiting costs wherever
possible. Our year-zero through year-five budget can be found in Attachment 13.
SMCS will meet district requirements throughout the year as determined after the charter
approval. The school will meet all requirements of the Financial Transparency Act, publishing
financial information on the school’s website. The budget will be finalized each year by the
January 31st CDE chart of accounts budget submission deadline.
Revenue Sources
SMCS has planned a conservative budget for its first year of operation using four
significant funding sources:
1. Per Pupil Revenue is the primary source of funding for SMCS. This is in accordance
with the School Finance Act and applicable state statutes. (C.R.S. § 22-30.5-112) Revenue
calculations assume 96.25% of Per Pupil Revenue and an annual increase equivalent to an
estimated 2.5% per year rate of inflation. This percentage is below the average of the increases of
the past two years of over 3% cited on the CDE website for the SSD. The 2012-13 increase was
$267/student, 2013-14 increase was $340/student.
Revenues associated with public, chartered students will be used solely for those programs
and shall not be used for the toddler, pre-K programs or ½ day Kindergarten. However, any excess
funds from the pre-K program may be transferred to the SCMS general account to be used as
needed.
2. SMCS also expects to receive a start-up grant from Colorado Department of Education, a
Charter School Capital Construction grant from the Colorado Department of Education, as well as
a start-up and operating grant from the Daniel’s Fund. We believe we can open even without some
of this grant funding by increasing fundraising, using our planned reserve surplus and reducing
expenses, such as purchasing used supplies and reducing teacher salaries. Title 1 funding
assumptions are based on numbers provided by District administration. This number is subject to
change based on charter negotiations.
3. Tuition received for the Toddler Program and Children’s House (Pre-K and ½ day
Kindergarten) will be another revenue source for SMCS. Tuition rates for this program are shown
in Attachment 13. In keeping with Montessori best practices, we will encourage Kindergarteners to
attend full days. If some Kindergarten families are unable to pay for the ½ day tuition or choose
not to attend full day for other reasons, we will apply for grants and/or offer the remaining half-day
spots to Pre-K students. In our community, demand exceeds supply for preschool programs.
4. The SMCS board will be responsible for additional revenues through fundraising. This
will be achieved through a combination of events and asking individuals and businesses within our
community and beyond for private donations in the amount of $50,025 for the first year. The
fundraising goals in years 2 – 5 increase along with student numbers and are shown in the budget.
The board feels these amounts are achievable. The cultural practice of families voluntarily
donating to a small school has been established in our community by a public, non-charter middle
school, where nearly all families donate $696/year. Assuming a 90% participation rate (lower than
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theirs), we would raise more than $40,000 this way. St. Vrain Community Montessori School also
indicated they have been effective at raising funds this way. If additional funds are generated
through grants or fundraising, they will be used to relieve budget pressures.
Staffing Expense
Administrator and staff salaries will be competitive with market rates based on skills and
experience. We anticipate hiring an administrator with strong business management skills.
The Elementary classes (grades 1-3 and grades 4-6) and Secondary class (grade 7-8)
generally consist of one lead teacher and one assistant teacher in a Montessori classroom.
Although the legal teacher/student ratio of 1:30 is acceptable, the Montessori preference is a ratio
of no more than 1:15. SMCS plans to open with 1 full-time lead teacher and 1 full-time assistant
teacher for Elementary I (grades 1-3), 1 full-time lead teacher and 1 part-time assistant teacher for
Elementary II and 1 full-time teacher for Secondary (grades 7-8). By year five, this will grow to 1
full-time lead teacher and 1 full-time assistant teacher for Elementary I (grades 1-3), Elementary II
(grades 4-6) and Secondary (grades 7-8).
SMCS intends to hire a special education certified teacher to coordinate our needs. We
assume that ICEA and EDEA funds for Special Education services will flow through the Mountain
BOCES and there would be no direct cost to the school. The budget shows these revenues and
expenses under grants. Purchased services for Special Education expenses are shown in the general
fund. Our research shows that charter schools typically have 5-8% of students with special needs.
We have budgeted for 15% to be conservative and ensure we can meet their needs. Please see the
section of Serving Students with Special Needs for details.
SMCS and the tuition based Children’s House (grades toddler-Kindergarten) plans to open
with 2 full-time lead teachers, 1part-time assistant teacher, 1 full-time assistant teacher. No public
funds will be used for private students. The budget reflects the separation of the private preschool
and the public, charter school.
In the first several years of operation, the school will have assistant teachers perform
substitute teaching responsibilities as necessary. However, the budget does allow for a substitute
teacher to cover some portion of teacher days off.
Full-time teacher salaries will average $42,000, competitive with the District with
reasonable variance based on skills and experience. Average annual increases are estimated at 2%.
Skills that are expected to command a higher salary include ELL training and Special Education
certification.
SMCS plans to offer supplemental curricula in art, music, physical education and Spanish.
Community volunteers will be used for these subjects whenever possible, however, we are
budgeting $25/hour for these additional instructors. This allows for $100/week for 35 weeks, or
$3500 for instructors and some supplies. If full-time staff are qualified to teach any of these
classes, we will use the remaining funding to purchase more supplies.
SMCS intends to fully contribute to the Public Employee’s Retirement Association
(PERA). The budget assumes a contribution rate of 18.75% per salary dollar of all full-time
employees.
Health Insurance will be made available for full-time employees only. Employees will pay
50% of the premium. Dental insurance will be made available, but employees will pay 100% of the
premium.
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Materials Expense
The budget reflects the start-up costs for the specialized materials required in a Montessori
classroom. These costs are higher than other types of schools, however, we are fortunate to have
been offered some of our core elementary materials at a reduced price. If enrollment exceeds our
conservative expectations, we will add to these core materials to ensure that our classrooms have
the appropriate amount of materials for the students. In all cases, materials will be cross-referenced
vs. the curriculum to make sure there are no gaps created by this approach. Each classroom will
have multiple computer stations accessible to the students. Devices required for standardized
testing at each grade level will also be provided. This expense is shown in the budget in the grants
section under capital expenses.
Facilities Expense
$389 per student of PPR will be allocated into the Operating Reserve. This reserve will be
applied towards the facility lease and capital improvements as permitted by C.R.S. §22-45-103
Total facility costs assume that 75 square feet are required per student and that the highest
reasonable rent the school might pay is $14 per square foot per year. This is based on Montessori
best practices, (NAMTA School Startup template) and on discussions with other Montessori
schools.
Services Purchased from the District
With the addition of a charter school in our community, SMCS intends to keep as much of
these additional funds that will become available for education in our community IN our
community. Whenever possible, we will approach the District for purchased services. The
District may not have the capacity for all services required. In these cases, it will remain a priority
to keep money local whenever possible by hiring from within our professional community for
services.
At this time, SMCS would like to propose purchasing Student Management Software, Food
Service and Transportation for field trips from the District. SMCS intends to approach the district
about a sack lunch option and anticipates no financial gain or loss from this service. Therefore, a
food service line item is shown in the budget at $0.
SMCS is also considering purchasing employee health insurance and/or benefits package
through the district. During the annual budgeting process, SMCS will compare costs of services
from the District to other options and will make decisions each year based on these comparisons
and district input.
Insurance Coverage
SCMS will purchase Directors & Officers Insurance (includes Employment Practices
Liability), General Liability Insurance ($1,000,000 per occurrence), Professional Liability
Insurance, Property Insurance, Student Accident Insurance, Worker’s Compensation Insurance,
and an Umbrella Insurance policy. We are currently looking into providers and would like to
explore the option of joining under district policies if possible.
Financial Policies
The SMCS Board of Directors will have the responsibility for setting and refining financial
policies. The Board will develop a more detailed Financial Policies and Procedures Plan prior to
opening the school. However, these policies will include at a minimum:
1. Checks over $50 must have two signatures
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2. Purchase orders must have two signatures
3. The administrative assistant or head of school will be responsible for disbursing petty cash.
4. All checks and money orders must have documentation supporting the services provided or an
invoice or other documentation showing the amount and purpose of the expense.
Independent Audit; Plan for Fiscal Accountability
The school will retain 3% of total revenue as mandated by TABOR.
SMCS has hired an accountant, Bart A. Skidmore, CPA, MBA, who specializes in charter
school finance to prepare our proposed budget and will retain his services upon the charter being
accepted. Bart is qualified to prepare the separation of private and public programs that exist
under one school name ensuring that no public funds are used for the private portion of SMCS.
SMCS anticipates hiring an experienced independent auditing company to conduct an
annual external audit at the end of the fiscal year. The results of the audit will be shared with the
District and be made part of the public record.
The SMCS board will be responsible for overseeing the school’s finances. To fulfill this
responsibility, the Board will have a Finance Committee and seek to either have an accountant
serving as Treasurer of the Board or to hire a professional accountant to assist in maintaining
financial records for public record.
The SMCS Board Treasurer will be responsible for ensuring school financial records are
accurate and complete, and will provide monthly financial reports to the SMCS Board.
Facilities
Target Location
The school will be located in Salida, in location to be determined based on a variety of
factors. The school will likely be within the “triangle” formed by the following highways: US
Highway 50 to the south, CO Highway 291 to the north and CO Highway 285 to the west. The
final location will be chosen balancing the following objectives:
 Acreage of available property – on-campus space for gardens, trees, and outdoor
learning areas are desired
 Proximity to parks and fields for outdoor physical activities
 Proximity to transportation routes, with an emphasis for safe walking and bicycling
routes as well as distance to nearest Salida School District bus routes.
Facility Needs Assessment
It is expected that for the first two years the school will be housed in an existing leased
space while launching a facility funding campaign through grant funding opportunities available
only to charter schools and partnerships within the community. This will include the following
tasks: securing facility funding, choosing a suitable location for the school, and
designing/constructing a facility. The Colorado League of Charter Schools recommends 75-100
square feet/child in the school (this includes non-classroom space such as hallways, offices,
bathrooms, cafeteria etc.). In year 1, enrollment of 87 children will need between 6,525 and 8,700
square feet. With a full enrollment of 110 students, a space of between 8,250 and 11,000 square
feet will be needed by year 4. SMCS plans to lease a facility that would meet the square footage
for the full enrollment from the start. This will ensure that even if a facility cannot be purchased,
the school will have a suitable facility to fit its needs without the added costs of moving.
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Sample space for year 1 (includes pre-K program space)
Space name
Size (sq. ft.)
Number
Toddler classroom
860
1
Children’s House classroom
1306
1
Lower Elementary classroom
1286
1
Upper Elementary classroom
1048
1
Secondary classroom
270
1
Common Space
110
Individual restrooms
100 ea. 400 total
4
Reception/lobby
150
1
Office
100
1
Supply room
150
1
Kitchen
120
1
Subtotal
5800
13
Circulation .2 of subtotal
1160
Total Space Required
6960
12
Space for art, music, computers and library will be available in each classroom. Therefore,
SMCS has not set aside a separate room for these activities.
Facility Funding
Funds for a facility are assumed to be 75 sq/ft/child at $14sq/ft. For 110 students, this will
amount to $115,500 by year 4. This rate is assumed to be inclusive of major maintenance, utilities,
and taxes. SMCS children, faculty and parents will provide all light maintenance (minor repairs,
painting, etc.) as well as custodial, grounds maintenance, and snow removal. SMCS has made
preliminary contact with federal, and private organizations in order to secure grants or guaranteed
loans for the purchase of land and construction of a new school facility. It is our goal that all
facilities expenses will make up less than 20% of our overall budget. If revenues do not meet our
expectation for year 1 & 2, we will consider a facility that has square footage to meet our
minimum needs.
Professional Assistance
SMCS has been in contact with two professional property brokers in the Salida area, Jeff
Post of First Colorado Land and Susan Dempsey-Hughes of Pinon Real Estate and will enter into a
contract with a broker when the charter school application is approved. A sub-committee of the
board of directors will work closely with our broker to identify potential real estate options for our
location. The team will also consult with an architectural firm specializing in school development
regarding space considerations to inform our search for potential facilities. An architectural firm
will be engaged to do space planning for the grant applications for new facility construction after
the charter is approved.
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Permits and Inspections
SMCS will submit facilities proposals to the Chaffee County Building Department to
ensure that the team is aware of any complications or conflicts with potential site locations and city
planning considerations, that buildings have appropriate occupancy, and that the SMCS team is
aware of any and all permits required for any improvements needed on a potential or selected
facility.
Facility Components:
Classrooms
 Classrooms for each of the grades share similar requirements and desires.
 Have at least 30 sq ft/child of child space or larger (Montessori Best Practices)
 Be of a shape such that the whole room is visible from one vantage point (required for
primary classes, desired for secondary classes)
 Have windows for natural light, overlooking natural spaces
 Have running water and bathrooms in the classroom (required for primary classes,
desired for secondary classes)
 Be located on the 1st floor
 Have immediate access to or be located as close as possible to the outdoor learning and
recreational facilities.
Office
We will require a “main office” space near the main entrance of the school. This space will
need to serve as a reception area for parents and families entering the school as well as housing a
desk for secretary/office staff. Additionally we will need space for an administrator who will
require small office space, ideally in the main office area.
Teacher Work Room
This room should be 150square feet or larger and have storage space and work counters or
space for work tables. It will also likely house the copy machine and laminating machines.
Bathrooms
The facility will need to meet occupancy requirements for the number of bathrooms
necessary. In-classroom bathrooms are HIGHLY preferable for primary classrooms; they are also
advantageous for elementary classrooms although considerably less essential.
Cafeteria/Auditorium
Students will need space to eat their lunch. We anticipate creating an alternative eating
space, whether a large atrium or wide hallway that is outfitted with booths or small tables for
children to sit at. This space would also serve as an auditorium for the school where P.E. can be
held when weather does not permit outdoor activities.
Library
A formal library is not required. There will be numerous books available for in school use,
and check-out for home use, however they will be distributed in bookshelves through-out the
classrooms in the school.
Kitchen
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SMCS will provide the minimum facilities for the serving of a daily “sack” lunch. Basic
kitchen equipment (3-compartment sink, microwave, refrigerator, cabinets for storage) will suffice
for this level of food-service.
Outdoor Recreation and Learning Areas:
Regular, frequent contact with natural environment is an important component of the
SMCS educational philosophy. The school campus should include outside space for learning and
recreational activities such as:
 Playground with climbing, swinging, and sliding equipment
 Sandbox and water tactile exploration equipment
 Trees and shrubs that provide shade and space delineation
 Areas of grass for games and as a location for outdoor class exercises
 Areas for agriculture including raised beds and a greenhouse for gardening and space
for raising animals such as chickens, rabbits and other small livestock
Parking/Drop-off
We anticipate the need for approximately 7 staff parking spaces during the day. We will
also require drop off and pick up parking for approximately 25 cars and space for cars to drive
through and pick up children. We will need space for a bus to pull up to the school.
Potential Facilities
Our team is interested in leasing a property for the first two years of the school with the
possibility a longer lease if funding for purchasing a facility are not acquired. We have considered
numerous properties available in the Salida area including office buildings, retail spaces,
residences, and small warehouses. A final selection will be made based on the following criteria:
 How well the facility can be adapted to meet the list of required and desired facility
components listed above
 Acreage of available property – on-campus space for gardens, trees, and outdoor
learning areas are desired
 Proximity to parks and fields for outdoor physical activities
 Proximity to transportation routes, with an emphasis for safe walking and bicycling
routes as well as distance to nearest Salida School District bus routes.
 Costs to lease, maintain and renovate.
The information provided demonstrates the viability of several sites, and we continue to
consider many other available options as well.
Current locations under consideration
In order to show evidence of facility availability in the Salida area the following options are
examples of what is currently available. A facility committee is actively researching additional
options as they come available. If the charter is approved in October, work will begin immediately
to secure a space for lease that can be ready for the opening of school the following August. The
site will need to be found and any necessary remodeling started by May of 2015 to ensure that the
facility will be ready for students.
Location A: This site is a 8800 square feet metal building on west Highway 50. This site is
currently zoned commercial with ample parking. The interior of the building would require some
remodeling. This would include building interior walls, adding 2 restrooms and installing a
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heating system that is more appropriate for a school. The exterior space would require some
fencing to create the outdoor play space.
Location B: This site is a 8000 square foot building on Highway 50. This site is currently
zoned commercial with ample parking. This building would require minimal remodel work. The
interior would need 2 more restrooms and the exterior would require a fenced in space for outdoor
play space.
Food Service
SMCS would like to explore the option of the Salida School District providing this service
for a fee. We would propose a sack lunch program that would not have a financial gain or loss to
SMCS. This option would require that our facilities include a refrigerator dedicated to food
service with a hand washing sink nearby. Danny Quinto, head chef of SSD Food Service Program
has offered to work with SMCS, once approved, to explore our options and help us comply with
any regulations.
Students eligible for the free or reduced lunch (FRL) would be able to receive a lunch at a
free or reduced price. Students who are not eligible for FRL will have the option to purchase a
lunch and will be required to pre-pay for this service. If we choose not to provide a lunch
program, we will address the needs of any students who require FRL and those students who might
forget their lunch by providing a healthy lunch as needed.
Transportation
SMCS intends to find a facility within a reasonable distance to town so that most students
will be able to walk or ride to school. Currently, we do not plan on providing transportation to and
from school. However, after informal discussion with Evelyn Parks, Head of Transportation for
the SSD, in which she encouraged us to provide this option and we may reconsider upon approval
of the charter. At that time she has offered to come up with a fee for this service and a
transportation plan. We also discussed a fee for using the SSD buses and drivers for field trips.
The District would receive $1.90 per mile and the drivers would be contracted separately at $12
per hour. Evelyn explained that when we use District contracted drivers we will be covered under
their insurance policy. We are also considering purchasing a bus for our exclusive use that SMCS
would be financially responsible for all costs of maintaining and operating. If this is the option
chosen, we would still like to discuss access to the district transportation maintenance staff for a
fee. This expense is included under “Field Trip” and is shown in the budget for Year 1 & 2 under
the CDE grant and under “Other Purchased/Contracted Services” for subsequent years.
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Section Eleven - Requested Waivers
Requested State Statute Waivers
Pursuant to the Charter Schools Act, the Salida Montessori Charter School (SMCS)
requests waivers of certain Colorado Revised Statues listed below. Each statute is identified and the
reason for each request given as well as a replacement plan. The waivers will enable the SMCS to
better meet its mission, goals and objectives, and implement its education program. Although a
replacement plan is identified with each waiver requested, additional replacement policies and
refinement of the noted plans will occur prior to the start of school operations.
The first sections addresses with waivers considered Automatically Granted if requested of
the State Board of Education.
C.R.S. § 22-9-106 Local Board of Education – DutiesAutomatic State Waiver
This statute establishes the duties and requirements of school districts regarding the
evaluation of certificated personnel, the district's reporting requirements to the state Board, and the
minimum information required in the district's written evaluation system.
Rationale: In order for the School to function according to its unique needs and design, the
Head of School and Board of Directors must develop and adopt their own system of evaluation.
Replacement Plan: SMCS will provide a yearly evaluation for all staff. Teachers will be
held accountable to the HOS. The evaluation system will be further developed and submitted to the
District prior to commencing school operations.
Duration of the Waivers: SMCS requests that the waiver be for the duration of its Charter.
Financial Impact: None to either the District or SMCS.
How the Impact of the Waivers will be evaluated: The impact will be measured by the
same performance criteria and assessments that apply to SMCS as set forth in this application.
Expected Outcome: With this waiver, SMCS will be able to implement its program and
evaluate its teachers in a manner that produces a greater accountability to the school. This will
benefit staff members as well as students and the community.
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C.R.S. § 22-32-109 (1)(f) Board of Education – Specific Duties
Automatic State Waiver
Requires the Board of Education to employ all personnel and fix their compensation.
Rationale: SMCS will be responsible for its own personnel matters, including employing its
own staff and establishing its own terms and conditions of employment, policies, rules, and
regulations. Therefore, SMCS requests that these statutory duties be waived or delegated from the
District Board of Education to the SMCS Board. The success of SMCS will depend in large part
upon its ability to select and employ its own staff and to train and direct that staff.
Replacement Plan: SMCS will be responsible for these matters rather than the District. A
teacher contract will be developed up by the SMCS Board.
How the Impact of the Waivers will be evaluated: The impact of the waivers will be
measured by the same performance criteria and assessments that apply to SMCS as set forth in this
application.
Expected Outcome: As a result of the waiver SMCS will select, employ and provide
professional development for its own teachers and staff, in accordance with the terms and
conditions set by the Charter School Act.
C.R .S. § 22-32-11 0(1)(h)
Makes Board of Education responsible for terminating personnel.
own staff and establishing its own terms and conditions of employment, policies, and rules and
District to the SMCS Board. The success of SMCS will depend in large part upon its ability to
select, employ and terminate its own personnel.
dismissal procedure will be drawn up by the SMCS Board prior to the start of operations.
Duration of the Waivers: SMCS requests that the waiver be for the duration of its Charter
Financial Impact: None on either the District or SMCS.
measured by the same performance criteria and assessments that apply to the SMCS as set forth in
this application.
Expected Outcome: As a result of the waiver, SMCS will employ staff in accordance with
the terms and conditions set by the Charter School Act.
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C.R.S. § 22-32-126 Principals - Employment and Authority—
"(1) The Board of education may employ, through written contract, public school principals
who shall hold supervisory administrative certificates and who shall supervise the operation and
management of the school and such property as the Board shall determine necessary. (2) The
principal shall assume the administrative responsibility and instructional leadership, under the
supervision of the superintendent and in accordance with the rules and regulations of the Board of
Education, for the planning, management, operation, and evaluation of the educational program of
the schools to which he is assigned. (3) The principal shall submit recommendations to the
superintendent regarding the appointment, assignment;promotion, transfer, and dismissal of all
personnel assigned to the school under his supervision. (4) The principal shall perform such other
duties as may be assigned by the superintendent pursuant to the rules and regulations of the Board
of Education."
Rationale: Pursuant to the Charter Schools Act, a charter school is responsible for its own
personnel matters. Charter schools have unique status and are expected to be experimental and
innovative in educational reform. SMCS must be able to look beyond the traditional supervisory
administrative certification in selecting its’administrator/principal.
Replacement Plan: SMCS will employ an administrator/principal who will report to the
school's Board of Directors. The administrator/principal does not have to hold a Principal’s License
to perform the listed duties.
measured by the established performance criteria as set forth in this application.
professional development for its own administrative staff, in accordance with the terms and
conditions set by the Charter School Act.
C.R.S. § 22-63-201
Prohibits Board from entering into an employment contract with a person who does not hold
a teacher’s certificate or letter of authorization.
C.R.S. § 22-63-402
This section prohibits the payment of school district funds to any teacher unless that teacher
holds a valid teacher's certificate, letter of authorization, or written authorization from the
Department of Education.
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Rationale: SMCS will be solely responsible for selecting, supervising, disciplining,
determining compensation for and terminating its' employees. Selection of personnel is subject to
compliance with all federal and state rules and regulations including regulations of "Highly
Qualified" staff as defined in NCLB.
Replacement Plan: SMCS may, where possible, hire certified teachers and principals.
However, it may be beneficial for SMCS be able to hire teachers without a certificate and who
possess unique background and/or skills or fill a need for the school. SMCS may require such
persons to obtain a certificate within a designated period of time.
How the Impact of the Waiver will be evaluated: The impact of these waivers will be
measured by the evaluation system set forth in this application.
Expected Outcome: As a result of these waivers, SMCS will be able to employ
professional staff possessing unique skills, and/or backgrounds, or filling needed positions.
C.R.S. § 22-63-202
Requires a written employment contract with teachers, including a damages provision.
Provides for temporary suspension of employment and cancellation of contract.
C.R.S. § 22-63-2 03
This section establishes specific requirements for the employment of probationary teachers
and the renewal or not, of their contracts.
C.R.S. § 22-63-403
Governs payment of salaries upon termination of employment of a teacher.
Rationale: SMCS should be granted the authority to develop its own employment terms and
conditions of employment. Given the at will nature of employees, SMCS should not be required to
give no n-probationary status and probationary periods to its teachers.
SMCS will be operating differently from other schools with a unique curriculum for which
having the proper teachers is esse ntial.
Replacement Plan: The contract between SMCS and the District will have staff to be
employed on a year-to-year basis as "at-will" employees. The SMCS Board will develop an
appropriate teacher's contract.
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measured by the performance criteria and assessments that apply to SMCS as set forth in the
application and the contract.
Expected Outcome: SMCS expects that as a result of these waivers, it will be able to
operate its educational program in a more efficient and productive manner and will be accountable
for the performance of its’ teachers and students.
C.R.S. § 22-63-206
Permits transfer of teachers between schools upon recomme ndation of the District’s chief
administrative officer.
Rationale: The Charter Schools Act allows a charter school to be responsible for its own
personnel matters. It is inco nsistent with this statute for the District to make transfers with/or for
SMCS .
Replacement Plan: SMCS will make staff assignments based on its needs and educational
goals. No staff will be assigned to positions for which they are not qualified.
Financial Impact: No ne on either the District or SMCS.
measured by the performance criteria and assessments that apply to SMCS as set forth in this
application.
Expected Outcome: SMCS expects that, as a result of this waiver, it will be able to manage
its own personnel affairs.
C.R.S. § 22-63-301
Provides grounds and procedures for dismissal of teachers.
C.R.S. § 22-63-3 02
This section describes the procedures for dismissal of a non-probationary teacher including
review by a hearing officer and judicial review in the Court of Appeals.
Rationale: The success of SMCS in accomplishing its mission is dependent primarily upon
the talents, skills and personal commitment of its teachers. SMCS must be able to terminate
employees who cannot deliver its educational program successfully.
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Replacement Plan: Continued employment in SMCS will be subject to an annual
satisfactory performance evaluation. This policy and procedure will be established by the SMCS
Board. Teachers who are rated unsuccessful may be terminated by SMCS.
measured by the performance criteria and assessments that apply to SMCS as set forth in the
application.
Expected Outcome: As a result of these waivers, SMCS will be able to terminate teachers
who are not able to provide instruction in accordance with the philosophy and mission of the
school.
C.R.S. § 22-63-401
This section requires school districts to adopt a salary schedule, which shall apply to all
teachers i n the district and sets forth the requirements for modifications to the schedule.
Rationale: The employees of SMCS will not be employees of the District. Thus , section
22-63-401 does not apply and is in contrast to the independent fiscal responsibility stated in the
Charter School Act.
Replacement Plan: SMCS has established its own salary and payment obligations based on
its educational goals.
measured by the performance criteria and assessments that apply to SMCS as set forth in this
application.
Expected Outcome: As a result of this waiver, SMCS will be able to attract qualified
personnel and provide instruction in accordance with the philosophy and mission of the school.
Additional State Waivers Requested
C.R.S. § 22-32-109 (1 )(b) Board of Education – Specific Duties
Grants Board of Education authority to a dopt policies and prescribe
rules and regulations for efficient administration of the District.
Rationale: SMCS will operate independently from other schools i n the District and should
be delegated the authority to develop, adopt and implement its own operational policies, rules and
regulations, subject to the limitations in the Charter School Act.
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Replacement Plan: The SMCS Board will adopt policies and the principal will prescribe
rules and regulations for operation of the school.
Financial Impact: None on the budget of either the District or SMCS.
measured by the same performance criteria and assessments that apply to SMCS as set forth in the
application.
Expected Outcome: SMCS expects that, as a result of these waivers, it will be able to carry
out its educational program, administer its affairs in an efficient manner, and accomplish its
mission as set forth in the application.
C.R.S. § 22-32-109(1)(n)(1)
Board’s duty to prescribe length of school year and hours of teacher-pupil instruction and to
adopt a calendar.
Rationale: The school will prescribe the actual details of its own school calendar and hours
of teacher-pupil contact. The total number of student hours in school will equal or exceed those of
the District and comply with state requirements.
Replacement Plan: The final calendar and school day of SMCS will be designed after
approval of the Charter and hiring of the HOS.
Financial Impact: None on the budget of either the District or SMCS.
measured by the same performance criteria and assessments that apply to SMCS as set forth in the
application.
Expected Outcome: As a result of this waiver, SMCS will be able to operate with a longer
school year and under its own schedule, which is vital to the success of its program.
C.R .S. § 22 -32-109(1)(t)
Grants Board of Education authority to determine educational programs to be carried on i n s
chools of the district and to prescribe textbooks.
Rationale: SMCS requests the District grant the SMCS Board the authority to determine the
educational program and instructional materials to be used in the school. SMCS will choose the
instructional materials that will be used and the procedure for making them available to its students.
Replacement Plan: The educational program that SMCS will implement is an authentic
Montessori Method Curriculum.
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How the Impact of the Waiver will be evaluated: The impact of this waiver will be
measured by the performance criteria and assessments that apply to SMCS, as set forth in the
application.
Expected Outcome: SMCS expects that, as a result of this waiver, it will be able to
implement its curriculum and ensure that students meet the proposed standards.
C.R.S. § 22-32-110(1)(ee)
Authorizes Board of Education to employ teacher aides and no n-certified personnel.
regulations. Therefore, SMCS requests that these statutory duties be waived or delegated to the
SMCS Board. The success of SMCS will depend in large part upon its ability to select and employ
its own staff and to train and direct that staff.
non-certified contract will be drawn up by the SMCS Board w he n elected. Our Head of School will
primarily be responsible for planning, with input from staff and approval of the SMCS Board, the
professional development and school policies to meet their needs.
measured by the same performance criteria and assessments that apply to the school, as set forth in
the application.
professional development for its own staff, in accordance with the terms and conditions set by the
Charter School Act.
C.R.S. § 22-32-110(1)(I)
Authorizes Board of Education to reimburse employees for expenses.
C.R.S. § 22-32-110(1)(J)
Authorizes Board of Education to procure group life, health or accident insurance for
employees.
District to the SMCS Board. The success of SMCS will depend in large part upon its ability to
select, employ and terminate its own staff as well as provide for group, life, health, and accident
insurance and procedures for reimbursement of employee expenses.
Replacement Plan: SMCS will be responsible for these matters rather than the District.
Procedures in these areas will be developed by the SMCS Board prior to the start of operations.
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the application.
Expected Outcome: As a result of the waiver, SMCS will employ staff in accordance with
the terms and conditions set by the Charter School Act.
C.R.S. § 22-32-110(1 )(y)
Grants the Board of Education the power to accept gifts, donations or grants of any kind
made to the District and to expend such in accordance with the donor’s conditions, except
conditions contrary to the law.
C.R.S. § 22-63-204
Receiving moneys from the sale of goods.
Rationale: Because SMCS has a unique program, it is essential that the school be granted
the latitude to raise money through grants and fundraising and to spend such funds to accomplish its
educational objectives. SMCS staff needs to be allowed to accept pay for sale of goods to
accomplish education objectives.
Replacement Plan: The SMCS Board will establish policy for receiving gifts, donations ,
and grants and will monitor expenditures against instructional objectives.
the application.
Expected Outcome: As a result of the waiver, the SMCS Board will have the latitude to
expend funds as needed and will be able to act more quickly while maintaining accountability.
C.R .S. § 22-32-119
Permits Board of Education to establish and maintain Kindergarten and prescribe courses of
training, study, discipline and rules and regulations governing the program.
Rationale: SMCS will operate its own Kindergarten program in accordance with the
application. SMCS should be authorized to develop, adopt and implement the training, study,
discipline and rules and regulations governing its Kindergarten program, subject to the limitations
in the application and the Contract.
Replacement Plan: SMCS will provide its own curriculum for Kindergarten students.
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Duration of the Waivers: SMCS requests that the waiver be granted for the duration of its
Charter.
the application.
Expected Outcome: SMCS expects that as a result of this waiver it will be able to operate
its Kindergarten program to the benefit of the students, teachers and community.
C.R.S. § 22-63-103 (10)
Teacher Employment, Compensation, and Dismissal – Definitions – Substitute Teacher
This section describes a substitute teacher and the qualifications of such.
Rationale: Developing and maintaining a qualified pool of substitute teachers can be
challenging for a Montessori charter school since the expectations vary from those of traditional
public schools.
Replacement Plan: The Head of School s hall have the authority to select part-time and
substitute teachers.
Duration of the Waiver: SMCS requests that the waiver be for the duration of its Charter.
How the Impact of the Waivers will be evaluated: The impact of the waiver will be
measured by the same performance criteria and assessments that apply to the School, as set forth in
this application.
Expected Outcome: As a result of this waiver, the School will be able to employ part- time
and substitute teachers possessing unique skills and/or background necessary for the smooth
operation of the school.
C.R .S. § 22-9-106 (4)
Certificated Personnel Evaluations –Local Boards of Education – Duties—Personnel
Evaluations
This section requires that employee performance evaluations be performed by a person
holding a n administrative certificate (Type D)
Rationale: The SMCS Head of School must have the ability to perform the evaluation of
all personnel. Should the Head of School not have a Type D certificate, this should not preclude
him or her from administering the evaluations.
Duration of the Waivers: SMCS requests that the waiver be gra nted for the duration of its
Charter.
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measured by the same performance criteria and assessments that apply to SMCS, as set forth in this
Application.
Expected Outcome: With this waiver, SMCS will be able to implement its program and
evaluate its teachers in accordance with School’s goals and objectives set forth in this application.
C.R.S. § 22-32-110 (1) (h)
School District Boards – Powers & Duties –Board of Education- specific powers- repeal.
Discharge of Personnel Boards of education are responsible for terminating personnel.
Rationale: SMCS will be responsible for its own personnel matters, including employing
its own staff and establishing its own terms and conditions of employment, policies, rules and
regulations, and termination procedures. Therefore, the School requests that these statutory duties
be waived or delegated from the District to SMCS. The success of the School will depend in large
part upon its ability to select and employ its own staff and to terminate individual staff members
should they not perform in accordance with the goals and objectives of the School. All SMCS staff
will be employed on an at-will basis.
Replacement Plan: The School will be responsible for these matters. Specific policies and
procedures for termination will be developed prior to initial operations. Dismissal shall not be
affected by an employee’s religious beliefs, marital status, racial or ethnic background, or
participation in community affairs.
Duration of the Waivers: SMCS requests the waiver be granted for the duration of its
Charter.
Application.
Expected Outcome: As a result of this waiver, the School will be able to employ
professional staff filling its needs in accordance with the terms and conditions set by the Charter
School Agreement.
C.R.S. § 22-32-110 (1) (k)
School District Boards – Powers & Duties –Board of Education- specific powers- repeal.
In-Service Training. Requires Boards of education to adopt policies, rules, and regulations
regarding in-service training, professional growth and official conduct.
Rationale: The School must have the authority to determine its own policies, rules, and
regulations regarding in-service training, professional growth, safety, official conduct, and welfare
of its employees.
Replacement Plan: The Head of the School and the SMCS Board will be responsible for
these matters. The Head of the School and Board of Directors of SMCS prior to initial operations
will promulgate policies and rules and regulations with regard to in- service training.
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Application.
Expected Outcome: As a result of this waiver, the School will select, employ and provide
professional development for its Head of School, teachers, and staff, in accordance with the terms
and conditions set by the Charter School Agreement.
C.R.S. § 22-60.5-301
Colorado Educator Licensing Act –Principals & Administrators
Types of principal licenses issued – term. Describes various types of licenses and standards
for issuance for principals.
Rationale: The unique curriculum and methods required to supervise and manage the
Salida Montessori Charter School could limit the pool of potential candidates for the Head of
School position if potential candidates must also be state licensed and/or certified.
Replacement Plan: The SMCS Board will hire a Head of School who will further the
mission, goals and objectives of the School. The Head of School will not function as a traditional
school district principal but rather will be responsible for a wider range of tasks. The School seeks
to attract a Head of School from a wide variety of backgrounds, including but not limited to,
teachers and persons with Montessori school administration or other professional experience.
Application.
Expected Outcome: As a result of this waiver, the School will be able to employ
professional staffs who possess the unique skills and/or background to fill its staff needs in
accordance with the terms and conditions set by the Charter School Agreement.
C.R.S. § 22-63-103 (10)
Teacher Employment, Compensation, and Dismissal –Definitions – Substitute Teacher
This section describes a substitute teacher and the qualifications of such.
Rationale: Developing and maintai ning a qualified pool of substitute teachers can be
challenging for a Montessori charter school since the expectations vary from those of traditional
public schools.
Replacement Plan: The Head of School s hall have the authority to select part-time and
substitute teachers that meet the specific needs of a Montessori curriculum.
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measured by the same performance criteria and assessments that apply to the School, as set forth in
this Charter School Proposal.
Expected Outcome: As a result of this waiver, the School will be able to employ part- time
and substitute teachers possessing unique skills and/or backgrounds particularly suited to the
Montessori curriculum.
Salida Montessori Charter School reserves the right to identify, during its implementation
period, those Colorado Revised Statutes which are impediments to effective operation and to
request waivers of those statutes, as specified in C.R.S. § 22-2-117 and 22-30.5-104 (6) and 2230.5-105 (3).
Requested District Waivers
Listed below are the waivers requested from Salida School District. In some instances,
waivers are requested not because of any substantive disagreement with the scope, intent or
language of a policy, but rather because the subject policy specifies that the District School
Board, the Superintendent or a school principal bears responsibility for performing a particular
action or function; where in the Salida Community Montessori School (SMCS) model for
governance/administration, these functions would be performed by the SMCS Board of Directors
and/or the Head of School.
Rationale: Charter schools have unique status and are expected to be innovative in
educational reform. In order for SMCS to be successful and operate in a manner consistent with its
Mission and Vision as outlined in this charter application, it must be able to operate beyond certain
policy limits of traditional educational approaches.
Replacement Policies: Replacement policies will be developed to be consistent with the
philosophies of Salida Montessori Charter School prior to the start of operations.
Duration of SSD Policy Waivers: All of the following waivers are requested for the
duration of the Charter.
Financial Impact: SMCS anticipates no financial impact of these waivers to either the
District or the School.
How the Impact of the Waivers will be evaluated: The impact will be measured by the
same performance criteria and assessments that apply to SMCS as set forth in this application.
Expected Outcome: As a result of these waivers, SMCS will be able to implement its
program in a manner consistent with its Educational Philosophy and the Mission of the School.
Note on Automatic SSD Waivers: Several SSD policies and their accompanying regulations
and exhibits are automatically waived once the charter school has appropriate replacement policies
in place. These are noted parenthetically throughout the following Section areas.
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SSD Policies for which SMCS Requests Waive r
Section B: School Board Governance and Operations
BDF
Committee policy
SMCS will develop a Board Member Agreement that does not coincide with any
Salida School District policies that can specifically be waived.
Section C: General School Administration
CA
Administration Goals/Objectives
CFB&GCOC Evaluation of Principals
CFBA Evaluation of Evaluators
CH Policy Implementation
CHA Development of Regulations
The School will establish relevant criteria for recruitment and hiring of administrative
staff, while complying with applicable laws protecting employee rights and equal protection
provisions. In conjunction with the Head of School, the SMCS Board will assign staff to
positions where they can best contribute to the school’s educational mission.
Section D: Fiscal Management
DB
Annual Budget
DBD Determination of Budget Priority
DD
Funding Proposals and Grants
GA/DGB
Signature/Checks
Authorized
DJB/DJB-R Purchasing Procedures
DJC Petty Cash
DKC Expense Authorization/Reimburse
DN School Properties Disposition
The contract between the Salida School District School Board and the School will set
forth the timeline for budget negotiations. The budget as agreed upon shall be managed by the
SMCS HOS and Board of Di rectors. The School will establish its own business practices. All
equipment the school purchases will be purchased and sold with guidelines established by the
School.
Section E: Support Services
EBCA School Closings and Cancellations
EEA Student Transportation
EEAA Walkers and Riders
EEA C Bus Scheduling and Routing
EEBA School-Owned Vehicles
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EF
Food Services
EFAA Use of Surplus Commodities
EFC Free and Reduced lunch Also (E Reduced lunch forms)
The School will not provide transportation for its students. Transportation will be
provided by parents. The School may elect to provide this service in the future, or to contract
with the District for transportation services for field trips or other special events. The school
does expect to offer sack lunches as part of the District’s Free and Reduced Lunch program.
Students who qualify in accordance with District qualification standards will receive lunch
either free or at a reduced cost. Care will be taken to protect the confidentiality of the students
in the program and the sack lunches will also be available to other students who wish to
purchase them at cost.
Section F: Facilities
FF
Naming of Facilities (Considered an Automatic District Policy Waiver)
Section G: Personnel
(All of Section G except GBA and GBAA are considered Automatic District Policy
Waivers)
GBAA-R Sexual Harassment (Grievance Procedure) - Regulation
GBB Staff Involvement in Decision Making
GBEA Staff Ethics/Conflict of Interest
GBEA-E Staff Ethics/Conflict of Interest –Exhibit
GBEB Staff Conduct (and Responsibilities)
GBEBA Staff Dress Code
GBEBC Gifts to and Solicitations by Staff
GBEC Drug-Free Workplace (Drug and Alcohol Use by Staff Members)
GBEC-E Employee Acknowledgment Form Drug-Free Workplace Policy
Statement --- Exhibit
GBEE* Staff Use of the Internet and Electronic Communications
GBEE-E Staff Use of the Internet and Electronic Communications - Exhibit
GBG Liability of School Personnel/Staff Protection
GBGA Staff Health (and Physical and Mental Health Examination Requirements)
GBGA-R Staff Health (Staff Members with HIV/AIDS/Communicable Diseases) Regulation
GBGAA Staff Training in Crisis Prevention and Management
GBGAB First Aid Training
GBGB Staff Personal Security and Safety
GBGD Workers' Compensation
GBGE Staff Maternity/Paternity/Parental Leave
GBGF Federally-Mandated Family and Medical Leave
GBGF-E Certification of Physician or Practitioner - Exhibit
GBGF-R Federally-Mandated Family and Medical Leave - Regulation
GBGG Staff Sick Leave
GBGH Sick Leave Bank
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GBGI Staff Military Leave
GBGJ Staff Bereavement Leave
GBGK Staff Legal Leave
GBGL Staff Victim Leave
GBJ Personnel Records and Files
GBJA
Disclosure of Information to Prospective Employers
GBK Staff Concerns/Complaints/Grievances
GBK-R Staff Concerns/Complaints/Grievances - Regulation
GBQEB Supplemental Employment of Retired Employees (140-Day Contracts)
GC Professional Staff
GCA Professional Staff Positions
GCA-E Teacher Employment Contract - Exhibit
GCA-E-1 Alternative Teacher Contract
GCA-E-2 Administrator's Employment Contract - Exhibit
GCBA Instructional Staff Contracts/Compensation/Salary Schedules
GCBC Professional Staff Supplementary Pay Plans/Overtime
GCBD Professional Staff Fringe Benefits
GCBDA Professional Staff Leaves and Absences
GCD Professional Staff Vacations and Holidays
GCE/GCF Professional Staff Recruiting/Hiring
GCE/GCF-R Professional Staff Recruiting/Hiring - Regulation
GCG/GCGA Part-Time and Substitute Professional Staff Employment/Qualifications
of Substitute Staff
GCHA/GCHB Mentor Teachers/Administrators
GCHC Professional Staff Induction Program
GCI Professional Staff Development
GCID Professional Staff Training, Workshops and Conferences
GCKA Instructional Staff Assignments and Transfers
GCKB Administrative Staff Assignments and Transfers
GCKAA* Teacher Displacement
GCKAA*-R Teacher Displacement - Regulation
GCL Professional Staff Schedules and Calendars
GCOA Evaluation of Instructional Staff
GCOA-R Evaluation of Instructional Staff - Regulation
GCOC Evaluation of Administrative Staff
GCOC-R Evaluation of Administrative Staff - Regulation
GCOE Evaluation of Evaluators
GCQA Instructional Staff Reduction in Force
GCQA-R Instructional Staff Reduction in Force - Regulation
GCQC/GCQD
Resignation of Instructional Staff/Administrative Staff
GCQE Retirement of Professional Staff
GBQEB Supplemental Employment of Retired Employees (140-Day Contracts)
GCQF Discipline, Suspension and Dismissal of Professional Staff (and
Contract Non-Renewal)
GCS Professional Research and Publishing
GD Support/Classified Staff
SMCS Application
Page 133
GDA Support Staff Positions
GDAA Title 1 Paraprofessionals
GDBA Support Staff Salary Schedules
GDBC Support Staff Supplementary Pay/Overtime
GDBD Support Staff Fringe Benefits
GDD Support Staff Vacations and Holidays
GDE/GDF Support Staff Recruiting/Hiring
GDE/GDF-R Support Staff Recruiting/Hiring - Regulation
GDG Part-Time and Substitute Support Staff Employment
GDG-R Part-Time and Substitute Support Staff Employment Salary - Regulation
GDO Evaluation of Support Staff
GDO-R Evaluation of Support Staff - Regulation
GDQB Resignation of Support Staff
GDQD Discipline, Suspension and Dismissal of Support Staff
Compensation and employment terms will be established and approved by the SMCS
Board. All staff employed by the school will be considered “at will” employees in the sense that
either the employee or the School will be able to terminate employment, with or without cause,
provided two weeks notice is given. The School will determine its own school calendar and
workday schedules. The School will determine its own staffing needs and recruitment and hiring
procedures. The School will enact its own salary schedules and benefit package, subject to the
statutory requirement that employees of a charter school be members of P ERA. The School will
adopt policies which comply with all pertinent federal laws and which specify and ensure
rights, privileges, and protections for its employees, including a safe, tobacco, drug and
alcohol-free work environment.
Section H: Negotiations
(All of Section H is considered Automatic District Policy Waivers)
Section I: Instruction
(All of Section I except IKF and ILBB are considered Automatic District Policy
Waivers)
IA Instructional Goals and Learning Objectives
IC/ICA School Year/School Calendar/instruction Time
IGA Curriculum Development
IGA-R Curriculum Development - Regulation
IGD Curriculum Adoption
IGF Curriculum Review
IHA Basic Instructional Program
IHA-R Basic Instructional Program (Implementation Plan for Student
Individual Career and Academic Plan) - Regulation
IHAC History and Civil Government Education
IHACA Law-Related Education
IHAE Physical Education
IHAK Character Education
IHAM Health Education
IHAM-R Health Education (Exemption Procedure) - Regulation
IHAMA Teaching about Drugs, Alcohol and Tobacco
IHAMB Family Life/Sex Education
SMCS Application
Page 134
IHAMB-R Family Life/Sex Education (Exemption Procedure) - Regulation
IHAMC HIV/AIDS Education
IHAMC-R HIV/AIDS Education (Exemption Procedure) - Regulation
IHBA Special Education Programs for Students with Disabilities
IHBB Gifted and Talented Education
IHBD Compensatory Education (Title 1)
IHBEA English Language Learners
IHBF Homebound Instruction
IHBG Home Schooling
IHBG-R Home Schooling - Regulation
IHBIB Primary/Pre-Primary Education
IHBIB-R Primary/Pre-Primary Education (Admission of Children Who Wish to Enroll on
Tuition Basis)--- Regulation
IHCDA Concurrent Enrollment
IHCDA-R Concurrent Enrollment (Procedure for students seeking to enroll in
postsecondary
courses)---Regulation
IICB Community Resource Person
IICB-R Community Resource Person - Regulation
IJ Instructional Resources and Materials
IJJ Textbook Selection and Adoption
IJK Supplementary Materials Selection and Adoption
IJL Library Materials Selection and Adoption
IJNDA Online Instruction
IJNDAB* Instruction through Supplemental Courses
IJNDB School Web Site Publishing
IJNDB-R School Web Site Publishing - Regulation
IJOA Field Trips
IJOA-R Field Trips - Regulation
IK Academic Achievement
IKA Grading/Assessment Systems
IKA-R Grading/Assessment Systems - Regulation
IKAB Report Cards/Progress Reports
IKB Homework
IKB-R Homework --- Regulation
IKC Class Rankings
IKD Honor Roll
IKD-R-1 Honor Roll (Middle School) --- Regulation
IKD-R-2 Honor Roll (High School) - Regulation
IKE Ensuring All Students Meet Standards
IKFA Early Graduation
IKFA-E Early Graduation - Exhibit
IKFB Graduation Exercises
IL Evaluation of Instructional Programs
ILBA District Program Assessments
ILBB State Program Assessments
ILBC Literacy and Reading Comprehension Assessments (Third Grade Literacy)
IMA Teaching Methods
IMB Teaching about Controversial/Sensitive Issues
IMBB Exemptions from Required Instruction
IMDA Patriotic Exercises
IMDB Flag Displays
IML Classroom Safety Instruction
Pursuant to statutory authority, the School will design its own educational program and
curriculum. Materials will be approved by the SMCS Board. Curriculum design,
implementation and review will be an on-going process. The School will work with the District
SMCS Application
Page 135
to ensure the content standards of its curriculum meet or exceed those of the District. The
School may wish to develop alternative assessments to those the District employs. In addition,
the School reserves the right to determine policies concerning field trips, volunteers, parent and
staff conferences, etc.
Section J: Students
JB Equal Educational Opportunities
JBB* Sexual Harassment
JBB-R Sexual Harassment (Grievance Procedure) --- Regulation
JC School Attendance Areas
JF Admission and Denial of Admission
JF-E Admission and Denial of Admission --- Exhibit
JF-E-2 Delegation of Custodial Power by Parent/Guardian --- Exhibit
JF-R Admission and Denial of Admission (Procedures for Students in Out-of-Home
Placements)
--- Regulation
JFAB Continuing Enrollment of Students Who Become Nonresidents
JFABA Nonresident Tuition Charges
JFABB Admission of Non-immigrant Foreign Exchange Students
JFABB-R Admission of Non-immigrant Foreign Exchange Students - Regulation
JFABD Homeless Students
JFABD-R Homeless Students --- Regulation
JFBA Intra-District Choice/Open Enrollment
JFBA-R Intra-District Choice/Open Enrollment --- Regulation
JFBB Inter-District Choice/Open Enrollment
JFBB-R Inter-District Choice/Open Enrollment --- Regulation
JGA Assignment of New Students to Classes and Grade Levels
JH Student Absences and Excuses
JHA Salida High School Attendance
JHA-R Salida High School Attendance --- Regulation
JHB Truancy
JHD Exemptions from School Attendance
JHFD
Student Automobile Use
JIC Student Conduct
JICA Student Dress Code
JICC Student Conduct in School Vehicles
JICDA Code of Conduct
JICDD Violent and Aggressive Behavior
JICDE Bullying Prevention and Education
JICEA School-Related Student Publications
JICEA-R School Related Student Publications (School Publications Code) --- Regulation
JICEC Student Distribution of Non-Curricular Materials
JICEC-R Student Distribution of Non-Curricular Materials --- Regulation
JICED Student Expression Rights
JICF Secret Societies/Gang Activity
JICF-R Secret Societies/Gang Activity --- Regulation
JICH Drug and Alcohol Use by Students
JICH-R Drug and Alcohol Use by Students --- Regulation
JICI Weapons in School
JICJ Use of Cell Phones and Pagers
JID Students of Legal Age
JIE/JIG Pregnant/Married Students
JIH Student Interrogations, Searches and Arrests
JIHB Parking Lot Searches
JIHC Use of Metal Detectors
SMCS Application
Page 136
JII Student Concerns, Complaints and Grievances
JII-R Student Concerns, Complaints and Grievances --- Regulation
JK Student Discipline
JK-R Student Discipline --- Regulation
JK-2 Discipline of Students with Disabilities
JKA Use of Physical Intervention and Restraint
JKA-E Student Restraint Incident Report Form - Exhibit
JKA-R Use of Physical Intervention and Restraint - Regulation
JKBA Disciplinary Removal from Classroom
JKBA-R-1 Detention - Regulation
JKBA-R-2 Disciplinary Removal from Classroom --- Regulation
JKD/JKE Suspension/Expulsion of Students
JKD/JKE-E Grounds for Suspension/Expulsion---Exhibit
JKD/JKE-R Suspension/Expulsion of Students --- Regulation
JKF Educational Alternatives for Expelled Students
JKF-R Educational Alternatives for Expelled Students --- Regulation
JKG Expulsion Prevention
(All of JI, JJ, JK, JM, JO, JP and JQ considered Automatic SSD Policy Waivers)
SMCS has established its own enrollment and withdrawal policies consistent with the
Charter School Act. Non-resident students will be allowed to enroll, subject to the School’s
deadline and space availability. The School reserves the right to establish its own student dress
code and discipline procedures, except that the School will not use corporal punishment.
Section K: School-Community-Home Relations
KE Public Concerns and Complaints
KEC Public Concerns/Complaints about Instructional Resources
KEF Public Concerns/Complaints about Teaching Methods, Activities or Presentations
KH
Public Gifts/Do nations to Schools (Considered an Automatic
SSD Waiver)
KHC Dist/Posting of Promo Material
KHC-R Distribution/Posting of Non-Curricular Materials - Regulation
SMCS will establish its own policies concerning fundraising and advertising activities.
The SMCS Board will hear and handle all parental complaints about the school’s academic
program and instructional resources.
SMCS Application
Page 137

Salida Montessori Charter School - Colorado Charter School Institute

Transcription

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