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Application for "I I I I r:.lefand

MonfeB80rlI SeLoofLotl8e I ;.~ I I A Proposed Polk County

Elementary Charter SchoolI I RECEIVED I JUL 28 2003 I Office of School Choice

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I Lakeland Montessori Schoolhouse

I Executive Summary I Focus:

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.Reading:

I I I I I Prevalence of the

Montessori Curriculum:

I I I Date of Opening: I I I

This school will be the first ever Montessori charter program in Polk County. The Montessori Method celebrates diversity as part of its program, and has been proven successful across the world with students who have difficulties learning, those who are average, and those who are above average. Montessori is an individualized program and each student will have a Personalized Education Plan. It will be a hands-on, multi-age classroom program, and will emphasize parent and community involvement and reading success. The Montessori prepared environment is made up of manipulative materials that have been scientifically designed and tested.

The reading program will be a primary focus and will be consistent with the Sunshine State Standards. The Montessori reading curriculum has been used to. teach children to read for almost 100 years and is grounded in scientifically based reading research. It has been proven effective through its use in thousands of schools around the world, both public and private. For those students reading below grade level, the Montessori environment will be supplemented with the Reading Mastery Program.

There are currently 8 successful Montessori charter schools operating in FL. The Montessori curriculum is used in over 200 public school systems in- the US, as well as in over 100 Montessori Charter Schools. There are thousands of private Montessori schools in the US, along with thousands more in over 50 countries around the world.

August, 2004

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Proposed location:

Transportation:

Enrollment Maximum:

Maximum Enrollment:

Contact Information:

I 1313 Shepherd Rd, Lakeland, FL (South Lakeland) I To be provided by The Citrus Connection. Transportation will be provided to those students I meeting both of two criteria: living beyond a two-mile radius of the school and within 1.5 miles of the Citrus Connection bus stop on Old I Highway 37 near Schoolhouse Road. This spot zone was selected both for its close proximity to Ithe school and in order to aid in the fulfilling of the desegregation order.

120 I Year 1-65 students (K-3) I Year 2-80 students (K-4) Year 3+-95 students (K-5) 20 spaces reserved for possible future Universal I Pre-K program.

IJosie Zinninger 6702 Forestwood Dr West Lakeland, Florida 33811 I(863) 698-0003 or (863) 709-9696 Fax (863) 709-9707 josiezinninger@tampabay.rr.com I

Target Student Population: Any student in Polk County is eligible to attend. First come, first served - subject I to IEP review for ESE students.

Website under construction: www.lakelandmontessori.com I IThe undersigned guarantees the authenticity of the application statements and

does hereby authorize and request any person, firm, or corporation to furnish any information requested by The School Board of Polk County, Florida in verification Iof the Application.

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I I TABLE OF CONTENTS

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I. ACADEMIC DESiGN 4 1) Guiding Principles, Purpose, & Mission 4 2) Educational Program 9 3) Student Assessment 37

I II. GOVERNANCE AND MANAGEMENT 41 1) Profile of the Application Group and Management Team 41

I I 2) School Governance

3) Length of Contract & Implementation Timetable 4) Recruiting and Marketing Plan

III. FINANCE, FACILITIES & RISK MANAGEMENT

I I 1) f=Clc:ilities ~

2) f=inanc:e .....•..•.........••.•.••••.•..•.••...•.•.•......•.......•..•...... g 3) Risk Management

IV. OPERATIONS II

I 1) Admissions & Registration Plan ~) C;las>s ~i~~ ~~~LJir~rTl~rltS>

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3) Student Code of C;onduct, Discipline & Dismissal Procedures 65I 4) Human Resource Information .......••.............................•.............67 5) Transportatiorl 72

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1 Charter School Application 1

for Lakeland Montessori Schoolhouse

1 I. ACADEMIC DESIGN

1) Guiding Principles, Purpose, & Mission 1 A-D. Describe the core philosophy or underlying purpose of the proposed school. Describe how the school will utilize the Guiding 1 Principles found in s. 1002.33(2)(a). Describe how the school will meet the Prescribed Purposes of a charter school found in s.1002.33(2)(b). If applicable, describe how the charter school will 1 fulfill the Optional Purposes of charter schools found in s.1002.33(2)(c). 1

"Humanity shows itself in all its intellectual splendor during this tender age as the sun shows itself at dawn, and the flower in the first unfolding of the petals; and we must I respect religiously, reverently, these first indications of individuality. If any educational act is to be efficacious, it will be only that which tends to help toward the complete 1 unfolding of this life." (Dr. Maria Montessorij

IThe main purpose of the proposed Lakeland Montessori Schoolhouse (LMS) is to provide an educational alternative as the first public Montessori elementary program ever offered here in Polk County. The 1School is intended to fill a need by providing the only no-fee Montessori school to children to students who choose it as an alternative educational program. While providing parents flexibility to choose 1among diverse educational opportunities within the state's public school system, the School will meet high standards of student achievement. The School will provide parents with sufficient information on whether 1their child is reading at grade level and whether the child gains at least a year's worth of learning for every year spent at LMS, and the means for these measurements are specified in the assessment section of this I' application. The School will promote enhanced academic success and financial efficiency by aligning responsibility with accountability as specified in the applicable academic and finance sections set forth in 1this application.

The School is being designed as a child-centered. community-oriented 1elementary public school rooted in the scientific teachings of Dr. Maria Montessori. LMS will be a K to 3rd grade school in year one, offering a quality Montessori education and a nurturing environment to the 1 economically and culturally diverse families from the area. Our program

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will increase the learning opportunities for low-performing students and will have a special emphasis on increasing the reading ability of our students. Our parents will be an integral part of our school.

The prescribed purposes of a charter school will be attained through an academic program which offers a uniquely prepared, individualized educational environment that emphasizes development of students who are self-disciplined, cooperative, responsible, and creative thinkers of the community and the world. The School adheres to the point of view that intelligence is not rare and that self-realization is the foundation for all future fulfillments. The core curriculum in the elementary Montessori program consists of practical life, sensorial. language, mathematics, science, geography, history and culture. The school will strive to instill a solid foundation in intellectual growth, humanitarianism. and as Montessori scholar. Jean Miller, states:

'The multi-age elementary classroom design aids the child in his own natural development which includes basic physical, emotional and cognitive skills necessary for functioning in his society and world and... helps him gain an overview of the development of the universe, the solar system, the earth, life on earth, early man, civilizations and scientific classification. This knowledge is an aid to his own natural inner development. "

The School's teaching philosophy is based on the premise that excellence in education requires:

• An extraordinary commitment on the part of the family, school, and community members. The central focus of this contract is the belief that families are ultimately responsible for their child's growth and development.

• Teachers who keenly observe, diagnose, and prescribe a personalized education plan for each learner that is cooperatively developed and regularly evaluated by the teacher, parent, and child.

• A developmentally appropriate, experiential learning system that facilitates a sense of mastery and accomplishment.

The goals of the School are:

• To facilitate a well-rounded, comprehensive curriculum consistent with the Sunshine Standards that instills a sense of wonder about the universe and the child's place within that universe.

• To implement an individualized child-centered curriculum that includes movement, manipulation and discovery within a

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multi-age classroom. • To extend the classroom out into the community, creating a

web of exchange among community members, family, and teachers.

The School is founded on the belief that all differences are to be respected and those that do not interfere with the rights of others and the learning environment will be accommodated. LMS is dedicated to teaching the core values of peace, integrity, community, and tolerance threugh a scientific and culturally oriented Montessori curriculum revealing to the child the diversity and richness of human experience.

The primary focus of the School is on the student, providing children with spontaneous and creative opportunities as well as an organized curriculum, which stimulate and encourage the self-discipline and responsibility necessary to become informed citizens and leaders. The School is also committed to providing a safe environment that is psychologically and emotionally nurturing and is conducive to learningabout academics and oneself.

Academically, children are encouraged to move ahead in a challenging curriculum supported' by ingenious and time-tested materials designed by Dr. Maria Montessori and other Montessori trained educators. The teacher guides students to the next level of difficulty within the parameters of the Individual child's interest and ability.

Montessori teachers are trained to be acute observers who can "follow the child" to understand how best to tap their interests and talents. Through the use of this teaching method combined with comprehensive Montessori materials and curriculum which support the Sunshine State Standards, children learn the basic foundations of reading, writing, and arithmetic at an early age.

Not only are the academic and cognitive aspects of the child nurtured by this method, but the ''whole child" (intellectual, cognitive, social, emotional, and spiritual). The social, emotional, and spiritual aspects of the child's education have to do with practicing the values of compassion and empathy, service, integrity, self-reliance, and tolerance. At LMS, adults model these core values. In such an atmosphere, children learn to become peaceful and tolerant members of society who wish to succeed by bringing others along.

We will provide a rigorous academic program characterized by individualization and high standards for all stUdents. Diverse teaching methods will be respected and encouraged. Creativity in designing unique approaches to instruction will be valued. Such approaches will

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include developing personalized learning contracts and means of assessments, utilization of portfolios, and imaginative uses of technology. Learning may occur in isolated study, seminars, in cooperative learning groups, in designing and presenting a skit, creating a musical, a story, conducting an interview, describing the community in song, dance, or telling/listening to a story.

The core philosophy of the school is the integration of family and cultural values into the governance and curriculum of the school. We believe that parental involvement in education is the foundation for increased academic achievement of students.

Upon graduating from the school each student will have: • A clearly demonstrated set of academic skills • Experience in community service • A clear awareness of their rights and responsibilities as

citizens • A personal development plan for the years beyond our school

It is our goal to work with students one-on-one and provide them with .the necessary tools to be successful in school.

The items A-D above are also additionally presented throughout this entire application. .

E. Describe the target student population to be served, including student ages and grade levels at the school.

Lakeland Montessori Schoolhouse will serve K through 3rd graders (5-9 years of age) in year one. We will add an additional grade each year until we have grades K through 5 in year three. We will also be exploring the possibility of including PreK after the Universal PreK program has been designed by the State of Florida.

The School's program is designed to attract and benefit parents and students who have an interest in the Montessori educational design. Our enrollment and admissions policies will comply with the provisions of section 1002.33 of the Florida statutes. LMS will not discriminate with regard to enrollment. Our application and enrollment process will be in accordance with our charter application unless altered by Florida law. The School will maintain racial and ethnic balance consistent and representative of the community. The balance will be maintained based on agreements reached between the school and the Polk County School Board during contract negotiations. LMS is aware of the racial balance requirements that are a result of the desegregation lawsuit (Mills v. School Board of Polk County) and is committed to maintaining the

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I required racial balance set forth in the unitary status agreement which indicates no less than 15% and no more than 40% minority (black). I Children with special needs will be addressed on an individual basis as they apply and will be afforded an equal enrollment opportunity. The I IEP team will review each student's Individual Education Plan (IEP) and special services prior to enrollment at LMS. Because of our small size we will not have any separate classrooms or extra assistants dedicated I to special needs students, therefore they must be able to be serviced in the same classroom as regular students and be able to fit within the Montessori mode of teaching. Our model for ESE students will be the I inclusive model. The IEP team will meet to determine if a students special needs can be met at LMS or if they can be better served at another school. A district staff member should be part of the decision I making process.

IIn year one we will employ 3 teachers plus one full time teacher's aide. The Kindergarten class will have one teacher to 18 or 19 students. The multiage 6-9 classroom (grade 1, 2 &3) will have two teachers plus a full Itime teacher's aide to 46 students. In year two we will add a 9-12 classroom (grade 4), an additional teacher, and an additional full time teacher's aide. In year three we will add another teacher and add grade I5 to the 9-12 classroom. The teachers in the 6-9 and 9-12 classrooms will work together in the education of their students. The final result in year three and beyond will be that the studentteacher ratio in grades K I3 will be at or below 1:18, and the ratio in grades 4-5 will be at or below 1:22. Numbers allowed in each grade level will be adjusted as children move in and out of the school in order to keep the Year 3 and beyond Ischool maximum of 95 (the maximum of 99 is in order to provide for spaces in the event that no one ever moves away or leaves the school).

ITwenty spaces will always be reserved for a PreK program, in the event we choose to implement one'. The maximum number of students admitted at each grade level will be based on the following growth I charts:

Year 1 Year 2 Year 3 I Grade Students

K 18-19 1 16-17 2 15 3 15

Maximum 65

Grade Students K 16 1 17 2 17 3 15 4 15

Maximum 80

Grade Students K 16 1 17 2 16 3 16 4 15 5 15

Maximum 95

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I A child demonstrating the following qualities would be the most likely to

I succeed in the learning environment of the Montessori program: • Passion for learning

I • Self-motivation • Willingness to investigate and take risks

I • Enjoyment in choosing among several options • A self-directed learner • Ability to work independently • Ability to follow through and complete tasks I • Respect for self, the· environment, and others • An awareness of personal responsibility • Ability to work with others I • Honesty • Respect for personal and academic endeavors

I Families of eligible children must be willing to make an extraordinary commitment to their child's education. Our Montessori charter school program is based on a cooperative type of learning that will involve a I family and community spirit. Therefore, commitment to the School's mission and educational philosophy will manifest itself in the signing of the LMS Partnership Agreement, which will include a requirement of at I least 20 hours of participation per year from each family in our school and an agreement that they will follow our policies as outlined in the School Handbook. Our Handbook will include the integration of the Polk

I I County code of student conduct for elementary students. Our school

will be non-sectarian in its programs, admission and employment practices. LMS will not charge fees or tuition as specified in Florida Statute 1002.33.

I 2) Educational Program A. Describe the educational program of the school, providing an

I overview of curriculum objectives and content of the main subject areas. I Montessori is a hands on educational program, which has been proven successful across the world, with students who have difficulties learning,

those who are average, and those who are above average. It is an

I independent type of learning which allows the teacher to individualize and meet the needs of each student. Our program will be the first of its kind ever offered here in Polk County, however there are currently 8

I Montessori charter schools in the state of Florida, with many more across the country. Montessori curriculum, development, and teacher training are supported by many organizations and companies around

I the world which are devoted to aiding schools that are interested in

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I beginning and preserving the Montessori curriculum in their school. In addition, entire companies are exclusively devoted to constructing and I developing the Montessori materials necessary for a complete curriculum, such as Nienhuis Montessori in California. I With the aid of the above resources, Lakeland Montessori Schoolhouse is designing a specific curriculum with specific materials that form an interrelated body of learning with many cross-references,,- In addition, a I guide will be purchased that will correlate every Sunshine State Standard to every item in the Montessori curriculum to ensure that every item in the Sunshine State Standards will be covered. (Such as the one I offered for approximately $3000 by Montessori Made Manageable here in Florida). The Montessori curriculum has been proven effective I,through its use in over 200 public school systems and in thousands more private schools around the world. Approximately $100,000.00 will be spent on professionally designed materials, books, guides, etc. which I. support the Montessori curriculum. (See Neinhuis Montessori catalogues in the Office of Choice for reference)

IMaria Montessori stated that children have natural tendencies toward learning, that states of development exist for which there should be corresponding educational environments, and that there should be Itrained teachers who prepare the environment. For the most part in the Montessori classroom, the child learns. independently using the components of the environment. The teacher is a catalyst for leaming I and observes as the child chooses his/her activities. The teacher is the link between the child and the environment.

I This Montessori learning environment cultivates individualization, freedom of choice, responsibility, concentration. independence, problem-solving abilities. social interaction, interdisciplinary breadth, and I competency in basic skills. The elementary environment reflects the child's current stage of development and offers the following: I

• An integration of the arts, sciences, geography, history, and language that evokes the native imagination and abstraction of the elementary child. I

• A primary focus on the reading curriculum which is based on scientific reading research consistent with the Sunshine State Standards. I

• Use of technology for both students and teachers to aid in the preparation, development and teaching of the curriculum. Students will be taught how to use technology sources, such I as computers, to aid in their educational development.

• The presentation of knowledge as part of a large-scale narrative in which the origins of the earth, life, human I

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I communities (agricultural and urban), empires, and modern I history, unfolds, always in the context of the wholeness of life.

• The presentation of formal scientific language of zoology, botany, anthropology, geography, geology, etc. that exposes I the child to accurate, organized information and respects the child's intelligence and interests.

• The use of time lines, pictures, charts, and other visual aids, I providing a linguistic and visual overview of the first principles of each discipline.

• A mathematics curriculum presented with concrete materials I that simultaneously reveal the arithmetic, geometric and algebraic correlations.

• Teachers who are able to integrate the teaching of all subjects, I not as isolated disciplines, but as part of a whole intellectual tradition.

• An emphasis on open-ended research and in-depth study that I uses primary and secondary sources (books) as well as other materials such as computers.

• "Going out" which entails the ongoing use of community I resources beyond the four walls of the classroom. The prepared environment is an essential component of the Montessori I school. The adults in the school prepare the environment with the physical and emotional needs of the student in mind. The furniture in the environment must be child-sized and all artwork is displayed at a I child's eye level. The Montessori classroom materials make up the bulk of the Montessori prepared environment. These manipulative materials

I have been scientifically designed and tested. Each material isolates one concept to be mastered, thereby allowing the student to fUlly comprehend each concept without distraction. The materials are

I sequential to allow the student greater and greater levels of difficulty and abstraction and are self-correcting in order to allow the child greater independence from the teacher. The teacher places the materials on

I the shelf sequentially in order to allow the children to see the progress of their work. The prepared environment is designed to reflect the greater society as well as the natural environment. This provides a safe

I emotional setting for the children. The prepared adult is just as important as the prepared environment, but I no more so. The teacher is, in fact, the link between the prepared environment and the child. This is because her primary function is not as much to lecture and correct, as it is to direct a natural energy of

I I curiosity in the child. This different approach to teaching also requires a

new kind of training. Through Montessori training the teacher acquires similar characteristics necessary for a scientist pursuing research such as:

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I • Humility and patience. I• A deeper sense of the dignity of the child as a human being. • An awareness of the child as teacher. • A new appreciation of the significance of the child's Ispontaneous activities. • A wider and more thorough understanding of the needs and

talents of each particular child. I• A quicker reverence for the child as the creator of the adult-tobe.

IThe Montessori teacher is a:

• Facilitator I • Observer • Enthusiast in the subject he/she is 'teaching'

I The Montessori teacher interacts with the child in a way that is not authoritarian. This does not mean that the teacher gives up all authority, but that it is exercised in a different way_ The Montessori teacher must I find the golden mean between giving enough instruction to the child and giving too much. The art of working with stud~nts in the Montessori model is knowing when and how to intervene and when not to. I The following is a brief overview of what the core curriculum of the Lakeland Montessori Schoolhouse will look like in the areas of I mathematics, social studies, science, sensory training, and practical life from preschool through the upper elementary level (reading and language arts are covered in question B). Please keep in mind that this I only represents an overview of the course of study, and is not meant to be complete. A Complete Montessori Scope and Sequence for each of these areas is available in the Polk County Office of Choice We will also I be developing a curriculum in the Arts, Music and Physical Education, based on the Sunshine State Standards, that will be interwoven into the Montessori curriculum. I For the areas that include reference to skills at the ages of 3 and 4, a review with the 5 year old Kindergartener will be performed to ascertain I whether the child has mastered the skill. As the Kindergarten class will be set up with all the materials necessary for a 3~6 Montessori environment, all the tools for enrichment and development of necessary I 3 and 4 year old skills will be present. In the event that a PreK program is implemented at a later date, materials and curriculum will already be in place. I

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I Mathematics

I -Students will immediately be introduced to numbers: learning the numbers and number symbols one to ten: the red and blue rods,

I sandpaper numerals, association of number rods and numerals, spindle boxes, cards and counters, counting, sight recognition, concept of odd and even.

I -Introduction to the decimal system will also begin immediately. Units, tens, hundreds, thousands are represented by specially prepared

I concrete learning materials that show the decimal hierarchy in three dimensional form: units=single beads, tens=a bar of 10 units, hundreds=1D ten bars fastened together into a square', thousands=a1 cube ten units long then units wide and ten units high. The children learn to first recognize the quantities, then to form numbers with the bead or cube materials through 9,999 and to read them back, to read1 and write numerals up to 9,999, and to exchange equivalent quantities of units for tens, tens for hundreds, etc.

1 1 -Linear Counting: learning the number facts to ten (what numbers make

ten, basic addition up to ten: learning the teens (11 =one ten+one unit), counting by tens (34=three tens + four units) to one hundred.

1 -Development of the concept of the four basic mathematical operations: addition, subtraction, division, and multiplication through work with

1 Montessori Golden Bead Material. The child builds numbers with the bead material and performs mathematical operations concretely. (This process will begin immediately and extend over two or three years.)

1 Work with this material over a long period is critical to the full understanding of abstract mathematics for all but a few exceptional children. This process tends to develop in the child a much deeper understanding of mathematics.

1 -Development of the concept of "dynamic" addition and subtraction through the manipulation of the concrete math materials. (Addition and subtraction where exchanging and regrouping of numbers is necessary.) -Memorization of the basic math facts: adding and subtracting numbers 1 under 10 without the aid of the concrete materials. (Typically begins at age 5 and is normally completed at age 7.)

1 -Development of further abstract understanding of addition, subtraction, diVision, and mUltiplication with large numbers through the Stamp Game

1 (a manipulative system that represents the decimal system as colorkeyed "stamps") and the Small and Large Bead Frames (color-coded abacuses).

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I -Skip counting with the chains of the squares of the numbers from zero to ten: i.e., counting to 25 by 5's, to 36 by 6's, etc. (Age 5-6) I Developing the first understanding of the concept of the "square" of a number. I -Skip counting with the chains of the cubes of the numbers zero to ten: i.e., counting to 1,000 by ones or tens. Developing the first understanding of the concept of a "cube" of a number. I -Beginning the "passage to abstraction," the child begins to solve problems with paper and pencil while working with the concrete I materials. Eventually, the materials are no longer needed.

-Development of the concept of long multiplication and division through I concrete work with the bead and cube materials. (The child is typically 6 or younger, and cannot yet do such problems on paper without the concrete materials. The objective is to develop the concept first.) I -Development of more abstract understanding of "short" division through more advanced manipulative materials (Division Board); movement to I paper and pencil problems, and memorization of basic division facts. (Normally by age 7-8) I -Development of still more abstract understanding of "long" multiplication through highly advanced and manipulative materials (the Multiplication Checkerboard). (Usually age 7-8) I -Development of still more abstract understanding of "long division" Ithrough highly advanced manipulative materials (Test Tube Division apparatus). (Typically by age 7-8)

I-Solving problems involving parentheses, such as (3 X 4) - (2 + 9) =? -Missing sign problems: In a given situation, should you add, divide, Imultiply or subtract? -Introduction to problems involving tens of thousands, hundreds of thousands, and millions. (Normally by age 7.) I -Study of fractions: Normally begins when children using the short division materials find that they have a "remainder" of one and ask I whether or not the single unit can be divided further. The study of fractions begins with very concrete materials (the fraction circles), and involves learning names, symbols, equivalencies common I denominators, and simple addition, subtraction, division, and multiplication ottractions up to "tenths". (Normally by age 7-8) I

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-Study of decimal fractions: all four mathematical operations. (Normally begins by age 8-9, and continues for about two years until the child totally grasps the ideas and processes.)

-Practical application problems, which are used to some extent from the beginning, become far more important around age 7-8 and afterward. Solving word problems, and determining arithmetic procedures in real situations becomes a major focus.

-Money: units, history, equivalent sums, foreign currencies (units and exchange). (Begins as part of social studies and applied math by age 6.)

-Interest: concrete to abstract; real life problems involving credit cards and loans; principal, rate, time.

-Computing the squares and cubes of numbers: cubes and squares of binomials and trinomials. (Normally by age 10)

-Calculating square and cube roots: from concrete to abstract. (Normally by age 10 or 11)

-The history of mathematics and its application in science, engineering, technology &economics.

-Reinforcing application of all mathematic~1 skills to practical problems around the school and in everyday life.

-Basic data gathering, graph reading and preparation, and statistical analysis.

Geometry

Sensorial exploration of plane and solid figures at the Primary level (Ages 3 to 6): the children learn to recognize the names and basic shapes of plane and solid geometry through manipulation of special wooden geometric insets. They then learn to order them by size or degree.

-Stage I: Basic geometric shapes. (Age 3-4)

-Stage II: More advanced plane geometric shapes-triangles, polygons, various rectangles and irregular forms. (Age 3-5)

-Stage III: Introduction to solid geometric forms and their relationship to plane geometric shapes. (Age 2-5)

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-Study of the basic properties and definitions of the geometric shapes. This is essentially as much a reading exercise as mathematics since the definitions are part of the early language materials.

-More advanced study of the nomenclature, characteristics, measurement and drawing of the geometric shapes and concepts such as points, line, angle, surface, solid, properties of triangles, circles, etc. (Continues through age 12 in repeated cycles.)Congruence, similarity, equality, and equivalence.

-The history of applications of geometry.

-The theorem of Pythagoras.

-The calculation of area and volume.

Geography

Physical Geography

-The Primary Globes (Age 3-5): specially prepared globes for the very young child that isolate single concepts of globe study-how land and water are shown, and the corresponding shapes of the continents that they learned from the puzzle maps.

-The Puzzle Maps (Age 3-7): These are specially made maps in the forms of intricate, color-coded, wooden jigsaw puzzles representing the continents, the countries of each continent, and the states of the U.S. They are presented to the children at an early age, and are at first enjoyed simply as challenging puzzles. Soon, however, the children begin to learn the names of given countries, and by age 6 are normally very familiar with the continents of the globe, the nations of North America, South America, and Europe, along with most of the states of the U.S. As soon as the children can read they begin to lay the puzzle pieces out and place the appropriate name labels to each as a reading and geography exercise.

-Land & Water Formations: materials designed to help the very young child understand basic land and water formations such as island, isthmus, peninsula, strait, lake, cape, bay, archipelago, etc. At first, they are represented by three-dimensional models of each, complete with water. Then the children learn to recognize the shapes on maps, and learn about famous examples of each.

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I I -Transference to maps: Introduction to written names and various forms of maps, along with early study of the flora, fauna, landscapes, and

people of the continents.

I I -Maps and compass: Introduction to longitude and latitude, coordinate

position on the globe, the Earth's poles, the magnetic poles, history and use of the compass, topographic maps, global positioning satellite devices, electronic charts.

I -An introduction to humankind's search to understand how the Earth

I was formed, from creation stories to the evidence of contemporary scientific research: origins, geologic forces, formations of the oceans and atmosphere, continental drift and tectonic plates, volcanoes, earth quakes, the ice ages and the formation of mountain ranges. (Age 6)

I -The study of coasts and land reliefs: hills, mountain ranges, volcanoes, valleys, plains, etc.; their formation, animal life, and effect on people. I -The study of the hydrosphere: ocean, rivers, lakes, and the water cycle. (By age 8) I Cultural Geography

-Countries will be studied in many ways at all levels of LMS, beginning at about age 3-4. A number of festivals are held every year to focus on specific cultures and to celebrate life together: an example being Chinese New Year, when the entire school might study China, prepare

I Chinese food, learn Chinese dances, and participate in a special dragon dance parade. Anything that the children find interesting is used to help them become familiar with the countries of the world: flags, boundaries,

I food, climate, traditional dress, houses, major cities, children's toys and games, stamps, coins, traditional foods, art, music, and history. This interweaves through the entire curriculum.

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-Study of the regions, culture, and natural resources of the United States, inclUding geography, climate, flora and fauna, major rivers and lakes, capitals, important cities, mountains, people, regional foods,

I traditions, etc. This begins at age 5 and continues at increasing depth at each level.

I -The detailed study of one nation at a time. Focus moves over the years from one continent to another, as the children's interest leads them. All aspects of the nation are considered: geography, climate, flore:t and fauna, major rivers and lakes, cities, mountains, people, food, religions,

I etc.

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I Economic Geography I -Natural Resources of the Earth.

-Production: Ho~ natural resources are used by humankind. I -Imports and Exports: The interdependence of nations. I History and the Needs All People Share

I-The basic needs of man are food, shelter, clothing, defense, transportation, culture, law, religion or spiritual enlightenment, love, and adornment. (This study begins at age 5-6 and continues throughout the curricUlum.) . I -The concept of time and historical time is developed through many Iactivities and repeated at deeper complexity from age 5. -Telling time on the clock I -Time-lines of the child's life

I-Time-lines showing the activities of a day, week, month, year -Family trees

-Time-line of the Earth's history

I-Time-line from 8,000 B.C. to 2,000 A.D. to study ancient to modem history

II-The story of the evolution of the planet and its life forms over the eons is first studied at about age 6, along with an overview of human history. This is repeated throughout the curriculum in increasing depth of study. I -Each year the child continues to study and analyze the needs, culture, technology, and social history of various periods in history. The trends of I human achievement are charted, such as the development of transportation, architecture, great inventions, and great leaders.

I -By age 8, students begin to study the earliest humans, ending with an introduction to the first farmers. They consider early societies in terms of how they organized themselves to meet the common needs of all I peoples: food, clothing, shelter, defense, transportation, medicine, arts, entertainment, government, and religion. I

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-The Upper Elementary level (ages 9-12) history program follows a three-year cycle of thematic study. Students study whichever themes are being presented that year regardless of their age. In year 1 of the cycle, the class will focus on the beginning of the universe, formation of the earth, evolution of life, and early human civilizations. These topics were first introduced at the lower elementary level. At this level, students will go into considerably greater depth and prepare increasingly sophisticated projects and research reports.

-Continuing the three-year cycle of thematic history study at the Upper Elementary level (ages 9-12), in year 2 of the cycle, the class will focus on ancient civilizations, including the Mesopotamian cultures, Greece, Rome, ancient China, Byzantium, ending with an introduction to the Middle Ages.

-In the third year of the three- year cycle of thematic history study at the Upper Elementary level (ages 9-12), the class will focus on American stUdies, including an introduction to the history of the United States, American folk culture, technology, children's literature, government, and geography. The class will also consider Pre-Colombian Central and South American cultures, the Native American peoples of North America, the age of exploration, and the immigrant cultural groups who came to America from Europe, Africa, Asia, and Latin America.

Science

-Differentiation between living and non-living things. (Age 3-4)

-Differentiation between animals and plants; basic characteristics (Age 3-5)

-Observation of animals in nature.

-First puzzles representing the biological parts of flowers, root systems, and trees, along with the anatomical features of common animals. These are first used by very young children and puzzles, then as a means to learn the vocabulary, then are related to photos and/or the "real thing," then traced onto paper, and finally with labels as a reading experience.

-Nomenclature Cards:

-Botany: identifying, naming, and labeling the parts of plants, trees, leaves, roots, and flowers.

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I -Zoology: identifying, naming, and labeling the external parts of human Ibeings, insects, fish, birds, and other animals. -Introduction of the families of the animal kingdom, and identification and Iclassification of animals into the broad families. Introduction to the basic characteristics, lifestyles, habitats, and means of caring for young of each family in the animal kingdom. (Age 5-7) I -Introduction to ecology: habitat, food chain, adaptation to environment and climate, predator-prey relationships, camouflage, and other body I adaptations of common animals.

-Advanced elementary biology study: the names and functions of I different forms of leaves, 'flowers, seeds, trees, plants, and animals. This usually begins with considerably more field work collecting specimens or observing. I -Study of evolution and the development of life on the Earth over the eons. (Age 6 and up) I -Study of the internal parts of vertebrates: limbs, body coverings, lungs, heart, skeleton, and reproduction. (Age 5-8) I -Advanced stUdy of plants in class, greenhouse and garden: experimenting with soil, nutrients, light, etc. (Age 6 and up) I -More advanced study of the animal kingdom: classification by class and phyla. (Age 7 and up) I -The plant kingdom: Study of the major families of plant life on the Earth and classification by class and phyla. (Age 7 and up) I -Life cycles; water, oxygen, carbon-dioxide, and nitrogen. (Age 7 and up) II -Introduction to chemistry: Begins at age 6 and continues throughout the Ielementary science curriculum -The three states of matter I -Basic atomic theory

I-How elements are created through stellar fusion 1-Elements and compounds

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1

I -Mendelov's table of the elements

I I -Basic molecular theory: Building atomic models

-Physical and chemical changes

-Research into the elements and continued study of the periodic table

I -Introduction to chemistry lab experiments I -Animal behavior: detailed observation. (Age 9 and up)

-Anatomy: Systems of the animal and human body. (Age 9 and up)

I -Health and nutrition. (Age 9 and up)

I -Ecology: Advanced study of the interrelationships of life forms. (Age 9 and up)

I -Development of skills in careful observation, recording and describing, and use of increasingly sophisticated techniques of measurement.

I -Development of skills using common scientific apparatus: microscopes, I

tele$copes, hand lens, collecting field specimens, dissecting, preparing displays.

-Development of field science skills: tracking, listening, observing.

I -Development of scientific inquiry skills: forming hypothesis, designing experiments, and recording results.

I -Study of the great inventions; machines and technology and their effect on society throughout history.

I -Study of the great scientists.. -Introduction to the physical sciences: (Age 10-12)

I I -Geology and mineralogy

-Meteorology

-Astronomy and cosmology

I -Elementary physics: light, electricity, magnetic fields, gravity, mass. I I

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I -Preparing and analyzing all sorts of graphs and data displays; basic statistics. 1 Practical Life Skills 1 One of the first goals of LMS will be to develop in the very young child a strong and realistic sense of independence and self-reliance. Along with love and a stable environment, this is the child's greatest need. This I area of the curriculum will focus on developing skills that allow the child to effectively control and deal with the social and physical environment in which he lives. There is a growing pride in being able to "do it for 1 myself." Practical life will begin as soon as the young child enters the school and continue throughout the curriculum to more and more advanced tasks appropriate to the oldest students. I' Examples of Early Tasks (Age 3-5) I -Dressing oneself -learning home address and phone number 1-Pouring liquids without spilling -Carrying objects without dropping -Carrying liquids without spilling 1-Walking without knocking into furniture or people -Using knives and scissors with good control -Using simple carpentry tools 1-Putting materials away on the shelves where they belong when finished -Working carefully and neatly -Dusting, polishing and washing just about anything: floors, tables, silver 1-Sweeping and vacuuming floors and nJgs -Flower arranging -Caring for plants and animals 1-Table setting-serving yourself-table manners -Folding cloth: napkins, towels, etc. -Simple use of needle and thread 1-Using common household tools: tweezers, tongs, eye-droppers, locks, scissors, and knives -Increasingly precise eye-hand coordination I -Simple food preparation -Dish washing -Weaving, bead stringing, etc. I This process continues logically so that older students will learn such practical tasks as: 1 -Caring for animals -Sewing 1

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I -Working with tools

I -Making simple repairs -Getting around on their own: Metro, buses, cabs, hiking -Self-defense

I -Making consumer purchase decisions, comparison shopping, budgeting -Maintaining a checkbook -Earning spending money

I -Mastering test taking strategies

I -Caring for young children -Interior decorating -Furniture refinishing

I -Wilderness survival -Running a small business enterprise -Gardening

I Sensory Training

I These are exercises in perception, observation, fine discrimination, and classification that play a major role in helping our children to develop their sense of logic and concentration. They begin at age 3 and are a major area of concentration typically through age 5.

I I -Discrimination of length, width, and height

-Discrimination of volume -Discrimination in multiple dimensions

I -Discrimination among color tones -Discrimination among geometric shapes for shape and relative size -Discrimination among solid geometric shapes by sight and touch

I -Solving of complex abstract puzzles in three dimensions -Discrimination of intensity and nature of sounds -Discrimination among musical tones

I -Discrimination of texture by touch -Discrimination of weight by touch -Discrimination of temperature by touch -Discrimination of scents

I Which, in the older stUdents, lead to such exercises as: -Precise observation of the natural world

I -Culinary discrimination -Artistic appreciation -Architectural appreciation

I -Musical appreciation

I I

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I Technology I All students at Lakeland Montessori Schoolhouse will have meaningful access to technology. The use of technology will be part of the instructional process and will be encouraged as a tool to aid in the I acquisition of broad areas of knowledge and educational improvement. Each classroom will have access to computers and we will encourage their secure use in such areas as curriculum instruction and project I research.

IB. Describe the school's reading curriculum. Reading and Language Arts I Language and the ability to read effectively are vital to human existence. The Montessori reading curriculum has been proven effective through its use in over 200 public school systems and in thousands more private I schools around the world. It has been used to teach children to read for almost 100 years and is grounded in scientifically based reading Iresearch. Our Montessori environment will provide for rich and precise language by allowing each child to discover and explore these properties themselves. The reading program at Lakeland Montessori ISchoolhouse will be a primary focus and will be consistent with the Sunshine State Standards. The Montessori classroom materials for Reading and Language Arts make up the bulk of the Montessori Iprepared reading and language en~ironment. These materials have been scientifically designed and tested.

IThe following is a brief overview of what the core curriculum of the Lakeland Montessori Schoolhouse will look like in the areas of reading and language arts. Please keep in mind that this only represents an I overview of the course of study, and is not meant to be complete. A Complete Montessori Scope and Sequence for Language Arts is available in the Polk County Office of Choice. In addition, as already I mentioned, a guide will be purchased that will correlate every Sunshine State Standard to every item in the Montessori curriculum. I For those students reading below grade level, the Montessori environment will be supplemented as needed with the Reading Mastery Program. We will use these instruction methods to focus on the I student's reading accomplishments using constant feedback and progress monitoring so that students feel slJccessful in their achievements. For advanced level readers, the Montessori curriculum I provides many opportunities for challenge for these students.

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I Pre-Reading

I The total environment of the Primary class (3 to 6 years old) will tend to create and reinforce in our young children a spontaneous interest in

I learning how to read. We will make it fun for them in order to encourage them to love learning about reading and stories with activities such as singing, finger play, children's nursery rhymes, and music.

I -Using a total immersion approach, we will help even the youngest children to develop a highly sophisticated vocabulary and command of I the language. -The children will be taught through many early approaches to listen for I and recognize the individual phonetic sounds in words. -We will introduce the children to literature by reading aloud andI discussing a wide range of classic stories and poetry. -We will help our youngest students to recognize the shape andI phonetic sounds of the alphabet through 'sandpaper letters': a tactile alphabet.

I Reading -The development of the concept that written words are actual thoughts I set down on paper.

I -Sounding out simple three or four-letter phonetic words. -Early exercises to practice reading and to gain the concept of a noun: labeling objects with the written narne tags, mastering increasingly I complex words by naming things that interest them, such as dinosaurs, the parts of a flower, geometric shapes, the materials in the classroom,

I etc. -Learning to recognize verbs: normally exercises in which the child

I reads a card with a verbal "command" printed out (such as run, sit, walk, etc.) and demonstrates his understanding by acting it out. As the child's reading vocabulary increases, verbal commands involve full sentences

I and multiple steps: "Place the mat on the table and bring back a red pencil." I -Reading specially selected or prepared small books on topics that really

interest the child, such as in science, geography, nature or history.

I -Interpretive reading for comprehension at ever increasing levels of

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I difficulty. I -Regular use of reference books for both research and pleasure.

-An introduction to the world's classical children's literature at increasing I depth and sophistication.

-Daily times set aside just for reading. I Handwriting I Control of the hand in preparation for writing is developed through many exercises. including specially designed tasks in the use of the pencil. I The children will practice making letters from the time of their first initial "explosion into writing" at age 3 or 4: I -An open writing center will be established for children to be introduced and encouraged to try various forms of writing. I -Moveable Alphabets' made up of easily manipulated plastic letters are used for the early stages of phonetic word creation, the analysis of I words, and spelling. They facilitate early reading and writing tasks during the period when young children are still not comfortable with their own writing skills. Even before the children are comfortable in their I handwriting skills, they spell words, compose sentences and stories, and work on punctuation and capitalization with the moveable alphabets (Age 4-6). I -At first, by tracing letters into sand. I -Later, by writing on special tilted, upright blackboards: unlined. wide

lined, and narrow-lined. I -Later, by writing on special writing tablets, becoming comfortable with script. I -Cursive writing (Typically around age 5)

Composition I At an early age, before handwriting has been mastered, the children will compose sentences, stories, and poetry through oral dictation to adults I (teachers, teacher's aides, volunteers, parents, etc.) and with the use of the moveable alphabet. Once handwriting is fairly accomplished, the children will begin to develop their composition skills. They will continue I

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to develop over the years at increasing levels of sophistication.

-Preparing written answers to simple questions.

-Composing stories to follow a picture series.

-Beginning to write stories or poems on given simple themes.

-Preparing written descriptions of science experiments.

-Preparing written reports.

-Learning how to write letters.

-By age 9, research skills and the preparation of reports will become major components of the educational program at LMS. Students will research areas of interest or topics that have been assigned in depth, and prepare both formal and informal, written and oral reports.

Creative and expository composition skills continue to develop as the children advance from level to level. Students will be typically asked to write on a daily basis, composing short stories, poems, plays, reports, and news articles.

Spelling

Children will begin to spell using the moveable alphabet to sound out and spell words as they are first learning to read. They will 'take dictation'- spelling words called for by the teacher - as a daily exercise. The sequence of spelling, as with all language skills, will begin much earlier and continue throughout their education.

-Learning to sound out and spell simple phonetic words.

-Learning to recognize and spell words involving phonograms, such as ei, ai, or oUgh.

-Developing a first "personal" dictionary of words that they can now spell.

-Learning to recognize and spell the "puzzle words" of English: words that are non-phonetic and are not spelled as they sound.

-Studying words involving compound words, contractions, singularplural, masculine-feminine words, prefixes, suffixes, synonyms, antonyms, homonyms.

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I Grammar I The study of grammar will begin almost immediately after the child learns to read, during the sensitive period when he is spontaneously interested in language. It continues over several years until mastered. I The idea is to introduce grammar to the young child as she is first learning how to put thoughts down on paper, when the process is natural and interesting, rather than waiting until the student is much I older and finds the work tedious.

-We will introduce our children to the function of the parts of speech one I at a time through many games and exercises that isolate the one element under study. Montessori has assigned a geometric symbol to I'represent each element of grammar. (For example, verbs are represented by a large red circle.) The children analyze sentences by placing the symbols for the appropriate part of speech over each word. I -Once students have mastered the concrete symbols for the parts of speech, they will perform more advanced exercises for several years Iwith grammar boxes set up to allow them to analyze sentences by their parts of speech.

I-Sentence analysis: simple and compound sentences, clauses, verb voices, and logical analysis of all sorts of sentences are studied using many different concrete materials and exercises. This normally begins I

about age 5 and continues over several years.

-Students will continue their study of language from the early elementary I years onward, reviewing as well as engaging new concepts and skills: tenses, moods, irregular verbs, person and number, the study of style, the study of grammatical arrangements in other languages. I c. The Goals and Objectives to be used for improving student learning. These goals and Objectives must indicate how much I academic improvement students are expected to show each year, and the specific results to be obtained through instruction. I The curriculum goals and objectives are:

Performance Based I This curriculum will be performance-based in keeping with Florida's Sunshine State Standards and both results and I processes will be emphasized.

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I I I I I I I I I I I

Interdisciplinary

Montessori curriculum encourages students to demonstrate inquiry skills and learn how to synthesize across subject areas.

Content Goals

• An understanding of the evolution of life and a feeling of responsibility toward aiding further evolution.

• An understanding that all men have the same basic needs and an appreciation for the variety of ways in which those needs are met.

• An awareness of the interdependence of man and nature, with a responsible feeling toward an ecological whole.

• An awareness of the interdependence of men and nations, with a desire for cooperation and peace.

• The skills necessary to succeed later on in school and in life.

Intellectual Goal

• A learner who can work independently.

Emotional Goal

• A positive self-image.

Physical Goals

• Gross motor mastery and control. • The fine motor coordination necessary for writing and

manipulation of materials. .

Intellectual Skills

• The mastery of the necessary tools or skills (such as reading, writing, etc.) in order to research, organize, evaluate, and synthesize information.

• An understanding of how to use various media and technology.

Emotional Skills

• An awareness of one's own feelings. • Sensitivity to and consideration for the feelings of others. • An awareness of how one's emotional state affects others.

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I The basic premise behind teaching children to love learning will be to allow them to develop at their own pace, while encouraging and I challenging them with interesting and enjoyable curriculum activities. Children, at this age, are driven to understand the universe and their place in it. Their capacity to assimilate all aspects of culture is I boundless. Exploration of each area is encouraged through trips outside the classroom to community resources, such as library, aquarium, science museum, local businesses, etc. This inclusive I approach to education fosters a feeling of connectedness to community, nation and all humanity, and encourages each child's natural desire to Imake contributions to the world. Lakeland Montessori Schoolhouse's course of study will encompass the Ifull substance of the Sunshine State Standards and focus specifically on teaching students how to think clearly, do their own research, express themselves well in writing and speech, and put their knowledge into Ipractical application. The course of stUdy will be organized as an inclined spiral plane of integrated studies, rather than a traditional model in which the curriculum is compartmentalized into separate subjects, Iwith given topics considered only once at a given grade level. Lessons will be introduced simply and concretely in the early years and then reintroduced several times during the following years at increasing I degrees of abstraction and complexity.

Our course of study will be an integrated thematic approach that ties the I separate disciplines of the curriculum together into studies of the physical universe, the world of nature, and the human experience. This integrated approach will be one of the school's greatest strengths. In I alignment with the prescribed purpose of a charter school, the program will be rigorous, yet innovative, in its design. Although we will have a warm, supportive academic atmosphere, we will set a high level of I expectation for the quality of thought, work, and mastery of content and skills. The children will be challenged to pursue a considerable amount of library and field research both in and outside of school. We will I consciously teach students how to develop effective work habits and test-taking strategies. I The specific areas of - goals and objectives to be used for improving student learning, how much academic improvement students are expected to show each year, and the specific results to be obtained I are all covered in more detail under Section 3(A-E) - StUdent Assessment. I D. Briefly outline the instructional methods to be used, including any distinctive instructional techniques to be employed. How will this pedagogy enhance student learning? I

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The instructional methods are based on Dr. Maria Montessori's scientific observation of children and her medical knowledge of the physical stages of development. She noticed basic human tendencies, as well as physical and behavioral characteristics of the child to the age of 12, which forms the basis of the instructional methods. Montessori manipulative materials and the structure of lessons, as well as Montessori classroom management, spring from this pedagogy.

The approach to be used at Lakeland Montessori School offers a broad vision of education as an aid to life. It is designed to build critical connections to the world as the student grows from childhood to maturity. It succeeds because it draws its principles from the natural development of each child. Its flexibility provides an atmosphere within which each individual child's inner directives freely guide the child toward wholesome growth.

Our classrooms will provide a carefully prepared environment where children are free to respond to their natural tendency to work. Each child's innate passion .for learning is encouraged by giving it opportunities to engage in spontaneous, purposeful activities with the guidance of a trained adult - the teacher. Through their work, the children develop concentration and joyful self-discipline. Within a framework of order, the children progress at their own pace and rhythm, according to their individual capabilities.

It is the framework that will be created at the School that will encourage each child to pass through a series of key developmental planes, with teaching changing in scope and manner to embrace the child's changing needs, characteristics and interests.

Initially, children are nurtured as sensorial explorers, helping to construct their intellects by absorbing every aspect of their environment, their language and their culture.

They progress to become conceptual explorers, where they develop their powers of abstraction and imagination, and apply their knowledge to discover and expand their worlds further.

Elementary-school-age children, typically, can be characterized by their questioning minds, their ability to abstract and imagine, their moral and social. orientation and their unlimited energy for research and exploration. They move from the concrete through their own efforts and discovery to the abstract - thus greatly expanding their field of knowledge.

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I The role of our teachers will be that of an observer whose ultimate goal is to intervene less and less as the child develops. The teacher creates I an atmosphere of calm, order and happiness in the classroom and is there to help and encourage the children in all their efforts, allowing them to develop self-confidence and inner discipline. With the younger I students at each level, the teacher will be more active, demonstrating the use of materials and presenting activities based on an assessment of the child's requirements. Each of the teachers at LMS will take care I in learning how to observe constructively and when, and how much, to intervene with each student. I The LMS teacher will be a generalist, trained to deliver all aspects of the curriculum. In presenting the concept of "parallel", the teacher might I:introduce the geometric concept as it relates to lines, only to reinforce it later in botany with leaf veins, or in the study of the solar system and the way sunlight hits the earth. In this way student learning is continually enhanced with relevant discovery and application, as opposed to rote I drills or memorization.

Children will access teaching cycles in mUlti-age classrooms, with I special Montessori methods and materials designed for each developmental stage, 3-6, 6-9, and 9-12. Because the teachers will be generalists and most children will be in the same multi-age classroom I for more than one year, children will specifically benefit .from that teacher's intimate knowledge of that child. In addition, as a result of the Ismall size of the population of the school, each child will have the opportunity to develop a closer relationship with each member of the staff. A math or reading specialist in a departmentalized system never Isees the whole child and cannot balance strengths and weaknesses. When our teachers understand where the child can succeed and where she needs reinforcement, learning is made more efficient and more Iaffirming for the child. The "get-to-know-you" orientation phase is bypassed in favor of quick rapport between student and teacher, allowing for more rapid acceleration through the curriculum. I Also of special, specific advantage for LMS students in multi-age classrooms is the behavior modeling afforded by the older children in I the group. The classroom has a heritage and established methodology from year to year. The older children provide leadership, reliable friendship, and academic learning experiences, which are not available I from peers. Older children benefit from reinforcing their knowledge and experience with the younger children, and are able to exercise confidence and leadership which might not normally surface in an I exclusively peer environment.

The following is a breakdown of some of the important elements of the I 32 I

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Montessori pedagogy as well as brief explanations of how it affects student learning.

• Small group presentations:

The way lessons are presented to children follows their developmental readiness. In preschool, lessons are generally given on an individual basis. At the elementary level, small group presentations capitalize on the desire of the child to interact with his peers. The lessons utilize Montessori didactic materials, teacher-made materials (including impressionistic charts), nomenclature booklets and cards, as well as scientific instruments. The plan for the composition of the student group involves consideration of students' abilities, interest, as well as previous knowledge. Often there is at least one student who is familiar with the . lesson and who may act as a peer guide. After the lesson is presented, there are choices of follow-up activities to enable the child to master the concept isolated in the lesson. If the child has not mastered the concepts, there are also extension activities, games, and other materials that can be introduced to provide more practice so that the concept may

. be mastered. Presentations that focus upon nomenclature (classification) utilize the Montessori three period lesson. Each lesson teaches approximately 3-5 terms. In the 'first part of the lesson (first period), the teacher gives the nomenclature (e.g. This is the isosceles triangle). The second period asks the child for comprehension of the· nomenclature while giving the child the term in question (e.g. Show me the isosceles triangle.) The third asks the child to show comprehension by producing the asked for nomenclature on his own (e.g. What is this triangle called?) This 3 period approach is one of the ways in which children are tested in the Montessori environment.

Why is this valuable? The small group presentation allows the teacher to quickly gauge individual student comprehension. The student is directly involved in the learning process. The brevity of the lessons leaves time for the child to do hislher own exploration and manipulation, leading towards mastery of the subject. The three-period lesson follows the natural progression of learning, asking for information only when the child has demonstrated that he/she understands, thus ensuring more confidence and a sense of accomplishment. Armed with the vocabulary of various disciplines, the child may then engage in meaningful discussion of these subjects.

• Variety of lessons and materials to teach a single concept

In the Montessori Method there is rarely only one way to present a single concept. For instance, there are several materials and presentations dedicated to mastery of the multiplication tables (e.g.

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bead bar multiplication and layout, the multiplication board, the checkerboard, finger boards, decanomial squares and rectangles, and multiplication booklets). Without realizing it, the child has memorized the multiplication tables and can reproduce them at will.

Why is this valuable? The variety of lessons engages the child's interest for an extended period of time and leads to a more complete understanding of a subject. If a child has difficulty learning a particular subject, the teacher has a variety of materials at her disposal which allows the child alternative routes of understanding.

• Freedom and Discipline

Unless a river is bound by its banks, it would never reach the ocean.

Freedom and discipline are an integral part of the Montessori Method. The children choose their academic activities. However, the teacher initially defines the boundaries of activities. The class will then work in partnership with the teacher to define the boundaries of acceptable behavior and activity. Eventually the goal is that each child will define his/her own boundaries of right and wrong consistent with the standards of the school community.

Why is this valuable? This freedom develops the ability of the child to make reasoned choices based on a framework of self-discipline.

• Montessori Materials are self-correcting

Most of the Montessori math and geometry materials, some reading materials, as well as the nomenclature materials include control charts and booklets. The children may then check their own work. This encourages each child to embark on independent work, progress at his/her own pace and feel successful in the classroom by being allowed to make mistakes and learn from them. Thus learning, and not the adult, is the focal point.

• Emphasis on research

In a Montessori classroom, there is great emphasis placed on research for even the youngest student. This includes learning the varied means of obtaining information (e.g. on-line sources, encyclopedias, books, interviews, etc.), discretionary note taking to help with compilation of information into a meaningful statement.

Why is this valuable? Learning the means of obtaining sources and means of extrapolating information from those sources is a valuable

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I academic and life skill. Research builds a framework for creative I thinking and exploration.

I • Relevancy to the world. outside the classroom Through the multi-age classroom, freedom of movement inside and outside, and the use of research and real-life materials, the Montessori I classroom has great relevancy to the world beyond the school. Teaching subjects in isolation from each other may distort knowledge. I Teachers will expose students to the connections among and between subjects. On the most obvious level, science and mathematics 'fit together as do English and social studies. Curriculum constructed

I I around themes or directed at answering fundamental questions or

aimed at generative issues readily lend themselves to integrative education.

The faculty, with the assistance of each student and parent, will prepare a Personal Education Plan (PEP) for each student prior to the end of the I first nine-week period of school. These plans will be reevaluated throughout the year. Faculty will make necessary recommendations for

I revisions to parents. E. Describe how your school will meet the needs of Exceptional

I Education students. Lakeland Montessori Schoolhouse will work with the guidance of the

I Polk County School District to identify the special needs of our students and to meet all applicable Federal, state and local policies and procedures; specifically, the Individuals With Disabilities Education Act

I I (IDEA), Section 504 of the Rehabilitation Act of 1973, Section 1002.33

of the Florida Statutes, HB403, and Chapter C6A-6 of the Florida Administrative Code. This includes, but is not limited to:

• A non-discriminatory policy regarding identification, location, evaluation and student selection. I • Free appropriate public education (FAPE)

I • IndiVIdual education plans (IEP's), to include an IEP Meeting with

th~ student's family.

Montessori is a hands on learning curriculum, which has been proven successful with students who have difficulties learning, those who areI average, and those who are above average. It is an independent type of learning which allows the teacher to individualize and meet the needs of each student. This type of learning and curriculum along with itsI possibilities for exploration will also provide gifted children with many

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I opportunities for growth in reading and other subject areas. Dr. Maria Montessori actually began her work in Rome with children of special I needs. It was after their academic success that she went on to expound on her program and develop her "Montessori Method" of education. I Children with special needs will be addressed on an individual basis as they apply and will be afforded an equal enrollment opportunity. The IEP team will review each student's Individual Education Plan (IEP) and I special services prior to enrollment at LMS. Because of our small size we will not have any separate classrooms or extra assistants dedicated to special needs students, therefore they must be able to be serviced in I the same classroom as regular students and be able to fit within the Montessori mode of teaching. Our model for ESE students will be the Iinclusive model. Our IEP team will evaluate the student's needs on a regular basis, at least annually. The IEP team will meet to determine if a students special needs can be met at LMS or if they can be better served at another school. A district staff member should be part of the I decision making process.

IStudents with disabilities will be educated in the least restrictive environment, and will be referred only if the nature and severity of the disability is such that education in regular classes with the use of Isupplementary aids and services cannot be satisfactorily achieved. We will make every effort to provide appropriate services to students with individual education plans. LMS will use shared services with other Icharter schools or contract with the Polk County School District where possible. If none of the above is possible LMS will seek certified private providers. It is our professional responsibility as educators to place Istudents in an environment where they can flourish. Therefore, those students whose special needs cannot be adequately addressed at LMS will be appropriately referred. LMS staff will work together with Polk ICounty Public School personnel to ensure that the needs of these children are met. LMS staff will work closely in the early stages with school district staff to discuss the needed services of the disabled 1 student. Parents of students with disabilities will be afforded procedural safeguards in their native language, which include the areas of notice and consent, independent educational evaluations, confidentiality of I student records and due process hearings. LMS is committed to working with these teams to offer a program of instruction best suited to the needs of the child according to the recommendations of the team. 1 E. Describe how your school will meet the needs of limited English proficient students. I We will work with any student to assist in the acqUisition of the English language to help with the child's social and academic development. I

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I I This will be accomplished by:

I • Including in the application packet for each student a Home

Language Survey to identify ESOL students.

I • When preparing the personalized education plan for a student

of limited proficiency in the English language, faculty of

I Lakeland Montessori Schoolhouse and the parent(s) of the student will plan the means for further instruction of the student in the English language and/or will specifically indicate how instruction will be modified in the basic subject areas.

I • Required ESOL services will either be contracted out or will be provided by a certified ESOL teacher. I 3) Student Assessment

A. Describe what Goals and Objectives will be used to measure

I student improvement, together with information on how student success in meeting Goals and Objectives will be measured. I Each student's personalized education plan will serve as the foundation from which to measure student goals and objectives, and outcomes will

be congruent with the Sunshine State Standards, which distinguish what

I Florida public school students should know and be able to do. The faculty, with the assistance of each student and parent, will prepare a Personal Education Plan (PEP) for each student prior to the end of the

I first nine-week period of school which will outline how the student will succeed in meeting their outlined goals and objectives. These plans will be reevaluated throughout the year. Faculty will make necessary

I recommendations for revisions to parents. At the end of each evaluation period, students and parents will receive a written report from the faculty, which will include specific information on the student's

I progress in achieving the individual learning goals. This report may be

I based upon the student's portfolio or work, documented observations by the faculty, formal testing, student's self-evaluation or other student products.

I I As a public charter school LMS will participate in the Florida Statewide Assessment program and will administer all countywide tests in order to

measure the goals and objectives of the students. LMS views assessment as the process of measuring a student's progress toward a goal.

I In the areas of mathematics, reading, and writing, LMS will meet the district standards of student progress from second grade to graduation I 37

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I from the program as those standards are currently constructed or as they may be modified within the duration of the contract. I LMS will make every effort to obtain pretest and posttest scores for at least Reading and Mathematics subtests of the SAT/9, including the I following:

• The SAT/9 will be administered as a pretest in the fall for I students in Kindergarten and grade 1 for the first year;

• The SAT/9 administered to students in the Polk County Public I Schools in March 2004 as the SAT/9 or the FCAT NRT in Reading Comprehension and Mathematics Problem Solving may be used as the pretest and/or posttest for students who do not I have SAT/9 scores and are enrolled at the School. Scores from spring 2005 and 2006 FCAT NRT and Sponsor's SAT/9 administrations may also be used if applicable;

I • If the number of students for whom the School has pretest and I

posttest scores falls below 85% at any grade level, the School will confer with the District's Office of Planning, Accountability, and Evaluation and conduct special fall administration of the SAT/9. I Should this be untenable due to empirical norming window restraints and/or state-imposed testing windows, the school may be required to administer an alternative measure of reading and I mathematics to be approved by the Sponsor's Office of Planning, Accountability, and Evaluation. I

Where the pretest is defined to be the Sponsor-approved test taken the previous spring or fall of the current school year, whichever is earliest, at least 80% of the students in each grade level will attain the same or I higher normal curve equivalent (NCE) score from pretest to posttest in reading and mathematics. I B. Describe your plan to assess student performance in the core academic areas, including your plan to obtain student performance data for each of the students coming from the district school I system. Please include the current baseline standard of achievement, the outcomes to be achieved and the methodes) of measurement to be used. I The Lakeland Montessori Schoolhouse plan for assessing student performance includes obtaining information from standardized tests, I attendance patterns, and academic screenings administered during the first 60 days of enrollment. LMS will include in the application packet for each student a Request For Cumulative School Records Form for I

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I I parents to sign, which will then be submitted to the Polk County School District so that we may obtain student performance data for each of the

students coming from the district school system.

I I LMS will determine baseline standards of achievement using the FL

SSS as the primary framework. For example, when available, information from the criterion-referenced portion of the FeAT will

I demarcate strengths and weaknesses within the core subjects of Reading and Mathematics. In grades below 4, the individual skill areas of the SAT-9 will be used to distinguish focal areas. This information will be used to create a personalized education plan (PEP) for each student.

I LMS goals will be set to meet or exceed the average percentage of progress achieved among comparable student populations within the Polk County school district.

I I Methods of measurement will include testing, portfolio assessment,

observations and data tracking. Outcomes will be judged against FL SSS learner expectations also known as "benchmarks", achievement of

I skills taught in the Montessori academic and social curriculum and effort toward goals on student/teacher/parent contracts. Each area will be evaluated according to short and long-term criterion pre-established in individual PEP's.

c. Describe the methods used to identify the educationalI strengths and' needs of students and the extent to which educational goals and performance standards are being met

I Lakeland Montessori Schoolhouse will, at a minimum, administer all countywide tests. In addition to the required standardized testing, LMS

I will evaluate the educational strengths and needs of students using such methods as: performance assessments like oral presentations and demonstrations; product assessments like science projects, art exhibits,

I design projects, and portfolios; and process-focused assessments like interviewing, work plans, and observations.

I Formative evaluations will be conducted frequently and will be used to I

assist teachers in determining how the student is progressing on a dayto-day basis and will allow the teacher to develop lessons that guide the student in acquiring the skills needed. Most of the formative evaluations

I will be done through teacher observation and evaluation. Summative evaluations will be conducted periodically and will be used to evaluate progress the student is making over time and used to report student progress of skills to parents.

I There will be two mandatory parent/teacher/student (as applicable) I 39

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I conferences to determine future goals. The first conference will be held at the beginning of the school year in order to review student and parent I contracts and set initial goals. The faculty, with the assistance of each student and parent. will prepare a Personal Education Plan (PEP) for each student. The second conference will be held at the beginning of I the second semester to review progress accomplished during the first semester and then to set goals for the remainder of the year. I In the elementary program, portfolios will be presented to parents as part of the midyear conference and will be taken home at the end of the I

school year. Parents or teachers can request conferences at any other time.

I Narrative evaluation combined with competency checklists and goalsetting conferences will replace the traditional grading system. The narrative report will become a final performance report summary for the I year. All parent and student contracts, written performance evaluations, achievement test scores, and conference summaries will be placed into the student's permanent folder. I The teacher continuously assesses students in order to determine their readiness to advance