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Mata Montessori SBDM: First Year Progress & Long Term Plans

Mata Montessori: Progress toward exemplary Montessori

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Mata Montessori SBDM:

F i r s t Y e a r P r o g r e s s & L o n g T e r m P l a n s

Spring 2015

This Self-Assessment was compiled by the 2014-15 Mata Site Based Decision Making Committee:

Annie Wright, Chair

Kristen Methvin, Co-Chair

Elizabeth Fischer, Secretary

Claudia Vega

Griselda Rodriguez

Judy Saldana

Wendy Rabadan

Carols Eguren

Elizabeth Fischer

Amy Hickox

Joanna Stout

Dawn Easter

Michele Vanarsdall

Background & Aims The 2014-15 school year was the inaugural year of the Mata Elementary Montessori program. Grades Prek -

2 are currently Montessori, and a traditional cohort of 5th graders remains at the school. An upper

elementary will be rolled-out at Mata in the upcoming years, and we are one of the only dual-language public

Montessori school in DISD. Most Mata teachers1 are currently enrolled in external Montessori training

programs, and Mata’s instructional coaches are involved in helping develop excellent Montessori pedagogy

and practice. Mata’s 2014-15 Site Based Decision Making (SBDM) Committee, comprised of Mata teachers,

administrators, and parents, decided to adopt a self-assessment process related specifically to Montessori

methods. SBDM utilized the Essential Elements for Montessori Practice in the Public Sector rubric2 as a tool

for self-assessing Mata’s progress toward being a fully-fledged and exemplary Montessori program. We

believe- and our data show- that we are well on our way!

The aims of this self-assessment are:

Aim 1: To create accountability. By utilizing a standard rubric, we have a systematic approach to

talking about how we are doing, and don’t rely on opinion or rumor.

Aim 2: To address needs. By identifying areas of Montessori practice where Mata can improve in

future years, we are able to create a strategic & synergistic grant writing and fundraising

plan.

Aim 3: To document and celebrate successes. Community support for and interest in our school is

strong. Our teachers and administrators are enthusiastic about their work, and our students

are curious, courteous and capable learners. SBDM is using this self-assessment to help

document these qualities of our school so that we can share these successes among our

school community and share them with the broader Dallas ISD community.

Our Scoring System The Essential Elements for Montessori Practice in the Public Sector rubric developed by the National Center

for Montessori in the Public Sector (NCMPS) encompasses five domains; 1) Montessori Adults, 2) Montessori

Learning Environment, 3) Family Engagement, 4) Leadership and Organizational Development, and 5)

Assessment. Each domain covers multiple elements, and each element is given a working definition of what

implementation would look like if it were unsatisfactory, if it needed improvement, if it were satisfactory, or

exemplary (The NCMPS website provides the full rubric). SBDM sought to have a balanced approach to this

self-assessment rating process whereby we would adhere to the definitions provided by NCMPS but also

allow for adaptations that were specific to Mata.

1 11 of 16; the remaining 5 are already certified (AMI or AMS) 2 http://www.public-montessori.org/resources/ncmps-rubric-essential-elements-montessori-practice-public-sector

1. All SBDM committee members reviewed the Essential Elements domains & elements

2. Over the course of three SBDM meetings, the SBDM Chair or Mata principal read through one

element at a time; the committee discussed various evidence for which rating the element should

receive. Evidence could include, but was not limited to: the principal or administrators’ knowledge

about our school’s training or strategic plans, teachers’ own experiences with trainings and teaching,

parents’ classroom observations and interviews with Mata’s instructional coaches.

3. The Committee came to a consensus on which rating each element should receive. For each rating

SBDM made, we recorded notes about what evidence we used to make the rating as well as what we

think needs to be changed in order to bump up into the next highest rating.

4. We overlaid a numeric scoring system onto NCMPS’s rubric:

Unsatisfactory 1

In-between unsatisfactory and needs improvement 1.5

Needs improvement 2

In-between needs improvement and satisfactory 2.5

Satisfactory 3

In-between satisfactory and exemplary 3.5

Exemplary 4

5. We assigned a summative score to each domain based on the score of each underlying element

(summed the scores of each element within a domain to get an overall domain score). Because some

domains have more elements than others, each domain could receive a different maximum score.

Results Overall, the SBDM was very pleased with the results of the self-assessment. Even though the Montessori

program is in its very first year, we think we have made excellent progress and that plans already in place for

the next few years will see Mata reach “exemplary” status on remaining essential elements of Montessori

pedagogy and practice.

Table One and Figure One provide the overall summary of scores, and is followed by a brief synopsis of each

domain. In the remaining pages, the SBDM’s notes and proposed next steps are provided for each element.

Table One: Summary of Possible and Actual 2014-15 Scores

Domain # of Essential Elements

Minimum possible

score

Maximum possible

score

SBDM self-assessment sum score in 2014-15

1. Montessori Adults

4 4 16 8

2. Montessori Learning Environment

103 10 40 28.5

3. Family Engagement

3 3 12 10.5

4. Leadership & Organizational Development

3 3 12 8.5

5. Assessment

3 3 12 10

3 The NCMPS rubric has 9 elements for the Learning Environment Domain. Mata SBDM split the 9th element into 2 so that we could address English Language Learners and Special Education separately. NCMPS had these groups of students included in the same scoring system, but because of Mata’s dual language program, we found it important to separate.

8

28.5

10.5 8.5 10

8

11.5

1.5 3.5 2

0

5

10

15

20

25

30

35

40

Adults Learning Environment Family Engagement Leadership Assessment

Figure One: 2014-15 SBDM Self-Assessment Ratings

Score in 2014-15 Distance to Exemplary Score

The Montessori Adults domain was assigned a score of 8 out of a possible maximum score of 16. Two of the

four elements were rated as unsatisfactory and the remaining two were rated as satisfactory. This domain is

largely about the types of training that adults in the school have received. Exemplary ratings are dependent

on having fully trained classroom teachers (facilitators) and assistants. Given that the majority of Mata’s

teachers are currently being trained, the SBDM expects our self-rating on this domain to increase over time

as various requirements and certifications are completed. Additionally, an essential element of Montessori

according to NCMPS is that each Montessori classroom has a trained/certified paraprofessional or aide.

Current budget constraints prevent this from being a reality at Mata, but the SBDM is collaborating with the

PTA grant-writing committee to prioritize training and funding for assistants, and the Mata administration

continues to work with Dallas ISD to secure future funding for classroom assistants, particularly for the

primary and lower elementary ages. Mata is also pursuing innovative partnerships with universities and

Montessori training centers to develop a strategic partnership and pipeline for placing facilitators-in-training

in Mata classrooms in the future.

The Montessori Learning Environment is the largest domain in the rubric and is made up of 10 elements.

SBDM assigned this domain score of 28.5 out of a possible high score of 40. One element received an

unsatisfactory rating; one was rated as needs improvement; two elements were rated in-between needs

improvement and satisfactory, three were rated as satisfactory, one was rated as in-between satisfactory

and exemplary and two were rated as exemplary. SBDM is proud of the excellent educators in each of our

classrooms. Mata faculty have demonstrated a commitment to the overall well-being of each and every

Mata students, as well as a dedication to their own professional development and training goals. We believe

that we have a vibrant and skillfully faculty who will continue to grow as highly effective Montessori

facilitators as their trainings and opportunities to practice grow. Importantly, Mata has already instituted the

mixed-age groupings, a critical feature of Montessori education, and has succeeded in integrating dual

language programming that creates a fully inclusionary environment for English Language Learner (ELL)

students. SBDM is exceptionally proud of this achievement; it is one of the features that makes Mata a

unique educational opportunity in our diverse city and state. Barriers within this domain are largely related

to requirements of the school day. For example, uninterrupted work cycles rarely last more than 90-120

minutes and art and music are provided as stand-alone “specials” are not yet integrated into the Montessori

work day for students. Student opportunities to both work in outdoor learning spaces and to spend ample

time outdoors are targeted areas for improvement.

The Family Engagement domain is made up of three elements; the SBDM rated two of these as exemplary

and one in-between needs improvement and satisfactory. Mata has seen a surge of parental involvement

during the 2014-15 school year. There is a palpable sense of pride about Mata in our community, and an

enthusiasm from families about having an opportunity to participate in shaping our children’s educational

environment. Mata administrators, teachers and office staff have done an excellent job shepherding English

and Spanish speaking families through initial enrollment processes. Instructional Coaches offer Parent

University opportunities for parents to learn more about Montessori pedagogy and practice. The SBDM and

PTA have active membership (n=180 PTA members including parents and teachers), parents and

grandparents volunteer regularly in the library and classrooms, and school events—both social (Trunk or

Treat) and academic (Show-Me nights, Parent Conference night, Parent University4) are well-attended.

SBDM values the diverse make-up of our student body; one that reflects the city we all live in. We are

committed to recognizing that different families access schools in different ways and to providing a variety of

access-points. Our bi-lingual office staff and faculty are a major resource for allowing this to happen.

In upcoming years, Mata seeks to distribute parent engagement across more families; instead of relying on a

very active few, we want to include all parents, meeting them where they are, in order to cast a wider net of

parent involvement. Mata plans to continue to provide multiple points of access for parents, ensuring that

all types of families feel welcome, have multiple opportunities to participate in a variety of activities and

events, and value the importance of a strong home-school connection. Some initial steps Mata is taking to

these ends include plans to offer Parent University in Spanish and English and host a parent orientation at the

beginning of the school year in order to recruit incoming parents to the Montessori school culture; further

collaboration with the Mata PTA to match parents needs and skills to the many needs the PTA has for parent

help; and adding some key items to future parent surveys in order to gain additional information about

parents’ understanding and expectations of Montessori, and parents’ likely access points into school

engagement.

The Leadership and Organizational Development domain focuses on the Montessori training and vision of

Mata’s leaders. The SBDM seeks to advocate for our excellent school leaders and to provide supportive

accountability within the school and in the community. We are proud of our stellar administration, made up

of hard working educators with a clear vision for our school. This domain is made up of three elements.

SBDM rated one as exemplary, one as satisfactory and one as needs improvement; over time, as trainings

and certifications are completed and Mata obtains a full Montessori certification. Mata SBDM recommends

that Mata Montessori seek full, nationally recognized Montessori accreditation. While we believe that our

students can, and do, receive high quality Montessori instruction, an accreditation would provide the

rigorous accountability that would help us achieve our highest potential and would legitimize our school of

choice in the eyes of the public. In coming years, Mata will work with the district and other support systems

(universities, Montessori training centers, etc) in order to implement the elements of Montessori that will

make us eligible for this accreditation.

The last domain, covering three elements focuses on Mata’s use of Assessment. SBDM rated one domain as

satisfactory and the remaining two as in-between satisfactory and exemplary. District and state-wide

student assessments such as ACPs and STAAR exams are being integrated into Montessori assessments, and

both quantitative and qualitative information is used by teacher-facilitators for planning and over time will be

4 Upcoming Parent Universities will be offered in Spanish as well as in English

shared regularly with parents. As the oldest Mata students are currently second graders; as these students

roll into upper elementary, they will be more and more active in their own self-assessment. The

MontessoriRX system is the major tool that will allow Mata to be truly exemplary in terms of assessment.

The system is currently being piloted in Mata classrooms.

Domain 1 Ratings: Montessori Adults NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

1. The school employs teachers that have specialist Montessori qualifications for the age group they teach, in addition to appropriate state early childhood, elementary or secondary school teaching qualifications

1= Unsatisfactory Mata teachers are currently being trained (less than 85% are fully trained); however Montessori principles are already evident in the action of many/most adults

Continue training and support of teachers, leading to full certifications.

2. The school provides one paraprofessional/assistant for each classroom along with Montessori orientation for that role

1= Unsatisfactory Not all classrooms have an assistant and while assistants are receiving monthly trainings, less than 75% have completed a Montessori Assistant's course

Create a strategic plan to increase funding to a) place an assistant in each classroom, b) ensure that assistants are Montessori trained

3. The school has a pipeline for recruiting, training, hiring, and retaining high quality Montessori teachers

3=Satisfactory Mata's plan does not map directly onto this NCMPS rubric, however, the SBDM chose "satisfactory" because plans to recruit and retain highly qualified teachers is in place and because of the strong relationship Mata has with local Montessori training centers.

As additional (Upper Elementary) grades open, Mata will leverage existing relationships with Montessori training centers to hire the most qualified candidates.

4. All adults in the school, whether or not they are Montessori trained, embrace the core Montessori principles and embody a deep respect for the developmental process, the natural tendencies of children, the goal of independence, and practices of grace and courtesy.

3=Satisfactory Many Mata teachers are in their first year of Montessori training and teaching, yet already show commitment and enthusiasm.

Continue training and support of teachers, leading to full certifications; continue to support Professional Learning Communities within Mata that support and strengthen a school-wide commitment to the core principles of Montessori.

Sum Score: 8 out of possible 16

Domain 2 Ratings: Montessori Learning Environment NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

1. The daily practice of Montessori pedagogy is supported by a clearly defined Montessori scope and sequence1

2.5=in-between needs improvement and satisfactory

Scope & sequence (instructional calendar) is under development by Mata instructional coaches, but is not yet included in faculty and family handbooks.

As the scope & sequence document is shared, faculty and staff will become more familiar with the instructional plans and core concepts.

2. The school’s learning environments feature mixed-age groupings of children: 2.5-6, 6-9, 9-12, 12-15, 15-18.

4=exemplary All of the school's (current) environments reflect three-year instructional cycles.

n/a

3. Specialty programs such as music, art, and second languages are integrated into the three- hour work cycle.

1= Unsatisfactory Specialty programs are offered as separate classes (not integrated into the three-hour work cycle). Montessori music materials are not available in the room and specials teachers are not currently Montessori trained. However, specials teachers are receiving supplemental trainings in the Montessori Art , Movement and Dance.

During the upcoming 2015-16 master scheduling process, consider options for integrating specials into the Montessori work cycle(s) for students.

4. The school’s learning environments enable children to be active for long uninterrupted (ideally 3 hours) periods of time

2=needs improvement

Work periods do not consistently last for 3 hours, uninterrupted. At times, work periods are taken up with specials and other activities, often required by district programming or other district-mandated needs.

During the upcoming 2015-16 master scheduling process, consider options for expanding uninterrupted learning blocks.

5. The full complement of Montessori materials is available in every area, representing the majority of materials on all shelves; additional materials conform to Montessori standards of order, beauty, and simplicity

2.5=in-between needs improvement and satisfactory

While Montessori materials are kept orderly and seem to be well cared for, there is less than a full complement of materials.

Instructional coaches and guides are working with administrators, PTA and SBDM to identify the remaining materials necessary to have the full complement in each room.

NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

6. Instruction is characterized by a high degree of student choice in what to work on, where to work, how long to work.

3=satisfactory Within classrooms, Mata students get to choose what to work on; the pacing guide is used to check for mastery not to dictate when lessons should be taught. Students can choose to work in the hallways outside their classrooms.

Provide students with more freedom to choose how long to work on something (work blocks are, at times, interrupted by a range of necessary activities). Provide students the freedom to work outside/to choose the environment they want to work in,

7. The learning environment offers ongoing access to real- world materials and activities

3=satisfactory Learning environment have ample practical life materials and a reading space, but access to the outdoors is limited and set by the teacher, and some teachers engage food preparation as a lesson more than others.

Encourage and support more teachers to utilize practical life materials consistently, particularly in primary and lower elementary.

8. The Montessori curriculum is integrated with, but not driven by, state standards, including CCSS, where applicable.

3=satisfactory Instructional coaches, administrators and teachers are working to develop a crosswalk of Montessori lessons and TEKS standards (housed within Montessori RX software). Specific use of this tool is being determined; ex., as a model for other Montessori schools in the district, as formative data for instructional purposes, or as fidelity data to ensure that all TEKS are being covered in Mata's scope and sequence. Initial ACP data (Fall 2014) suggests that students are on par with district scores, showing that TEKS are indeed being sufficiently covered.

Roll-out full use of MontessoriRX, for teachers’ planning and monitoring. Share Montessori RX data with parents regularly.

9. ELL students are fully included and supported within the classroom.5

4=exemplary ELL students are integrated into the Montessori environment, where all but the most significant learning issues are addressed through the Montessori program; teachers are in the process of being dual certified.

n/a

5 In the NCMPS rubric, elements 9 and 10 are combined into one element.

NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

10. SPED students are fully included and supported within the classroom.

3.5= in-between satisfactory and exemplary

All but the most significant learning issues are addressed through the Montessori program, but SPED providers are not necessarily Montessori trained nor oriented (some may be district, not Mata staff). Nevertheless, Mata Special Education instructor has received MACAR6 supplemental training.

Continue to pursue additional MACAR leveled trainings additional supplemental and full training possibilities; consider ways to achieve full integration of even students with severe learning issues.

Sum Score: 28.5 out of 40 possible

6 Montessori Applied to Children At Risk (MACAR) trainings

Domain 3: Family Engagement NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

1. The school is characterized by a

strong partnership between

home and school, which is

evident in all formal and informal

communications.

2.5=in-between needs

improvement and

satisfactory

Having a well-distributed Family Handbook is an important part of this element; Mata instructional coaches and administrators are working on such a handbook (with pictures and descriptions of lessons, for example) but it is not widely available. Additionally, Mata has a mix of families that are very engaged and others that are less so.

Complete & distribute Handbook; Continue to support Mata’s value toward diversity by supporting families of all types of backgrounds in accessing & engaging in school events.

2. The school provides ongoing

opportunities for parent

education, including information

sessions, discussion groups,

observation of classrooms, and

parent-teacher-student

conferences

4=exemplary Multiple opportunities to inform and engage parents are provided. School events are well planned & executed and are attended by a wide range of current and prospective families. Attendance reflects the diversity of our student body. Parent University offerings are popular and perceived as important by parents.

n/a

3. The school cultivates a strong

school-home association, in

which parents have authentic

opportunities to contribute

meaningfully to the school’s

mission and communicate with

school leadership

4=exemplary Mata has designated space for parents, a bi-lingual Community Engagement staff person; the SBDM and PTA are active in school decision making and share meeting minutes publicly.

n/a

Sum Score: 10.5 out of 12

Domain 4 Ratings: Leadership and Organizational Development NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

1. The school employs an

experienced Montessori

educator to guide the

implementation of the

Montessori program, if not as

building principal, then as

Program Director, Curriculum

Coordinator or Instructional

Coach.

3=satisfactory While our Mata principal is not currently Montessori

trained, she audits training courses during the

summer and during the school year is supported by

a range of Montessori professionals including Mata

instructional coaches and external trainers.

Over time, continue to have

Montessori expertise available to

our leaders; support Mata leaders in

obtaining Montessori trainings and

certifications, as appropriate.

2. The school has a clear vision for

how it delivers Montessori

education and has an active

cycle of reflection and self-

review

3.5= in-between

satisfactory and

exemplary

Mata teachers currently enrolled in training have

ample access to experiences facilitators who require

that mastery of lessons be demonstrated, that high

quality portfolios are developed, and opportunities

for self-reflection are provided.

Following the certification of Mata

teachers, continue to provide high

quality coaching, mentorship and

assistance in order to keep

pedagogy and practice exemplary.

3. The school maintains

membership in one or more

Montessori professional

organizations, and seeks

accreditation to ensure

consistent quality

2=needs

improvement

Accreditation represents the culmination of this self-

assessment process; when Mata can reliably achieve

exemplary status on each of the elements listed

above, we feel that we will be ready for a rigorous

accreditation process. SBDM recommends that this

is a penultimate goal for our school.

Utilize the findings from this, and

future, SBDM self-assessments to

acquire district-level support

necessary to “close the gaps” on any

Montessori domains that require

changes in order to meet exemplary

status.

Sum Score: 8.5 out

of a possible 12

Domain 5 Ratings: Assessment NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps

1. The school employs an

assessment protocol that

integrates measures of

academic achievement with

those of executive functions

such as self- regulation,

initiation, and cognitive

flexibility.

3=satisfactory Mata is in the process of developing

protocol/documentation; MontessoriRX starting to

be used.

Mata does not yet use cognitive

measures to document wide-scale

developmental outcomes;

MontessoriRX has this capability

when it is used at full capacity.

2. Qualitative Assessment, in the

form of observation and

documentation, is ongoing,

personalized, and drives all

instructional decisions.

3.5= in-between

satisfactory and

exemplary

Observations are regular & recorded, some teachers

use an on-line recording system; online record

keeping systems are starting to be used.

MontessoriRX, Grade Speed, My

Data Portal could be used to full

potential; more emphasis on

qualitative; more and regular

sharing of qualitative assessments

with parents.

3. As students mature, they are

increasingly involved in

monitoring their own progress.

3.5= in-between

satisfactory and

exemplary

Primary students are using work journals, but some

teachers use them more than others.

As upper elementary students

enroll, more use of self-monitoring

will be used.

Summary Score: 10

out of a possible 12

Summary Overall, SBDM’s self-assessment process supported what teachers, parents and community members already

believe to be true about our school; Mata is making extraordinary progress in it’s first year and promises to

be an exemplar school of choice for the Dallas community. Initially the SBDM thought that many of the

ratings would be in the “needs improvement” range, given how new the school was and the fact that so

many teachers were in Montessori training. However, we have been pleasantly surprised that so many of our

elements scored satisfactory (%), in-between satisfactory and exemplary (%) and exemplary (%).

Next Steps

Align this process with other strategic processes such as development of a campus action plan. This

information should provide a solid foundation for a variety of strategic planning needs. Leverage

these plans to move toward a long-term aim of achieving Montessori accreditation.

Compare these findings to available data from the ongoing Montessori teacher training programs

that our Mata teachers are involved in and from Mata’s own instructional coaches. This SBDM self-

assessment provides a broad look at the school as a whole, but information from external trainers

and Mata instructional coaches will give SBDM additional information on the Montessori pedagogy

and practices within our classrooms.

Compare these findings to available data from DISD. Student assessments, teacher reports of

school climate and pending TEI data will all help round out the information in this self-assessment

and will help Mata make strategic decisions about instructional and other needs within the school.

Communicate these findings within the Mata community. (PTA) Align the PTA’s grant-writing and

fundraising aims with the needs highlighted from this self-assessment. Specifically; focus on

providing continued training for teachers and administrators as well as in-class support (trained

aides). These were the major areas that fell into the unsatisfactory or needs improvement

categories. (DISD) Collaborate with feeder pattern leaders and other key district personnel to

identify areas for strategic improvement and to request the district-level supports necessary to

achieve these aims. (Montessori Community). Share this self-assessment with Mata’s training

partners, including NCMPS; demonstrate how the benchmarking process is being used to drive

strategic planning.

Continue using this self-assessment process. SBDM believes that as additional upper elementary

grades are added to our school, as newer, less experiences teachers join our ranks and as our current

teachers complete trainings and gain experience that these ratings will likely change. Some may

improve, but some may also regress. We recommend that the SBDM committee revisit these ratings

annually to determine what changes have occurred, what self-rating we would apply, and what

changes need to be put in place in order to achieve the highest ratings possible.

Celebrate and share our successes! Let teachers, administrators and support staff know that SBDM,

through a systematic process, has rated them highly on a number of important factors. SBDM

believes that Mata has much to be proud of, and hopes that Mata will become a model in our

community not just for Montessori programming, but for DISD schools of choice roll-out strategies.