Zanetti Montessori Magnet School:

Excellence in a Peaceful Environment

Mission To provide an academically rigorous and integrated Montessori

curriculum, aligned with the district standards and learning goals , based on peace education and global awareness that:

1. Engages students in joyful, engaging learning in a peaceful, safe environment of mutual respect.

2. Empowers students to be self-reflective, independent, life-long learners, prepared to be career orientated global thinkers, who realize their individual potential, lead meaningful lives and accept their responsibility of citizenship

3. Facilitates students to perform at levels of proficiency in meeting the outcomes of the Montessori Curriculum and state learning standards upon transitioning to high school

4. Holds high expectations of academic performance, integrity, respect for diversity and conduct

5. Encompasses 21st Century Skills addressing problem-solving, reasoning, communication and technology

6. Facilitates student understanding of their connection and contribution to their families, their community and the world, through a curriculum based on global awareness and social action, using the student and their world as the context

7. Increases student attendance and achievement through active engagement with all stakeholders

8. Focuses instructional leadership teams to guide school improvement through staff collaboration, curriculum development and data analysis

9. Sustains a collaborative learning community of dedicated, nurturing educators, committed families and self-motivated students

DRAFT

Whole School Goal

Alfred G. Zanetti Montessori Magnet School’s goal for the

2009/2010 academic year is to improve student academic

achievement through an integrated Montessori Curriculum

aligned with district standards and learning goals. By the

end of the academic year, 100% of students will

demonstrate a minimum of one year of academic growth as

shown on Montessori Assessments, Benchmark

Assessments, District and Statewide Tests and where

applicable, Key Math Assessments.

Famous Montessorian, Will Wright, author of Sim City et al . . .

“Montessori taught me the joy of discovery. It showed me you could become interested in pretty complex theories, like Pythagorean theory, say, by playing with blocks. It’s all about learning on your terms, rather than a teacher explaining stuff to you. SimCity comes right out of Montessori – if you give people this model for building cities, they will abstract from it principles of urban design.”

Will Wright

“Will Wright flourished in the local Montessori school, with its emphasis on creativity, problem solving and self-motivation”

John Seabrook

The New Yorker, November 6, 2006

Our Aim is to Fulfill the Mission of Bringing Montessori to the Public

Schools and its Diverse Population

“The needs of mankind are

universal. Our means of

meeting them create the

richness and diversity of the

planet. The Montessori child should come to

relish the texture of that diversity”

Maria Montessori

Maria Montessori

…

Was the first Italian woman

doctor, scientist , educator

began work in 1907 in slums of

Rome with “street urchins.” Her

work with severely learning disabled students in 1907 who then passed testing for

non-disabled students drew international

attention.

believed learning should be active

and that the freedom to move and choose work

in a highly ordered

environment, facilitated cognitive

development and bred independent, joyful, successful

learners.

Ensured that teachers set up a developmentally

appropriate “Prepared

Environment” in large open classrooms

wove “Grace and Courtesy” (social

emotional behavioral) and “Practical Life”

components into the curriculum

developed an educational

philosophy and pedagogy based

on individual children’s needs and their work

with developmentally

appropriate materials through

which children construct their

learning.

Montessori Environment

The Environment: Warm, inviting, ordered,

structured, engaging, carefully designed to capture interest of students and promote independence

No rows of desks Students choose where

to sit (floor, desks, high and low tables, alone, groups, pairs)

Mixed-grade students (Ex: Grades 1-3 in same room)

Montessori Pedagogy Instruction

Teacher presentation happens mainly in small groups and individual

Teacher teaches on the floor, child moves on to practice alone

Teacher provides engaging extension activities to all presentations (lessons) that students can work on independently

Teacher a facilitator of learning and a guide

Assessment Ongoing observations,

questioning and feedback Benchmarks for Curriculum Portfolios Montessori Standardized Tests

Step inside a Lower Elementary Morning Work Cycle

Class Agenda

Student Work List

Please see Zanetti Websitefor video snapshot of an

E1 Workcycle

The Curriculum Pre-K to Grade 5 Montessori Peace Education through

Global Awareness 

Materials-based Integrated Social Studies, Math, Language, Science, putting the child in the context of the whole

Grace and Courtesy Non-Violent Conflict Resolution Early exposure to and use of algebra

and geometry in younger years

Middle School Grade 6 to 8 Montessori Peace Education through Social Action

CONTEXT: The Adolescent OVERARCHING QUESTION: How do I

understand myself, the world and my place in it?

OVERARCHING ACTION: How do I contribute?

District initiatives woven in WEX writing, CAFÉ reading, Science Kits Alignment of Montessori Curriculum and

Level Outcomes to State Learning Standards

“Measure what you value”

What the Data Shows

General Student Achievement Trend

AYP Trends since beginning of Magnet Grant

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009

Bot

tom

= A

YP

not

met

Top

= A

YP

M

et

ELAAYP

MathAYP

82% classroom teachers leave because of contract,19 new teachersbegin Montessori Training

Teachers complete training

Zanetti becomesMontessori

So, what was going on in 2004 and 2005?

Zanetti in 5th year of Montessori Both Math and ELA AYP met All teachers Montessori Trained Team including a Math CPDT created

Montessori materials to fill gaps in math curriculum (measurement, for example)

High academic achievement for 21st Century Success

Students

ZANETTI MONTESSORI IS SPECIAL BECAUSE….. * Without desks, students and groups learn to get along with each other. * We are around the same people all the time so we are not as nervous to

answer questions or ask for help. * Zanetti has taught us to think outside of the box when doing our work. * We learn about respect, responsibility, and caring for our environment. * At Zanetti we get second chances even when we do something wrong. * We are in different grades in the same class and this allows us to help

each other. * Zanetti has taught us the importance of peace. * This school allows you to choose what you wish to learn more about. * We can concentrate and it is a great environment in which to learn. * We are very unique with our learning style. * The teachers are great and it is a good place if you want to learn new

things every day. * We are free to hold our own opinions and encouraged to speak our minds. * You can make friends all over the school and because we are together for

so many years we know that when we go our own ways we will still keep in touch.

* We go on cool fieldtrips that help us learn about our world. * Our teachers care about us and we especially love those teachers who

help us get through all the ups and downs. * Zanetti has helped us to learn new things and built our self-confidence so

that we can be the best that we can be.

2007-2008 Zanetti Middle School Students

Student Achievement-prior to Magnet Grant (1999)

poor attendance high mobility (75% in our last year

before conversion to magnet) lowest standardized test scores of

over 30 district elementary schools high suspension rates rapidly increasing minority group

isolation

Student Success-Years immediately following Magnet Grant

Attendance problems decreased Population Diversified

Free/reduced lunch population decreased

Racial demographics reflected the City of Springfield not just the neighborhood

Behavior incidents decreased Transience decreased

Past Year Student Successes

Proficiency

Last Year Proficiency on MCAS increased in:

- All 8th grade tests - 3rd, 4th, 6th,7th Math- 3rd, 4th ELA

AYP

•2009 MCAS ELA AYP Math AYP

Aggregate yes no

SpEd yes yes

African American yes yes

Hispanic no no

School-Wide Growth Percentiles for 2009

Median Student Growth Percentile-math

% At or Above Proficiency-math

Median Student Growth Percentile-ela

% At or Above Proficiency-ela0

10

20

30

40

50

60

35

15

35

27

52

23

43

35

School-Wide Math MCAS Growth

2008 2009

% of Test Items Zanetti Aggregate outscored District Aggregate

8 ELA 8 Math 8 Science 7 ELA 7 Math 6 ELA 6 Math 5 ELA 5 Science0

10

20

30

40

50

60

70

80

90

100

On last year’s 8th grade ELA test, Zanetti students outscored the District on 89% of the test items.

Highly qualified and effective at all levels

Staff

Organizational Health InventoryStaff PerceptionsSignificant increase in cohesiveness, adaptability and innovation.Slight decrease in morale and resource utilization due to move.Goal Focus work is in progress: Feedback to Students.

Current Goal Focus Perceptions

Teacher Status on School Improvement (N=30)

0

10

20

30

40

50

60

70

Per

cent

of T

each

ers Unclear

Clear

Accept

Support

Internalize

Advocate

U

Assisting and Supporting Parents to help improve

learning

Parents

Parent InvolvementParent Attendance at Major Events

0

50

100

150

200

250

300

350

400

OpenHouse/Resource

Night

Montessori in theHome

Movie Night Smith College ELA Night

# P

are

nts

Last Year

This Year

Parent Perceptions Survey

The 2009 Parent Survey revealed that of 150 surveys returned, over 90% of parents believe:

The school provides sufficient support for their child. The school has an appropriate curriculum. Their child’s progress is acceptable. They are respected by the school. They understand the difference between Montessori and

Traditional classrooms. Montessori Education allows their child to solve problems more

peacefully, foster good work habits, and be more responsible, independent learners.

Room for Improvement: 22% of parents do not know their child’s schedule or subjects

being taught. 12% of parents do not know how to help their child with school

work. 17% of parents know how to encourage the Montessori values of

independence, responsibility, integrity and cooperation at home with their child.

From Zanetti Parents “I love the structure of the program, my children are stronger in

reading and math.” “My child takes responsibility for her learning and loves to be

independent.” “Teacher commitment and integrity of personal progress is

appreciated.” “Her motivation for school and routine in general has increased at

Zanetti.” “My son has learned how to problem solve, care and become a well-

rounded individual.” “The Montessori approach has accelerated my daughter’s learning.” “My son is more independent now at home and has a lot of pride in

himself.” “Zanetti encourages citizenship and working at an individual pace.” “My daughter works at her own pace and has varied learning

experiences.” “My daughter is an only child and has learned here how to do things

herself.” “Zanetti fosters community-minded students.” “I see a better future for my child in Montessori.” “My child has self-confidence and believes he can do anything he puts

his mind to.” “Zanetti has taught my daughter how to love learning.” “Montessori increases my child’s maturity and social interaction

skills.”

Responsive, Effective and Accountable Leadership

Administration

Introduction of the SAM Project

School Administration Management Initial findings show that principals

spend too much time on Management

Student achievement and teacher effectiveness increase with more Principal involvement with instruction

SAM (Kate Berti) introduced to create systems for delegating responsibility based on staff readiness.

Initial One Week Inventory on Principal Time on Management

1/11

/10

1/12

/10

1/13

/10

1/14

/10

1/15

/10

1/16

/10

1/17

/10

1/18

/10

1/19

/10

1/20

/10

0

1

2

3

4

5

6

External: Officials, OthersDecision Making Groups and Commit-teesParents/GuardiansBuilding ManagementOffice Work/PrepEmployee SupervisionStudent DisciplineStudent SupervisionGeneral Management

Num

ber

of

Hours

Majority of management time spent on student discipline.

Initial One Week Inventory of Principal Time on Instruction

1/11

/10

1/12

/10

1/13

/10

1/14

/10

1/15

/10

1/16

/10

1/17

/10

1/18

/10

1/19

/10

1/20

/10

0

1

2

3

4

5

6

7

8

9

Planning, Curriculum, AssessmentProfessional DevelopmentModeling/TeachingDecision Making Groups and Commit-teesParents/GuardiansFeedbackWalkthroughEmployee Supervision

Num

ber

of

Hours

Most frequent instructional time spent on planning/curriculum.

Increasing Time on Instruction

“Measure what you value”

Improvement Areas

Addressing the ChallengesChallenge What the data says Possible Causes How we are addressing

it

MCAS •Hispanic Students still not making AYP•Aggregate still not making AYP in Math

•Reading comprehension/test taking skills of students•Open Response on tests carry heavy weight•Feedback to students during class lacking•Gaps in Math curriculum

•Teacher Training Category 2: Working with ELL Students•Open Response in Math Across the Grades• Increase Formative Assessment at all levels•Increase MCAS language use in Environment and Instruction

Suspensions/ Discipline Problems

Mid-year suspensions this year equal total for last year

•Loss of Planning Center space, behavior educator and second counselor due to the move•Cramped classrooms•Middle School engagement and space

•Re-focusing counselor response•Code of Conduct Reflections and Contracts with Gr.1-5•Mentoring/Tutoring At-Risk Middle School students•Re-focusing Middle School Instruction and Curriculum

Principal Time on Instruction

Daily average is 20% •Principal is first responder for managerial tasks

•SAM (School Administration Manager) Program to increase time on instruction

Parent Involvement

Increasing, but not representative of total student body

•Positive contact from teachers•Decrease in celebratory events•Move has led to an initial withdrawal

•Postcards home•Quarterly learning celebration•Email list•Parent education about Montessori Instruction•Parent Newsletter from Students

Importance of Montessori in Springfield

Why is Zanetti an Important Option for Springfield Parents?Zanetti Importance

Diversity in Staff and Curriculum •Appreciation for diverse cultures and studies

Peace Education •Multiple Steps of Positive Conflict Resolution•Global awareness and social action at the basis

ELL trained staff •ELL students move from concrete to abstract use of English with materials

Montessori •Differentiated instruction•Diverse classrooms•Multi-age, multi-level classrooms allows for early exposure to high level content and peer instruction

Inclusion Model •Special Education students allowed structured movement

Student Choice •Encouraged during instruction to promote task completion•Discussed during conflict resolution

Children’s House •Pre-Kindergarten

Middle School Montessori Peace Education through Social Action

•District-aligned, community-focused Social Justice Curriculum, with the adolescent as the context

How Does Montessori Meet the Diverse Needs of Students?

Montessori Principle Urban Student Needs

Learning is linked to Movement •Multiple Learning Styles•Freedom to move stimulates learning

Choice and control •Safe and Nurturing Learning Environment focused on Student Readiness

Learning in the context of interest •Manipulatives that provide student with experience with content in context

Extrinsic Rewards are avoided •Promotes internal motivation for life-long learning

Learning with and from Peers •Develop cooperative work habits•Respect cultural differences in learning

Learning by doing in context •Content is learned through application and extension

Teacher sets clear limits that allow for student freedom to choose and independence

•Students show high levels of maturity, empathy and intrinsic motivation

Ordered Environment •Highly organized classroom materials and curriculum trains students senses

Sustaining Montessori

18 Requirements for Success of Montessori in Public Schools

Essential Element Alignment to SPS Strategic Priority

Status

Montessori trained teachers Highly qualified staff √ 90% trainedIn need of plan to complete training for new middle school staff

Montessori professional development

Targeted Professional Development √ By level, Tuesday afternoons

Ongoing Montessori consultation Ensure all staff is accountable √ Montessori Mentors on staff, part-timeIn need of outside consultation from experts

Two trained adults in each classroom (teacher and paraprofessional)

Student Support as needed √ 100% in preK/K onlyIn need of Montessori trained paras in all classrooms

Budget for Montessori Workshops Equitable distribution of funding √ Michael Duffy, Charles Terranova for 2009-2010

Maintain membership with professional Montessori Organizations

Staff Support as needed √ Montessori Schools of Massachusetts√ American Montessori Association√ North American Montessori Teachers Association

Employ Montessori Mentor Staff Support √ Two mentors, part-time

Montessori Trained Administration Effective Leadership Skills √ Principal Montessori Trained with teaching experience

Montessori Curriculum Maintained District-aligned performance goals √ Pre-K to 8

Essential Element Alignment to SPS Strategic Priority

Status

Sustain Support of Central Office Shared goals •In need of appropriate assessment measures compatible with Montessori•Plan for sustainability

Provide parent education program Assist parents to improve learning √ Montessori Parent Ed. Nights

Full complement of Materials Increase Math, ELA, Science proficiency

√ 100%* Library missing to complement classroom research

Prepared Environment, (including social emotional behavioral educational space)

Nurturing, safe learning environment •Reduction in classroom space hindering effective Montessori instruction•In need of SEB space and behavior educator

Uninterrupted daily work cycle High performing educational culture √ 3 Hour Morning Work Cycle

Integrated specialty programs Increase post-secondary options √ Music, Art, Dance, PE, Technology, Middle School Enrichment Program

Multi-age groups High performing educational culture √ 100% Classrooms

Montessori Record Keeping Performance Management System •MRX (Montessori Records Express) in progress

State Mandated Testing Increase MCAS Proficiency √ MCAS Practice in Practical Life

Modified from American Montessori Society http://www.amshq.org/schoolExtras/publicEssentials.html

Sustaining Montessori at Zanetti

• Prior to Level 4 Announcement:• Considered Pilot School Status for:

• Flexibility in Staff Allocations and Budget• Autonomy in Assessment and Curriculum

• Current Needs: • Montessori-trained administration• Analysis of Montessori Alignment to District• Creation of Montessori Assessments• Close any Math gaps by creating Montessori materials• This year: Feedback to Students (Formative Assessment)• Next year: Comprehensive reading program focused on reading comprehension

• Refocusing Middle School for Social Action:• Teachers to complete Montessori Training summer 2010• Refining and Refocusing Curriculum for 2010/2011 to empower and engage

students preparing students for their lives now, as leaders in the school and in the Community

• Environment: Rethink space, create student-centered classrooms

Vision for the FutureIn five years, we hope to have

For Zanetti:• A safe, clean, upgraded facility for the Montessori

Program• Square footage required for effective Montessori

Classroom ORClass size for elementary reduced to 20 in present classroom square footage and staff allocation adjusted for this

• Science Lab room for Elementary Science• Rooms for Dance/Art/Music• State of the Art Library (planned for Summer 2010)

In Springfield: New building for Montessori Middle School

180 kids in MS, 20 per class Student body fed from Zanetti and Gerena

Zanetti Montessori Magnet School:

Excellence in a Peaceful Environment