My journey teaching ESL in Public Montessori
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Jones: The Child Study protocol Dubovoy: Inclusive education Hawthorne: Culturally responsive
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BRINGING MONTESSORI INTO THE PUBLIC CONVERSATION IN PRINT AND ONLINE • MONTESSORIPUBLIC.ORG • WINTER 2018 • VOL 2 NUMBER 2
My journey teaching ESL in Public Montessori
to become proficient in standard En-
Moving from glish—it includes a linguistic celebra-
multicultural tion validating cultural experiences and
to culturally expressions. It is affirming their identity
responsive and home language.
ESL as conventionally practiced isn’t
really radical. In fact, I have found
Montessori instruction to outshine ESL
practices. Dr. Montessori understood
the importance of vocabulary building
BY BRITT HAWTHORNE in relation to the child’s environment,
giving context to the vocabulary words,
I am a former public Montessori ele- the study of grammar to aid in read-
mentary teacher from Rockford, Illinois ing and writing comprehension and
now working in Houston, Texas. Even the organization of ideas for clarity. All
as a “general education” teacher, I have Montessori learners are expected to
always had English Language Learner read, write, and discuss across subjects
(ELL) students in my classes, but our and across grade-levels, supporting lan- Building fluency at Houston ISD
move to Houston, one of the most cul- guage acquisition.
turally diverse cities in the United States, In the beginning of my Montessori address inclusivity, according to Zaretta the larger Montessori community and
has expanded my ELL definition. The journey, I worked to prepare an envi- Hammond’s book Culturally Respon- especially the inequities in public Mon-
population I have worked with here has ronment that promotes multicultur- sive Teaching and The Brain. tessori programs. My jelly is culturally
included immigrant children from un- alism, as discussed in my Montessori But I began to realize that, while responsive pedagogy.
documented and documented families, training. Multicultural education cele- multiculturalism creates a welcoming Culturally responsive pedagogy
refugee children, children whose par- brates diversity through diverse books environment, it does little to impact (CRP) goes beyond the visual culture
ents are migrant workers here for the written by people of the global major- the individual English language learn- of multiculturalism to consider each
harvest season, ELLs with a disability, ity, cultural nomenclature cards such er’s cognitive growth. Multiculturalism student not as a representative of their
ELLs with dyslexia, U.S. citizens, chil- as Diamond Montessori’s peacemaker/ is only adding the peanut butter to the culture, but as an individual influenced
dren learning English as their third or world changers cards, Read Around the bread; I was still missing the jelly. What by social and cultural forces within and
fourth language, and more. Teaching World night and Holidays Around the I needed to address was the false sense
ESL is not limited to teaching learners World celebrations. It is a visual way to of reality sometimes represented within continues on page 13 >
Is Montessori for every child in 2018?
threat”. Doctors in the U.S. have written valiant efforts to understand this grow-
With so many new millions of prescriptions for Ritalin and ing population of children and to meet
challenges, is other medicines to treat ADHD alone. their diverse and various needs. In the
Montessori In 2015, in the U.K., nearly a million Montessori world, we sometimes won-
still relevant? such prescriptions were written, up from der if our beloved approach to education
661,000 in 2010 and 359,000 in 2004. truly works “for every child”.
(“Prescriptions for Ritalin and Other
ADHD Drugs Double in a Decade”, The Montessori and inclusive
Guardian, 8/14/2015) In the last decade, education
BY SILVIA C. DUBOVOY we have seen a proliferation of theories, As a teacher, a psychologist, and an
therapies, books and research on all AMI Montessori teacher trainer, my
The rise of learning disorders kinds of disorders. The 2013 revision of hunger for knowledge to serve children
In recent years, Montessori educators the Diagnostic and Statistical Manual has led me to constantly study the hu-
have seen many more children with ex- of Mental Disorders (DSM-5) added a man condition. Immigrating from Mex-
ceptionalities in their classrooms. The chapter on disruptive, impulse control, ico to the United States as an adult also
Centers for Disease Control and Pre- and conduct disorders marked by be- made me feel handicapped in many as-
vention (CDC) calls the rise in child- havioral and emotional disturbances pects. My quest and my limitations gave
hood neurological disorders, mostly specifically related to self-control. me the motivation to constantly prepare
described as behavioral, social, or ac- In the midst of this global epidemic,
ademic dysfunctions, a “major health educators are on the front lines, making continues on page 14 >
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2 M O N T E S S O R I P U B L I C | W I N T E R 2 018 For up-to-the minute news and discussion
Montessori for all at Cornerstone
Welcoming every child, and work tirelessly to make key components of Montessori. Quite
specialists into it so. At Cornerstone Montessori School, the contrary: these very components
BRINGING MONTESSORI INTO THE
this work has two pillars: staying abso- bring about the most meaningful
high-fidelity PUBLIC CONVERSATION
lutely grounded in the implementation change in the lives of children with spe-
Montessori and protection of high fidelity Montes- cial needs, as for all children. Sadly, so
WINTER 2018
VOLUME 2, NUMBER 2
sori, and tapping and integrating the many well-trained Montessorians let
expertise of specialists and outside re- the implementation of these principles
sources so important to supporting the slip, especially if they are struggling to 1 My journey teaching ESL in
BY LIESL TAYLOR
Public Montessori
guides and the success of all children. meet the needs of children with signifi-
BRITT HAWTHORNE
Children are human beings to whom re- The benefits for children with special cant challenges. When we work in public
spect is due, superior to us by reason of needs as well as the children living with settings with diverse groups of children, 1 Is Montessori for every child
their innocence and of the greater possi- them in community are indisputable. we must stay unwaveringly grounded in in 2018?
bilities of their future. Consistently, we see our special popu- our commitment to provide high qual- SILVIA C. DUBOVOY
—Maria Montessori lations thrive developmentally and ac- ity Montessori, especially for children
3 Montessori for all at
ademically. We see the profound effects with significant deficits. Our country
Cornerstone
Just as every child is human, every child,
LIESL TAYLOR
in all of her loveliness and complication,
deserves an education that promotes We must insist that Montessori is for 4 The Child Study Protocol at
her development to the fullest human Breakthrough
potential. every child, and we must work tirelessly ALLISON JONES
The Montessori community is fast
moving away from the notions that
to make it so 6 Transitioning to inclusion
KACEE WEAVER
children with special needs can’t be well
served in a Montessori environment living and working together in a com- has followed fad after educational fad, 8 ELL in Montessori:
and, even worse, that serving those munity diverse in need on our children’s making desperate grabs at what might A case study
children compromises the Montessori increased capacities for understanding, “close the gap”, agreeing only that so far GRETCHEN SHAHEEN
experience for others. compassion, cooperation, and problem nothing is working, when all the while 9 Special needs parents have
To implement a system of education solving for the good of the whole. we have a scientifically proven method needs of their own
in environments that appropriately de- of education that supports the develop- GENA ENGELFRIED
mand the use and development of all our Do ‘more Montessori’, better ment of each human being to his or her
human tendencies, fostering optimal In serving children with special fullest potential. 10 Cultivating an attitude
development, we must insist that it is for needs, we must never compromise the of inclusion
continues on page 16 > CHRISTINE LOWRY
11 The case for push-in services
In this issue: ELL and Special Education
NCMPS STAFF
19 Write for MontessoriPublic!
NCMPS STAFF
This issue of MontessoriPublic presents a range of views Montessori and ELL in the New York City Charter Mon-
on meeting the needs of children with learning challenges tessori School. 20 Public Montessori in
and English language learners in a Montessori context. Liesl Taylor, head of school at Cornerstone Montessori Puerto Rico
Silvia Dubovoy, an AMI 0-3 and 3-6 teacher trainer Elementary School in St. Paul, Minnesota, describes how DAVID AYER
and founder of AMI’s Inclusive Education course, gives high-fidelity Montessori can work hand in hand with spe- 22 Public Montessori raises
us a deeply theoretical overview of special needs and in- cialists and outside support. achievement, closes gaps
clusion. Kacee Weaver, Assistant Director at Maria Montes- DAVID AYER
Gena Engelfried, Head of School at Golden Oak Mon- sori Academy in Utah, shares her school’s story of transi-
tessori Charter School in California, asks us to consider tioning to an inclusion model. 23 THE PUBLIC CALENDAR
the parents of special needs children. The case for push-in services, an NCMPS White Pa-
Britt Hawthorne, a public Montessori elementary per, is published here as well. COMING MARCH 2018:
teacher in Houston, Texas, shares her journey from multi-
cultural to culturally responsive education. ALSO IN THIS ISSUE: Teacher Training
Allison Jones, a primary and elementary trained pub- Public Montessori raises achievement, closes and Preparation
lic Montessori teacher and Child Study Lead at Break- gaps: Dr. Angeline Lillard’s recent groundbreaking
through Montessori Charter School in Washington D.C., study in Hartford public Montessori schools found that What prepared you? What was
describes the NCMPS Child Montessori can close gaps missing? How can teachers get
Study protocol. in achievement across eco– access?
Christine Lowry, founder nomic subgroups.
We want to hear from you!
and consultant at Montessori Public Montessori in Contributions, observations, and
Now, give an overview of the Puerto Rico tells the amaz- letters, on these or any public
inclusion model. ing story of Ana Maria Gar- Montessori topics, are invited at
Gretchen Shaheen, a cia Blanco, the Instituto
Nueva Escuela, and the 50 editor@montessoripublic.org
public school teacher and stu-
dent of Montessori education, public Montessori schools Article submission deadline
shares her observations of on the island. March 30. More guidelines on
page 19.
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T H E P U B L I C C O N V E R S AT I O N
The Child Study Protocol at Breakthrough
Finding the right fall into one (or more!) of the categories the Public Sector. Guides and assistants Rules for interventions
Montessori described above. That means I have gather weekly to plan interventions for Montessori guides are taught to “fol-
intervention come to terms with the fact that by June, one child who is having difficulty in his low the child” and to “never help a child
some of my students will definitely not or her classroom environment. with a task at which they think they
for every be working as if I don’t exist. In fact, if This has several advantages over the can succeed.” However, these two cen-
child one student learns to work independent- traditional SST (Student Support Team) tral tenets of Montessori become more
ly for ten minutes while I walk out of the model. First, all interventions are Mon- complicated when we are referring to
room this year, I will consider it a win. tessori-based; actions that fit in with the children with special needs, children
A few may never work as if their guide pedagogy that the guide just might not who have experienced trauma, and chil-
BY ALLISON JONES or aide doesn’t exist for more than a few
minutes at a time. Yet, these facts do
The greatest sign of success for a teach- nothing to contradict my commitment Montessori guides are taught to
er… is to be able to say, ‘the children are and belief that these students can benefit
now working as if I did not exist.’ from a complete and joyful Montessori “never help a child with a task at which
—Maria Montessori,
The Absorbent Mind
education.
I have been both a Montessori child
they think they can succeed.”
and a Montessori teacher (at primary
The quote above can be daunting and and elementary levels), and that experi- have thought of yet. Second, its central dren who are for whatever reason not
even disheartening to many public ence has shown me that Montessori edu- tenet is to reframe inquiry from “What yet working joyfully and independently.
Montessori teachers. When your class- cation is the opportunity to do real work is wrong with this child” to “What is go- It is clear that some children, in order
room and school are filled with a lot- that meets specific physical, intellectual, ing on with this child”? to access the Montessori environment,
tery-selected mix of children, many with and developmental needs. It gives chil- The protocol enables guides to con- need supports and/or accommodations.
special needs, no previous Montessori dren the tools to be as independent as sider lagging skills that may prevent Just as our primary and elementary stu-
experience, spotty attendance records, possible, physically, socially, emotional- a child from participating fully in the dents work in different ways, it is unfair
who may have experienced trauma and ly, and academically. It allows them to classroom. And, the protocol prompts and unreasonable, for example, to ask a
likely haven’t had any breakfast, along take joy and pride in their own abilities, us to work within our Montessori prac- child with severe ADHD to regulate her
with children who have been in Montes- and to persevere through challenges. tice to bolster those skills through tar- own behavior at the level of her neuro-
geted Montessori interventions. Finally, typical peers without some kind of ad-
because the protocol is always a group ditional supportive structure. As Mon-
Most of all, these opportunities are, experience, both the presenting guide
and supporting group benefit from the
tessorians, though, we never want that
support or structure to take away from
by design, available to all children process of collaborative problem-solv- her own right to be an independent, ful-
ing. The presenting guide gets external ly functioning member of the classroom
perspective that they desperately need who drives her own development.
sori schools since before they were three, Most of all, these opportunities are, by when faced with a frustrating situation. The line between what is too much
and know without thought that four is design, available to all children. The team as a whole gets to spend an help (infringes upon a child’s indepen-
yellow and five is light blue, this goal can There are a few things that have al- hour a week talking in-depth about real dence) and too little help (ineffective
seem an impossible task. lowed us here at Breakthrough to start children and real practice. “Stealing” in- and doesn’t allow for the child to par-
As the Child Study Lead for Break- the work towards providing this trans- sights and interventions for their own ticipate fully) can be quite thin. To help
through Montessori PCS, I am respon- formative experience for all children. classrooms is strongly encouraged. us analyze our interventions and make
sible for all interventions and special Child Study is still a work in progress sure that they are an aid to the child’s
education services. Breakthrough is Child Study at our school, but it has provided in- development, there are two rules we
midway through its second year, with Child Study is a protocol designed by sights into what is going on with a num- have worked out:
135 three to six year-olds, most of whom the National Center for Montessori in ber of children who were struggling; • Interventions must support
sometimes insights that are surprising. internal skill development, in-
Furthermore, it provides a framework stead of externally reinforcing
WASHINGTON MONTESSORI INSTITUTE for helping Montessori guides recon- or extinguishing behavior. Our
AT LOYOLA UNIVERSITY MARYLAND cile the need for both real Montessori interventions are designed to teach
Primary & Elementary
and rigorous analysis that can be shared children skills that they have not yet
Summer Assistants with the non-Montessori world. Child mastered, not to “pay” them for de-
Courses
Study also serves as both an aid to, and sirable behaviors. For example, while
Academic Year
Primary a protection from, the special education giving a child a star every time he
STARTING SEPTEMBER
bureaucracy. sits down may prompt a child to sit,
Academic Year Detailed records of targeted interven- this behavior does not necessarily
Elementary*
STARTING SEPTEMBER tions can be used to support the eligibili- transfer across environments. On
*SUMMER FOUNDATION
COURSE REQUIRED
ty of students who are found to not make the other hand, if we give a child
progress, and students who might other- extra acknowledgment every time he
SCHOLARSHIPS AVAILABLE! Washington wise be referred to special education can sits down with the idea that sitting
Montessori
MASTER’S PROGRAMS IN PRIMARY AND Institute be guided towards normalization by the down is the first step towards an
ELEMENTARY MONTESSORI EDUCATION insights gained through and interven- experience of successful work, and
Our AMI programs are MACTE accredited. tions designed during the process. that once he experiences the joy of
LOYOLA.EDU/WMI • 410-617-7777 completing self-chosen work he will
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no longer need those extra acknowl- Finding amenable service
edgments, we are helping that child providers
develop the skills of concentration, One great help to us in the messy,
and inhibition, which ultimately lead complicated process of providing high
to self-regulation. BRINGING MONTESSORI INTO THE PUBLIC CONVERSATION
quality Montessori to all the children
• Interventions must be designed who show up at our door has been find-
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Editorial Director: David Ayer
be a plan in place for the slow, sup- our students has been of paramount im- Contributors: David Ayer, Silvia Dubovoy, Gena Engelfried, Britt Hawthorne, Allison
ported reintegration of the child into Jones, Christine Lowry, Gretchen Shaheen, Liesl Taylor, and Kacee Weaver
portance. Between the internal practic-
the transition. The only exception es of sound Montessori and support for Publication design and production: Matt Giraud, Gyroscope Creative
to this, in my opinion, is children children with additional needs, and the MontessoriPublic is a publication of the
with physical needs such as sensory external support from specialists who
integration disorder, or children really understand what we’re doing, we
who need extra movement in order have been able to help some children go
to function successfully in the class- further than anyone imagined possible.
room. In the case of needs that are
Noncommercial reproduction of material in this publication is permitted and
physical necessities, fading may not Allison Jones, M. Ed., is Child Study encouraged. Please consult authors for rights to reprint copyrighted articles.
be an option. Lead at Breakthrough Montessori Public Copyright 2018 National Center for Montessori in the Public Sector
Charter School, in Washington, D.C. public-montessori.org
She holds AMI Primary and Elementary
diplomas.
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T H E P U B L I C C O N V E R S AT I O N
Transitioning to inclusion
Our three year journey
towards inclusive
Montessori
BY KACEE WEAVER
In suburban northern Utah we have
little inherent cultural or racial diver-
sity and yet, in the summer of 2014 as
I attended the first Montessori For So-
cial Justice Conference at City Garden
Montessori in Saint Louis, Missouri, I
realized that the opportunities provided
to the 26-30% of students in our school
with special needs stood in stark con-
trast to those offered to the majority of
the student population. The lack of ap-
propriate representation for this minori-
ty unnerved me and I felt the determina-
tion to improve the education and lives
of our students with diverse learning Hands-on learning at Maria Montessori Academy
needs. Over the last three years, we have
made great progress in including our teachers each. Each has a special edu- Intervention Team (SIT) and discuss through the discrepancy model (a mis-
special needs children as fully as pos- cation caseload of about 30 students. additional interventions and data col- match in abilities vs. progress) we are
sible in our “mainstream” Montessori They are responsible for writing the lection to evaluate the effectiveness of able to set specific goals and meet them,
curriculum. IEPs and collecting data on “their” stu- the interventions. The teacher then im- with the strengths a student has. A
Twenty-six percent of Maria Montes- dents according to the students’ IEP plements the “Tier 2” interventions in child who tests with low math calcula-
sori Academy’s 655 students, Kindergar- goals. Caseload managers meet weekly the classroom. This can be through an tion and low processing speed may need
ten through ninth grade, are classified with the general education teacher to additional reading/math group or an to use a calculator or a number chart as
as Students with Disabilities. Of these discuss and review the students on their alternate material (returning to golden an accommodation for things such as
141 students, all but four are spending caseload. They assure that a qualified beads or using pictorial representations operations with unlike denominators.
all of their time in the general educa- person meets the additional instruc- instead of concrete materials). The in- A student who tests with an intellectual
tion environment. If you were to tour tional minutes outlined in the student’s tervention is given four to six weeks, disability may need an alternate cur-
Maria Montessori Academy you would IEP, whether it is the general education and then data is brought back to the riculum and basic functional skills like
see students working individually or in teacher or teaching assistant, special SIT. If progress is made, the student telling time, counting money and read-
small groups in classrooms, hallways, education assistant or themselves. In a stays on a watch list. If progress is not aloud technology. This isn’t to say that
common areas, offices, the staff break- Montessori environment, this is not too made, the student is moved to a “Tier 3” we don’t continue to follow the student’s
room, the conference room or outdoors. difficult to do, since all children are al- intervention. desire to count objects or read about di-
General education teachers or assistants, ready on their own informal IEP. Addi- Tier 3 intervention groups are small- nosaurs, but we also include multiple
special education teachers or assistants, tionally, when IEPs are written, we take er and specifically targeted to build the opportunities to build the lacking skills
parents, and sometimes administrators into account the specialized instruction lacking skill. Our Interventionist and and IEP goals through their interests.
or office aides lead these small groups. that the Montessori materials provide. her team of two work with individually Students with severe cerebral palsy,
with students or place them in a group Down syndrome, emotional distur-
with a special education teacher or assis- bance, autism, speech delays, specific
In Montessori environment, all children tant that has students with similar needs.
Data is collected and evaluated after an-
learning disabilities and intellectual
disabilities participate fully in the pro-
are already on their own informal IEP other four to six weeks a third meeting grams as their same-aged peers. Two
with the SIT will shed light on whether students have an ABA aide (one-on-
the intense intervention is working and one therapist trained in the principles
The entire school is seen as a learning A Multi-Tiered Systems of Support should be continued or if there is a pos- of applied behavior analysis) provided
environment and every effort is taken (MTSS) program is in place for teachers sibility of a learning disability and Spe- by their personal insurance companies.
to prepare these spaces. At Maria Mon- that determine students are not success- cial Education testing is needed. Three students are new to Maria Mon-
tessori Academy, special education is ful with the “Tier 1” instruction. When Testing a student for special educa- tessori Academy as lower elementary
treated as a service, not a place. In the a teacher has determined that the stu- tion gives the adults that advocate with students and they spend their morn-
elementary there are four special edu- dent is not making adequate or expect- the child an inside look at the specific ing work cycle in the Learning Lab to
cation teachers that are assigned to six ed progress they meet with the Student learning needs. When a student qualifies learn the transitional skills they need
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MONTESSORI PUBLIC: SPECIAL ED & ELL
to be productive in the lower elementa- of other options to support this student’s shared vision we have experienced con- education peers when in an inclusive
ry classrooms. They practice choosing growth and development, including pic- flicting paradigms, tested faith and staff environment.
work, sitting at line, getting snack and ture charts, sign language, family com- turnover. It has been suggested that we not to
more, in a typical (although smaller) munication and more. Each day is a new We hired a new special education use the term Fully Inclusive to describe
classroom environment with a trained day to adapt the environment and grow coordinator and increased our special our school lest someone take that to
Montessori teacher. They participate in our skills as Montessori guides. education teaching and assisting staff. mean that we are unable or unwilling
afternoon cultural lessons, recess, lunch Becoming an inclusive school has not We’ve brought on an Interventionist to provide a full continuum of services
and specials with their peers with little come easily and we still have a long way and an Instructional Coach. We part- under the requirements of IDEA. Nev-
or no additional adult services. to go to reach our ideals. Our staff has ner with the Institute for Montessori In- ertheless, the spaces we offer are not
However, not all students are as suc- participated in several book studies over novation at Westminster College in Salt outweighed or outnumbered by the
cessful. We were recently advised to in- the last three years: Relationship Driven Lake City and through a grant from the qualified staff we provide to support
stall a seclusion room (also known as a Classroom Management by John, M. Vitto, Sorensen Foundation received consulta- all our students. We believe in full in-
time-out box) for one of our significant- Creating an Inclusive School by Richard tion from a Special Education Consul- clusion of all students in the general
tant. We provide ongoing training for education environment to the fullest
both the special education teachers and extent possible and our programs are
Becoming an inclusive school has not assistants in Montessori pedagogy and crafted to meet the needs of all students
come easily, and we still have a long way the Montessori teachers in special edu-
cation teaching strategies. We prioritize
through the prepared environment.
to go to reach our ideals collaboration time, funding for train-
ing, and increased salaries for those that
Kacee Weaver is the Assistant Director
of Maria Montessori Academy. She
work with our most challenging stu- holds a dual B.A. in Early Childhood
ly challenged students. This non-verbal A. Villa and Jacqueline S. Thousand and dents. We’ve improved parent education and Elementary Education, a M. Ed.
student with Down syndrome becomes Donna Bryant Goertz’s Children Who through our weekly newsletter, Face- in Montessori Education from St.
agitated and communicates by stripping Are Not Yet Peaceful: Preventing Exclu- book presence and teacher blogs. Our Catherine’s University and a lower
his clothing and throwing his own ex- sion in the Early Elementary Classroom, community believes in inclusion and elementary MEPI certification.
crement. The seclusion method signifi- which has helped formulate a vision and supports the research that indicates that
cantly challenges our Montessori ideol- expectation for the inclusion of our stu- typically developing students receive as
ogy, so we are currently trying a number dents with disabilities. Even with this many or more benefits as their special
CMStep Secondary I and II Credential Program
• Graduate credit and M.Ed. degree options from Xavier
University
• CMStep secondary program is AMS-affiliated and accredited
by MACTE
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Commencement Challenge
CMStep Montessori Leadership Program
• Providing AMS-recognized PD credit for Montessori Leaders
EDUC ATE
EXPERIENCE Katie Keller Wood, Executive Director
INSPIRE For course content and scheduling information:
visit www.cmstep.com
call 804.869.2111
write P.O. Box 17152, Richmond,VA 23226
cmstep.com
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T H E P U B L I C C O N V E R S AT I O N
ELL in public Montessori: A case study
What can Public Center for Montessori in the Public variety of plants and pets (a rabbit, a ger- resulting in more student-talk and less
Montessori offer to Sector, I learned that there are approxi- bil, and a bearded dragon) within the teacher-talk. Sara Suchman, Director of
English Language mately 500 public Montessori programs classroom. Coaching and School Services at NC-
in the United States. Yet New York City, After that first remarkable visit, I con- MPS, explained that beginner ELLs usu-
Learners? perhaps surprisingly, has only one pub- tinued my observations for four months ally go through a “silent period,” a phase
lic Montessori school, the New York and interviewed several faculty mem- in which they do not orally communi-
City Montessori Charter School (NYC- bers. Upon completion of my field re- cate in the new language, which is an
MCS) located in the South Bronx, one search, I had a much better understand- accepted way of learning in a Montes-
of the city’s poorest-performing school ing of the Montessori approach and sori classroom. Indeed, during my ob-
districts. After getting approval from identified three of its key components as servations, I saw a student move from a
BY GRETCHEN SHAHEEN NYCMCS Principal Abeku Hayes and implemented by NYCMCS which may “silent period,” which was respected by
my school’s Institutional Review Board, provide benefits to ELLs: individualized the faculty, to a phase in which he began
I have taught in a variety of school set- I eagerly began my research to learn education through differentiation; col- to produce short sentences.
tings, including traditional district pub- what, if any, benefits a Montessori ed- laboration among students, which fos- During my weekly observations, I
lic schools, public charter schools, and ucation may provide for some of New ters student conversation and language frequently witnessed the use of Montes-
private schools. My experiences in the York City’s most vulnerable students– skills; and the application of hands-on sori materials. In fact, it is hard to imag-
classroom, both as a teacher and later, as immigrant ELLs. Montessori materials, bringing many ine a lesson in the Montessori classroom
a graduate student, helped to shape my My first visit to NYCMCS was my
educational philosophy. While I believe first time ever setting foot in a Mon-
that a structured and orderly environ-
ment promotes students’ academic and
tessori school. I spoke with Principal
Hayes and learned that he also had first
Seeing Montessori in action left me
behavioral progress, children learn best encountered Montessori after working even more astounded
when allowed more personal freedoms in traditional schools. After discussing
and given greater academic autonomy. our educational philosophies and the
My personal views on teaching and Montessori approach, Principal Hayes lessons to life for emergent bilinguals. that doesn’t rely upon manipulatives
learning inspired my recent thesis re- gave me a tour of the school. Adorned Like many Montessori schools, each of some sort. For instance, I observed
search in which I examined the benefits with plants, select works of art, attrac- classroom at NYCMCS boasts two students using an assortment of math
of a Montessori education for English tive Montessori materials, and students’ teachers to provide more attention to materials, such as a checkerboard cloth,
Language Learners (ELLs). creations, the understated classrooms at each learner. Frequently, I observed number tiles, and math beads to learn
During the planning stage of my NYCMCS exude tranquility. However, the lead teacher delivering a lesson to a about place value, multiplication, and
study, I researched different types of seeing Montessori in action, more than small group of students while the assis- division. Students also enjoyed using
progressive education, paying particu- the physical appearance of the school, tant teacher circulated throughout the several different types of language arts
lar attention to New York area schools left me even more astounded. I partic- room, offering help to individual stu- and social studies cards. In many cases,
available to students of immigrant fam- ularly remember a visit to a fourth and dents and small, cooperative groups. In ELLs worked with native English-speak-
ilies, regardless of socioeconomic status. fifth grade classroom. While a few stu- addition, every Monday morning, stu- ing peers to complete an activity using
During my search, I came across Mon- dents worked independently, the ma- dents completed a “Weekly Work Plan.” these manipulatives.
tessori, which I believed at the time to jority were spread out in small groups Just as Dr. Montessori advocated for a Overall, while the academic approach
be accessible mainly to children of priv- throughout the classroom. Whereas freedom within limits for children, NY- and humanistic disciplinary methods
ileged, wealthy families. Upon digging some worked together at tables, others CMCS students choose from a variety implemented by NYCMCS may provide
deeper, I learned that Dr. Montessori reclined on the floor. The classroom of activities and projects appropriate to an advantage to ELLs, operating a school
had originally developed her pedagog- buzzed happily along with conversations their developmental level to complete for that is at once public and Montessori is,
ical approach to specifically address the about the various learning objectives at the week. Differentiation is an inherent of course, challenging. As a public Mon-
needs of underprivileged children in hand. I saw many groups using Montes- part of the Montessori approach; thus, tessori school, NYCMCS faces issues
an impoverished area of Rome. More- sori learning materials, and at certain ELLs are constantly engaged in relevant, that other Montessori schools do not.
over, after encountering the National points, I noticed students tending to a self-selected tasks. Funding and high-stakes state testing
Greater student autonomy in con- continue to concern administrators and
junction with multi-age classrooms in faculty alike. Nevertheless, this research
Practical Life Specialists Montessori schools naturally stimulates study left me with a great appreciation
Pouring • Polishing • Washing
Cooking • Cleaning Up • Gardening
student discussions on a daily basis, for the project of public Montessori
Sewing • Woodworking which is especially important for lan- schools. Each day, NYCMCS offers stu-
guage learners. On multiple occasions in dents an education that respects them as
Over 2500 Carefully Selected Items
Preparing the Environment the regular education classrooms at NY- individuals, values their autonomy, and
Art • Music • History • Geography CMCS, I witnessed older students assist- strives to meet their needs in a person-
Science • Sensorial • Language ing younger students with the Montes- alized way.
Resource Books • Peace Education
Elementary Materials sori materials as well as other routine
tasks. While it seems simple, flexible Gretchen Shaheen holds an M.A. in
seating and the freedom of movement Latin American Studies from New York
in a Montessori classroom effortlessly University. A certified teacher, she has
initiates cooperation among students. taught a variety of subjects in grades
In addition, each focused lesson of the K-6, and currently serves as a Primary
FREE CATALOG 800 •214 • 8959
ELL classroom that I observed encour- Literacy Promoter in the Peace Corps
Your Resource for Preparing the Child’s Environment since 1976 aged collaboration among students, Dominican Republic.
MontessoriServices.com • ForSmallHands.com
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MONTESSORI PUBLIC: SPECIAL ED & ELL
Special needs parents have needs of their own
Parents need to know in this issue) to IEP (Individualized Ed- are outside the boundaries of authentic
what Montessori ucation Plan) is a journey that requires Montessori.
offers for their patience and commitment on every- What support do these learners and
one’s part. Communication is the key their families need, and how can we pre-
children and teachers come to understand that pare environments where the children
letting parents know when things are can be successful? The number one
not going quite right can pave the way thing these children need are knowl-
to more difficult discussions about iden- edgeable parents who are calm and in-
tifying what a child’s additional needs formed, and who believe that the child’s
really are. These are key discussions and teachers, as well as school administra-
BY GENA ENGELFRIED need to be encouraged in the context of tion and staff, understand and honor the
parent-teacher conferences, where our child and their unique way of approach-
Children must grow, not only in the body tendency is to highlight only positive ing the world. The children also need
but in the spirit, and the mother longs to aspects of a child’s development. As this extra specially prepared environments
follow the mysterious spiritual journey of journey toward identifying and address- (possibly including, for example, senso-
the beloved one who, tomorrow, will be ing a child’s needs ensues, the key words rial materials and sandpaper letters in
the intelligent divine creature, man. are clarity, honesty and compassion. a lower elementary classroom), individ-
—Maria Montessori There are also parents who seek out ualized lessons, and a teacher or guide
Dr. Montessori’s Own Handbook a Montessori environment knowing who is qualified and able to help them
that their child has a special need—and find their unique strengths and interests.
Special needs students bring a lot value these needs can often be quite profound. These are investments worth making.
to our school. Their uniqueness is well Montessori’s early career and her suc- Parents who have recently received a responsibility. It is also worth the time
served by our method and it is good for cess with children who were deemed diagnosis for their child or who are in spent. If parents can connect, trust and
all of our learners to be exposed to di- “unteachable” has been discussed wide- the process of an evaluation will ben- come to accept their child’s uniqueness,
versity. As public schools we know that ly. Today, these students, whether their efit from the gentle reminder that this then they, and we as educators, can form
change of understanding is going to cohesive teams to find the best ways to
take some getting used to. In her book meet their needs.
These children need parents who believe for special needs parents, Special Needs
Parents: A Resource for Parents of Chil-
Not every special needs child is like
Jamie Oliver, Temple Grandin, Kiera
that the teachers, administration, and dren with Special Needs, Judith Loseff Knightly or John Nash, but all of these
Lavin describes the process that some contributors to society were once special
staff understand and honor the child parents go through when coming to needs students. We have a duty and an
terms with the fact that their child has obligation to help each child reach their
a learning difference. Loseff reminds full potential, and we can begin by help-
if our institutions are going to grow and disability has been identified and la- readers that the news that one’s child is ing each parent know that their child is
thrive, we need to serve students with beled or not, can do well in our schools not a typical learner can be devastating unique and wonderful.
special needs. The atypical learner usu- as long as parents understand that our to many parents. She reminds us that Working together as a team, the
ally makes up at least 10% of any school. goal is to move children and adoles- parents who get this news may need to adults in a child’s life can prepare an
In public district, magnet, or charter cents toward independence and intrin- go through the stages of grief that ac- environment of support, challenge, love
schools, this percentage is almost in- sic motivation. Making this clear, from company any great loss. and guidance that will help the child
variably higher. day one, is very important. If a parent’s As public Montessorians, it is easy to grow in confidence. As a child with a
If we are to serve these children, we goal is purely academic progress, Mon- get caught up in the initiatives, safety special need learns new ways to com-
must serve their parents as well. But tessori may not be the right environ- concerns, curriculum management is- pensate, create, and be successful, he or
parents of children who learn different- she will be able to reach their potential
ly often themselves require a bit more and use the gifts that they have. Talent,
attention and understanding than what
we, as Montessori teachers and leaders,
If parents can trust and come to accept skill and self-efficacy can grow in an at-
mosphere of support and self-reliance.
typically expect.
We tend to attract two types of par-
their child’s uniqueness, we can form Helping parents to see that their child,
like all of the other children, are on a
ents of special needs students. The first cohesive teams to meet their needs road to independence, and encouraging
type is unaware of the full extent of their them to believe that they will get there,
child’s needs, but may be beginning to is the answer.
suspect that they have an atypical learn- ment for their special needs child, es- sues and administrative duties that pull
er. These parents are usually attracted pecially if they are seeking a school that and tug from every side of the school. Gena Engelfried is the Head of School
to the presence of an assistant in the offers a token economy, star charts and Taking the time to sit and help parents at Golden Oak Montessori (a public
classroom, Montessori’s “hands-on” praise as motivators. As public schools, of special needs students to choose charter school in Hayward, California).
approach, or the positive, loving, and we are often required to accept all stu- Montessori wisely (aware of our lack She has been a Montessori primary and
caring environments that characterize dents who seek enrollment, and this is of motivational praise and our focus adolescent guide, consultant, speaker,
our schools. Identifying a child’s need, a noble thing. But as public Montessori on independence) is essential. Help- and international educator in Indonesia,
from Child Study (as developed by the schools, we need to stand out ground ing the parents of newly diagnosed Kazakhstan, and Australia.
National Center for Montessori in the and be willing to draw the line when a children process the news that a child
Public Sector, and described elsewhere parent requests accommodations that has a disability is an honor and a huge
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T H E P U B L I C C O N V E R S AT I O N
Cultivating an attitude of inclusion
Montessori is Statistical Manual used by psycholo- Creating an inclusion • Minimal sensory stimulation with
inclusionary gists added difficulties with sensory classroom environment thoughtful decoration that enhances
by design processing as a criterion for making Inclusion is the creation of a class- rather than overwhelms.
an ASD diagnosis). room community conducive to helping • Optimal temperature and natural
• 60% of children identified as exhib- all students meet academic and behav- lighting.
iting Attention Deficit Hyperactive ioral goals. It is understood that:
Disorder were found to have sensory • Healthy social development is a pri- The Social-Emotional
processing disorders. mary emphasis in early childhood Environment
Although we don’t have current sta- (birth to age eight). • Predictable routines, structure,
BY CHRISTINE LOWRY tistics, it has long been accepted that • All children learn in different ways schedule with well- planned transi-
Specific Learning Disabilities are a re- at different rates. tions.
“It seems like more and more of my sult of some sort of processing disorder. • It’s every child’s right to be included. • Positive, warm, accepting adult-
students are having trouble settling Speech and language disorders are on An inclusive classroom benefits all child interactions.
in.” “I’ve tried everything but she just the rise and often have a sensory pro- with opportunities to develop accep- • Social skills teaching with opportu-
can’t follow directions.” “We’ve worked cessing difficulty component. tance, respect, and compassion. nities for practice, role-playing, cu-
and worked but he isn’t remembering ing, prompting, and encouragement.
his sounds.” “Kids seem different these The myths What is good for one is • Opportunities for “social cohesion”
days—I just don’t know what to do.” “I can’t work with children with spe- good for all such as class meetings, mutual en-
cial needs. I don’t have a special educa- As Montessori educators, we know couragement, guided problem and
The facts tion degree or training.” the foundational importance of a prop- conflict solving, work toward a
Sound familiar? Montessori teach- “If I have to focus all of my time on erly prepared environment. Our goal is common goal (Silence Game, Walk-
ers in all settings, public and indepen- this one student, I won’t have time for to prepare the optimal physical, tempo- ing the Line, Goings-Out).
dent, are expressing concerns about the the other 26 in my class.” ral, and social-emotional environment • Time to engage, experiment, and
that will enable all of our students to work at one’s own pace.
thrive. Our training in observation, not This knowledge, our attitude and
“Kids seem different these days— just record keeping of lessons present-
ed, but truly seeing with the eye of the
optimal preparation is the first step
in creating an inclusive classroom. All
I just don’t know what to do.” scientist, as Dr. Montessori tells us, will children, regardless of needs or chal-
give us the information we need. Our lenges, want to belong, want to be a val-
knowledge of child development and ued member of their community, want
numbers of students whose behavior is a “If we can get the child diagnosed we ability to determine typical and atypical to succeed, and get along with others.
challenge to manage, who seem unmo- will have a label that will tell us what growth in each domain, the character- There are individual supports, the tools
tivated and easily distracted, and who to do.”
aren’t learning in the way we have come
Our roots
to expect of “Montessori children.”
What we do know is that the inci- Our hesitancy about our ability to
Our philosophy grounds us in an
dence of students with identified “spe- support students with challenges is un- attitude of acceptance and respect
cial needs” is increasing. The Center derstandable. But the good news is that
for Disease Control (CDC), using data the Montessori system of education has
from 2012, estimated that 1 in 68 chil- a number of “built-ins” for addressing istics and needs of the children in each and techniques, for working with chil-
dren have been identified with Au- individual needs. With some knowl- Plane of Development, and our ability to dren with challenges of behavior and
tism Spectrum Disorder. The National edge and understanding there is much recognize Sensitive periods guides our learning that we can learn to use (and
Center for Education Statistics (NCES we have of offer to support all students. ability to individualize for each student. these can be explored in further articles)
2014-15) states that 13% of school age By creating an “inclusive classroom” we Our philosophy grounds us in an atti- but fundamentally each of our students
children have been identified with spe- can accept, respect, and benefit all of tude of acceptance, and respect for each is a unique individual, with strengths
cial needs, including specific learning our children. child giving us the tools to model grace and challenges. As Montessori educa-
disabilities, autism, developmental de- A child is not a label, and a label only and courtesy, and positive ways to in- tors we have the advantage and the sup-
lays, and mental health issues. However, gives us the broadest of contexts for teract for our students and create a true port of an amazing system for under-
a more recent figure of 15-20% is more understanding behavior and learning community of “social cohesion.” standing, teaching, and supporting each
commonly stated. Data from 2011-12 challenges. The scope of this article is of our special children.
estimates that 11% of children age 4-17 not the characteristics and definitions What Is Optimal for
have been labeled ADHD. of a given diagnosis. “Special education” All Students? Christine Lowry, founder, administra-
Any number of researchers have hy- really is based on observation, individu- tor, and lead teacher at two Montessori
pothesized reasons for these increases, alized supports, understanding of some The Physical Environment schools with the mission of serving all
but the Star Institute for Sensory Pro- tools and techniques for support, and • Well organized, ordered, and beauti- kinds of learners, holds an M. Ed. in
cessing Disorder has shared data that guiding a child to more positive behav- ful activities that are developmental- special education from UNC-CH and
could indicate a commonality across ior and learning. There is no set “pro- ly appropriate and of interest to the an early childhood Montessori cre-
identified needs and labels gram” that works for all children with a students. dential. She provides consultations for
• 90% of children diagnosed with shared diagnosis. • Furniture and activity area arrange- schools to develop and support their
Autism Spectrum Disorder have ment that supports movement and plans for their classrooms and indi-
sensory processing disorders. (In work patterns. vidual students. She can be reached at
fact, the most recent Diagnostic and christine@montessori-now.com
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The case for push-in services
NCMPS White Paper • Individual and small group les- individual needs as a normal part of • A child with emotional disturbances
supports push-in services sons—The entire Montessori class- classroom life. who needs a quiet place to regain his
for ELL and SPED room is set up around one-on-one • Push-in services in the general class- or her composure before returning
and small group work. When an room support peer engagement and to work in the classroom.
interventionist comes in and offers friendships and reduce social stigma. Even when a school primarily uses
BY NCMPS STAFF such lessons, it fits well within the Respect for workflow: During in- the recommended push-in approach,
norm of the classroom and in no dependent work time, skilled interven- the availability of a resource room can
The following article is adapted from the way disrupts or stands out from the tionists invite students to lessons as help meet these specific needs.
NCMPS White Paper “English Language usual flow of the classroom. they are ready, rather than interrupting
Learners and Special Education Stu- • Uninterrupted three-hour work concentrated work or lessons from the
dents in Montessori Schools: The Case period—Montessori classrooms classroom teacher. M o n t esso r i
for Push-In Services”, available as a PDF are structured around a three-hour • Respecting a student’s workflow by MI In st it u t e o f
AS
(with full references) at public-montes- work period during which students minimizing interruptions supports A d van ced
sori.org/smarter-tools/#resources. Other move freely between work areas and student concentration, self-direc- St u d ies
NCMPS White Papers are available on materials. This structure allows the tion and motivation and is a crucial
the same page. interventionist to work with stu- component of a strong Montessori
dents at a mutually agreeable time, experience.
Montessori classrooms minimizing interruptions, support- • Push-in services allow ELL and spe-
support a push-in model ing student choice and thereby en- cial education students to reap these
Both education research and federal hancing learning. essential benefits of the program.
mandates point toward the desirabili- • Materials that move from the Reduction of transitions: Montes-
ty of well-implemented inclusion pro- concrete to abstract—Montessori sori pedagogy minimizes stressors such
grams for English language learners materials begin with concrete repre- as transitions in order to allow students
(ELLs) and special education students sentations and then move to abstract to focus their full energy on learning. “I looked forward to each class
(SPED). Within an inclusion model, for all students. These same materi- Push-in services create this environ- meeting and seminar. The instructors
bringing interventionists to the general als are easily accessible to ELL and ment for all students. and the materials presented were
education classroom, rather than sepa- special education students and can • Consistent expectations: In a highly motivating.”
rating students for support services, is be used by push-in teachers to rein- push-in model, interventionists can
increasingly viewed as an optimal mod- force regular lessons. observe and follow the classroom “Very good quality; depth and
el for supporting students with special teacher’s way of interacting with breadth. Interesting, valuable
educational and additional language Benefits of push-in for students. material. I will recommend this
needs. The logic of the Montessori meth- Montessori • Consistent setting: Students learn in
program to prospective teachers.
I have changed for the better; better
od uniquely situates its classrooms both At the same time, the impact of an environment with which they are mom and better teacher.”
to support and benefit from a push-in the Montessori model is strength- already familiar and comfortable.
model of special education and English ened through a push-in program and, Increased independence: As stu- “The whole program is outstanding!”
Language Learner instruction. in turn, weakened when students are dents learn from interventionists how to
navigate the environment independent-
ly, they increase their success and sense
The logic of Montessori both supports of self-efficacy within the Montessori
classroom.
and benefit from a push-in model of Limitations of the push-in
special education and ELL instruction model
Under some circumstances, attention
MACTE
to the needs of the child dictates that Montessori Accreditation Council for Teacher Education
“Push-in” refers to the practice of de- pulled out of the classroom for services. working with the child in a resource
livering ELL or special education ser- Push-in services allow ELL and special room or other quiet space away from
vices inside the regular classroom rather education students to receive the ser- the classroom is preferable to push-in
MIAS offers:
than “pulling out” identified students vices they need while reaping the same support. Some Montessori communi- • Small classes with individual
for services in a separate setting. Mon- benefits of the Montessori program as ties label this as “step-out” support, as attention
tessori programs are ideally suited for their classmates. it is flexible and can be initiated by the • Offering a convenient
supporting this service model. Montes- Social integration: Push-in services child as well as by the interventionist. schedule that caters to
sori classrooms delivering high fidelity within the Montessori classrooms bene- Circumstances in which step-out working students
implementation offer: fit the social development of all students support might be preferable include: • Experienced staff specialized
• Mixed age groups and fully differ- in the classroom, not just those with • Speech and language services in in connecting students to their
entiated instruction—A full array special needs: which pronunciation and articula- unique gifts residing within
of materials is available within each • Exceptional students can be sup- tion are key to student learning.
multi-grade classroom. Instruction ported to work in small groups with • A highly distracted child who ben-
Start your journey today!
is differentiated for all students, typically developing students and efits from having a first lesson in a
making the differentiation for ELL native English speakers. separate environment before work- Visit: www.montessori-training.com
and SPED an easily incorporated • All students learn from each other ing on the material in the classroom. 22781 Canyon Court - Castro Valley - CA - 94552
(510) 581-3729
and natural part of the classroom. and learn to see differences and montessori.ins@gmail.com
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