Fall 2020 Virtual Return to SchoolMacDowell Montessori School

Portions of this handbook have been adapted, with permission, from the Montessori School of Tokyo.

Thank you, MST, for your work in the creation of a global Montessori community resource.

This handbook is not intended to create a contract.

The school sites and Milwaukee Public Schools reserve the right to modify,

at any time, any of the policies described or privileges granted.

MPS Montessori Learning from Home Guide 2020–2021 Montessori

For more than 40 years, Milwaukee Public Schools has

been cultivating its public Montessori programs based

on the teachings of Dr. Maria Montessori. MPS is

proud to be the home of one of the largest tuition-free

public Montessori cohorts in the world, serving more

than 3,500 students across eight campuses, K3 through

grade 12.

Dr. Maria Montessori, the Italian pediatrician who

founded the methodology over 100 years ago, believed

that when children are given the freedom to choose

their own learning activities, a self-confident, inquisitive,

creative child emerges.

By observing the way children learn through

exploration, Dr. Montessori developed a new system of

education. Her philosophy allows children to grow their

skills through hands-on learning.

In a Montessori classroom, children work with specially

designed hands-on materials that engage the senses in

learning. Montessori materials are beautiful and inviting.

They teach only one concept at a time to allow the child

to work independently and master the skill.

The sequence of Montessori lessons aligns well with

and, in many cases, exceeds state learning standards,

ensuring that children are introduced to complex

learning concepts through hands-on experiences that

lead to deep understanding. The combination of

independent, partner, small-group, and whole-group

lessons and activities introduces children to different

learning relationships and interpersonal dynamics,

which are valuable skills for their interactions outside

the classroom.

MPS Montessori Learning from Home Guide 2020–2021 Our Campuses

Our campuses—when viewing electronically, you may click to be taken to each website.

MPS Montessori Resource Page

MPS Montessori Learning from Home Guide 2020–2021 Table of Contents

TABLE OF CONTENTS

Letter from Your Principal

Expectations for Your School Community

Attendance

Special Education Services

English Language Learners/ELL, Reading and Math Interventions

Grading

Montessori in MPS

Connecting with MPS

Practical Life

The Prepared Environment

Ownership of Tasks and Sharing of Learning

Primary: K3–K4–K5

Lower Elementary: Grades 1–3

Upper Elementary: Grades 4–6

Adolescents/Secondary

High School

FAQ

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MacDowell Montessori School Community

Dear MacDowell families and students,

We realize that this is an uncertain time as our city grapples with COVID-19. I reach out to you with both

concern and optimism for the first six weeks where our students will work from home. Though the

circumstances were not foreseen or ideal, I am optimistic because it will teach some valuable lessons to our

students.

Spring of 2020 challenged staff and students to find a new normal for learning, connected us in new ways, and

required our students to work from afar. Normal is such a simple word and it is our goal at MacDowell to not

only find our new normal, but to use this time as a learning experience that will help us all thrive.

As we plan for a beginning like no other we have seen in the past, our focus will still be to ensure that:

● Every child, every day is finding a way to feel connected● Every child, every day is being challenged by new learnings and experiences

Our MacDowell family newsletter will continue to be delivered through our school website and school

messenger on Thursdays. This is your “one stop shop” to stay informed about the happenings of our

community. Another way to receive personalized information and be engaged in conversations related to the

MacDowell community is to attend our monthly PTO meeting. We will post the schedule for our meetings on

the school calendar each month; PTO meetings will be held virtually during phase I of the district’s plan.

Please see the accompanying Montessori Virtual Learning Handbook which is a family guide to learning from

home with Milwaukee Public schools. This guide will outline the goals for students, daily and weekly schedules,

as well as Montessori theory and applications in the home.

In this guide, we have provided a list of parent supplied materials to keep your child on track with completion of

their school work. As a Montessori and IB program, we also have some school and curriculum specific materials

that we will send home for your child to work with during their weekly lessons. We will contact families to

arrange for pickup of specific Montessori materials, school provided supplies, and textbook materials. Look for

specific information about pickup arrangements.

Your child’s teacher will be reaching out prior to the start of school on August 17th with the link, directions, and

time for your child to begin their new learning adventure.

Parents, please know that we are here working to support you. We will continue to answer the office phone

number (414) 925-1400, respond to emails, and communicate through the virtual classroom. The MPS website

lists resources for internet, learning resources, food pickups, and more. Please do not hesitate to ask any of us

for anything you need.

We miss our students tremendously and we hope that we are back in session as soon as possible!

Andrea Corona

Principal: MacDowell Montessori School

414-935-1405

MPS Montessori Learning from Home Guide 2020-2021 MacDowell Principal Letter 1

MacDowell Montessori School Community Expectations and Commitments

MPS Montessori Learning from Home Guide 2020-2021 MacDowell Expectations 2

Learning Expectations for All MacDowell Students:●Be responsible for knowing your school schedule

● Plan and organize work with guidance from parents

● Follow teachers’ guidelines and academic expectations

● Work with integrity on assigned tasks -do your best!

MacDowell Teachers Will:● Engage with students in synchronous learning according to the daily schedule

● Prepare a variety of appropriate lessons, tasks and activities for children to

complete at home during asynchronous learning time, and post those activities and assignments in

the virtual classroom

● Communicate in a consistent fashion with parents and students, replying to

emails promptly

● Offer Parent Education resources

● Share daily “Morning Meeting” designed to create a daily connection for

students and classroom teacher

● Offer feedback to students on work and enter proficiency scores on the Infinite Campus gradebook

regularly

● Collaborate with PE, Music, and Art teachers to provide consistent instruction for students in Art,

Music, and Physical Education

● Provide office hours via Google meet, with link and hours posted daily

MacDowell Families Will:● Establish a routine for students to engage in virtual learning

● Guide students to set up a prepared environment at home

● Establish a consistent routine and work schedule together

● Encourage students to complete teachers’ Google Classroom or Seesaw required

assignments and suggested activities to maintain skills and concepts

● Provide opportunities for students to share/present work to you

MacDowell Montessori School Community Attendance for MPS Phase 1, Virtual Learning

MPS Montessori Learning from Home Guide 2020-2021 MacDowell Attendance 3

Students will be participating in an all virtual learning environment in Phase 1, and attendance

procedures will change to reflect the virtual learning environment.

MacDowell classroom teachers are responsible for taking attendance for all of the students on their

roster daily. Your child’s teacher(s) should be reviewing student participation throughout the day to

capture as many students as possible. There will be 3 points of attendance taking: morning, end of

school day and next day.

Teachers will also have the ability to update attendance for 48 hours to have the ability to capture the

attendance for students who have logged on after the traditional school day.

During the morning sessions, teachers will complete attendance based on who is present during their

synchronous learning offering. If your child is not attending any of their synchronous learning sessions

offered by the teachers, they will need to submit at least one work or engage in a virtual contact with

the teacher in order to be accounted for in attendance.

Teachers will set up a communication system either through the Remind app(K3-12th) or the Seesaw

classroom (K3-K5 only). It is extremely important to ensure that your phone number and email

address is up to date. It is vital that we have clear pathways to communication with our students and

families in order to verify attendance.

Students must engage daily to be marked present. Students who need to make special arrangements

about what time that engagement occurs (outside of their scheduled lesson times/classes) need to

make arrangements with their classroom teacher(s) directly.

Daily engagement is:

-attending schedule lessons/class time

-watching recorded lessons and submitting assignments

-parent/guardian contact with child's teacher: via Remind, SeeSaw, or email, indicating intended work

time (if work time will be different than the schedule)

Automated phone calls will be delivered daily for absences. If students have not engaged, parents

will be notified via our automated system that the child is absent for the day. If a child is marked

absent, parents can reach out to the classroom teachers to make plans for that child to engage in

school work and have the attendance changed.

MacDowell Montessori School Community Special Education Services

MPS Montessori Learning from Home Guide 2020-2021 MacDowell SPED 4

Students with Special Needs at MacDowell Montessori

MacDowell Montessori School is committed to meeting the needs of students with special needs in

the virtual learning environment. Families and students with special education needs will continue to

receive support and instruction in a virtual format to strengthen these relationships and foster

achievement for all students.

Students with special education needs will continue to receive specialized services based on their

Individualized Education Program. Given this unprecedented national emergency, flexibility is required

(https://dpi.wi.gov/sped/covid-19-sped-updates-and-resources). As such, these services will look a bit

different in the virtual setting. IEPs will be reviewed on a case-by-case basis to further discuss and plan

for providing specialized instruction and related services in a virtual setting.

Special education teachers will collaborate with the regular education teachers to provide

instruction within the Google Classroom or Seesaw platforms. The expectation is that teachers will

maintain a consistent schedule, have instructional activities for the week posted at the beginning of

each week, and be available during specified office hours and via email if there are any questions.

MacDowell staff will utilize the co-teaching model, with special education teaching staff working with

students in the regular education environment. In the virtual phase of instruction, this means that

Special Education teachers will support their students in the regular education google classrooms and

google meet sessions. Staff will pull students out into breakout sessions for targeted, small group

instruction where appropriate and provide students with the necessary accommodations needed to

meet standards.

Additionally, special education teachers will create a schedule for further instruction and follow-up

with students based on each child’s IEP. Related service providers will similarly create a schedule to

deliver services to students per the IEP. All providers will communicate this schedule to

parents/guardians along with links to their virtual classroom and contact information.

Special education staff members will have ongoing collaboration with regular education teachers in

order to ensure that teachers are aware of services that are guaranteed by the child’s IEP, and that the

necessary accommodations for learning are being provided.

If parents have questions about their child’s special education services, they are asked to contact

their child’s caseload provider/IEP teacher. For questions related to the special education program,

please contact Danielle Metz, Special Education Supervisor at metzdk@milwaukee.k12.wi.us .

MacDowell Montessori School Community ELL, Reading and Math Interventions

MPS Montessori Learning from Home Guide 2020-2021 MacDowell ELL/ Math & Reading Interventions 5

ELL Language

MacDowell Montessori offers diverse learning opportunities that are available for all multilingual and

multicultural learners. We strive to create quality learning environments that respect, reflect, and

strengthen diversity. Students are identified to receive instruction that support their English Language

development first by being identified by the Lau Compliance Office. Staff members enroll students

who speak any home language other than English and screen them for ESL services. Students

identified as English Language Learners are provided with ongoing Assessment each year to ensure

that they are improving their language acquisition according to their individualized growth plan.

Reading and Math Interventions

Interventions are scientific research-based lessons provided to students in Reading and Math to

students that are identified as scoring well below or significantly below grade level according to our

district’s universal screener, STAR 360. This instruction provides targeted instruction designed to

improve students ability to meet grade level standards .

Interventions are administered by school-based staff and are continuous and ongoing throughout the

school year. Students are given a progress monitoring assessment on a regular and ongoing basis to

measure growth.

After students are identified as in need of intervention, staff members must diagnose their area of

need and establish a baseline and target goal for each student.

In grade K5 to 8th grade, students will receive either teacher led interventions based on need or the

computer based intervention I-ready. In grade 9 and 10, students will receive teacher led

interventions or computer based interventions in MyPath.

If your child qualifies for a reading or math academic intervention, you will be contacted by your

child’s classroom teacher.

If you have any questions about the intervention program at MacDowell,

please contact Mr. Brian Fink, Assistant Principal at finkbr@milwaukee.k12.wi.us

MacDowell Montessori School Community Assessment and Grading

MPS Montessori Learning from Home Guide 2020-2021 MacDowell Grades 6

Primary and Elementary StudentsMPS has developed Montessori-Specific report cards, as Montessori schools are unique in the teaching methods

and structure of the classroom. Montessori classrooms are divided into 4 levels; primary (k3-k5), lower

elementary (1-3 grade), upper elementary (4-6 grade) and adolescent (7-9, 10-12). New report card formats

have been created for primary, lower elementary and upper elementary. Lower elementary and Upper

elementary have report cards that are now specific to the Montessori education your child is receiving. The

new grading system better fits within the Montessori framework. Performance levels have been developed to

better match the new Montessori-specific report cards. The new levels will be able to more accurately reflect

the growth your child is a Montessori Classroom. A blank indicates an area not assessed during this mark

period. By the end of your child’s Montessori multi-graded class, every standard will be assessed and marked.

And children will be scored on a Montessori specific scale for grading. That means that many areas on your

child’s report card may be blank, especially if they are in the first year of their classroom (k3, 1st grade, 4th

grade). The primary and elementary student year is broken into three trimesters, and an interim progress report

is sent home at the midpoint of each trimester. If you have questions about your child’s performance, please

contact your child’s teacher.

Middle and High School StudentsMiddle and High school students have four standards-based reporting periods. The first reporting period in a

semester, students are evaluated based on expected progress at that particular point in the course. Students

who receive a “PR” or “Proficient” are performing at the level expected in that course at that point. Students

receiving “BA” or “Basic” are performing below the level expected in that course at that point.

In the second and final reporting period, the Report Card proficiency level reflects a student’s achievement of all

course standards. The combination of these proficiency levels results in the student’s traditional grade in the

course of A,B,C,D, or U. for High School Students ONLY. Middle School students do not receive letter grades or

Grade Point Averages in the MPS Standards Based Grading System. Proficiency levels are defined as:

● Advanced (AD) - The student consistently exceeds course expectations on standards as demonstrated

by a body of evidence that shows depth of understanding and flexible application of course concepts.

● Proficient (PR) - The student consistently meets course expectations on standards as demonstrated by

a body of evidence that shows independent understanding and application of course concepts.

● Basic (BA) - The student performs just below course expectations on standards as demonstrated by a

body of evidence that shows incomplete/inconsistent understanding and application of course

concepts.

● Minimal (MI) - The student performs far below course expectations on standards as demonstrated by a

body of evidence that shows limited understanding and application of course concepts.

MacDowell Montessori 11th and 12th grade students are enrolled in a full complement of IB courses.

International Baccalaureate Diploma Program (IBDP) Courses prepare students for exams that can result in

college credits because IBDP courses give students access to rigorous college-level work. These courses help

students build confidence and learn the essential time management and study skills needed for college and

career success. Students enrolled in these courses will receive grades that hold a higher weight in their GPA.Letter Grade A B C D U

Grade Point IB DP Courses 5.0 4.0 3.0 1.0 0

Regular High School Courses 4.0 3.0 2.0 1.0 0

MPS Montessori Learning from Home Guide 2020–2021 Montessori in MPS 7

Our goal is to collaborate with families to keep the love of learning alive in all children.

We plan to do this by providing regular lessons from classroom teachers (synchronous

learning) along with follow-up activities for students to do on their own or with support from

home (asynchronous learning). There will also be specialized lessons delivered by art, music,

and physical education specialists (K5 and up), opportunities for follow-up support sessions

with paraprofessional staff members, and professional guidance from our special education

teachers as needed. Additional support will be available from our guidance counselors, school

social workers, and school psychologists as needed through virtual one-to-one and virtual

small-group meetings.

Montessori is rooted in the process of learning. Learning spaces created within the

Montessori frame allow children choice and freedom of movement. It is important to make

space for and create opportunities to connect big concepts to a variety of subjects; this is how

to foster their innate desire to learn. While it is important to complete work, do not disregard

that the steps taken, steps repeated, steps rethought, and steps tried again along the way

provide the most effective learning. We want learning to be joyful, and we want all children to

feel connected to their learning, not simply compelled to “complete assignments” while at

home.

Home and school communication will be more important than ever, and we are committed

to regular school-to-home communication. Each school site will communicate its specific

modes of communication. They may include but are not limited to the Remind app, Seesaw,

Google Classroom, email, electronic newsletters, website updates, letters mailed home, and

more.

Each school will provide its specific expectations regarding schedules, calendar events,

grading, attendance, and community expectations. Hard copies of this information will be

made available to families in addition to the information being prominently posted and

available on each school’s website.

MPS Montessori Learning from Home Guide 2020–2021 Connecting with MPS 8

Chromebooks

You will receive information from your school site regarding Chromebook and materials distribution.

● Caring for your Chromebook: Chromebooks are fragile and can be damaged easily. Teach your

child to handle the Chromebook properly and keep it safe. If the Chromebook is damaged,

your child will not be able to learn online. You can watch a video, Caring for Your Chromebook,

with your child to be sure that they know how to handle their Chromebook, or read MPS Best

Practices for Handling Chromebooks.

● LOGIN → Student Toolbox/CLEVER LOGIN

User Name: Student Number → S######## Password: Birthday → MM/DD/YY

● Student Email LOGIN: S######## Password: Birthday → MM/DD/YY

● Technology Support: If any malfunction occurs within the Chromebook, DO NOT attempt to

repair the device. The student and/or parent or guardian must email the Technology Support

Center at tsc@milwaukee.k12.wi.us immediately.

CONNECTING WITH MPSVirtual Learning → MyMPS.org Family Tutorials → https://mymps.org/?page_id=962

Quick Links:

● MPS Home Page

● Parent Portal

● Student Days Off and Calendar

● Student Toolbox/CLEVER LOG-IN

● Student Email

● Forms

● Bilingual Parent Services

● Academic Parent Guides

● Social and Emotional Learning● Stop, Grab, and Go Meal Locations

Please include a phone number, school name, student ID

number, and description of malfunction in the email so that we

can contact you with next steps. For general support, please

contact your child’s school.

Live Parent Portal (Infinite Campus) Support is available from 8:30 A.M. to 4:30 P.M., Monday through Friday.

Recover a username or password for Parent Portal To recover a username/password, parents/guardians should email parentportal@milwaukee.k12.wi.us. Include the parent/guardian name, child’s name, birth date, and a contact number. If you do not receive a phone call or email within 24 hours, please call (414) 475-8159 for further assistance.

Set up a new Parent Portal Account For assistance with setting up a new Parent Portal account, parents/guardians may call (414) 475-8159 or email parentportal@milwaukee.k12.wi.us.

MPS Montessori Learning from Home Guide 2020–2021 Practical Life 9

Practical Life Practical life is an important part of experiential learning and is relevant to all age levels. These are life

skills that our children will need to master to be successful adults. It is part of every Montessori

classroom and can be mirrored at home. This includes refining fine-motor and movement skills and

practicing coordination, self-care, planning, and problem solving.

Practical life activities

• foster order and sequence,

• develop concentration,

• foster physical independence,

• foster the development of fine-motor control,

• provide opportunities for planning and carrying out tasks.

The practical life experiences also provide children with opportunities to contribute to family life. Built

into these activities is the development of key executive functions: decision making, organization,

problem solving, impulse control, collaboration, and communication.

These skills form the foundation of a child’s academic learning. For example, sequencing a task is a

pre-reading skill.

Examples of practical life might include

• setting the table,

• watering plants,

• tidying and organizing rooms,

• planning an outing,

• taking care of pets,

• preparing a snack/meal,

• helping with shopping lists/budgeting,

• repairing a bicycle,

• planting a small garden.

Practical life activities are engaging for children at all stages of development, and tasks are designed

according to their level of coordination and independence. You can organize a “job chart” or list of

family projects as a way to help guide your child’s interests. Planning and gathering resources to

complete the tasks is purposeful work.

For our older students, this is a time for them to further develop their sense of self by selecting work or

volunteer opportunities that permit them to utilize their practical life skills and realize their personal

vision. It is also (especially as we are learning from home) an important time for older students to recall

the sense of order that was nurtured during their primary years; they must maintain a routine of

handing in work and receiving feedback from their teachers.

MPS Montessori Learning from Home Guide 2020–2021 Prepared Environment 10

Prepared EnvironmentFor all of our students, the virtual learning environment is your home and surroundings. This

means finding ways to support independence, engage in meaningful tasks, and supplement

learning through various activities suggested by teachers. Please assist in preparing your home

environment for learning by creating a quiet space for learning as well as supporting the

expectations and routines for any specific assignments shared by teachers.

Where age-appropriate, you might like to discuss

“Learning from Home” with your child and include

them in some decision-making processes:

• Ask them where they’d like to set up their learning space.

• Gather ideas for activities and projects.

• Organize materials for learning.

Materials Students will receive an outline each week indicating their weekly lessons.

Materials needed for the week will be clearly communicated. These materials may be virtual

(computer-based), paper, or physical materials.

Materials pick-up and drop-off procedures have been developed by each school site and will be

clearly communicated to families. Materials will include directions for usage. Physical Montessori

materials will need to be returned to school as new cycles of materials are picked up. Paper

Montessori materials are yours to keep at your house for future use.

The Uninterrupted Work Cycle Establishing a routine that works for your family is an essential first step in creating a successful

learning environment at home. Children are very familiar with this framework from school. In a

Montessori classroom, children are given large blocks of time in order to explore their work

deeply. This contributes directly to the development of concentration and provides opportunities

to collaborate and problem solve. In this day and age of distractibility and addiction to devices, it

is more important than ever to teach children how to focus intently and peacefully for appropriate

periods of time. This is also the framework that fosters child-centered as opposed to

teacher-directed learning.

Grace and Courtesy In the classroom these practices help develop sense of community, social norms and reinforce

kindness. In the virtual world this includes preparing a learning space as free of distractions and

outside noise as possible, learning how to mute and unmute oneself and taking turns speaking

and sharing.

MPS Montessori Learning from Home Guide 2020–2021 Ownership of Tasks/Responsibility to Community 11

Ownership of Tasks and Sharing of Learning Montessori learning environments are often referred to as “optimal learning environments” because of

the word-choice skills and outcomes that result from being in a rich and interesting classroom coupled

with the dynamic of interactions among peers and teachers. In order to foster a deep sense of

ownership in students’ learning, we focus on two things: the developmental needs and characteristics of

the children and their interests.

You will be receiving regular communications from your child’s classroom teacher and support staff

members as applicable. We encourage parents to follow the teachers’ suggestions and guidance when

completing work at home. The more that children are involved in developing and detailing their

activities, the more they can achieve.

One note regarding sharing or presenting work: It is a regular occurrence in from the lower elementary

Montessori classroom and up for children to present their work or projects to one another. This is

something that you can replicate at home and that teachers may replicate through a virtual class

meeting. Planning a presentation or sharing time at the end of a project is very exciting for young

children and gives our older students an opportunity to use their voice. It is an essential part of the

learning process as it requires synthesis of learning to describe, explain, and express yourself clearly.

It feels celebratory as well!

Feeling of Responsibility and Contribution

to the Community/Family

Being in a Montessori school is often described by

students as being part of a big family.

All of the aspects detailed above result in a feeling

of belonging to a community and, with that, we

learn that there is a responsibility to ourselves,

others, and the environment. It is our commitment to each child at every MPS public Montessori school

that they reach their fullest potential and feel that they are a valued part of their school community.

Here are a few key points that aid in cultivating a

child’s self-direction and attention to their work:

• Choice

• Participation in planning and organizing tasks

• Conversation

• Finding good resources

• Sharing of knowledge

MPS Montessori Learning from Home Guide 2020–2021 Primary 12

Program-Specific Needs and Characteristics: ● Children ages 3–6 thrive in environments that

promote repetition, routine, and the mastery of purposeful movement.

● Children choose activities and are given the opportunity to work without distractions.

● Children use manipulative materials to train their hands and minds.

● The key to a successful learning environment is order, access to a variety of choices, space to explore, and meaningful activity. For the primary-aged child, “work” and “play” should be interchangeable—a natural, fun, and exciting part of life.

Students may be expected to● K5: complete activities as assigned.

● K4: complete activities as appropriate for family to best support child’s development at home.

● K3: do recommended activities as appropriate for family to best support child’s development at

home.

● K3, K4, K5: enjoy family life and take part in developmentally appropriate contributions.

Parents/guardians are invited to ● remain mindful about your child’s stress or worries during this time of change;

● monitor communication about your child from your teachers;

● initiate communication with teachers about questions, ideas, concerns, feedback;

● support your child’s independence in daily life activities;

● be mindful of and allow your child to continue periods of concentration;

● allow a little space for frustration to create an opportunity for new learning;

● establish daily routines and expectations;

● limit screen time outside of invited lessons;

● provide opportunities for daily physical activity.

Primary teachers will● initiate individual communications based on student needs,

● give guidance in setting up a daily routine including synchronous and asynchronous work choices,

● make suggestions for appropriate household jobs,

● offer guidelines and suggestions for screen time,

● provide both general and individualized suggestions for activities developing fine-motor

skills/gross-motor skills/language/math,

● be prompt in replying to parents’ emails if parents need additional guidance and support.

PRIMARY:K3–K4–K5

“Montessori fosters in children the ability to think for themselves and to care about others.”

—Unattributed

MPS Montessori Learning from Home Guide 2020–2021 Primary 13

MacDowell MontessoriPrimary K3-K4-K5

MacDowell Parent/Home Supplied Materials for Phase 1 Virtual Learning at Home

Primary

● Number 2 pencils

● Children's scissors

● Glue sticks

● White computer paper

● Box of crayons

● Box of 12 colored pencils

● Basket or bin to keep all work and supplies together

● Placemat

MPS Montessori Learning from Home Guide 2020–2021 Lower Elementary 14

Program-Specific Needs and Characteristics: ● Respect the stage of development—many lower

elementary students are at a “concrete level”

and need/use materials to complete certain

tasks. Teachers will guide you regarding which

work makes sense for your child.

● Encourage safe socialization. Lower elementary

students are extremely social; they will need to

feel connected to their friends.

Students are expected to ● plan and organize work with guidance from parents,

● follow teachers’ guidelines and academic expectations,

● work with integrity on assigned tasks—do your best!

Parents and guardians are invited to ● guide your child to set up a prepared environment at home,

● establish a consistent routine and work schedule together,

● follow along with the teachers’ suggested activities to maintain skills and concepts,

● provide opportunities for your child to share/present work to you.

Lower elementary teachers will ● prepare a variety of appropriate tasks and activities for children to complete at home in order to

maintain and move their learning forward,

● communicate in a consistent way with parents by replying to emails during school hours,

● offer resources for additional learning opportunities,

● offer feedback to students,

● collaborate with “specials” staff to provide activities and suggestions for art, music, and PE.

LOWER ELEMENTARY: Grades 1–3

“Our aim is not merely to make the child understand, and still less to force him to memorize, but so to touch his imagination as to enthuse him to his innermost core.”

—Dr. Maria Montessori

MPS Montessori Learning from Home Guide 2020–2021 Lower Elementary 15

MacDowell MontessoriLower Elementary Grades 1-3

MacDowell Parent/Home Supplied Materials for Phase 1 Virtual Learning at Home

Lower El

● Construction paper● Number 2 pencils

● Children's scissors

● Glue sticks

● White computer paper

● Box of crayons

● Box of 12 colored pencils

● A laundry basket or bin to keep all work and supplies together

MPS Montessori Learning from Home Guide 2020–2021 Upper Elementary 16

Program-Specific Needs and Characteristics: ● Respect the stage of development—some

students may still be at a “concrete level” and require the Montessori materials to complete certain tasks. Teachers will guide you regarding which activities are appropriate for your child.

● Develop ideas that allow the opportunity for upper elementary students to build from their interests.

● Support the need for upper elementary students’ group work—working virtually with a friend (if possible) may be very welcome.

● Encourage socialization. Upper elementary students are extremely social; they will need to feel connected to their friends.

Students are expected to● plan and organize work as independently

as possible,

● follow teachers’ guidelines and expectations,

● be their own advocate when assistance or further clarification is required,

● communicate directly with teachers via email with their Chromebooks.

Parents and guardians are invited to ● guide your child to set up a prepared environment at home,

● follow along with the teachers’ suggested activities to maintain skills and concepts,

● meet and review your child’s assignments and provide opportunities at home for work

presentations.

Upper elementary teachers will● prepare a variety of appropriate tasks and activities for children to complete at home in order

to maintain and move their learning forward,

● communicate in a consistent way with parents by replying to emails promptly,

● offer resources for additional learning opportunities in the greater community,

● provide expectations during the “Learning from Home” period,

● offer feedback to students.

UPPER ELEMENTARY: Grades 4–6

The Peace Poem May there be peace above you, and below you; may there be peace before you,and behind you; may there be peace from your lips, and peace from your heart. May there be peace all around you.

—Author Unknown

MPS Montessori Learning from Home Guide 2020–2021 Upper Elementary 17

MacDowell MontessoriUpper Elementary Grades 4-6

MacDowell Parent/Home Supplied Materials for Phase 1 Virtual Learning at HomeUpper El

● Ruler● Protractor● Set of colored pencils● Box of pencils● Stack of loose leaf graph paper● Stack of loose leaf lined paper (wide ruled)

● Stack of white paper● 2 pocket folder ● Pencil sharpener● 1-subject spiral

notebook ● earbuds

MPS Montessori Learning from Home Guide 2020–2021 Adolescents/Middle 18

Program-Specific Needs and Characteristics:

● In general, we expect adolescent/middle

students to take responsibility for completing

their work within the timelines provided.

● There is an opportunity for parents and

students to discuss topics from their studies.

Watching or reading the news together and

otherwise having adult-style conversations is

very important.

● While we don’t expect parents to review

assignments, please do support work

completion.

● Adolescents crave and require social

interaction. Please be sure that online

connections beyond the school connections

are appropriate in length and content.

Students are expected to

● review both individual and group lesson

expectations,

● work for a minimum of two hours

synchronously and four hours

asynchronously per day,

● submit or review assigned work

according to guidelines.

Parents and guardians are invited to

● maintain daily conversations about

work progress and set expectations that

work will be done on time,

● invite your child to prepare a meal for

the family once per week,

● invite your child to contribute more

than usual to household chores,

● help your adolescent process their

understanding of and concerns about

the world around them, locally, and

globally.

Adolescent/secondary teachers will

● provide weekly work plans,

● review assignments and provide

student feedback,

● hold meetings and one-on-one

connections with students,

● answer student or parent emails within

24 hours during the school week.

Adolescents/Middle Grades 7-8

“The sky is full of stars and there is room for each of them to shine.”

—Author Unknown

MPS Montessori Learning from Home Guide 2020–2021 Adolescents/Middle 19

MacDowell Montessori Grades 7-8MacDowell Parent/Home Supplied Materials for Phase 1 Virtual Learning at HomeMiddle and High School Supply List

● Notebook and Folder for each Class ● Pens● Pencils/Lead/Eraser● Highlighters● Ruler● Scientific Calculator (Texas Instruments)● Headphones - compatible with a chromebook● Planner/Calendar Book (9th grade Strategies for Academic Success)

● Sheet Protector for Binders● Dry Erase Markers● Headphones with Microphone● Hand Sanitizer● Small Dry Erase Board 8x10

MPS Montessori Learning from Home Guide 2020–2021 High School 20

Program-Specific Needs and Characteristics:

● In general, we expect high school students to

take responsibility for completing their work

within the timelines provided.

● There is an opportunity for parents and

students to discuss topics from their studies.

Watching or reading the news together and

otherwise having adult-style conversations is

very important.

● While we don’t expect parents to review

assignments, please do support work

completion.

● Adolescents crave and require social

interaction. Please be sure that online

connections beyond the school connections

are appropriate in length and content.

Students are expected to

● schedule their own time,

● review both individual and group lesson expectations,

● work for approximately three hours synchronously and four hours asynchronously per day,

● submit or review assigned work according to guidelines.

Parents and guardians are invited to

● check in with your child about plans for schoolwork time and work space,

● maintain conversations about work progress and set expectations that work will be done on time,

● invite your child to prepare a meal for the family once per week,

● invite your child to contribute more than usual to household chores,

● help your adolescent process their understanding of and

concerns about the world around them, locally, and globally.

High school teachers will

● provide weekly work plans,

● review assignments and provide student feedback,

● hold meetings and one-on-one connections with students,

● answer student or parent emails within 24 hours

during the school week.

High School: Grades 9-12

“The greatest gifts we can give our children are the roots of responsibility and the wings of independence.”

—Denis Waitley

MPS Montessori Learning from Home Guide 2020–2021 High School 21

MacDowell Montessori High School

MacDowell Parent/Home Supplied Materials for Phase 1 Virtual Learning at Home

● Notebook and Folder for each Class ● Pens● Pencils/Lead/Eraser● Highlighters● Ruler● Scientific Calculator (Texas Instruments)● Headphones - compatible with a chromebook● Planner/Calendar Book (9th grade Strategies for Academic Success)● Compass and Protractor (10th grade Geometry)● 10th Grade Art (Art Sketchbook, colored pencils, oil pastels, watercolor paint)

● Sheet Protector for Binders● Dry Erase Markers● Headphones with Microphone● Hand Sanitizer● Small Dry Erase Board 8x10

MPS Montessori Learning from Home Guide 2020–2021 FAQ 22

What are synchronous and asynchronous learning?

Synchronous learning refers to a learning event in which a group of students are engaging in learning at the

same time (for example, students getting a virtual lesson from their teacher). Asynchronous learning is the idea

that students learn the same material at different times and locations (for example, students doing follow-up

work in their own homes after the lesson either with or without additional assistance from a parent/guardian).

Who do I call with my questions?

For questions about your child or your school, please email your child's teacher or principal.

Other numbers you may need:

MPS Central Services phone line: (414) 475-8393

MPS hotline during school closures: (414) 475-8900

Hours: Monday through Friday, 8:00 a.m. to 5:00 p.m.

For specific questions regarding a child with disabilities: Department of Specialized Services at (414) 438-3648.

Families who need support for English language learners: Department of Bilingual Multicultural Education at

(414) 475-8091.

When and how can I reach my child’s teacher?

Email remains the best way to contact a teacher. If you wish to speak with a teacher, please use email to set up

a time for a phone call or video conference.

When can I expect a response?

In most cases, you can expect a response to emails within 24 hours during the school week. Teachers will also

hold daily “office hours” where they will be available to connect.

How do I get on the “all call” or “all text” list for MPS or my school?

New this year! You must OPT IN to receive district text messages. MPS has transitioned to School Messenger to

send text messages to families with the latest updates, safety alerts, school closings, and more. Families should

send a text message to 67587 to connect to the new system. In the message, send Y or YES to ensure that you

will continue to receive important texts from your school and the district.

How much communication can I expect from the school?

School leadership will communicate with you directly should there be any updates on the COVID-19 situation

that might have a direct impact on school operations. The frequency of communication from each school site

will depend on the site.

Depending on the school and the level, your teacher or staff members may also communicate via the Remind

app, Google Classroom, school websites, electronic newsletters, MPS all-calls or texts ,and via the U.S. Postal

Service.

Frequently Asked Questions/FAQ

MPS Montessori Learning from Home Guide 2020–2021 FAQ 23

FAQ Continued

How much technology will be used?

This will vary greatly depending on the age of the students. Teachers will share information with families via

email, and older children will use Google Docs, SeeSaw and other platforms to submit work assignments.

Classroom teachers will share more information with you in due course. Classes will be held daily with a mixture

of live (synchronous) face-to-face time and follow-up work (asynchronous). Follow-up work will include a

mixture of virtual materials, hands-on materials, and paper materials.

How will the school keep me informed on district developments?

District updates will be provided by Milwaukee Public Schools via emails, all-calls, and text services.

You may also review the newsfeed on the MPS website at www.mpsmke.com.

Where can I access some additional Montessori information?

Trillium Montessori https://www.trilliummontessori.org/

Notes: