This Self-Assessment was compiled by the 2014-15 Mata Site Based Decision Making Committee:
Annie Wright, Chair
Kristen Methvin, Co-Chair
Elizabeth Fischer, Secretary
Claudia Vega
Griselda Rodriguez
Judy Saldana
Wendy Rabadan
Carols Eguren
Elizabeth Fischer
Amy Hickox
Joanna Stout
Dawn Easter
Michele Vanarsdall
Background & Aims The 2014-15 school year was the inaugural year of the Mata Elementary Montessori program. Grades Prek -
2 are currently Montessori, and a traditional cohort of 5th graders remains at the school. An upper
elementary will be rolled-out at Mata in the upcoming years, and we are one of the only dual-language public
Montessori school in DISD. Most Mata teachers1 are currently enrolled in external Montessori training
programs, and Mata’s instructional coaches are involved in helping develop excellent Montessori pedagogy
and practice. Mata’s 2014-15 Site Based Decision Making (SBDM) Committee, comprised of Mata teachers,
administrators, and parents, decided to adopt a self-assessment process related specifically to Montessori
methods. SBDM utilized the Essential Elements for Montessori Practice in the Public Sector rubric2 as a tool
for self-assessing Mata’s progress toward being a fully-fledged and exemplary Montessori program. We
believe- and our data show- that we are well on our way!
The aims of this self-assessment are:
Aim 1: To create accountability. By utilizing a standard rubric, we have a systematic approach to
talking about how we are doing, and don’t rely on opinion or rumor.
Aim 2: To address needs. By identifying areas of Montessori practice where Mata can improve in
future years, we are able to create a strategic & synergistic grant writing and fundraising
plan.
Aim 3: To document and celebrate successes. Community support for and interest in our school is
strong. Our teachers and administrators are enthusiastic about their work, and our students
are curious, courteous and capable learners. SBDM is using this self-assessment to help
document these qualities of our school so that we can share these successes among our
school community and share them with the broader Dallas ISD community.
Our Scoring System The Essential Elements for Montessori Practice in the Public Sector rubric developed by the National Center
for Montessori in the Public Sector (NCMPS) encompasses five domains; 1) Montessori Adults, 2) Montessori
Learning Environment, 3) Family Engagement, 4) Leadership and Organizational Development, and 5)
Assessment. Each domain covers multiple elements, and each element is given a working definition of what
implementation would look like if it were unsatisfactory, if it needed improvement, if it were satisfactory, or
exemplary (The NCMPS website provides the full rubric). SBDM sought to have a balanced approach to this
self-assessment rating process whereby we would adhere to the definitions provided by NCMPS but also
allow for adaptations that were specific to Mata.
1 11 of 16; the remaining 5 are already certified (AMI or AMS) 2 http://www.public-montessori.org/resources/ncmps-rubric-essential-elements-montessori-practice-public-sector
1. All SBDM committee members reviewed the Essential Elements domains & elements
2. Over the course of three SBDM meetings, the SBDM Chair or Mata principal read through one
element at a time; the committee discussed various evidence for which rating the element should
receive. Evidence could include, but was not limited to: the principal or administrators’ knowledge
about our school’s training or strategic plans, teachers’ own experiences with trainings and teaching,
parents’ classroom observations and interviews with Mata’s instructional coaches.
3. The Committee came to a consensus on which rating each element should receive. For each rating
SBDM made, we recorded notes about what evidence we used to make the rating as well as what we
think needs to be changed in order to bump up into the next highest rating.
4. We overlaid a numeric scoring system onto NCMPS’s rubric:
Unsatisfactory 1
In-between unsatisfactory and needs improvement 1.5
Needs improvement 2
In-between needs improvement and satisfactory 2.5
Satisfactory 3
In-between satisfactory and exemplary 3.5
Exemplary 4
5. We assigned a summative score to each domain based on the score of each underlying element
(summed the scores of each element within a domain to get an overall domain score). Because some
domains have more elements than others, each domain could receive a different maximum score.
Results Overall, the SBDM was very pleased with the results of the self-assessment. Even though the Montessori
program is in its very first year, we think we have made excellent progress and that plans already in place for
the next few years will see Mata reach “exemplary” status on remaining essential elements of Montessori
pedagogy and practice.
Table One and Figure One provide the overall summary of scores, and is followed by a brief synopsis of each
domain. In the remaining pages, the SBDM’s notes and proposed next steps are provided for each element.
Table One: Summary of Possible and Actual 2014-15 Scores
Domain # of Essential Elements
Minimum possible
score
Maximum possible
score
SBDM self-assessment sum score in 2014-15
1. Montessori Adults
4 4 16 8
2. Montessori Learning Environment
103 10 40 28.5
3. Family Engagement
3 3 12 10.5
4. Leadership & Organizational Development
3 3 12 8.5
5. Assessment
3 3 12 10
3 The NCMPS rubric has 9 elements for the Learning Environment Domain. Mata SBDM split the 9th element into 2 so that we could address English Language Learners and Special Education separately. NCMPS had these groups of students included in the same scoring system, but because of Mata’s dual language program, we found it important to separate.
8
28.5
10.5 8.5 10
8
11.5
1.5 3.5 2
0
5
10
15
20
25
30
35
40
Adults Learning Environment Family Engagement Leadership Assessment
Figure One: 2014-15 SBDM Self-Assessment Ratings
Score in 2014-15 Distance to Exemplary Score
The Montessori Adults domain was assigned a score of 8 out of a possible maximum score of 16. Two of the
four elements were rated as unsatisfactory and the remaining two were rated as satisfactory. This domain is
largely about the types of training that adults in the school have received. Exemplary ratings are dependent
on having fully trained classroom teachers (facilitators) and assistants. Given that the majority of Mata’s
teachers are currently being trained, the SBDM expects our self-rating on this domain to increase over time
as various requirements and certifications are completed. Additionally, an essential element of Montessori
according to NCMPS is that each Montessori classroom has a trained/certified paraprofessional or aide.
Current budget constraints prevent this from being a reality at Mata, but the SBDM is collaborating with the
PTA grant-writing committee to prioritize training and funding for assistants, and the Mata administration
continues to work with Dallas ISD to secure future funding for classroom assistants, particularly for the
primary and lower elementary ages. Mata is also pursuing innovative partnerships with universities and
Montessori training centers to develop a strategic partnership and pipeline for placing facilitators-in-training
in Mata classrooms in the future.
The Montessori Learning Environment is the largest domain in the rubric and is made up of 10 elements.
SBDM assigned this domain score of 28.5 out of a possible high score of 40. One element received an
unsatisfactory rating; one was rated as needs improvement; two elements were rated in-between needs
improvement and satisfactory, three were rated as satisfactory, one was rated as in-between satisfactory
and exemplary and two were rated as exemplary. SBDM is proud of the excellent educators in each of our
classrooms. Mata faculty have demonstrated a commitment to the overall well-being of each and every
Mata students, as well as a dedication to their own professional development and training goals. We believe
that we have a vibrant and skillfully faculty who will continue to grow as highly effective Montessori
facilitators as their trainings and opportunities to practice grow. Importantly, Mata has already instituted the
mixed-age groupings, a critical feature of Montessori education, and has succeeded in integrating dual
language programming that creates a fully inclusionary environment for English Language Learner (ELL)
students. SBDM is exceptionally proud of this achievement; it is one of the features that makes Mata a
unique educational opportunity in our diverse city and state. Barriers within this domain are largely related
to requirements of the school day. For example, uninterrupted work cycles rarely last more than 90-120
minutes and art and music are provided as stand-alone “specials” are not yet integrated into the Montessori
work day for students. Student opportunities to both work in outdoor learning spaces and to spend ample
time outdoors are targeted areas for improvement.
The Family Engagement domain is made up of three elements; the SBDM rated two of these as exemplary
and one in-between needs improvement and satisfactory. Mata has seen a surge of parental involvement
during the 2014-15 school year. There is a palpable sense of pride about Mata in our community, and an
enthusiasm from families about having an opportunity to participate in shaping our children’s educational
environment. Mata administrators, teachers and office staff have done an excellent job shepherding English
and Spanish speaking families through initial enrollment processes. Instructional Coaches offer Parent
University opportunities for parents to learn more about Montessori pedagogy and practice. The SBDM and
PTA have active membership (n=180 PTA members including parents and teachers), parents and
grandparents volunteer regularly in the library and classrooms, and school events—both social (Trunk or
Treat) and academic (Show-Me nights, Parent Conference night, Parent University4) are well-attended.
SBDM values the diverse make-up of our student body; one that reflects the city we all live in. We are
committed to recognizing that different families access schools in different ways and to providing a variety of
access-points. Our bi-lingual office staff and faculty are a major resource for allowing this to happen.
In upcoming years, Mata seeks to distribute parent engagement across more families; instead of relying on a
very active few, we want to include all parents, meeting them where they are, in order to cast a wider net of
parent involvement. Mata plans to continue to provide multiple points of access for parents, ensuring that
all types of families feel welcome, have multiple opportunities to participate in a variety of activities and
events, and value the importance of a strong home-school connection. Some initial steps Mata is taking to
these ends include plans to offer Parent University in Spanish and English and host a parent orientation at the
beginning of the school year in order to recruit incoming parents to the Montessori school culture; further
collaboration with the Mata PTA to match parents needs and skills to the many needs the PTA has for parent
help; and adding some key items to future parent surveys in order to gain additional information about
parents’ understanding and expectations of Montessori, and parents’ likely access points into school
engagement.
The Leadership and Organizational Development domain focuses on the Montessori training and vision of
Mata’s leaders. The SBDM seeks to advocate for our excellent school leaders and to provide supportive
accountability within the school and in the community. We are proud of our stellar administration, made up
of hard working educators with a clear vision for our school. This domain is made up of three elements.
SBDM rated one as exemplary, one as satisfactory and one as needs improvement; over time, as trainings
and certifications are completed and Mata obtains a full Montessori certification. Mata SBDM recommends
that Mata Montessori seek full, nationally recognized Montessori accreditation. While we believe that our
students can, and do, receive high quality Montessori instruction, an accreditation would provide the
rigorous accountability that would help us achieve our highest potential and would legitimize our school of
choice in the eyes of the public. In coming years, Mata will work with the district and other support systems
(universities, Montessori training centers, etc) in order to implement the elements of Montessori that will
make us eligible for this accreditation.
The last domain, covering three elements focuses on Mata’s use of Assessment. SBDM rated one domain as
satisfactory and the remaining two as in-between satisfactory and exemplary. District and state-wide
student assessments such as ACPs and STAAR exams are being integrated into Montessori assessments, and
both quantitative and qualitative information is used by teacher-facilitators for planning and over time will be
4 Upcoming Parent Universities will be offered in Spanish as well as in English
shared regularly with parents. As the oldest Mata students are currently second graders; as these students
roll into upper elementary, they will be more and more active in their own self-assessment. The
MontessoriRX system is the major tool that will allow Mata to be truly exemplary in terms of assessment.
The system is currently being piloted in Mata classrooms.
Domain 1 Ratings: Montessori Adults NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
1. The school employs teachers that have specialist Montessori qualifications for the age group they teach, in addition to appropriate state early childhood, elementary or secondary school teaching qualifications
1= Unsatisfactory Mata teachers are currently being trained (less than 85% are fully trained); however Montessori principles are already evident in the action of many/most adults
Continue training and support of teachers, leading to full certifications.
2. The school provides one paraprofessional/assistant for each classroom along with Montessori orientation for that role
1= Unsatisfactory Not all classrooms have an assistant and while assistants are receiving monthly trainings, less than 75% have completed a Montessori Assistant's course
Create a strategic plan to increase funding to a) place an assistant in each classroom, b) ensure that assistants are Montessori trained
3. The school has a pipeline for recruiting, training, hiring, and retaining high quality Montessori teachers
3=Satisfactory Mata's plan does not map directly onto this NCMPS rubric, however, the SBDM chose "satisfactory" because plans to recruit and retain highly qualified teachers is in place and because of the strong relationship Mata has with local Montessori training centers.
As additional (Upper Elementary) grades open, Mata will leverage existing relationships with Montessori training centers to hire the most qualified candidates.
4. All adults in the school, whether or not they are Montessori trained, embrace the core Montessori principles and embody a deep respect for the developmental process, the natural tendencies of children, the goal of independence, and practices of grace and courtesy.
3=Satisfactory Many Mata teachers are in their first year of Montessori training and teaching, yet already show commitment and enthusiasm.
Continue training and support of teachers, leading to full certifications; continue to support Professional Learning Communities within Mata that support and strengthen a school-wide commitment to the core principles of Montessori.
Sum Score: 8 out of possible 16
Domain 2 Ratings: Montessori Learning Environment NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
1. The daily practice of Montessori pedagogy is supported by a clearly defined Montessori scope and sequence1
2.5=in-between needs improvement and satisfactory
Scope & sequence (instructional calendar) is under development by Mata instructional coaches, but is not yet included in faculty and family handbooks.
As the scope & sequence document is shared, faculty and staff will become more familiar with the instructional plans and core concepts.
2. The school’s learning environments feature mixed-age groupings of children: 2.5-6, 6-9, 9-12, 12-15, 15-18.
4=exemplary All of the school's (current) environments reflect three-year instructional cycles.
n/a
3. Specialty programs such as music, art, and second languages are integrated into the three- hour work cycle.
1= Unsatisfactory Specialty programs are offered as separate classes (not integrated into the three-hour work cycle). Montessori music materials are not available in the room and specials teachers are not currently Montessori trained. However, specials teachers are receiving supplemental trainings in the Montessori Art , Movement and Dance.
During the upcoming 2015-16 master scheduling process, consider options for integrating specials into the Montessori work cycle(s) for students.
4. The school’s learning environments enable children to be active for long uninterrupted (ideally 3 hours) periods of time
2=needs improvement
Work periods do not consistently last for 3 hours, uninterrupted. At times, work periods are taken up with specials and other activities, often required by district programming or other district-mandated needs.
During the upcoming 2015-16 master scheduling process, consider options for expanding uninterrupted learning blocks.
5. The full complement of Montessori materials is available in every area, representing the majority of materials on all shelves; additional materials conform to Montessori standards of order, beauty, and simplicity
2.5=in-between needs improvement and satisfactory
While Montessori materials are kept orderly and seem to be well cared for, there is less than a full complement of materials.
Instructional coaches and guides are working with administrators, PTA and SBDM to identify the remaining materials necessary to have the full complement in each room.
NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
6. Instruction is characterized by a high degree of student choice in what to work on, where to work, how long to work.
3=satisfactory Within classrooms, Mata students get to choose what to work on; the pacing guide is used to check for mastery not to dictate when lessons should be taught. Students can choose to work in the hallways outside their classrooms.
Provide students with more freedom to choose how long to work on something (work blocks are, at times, interrupted by a range of necessary activities). Provide students the freedom to work outside/to choose the environment they want to work in,
7. The learning environment offers ongoing access to real- world materials and activities
3=satisfactory Learning environment have ample practical life materials and a reading space, but access to the outdoors is limited and set by the teacher, and some teachers engage food preparation as a lesson more than others.
Encourage and support more teachers to utilize practical life materials consistently, particularly in primary and lower elementary.
8. The Montessori curriculum is integrated with, but not driven by, state standards, including CCSS, where applicable.
3=satisfactory Instructional coaches, administrators and teachers are working to develop a crosswalk of Montessori lessons and TEKS standards (housed within Montessori RX software). Specific use of this tool is being determined; ex., as a model for other Montessori schools in the district, as formative data for instructional purposes, or as fidelity data to ensure that all TEKS are being covered in Mata's scope and sequence. Initial ACP data (Fall 2014) suggests that students are on par with district scores, showing that TEKS are indeed being sufficiently covered.
Roll-out full use of MontessoriRX, for teachers’ planning and monitoring. Share Montessori RX data with parents regularly.
9. ELL students are fully included and supported within the classroom.5
4=exemplary ELL students are integrated into the Montessori environment, where all but the most significant learning issues are addressed through the Montessori program; teachers are in the process of being dual certified.
n/a
5 In the NCMPS rubric, elements 9 and 10 are combined into one element.
NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
10. SPED students are fully included and supported within the classroom.
3.5= in-between satisfactory and exemplary
All but the most significant learning issues are addressed through the Montessori program, but SPED providers are not necessarily Montessori trained nor oriented (some may be district, not Mata staff). Nevertheless, Mata Special Education instructor has received MACAR6 supplemental training.
Continue to pursue additional MACAR leveled trainings additional supplemental and full training possibilities; consider ways to achieve full integration of even students with severe learning issues.
Sum Score: 28.5 out of 40 possible
6 Montessori Applied to Children At Risk (MACAR) trainings
Domain 3: Family Engagement NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
1. The school is characterized by a
strong partnership between
home and school, which is
evident in all formal and informal
communications.
2.5=in-between needs
improvement and
satisfactory
Having a well-distributed Family Handbook is an important part of this element; Mata instructional coaches and administrators are working on such a handbook (with pictures and descriptions of lessons, for example) but it is not widely available. Additionally, Mata has a mix of families that are very engaged and others that are less so.
Complete & distribute Handbook; Continue to support Mata’s value toward diversity by supporting families of all types of backgrounds in accessing & engaging in school events.
2. The school provides ongoing
opportunities for parent
education, including information
sessions, discussion groups,
observation of classrooms, and
parent-teacher-student
conferences
4=exemplary Multiple opportunities to inform and engage parents are provided. School events are well planned & executed and are attended by a wide range of current and prospective families. Attendance reflects the diversity of our student body. Parent University offerings are popular and perceived as important by parents.
n/a
3. The school cultivates a strong
school-home association, in
which parents have authentic
opportunities to contribute
meaningfully to the school’s
mission and communicate with
school leadership
4=exemplary Mata has designated space for parents, a bi-lingual Community Engagement staff person; the SBDM and PTA are active in school decision making and share meeting minutes publicly.
n/a
Sum Score: 10.5 out of 12
Domain 4 Ratings: Leadership and Organizational Development NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
1. The school employs an
experienced Montessori
educator to guide the
implementation of the
Montessori program, if not as
building principal, then as
Program Director, Curriculum
Coordinator or Instructional
Coach.
3=satisfactory While our Mata principal is not currently Montessori
trained, she audits training courses during the
summer and during the school year is supported by
a range of Montessori professionals including Mata
instructional coaches and external trainers.
Over time, continue to have
Montessori expertise available to
our leaders; support Mata leaders in
obtaining Montessori trainings and
certifications, as appropriate.
2. The school has a clear vision for
how it delivers Montessori
education and has an active
cycle of reflection and self-
review
3.5= in-between
satisfactory and
exemplary
Mata teachers currently enrolled in training have
ample access to experiences facilitators who require
that mastery of lessons be demonstrated, that high
quality portfolios are developed, and opportunities
for self-reflection are provided.
Following the certification of Mata
teachers, continue to provide high
quality coaching, mentorship and
assistance in order to keep
pedagogy and practice exemplary.
3. The school maintains
membership in one or more
Montessori professional
organizations, and seeks
accreditation to ensure
consistent quality
2=needs
improvement
Accreditation represents the culmination of this self-
assessment process; when Mata can reliably achieve
exemplary status on each of the elements listed
above, we feel that we will be ready for a rigorous
accreditation process. SBDM recommends that this
is a penultimate goal for our school.
Utilize the findings from this, and
future, SBDM self-assessments to
acquire district-level support
necessary to “close the gaps” on any
Montessori domains that require
changes in order to meet exemplary
status.
Sum Score: 8.5 out
of a possible 12
Domain 5 Ratings: Assessment NCMPS Elements 2014-15 Rating Why This Rating Was Chosen Proposed Next Steps
1. The school employs an
assessment protocol that
integrates measures of
academic achievement with
those of executive functions
such as self- regulation,
initiation, and cognitive
flexibility.
3=satisfactory Mata is in the process of developing
protocol/documentation; MontessoriRX starting to
be used.
Mata does not yet use cognitive
measures to document wide-scale
developmental outcomes;
MontessoriRX has this capability
when it is used at full capacity.
2. Qualitative Assessment, in the
form of observation and
documentation, is ongoing,
personalized, and drives all
instructional decisions.
3.5= in-between
satisfactory and
exemplary
Observations are regular & recorded, some teachers
use an on-line recording system; online record
keeping systems are starting to be used.
MontessoriRX, Grade Speed, My
Data Portal could be used to full
potential; more emphasis on
qualitative; more and regular
sharing of qualitative assessments
with parents.
3. As students mature, they are
increasingly involved in
monitoring their own progress.
3.5= in-between
satisfactory and
exemplary
Primary students are using work journals, but some
teachers use them more than others.
As upper elementary students
enroll, more use of self-monitoring
will be used.
Summary Score: 10
out of a possible 12
Summary Overall, SBDM’s self-assessment process supported what teachers, parents and community members already
believe to be true about our school; Mata is making extraordinary progress in it’s first year and promises to
be an exemplar school of choice for the Dallas community. Initially the SBDM thought that many of the
ratings would be in the “needs improvement” range, given how new the school was and the fact that so
many teachers were in Montessori training. However, we have been pleasantly surprised that so many of our
elements scored satisfactory (%), in-between satisfactory and exemplary (%) and exemplary (%).
Next Steps
Align this process with other strategic processes such as development of a campus action plan. This
information should provide a solid foundation for a variety of strategic planning needs. Leverage
these plans to move toward a long-term aim of achieving Montessori accreditation.
Compare these findings to available data from the ongoing Montessori teacher training programs
that our Mata teachers are involved in and from Mata’s own instructional coaches. This SBDM self-
assessment provides a broad look at the school as a whole, but information from external trainers
and Mata instructional coaches will give SBDM additional information on the Montessori pedagogy
and practices within our classrooms.
Compare these findings to available data from DISD. Student assessments, teacher reports of
school climate and pending TEI data will all help round out the information in this self-assessment
and will help Mata make strategic decisions about instructional and other needs within the school.
Communicate these findings within the Mata community. (PTA) Align the PTA’s grant-writing and
fundraising aims with the needs highlighted from this self-assessment. Specifically; focus on
providing continued training for teachers and administrators as well as in-class support (trained
aides). These were the major areas that fell into the unsatisfactory or needs improvement
categories. (DISD) Collaborate with feeder pattern leaders and other key district personnel to
identify areas for strategic improvement and to request the district-level supports necessary to
achieve these aims. (Montessori Community). Share this self-assessment with Mata’s training
partners, including NCMPS; demonstrate how the benchmarking process is being used to drive
strategic planning.
Continue using this self-assessment process. SBDM believes that as additional upper elementary
grades are added to our school, as newer, less experiences teachers join our ranks and as our current
teachers complete trainings and gain experience that these ratings will likely change. Some may
improve, but some may also regress. We recommend that the SBDM committee revisit these ratings
annually to determine what changes have occurred, what self-rating we would apply, and what
changes need to be put in place in order to achieve the highest ratings possible.
Celebrate and share our successes! Let teachers, administrators and support staff know that SBDM,
through a systematic process, has rated them highly on a number of important factors. SBDM
believes that Mata has much to be proud of, and hopes that Mata will become a model in our
community not just for Montessori programming, but for DISD schools of choice roll-out strategies.
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