Newton Montessori Year in Review 2016– 2017
Year in Review, 2016–2017 1
“Books are a wonderful aid to the development of expressive language. Combined with movement activities, group storytelling strengthens communication, gross motor, and listening skills as children fully engage and respond to a story.” NMS Teacher
2 Newton Montessori School
Year in Review 2016–2017
HAPPY 10 TH BIRTHDAY, NMS!
At Newton Montessori School, we have a special birthday tradition. Students learn that it takes a full year for the earth to go around the sun, which means we also travel around the sun from one birthday to the next. To celebrate, we have a “birthday walk.” The birthday girl or boy carries a small globe (which symbolizes the earth) and walks around a candle (which symbolizes the sun), once around an oval for each year of life. When students do their birthday walk, they often share pictures and tell stories about when they were babies. Our school has a story about its infancy, too. Ten years ago Newton Montessori School wasn’t even born yet. After a different school closed, a group of parents got together and said, “We want a great education for our children. We should open a new school. We can hire some of these wonderful teachers.” They decided to invite a lot of other parents to a meeting. It would take almost 100 students to enroll before a new school could open. Was that even possible? No one knew! People were quiet for a while. Then one person said, “My son will be Number 1.” Another person said, “My daughter will be Number 2.” Another family said, “Our kids will be 3 and 4.” That kept happening and happening until they had more than 90 students signed up! And that was the day Newton Montessori School was born. For the next 10 years, the school grew and grew and now Newton Montessori School is 10 years old. During that time, many many people have loved this school and taken good care of it—just like your parents and teachers take good care of you. That is how wonderful things happen—people have an idea and other people help them make it work. Lots and lots of people have helped make Newton Montessori a really great school—including you. I told this “birth story” at the End of Year Ceremony last June so NMS students would appreciate what we were celebrating during the 10th Birthday Walk. It’s an inspiring story—with new chapters being written every year. As this issue of the Year In Review demonstrates, NMS is still growing and continues to be well-loved and cared for by members of this involved school community. We’re excited to embark on our second decade!
Beth Black Head of School
In This Issue our 10 year anniversary Celebrating Our Past; Planning Our Future
2
building community The Parent Association Brings Families Together
4
learning citizenship Democracy, Service, Leadership
6
our literary year Curricula and Special Events Promoting Literacy
8
science and engineering Experiential Learning Inside and Outside the Classroom
10
global studies Continental Journeys through Africa and Europe
12
nms teachers are leaders in their field Excerpts from Presentations at National and Regional Conferences: “Teaching Diversity” “Creative Movement for Toddlers” “Mindfulness in the Classroom” “Making Music Easy”
14
supporting nms
20
financial report
25
the secret life of staff
26
lions and murals and snakes... oh my! Adventures in Umbrella Care
28
calling all alumni
29
10 Year Staff Members
Our 10 Year Anniversary
Newton Montessori
Deanna Griffiths
Celebrating 10 Years Around the Sun
Celebrating Our Past Esther Lee
This year, Newton Montessori School celebrated the 10th anniversary of the school’s founding in 2006. Building on the Montessori “Birthday Walk” tradition, the school hosted the “NMS 10th Birthday Walk” at the end of year picnic. Instead of a “walk around the sun” to symbolize each year in a child’s life, participants walked around a pond at Larz Anderson Park, stopping at ten different spots to do activities celebrating another year in the history of the school. Leaping through a “hoop of fire!” Making a wish for the school while waving a bubble wand! Selecting props and posing for celebratory photos! Great fun was had by all.
Jutta Lossner-Liang
Planning Our Future The decade milestone in the history of the school provided an opportunity for reflection on past accomplishments and an invitation to boldly imagine the school’s future by identifying key strategic priorities:
Allison Lynch
Sister Lauretta Maynard
1. Educational Excellence Maximize the academic learning and personal growth of all students, from toddlers to young teens.
4. Strategic Enrollment Build and maintain stable enrollment of students from diverse families who deeply value what the school offers.
2. Talent Management Attract, retain, and support the professional development of outstanding teachers and administrators.
5. Financial and Operational Health and Sustainability Maintain the health and sustainability of the school’s infrastructure.
3. School Identity Strengthen the school’s identity, brand recognition, and family engagement.
When planning and making decisions, school leaders and trustees will focus on these areas, allowing for the possibility of changes as needs or opportunities arise.
Abraham Soto
2 Newton Montessori School
Board of Trustees 2016–2017
NMS Through the Years
2006
Newton Montessori School is founded. A Board of Directors is formed by five parents from the former Montessori Educare School. The School opens in September with 90 students.
Executive Committee * Adrian DeDomenico, Chair (Gabriel, P; * Sophia, LE) Joe Jolly, Treasurer (Katie, P; Ellie, FS; Ben, FS) Hattie Kerwin Derrick, Clerk (Stella, FS) * Beth Black, Head of School *
At Large Members * Brian Alfermann (Nora, B; Clara, FS) * * Jacqueline Angell (Clementine, B; * Montgomery, P) Liz Bowie (Isla, LE; Calum, LE) Cara Candal (Eva, LE) * * Nick DeLeonardis (Bianca, P; Emerson, P; * * Olivia, FS) * Harit Doshi (Heer, P) * * Soorena Farboodmanesh (Kian, P; * Kourosh, LE) Rebecca Gavin (Olivia, P; Hannah, LE) Chad Hinkle (Petra, LE) * * Namita Mohta (Ayaan, LE; Aanika, UE) * * Alexandra Popma (Matias, FS; Isabela, FS) Nathalie Rayes (Alexander, FS; Julian, FS) Robert Reimann (Alex, LE; Max, UE) Wendy Secor, Director of Admission and * * Financial Aid, Dana Hall School * Anna Turkova-Khan (Adam, B; Sasha, P) * * Claudia Urrea, Associate Director for * Pre-K–12 MIT Office of Digital Learning * Linda Woodard, Independent * Educational Consultant for middle school, secondary school, and college education planning
2013
NMS receives full accreditation from the Association of Independent Schools in New England (AISNE) and the American Montessori Society (AMS).
2015
NMS obtains a 15-year lease and develops a master facilities improvement plan.
2016
* Returning
The School celebrates the 10th anniversary of its founding by setting priorities for the next decade and hosting an all-school “10th Birthday Walk.”
LE: Lower Elementary
B: Beginners
UE: Upper Elementary
P: Primary
FS: Former Student
New Trustees 2017–2018 David Bono (Abby, LE) Lauris Lambergs (Sasha, UE) Jay Mehta (Anya, LE) Sarah Rahman (Ameer, LE; Gibran, UE)
2017
NMS commits to extending its educational program through Grade 8, with plans to open Grade 7 as early as 2018 (pending enrollment).
If you are interested to learn how to get involved in the NMS Board of Trustees, contact any leaders of the Board or the school. Year in Review, 2016–2017 3
Parent Association 2016–2017 Officers Shirley Shalev, President (Dana, LE; Maya, UE) Jen Cardy, Co-Vice-President (Gabriel, P; Sophia, LE) Shannon Crotty, Co-Vice-President (Tatum, P; McKenna, P) Committee Chairs Jen Cardy (Gabriel, P; Sophia, LE) Leigh Cirasuolo (Declan, B; John, LE) Shannon Crotty (Tatum, P; McKenna, P) Sabeena Chacko-Raskin (Luke, P; Meera, LE; Priya, UE) Muna Vitale (Sabah, UE; Concetta, FS) Meghan Murphy (Nora, P) Tracy Goulding (Bryce, LE; Ethan, UE) Matt Robinson (Ava, P; Shira, P) Emily Robinson (Ava, P; Shira, P) Ashley Zimmel (Keaton, P; Eleni, P) B: Beginners
LE: Lower Elementary
P: Primary
UE: Upper Elementary FS: Former Student
Building
Community
The Parent Association Brings Families Together Many caring parents banded together this year to revamp the Parent Association (PA), resulting in several events that connected students and families, showed appreciation to teachers, promoted literacy, and boosted school spirit. PA leadership also piloted a new meeting structure in which a different school staff member served as a guest speaker at each meeting; this encouraged great dialogue between parents and administrators. Also in the spirit of open communication, the PA introduced an e-newlsetter to keep all parents informed and provide access to the minutes from every meeting.
PA Mission The NMS Parent Association is a community-building organization of parents whose children are enrolled at the school. The mission of the PA is to:
Class Parents B1 Ingrid Van Welie, Xinxin Wang B2 Erica DeRosa, Laura Gellis B3 Anthea Resnick, Bengisu Tulu B4 Kristen Arena, Anjolie Laubach P1 Florencia Halperin, Emily Robinson P2 Anjolie Laubach, Kara Nemeth P3 Katherine Lin, Fei Wang P4 Kim DeLeonardis, Abby Fischer P5 Shadi Johnston, Ashley Zimmel P6 Lisa Burton, Becca Havemeyer
· Welcome new families to the diverse school community · Support Class Parents in building community within their classrooms · Organize and run events for parents and families to get to know each other socially
· Provide volunteer support for school-run events as needed · Promote school spirit through the sale of Spirit Wear and hosting an annual School Spirit Day · Coordinate and host staff appreciation activities
LE1 Liz Bowie, Catherine Sabatos-Peyton LE2 Nana Shin, Tracy Goulding UE Phil Chase, Suzanne Sheirr
Get Involved
2017–2018 Officers
Each class has Class Parents who serve as liaisons between the families in that class and the PA. However, all NMS parents are members of the PA and are welcome to attend meetings and join committees.
Jen Cardy, Co-President (Anna, P; Gabriel, P; Sophia, UE) Jaime Vines, Co-President (Petra, UE) Ashley Zimmel, Vice President (Keaton, P; Eleni, P)
If you are interested to learn how to get involved at NMS, contact any leaders in the Parent Association or the school.
4 Newton Montessori School
be
Your child is growing to
The Staff Appreciation Committee rolled out the red carpet in the community room for a Hollywoodthemed week of thanks. Classroom doors were a highlight of the week. From Minions to Trolls, Oscars to Incredibles, every theme was “Super Bien!”
17 Introducing: The 2016– n! Parent Associa:o sso n n GoGo ar P ciacia ur sso o AA in nt t Jo n our Pareen Joi get and Gn get eeGn and g g k-‐off ff mmee kick-‐o kic CONFIDENT
Many treats were served during Staff Appreciation Week, including the chocolate fountain pictured here.
INVOLVED CURIOUS NMS
in this journey! 6:30PM
The Thanksgiving Feast is a longstanding tradition at NMS. Each year, parent volunteers come to prepare and serve a turkey dinner complete with stuffing, mashed potatoes, corn, and pie. All students and staff gather in the gym for the occasion!
18 @ Wednesday, May
The Book Fair Committee promoted literacy by creating an experience for children to buy their own books. Based on the books sold, our students will be reading for (at least) 1,740 hours! Children of all ages enjoyed high-energy dancing and games at this year’s “Barnyard Bash.” They even got acquainted with a pig named Louie! The School Dance Committee got in the spirit with farm attire as they set up beautiful decorations, served delicious snacks, and joined in the fun. As a parent education initiative, the NMS Empowered Parents Series allowed parents to learn from guest speakers and one another about setting limits, staying positive, and more. In honor of the NMS Mascot Election in November, the Spirit Wear Committee delighted us with lovable snowy owls. The soft companions even make accurate bird calls. Read more about the election on the next page!
Year in Review, 2016–2017 5
Learning Citizenship Democracy NMS made school history this year as we elected our first official mascot! Students engaged in a democratic process beginning with an open primary election, and selected candidates to represent the Avian, Aquatic, and Terrestrial Parties. Elementary students then campaigned for their favorite choice, and on November 8 students in Primary Year 2 and older cast their ballots. After impressive voter turnout, a winning mascot was announced. Congratulations, Owl!
Community Service
Leadership
NMS has a tradition of serving the community through efforts led by the Year 3 (Y3) Student Council. All Y3 students (kindergarteners, third graders, and sixth graders) collaborate to lead the school in efforts that range from local to global in impact.
Occasionally Elementary students learn something so powerful, it moves them to take action. This year, some students decided to hold bake sales for a cause.
This year the Y3 Student Council led us in celebration of International Peace Day, for which the third graders brought messages of peace to local businesses. The Y3 Student Council later ran a food drive for the Centre Street Food Pantry, served breakfast to Class Parents to show appreciation, and worked with their families to create encouraging cards for patients at Boston Children’s Hospital.
Bella (grade 5) and Lola (grade 4) had learned about hunger and poverty during a diversity lesson with Ms. Krissy. After talking with school administrators, they made a plan to benefit the No Kid Hungry Action Center. While researching Europe, Maya and Aanika (grade 4) learned about the organization Doctors Without Borders and how they help refugees when they are hurt, sick, or hungry. The two friends also held a bake sale to support those in need. The school is proud of these students for taking initiative to serve others.
From Left to Right: The Y3 Student Council holds a Thanksgiving Food Drive; Y3 Student Council members and their families create Valentines for patients at Boston Children’s Hospital; Elementary students organize a bake sale to help people in need.
6 Newton Montessori School
“When students apply concepts to ‘real life’ situations, or collaborate on a shared experience, lessons become much more meaningful and memorable.” NMS Staff Member
Year 6 Newton in Review, Montessori 2016–2017 7 2016–2017 9 School
Above: Library class offers Beginner and Primary students exposure to enriching stories, often paired with activities to help children synthesize information. Below: An Elementary student reads to younger children on World Read Aloud Day; a Kindergarten student shares the “All About Me” book she wrote.
Our Liter ary Year
Contributed by NMS Parent, Matt Robinson
Every day, words help us organize and live our lives. Every day, words give us information and allow us to express ourselves. Every day. At Newton Montessori School, literacy is a part of our daily routine and a key part of the curriculum at all levels and in all classrooms. While you might expect reading and writing to be central to a child’s education, you may be surprised at how these skills are taught in a Montessori environment. Dr. Maria Montessori recognized that, from the time children first encounter language through age six, they have what she called a “special sensitivity for language.” Montessori maintained “It is clear that writing can be learned with joy and enthusiasm only before that age.” She also noticed something interesting: children are typically interested in
learning to write long before they are interested in learning to read. While kids may love being read to, they are even more eager to put lines and scribbles on paper. After all, they have important things to say and stories of their own to tell! Since very young children have not yet developed the fine motor skills to hold a writing implement, she created sandpaper letters, which help them to recognize the shape of letter sounds, and the movable alphabet, which allows them to “write” using wooden letters that have those shapes. Montessori celebrated this stage of a child’s learning, calling it an “explosion into writing.” Oral expressive language increases as children are exposed to and are able to practice using more and more words. At NMS, young students build their vocabulary by matching small objects or pictures of objects to language cards with 8 Newton Montessori School
the words that stand for those objects. As they get older, students learn to manipulate the movable alphabet and combine letter sounds into phonemes and longer words. They also use “word ladders” that link words according to similar sounds and spellings to expand their vocabulary. Reading to, with, and by students helps them become strong readers. At NMS, this emphasis on reading starts early. The school librarian visits Beginner classrooms to foster a love of books and lead joyful practice in gaining expressive language skills. As an example, she might read a book about tunnels, then reinforce toddlers’ understanding and use of vocabulary words such as in, out, and through as they push toy cars through cardboard tube tunnels. Primary students visit the school library and are encouraged to select books they can take back to their classrooms to look at and read on their own or together during the following week. Primary students are also read to on a regular basis by teachers and “Mystery Readers” (a.k.a. parents and caretakers). Umbrella Care students enjoy additional story times with their teachers and friends during after-school hours. Students from kindergarten through grade 6 enjoy regular Readers’ Workshops and Writers’ Workshops during which they are introduced to and practice more and more complex literacy skills. Young students are encouraged to identify themselves and connect with others via personallyconstructed “Me Books” and “Reading Identity Webs,” through which both common and diverse interests are shared and celebrated. Older students practice writing fiction, non-fiction, poetry and research papers. While literacy tools and activities abound in each classroom, NMS is proud of its regular schedule of events and activities that engage all of the children and the entire community in extending what they learn and enjoy in the classroom. In the past school
year, the NMS community enjoyed an entire year’s worth of literacy-linked events, including poetic and theatrical productions and the production and publication of original books. After enjoying anthologies by others, Elementary students were visited by local poet Carol Copeland who read to them and then stayed for an insightful question and answer session. Upper Elementary students presented original verses in a “poetry slam” at Newtonville Books. In both cases, students were introduced to and immersed in such literary devices as rhyme scheme, alliteration, simile and metaphor, and many more. On April 28, the NMS community closed out National Poetry Month with Poem in Your Pocket Day, during which students literally carried favorite verses with them so they could be shared and exchanged with others throughout the day. Author Deborah Sosin also visited the Primary Year 3 students to discuss the Writing Process and to guide them on their respective roads to publication, all of which ended with a celebratory book launch party. Taking words from the page to the stage, Primary students presented a series of theatrical performances based upon the works of featured author Patricia Polacco and Lower Elementary students adapted “The Magic Schoolbus and the Climate Challenge” for an all-school assembly. Speaking of all-school involvement, in February, the entire NMS community came together for World Read Aloud Day, which has been organized by the non-profit LitWorld (www.litworld.org) to encourage children and adults to advocate for literacy as a basic human right for all. What better way to combine our love of literacy with our value of improving the world! • Matt Robinson is a freelance writer by profession, and is known affectionately at NMS as “Ava and Shira's Dad.”
Year in Review, 2016–2017 9
Above: A Beginner student follows along as his teacher reads to him one-on-one. Below: Two Lower Elementary students partner to read a chapter book; local poet Carol Copeland visits to share her work and review the students’ writing during National Poetry Month.
From a child’s earliest days at NMS through graduation, student learning is driven by the child’s curiosity and observations. The youngest students notice distinguishing features of plants, animals, and natural or manmade objects, learning to name and categorize these with language. They observe the transformation of caterpillars into butterflies and the growth of seeds into plants. As students move through Primary and particularly into the Kindergarten Science Workshop, they observe and learn to name phenomena such as buoyancy, magnetism, electricity, and energy. They can also tell you about planets in the solar system, species of animals, and bones in the human body.
Science and Engineering
As Maria Montessori observed, around age 6 children’s interest moves from ‘what’ to ‘how, why, where, when.’ Elementary students learn more about the creation and history of the universe, with studies in biology, earth science, and physical science. Children at this level delve further into specifics, for example reverse-engineering devices in Design Lab to understand electricity. They also apply concepts of math and physics in their own engineering projects, including Lego robotics and the construction of furniture (below). Students in grades 1–3 benefit from the Engineering is Elementary curriculum developed by the Museum of Science (for one project, students designed and built their own windmills). Students in grades 4–6 apply their skills in an Integrated Studies course about history and science (for example, students designed mirroring systems to direct light through Egyptian tombs without causing damage to art on the walls).
10 Newton Montessori School
Classroom learning is extended and supported by field trips and time outdoors. This year, Beginners observed the environment along their walks to Crystal Lake; Primary students went apple picking and kindergarten students visited the Harvard Museum of Natural History; Lower Elementary students visited the Acton Discovery Museum; and Upper Elementary visited MIT among other sites. Students in grades 3–6 also adventured to Nature’s Classroom, a program in Charlton, MA to explore the outdoors and participate in science workshops. Here, too, students learned about science in the context of history. They discussed basic human needs and how these needs have been met with different shelters in different cultures and climates. The lesson took on personal significance when children built shelters of their own (at right). Such memorable experiences help children retain knowledge long after their time at NMS. •
Experiential Learning Inside and Outside the Classroom
“There is no description, no image in any book that is capable of replacing the sight of real trees, and all the life to be found around them, in a real forest.” Maria Montessori
Year in Review, 2016–2017 11
At Nature’s Classroom, students kept their balance on fun hikes, learned how to build shelter and start a campfire, and enjoyed bunking with friends— even reading by flashlight.
Global Studies
Experience the World at NMS
Primary and Elementary students have “passports” stamped as they explore each Primary classroom’s country of focus.
From Oceania to Asia … North America to South America … Africa to Europe … and back again! Students at NMS “travel” the whole globe in the span of three years, and in the fourth year they start again—each time discovering new facts, connecting with different cultures, and dreaming up new questions to drive their research.
classroom has prepared a display to celebrate one country of the continent in focus. There are student-made maps and flags decorating the walls, booklets showing one element of a country (such as its wildlife); here a clay model of the landscape, there an instrument, spices to smell, traditional dress!
This spread only begins to serve as a scrapbook of our year’s travels, illustrating the culminating Cultural Celebrations of Africa and Europe. The biannual event has become a beloved tradition: children take their passports to the gym and journey from booth to booth, where each Primary
And that is only the morning. In the afternoon, children visit a Street Fair in the Elementary classrooms, where students have prepared their own models, posters, slideshow presentations, essays, clothing and more, ready to engage and teach their peers. There is a hum of conversation as
Semester 1: Africa
12 Newton Montessori School
Continental Journeys Through Africa and Europe Semester 2: Europe
In the third year of Lower Elementary, students take on the responsibility of planning, shopping, cooking, and serving food to their families and NMS staff members at a cafe. Above are some Greek dishes from this spring’s Euro Cafe: Greek salad and spanikopita (with baklava for dessert).
you move through each room, and it all reflects curiosity about the countries and projects at hand. After this day of peer-to-peer teaching, students may also learn from a guest during a special assembly. After our travels to Africa, we welcomed Benkadi Drum and Dance (at left), who taught us about West African music and movement—and even encouraged us to join in the performance! While so much fun is packed into the Cultural Celebration event, cultural learning spans across the semester as
classrooms share stories, prepare and enjoy diverse dishes, construct materials, and talk about what makes each culture so interesting and valued. It becomes easy to explore the world when our community is of the world. For every continent study and every holiday, parents and caretakers are invited to visit their child’s classroom to give a special presentation on their national origins, travels, and culture including religion, art, music, language, and so much more. “It takes a village” to raise a child, and everyone has something to teach. • Year in Review, 2016–2017 13
A Primary student invited his nanny to join the class and teach about her homeland, Senegal.
NMS Teachers Are Leaders in Their Field teaching diversity
Krissy Canastar, Diversity Specialist, and Ruth Clifford, Upper Elementary Teacher Presented at the American Montessori Society annual conference, March 2017 Why is her skin darker than mine? ... He likes to play with girl toys! ... Why does she have two moms? Children notice differences. Our presentation offered ways to navigate their observations and create an inclusive, appreciative, respectful classroom culture. We also explored an annotated bibliography of hundreds of diverse books and lessons for circle time, read-aloud, and direct instruction. Understand Your Students
Understand Yourself
Teaching diversity is not just about heroes and holidays—it’s about looking at our student body and asking important questions.
It’s hard to feel comfortable talking about privilege and difference if you don’t understand your own privileges that you bring to the table. You need to know yourself, your staff and your school.
· Are we representing the children that we teach? · Do children in the classroom see themselves in the literature that we provide? · Do we go beyond discussing Martin Luther King Jr. and religious holidays considered “typical”? We asked these questions, looked at our teaching, worked on lessons with other teachers in the building and came up with what we think is the easiest way to start conversations: through literature. There are certainly other ways that you can bring diversity into the classroom; we find that literature is the most accessible. See our reading list for ideas!
ur
Fe at
· What are my privileges? · What identities frame my experience? · What differences do I offer? Set a Respectful Tone When you’re talking about diversity (race, gender, ethnicity, class, partnerships and family dynamics, ability, religion, etc…) it can bring about intense feelings. It helps to set ground rules so everyone feels comfortable and respects each other’s space and beliefs. The “yes, and” technique helps to maintain a positive flow in a conversation. As an example, imagine you are planning
a birthday party. You suggest that there should be ice cream at the party. If your friend responds “Yes, but that won’t work for people allergic to dairy,” you may feel that you had a bad idea. If your friend says “Yes, and we could also offer popsicles,” you are more likely to feel like you are collaborating successfully. When ideas and responses are phrased in a positive tone, people can emerge from the conversation feeling heard and valued. Other suggestions for ground rules include: be open and honest; listen respectfully; respect confidentiality; be who you are; and never judge someone for being who they are. By applying these ground rules you can create a place where kids—or other adults—will feel comfortable sharing about themselves and having really meaningful conversations. •
OUR COMMUNITY
ed
at a
Nat ional C o n fer e
hails from 36 countries.
speaks 20 different languages.
14 Newton Montessori School
❤ includes same-sex partnerships.
e nc
Excerpts from Presentations at National and Regional Conferences
Discrimination, Activism
Socio-Economic
Our Library
The following picture books can spark conversation in the classroom (and at home). Children can find all of these titles in the NMS library.
Race
Family
Gender
Ability
Respecting Difference
&
celebrates difference.
Year in Review, 2016–2017 15
“My toddler is gaining strength at school every day— I can’t believe how independent she is growing.” NMS Parent
18 Newton Montessori School
at ional Co taN n fe re
e nc
Becky Alukonis, Beginners Division Leader Presented at the American Montessori Society annual conference, March 2017
ur
a ed
Fe at
creative movement for toddlers
If you’re a toddler who has just learned to walk—and you’re in the process of developing language skills—movement is a vital part of your physical development as well as the primary means to express yourself. Movement activities help toddlers to gain necessary gross motor strength, provide a healthy outlet for strong emotions that could express as hitting or kicking, improve attention and executive functioning skills, and (especially with activities that involve crossing the midline of the body) promote the growth of cognitive skills. I collaborated with former NMS Teacher Megan Pentz, and together we invited conference attendees to discover creative movement activities that meet students’ motor needs. The activities we shared were inexpensive, easy to make, and integrated across several curricular areas including Language, Art, and Sensorial. Part of our presentation featured some new and novel approaches to a common movement work known as the “lug-ajug.” Typically, the lug-a-jug consists of three clear bottles, each filled with a different color of water. In addition, there are usually fixed placement markers in the classroom, such as circles attached to the floor that color-correspond to the jugs. The children carry the jugs to the corresponding markers. This work benefits children as they build muscle tone, develop gross motor skills, and learn to organize objects into categories. When I have used this approach in the past, I observed that the children quickly lost interest in the work. I decided to see what
would happen if the placement points were “mobile.” Initially, I reasoned that I would set out the placement markers in various locations throughout the week. Before I had the chance to do so, the children took initiative and incorporated this step into their work with the lug-ajug! By placing the markers themselves, students provided themselves with even more opportunities for movement! It was so interesting to observe how quickly and accurately the children recalled where they put the placement markers. This minor adaptation considerably enhanced the children’s interest level in the work as well as their likelihood to repeat the work.
Year in Review, 2016–2017 17
We also presented a few other takes on the lug-a-jug. One version included jugs filled with natural elements, such as beach sand, shells, rocks and corresponding pictures of the elements. Another featured size gradation with placement markers that correspond to the diameters of the jugs. Following the child’s needs and interests can spark creative variations on existing works—and when we can hone in on variations that provide many different benefits, we provide as many opportunities for children to grow. •
mindfulness in the classroom Ashley Epstein, Primary Teacher Presented at the Montessori Schools of Massachusetts annual conference, January 2017 Being able to calm down or take a quiet, peaceful break between learning activities gives students a feeling of self-control that leads to greater self-confidence. At NMS, students learn to recognize their own needs and develop strategies to help themselves succeed. Labyrinths and other tools used by Primary teachers help students practice gaining awareness of their emotional needs and managing “big emotions.” In the Elementary program, students have the opportunity to take 10-minute independent “brain breaks” outside the classroom. One “break station” offers a mindfulness activity, another offers a creative challenge, and another is a movement activity. My presentation focused specifically on the benefits of labyrinth materials in a Primary classroom setting.
How is a labyrinth different from a maze? Labyrinths are made up of one path without obstacles whereas mazes are specifically designed to confuse anyone who enters one. The path of a labyrinth creates a calming sensation because you cannot get lost. A maze, however is stressful and makes you think. Labyrinths allow you to be present in the moment— mindful—because there is no risk of becoming lost.
ur
Fe at
What are some benefits of using labyrinths in the classroom?
How can labyrinths be integrated into the classroom?
By placing labyrinths strategically in the classroom, teachers prepare the environment as a place for mindfulness. The peace corner is an excellent start; children who spend time there usually need a moment to stop and think about what is going on. Tracing a labyrinth can help the child center and discover the root of his or her problem.
Labyrinths can be set out on the Practical Life and Sensorial shelves and in the Peace Corner. Older Primary students can make their own labyrinths with a template by carefully putting glue along the outline of the labyrinth and then mindfully placing yarn along the black line. Labyrinth coloring pages can encourage younger Primary students to participate in the mindful exercise of tracing a labyrinth.
ed
at a
In his “Spacing Effect” theory published by Learning and the Brain, educator Andrew Watson claims that when given enough time to forget new content and skills, children are better able to recall them again. On the same blog, Rina Deshpande (teacher, researcher, and writer) suggests that practicing mindfulness can help that cognitive process. In this line of thinking, labyrinths can be useful in helping children to retain information. To learn more about the “Spacing Effect” and the cognitive benefits of mindfulness, visit www.learningandthebrain.com. •
Reg ion
al C o n fer e
e nc
18 Newton Montessori School
e ur
Katie Quann, Music Specialist Presented at the Montessori Schools of Massachusetts annual conference, January 2017
Fe at
making music easy
ta da
Reg ional Con
fer
e
e nc
Music is interwoven into our lives. We all want to feel comfortable singing happy birthday to our friends, singing at a sporting events or religious ceremonies, and singing lullabies to the children in our lives. Music helps us feel connected to our communities through singing and dancing. For those of you who may think you are tone deaf, only 4% of the population is actually tone deaf. If you believe you’re one of those people who can’t carry a tune, it may be just a problem with audiation or how you internalize and retain what you hear. If you feel like you fall into one of these categories, it doesn't mean that your child will. Just like multiple languages can be learned more easily at a younger age, singing in tune and keeping the beat can be taught. Infants and Toddlers
Primary Students
Elementary Students
Exposure to music starts as early as in the womb. A baby can hear the mother’s heartbeat, and after they are born, can be comforted by a familiar song that was sung to them in the womb. The fetal heart rate after 12 weeks is between 120–160 beats per minute (bpm). The ideal tempo for young children to move to the beat is 120–140 bpm.
Children between the ages of 3–6 have a very small vocal range, but by the age of 3 should be able to sing in tune. If for some reason your child is older than 3 and still not singing in tune, make sure he is using his singing voice, and the song is in an appropriate range. To help children find their singing voices, use different types of vocal exploration. Think sirens, tracing a line that looks like a rollercoaster, tossing a ball in the air. The physical movement also helps the body use the appropriate voice. Most children will instantly switch to their singing voice. Short folk songs, in the correct range, tend to be the easiest for young children to sing. The repetitive nature of folk songs also aids in the learning of the melody. Call and Response songs are also favorites of this age.
It is my goal to solidify fundamental skills of singing in tune, showing the beat, and moving artfully with music in all students by the age of 7.
Infants and toddlers explore all the possible sounds they can make by imitating their surroundings. This is the beginning of finding a singing voice. We can also try to illicit a response from them by leaving out a word here or there in a poem or song. Bouncing games are great fun and help children develop a sense of beat. Children love bounces like “Trot Trot to Boston.”
Year in Review, 2016–2017 19
In Elementary, students start to refine their skills based upon their musical foundation. Students start to learn to sing more that one part, participate in more complex dances, play different melodic instruments, and create their own music. With this strong foundation, advanced students are primed to appreciate music for a lifetime. •
Supporting NMS
Annual Fund
Duo Amie Hosts a Benefit Concert to Celebrate the School In gifts of time, talents, and resources, NMS community members demonstrate a commitment to the success of the school—and by extension, the success and well-being of their students, children, and grandchildren. This year, a parent of NMS students provided a creative combination of such gifts. Julie Reimann, a talented cellist, is co-founder of the Boston-based cello and piano duo called “Duo Amie.” Together, Julie and her musical partner Ellyses Kuan organize and perform at benefit concerts in support of non-profit organizations “dedicated to caring for and enriching our shared community.” The duo felt moved to organize such a concert in honor of Newton Montessori School’s 10th anniversary. “Newton Montessori School is a personal love of mine,” says Julie, mother of two children in the elementary program. “My youngest child has attended since he was 15 months old and it has just been an incredible, nurturing experience. The school is dedicated to diversity and respect, and they really live up to it. They educate children in a very holistic way, to learn how to problem solve, to learn how to learn—and love to learn—but also to express their own views and listen to others’ views respectfully, and to build kindness and joy in a world that sometimes seems to lack that. It’s a very nurturing environment.”
Transformer ($5,000 – $9,999) The Angell Family David Bono and Holly Happe The Chow Family Josh Klevens and Anna Sinaiko The Wang Family
Visionary ($2,500 – $4,999) Anonymous Adrian DeDomenico and Jennifer Cardy ² Pfizer Sarah Rahman and Zaid Ashai Robert and Julie Reimann The Sheu-Liu Family
Duo Amie held a celebratory concert for NMS on Sunday, May 7 at Wilson Chapel, treating audience members to Chopin’s Nocturne in E flat Major, Mendelssohn’s Song Without Words, Schubert’s Fantasie in F Minor, and Shostakovich's Cello Sonata. The concert joined parents, friends, teachers, and volunteers to experience qualities instilled in NMS students, and embodied by the performers: peace, focus, and joy.
Left: Julie Reimann (left) and Ellyses Kuan (right) are Duo Amie. Learn more at www.duoamie.org.
20 Newton Montessori School
Donors are NMS parents as of 2016–17 unless otherwise marked.
ª l
Friend of NMS Grandparent
¡ Staff Member
²
Corporate Match
Donors 2016–2017 Partner ($500 – $999)
Benefactor ($1,000 – $2,499) Brian and Jessica Alfermann Anonymous Anonymous Anonymous Anonymous Milena and Shez Basaria ¡ Beth Black and Keith Gillette The Candal Family The Cohen Family Harit and Parul Doshi Soorena Farboodmanesh and Salumeh Companieh Rebecca W. Gavin and Mark R. Evans l Ann-Ellen Hornidge and Ned Murphy (Grandparents of Nora Murphy) The Laham Family The Lewis Family Jay and Swapna Mehta Amir Nashat and Carmen Barnes Andrew Popper and Heidi VanderbiltBrown The Raskin Family Alaka Ray and Jason Jay Andrew Teman and Erica DeRosa Wei Tong and Li Xin ² Tufts Health Plan ª John and Linda Woodard The Woodworth Family The Zhu and Sun Family
² Bank of America ¡
²
ª
²
²
ª
The Behnsen Family Devon Beidler Ethan, Maly, and Covell Bernstein Biogen Adam Crystal and Lee Park The Dinshaw Family The John Family Joseph Jolly and Susan Rivers Hattie and Patricia Kerwin Derrick Education First (EF) The Khan Family Ranjit and Sucharita Kher Jacob and Anjolie Laubach The Lin Family The Nelson/Hawks Family The Pike Family Qualcomm Amee and Rahul Rathod Shuyu Ren and Cuiyan Xin Wendy Secor John and Muna Vitale The Winner Family R. Jason Yong and Linda Lee The Zimmel Family
Patron ($250 – $499) The Aner Family Anonymous Anonymous The Blecker Kleinerman Family Sean and Lisa Burton ¡ Jed and Sarah Donnelly The Elworthy Family The Fang Family Matt and Abby Fischer Judi Goldberg and Bill Dimmick The Goulding Family Steve and Kerrie Gross The Gu Family The Havemeyer Family Chad Hinkle and Jaime Vines The Huang Family Alejandro Katz and Marier Hernandez Ginta and Lauris Lambergs The Liu Family Vaishnavi Panchapakesa Pulin and Nikita Patel The Raviola Family The Robinson Family ¡ The Sand Family Amir and Raha Shiranian The Spier Family ¡ David Taylor ª Claudia Urrea John and Caroline Ward Continues on Next Page
Adequate storage is vital when preparing a Montessori classroom. Last year’s Annual Fund gifts made it possible to install all-new cabinets in the Primary classrooms. The funds also provided new sinks at adult and child height, improving opportunities for students to exercise independence.
Year in Review, 2016–2017 21
Annual Fund Donors 2016–2017 (continued) Friend (up to $249) Rosie and Patrick Allen Nicholas and Catherine Amos Anonymous Anonymous Anonymous Anonymous Anonymous Filiz M. Aslan and Scott C. Mohr Bachman-Farago Family ª Parker and Ellie Benge The Berg Family The Bernstein Family ¡ The Bowring Family ¡ Kimberly Burk Renata and Filipe Campante ¡ The Carmona-Machado Family Chadda Family ¡ Sarah Chadwick The Chen Family The Cirasuolo Family ¡ Ruth Clifford ¡ Ken Condon and Becky Alukonis Clive and Anna Curran ¡ Amanda Cusanno Mauricio Davila and Cecilia Anaya The Eichelberger Family ¡ Ashley and Adam Epstein ¡
Friend (up to $249) ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡ ¡
Samantha Foley Kalpana and Anoop Garg The Germak Family Fiona Gohery Deanna Griffiths The Hadlow Family The Hamill Family NMS Staff Member Jackie Hogan Vanessa Irzyk Mikail Jaikaran The Johnston Family Elyse Kalins Judith Kinner Beatriz Lares Katherine Legge Lisa and Brian Levine The Liu Family Margarita Londono Allison Lynch Will and Melissa Lyons Lauretta Maynard Yael and Gopi Mohan Nicole Mongeon Erick Morris and Lily Moy Meghan Murphy Mustafa-Coentro Family
Thank you for your gift! 22 Newton Montessori School
Friend (up to $249) Michael Myers Kara Nemeth and Tom Chiaino The Otero Family Amy Perrault ¡ Katie Quann The Ramappa Family The Resnick Family ¡ Behnaz M. Rezaei ¡ Ashley Robinson ¡ Yoni and Merav Rosen ¡ Claudia and Thomas Schmiedigen The Shah Family ¡ Abe Soto The Steinberg Family ¡ The Stiffler Family The Traverso Family ² TripAdvisor ¡ Priya Venkateswaran and Srinivas Nyayapati ² Wellington Management Company ¡ Jenn Wheelwright ¡ Isabel Wilder ¡ Denise Wilson David Yu and Angela Lin ¡ Abby Zimage ¡ Paul Zmuda ¡
Professional Development
Annual Fundraising Helps Teachers Contribute to their Field
Left: Krissy Canastar and Ruth Clifford practice their AMS conference presentation with an audience of peers. Right: Becky Alukonis works with a Beginner student on a movement activity; Ashley Epstein works with a Primary student; Katie Quann teaches Primary students about music in an interactive exercise.
Conference Presentations “Strategies for Teaching Race, Gender, Class, and Difference” Presented by Krissy Canastar and Ruth Clifford at the American Montessori Society Conference in San Diego >> Read an Excerpt: Page 14 “Creative Movement for Toddlers” Presented by Becky Alukonis and former NMS teacher Megan Pentz at the American Montessori Society Conference in San Diego >> Read an Excerpt: Page 17 “Labyrinths in the Classroom: Cultivating Mindfulness in a Montessori Setting” Presented by Ashley Epstein at the Montessori Schools of Massachusetts Conference >> Read an Excerpt: Page 18
Opposite: Annual Fund gifts make it possible to prepare classroom environments with high-quality Montessori materials.
“Making Music Easy: Strategies and Ideas for Music in Your Classroom, Even if You’re Uncomfortable Singing” Presented by Katie Quann at the Montessori Schools of Massachusetts Conference >> Read an Excerpt: Page 19
Year YearininReview, Review,2015–2016 25 2016–2017 23
Certifications Kim Burk earned a certificate as an Advanced Teaching Assistant through the Northeast Montessori Institute. Neus Carmona and Samantha Foley earned Montessori certification to teach Infants and Toddlers. Fiona Gohery earned Montessori certification to teach Primary students. Amanda Cusanno and Christine Newsham have started to earn certification to teach Primary students. Kayla Stiffler earned a second certification to teach Lower Elementary students. Justine Brooks earned Montessori certification to teach Upper Elementary students. Katie Quann earned certification in conversational Solfege 1 and 2.
For NMS teachers who presented at the AMS conference, the trip was made possible by the school’s Annual Fund, which is generated by the donations of families, staff, and friends of the school. This year funds made it possible for one additional staff member to attend alongside our three staff members who presented. Primary Teacher Priya Venkateswaran wrote the essay that was selected from a pool of applications by NMS teachers.
Data is based on unaudited results.
26 Newton Montessori School
2016–2017 Financial Report
BALANCE SHEET Assets
2017 Total 2016 Total
Cash & cash equivalents Accounts receivable Prepaid assets Total Current Assets
Liabilities & Net Assets
2017 Total 2016 Total
$3,150,238
$3,222,577
Current Liabilities
2,554,610
2,508,596
Deferred revenue
4,110,915
$4,057,788
40,916
10,778
Accounts payable
97,132
51,773
$5,745,764
$5,741,951
Accrued liabilities
363,449
363,449
80,628
80,628
$4,652,124
$4,553,638
$362,094
$80,628
$4,939,067
$4,553,638
Total Unrestricted
$1,592,168
$1,630,428
Total Liabilities & Net Assets
$6,531,235
$6,184,066
Deferred rent Total Property & Equipment, net
$785,472
$442,116
Total Current Liabilities Long Term Liabilities Deferred rent Total Liabilities Net Assets
Total Assets
$6,531,235
$6,184,067
INCOME STATEMENT Actual Revenue
Tuition & Fees Fundraising Summer Program
$4,603,970 $103,428 $66,103
After School & Enrichment
$387,635
Other Income
$34,616
Total
$5,195,752
Fundraising
Actual Expenses
Individual Contributions
$91,524
Salaries & Benefits Facilities
$647,587
Corporate Contributions
$9,310
Financial Aid & Tuition Remission
$460,205
Fundraising Event
$2,594
Program Expenses
$287,876
Administrative Expenses
$406,184
Fundraising Expense Total
Year in Review, 2016–2017 25
$103,428
Total
$3,148,696
$2,387 $4,952,934
THE SECRET LIFE OF
StAff Christine Newsham is a trapeze artist. She began studying circus arts in 2002 on the tropical island of Turks & Caicos. Christine has brought her circus arts performance overseas to Europe, Central America and the Carribean. In 2010, she became a founding member Solstice Circus—a collective fusing storytelling, music, art, and circus into innovative performance. Christine now flies with Revolution Trapeze.
Nicole Mongeon organized a Staff With Skills event in April which allowed NMS staff to share their talents with their colleagues. Elyse Kalins taught wool felting, Merav Rosen taught woodworking (see opposite page), Ashley Epstein taught Zumba, and Vanessa Irzyk taught drawing. Krissy Canastar works as Future Leader Coordinator at Belmont Day School over the summer. She teaches incoming 8th and 9th graders how to be group counselors for children ages 3–12, and how to get and keep a job! Students learn what to expect from children at different developmental stages, how to work in a collaborative environment, interview skills and how to write a resume. Ashley Epstein volunteers with the Friends of Acadia in Acadia National Park in Maine. Friends of Acadia is a nonprofit organization that strives to preserve the natural beauty of ANP through things like funding the bus service on the island, maintaining trails and carriage roads, and educating people about how to take care of the nature around them. Ashley generally spends time at the Membership Table talking about ANP, convincing people to become a members, and doing trail maintenance.
Yes, that really is Ms. Christine above! Turn to page 28 to see how she taught circus arts during Vacation Care.
Devon Beidler volunteers for one week each year to help prepare and serve lunches in Dorchester at the B-SAFE summer program (www.ssypboston.org) which serves 650 youth in Boston to provide safe and structured summer programs. By the time the week is finished, the group cooks and serves about 900 meals and sponsor a field trip for the students! Devon just completed seven years with the program.
For more fun facts and staff trivia, visit www.newtonmontessori.org and explore the staff bios!
Mason Sand is a founding member of Company One, named Boston's Best Theatre of 2017 by the Improper Bostonian.
Newborns
Abigail Rose (Mother: Deanna Griffiths)
Sarah Chadwick spent this past summer in Thailand teaching English at Phichit Pittayakom School for grades 6–12. In her free time she got to explore the country and even made friends with an elephant!
Katie Quann plays many instruments and performs with the band Billy Dodge Moody. The band has played at venues such as the Hard Rock Cafe in Boston, Midway Cafe in Jamaica Plain, and the Dedham Square Coffeehouse.
Vanessa Irzyk is a professional artist. She had a residency this summer in Provincetown, and this year her work was featured in venues such as the Mingo Gallery in Beverly, the Lens Gallery in Boston and Room 68 in Provincetown.
Weddings and Engagements
Mairead (Mother: Katie Hamill)
Leah (Grandfather: David Taylor)
Fiona Gohery and wife, Allie
26 Newton Montessori School
Paul Zmuda and fiancée, Ashley
Maddisen Getchell and fiancé, Matt
“It is incredible to work with people who have so many different talents and stories to share. Plus they are kind and involved. We have fun together and I never stop learning.” NMS Staff Member
Year in Review, 2016–2017 29
Top Left: The NMS Drama Club Enrichment class performed The Lion King this past spring; Bottom Left: Students created a Keith Haring-inspired mural in the “Mural Madness” Enrichment class; Right: Children enjoyed a visit from reptile friends during Vacation Care.
Lions and Mur als and Snakes... Oh My! Children enjoy a wide range of adventures through NMS Umbrella Care
Ms. Christine Newsham is trained in trapeze! She brought her equipment during April Vacation Care and children got to see what it’s like to perform in the circus.
Where else can you become a trapeze artist, get acquainted with cool animals, build amazing projects in the Makerspace, move to high-energy music, and so much more?
Whether it’s after school, on a vacation day, or over the summer, every day is a new adventure in NMS Umbrella Care. And throughout all the fun, staff provide a safe, structured environment that integrates with our school day curricula so children can learn and grow.
Enrichment Classes Offered in 2016–17: Martial Arts Yoga Chess Mural Madness Zumba Lego Club NMS Players Drama Club Happy Feet Soccer Woodworking Games Galore Gym Class Heroes Creative Movement iPad Animation Art Exploration Kitchen Chemistry Stay tuned for 2017–18 offerings!
28 Newton Montessori School
Newton Montessori School Alumni:
We’d love to hear from you! QUALITIES OF NMS GRADUATES Caring We focus on the whole child and the whole world. Students learn to care for themselves, others, and the environment.
Curious We nurture each child’s innate desire to discover and understand the world. Students are encouraged to explore their individual passions.
Confident
What have you been up to these days? What are your fondest memories from NMS? How has NMS impacted who you are today? Here’s how to get in touch: 1. Send us a postcard 80 Crescent Avenue Newton Centre, MA 02459
2. Write us an email alumni@newtonmontessori.org 3. Connect on social media
We build skills that result in earned self-confidence.
Caring, curious, confident children are successful in school and happy at home.
4. Our favorite... stop by and visit!
Students who exhibit these qualities are in high demand. NMS students have continued their education at public and independent schools, including Beaver Country Day School, Boston Latin School, Boston Trinity Academy, Dana Hall School, Dedham Country Day School, Newton Country Day School, Meridian Academy, The Park School, and The Winsor School.
Toby and Miki (Class of 2016) visited to catch up with teachers and friends. Their own friendship continues on as they attend middle school together. Their current interests include diversity, social justice, and the environment, as well as being active in clubs on campus.
Managing Editor/Writer: Beth Black Publication Designer and Writer: Ashley Robinson Feature Photographer: Nile Scott Shots
NMS NEWTON MONTESSORI SCHOOL
Newton Montessori School (NMS) is a diverse, collaborative community committed to educating children through the Montessori philosophy. In this joyful, academically-rich learning environment, each member is supported and challenged to discover strengths and explore opportunities. We empower children, families, and staff to reach their fullest potential as passionate life-long learners who are confident, independent thinkers, and caring, responsible contributors toward peace in our world. Pre-K – Grade 6 • 80 Crescent Avenue, Newton Centre, MA 02459 www.newtonmontessori.org • 617-969-4488
32 Newton Montessori School