FAMILY HANDBOOK School Policies & Procedures

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“Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future…”

Dr. Maria Montessori

Table of Contents Introduction…………………………………………………………………………………………………………………5 Vision Statement..…………………………………………………………………………………………………………...6 Mission Statement…………………………………………………………………………………………………………..6Statement of Our Goals…………….………………………………………………………………………………………6 Our Core Values…………………………………………………………………………………………………………….7A Brief School History………………………………………………………………………………………………………7 Montessori Education & The Montessori Triangle……………………………………………………………………….7Elements of the Montessori Approach to Teaching……………………………………………………………………….8

A Responsive, Prepared, Child-Centered Environment…....…………………………………...…………………….9

A Focus on Human Tendencies……………………………………………………………...………………………...9

A Multiage Community of Learners…………………………………………………….……………………………9

Cooperation and Collaboration……………………………………………………………………………………10 The Process of Learning……………………………………………………………..……………………………….10

Evaluation of Student Progress……………………………………………………………………………………...10

Overview of Montessori Curriculum……………………………………………………………………………….10

General School & Classroom Guidelines.…………………………………………..………….…………………………16

General Guidelines…………….…………………………………………………………..……………………….16

Classroom Materials……………………………………………………………………………………………….16

School Supplies…………………………………………………………………………………………………….16

Adult Guidelines……………………….………………………………………………………………………...…16

Discipline Policies…...……………………………………………………….……………………………...……………….16 Health & Safety…………………………………………………….……….……………………………….……………...17 Drop Off and Pick Up…………………...……………………………………………………………………………

17

Step-By-Step Procedures………………………………...……………………………………………….………….18

Signing in and Out…………………………………………….…………………………………………….….……19

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Late Pick-Up.…….…………………………………………………………………………………………..…. ….19 Visitation Policy……….……………………………………………………………………………………………19

Supervision of Children…………………………………………………………………………………………….20

Emergency Procedures……………….……………………………….……………………………………….……….….20 Fire Emergencies…...……….……………………………………...………………………………………………20

Fire Evacuation Procedures….…………………………………………………………………………………...…20

Inclement Weather Drills…………………………………………….……………………………………..……….21

School Closings……………………………………………………….…………………………………………….21

Local/National Emergencies…………………...………………………………………………………………..….21 General Student Health and Safety…………………….…………...…………………………………………….......22

Illnesses…………………………………………………………………………………………………………….……….22 Medications……………………………………………………………………………………………………...…23

School Dress…………………………………………………………………………….…………………………23

Toilet Learning Montessori Style………………………………………………………………………………….24

Privacy Policy………………………………………………………………………………………………………26

Answering Machine Policy………………………………………………………………………………………...26 Risky Behavior Pick-Up……………………………………………………………………………………………26

Staff and Facility Health and Safety…………………...………………………………………………………….26

Nutrition and Meals.……………………………...…………………………………………………………………27

General School Information………………………………………………………………………………………………28 Website & Internet…………….…………………………………………………………………………………….28

Email Directory……………………………………………………………………………………………….…….29

Faculty Meetings/In-Service…………………………………………………………………………………..…….29

Outdoor Recreation….………………………………………………………………………………………...…….29

Nap and Quiet Time….……………………………………………………………………………………………...29 Use of Television……….…………………………………………………………………………………………...29

Birthdays………….……………………………………………………………………………………………….29

Holidays and Celebrations……….…………………………………………………………………………………30

On-Campus Field Trips….………………………………………………………………………………………….31 Gold Sneaker Certification…….……………………………………………………………………………….……31

Parent Communication & Events………………………………………………………………………………………...32 Powerful Words………………………………………………………………………………………………...……33

Announcements…….………………………………………………………………………………………………33 Communication……………………………………………………………………………………………………33

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Mail Folders……………………………………………………………………………………………………….33 Classroom News…………………………………………………………………………………………………...33 Parent-Teacher Conferences……………………………………………………………………………………….34 Evaluation of Student Progress…………………………………………………………………………………….34

Meetings with the School Director……………………………………………………………………………..……34

Support Services……………………………………………………………………………………………………34 Volunteerism/Parent Leadership……………………………………………….………………………………..…34 Special Family Events……………………………………………………………………………………………...35

Montessori Education Nights……………………………………………………………………………………..…35 Community and Committee Meetings…………………………………………………………………………….35 Appeal from the Heart……………………………………………………………………………………………...35 Admissions and Enrollment…………………………………………………………………………………………...........35 Observations & School Tours……………………...………………………………………………………………………...36 Admissions Application……………………………………………………………………………………………………36 Waiting List………………………………………………………………………………………………………………...37 Provisional Acceptance…………………………………………………………………………………………………….37 Enrollment Agreement………………………….…………………………………………………………………….…….37Enrollment Forms……………………………….…………………………………………………………………….…….37 Tuition Policy……………………………………….………………………………………………………………………38Collection Policy…………………………………………………………………………………………………………...38 Tuition Credit……………………………………………...………………………………………………………………38

Withdrawal…………………………………………………………………………………………….……………………38 Expulsion/Withdrawal...………………………………………………………………………………………………….…38Teacher Recruitment & Retention……………………………………………………………………………………….38Reporting Requirements…………….…………………………………………………………………………………….42F.A.Q.’s…………………………………………………………………………………………………………...………..43 Revisions to Handbook and Contract………….…………………………………………………………………………44

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Introduction This policy manual and handbook has been developed as a resource for families, staff, and community members. Please read and become familiar with the policies and procedures enclosed. They are policies that have served for decades to build and support successful Montessori communities and others who have made our school a unique learning community. Further questions should be directed to the Owner and School Director, Nikki Hatcher.

“It is the child who makes the man. No man exists who

was not made by the child he once was.”

--Dr. Maria Montessori

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_____________________________________________________________________________Vision Statement

We share the overarching vision of Dr. Maria Montessori, "Our care of the child should not be governed by the desire to make him learn things, but by the endeavor always to keep burning within him that light which is called intelligence.”

Our school’s vision is to provide support and free the child to develop their unique potentialities and to inspire them become life-long learners who value the diversity of the world and its people by always promoting peace, spreading love, and forging bonds with others based on mutual respect, friendship, compassion and understanding.

We help children make sense of the world—not only because it is infinitely interesting and learning is fun, but also to equip them to be able to make it a better place. We help children become confident, independent thinkers and lifelong learners. Exercising "freedom within limits" that allow them room to grow and blossom into interesting, interested individuals. We, The Montessori School of Donelson (MSD), a.k.a. “Montessori Donelson” accomplish this by not only offering a solid academic foundation, but also emphasizing independence, self-direction, teamwork, cooperation, peace and love. We offer a comprehensive education from 6 weeks-6 years of age. In a family-like setting, that celebrates the diversity of people. We believe in the principles that have made Montessori one of the most effective approaches to education for over 102 years. Maria Montessori referred to her method as, not “kindergarten prep” but as “preparation for life._____________________________________________________________________________Mission Statement

Our mission is to inspire children to become life-long learners in an environment that promotes peace, spreads love and builds community.

___________________________________________________________________________Statement of Goals

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Our Goals: To inspire a love a learning, passion for knowledge, and joy of creativity in each student

To support the development of independent, self-confident learners

To foster a strong sense of self, respect for others and an ability to work as part of a community

To develop a repertoire of life skills and a strong academic foundation

To provide developmentally appropriate physical activity and healthy nutritional snacks

To encourage regular practice of self-reflection and nurturing the peace from within

To provide a reliable source of care and practical information for families

________________________________________________________________________________________Our Core Values

Peace, Love, Joy, Patience, Respect, Kindness, Compassion, Humility__________________________________________________________________________________________________

A Brief School History

Established in 2014, The Montessori School of Donelson is a private, independent educational program operating under the certification and licensing standards for the State of Tennessee. We offer a Montessori education for children ages 6 weeks-6 years, and a summer camp for children up to 12 years of age. (Older school-age children are admitted for before and after care, summers or school breaks.) Our location is conveniently situated to serve Nashville, Donelson, Hermitage and Mt. Juliet communities. The Montessori School of Donelson utilizes the child-centered educational philosophy developed by Dr. Maria Montessori. This method, based on scientific observations of children, has been time tested with over 100 years of success in diverse cultures throughout the world. It is an approach that values the human spirit and the development of the whole child physically, socially, emotionally and cognitively. Endowed with a natural, inner drive to learn, children thrive in a prepared environment (neat, orderly, meets individual needs), with a “Guide” (Montessori word for teacher) that is trained to observe their unique skills and interests, and as members of a community where faculty, parents, and children come together to nurture their hearts and minds...Together, We are “Montessori Donelson.” _____________________________________________________________________________School Profile

Legal Name: The Montessori School of Donelson

Legal Status: S-Corporation

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Employer Identification Number (EIN): 46-4778523

Address: 2525-B Lebanon Pike, Nashville, TN 37214

Telephone: (615) 316-5667 (Voice) (615) 316-5670 (Fax and Classroom Line)

Email Directory: Office: montessoridonelson@gmail.com /admin@montessoridonelson.org

Admissions: admissions@montessoridonelson.org

Owner & School Director: Nikki Hatcher nikkihatcher@montessoridonelson.org

Parent Coordinator/Lead Directress: Vanessa Swiggart- vanessa@montessoridonelson.org

General Classroom Emails: Infants/The Nido: msdnido@montessoridonelson.org Pre-Primary: msdpreprimary@montessoridonelson.org Primary/The Casa: msdcasa@montessoridonelson.org

Enrollment Capacity/Ages Served: 55 children ranging in age from 6 weeks-12 years

School Colors: Navy, White, Gold (accents)

School Mascot: Butterfly

Website: www.montessoridonelson.org

Social Networks: Facebook: www.facebook.com/montessoridonelson

Instagram: #montessoridonelson

Twitter: @montdonelson

School Blogs: “Montessori Donelson Classroom Life” is a private blog for families in the school only. www.MontessoriDonelson.blogspot.com.

“On the Shelf @ Montessori Donelson” is a picture diary and brief explanation of activities in our classrooms that is available to the public at www.montessori-work.blogspot.com.

Affiliations/Memberships: American Montessori Society (AMS), International Montessori Council (IMC), American Montessori Internationale (AMI), North American Montessori Teachers Association (NAMTA), Cincinnati Montessori Society (CMS), Montessori Alliance of TN (MAT), Montessori Administrators of America (MAA)___________________________________________________________________________________________________

Montessori Education &The Montessori Triangle

In a Montessori classroom, the teacher, child, and environment create a learning triangle. The classroom is prepared by the teacher to encourage independence, freedom within limits, and a sense of order. The child, through individual choice (of

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Multiage groupings are a hallmark of the Montessori Method: younger children learn from older children; older children reinforce their learning by teaching concepts they have already mastered. This arrangement also mirrors the real world, where individuals work and socialize with people of all ages and dispositions.

Dr. Montessori observed that children experience sensitive periods, or windows of opportunity, as they grow. As their students develop, Montessori teachers match appropriate lessons and materials to these sensitive periods when learning is most naturally absorbed and internalized.

In early childhood, Montessori students learn through sensory-motor activities, working with materials that develop their cognitive powers through direct experience: seeing, hearing, tasting, smelling, touching, and movement.

With these sensorial impressions, the child continues to organize his thinking through work with the Montessori learning materials and an interdisciplinary curriculum as he passes from the concrete to the abstract.  He begins the application of his knowledge to real-world experiences.

This organization of information—facts and figures—prepares the child for the world of adolescence, when thought and emotion evolve into understanding more abstract, universal concepts such as equity, freedom, and justice. See the image below.

The Guide (teacher) prepares the environment which “calls out” to the child to act upon it. The child acts upon the environment “showing” his/her skills and interests, the Guide connects the child to these lessons or materials.

The child learns, grows and develops accordingly.____________________________________________________________________________Elements of the Montessori Approach to Teaching

Montessori is primarily a philosophy of child development and a method of applying the philosophy in an educational setting to “guide” a child’s unique growth. Thus, the Montessori Teacher is referred to as a “Guide.” The Montessori classrooms at all levels are dynamic communities of learners and Guides. Some basic premises of Montessori for all age levels include: A Responsive, Prepared, Student-Centered Environment Children are to be respected as unique individuals, different from adults, but not less important and valued as members of the community. The child possesses an unusual sensitivity and intellectual ability to learn from her environment. The focus of activity in our Montessori classroom is on the child’s experience within the environment, and not on the teacher’s teaching. Our environment is designed to meet the needs, interests, and abilities of the children within the class. Teachers adapt the environment through modifying the selection of educational materials are available, the physical layout and

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MSD 10 equipment in the classroom, as well as shifting the tone of the class to fit the ever-changing needs of the children. Generally, students work individually or in small self-selected groups. Community meetings or “circle times or group times” are scheduled so as not to interrupt the child’s work and are usual held at transitional points during the day. There is a conscious effort to design our classrooms as a “children’s house,” making it as comfortable and inviting as a home. A Focus on the Human Tendencies Maria Montessori based her philosophy of education on the human tendency is to explore, to move, to share with a group, to be independent and make decisions, to create order, to develop self-control, to abstract ideas from experience, to use creative imagination, to work hard, to repeat, concentrate, and perfect one’s efforts and creations. Each of these tendencies is considered carefully when designing our environments, preparing materials, and planning activities for the students. A Multi-Age Community of Learners Our Montessori classroom is a community of children and adults. The classroom consists of children from a multiage span of three to four years. This creates a “family” like group where older children model and help care for younger children, and younger children look up to and learn from the older children. Varying levels of ability blend easily in a multiage setting, so that no child feels left behind, and everyone learns at their own pace. Cooperation and Collaboration Montessori children learn “at their own pace.” When the child demonstrates readiness, she is guided gently by the teachers in the classroom to explore increasingly challenging activities. At MSD, teacher’s refrain from comparing students to one another and base evaluations on the progress of the individual. Children are encouraged to work together as well as independently. Often a more experienced child will be asked to assist a less experienced child with an activity or lesson. Group discussion and problem solving are strongly encouraged. Teachers work to create a sense of community within the classroom. Children feel a sense of belonging and responsibility toward their classroom and toward each other. The Process of Learning Montessori materials teach through hands on learning, spontaneous engagement, active involvement, and self-directed activity. Montessori materials have a control of error inherent in their design. This allows children to work independently, unafraid to make mistakes and to become comfortable with the fact errors are essential to the process of learning. While making independent choices and exploring concepts largely on their own, Montessori students construct their own individual identities Children are intrinsically motivated to learn. In a Montessori classroom, children do not work for grades or external rewards, nor do they complete assignments given to them by their Guides. Instead, they choose assignments under the careful “guidance” of their Guide. Children are not forced to learn, they learn because they are interested in “things” and in gaining an understanding of the world around them. The Guides serves as the connection or link between the child and the material or lesson. In an MSD classroom, there are three stages of learning a new concept or lesson:

1. Introduction to a concept . This usually occurs by means of a formal presentation of the lesson, exploration

within the classroom, observing another child at work, a conversation, reading something in a book, etc.

2. Processing the concept . The child develops an understanding of the concept through working with materials that illustrate the ideas, provide opportunity for exploration and experimentation, a provide opportunity for repetition of an activity.

3. Mastering the concept . The child is confidently able to explain the concept and teach the concept to another

person.

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MSD 11 Evaluation of Student Progress The Montessori School of Donelson maintains careful notes and documentation on each child in accordance with the traditional Montessori curriculum. Children are never compared to each other or “graded” in a traditional or arbitrary manner (except where State standards apply, i.e. kindergarten). Written narratives are kept for younger children and portfolio samples are kept for older children. Evaluation of progress is based on the individual growth of each child. Overview of Montessori Curriculum The child has a deep love and need for purposeful work. He works, however, not as an adult, for completion of a job, but for the sake of an activity itself. It is this activity, which enables him to accomplish his most important goal: the development of himself –mental, physical, and psychological powers.

In our Infant/Nido (6 weeks-9 months & 9 months-18 months), Toddler (12-24 months) and Pre-Primary (18-36 months) In infant and toddler level classrooms children participate joyfully in purposeful tasks, such as slicing bananas or tending the garden. They develop the skills needed to foster independence and care for themselves and each other. The environment is rich in opportunities to move with balance and control as well as lessons in art and music. The child's development of self-confidence and understanding that he or she is part of a community are fostered. The children work together at tasks such as setting the table for snack or dressing for the outdoors. They gather as a community to play musical instruments, sing nursery rhymes or listen to stories. Once the child has shown the readiness, usually around age 3, he or she moves into the Primary Program. In our Primary classroom, also known as “The Casa” (3-6 years) is an atmosphere of calm, order and joy, as children ages 3 through 6 learn together. The younger children are guided by the teacher and by observing and working with older students. The older children learn leadership and compassion in this mixed-aged setting. Children learn to work at a task from beginning to end and develop their self-discipline and the capacity for deep concentration. Respect for others and good manners develop naturally as the children grow within the Montessori environment. In addition to the goals of our program listed at the beginning of this handbook, specific curriculum includes the following areas: Practical Life: Young children, Toddler and Primary students, have a natural urge to partake in the activities of daily living and be a participating member of family life. Simple chores adults may take for granted fascinate the child,

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MSD 12 engaging them in the meaningful learning of life skills. Practical life activities help children develop, control and coordinate their movement, awareness of self and of the environment), orderly thought patterns, independent work habits, and responsibility. The lessons in Practical Life include:

Preliminary Exercises - preparing the fine motor skills for more challenging activities (spooning, pouring, stringing, etc.

Care of the Environment - learning to respect and care for the tools in the space where the child lives and learns

(food preparation, sweeping, dusting, washing, polishing, etc.)

Care of the Person - learning the basics of self-care skills (hand washing, nose blowing, dressing, nutrition, etc.)

Grace and Courtesy - learning social skills (walking carefully, communication, manners, table setting, hosting a guest, etc.)

Window Washing Sensorial: The materials and activities level are iconic for Montessori. They allow children to pursue their natural tendency to classify sensorial impressions and sort by size, shape, color, touch, sound, and weight. The sensorial materials isolate specific qualities, have a built-in control of error, allow for repetition, and make abstract qualities concrete. Sensorial activities lay a foundation for math, geometry, geography, botany, art, and music.

Sensorial Cabinet (Pink Tower, Geometric Solids, etc.)

Math: An introduction to mathematics at the Toddler level is given through simple counting exercises such as counting the plates when setting the table, counting the children as they line up, and through counting songs and rhymes. At the Primary level, children’s mathematical sense is built on the strong foundation of the sensorial materials where many fundamental concepts, such as length, volume, gradation, sequencing, grouping and so on, have been already

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Beginning Primary math activities include 1 to 10 (sequences, quantity, numeral names, combinations of ten, basic arithmetic), teens, tens, introduction to the decimal system, and the operations of addition, multiplication, subtraction, and division. Children explore fractional equivalences and the fractional names with manipulative materials. They use a wide variety of two and three-dimensional geometry materials and learn the basics of geometric nomenclature. They see and explore binomial [ (a+b)3 ] and trinomial [ (a+b+c)3 ] patterns in certain materials and gain a visual and tactile impression for later work when they will use such patterns to explore the concepts of squaring, square root, cubing, and cube root during the elementary years. The emphasis is always on examining patterns and sequences and the connections between arithmetic and geometry to help children develop their mathematical minds from an early age.

The Shell Game

Language: Children are immersed in language the moment they enter the classroom. Spoken language is encouraged as children communicate with each other individually, in small groups, and in large groups. A library of books is available for enjoyment and information. Stories are read and recited individually, in small and large groups. At the Primary level, phonemic awareness is taught through hands on activities and games, the alphabet is learned with fun and interesting sorting and matching works, handwriting is practiced through tracing shapes, sandpaper letters, and using chalkboards, moveable alphabet letters are used for writing words, and labels are used all over for word recognition. Reading for 4 or 5-year-olds in a Montessori program usually follows an immersion in writing activities, mostly done using the moveable alphabets. The children spontaneously synthesize all the phonemes they have learned and the sight words they have been given and often discover that one day they can now read. In addition to a wide range of suitable fiction and nonfiction books in each classroom, there are vocabulary cards in relation to every subject area (nomenclature of everyday objects, geometry, science, world cultures, etc.). Enrichment of vocabulary across the curriculum is a constant focus in the Primary classroom. Another daily occurrence is reading aloud to the children as a group. Introductory activities in areas of grammar, syntax and word study form a part of the early language work. Dr. Maria Montessori described the 5 to 7-year-old children as “word lovers,” since such was their great interest in language at this age. The concepts of noun, verb, preposition, subject, direct object, etc. are introduced in playful activities using a miniature environment and a variety of movement games.

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Sandpaper Letters

Science: Toddler and Primary level sensorial exploration and experimentation is key as children learn about the natural world. For example, sand and water tables allow for open-ended work while other activities isolate individual concepts such as sink and float, magnets, botany, etc. Care for plants and animals overlap with practical life activities and teach science as well as responsibility. At the Primary level basic skills of science, such as measuring, comparing, classifying, and keen observing, are carefully prepared and practiced. This work is accompanied by extensive classified nomenclature. For example, Primary age children learn the scientific nomenclature of the parts of a flower, such as the calyx and corolla. Classification systems such as living/non-living, and vertebrate/invertebrate are also taught. Children study the basic characteristics and nomenclature of plants and animals. They learn to name common domestic and wild plants and animals, and they work with materials to learn fundamental classifications such as mammals, birds, reptiles, amphibians, and fish. Children are also introduced to some basic concepts of physical science, such as floating/sinking, magnetic/non-magnetic. Non-fiction books related to science are read aloud to the children, and they have classroom responsibilities for the care of indoor plants, as well as feeding the birds outside. The children also plant, tend to, and harvest in our school gardens.

Layer of the Earth Caring for the Environment

Geography: These materials help the child learn about the facts of the material world. Working with the sensorial, language and cultural materials related to geography is an important part of the work of a Montessori Primary classroom. The very young children are introduced early to a sandpaper globe where they can have a visual and tactile experience with the Earth. Many other sensorial materials and puzzle maps are used by the children to explore the continents of our world, the countries of each continent, and the states or territories of each country. They also create key land and water

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Geography Map (/Australia/Oceania)

History and Cultural Studies: The Toddler and Primary students celebrate diversity of our world through language, music, art, traditions, food, stories, and history. A variety of cultural themes are integrated into all curriculum areas. Peace education is an integral part of the Montessori classroom and begins with respect for, understanding, and acceptance of differences as well as the celebration of the unifying aspects that connect us all.

Examining Handwoven Objects from Africa

Music: At the Toddler and Primary levels informal and formal music education occurs through singing, listening to music, introduction of instruments, introduction of musical notation, and exploration of sound. Art: A range of art materials and activities are available to students in the classroom. Art activities in the Toddler and Primary classroom are chosen by the child from the art shelf according to interest. There is a progression in the artwork as the child’s skills develop. Cutting exercises move from very simple to quite complex exercises. Pasting work is followed later by collage. Coloring with various media (crayons, pastels, charcoal) is available. Painting on an easel, watercolor, and clay work are presented. Handwork, including sewing and embroidery, is taught. Seasonal inspirations using different media are a prominent feature in our primary classrooms.

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Painting with Water Colors Spanish: At all levels, the primary goal is to create enthusiasm about speaking and learning Spanish. As the third most spoken language in the world, Spanish is just in front of English (4 th most spoken) with about 400 million speakers. Learning Spanish opens whole continents to our children. Many songs, rhymes and games are used. New vocabulary and expressions are presented in categories such as: colors, foods, household items, etc. By using a wide variety of creative resources including native Spanish speaking Guides, we generate the interest and desire to communicate in the language.

Universal Values and Global Perspective: Montessori deliberately teaches children not only appropriate patterns of polite behavior but seeks to instill basic universal values within the core of the child’s personality. These values include self-respect, acceptance of the uniqueness and dignity of each person we meet, kindness, peacefulness, compassion, empathy, honor, individual responsibility, and the courage to speak from our hearts. The Montessori philosophy is international in its heritage and consciously seeks to promote a global perspective.

___________________________________________________________________ General School & Classroom Guidelines General Guidelines MSD implements a philosophy based on mutual respect to all members of our community. It is our intention to create a safe, supportive, nurturing environment for students, parents, and staff. There are some basic expectations we have for all members of our community. Please review, discuss, and model these guidelines with your child.

• Walk safely and calmly in the classrooms and hallways. (For children, we say “walking feet.”)• Use quiet, calm, and gentle voices (indoor voices), refrain calling or yelling across the classroom • Be kind and gentle to others; no aggressive behaviors will be tolerated. • Respect privacy and concentration; avoid disturbing a child or classroom who are working. • Respect other’s personal belongings; refrain from touching or taking without permission. • Take responsibility for care of our classroom; return work in good order to shelves.

Classroom Materials The materials in the classroom are there to be used by all the children and the staff attempts to make them as inviting as possible. Sometimes they are too successful, and pieces of the apparatus get invited home. It is often the most

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MSD 17 important/favorite pieces of a lesson that find their way home. Should this occur, we ask that parents return items as soon as possible. Montessori lessons and materials are “self-correcting.” For this element to work it must be complete with all pieces and/or parts. School Supplies School supply list are updated each year, according to the needs for each classroom. Please refer to it for a complete list of items that your child may need. It is also available on our website: www.montessoridonelson.org under “Admissions.”

Adult Guidelines The entire school community, including administrators, teachers, students, parents, and friends are responsible for modeling appropriate behavior, helping to maintain the order and neatness of the school environment, and reporting any violations of guidelines or safety concerns to the School Director. MSD is a smoke free environment. No one may smoke anywhere on school grounds. Our school will not tolerate any irresponsible or dangerous behavior, acts of violence, threats of violence, emotional or sexual harassment or verbal abuse directed toward anyone. It is illegal to carry a weapon to the school or on the grounds of the school. Additionally, if anyone ever feels unsafe or threatened while on our campus, please notify the School Director so that it can be remedied immediately. Discipline Policies Before continuing, allow us to remove the negative connotation of the word “discipline.” Our school prefers to utilize the Latin etymology, “disciplina,” which means to teach or to learn. Additionally, it can mean “to develop behavior through instruction and practice; particularly self-control.” “Freedom within limits” is the core of our philosophy regarding discipline. Montessori children enjoy considerable freedom of movement and choice; however, their freedom always exists within carefully defined limits on the range of their behavior. They are free to do anything appropriate within the ground rules of the school community, but they are redirected promptly and firmly if they do not. Preparation of the environment and carefully defined ground rules are key to successful discipline. When a child oversteps these boundaries and redirection does not work, a serious discussion of the situation occurs between the teacher and the student. At this time, age appropriate consequences directly relating to the situation are laid out. Should the child continue to disobey the natural consequences of that behavior will follow. For example, if a four-year-old is painting on the wall instead of the easel and refuses to stop when asked, she would use the privilege of using paints for the remainder of the day. If a child is endangering his or her safety or the safety of another person, an adult will intervene immediately and remove the child from the situation. Once the child/children are safe, the teacher can assess the situation and choose appropriate discipline measures. If the child’s body is out of control and he or she is unable to respond to redirection, discussion, or natural consequences the teacher may choose to have the child sit quietly in a calm part of the classroom to regain self-control. When the child can return to work calmly he or she may do so, with permission from the teacher. Our approach to discipline is based on empowerment, mutual respect, and trust. Corporal punishment is prohibited and will never be used. It undermines our commitment of an environment of peace and love. Withholding or using food, rest, or sleep as a punishment is prohibited. Methods of discipline or interactions that frighten, demean, or humiliate a child are prohibited. We will maintain an environment of mutual respect. A teacher or staff member only, may administer discipline in the school setting. When any student at MSD finds it difficult to meet the school’s expectation of positive conduct, every effort will be made to bring the student, family, and staff together to achieve a solution. _________________________________________________________________________________________________

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MSD 18 Health & Safety

Drop off and Pick up Communication between the parents and teacher is essential to the safety and the best care of the child. Often the morning arrival time and afternoon dismissal time are quite busy for the teacher. Her primary focus is on the safety of the children. She may not be able to hold a lengthy conversation at these times. Teachers may be reached via email or phone (by appointment), when they are unavailable in person. Parents may send notes for the teachers, return forms at drop off inside blue bags attached to lunchboxes or backpacks and messages may also be sent via Brightwheel. A bulletin board of general information is posted in the classroom and entry hallway. Phone conversations or teacher conferences are encouraged and best arranged during a rest period. Emergency phone calls should be made at any time and emergency messages will always be returned as soon as they are received. At enrollment, parents submit names authorizing who can pick up their child from school and/or act on their behalf in case of an emergency. Children will only be released to people on this list. Parents should check and update this information form regularly. The parent or person dropping off must sign in on arrival, indicating date and time of arrival, and noting any significant information the caregiver may need to know for the day. Upon departing the parent or person picking the child up must sign the child out on the iPad. Children are expected to arrive at school on time. Late arrivals are disruptive to the classroom and make it difficult for the child arriving late to transition into the school day. Parents should call in the morning or notify the Guides whenever their child will be out for the day, coming in late, and/or leaving school early. Let the classroom teacher know as soon as possible for longer-term absences. We worry about our little ones when they are not here and appreciate knowing they are safe and well. Children are expected to be picked up from school on time. Late pick-ups are disruptive to our afternoon programs, often create anxiety in the child who is picked up late and create unsafe student/teacher ratios. Step-by-Step Procedures for Drop Off & Pick Up To maintain the integrity and safety of our learning environments, we request that all adhere to the following standards:

All families are strongly encouraged to participate in the car line for drop off. The Montessori Donelson experience begins in our car line. The morning car line begins at 7:30 a.m. and ends at 8:00 a.m. and the afternoon car line begins at 3:15 p.m. To represent Montessori Donelson as the peaceful and loving community that it is, please be courteous and drive slowly. When everyone is helping to maintain these expectations, we will not only be protecting the integrity of the Montessori Donelson community in the eyes of our own members, but also in the eyes of those in the grater Donelson community. Please also refrain from using your cell phone during this process so that our children have our undivided attention. Remember, we are Montessori Donelson. 😊

Drop Off/Arrival:**Morning arrival for toddler and The Casa is from 7:30am-8:00am. Infants from 7:30-8:30. ** Please refrain from bringing children in beyond this time. Late arrivals are disruptive to our hardworking children and teachers Our children also thrive when their environment is consistent and follows a well-established routine. We want to respect and protect our learning environment, so we need your help. Admittance beyond these times is at each teacher/classroom’s discretion. **

Procedure:1. Parents should enter the roundabout from the playground side, following the arrows and form a single file line circling

the roundabout. (For safety, please do not pass other cars.)

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MSD 19 2. Parents should wait (in park) for a teacher or other staff member to come to the car and help your child exit the car. 3. Children will be signed in and out using the IPAD before exiting the car with the teacher.4. After you have dropped off your child, exit from the garden side of the roundabout, following the direction of the

arrows and turn right to leave.

Younger children will be escorted into their classroom and older children will walk to their room from the outside door. (Remember, responsibilities build self-esteem!)

Pick Up/Departure:**Scheduled pick up times for all children (including infants) are as follows: 3:15-3:30, 4:15-4:30 and 5:15-5:30. **Scheduled pick up times allow teachers to help children transition from school to home. When teachers can allow children the freedom to prepare by packing their things away and getting dressed to go home, they are much happier and independent. This helps make the last few minutes of school a joyful memory for them. **

Procedure:1. Parents should enter the roundabout from the playground side, following the arrows and form a single file line circling

the roundabout. (For safety, please do not pass other cars.)2. Parents should wait (in park) for a teacher or other staff member to come to the car. A teacher or assistant will walk

your child to the car. Please note that for liability and safety reasons, our staff members are not allowed to buckle your child into the car seat; you must do so. Please be prepared to help your child into his or her seat once the staff member brings your child to the car.

3. Children will be signed in and out using the IPAD before entering the car with their parent/caregiver.4. After you have picked your child up, exit from the garden side of the roundabout, following the direction of the

arrows and turn right to leave.

Classrooms doors will close at 8:00 am and our school day will begin. Parents SHOULD NOT enter our classrooms. Please wait patiently outside of our classroom and refrain from interrupting so that we may minimize disruptions and keep our children focused and on task. Being late should not be a daily occurrence. Our Montessori parents have high standards for our children and so do we, without adhering to these age-old Montessori principles we create a challenge to meeting the expectations we have for our children and for our school. We truly must work together on this. Remember, we are Montessori Donelson. 😊

Please note that car line may not available on rainy, icy or otherwise inclement weather days. Infant Classroom Arrival & DepartureArrival Procedure:1. Parents should bring children into the classroom. A walking child should be allowed to walk to the classroom and

should not be carried. (Sleeping children will always be removed from a car seat and placed in a bed. Due to the risk of SIDS, we are unable to allow sleeping children to remain in their car seats until they are awake.)

2. Upon arrival, all children’s hands are washed and/or wiped.3. Guides will greet each parent and child and ask about pertinent information, such as: last diaper, feeding, etc.4. Guides will unpack each child’s bag, sort and label belongings as needed. (Please help them by labeling items at

home.) Please allow teachers to oversee use of the refrigerator and any other appliance in the classroom.5. Parents should sign the children in, give hugs and kisses and depart. Lingering creates anxiety for the child, other

children and the teacher. Create a “good-bye routine” with your child to help with separation anxiety.6. Parents are welcome and encouraged to observe classrooms at least once per year. Please speak with the Lead Guide

to schedule an appropriate day and time for your observation. Volunteer hours may also be earned by assisting in the classrooms environments once arranged and scheduled with the Lead Guide.

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MSD 20 7. Parents are asked not to “hang” in the classroom environments. This creates an imbalance for Guides who are working

diligently to focus on the children and routines under their responsibility. Visitors, including parents, can create a “tug-of war” of attention when the Guides are attempting to maintain the balance of engaging both parents and children.

8. Please limit the length of conversations at arrival and departure in order to allow Guides to continue to focus on the care of the entire group of children. Engaging Guides in lengthy conversations is distracting and can often limit the level of care and attention given to remaining children during those times. Feel free to reach out via the appropriate channels of communication, including parent conferences, as needed.

Departure Procedure1. Parents should enter the classroom and sign their child out for the day.2. Guides and parents will converse briefly about any concerns and/or messages that need to be conveyed. However, this

should not extend into a lengthy conversation. (Most messages will and should be input on Brightwheel.)3. Parents should gather their child’s belongings and depart.4. Parents are asked not to enter the classroom environments. This creates an imbalance for Guides who are working

diligently to focus on the children and routines under their responsibility. Visitors, including parents, can create a “tug-of war” of attention when the Guides are attempting to maintain the balance of engaging both parents and children.

5. Please limit the length of conversations at arrival and departure in order to allow Guides to continue to focus on the care of the entire group of children. Engaging Guides in lengthy conversations is distracting and can often limit the level of care and attention of the children during those times. Feel free to reach out via the appropriate channels of communication, including parent conferences, as needed.

Signing In and Out In Tennessee there is a requirement for all parents sign their child in and out of school each day. For your convenience, a digital sign in app is used on the iPad located in the lobby area or in the car line. In the event of any technical malfunction, a sign in/out sheet, pen, and a clock are located by the door, this gives us a written record of the child's attendance, hours, and the person who brought/picked up the child each day. In the event of an emergency, these records give police or other authorities a reference point. Late Pick-Up Policy Our academic day begins at 8:00 am and ends at 3:00 pm. After care begins at 4:00 pm daily. For families who are not enrolled in after care, late fees will be incurred beginning at 4:01 pm. The late pickup fee is $5.00 minimum and $1.00 per minute every minute after the school day ends until the child is picked up. Before/Aftercare services are in addition to school day tuition. Payment for late pick up is added to your account balance and billed with the next installment invoice. This will be strictly enforced, and habitual tardiness may cause withdrawal. Being on time is courteous to our loving staff who family and personal obligations after work. We appreciate your consideration in this matter.

Personal Belongings With personal supplies, parents are advised to clearly mark all their child’s belongings including, sweaters, jackets, extra clothing, educational items brought to share, books or other personal supplies. This assists the school in identifying the owner of supplies and put supplies away accordingly. While we will make diligent effort to keep track of each child’s possessions, the school cannot be responsible for replacement lost items. Each classroom maintains a “lost and found” for misplaced items and an effort is made to empty the lost and found weekly.

Please avoid bringing toys from home unless it is something that can be shared with the entire group (i.e. books, videos, etc.) with permission from the classroom teacher. Occasionally, classrooms may choose to do a “show and tell” activity. Parents will be informed prior to the scheduled day. Little ones have a difficult time sharing with others, and it is even

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MSD 21 harder with their own very special toys. If toys are brought, please note that they may be put away. The School cannot be responsible for any loss or damage to personal items.

Visitation Policy All visitors are required to sign in at the front desk and in the classroom visitor log book, recording the date and time of arrival, purpose for visit, and sign out with a time of departure. The Montessori classroom is a very special place. The environment has been carefully designed to meet the developmental needs of children. A very delicate balance occurs between the child, teacher, and the environment as they work together to support growth and learning. The presence of visitors moving freely through the room can be distracting and at times confusing for the children. It can interfere with the atmosphere of independence and concentration in the classroom. We ask that all visitors respect the children and the classroom. The teacher will guide visitors into appropriate areas to sit and observe in an unobtrusive manner that will not interfere in the classroom. Visitors should remain seated and restrain from engaging in conversation or activity with the children. In the case of parents, student teachers, and volunteers, teachers will direct visitors to appropriate activities within the classroom where they can become involved such as sharing a special skill or cultural information during circle time, listening to children read, or directing a special project. Supervision of Children MSD follows the required recommended guidelines per State standards for student-teacher ratios. For the infant program, one teacher to every four children. For the toddler program, the ratio is one teacher to every six children between the ages of 12 months and 36 months. For the Primary program, aka The Casa, there is one teacher to every eleven children at 2.5 and 5 years old and one teacher to every thirteen children between the ages of 3 years and 5 years old. All classrooms other than the Nido (Infant) consists of a Co-Head Teacher and an Assistant Teacher(s). A child will never be left unsupervised. Efforts will be made to familiarize children and parents with potential substitute teachers, volunteers, and student teachers. Should an emergency arise where the teacher may need to leave the classroom an approved substitute, or auxiliary staff member will be called in to supervise the children. In the event of a planned, short-term, non-recurring absence of the teacher (i.e. doctor’s appointment, teacher training, personal day) parents will be notified in advance and an approved substitute will be arranged. ___________________________________________________________________________Emergency Procedures

Fire Emergencies Smoke and carbon monoxide detectors are in each area of the school. These detectors are checked and inspected regularly by our servicer Simplex Grinnell. The detectors and emergency fire alarm pulls are directly wired to the SimplexGrinnell alarm monitoring station. When an alarm is set off the fire department responds immediately. Fire drills are held monthly. Fire extinguishers are located on the wall near each exit, near the stove, and at alternate locations in the building. These extinguishers are checked regularly and inspected by a servicing technician from Simplex-Grinnell annually. Emergency phone numbers are located on the wall near each phone, in each classroom first aid kit. Random fire drills are conducted monthly. Fire Evacuation Procedures : In case of fire emergency and practice drills:

• The fire sirens and lights at the school will be sounded.

• The teacher will announce to children to stop what they are doing and quietly walk to either the primary or secondary exit.

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• As the children are evacuating the teacher will take clipboard with class roster and emergency bag (first aid and parent contacts, etc.) and escort the children out of the building. The teacher will walk with the children to the designated meeting place.

• The classroom assistant or floater will sweep--check all areas of the classroom for children (bathroom, hallways, etc.). Since a quick evacuation is essential in a fire, this may mean leaving coats and gear behind.

• Once assembled in a safe place the teacher will call roll and take attendance using the class list located in

the emergency bag.

• Once evacuated, the School Director will conduct a secondary sweep of the entire building, each classroom, each restroom, kitchen, hallways and/or other areas.

• The School Director will proceed to meeting places for each classroom to confirm head counts with each teacher based on her attendance roster. Once complete the building will be considered, cleared. The School Director will announce when it is advisable to return to the classrooms. (In compliance with fire safety and/or other authorities.)

• Authorities will be notified using the cell phone and emergency numbers located in the emergency bag.

• Parents will be notified using the emergency contact list in the child’s file. This list is checked and

updated monthly. In the case of a serious medical emergency, a senior teacher or staff member trained by the Red Cross in First Aid/CPR will evaluate the situation, direct someone to call 911, and follow instructions from emergency personnel. If a First Aid/CPR trained staff member is not immediately available, the supervising adult will call 911 and follow the instructions from emergency personnel. Should the child need to be transported to a hospital or other medical facility, a familiar teacher or staff member will ride with the child to the hospital and remain with the child until a parent or guardian arrives. The floating teacher on duty or a member of the administrative staff will step into the classroom to ensure remain children are being supervised according to required ratios. It is important to keep all your emergency contact information up to date; the school, using this information, will contact parents.

Inclement Weather Drills Inclement weather (tornado drills, etc.) are practiced every 90 days. All evacuation procedures are posted in each classroom. In the event of severe weather/tornado emergency:

• The teacher will announce for children to stop what they are doing and quietly walk to either the primary or secondary shelter area.

• The teacher and children will huddle in the designated location for a short duration after which the School Director/Director will announce for their return to the classrooms.

• In the event of inclement weather, the school will follow the direction of emergency management and/or disaster relief authorities.

School Closings/Delayed Openings If severe weather conditions make travel hazardous, school may be postponed, closed early, or canceled. MSD may not necessarily follow the exact school closing policy of the Metro-Nashville School district. Please listen to the Snow Bird report on WSMV News Channel 4, as well as WTVF News Channel 5 for school closing and delay information. There is

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MSD 23 no credit or make up days given for weather and emergency related school closings. Additionally, the school website (www.montessoridonelson.org) and school Facebook page (www.facebook.com/montessoridonelson) will be an additional point of contact. Voicemail and text message blasts are also utilized to deliver information as quickly as possible. Local and National Emergencies If children and staff need to evacuate the building due to a national or local emergency, they will proceed to the closest safe building as directed by emergency personnel. The school will only be evacuated in the event the building is deemed not safe for occupancy by the police/fire department. Please tune into your local TV and Radio stations for more emergency information.

In the event the entire premises must be evacuated, the first meeting point shall be Holy Rosary Academy, an adjacent property, located at 190 Graylynn Drive.

In the event Holy Rosary Academy is deemed unsafe, the secondary meeting point is the Suntrust Bank located at 2503 Lebanon Pike.

Please ensure that all information, telephone numbers and emergency contacts are updated and checked throughout the year. The school highly recommends that each family have an emergency plan for picking up your child from school.

General Student Health and Safety Policies All children under 30 months enrolled in the program must submit a written statement (physical) signed by a health care provider verifying the child is able to participate in school activities, currently appears to be free from contagious or communicable disease, and is receiving health care, including appropriate health examinations in accordance with the standards for the State of TN schedule of such care and examinations. Such documentation must also state that the child has received age appropriate immunizations in accordance with the law. Any child who is not immunized because of the parent’s genuine and sincere religious beliefs may be admitted if the parent furnishes the provider with a written statement to this effect. All children must remain current with their immunizations and update the documentation at the school annually, or as new information becomes available. Illnesses MSD adheres strictly to the State of Tennessee and Metro Health Department guidelines for dealing with illness in the school. The standards are designed to protect your healthy child. Please do not send your child to school if they are sick or unable to participate in daily activities. Your child will recover more quickly at home and the other children and adults at the school will be protected from exposure to the illness. The school is neither licensed nor equipped to care for ill children. If a child becomes ill while at school, he or she will be isolated from the other children and parents will be called to arrange for pick up. If a child is too ill to attend school at drop off, he or she will not be admitted to class. Please remember that when illness is accompanied by fever, your child may not return to school until their temperature has been normal for twenty-four hours (without medication). Our school will make every effort to reduce the spread of illness by encouraging hand washing and other sanitary practices (see the handout “When to Stay Home”) Please see the list of guidelines that detail conditions that may prevent your child from being in attendance. Symptoms requiring removal of child from school/non-attendance

• Fever: Fever is defined as having a temperature of 100°F or higher taken under the arm, or orally. A child needs to be fever free for a minimum of 24 hours before returning to school, that means the child is fever free without the aid of Tylenol®, or any other fever reducing substance.

• Sore throat, rash, vomiting, diarrhea, earache, irritability, or confusion.

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• Diarrhea: runny, watery, bloody stools, or 2 or more loose stools within last 24 hours. • Vomiting: 2 or more times in a 24-hour period. **Note: please do not bring your child if they have vomited in the

night. • Breathing trouble, sore throat, swollen glands, loss of voice, hacking or continuous coughing. • Excessively runny nose (other than clear), draining from eyes or ears. • Frequent scratching of body or scalp, lice, rash, or any other spots that resemble childhood diseases, including

ringworm. • Any other contagious or communicable disease as deemed by the Tennessee Department of Health • Child is irritable, continuously crying, or requires more attention than we can provide without hurting the health,

safety or well-being of the other children in our care.

Having a sick child can be very hard, especially for working parents. So out of courtesy for everyone children in our care and their working parents, please keep your child at home if he/she is genuinely sick. Our goal is to provide for the wellbeing of all children in our care and would greatly appreciate your courtesy and cooperation in this matter.

**Important Notes About Appointments**

Any child that visits the doctor whether for routine checkup, immunizations, etc. will be allowed to return to school only with permission from the physician, so please request and bring your child’s doctor’s note. **

All appointments (doctors, dentists, therapists, academic testing, etc.) should be scheduled for afternoon hours, unless there is an emergency, so that children can go home afterward and not return to school. It has been our experience that when children go to the doctor (or any other appointment) and then come to school or come to school, then go to the doctor (or other appointment) and return to school, that it is very upsetting for them. Their schedule and routine have been disrupted and it is very challenging for young children who are in a sensitive period for order and routine. At times, they may have received shots or other medical treatment and they are simply over it for that day. (We have also noticed that children will often have a fever after having immunizations.) Being at school when a child is not feeling well causes negative feelings to become associated with school and the classroom. It also poses a challenge for staff who truly want the children to be happy, comfortable and able to participate in classroom activities to accommodate children who are not feeling their best. We want our school and classrooms to be a place of peace and love and filled with joy and happiness. If appointments are required to be scheduled for a school morning, your child will need to stay home for the remainder of the day. All children who are seen by a physician of any kind, will need a note from the treating physician’s office to return to school.

Medication Policy MSD maintains a “no medication administration” policy. Teachers and staff may not administer any medication, prescription, home remedy, or treatment. We will only apply topical ointments or creams under extreme circumstances, such as sun block, skin lotions or diaper cream, or emergency medicine such as an EpiPen. Parents muat have written authorization form completed and returned to school for child’s file. When a child has a food or other allergy, our trained staff may administer necessary treatments to avoid anaphylaxis or other severe consequence in the event a child meets an allergen. All aforementioned medications must have on file a completed and signed medication authorization. This form must be signed by the parent daily at pickup. (Our school adheres to requirements and provisions of the Americans with Disabilities Act.) Parents may have the option of requesting that the caring physician write the prescription in a way that may be given outside of school hours, or the parents may come or send a representative during the day to administer the needed medication. If any medication is given by a parent/guardian, parents must still complete the medication log maintained at the school. This policy is designed to keep our children safe.

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MSD 25 School DressMSD shirts are available and are preferred to be worn daily to school, particularly in the Primary (2-5) classroom. For our children, school shirts create a feeling of oneness and belonging. Everyone can be on the same team. As on athletic teams, uniforms are worn for immediate identification and to inspire this feeling of "oneness." Put on the team uniform and you suddenly belong. Putting on our MSD shirts helps all of us belong and feel important to our MSD community. A sense of loyalty emerges from inside, as does an extra effort to perform at the student's best. It reduces competition over shirt designs, particularly superheroes, princesses and other cartoons and allows our children to focus on promoting peace, spreading love and building community. Each child will receive a school shirt and others may be purchased at minimal cost.

**FRIDAYS ARE SCHOOL SPIRIT DAYS! ** Please ensure your child wears his/her school shirt at least every Friday.

All clothing worn should allow for independence (i.e., overalls with easy fasteners, elastic waist bands for younger children and “child-user-friendly” shoes and boots), art projects and outdoor play. We allow children to play and explore and are unable to prohibit their fun and exploration for the sake of not “getting dirty.” 😊

Inside the building children wear slippers. Each child should keep a pair of indoor shoes or slippers to wear while at school. This helps keep our environment clean and healthy. Additionally, removing shoes helps serve as a psychological transition for the children from home to school, just as we mentally and physically prepare with a “suit and tie,” for the office. It also provides an opportunity for children to practice and develop independence with care of self. When purchasing slippers, please opt for plain and simple designs without bright or loud colors and cartoons, characters, fuzzy hair or similar. This helps us limit learning distractions in the classroom.

Examples of Indoor Shoes

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MSD 26 To enable all children to participate in outdoor activities, appropriate outdoor shoes for walking, running, climbing and playing should be worn daily or made available in cubbies (for infants and toddlers). Shoes must include a heel strap for safety purposes, be closed-toed and have no thongs, jellies, elevated heels or clogs.

Children may not wear clothing with lights, hoods, sounds, superheroes (or their symbols), or cartoons. Our young children are so impressionable and are impacted by EVERYTHING in their environment. Many of our superheroes are “crime-fighters’ and use “force” and/or weapons to subdue their arch enemies. Our children imitate these superheroes and we would much rather set an example of “peaceful” problem-solving.

All clothing and other belongings, which are brought to school, should be clearly labeled with your child’s name. A supply of clothes for changes should be sent at the beginning of the year and checked regularly to insure an adequate supply. Keep in mind that adjustments to changes of clothes will need to be made at least seasonally, to ensure children are dressed appropriately. Throughout the day, the children work with materials in the classroom that may result in their clothing becoming soiled or wet (water, paint, etc.), sometimes more than once a day. They appreciate the option of changing into clean dry clothes on their own. Since self-sufficiency is encouraged, parents are asked to consider the ease with which their child can dress him or herself. For example, overalls make look cute but may be challenging for your child to unhook when they need to use the bathroom.

Toilet Learning Montessori Style At around the age of twelve months, children often become quite interested in the bathroom. They want to explore, play with the water in the toilet, and may persistently follow their parents when they go into the bathroom. These are early signs of the child’s first interest in toileting. This is the first step in helping infants prepare themselves for toileting when they are developmentally ready. By the age of fifteen months, children often show interest in wearing underpants. Many become fascinated with the process of dressing and undressing and may undress themselves when it would be least expected. It is not uncommon for children of this age to try on their older siblings’ or parents’ underpants. What may seem to be simply cute or attention getting behavior is probably just another indication that they are becoming curious about toileting. Between thirteen and fifteen months, many children will want to sit on the toilet or potty chair in imitation of their parents or siblings use of the toilet, even though they may not yet have learned to control their bladder or bowel. At this point, parents can easily begin to introduce young children to the entire toileting routine: pulling down their pants, sitting on the toilet correctly, wiping their bottoms, pulling their pants up, flushing, and washing their hands. Most children will easily master this routine, just as they learn so many practical life skills in the Montessori classroom. Toddlers’ fascination with the toilet leads some parents to put a latch on the bathroom door or secure the toilet lid for fear that their youngsters will play in the toilet, potentially falling in and drowning. This gives the child the message that the bathroom and toilet are forbidden territory. They may simply be attracted to the toilet as a source of water play. It is recommended that you give them access to water in some other way, such as a preschool water table, a shallow basin, or from a low sink. Allow children to experiment with flushing the toilet and when you sense that they are curious explain body functions to them. Respond to their questions with clear honest answers appropriate to their level of understanding. “Everybody poops. It’s normal. It’s our body’s way of getting rid of that part of our food that it doesn't need.” Myelination is a process in infancy through which the nerves become coated with a fatty substance, myelin, which facilitates transmission of nerve impulses from cell to cell. As the nervous system becomes refined, the growing toddler begins to gain better and better coordination of their movements. This process works from the head down and inward to

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MSD 27 outward. The developing infant gains control of their head, then arms and the trunk of their body, and eventually their legs and feet. From random movements of the head, arms and feet, the baby gradually gains the ability to move with conscious intent and control. This process of Myelinization, or integration of the nervous system, which proceeds on an external level from the head down, is also taking place within the infant’s body. As the nerve cells become myelinated, just as they gain control of the other voluntary muscles of the body, myelination also allows control of the sphincter muscles that control the bladder and bowel. Theoretically these muscles have become myelinated before the muscles of the legs according to this head down progression. This is confirmed by our observation of young children. Around eighteen months, children enter a sensitive period in which they can most easily gain control of their now much more developed and integrated nervous system. At this stage, most children have both the physical ability and the interest to control bladder and bowel. If they are given the opportunity to spend as much time as possible in underpants, rather than diapers, they gain a greater awareness of these bodily functions. The absorbency of disposable diapers prevents toddlers from sensing when they have urinated. During this sensitive period, if the child is in underpants most, if not all, of the time, he will quickly learn to sense when his bladder is full, and he needs to go to the bathroom. And there we have it. The child has developed the neuromuscular ability to control his body, his interest in using the potty chair or toilet is there, and he is well under way in mastering the specific steps involved in using the toilet. Hopefully the parent will be comfortable and prepared for this process. The parent needs to be patient, calm and reassuring when the child has an accident. They need to be very patient and reassuring when a child has an accident. Perhaps they can have some old towels available which they and the child can use to wipe up an accident. Underpants should be stored on a low shelf, in a cubby, or in an easily accessible drawer so the child can get them alone as they are needed. A hamper should be provided for wet underpants and towels used for cleaning up. Most children who are put into underpants at this age, can be using the toilet consistently within a few weeks or months. They learn this out of their desire to be independent. It is a self-motivated process. The parent can be encouraging and can prepare the environment to support the child when he is ready: using the cotton training pants, allowing access to the bathroom, providing an appropriate way for the child to explore both the use of the toilet and to play with water, their patient explanation of body functions, the provision of old towels for cleaning up accidents, and their gentle understanding when accidents do occur.

Toileting is not something facilitated through the parent’s efforts, thus we avoid the term “toilet training.” It is, or rather should be, a natural process which grows out of the child’s interest, desire for independence and self-respect, and his or her gradually evolving neurological development. “I did it myself!” Toileting is the child’s work, not his mom, dads or teachers. They play a secondary and supportive role. Rewards and punishment are both unnecessary and inappropriate. This sensitive period typically ends at about 24 months. As the child gets older, toileting becomes more difficult, and becomes more of a struggle between child and parent. It is best to give the child more independence, provide underpants, and ideally eliminate diapers. The child can then gain this skill and independence for himself.

Privacy Policy Children--The staff of MSD values the privacy of each family that is enrolled in our program and will keep personal and private information secure. Annually, with registration we will update your privacy preferences, including photography permission, internet access, etc. We will respect each family’s personal decision of privacy. Staff are not allowed to photograph children with personal devices, such as cell phones or tablets. Violating privacy is grounds for termination according to our Employee Handbook. Staff-The school also respects the privacy of the entire staff. The office will not give out home phone numbers, home addresses or emails. During the school day the staff will be given messages when you call. If it is an emergency, please notify the person answering the phone and the teacher will be called to the office.

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MSD 28 Answering Machine Policy We appreciate having very involved and caring parents and do value your daily calls to check on your child. If for any reason the telephone goes unanswered, please leave a message. The answering machine is checked every 15 minutes in the case of missed phone calls. If it is great importance, please hang up and call back immediately this will signal to us that there is an urgent call, and someone will answer the phone right away. In case of emergency, the Director may be reached by voice or text on her cellular phone at (615) 693-3755. Thanks for your cooperation. Risky Behavior Pick-up Policy If anyone arrives to pick up your child that exhibits dangerous behavior, such as drunkenness, intoxicated by any drug or extremely violent and/or acting reckless, we will attempt to establish alternate pick up of your child by those on the emergency contact list. If this cannot be accomplished or someone cannot be reached, and the transporter becomes violent or threatening to staff, your child will be released only after the authorities have been called, including Metro Police, Metro Fire and Ambulance, The Department of Children’s Services, The Department of Human Services, and others. Staff & Facility Health and Safety Policies All employees of the MSD must submit a statement of health (physical) from a healthcare provider as required by the state of TN. This information will be kept on file and updated regularly. In accordance with the provisions of State standards, teachers and staff at the MSD are required to report any suspected incidents of child abuse or maltreatment concerning a child to the statewide center of child abuse and maltreatment. Caregivers must wash their hands, and ensure children wash their hands with soap and running water at the beginning of each day, when they are dirty, after toileting or assisting children with toileting, after changing a diaper, before and after food handling or eating, after handling of pets and other animals, after contact with bodily secretion or fluid, and after coming in from the outdoors.

Safety precautions, also known as Universal Precautions, relating to blood must be observed as follows:

• Disposable gloves must be worn whenever there is a possibility for contact with blood, including but not limited to touching blood or blood contaminated fluids, treating cuts that bleed, and wiping surfaces with stained blood. In an emergency, a child’s well-being must take priority. A bleeding child must not be denied care because gloves are unavailable.

• Disposable gloves must be discarded after each use

• If blood is touched accidentally, the exposed skin must be thoroughly washed with soap and running water

• Clothing contaminated with blood must be placed in a securely tied plastic bag and returned to the parent at the end of the day

• Surfaces that have been contaminated with blood must be cleaned and disinfected with a germicidal solution.

• Sufficient and suitable clothing must be available so that children who are dirty or soil their clothing may be changed. Parents will be asked to keep at least one seasonally appropriate change of clothes for their child at school.

• Toileting facilities will be kept clean always and stacked with toilet paper, soap, and towels accessible to staff and children. Toileting equipment will be provided appropriate to the toilet training level of the children in the

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group. If a child is not yet potty trained parents must supply an adequate supply of diapers or nappies and wipes. Diapers will be disposed of in a covered trashcan and kept out of reach of children. Soiled cloth diapers will be placed and sealed in a plastic bag and sent home with the child at the end of the day. The changing pad will be wiped with a disinfecting solution after each use.

• All rooms, equipment, supplies, and furnishing accessible to children will be cleaned and disinfected as needed to

protect the health of the children and staff, and in a manner consistent with the health care guidelines.

Nutrition, Meals & Snack ProgramFamilies take turns providing simple, nutritious snacks for their child’s class. Morning snack is served daily between 8:00 a.m. and 9:00 a.m. Lunch is provided by parents and begins for most classrooms around 11:30am. Milk is provided by school, meal provided by parents. Afternoon (PM) snack is served between 3:00 and 3:30 provided by school for all children. The United States Department of Agriculture (USDA) recommends that each breakfast include milk, a grain, and a fruit and that each snack include two of the following: milk or juice, fruit, vegetable, grain, and/or proteins from an approved list of foods. Low sugar, low sodium, organically grown and locally grown foods are used whenever possible. All snacks and meals are prepared fresh, on site. Children are included in meal and snack preparation daily Serving sizes are appropriate to the age of the child. Food is never forced on a child, rather offered frequently throughout the day. Every effort will be made to accommodate food preferences for personal, religious, or medical reasons. If resultant meal patterns or serving sizes will not meet the child’s nutritional needs, a medical statement must be obtained documenting the appropriateness of the variation. Some examples of foods served include: Dairy: cow’s milk (whole or 1%), almond or soy milk, etc. yogurt, cottage cheese, mild hard cheese, etc. (Our school does not serve dairy. However, parents may include dairy in children’s lunches.)

Fruit: apples, avocado, bananas, berries, melons, peaches, pears, pineapple, oranges, apricots, kiwi, papaya, figs, olives, raisins, dried fruits, fruit purees (like applesauce), 100% fruit juice, etc. Vegetables: asparagus, broccoli, green beans, peas, spinach, peppers, tomatoes, potatoes, yams, squashes, beets, cauliflower, turnips, beans, corn, carrots, etc. Grains: whole grain cereals hot and cold, whole grain pasta, brown rice, whole grain bread, other whole grains such as quinoa, crackers, pretzels, bread sticks, pancakes, waffles, French toast, muffins Protein: eggs, chicken, turkey, fish, nuts, nut butters, seeds, beans and rice, cheeses Lunches Parents are required to provide a balanced, nutritious lunch for their children. Parents should remember to include a protein, grains, vegetables and fruits for lunch. Candy and other highly sugared foods are not appropriate and prohibited. If parents are having trouble discovering meals their child is willing to eat, they are encouraged to speak with staff members who will be happy to give them ideas. The school can refrigerate and/or reheat lunches if required. (Our school does not serve meat. However, parents may include meat in children’s lunches.)

Snacks to Avoid for SchoolAvoid the 5-C’s (cookies, cake, candy, chips, cokes.) Please avoid sending foods containing high quantities of salt and sugar, peanuts or tree nuts, trans-fats and preservatives. Foods that pose a choking hazard, such as: grapes should be diced. Popcorn is a choking hazard and is better saved for eating at home. Examples include: juice, pop tarts, gummies (even all-natural), chocolate covered granola, candy, etc. Cleanliness & Hygiene We do our best to maintain strict cleanliness and hygiene standards. Children's hands are washed upon entering school or classrooms, before and after meals, after toileting, after outdoor play, after messy play (sand, paint, etc.), after blowing or

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MSD 30 wiping their nose, after feeding class pets, etc. We use paper towels for drying hands, so children do not have to use the same towel. If parents provide a toothbrush and toothpaste, teeth will be brushed as well. All employees are required to wash their hands frequently and use antibacterial gel when soap and running water are not available (playground). Infants sleep in separate cribs or pack and plays, with clean sheets used only by them. Beginning at toddler age, washable nap mats are used. Each child has a separate nap mat; with a sheet and a blanket that are washed weekly (unless soiled, then they are washed as often as necessary) and mats are sprayed with disinfectant daily. Children use separate utensils and dishes for eating. All tables and chairs, etc. are disinfected before and after each use. We clean and disinfect daily: classrooms, tables, chairs, work materials, shelves, sinks & faucets, toilets, water fountains, etc.

__________________________________________________________________________________________ General School Information

Faculty Meetings and Staff Professional Development To ensure the highest quality program and to meet licensing requirements for professional development required by the State of Tennessee, as well as Montessori and accreditation agencies, MSD closes school to hold regular faculty meetings, professional development days (such as Red Cross CPR Training) and attend educational conferences. These dates are marked on the regular school calendar. Outdoor Recreation Time outdoors is an important part of a child’s day. It provides the fresh air needed to insure good health and aids in the development of social and gross motor skills. Weather permitting the children go outside every day. Adjustments are made when the temperature is below 40 degrees or over 90 degrees. It is important to dress children appropriately. Nashville winters can be windy, and temperatures may be cooler on our playground because it is shaded. So, in cooler months, a hat, gloves or mittens are recommended. Shade also makes outdoor play in the summer’s heat simply fun and blissful, except for those pesky mosquitos, so please send your family’s preferred brand of insect repellant. If your child is recovering from an illness and still is unable to go outside, please keep him or her at home. Children need to feel well enough to participate in daily activities, including outdoor play. Nap and Quiet Time There is a designated nap/rest time each day beginning in the toddler classroom. Children are asked to nap, rest or play quietly during this period. Rest time gives children a much-needed break during the day and allows an opportunity to refresh and recharge. Without rest time, some children become irritable and unhappy campers with Mom and Dad once at home in the evenings. Infants and young toddlers nap at varying times and their schedules will be accommodated. Somewhere between 12 and 18 months, children usually drop down to one nap per day. At this time, we will attempt to put them on the scheduled nap/rest period.

Use of Television Policy No television viewing during school hours within the academic year is allowed. Summer camp may at times include Grated subject or content related videos, etc. Parents are always notified in advance.

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MSD 31 “Walk Around the Sun” also known as Montessori Birthday CelebrationPlease remind your child’s Guide a few days before any birthday plans so the teacher can plan for the celebration. Families are free to bring a healthy birthday snack to share with the class. Please do not bring any form of “cake” or sweet, sugary foods. (We steer clear of the 5 C’s-Cake, Candy, Cupcakes, Coke, Chips). The celebration of your child’s birthday can also include donating a book to the classroom library in your child’s name etc. Also, please be aware that if requested, birthday invitations will be given to the ENTIRE classroom of students. We will not exclude any child or family.

The traditional birthday celebration for children in a Montessori classroom includes the “Walk Around the Sun,” a powerful, special, and educational Montessori tradition.  The basic form is used by MSD: to place a lit candle in the center of class floor to represent the sun, while the birthday child’s classmates form a large circle, or an ellipse, on the floor surrounding the candle, to represent the Earth’s orbit.  The birthday child holds the continent globe and begins to walk a circle around the sun, while her classmates surrounding her sing:

 “The earth goes round the sun,  The earth goes round the sun,  It takes 12 months for the earth to go around the sun,  And then Margot was one…

“The earth goes round the sun,  The earth goes round the sun,  It takes 12 months for the earth to go around the sun,  And then Margot was two…

(And on until the child’s age)

“The earth goes round the sun,  The earth goes round the sun,  It takes 12 months for the earth to go around the sun,  And now Margot is six!”

At MSD, classmates of the birthday child help count and talk about significant stages or developments that happen in each year.  The tradition is extra meaningful when a child brings photos of themselves at each year for their teacher to share with the class as they circle the sun.  The “Walk” has many variations and each teacher at MSD adds their personal flair.  A common variation is laying down the months of the year around the sun, allowing the birthday child to start their walk on their birth month and step from month to month as she circles the sun.   A variation of the birthday song lyrics can be sung to the tune “Happy Birthday,”

“We celebrate your birth  And your place on the earth.  May the sun, moon, and stars  Bring you peace where you are.”

Holidays & Celebrations“All mankind share a common history, a common world of cultures, and struggles toward a common future. The child should be given a sense of our heritage, our culture, and our potential destiny from the earliest moments of sensitivity. The needs of mankind are universal. Our means of meeting them create the richness and diversity of the planet. The child should come to relish the texture of that diversity.” -Maria Montessori

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MSD 32 We acknowledge and celebrate the diversity of our school community and the diversity of the much larger world community. At MSD, we are concerned about the tendency in America to see the United States as the center of the world. We feel it is important to broaden our children’s horizons to encompass the entire planet. Our goal is not just to transmit information about other cultures but also to celebrate them. Celebrations help inspire a sense of joy, wonder and enthusiasm. We teach with great respect for the child, his or her family, and his or her background. We encourage each family to share their heritage through stories, food, and celebrations. MSD does not teach religion, although we do present many universal spiritual themes such as peace, love, kindness, joy, and confidence in the fundamental goodness of life. Many holidays may be religious in origin. We approach them instead from a cultural perspective, sharing food, music, dance and traditions related to the day. This helps us build a sense of community by celebrating our similarities as well as our differences. If we want to achieve peace, we must begin by teaching children how to accept each person for who they are. We must model peace.

The following is a list of the holidays that the School is typically closed. These days/dates may be adjusted based on the needs of school families, staff or for other unforeseen occurrences. A school calendar is issued annually at the start of the academic year. These include:

• New Year's Day • Martin Luther King, Jr. Birthday • President’s Day • Good Friday • Memorial Day • Patriot's Day (Staff Training Day) • 4th of July-Independence Day • Labor Day • Columbus Day • Veteran’s Day • Thanksgiving Day and the day after • Christmas Eve • Christmas Day

If one of these holidays falls on a weekend, then we will be closed either Friday or Monday. Going Out/On-Campus Field Trips From time to time classrooms children attend on campus field trips, such as nature walks, visits to other classrooms or environments on campus supervised by the caregivers at MSD. Parents may opt out, if desired. The Gold Sneaker Policy We are dedicated to helping our children remain active and lead healthy lives by following an organic-style diet and getting plenty of exercise. We are Gold Sneaker certified! “Getting a Jump on Childhood Obesity Prevention” (Gold Sneaker Initiative) According to research, health habits are instilled at a young age, with most habits being formed during adolescence. Following adolescence, as we see with adults, habits become much harder to change. If can instill good habits at an early age, we can address behavioral factors that contribute to overweight and obesity from the beginning. The Gold Sneaker initiative was developed to enhance policy related to physical activity and nutrition within licensed child care facilities across Tennessee. It is collaboration among the Department of Health, Department of Human Services, United Way, and YMCA of TN and funded through the American Recovery and Reinvestment Act (ARRA). New policy

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MSD 33 will be primarily focused on physical activity, more frequently referred to as “active play” in this age group. Policies to enact will include minimum requirements on physical activity, sedentary activities, breastfeeding, meal time, behaviors, portion sizes, and a tobacco-free facility. School’s that implement the proposed enhanced physical activity, nutrition, and tobacco policies will earn a “Gold Sneaker” award which designates them as a “Gold Sneaker” child care facility. For more information on the Gold Sneaker initiative, including the specific policies, check out: http://health.state.tn.us/Goldsneaker/index.htm. MSD follows Gold Sneaker policies:

• Policy 1.1: Children ages 12 months or older attending a full day program shall be offered at least 60 minutes of physical activity per day, either indoors or outdoors. Children attending less than a full day program shall be offered a proportional amount of such activities. For children ages three and older, this physical activity must be a balance of free play, teacher-directed activities, and music and movement.

• Policy 1.2: Viewing of television, videos and other visual recordings shall be limited to no more than 60 minutes per day of educational programs or programs that actively engage child movement. Children attending less than a full day program shall be limited to a proportionate amount of such viewing.

• Policy 1.3: Children shall not be allowed to remain sedentary or to sit passively for more than 60 minutes continuously, except for scheduled rest or naptime.

• Policy 1.4: Child care facilities must ensure physical activity is a positive experience for children and is never used negatively or to control behavior.

• Policy 1.5: Ensure appropriate infant and child feeding patterns, including breastfeeding. Staff will be sensitive to breastfeeding mothers and infants, and their eating patterns. Each infant will have a feeding plan on file, which is completed by the parent/parents and facility as a team to address their unique feeding patterns.

• Policy 1.6: Ensure appropriate infant and child feeding patterns, including adequate time for meal consumption. Adequate time for meals and snacks will be allowed for all children and will be included in classroom schedules.

• Policy 1.7: Ensure appropriate infant and child feeding patterns, including appropriate portion sizes. Appropriate portion sizes will be assured through staff training and adherence to portion sizes as found in child care licensing regulations.

• Policy 1.8: All eating opportunities should consist of a respect for the child and promoting a positive attitude toward food. Food shall never be used as rewards for children.

• Policy 1.9: Child care facility campus shall be tobacco free.

____________________________________________________________________________Parent Communication & Events

Powerful Words Good communication is of the utmost importance for the well-being of our families and children. When a new family is admitted into our school, we like to be sure that we can share openly about any concerns or questions that may arise. It is important that there is support and understanding of the Montessori philosophy between the school and the parents. We welcome questions, feedback, or discussions of any kind that are oriented towards a positive outcome for the child.

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MSD 34 Sensitive issues will be discussed in private at a mutually beneficial time and out of range of the child in discussion. Beware of subtle comments about little ones when they can hear, our opinion of them counts and they may begin to internalize negative views of themselves if they constantly hear talk of the areas in which they struggle.

AnnouncementsSchool announcements, event dates, closing dates and other pertinent information are posted in the entrance hallway and sent home when applicable. We also utilize electronic mail (E-mail) for the primary dissemination of school information. Please ensure that your e-mail address is kept up to date with the office.

Communication

What parents can expect

• Parent communications responded to within a reasonable time • Requests for appointments responded to or scheduled within a reasonable time • Parent to be notified about single serious issue or ongoing problem • Two formal conferences per year, other meetings and calls within reason

What parents should not expect

• Teachers returning a call or email after work hours • Answering email in the evening/weekends • Access to teacher’s private phone number or email

When you should contact your child’s teacher:

• Changes in family situation (divorce, new baby, move, grandma coming/going, etc.) • Medical issues that arise or change • Illness lasting longer than 3 days • Safety issues, change in behavior at home • Family emergencies, sleepless nights, play dates, appointments (send a note) • Ongoing and pervasive problems/concerns at school or home • When you cannot keep a scheduled appointment

To increase mutual respect, remember:

• Teachers will make mistakes; they are human, too. • Teachers have their own families and lives; respect their privacy. • We are all on the same team - your child’s support team. • Use age-appropriate language around children on campus and at the curb when you drop them off. • Recognize that we will not always agree, but we promise to listen. Always speak positively in front of our

children

Mail Folders/Mail Boxes Each family has a blue pencil bag that is attached to either backpacks or lunchboxes. Please check your child’s pencil bag daily for notes and information.

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MSD 35 Classroom News Classroom newsletters are published six times a year and are distributed to families currently enrolled in the school and posted to our web site. The focus on this newsletter is specific classroom news and communication. “The Montessori Donelson Messenger” newsletters are published monthly and are distributed to the school community including current parents, families on our waiting list, friends of the school, and posted on our website. It details information that is pertinent to all families at the school, including explanations of school policies, special events, etc. The focus is on Montessori philosophy, child development, and community topics of interest. Parent-Teacher Conferences Parent teacher conferences are regularly scheduled twice a year, in the fall and in the spring. A parent can request a conference with a teacher at any time throughout the year and your teacher may schedule additional conferences if necessary. Evaluation of Student Progress MSD maintains careful notes and documentation on each child in accordance with the traditional Montessori curriculum. Children are never compared to each other or “graded” in a traditional or arbitrary manner. Written narratives are kept for younger children and portfolio samples are kept for older children. Evaluation of progress is based on the individual growth of each child. Meetings with the School Director Meetings with the School Director can be arranged by appointment. Support Services All Montessori School of Donelson families of preschool age children or older are eligible for the screening services available through the public-school home districts. Screenings are available for speech, hearing, social/emotional, fine/gross motor, etc. Younger children are eligible for screening through early intervention services. The school office can assist you in requesting a screening from your home district if there are concerns about your child development in one of these areas. Volunteerism/School Involvement & Parent Leadership Program To support the education of the children of our school community, we encourage parents to become active participants in the school through volunteering and by becoming familiar with the curriculum of the school and the Montessori philosophy. Such participation is not only rewarding for parents but supports our mission of setting an example for the children of building and serving our community.

It is expected that each family contribute 10 hours of service per year (Aug-May) of direct parental involvement. Parents may choose the type of work that best suits their own needs, talents, and schedules. The scope of service that parents provide to the school is broad and the ways in which parents meet this expectation is flexible. (A running list if ideas and school needs is available.) As a Montessori school, we believe that everyone’s gifts are valuable and can be used to help the greater good. We encourage all parents to become involved in their child’s education, and we hope that a habit of involvement will continue for years to come. Empirical research states that parental involvement is a direct indicator of a child’s educational success or not and we support this viewpoint. For parents who wish to donate money or gift cards in lieu of physical involvement, a contribution in the amount of $10 per hour not completed, is requested. In the spirit of service and community, this program relies on the honor system. (Parents keep track of their own time.) Classroom teachers love the help and support of their parents. In addition to the parent involvement questionnaire the following are ways in which you may help your child’s class:

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• School maintenance and beautification• Community outreach (Farmer’s Market, School Carnival, etc.)• Community building (potlucks, open houses, new parent orientation, etc.)• Lending objects for units of study • Being a “Guest Reader” for story time • Field Trips • Coming and talking about your job (when asked) • Helping to provide food or other items for our parties

Our Parent Leadership Program is a social, fundraising and service organization with the goal of creating a collaborative community by which Montessori parents, teachers and friends can become purposefully and meaningfully involved in supporting our school’s core values and Montessori education. As a fund-raising and service organization, the goal is to raise funds to offset the costs of our programs and activities and to provide time and expertise to support the maintenance and growth of our school. Are you a “Parent Leader” for your child’s classroom? 😊

Special Family Events During the year our school we have special school events like dish to pass parties, our fall party, and family days at local parks. We will announce these events in our newsletters and handouts. Montessori Education Nights Montessori education nights are scheduled four times a year. We will host Montessori education nights that are open to the school and larger community. We will discuss different areas of the Montessori philosophy and child development. This is a great opportunity to meet and talk with other parents, ask questions, and learn about what your child does each day in the classroom. These meetings will be announced through our newsletters, website, and local media, etc. Community and Committee Meetings Through-out the year we will hold regular community and committee meeting to discuss the needs of the families and the future of the school. These are open to all friends and families interested in our school community. Appeal from the Heart As with other independent schools, tuition alone does not cover the full costs of a private Montessori education. Did you know that tuition covers only 90% of the costs of providing a high-quality Montessori early childhood education at Montessori Donelson? Or that it costs $30,000 alone to purchase materials for a complete classroom?

There are many ways for parents, grandparents, friends and community supporters to demonstrate their support and appreciation for our school. This can be done by actively participating in school events, sharing time and energy when they are able, and contributing to the Annual Fund and other fundraising imperatives of the school. The Annual Fund helps keep tuition affordable, retain a certified teaching staff and provide the highest quality Montessori education possible. Support from our parents and Montessori Donelson community is so important in bridging the critical 10%, which is why our school appreciates your generous donations. A gift to Montessori Donelson immediately results in more enriching experience for our students by directly supporting: essential classrooms, library and playground materials, continued professional development for teachers, enhancements to the music and art programs, and other improvements to our school.

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MSD 37 _____________________________________________________________________________Admissions and Enrollment Policies General Admissions Policy The Montessori School of Donelson considers itself more than just a school, we consider ourselves a true community of families that share a vision, values, and goals for our children. We are Montessori Donelson. Beginning with the admissions process, we forge a pathway to bridging the child’s home and school life with a parent and school partnership. This pathway begins with a process of learning about each other through tours and interviews. Our primary goal in the admissions process is to help each family find the perfect match. The admissions process is the first chance for us to get to know each other. Honesty in any relationship is key to its success. We are not here to convince prospective families that our school is perfect fit for them. We actively encourage families to observe and explore the many school options available to expand their perspective to be able to draw a well- informed conclusion. Our goal is to present our program, school and community as truthfully as possible to help families grasp the nature of our school and what we have to offer and allow them to weigh all the factors as they consider whether our school is indeed the right match for them. School tours, classroom observations, open houses, Montessori education meetings, and meetings with the School Director are important ways to get to know our community. We have a lending library of videos, DVDs, and books that describe the Montessori philosophy of education and are a great resource for current as well as prospective parents. When we admit a new student, we are not simply bringing him or her into the school community. We are bringing the child, his or her parents, siblings, and extended family into the mix. In making admissions decisions we normally give strong preference to families who share common values and goals with the school, and who, after careful consideration and exploration, have concluded that our school is something that they want very much for their children, for the right reasons. School tours, classroom observations, open houses, Montessori education meetings, and meetings with the School Director are important ways to get to know our community. We have a lending library of videos, DVDs, and books that describe the Montessori philosophy of education and are a great resource for current as well as prospective parents. When we admit a new student, we are not simply bringing him or her into the school community. We are bringing the child, his parents, siblings, and extended family into the mix. In making admissions decisions we normally give strong preference to families who share common values and goals with the school, and who, after careful consideration and exploration, have concluded that our school is something that they want very much for their children, for the right reasons. We consider applications for admissions on a case-by-case open admission basis. When no openings are available children will be placed in the applicant pool waiting list. In the event of an opening, children in this group will be considered based on the date an application was received and age and needs of the child (in accordance with the Montessori principle of a multi-age classroom). Siblings of currently enrolled students, children of staff members, and transfers from other Montessori schools may be granted priority in the admissions process. MSD admits students of any race, color, nationality, and ethnic origin and extends all rights, privileges, programs, and activities generally accorded or made available to students. The MSD universally applies the administration of educational and admission policies. In step with traditional multi-age Montessori classroom model, MSD is committed to creating a balanced learning environment for all students. We believe that diversity among its many members strengthens the school, stimulates creativity, promotes the exchange of ideas, and enriches school life.

We are also committed to integrating and accommodating children with special needs into our program, in accordance with the Montessori philosophy and appropriate early childhood best practices. Under rare circumstances, MSD may not be the “right fit” for a family. MSD reserves the right not to decline admission of a child into the program or to ask a child to leave the program based on the school’s inability to meet the needs of the child. We will support the family in finding a program best suited for each child’s and family’s specific needs.

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(The Montessori School of Donelson prohibits discrimination against any member of the school community based on race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, or disability.) Observations and School Tours Prospective families are required to have a school tour before enrolling their child. Appointment for tours can be made through the main office or on the school’s website (www.montessoridonelson.org) under the “Admissions” tab. Admissions Application Admissions and re-admissions recur at the start of the academic year in August. All students, new and returning must complete an application for admissions and enrollment. Parents are encouraged to speak with the School Director and tour the campus and classrooms prior to submission of an Admissions application. Although applications may be submitted at any time, advancement to enrollment may only occur after a school tour and family interview. All applications will be processed upon receipt of a completed admissions application, enrollment, tuition agreement and all applicable fees and required documents. The application is valid for three months from the application date or until the child is no longer eligible for enrollment. If an offer for enrollment is declined for any reason, the application will be withdrawn and will be placed back on the waitlist. Please remember to notify the school if you change your address or phone number.

Our Admissions process takes approximately 2-3 weeks. Below is a summary of our application process:

1. School Tour & Admissions Interview

2. Admissions Application (Acceptance/Denial/Waitlisted)

3. Enrollment Submission (After Acceptance is Granted)

4. Completion of Tuition Agreement (Must be Signed Prior to Attending)

5. Finalize Scheduled Start Date (Soft Start for Infants/Toddlers, etc.)

6. School Review of Documentation

7. Enrollment Confirmation Call from Admissions 

This process remains the same for both new and returning students. We look forward to the journey with your family. If you have any questions about the admissions process, please contact the school office at (615) 316-5667 or via electronic mail at: 

Waiting List If there are no openings available in the classroom or program selected, your application will be placed on a waiting list. You will be contacted as soon as space becomes available and will then have one week in which to enroll your child by signing a contract and paying the non-refundable registration fee and enrollment security deposit. We maintain the right to decline enrollment of families and may refer families to the enrollment waiting list based on the following:

A) Suitability for the school B) Balance of ages (3-year-span is recommended) C) Families intention to complete the Montessori 3-year-cycle. D) Current students that will be "moving up" E) Prior Montessori experience

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F) Siblings; Current families receive sibling preferenceG) Acceptance of the Montessori philosophy and principles and willingness to support and participate in them implementation. H) Acceptance of school policies and procedures/State and Certification standards I) Parent participation and support of the school policies, philosophy and overall community expectations

Provisional Acceptance All children enrolled are accepted into the program with the understanding that if the staff feels the program is unable to meet a child’s needs, the staff and parents will explore alternatives together. Enrollment Agreement A child is officially enrolled in the program when the school has received the application and associated fees for enrollment. Enrollment in all programs is binding. Parents are responsible for tuition each month regardless of the amount of time the child attends the school. Admissions and enrollment are completed annually for both new and returning students. All fees for both new and returning students must be paid prior to attending school. Enrollment Forms The State of Tennessee requires that the following information be kept on file for each child enrolled in the program:

1. Application for Enrollment 2. Enrollment Documentation includes (but may not be limited to):

• Application form • Medical/Health history/Tennessee Immunization documentation • Emergency medical treatment consent • List of people authorized to pick child up from school • Topical ointment permission

3. School Policy/Handbook Acknowledgement Receipt 4. State of TN Approval Summary Acknowledgement of Receipt

(Please notify the school immediately when there is any change in the information provided on these forms. An email is sufficient.)

Tuition Policy All tuition is billed via TADS Tuition Collection/Payment System. The establishment fee for each TADS account is $40 and is the responsibility of each family. Parents are responsible for logging into their school payments accounts and making timely payments. Late fees are assessed when payments are late according to the policies in the Tuition Agreement. We do not accept credit cards and billing is in the form of an e-check/electronic draft/debit. ACH may also be established for automatic withdrawals from your bank account each month. In the event there is some technological glitch or email failure, you are responsible for paying your tuition via cashier’s check or money order prior to the 3 rd of the month to avoid late fees. We do not accept personal or business checks. For tuition questions, please contact TADS.

TADS Parent Support:1-800-477-8237 or 612-548-3320 Mon-Fri 7 a.m.-8 p.m. CST

Tuition AgreementTuition is a contractual agreement and is based on academic year, starting in August and ending May 30. Summer registration and enrollment is optional and has a separate tuition agreement, unless selected during fall enrollment. Selection in Fall does not initiate payments, it only reserves the space for Summer enrollment. Summer enrollment fees are not charged until Summer enrollment beginning in June. When selected at fall enrollment, tuition for summer is for 9 weeks of summer care and is not included in the tuition for the academic year. Installment payments for either session is selected at enrollment. This includes all closings indicated on the attached calendar, and as may be necessary due to

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MSD 40 weather conditions or other circumstances. Tuition does not reduce with a child is absent or school is closed. Tuition does not decrease or adjust with a child’s birthday or with transition to a different classroom. Tuition remains static until a new enrollment cycle begins, whether Fall or Summer, etc. At the time of enrollment-re-enrollment, any/all applicable fees will apply. At the next enrollment window, the child will be enrolled according to age (at that time) and tuition will be selected accordingly. All tuition agreements require a 30-day advance written notice (An email is acceptable; Tuition is still due for this 30-day period.) along with a completed withdrawal form in order to terminate enrollment. When these conditions are unmet, tuition will continue to accrue and will remain outstanding. Overdue balances may be turned over for collections with IC Systems, an education and child care debt collection agency.

Collection Policy Parents are expected to make payment by the due date (3rd day of each month) or make payment arrangements in writing or through the TADS system. Late fees will apply after the 3rd day of each month. If no payment agreements are made with the school, children will be asked to leave as of the first day for which tuition has not been paid. With two weeks written notice at the discretion of the School Director, The Montessori School of Donelson may cancel the contract of reserved spaces of children with unpaid tuition. The school understands that families may experience some financial difficulties and are committed to working with any family to make acceptable arrangements for payment when necessary. Multiple non-payments may result in immediate termination of reserved space. Tuition and Fees Credit There is no credit given for absences (such as but not limited to: illness, death in the family, vacations). There are no tuition credits for school closings or absences for illnesses, family vacation, etc. There is no credit for admissions fee, enrollment fees or re-enrollment fees. All fees must be paid annually prior to reporting to school. Withdrawal Should a family initiate withdrawal of a child, a minimum of 30-days advance, written notice must be given to the school. Tuition for the subsequent 30-days becomes due immediately when withdraw notice is not given 30 days in advance. For example, in order to terminate in February, notice should be given no later than January1st. If notice is given January 10 th, tuition for February tuition will still be due. Notice must be a full 30-days in advance. Please see terms of the enrollment contract. Additionally, parents must contact TADS directly to deactivate their enrollment accounts to prevent further tuition invoicing or tuition payments after the withdrawal date. Expulsion MSD supports the words of Maria Montessori, “Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” In adherence to this, our educational program is focused on the needs of the children for whom we care. We seek to provide programs designed to support children’s natural development and to guide them to learn in their own unique ways through self-discovery and the inner teacher or life force that propels them through their lifelong pursuit of the acquisition of knowledge. The beautiful amalgamation of families and communities that we serve, make it imperative to recognize and appreciate the things that each family contributes to our program. Our goal remains to form a solid partnership with our families as a basis for each child’s educational success. We pride ourselves on the ability to accommodate a wide range of individual differences, and often do not find it necessary that a child’s/family’s behavior warrant the need to be find a more suitable educational setting. We will do everything possible to avoid a child’s withdrawal from our school. The following are some reasons why it would become necessary to dis-enroll a child or family: Child’s Actions:

• Child unable to adjust to the program after a reasonable amount of time (10-30 days)• Ongoing physical or verbal abuse to staff or other children • Ongoing uncontrollable tantrums/angry outbursts

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• Excessive, aggressive and/or uncontrollable behavior/biting • Recurring, deliberate destruction of materials or school property

Parental Actions: A parent/guardian fails to abide by school policies or requirements imposed by the appropriate licensing agency. A parent/guardian demands special services that are not provided to other children and cannot reasonably be delivered by the program. This includes requests that depart from the philosophy of the MSD program

• Non-Payment of Tuition • Lack of acceptance of the Montessori philosophy and principles and willingness to support and participate in their

implementation. • Lack of parent participation and support of the school • Routinely late picking up a child • The school’s inability to meet a child’s need

Immediate Causes for Withdrawal:

• A parent or guardian is physically or verbally abusive or intimidating to school staff, children, or anyone else at the school

• Potentially dangerous behavior by a parent or child • Non-Payment of Tuition • Behavior by a child that hurts, injures or endangers the health and safety of other children

Working Towards a Positive Solution The decision to dis-enroll a child is a difficult one for both the school and the family. In all cases, our goal is to act quickly, compassionately, thoughtfully and thoroughly to communicate, address and resolve concerns relating to the children in our care. School staff will attempt to work with a family to take constructive steps to finding a solution that resolves the problem(s), before a withdrawal occurs. Step 1: When a child’s teacher or an administrator has concerns about a child’s behavior or other circumstances, he or she will document such concerns as soon as they arise. Step 2: MSD will inform and involve the child’s parent/guardian by notes, phone calls, and meetings, as necessary, to establish a collaborative environment. If the child’s behavior is problematic, a review of that behavior based upon developmentally-appropriate guidelines established by NAEYC (National Association for the Education of Young Children) will be utilized in understanding the behavior in its appropriate context. This review includes input from several teachers and administrators, so that checks and balances are used to analyze the problem. Step 3: As the Center develops strategies to address a child’s problem, a variety of options should be considered, including: changes to the physical environment, the daily structure of activities, consistency, transition times, and redirection. Similarly, teachers’ expectations, home management skills, and intervention techniques will be evaluated and changed to adapt to the circumstances. Whenever possible and appropriate, efforts will be made to help a family understand how they can support the plan at home or encourage a resolution by adjusting their interactions or expectations for a child. Literature and other support resources regarding methods of improving behavior will be provided to the family, if available. Lines of communication with parents will be established, and parent conferences will be conducted to review the problematic behaviors, the strategies implemented to resolve them (and their relative success) and the possibility of withdrawal if the behaviors are not resolved. It is the school’s goal to provide the parents sufficient time to take the necessary corrective action to allow the child to remain at the school and to provide them with sufficient notice of the potential for withdrawal, so they can secure

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MSD 42 alternative care. When appropriate, we may suggest an evaluation by a professional consultant to come in and observe the child in the home environment. In some cases, it may be appropriate for the child to be assessed by the local school district child study team. Ultimately, school personnel will attempt several approaches before making the final decision to suspend or dis-enroll a child from the program. Disenrollment/Dismissal Decisions When behavior is unable to be resolved after all remedial actions have been exhausted, a conference will be held with the child’s parent/guardian to communicate the school’s decision to dis-enroll. A follow-up letter will be provided which will include, if applicable:

• the reasons for the dismissal or suspension; • the date of the withdrawal or length of the suspension, which affords the parent sufficient time to seek alternative

care, (up to two weeks, depending on safety risks presented); • the expected behavioral changes required for the child or parent to return, resume or continue enrollment at the

School MSD will not dis-enroll a child or family based solely on any of the following: (unless this behavior takes the form of harassment, intimidation, confrontation and/or disrupts the peaceful atmosphere of the School)

• making a complaint to the regarding alleged violations • reporting abuse or neglect • questioning regarding application of policies and procedures

MSD strives to maintain an environment of peace and love above all other things, as we feel this is the number one ingredient for healthy children. If the adults in the community are unable to maintain peace and love among themselves, then we cannot expect it from our children. If MSD elects to dis-enroll a child, the School will maintain on file a record of the circumstances, parental notification, and corrective action taken.

Parent Responsibilities Be sure your child arrives on time each day. Infant 9:00 Toddler/Primary: 8:00 a.m. Build independence in your child through daily responsibilities at home. Support the goals of the Montessori Donelson Community and each classroom Communicate with teachers (i.e. going out of town, new baby, death or change in family, etc.). Read the monthly e-news (Montessori Donelson Messenger) and all communication from the administration and teachers. Attend parent-teacher conferences and “All School Events” and become involved. Enjoy and explore the world through nightly reading with your child. If you have any concerns or questions, contact your child’s teacher or Director Read Parent Handbook, Licensing Summary and other requested materials

Teacher Responsibilities Create a peaceful, stimulating environment where children can learn. Convey friendliness, caring, and respect to students and parents. Communicate with parents. Clarify academic and social requirements to students and parents at each level. Facilitate the students’ social and emotional development.

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MSD 43 Student Responsibilities Treat others with kindness Make safe choices while on campus Be polite, considerate, mannerly, and courteous to peers, teachers and adults. Be a contributing, positive member of Montessori Donelson’s student community

___________________________________________________________________ Teacher Recruitment & Retention Plan “Taking on Turnover” –An Early Childhood Industry Crises

At MSD, we recognize the importance of professional and consistent caregiving in the early childhood environment.Before a child can learn, he must feel safe and free to make his needs known. When he develops a strong emotional bond with his teacher, he will have the best opportunity to explore and learn in his environment. Building a trusting relationship with a young child takes time and a great deal of positive interaction between adult and child. When a child's teacher leaves, the attachment process is interrupted, and the child usually feels a sense of loss and may regress in his emotional development. Teacher turnover Many variables go into making the Montessori experience the best it can be for your child. Minimizing the effects of teacher turnover is an important part of that formula. Included below are infractions that may cause a teacher to be released immediately, compilation of our own research about voluntary resignations of teachers as well as our plans for retaining our top teachers.

Activities that may warrant instant termination of a staff member include:Matters which may result in termination or discipline include but are not limited to:

Employee misconduct Abuse, neglect or maltreatment of a child Failure to report abuse, neglect or maltreatment Tardiness and Absenteeism Absence without notifying the Director (No Call/No Show) Absence taken that is not granted or approved Deliberate actions/failure to follow State or School policies Theft or destruction of property Insubordination Illegal Acts Dishonesty (Theft of property; Theft of Work Time) Drug Abuse (whether prescription or illegal) Misuse or personal use of company resources Verbal or physically intimidating or threatening behavior (toward child, staff or parent) Willful disregard of licensing rules or quality standards

Voluntary Resignations of Teachers/What the Research SaysIt is well documented that the turnover rate for the early childhood workforce is very high in the United States. It is estimated that the nation’s 50 largest school districts lose approximately 10,000 of their most effective teachers every year. The average annual turnover rate is between 40-50% for all teaching staff (National Association for the Education of Young Children) in the first 1-3 years. This research is pretty much consistent with the recent report by the National Association of Child Care Resource & Referral Agencies (NACCRRA). Even for our small Montessori community, this is an alarming rate when considering its apparent impact on the well-being of young children.

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MSD 44 When a school loses a great teacher, it can be very difficult to replace that teacher with someone of equal quality. In fact, studies have shown that it can take up to 11 new hires to do so effectively. A key to providing quality programs is retention of teaching staff. For this reason, it is critically important that MSD does a better job of keeping our best teachers. (We recognize that not all attrition is bad. Teaching is an extremely difficult profession, and some individuals may realize that they are not suited for the challenge.) We define “why a teacher leaves the classroom” as a teacher who voluntarily resigns. Our focus is on voluntary resignations; Those who left MSD for reasons that may be directly affected by MSD policies and structures. Empirical research has identified the following primary reasons for teacher turnover in early childhood education:

Low compensation and lack of benefits Early childhood educators are among the most poorly paid professionals in the United States. The median wage nationally is between $7.90 and $9.53 per hour. (MSD salaries are well above these estimates.) The lack of employer-paid job benefits is also identified as a significant factor for leaving the child care profession. A female-dominated workforce is often associated with lower wages. 

Work environment and personal characteristics Inadequate administrative support if often identified as a factor contributing to teacher turnover. Teachers general satisfaction with coworkers, perceived value of their work and opportunities for advancement are factors associated with retention. Generally, older teachers were more likely to stay in the job than younger teachers, while married teachers were more likely to stay in the job than single teachers

Unrealistic state and federal mandates and student discipline concerns While filling out documentation is part and parcel of the job – this includes observations of children’s learning and teaching plans – the sheer volume of paperwork is becoming unmanageable for many educators, and many struggles to complete it in the time given.

Feeling undervalued and unappreciated Most educators talked about their love of children, the importance of early education and the satisfaction they derive from their work. However, studies highlight a tension between educator views of their roles and responsibilities, and a lack of professional recognition within the community.  Educators felt that most people in the community continue to view them simply as babysitters.

The MSD Fight Against Teacher Attrition….We have drafted the steps below to ensure that we are doing everything in our power to retain our most effective educators.

1) Cultivate a culture that fosters great teachingThe School Director is an outspoken advocate for school staff and at other times a tough critic. This may create a lack of clarity for some teachers and cause them to feel confused. The School Director recognizes that culture trumps everything and will routinely modify rules to create and support a culture of great teaching and remove barriers to our own success. We value: listening empathetically, communicating effectively, developing creative solutions, and assuming personal responsibility.

2) Competitive Salary & BenefitsMSD offers qualified teachers a competitive salary and a robust benefits package. Salaries are commensurate with that offered by much larger schools and includes benefits such as: major medical, dental and vision insurance, paid time off (personal, vacation and holiday pay), as well as funding for continued education.

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3) Develop High-Quality Onboarding The School Director recognizes that in any field new employees require a period of onboarding and induction to reach potential. The components of this process are: “Welcome to MSD” (Orientation, training and support prior to the first day), “Teacher Mentoring” (partner new teachers with experienced and effective veteran teachers for structured, on- going support.

4) Treat the Irreplaceable Like They Are IrreplaceableMake it hard for our teachers to leave MSD by spending time with teacher individually, holding weekly chats, one-on-one meetings, involving them in decision making and provide opportunities to grow their careers and increase their impact within the MSD community.

By consistently implementing the strategies, our faith is that we can beat the odds and retain our top teachers for years and years.

___________________________________________________________________ Reporting Requirements Reporting Requirements In Tennessee, all school administration, teachers, doctors, counselors, social workers, etc. are mandated by law to report to the Department of Children’s Services when we feel a child is being abused, neglected or suffering maltreatment. Always be sure to let your teacher know when you drop your child off if he/she has unexplained cuts or bruises. When children come to school with injuries staff logs them into the child's file. There are times when a child may have an underlying condition that contributes, such as: need for glasses, poor motor control, etc. This allows staff to create a plan to assist a child in such areas. Our staff is trained and knowledgeable of and in compliance with all applicable state and local laws. We pride ourselves in running a very safe school. We are Montessori Donelson!___________________________________________________________________Frequently Asked Questions (F.A. Q’s) Frequently Asked QuestionsThis section answers questions that our school frequently receives from new and enrolling parents regarding a range of topics. Please review these items for succinct answers to the most common questions about Montessori education.

What is Montessori and where did it come from?

Montessori (pronounced MON-tuh-SORE-ee) education was founded in 1907 by Dr. Maria Montessori, the first woman in Italy to become a physician. She based her educational methods on scientific observation of children’s learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a “prepared environment” in which children could freely choose from several developmentally appropriate activities. No, over a century after Maria Montessori’s first Casa dei Bambini (“Children’s House”) in Rome, Montessori education is found all over the world, spanning ages from birth to adolescence.

What is the difference between Montessori and traditional education?

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MSD 46 Montessori emphasizes learning through all five senses, not just through listening, watching, or reading. Children in Montessori classes learn at their own, individual pace and according to their own choice of activities from hundreds of possibilities. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so on), forming communities in which the older children spontaneously share their knowledge with the younger ones. Montessori represents an entirely different approach   to education.

How can children learn if they’re free to do whatever they want?

Dr. Montessori observed that children are more motivated to learn when working on something of their own choosing. A Montessori student may choose his focus on any given day, but his decision is limited by the materials and activities—in each area of the curriculum—that his teacher has prepared and presented to him.

Why are Montessori schools all work and no play?

Dr. Montessori realized that children’s play is their work—their effort to master their own bodies and environment—and out of respect she used the term “work” to describe all their classroom activities. Montessori students work hard, but they do not experience it as drudgery, rather, it’s an expression of their natural curiosity and desire to learn.

If children work at their own pace, don’t they fall behind?

Although students are free to work at their own pace, they’re not going it alone. The Montesori teacher closely observes each child and provides materials and activities that advance his learning by building on skills and knowledge already gained. This gentle guidance helps him master the challenge at hand—and protects him from moving on before he’s ready, which is what causes children to “fall behind.”

Do Montessori teachers follow a curriculum?Montesori schools teach the same basic skills as traditional schools and offer a rigorous academic program. Most of the subjected areas are familiar—such as math, science, history geography and language—but they are presented through an integrated approach that brings strands of the curriculum together.

While studying a map of Africa, for example, students may explore the art, history, and inventions of several African nations. This may lead them to examine ancient Egypt, including hieroglyphs and their place in the history of writing. The study of the pyramids, of course, is a natural bridge to geometry.

This approach to curriculum shows the interconnectedness of all things. It also allows students to become thoroughly immersed in a topic—and to give their curiosity full rein.

Are Montessori schools expensive?

Private Montessori schools are independently owned and operated, and each sets its own business practices, including the cost of tuition. Typically, tuition fees vary from region to region and from school to school. Some private schools offer scholarships for families in need of assistance.

How well do Montessori students do compared to students in non-Montessori schools?

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MSD 47 There is a small but growing body of well-designed research comparing Montessori students to those in traditional schools. These suggest that in academic subjects, Montessori students perform as well as or better than their non-Montessori peers.

In one study, for example, children who attended Montessori schools at the preschool and elementary levels earned higher scores in high school on standardized math and science tests. Another study found that the essays of 12-year-old Montessori students were more creative and used more complex sentence structures than those produced by the non-Montesori group.

The research also shows Montessori students to have greater social and behavioral skills. They demonstrate a greater sense of fairness and justice, for example, and are more likely to choose positive responses for dealing the social dilemmas.

By less stringent measures, too, Montessori students seem to do quite well. Most Montessori schools report that their students are typically accepted into the high school and colleges of their choice. And many successful grads cite their years at Montessori when reflecting on important influences in their life.

What is the best way to choose a Montessori school for my child?

Ask if the school is affiliated with any Montessori organization. Ask what kind of training the teachers have. Visit the school, ask to observe the classroom in action, and later ask the teacher or Director to explain the theory behind the activities you saw. Most of all, talk to your child's prospective teacher about his or her philosophy of child development and education to see if it is compatible with your own.

Revisions to Handbook and Contract There will be annual revisions (unless required sooner) to this handbook and the accompanying contract. Occasionally, we may make changes to policies as needed. Updated handbooks will be published on our school website and may be downloaded as needed. We believe the biggest room in the world is room for improvement. We are always open to happy suggestions and constructive criticism. We are better together. Remember, we are Montessori Donelson!

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