Monocacy Valley Montessori School FAQs
Charter School FAQs
Montessori FAQs

Frequently Asked Questions About
Monocacy Valley Montessori School:
The First Charter School In Maryland

Q. What is a charter school?

A. A charter school is a public school, free and open to all district students of the right grade level. It is financed by public tax dollars and authorized by the local school board, but usually conceived and run by a non-profit corporation of parents and/or teachers. It is accountable to the local school board. Some bureaucratic regulations are waived - the degree varies from state to state--to enable the sponsors to experiment with different academic programs, schedules, etc.

Q. How did this particular charter school come about?

A. The founders of this charter school are a group of committed parents who worked for two years with the local Board of Education to provide a public alternative to traditional school settings. Because no one educational approach is successful for all children, we set out to expand the educational options available in Frederick County.

Q. What is the Montessori method?

A. In a nutshell, the Montessori classroom is a prepared environment in which a multi-aged group of children self-select their "work" during long periods (2-3 hours) of uninterrupted time. Children work independently, in pairs, or in small groups of their choosing. They work at their own level and at their own pace, with as much repetition as they desire. There are no curriculum ceilings holding fast learners back, and children who require more time to master a concept or skill do not have to move on before they are ready. The Montessori method of teaching reading is multi-sensorial and rigorously phonetic. The mathematics program includes a graded series of manipulatives that allow children to master concepts in a concrete form before moving to the abstract. Particularly in the early grades, each activity or project is designed for self-education and is self-correcting; that is, the educational activities can be done independently and the materials make a child's errors obvious. Therefore, the learning process is within the child's control.

Q. Why did we choose Montessori?

A. Modern research in the fields of neuroscience, cognitive science, child development and linguistics has strongly supported Montessori's methods. Studies have shown that children attending Montessori preschools on average are one to two years ahead in learning to read and write and in learning math skills. The Montessori method has a 100-year history of being a successful educational program for the vast majority of children, including many who do not thrive in a traditional classroom. Many of the Founders of this school had had experience with Montessori education in the past, and the research results confirmed their personal experiences.

Q. How do families work together in this school community? How much parental involvement is required?

A. At any school, a high correlation exists between the parents' involvement and their child's success. But at our Montessori charter school, parental involvement is not just important for the individual child, but for the success of the school as a whole. Given our funding constraints, we must rely on volunteers for support of many functions in the school, both inside and outside the classroom. Every parent and every staff member is a member of the non-profit corporation that sponsors the school and from which the board is elected that will govern the school. In other words, it really is the parents', teachers' and children's school.

The families who founded this school formed a community, making new friends, developing a common vision, and working together to make the school a reality. Then in the spring and summer before the opening of the school in 2002, new families, chosen by lottery, joined the founders and threw themselves into all the work of actually opening the school and creating a nurturing learning environment for our children.

This involves more than the typical PTA-style fundraisers - although we do have a PTSA. Parents are contributing in a broad range of ways: helping to collect books and organize the library; offering presentations or short courses in classes; editing the school newsletter; monitoring lunch and recess times; advertising for, recruiting and interviewing new faculty; serving on the governing council; developing and delivering the art curriculum; assisting teachers as requested in the classroom; installing computers and developing our website; etc., etc., etc. We ask that each family pledge 30 hours of volunteer service a year to the school (10 for single parent families), and our experience is that many families give two and ten times that much to make this a truly exceptional school.

Q. How will this school be different from traditional public schools?

A. To see our charter application in full, e-mail Leslie Mansfield at [email protected] and ask her to e-mail it to you

Here are some highlights:

Classroom design. You won't see rows of desks, even in the upper elementary classrooms. Instead, there are study centers for different subject areas, clusters of student-sized tables, and open areas for work on the floor. Students will move freely around the room, choosing their own resources to pursue their work. They will work independently or in small groups for long uninterrupted periods of time.
Montessori materials. In addition to books, art supplies, maps, and other resource materials, the Montessori materials include specially designed manipulatives, each of which focuses on a particular concept or skill. These materials are designed to be self-correcting so students receive immediate feedback about their understanding and proficiency.
Teacher's role. The teacher will rarely be found talking to the whole class, but will be circulating among the students assessing their progress, or introducing them individually or in small groups to a project or task. The teacher is always looking for the moment to direct students to the next level of an activity that will enhance mastery of a particular skill or concept. Behind the scenes, the teacher is responsible for setting up the classroom environment in such a way as to challenge and entice the students, and for carefully monitoring each student's progress relative to the curriculum.
Mastery learning at the individual's own pace. Students are not all working on the same topics or skill or moving ahead at the same rate, but following their own interests at their own pace. No child is held back to wait for the rest of the class, nor rushed on to the next concept before an earlier one is mastered. A student can easily work at a higher grade level in one subject than another.
Teaching assistant in every classroom. Class sizes are similar to those in regular public school classrooms (15 in Kindergarten, 24-30 in upper grades), but each teacher has a full-time assistant. The assistant supports the teacher in maintaining the prepared environment, introducing the use of new manipulatives, etc. Almost all our current assistants have college degrees, several have prior teaching experience, and a few have Montessori training and experience.
Mixed grade classrooms. The Montessori classroom is designed to be a mini-community. The multi-age makeup of the group facilitates meaningful observation and exposure to advanced lessons, peer modeling, reduced competition, and the opportunity to solidify one's understanding of their material by "tutoring" others. New students enter a class that is already functioning smoothly and over the years can move up to take leadership in the group. Teachers have the time to develop a strong relationship with each child.
Evaluation of student progress. The method of assessing student progress in the Montessori classroom does not involve letter or number grades. Instead, parents, students, and teachers meet together to set goals and assess progress. Teachers keep detailed logs of student activities and mastery levels. Because students are always testing their own skills as they work and do not proceed to the next level until they are ready, formal tests are not required. As the children grow older, they will collect samples of their academic and creative work in portfolio for periodic review. Current regulations require, however, that students participate in standardized tests required by the state.
Homework. Because students spend most of their time at school actively practicing their skills and working on projects, the need for homework is minimal.
Specials incorporated into the classroom: The Montessori approach traditionally incorporates much art and music into the regular classroom activities. Because of budget limitations, especially in the early years of the school, we will not have an extensive library, specialized teachers for art, or extensive athletic facilities. To supplement what will take place in the classroom, the school has been fortunate to find skilled and experienced parent volunteers to deliver our art program this year. We are also able to provide weekly instruction in Spanish to the lower elementary and German to the upper elementary. Two trained teachers provide music instruction twice a week to each class using the Orff Schulwerk and Kodaly Choral Training programs. Group Suzuki violin lessons are also offered as an option.

Q. Do children learn the traditional subjects?

A. Yes. The course of study uses a comprehensive, integrated approach that ties the separate disciplines of the curriculum into studies of the physical universe, the world of nature, and the human experience. Literature, the arts, history, social issues, political science, economics, science, mathematics and the study of technology all compliment one another. This integrated, interdisciplinary approach is one of Montessori's greatest strengths. For more information about Montessori, try the following web sites:
www.montessori.edu
www.montessoriconnections.com

Q. Won't classes be chaotic with so many children working on different projects?

A. Established Montessori classrooms are often a surprise to visitors. Students are concentrating intently on their work, speak in calm tones, and demonstrate respect for their peers' needs for space and focus. They move freely about the environment and often assist each other with their tasks. This behavior is modeled by the teacher, and encouraged by the teacher's respect for the students, clear communication of instructions, and clear expectations for proper use of the materials. The prepared environment and close observation of the individual child enables the teacher to introduce specific materials that will arouse an intense interest on the part of that child. This begins a cycle of repetition, concentration and satisfaction and leads to the development of inner discipline, self-assurance and preference for purposeful activity. It takes time to establish this cycle, and we are seeing more and more "Montessori behavior" as our first year proceeds.

Q. What about logistics?

Date opened: August 26, 2002
Location: Remodeled office building with about 12,000 square feet all on one floor, on Rt. 26 at the intersection of Monocacy Blvd. (formerly Trading Lane) Frederick.
Mailing address: Monocacy Valley Montessori School, 2421 Monocacy Blvd., Frederick, MD 21701
Phone number: 301-668-5013; fax: 301-668-5015
Transportation: Buses are not be provided by the County. Many car pools have been arranged among parents. We are happy to help you make contacts with other families to arrange transportation.
Size of the school: 168 students in the first year, growing to 242 by year four.
Class structure and size our first year:
- Kindergarten: 2 classes of 15 students in two half-day programs, with a for-fee afternoon Kindergarten Club option.
- 3 lower elementary classrooms of 30 students each (grades 1 through 3 grouped together) with one teacher and one instructional assistant per classroom.
- 2 upper elementary classrooms with 24 students each (grades 4 through 6 grouped together) with one teacher and one instructional assistant per classroom.
- Middle school classrooms (grades 7 and 8) will be added as sixth graders move up.
- Lunches: FCPS provides the option of bag lunches to those who want them.
- Before and after school care: Provided from 7 AM to 8:45 AM and 3:45 PM to 6 PM. Availability in future years will continue to depend on whether interested families take an active role in maintaining it.

Q. Why are classes smaller for the upper elementary class than for the lower?

A. Most Montessori schools "grow" their elementary classes by starting with Kindergartners who have had Montessori pre-school. In planning this school, it was anticipated that older students who have spent their school careers in traditional classrooms would need the most support in making the transition to the Montessori method. This year, as expected, we are observing the students' gradual transition from expecting external control and direction to experiencing and understanding the increased freedom, need for self-regulation, and responsibility for one's own educational program that is inherent in the Montessori classroom. As the school grows, the upper elementary classrooms will grow to have 30 children.

Q. How do I enroll my child?

A. Registration forms for the next academic year are available at the school office. Should the numbers of registrations exceed the numbers of openings in any grade after preference has been given to the children of founders and the siblings of children already in the school, a lottery will be held to select students and establish the order of the waiting list.

Parents of children not currently enrolled in FCPS will have to complete, in addition, an immunization form and a record of physical examination, provide proof of residency, such as a current utility bill, and proof of birth for each child.

Further details about the registration process and the lottery will be available in the spring.

Frequently Asked Questions About Charter Schools

Q. What are Charter Schools?
A. Charter schools are independent public schools, designed and operated by educators, parents, community leaders, educational entrepreneurs and others. They are sponsored by designated local or state educational organizations who monitor their quality and integrity, but allow them to operate freed from the traditional bureaucratic and regulatory red tape that hog-ties public schools. Charter schools design and deliver programs tailored to educational excellence and community needs. Because they are schools of choice, they are held to the highest level of accountability – consumer demand.

Q. How Do Charter Schools Differ From Traditional District Public Schools?
A. Charter schools operate from 3 basic principles:
Accountability: Charter schools are held accountable for how well they educate children in a safe and responsible environment, not for compliance with district and state regulations. They are judged on how well they meet the student achievement goals established by their charter, and how well they manage the fiscal and operational responsibilities entrusted to them. Charter schools must and do operate lawfully and responsibly, with the highest regard for equity and excellence. If they fail to deliver, they are closed.
Choice: Parents, teachers, community groups, organizations, or individuals interested in creating a better educational opportunity for children can start charter schools. Across the nation, local and state school boards, colleges and universities, and other community agencies interested in fostering innovation and excellence in schools sponsor them. Students choose to attend, and teachers choose to teach at charter schools.
Autonomy: Charter schools are freed from the traditional bureaucracy and regulations that divert a school's energy and resources toward compliance rather than excellence. Instead of jumping through procedural hoops and over paperwork hurdles, educators can focus on setting and reaching high academic standards for their students.

Q. Why Are Charter Schools So Popular?
A. Charters provide opportunity for better child-centered education. They provide the chance for communities to create the greatest range of educational choices for their children. Operators have the opportunity and the incentive to create schools that provide new and better services to students. And charters, bound only by the high standards they have set for themselves, inspire the rest of the system to work harder and be more responsive to the needs of the children.

Q. How Are Charter Schools Funded?
A. Charter schools are public schools. Most charters are created by groups of educators, parents and community leaders. Some have been converted from existing public schools. A small number of charter schools were once private schools. Like district public schools, they are funded according to enrollment (also called average daily attendance, or ADA), and receive funding from the district and the state according to the number of students attending. However, in a number of states, they do not receive the full equivalent of their district counterparts: Minnesota charters only receive the state portion (about 75% of a district school’s total per-pupil allocation); charters in New Jersey and Colorado also receive less than 100% of the per-pupil funding. In other states, charters must negotiate their funding in their charter contract, often below the level of funding of their district counterparts. In Arizona, charter students are funded at about 80% of their district peers.

Unlike traditional district schools, most charter schools do not receive funding to cover the cost of securing a facility. Conversion schools begin with established capital, namely the school and its facilities. A few states provide capital funding to start-up schools, and some start-up schools are able to take over available unused district space, but most must rely on other, independent means. Recent federal legislation provides funding to help charters with start-up costs, but the task remains imposing.

Q. How Do Charter Schools Manage if They are Under Funded?
A. Necessity, as the mother of invention, is inspiring innovation in this area.

Facilities and Other Start-Up and Capital Costs: Many charter schools improvise by converting spaces such as rented retail facilities, former churches, lofts and warehouses, into classroom, cafeteria, assembly and gym space, supplemented by the local YMCA, the public library and park, and the diner down the street. Once they are more established they are able to acquire loans and move to more suitable or permanent facilities. State legislation and loan agencies are beginning to tackle this problem by providing start-up funding and providing charter schools with the information needed to obtain favorable loans.

The same is true of capital needs beyond bricks and mortar. School founders have managed on an ad hoc basis with the help of private funds or alternative credit routes, and especially the sweat equity of enthusiastic volunteers, parents and local professionals. The charter concept has become more recognized and successful, banks and corporations have developed ways to provide capital to charter schools at favorable rates.

Operational costs: Charter schools receive a portion of the state and district operating funds generally based on student enrollment counts. The portion is determined by the state legislation, and, in some states, is negotiated in the charter contract. For example, a state’s charter legislation determines that a percentage or up to a percentage of operating funds follows the students. The actual acquisition of that funding however, falls upon the charter school operators – sometimes no small task.

Categorical aid: Also significant in operational expenses are categorical federal education grant funds. These funds generally follows one of two routes before reaching schools: (1) either distributed directly by the U.S. Department of Education through its own application process, or (2) channeled through state education agencies that then distribute the funds in a variety of ways. Typically, state agencies distribute funds based on whether a charter school is recognized as its own local education authority or not. If it is recognized as such, then charter schools may receive the money directly. The route is ultimately determined by the state legislation.

Q. Do Charter Schools Take Money from Public Schools?
A. Charter schools are public schools. When a child leaves for a charter school the money follows that child. This benefits the public school system by instilling a sense of accountability into the system regarding its services to the student and parents and its fiscal obligations. Fiscally, charter schools have demonstrated efficiency. For example, CBS’ "Sixty Minutes" ran a story on Yvonne Chan, the energetic principal of a San Fernando Valley’s Vaughn Next Century Charter School. The local school district, one of the largest and most bureaucratic in the nation, typically took a year to buy computers for its classrooms. Ms. Chan thought that was ridiculous. It took her charter school six days to purchase computers, and for less money. As a result, the Los Angeles Unified School District revised its purchasing system. Overall, in its first year of operation, Vaughn Next Century generated, through operational changes and efficiencies, a $1 million plus surplus, which it used to expand facilities to benefit both students and staff.

Q. How Do Charter Schools Impact the Public School System?
A. Charter schools provide a variety of services to children that places healthy pressure on the district to provide equal or better services. For example, 5,000 students attend 20 charter schools within the boundaries of the Mesa School District, AZ (one of the better districts in Arizona). In response, the district purchased an ad in the local paper touting their services and academic accomplishments. It may purchase bus advertisements and billboards next year in an effort to keep pace with charter school innovation. As the focus continues to shift from the needs of the system to the needs of children and parents, the children of Arizona are better served. "It’s public education in the finest sense of the word: it serves the public, not the bureaucracy," says Lisa Keegan, the state superintendent of education.

In the struggle to provide school choice to Detroit parents, the Detroit Public Schools Superintendent David Snead said, "We're finding the charter idea is helping encourage other schools in our district to examine what they are doing. I don't agree with those who are defensive. We are proud of many things about the Detroit schools. But we can, and must do better. Charter schools are helping us move in the right direction."

In 1993, The Bowling Green Elementary School, one of the most troubled schools in the Sacramento City Unified School District, converted to charter status. With hard work and the fiscal flexibility allowed to charters, the school has climbed from the basement to the middle of the pack. Its success with some of the most challenging student populations has sent a message to the system, and the district is listening. The SCUSD is planning an ambitious district wide accountability plan for 1998. "It’s great in the sense it’s a charter plan for the whole district. It’s really a plan to move ahead," says Dennis Mah, principal of Bowling Green Elementary. "It gets exhausting inventing solutions on your own."

Q. Do Charter Schools Work?
A. Yes. In addition to the positive pressure they put on the public school system as a whole, charter schools satisfy and serve their primary constituents (teachers, parents, and students) by providing exciting and viable new educational methods in an inclusive, individual manner. The Center for Education Reform’s 1996-1997 Charter School Survey found that 65% of the charters surveyed had a waiting list, averaging 135 students. The Hudson Institute’s 1997 report Charter Schools in Action also found high satisfaction levels. Among its major findings:

Charter schools are havens for children who had bad educational experiences elsewhere. Among students performing "poorly" in their previous school (as judged by their parents), nearly half are now doing "excellent" or "above average" work.
Charter schools are very popular with students, parents, and teachers. Families and teachers are seeking out charter schools primarily for educational reasons. Satisfaction levels are highest for all three groups when it comes to educational matters (curriculum, teaching, class size, etc.) Charter school teachers are diverse, but nearly all are finding personal fulfillment and professional reward. The teachers feel empowered.
Charter schools serve their constituents well. Academic rigor is one of the primary reasons for the charter school movement. While it’s too early to measure charter schools’ broad academic success, anecdotal evidence suggests that students are learning and excelling.

Q. Where Can I Find Charter Schools?
A. As of September, 2001, 34 states and the District of Columbia are home to over 2,400 operating charter schools, serving nearly 580,000 students.

Frequently Asked Questions About Montessori

Q. Where did Montessori come from?
A. Montessori 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 natural learning processes. Guided by her discovery that children teach themselves, Dr. Montessori designed a "prepared environment" in which children could freely choose from a number of developmentally appropriate activities. Now, nearly 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.

Q. What is the difference between Montessori and traditional education?
A. Montessori represents an entirely different approach to education. 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. Montessori materials are designed for use by individual students or small groups, rather than as teacher presentation aides. In math, materials represent math concepts, such as fractions and decimals. In geography, students work with puzzle maps, in which each continent has been made into a puzzle, the pieces of which are countries.

The most important criterion for a Montessori class is student activity. During school hours, students engage in individual and small group work of their choice. These choices are, of course, guided by the teacher. Students also receive instruction individually or in small groups. Classes that spend over an hour a day in whole group instruction are departing from the Montessori model.

Another important aspect of Montessori classes is an attitude of cooperation rather than competition. It is common for students to ask other students for help. 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. Learning is an exciting process of discovery, leading to concentration, motivation, self-discipline, and a love of learning.

Finally, the development of individual responsibility is emphasized. The children maintain the classroom and materials, and participate in developing class rules.

Q. Who accredits or oversees Montessori schools?
A. There are several Montessori organizations to which schools can belong. The two major ones operating in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). There is also the International Montessori Society (IMS) located in Silver Spring, MD.

Q. How many Montessori schools are there?
A. NAMTA estimates that there are about 4,000 Montessori schools in the United States and about 7,000 worldwide. Approximately 200 public schools in the U.S. and Canada offer Montessori programs and this number is growing every year.

Q. What special training do Montessori teachers have?
A. The two major organizations offering Montessori training in the United States are the Association Montessori Internationale (AMI, with a U.S. branch office called AMI-USA) and the American Montessori Society (AMS). Most training centers require a bachelor's degree for admission. Training ranges from 200 to 600 pre-service contact hours and covers principles of child development and Montessori philosophy as well as specific uses of the Montessori classroom materials.
Montessori training centers can be found across North America and around the world.

Q. Is Montessori good for children with learning disabilities? What about gifted children?
A. Montessori is designed to help all children reach their fullest potential at their own unique pace. A classroom whose children have varying abilities is a community in which everyone learns from one another and everyone contributes. Moreover, multi-age grouping allows each child to find his or her own pace without feeling "ahead" or "behind" in relation to peers.

Q. What ages does Montessori serve?
A. There are more Montessori programs for ages 3-6 than for any other age group, but Montessori is not limited to early childhood. Many infant/toddler programs (ages 2 months to 3 years) exist, as well as elementary (ages 6-9 and 9-12), adolescent (ages 12-15) and even a few Montessori high schools.

Q. Are Montessori children successful later in life?
A. Research studies show that Montessori children are well prepared for later life academically, socially, and emotionally. In addition to scoring well on standardized tests, Montessori children are ranked above average on such criteria as following directions, turning in work on time, listening attentively, using basic skills, showing responsibility, asking provocative questions, showing enthusiasm for learning, and adapting to new situations.

Q. Can children in Montessori classrooms do whatever they want? Are they relatively unsupervised?
A. Montessori is based on the principle of free choice of purposeful activity. If the child is being destructive or is using materials in an aimless way, the teacher will intervene and gently re-direct the child either to more appropriate materials or to a more appropriate use of the material.

Q. Is Montessori a cult?
A. Montessori is part of the educational mainstream, as evidenced by growing numbers of graduate-level programs in Montessori education (such as those at Loyola University, Cleveland State University and New York University) and the increasing popularity of Montessori in the public schools.

Q. Are Montessori classrooms too structured?
A. Although the teacher is careful to make clear the specific purpose of each material and to present activities in a clear, step-by-step order, the child is free to choose from a vast array of activities and to discover new possibilities.

Q. Do Montessori classrooms push children too far too fast?
A. Central to the Montessori philosophy is the idea of allowing each child to develop at his or her own, individual pace. The "miracle" stories of Montessori children far ahead of traditional expectations for their age level reflect not artificial acceleration but the possibilities open when children are allowed to learn at their own pace in a scientifically prepared environment.

Q. Is Montessori out of date?
A. While appropriate changes have been made to the original Montessori curriculum (including the introduction of computers and modifications to the Practical Life exercises to keep them culturally relevant), the basic pedagogy has not changed much since Dr. Montessori's lifetime. Contemporary research and evaluation, however, seem to be confirming Montessori's insights.

Reprinted with permission from the North American Montessori Teachers’ Association. For further information contact NAMTA at www.montessori-namta.org.


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Last Updated 05 May 2002