Dosmann: Milwaukee Donahoe: Cincinnati Mattis:Denver

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BRINGING MONTESSORI INTO THE PUBLIC CONVERSATION IN PRINT AND ONLINE • MONTESSORIPUBLIC.ORG • FALL 2019 • VOL 4 NUMBER 1 No hidden figures: Black Montessori history The MSJ panel was “2.0” because Montessorians of the first “Hidden Figures” panel nar- African descent radiate ratives were presented at the 2019 #BlackExcellence American Montessori Society confer- ence. Dr. Ayize Sabater, who during the first panel told his story of helping to co-found Shining Stars Montessori Academy Public Charter School in D.C. with his wife Rhonda Lucas-Sabater Wila Golden and Juanita Marsh, now served as the facilitator for the 2.0 panel. BY DR. AYIZE SABATER The featured Black Montessori luminar- ies for this panel included Jacqui Miller, #BlackExcellence, indeed! A packed au- founder of Stonebrook Montessori in dience was mesmerized by the brilliance Cleveland; Meryl Thompson, daughter of #BlackExcellence that radiated this of pioneering Black Montessori educator June at the Montessori for Social Justice Lenore G. Briggs; Carolyn Grimstead, a (MSJ) 2019 conference, during a panel ti- former teacher trainer at the Central tled Hidden Figures 2.0: Pioneering Black Harlem Association of Montessori Sabater, Miller, Thompson, Grimstead, and Townshend Montessori Educators Past and Present. Parents (CHAMP) Teacher Education The panel was co-organized by Yale Program (TEP); and Sylvia Townsend, Education Studies Executive Director former Director of CHAMP TEP. being established during the 1920s, just Montessori worked tirelessly for her Dr. Mira Debs, who was inspired by the Audience members appeared capti- a few years after Dr. Maria Montessori “children’s crusade” which saw educa- many pioneering Montessori educators vated during this panel. Many may mis- first visited the U.S.—history hidden in tion as a tool of great “promise for chil- of color she discovered while research- takenly think that Black folk are new- plain sight. dren” and an instrument for reforming ing her book Diverse Families, Desirable comers to the Montessori movement. For more evidence that Black educa- the world. Grimstead also asserted that Schools: Public Montessori in the Era of However, Grimstead, a professor at tors had realized the value of Montessori many Black Montessori schools closed School Choice. She and co-organizers Long Island University Post, presented education early on, she distributed which could “partly [be] attributed to hoped to celebrate some of the many on the trailblazing work of Roslyn D. a Chicago Defender article from the racial segregation of the period,” Black Montessori educators “hidden in Williams. Grimstead described research November 13, 1954 by Mary McLeod plain sight”. pointing to Black Montessori preschools Bethune which discussed how Maria continues on page 13 > Surviving the storm: Reform in Puerto Rico A community rallied to During the recent controversies sur- Puerto Rico has accomplished remark- save the schools rounding the Rosselló administration’s able, community-based school trans- austerity measures, corruption scan- formations within the highly central- and support dals, and post-María crises, the public ized and impoverished Puerto Rican democracy Montessori movement has been on the Department of Education (PRDE). The front lines, mobilizing school commu- public Montessori movement, helmed nities to demand government trans- by the non-profit organization Instituto parency, citizen participation, and ed- Nueva Escuela (INE), which trains ucational equity. In the midst of events Montessori guides and supports schools BY KATHERINE MIRANDA that led to widespread unrest and forced in transforming to Montessori method- the governor’s resignation, Montessori ology, is based on pillars of collective You may have recently heard about weeks school communities have been fighting, governance and active community and of massive protests in Puerto Rico that and winning, to keep their schools open family participation. Ideologically, the ousted governor Rosselló from his post. and intact. Their most recent achieve- movement is rooted in the belief that ed- You may not have heard about how the ments offer inspiration to guide our ucation must serve as a critical vehicle public Montessori movement fits into paths forward in the public implemen- for social justice. As Ana María García this picture. The grass-roots, communi- tation of Montessori pedagogy. Blanco, INE’s Executive Director and ty-based movement has been advocating As reported in the winter 2018 issue veteran leader of the movement explains, for social justice through transformative of MontessoriPublic, a network of more education reform for almost thirty years. than 40 public Montessori schools in continues on page 14 > Montessori Assessment Playbook Measuring What Matters

Can we me asure what we tre foc asure? Can we buil used on the ambit d and sustain trul ious goal of human y excellent school to the children an ouri shing? And s d families we can we hol d ours Nati serve in ways tha elves accountable onal Center for M t harne ss data to ad ontessori in the Pu vance that goal? Playbook sho blic Sector says “ The ws us how to do yes”! The Montes it. sori Assessment Organized around 33 discre i sca te tools, the P laybo sor ƒold for building ok provides a clear s an a an nte ssessmen t protoc d actionable Mo such as perse veran ol that captures c ce, comp ompe lling stu K the assion, and creativi dent outcomes, OO investmen ty, and AYB ts we ma that links t NT PL ke to classroom hose outcomes t E preci s and schoo o ASSESSM sion, the Montess ls. Emph asizing ori Assessment P both cohe rence an a comp rehen laybook sh ows d sive asses sment us how to develo impo frame work focus p and implemen t rtant, why such a ed on human ouri frame work is shing and, just urgently nee ded. as Praise for the Montessori Assessment Pla ybook With these too ls, the National Cente for r This is a Montesso ri in the Publ clear, useful , and though ic Sector has tfull y shifted develo ped The ide as and too the conve rsation colle ction of too ls, ls in this Pl ayboo k from a narrow whic h cent are focus on should hel p org ral to our abili ty to Math and Language, anize and enhance th fully implemen typical e exce t of standa practice of Montesso llent Montesso ri educ rdized testin g, to what i rians in public ation . The ide a t and that we can me summa rizes private programs a asure hum under the term “huma cross levels. It is a an ‚ourishin g n necess is crucia l. flourishing,” w ary st ep in the It helps shift the na hich is in line with movement f rom rrow Maria assess paradigm Montesso ri’s em ing ind ividual child of t raditional assessmen phasis on whole chil ren to assess ing t d whole system that can so e a develo pment. Whe inputs, and wo sily distract us f rom ther focusing on e rking what utive xec- towa rds the develo functioning for p pment of rimary child ren or agen cy soci al-emo and responsibili ty in olde tional develo pment r child ren an for elemen- adolescen d tary and seconda ts. The re‚ective ry studen ts, these practice r tools tools in KATIE TORRES, ecogni ze wh at is most particula r will be es important not peciall y Executive Director only helpful for , St. Vrain Montessori for Montesso ri public new teache rs match schoo ls, but fo ing all Montesso r elemen ts of Community School ri schoo ls a theo ry from their t nd even the world raining t o beyond Montesso mani festations of those ri. principles in thei r own classrooms. MICHAEL DUFFY, Co-director, Montessori Elementary T eacher ELISE HUNEKE-STONE, Training Collabor Director of Elementary T ative (METTC) raining, Montessori Northwest The Na tional Cen ter for Montessori in the Pu on helping pu blic blic Se ctor is a school s deliver high resea rch-based so -quali ty, personali lution provider focuse zed education th r d ough Monte ssori .

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Available now as a printed manual or an ebook for $29.95 To purchase visit: www.public-montessori.org/assessment-playbook/

2 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion The public Montessori landscape

How many schools, programs as magnet schools in the 1970s In March of 2018, NCMPS launched where are they, through the 1990s, when many of those a Census refresh and outreach cam- orders were listed. paign. At that time, it listed 511 public BRINGING MONTESSORI INTO THE and who is PUBLIC CONVERSATION Charter schools, first proposed in schools. Today it lists 499. That doesn’t FALL 2019 in them? 1971 as a school reform to reduce bureau- look like growth! Does that really mean cracy and empower innovative teachers, 13 schools closed last year, or at least that VOLUME 4, NUMBER 1 came to life the 1990s and a second 13 more closed than opened? wave of public Montessori schools rolled Not exactly. Not even close, actually. 1 No hidden figures: across the country. Districts responded Here’s what really happened. Black Montessori history with choice programs of their own, un- Over the last year and a half, we’ve AYIZE SABATER BY DAVID AYER der “district charter”, “innovation”, and been digging into what is or was re- 1 Surviving the storm: other headings, and public Montessori ally a public Montessori school and Reform in Puerto Rico This issue of MontessoriPublic focuses has continued to spread and expand. what wasn’t—which ones were closed, KATHERINE MIRANDA on the growth and development of pub- More than 500 public Montessori or not Montessori any more, or never 3 The public Montessori lic Montessori programs in cities and schools are in operation today. Montessori, or never public, or dupli- landscape regions such as Milwaukee, Cincinnati, Or are there? As readers of cates, or...some other kind of bad data. DAVID AYER Denver, Puerto Rico, and more. MontessoriPublic and followers of the From that list of 511, we’ve purged 76 4 Public Montessori in the There are two parts to this story— National Center for Montessori in the listings, leaving 441. Centennial state one part about what we know, and one KATY MATTIS about what we don’t. The overall his- tory of public Montessori in the U.S. 6 Public Montessori in is fairly well known and understood— 200,000 children attend public Milwaukee even if, Hidden Figures style (see cover PHILLIP DOSMANN WITH Montessori schools NCMPS STAFF story), there are stories that deserve to be shared more widely. 7 Small towns with big Many early “second-wave” U.S. Public Sector know, our main tool for But does that mean there were only Montessori plans Montessorians in the 1960s were ac- measuring the size, distribution, and 441 in 2018? No! Thanks to schools LESLIE HOOPER cess-oriented, grounded in their characteristics of public Montessori has which have joined the Census, we’ve 8 Wildflower—five years Catholicism, making an effort to serve been the Montessori Census, launched added 58 listings that were either new of growth low-income families even if nearly all in 2013 and updated and improved every schools (six) or should have been there DAVID AYER schools were tuition-dependent. year since. It’s far from a perfect collec- in the first place. And of course every 10 Public Montessori gets its start Desegregation orders (sometimes bit- tion of data, but it has a lot of value, and year schools close. So our best guess MARTA DONAHOE, terly opposed and fought for decades) thanks to the participation of individual JULIE KUGLER-ACKLEY, AND drove the growth of the first public schools, it’s getting better and better. continues on page 16 > MARY LIZA VERTUCCA 12 Public Montessori ECE sprouting in Oregon DAVID AYER 18 Foundations for inclusion In this issue: the public Montessori story TRISHA WILLINGHAM 20 Creating peacemakers This issue of MontessoriPublic looks back on the history Montessori in Denver and around Colorado. with NVC of public Montessori in the U.S.—how and why did it get Katherine Miranda has an update on the intersection CHRISTY CURTON AND started, where did it thrive and grow, and where are we of politics and public Montessori in Puerto Rico. JACEY TRAMUTT now? Montessori news and developments and reports on Ayize Sabater shares the “hidden in plain sight” stories 22 Montessori for Social Justice NCMPS projects are covered as well. of pioneering Black Montessorians. in Portland David Ayer shares new data about public Montessori, TAMIKA CROSS updates us on the spread of Wildflower schools, and re- ALSO IN THIS ISSUE OF MONTESSORIPUBLIC: ports on a new program in Oregon. 23 THE PUBLIC CALENDAR Marta Donahoe, Julie Kugler-Ackley, and Mary Lisa Tamika Cross gives us an update from the Montessori Vertuca tell the story of public Montessori in Cincinnati, for Social Justice Conference this summer. home of the first public Christy Curton and COMING WINTER 2020: Montessori school. Jacey Tramutt share their Phillip Dosmann re- experiences using Non- Math and Science counts the growth of Violent Communication Milwaukee Public Schools’ (NVC) in the lower How are you bringing Montessori’s excellence to your public Montessori system. elementary. public classrooms? Leslie Hooper shares Trisha Willingham re- public Montessori develop- ports on the Hellbrügge Contributions, observations, and ments in three rural west Foundation’s Inclusive letters, on this or any public Montessori topics, are invited at Texas towns. Education Course held this Katy Mattis has gath- summer in Milwaukee. [email protected] ered the history of public Your deadline is Dec 30, 2019. More guidelines on page 23. join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 3 THE PUBLIC CONVERSATION Public Montessori in the Centennial state

From Head Start assistant principal, had been Principal of to high school Mitchell Elementary for just one year. At over 51 years the time, Dr. Urioste was not yet familiar with Montessori but was encouraged by a friend to attend a Montessori lecture. She writes that she thought to herself, “If this Montessori lesson could give me such an experience in 20 minutes, what could it do for small Hispanic children BY KATY MATTIS in a Montessori classroom?” Dr. Urioste convinced DPS that a Montessori pro- Public Montessori started in Colorado gram at Mitchell would attract families in 1968 at the Southern Ute Montessori from across the city, drawing white fam- Head Start in Ignacio which continues ilies and integrating the school. to serve children from birth to age 5. Unfortunately, the future of that pro- Family Star gram is now in doubt, as the Southern In 1991, Dr. Urioste was also pivotal in Ute tribe is reconsidering its support the opening of Family Star Montessori, a From montessoricensus.org for the Head Start implementer. Still, 51 Head Start program. Family Star opened years later, Colorado is home to 29 pub- that year across the street from Mitchell lic Montessori programs ranging from Montessori in what had been a vacant in Denver Public Schools. With inte- Denison continues to thrive as a public Infancy Head Start programs through rental unit turned drug house. Family gration seemingly achieved, the court Montessori programs in DPS. Over the high school. Star sent five women from the neigh- order was lifted, DPS decided to return two decades since the move, six more While Southern Ute Montessori Head borhood to take Assistants to Infancy to neighborhood schools across the DPS programs opened. One, Gilpin Start is Colorado’s first public program, training and the program was launched. city, and in 1997 the Montessori pro- Montessori School, closed in 2017 due the public Montessori movement in In 1995, the program was one of just gram at Mitchell was moved to Denison to low enrollment and declining test Colorado gained traction 18 years later 17 nationally chosen to participate in Elementary School in more affluent scores, but the rest remain in operation. with the opening of Mitchell Montessori Early Head Start. A second location was Southwest Denver. in Denver Public Schools (DPS). opened in 1997, and Primary was added This decision was controversial at Charter schools in 2001. A second Primary was added in the time and remains contentious. On In 1993, the Colorado Charter School Mitchell Montessori 2005, and the program now serves over the one hand, with bussing coming to Act passed, and over the next two de- The program began in 1986 during 300 children and their families from an end, neighborhood children needed cades, charter Montessori schools began a nationally significant time for the birth to age five. spaces in the school which were at the to spread in the state. In 1997, Montessori Public Montessori movement. From time being taken up with children from Peaks Academy in Littleton and Douglas 1975 to 1989, public magnet Montessori Mitchell moves to Denison elsewhere, and neighborhood support County Montessori Charter School in schools were opening across the country The Montessori program at Mitchell for the school had never been as strong, Castle Pines opened. There are now 16 in response to a shifting focus on de- was a resounding success, attracting, or at least as vocal, as the support from Montessori charter schools in Colorado. segregation. In 1985, the U.S. District along with its existing families, white the white and more affluent families. Colorado saw its first charter Court found Mitchell Elementary, a families from across town as well as On the other hand, the move meant that Montessori adolescent program at struggling, poorly resourced school middle-class black and Hispanic fam- the innovative Montessori model was Compass Montessori School in Golden in a low-income, high crime, mostly ilies from the neighborhood, with tui- being withdrawn from the local com- in 2000. (There had been an earlier ad- Hispanic neighborhood of Northeast tion-free preschool for three-year-olds munity. Mitchell struggled, declined, olescent program in DPS at Hamilton Denver, out of compliance with a fed- and door-to-door bussing. By 1995, and closed in 2008. Middle School, but it had closed.) eral desegregation order, and ordered Mitchell’s student body was 22 percent Martha Urioste moved to Denison In 2104, DPS opened another ado- DPS to integrate the school. Dr. Martha black, 38 percent white and 38 percent Montessori, retired from the school in lescent program at Denver Montessori Urioste, whose roles with DPS had in- Hispanic, and the test scores (Iowa 2003, and remains a tireless advocate Junior/Senior High. Together, Compass cluded teacher, guidance counselor, and Test of Basic Skills) were the highest for Montessori in the public sector. Montessori and DMHS operate a

Public Montessori in Colorado: a timeline 2014 2000 2017 Children’s Kiva Compass Garden Place Montessori (Golden) 2005 Montessori 1968 1986 1997 Montessori 1995 Denver Montessori Mitchell Montessori DCS Montessori North Fork Ross Montessori Monument View Southern Ute Junior/Senior High Community Community 2004 Montessori Montessori Head Montessori Peaks Montessori School Montessori 2012 Fort Collins Start & Early Head Buena Vista „e Jumper School Start Michell Montessori Montessori Monarch Montessori Montessori moves to Denison Montessori del Montessori Mundo

             

1998 2002 2009 2016 2001 2015 Compass Free Horizon St. Vrain Montessori Mountain Village Montessori Academia Ana Maria Montessori Salida Montessori Montessori (Wheat Ridge) Sandoval

4 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY Enroll www.mtcne.org • 860-232-1743 coffeeshop, Pinwheel Coffee, as an Human Services has agreed to grant all now expression of Montessori adolescent Montessori schools validated by CMA pedagogy’s Occupations and Micro- an Administrative Materials Waiver, Economy concepts—real, meaningful which allows them to safely incorporate work that engages young adults in eco- real-world materials which may include nomic production and exchange. The glass, small objects and even sharp tools » Three-Summer Primary Course – » Primary Fall Academic Year students of Pinwheel describe their cof- such as sewing needles in early child- Boston Satellite Starts September 2020 feeshop like this: “Pinwheel is a commu- hood classrooms. Starts June 2020 nity that supports local businesses and provide high quality coffee to our com- Great Work Inc (GWI) » Primary and Elementary Assistants Training Course munity, while giving adolescents unique Great Work is a non-profit “commit- Starts August 2020 business experience and opportunities! ted to supporting the quality, stability We use the coffee shop as an extension and expansion of Montessori education of our school. We are learning math through high fidelity teacher training by understanding the accounting. The and professional development, innova- marketing is an exercise for our English tive programming with an emphasis on NEW from Michael J. Dorer and Parent Child Press and creative writing, and of course, we adolescent years, and the cultivation of are getting real world on-the-job train- tools, curriculum and resources that will A tall, snowy mountain? ing learning to pour a perfect shot. As better support educators and education Hold the Cosmos in Your Hands! far as we know, this program is unique institutions to serve the needs of stu- Take a breathtaking journey across the cosmos in

this gorgeous picture book. Hatch open the Cosmic From the UNIVERSE, which is so big, LIFE emerged. From all of life, came HUMANITY. to Montessori schools.” dents.” GWI helped develop Pinwheel We humans invented LANGUAGE and Egg to discover the Universe, life on Earth, the MATHEMATICS.

arrival of humans, and the discovery of language 4

and mathematics. Bring Cosmic Education alive! At the center of this marvelous story You are also a human being, 5 is YOU. You are one individual person a member of the human race, with the great gifts of language and Homo sapiens. You are alive, mathematics. a living thing like all people, animals, plants, mosses, algae, Hatching the Cosmic Egg fungi, and even bacteria.

With integration seemingly achieved, Book & CD EM116 $16.95 50 51 the court order was lifted, and the The Cosmic Egg EM119 60.00 Montessori program moved

A division of Montessori Services Today, Colorado is home to 29 public Coffee, and offers MAPS (Montessori MontessoriServices.com • 800-214-8959 Montessori schools—16 charters and 13 Adolescent Practitioners Symposium), operated by school districts. In addition, Adolescent Intro Courses, Math a number of Montessori organizations Institute, and Adolescent Orientations. provide Montessori training and rich Great Work Inc will also be offering an professional development and parent AMI Primary training starting this Fall. education opportunities. Montessori Education Center National Center for of the Rockies (MECR) BRINGING MONTESSORI INTO THE PUBLIC CONVERSATION Montessori in the Public Founded in 1978, MECR is an AMS MontessoriPublic is a digital and print communications and advocacy platform for Sector Regional Hub Montessori teacher training program public Montessori, presenting news and information about public schools, publicly supported programs, public policy, and relevant ideas and events in education. In 2018, the National Center for for Infancy, Primary and Elementary. Montessori in the Public Sector MECR also provides a variety of profes- MontessoriPublic is distributed free of charge to every school listed in the Montessori Census (montessoricensus.org), as well as all MACTE-accredited teacher training (NCMPS) launched its Denver Regional sional learning opportunities through- centers, state and national Montessori organizations, and individual subscribers. Hub. Through this hub, NCMPS’s inte- out the school year. Multiple copies are sent to public schools based on the number of teachers listed grated, practice-based, and school-wide in the school’s Census entry. The Montessori Institute (TMI) approaches to continuous improvement To subscribe, visit montessoripublic.org, enter your email address, in public Montessori schools has been Founded in 1993, The Montessori and add your mailing address to your profile. brought to Colorado. NCMPS supports Institute offers AMI Assistants to For advertising information, submission guidelines, or other communications, schools in their work towards full im- Infancy training. TMI also offers a va- contact David Ayer at [email protected]. plementation with coordinated services riety of professional learning and parent Editorial Director: David Ayer that blend targeted professional devel- education opportunities throughout the Contributors: David Ayer, Christy Curton, Marta Donahoe, Phillip Dosmann, opment with individual and collective school year. Leslie Hooper, Tracey Jamutt, Julie Kugler-Ackley, Katy Mattis, Katherine Miranda, reflection, problem-solving, and com- Ayize Sabater, Mary Lisa Vertuca, and Trisha Willingham Montessori Casa munity building. Publication design and production: Matt Giraud, Gyroscope Creative International (MCI) MontessoriPublic is a publication of the Colorado Montessori Founded in 2004, MCI offers MACTE Association (CMA) accredited Primary Training. MCI also CMA was founded in 2012 by a group provides a series of seminars and work- of educators who saw the need to ensure shops throughout the year. a robust and effective voice in Colorado for Montessori pedagogy. CMA offers Katy Mattis is the Director of Tools Noncommercial reproduction of material in this publication is permitted and encouraged. Please consult authors for rights to reprint copyrighted articles. professional development opportuni- and Assets for the National Center for ties as well as state level advocacy for Montessori in the Public Sector, and Copyright 2019 National Center for Montessori in the Public Sector Montessori education. Through their former Principal at Denison Montessori. public-montessori.org advocacy, the Colorado Department of join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 5 THE PUBLIC CONVERSATION Public Montessori in Milwaukee

A district-wide system and four, and the program expanded to and was renamed Fernwood Montessori dating back middle school in 1995. School. Maryland now serves more to the 1970s than 450 students from three years old 1990s: Neighborhood schools through 8th grade, and Fernwood en- and charters rolls more than 700. MacDowell and Greenfield contin- In 2006, with support from a grant for ued to provide successful Montessori “teacher run schools” from the Bill and education for the remainder of the Melinda Gates foundation, a Montessori 1980s and early 90s, through fifth grade IB high school was launched. In 2011, BY PHILLIP DOSMANN WITH at both sites, eventually adding sixth the school merged with MacDowell NCMPS STAFF through eigth grade in these and all Montessori, which now serves more future programs. During this time no than 700 children from three years There has been Montessori in Milwaukee new Montessori programs were cre- old through 12th grade. Also in 2006, since at least 1961, when AMI trainer ated in MPS. But in 1994, newly elected a small program was opened at the Hildegard Solzbacher helped found school board members saw the merits of Kosciuszko school, serving the nearby Milwaukee Montessori School. Montessori education in MPS and the Spanish-speaking community. The pro- Solzbacher taught, administered, and Neighborhood Schools Initiative (NSI). gram did not thrive and was closed in trained teachers in Milwaukee, and The NSI took into account the need for 2014, but a new MPS Montessori bilin- From montessoricensus.org publicly advocated for Montessori, no- Montessori schools and began to look at gual program was launched in 2017 at tably through a series of public lectures the need to locate the programs strategi- Riley School on the near south side. But this is on the verge of changing at Marquette University. In 1973, she cally in the city. In 2009, MPS launched Lloyd Barbee for the 3500+ MPS Montessori students worked with Milwaukee Public Schools In 1996, Phil Dosmann, a longtime ad- Montessori school in a historically and families. In October of 2018, the Early Childhood Specialist Grace vocate of Milwaukee public Montessori black and low-income area of the cen- MPS school board passed a resolution Iacolucci to launch four Montessori and Montessori trained teacher and tral city. The school is named for Lloyd directing the administration to create pre-kindergarten programs, the first curriculum coordinator at MacDowell, Augustus Barbee, a black politician and a long-term Montessori Strategic Plan public Montessori schools in Wisconsin worked with the school board and a civil rights activist whose 1965 lawsuit supporting the fortification of existing and among the first in the nation. neighborhood association to launch against Milwaukee Public Schools even- Montessori programs and expansion Craig Montessori, and was named prin- tually resulted in the 1976 desegregation to underserved communities. Through Magnet schools cipal of the school. Craig opened with order which drove the development of the creation of the Montessori Advisory In the mid 1970s, in the wake of 200 three- and four-year olds, and ex- public Montessori in the city. The school Council, this has been a collaborative Brown v. Board of Education, deseg- panded to 8th grade by 2004. The school serves more than 300 children through effort, spearheaded by parent leadership regation orders, bussing, and “white now serves more than 500 students from 6th grade. a strategic plan was adopted by the MPS flight”, a new idea for voluntary inte- three years old through 8th grade. In 2012, Dosmann again played a role Board in the Spring of 2019. grating schools arose: “magnet schools,” Craig was the first MPS Montessori in Milwaukee Public Montessori, help- MAC has developed a slate of con- which would draw more affluent white school to achieve AMI Recognition, ing launch Howard Avenue Montessori crete recommendations to the Board, families back to impoverished, blacker and MacDowell also achieved AMI rec- school, now renamed Bayview including adoption of NCMPS Essential inner-city schools with new programs ognition around this time. Dosmann Montessori, which has since expanded Elements, support for current and up- and additional resources. In 1976, un- advocated for Montessori trained ad- into two campuses serving more than coming school leaders, expansion and der a court-ordered desegregation plan, ministrators in two programs he was 350 children expanding through 8th financing of teacher training, whereby Milwaukee Public Schools looked to administrating. Mr. Dosmann cur- grade. the district is collaborating with the magnet schools. The existing MPS rently is semi-retired from his role as The latest public Montessori program Montessori Institute of Milwaukee to Montessori preschools provided a ready the executive director of the Wisconsin in Milwaukee was the Riley bilingual train current MPS teaching assistants supply of interested families from all Montessori Association (WMA) and Spanish-English program on the near in order to meet the ever increasing over the city. The preschools were con- worked for MPS as a principal coach south side, opening in 2017. Riley offers Montessori teacher needs, Montessori solidated and MacDowell Montessori and Montessori teacher recruiter for the dual-language Montessori instruction professional development, expansion School was established in 1978, making Montessori programs. beginning with more than 100 three- plans, and an annual review process. it the first in the country to publicly fund Also in 1996, Highland Community and four- year olds, and plans to extend These recommendations are slowly Montessori for four-year-olds. Funding School, founded as a private school in Montessori through 8th grade. being implemented, and a Montessori for three-year-olds was added in 1981. 1968, became Milwaukee’s first charter Public Montessori in Milwaukee trained coordinator has already been Solzbacher continued to guide and sup- school. A second school, Downtown has been on a long, slow rise since its hired to support implementation. If these port the school, and by 1982 MacDowell Montessori Academy, founded as a inception in 1976. But its growth has steps can be taken, public Montessori in was a well-established Montessori pro- private school in 1976, converted to proceeded unevenly, responding to Milwaukee will continue its record of gram attracting trained Montessori a charter in 1998. Highland, an MPS the social conditions of the day and excellence and continue to bring qual- teachers from not only Milwaukee, but non-instramentality charter, now serves often driven by individual passionate ity, public Montessori education to even across the US. nearly 400 students from three years and dedicated innovators. Historically, more children in the city of Milwaukee. As parents demanded additional old through 8th grade, and Downtown Montessori education in MPS has ex- Montessori seats for their children, serves 272 over the same age range. panded due to parents, teacher and Philip Dosmann is the past Executive Greenfield Montessori was launched in In 2001, also under the NSI, Maryland board members requesting a Montessori Director of the Wisconsin Montessori 1983, serving children from thee years Avenue Montessori, serving children program either in their geographical re- Association and has served as a teacher, old through fifth grade. Greenfield from three years old through 8th grade, gion or to respond to a specific need. All coach, and principal in Milwaukee quickly became successful, again creat- was opened, and Greenfield Montessori this has happened without an overarch- Public Montessori for more than ing long wait lists for entry ages three moved to the former Fernwood school ing strategic plan. 30 years.

6 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY Small towns with big Montessori plans

Three west Texas Montessori just produces a smarter 8th towns adopt grader, especially in numeracy and liter- Montessori for acy, which is an area in which students college struggle!” During the back to school profes- readiness sional development, I was fortunate enough to meet Dr. Alexander and his co-writers Dr. Gary E. Briers and Dr. THROCKMORTON  BY LESLIE HOOPER Glen C. Shinn of the Collegiate Edu- HAMLIN  Nation P-20 System Model for 21st ROSCOE  Here in Texas, we have over 3000 cit- Century School Transformation. This ies and towns. Almost anywhere you go document is right in line with what in Texas you will drive through a small Montessori educators strive to achieve. town, the kind of place that if you blink, One of the requirements of becoming you will miss it. 20% of Texas’ schools an early adopter of the P-20 Model is are in rural areas—2,000 in all, more to implement Montessori programs in than any other state. Rural schools in the elementary level of the school dis- Texas typically serve lower-income fam- tricts. “Curiosity and self-directedness ilies with very limited funds, and face increased when students experienced all the challenges that come with that Montessori Methods.” territory. Children in these areas will at Roscoe implemented Montessori PreK times remind you of the children that classes last year, with six classrooms serv- Dr. Montessori told us about when she ing 25 three-to-six-year-olds in each. Two started the Children’s House in Rome. other nearby small districts are adopt- From montessoricensus.org This is a story about three small towns ing the “P-20 System” and are launching using Montessori as part of a plan to Montessori programs this year. better the lives of the children they serve. would implement Montessori in the teachers were all on board and went to Hamlin early childhood program.” Jones also visit other Montessori schools. The big- Roscoe I spoke to the superintendents of stated that the motivation was for gest challenge was some controversy on Roscoe, Texas is about an hour west early adopters of the P-20 model. Dr. “school to be successful, the town to be social media. However, Throckmorton of Abilene, Texas, population 1,293 Randy Burks, Superintendent at Hamlin successful, and that something different is launching with two classes serving in 2017—down from 1,378 in 2010. A Collegiate ISD, told me that the reason was needed. The district would like for 28 three-to-six-year-olds and plans to Roscoe native who returned to the area this program was important to the school to be a central hub for families.” implement the Montessori program as an educational leader, Superintendent Hamlin community is that “people in Some of the challenges that we spoke through eighth grade. Kim Alexander has been working with rural communities are at a 75% disad- about were that training teachers was We face a lot of challenges when im- the school board and the community to vantage and it is important to break the going to be difficult because the clos- plementing different forms of education develop model that would allow all stu- cycle of poverty. Rural America is the est training centers are in Dallas which in small town Texas. The people of the dents to succeed and to graduate high new inner city and we are looking for is 175 miles away. Some staff members communities are generally set in their school with a higher-level education. pathways and avenues to better life. If decided to move because of the change. ways because they were born and raised In 2009, Roscoe Independent School we educate our children, they may hope It was important to get the staff and in the community and do not want District became Roscoe Collegiate ISD, to aspire to things that have not been community to buy in to the big changes. to see anything different come along. preparing students for college, building thought of before.” Hamlin is starting with three classes of However, times are changing, and we partnerships with businesses and Texas When I asked Dr. Burks about the 73 three-to-six-year-olds, and Jones an- have to prepare our children for a new higher education, and offering students challenges of adopting this model and ticipates that the Montessori Program life of innovation and technology. The the opportunity to earn college credit adding Montessori to the early child- will spiral up through the sixth grade. only way to stop the generational pov- in high school. The model takes a “P- hood program, he said “the concerns erty that is so prevalent in our com- 20” approach, an extension of the K-12 were if we could afford the modifica- Throckmorton munities is to start with our youngest model which sees education as a con- tions needed. There are also financial Later, I was able to meet with Dr. children and give them the tools to be tinuum from preschool through college challenges associated as well as teacher Michelle Cline, Superintendent at thinkers and innovators rather than fol- and graduate school. Roscoe has re- training and raises and stipends.” Even Throckmorton Collegiate ISD. Dr. lowers. I think we are on the right track. ceived funding to develop its “Collegiate with these challenges, Hamlin CISD Cline said, “The motivation is to cre- Now we just need to get more school dis- Edu-Nation P-20 System Model for 21st plans to implement Montessori through ate researchers and thinkers.” She also tricts on board. Century School Transformation” and the sixth grade. mentioned that as early adopters of the share it with other rural schools in Michelle Jones is the Dean of program, they will receive a charter Leslie Hooper is a Montessorian of 15 Texas and across the county. Elementary Education at Hamlin school grant that will help fund the new years. She has worked in private, char- While creating this model, Dr. Collegiate Elementary. Mrs. Jones said method of education. Part of the process ter and public Montessori programs. Alexander and his colleagues visited a that they “became part of this initiative that Dr. Cline spoke about was that they Leslie is currently mentoring teachers PK-8 Montessori school in Houston ISD. in February and made trips to other discussed Edu-Nation all year. In July, new to Montessori while working on Dr. Alexander said, “After visiting with schools for observations of Montessori the community became aware due to a Master of Education through the two PK-8 Public Montessori Schools classrooms. In April, the decision was newspaper articles and social media and Endicott College TIES program. in Houston ISD, I am convinced that made that Hamlin Collegiate Elementary information at the senior center. The join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 7 THE PUBLIC CONVERSATION Wildflower—five years of growth

Radical decentralization end of the school year. has grown So how are they doing? and spread When I spoke with Kramer in the summer of 2016, he was just coming on board and still in a period of explora- tion and development, and could really only speculate about how things would go. Still, even then he expressed a deep commitment to core Wildflower prin- ciples—high quality Montessori, to be BY DAVID AYER sure, but also radical decentralization inherent in one-classroom storefront Wildflower Schools, a network (or “eco- schools led by teachers. I asked him at system”) of decentralized Montessori the time if public funding was a require- microschools, led by pairs of “teach- ment and while he declined to stake out er-leaders”, that support children, an organizational position, he pointed teachers, and parents, were the 2014 to Wildflower’s Equity principle and brainchild of Sep Kamvar, formerly a suggested that it requires low-cost or professor at MIT and the director of no-cost access. the Social Computing group at the MIT There were a lot of open questions at Media Lab. (He’s now the co-founder that time: How would the decentralized and chairman of Mosaic, “a technolo- approach fit into a larger structure? How gy-centered homebuilder that builds would Wildflower maintain quality and community-oriented, car-light neigh- authenticity in a decentralized organi- Growing organically at Wildflower borhoods,” and Celo, “a cryptocurrency zation? How would public financing, focused on financial inclusion.”) or equity of access, be ensured? And, to The schools grew out of Kamvar’s the question that always comes up with in 2018-19, including two in new hubs in work that way—they follow the needs innovative thinking about the inter- innovative approaches, but especially Indiana and New Jersey. and interests of the communities they section of technology and society (he with the commitment to single-class- 2019-20 looks to be the biggest growth work with, rather than aiming for a pre- helped develop, among other projects, room quasi-independent schools, how year yet, with 13 new programs in all. determined number or rate. “Organic personalized search for Google), and would this scale? At the time, Kramer Four have already launched, including growth has many wonderful aspects, his search for a preschool for his own speculated, although this was never an another in Puerto Rico (bringing the but it doesn’t always produce a facto- child. The programs operate accord- organizational goal, that there might be island’s total to five) and two in a new ry-ish methodical production timeline,” ing to nine principles including small as many 1,000 Wildflower schools in hub in North Carolina. Nine more are Kramer said. scale, teacher leadership, and local con- ten years’ time—implying a doubling slated to open this fall and winter, in- These days, Kramer anticipates con- nections, and the model is open-source in numbers every year for ten years, yet cluding three in new hubs in California tinued growth in line with the last few in the sense that anyone can make use still just scratching the surface of the and Ohio. years, which has been about 50% per of the principles. Kamvar’s interest in public education landscape. So is this Wildflower’s big moment? year—still an impressive rate, but one This year will take them from 22 schools which might take the schools to more to 35, not exactly doubling, but still an like 100 over ten years. “The network impressive rate of growth. About 500 will grow at the pace that it warrants, “You don’t need one person to tell children are enrolled in Wildflower based on how many parents, teachers, another person what to do. It’s a schools in all. The organization points philanthropists think it’s a good idea,” out that nothing in Montessori is Kramer explained. “Our job is to solve different paradigm.” spreading faster—bringing access to the problems in front of us.” After this Montessori to more places—than they recent expansion period, Wildflower are. So what kinds of schools are they? is concentrating on its ten cities for technology attracted a lot of attention The 2016-17 school year saw Are they moving the proverbial needle now, and not necessarily looking to ex- at the time, with proposals for sensors Wildflower mostly building infrastruc- on growing access to high-quality devel- pand into other cities or regions in the in children’s shoes and ceiling-mounted ture, exploring options for expansion, opmental education? immediate future. cameras to track their movements and and settling in. Just three more schools The answer, I think, is that Wildflower The current schools mostly serve ages assist in observation. were opened: two more in Cambridge is settling into who it’s going to be— birth to three and/or three to six, with The network started small, with one and one in Puerto Rico, joining two which may not be exactly what they just four elementary programs and one school in Cambridge, Massachusetts, that were already there. Wildflower thought they would become initially, high school (Girasol, in Puerto Rico). and grew to eight in 2015-16, when also developed its “hub city” model, but which is certainly something worth And they mostly rely on tuition (which Kamvar teamed up with Matt Kramer, a Fellowship program for new teach- becoming. is not unusual for infant, toddler, and then co-CEO of Teach for America, to er-leaders, a build-out of back-end ser- There has definitely been consistent preschool care in the U.S.). About half of establish the Wildflower Foundation vices for billing, payroll, record-keeping, growth. Kramer said that this is more a these accept local public funding for child to support growth and development. and more. Growth picked up in 2017- function of better organization, support, care, and all Wildflower schools embrace Over the last five years, the network 18, with five new schools and three new structures, implementation coaching, a principle of equity and do their best to has grown to what will be nearly three states (Kentucky, Rhode Island, and etc., than progression towards internal provide low cost access as needed. Three dozen schools across ten cities by the Minnesota). Six more schools launched growth targets. Wildflower just doesn’t schools in Minnesota are charters.

8 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY

On the technology side, progress has panel of existing teacher-leaders, ideally work for?’” Kramer said. Getting to the same question about scale: As good been slower than expected. Engineers one in the hub where they want to work people to understand and trust that no- as this is, shouldn’t there be more of it? have spent a lot of the last two years on and one outside their hub for added per- one is coming to supervise has been a She thought it was a good question, but what turned out to be a “hard problem”: spective, to review and advise on their process. in the end, she told me, “That just isn’t knowing not just approximately, but plans. Critically, that advice, which can But Kramer sees it as more than who we are—it’s not our approach to precisely, who works on what when— range from “that’s so inspiring, start worthwhile—as essential to the en- making change.” distinguishing interactions rather than planning!” to “we’re not sure you’ve terprise. “You don’t need one person She sees more impact happening on proximity. Some of those problems have thought that through” is just that: ad- to tell another person what to do. It’s the small-scale, hyperlocal interactions been solved, new ones have emerged, vice, not authorization. The new leaders a different paradigm. Everyone who that this model makes possible. She sees and overall Kramer is optimistic that don’t have to listen, but they typically comes here takes a little while to figure teaching as activism and a vehicle for eq- within a year, the systems will be able to do—after all, they want to do the best it out. It’s like Montessori’s fostering of uity, not just for the children, but for the generate usable information for teachers program they can. independence.” families and the community. Families who choose to use them. Once a school is up and running, it I had the opportunity to speak with of color could become Fellows, trailblaz- What comes across most strongly can become a part of a “pod” of a few a new Wildflower teacher-leader, Maya ers, teacher-leaders themselves, and the from Wildflower, though, is the deep nearby schools. These groups often have Soriano at Lirio Montessori, a two-way micro school model allows Soriano to be commitment to radical decentralization, multi-school “faculty meetings” once or bilingual Spanish immersion program directly involved in building true com- autonomy, and distributed authority. twice a month, sharing resources, strat- in Minneapolis serving three to six year- munity engagement, and making com- In its earlier stages, Wildflower egies, and procedures, and reflecting on olds in a highly diverse, heavily Spanish- munity change. seemed like it would act something like the Wildflower principles. The network speaking neighborhood. Soriano came And that’s Wildflower. a charter authorizer. Potential teach- is essentially self-policing and self-main- to Montessori from Teach for America er-leaders came to the Foundation, taining, and a pod does have the power and Los Angeles public schools, and David Ayer is the Communications which reviewed and approved plans. to remove a school from the network, taught in Spanish immersion classes Director for the National Center for But the organization has worked to although that has not yet taken place. in Minneapolis before “stumbling on” Montessori in the Public Sector. push that authority—and the respon- This structure doesn’t always come Montessori through her own child. sibility that comes with it—back down naturally to participants, and it has been When she wanted to offer Montessori to operators. Kramer described a pro- some work for partners and teachers to to historically underserved families of cess where emerging teacher-leaders go take ownership and responsibility for color and Latinx families, Wildflower through an application process empha- Wildflower principles and practices. offered her the structure and the inde- sizing self-reflection. They convene a “People tend to ask, ‘Who do I really pendence to launch a school. I asked her

join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 9 THE PUBLIC CONVERSATION Public Montessori gets its start in Ohio

A roll call of famous Greenwich in 1958, launching a training Montessori names program, and founding the American Montessori Society (AMS). Soon hundreds of nuns and lay teach- ers were studying Montessori on their own, and opening schools in parishes and private institutions. In Cincinnati two Catholic schools opened: Summit Country Day (1962) and Mercy BY MARTA DONAHOE, Montessori (1969). Cincinnati Country JULIE KUGLER-ACKLEY, AND Day also began in 1962, with Hilda MARY LIZA VERTUCCA Rothschild as lead teacher. Rothschild, in her 50s at the time, had trained with Cincinnati, home of the first U.S. pub- Maria Montessori herself in Europe in lic Montessori school as well as the first the 1930s and was already a prominent public Montessori high school, has a his- Montessorian and an early childhood, tory with roots in the earliest days of the special needs, anti-poverty advocate. Montessori resurgence in this country In 1965, as a faculty member at Xavier From montessoricensus.org beginning in the 1950s. University, she helped use a Carnegie The first Montessori school opened grant to establish the country’s first Rambusch to join Xavier’s faculty for or “Magnet” schools gave parents the in the U.S. in Tarrytown, New York, in University-affiliated Montessori teacher over a year. Rambusch’s earlier work opportunity to send their children to 1911, and the method was met with a rush training program. Rothschild’s name had fostered myriad private Montessori schools outside their neighborhood of enthusiasm. Maria Montessori herself became synonymous with Montessori schools, but in 1975 her work signaled a districts, in order to draw white fami- visited the country in 1913, and in 1915 education in the city. new movement, bringing Montessori to lies in to predominantly black schools. famously presented a “glass classroom” In the 1970s, Montessori preschool the mainstream. She participated in the In 1975, in response to a desegregation at the Panama–Pacific International education flourished in Cincinnati due teacher training, worked on-site, and lawsuit, the new Children’s House in Exposition in San Francisco as well as of- to the program at Xavier, as many teach- taught at the new Montessori school in Mount Adams, serving kindergarten fering an international training course. ers earned AMS credentials and opened Cincinnati. Her presence brought na- through third grade, opened its doors. After 1915, however, the rush subsided schools throughout the region. These tional interest and local enthusiasm to Integration efforts were successful in the face of criticism and conflict, schools and the families they served the project. and two more schools opened shortly and from the 1920s to the 1960s the ap- would be the societal support for the fu- Rambusch was joined by Martha thereafter. Interest in the model con- proach persisted mostly in a few private ture establishment of public Montessori McDermott, a Scottish native who had tinued to grow, and by 1979 the three Catholic schools. Maria Montessori her- elementary programs. The nascent trained in London in 1959 with Claude programs were moved to the West self passed away in 1952 without seeing private elementary programs could Clermont and Muriel Dwyer, and had End of Cincinnati and renamed Sands the movement reawaken in this country. only serve a small number of children. worked with Rambusch and Margaret Montessori School after the original In 1953, however, Nancy McCormick Tuition was a barrier for many families Stephenson in the U.S. She had joined Sands School, itself originally opened Rambusch, then a new parent in who could not afford private school, but the Xavier faculty in 1968, collaborat- in 1913 and named for 19th century Greenwich, Connecticut, traveled believed in public education and wanted ing with Rothschild. After serving as teacher George F. Sands. to Paris to attend the Association Montessori for their children. Still, it the Children’s House lab school guide In the mid-1970’s demand for Montessori Internationale (AMI) Tenth was ten years before the first public pro- and professor, McDermott traveled to Montessori teachers soared. Cincinnati Bergamo, Italy in 1973, where she earned public schools contracted with the her AMI elementary teacher credential. teacher education program at Xavier Upon her return to the US in 1975, she for training. Classes were held at the lab In the mid-1970s, Cincinnati still had created the first elementary class for the school in the evening, on weekends and largely segregated schools, and was Xavier lab school, and began teaching during the summer. Student teaching elementary Montessori graduate stu- took place in the teachers’ own class- under increasing pressure to integrate dents. rooms. The training was offered at little In the mid-1970s, Cincinnati, like or no expense if teachers agreed to teach many U.S. cities, still had largely segre- in Cincinnati public Montessori schools International Congress. She became gram could be realized. gated schools, and were under increas- for three years. friends with Montessori’s son Mario, Establishing the first public ing pressure to integrate. In fact, 1974 The 1980s and 1990s saw several then the Executive Director of AMI, Montessori school was no small feat, saw the filing of the “Bronson case” by more schools open, driven both by the took a training course in London, and and credit is due to the determination of legendary activist, NAACP leader, and 1984 settlement of the Bronson lawsuit, worked to bring the model home. It four inspiring women. Hilda Rothschild City Councilwoman Marian Spencer, and parent demand. North Avondale was a period of change and conflict in had brought Montessori’s vision to which drove further Montessori expan- Montessori School opened in 1981 and the American Catholic Church, but as Cincinnati in the 1960s. In 1974, Ramona sion in the 1980s. Spencer had earlier now serves more than 500 children a member of the church, Rambusch Drennan, director of the Montessori been a leader in the fight to desegregate from Pre-K through 6th grade. Carson, felt a Montessori education would of- Education Program at Xavier, garnered Coney Island, an amusement park in now renamed Dater Montessori School, fer children more than the traditional grants from the Jergens and Martha Cincinnati. launched in 1986 with fewer than 200 parochial experience. It wasn’t long be- Holden Jennings foundations to develop Public school systems saw the poten- students and now serves more than 750 fore she convinced others of the same, a public school. The generous funding tial for avoiding the upheaval of bussing through 6th grade. In 1994 Winton, helping to open the Whitby School in provided an opportunity for Nancy by offering “school choice.” “Alternative” now Parker Woods Montessori School,

10 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY became Cincinnati’s fourth magnet In 1994, the board of Education ac- 2006 as Cincinnati’s first “neighbor- Montessori school, now serving more cepted the program proposal. That fall, hood” public Montessori school, now than 500 children through 6th grade. the program began as a school-within- serving 600 children through 6th grade. a-school with an enrollment of about 60 Enrollment is open to any family living Montessori High School seventh graders. It was the beginning of within the school’s catchment area and. In 1992, after drop-out rates in what would become a full six-year sec- A new program, Gamble Elementary, is Cincinnati public Montessori schools ondary school and the first Montessori opening this fall with five classrooms had increased to over 50%, the Board high school in the country. Marta through 6th grade. of Education entertained the possibility Donahoe was the program coordinator, Today, Cincinnati public Montessori of opening a Montessori secondary pro- and Brandt Smith and Bruce Weil were schools, in partnership with Xavier gram. Bob Townsend, head of magnet the first teachers hired. University, continue to guide students schools, gathered parents, teachers, and The following year, the Montessori from early childhood through the pas- administrators to create a philosophy Secondary Program was renamed Clark sage to adulthood. These programs statement for the program. Montessori after Peter H. Clark, a pio- honor the dignity of each child, instill- Within a couple of months, philoso- neering African-American educator. ing in them a great sense of humanity phy statement in hand, Montessori ele- Most of Clark’s students come from Nancy McCormick Rambusch and hope for the future. mentary teachers across Cincinnati col- four of Cincinnati’s public Montessori laborated to create a program proposal. elementary schools, some from private Marta Donahoe has worked in public The team visited private Montessori Montessori schools, and others from of another high school at Westside, later and private Montessori schools since adolescent programs, and took a public schools. There are no academic renamed James N. Gamble Montessori 1979. She was named the 2019 AMS NAMTA Summer Erdkinder Course requirements to enter the program, High School after James Norris Gamble, Living Legacy for her contribution to the (then called the “Urban Experiment”). but students and families must sign an son of the founder of Procter and larger Montessori community. Larry Schaeffer of Minneapolis, and Pat agreement to attend Clark. Of the stu- Gamble and the formulator of Ivory Julie Kugler-Ackley is a Senior Teaching Ludick and John Long of Cleveland’s dents, 95% have previous Montessori soap. The school launched as two 7th Professor at the Xavier University Ruffing East Montessori, pioneers in education. Because students come from grade classrooms in the basement of Montessori Teacher Education Program. Montessori secondary work, helped many parts of the city, the school is rich Dater and now serves 500 middle and support the program and Betsy Coe, in diversity. high school students. Mary Lisa Vertuca is a Senior Teaching director of Houston Montessori Center In 2005, demand for more Montessori Another elementary program, Professor in the Childhood Education provided training. secondary education drove the creation Pleasant Ridge Montessori, opened in Program at Xavier.

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[email protected] www.cgms.edu • 1-888-344-7897 join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 11 THE PUBLIC CONVERSATION Public Montessori ECE sprouting in Oregon

A small program Portland School District. Reynolds SD is whole-school model to follow students • A full three-to-six age range includ- thrives and majority Latinx, but more than 30 lan- through to high school and on to col- ing “Kindergarten” age children grows guages are spoken within the students’ lege and employment. Alder Montessori • A summer program to meet the homes, including Somali, Russian, and initially served just three- and four- needs of families when public school Vietnamese, and a host of others. year-olds, funded by private philan- is not in session Alder got started in 2015 as a col- thropy and Oregon’s high-quality pub- • Home visits for new and returning laboration between I Have a Dream lic preschool funding pilot, Preschool families to support family engage- Oregon, Reynolds School District, and Promise. Kindergarten age children en- ment with the program and with Montessori Northwest, Portland’s AMI tered Alder Elementary’s regular classes. children’s development BY DAVID AYER teacher training center. I Have a Dream, The program grew from its humble The licensed teachers and full age since renamed Greater Than, works in beginnings of 20 students, eventually range are already in place, and the Alder Montessori, a tiny Children’s other elements are under development House program housed in a public at Alder. Expansion to additional loca- school in Oregon, has survived its first More than 20 languages are spoken in tions is planned for the 2020-21 school few harsh winters and continues to send year. Reynolds has expressed interest in up green shoots. the area, including Somali, Russian, and exploring the Alder model as an Early Alder is a two-classroom, tuition-free Childhood Education (ECE) system Children’s House program embedded Vietnamese for other schools in the district, and within Alder Elementary School, a Title AEME expects the fully-implemented I, 86% FRL, K-5 school serving a demo- Montessori model to be attractive and graphically diverse population of about Oregon to support students from pov- serving more than 40 families, build- replicable as more Oregon education 400 children. The school is in Reynolds erty-impacted communities through ing family engagement and a robust stakeholders and policy-makers see the School District, one of the most pover- education, partnering with supports for waiting list for the program. But while program in action. ty-impacted districts in Oregon even as it families from cradle to career, and works the program has steadily grown, the Alder trees are considered a “pio- sits adjacent to the relatively prosperous with Alder Elementary to implement a organizational structure has changed a neer species” in the Pacific Northwest, bit, moving away from the Montessori where they characteristically take root Northwest aegis and eventually to a in poor soil at the foot of retreating gla- home of its own. In 2019, a new orga- nization was formed, the Alliance for Equity in Montessori Education (AEME, online at montessori-equity.org), able to focus exclusively on Alder Montessori and to further develop and extend the program, and to replicate the model in other public-school systems. Keeping the five-year olds in the Montessori classroom has been a chal- lenge for Alder Montessori since the beginning. The school district natu- rally expected five-year-olds to enroll in Alder Elementary. But with the forma- tion of AEME, and months of network- ing, persistence, and negotiation, that challenge has been met. Beginning this September, both classrooms retained their five-year old children for the full Persistence pays off three-to-six age range, staffed with an Oregon-licensed, Montessori-trained teacher partially funded by the district. ciers, or in areas damaged or disturbed This kind of collaboration is unusual by floods, fires, or windstorms. They fix in the public education world, so it’s a massive amounts of nitrogen in the soil, credit to all participants that they were improving its fertility and preparing the able to create this structure to seamlessly way for sturdier, more long-lived trees. support children’s development. There couldn’t be a much better meta- The next steps for Alder Montessori phor for what Alder and AEME hope and AEME are developing and spread- to achieve. ing it this pilot program. Four core ele- ments have been identified for the pilot David Ayer is the Communications program and any expansions: Director for the National Center for • State-licensed, Montessori trained Montessori in the Public Sector, and a teachers with a MACTE-accredited board member of the Alliance for Equity certification in Montessori Education.

12 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY Sabater: Hidden figures no more – Black Montessori

hoping to position all children to thrive, “We intentionally located the school they were not originally invited by the continued from page 1 and one that challenged them “to think, on the city’s under-served East side community to establish the school in and that the 1964 Civil Rights Act al- [and] not be thought for.” in the Glenville neighborhood, build- that location. Nevertheless, the school lowed Blacks “access [to] mainstream While Grimstead and Townsend ing on the pioneering work of Alcillia continues to genuinely seek to develop educational funding for Montessori pre- worked directly with Williams at the Clifford, who was yet another Black responsive community partnerships as schools [to be reestablished.]” CHAMP TEP, Meryl Thompson is a Montessorian Hidden figure that a key element of the school’s identity. CHAMP, led by Roslyn D. Williams, graduate of the program. Thompson’s worked as the Executive Director of Miller concluded that even though was one of those organizations that se- mother, Lenore G. Briggs, was a the Marotta Schools, [which served the she presented her Montessori school’s cured post-Civil Rights Act funding. Grenadian native who migrated to the Glenville] neighborhood [as well as sites story first during the panel, she “listened Debs describes Williams as seeking to USA in 1965. Briggs graduated from serving four other diverse Cleveland to Meryl, Sylvia and Carolyn share their take Montessori from being “the rich stories with rapt attention and deep child’s right” to “the poor child’s op- admiration” [because] “the common portunity” and noted that Williams was threads of service, courage and deter- a “tireless organizer, [who] successfully Many may think that Black folk mination inspired and encouraged” all petition[ed] the American Montessori are newcomers to the Montessori in attendance. Indeed, these remark- Society to approve a CHAMP teacher able women and their contributions are training program in 1968, the first Black- movement Hidden Figures no more and their sto- led Montessori training program in the ries shine #BlackExcellence. country—yet another example of inspi- rational history, hidden in plain sight. New York University with a M.A. in neighborhoods] in the 1980s and 1990s.” Dr. Ayize Sabater is a co-founder Grimstead, who joyfully recalls Early Childhood Education and a pre- Stonebrook was founded “with the of Nsroma Montessori Consulting, working at CHAMP in several capaci- primary AMS credential. Thompson long-term goal of establishing a public, co-founder of Shining Stars Montessori ties including leading the teacher train- noted that “upon graduation in 1986, urban adolescent program” utilizing Public Charter School, a co-founding ing program, ended her discussion of she (Briggs) immediately transformed the Montessori Method as a vehicle to board member of Montessori for Social Roslyn D. Williams, who founded the her thirteen-year-old day care center advance equity and opportunity. The Justice, a Washington Montessori first Montessori school in Harlem, by into Lefferts Gardens Montessori, the school works diligently to establish Institute (WMI) Board member, pointing out how Williams developed first Black-owned Montessori school, in “very intentional [and] meaningful con- and Head of School at Willow Oak several “impressive achievements” for Prospect Lefferts Gardens, Brooklyn” nections in the community” given that Montessori. Black Montessori education in the late and she sent many of her teachers to be 1960s and early 1970s. The CHAMP trained at CHAMP. Teacher Education Program (now un- Briggs believed that every child de- WASHINGTON MONTESSORI INSTITUTE AT LOYOLA UNIVERSITY MARYLAND der the name to West Side Montessori served a Montessori education and she School–Teacher Education Program) worked tirelessly to fulfill her multi-eco- celebrated its 50th anniversary in 2018. nomic vision for working families, oper- Sylvia Townsend also discussed the ating year-round from 7:30 in the morn- Earn an M.Ed. in legacy of Roslyn D. Williams, who ing until 6:00 at night, with low tuition Montessori Education founded CHAMP. Townsend glowingly rates and acceptance of Agency for Child simultaneously with described how she worked alongside Ms. Development government vouchers. your AMI training! Williams during the 1980s and 1990s Lefferts Gardens Montessori is currently as the Director of the CHAMP TEP. run by Ms. Briggs’ children, Anthony Townsend noted that the Montessori and Meryl, and has been in operation Visit our website to method “fit our yearning…for another for over 30 years. Thompson proudly explore our offerings: approach to educating our [Harlem discussed how her mother’s humani- • ACADEMIC YEAR PRIMARY TRAINING • SUMMER ASSISTANTS COURSES community] children”. She continued, tarian contributions to the community • PROFESSIONAL DEVELOPMENT “I remember her vision was certainly inspired many and earned numerous WORKSHOPS THROUGHOUT to defy…an elitist approach to educa- accolades including book chapters and THE YEAR tion.” In reflection, Townsend notes that the co-naming of Brooklyn’s Rutland “there was somewhat of a spirituality at- Road to “Lenore G. Briggs Way”. tached to the Montessori Method. It felt Echoing the Bible’s statement that WMI was founded in 1962 as the first training center in the U.S. affiliated with the Association to me like the Method spoke to our chil- “the first shall be last,” we end with Montessori Internationale. Our exemplary team dren [saying]—we see you, we respect Jacqui Miller, who actually presented of trainers continue WMI’s tradition of providing the highest quality training for a career in you, you have the greatest of potential.” first on the panel but is chronologically Montessori Education. Townsend mused that in the 1980s she speaking the newest Black Montessori MACTE accredited was the only Black Montessorian attend- leader on the panel. Miller said that par- ing Montessori Accreditation Council ticipating on the panel was a privilege loyola.edu/wmi 410-617-7777 for Teacher Education (MACTE) con- and a humbling experience. washingtonmontessoriinstitute ferences, but that she proudly wore her Miller is a founder of Stonebrook African attire, and now she is grateful Montessori, in Cleveland, Ohio. to see a room full of people of the global Stonebrook opened in 2015 with “the Washington majority at the 2019 MSJ conference. mission of providing an accessible Montessori Institute She ended by stating that Williams’ Montessori school to the children and approach was always for excellence, families of Cleveland.” She told us, join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 13 THE PUBLIC CONVERSATION Miranda: Surviving the storm continued from page 1 the ultimate goal is to “build a system that offers a very good school for ev- eryone, everywhere, so people have the knowledge they need to participate in democracy. This is what would further Montessori’s vision of creating a more just society for all.” This philosophy led the public Montessori movement to triumph during one of the most devas- tating moments in the history of public education in Puerto Rico, and has set a groundbreaking precedent for public Montessori education worldwide. In December 2018, a pioneering law established the Montessori Education Secretariat within PRDE, which grants Montessori schools the authority and autonomy to make decisions regarding curriculum and planning, school orga- nization, teacher and staff training, and community participation. Although the Secretariat was first created in 2014 Undisturbed by political turbulence under a flimsy public policy that any secretary of education could annul, the Montessori school, Juan Ponce de León, Rico’s history. Rosselló appointed the were announced, collective governance passing of the law ensures the opera- began operating with a single environ- controversial U.S. consultant to com- practices were immediately activated to tional mechanisms and resources nec- ment, INE has ignited system-wide re- pletely restructure PRDE under the resist: the entire network would fight essary to sustain the Montessori project form based on a school transformation guise of increased efficiency. The over- for their 14 sister schools. Forming a within the public infrastructure. It also model that equally values collective gov- haul was to include the restructuring united front, an aggressive campaign allows the Montessori Secretariat to ernance, family and community partici- of regional administrative offices, mas- was launched to denounce the closures maintain its close partnership with INE. pation, and Montessori methodology. sive school consolidations and closures, in the media, to PRDE officials, and to A monumental reform achievement in and the introduction of charter schools Puerto Rican legislators and elected offi- itself, the law was incredibly passed in The perfect storm and vouchers. In this climate, the pub- cials at all levels. Press conferences were the midst of Puerto Rico’s most severe In late 2016, a fiscal control board lic Montessori movement confronted convened and panels of students, teach- public education crisis. The Montessori known locally as the Junta was created the threat of school closures, a push to ers, and family members articulated the movement’s responses to this crisis— under the congressionally-mandated convert to a charter network and the potentially devastating effects of their and its victories—foreshadowed mas- Puerto Rico Oversight, Management, possibility that the Secretariat would be schools closing. (You can see compel- dissolved altogether. All of these battles ling videos featuring student testimo- were incredibly won. nies at: www.elnuevodia.com/noticias/ locales/nota/estudiantesdefiendensu- The public Montessori movement has School closures montessori-2417465.) been on the front lines, mobilizing More than a year before #rickyrenun- Parents, faculty and community cia protests forced the governor’s resig- leaders intensely lobbied local politi- school communities to demand nation, the public Montessori movement cians, demanding that their schools re- mounted fierce resistance to school clo- main open. Long negotiation processes government transparency, citizen sures. Closures are part and parcel of with PRDE ensued, but the terms were neoliberal education reforms globally, clear: all Montessori schools must re- participation, and educational equity but the scale with which they were or- main open, not a single school would be chestrated in Puerto Rico is shocking. lost. By June 2018, the movement had During Keleher’s tenure, 442 of roughly successfully lobbied to keep all fourteen sive protests this summer against the and Economic Stability Act (PROMESA). 1,300 schools—almost one-third of all schools open. Rosselló administration’s austerity mea- The Junta’s call for sweeping govern- public schools in Puerto Rico—were sures and corruption, and embody how ment cutbacks intensified and escalated closed. The severity of scope was Charter status community empowerment can success- neoliberal interventions into Puerto trumped only by the intensity of execu- In March 2018, Education Reform fully drive equitable and sustainable Rico’s public education system. Julia tion: closures were announced in March Law 85 ushered in charter schools for education reform. Current Secretary of Keleher, former secretary of educa- to be finalized by the end of the 2017-18 the first time in Puerto Rico’s history. Montessori Education, Rosa Recondo, tion whose abrupt resignation in April school year—the same year Hurricane Before the law passed, Keleher already jokes that Montessori is the “excuse” for 2019 after sixteen months in office was María devastated the archipelago. On planned to convert Montessori schools school transformation, but underscores quickly followed by her arrest on federal the list of proposed closures were 14 of into a charter network and informed that the movement is about much more. charges of corruption, is the face most 45 Montessori schools—one-third of García Blanco of this plan in early 2017, Indeed, since 1993 when the first public associated with this chapter of Puerto the network. As soon as the closures arguing that charter status would offer

14 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY greater allocation of resources as well as had been lying dormant for over a year. protect Montessori schools from mas- García Blanco read about the senator’s sive, system-wide closures already un- efforts in the newspaper, and forwarded derway. García Blanco’s response once the news to INE’s school network. again activated the principals of collec- Primed by its experience against school tive governance: the decision to convert closures, the entire community rallied to a charter network—or not—had to be once again. The movement activated made by the entire public Montessori community leaders, families, teachers,

The ultimate goal is to “build a system that offers a very good school for Geography Cards, 3-Part Cards, Books and more everyone, everywhere, so people have the knowledge they need to participate Bridges concrete and abstract Conceptual Learning Materials in democracy.” Cardstock, reproducible masters, & digital downloads

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join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 15 THE PUBLIC CONVERSATION Ayer: the public Montessori landscape Northeast answer: the south. 37% of the schools continued from page 3 37 and 45% of the children are in the 13 West right now is that there were about 500 states making up this region, which ac- in 2018, and there are about 500 now. counts for just 38% of the U.S. popula- 137 A few have closed, a few have opened, tion. Nationwide, 74% of the schools are Midwest a few have moved or consolidated, but in cities or large suburbs, 14% are rural, 114 the number of schools is about the same. and 12% are in between. So… we’re not growing, then? What are the children like? In round Schools No, we’re definitely growing. Public numbers, 60,000 in 1st–3rd grade, Montessori has added six to nine schools 50,000 in 4th-6th, 40,000 in Pre-K and K a year for at least the last five years. (using the government’s categories), and And, closures are often smaller schools 24,000 in secondary school, mostly mid- South with declining enrollment. While new dle school, but including 7,000 in high schools may start small, they’re natu- school. Overall, 44% report as White, 167 rally at the beginning their growth tra- 25% as Black, and 21% as Hispanic Northeast jectory, so more new schools is good for (these categories can overlap). 57% are 14,608 West growth even if the count stays the same. in Title I Eligible schools nationally, but And some closures are actually growth: that goes up to 73% in the south. 44% 44,673 this year, for example, Arlington Public qualify for free or reduced lunch (a stan- Midwest Schools consolidated five school-with- dard proxy for socio-economic status), in-a-school classrooms into one stand- below the national average of 52%, but 40,430 alone permanent home, a big advance. in the south that goes up to 61%. Enrollment But the count went down. This is all from a quick look at the In fact, maybe the number of schools data. There’s a lot more in there, and isn’t the right metric. It doesn’t capture we’re working on integrating the the consolidations and relocations, and Census data (which has things the gov- it entirely misses the expansions. Many ernment doesn’t, such as Montessori South new schools plan to expand by a grade age groupings and affiliation) with the 79,687 a year when they open, but the school NCES trove. We’re working towards a count would say the same. What we Montessori “data repository” where par- really care about is the number of chil- ticipating schools can track and com- dren we’re reaching. This is a harder pare their own data, including input and Black number to get. Schools can update that output measures such as Developmental 25.3% information on the Census, of course— Environment Rating Scale (DERS) ob- White and a big thanks to the more than 140 servations and test scores, and research- 44.4% who have! But we know that’s a lot to ers can dig more deeply into what’s ask of school leaders already playing working best. Look to see further devel- Race multiple roles. opments and more analysis in NCMPS But we’ve recently been able to ac- communications. cess a whole new source of data: the And please, check you school’s Hispanic federal government. Now that we have Census listing at montessoricensus.org. 21% Hawaiian/ a better idea of what’s really an operat- If your school is listed and up to date, Pacic Asian or Islander Two or ing public Montessori school and what that’s great! Someone at work has given Asian/Pacic 0.02% more isn’t, we’ve recently been able to match it some attention. If not—it’s easy to Islander American races those schools to the National Center for claim and update a school. Follow the 3.7% Indian Alaska 4.8% Education Statistics (NCES) database. instructions on the site, or reach out Native Their detailed information is about two to us for help. Our data-loving team is 0.7% years behind—they have a lot of schools standing by. by Grade to keep track of—so this is from the 25,000 2016-17 school year. But here’s what we David Ayer is the Communications know now. Director for the National Center for First, how many children? In 2016- Montessori in the Public Sector. 20,000 17, there were 180,000 children in 455 public Montessori schools. With the new schools that have opened but not 15,000 yet reported data, we can safely estimate that number at 200,000 today. That’s a number that starts to have some impact. 10,000 When next year’s numbers come out, we’ll finally be able to start talking con- fidently about percentage growth. 5,000 Next, where are they? The short Data from montessoricensus.org PK K 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

16 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY

From montessoricensus.org

New and expanding public Montessori programs

Washington, DC • Breakthrough Cincinnati, Ohio • Cincinnati Public and Throckmorton, are implementing Delaware nonprofit “founded to Montessori Public Charter School, a Schools’ historic public Montessori Montessori programs as part of a increase accessible, authentic, quality charter serving 200 children from three program will add a new program, broader effort to build “college Montessori education in Delaware,” years old through 1st grade, added Gamble Montessori Elementary readiness.” Hamlin and Throckmorton plans to launch in 2020 with K through a second campus last year and has School, at the former home of Gamble are launching five Primary classrooms 3rd grade and add a level each year expanded to serve 2nd grade this Montessori High School, which is serving about 100 children. Roscoe through 6th grade. year. Lee Montessori Public Charter moving. The school will offer three started Primary last year and is Elk River, Minnesota • Three School, another DC charter, is opening three-to-six classrooms, one for 1st expanding to Elementary this year. Rivers Montessori, a K-6 charter which a new campus east of the Anacostia through 3rd grade, and one for 4th Norwalk, Connecticut • Brookside had planned to open this year, was river, a historically impoverished and through 6th. Elementary, a Title I school in Norwalk awarded a CSP start-up grant from the underserved area of the city. The Merced, California • Merced City Public Schools, will launch a Montessori Minnesota Department of Education. campus will serve 88 three and four School district, which has long offered program with two classrooms for The grant came later than expected, year-olds and plans to add a toddler a Montessori elementary program now three-to-six-year-olds. The plan is to so enrollment and launch has been program in 2020 and a new grade level serving 90 children from 1st through extend the program gradually into the pushed back to 2020. each year, growing to an enrollment of 6th grade at Ada Givens Elementary, is elementary years. Pullman, Washington • A charter 400 by 2026. opening an early childhood program Baldwin County, Georgia • Baldwin school is in the planning stages, Arlington, Virginia • Arlington serving 40 children. County Schools is launching two expecting to open its doors in the fall County Public Schools’ Montessori Tulsa, Oklahoma • Emerson pre-K classrooms serving 40 children of 2021. programs have long been distributed Elementary, which launched as (funded by Georgia’s Bright From the Traverse City, Michigan • Traverse across the system as “school-within- Oklahoma’s first public Montessori Start program) and two K-1 classes at City Area Public Schools (TCAPS) a-school” programs, but they will now school last year, will expand as planned Lakeview Primary. has approved construction of a be housed in one school, Patrick Henry to third grade this year. Four more In the works for 2020 and new building to house the current Elementary school, serving nearly 500 teachers are entering training to staff beyond Montessori at Glen Loomis program students from kindergarten through the expanded 1st-3rd grade classrooms. serving toddlers through 6th grade. The Seaford, Delaware • Sussex 5th grade. West Texas • Three small west new building, slated to open in 2021, Montessori, a planned K-6 charter Texas school districts in Roscoe, Hamlin, will expand to 8th grade. supposed by Montessori Works, a

join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 17 THE PUBLIC CONVERSATION Foundations for inclusion

The storied Hellbrügge It may seem strange that a Montessori The long-term goal is to move program comes to the revolution would start in the medical from integration to inclusion U.S. at last community. But consider the differences Integration is welcoming atypically among children that Montessori educa- developing children into our environ- tors observe. Many of them are based on ments; that’s the current state in many physiological differences children were Montessori classrooms. Inclusion, how- born with. Others are due to events in ever, means our environments are pre- the child’s life, but they too have a physi- pared to meet the needs of all children. ological basis. And of course, Montessori has always been a scientifically-based Teams of specialists must BY TRISHA WILLINGHAM pedagogy—Dr. Montessori was a phy- work together because you sician herself. can’t separate the pieces We all know that Maria Montessori Today, there are educators in the of a child started her work with atypically devel- U.S. working to maintain and en- Pediatricians, psychologists, thera- oping children, saw great results, and hance inclusive Montessori education. pists, parents, and Montessori guides all Dr. Theodor Hellbrügge (1919-2014) then put her energy into bringing her Montessori Medical Partnerships for share input, observations, and knowl- method to mainstream children. Inclusion is a membership association of edge and come up with agreed-upon Montessori materials are Somewhere along the way, many Montessorians, medical professionals, goals. The parents’ voice is the most extremely versatile and of us in America have forgotten that a families, and Montessori school leaders important because they spend the most powerful developmental tools Montessori education is for every child. lead by Catherine Massie and Barbara time with the child. In Munich, they go Yet there have been some educators Luborsky. The organization is based in so far as to house all elements in one They are developmental aids and we who sought to stay close to Montessori’s Maryland and comprises many experts place: the University, the school, the know how to use them for typically de- hospital, the therapists and even hous- veloping children. If a child is not able ing for families when intensive therapy to use them as presented, we do what is needed. Maria said to do: we observe and we ex- Inclusion, however, means our periment. We adapt our lesson so that environments are prepared to meet the A deep understanding of the child can feel success. The presen- development is needed and tation may be adapted for the depth of needs of all children. used for assessment concept (for example, using three cubes What is typical, and how does this instead of ten) or length of presentation child compare to typical development? (for example, just setting the lesson up original vision. In the 1960s, Dr. Theodor from the U.S., Canada, and Australia as How can we support them in getting to and then putting it away). Do we need Hellbrügge (1919-2014), a German pe- well as Munich, Germany. the next step? Sometimes the sequence to break down the lesson into smaller diatrician who focused his research This summer’s session was an in- we learned in our Montessori training lessons or create a precursor lesson? Do on child development partnered with tensive two-week, 80-hour course for works for a child with atypical devel- we need to give language along the way? Mario Montessori to revolutionize the Montessorians of all trainings with the opment, so we try that first. But some- As soon as you see something—a medical community’s approach to the goal of bringing the concept of inclusion times the child may not progress as child not following typical develop- development of children, taking a more closer to the ideal in the U.S., using prin- we would expect. Our observations as ment—you need to pay attention. holistic approach to children’s health, ciples pioneered by Dr. Hellbrügge. It Montessori teachers will then need to be Observe. Ask a colleague to observe. You and using Montessori as the vehicle. In was largely composed of developmental 1991, Hellbrügge created the Theodor lectures by distinguished medical pro- Hellbrügge Foundation “to teach, prac- fessionals who had medical expertise, tice and promote Social Pediatrics and Montessori Inclusive education training, Collaboration, communication, and Developmental Rehabilitation to help and Montessori therapy training. They organization are enhanced through this children with disabilities around the showed attendees how these three ar- world, through early diagnosis, therapy eas of knowledge can mutually support work as “teacher” and social integration in families, kin- one another for the child’s benefit. The dergarten and school.” course also offered practice in adapting In 1971, Hellbrügge worked with Montessori lessons and hands-on exper- supplemented by medical observations don’t need a diagnosis to begin making Mario Montessori to offer an Inclusive imentation with therapeutic practices and perhaps evaluations to determine individualized adaptations to the lesson Montessori Education Course. Although that can be used with children. the sources of the child’s developmental procedure or materials. It doesn’t hurt Hellbrügge and AMI parted ways in I was fortunate enough to attend hurdles. Without the input of medical to try. We need to start early and keep 1996, the training academy in Munich, the course. Here I summarize some of specialists, we cannot confirm the root at it. If the child continues to struggle or International Academy for Developmental the key conclusions, in the hopes that causes that need to be addressed for the not progress, then meet with the parents Rehabilitation and Pediatric Training, many will strike a chord, and readers child to reach his/her developmental and bring in the appropriate medical provides courses and training to share will see the possibility of better educa- potential. specialists for observation, evaluation, the Hellbrügge legacy with pediatri- tion of atypical learners in Montessori diagnosis and initiate the appropriate cians, psychologists and educators Classrooms. therapies to help the child. Don’t wait, around the world. This summer, faculty hoping the child to grow out of the dif- from the Academy came to Milwaukee, ficulty, because precious early interven- Wisconsin, to share their work with the tion windows will close. U.S. Montessori community.

18 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY Engaging with Purpose Schools should plan carefully are enhanced through this work as Social Graces for classroom makeup “teacher.” We as guides know this, but it’s easy to forget because it’s often easier Joy There should be a diversity of chil- to do something ourselves. dren, like a tiny micro-community. By I came to the Inclusion course with a the same token, we shouldn’t ever feel strong Montessori background and lots bad for spending more time with one of experience working with children child. Guides should go where they are who aren’t textbook cases. I found the needed. If we truly think that we can’t course to be rigorous and intriguing and meet the needs of a child, it would be I walked away with clarity about what I because we already are serving the needs can do to move this work forward. We of other children who require more time are here to meet the needs of all chil- and attention. It would not because of dren. Won’t you help me with this very WHAT IF there were a TOOL that the limitations of the child, it would be important work? because of the limitations of the class- To learn more, come to the Virginia measured what really matters room community itself. Thus, ideally, Montessori Association 2019 Fall in a Montessori classroom? there should not be more than 25 per- Conference—Inclusion: Preparing the cent of atypically developing children in Adults and Supporting the Children, Measure 60 attributes of children, adults, and the environment proven each classroom. on November 16 at the University of to support executive functions, linguistic and cultural fluency, Mary Washington. You can also visit and social-emotional development. Children want to learn from the Montessori4inclusion online at other children montessori4inclusion.org. Measuring What Matters: If we support children working to- gether, all children benefit. The child Trisha Willingham is the Student that needs help is the obvious benefac- Support Coordinator at Mountaintop tor, but let’s not forget that working with Montessori in Charlottesville, a someone helps to solidify your knowl- Consultant for Great River School in Developmental Environmental Rating Scale edge and provides social and emotional St. Paul MN, and a founding board growth opportunities. Collaboration, member and current President of the communication, and organization Virginia Montessori Association. WWW.DERS-APP.ORG

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join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 19 THE PUBLIC CONVERSATION Creating peacemakers at Compass Montessori

A teacher and a parent Goals: to the elementary classrooms on how to a guide walk a first-year through the share their experiences • To create a group of self-selected use the peace wheels to resolve conflict. steps of saying how he feels and what he with NVC in the classroom student leaders in the elementary needs to a third-year. I have seen chil- program fluent in peaceful com- Classroom Observations— dren take peace materials off the shelf munication through small group Christy Curton and look through the GROK cards to instruction. This group created the The Peacemaker lessons have been a choose a word that matches their feel- name “Peacemakers.” wonderful addition to our Montessori ings. This step (using the GROK cards) • To support other elementary stu- peace work and philosophy of Grace and has brought great self-awareness to the dents in learning the skill through Courtesy. Caring about others and basic children’s feelings and helping them put a Peacemaker work on the class- respect for what others have to say are those feelings into words. room shelf, whole class instruc- foundational grace and courtesy ten- I am grateful for the experience of ob- BY CHRISTY CURTON AND tion, and through interaction with ants, which this NVC work supports. serving the children as they go through JACEY TRAMUTT Peacemakers. They recognize that we all have feelings, this process and witnessing changes in and empathy can be seen when you re- the way the members of our commu- Introduction—Jacey Tramutt The Process: alize someone has the same or similar nity communicate with each other. I ap- There are 2 lower elementary class- feelings as you. Hearing a classmate say preciate the observation step, as it has Non-Violent Communication (NVC) rooms at Compass (comprising 1st–3rd they feel frustrated can bring a sense of, taken the judgment out of the equation is a communication process and aware- graders), and 2 upper elementary class- “Oh, I know what that feels like”. Most when resolving difficulties. Over time, I ness discipline created by Marshall rooms (for 4th–6th grade). All class- children know what it feels like to need have seen the benefits of the whole class Rosenberg that I have been fortunate rooms were given whole class instruc- friendship, to need respect, to need be- hearing about NVC and the four steps to teach in the elementary program at tion at the beginning of the year on longing. And they can empathize with for resolving difficulties. We all know Compass Montessori, a charter school the language to use and how it creates near Denver, Colorado, serving more equity during difficulties. No matter than 400 children from age three When children are struggling, it is our status, age, race, gender, etc., the through high school, with another par- language and the steps of this peaceful ent volunteer, Mike Ambroziak. We often because they lack the power process builds tolerance in us all. have been supported by Christy Curton, As we continue building this skill my son’s lower elementary classroom to get their needs met among the children we hope to see guide, who helped develop the curricu- it take root and become the “normal” lum and supports the use of NVC in her way of thinking and communicating; classroom. peaceful communication through the someone with whom they are having a judgments of self and others replaced The NVC process consists of four use of roleplays, as well as introduced difficulty when it is expressed in a way with observations, feelings and needs, steps: to the peaceful communication work on that uses grace and courtesy. The steps demands replaced with requests. This 1. Observing without evaluating or the shelf. Students interested in becom- of the NVC process lower the intensity creates a respectful learning environ- judging ing a Peacemaker were asked to fill out of the difficulty because there are no ment, teaches a concrete conflict reso- 2. Expressing feelings a short application. Parent consent for judgments or accusations, just expres- lution process, cultivates empathy, and 3. Connecting feelings to needs or val- participation was attained and no stu- sions of feelings and needs. promotes equity among all students. ues dent was turned away. I see and hear children using bits 4. Making requests The work consisted of a binder with and pieces of the work throughout the Christy Curton is a lower elementary An essential element of NVC is eq- a giraffe on it (the giraffe is a symbol day. Sometimes it is when there is a teacher at Compass Montessori in uity—valuing our own needs and feel- of NVC as it is the land animal with difficulty in the classroom and I will Golden, Colorado. ings equally to the needs and feelings the largest heart) containing some tools overhear a child say, “Would you be Jacey Tramutt is a Compass parent as of others. We are also viewing needs from GROK the World, which publishes willing to…”. Sometimes there is a dif- well as a counselor and psychotherapist. and feelings as universal human expe- NVC support material, as well as teach- ficulty on the playground and I will see riences, and because everyone experi- er-developed peaceful communication ences them, compassion arises naturally worksheets and peace wheel spinner for when they are effectively communi- resolving conflict, cated. This is a key component to resolv- The Peacemakers meet once a month ing conflict. From an NVC lens one can to engage in activities to learn peaceful define power as the ability to get a need communication. Last semester each stu- met. When children are struggling, it dent made a peace wheel spinner. The JOIN US! is often because they lack the power to wheel consists of six landing points: ob- get their needs met. Teaching children a servation, feeling, need, request, other WHOLE SCHOOL LEADERSHIP’S language of feelings and needs levels the person’s feeling, and other person’s playing field at school, creating a safer need. In addition, students also wrote INSTITUTE and more connected community where up instructions for how to use the wheel Organizational courses for transforming the everyone is valued. to resolve conflict. The Peacemakers work of guiding, managing and leading a Christy and I met over the summer took their spinners home at the end of Montessori School – public and private. last year to discuss our goals and imple- the semester, and one spinner was added mentation plan for teaching “Peaceful to the giraffe binder for students to use LOOK FOR DETAILS: Communication.” in the classroom. A lesson was presented wholeschoolleadership.org

20 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY

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[email protected] www.Public-Montessori.org join us online at MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 21 THE PUBLIC CONVERSATION Montessori for Social Justice in Portland

6th annual event arranged a special ceremony acknowl- At the closing general assembly, MSJ Tamika Cross is the External draws more than 350 edging Montessori Elders of the Global acknowledged the outgoing founding Communications Director and a Board participants Majority, who helped pave the way for MSJ board members Tiffany Jewell, member for Montessori for Social many current Montessori educators. Althea Miller, Amelia Allen, Daisy Han, Justice. She is the founder and director There were many “firsts” during and Trisha Moquino. The 2019-2021 of Cross Montessori Angels (www.cross- the Portland conference! MSJ and Board of Directors welcomed D. Ann montessoriangels.com). Embracing Equity co-hosted an eve- Williams and Tamika Cross. ning showcase event on Friday, June Lastly, on behalf of the MSJ commu- 21st called, “Speaking for Ourselves,” to nity we’d like to thank all of our spon- promote the collaborative publication of sors, members and followers! the same title. The event showcased a se- BY TAMIKA CROSS lect number of Montessorians who pub- lished poetry and other reflection pieces Join Us Montessori for Social Justice (MSJ) to read from the book to a live audience. November 3, 2018 partnered with Harmony Montessori Each conference attendee was able to re- School to host its 6th annual confer- ceive the book as part of their registra- Summer 2019 ence in Portland, Oregon this summer. tion. In addition to the readings, there Certification programs & graduate credits available • Infant & Toddler (ages birth-3) • Early Childhood (ages 2.5-6) • Elementary I & II (ages 6-9, 6-12) • Administrator Course Dedicated and experienced faculty The theme for the Portland Beautiful 45-acre campus on which to learn and explore Internship opportunities available at Barrie Montessori Quality teacher conference was “Decolonizing the education since 1980 Human Potential” barrie.org

13500 Layhill Road This year’s theme was “Decolonizing was a special dance performance cho- Silver Spring, MD 20906 Contact us today! 301.576.2866 | [email protected] the Human Potential”. More than 350 reographed by dance artist, Mr. Bobby educators, school administrators, par- Fouther and his dance troupe, Big Foot ents, social justice advocates, and volun- Dreams, as well as a special greeting teers convened on the Lewis and Clark from Oregon Montessori Association’s Transparent College campus to learn, collaborate, Executive Director, Dalia Avello. Classroom and build social networks. Throughout the days of the MSJ montessori educational programs international The MSJ conference began with two conference, there were a variety of Record Keeping & Lesson Planning by Montessorians for Montessorians “pre-conference” affinity group gath- wonderful additions! Once again, MSJ Promoting peace erings that took place all day on June supported most meals, with the inten- through authentic 20th. Participants could attend tion to highlight businesses of Montessori either Montessorians of the the Global Majority to cater Global Majority or De- on Saturday. There was education and centering Whiteness a fun social event, practice retreats to experi- accompanied with mepiforum.org ence deep, reflec- live music by Los tive preparation in Borikuas. There Join us at Kiawah Island self-identity work. were 11 vendors Resort in 2020 The affinity group present for the activities set the conference, selling tone for the re- a variety of goods, maining days of the Montessori materi- Montessori MSJ conference. In als, and information Certificate the following days, MSJ to share about their conference attendees were organizations. There were Programs offered in able to choose from 28 transfor- two days of general sessions SC, NC, GA, UT, NJ and MI! mative breakout sessions, including one that were focused on panel discussions, Visit our website or call for more presented in Spanish, led by dynamic which included school and community information regarding presenters from all over the North leaders of the Global Majority from Institute for Guided Studies constructing the guide accreditations and schedules. American continent. Our guest speaker, Oregon. Ten panelists were welcomed igs-montessori.net Robin Butterfield of the Winnebago/ to the stage to share their stories and 803-425-6083 Chippewa Nation and President of the experiences regarding decolonizing National Indian Education Association, Montessori education and building bet- Institute for Guided Studies has offered Montessori teacher and education programs, gave an informative presentation on ter community partnerships between consulting, and professional development workshops since 1992. Guiding Principles in Teaching about Montessori programs and community Certificate programs for Infant Toddler, Early Childhood, Elementary I and I-II, Adolescent, and Administrator Native Americans. The conference also organizations.

22 MONTESSORIPUBLIC | FALL 2019 For up-to-the minute news and discussion MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY MONTESSORIPUBLIC: THE PUBLIC MONTESSORI STORY We need your story! Thepublic calendar Write an article for MontessoriPublic October 11-12 South Carolina Montessori Alliance Annual Conference USC CAMPUS, COLUMBIA, SOUTH CAROLINA MontessoriPublic shares the stories of the public Montessori world, but we October 19 Montessori Association of North can’t do it without you. Here’s how Carolina you can contribute. FIRST ANNUAL CONFERENCE: MONTESSORI FOR ALL! What should I write about? For CHARLOTTE, NORTH CAROLINA the next issue, we’re going to look at two areas where Montessori has October 19 Montessori Consortium of the Great a lot of depth and a unique ap- Lakes proach: Science and Math. SYMPOSIUM: FAMILY ENGAGEMENT How are you implementing SOUTH BEND, INDIANA Montessori in your public class- October 25–26 Public Montessori Educators of Texas rooms within the constraints Conference of state standards and testing? ADVANCING EQUITY IN PUBLIC MONTESSORI What have you learned? Research? Opinion? Well- AUSTIN, TEXAS reasoned, clearly stated posi- November 1-2 Wisconsin Montessori Association tions are interesting even if Annual Conference they’re controversial. Say something MADISON WISCONSIN strong and from the heart, backed up What about pictures and with a few strong statistics. a short biography? Every article looks November 16 Virginia Montessori Association 2019 Experienced writers only? No! better with a nice, high resolution photo Fall Conference First-time writers and published authors helping to tell the story. We also need a INCLUSION: PREPARING THE ADULTS AND SUPPORTING alike have appeared in these pages. high resolution “head shot” for the au- THE CHILD How long should it be? 900-1,000 thor images. “High resolution” usually FREDRICKSBURG, VIRGINA words is great: Enough room to say means a file size of 1MB+. Add a short November 7-10 International Montessori Foundation something worth saying, but not so (50 words or fewer) biography and we’re ANNUAL CONFERENCE: CHANGING THE WORLD ONE long that readers lose interest. Plus, it fits all set. CHILD AT A TIME nicely on the page, with room for an im- Will I get paid? Unfortunately, no. SARASOTA, FLORIDA age or an ad. You can get a feel for pieces On our limited budget, we can’t pay of that length from the ones in this issue. writers at this time. Ad revenue covers What’s the deadline? The fi- some costs, and our fundraising is di- 2020 nal deadline for the Fall issue is rected as much as possible to supporting December 30th, which gives us a lit- public Montessori programs. We can January 11 University of Wisconsin La Crosse tle time for editing and communication only thank you for adding your work Regional Montessori Conference: with writers. Submitting even earlier is and your voice to that support. Celebrating Our Montessori Children fine! That gives us even more time to get Send your submissions to David Ayer: LA CROSSE, WISCONSIN your work just right. [email protected] February 14-17 AMI/USA Refresher Course SEATTLE, WASHINGTON February 21-22 Association of Illinois Montessori Schools (AIMS) Annual Conference CHICAGO, ILLINOIS February 28-March 1 Montessori Educational Programs EXPLORINGEXPLORING » Combine AMI Diploma International (MEPI) training with a bachelor’s YOUROPTIONS OPTIONS TO Annual Conference FOR A or master’s degree FURTHER YOUR KIAWAH ISLAND, SOUTH CAROLINA MONTESSORI » Study in a vibrant UNDERSTANDING DEGREE? community of public and March 12-15 American Montessori Society (AMS) OF MONTESSORI? private Montessori Schools The Montessori Event » Participate in research DALLAS, TEXAS through the Center for Montessori Studies » Tuition assistance available If you’d like your Montessori event featured here, send it to us! Deadline for the next issue: December 30, 2019. LEARN MORE AT hartford.edu/montessori Be sure to include the date, organization, event title, city and state Email to: [email protected] Association Montessori Internationale (AMI) Teacher Training Partners The University of Hartford and Montessori Training Center Northeast o er programs that meet you where you are in your training as an educator.

» Combine AMI Diploma training with a bachelor’s or master’s degree » Study in a vibrant community of public and private Montessori schools » Participate in research through the Center for Montessori Studies » Tuition assistance available join usLEARN online MORE ATat hartford.edu/montessori MontessoriPublic.org MONTESSORIPUBLIC | FALL 2019 23

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24 MONTESSORIPUBLIC.ORG | FALL 2019