OVERVIEW OF THE DENALI MONTESSORI PROGRAM
Topof pageThe Denali Montessori program is located at 542 Cordova Avenue in Anchorage, Alaska.The program began with two combined classrooms of kindergarten/first/secondgrade in 1985. It is now one of the largest optional programs in the AnchorageSchool District, and there are waiting lists for kindergarten vacancies.
Montessori class sizes at Denali are uniform with the AnchorageSchool District goal (currently 25 students for K3 and 27 students for 4-6. Denali Montessori adheres to the same curriculum standards as all schools in the Anchorage School District. Progress reports record skills that are satisfactory (S) and those that need improvement (N).Kindergarten progress reports are customized to reflect each child's skill development during the year.
Parents play a primary role in the success of the Montessori program. Because Montessori is a highly individualized learning method,it is exceptionally demanding for the teacher. The program relies on parent volunteers to help in the classrooms. Enrolling a child in the program means a commitment by parents to spend at least 36 hours of their time volunteering each year.
The school building houses two special education classrooms for children with intensive needs, andthe Montessori program. School activities (assemblies, afterschool clubs, multicultural activities, spellingbees, etc. include all students.
The Montessori, special education, and neighborhood programs are all administered by Principal Karen Rigg. The support staff (schoolnurses, counselor, librarian, etc.) offer services to all students. TheMontessori program has children enrolled in 13 classrooms as of Fall 2004. There are four kindergarten classrooms, five primary classrooms (combininggrades 1, 2 and 3), five intermediate classrooms (combining grades 4,5 and 6).
Children identified as gifted may participate weekly inthe Ignite program upstairs. Denali also offers full day kindergarten and an on-site counselor. Music, art, library, band and orchestra and physical education classes are taught by specialized teachers.
MONTESSORI THEORY OF DISCIPLINE
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...Our aim is to discipline for activity, for work,for good, not for immobility, not for passivity, not for obedience
- Maria Montessori
Every society must somehow solve the problem of transformingchildren into adults, for its very survival depends on that solution.
-Maria Montessori
Maria Montessori (18701952) was educated in Italy as adoctor, but discovered her role as an educator while working with institutionalizedand disadvantaged children. A gifted observer of children, a prolific writer,and a charismatic educational leader, she spread her educational methodsthroughout Europe, the United States and India in the early 1900s.
In this country, interest in Montessori reemerged in the1960s and has been building since. The majority of Montessori preschoolsand elementary schools are privately owned. However, the number of publicMontessori elementary schools is growing.
Current educational research supports many of Montessoriísobservations, and much of the reform taking place in schools in the UnitedStates reflects the same hands-on approach to learning which is an importantpart of Montessori education. The Montessori curriculum is now being taughtin preschools, elementary and secondary schools.
In Anchorage, a committed group of parents organized in1983 to create a public school Montessori program. The parent group spentmany hours researching, advocating before the school board, raising fundsand making materials.
In 1985, the Montessori program opened on a pilot basis,serving kindergarten through second grade. After two years the program wasremoved from pilot status, and there were children on the waiting list forenrollment.
Denali Montessori has been a parent/teacher/administrationpartnership since its inception. Through the Montessori Advisory Committee,parents continue to play an active role in the direction of the program.
PRINCIPLES OF MONTESSORI EDUCATION
Top of pageIt is the tendency of the child actually to live bymeans of the things around him; he would like to use a washstand of hisown, to dress himself, really to comb the hair on a living head, to sweepthe floor himself; he too would like to have seats, tables, sofas, clothes-pegsand cupboards. What he desires is to work himself, to aim at some intelligentobject... -Maria Montessori
It is difficult to summarize the comprehensive and integratedapproach to education that Montessori developed, and this handbook willnot attempt to do so. However, there are guiding principles which underliemuch of what actually happens in the classroom.
First among these is respect for the child. Montessorisaid it is a childís work to develop himself/herself into an adult;the classroom is set up to give the child the opportunity to carry out thiswork.
Instead of a single textbook, a variety of handson materialsand resources is available to the child. The child's individual needs andpreferences are respected; the child chooses what to work on (but not whetherto work.) The child is responsible for her/his learning. Being given thisresponsibility cultivates selfdiscipline and independence.
A second significant aspect of Montessori philosophy iseducation for peace. Today we might characterize it as an approach to worldpeace through environmental and social awareness. It has led to a strongemphasis in the Montessori curriculum on the child's connection to the naturalworld and other peoples. Geography, botany, zoology, astronomy, and othersciences and social sciences are integrated into the curriculum.
The following is a partial list of books written by MariaMontessori:
Dr. Montessoriís Own Handbook
The Child in the Family
The Absorbent Mind
The Montessori Method
Secret of Childhood
Spontaneous Activity in Education
Montessori and Your Child: A Primer for Parents,by TerryMalloy, offers practical application of Montessori philosophy in a simple,easy to read format. Included in this book are illustrations of some ofthe Montessori materials.
MONTESSORI PHILOSOPHY APPLIEDAT DENALI
Topof pageThe Montessori classroom, materials, teacher and curriculumare all quite different than their counterparts in traditional elementaryclassrooms.
Classroom Topof page
We must not wait upon him, but educate him to be independent.
-Maria Montessori
The concrete example of Montessori philosophy is the classroom,which is designed to promote independence. The classroom, materials andlessons are all carefully structured to contribute to this end.
The emphasis in the classroom is on freedom within a structuredenvironment. Students have many opportunities to select learning activitiesand experiences which interest them and, in doing so, to take responsibilityfor the direction of their education.
Cooperative learning, not competition, is emphasized inthe classroom. Each class contains three grade levels, providing an opportunityfor those who have mastered a skill to help others learn it. This allowsgreater appreciation for oneís development and promotes a sense ofcommunity in the classroom.
Individual work allows each child to work at his or herown pace, without pressure to slow down or speed up for others. Childrenreceive lessons in small or large groups of similar ability.
Children are free to move around the classroom. They workon different levels (floor, table, desk), on different projects. Some talkquietly, some concentrate deeply on a subject of special interest.
There is a parent in the classroom. New readers in kindergartenand primary classes read aloud to the parent. The parent supports the teacherand students by giving spelling tests, helping with craft projects, readinga story at the end of the day, coping handouts and lending a hand when asked.The children and the teacher appreciate and depend on the presence of anadditional, caring adult.
Materials Topof page
Our aim is not merely to make the child understand,and still less to force him to memorize, but so to touch his imaginationas to enthuse him to his inmost core.-Maria Montessori
Montessori identified four stages of development (preschoolthrough kindergarten, ages 6-9, ages 9-12, adolescent) and certain ësensitiveperiodsí for learning. The materials used in Montessori classroomsreflect the developmental stage of the students who work there.
The materials have been carefully designed to lead to specificlearning experiences. They are progressive, meaning a material that presentsa concept is followed by a material that advances the concept to a new level.
In the Montessori classroom, a child progresses from concretematerials to abstract ideas.
The attractive, organized materials reinforce the principlesof the work cycle: beginning-start; middle-do; end-put away.
The materials are selfcorrecting, so that a child can measurehis/her progress without asking the teacher.
Materials are located throughout the room on low shelves.The teacher gives individual and small group lessons on their use. Materialsare available for students to use at will, but they must be used in themanner learned in the lesson.
To encourage students to learn research skills, Montessoriclassrooms have libraries containing resource materials. Tape players beckon;the computer hums. Science experiments and natural materials (fossils, minerals,leaves) are on tables to encourage hands-on learning.
Teacher Topof page
By education must be understood the active help givento the normal expansion of the life of the child.
-Maria Montessori
Montessori called the teacher the "directress."The teacher does not "own" the knowledge, parceling it out tostudents, but serves as a guide to facilitate learning.
The teacher has trained intensively to be an observer andfacilitator of learning. In addition to district and state requirementsfor all teachers, the Montessori teacher has a certificate for trainingreceived from either the Association Montessori International or the AmericanMontessori Society.
Certification of Montessori teachers at the preschool/kindergartenand primary levels also requires the teacher to complete a year-long internship,with the support of visiting supervisors from either AMI or AMS. Teachersthat receive training at the intermediate level are required to have primarylevel training. Often, they have preschool training as well.
Extensive training is important because Montessori is notjust a teaching method that uses specific materials. It is a philosophytoward living and learning, as well as a methodology for teaching. Extensivetraining is imperative for the teacher to assimilate the intensive curriculumand to become firm in the philosophy.
The teacherís role is that of guide. She is trainedto help the child direct his or her own learning. Freedom to choose challengingwork allows children to pursue interests that might be especially absorbingat a particular developmental stage.
The teacher observes each child for learning style, developmentalstage and skill level, and uses her observations to guide the child towardappropriate work in the curriculum areas.
Having a child for three years gives the teacher the timeto learn the best approaches for that child.
The teacher guides the whole class in appreciating eachother, in working together, and in problemsolving.
Although the Montessori curriculum fulfills Anchorage SchoolDistricts standards, it is not the curriculum taught in traditional andoptional schools. It is carefully integrated so that the child's work inone area supports work in other areas. The following examples show the sequentialnature of activities in a Montessori classroom; this pattern is appliedto all areas of learning.
Elements of the curriculum
1. Practical Life. Work in this area helps children learnto become independent, helps children learn to concentrate, and teacheschildren the workcycle.
a) Care of Self Examples:
Kindergarten: washing hands
Primary: nail care
Intermediate: first aid
Middle School: CPR
b) Care of Environment (classroom) Examples:
Kindergarten: sweeping, polishing
Primary: care of seedlings and plants
Intermediate: rotation of classroom tasks
Middle School: Recycling, flag raising
c) Grace and Courtesy Examples:
Kindergarten: greeting a visitor
Primary: parents' tea parties
Intermediate: mediation skills
Middle School: Youth Court, applying for business relationships
2. Sensorial Materials. These materials isolate the sensesso that the child can refine his/her perception and awareness of the worldaround him/her.
Sensorial Material Examples:
Kindergarten: smelling bottles, fabric box
Primary: geometry solids/constructive triangles
Intermediate: continued use of early math and geometrysensorial materials, as well as materials for area and volume and algebraicconcepts
3. Language. The language materials proceed from concreteto abstract, from simple to complex. Reading and writing are taught simultaneously,using sandpaper letters. Three senses are employed: the child sees, hearsand feels the letters. Written grammar is taught concurrently with readingand writing. The materials are colorcoded so that the child absorbs therules sensorially before being taught them formally. Reading is taught phonetically.
Examples:
Kindergarten: sandpaper letters, materials which strengthenthe hand for writing
Primary: journal, grammar materials, sentence analysisconstruction
Intermediate: grammar materials, charts, texts
4. Mathematics. The math materials also proceed from concreteto abstract, from simple to complex. The child manipulates concrete (andwonderful) objects before doing the operation with paper and pencil. Thematerials are based on the metric/decimal system: 10 blocks in the pinktower, 10 colored cylinders, 10 red rods. The dimensions of all the materialsare in metric measurement. The materials are colorcoded throughout the curriculum(red for units, blue for tens, green for hundreds, etc.)
Examples:
Kindergarten: red and blue rods
Primary: stamp game, bead frames
Intermediate: checkerboard, test tubes, trinomial cube,square root board
5. Science. The science materials lead a child to learnfrom personal experience in addition to teaching scientific classificationand nomenclature.
1. Botany. Plants are grown in the classroom. Examples:
Kindergarten: names of leaf shapes
Primary: plant life cycle
Intermediate: independent research, experiments
Middle School: study of plant cell structure
2. Zoology Examples:.
Kindergarten: animal care
Primary: classification of animals
Intermediate: evolution and characteristics of differentphyla
Middle School: genetics
3. Physical Science.
Experiments the children do themselves are at hand.
6. Geography. There is a strong emphasis on world geography.
Examples:
Kindergarten: land forms
Primary: puzzle maps, primary pin maps
Intermediate: pin maps of the world, geography cards, research
Middle School: Learning to draw the world map from memory
7. History. Time lines are used extensively to give thechild a linear sense of the development of history and time. They give thechild a sense of order.
8. Music. The bells set is used for sound discrimination,matching tones and sequencing (the scale). Music classes are also taughtby a school district music teacher.
9. Art. All art is open-ended. Only the techniques aretaught. Art materials (clay, colored pencils) are always available. A schooldistrict art teacher also offers structured lessons.
MONTESSORI ADOLESCENT PHILOSOPHY
Top of pageThe thing that is important above everything else isthat the adolescent should have a life of activity and variety.
-Maria Montessori
Montessori identified the key needs of adolescents to bevariety, social interaction and meaningful work which prepares them foradulthood. She also recognized their intense need to be physically active.
Montessoriís plan for students aged 12-14 yearswas the Erkinder School, which included four major components: a hostel/hotel,a small farm, a local shop and classroom facilities. Montessori believedthe combination of running the hostel, working on the farm, producing itemsfor sale in the shop, and receiving formal lessons in the classroom wouldprovide the diversity and life skills this age group seeks.
The Denali K-8 program provides variety, social interactionand meaningful work in an urban setting. It builds on the organized, integratedcurriculum first presented to Montessori students in preschool and kindergarten.
Students this age have a real and immediate need to developtheir identity through an understanding of their place in the larger world.The program supports this in the classroom, the school, and in the community.In the classroom, students work in randomly assigned groups, learning tocooperate and use each otherís talents. Within the school, studentstutor younger students; assist in other classrooms, and work on school maintenance.Students work in the community in business internships, community serviceprojects, Youth Court and Junior Achievement. They organize and run a CraftsFair as a school business.
DENALI MONTESSORI PROGRAM FORADOLESCENTS
Topof pageThe Montessori program for adolescents at Denali, currentlyin its third year, is comprised of two classes of combined 6/7/8 gradeshoused in the remodeled west wing of Denali.
The program builds on the skills acquired in Montessorikindergarten through sixth grade. Students entering the program who arefamiliar with self-directed learning and independent, small group and largegroup work should do well. Teachers are trained in both Montessori philosophyand the needs of this age group. Parent involvement is important.
The core academic program adheres to district and statestandards. The interdisciplinary curriculum is designed to allow studentsto learn at their own pace and accommodates different skill levels. Timemanagement skills are emphasized to help the student become fully responsiblefor work. Each yearís work is divided into four cycles with themesappropriate to adolescent interests. Units on tolerance and diversity andpractice in skills like calligraphy and model construction tie into science,language, math and social studies courses of study.
Managing a school-wide recycling program provides studentswith both a class business and a community service project. In addition,students organize an annual, community-wide crafts bazaar. The classroomsmake products for sale at their booths, and students are encouraged to haveindividual booths. Quilts made by previous yearís classes have wonbest in category and grand champion ribbons at the Alaska State Fair. Proceedsfrom the bazaar and the recycling business are used to fund overnight trips,a ropes course field trip, and an overnight graduation trip.
Students participate in one-week business internships inthe community. Students and their parents are responsible for securing internships.Parents are also expected to involve themselves in monthly social eventsattended by students. Band, orchestra and physical education are offeredwith electives, which in 97-98 include Youth Court, art, music, Junior Achievementand drama. Eighth grade students are responsible for a realistic electronicbaby for a week to realize the responsibility required to be a parent. Theprogram adheres to school district standards for all K-8 schools withinthe district.
Volunteering Top of page
Denali Montessori is a student/teacher/parent partnershipprogram. Your participation is expected, and is essential to the Montessori.
Entering this program commits each family to at least 36hours of volunteer time a year. Talking to your childís teacher andattending Montessori Advisory Committee meetings, held the third Thursdayof each month after PTA meetings, will help you find your volunteer niche.Make your plans for volunteering early, so you are not trying to make itall up at the annual garage sale in June. If you are not getting your hoursin, call volunteer coordinator Barbara Stratton at 277-9722 to find a wayto fulfill your commitment.
Classroom Help: This is the most important way parentscan volunteer, and it is the most fun. Working in your child's class, orin another class, gives you a chance to work with children and watch Montessoriin action. Your child loves having you in class, and you give the teachermuch needed support. Most classrooms have a volunteer sheet on the bulletinboard outside the door.
If you are unsure how you can help in your childísclassroom, sign up on the sheet provided outside you childís classroom:You will quickly see how much you are needed. Even if you haven't been ina classroom since you were a kid, there is plenty to do that doesn't requiretraining or specialized skills. If you are available on a regular basis,let your childís teacher know so she/he can assign you a particulartask every week at the same time. As a classroom volunteer, remember thatinformation you learn about individual students should be kept confidential.
If your teacher doesn't have anything for you to do whenyou come in, check with the librarian. There is usually plenty of work tobe done in the library. You should also check the workstation in the TeachersíLounge for general copying and material preparation.
After School Help: If you are unable to work in the classroomduring school hours, you can correct work papers, make materials, fund raise,process monthly book orders, or be a classroom coordinator from your home.If you are a parent who works full time or has small children, let yourteacher know so she/he can make use of your talents.
Each fall, a volunteer form will arrive in your childísThursday folder. Take time to identify your particular skills and returnit to school. This document forms the basis of volunteering at Denali. Youwill be called when a need for your skill arises. Woodworkers can fix brokenmaterials and make new ones; seamstresses can help with costumes and craftprojects. Nearly all parents can help make basic learning materials. Materialmaking party announcements will come home throughout the year in your ThursdayFolder.
Montessori Advisory Committee:
The Montessori Advisory Committee is the governing parentand teacher group for the Montessori program. The committee works to maintainhigh educational standards and improve the Montessori program at Denali.Frequently, this means providing funds for teacher training and Montessoriclassroom materials. The committee always needs volunteers to steerheadfundraising projects.
PTA:
The PTA at Denali supports such schoolwide functions, suchas open house, fall or spring carnivals, school pictures, the Student ofthe Week program, Teacher Appreciation Week, and the Scholastic Book Fair.It also supports the Reflections program, a contest sponsored by the NationalPTA that promotes encouragement of the Arts
The PTA is the parent/school liaison to the school district,and addresses pertinent issues at school board meetings. The PTA has a DailyNews hot line to keep parents informed: 277-1234 x3743. The PTA operatessolely on volunteer efforts, and all parents are encouraged to join thePTA and attend meetings held the third Thursday of each month.
Drop-off:
The Anchorage School District does not provide bus servicefor the Montessori program. You are responsible for getting your child bothto and from school. Denali's pickup zone, on 10th Avenue between Cordovaand A, is cramped and congested with traffic. The first bell rings at 8:35a.m., and the tardy bell rings at 8:45 a.m. Please be prompt; when yourchild is late, he/she misses valuable instruction on the up-coming dayíswork. There is also a breakfast program at Denali.
Pick-up:
School is dismissed at 3:15 p.m. There is no after-schoolsupervision for students left on the playground after dismissal. The CampFire program offers before and after school care at Denali. Several privateorganizations provide dropoff and/or pickup service for before and afterschool care.
Carpool:
There is a map on the Montessori bulletin board, locatedacross the hallway from the gym, for those wanting to contact other car-poolers.The Montessori telephone directory is also a good tool for locating Denaliattendees who live in your area.
School Supplies:
Each teacher makes a list of school supplies needed atthe beginning of the year; it is available at the school the week beforeschool starts. Check occasionally during the year to see if your child hasused up, worn out or outgrown supplies left at school. Clearly mark yourchildís name on hats, mittens and boots with a bold marker. The Lostand Found is near the main office. Your child will need a large backpackor duffel to carry things back and forth.
Food:
Children eat lunch in their classrooms due to continuousPE classes in the gym. Hot lunch is available. You may buy meal ticketsin advance for hot lunch and milk, or milk only. Free or reduced-price mealsare available according to a familyís income. Many classrooms havemicrowaves, but remember that children get only 30 minutes to prepare andeat lunch.
Each child provides snack on a rotating basis in kindergartenand primary classes. (In intermediate classrooms, children bring their ownsnacks.) The snack calendar will come home at the beginning of each month.Please send enough of two kinds of food (i.e. cheese and crackers) for thenumber of children in the class. Avoid highly sugared or salted foods. Tryto make snacks nutritious and appealing. Your child is your best sourceabout what the class likes.
SNACK SUGGESTIONS
Breads:
Crackers, mini-bagels, muffins, nut breads, whole grainbreads, rice cakes, biscuits or scones. You may include butter, cream cheeseor peanut butter for spreading.
Fruits and Vegetables:
Oranges, apples, grapes, strawberries, melon slices, raisins,other dried fruits, carrots, celery, cherry tomatoes, cucumber sticks, broccoli
Protein:
Cheeses of all types, nuts, sunflower seeds, pumpkin seeds
School Communications:
Top of pageA great deal of school/parent communication happens onpaper. Most of the paperwork will come home with your child each Thursdayin a manila envelope known as the Thursday Folder. Please send it back onFriday. In it, you will find official School District communications, PawPrints (a letter from the principal generated every two weeks), lettersfrom your child's teacher, and PTA and Montessori Advisory Committee information.Ask your child for the folder.
Open house:
Held each fall, allows parents to meet their child(ren)ísteachers and the school principal. Parent-teacher conferences are scheduledthe first and third quarter. General membership meetings on the third Thursdayof each month allow parents to participate in both the PTA and the MontessoriAdvisory Committee. These meetings are well attended by school staff. However,if you have a concern or a word of appreciation, don't wait for these times:Call or visit the person you need to talk to. Making an appointment assuresyou of uninterrupted time.
Homework:
Each teacher takes a different approach to homework, andit may vary from year to year and child to child. If you have strong feelingsabout homework, talk to your childís teacher. And, when helping yourchild with his/her homework, remember the Montessori principle that youshould never do for a child what the child can do for himself/herself.
Math:
You will not be expected to work with your child on mathconcepts, but in the primary grades you can work with your child on "mathfacts" (addition, multiplication tables). The concepts of money andtime are important things to work on at home. Games and cooking are bothimaginative ways to build math practice into home life.
Reading:
Reading to or with children at home on a daily basis givesthem a firm foundation in reading and vocabulary. Beginning readers areoften sent home with copies of books to read to parents. The "Mac andTab" readers go in sequence; your child may work through all of them,or skip a series or two. Send each one back once you've listened to it.
Spelling:
Your child may bring home a weekly spelling list, withsuggestions on ways to practice the words. Figure out which system worksbest for your child.
Handwriting:
Beginning writers may bring home practice sheets for eachletter as it's learned.
Projects:
The most important thing you can do is to help your childremember that the project has been assigned.
<AHREF="#Top"Top of page
If a concern or problem arises at school, it is alwaysbest to talk with the person nearest the problem whenever possible. PrincipalKaren Rigg can be contacted directly to help answer questions or provideguidance by calling the main office at 279-3519, or e-mailing her at: rigg_karen@msmail.asd.k12.ak.us.
If you share a concern of a general nature that affectsa large part of the student community, contact members of the MontessoriAdvisory Committee or raise the issue at a parent meeting. The advisorycommittee cannot address a problem unless they know about it; the committeeis here to support the parent base.
You can direct inquiries and concerns about school operationsand policies to either Jeanette Hickok (administrative assistant) or AngieOathout (secretary) in the office. Kenneth Ray, director of building operations,is responsible for the daily school building operations and maintenance.
The Anchorage School District offers the following supportprograms at Denali. If you have a concern about your child, you may contactany of the following support programs for evaluation or guidance:
Health:
Denali has a full-time nurse, whose office is located atthe main office in the school. If you have wellness or medication questionsor concerns regarding your child, call or come by the office.
Counselor: The full-time, on-site school counselorhas a vital role in every student's life at Denali. A mediation programfor conflict resolution has been in place at Denali for several years. Thegoal at Denali is for all students to acquire mediation skills. The counselorholds small group classes addressing specific topics, and is available tocounsel with parents regarding school-related issues that affect their children.Her office is located across from the main office.
Psychological Services: Our psychologist is on-sitetwo days a week, Tuesday and Wednesday. The psychologist assesses childrenfor special programs, consults with teachers on a variety of issues, workswith children who are having behavioral difficulties, and is available toconsult with parents about schoolrelated issues concerning their children.
Title 1: This is a federally funded program designedto meet the language arts and math needs of neighborhood students. The FamilySchool Coordinator is the liaison between families and classrooms. The Title1 program has a language arts specialist and a specialist in math problemsolving.
Gifted Program: The gifted program offers studentsan enrichment and individualized acceleration program, which is held atInlet View. The evaluation coordinator for the gifted program administerstests to students who have been identified as candidates based on work reviews,test data, and student/parent/teacher interviews.
Special Education: The special education programoffers specialized assistance to students in math, reading, language artsand behavior. Resource teachers work with students in small groups or ina studentís homeroom to help a student develop selfconfidence, aresponsible attitude toward learning, and improved study skills.
Speech/Language Services: Speech/language teachersassess and treat communication disorders in the areas of articulation, languageand voice. They are supported by a teacher assistant.
Indian Education: This federally funded programenables our Indian education tutor to work with students of Alaska Nativeand American Indian ethnicity. The tutor helps students meet their educationaland cultural needs, both during the school day and through an afterschooltutoring class.
Bilingual Education: Students who speak languagesother than English are taught the English language by two bilingual tutors,who work with children individually and in the homeroom classroom.
Occupational Therapy, Physical Therapy and Adapted Physical Education:Children with special needs are taught finemotor and grossmotorskills by a physical therapist, occupational therapist and a certified occupationaltherapy assistant. There is also an adaptive physical education teacherat Denali.
Physical education, Art, Music,Band and Orchestra
Physical Education: Physical education classes meettwo days a week for 30 minutes. The instructorsí goal is to lay thefoundation for lifelong physical fitness by developing, maintaining andincreasing good fitness habits. The program provides a variety of fun experiencesand organized activities that motivate children to participate in healthyexercise, both inside and outside of school. The program provides team,individual and dual sports, as well as creative movement, dance and gymnastics.
Art: The Denali art program adheres to the AnchorageSchool District art curriculum. The instructor helps students explore variousartistic styles and the art of different cultures and historical periods.Students are encouraged to express their individuality while experimentingwith a variety of techniques and mediums. There is an emphasis on drawing,design and creative thinking. Students apply their skills to clay, temperaand needlework. The focus for the 1996/97 school year is on sculpture, printmakingand watercolor. Students are encouraged to enjoy and learn from each phaseof the lesson, rather than focus just on the end product; they evaluatethemselves at the end of each hour-long lesson. They earn one point foreach of the following:
1) Look and Listen
2) Effort
3) Clean-up and cooperation.
These points determine their quarter grades. This systemencourages students to be responsible and to develop skills while exercisingtheir creativity. Parents are welcome to help in the classroom, work onhall displays, design an art lesson around their own creative talents, ordonate materials and tools. The art teacher requests that parents donateold (but functional) blenders for paper making, used (but clean) white cottontee-shirts and socks for tie-dying, socks and nylons for puppet projects,beads, buttons, bangles and costume jewelry for other projects. Please packclean, organized, donations in a clear plastic bag for easy storage.
Music: Music classes meet two days a week for 30minutes. The music teacherís goal is to make music an all-encompassingactivity that involves listening, playing, singing, moving, and creating.Students learn to perform in large and small groups and to cooperate throughmusical games. They play instruments, listen to different music styles,practice performing and correct audience behavior in monthly classroom concerts,and incorporate books and drama into music lessons. The program focuseson the importance of music in our lives and throughout the world.
Band and Orchestra: Beginning in the sixth grade,students can attend band or orchestra classes. Orchestra provides instructionin violin, viola, cello and string bass. Band provides instruction in woodwinds,brass and percussion instruments.
DENALI MONTESSORI ADVISORY COMMITTEE
Top of page
I. PURPOSE Top of Bylaws
The purpose of the Denali Montessori Advisory Committeeis to strengthen the Denali Montessori community so that the Montessoriprogram can evolve with purposeful cooperation and common vision. To thisend, the committee will: advocate for the program in the community, engagein planning with the school administration to set program goals, work withteachers and school administration to meet program goals through fundraisingand volunteer participation in the classroom, provide parent education inMontessori principles, and foster a spirit of community among those in theprogram.
II. MEMBERSHIP Top of Bylaws
The members of the committee are the parents, stepparentsand guardians of the children enrolled in the Montessori program, and theprogram's teachers. Each member has one vote at meetings of the Committeeand at elections.
III. MEETINGS Top of Bylaws
A. Regular Meetings
The Committee will hold at least seven scheduled monthlymeetings during the school year, to discuss Committee affairs and take appropriateaction. Notice of, and an agenda for, each meeting shall be posted at theschool and sent home with membersí children at least two days priorto each meeting.
B. Special Meetings
Special meetings can be called for by the chair, or by writtenrequest of five members delivered to the Secretary. Notice of the meetingmust be given to the members at least one day before the meeting, and itmust specify the purpose for which the meeting is called. Action at themeeting is limited to the purpose stated in the notice.
C. Quorum
The quorum for action at a Committee meeting is ten members.This must include at least one member of the teaching staff (or the principal)and one elected officer.
D. Rules
The Committee chair will preside over meetings. Proceduremay be informal, but action shall be taken by voting upon motion. To pass,a motion must be approved by a majority of members present. However, itis a goal of the Committee to achieve consensus on actions taken. Meetingsshall not exceed two hours unless extended by twothirds of the members present.Minutes of each meeting shall be prepared, posted at school, and sent tomembers. Meetings are open to the public.
IV. BOARD AND OFFICERS <AHREF="#Bylaws"Top of Bylaws
A. Board Functions
The Committee Board is made up of the elected officers andthe directors. The Board shall set the agenda for membership meetings, implementplans and decisions made at membership meetings, and take emergency actionas required between membership meetings. Emergency actions shall be ratifiedat the next membership meeting. The board's powers may be expanded by voteof the members.
B. Board Meetings
The Board shall meet prior to each membership meeting andon other occasions when called for by the chair. The quorum for Board meetingsis three, including two elected officers. Procedure may be informal, andminutes need not be kept. Each Board member has one vote.
C. Officers
1. Chair - The chair has the following responsibilities:
Conduct membership and Board meetings;
carry out the advocacy role of the Committee with the schooldistrict and the community at large;
appoint the ad hoc subcommittees;
lead planning efforts;
direct the functioning of the committee;
oversee the Nominating, Planning, Legislative and PTA Liaisonsub-committees.
2. Vice Chair - The vice chair has the following responsibilities:
Stand in for the chair when the chair is absent;
develop the agenda for membership meetings;
coordinate parent orientation and education, and volunteerparticipation in the classroom
maintain communication with the teachers and principal aboutinternal program matters;
oversee the orientation, parent education, materials andvolunteer coordination subcommittees;
perform other duties as assigned by the chair.
3. Secretary - The secretary has the following responsibilities:
Maintain, post and distribute minutes of membership meetings;
prepare and give notice of membership meetings;
maintain Committee records;
conduct correspondence;
prepare an annual report for the program, presented to themembership in October, summarizing program statistics and activities forthe preceding year;
distribute a directory of students to members;
oversee the Directory/Historian and Periscope subcommittees;
perform other duties as assigned by the chair.
4. Treasurer - The treasurer has the following responsibilities:
Coordinate fundraising efforts;
collect, deposit, manage and disburse Committee funds asauthorized;
present an annual budget to the membership for approval;
report on the financial status of the Committee at eachregular membership meeting;
submit a final financial report at the end of each fiscalyear (September);
oversee the fundraising and budget subcommittees;
perform other duties as assigned by the chair.
D. Directors
Directors are members appointed by the board to chair standingsubcommittees. They serve approximate oneyear terms from appointment tothe following October.
E. Terms of Officers
Officers serve approximate oneyear terms, from the dateof election to the date their successors are certified as elected.
F. Vacancies
A vacancy on the Board is created when a Board member isno longer eligible for membership in the committee, when the Board memberresigns, or when the board member fails to attend three consecutive membershipmeetings. An elected officer vacancy shall be filled for the remaining termby vote of the members present at the next regular membership meeting. Ifnecessary the Chair may appoint a member to fill the vacancy until thatmeeting. Director vacancies shall be filled by the Board.
V. ELECTION OF OFFICERS <AHREF="#Bylaws"Top of Bylaws
Regular elections will be conducted in April of each yearby a threemember nominating subcommittee, appointed by the Board. The subcommitteewill seek nominees for each board position by sending a written requesthome with the children at least two weeks prior to the election, and byany other appropriate recruiting method. Nominations may be made at theApril membership meeting as well. The subcommittee shall send home a ballotwith the names of all nominees who have consented to run for office, andshall make ballots available at the office. Each member shall have one vote;the subcommittee may take whatever steps it deems necessary to ensure againstduplicate voting. The subcommittee shall count the ballots on the electiondate set by the subcommittee, which shall be at least one week after theballots have been sent home. If a runoff is necessary it shall be conductedimmediately. The subcommittee shall certify the results to the members atthe next regular meeting, and those elected will take office.
VI. SUBCOMMITTEES <AHREF="#Bylaws"Top of Bylaws
Subcommittees may take action (i.e., fundraising) or makerecommendations to the membership (i.e., planning) but they may not representthe Committee to others without membership authorization. The Board appointsthe chairs and members of standing subcommittees; the Chair appoints thechairs and members of any ad hoc subcommittees which are created. Electedofficers may also chair subcommittees; a member may chair more than onesubcommittee.
Standing subcommittees include:
1. Nominating: Runs elections under Article V.
2. Planning: Plans for the future needs of the program.
3. Legislative: Monitors school board, municipal and statebudgets and legislation on matters of interest to the Denali community.
4. Orientation: Provides parent tours and open houses.
5. Parent Education: Sets up parent workshops and lecturesand maintains parent library.
6. Volunteer Coordination: Recruits and assists classroomcoordinators from each class, sets up phone tree, and organizes volunteersfor programwide efforts.
7. Directory/Historian: Prepares and distributes a studentdirectory in October each year and maintains a yearly scrapbook of Committeedocuments, pictures, newspaper clippings and other material reflecting eachyear's activities.
8. Periscope: Publishes a biweekly newsletter for members.
9. Fundraising: Raises money for the program.
10. Budget: Prepares an annual budget in April for the fiscalyear beginning the following September, and prepares revisions as necessary.
11. PTA Liaison: Coordinates with Denali PTA and monitorscity and state PTA activities.
12. Materials: Prepares Montessori materials as needed.
13. Audit: Reviews the financial books and records at thetime of the election of the treasurer, and otherwise as required.
VII. BYLAWS Top of Bylaws
These bylaws may be amended by a twothirds vote of the memberspresent at a membership meeting if proper notice has been given of the meetingand the proposed amendments have been provided to the members. Only editorialchanges to proposed amendments may be made at the meeting.
VIII. NONPROFIT STATUS <AHREF="#Bylaws"Top of Bylaws
This organization is organized exclusively for educationalpurposes within the meaning of section 501(c)(3) of the Internal RevenueCode.
Notwithstanding any other provision of these bylaws, theorganization shall not carry on any other activities not permitted to becarried on (a) by an organization exempt from federal income tax under section501(c)(3) of the Internal Revenue Code of 1986 (or the corresponding sectionof any future United States Internal Revenue law) or (b) by an organizationcontributions to which are deductible under section 170(c)(2) of the InternalRevenue Code of 1986 (or corresponding provision of any future United StatesInternal Revenue law).
Upon the dissolution of this organization, assets shallbe distributed for one or more exempt purposes within the meaning of section501(c)(3) of the Internal Revenue Code (or corresponding section of anyfuture tax code), or shall be distributed to the federal government, orto a state or local government, or a public purpose. Any such assets notdisposed of shall be disposed of by the Superior Court for the JudicialDistrict in which the principal office of the organization is then located,exclusively for such purposes or to such organization or organizations,as such court shall determine, which are organized and operated exclusivelyfor such purposes.
It is planned to use all receipts in the year received orshortly thereafter. In the event receipts exceed operating expenses despitethis intent, they will be utilized or donated exclusively for educationalpurposes within the meaning of the Internal Revenue Code.
Adopted November 14, 1991
Amended January 23, 1992
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The following items are available in theschool library :
Magazines Essential Montessori
Tomorrow's Child
Montessori Books The Discovery of the Child
The Discovery of the Parent
The Computer and the Child: A Montessori Approach
The Montessori Method (2 copies)
Teaching Montessori in the Home
Montessori Today
Montessori: A Modern Approach
The Evolution Book
Parenting Books The First Three Years of Life
Your Child is a Person: A Psychological Approach to Parenting
How to Discipline With Love
Miscellaneous Information Literature fromVarious Montessori Training Institutions
Denali Montessori Directory
Denali Montessori Handbook
VCR Tapes
Follow the Child
Design for Differences
Audio Tape
Emigrant Trail - Lecture by David Kahn
Newspapers
Public School Montessorian