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Here is a beautiful slide show of the First Day of School, August 2nd, 2018 here at Community Montessori. Enjoy, and we hope everyone has a wonderful year!

Ever felt like you were going to blow your lid? Lose your cool? Flip out? I’d be hard pressed to find a human who hasn’t experienced the out of control sensation of emotions running wild; that fight or flight feeling that causes our blood to seemingly boil and our hearts to race in panic. As a teacher and a parent, I spend a lot of time working through feelings, my own, as well as those of the amazing young people around me at home and at school. Since it doesn’t get much more personal than feelings running amuck, I find it helpful to take a step back and look at those tumultuous ups and downs as a science. Looking at emotions as a science gives us a way to expand our emotional toolkits, build resilience, develop coping mechanisms, and identify support strategies when working with others. Image used with permission: By Camazine [CC BY 3.0 (https://creativecommons.org/licenses/by/3.0)], via Wikimedia Commons The Science of Emotions Our brain is made up of about 85 billion neurons - that’s a lot of horsepower to harness, so it’s no wonder that as humans we often ride the roller coaster of our emotions. Learning more about how our brains work can empower us to feel more grounded and peaceful in our daily lives. Additionally, understanding the science of emotions can help us in our interactions with those around us. To put it simply, our brain is for three purposes: 1st - Survival - first and foremost, it’s priority is survival 2nd - Feelings - we are feeling creatures who think, we’re not thinking creatures who feel 3rd - Thinking/Cognition - this process is broken down into 3 different parts of the brain Our brain stem is our “reptilian” part of the brain - meaning it seeks out/needs basic sensory comforts. Our amygdala is our emotional brain - it is located on each side of your brain above your ears. When it activates, the prefrontal cortex shuts down. Our prefrontal cortex (frontal lobe) is our thinking brain - it shuts down when the amygdala is in control. Who’s Driving? The Prefrontal Cortex or the Amygdala? The emotional part of the brain is referred to as the limbic system. When we’re scared, a small structure called the amygdala sounds the alarm. When we’re happy, structures within the limbic system release dopamine. Our brain stem seeks and is rewarded by basic comforts and sensations. The limbic system sends messages up to the prefrontal cortex, which then informs our higher-level thinking. Unfortunately, this means the limbic system - specifically the amygdala and the brain stem - can control the prefrontal cortex; i.e. our feelings can run wild and call the shots in our lives. The good news is, with effort, this also means the prefrontal cortex can control the limbic system and help us to feel more in control of our emotional roller coasters. When we (or our learners) “lose our cool,” the limbic system - our emotional brain - has actually taken control. The prefrontal cortex - thinking brain - has left the building and we are now operating in a reactive, more primal way. The language of the prefrontal cortex is words - it can be reasoned with. When things are hitting the fan and someone is heightened emotionally, many of us try to respond with words and this simply doesn’t work - you can’t reason with the amygdala or brain stem. The language of the amygdala is feelings, while the language of the brain stem is sensation. When someone is heightened we have to “speak” their amygdala or brain stem languages. Ask: what do you want? How can I help? What can we do to make this better? Validate (when appropriate): That must have made you feel really angry. I hear that. I hear you. What a frustrating situation to be in. Work to connect before correcting or advising. Observe first, connect, listen, then work with them to decide what needs to be done, if anything. Feelings vs. Emotions Feelings and emotions are the same thing, right? This is a common assumption. Noted neurologist Antonio R. Damasio observes that, “In everyday language we often use the terms interchangeably. This shows how closely connected emotions are with feelings. But for neuroscience, emotions are more or less the complex reactions the body has to certain stimuli. When we are afraid of something, our hearts begin to race, our mouths become dry, our skin turns pale and our muscles contract. This emotional reaction occurs automatically and unconsciously. Feelings occur after we become aware in our brain of such physical changes; only then do we experience the feeling of fear.” Meaning, feelings are caused by emotions. Feelings are how our brain processes emotions. He goes one step further to assert that feelings influence our decision-making, for better and for worse. Mindfulness: Responding Instead of Reacting Strong emotions tend to lead to knee-jerk reactions; this was an evolutionary necessity back in the day, but isn’t particularly helpful in our modern era when we respond to rush hour traffic in the same physiological way as our ancestors running from tigers. Or dinosaurs. You get the idea. For example, the emotion of fear breeds uncertainty, while anger breeds confidence, risk-taking, and impulsivity. Angry people tend to place blame on others and/or society. Interestingly enough, happiness doesn’t help us much on the decision-making front, either. When someone is feeling happiness, they are less likely to pay attention to details or the quality of a message and more likely to just respond to the attractiveness of someone or something. Conversely, just the right amount of sadness can lead to thinking and problem-solving, but it’s a fine line between problem-solving and ruminating/obsessing. What’s a person supposed to do? The practice of mindfulness may very well be the answer. Mindfulness, in its simplest terms, means to stop, take a moment, breathe, and observe what’s happening in your body. That moment’s pause is a way of checking in with yourself so that you can choose to move on from something, or respond to it with your logical mind. Holocaust survivor, Viktor E. Frankl, said it best, “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.” It is comforting and empowering to understand that we have a choice in how we will respond to situations. We can take a breath. We can empower ourselves and the young people around us to recognize what’s happening in our bodies, since our bodies tell us when something is wrong faster than our mind does. Mind Over Matter It’s empowering to gain better understanding of how we process and respond to the circumstances around us, how emotions become feelings, and how those feelings manifest. When things happen (which they always do), if we can learn to take a moment, take a breath, and stay grounded, we can learn to respond instead of react. This skill will put us and the people around us well on our way to a more mindful, and ultimately peaceful, way of being. Finding the balance between acknowledging our feelings and being ruled by them requires raising awareness of how our amazing minds and bodies work. Sources: Feeling Our Emotions Scientific American The Best Headspace for Making Decisions The Atlantic Webinar: The American Montessori Society series on Trauma and Stress Seminar: Addressing the Social, Emotional, Behavioral, and Mental Health Needs of Our Students

We get it. Raising children seems harder than ever these days. ‘Give your children the life you didn’t have. But don’t spoil them. Give them the world. But don’t do too much for them.’ We are here to partner with you on this journey and swim with you through the sea of opinions and advice. According to Dr. Montessori, “The child’s nature is to aim directly and energetically at functional independence.” We’ve all seen it: a small child kicking and screaming as she is being carried out of a public space, a three year old squalling that he can do it by himself. We often see these episodes as bad behavior, but these children are sending a message: help me do it myself! Children are naturally aiming toward independence, but adults don’t always hear their message clearly. Without realizing it, our well intended help can become an obstacle on a child’s path to independence. Whether this is your child’s first adventure away from home or they have been in someone else’s care since they were six weeks old, there are things you can do right now to support their journey to independence. Here are our top ten things your child can do right now: 1. Your Child Can Put On Their Own Clothes and Shoes The key to allowing your child to be independent in dressing is to allow enough time for them to try as many times as they need. Be sure to get up early enough that you can be near your child while they get dressed, so you can coach as needed. Use positive phrasing! If you have seen your child put on a t-shirt before, a simple, “You can put your shirt on,” is all the coaching they will need. 2. Your Child Can Carry Any Item Into School (even heavy things!) Young children are capable of carrying their belongings into school and into the studio on their own. Parents can help support children in this process, using positive phrases, such as “I know it’s heavy, but you can do it.” 3. Your Child Can Make Choices about What They Wear and Eat (Within Reason) Adults can support their child in the decision-making process by narrowing down the selection of acceptable choices. For example, during the winter months, only have a selection of winter clothes and shoes available in your child’s closet. Have your child help make their own lunch and provide guidance like, “What kind of fruit would you like in your lunch?” Or “For breakfast, would you like eggs or yogurt?” 4. Your Child Can Walk As you know, children are not notorious for rushing and that’s okay! Leave enough time for your child to walk into the building, which may mean they stop occasionally because something they see interests them. Children’s sense of time is different from an adult’s. If letting them walk in by themselves makes them tardy to school, that’s okay too! If you’re worried your child will bolt, feel free to hold their hand and let them know that the expectation is that they will walk with you. 5. Your Child Can Open and Close Lunch Containers For a child to feel successful during lunch it is important that they be independent, which means they should be able to carry their own lunchbox and open all of their containers. Children love being able to do things for themselves; the independence and freedom of being able to open their own lunch items certainly builds their confidence. Have fun with practicing opening those containers before they are sent in. 6. Your Child Can Blow Their Own Nose You can encourage appropriate nose blowing etiquette by modeling this yourself, because blowing can be tricky for some children. Also keeping several boxes of tissue strategically placed around the house on their level where they can reach, helps divert snot from sleeves. 7. Your Child Can Wipe Themselves After Using the Toilet and Clean Up Accidents If you have seen your child wipe themself then the next time they ask, “Can you help me wipe?” you can say, “You can wipe and you may wipe yourself.” If you are concerned with them not wiping well enough then you can teach them to wipe until the tissue is clean. Accidents happen and when they do they can change their own clothes, they can clean up, and then wash their hands thoroughly. 8. Your Child Can Put Away Their Belongings You can make sure your home is accessible for your child. You can place hooks low on the wall for their jackets, baskets for shoes or accessories like hats and mittens, clothes you want them to wear in lowest drawers, food/snacks you want them to eat in crisper drawers, cups and dishes and silverware in a low cabinet. When the environment is prepared and consistent, it is easy for your child to put away their belongings. 9. Your Child Can Speak for Himself or Herself Part of our role at school is to let your child find their voice and know when to use their voice. Like most everything else when fostering independence in small children, providing your child with enough time to speak or answer a question is important. And although it may be tempting, we should avoid filling in the gaps when we think a child is stuck or not answering quick enough. We can also let children know when someone is looking at you, then they are listening to to you. 10. Your Child Can Clean Big and Small Spills and Messes At school, we say yes to the accidental mess! Think of every spill as an opportunity to learn how to clean up, care for their environment, and become more independent. Keeping cleaning rags, brooms, and dustpans in a space where your child can access them, helps facilitate this process. To see independence in action, check out this short video (below) and know that Montessori said it best: “How does he achieve this independence? He does it by means of a continuous activity. How does he become free? By means of constant effort. …we know that development results from activity. The environment must be rich in motives which lend interest to activity and invite the child to conduct his own experiences.” (The Absorbent Mind) #ParentEducation #Montessori #CommunityMontessori

Our societal belief is that homework is needed to continue learning. However, there is no documented research that this is valid or true. According to Alfie Kohn, author of “The Homework Myth,” the positive effects of homework are largely mythical. There is no evidence of academic benefit from assigning homework in elementary or middle school; and the younger child gains no meaningful academic achievement through doing homework. Our school’s belief is that Homework is actually Work @ Home. This work is to be meaningful, purposeful and productive, as well as being developmentally appropriate for the child. Research also shows that reading to/with your child, allowing for 90 minutes of uninterrupted free play (outside if possible), and eating a meal together EACH DAY has HUGE implications for their academic success. Work @ Home during Summer Break is to be with purpose, generated by the child if possible, and meaningful! ***Limit Screen time :) Computers, phones, tablets and television: create a media plan with your child and observe what your child is exposed to on the screen. To support families in this process, we encourage them to use strong observation skills with their child to see when they are ready for new challenges. The work you do with children at home should be more learner-led and self-correcting and should try not to involve the family in correcting the child. Here is a list of ideas to enjoy with your child (mostly 6-12 year olds) over the break: Language/Reading: Read a chapter book of interest each night with your child Purchase a “kid-friendly” magazine and read the articles Read a newspaper article Play “ABC Find” in the car – finding words that begin with a, b,c and shouting out – Who can get to a “Z” word first? Read favorite poems Read and sing a song Read directions on a package Read about a topic on Wikipedia Choose a reading computer game and enjoy Make sight word flash cards and time yourself to see how fast you can read them Find words with the following blends: ph, wh, sh, ch, th Make a list of rhyming words Make up a 4 sentence rhyme Write a paragraph about your favorite food using capital letters and periods Write adjectives (words that describe) about your favorite place Practice your first and last name in cursive Practice memorizing and writing your address and phone number (as well as those important people you need to know) Write a story (a few paragraphs) about your favorite place to go Take a walk around your house and make a list of things you see, hear, smell and touch Take a monthly trip to the library and read a book while you are there – even learn to use the computer to search for books Keep a “running” list of nouns, verbs, adjectives – adding to it once a week Look up new words in the dictionary and write their meanings – catapult, ecstatic, minor, fare, challenge, gingko Practice writing 3-5 syllable words in cursive Do jumping jacks as you spell out challenge words - 3-5 syllables Start writing in a journal or diary each day Find 5 favorite pictures and write a sentence (or paragraph) about each Math: Measure a cup, ½ cup, ¼ cup of cereal Make a list of math terms that go together (+/plus, add, addition, put together, addend) (-/minus, subtract, subtraction, take away,subtrahend) (times,multiply,product, multiple) (divisor, division, dividend) Write out 10 facts that equal ten when using addition Write out ten facts when using 1-10 with multiplication Make a list of 3 shapes you find in your house (with right angles) Draw a triangle, square, circle, rectangle, oval and ellipse Make a schedule for your daily routine in digital time (XX:00) Use a clock to show 3:00, 7:00, 10:00, 9:30, 12:30, 4:30 Count 35 minutes from now, what time is it? Write numbers 1735 and 468 in expanded form (1000+700+30+5) Find the tens place in the number 1235 Find the tenths place ins 765.39 Mark the hundreds place in 479 When at a restaurant, add up the bill without tax (or calculate tax too!) When at a grocery store, find the price of your three favorite foods Round 459 to the hundreds Round 17 to the tens Pick three of your favorite numbers, then add them together Add the ages of your family members Practice subtraction and addition facts in the 1000s place with exchanging Measure cups of water – which is more: a cup or a quart? How many quarts make a gallon? Draw a right angle and label it Draw parallel lines Draw a segment, ray, line Use a tape measure to find lengths of favorite household items Cultural: Find out five facts about your favorite animal Make a list of the 5 kinds of animals and their characteristics Look at a map and find where California is – north, south, east, west Can you name and label all 50 states? Where is Antarctica? Start a leaf or flower collection Make a timeline of your life – include at least 5 important things Find India, China, Venezuela and Nova Scotia on a map Take a walk Find out the parts of a tree Pick out three favorite toys – do they sink or float and why? Write at least one paragraph about your favorite place Discuss your family belief about the creation of the world Draw or write about your wants and needs Put the 50 United States in abc order What are the differences of a carnivore, herbivore, and omnivore Draw and label the planets Research about Pluto – a planet? Research dinosaurs or other prehistoric animals Make a list of the seven continents and at least one animal or plant that is native to each continent Name at least 5 landforms Make a map of your community or house and yard Write at least three facts about North America and Europe Play in water or swim Other: Label your room with words – ex. Door, bed, carpet, poster, shelves Chart the foods you eat every day for a week using the food pyramid Run in place for 10 minutes a day for a week Create a unique sandwich or food item to share with your family Write down 3 jobs you want when you grow up – list pros and cons about the jobs Make a “sitter” list with important information and phone numbers, then place by the phone Practice with your family a fire safety drill – where is your meeting spot? Make a personal safety book to share with your family – include how to speak with strangers, what to do if approached by a stranger Make a street safety guide – about riding bikes (helmets and pads), walking, and what to do if you get lost or separated Paint a picture for a friend Use three “trash” items to recycle and create with Start or add-to your responsibilities at home – try to do without your family reminding you Create a plan to earn money for going out trips Donate gently used toys and clothes to a shelter Collect canned good items from other family members and take to a food bank Finally, here is a link to a PDF of a handout from a past workshop for parents of learners ages 6-9, with activities listed by level. Feel free to browse this for ideas as well! #ParentEducation #Montessori

So much has been happening in April and May, we thought we would share some of the highlights: In late April, the Pergola in the Back 4 Acres behind the school was completed by the "Building Group" of the Islands 12-14 year old learners. This was another of the projects completed as a part of the Great Exhibitions. Our whole school will use this for many years to come. Thank you Islands! A new tree was planted in the Early Education playground. The tree is a Deborah Norway Maple. The leaves come out almost black then turn green. In the fall the large leaves will turn golden before falling. A big thank you to everyone that made the this planting possible including Faith Stout, Allen Franz, Emily Ross, and Ben Traughber, along with the Islands teens who volunteered to plant the (very heavy) tree and planning for daily watering. Finally, here is a preview trailer for Mulan, Jr, which is being performed by 9-12 year old learners as a part of the Gemstones' Exhibitions tonight and tomorrow night at 6pm. #ProjectBasedLearning #CommunityMontessori

Two teens at Community Montessori had an idea. After meeting with learners at our school and in other community schools, the group created a catalyst for a shared, community, public art project entitled Stronger Together. The conversation began after the time when the Parkland school incident took place and the teens involved decided that our local community in Southern Indiana should take action. Here is a slideshow of the beginning of the project at Community Montessori, and leaving on the trailer to begin its travels: Teens from Southern Indiana schools, including Community Montessori, New Albany High School, Floyd Central High School, Providence High School, Jeffersonville High School, Silver Creek High School, Clarksville High School and Rock Creek Community Academy have committed to participate over the next several weeks as the sculpture travels from school to school. Learners at each school will be invited to add string on the heart sculpture to make a public statement of support symbolizing unity and honoring the lives lost to school violence. Here is the project arriving at Floyd Central High School, leaving Floyd Central, and arriving at Jeffersonville High School: The project is intended to emphasize that from Columbine to Parkland to Southern Indiana, and all over the world, the one thing all of us have in common is LOVE! As a community and as teenagers, this project is meant to demonstrate that we can stand together against any kind of school violence. The project also hopes to encourage all people to vow to stay connected with one another and treat all people with love and kindness. Our school and community holds the memories of those affected by school violence close to our hearts. The teens would like to thank artist Joe Autry, a parent at Community Montessori who worked with the teens and created the metal heart used as the base for the project, Melissa Merida and the New Albany Library who will be assisting with the display of the project when it is completed, as well as all of the schools who plan to participate over the next several weeks as the sculpture travels from school to school. UPDATE JULY 2018: The video of the Dedication event on Friday, May 18th 2018 is now live on Youtube: #CommunityMontessori #Art

In late March, the Islands Teens hosted a "Great Exhibition" of projects created during a six month period. ​Learners presented results from five group projects. The first group presented their process and data from the launch of a weather balloon on March 14th which visited a height of approximately 31,863 meters on its flight. The second group “cut the ribbon” on a teen designed and constructed outdoor learning pergola on the school’s property. The third group showcased collaborative quilt displaying their progress with mastering sewing and textiles. A fourth group performed a theatrical presentation planned, created, and performed by the teens. Last but not least, the fifth group premiered a learner created short film. A perspective of this fantastic event was covered by the News and Tribune in a story on March 23rd linked here. Shared here is is the short science fiction film, "Citizens of the Universe", that was written, directed, and performed through a collaborative effort of learners ages 12-14 a.k.a. "The Islands Film Group", and viewed during this Exhibition. #ProjectBasedLearning #Montessori

If all the difficulties during the turbulent metamorphosis of adolescence could be reduced down to one essential question, I think it would be, “Who am I?” Related to this essential question are others, such as, “What do I value the most in life?” and, “Why am I here?” The curriculum of any adolescent program, then, ought to serve the superseding purpose of helping teens formulate answers to this question and all of its relatives. Of course, in many important ways, answers to these questions are deeply personal and therefore subjective. There is not one right and factual answer. Furthermore, the answers are fluid, ideally, because while some aspects of personality persist throughout time, others evolve as we learn more and have more experiences. In another way, though, there is a scientific and objective answer to the question that applies to all ages, cultures, nationalities, ethnicities and races - an answer that applies to anyone from anywhere at any time history: a member of the human race. Sure, this may seem obvious at first, but we are inclined to forget or ignore it all too easily. For most of our species’ existence, we operated as isolated tribes competing with other tribes for resources and, ultimately, survival. As a result, natural selection hardwired our brains for tribalism, leaving us hampered by what E.O. Wilson calls the “Paleolithic Curse: genetic adaptations that worked very well for millions of years of hunter-gatherer existence but are increasingly a hindrance in a globally urban and technoscientific society” (The Meaning of Human Existence 176). This is why, even though most educated people today accept the fact that we all belong to one human family on one shared planet, we don’t act like it. It is why we are susceptible to xenophobia, racism, nationalism, and even religious tribalism, despite the fact that we are an extraordinarily intelligent species with an abundance of facts at our disposal that overwhelmingly demonstrate the myopic and self-destructive reality of such Paleolithic mentalities. Montessori often marvels at the incongruity of humanity’s brilliance and ignorance. In one speech, she observes that, “[Man] is more intelligent now, but the feelings that should accompany this increase in intelligence are still missing, and they cannot stir within him because his way of life is wrong. He is overcome with hatred and does not obey the laws of nature. Nobler feelings - awareness of the unity of all living beings, for instance - are very slowly appearing in him (Education and Peace 97). This observation begs the question: how do we accelerate the actualization of these “nobler feelings,” particularly for those young people metamorphosing physically but also emotionally and psychologically in their final plane of development before adulthood? There is no simple fix, but one accelerant is a comprehensive curriculum that can help them answer the question, “Who am I?” We need a methodology rooted in scientific facts yet spreading out to all other fields of study in order to help us reach up to our highest potential as a species that possesses “enough intelligence, goodwill, generosity, and enterprise to turn Earth into a paradise both for ourselves and for the biosphere that gave us birth” (Wilson 176). A fragmented approach to learning that emphasizes content at the expense of context results in a disorienting learning experience at best, and one devoid of meaning at worst. This traditional approach, prominent since the 19th century, leaves adolescents on their own, by and large, in their quest for answers to their biggest questions. Montessori’s cosmic theory, which informs the pedagogy and curriculum of Cosmic Education in elementary, ameliorates this problem by connecting “all the items of culture...as different aspects of the knowledge of the world and the cosmos. Astronomy, geography, geology, biology, physics, chemistry are but details of one whole. It is their relation to one another that urges interest from a centre towards its ramifications. There is besides this the other part which concerns directing the consciousness towards humanity” (Basic Ideas of Montessori’s Educational Theory 131). Presenting the whole universe story stokes the flames of imagination and piques curiosity about all subjects, as everything the child learns adds more detail to the story. Furthermore, humanity emerges from this cosmic narrative “as a sacred being of creation and as the greatest marvel of nature” (Ibid. 131). Thus, from a very young age, the Montessori learner becomes sensitized to the “unity of all living beings.” Pictured: Kyle is given an elementary level Cosmic lesson by a learner, and then shares teen version. The elementary years in Montessori lay the groundwork for profound revelations in adolescence, but the problem is that the Cosmic Curriculum does not extend into the third plane. Compounding the problem is that our content-heavy educational paradigm dumps information on teenagers without helping them assemble it into any kind of meaningful story, and if we’re not careful, that information dump can quickly suffocate the flames of imagination that once illuminated the world for the child. Fortunately, a history professor named David Christian recognized this problem and developed a course called Big History. The details of the course are less important than the fact that the overarching objective, at least from a pedagogical standpoint, aligns closely with that of Cosmic Education. According to Christian, Big History is, “the attempt to understand, in a unified, interdisciplinary way, the history of Cosmos, Earth, Life, and Humanity” (International Big History Association). Rather than five Great Lessons, Big History demarcates the universe story with eight Threshold Moments of increasing complexity, the last three of which concentrate on the human story. Just as Montessori intended, this approach nests humanity within the larger context of the planet and the universe, and it sets up a magnificent stage upon which the story of humanity finds its proper setting. For the past five years, our Teens Program has been using the Big History conceptual toolkit to link up all the content required by the state of Indiana into one cohesive narrative that aims, above all else, to help our teens answer their most burning question: “Who am I?” Our highest aim is that our graduates “feel the pride and privilege of belonging to humanity” because this is the only way to break the Paleolithic Curse and move our species forward into a more fulfilling, safe, and prosperous future. Sure, aiming for good test scores would be much easier, but Montessori emboldens us with her mission, which is nothing short of “...the true salvation of humanity and civilization” (Education and Peace 28). And sure, it would be easy to surrender to cynicism and say humanity is a hopeless cause, but Montessori teaches us to see ourselves anew, as marvels of creation united as one organism on a very special planet teeming with life in an otherwise unremarkable solar system in an average galaxy among billions in a universe of infinite mystery and wonder. For the adolescent, and for all of us, that should give more than enough room to respond to the question, “Who am I?” with an answer that includes all of us: “I am a proud and privileged member of the human race." #ParentEducation #Montessori

In this post, watch an edited version of the flight recording from the "CMS Obscura" a weather balloon launched on March 14th, 2018 by teen learners ages 12-14 in the Islands at Community Montessori School in New Albany, IN. Visit this link to read a related blog post on the "Great Exhibition" of this and other projects. #ProjectBasedLearning #Montessori

ASSIST Teens led a discussion and viewing of "More than Sad" a documentary produced by the American Foundation for Suicide Prevention. The Foundation has graciously allowed us to post the link to the documentary here. The Foundation also recommended this page as a resource for families that would like more information or support around this topic. When you visit the link, click the section "For parents having conversations with young adults." You can also view the Community Montessori discussion about the video by viewing our YouTube playlist of the night's discussion - both introduction and conclusion. #ParentEducation #Montessori

Please find here the recording of this year's 2018 State of the School Address held on Tuesday, February 6th. #PIPWorkshop #ParentEducation

Here is an update from Diamond Studio (learners ages 9-12) on their reef tank project! #ProjectBasedLearning #ReefTank