TRANSMITTED VIA ELECTRONIC MAIL April 20, 2020 Laura Moellering Four Corners Montessori Academy 1075 East Gardenia Madison Heights, MI 48071 Re: Approval of Continuity of Learning and COVID-19 Response Plan (“Plan”) Dear Ms. Moellering: I am pleased to inform you that the Plan for Four Corners Montessori Academy (“Academy”) has been approved by Oakland University and will be transmitted by our office to the State Superintendent of Public Instruction and the State Treasurer. The Plan is effective as of April 15, 2020. You may proceed with Plan implementation for the remainder of the 2019-2020 school year and, if applicable, other elements that affect the 2020-2021 school year. Please also proceed with the following next steps:

• To fulfill one of the required assurances, immediately add a copy of the approved Plan, assurances document, and budget outline to the Academy’s website. An approved copy of the Plan is attached, and can be found in Epicenter.

• Present the Plan to the Academy’s Board of Directors (“Academy Board”) at its next scheduled meeting. At that meeting, the Academy Board should approve any necessary amendments to the Academy’s 2019-2020 budget or other relevant agreements needed to implement the Plan. In accordance with the Terms and Conditions of the Academy’s charter contract (“Contract”), the approved Plan, to be known as the Covid-19 Learning Plan Amendment, shall constitute Contract amendment number one to the Contract upon approval by the Academy Board. This Contract amendment will remain in effect as long as the Plan remains in effect.

If the Academy requires an amendment to the Plan, please contact Majela Morris in the PSA Office to initiate that process. Thank you for all your efforts to keep student learning moving forward in these trying times. If you have any further questions or need additional support, please do not hesitate to contact us.

Office of Public School Academies School of Education and Human Services 456 Pioneer Drive Pawley Hall Room 420J Rochester, Mi 48309-4482 Tel: (248) 370-4596; Fax: (248) 370-4239

Sincerely, Judeen Bartos Executive Director Oakland University Attachments: Final Continuity of Learning Plan - signed Cc: Cheryl Hatton, Board President

Continuity of Learning and COVID-19 Response Plan (“Plan”)

Application Template

As a result of COVID-19 and the closing of school buildings for the 2019-2020 School Year,

school districts must submit a Continuity of Learning and COVID-19 Response Plan (“Plan”) in order to continue to receive state aid for operations. Although schools are closed and not

providing in-person instruction, teaching and learning must continue. Michigan educators have been called to provide our students with continued learning.

There are varied states of readiness to provide continuity in learning among districts. Even

within districts of multiple school sites, there are varied states of readiness. It is expected that schools will provide instruction at a distance using a variety of methods that meet local needs,

including printed materials, phone contact, email, virtual learning, or a combination to meet student needs. We should avoid assuming that continuity in learning can only occur through

online means.

While many educators have been providing distance learning opportunities, the Governor’s Executive Order (EO 2020-35) requires all schools to begin providing learning opportunities for

all students no later than April 28, 2020. Districts who are able to begin their plans earlier are encouraged to do so.

Each District shall submit a single completed Assurance Document, Budget Outline, and

Continuity of Learning Plan to its Intermediate School District. Each Public School Academy shall submit a completed Assurance Document, Budget Outline, and Continuity of Learning Plan

to its Authorizer. A single Application should be filed for the district rather than multiple applications for individual schools within a district. The following items are required for the

application which may be submitted beginning April 8, 2020:

1. Assurances Document 2. Continuity of Learning Plan

3. Budget Outline

Continuity of Learning and COVID-19 Response Plan (“Plan”) Guiding Principles

As Districts and Public School Academies complete the Assurances and Continuity of Learning

Plans, they should consider utilizing the following principles to guide their work:

Keep Students at the Center Intentional outreach to continue building relationships and maintain connections.

Help students feel safe and valued. At minimum, plan to do the following:

• Plan for Student Learning: Build on each student’s strengths, interests,

and needs and use this knowledge to positively affect learning.

• Develop a Weekly Plan and Schedule: Offer routines and structures for consistency and for the balancing of think time, work time, and play

time for health and well-being.

• Contact Families: Partner to support student learning through ongoing communication and collaboration. This will not look the same for every

student and family—safety remains the priority. Provide translations as necessary.

Design Learning for Equity and Access

Plan and deliver content in multiple ways so all students can access learning.

• Teach Content: Set goals using knowledge of each student, content area standards, and of Michigan Merit Curriculum.

• Deliver Flexible Instruction: Consider how to deliver content depending on tools and resources accessible to each student. Alternative modes of instruction may include use of online learning,

telephone communications, email, virtual instruction, videos, slideshows, project-based learning, use of instructional packets, or a

combination to meet diverse student needs.

• Engage Families: Communicate with families about engagement strategies to support students as they access the learning. Families are

critical partners. Provide translations as necessary.

Assess Student Learning Manage and monitor student learning and plan what’s next for learning including

the potential need for summer and supplemental learning.

• Check Student Learning: Use a variety of strategies to monitor, assess, and provide feedback to students about their learning.

• Make Instructional Adjustments: Use formative assessment results to guide educators’ reflection on effectiveness of instruction and to

determine next steps for student learning.

• Engage Families: Communicate with families about assessment results in order to inform next steps and the potential for

supplemental summer learning. Provide translations as necessary.

Continuity of Learning and COVID-19 Response Plan (“Plan”) Assurances

Date Submitted:

Name of District:

Address of District:

District Code Number:

Email Address of the District:

Name of Intermediate School District:

Name of Authorizing Body (if applicable):

This Assurance document needs to be returned to your Intermediate School District or, for Public

School Academies, your Authorizing Body with your Continuity of Learning Plan and Budget Outline beginning April 8, 2020 to indicate that the District will adopt a plan to ensure

continuous learning for all students through the remainder of the 2019-2020 school year.

Districts should submit a single district plan that relates to all of their schools.

The applicant hereby provides assurance it will follow the requirements for a Plan for the remainder of the 2019-2020 school year:

1. Applicant assures that all student learning will take place under the direction of a teacher of record for each student enrolled in the district.

2. Applicant assures that it will continue to pay school employees during the balance of the 2019-2020 school year under the same terms and conditions established prior to the school

closure order period. 3. Applicant assures that the Plan was developed in collaboration with district administrators,

school board members, teachers, and local bargaining units. 4. Applicant assures that food distribution has been arranged for or provided for eligible

students. 5. Applicant assures coordination between applicant and Intermediate School District in which

the District/PSA is located to mobilize disaster relief child care centers. 6. Applicant assures that to the extent practicable the District/PSA will in good faith provide

students with IEPs/Section 504 Plans the opportunity to participate in learning consistent with existing plans.

7. Applicant assures that Continuity of Learning and COVID-19 Response Plan, Assurance Document, and Budget Outline will be posted immediately following approval to the

District’s/PSA’s website.

Continuity of Learning and COVID-19 Response Plan (“Plan”)

The goal of a Continuity of Learning Plan and COVID-19 Response Plan is to ensure that each

District or Public School Academy is providing, to the best of its ability, each student with

alternative modes of instruction to help them stay on pace in their learning. This application

recognizes that there is no “one-size-fits-all” solution; multiple means of engaging students and

supporting families may be necessary that may vary by grade level, school building, or student

population served.

For the purposes of the Plan, “district” refers to school districts and public school academies.

Date Submitted:

Name of District:

Address of District:

District Code Number:

Email Address of the District Superintendent:

Name of Intermediate School District:

Name of Authorizing Body (if applicable):

In accordance with Executive Order 2020-35 a Plan must include all of the following parts:

g. Please describe the methods the district will use to provide alternative modes of instruction other than in-person instruction and a summary of materials each pupil and the pupil’s

parents or guardians will need to access meaningfully the alternative modes of instruction included in the Plan. If the Plan relies on electronic instruction, the Plan must ensure to the

extent feasible that pupils have access to a connected device capable of accessing the electronic instruction and must not penalize a pupil for the pupil’s inability to fully

participate.

“Alternative modes of instruction” means modes of pupil instruction, other than in-person instruction, that may include, without limitation, partnerships with other districts or intermediate districts or community colleges or institutions of higher education, use of vendors, use of online learning, telephone communications, email, virtual instruction, videos, slideshows, project-based learning, use of instructional packets, or a hybrid of multiple modes of learning that still promote recommended practices for social distancing to mitigate the spread of COVID-CD.

District/ PSA Response:

i. Please describe the district’s plans to deliver content in multiple ways so that all pupils can

access learning.

District/ PSA Response:

j. Please describe the district’s plans to manage and monitor learning by pupils.

District/ PSA Response:

k. Please attach a budget outline estimating additional expenditures associated with the Plan and

sources of revenue to pay for those expenditures.

District/ PSA Response:

l. Please describe the manner in which district administrators, board members, teachers, and

any representatives of teachers collaborated in development of the Plan.

District/ PSA Response:

m. Please describe the methods the district will use to notify pupils and parents or guardians of

the Plan.

District/ PSA Response:

n. Please provide an estimate of the date on which the district will begin implementation of the

Plan, which must be no later than April hn, hoon.

District/ PSA Response:

p. Please describe the assistance, to the extent feasible, to pupils enrolled in any postsecondary dual enrollment courses under Public Act glo of gppl, as amended, MCL inn.kgg to inn.khj,

and Career and Technical Preparation Act, hkn PA hooo, as amended, MCL inn.gpog to

inn.gpgi, in completing the courses during the hogp-hoho school year.

District/ PSA Response:

go. Please describe how the district will continue to provide or arrange for continuation of food

distribution to eligible pupils.

District/ PSA Response:

gg. Please confirm that the district will continue to pay school employees while redeploying staff to provide meaningful work in the context of the Plan, subject to any applicable requirements

of a collective bargaining agreement.

District/ PSA Response:

gh. Provide describe how the district will evaluate the participation of pupils in the Plan.

District/ PSA Response:

gi. Please describe how the district will provide mental health supports to pupils affected by a

state of emergency or state of disaster prompted by COVID-gp.

District/ PSA Response:

gj. Please describe how the district will support the efforts of the intermediate district in which the district is located to mobilize disaster relief child care centers as described in Executive

Order hoho-gl or any executive order that follow it.

District/ PSA Response:

Optional question:

gk. Does the District to adopt a balanced calendar instructional program for the remainder of the

hogp-hoho school year? Does the District plan to adopt a balanced calendar instructional

program for the hoho-hohg school year?

District/ PSA Response:

Name of District Leader Submitting Application:

Date Approved:

Name of ISD Superintendent/Authorizer Designee:

Date Submitted to Superintendent and State Treasurer:

Confirmation approved Plan is posted on District/PSA website:

1 | P a g e

LEARNING FROM HOME

A Handbook for Parents

“Children at the Heart of a Connected Community”

2 | P a g e

Table of Contents

Section Page

1 Modified School Calendar .......................................................................................................................................... 3 2 A Vision of Learning from a Montessori Perspective ..................................................................................... 4

2.1 How do we establish this at home?............................................................................................................... 4 2.2 The Prepared Environment ............................................................................................................................. 5 2.3 Practical Life ............................................................................................................................................................ 6 2.4 The Uninterrupted Work Cycle ...................................................................................................................... 7 2.5 Ownership of Tasks and Sharing of Learning ........................................................................................... 7 2.6 Feeling of Responsibility and Contribution to the Community/Family ........................................ 8

3 Pre-Primary/Early Elementary ............................................................................................................................... 9 4 Lower Elementary ...................................................................................................................................................... 10 5 Upper Elementary ....................................................................................................................................................... 11 6 Middle School ............................................................................................................................................................... 12 7 Specials ............................................................................................................................................................................ 13 8 Daily Work ..................................................................................................................................................................... 14 9 Sample Weekly Schedule ......................................................................................................................................... 15 10 Sample Daily Schedule .............................................................................................................................................. 16 11 Activities for Pre-Primary/Early Elementary at Home ............................................................................... 17 12 Activities for Lower/Upper Elementary at Home ......................................................................................... 18 13 Possible Coursework for Middle School at Home .......................................................................................... 19 14 Suggested Materials List .......................................................................................................................................... 20 15 FAQs .................................................................................................................................................................................. 21 16 Resources for Families .............................................................................................................................................. 22

16.1 Additional Practical Life Activities ......................................................................................................... 22 16.2 DIY Montessori Materials ........................................................................................................................... 26 16.3 Virtual Field Trips .......................................................................................................................................... 27 16.4 Podcast for Children ..................................................................................................................................... 30 16.5 Community Support ..................................................................................................................................... 31

This handbook is not intended to create a contract. FCMA reserves the right to modify,

at any time, any of the recommendations or resources provided in this document.

3 | P a g e

1 2019-20 Modified School Calendar

Mon., April 6th - Fri. April 10th NO SCHOOL – Spring Break

Mon., April 13th Learning from Home (Distant Learning) Continues

Wed., April 22nd Poetry Jam/Earth Day – Facebook Event

Fri., May 1st Movie Night – via Zoom

Fri., May 1st – Sun., May 3rd Middle School Forensics Competition

Thurs., May 7th Kids Heart Challenge – Facebook Event

Wed., May 20th Science Showcase – Facebook Event

Mon., May 25th NO SCHOOL – Memorial Day

Mon. June 1st – Fri., June 5th Virtual Spirit Week

Mon., June 8th Field Day

Fri., June 12th Last Day of School

4 | P a g e

2 A Vision of Learning from a Montessori Perspective

“Our aim is not merely to make the child understand, and still less to force him to memorize, but so

to touch his imagination as to enthuse him to his innermost core.” ~Dr. Maria Montessori

As we embark on a time of ‘Learning from Home,’ our aim is to create a Montessori-based

framework that serves our students while supporting parents as we all adapt to a different daily

routine. It is important to us that the children’s activity during this time be enjoyable, thoughtful,

challenging, and rewarding.

Replicating what happens in our classrooms is not something we can achieve during this period.

Our goal is to work in collaboration with families to keep alive the culture of learning that is

unique to Montessori and provides families with support and activities that match the

developmental needs and characteristics of the child.

2.1 How do we establish this at home?

The Montessori method is all about the process. While completion of work is important, it is our

approach that makes all the difference. Learning is most effective when it is within a greater

context. When we connect subjects and concepts, we establish meaning which fuels motivation in

students. Above all, we want children to feel connected to their learning, not simply “complete

assignments” while at home.

Learning together with a sense of exploration, curiosity, and discovery results in deeper and

more meaningful experiences for children. This instills a great sense of ownership and

responsibility for the child.

It is important to us that we maintain a feeling of connectedness throughout this process. We will

be in regular contact in a variety of ways and continued communication between teachers and

families throughout the period of closure is assured.

The guidelines throughout this Handbook will outline how FCMA’s teachers and administration

will support all our FCMA families throughout this period of ‘Learning from Home.’

5 | P a g e

2.2 The Prepared Environment

For our younger students, the learning environment is your home and surroundings. This means finding

ways to support independence, engage in meaningful tasks and supplement learning through various

activities suggested by teachers.

For our older Elementary and Middle School students, this will mean all of the above, plus establishing a

quiet space, expectations and routines for any specific assignments shared by teachers.

Where age-appropriate you might like to discuss ‘Learning from Home’ with your child and include them

in some decision-making processes:

� Ask them where to set up their space (if applicable)

� Make a schedule together that works for your family (when to take breaks/have time outdoors,

etc.)

� Gather ideas for activities and projects

� Organize materials

For our older students, it will be important for them to maintain their routine of handing in work and

receiving feedback from their teachers.

Overall, we can approach this as an opportunity to be creative and collaborative – we are here to

support you through this process.

6 | P a g e

2.3 Practical Life

Practical life is an important part of experiential learning. It is part of every Montessori classroom and

can be mirrored at home. These activities assist students in developing purposeful life skills for their

continued growth and development. This includes refining fine motor and movement skills and

practicing coordination, planning and problem-solving. Practical life activities:

� foster order and sequence;

� develop concentration;

� foster physical independence;

� foster the development of fine motor control; and

� provide opportunities for planning and carrying out tasks.

The Practical Life area also provides children with opportunities to contribute to family life. Inherent in

these activities is the development of key executive functions: decision-making, organization, problem-

solving, impulse control, collaboration and communication. These skills form the foundation of a child’s

academic learning. For example, sequencing a task is pre-reading skill.

Examples of practical life might include:

� setting the table; � watering plants; � tidying and organizing rooms; � planning an outing; � taking care of pets; � preparing a snack/meal; � helping with shopping lists/budgeting; � repairing a bicycle; or � planting a small urban garden.

Practical life is engaging for children at all stages of development ad tasks are designed according to

their level of coordination and independence. You can organize a “job chart” or list of family projects as

a way to help guide your child’s interests. Planning and gathering resources to complete the tasks is

purposeful work.

These ideas foster a sense of contributions, responsibility, shared experiences and satisfaction.

As our children get older, these activities lead naturally to volunteer experiences and beginnings of

community work. For our oldest adolescents, many of these practical life experiences are the foundation

of their sense of belonging and personal vision.

7 | P a g e

2.4 The Uninterrupted Work Cycle

Establishing a routine that works for your family is an essential first step to creating a successful

learning environment at home. Children are very familiar with this framework from school. In a

Montessori classroom, children are given large blocks of time in order to explore their work deeply.

This contributes directly to the development of concentration and provides opportunities to collaborate

and problem-solve. It is the framework that fosters child-centered as opposed to teacher-directed

learning.

2.5 Ownership of Tasks and Sharing of Learning

Montessori learning environments are often referred to as “optimal learning environments” because of

the inherent skills and outcomes that result from being in a rich and interesting classroom, coupled with

the dynamic of interactions amongst peers and teachers.

In order to foster a deep sense of ownership in their learning, we focus on two things: the developmental

needs and characteristics of the child and their interests. Here are a few key points that aid in

cultivating a child’s self-direction and attention to their work:

� Choice

� Participation in planning and organizing

tasks

� Conversations

� Finding good resources

� Sharing of knowledge

You will be receiving regular communication from your child’s classroom teacher in the coming weeks.

We encourage parents to follow the teachers’ suggestions and guidance when completing work at home.

The more children are involved in developing and detailing their activities, the more they can achieve.

One note regarding sharing or presenting work:

It is a regular occurrence in an Elementary/Middle School Montessori classroom for children to present

their work or projects to one another. This is something you can replicate at home. Planning a

presentation or sharing time at the end of a project is very exciting for young children and give our older

students an opportunity to use their voice. It is an essential part of the learning process as it requires

synthesis of learning to describe, explain and express yourself clearly. It feels celebratory as well!

8 | P a g e

2.6 Feeling of Responsibility and Contribution to the Community/Family

Being in a Montessori school is often described by students as being part of a big family. All of the

aspects detailed above result in a feeling of belonging to a community and with that, we learn that there

is a responsibility to ourselves, others, and the environment.

It is our commitment to each child at FCMA that they reach their fullest potential and feel that they are a

valued part of our community.

9 | P a g e

3 Pre-Primary/Early Elementary

Pre-Primary students may be expected to:

� Enjoy family life with developmentally appropriate contributions.

Early Elementary students may be expected to:

� Plan and organize work with guidance from parents.

� Follow teachers’ guidelines and academic expectations.

� Work with integrity on assigned tasks – do your best!

Parents are invited to:

� Remain mindful about your child’s stress or worries during this time of change.

� Monitor communication about your child from your teachers.

� Feel free to initiate communication with teachers about questions, ideas, concerns, feedback.

� Guide your child to set up a prepared environment at home.

� Support your child’s independence in daily life activities.

� Be mindful of and allow children to continue periods of concentration.

� Establish daily routines and expectations.

� Limit screen time.

� Provide opportunities for physical activity.

Pre-Primary/Early Elementary Teachers will:

� Initiate communications based on students’ needs.

� Give guidance in setting up a daily routine.

� Make suggestions for appropriate house chores.

� Offer guidelines and suggestions for screen time.

� Provide both general and individualized suggestions for activities developing fine motor

skills/gross motor skills/language/numeracy.

� Be prompt in replying to your emails if you need additional guidance and support.

Program-Specific Needs and Characteristics:

� Children in the Pre-Primary/Early Elementary programs thrive in environments that promote

repetition, routine and the mastery of purposeful movement.

� Allow your child to choose activities and give the opportunity for periods of time without

distractions.

� The key to a successful learning environment is order, access to tactile resources, space to

explore and meaningful activity. For the Pre-Primary/Early Elementary child, ‘work’ and ‘play’

should be interchangeable – a natural, fun and exciting part of life.

10 | P a g e

4 Lower Elementary Lower Elementary students may be expected to:

� Plan and organize work with guidance from parents.

� Follow teachers’ guidelines and academic expectations.

� Work with integrity on assigned tasks – do your best!

Parents are invited to:

� Guide your child to set up a prepared environment at home.

� Establish a consistent routine and work schedule together.

� Follow along with the teachers’ suggested activities to maintain skills and concepts.

� Provide opportunities for your child to share/present work to you.

Lower Elementary Teachers will:

� Prepare a variety of appropriate tasks and activities for children to complete at home in order to

maintain and move their learning forward.

� Communicate in a consistent fashion with parents, replying to emails promptly.

� Offer Parent/Caregiver Education resources/sessions.

� Share a daily “Morning Greeting” via Google Classroom/Google Hangouts/Zoom.

� Offer feedback to students.

� Collaborate with the Specials teachers to make suggestions for Art, Music, Physical Education,

and Spanish.

Program-Specific Needs and Characteristics:

� Respect the stage of development – many Lower Elementary students are at a “concrete level”

and require the Montessori materials to complete certain task. Teachers will guide you

regarding what works makes sense for you child.

� Develop ideas that allow the opportunity for Lower Elementary students to build from their

interests. Examples may include projects, journals, creative writing, geometry constructions,

Practical Life at home.

� Encourage socialization. Lower Elementary students are extremely social; they will need to feel

connected to their friends.

11 | P a g e

5 Upper Elementary Upper Elementary students may be expected to:

� Plan and organize work as independently as possible.

� Follow teachers’ guidelines and expectations.

� Be own advocate when assistance or further clarification is required.

� Communicate directly with teachers.

Parents are invited to:

� Guide your child to set up a prepared environment at home.

� Establish a routine and work schedule.

� Follow along with the teachers’ suggested activities to maintain skills and concepts.

� Meet and review your child’s assignments; provide opportunities at home for work

presentations.

Upper Elementary Teachers will:

� Prepare a variety of appropriate tasks and activities for children to complete at home in order to

maintain and move their learning forward.

� Communicate in a consistent fashion with parents, replying to emails promptly.

� Offer Parent/Caregiver Education resources/sessions.

� Communicate expectations to students of what is required of them during the ‘Learning from

Home’ period.

� Share a daily “Morning Greeting” via Google Classroom/Google Hangouts/Zoom.

� Offer feedback to students.

� Collaborate with the Specials teachers to make suggestions for Art, Music, Physical Education,

and Spanish.

Program-Specific Needs and Characteristics:

� Respect the stage of development – some students may still be at a “concrete level” and require

the Montessori materials to complete certain tasks. Avoid “teaching” shortcuts for subjects such

as Mathematics.

� Develop ideas that allow the opportunity for Upper Elementary students to build from their

interests. Examples may include projects, journals, creative writing, geometry constructions,

Practical Life at home.

� Support the need for Upper Elementary students’ group work – working with a friend (if

possible via Zoom/Google Hangouts) may be very well received.

� Encourage socialization. Upper Elementary students are extremely social; they will need to feel

connected to their friends.

12 | P a g e

6 Middle School Middle School students may be expected to:

� Schedule their own time.

� Review both individual and group lesson expectations.

� Work solidly for roughly 3 hours a day.

� Submit or review assigned work according to guidelines.

� Compose and maintain a portfolio of work.

Parents are invited to:

� Check in with your child each morning to plan school work time and work space.

� Maintain daily conversations bout work progress.

� Invite your child to prepare a meal for the family once per week.

� Invite your child to contribute more than usual to household chores.

� View and discuss suggested movies/we inquires with your child when possible.

� Share news items.

Middle School Teachers will:

� Communicate expectations to students of what is required of them during the ‘Learning from

Home’ period.

� Review assignments and offer feedback to students.

� Be available daily to assist students, as needed.

� Answer student and parent emails within 24 hours.

� Share a daily “Morning Greeting” via Google Classroom/Google Hangouts/Zoom/Discord.

� Collaborate with the Specials/Electives teachers.

Program-Specific Needs and Characteristics:

� In general, we expect Middle School students to take responsibility for completing their work

within the timelines provided.

� There is an opportunity for parents and students to discuss topics of inquiry from their studies.

Watching or reading the news together, and otherwise having adult-style conversations is very

important.

� While we don’t expect parents to review assignments, please do support work completion.

� Adolescents crave and require social interaction. Please facilitate ways your child can meet with

other classmates or friends, via Google Hangouts/Zoom/Discord, outside of school related

community meetings.

13 | P a g e

7 Specials FCMA’s Specials have not been overlooked during school closure. These areas offer students many

opportunities for self-expression, language, and an outlet during stressful times.

During this period, all of our Specials teachers have been communicating with FCMA students and

families via their specific Google Classrooms, to share lessons, ideas and suggestions for activities

related to Art, Music, Physical Education, and Spanish.

14 | P a g e

8 Daily Work Morning/Community Meeting:

Each morning students are to check in to Google Classroom for any announcements and to respond to their

teachers’ greetings/comments. Also during this time, teachers will give lessons/presentations, read books,

sing songs, have group discussions/sharing time, or be available to answer questions.

Language Arts:

Language Arts in the Montessori classroom is easily the most integrated discipline in Montessori education.

The concepts of language are necessarily required in all the other disciplines in order to obtain the

information presented. With this in mind, FCMA’s Language Arts curriculum is focused on the development

of language with an emphasis on writing and analyzing language. Over the next few weeks, students will

focus on the following components, to more fully understand the structure of language: Handwriting Word Study (Vocabulary & Spelling)

Composition (Writing) Literature

Grammar

Mathematics:

While mathematics is a fairly straight-forward subject from which little deviation from theory is possible, the

Montessori approach to mathematics is unique. Montessori curriculum addresses the eight Common Core

Mathematic Practices. Even though, through the use of Montessori materials, lessons typically move

progressively from the concrete to the abstract, students will be provided with a range of Montessori

resources, electronic/paper materials, suggested alternative resources, and online resources to extensively

explore the mathematics practices.

Upper Elementary and Middle School students will use a Saxon Math textbook to guide core content skill

development in relation to the Common Core standards.

Cultural Studies:

The main goal of FCMA Cultural Studies is to make careful, curious observers of the world out of our students

while developing a foundation of scientific observations and vocabulary, as well as acquire a vast base of

knowledge about the wondrous world we live in.

Outdoor Classroom:

Dr. Montessori believed that the outdoor environment is a natural extension of the classroom. Besides

developing their gross motor skills through activities and individual play, spending time outside exploring the

flora and fauna in their backyard or neighborhood allows students to build a meaningful connection with the

natural world.

Practical Life: (Please refer to page 6 for description)

Specials (Please refer to page 13 for description)

15 | P a g e

9 Sample Weekly Schedule

Week #1 Monday 4/13 Tuesday 4/14 Wednesday 4/15 Thursday 4/16 Friday 4/17 Morning Check Announcements &

Respond (Google Classroom)

Community Meeting (Zoom/Google Hangouts)

Check Announcements & Respond

(Google Classroom)

Q & A/Check-In (Zoom/Google Hangouts)

Check Announcements & Respond

(Google Classroom)

Community Meeting (Zoom/Google Hangouts)

Check Announcements & Respond

(Google Classroom)

Q & A/Check-In (Zoom/Google Hangouts)

Check Announcements & Respond

(Google Classroom)

Community Meeting (Zoom/Google Hangouts)

Language Arts Writing: Journal Daily Language Review: DLR/DOL

Reading: Raz-Kids Independent Reading

Vocabulary: Wordly Wise

Spelling: Spelling City Practice

Writing: Journal

Daily Language Review: DLR/DOL

Reading: SRA Independent Reading Grammar: Lit for Grammar

Writing: Journal Daily Language Review: DLR/DOL

Reading: Raz-Kids Independent Reading

Vocabulary: Wordly Wise

Spelling: Spelling City Practice

Writing: Journal

Daily Language Review: DLR/DOL

Reading: SRA Independent Reading Grammar: Lit for Grammar

Writing: Journal

Daily Language Review: DLR/DOL

Spelling: ILS Post Test in Spelling City

Mathematics Montessori Presentation (live/video)/ Albanesi/Saxon Operations: Operation Books/Reflex Math

Montessori Presentation (live/video)/ Albanesi/Saxon

IXL

Montessori Presentation (live/video)/ Albanesi/Saxon Operations: Operation Books/Reflex Math

Montessori Presentation (live/video)/ Albanesi/Saxon

IXL

Montessori Presentation (live/video)/ Albanesi/Saxon

Cultural Studies (Science/Social Studies) Cross-Curricular Project

(independent work)

Botany/Zoology

Cross-Curricular Project (independent work)

Physical Science/ STEM/STEAM

Cross-Curricular Project (independent work)

Continent Studies

Cross-Curricular Project (independent work)

History

Cross-Curricular Project (independent work)

Practical Life (see ‘Learning from Home’ Handbook for activity ideas)

(see ‘Learning from Home’ Handbook for activity ideas)

(see ‘Learning from Home’ Handbook for activity ideas)

(see ‘Learning from Home’ Handbook for activity ideas)

(see ‘Learning from Home’ Handbook for activity ideas)

Specials Music Art Physical Education Spanish

16 | P a g e

10 Sample Daily Schedule

9:00 am Community Meeting Q & A/Check-In (teachers available for assistance from 9-10 am)

9:30 am Uninterrupted Work Cycle. Students should engage in activities to practice skills for language arts, mathematics, practical life, and specials. Teachers will send specific instruction.

11 am -12 pm Outdoor Classroom

12-1 pm Lunch prep, lunch, and clean up.

1-2 pm Personal World (meditate, yoga, mindfulness, reading, journaling, drawing, etc.)

2:00 pm Uninterrupted Work Cycle. Students should engage in activities for cultural studies, research and practical life.

3 – 4 pm Outdoor Classroom

Order is fundamental to the Montessori classroom, and as we continue to seek to provide students

with a sense of normalcy, we hope that the above daily schedule will be a helpful model of what the

daily routine/school day schedule would like while ‘Learning from Home.’ We also ask that you

keep in mind that there is no typical day, so we encourage you to trust your intuition and “follow

the child,” just as we do in the classroom. Please adjust the schedule to fit the needs of your family.

Below you will find the recommended time guidelines for distant learning based on grade band.

Please note that these times do not include “off line” work, such as; Independent Reading, Cross-

Curricular Projects/Book Reports, Journaling, or Practical Life Activities.

Maximum Daily Online Instructional Minutes:

Pre-Primary: Language Arts: 10 minutes Mathematics: 10 minutes Cultural Studies:10 minutes Specials: 10 minutes Community Meeting/ Presentations: 20 minutes Maximum: 60 Minutes

Early Elementary: Language Arts: 15 minutes Mathematics: 15 minutes Cultural Studies:15 minutes Specials: 20 minutes Community Meeting/ Presentations: 25 minutes Maximum: 90 Minutes

Lower Elementary: Language Arts: 20 minutes Mathematics: 25 minutes Cultural Studies: 20 minutes Specials: 25 minutes Community Meeting/ Presentations: 30 minutes Maximum: 120 Minutes

Upper Elementary: Language Arts: 20 minutes Mathematics: 25 minutes Cultural Studies: 20 minutes Specials: 25 minutes Community Meeting/ Presentations: 30 minutes Maximum: 120 Minutes

Middle School: Language Arts: 35 minutes Mathematics: 35 minutes Cultural Studies: 35 minutes Specials: 35 minutes Community Meeting/ Presentations: 40 minutes Maximum: 180 Minutes

17 | P a g e

11 Activities for Pre-Primary/Early Elementary at Home Practical Life � Ages 3 to 4:

o Meal or Snack Preparation: slicing vegetables, fruit, cheese, etc. o Baking: measuring and mixing ingredients. o Kitchen Care: loading and unloading the dishwasher, washing dishes by hand,

sweeping/mopping floors. o Pet Care: walking, playing with, and grooming. o Dusting: the leafs of plants with a soft cloth or furniture around the house. o Nature walks in the yard or about the neighborhood with a list of things to find. o Walking on the Line: make a masking tape line throughout the house and walk carefully on

the line. o Art: coloring, painting, collage, sidewalk chalk. o Cutting and gluing - for example find and cut all of the plants in a magazine; glue into a o Collage. o Sewing shapes/pictures onto napkins, hand/kitchen towels, etc.

� Ages 5 to 7 — Any of the above plus: o Cutting (advance searches: mammals, birds, amphibians, etc.) o Baking: reading, measuring and mixing simple recipes. o Handwork: crocheting, finger knitting, or sewing words, initials, or pictures on napkins, hand

towels, etc. Sensorial � Ages 3 to 4:

o Exploring the home for 2 dimensional shapes (rectangles, squares, circles, etc.). o Exploring the home for 3 dimensional shapes (spheres, cylinders, cones, cubes, prisms). o Explore the home for textures that are rough or smooth. o Exploring sound by tapping on different objects (pot, glass, wooden cutting board, etc) with o Different objects as well (tap with a metal spoon, then a wooden spoon).

� Ages 5 to 7: o Exploring spices and attempting to recognize them by scent. o Comparing the various shapes of leaves found amongst the house plants. o Drawing a picture that includes certain shapes i.e., 1 circle and 3 rectangles, or 1 square & 4

triangles). Language � Ages 3 to 4:

o Sound Games/I-spy: Something that begins with the sound /s/. o Question Game: Have a conversation using who/what/when/where/why questions. o Singing new songs (different languages). o Tracing shapes, letters in flour (pour flour in a cookie sheet). o Learning from Home Handbook for Long Term Social Distancing | 15

� Ages 5 to 7: o Write a letter to a friend or family member to mail. o Assist in writing list of things to do for a day or a week. o Write a story or a play and read aloud or act out when finished.

Mathematics � Ages 3 to 4:

o Scavenger hunt/counting objects collected. o Counting objects (beans, pennies, etc.). o Sorting laundry. o Sorting silverware.

� Ages 5 to 7: o Hopscotch math—all operations can be done, just make your hopscotch go higher than 10. o Math facts with dice.

18 | P a g e

12 Activities for Lower/Upper Elementary at Home Math Facts (Limit to 10 Minutes at a Time) � Create flashcards of multiplication math facts 0-9. � List all the factors of 18, 24, 36, and 54. � Dice rolling. � Jump rope while skip counting.

Fractions

� Follow a recipe. � Construct something using measurements less than one inch. � Order fractions on a number line from least to greatest. � Divide figures into fractional amounts and label them.

Decimals

� Have your own “Showcase” and price household items, then add them together. � Look for advertisements in the mail and add prices together. � Create a shopping list and add items together.

Language

� Make a poem book. � Try to write a poem in an author’s style. � Memorize a poem. � Go on a word hunt in a novel: make a list of adjectives on a page and write an antonym and

synonym for each one. � Find sentences in your current book, identify the subject and predicate.

Geometry

� Identify shapes around the house. � Identify angles as either: right, acute, obtuse, or straight. � Look for congruent and similar figures. � Measure things in one and two dimensions. � Find the perimeter of things. � Find the area of rectangular figures.

Botany/Zoology

� Spend 15 silent minutes a day in nature and record your observations. � Sketch plants inside or outside. � Research an endangered animal. Why is it endangered?

Geography

� Teachers will be assign cross-curricular research projects.

History � Make a timeline of your life. � Make a timeline of your day and include it in your work journal. � Interview a family member in your house or over the phone about their life.

19 | P a g e

13 Possible Coursework for Middle School at Home Math:

� Students will receive updates on individual math work from their teachers. As math is

individually paced, students will have the ability to continue in their math work unhindered.

Saxon Math coursework and other practice materials will be made available to students.

Language:

� Students will receive updates on current or upcoming language work from their teachers.

Previously assigned work will move forward, and students may be asked to participate in

discussions on online forums.

Project Work:

� If a project is in progress work will be finished according to the due dates set out at the start of

the project. Additional readings or assignments may be assigned to replace in class activities.

Students will follow the normal rhythm of project work with readings, research, and

discussion groups.

Practical Life

� Middle School students are encouraged to be active participants in their home, just as they

would be in the classroom. This includes activities like cooking, cleaning, and care of younger

siblings (if applicable). Students will be expected to set their own schedules and keep up with

all work. Students are asked to reach out to their teachers should they find themselves

struggling to schedule their time effectively.

20 | P a g e

14 Suggested Materials List As previously mentioned, the Prepared Environment is important to effective student learning. The

student follows the clues of the environment, so if the space is orderly and well equipped, so will be

the student’s mind. Therefore, by ensuring that your child’s space is prepared with materials

needed for their daily work will support student engagement and encourage learning.

� Device (computer, tablet, etc.)

� Table, Desk, Clipboard

� #2 Pencils

� Colored Pencils

� Pencil Sharpener

� Eraser(s)

� Loose-Leaf Paper, Notebook or Journal

� Blank Paper

� Graphing Paper

� Scissors

� Glue Sticks/Glue

� Tape

� Stapler

� Books for Independent Reading

� Whiteboard & Dry Erase Markers

� Basket/Cubbie Space to Keep Work/Materials

� Flashcards/Playing Cards (math fact practice)

21 | P a g e

15 FAQs When and how can I reach my child’s teacher? Email remains the best way to contact a teacher.

When can I expect a response? In most cases, you can expect a response to emails within 24 hours, except on weekends/days off.

How much communication can I expect from the school? FCMA administration office will communicate with you directly should there be any updates on the

COVID-19 situation that might have a direct impact on school operations. The frequency of communication

from your child’ teacher may vary.

Can teachers tutor students individually online? In most cases, no. Teachers will be connecting with families on a ‘class level’, and also sharing suggestions,

feedback, and expectations on an individualized or small group level where necessary. However, students

who currently receive reading or math support will receive communications from our Reading/Math

Interventionists.

How much technology will be used? This will vary greatly depending on the age of the students. Teachers will share information with families

via email/Google Classroom/Class Tag. We will utilize online video conferencing through Zoom/Google

Hangouts. You classroom teachers will share more information with you in due course.

I do not have access to a printer. What should I do? FCMA is happy to provide printing assistance and will have a team dedicated to mailing teacher prepared

packets each Wednesday for the following week’s assignments. Please email

fourcornersmontessori@choiceschools.com with subject line: PRINT REQUEST, provide your child(ren)’s

full name and be sure to provide us with your current address.

We will get a reimbursement for the food program/field trips? We are currently working to identify those who are entitled to a refund and will be reaching out with

additional information later. Please note that the option to roll payments over into the next school year will

be made available. In the meantime, we ask that you continue to be patient with us during these challenging

circumstances.

What support will be provided to children whose parents both work full-time? We understand that this sudden school closure is an inconvenience for everyone, therefore, FCMA staff is

working to provide parents/guardians/caregivers/babysitters opportunities to conference with them on how to

best support students at home. Additionally we have support staff who will be available to provide

assistance as needed.

22 | P a g e

16 Resources for Families Below are helpful resources for students and families. FCMA staff will continue to provide additional resources over the remainder of the year.

16.1 Additional Practical Life Activities

Care of the Environment: � Setting a Table � Napkin Rolling � Napkin Folding

http://www.lifebuzz.com/napkin-folding/ � Bird Feeder � Composting � Newspaper Pots � Pet Care

o Feed & Tend to Pet(s) o Clean Pet Home(s)

� Organize Personal Spaces � Making the Bed � Watering Plants � Plant Polishing � Raking Leaves � Dishwashing

o how to use a dish rack � Folding Socks � Folding (towels, clothes) � Chair Scrubbing � Making a Bed � Wiping Feet on a Mat � Dusting Figurines � Brass Polishing � Clothes Washing � Filling a Birdfeeder � Wood Polishing � Sweeping/Mopping the Floor � Flower Arranging: Fresh Flowers � Recycling � Planting a Seed � Picking Up Litter Outside � Composting Scraps � Window Washing � Cleaning/Dusting Materials

23 | P a g e

Woodworking

� Hammering Nails into a Stump

Grace & Courtesy:

� How to Answer the Telephone � Card Making

o Making Envelopes

Care of Self: � Tie Tying

https://www.ties.com/how-to-tie-a-tie

� Natural Lip Balm � Applying a Band-Aid � Shoe Tying � Taking One’s Temperature � Hair Combing (self/wig) � Personal Hygiene

o Handwashing o Nail Care

� Dental Hygiene � Ironing � How to Care for Sting or Bite � Applying Sunscreen

Manipulative Skills:

� Penny Polishing

Sewing � Stitch Cards

https://todayscreativelife.com/easy-stitch-cards/ � Intro to Cross Stitch � Cross Stitch w/ Plastic Grid � Button bracelets � Embroidery (free choice, child draws their own shapes) � Finger Puppets � Felt pocket � Making a Pillow � Making a Pouch or Felt pocket � Bookmarks � Stitching Felt Eggs � Making a Drawstring Bag � French Knitting � Felt Flowers � Little Friend/Dolls

o Making a Hand Puppet o Making a Pillow

My First Sewing Book: Hand Sewing

Making Felt Shape Patterns

24 | P a g e

Knitting/Weaving � Finger Knitting

Finger Knitting Video- Youtube � Friendship Bracelet

Friendship Bracelet Video- Youtube � Branch Weaving � Crochet

https://youtu.be/ZdK-WWdHCQU � Owl Weaving

http://www.thatartistwoman.org/2015/09/woven-owls-2.html � Pom-Poms � CD Weaving � Embroidery

Bookmaking

o Accordion � Accordion Book

o Index Card Accordion � Index Card Accordion Book

o Wish Scroll � Wish Scroll Book

o Who Am I? � Who Am I? Book

o Step � Step Book

o Palm Leaf � Palm Leaf Book

o Hot Dog � Hot Dog Book

o Stick & Elastic � Stick & Elastic Book

Handwork

� Safety Pin Bracelet https://snapguide.com/guides/make-a-safety-pin-bracelet-1/, https://www.youtube.com/watch?v=f_wG_ifzZg0&sns=em

� Jewelry Making: Beaded Necklace https://www.youtube.com/watch?v=R2f19afVzHE

� Box Making - Origami https://www.youtube.com/watch?v=YnPXy1SK2Tc

� Paper Beads https://www.wikihow.com/Make-Paper-Beads

� Folded Paper Bracelets https://www.wikihow.com/Make-a-Paper-Bracelet

� Quilling � Tassel Flowers � Make Your Own Creature � Making a Bag � Making a Wallet � Knot Tying � Origami � Making a Hat � Making a Casing � Making a Blanket w/ Pocket Pal

25 | P a g e

Food Preparation: � Plucking Grapes � Banana Slicing � Mortar & Pestle (egg shells) � Egg Slicing � Peeling & Sectioning a Clementine/Tangerine � Making Oatmeal � Spreading Jelly onto Crackers � Making Butter � Spreading on Bread � Making Orange Juice � Making Lemonade � Making a Salad � Cherry Pitting

Additional Montessori Resources:

100 Ideas for Montessori Early Childhood Students at Home (courtesy of St. Joseph Montessori School faculty and the American Montessori Society)

100 Ideas for Montessori Primary Students at Home (courtesy of teacher Michelle Jacob and the American Montessori Society).

26 | P a g e

16.2 DIY Montessori Materials

Language Arts Sandpaper Letters

Moveable Alphabet

Sand/Rice Tray

Mathematics Sandpaper Numerals

Number Rods and Alternatives

Spindle Boxes

Cards & Counters

Colored Bead Bars

Teen & Ten Boards

Golden Bead Materials

Addition Strip Board

Checkerboard

Sensorial

Color Tablets

Geometric Cabinet (Metal Insets: Handwriting)

Geometric Solids

Constructive Triangles

Sound Cylinders

27 | P a g e

16.3 Virtual Field Trips

STEM

Discovery Education- Offers a variety of topics including: Health & Wellness, Careers & College Readiness, Social Emotional Learning (SEL), Tech & Manufacturing, Sports, Financial Literacy/Economics, Literacy, Community Engagement, Argumentation with Evidence, Collecting & Analyzing Data, & Agriculture.

Michigan Science Center -Take a virtual tour of the Michigan Science Center.

Boeing Future U-Explore aerospace technology with virtual field trips and interactive videos.

Manufacturing- Explore STEM careers by meeting professionals and exploring facilities.

JPL- Videos about Earth, our Solar Systems, Stars & Galaxies, and Technology

Access Mars - Explore the real surface of Mars as recorded by NASA's Curiosity rover.

Star Atlas- Explore over 60,000 stars, locate planets, and watch sunrises and solar eclipses.

Volcanoes- U.S. Geological Survey interactive map

Nature Works Everywhere- The Nature Conservancy offers 11 virtual field trips.

The Great Lakes- This virtual field trip from Great Lakes Now has three components: coastal wetlands, algae, and lake sturgeon.

Farms, Zoos, and Aquariums

Detroit Zoo

Farm and Food Tours

San Diego Zoo

Smithsonian's National Zoo

Houston Zoo

Cincinnati Zoo

Monterey Bay Aquarium

Panda Cam at Zoo Atlanta

Georgia Aquarium's Ocean Voyager Webcam

Virtual Tour of the National Aquarium

28 | P a g e

Let's Explore History and Social Studies

Constitution Center

National Constitution Center

Colonial Williamsburg

Ellis Island

Cities of the World

China

Easter Island

Son Doong - World's largest cave!

Ancient Egypt

Discovery Education

360 Cities

Museums

Detroit Institute of Arts

Smithsonian Virtual Exhibitions

National Museum of Natural History

The Louvre

National Gallery of Art, Washington

Metropolitan Museum of Art

Van Gogh Museum, Amsterdam

Uffizi Gallery, Florence, Italy

Los Angeles County Museum of Art

Boston Children's Museum

Google Arts & Culture

British Museum, London

29 | P a g e

Guggenheim Museum, NY

Musée d’Orsay, Paris

National Museum of Modern and Contemporary Art, Seoul

Pergamon Museum, Berlin

Rijksmuseum, Amsterdam

The J. Paul Getty Museum, Los Angeles

MASP, Sao Paulo

National Museum of Anthropology

National Parks

Yellowstone National Park

Kenai Fjords National Park

Hawai’i Volcanoes National Park

Bryce Canyon National Park

Dry Tortugas National Park

Carlsbad Caverns

Music

New York Philharmonic- Games and concerts from the New York Philharmonic

Cincinnati Symphony Orchestra Music Hall- Virtual tour

The Metropolitan Opera - Watch live opera

Birthplaces of Music- Boise State created this virtual field trip to four music locations: Vienna, Austria; New Orleans, LA; Cleveland, OH; and Bristol, Tennessee--Virginia.

30 | P a g e

16.4 Podcast for Children

The Big Life Kids Podcast

Wow in the World

Imagine This

Forever Ago

But Why: A podcast for curious kids

Pants on Fire

Tumble

Circle Round

Reading Bug Adventures

Good Night Stories for Rebel Girls

The Purple Rocket Podcast

Fierce Girls

The Past and The Curious: A History Podcast for Kids and Families

Sparkle Stories

Earth Rangers

Myths and Legends

Peace Out

Story Time

What if World

Brains On!

Short & Curly

Classic Kids

The Alien Adventures of Finn Caspian

The Unexplainable Disappearance of Mars Patel

News Time

31 | P a g e

16.5 Community Resources

We know this uncertain time provides challenges for all of us. As a result, the names and contact

information of a number of agencies that serve to provide support and resources to members of the

community are provided below. We encourage you to take advantage of these organizations if your

needs align with any supports or resources they offer. The one positive aspect in this situation is that

we are seeing a very “giving spirit” from a number of individuals and groups around the community

and across the nation. In times like this, we must show grace and compassion to those around us and

do our part to help those in need.

Food Resources

� Michigan Department of Education – Meet Up & Eat Up Sites

� Gleaners Community Food Bank of Southeast Michigan

� Forgotten Harvest-Oak Park

Internet Resources

� Comcast – Internet Essentials

� AT & T – Internet Access

Government Resources

� Michigan Department of Education (MDE)

� Michigan Department of Health and Human Services (MDHHS)

� Oakland County Health Division (OCHD)

� Center for Disease Control and Prevention (CDC)

� World Health Organization (WHO)

32 | P a g e

Social and Emotional Learning Resources for Children

Mechanism Source Overview Resource

Online Modules Michigan Virtual Online module provides an overview to the CASEL “five” components

x Introduction to Social and Emotional Learning (SEL)

x SEL and Trauma Informed Practice

Videos Dr. Bruce Perry Brief overview of brain development and its influence on children’s social and emotional development

x Brain Development and Regulation * (4:15 minutes)

Book and Video Kristin Souers Ensure that a challenging childhood experience leads to healing and learning

x Fostering Resilient Learners * (6:47 minutes)

Website/Handouts U of M TRAILS Resources to support student mental health during school closures

x Trails to Wellness

Website New Hope Center for Grief Support

Grief resources x Responding to Loss and Change

x National Alliance for Grieving Children

Website National Association of School Psychologists

Online module provides an overview to the CASEL “five” components

x Maintaining Your Emotional Immunity During Covid-19

Online Modules Michigan Virtual x Introduction to Social and Emotional Learning (SEL)

x SEL and Trauma Informed Practice

33 | P a g e

Social and Emotional Learning Resources for Adults

Mechanism Source Overview Resource

Video Midwest PBIS Network Depicts how caring adults absorb the distress of the child and how they need to actively refuel their emotional reserves

x Side Effects (Video)

Assessment Midwest PBIS Network Compassion, satisfaction, and fatigue

x Professional Quality of Life Scale (ProQOL)

Assessment

Midwest PBIS Network Self-care x Self-Care Assessment

Document Midwest PBIS Network Self-care plan and schedule

x Self-Care Plan and Schedule

Online Module Michigan Virtual SEL and Creating a Professional Culture: emphasizes the need for adult self-care

x Social-Emotional Learning: Creating a Professional Culture Based on SEL

*The resources with an asterisk were selected from a larger body of work produced by colleagues at the

Midwest PBIS Network.

34 | P a g e

“We discovered that education is not something which

the teacher does, but that it is a natural process which

develops spontaneously in the human being.”

~Dr. Maria Montessori

Many thanks to the Montessori School of Tokyo for their support in the creation of this school resource.

1 | P a g e

LEARNING FROM HOME GUIDANCE

A Handbook for FCMA Teachers

“Children at the Heart of a Connected Community”

2 | P a g e

Table of Contents

Section Page

1 Learning from Home (Distant Learning) ............................................................................................................ 3 2 Montessori Pedagogy and Practices ...................................................................................................................... 4 3 Accessibility ..................................................................................................................................................................... 7 4 Content and Resources ............................................................................................................................................... 8

Please read this document in its entirety as it outlines distant learning expectations for FCMA Staff.

3 | P a g e

1 Learning from Home (Distant Learning)

“Now, what really makes a teacher is love for the human child; for it is love that

transforms the social duty of the educator into the higher consciousness of a mission."

~Dr. Maria Montessori

The purpose of this handbook is to support FCMA teachers and staff as we work toward moving

Montessori teaching practices online. It is important to understand that taking teaching and

learning online involves more than just uploading files, videos, and links to a Google

Classroom/Class Tag. Therefore, this document attempts to provide an overview of the

expectations for the major categories of ‘Learning from Home’ instruction: a) Montessori Pedagogy

and Practices, b) Accessibility, and c) Content and Resources.

4 | P a g e

2 Montessori Pedagogy and Practices

As stated in the Parent Handbook our aim is to create a Montessori-based framework that serves

our students, with the awareness that student engagement can easily be compromised by the lack

of face-to-face interaction. Fortunately, there are several strategies that can help teachers keep all

students engaged with learning remotely.

� Be present as the Montessori guide/teacher.

o Teacher presence is a critical factor in the success of distant learning.

o Posting daily in Google Classroom will not only provide comfort and continuity

for students, but will model resilience and healthy responses to stress.

o Weekly videos posted by the teacher allows students to connect with the teacher’s

image and voice. The video should be short, no more than 15 minutes.

o Community Zoom/Google Hangout meetings, 2-3 times a week, allow the

teacher to review highlights of the previous week, provide quick introductions of

what is coming in the current week, and allows classroom communities to share

what they have been up to.

� For security purposes, Zoom Meetings must be set up with the wait

room enabled.

o Classroom teachers should also be present by engaging students through asking

questions of the whole class, groups, individual students, and responding to

questions in Google Classroom.

o Implement frequent progress monitoring. While present with students, it can be

much easier to determine which students may be struggling with new learning.

Listed below are tools FCMA teachers are expected to use for progress monitoring

to gauge student learning and to plan instructional moves/personalization that

helps to keep all students on track.

� Google Forms (Albanesi, DLR/DOL, SRA, Saxon, etc.)

� Raz Kids

� Spelling City

� IXL

� Reflex Math

� ReadWorks

� Kahoot

5 | P a g e

� Work as a group.

o Setting up and maintaining an effective online learning environment can be

overwhelming. It can also be isolating. Classroom teachers should remember that

they can work together to create engaging lessons and activities for students.

Sharing with colleagues will reduce stress and the workload. When working with

each other it is highly recommended you share classes through Google Classroom

and resources through the FCMA Shared Drive. Weekly PLC Zoom meetings are

also expected to discuss critical standards specific to each grade band, student

learning expectations, how success will be measured, and principles for student

learning.

� Weekly PLC Zoom Meetings:

x Early Elementary – Wednesday, 1 p.m.

x Lower Elementary – Thursday, 2 p.m.

x Upper Elementary – Wednesday, 9:30 a.m.

x Middle School – Friday, 10:30 a.m.

� Focus on active learning.

o The Montessori Method has had an impact on current education, as over the last

decade K-12 education has been slowly moving away from the lecture model

towards investigatory learning. All of the reasons that make movement toward a

hands-on learning approach in the face-to-face classroom a good idea also can apply

to the virtual classroom. To engage students who are not in the room during a

lesson, teachers should consider creating a mix of:

� Robust Discussions

� Collaborative Work

� Video and Audio Clips

� Hands-On Exercises

� Individual Work Time

6 | P a g e

� Chunk content into smaller pieces.

o Learning online can be more taxing physically and intellectually than learning in a

face-to-face environment. Teachers should avoid long video presentations and

allow for work assignments to be completed over the course of a couple of days.

Within the Parent Handbook the maximum daily online instructional minutes have

been outlined as the following:

� Pre-Primary: 60 minutes

� Early Elementary: 90 minutes

� Lower Elementary: 120 minutes

� Upper Elementary: 120 minutes

� Middle School: 180 minutes

� Hold “Office Hours”

o While FCMA Staff will be working remotely during the school closure the phone

system, GoToConnect (Communications Continuity), will be set up for; Lead

Teachers, Special Education, Interventionists, Specials, Office Staff, and School

Administration, to set specific “office hours” to connect with students or families.

� Create smaller groups

o Students who are learning virtually still need to make connections with others.

When teachers create some of their assignments as group work, students are able to

experience the continuity of their relationships. It can be more meaningful to assign

students to smaller groups to review and comment upon each other’s work. Smaller

groups are also more effective at ensuring that all students participate equitably.

� Be careful with your time

o As mentioned previously, teaching online can be very time-consuming for teachers.

In a face-to-face classroom, when a teacher asks a question, one or two students

might answer. When a teacher uses a discussion board online, the expectation is

that all students will respond. At that point, a teacher can get lost in trying to

respond to each student's response. A better strategy is to respond directly to some

of the student responses. Some online teachers keep a tally to make sure that they

respond to each student at least weekly, but not for every discussion assignment.

Specific needs of students will help drive how frequently to respond to each student.

7 | P a g e

� Give multimedia options for assignments

o While it can be expedient for teachers to grade quizzes and short papers, many

students will be more highly engaged by assignments that allow them to create.

Engagement and learning can be enhanced when students are encouraged to create

content through the use of slides, videos, podcasts, blogs, data visualizations,

websites, infographics, etc.

� Stay flexible with pacing

o In the face-to-face classroom it is relatively easy to keep students working at the

same pace. The teacher can assign a task and collect the work by the specified due

date. Individual learning styles, particularly when it comes to pace, will be evident

in the ‘Learning from Home’ environment. Consider these strategies:

� Have all work for the week posted by the start of the week and due at the

end of the week (or even over the weekend).

� Try working with “windows of time” instead of specific due dates for some

assignments.

� Be prepared to differentiate due dates for students who struggle with the

rigor or style of distant learning.

3 Accessibility

It is critical to ensure the accessibility of resources for all students. In particular, when

considering students with IEPs, 504 plans and IRIPs, first consult with our Special Education

Teachers/504 Coordinator/Interventionists regarding federal, state, and local guidelines for

these students as related to needs for distant learning.

� Below are some general strategies for helping ensure equity and accessibility for all

students. It is important to note that this does not constitute legal advice. This section is

designed to share some best practices regarding accessibility of content when designing

distant learning environments.

o Take advantage of the accessibility features built into most learning management

systems (LMS) such as the cloud-based LMS, Google Classroom:

� Using the heading styles will allow screen reader software to navigate from

section to section.

� Use font, size, and text formatting to distinguish between items or to

navigate. Ensure no information is conveyed solely by color or sound.

8 | P a g e

� Use Alt-Text to allow users with screen readers or with slow connection to

identify your images, graphs and charts.

� Enable tool tips so that descriptions appear when users hover over images,

graphs, and charts.

o Provide transcripts of video or audio announcements made by teachers. If you read

from a script, your script should be posted as the transcript.

o If linking to external videos, make sure the videos have closed captioning available.

o Use descriptive titles, headers and subtitles to provide added context.

o Use meaningful text in links to make it easier for users to predict where navigation will

take them. For example, avoid “click here” or “read more.”

o Provide a balance of text, image, video and audio. Instruction and resources provided in

more than one format provides broader support for the greatest number of users.

o Teachers should verify that the external resources they link to have the accessibility

features.

4 Content and Resources

As best practice is to continue with content that is already familiar to students, this

section lists resources that were already used in face-to-face instruction. Additionally,

resources that have been identified as supplemental to FCMA’s curricular areas are

listed as well.

Content Notes

Morning/Community Meeting: � 2-3 Community Meetings per week via

Zoom/Google Hangouts/Google Slides o Live Lessons/Presentations for

Language Arts, Math, Cultural Studies (Science & Social Studies) or Practical Life, not to exceed 15 minutes.

o Pre-Recorded Presentations via Google Classroom, not to exceed 15 minutes.

� Daily Announcements (posted by 8 am each

day) & Responses in Google Classroom/Class Tag

� Question & Answer/Check-Ins on Alternate

Days from Community Meetings via Zoom/Google Hangouts

� Weekly Updates are to continue via email or

Class Tag, informing families of what is in store for the upcoming week.

o Include School Administration.

� FCMA Teachers are to maintain weekly communication/engagement logs indicating student participation based on learning platform (Google Classroom, Zoom Meetings, Class Tag, Google Voice, etc.)

o Due to Head of School each Friday. � Hard copies of instructional packets will be

mailed to students who have no/poor internet connection the Wednesday prior to the week needed, therefore, teachers should send electronics copies in need of printing, to the designated staff, by that Monday.

9 | P a g e

Language Arts:

Pre-Primary/Early El:

Phonemic Awareness/Phonics Activities

Writing:

Journal

Reading:

Raz-Kids

Independent Reading

SRA

Spelling:

Spelling City Practice (ILS)

Lower El/Upper El:

Writing:

Journal

Daily Language Review:

DLR/DOL

Reading:

Raz-Kids

Independent Reading

SRA

Vocabulary:

Wordly Wise

Spelling:

Spelling City Practice (ILS)

Middle School:

Reading:

Independent Reading: Novel

ReadWorks

Vocabulary:

Vocabulary Workshop

Grammar:

Grammar Packets

Mathematics: Pre-Primary/Early El/Lower El: Montessori Presentations

� 3-5 Pre-Recorded/Live Videos are to be

posted per week with the understanding they (content area) will vary based on grade bands’ scope & sequence.

� FCMA Teachers are to frequently monitor student progress through cross-curricular projects/book reports, pre/post tests and work assignments.

o Progress monitoring data must be shared with School Administration (Google Sheets).

� Less is More: Keep in mind that work assignments likely take twice as long to complete at home because of different factors; prioritize and be realistic.

� Give Explicit Instruction: Outline deliberate instructions and specify the length of time to complete the session of learning (see parent handbook - daily schedule & online instructional minutes’ table).

10 | P a g e

Albanesi (Lower El) Operations: Operation Books Reflex Math (Lower El) Upper El: Albanesi Saxon Operations: Reflex Math Middle School: Saxon Operations: Reflex Math

Cultural Studies:

Early El/Lower El/Upper El: Cross-Curricular Project (independent work) Biology (botany/zoology) Physical Science/STEM/STEAM Continent Studies History Middle School: Natural World (Cycle 4/5) Humanities (Cycle 4/5)

Outdoor Classroom:

Natural extension of the classroom.

Practical Life:

� FCMA Teachers are highly encouraged to

extend lessons and student interests to the outdoors.

� Consider exploring the Playworks Game Library to make activity suggestions to students.

� See parent handbook for a list of practical life

suggestions.

Specials

� Specials Teachers will have their respective Google Classrooms updated with pre-recorded lessons/announcements by Monday of each week.