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Entry Level PrerequisitesMMS has established high standards for student behavior. The teaching staff expects to remind children of appropriate behavior occasionally but cannot allow frequent disruptions, which compromise the learning process in the classrooms.Even though we strive to meet the needs of many different learning styles, MMS is not designed to accommodate students with significant emotional, behavioral, and/or social difficulties. The lead teachers follow a rubric to determine if a currently attending student is successful in the Montessori environment. Teacher recommendation is one of the most important listings in the rubric. The teachers have helped develop and review the prerequisite list for children of all ages yearly. The school's six-week adjustment period is built in to help determine if a child will be successful in a Montessori environment. This determination may be assessed in less than or more than the six-week period depending on the severity of a child's behavior or steady progress that has been observed. If it is determined that a child's learning needs cannot be accommodated, or their behavior continues to be disruptive to the class or compromises the safety of the other students, the family will be required to withdraw their child from the program.Beginner's Class (2-3): The child must be able to communicate needs to the teacher, such as when they are hurt, hungry, or tired. This may be verbal or non-verbal. The child must be able to drink from a child's water bottle. Baby bottles are not allowed. The child must be able to feed themselves. The child is working toward following a one-step direction The child is working toward being open to gentle teacher direction or redirection (during this stage of development, children are working through paradigms of power) The child is learning to use kind words and soft hands with friends and learning to respect others' personal space The parent is ready to encourage the child to be independent in a safe environment The parent may not remain in the class with their child at the beginning of the year, but an orientation will take place prior to starting the class. The child adjusts to separating from the parent at drop-off The child needs not be toilet-trainedPreschool (3-5): The child is comfortable separating from the parent, and the parent is ready to encourage the child to be independent. The child must be in underwear, use the toilet independently, and be able to wipe themselves. If an accident does occur, the child should be able to undress and dress themselves with minimal assistance. The child can communicate their needs to teachers, such as when they are hurt or hungry. The child demonstrates body control: shows respect for others' personal space and walks inside the school building. The child can keep objects out of their mouth.Showing Progress During First Six Weeks of School: The child can demonstrate the ability to sit quietly, safely, and respectfully during group times. The child can follow a one-step direction the first time given, such as responding appropriately when asked to come to line, putting work away, lining up to go outside, coming to a teacher when asked, etc. The child uses a quiet voice in the classroom. The child handles classroom materials carefully. The child demonstrates the use of manners and shows respect for others. The child is working on choosing work independently. The child is moving toward working independently with minimal need of repeated adult direction. The child is working on the ability to complete a cycle of work: chooses work, takes work to workspace, engages in the material, puts work back in order and to its proper place so it is ready for the next student. The child can go to their cubby to retrieve or return the lunch box independently.Preschool/Kindergarten (4 -6): The child is comfortable separating from the parent, and the parent is ready to encourage the child to be independent. The child demonstrates awareness of personal hygiene (uses tissue, napkin, washing hands, etc.). The child can use the toilet independently and be able to wipe him/herself. If an accident does occur, the child should be able to undress and dress themselves with minimal assistance. The child can keep objects out of their mouth, including hands and fingers. The child uses understandable words and can effectively communicate their needs and wants, such as when they are hurt or hungry. The child can follow a one-step direction the first time, such as responding appropriately when asked to come to line, put work away, line up to go outside, etc. The child demonstrates appropriate behavior; follows classroom and school rules with only occasional reminding.KINDERGARTEN: A child who is new to the school, who has not had previous Montessori education, and is enrolled in the MMS Kindergarten program but does not have the benefit of foundational Montessori education in their early years may not be ready for the school's First Grade program dynamic. There may be a recommendation to start as a Pre-Kindergartner or to repeat the Kindergarten program if sufficient progress is not made during the school year.Showing Progress During First Six Weeks of School: The child shows a desire to learn. The child can demonstrate the ability to sit quietly, safely, and respectfully without interrupting those around them. The child demonstrates courtesy and the use of manners in the classroom. The child's ability to self-regulate within the classroom is showing progress. The child uses a quiet voice in the classroom. The child handles classroom materials carefully. The child is working on choosing work independently and can work independently without the need for repeated adult direction. The child is beginning to be able to concentrate amidst moderate distraction. The child can complete a work: chooses work, takes work to workspace, engages in the material, returns work ready for the next student to its proper place on the shelf. The child engages cooperatively in peer-group work. The child is capable of exacting age-appropriate fine and gross motor skill development. The child can write their name. The child is beginning to identify some letter sounds. The child is developing phonological awareness skills. The child demonstrates the ability to count to 1-10 (and above) and understands one-to-one correspondence Lower Elementary (Grades 1st 3rd): The child has mastered the prerequisites listed under the preschool/kindergarten list. The child exhibits indications of age-appropriate development or exhibits continued developmental growth. The child is capable of exacting fine and gross motor control. Fine motor skills continue to develop as the child ages. (i.e., satisfactory pencil grip, ability to write name, letters, and numbers correctly, to able to tie shoes) The child is completely bathroom independent The child can initiate and complete a work cycle independently. The child can concentrate amid moderate distractions. The child engages cooperatively in peer-group work. The child shows signs of abstraction, regularly using reason and understanding consequences. The child demonstrates self-control and patience. The child shows respect for the classroom environment and the classroom rules.Upper Elementary (Grades 4th 5th): The child's academic abilities are at or above grade level. The child shows enthusiasm for learning. The child can organize and maintain in a neat and tidy manner work, materials, and workspace. The child demonstrates self-control and patience, as well as the ability to be focused and concentrate for prolonged periods of time The child treats the classroom, materials, and environment with respect and care. The child demonstrates readiness for large project work (i.e., work that lasts anywhere from a few days to several weeks). The child can accept personal responsibility for meeting deadlines set for work completion. The child can plan, initiate, and complete work within the parameters of assignment due dates The child can participate in group discussions using appropriate social skills of listening and verbal exchange. The child can participate in group projects in a meaningful way with contributions, behavior, and work ethic that enhance the group's final project. The child can participate in classroom activities in such a way that is not disruptive and does not prevent other students from learning. The child shows initiative in helping others by treating peers and teachers with respect and cooperation.Middle School (Grades 6th 8th): The child's academic abilities are at or above grade level. The child shows enthusiasm for learning. The child can organize and maintain in a neat and tidy manner work, materials, and workspace. The child demonstrates self-control and patience, as well as the ability to focus and concentrate for prolonged periods. The child treats the classroom, materials, and environment with respect and care. The child demonstrates readiness for large project work (i.e., work that lasts anywhere from a few days to several weeks). The child can accept personal responsibility for meeting deadlines set for work completion. The child can plan, initiate, and complete work within the parameters of assignment due dates The child can participate in group discussions using appropriate social skills of listening and verbal exchange. The child can participate in group projects in a meaningful way with contributions, behavior, and work ethic that enhance the group's final project. The child can participate in classroom activities in such a way that is not disruptive and does not prevent other students from learning. The child shows initiative in helping others by treating peers and teachers with respect and cooperation. The child demonstrates a level of academic proficiency consistent with grade-level expectations. The child demonstrates readiness for large project work (i.e., work that lasts anywhere from a few days to several weeks). The child can accept responsibility for meeting deadlines set for work completion. The child can plan, initiate, and complete work within the parameters of a weekly work plan. The child can participate in group discussions. The child cooperates with peers and adults. The child can organize daily work, materials, and workspace. The child shows enthusiasm for learning.TECHNOLOGY First Grade: If a student is new to the school, they must be familiar with an iPad and applications, Clever, and Computer Science which is introduced in Kindergarten (In first grade, they learn how to use a laptop and start beginning keyboarding)Second Grade: If a student is new to the school, they must be familiar with an iPad and applications, Clever and Computer Science which is introduced in Kindergarten. (In first grade, they learn how to use a laptop and start beginning keyboarding ) If a student is new to the school, they must know how to use a laptop and be familiar with keyboarding and using a username and password. (In second grade, they learn Google Slides)Third Grade: If a student is new to the school, all the above must be known to be successful in the course. In Third Grade, students learn Google Apps For Education, more advanced Computer Science, use Clever more extensively, and learn Jupiter Ed (grading system) to prepare them for 4th grade Fourth Grade: All the above must be known if a student is new to the school. The student is recommended to attend a Jump Start course offered during the summer so they are prepared for the school year. If the student can not attend the course, it is recommended that they receive their Google Apps for Education account to practice using it at home and the Clever account. The student should also practice typing at home.Fifth Grade: All the above must be known if a student is new to the school. The student is recommended to attend a Jump Start course offered during the summer so they are prepared for the school year. If the student can not attend the course, it is recommended that they receive their Google Apps for Education account to practice using it at home and the Clever account. The student should also practice typing at home.Middle School Students must know Google Apps for Education Specifically: Google Slides, Google Docs, Google Sheets, Google Sites Be familiar with Computer Science Concepts, terminology, and Coding Also must know how to type, as they will be typing in Google Docs, their History outlines Must know how to use multiple applications Must know how to care for laptop: cleaning out browsers, restarting to allow updatesSpeech/Debate/Drama Includes: Study of Communication, Forms of Communication, and History of Communication 4th - 8th-grade students must understand they are required to participate in debates, speech presentations, Google Slides presentations, group presentations, choral readings, and a biennial year show. The Debate is a formal presentation. (professional attire is required) Some choral readings require all-black attire.In Middle School Students must understand they must participate in the Shakespeare Festival presentation Greek Festival presentation Formal Speeches (professional attire is required) Formal Debate (professional attire is required) Various Group Projects