Montessori and the School’s Mandate for the Best for All Students

 — by  Margie Doyle —

At the School Board meeting on May 24, proponents of the Montessori classroom at Orcas Elementary put forth their arguments for keeping the program to proponents of a school plan that  plans to eliminate the classroom, in which teacher Martha Inch serves students from first through third grades.

The topic wasn’t on the regular School Board agenda, and so comments were heard but not responded to. A meeting to discuss Montessori classrooms in the future will be held on Monday, June 18 at 5 p.m.

Before hearing public comments, Business Manager Keith Whitaker, OASIS Principal Becky Bell, Middle-High School Principal Kyle Freeman and Elementary Principal Lorena Stankevich gave their reports, which were previously submitted and are available at OrcasIslandSchools

Important upcoming dates are:

• OASIS High School  Graduation June 9 at 2 p.m
• Orcas High School Celebration of Success June 13  from 10 a.m. to noon.
• Orcas High School Graduation June 16 at 2 p.m.

Before  Elementary Principal Lorena Stankevich reported at length on the Elementary program, Superintendent Eric Webb gave a district overview. Webb described “our  journey to systems alignment” as an “unconventional path — four years, disjointed, [with]  timeline requirements, data-immediate needs, and personnel issues.”

He described his goals as first, closing the achievement gap, and then “putting systems in place to promote growth of all groups.” He discussed the “problem of practice:  “How can we ensure sustained high levels of learning for ALL students and intervene to eliminate the Achievement Gap with our students not making AYP [Annual Yearly Progress], who are often the same students year after year?”

Lorena Stankevich then described the elementary school’s strategic version as “a community recognizing the brilliance in every child;” with the purposes of:

• Preparing students for the future
• Instilling academic rigor and support
• Fostering problem solving
• Encouraging ownership.

With a student population that registers 46% at below the poverty level, (as measured by the registration for free and reduced lunches, this years’ areas of needs are in its school improvement plan are in :

• Math
• Behavior
• Family engagement

Principal Stankevich’s professional goals are to:

• Continue to focus on building the culture and climate pf the school
• Make communication transparent
• Improve instruction: focusing on curriculum alignment, best practices and equity
• Foundational focus on best instructional practices for all students

She cited several systems the school is implementing to achieve those goals, such as  State Learning Standards, Professional Learning Communities, Multiple Tiers System of support implementation, multi-age classrooms, and student ownership of classroom culture.

The point of these systems are to “scaffold instruction so ALL students can succeed; and to promote student thinking, instead of teacher telling.

“I wish I could wait that long to make it instantly happen,” Stankevich said. Also in those efforts, the school has “found things with teacher efficacy —  which is huge — which leads us to why Montessori does not work:

• Perception among students, families, and the community that a Montessori classroom is better than other classrooms. That perception damages staff morale
• Lack of staff collaboration
• Exclusivity
• Composition, dynamics and size of the other classrooms
• The Montessori classroom removes a position for math support/intervention which was created by the State identifying us as targeted through ESSA (Every Student Succeeds Act, which replace the No Child Left Behind Act)
• Limitation of  our methods of teaching

“We have worked collaboratively as professionals to determine curriculum, classroom management systems and routines; and teaching strategies that benefit our students and ensure growth for all,” Stankevich concluded.

OISD Board Chair Janet Brownell announced that the Board would hear comments from the public, but as the item was not on its published agenda as an action item, “We’re not going to make a decision on anything tonight. We have to post that[ there will be a] public meeting: a special meeting about this issue will be held on June 18 at 5 p.m .

For the regular Board meeting on May 24, “Everyone can still comment tonight and the board will just listen, If comments start crossing over into evaluation of personnel, I will cut you off,” Brownell said. She encouraged the public to send letters to the superintendent to send to the board.

Elementary teacher Anne Ford McGrath, who is also the head of the teachers union, said that 22 staff signed a letter stating “We believe in professional growth and support our staff; all programs [should be] beneficial because they are for every student in our school. The Staff is committed to collaboration; we use many different models to support every student in our school.”

Tina Whitman, parent of a third-year student in the Montessori classroom, reminded the board that last year, a group of parents had requested expansion of the program into upper elementary grades. “We have amazing teachers: OASIS, contemporary classrooms, Montessori classrooms.

“Every May there seems to be a crisis in the school; we spent a lot of time on conversation on what is best for the school. I encourage you to think about alternatives that serve all the kids. [There has been] over 15 years of a Montessori public elementary program and just two years talking about adding to the Montessori program. Maybe we need a bigger program, not to cut it.”

Sandi Burt, social worker at Orcas Elementary spoke of a recent visit to the Brown vs Board of Education museum commemorating the Supreme Court decision to integrate all public schools. “[It was] a beautiful testament to the truth that every parent wants the best education possible for their child.

“[When] Staff comes together, we think about everyone; try to work it so we have balanced classrooms for everyone. Parents really want their children in Montessori and the school has been accommodating. As a teacher I see a difference, I do not believe we have to create a separate classroom to meet every child’s needs. I would love for our staff and parents for parents to look at all of these other things that we’re implementing and move away from ‘separate.’

Burt noted that there have been no Special Education students in the Montessori classroom, while Special Ed students make up 20 percent of elementary classrooms. “Diversity benefits in every direction,”

Colleen O’Brien, who described her experiences as an elementary teacher and principal at Orcas Elementary until her retirement in 2008. “I was worried about the equity part of the Montessori classroom, and was overruled by the school board.  “Martha [Inch] did all she could to mitigate the circumstances and find help for every kid there. It teaches kids as well as the regular classroom does over time.

“But I have two concerns: one has to do with friendships; most [Montessori students] start as preschoolers, then have their first three grades together. By that time they’ve been together for six years, their friendships remained somewhat exclusively; maybe it dissipated by high school, but I watched it and it concerned me.

“I looked at the parents who supported their kids — and other kids needed that too. By middle school, high school, the kids were pretty competitive academically. Temper that with the support that the Montessori kids had compared to what the regular kids had.

“Salmonberry and the Christian School are going up in the grades. I value our democracy for our kids.”

Elementary teacher Glenda Smith described her experiences at the Waldron School over 24 years; “All the changes and alternative education ideas had the interests of students and best practices at their core. I put in a lot of non-paid time because I believe in leadership and vision.

“It’s about creating the best education for all students; planning, analyzing, perfecting  the system. We continue to have divisive discussions that affect all but are focused on a subset.”

She advocated public education “for all our students, not just subsets.”

Parent Jami Mitchell said, “We consider ourselves an ‘incubator island;’ In the school district, [the Montessori] classroom is a proven classroom that’s gone beyond experiment. It’s important to find solutions that retain the foundation.”

She encouraged the board to consider “viable solutions” in light of the fact that the Montessori program at Orcas Elementary has the “important feeder aspect of its program because it attracts families like ours, that seek alternatives. When my son hit 4^th grade, there was no way he was moving to another school.”

Teacher Kimberley Malo, herself a “product of Orcas Island  public education system, who returned here with my children,” said tjat after researching the options, she decided to put her kids into “regular” classrooms. Now as a teacher of fourth and fifth grades, “I do see a divide, there’s a separation in the kids; they’ve been in separate classrooms.

“There’s also a perception that the Montessori classroom was better. As an educator, I didn’t feel good to see those divides in the community. It appears there are some greater support in the families of the Montessori [classroom]; it does get into equality and what about families that don’t have the means to support their kids as well as Montessori parents?

“I want to know what I can do better for my kids; I’m not interested in running a single philosophy a single program, because that’s not going to be best for all the students. My goal is to do the best for my students, as best as I’m able.”

Parent Kevin Ranker said, “I personally have seen a monumental shift for the positive with the Superintendent and Elementary Principal. Obviously [there is a] difference of opinion in this room, but we all want what’s best for our kids.

“Meeting the needs of different kids is what the Montessori program is about. If we want to address diversity of all students, we should discuss diversity of programs and teaching models. There’s a reason why this school district has the largest ALE [Alternative Learning Education] program in the state. It’s because we reflect the needs of every student.

“[I look forward to ] coming back in June to continue this discussion with all of us to engage, motivated by kindness and love for our children.”

Elementary teacher Ellen Anderson said, “We’re all doing these amazing things, we just don’t label them as Montessori. An issue with the classroom is that labels separate it from the rest of the classrooms even though we’re doing the same things. We’re all open to further training, further alternative practices. We should bring all aspects in, but I don’t want the label of Montessori brought in because I think that’s what’s causing exclusivity.”

Parent and former Board director Tony Ghazel praised the board for entertaining the discussion and said, “We had multiple times we had a crowd like this in this room, families concerned about their kids’ education. When Montessori first started, I was doubtful it would work, but after 15 years it’s one of the best things [about the school]. As school directors you are blessed to have a room full of supportive parents. We’re trying to fill a need that some of the families have that may not be supplied in the regular classroom. Think about the success of the OASIS program as you consider the comments of the teachers.”

Parent Georgette Wong said she represented 150 people who support Montessori advocacy for public schools. “We need a multiplicity of teaching methods for our kids, and believe in more choices. We are here to ask that the first grade be put back in Montessori next year. During that time [we can] understand the best disposition of Montessori in public classrooms.

“One week’s [notice] is too little time to have an analysis of the Montessori classroom. Shouldn’t we share information on how it affects our children before we disband the classroom?”

Faith Heath provided Spanish translation for the father of a Montessori student, saying “Montessori is such a wonderful beginning for any student starting out. Students are thriving, enjoying, excited to come to school; it’s very important for students.

“He hopes you will listen carefully to all the comments that parents have, because it’s not just for me but for all the students’ families.”

Birdie Greening, a high-school sophomore, said, ” I just want to talk a little about my experience as a  student, in the Montessori program through 3^rd grade. A big part of Montessori was the consistent teaching of basic concepts and after creating a basic understanding and then being able to build on those concepts with more advanced learning. The hands-on concept is really important,”

Parent Jenny Barcelos thanked the board for “allowing us to work collaboratively with you. We believe in the possibilities of public education.”

Allison Calhoun, who was Orcas Island-educated for 13 years, said, “I wish I’d had Montessori [education]. Now that I can give that to my son, there’s a communication disconnect. If our teachers are feeling hurt and disrespected, that’s not the fault of Montessori.” She spoke of the difficult choices before the school district and said, “Orcas does hard really well.” She spoke of finding a solution for the whole community “rather than saying no to either side.”

Parent Marguerite Greening said she had been concerned about the isolation of friendships, but found “The kids were excited to make new friends and keep making new friendships.”

Dana Thompson Carver said she trusted the board to “guide the community on this matter; to ask the hard questions.” She asked if establishing  alternative learning programs had created de-stabilization of the community and said, “I believe in choice and in opportunity.”

Parent James Ferrari praised the methods being used in alternative classrooms, saying it brings  people to the public schools.

Parent Bari Willard asked if the board had considered the impact of 150 students leaving the district

Parent Arthur deHahn commended the school’s ” great diversity, community support, and engagement.

“Use us!” he urged the board.

Moriah Armstrong, who started the Montessori preschool, and has worked in public education in prevention and family support programs, spoke of the “incredible effort to bring Montessori here, representing a strong expression of community support for options. I hear the concerns of equity and damage done by labeling one better than another.

“If possible, keep the stream going and address the lack of equalness.” Armstrong said.