What is the history of the Montessori Private Academy and how is it structured? The Montessori Private Academy has been in existence as a not for profit corporation since 1983. The school is governed by a board of directors composed of parents, members from the Rockford community, a teacher representative and the administrator. Board meetings are held monthly. All parents are welcome to attend these meetings. The school was formerly called Montessori Learning Center from 1983 to 2003. The school is a full affiliate member of the American Montessori Society. How do I know that my child is learning all that he/she should? How are children assessed? Although letter grades are not given, constant assessment is an inherent component of the Montessori classroom. The Montessori teacher has been trained to be a careful observer. The teacher keeps records on each child, which is essential in providing an overall picture of the child’s development. Progress and conference reports are scheduled with parents throughout the year. Our parent-friendly environment provides many opportunities for parent-teacher discussions. Is standardized testing part of the assessment process? MPA Elementary and middle school students and parents have the opportunity to take part in a standardized testing process if they wish. MPA arranges with outside testing agencies to provide these services. Elementary I & II students (grades 1-6) have weekly tests and quizzes on a wide range of subject areas. All student produced work is kept and made available for parent review. At the preschool ages, if each child is working at his or her own pace, how does socialization take place? Is learning only done individually? The children are provided with many learning opportunities throughout the day: Individual Presentations are made to a single child when he or she is ready to learn a new skill. Small Group Presentations are made when several children are ready for a new lesson or a new activity is introduced into a classroom. Line Time is an important part of each day in which the class is together for a lesson, song, educational visitor or other activity. Socialization takes place around the learning materials, where children of different ages and abilities can interact. What types of enrichment activities are MPA students involved in? As part of our program, the children participate in Music and Physical Education each week. Spanish is required subject in the Elementary program and an optional activity for 4 and 5 year-old full day students. An Art teacher works with Elementary students weekly. Field trips and community service projects are integrated into the curriculum at appropriate levels. MPA has its own Brownie/Junior Girl Scout Troop and Elementary Chess Club. Montessori Private Academy students are participants in many extracurricular activities including equestrian competitions, theater, music, gymnastics, swimming, and bowling. What happens when my child leaves Montessori Private Academy to enter a traditional High School environment? At MPA we find that the many skills presented and mastered by the students who have completed Elementary and Middle School has prepared them well for new experiences: 1) MPA students have high self-esteem because they have been successful at learning. 2) MPA students practice the skills necessary to organize their time, the materials and the process of beginning and completing work projects. 3) MPA staff introduce study skills needed for High School including note taking, outlining and completing independent research, and use of textbooks. How is discipline handled at MPA? Central to Maria Montessori’s philosophy was the observation of what normal age-appropriate behavior is for each age group. Hence, the Montessori environment is actually designed to keep situations leading to misbehavior to a minimum. When needed, teachers and assistants can provide positive redirection within the classroom setting. Occasionally, a child may be asked to leave the room to refocus, and then join in again when ready. In those rare instances when persistent behavior difficulties impact learning, parents are asked to work in partnership with the school to insure clear communication and a positive outcome.