Maria Montessori
Academy
2014-2015
Junior High
Handbook
Maria Montessori Academy Junior High School
Handbook Contents
by
Robert Garrett, Ph.D.,
in consultation with Dr. Elisabeth Coe & Stephanie Speicher
A HISTORY OF THE SECONDARY PROGRAM (JUNIOR HIGH SCHOOL) ............................................... 1
SUMMARY OF SECONDARY PROGRAM ....................................................................................................................... 3
JUNIOR HIGH SCHOOL CALENDAR 2014-2015 .......................................................................................................... 4
SCHEDULE OF A DAY ................................................................................................................................................... 5
ACADEMIC WORK .................................................................................................................................................. 6
COURSES OF ACADEMIC STUDY – JUNIOR HIGH SCHOOL ....................................................................................... 7
CYCLES OF WORK ....................................................................................................................................................... 9
CLASSROOM WORK .................................................................................................................................................. 10
DAILY WORK ............................................................................................................................................................. 10
MASTERY LEARNING ................................................................................................................................................ 11
COACHING ................................................................................................................................................................. 11
EXPERIENTIAL LEARNING ........................................................................................................................................ 11
MULTIPLE INTELLIGENCES ...................................................................................................................................... 11
INDEPENDENT STUDY - PERSONAL TOPIC AND HISTORY OR SCIENCE FAIR ........................................................ 11
OUTDOOR EDUCATION: LAND LABORATORY/ERDKINDER .................................................................................... 12
DRUG AND SEXUALITY EDUCATION ......................................................................................................................... 12
PHYSICAL EDUCATION AND PERSONAL REFLECTION ............................................................................................ 13
EXTRACURRICULAR ACTIVITIES.............................................................................................................................. 13
TUTORIALS................................................................................................................................................................. 13
PORTFOLIOS .............................................................................................................................................................. 13
FAMILY SCHOOL PARTNERSHIP .................................................................................................................... 14
FAMILY CONFERENCES............................................................................................................................................. 15
SUMMARY FOR PARENTS .......................................................................................................................................... 15
COMMUNICATIONS BETWEEN FAMILY AND SCHOOL ............................................................................................. 15
PROGRAMS FOR PARENTS......................................................................................................................................... 15
CLASSROOM PROCEDURES .............................................................................................................................. 16
GROUND RULES AND CONSEQUENCES ..................................................................................................................... 17
INTEGRITY, RESPECT, AND RESPONSIBILITY .......................................................................................................... 17
COMMUNICATION STRATEGIES................................................................................................................................ 18
DRESS GUIDELINES ................................................................................................................................................... 18
VIDEO GAMES ............................................................................................................................................................ 18
SNACKS....................................................................................................................................................................... 19
LUNCHES .................................................................................................................................................................... 19
PARENT AND OFFICE COMMUNICATION ................................................................................................................. 20
ABSENCES AND TARDINESS ....................................................................................................................................... 20
TRIPS (LAND LAB AND ADVENTURE TRIP AS OUTDOOR EDUCATION).................................................................. 21
SERVICE LEARNING .................................................................................................................................................. 21
APPENDIX ................................................................................................................................................................ 23
BEHAVIORS AND CONSEQUENCES ............................................................................................................................ 27
COMMUNICATION STRATEGIES................................................................................................................................ 28
PACKING LIST FOR LAND LABORATORY TRIPS ...................................................................................................... 29
RECOMMENDED BOOKS ............................................................................................................................................ 30
A History of the Secondary Program (Junior High School)
By Nancy Lindeman & Robert Garrett
The secondary program at Maria Montessori Academy owes its genesis and creation to
Nancy Lindeman, who remarked in 2008 that the majority of children and families of Weber
County were without the option and access to an affordable, high quality Montessori education.
Nancy’s passion and dedication to Dr. Montessori’s philosophy of education would not allow for
idleness. Rather than choosing to adopt the easier lackadaisical attitude born of apathy, Nancy
took on the role of pioneer and began the process of proactively addressing this educational
vacancy by her submission of the Maria Montessori Academy, Inc. charter application to the
Utah Board of Education. The charter was readily accepted and what was once a vision was
now on its way to realization.
Over the next couple of years, Nancy, along with the other founding members of MMA:
Amanda Scheuermann, Maria Turner, Shanna Francis, and Geradette Banaszak, began the
thrilling but arduous work of opening a school from the ground up. With much help from the
local community and dedicated Montessorians Maria Montessori Academy opened its doors in
the fall of 2010. Over the following three years the school grew to capacity; it was now time to
begin the next phase of the school’s growth and development.
Nancy Lindeman, along with the other founding members of Maria Montessori Academy,
had the foresight to include in the school’s charter a secondary school component. After having
been open and successfully running, Maria Montessori Academy and its community of faculty,
parents, and students were ready to commence its next phase of development; implementing
the secondary component of its charter.
Shortly after beginning the 2012 school year, Nancy and the Board of Directors agreed
that it was the opportune time to initiate the work of opening a junior high school at Maria
Montessori Academy for the following 2013-2014 school year. Parents of the first 7th grade
class at the junior high school were made aware of this plan and received the news with
enthusiasm. The search for qualified Montessori secondary teachers began early in 2013. One
of the first instructors hired was Robert Garrett, who had received his training at the Houston
Montessori Center, and under the tutelage of Dr. Betsy Coe. Dr. Coe was the first in the nation
to begin a Montessori secondary program, back in 1985, at School of the Woods. At that time,
there were no models for Montessori secondary education available; this meant that Dr. Coe
must create a curriculum out of whole cloth that was both authentic to Montessori and
contemporary.
The first step Dr. Coe took in creating a secondary program was to decide what kind of
learning environment the school, the parents, the students and she envisioned. After much
discussion and thought, they agreed on three major themes: developmentally responsive,
holistic, and empowering. Here is her explanation of each:
Developmentally Responsive
In the spirit of Montessori philosophy, the theory of looking to
developmental stages as a guide was crucial. The notion of respecting people
for where they are in their development and utilizing their unique developmental
stage in order to support the unfolding process of growth is a basic foundation of
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Montessori educational design. Thus, a thorough study of the biological,
cognitive, and psychosocial development and its implications for the learning
environment was made.
Holistic
The word "holistic" is another major element of Montessori philosophy.
Holistic comes from the Anglo-Saxon word "hal" which has meanings of whole,
heal, and health. To Montessorians this means two things: one, that the focus of
education should be on the whole child for optimal health and growth. Thus, the
learning environment should not just focus on developing the cognitive potential,
but the physical, psychosocial, and moral aspects of the person as well.
Secondly, the courses of study need to be interrelated so that the child
understands the inter-connections of life. As my work progressed, the holistic
notion began to take on yet another dimension. It began to include collaboration
with the home setting. This has led to my proactive stand on having studentparent-teacher partnerships as an integral part of a complete, healthy, optimal
learning environment.
Empowering
Studies report that many of our young people are addicted to chemical
substances. Adolescents are striving to prove their identity, and in frustration,
many of them are turning to life-threatening activities. Parents and teachers at
School of the Woods felt that the school environment could have a positive
instead of negative impact on a young person's quest for self. They were
seeking an alternative learning environment, because they felt that many middle
schools were physically and psychologically unsafe and also had a general lack
of respect for young people's abilities. I wanted to provide a place where early
adolescents could develop personal power as well as an opportunity to use this
personal power with and for the benefit of others. The word "empower" seemed
to express this thought.
In the spirit of Dr. Coe the classroom and course design at Maria Montessori Academy Jr.
High continues to be refined each year, which makes it a dynamic program that keeps up with
the current research and classroom observations. We welcome parents and adolescents to
MMA Jr. High School and are pleased that you have chosen to be a part of this program.
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Summary of the Secondary Program
The theory and design of the secondary (Jr. High School) program integrates the most
current research in adolescent psychology and brain development, the trends, issues, and core
standards in traditional and Montessori education, and the Montessori philosophy. The mission
of the program is to empower adolescents to be confident, self-aware and valued, and
empathetic. They are encouraged to know themselves, to learn how to belong to a community,
to be innovative and adaptable, to be academically competent and challenged, and to create a
vision for their personal future. These aims are the tools to accomplish what Maria Montessori
called the "valorization" of the child.
WE BELIEVE THAT:
The Adolescent is:
an active, self-directed learner
a vital member of the class, school, city, and global community
a vital member of the teacher-student-parent team
responsible/able to keep commitments, be honest, empathetic, and respectful
The Teachers are:
facilitators for learning
consultants for the students
creators of a positive, interest-capturing learning climate
communicators with parents and community
role models and mentors
The school structure offers:
a learner-centered environment
a developmentally-responsive curriculum and teaching team of Montessori teachers with
additional adults as resources
parent-teacher-student partnerships
multi-aged groupings of 12-15 year olds with peer and cross-age teaching
large blocks of uninterrupted learning time
The curriculum and instruction includes:
trans-disciplinary themes
learning meta-cognitive skills
individualized learning plans
mastery, coaching, and exploratory activities
activities and long-term cooperative learning projects
a strong sense of community and social interaction with peers
meaningful and challenging work
activities for self-expression, self-knowledge, and self-assessment
activities that value all nine intelligences and a variety of learning styles
activities for learning economic independence
school and community service projects
activities that allow work on and with the land
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Academic Work
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Courses of Academic Study – Junior High School
Maria Montessori Junior High School courses of study reflect an integration of the Utah requirements of
essential elements, the newest research on the developmental needs of early adolescence, the
Montessori philosophy, the state of art in current learning theory, and the predictions of the skills needed
for a productive life in the twenty-first century.
The curriculum and instruction is designed as a three-year program in which students earn 18 units of
Utah State credits. The language, speech, Spanish, physical education, outdoor education, service
learning, and fine arts are courses of continuous progress. The science, social studies, geography,
health, and math are studied by topics or concepts.
Language I/II/III (1 unit each year)
The language curriculum follows the reading and writing workshop model established by the Teachers
College Reading and Writing Project of Columbia University. It encompasses an integrated study of
vocabulary, literature, grammar and mechanics, and writing. The curriculum seeks to teach students to
value reading and writing well, to self-initiate reading and writing in their own lives, and to see reading
and writing as tools to change themselves and the world around them. Students read and write in a wide
range of genres for a variety of authentic purposes and learn to communicate with a variety of audiences.
Vocabulary and etymology is presented across the curriculum and is tested each cycle. Grammar is
studied daily within the context of literature and writing. With special emphasis on critical analysis,
students practice daily a variety of types of writing in response to literature. Eighth graders write two
research papers and seventh graders write one research paper during the year as part of their
independent study.
Speech I/II/III (1/2 unit each year)
Speech includes a daily communications lab that focuses on grace and courtesy, listening skills, notetaking, active participation, in-group discussions, by articulating ideas and making formal presentations.
Students learn a variety of communication skills such as acknowledging others, using “I” messages,
active listening, goal setting, and group decision-making. Students also participate in activities
developed from Covey’s Seven Habits of Highly Effective Teens; Costa and Kallick’s Sixteen Habits of
Mind, and The Heroic Journey. Each year the class also develops a mission statement or constitution.
Students are able to practice communication skills daily by working in community meetings, class
committees, small group cooperative projects, Socratic dialogue, and peer and cross-age teaching
activities. Students individually give presentations each cycle.
Social Studies I (.5 unit)
This course includes geography and history. The history curriculum focuses on the progress of people
and the following topics: Structures (Governments and US Government), Forces (Revolutions), Power
(Human Rights Movement), Changes (Industrial Revolution), and Balance (Peace Education and Future
Vision). Students do personal and group work in these themes. The focus is on asking large questions
and looking for patterns in history and integrating this information into all disciplines. Students develop
creative projects and make presentations. In the spring of even years, students become experts in one
area of United States or Utah history.
Social Studies II (1 unit)
This course includes geography and history. The geography curriculum includes the study of the themes
of location, place, movements, regions, and interaction of people and their environment. The history
curriculum focuses on the history of people and the following topics: Connections (Native Americans),
Exploration and Perspectives, Identity (Immigration), Systems (Economics and Economic Systems),
Interdependence (Ecology and Future Visions). Students do personal and group work in these themes.
The focus is on asking large questions and looking for patterns in history and integrating this information
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into all disciplines. Students develop creative projects and make presentations. In the spring of even
numbered years, students become experts in one area of United States or Utah history.
Pre-Algebra, Algebra and Geometry (1 unit each year)
These math courses use a curriculum designed by Houston Montessori Center and CMSTEP (or
Singapore Math depending on individual needs) that utilize the Montessori materials to introduce
concepts before practicing them formally or abstractly. The students will have two guiding questions per
cycle. Students must take quizzes for feedback and master comprehensive tests.
Physical Science II (1 unit each year)
The physical science curriculum includes the study of Structures (Nature of Science and the Structure of
Matter), Forces (Motion and Four Fundamental Forces), Power (Power, Energy, and Waves), Changes
(Work and Machines), and Balance (Chemistry and Future Technology). Students do personal work and
group work in these themes. The focus is on asking large questions and looking for patterns in science
and integrating this information into all disciplines. Students develop long-term creative projects and
make presentations. In the spring of odd numbered years, students become experts in one area of
science and may present their research at a science fair. Outdoor education experiences and the use of
machinery are also a part of this study.
Life Sciences/General Sciences I/III (1 unit)
The life science curriculum includes the study of Connections (Cells and Living Things), Exploration
(Prokaryote & Eukaryote; Virus, Bacteria and Fungi), Identity (Genetics), Systems (Animal Systems),
and Interdependence (Ecosystems and Future Visions). Botany is part of the curriculum at the Land
Lab. Students do personal work and group work in these themes. The focus is on asking large
questions and looking for patterns in science and integrating this information into all disciplines.
Students develop long-term creative projects and make presentations. In the spring of odd numbered
years, students become experts in one area of science and present their research at the science fair.
Outdoor education experiences and the use of tools and machinery are also part of this study.
Physical Education and Health I/II/III (1/2 unit each per year)
The physical education classes focus on team sports, individual sports, and aerobic activities. The twofold purpose of these classes is to teach skills and to instill the importance of physical fitness. Sports
include volleyball, soccer, basketball, roller-skating, ice-skating, rock climbing, bowling, swimming,
tennis, and track and field. Students also participate in cooperative games. All students are included in
all activities. Health is the study of issues pertinent to the needs of early adolescents. Students
alternate focusing on The Heroic Journey and The 7 Habits of Highly Effective Teens; Sixteen Habits of
Mind. This program has several purposes. One is to provide information about the transition from
childhood to adolescence and the journey to adulthood. Another is to provide links between generations
to help young people make the journey safely. A third is to create challenging and meaningful
experiences, similar to those in the initiation or rites of passage ceremonies. Students explore topics
such as belonging, friendships, adolescent development, stress management, self-esteem, peer
pressure, drug education, sexuality, nutrition, and balanced-living. There is a time each day in which
students spend in personal reflection for development of their intrapersonal skills.
Spanish (1/2 unit each)
Computer Literacy/CTE I (1/2 unit each year)
This computer literacy course includes word processing, spreadsheets, database, graphics, academic
programs, and simulation games. All of these activities are integrated into all subject areas. Students
also have the opportunity to use the Internet to gather data and communicate with other schools. As an
elective, students create and update the school and class web site.
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Outdoor Education/CTE (1/2 unit each year)
Students learn to work on and with the land. Students have the opportunity to spend up to two weeks at
the Tremonton Farm (Land Lab), mountain climbing, day field trips, and a one-week adventure trip in
April or May. In September, seventh and eighth grade students participate in a climbing course which
includes trust activities, group initiatives, individual challenges, personal reflection. At the school
location, students plant a garden, compost, and do various horticultural projects. At Land Laboratory,
students work together on building projects, ecological and sustainability projects, economic projects,
which projects integrate academic work into real-life activities, and instruction in learning how to be
stewards of the land, self-awareness and confidence, and the value of work.
Service Learning/CTE (1/2 unit each year)
During the second half of the academic year, students spend one week as interns in a Montessori
classroom or a week working in a business of their choice. The supervising teachers or adults complete
an evaluation form. Students prepare a business letter stating their goals and verifying arrangements.
During the year, students do other spontaneous service learning based on needs and interests. Several
times during the year, students generally perform outreach service off-campus. In economics, students
operate few class businesses such as snack and delivery of catered food. For these businesses,
students keep records, prepare and inventory the food, buy supplies, and sell the product.
Fine Arts/Electives (1/2 unit each year)
Students will have the opportunity to select four areas of exploration. Areas of exploration vary each
year with student interest and availability of outside teaching resources. Courses may include the
following: computer, photography, painting, sculpture, pottery, bike mechanics, carpentry, economics,
trip planning, zine publication, creative writing, theater arts, and cooking.
Cycles of Work
In an academic year, there are five cycles of work, each followed by an immersion week to include: land
laboratory, internships, and/or cultural enrichment trips and study. Each cycle is six weeks in duration.
At the end of the fifth week, there is a product presentation and a written self-assessment of the thematic
project work. The cycle format is designed to help students learn organizational, decision-making, and
time-management skills. Students keep a graph of the work completed each week. If an appropriate
amount of work has not been completed each week, students have the opportunity to catch up in study
hall on Friday from 1:00 a.m. - 2:30 p.m or during tutorials. If students have not completed their
academic goals by the end of the day Friday of week 5, they are expected to catch up on their own over
the weekend with parental support. If students do not complete their work by the end of the cycle, they
may continue to work during the immersion week (Monday only) at the school. If students have not
completed their work following the end of the cycle, an incomplete will be given. Any incompletes must
be made up at home and turned in for partial credit at the end of the school year or in summer school.
To apprise parents of their child's progress and for the purpose of accountability students complete
weekly progress reports and graphs for parents to review, sign, and return the following Monday.
At the end of the cycle, students complete a summary report that is mailed home to parents in lieu of a
traditional "report card."
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Classroom Work
The school day is divided into two work periods: individual and group work periods. Individual work is
designed to make a match between the skills, abilities, and interests of each student, and there are a
variety of work choices in every academic area to be done alone or in small, self-chosen groups.
Individual work is assessed individually with mastery tests that may be written or oral. There are
opportunities to do modified, basic, and advanced work in most areas. Students will receive further
individual teacher instruction as needed.
Group work is done in randomly chosen groups in which individuals learn to work together for five
weeks. These groups work together on physical tasks such as the lunch orders, physical education, and
academic tasks within the thematic units, which integrate all subject areas. Individual written tests,
group presentations, and self-assessments of the group process assess the thematic unit.
Students are expected to keep up with class work and, if necessary, do what they can at home or in
tutorials to stay caught up. If a student repeatedly misuses class time or interferes with the work of
his/her classmates, a conference is held and an action plan is set up with the family, that may require
that the student have an adult at their side at school to monitor behavior until a pattern of appropriate
behavior is practiced for an agreed upon length of time.
Daily Work
Daily work consists of taking home and bringing back binders and all necessary materials. Each day,
students will work on their math problems, literature, apprentice sentence, personal reflection response,
any science or social world work, and any other self-assigned work.
The math work involves a daily math lesson and daily practice problems. Upon completion of the lesson,
students are given time to complete the assigned problems. Students should check their work and
correct errors (each student will be given the math answers). If the students need help on any problems,
they are to indicate the problem numbers at the top of the page and ask for assistance the next day.
Students take a quiz every other week, and at the end of each cycle there is a comprehensive test. Math
work should take approximately 30-45 minutes per day.
For the Language work, students should read the assigned text at least 45 minutes each day and
respond using the writing about reading strategies. The independent study homework consists of
research, writing, and/or presentation board.
Parents are asked to support their adolescent by providing a family schedule that allows time and space
each evening for schoolwork. For concentrated learning to occur, students should study without the
distractions of television, video games, phones, and music (if concentration is required). Student's work
assignments are given out at the beginning of each cycle. Thus, students know their assignments in
advance so they can learn to plan ahead and avoid conflicts or late night studying. The first time a
student does not complete his/her daily work or bring necessary belongings to school, he/she fills out the
top of the parent communication form and consults with a parent to create a plan to complete the
assignment. The second time a student does not complete his/her daily work or bring necessary
belongings to school, he/she fills out the bottom of the parent communication form with a plan to
complete the assignment and takes it home to be signed by a parent. The third time a student does not
complete his/her homework or bring necessary belongings to school, which makes the time spent in the
classroom non-productive, a conference is held and an action plan is initiated.
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Mastery Learning
Mastery learning is a form of personalized learning that gives students the necessary time to master
particular skills before progressing to the next level of work. The student takes on the responsibility of
learning a skill versus merely accepting a low grade and never really learning the information. The
teacher's job is to break down the learning steps, to offer suggestions for internalizing the knowledge,
and to give the time necessary to learn the information. According to research, the advantage of
mastery learning is that it offers clear expectations, fosters mastery of a unit of study, is not competitive,
and encourages student responsibility. Its disadvantage, as listed by researchers, is that too many
students receive A's. The student's transcript indicates that courses have been completed with at least
80% mastery. The procedure is to offer information, provide learning strategies and activities, provide a
variety of assessments - performance assessment with rubrics scale, quizzes, written tests, and selfassessments - and re-teach and retest if necessary. Quizzes are distinguished from tests. Quizzes are
to give feedback during the learning process and do not required an 80+%. Tests are given at the
closure of a body of work such as after the completion of an area of study in history, science, math, and
language. Tests are always corrected, no matter what the score, for learning. In the event that a retest
has to be taken, all subsequent tests will be more in-depth; therefore, certain criteria must be met before
a retest is administered such as: reviewing previous material, completing supplemental work, and
receiving additional instruction from a teacher when necessary. If the student is still not successful in
mastering the material after the second test, alternative testing styles will be utilized. All test grades will
be averaged to determine mastery and the students’ transcript will indicate areas where modifications
were implemented.
Coaching
Coaching is a process that has been articulated by M. Adler and T. Sizer. It is designed for those areas
in which continued improvement and refinement of reading, writing, thinking, and creative skills are the
goal. The areas in which coaching have an emphasis are: homework, writing, presentations, literature
work, computers, and the projects and activities in all content areas. The procedure is the following:
information, student product, teacher and/or peer feedback, and revision.
Experiential Learning
As in all levels of Montessori education, there are opportunities for discovery and experiential learning in
which participation is the goal. The areas in the secondary program where experiential learning is the
goal, they are: career education, outdoor education, electives, and trips.
Multiple Intelligences
Recent discoveries about the nature of human intelligences have indicated that we have the ability to
enhance and amplify our intelligences and that intelligence is a multiple reality that occurs in different
parts of the brain/mind system. Students will take a survey of where they are on the continuum of each
of the nine intelligences as identified by Howard Gardner in his book, Frames of Mind. The nine
intelligences
are
verbal/linguistic,
logical/mathematical,
visual/spatial,
bodily/kinesthetic,
musical/rhythmic, interpersonal, intrapersonal, natural, and existential. Students are asked to design their
work to include each of the intelligences and reflect upon their growth in each area.
Independent Study - Personal Topic and History or Science Fair
Seventh grade students will do one of these, whereas eighth grade students will do two independent
studies each year, focusing on history or science and a personal topic. There are specific guidelines and
due dates along the way. A research paper is also expected for each project. This work is to be done
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individually. Parents are asked to sign a form agreeing to the selection of work and materials needed for
the study and to support their adolescent by taking him/her to the library and by providing needed
materials and resources.
Outdoor Education: Land Laboratory/Erdkinder
“Men with hands and no head, and men with head and no hands are equally out of place in the modern
community……Therefore the work on the land is an introduction both to nature and civilization and gives
a limitless field for scientific and historic studies…..The rural atmosphere offers students a kind of ‘place
apart’-- a safe and healthy environment to promote their transition to adulthood.” (From Childhood to
Adolescence, Montessori).
Montessori felt that economic independence was as important to the development of the adolescent as
personal independence (dressing and feeding themselves) is to the development of the 3 year-old. The
land gives them the opportunity to explore the entire economic cycle. The students could be responsible
for not only growing and selling the produce grown on the land, but all the billing and accounting as well.
The money could be invested back into the land or put towards other projects.
Dr. Montessori envisioned an Erdkinder (translated as children of the land) as the best environment for
adolescents to study and work. Montessori called it a “school of experience in the elements of social life.”
At Land Lab, the students study the ideas of permaculture and sustainable communities. Students
develop a strong sense of community working together on meals, maintaining the environment, working
on needed projects, and having time to participate in the change in rhythm of living in harmony with
nature. Students also have time for academic pursuits and apply their knowledge of astronomy, biology,
ecology, math, and geometry to real-life situations. Projects are done in groups, allowing the students to
work with others towards a common goal. A packing list is provided in the Appendix. Students need to
bring one duffel bag to the land laboratory facility. The bag should be no more than 30 inches long and
12 inches in diameter.
Drug and Sexuality Education
Drug and sexuality education is an integral part of the secondary program. The significant factors in
helping students make good choices for themselves are: decision-making strategies, goal setting and
planning, constructive ways of having fun, stress management, good peer relations, self confidence,
responsibility for their behavior, respect for others, and the deference of immediate desires. These
elements are on-going skills and activities in the classroom. In addition, the health curriculum focuses on
information in sexuality and drug education in a workshop with experts.
The school may also have access to ”Reality Baby” dolls, which are 10 pound, life-like baby dolls that
are “born” with earsplitting, nerve-shattering cries. The high-tech newborns, equipped with a
microprocessor, shriek randomly - day and night- and are quieted only when “fed,” “changed,” or
“comforted”. To do either, the “parent” must first scan the wristband on the baby to identify as the
appropriate parent. Three to four eighth graders at a time receive babies for one week. “Grandparents”
are asked to provide parenting advice and to limit their amount of babysitting.
Maria Montessori Jr. High is a drug free school. Students who use alcohol, tobacco, or other chemical
substance during or after school hours are subject to action by the school. Parents are expected to
monitor students’ activities so that the students are in safe and healthy environments and therefore, are
not exposed to the abuse of chemical substances.
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Physical Education and Personal Reflection
Physical education is an important part of a holistic education. Students should come dressed for
physical education activities on a daily basis. Students may change into tennis shoes and put on shorts
if it can be done quickly. Students will be asked to actively participate in all physical activities in order to
receive a credit in physical education; these standards are required by the Utah State Office of
Education. If a student is unable to participate for medical reasons, this needs to be documented by a
note from the parents. When students cannot be actively engaged, they may walk around the campus or
another activity designated by the P.E. teacher. The school is unable at this time to offer sports teams.
However, the student's local public school provides sports teams based on the student's interest. Please
check with the local public school for team opportunities.
As part of the health curriculum, students spend thirty minutes each day after lunch in personal
reflection. Dr. Montessori felt that early adolescents have a quest for self-knowledge, which in turn helps
adolescents develop their identity. In our hurried society, we want the students to learn to spend time
reflecting on goals, reducing stress, and creating a personal vision. During this time, students will work
by themselves on guided, self-knowledge activities that are recorded in a notebook as relaxing music is
played. Students will participate in the Heroic Journey and 7 Habits activities and may choose creative
arts projects, brain gym activities, kinesthetic puzzles, and reflective writing.
Extracurricular Activities
After school classes are offered randomly throughout the year or through other local public schools.
Parents and students will be informed of any current and upcoming classes.
Tutorials
Tutorials are from 3:10 - 3:50, Tuesday - Friday to help students, monitor work, or re-take quizzes and
tests. Students need to make a commitment to stay until 3:50, since early departures are disruptive.
Students who are disruptive will be asked to leave. If a student has been asked to leave the tutorials
three times, then that student will not be allowed to use the tutorials for that particular cycle.
Portfolios
At the end of each cycle students file their completed work into a binder. Students select representative
pieces of work to prepare for their family conferences in November, February and May. At the
conference, students present the portfolio to their parents and use it to support their assessment of
themselves.
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Family School
Partnership
14
Family Conferences
A family conference is held at the beginning of school in August for individual students to develop their
educational plan and understand behavioral expectations. The teachers will advise parents and students
of the grade level requirements. The teachers’ and parents' role is to guide the student in setting realistic
goals and then to support the student to meet his/her commitments. At the conference, a contract is
created and students develop a semester goal. Students are made aware of their personal learning style
through a series of inventories. With this information, students learn how to be more efficient learners
and are guided in implementing this knowledge into their personal learning plan.
Other scheduled family conferences are held in November, February, and May. Students are asked to
prepare for their conferences. They are asked to evaluate their progress in academic work, personal
responsibility and group responsibility, and to prepare a portfolio of their work. Students then request
their parents’ and teachers’ points of view in each area. The May conference discusses the results of the
Iowa Basic Skill Achievement Test. Students, parents, or the teachers may request additional
conferences throughout the year.
Summary for Parents
At the end of each week, students complete a graph of their progress in each academic area that
identifies whether they have completed the appropriate amount of work for the week. The graph is
cumulative for the five weeks and must be signed by a parent and returned every Monday. Parents are
asked to monitor the plan and help their adolescent keep his/her commitments. If students do not
complete expected weekly work, then they must attend study hall on Friday from 12:30 – 2:30 p.m. to
have the opportunity to get caught up - with teacher assistance.
At the end of each cycle, students summarize their work by recording assessments, activities and
projects, and by writing a self-assessment. This form is reviewed by a teacher and student in a
conference, copied, and mailed home. It is requested that parents review this report with their
adolescent and contact the school if there are any questions or concerns. If so, a meeting can be set up
with parents, teacher, and the student to do any necessary problem solving.
Communications Between Family and School
When a teacher has concerns regarding a student’s behavior or activities, the teacher will discuss the
issues with the student. If the teacher feels it necessary for the parent to have specific information, they
will ask the student to discuss it with the parents and call a teacher within 24 hours to verify that the
information was received. At that time, a meeting time can be set if necessary. The purpose of this
procedure is to encourage the student to communicate with their parents.
Programs for Parents
Parenting adolescents today can be very stressful and confusing. Understanding this, the school will
offer opportunities for parent education in various areas. There are morning coffee talk, potluck dinners,
and other parent-centered programs scheduled throughout the year to provide families with an
opportunity to connect with each other and with the teachers in a social and educational environment.
15
Classroom
Procedures
16
Ground Rules and Consequences
For optimal learning to occur, the classroom atmosphere must be physically and psychologically
safe. To ensure this safety, a set of baseline ground rules and their consequences have been
established. For the students’ benefit, a sports metaphor is used to clarify the rules.
Inappropriate behaviors inside the “playing field” still allow the classroom to be a safe
environment. Students who behave in an inappropriate manner that is inside the “playing field”
are asked to complete a Parent Communication form. The first time the student displays
inappropriate behavior, he/she is asked to fill out the top of the parent communication form and
to call a parent. The second time a student displays inappropriate behavior; he/she is asked to
fill out the bottom of the parent communication form and is asked to take it home to be signed.
The third time a student displays inappropriate behavior, he/she is asked to call his/her parent
and set up a conference with a teacher. This conference is to problem-solve and create a plan
for the student to follow. Verbal (yelling, unacceptable language, etc.) physical abuse (hitting,
pushing, shoving, running around, etc.), and/or abuse of the three step warning system for
inappropriate behavior are outside the “playing field”, and the student has stepped over the
boundary. Since the classroom is no longer safe for others, immediate action is taken.
Students are removed from the classroom to the main office to work in isolation for one to three
days (in-school suspension). Before the student can be admitted back into the classroom,
parents must meet with the teacher and the student. Three in-school suspensions will result in
an out-of-school suspension that appears on the student's transcript. The parents must meet
with the teacher, school principal, and the student to determine if the student will be admitted
back into the school. A copy of these basic ground rules appears in the appendix. Students
add to the list as the class problem- solves situations throughout the year.
Integrity, Respect, and Responsibility
The classroom is based on the premise of integrity, respect, and responsibility. The Montessori
classroom provides many opportunities at all levels for the development of these universal
values. Integrity involves trust and honesty. The Jr. High trip to a ROPES or climbing course
begins each year with activities for the students and teachers to learn to trust each other.
Learning to trust oneself, peers, and adults is the first step in establishing a community of
learners. Trust is an important factor in early adolescent development. Honesty in personal
relationships and academic work is a cornerstone of the classroom rules.
Students are expected to treat themselves with respect, treat each other with respect, and
respect the materials in the environment. Specifically, grace and courtesy lessons are part of
the classroom learning and are discussed and practiced. Everyone in the environment needs to
experience affirmation. The books and materials in the environment will need to be treated with
care. Most textbooks and learning materials belong to the school and must remain in good
condition so that others can use them.
There are two kinds of responsibility: 1. Taking responsibility for one’s own needs in the learning
environment - such as learning time-management, completion of homework on time, focus,
physical organization, and problem-solving. 2. Taking care of the needs of others and
contributing to the group. This involves supporting others, working cooperatively, actively
listening, and self-management in groups. All of these responsibilities are important in
establishing a classroom community.
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Communication Strategies
An adolescent's psychosocial task is developing appropriate relationships with others. In
response to this developmental need, the program focuses on the learning of communication
strategies. The four strategies taught are: acknowledging others, “I” messages, problem solving
(goal setting, decision making, win/win solutions), and active listening. Students learn about
appropriate timing by asking a series of questions in order to reach the appropriate
communication strategy. This framework is based on the integration of more than 200
resources. This framework may be useful for parents in helping their adolescents work through
their social dilemmas. Information on the strategies and the questions appear in the appendix.
Dress Guidelines
Dress code and consequences for failing to abide by the guidelines are found in full on the
school website at:
http://www.mariamontessoriacademy.org/Docs/MMA_Dress_Code_Policy.pdf.
The Junior High School allowances in the above policy are that:
1. Jeans may be worn on a daily basis but must be free from all holes and rips. Hems must
be free of fraying and may not drag on the ground. Jeans must be free of distracting
designs and logos and fit appropriately at the waist so that all undergarments are
completely covered.
2. Shirts must have a collar. No logos or screen prints on shirt will be permitted. Shirts
must be solid print. Shirts must also be free from holes and tears. Shirts may not be
sleeveless.
3. All clothing shall not be excessively baggy or too tight.
Video Games
Research has shown that video games that are found in video arcades and home gaming
systems are generally violent in nature and have few educational or social benefits. The school
does not support students playing video games on school trips and/or school sponsored
activities and limited at home.
Computer Guidelines
General Guidelines for School
 All the work should be saved on a flash drive.
 Use internet for school work only
 If you see anything inappropriate or uncomfortable close the window, then tell a teacher.
 Use an appropriate amount of time.
 Leave all the settings the way they are.
 File titles must be appropriate.
 You may use the computers in the other color group if there is one open. You have five minutes to
get off if all computers are needed by the other color group.
 Use the computer for schoolwork only.
 Focus on your work unless asked for help.
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 Keep personal information to yourself.
 No food or drinks when using any computer or electronic device.
The complete computer use agreement for MMAJH can be found online at:
http://www.mariamontessoriacademy.org/Docs/MMA_Internet_Policy_Student.pdf
Using the internet at home
 Use social-networking sites positively and appropriately.
In the space below list the guidelines you and your parents have agreed upon for appropriate
computer use at home.
Electronic Devices Policy
General Guidelines for the Jr. High School are herein noted with the full policy located on the
school website at:
http://www.mariamontessoriacademy.org/Docs/MMA_Electronic_Device_Policy.pdf
Absolutely no electronic gaming devices, or portable electronics or listening devices are allowed
during school hours for students. All cellular telephones or other portable electronic devices
(eg. iPods, iPads, blackberry devices, etc…) will be collected at the beginning of the school day
and returned to the students at dismissal.
A student will receive one warning prior to discipline for violating the school policy. On the
second violation of this above policy, the device will be confiscated, labeled, and held in a
secure location at the front office. Continued violations will be result in additional disciplinary
consequences at the discretion of the school’s director.
Snacks
The guidelines for snacks are discussed and determined by the Jr. High School Community, but
with the same general guidelines as for lunches.
Lunches
Food guidelines are discussed and determined by the Jr. High School Community. Students
may bring their lunch from home or order lunch the from the Jr. High business (if available).
Lunches should be nutritious and well balanced. Students may not bring candy, sugary goods,
or carbonated beverages for lunch. It is the student’s responsibility to bring their own lunch to
school. If students forget their lunch, they may have the opportunity to receive peanut butter,
crackers, and fruit from the school office if available.
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Nutritious Food and Drink Guidelines
Students must have nutritious and healthy snacks, lunch, and drinks while at school.
Lunch:
 Eat a balanced meal by eating something from four of the five food group such as:
 Carbohydrates (whole grain bread / pasta)
 Fresh fruits / vegetables
 Proteins (eggs, lean meat, fish, nuts, beans etc.)
 Dairy products (organic whole milk, yogurt, cheese)
 Drink 100% fruit juice, flavored water, water, organic milk, or fresh, lightly, naturally sweetened,
caffeine free tea.
Snacks during class hours and tutorials:
 Eat healthy and nutritious snacks such as: fruits, vegetables, granola bars, nuts, whole grain
crackers, Chex mix, whole grain chips
 All snacks must contain less than 25 grams of sugar per work period.
 Only water to drink.
 Please use reusable containers for your food and drinks; otherwise use recyclable or compostable
containers
Soda and candy are only allowed at class celebrations.
Parent and Office Communication
For students who fail to bring any of the required school supplies (lunches, binders, books, etc.)
by 8:30 a.m., parents may bring the same and leave it at the school office to be picked up by the
respective students. Parents/Guardians shall not enter the classroom to drop off supplies to
their student. If parents need to speak with their child they must ask the front desk to summon
their child.
Should a child need to contact their parent or guardian, the student must get permission from
the teacher and call from the front office telephone as cellular devices are not permitted in class
for the duration of the school day.
Absences and Tardiness
The policy of MMA and MMAJH is that consistent attendance teaches responsibility and allows
for continuity of education. Frequent absences and tardiness are disruptive to the learning
environment. The attendance policies of MMAJH are consistent with those Utah State office of
Education; Utah Code Ann. §53A-11-101 through 105. The entire MMA attendance policy and
definitions are found in the Maria Montessori Academy website at:
http://www.mariamontessoriacademy.org/Docs/MMA_Attendance_Policy.pdf
We ask that all parents familiarize themselves with the complete policy.
Students are expected to arrive at school by 8:20 every day to allow for the setting out of work
and optional dressing for PE. Tardiness is recorded once morning PE has begun. If a student
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misses class/lesson, with a valid excuse, it is the student's responsibility to arrange to meet with
the teacher to create a plan for completing class work. Incomplete schoolwork as a result of
short absences should be made up within a week, while incomplete work from longer absences
will be completed by the end of the work cycle. If more than 20% of the cycle’s work is
incomplete at the end of the cycle the student will receive an incomplete for that cycle. This
incomplete will be deemed complete when the work is completed by the end of the school year
or by completion during summer school.
To get full credit for academics, athletics, service learning, and outdoor education, 80%
attendance is required; regardless of whether those be excused or unexcused absences. If a
student has not met the 80% attendance requirement for academics for the cycle, then a
teacher/student/parent conference will be held to address the problem.
Bullying and Hazing Policy
The bullying and hazing policy can be found online at:
http://www.mariamontessoriacademy.org/Docs/MMA_Bullying_Hazing_Policy.pdf
Trips (Land Lab and Adventure Trip as Outdoor Education)
During the first month of school, students participate in a climbing and repelling activity. The
purpose of the trip is to develop a cooperative spirit and to build a classroom community for
optimal learning the rest of the year.
During the year, students go to the land lab two to four times and take one adventure trip at the
end of the year for field studies. Ground rules are written by the students and approved by the
teachers for each trip. Before the adventure trip, there is a compulsory parent/student meeting
to review ground rules and procedures, to answer any questions, and to sign all necessary
forms. Students who break ground rules on any trip will be sent home at parents’
expense. Parents are encouraged to help their young person find ways to earn the major
portion of the monies for the adventure trip.
Service Learning
Service learning goes beyond community service by including preparation (pedagogy of place),
participation, and reflection. It is a method by which young people learn through active
participation in thoughtfully organized service experiences that meet a genuine community need
and are coordinated in collaboration with the school and community. The young people
participate in the planning and decision-making. It is integrated into the academic curriculum
and includes time for thinking, talking or writing about their experiences. It provides
opportunities to use newly acquired academic skills and knowledge in real life situations in their
community. It extends student learning beyond the classroom and helps to foster the
development of a sense of caring for others.
..........
Adolescents are going through immense physical and emotional changes. They are struggling
with their sense of identity. They need opportunities for the exploration of self, their emerging
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interests and the immediate, wider world around them. Service learning provides projects
where:
 the student has meaningful contact with adults
 they can develop a sense of responsibility
 their participation makes a clear difference and they feel valued and gain self
confidence
 they develop decision-making skills dealing with real problems
 they have to deal with the consequences of their decisions
 they can see the connections between the classroom and the community and apply
their learning to reinforce concepts, information, processes, and skills taught in the
classroom
 the students experience a variety of roles
 students cooperate with others to realize a goal and they can see the concrete outcome
of their efforts
 they develop the ability to interact and work with people different than themselves
 they prepare to become contributing citizens by learning habits and skills of active
citizenship that fosters an ethic of service
 they become aware of community needs
 they gain a sense of belonging and community membership
 they develop empathy and a sense of caring
In summary, service learning has great potential for both young people and society now and in
the future.
MMA Jr. High School students participate in the following service learning programs each year:
 Students spend approximately one week working in a Montessori classroom or oneweek working in a community business. The teachers make all of the arrangements for
the classroom internships. Parents are requested to help their adolescent find an
appropriate business internship site and provide the necessary transportation. After
initial contacts with businesses are made by the parents and/or the student, the teacher
and student follow up with school correspondence and arrangements.
 Other service projects are initiated by the Jr. High community and carried out throughout the year.
 Students who complete their weekly work may participate in service learning each
week.
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Appendix
23
Communications, Concerns,
Grievances and Solutions
If help is needed, please follow these steps:
•If you have questions regarding your child, send a note to the teacher requesting a phone call or call the school,
(801) 827-0150 and leave a request for a phone call. It will be delivered to the teacher. (Office phones are
answered from 8 am to 4 pm.) Teachers are your best resource to answer your questions and resolve your concerns.
• If the communication with the teacher by telephone does not answer your questions or resolve your concerns,
please request a parent / teacher conference.
•If the communication with the teacher by telephone and conference does not resolve the issue please address your
question to the Director of the School.
•If the communication with the teachers does not resolve the issue, please request a further conference with the
Director of the School.
•If the communication steps described above are not successful in resolving the issue, please submit a letter to the
Director of the School, describing the situation and, if appropriate, request another conference.
The school desires to provide a healthy and safe school experience for all students. When areas of
concern are addressed quickly, collaboratively, and with care, we will be able to support your
student and your family in developing appropriate solutions.
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Communications, Concerns, Grievances and Solutions Report
Name of Student_______________________________________Date____________________________
Name of Parent_______________________________________________________________________
Describe Concern: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
During what school activity did the concern occur: __________________________________________
Time of occurence_____________________________________________________________________
Name of supervisor who was present during occurrence: _____________________________________
Was the supervisor a witness: Yes_____________________ No_______________________________
Problem Solving Used ________________________________________________________________
Student’s Reaction_____________________________________________________________________
Comments_____________________________________________________________________
______________________________________________________________________________
Parent called_____________________________________Date_________________Time___________
Parent response_______________________________________________________________________
Parent meeting scheduled_______________________________________________________________
Reported to___________________________________Date__________________Time______________
Reported by__________________________________________________________________________
Solutions Proposed____________________________________________________________________
______________________________________________________________________________
_______________________________
Signature (School Personnel)
______________________________
Signature (Parent)
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Family Notice
Maria Montessori Academy and Jr. High School are licensed to operate as a school and child care center
by the Utah Division of Child and Family Services and is audited annually. As a result of the annual
audit, the school is required to publish the following statements to families:
1.
Animals in the classroom: A critical element of the Montessori science curriculum is care of
live animals. Therefore, your child will be exposed to live animals in the classroom. The care of animals
is limited to feeding and providing fresh water to birds, reptiles, mammals, and fish and is directly
supervised by the teacher. Children wash their hands before and after feeding the animals.
2.
Hearing and Vision exams are required by the State of Utah as a condition of enrollment.
Results must be reported on the School’s Medical, Emergency, Participation Record.
3.
Permission for water activities must be indicated on the MMA Jr. High Medical, Emergency,
Participation Record.
4.
Parents may visit their child's classroom at any time after they have obtained a visitor's name-tag
at the school office. For classroom observation, we request that parents consult with the classroom
instructor or main office to schedule an appropriate time.
5.
Parents may volunteer to participate in the classrooms, following a school orientation on Child
Development, submitting an application for a State of Utah Criminal Background Check, and submitting
fingerprints to the FBI.
6.
The Minimum Standards for Child Care Centers & K and Above is available for review in the
school office. The most recent licensing report is available for review in the school office.
7.
Parents may contact the local licensing office of the Utah Division of Child and Family Services
or view more information at the website www.hsdcfs.utah.gov
Other Helpful Numbers:
Weber-Morgan Health Department
Administration: 399-7100
Birth & Death Records: 399-7130
Clinical Nursing Services: 399-7250
Environmental Health: 399-7160
Health Promotion: 399-7180
Media Relations, 399-7114
Vehicle Emissions Program: 399-7140
Women, Infants & Children :399-7200
Weber Human Services
Telephone:
(801) 625-3700
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Behaviors and Consequences
INAPPROPRIATE BEHAVIORS THAT STILL ALLOWS OTHERS TO BE SAFE
Student interrupted while teacher/peer was presenting
Had inappropriate interaction with peer during school hours
Invaded privacy
Used inappropriate language
Abused property
Disturbed peers
Homework not done by 8:30 AM or supplies not at school
1st time in a cycle - Student gets the Notification signed by Parents
2nd time in a cycle - Student gets the Notification signed by Parents
3rd time in a cycle - Student, Teachers and Parents meet in a conference and create an action
plan.
Work not completed weekly and at end of cycle or without mastery of information
Consequences: Complete the work during study hall on Friday and during immersion week.
After immersion week, receive an incomplete and make-up work in summer school.
Students develop additional ground rules as the need arises.
INAPPROPRIATE BEHAVIORS THAT MAKE THE CLASSROOM UNSAFE
Behavior:
Physically striking others.
Verbal abuse directed toward an individual/bullying.
Destroying any materials/property.
Constantly being redirected by adults and/or peers.
Consequences:
First Offense: Removal from class that day and the next day.
Conference with parents before reentry into classroom.
Second Offense: Removal from class that day and the next two days.
Conference with parents before reentry into classroom.
Third Offense: Removal from class that day and the next three days.
Conference with parents before reentry into classroom.
Fourth Offense:
Removal from class that day and suspended from school.
Conference with parents and school director before reentry into school.
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Communication Strategies
Acknowledging
Purpose:
Enables the student to express appreciation and gratitude; Empowers the receiver
and teaches them to receive compliments with grace and courtesy
How To:
Use the person's name, focus on behavior
Pitfall:
Person does not own unless they acknowledge
Active Listening
Purpose:
Empowers others to solve their own problems, shows care for others, reflects
sincerity and grace and courtesy
How To:
Paraphrase, attend verbally & nonverbally, listen for word choice, use solution
language
Pitfalls:
Problem solving for others, judging, avoiding
Solution Language
1. What’s different about the times when the problem did not occur?
2. How did you get that to happen?
3. How does your day go differently?
4. Who notices? Who else?
5. How is that different from the way you might have handled it in the past?
“I” Messages
Purpose:
Express your point of view without blaming; take responsibility for your feelings.
How To:
When (situation, behavior), I feel___________ because (effect, consequences)
Pitfalls:
Using the word "you" in your “I” message
Goal Setting, Decision making, Conflict Resolution
Purpose:
Come to some resolution and/or future goal
How To:
Define
Brainstorm
Evaluate
Choose
Implement
Reflect
Pitfalls:
Not having everyone participate who is involved
Brainstorming
Purpose:
Create as many ideas as possible
How To:
Select a recorder, set a time period,
record all the ideas that are mentioned,
build on others ideas, use the imagination
Pitfalls
Judging ideas
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Packing List for Land Laboratory or other Overnight Trips
Clothing (please note that the dress code applies on trips also)
2 pairs of shoes
Socks
Underwear
Long underwear (winter months)
Sleep-wear
Long and/or short pants depending on weather
Long and/or short sleeve shirts depending on weather
Jacket
Hat
Gloves (winter months)
Rain poncho
Equipment
Backpack
Duffel bag (bag should be no larger than 30” long and 12” wide)
Toiletries
Towel/Washcloth
Watch
Water bottle
Sleeping bag
Pillow
Sun block
Insect repellent
Flashlight with batteries
Bandanna
Water boots
DO NOT BRING ANY SNACKS/DRINKS OR ANY ELECTRONIC DEVICES (INCLUDING CELL
PHONES)
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Recommended Books
For Jr. High School Parents
The Primal Teen Barbara Strauch
All Grown Up and No Place to Go by David Elkind
Parenting Your Teenager by David Elkind
Parenting the Teenage Brain by Sheryl Feinstein
PBS video Inside the Teenage Brain
All She Can Be by Carol Eagle
School Girls by Peggy Orenstein
Reviving Ophelia by Mary Pipher
A Fine Young Man by Michael Gurian
The Wonder of Boys by Michael Gurian
Real Boys by William Pollack
The Multi-Age Classroom by Fogarty
The Schools Our Children Deserve by Alfie Kohn
Teaching With the Brain in Mind by Eric Jensen
Raising Teenagers: The Best Resources to Help You Succeed edited by John Ganz
The Complete Idiot’s Guide to Parenting Your Teenager by Kate Kelly
The 7 Habits of Highly Effective Families by Stephen Covey
The 7 Habits of Highly Effective Teens by Sean Covey
Nurturing the Spirit by Ailene Wolfe
For Jr. High School Students
Across Five Aprils by Irene Hunt, Pacer
Adventure of Huckleberry Finn by Mark Twain, Bantam
Adventures of Tom Sawyer by Mark Twain, Bantam
*Alas, Babylon by Pat Frank
All Creatures Great and Small (+series) by Herriot, Bantam
*All Quiet on the Western Front by Erich Remarque
And Maggie Makes Three by Joan Lowery Nixon, Dell
Animal Farm by George Orwell, Signet
Anne of Green Gables (+series) by Lucy Montgomery, Bantam
April Morning by Howard Fast, Bantam
Are You in the House Alone by Richard Peck, Dell
Autobiography of Benjamin Franklin by Franklin
Autobiography of Miss Jane Pittman by Ernest J. Gaines, Bantam
Black Boy by Richard Wright
The Black Pearl by Scott O'Dell, Dell
Black Like Me by John Griffin
Bless the Beasts and Children by Glendon Swarthout, Pocket
The Bloody Country by Collier & Collier
Brian's Song by William Blinn
Bridge to Terabithia by Katherine Paterson, Harper
Brothers of the Heart by Joan Blos, Aladdin
Building Blocks by Cynthia Voigt, Fawcett
Caddie Woodlawn by Carol Brinker, Collier
Call it Courage by Armstrong Sperry, Collier
The Call of the Wild by Jack London, Bantam
The Cay by Theodore Taylor, Avon
The Chocolate War by Robert Cormier, Dell
Come Sing, Jimmy Jo by Katherine Paterson, Avon
The Diary of Anne Frank by Anne Frank, Pocket
A Day No Pigs Would Die by Robert Newton Peck, Dell
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Deadly Game of Magic by Joan Lowery Nixon, Dell
Dicey's Song by Cynthia Voigt, Fawcett
Durango Street by Frank Bonham, Dell
Earthsea Trilogy by Ursula LeGuin, Bantam
*Ethan Frome by Edith Wharton
Dragonwings by Laurence Yep
Fahrenheit 451 by Ray Bradbury
Farewell to Manzanar by Jeanne and James Houston
Flowers for Algernon by Daniel Keys, Bantam
Gathering of Days by Joan Blos, Aladdin
Ghosts I Have Been (+series) by Richard Peck, Dell
The Gift by Joan Lowery Nixon, Aladdin
The Giver by Lois Lowery
Go Ask Alice Anonymous
*Gone With the Wind by Margaret Mitchell, Avon
*Grapes of Wrath by John Steinbeck, Penguin
*The Great Gatsby by F. Scott Fitzgerald, Scribner
The Great Gilly Hopkins by Katherine Paterson, Harper
Hiding Place by Corrie Ten Boom
Hiroshima by John Hersey
The Hobbit by Tolkien, Ballantine
Homecoming by Cynthia Voigt, Fawcett
I Am Cheese by Robert Cormier, Dell
I Am Fifteen-And I Don’t Want to Die by Christine Arnothy, Scholastic
I Heard the Owl Call My Name by Margaret Craven, Dell
Incredible Journey by Sheila Burnford, Bantam
Island of the Blue Dolphins by Scott O'Dell, Yearling
Jacob Have I Loved by Katherine Paterson, Avon
Johnny Tremain by Ester Forbes, Dell
Julie of the Wolves by Jean Craighead George, Harper
*The Jungle by Upton Sinclair, Signet
The Karate Kid by B.B. Hiller, Scholastic
The Kidnapping of Christina Lattimore by Joan Nixon, Dell
Let the Circle Be Unbroken by Mildred Taylor, Bantam
Light in the Forest by Conrad Richter, Bantam
Lilies of the Field by William Barrett
Little Women by Louisa May Alcott
Long Journey Home Julius Lester, Scholastic
*Lord of the Flies by William Golding, Putnam
Meet the Austins by Madeleine L'Engle, Dell
Martian Chronicles by Ray Bradbury, Bantam
*Moby Dick by Herman Melville, Signet
My Brother Sam is Dead by Collier & Collier, Scholastic
My Darling, My Hamburger by Paul Zindel, Bantam
My Antonia by Willa Cather
My Side of the Mountain by Jean George
*Native Son by Richard Wright
*1984 by George Orwell, Signet
*Night by Elie Wiesel
No Promises in the Wind by Irene Hunt
O Pioneer by Willa Cather, Bantam
*Of Mice and Men by John Steinbeck
Of Nightingales that Weep by Katherine Paterson, Avon
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*The Old Man and the Sea by Ernest Hemingway, Scribner
Old Yeller by Fred Gipson, Harper
*Oliver Twist by Charles Dickens
One Day in the Life of Ivan Denisovich by Solzhenitsyn
*One Flew over the Cuckoo's Nest by Ken Kesey, Signet
*Ordinary People by Judith Guest
Orphan Train by Joan Lowery Nixon
*Our Town by Thorton Wilder
The Other Side of the Mountain by E. G. Valens, Warner
The Outsiders by S.E. Hinton, Dell
The Pearl by John Steinbeck, Bantam
The Pigman by Paul Zindel, Bantam
*A Raisin in the Sun by Lorraine Hansberry
Red Badge of Courage by Stephen Crane, Signet
The Red Pony by John Steinbeck, Bantam
*Robinson Crusoe by Daniel Defoe
Roll of Thunder, Hear My Cry by Mildred Taylor, Bantam
Rumble Fish by S. E. Hinton, Dell
Sarah Bishop by Scott O’Dell , Scholastic
*The Scarlet Letter by Nathaniel Hawthorne
A Separate Peace by John Knowles, Bantam
Shane by Jack Schaefer, Bantam
Sing Down the Moon by Scott O'Dell, Dell
Song of the Trees by Mildred Taylor, Bantam
Sounder by William Armstrong, Harper
The Specter by Joan Lowery Nixon, Dell
The Slave Dancer by Paula Fox, Laurel-Leaf
The Stalker by Joan Lowery Nixon, Dell
Streams to the River, River to the Sea by O'Dell, Fawcett
Summer of My German Soldier by Brette Green
Tex by SE. Hinton, Dell
That was Then, This is Now by S.E. Hinton, Dell
This Strange New Feeling by Julius Lester, Scholastic
To Kill a Mockingbird by Harper Lee, Warner
To Be a Slave by Julius Lester, Scholastic
The Time Machine by H.G. Wells
Treasure Island by Robert Lewis Stevenson, Bantam
Uncle Tom's Cabin by Harriet Stowe, Signet
Up A Road Slowly by Irene Hunt, Pacer
Walking up a Rainbow by Theodore Taylor, Dell
Watership Down by Richard Adams, Avon
The Westing Game by Ellen Raskin, Avon
When the Legend Dies by Hal Borland, Bantam
Where the Lilies Bloom by Vera & Bill Cleaver, Signet
Where the Red Fern Grows by Wilson Rawls, Bantam
The Witch of Blackbird Pond by Elizabeth Speare,Yearling
A Wrinkle in Time by Madeleine L'Engle, Dell
The Yearling by Majorie Rawlings, Scribner
Zia by Scott O'Dell, Dell
The reading of literature is strongly encouraged during the summer and school year.
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