Newton Montessori School Annual Report 2017–2018

Newton Montessori Year in Review 2017– 2018

TM

2018 WINNER

Boston Area Family Favorite Montessori Elementary School

Year in Review, 2017–2018

1

OUR MISSION Create a welcoming, diverse school community in which learners are: INSPIRED to strive for excellence and contribute positively to their communities.

CHALLENGED to explore big ideas independently and collaboratively.

EMPOWERED to pursue their goals with confidence, persistence, and integrity.

2 Newton Montessori School

Year in Review 2017–2018 It’s the last day of school. Students have left for the summer. Here come the cardboard boxes, bubble wrap, and rolls of packing tape. Within a couple of days, teachers have packed up every puzzle piece and string of tiny beads.

Furniture is stacked high in the center of each classroom.

Now teachers have left for the summer. Here come the blueprints, demolition crew, and the massive dumpster. Within a couple of days, lengths of heavy cast iron pipe are being hauled up the stairs. Electricians are perched on ladders in every hallway.

For the past few summers at Newton Montessori School, the chaos of construction has temporarily replaced serenity and order. Together with architects and contractors, we have annually launched an 8-week push to complete building improvements before the next school year. These renovations are all part of our master facilities plan to “prepare the environment” for student learning.

The changes wrought by hammers and saws are not the only ways our school is being transformed to meet the needs of students and families. In this issue of the Year In Review, you’ll read about two new educational offerings. Beginners Bridge, which opens in 2018–2019, is designed as a transition from Beginners to Primary for older toddlers with fall birthdays. The Voyager program, opening in 2019–2020, will offer highly motivated 7th and 8th grade students the opportunity to complete their middle school years at NMS. Stay tuned for more information about the innovative design of this capstone program.

Another change is our revised mission, the product of a year-long collaboration among faculty and trustees. The “DNA” of the original mission remains, though worded more powerfully. Sharpening the focus of our work together has brought a new wave of energy for the opportunities and projects ahead. Together we seek to Inspire, Challenge, and Empower one another to do our very best for students.

Each year I marvel at this community’s capacity for embracing change.

Your support as volunteers, donors, and goodwill ambassadors shows you understand that—though buildings, personnel, programs (and even the sign out front!) may change—what endures is a deep commitment to the NMS mission, to Montessori education, and to creating the kind of learning community our students—your children—deserve.

Thank you so much for all the ways you support NMS. And thank you for the privilege of leading this wonderful school.

IN THIS ISSUE LEADING WITH STORIES

A Presentation by Head of School, Beth Black 6TH GRADE GRADUATES PAVE THE WAY FOR NEW NMS MIDDLE SCHOOL

INTRODUCING BRIDGE

A New Beginner Program Offering BUILDING A STRONG FUTURE FOR NMS

2

6

10

12

Board of Trustees BUILDING COMMUNIT Y

Parent Association ANNUAL GIVING MAKES A BIG SPLASH

14 16

Supporting NMS NEW! NMS FACULT Y TRAVEL FELLOWSHIP

20

FINANCIAL REPORT

23

STAFF NEWS AND TRIVIA

24

Personal Celebrations and Professional Development AMERICAN MONTESSORI SOCIET Y CONFERENCE

26

UMBRELLA PROGRAM

28

CALLING ALL ALUMNI

29

Beth Black Head of School Managing Editor/Writer: Beth Black Managing Designer; Writer: Ashley Robinson Assistant Designer/Writer: Haley Crocker Feature Photographer: Nile Scott Shots

In November 2017, NMS Head of School Beth Black was the keynote speaker and a workshop facilitator at the Annual Heads Retreat hosted by Montessori Schools of Massachusetts. The theme of the two-day meeting was What's Your Story? The Power of Organizational Storytelling. Below is an excerpt from Beth’s presentation, which shared how an emphasis on eliciting and sharing stories can help create a positive school culture.

arrator. Raconteur. Bard.

Cuentista. Yarn spinner.

Griot. Tale teller. Seanachie.

Throughout history and around the world, cultures have had special terms for those who enthrall listeners with tales that give meaning to experience.

Before the printing press converted listeners to readers, oral communication was the norm, so good storytellers had elevated status in the community. They were the historians, the keepers of community values, and the embodiment of a community’s dreams for its future.

Today, when most of us hear the word story, we think of bedtime stories told to children. However, stories can be powerful in other contexts—no teddy

bear required. Since the 1990’s, the potential uses of stories in organizations have been recognized in both popular business literature and in scholarly journals.

This rise in the popularity of narrative has, not coincidentally, paralleled rapid advances in information technology.

With nearly instantaneous and ubiquitous access to vast amounts of data, it has become more and more challenging to recognize, interpret, and convey the significance of patterns in those data. Pie charts and PowerPoint presentations can be useful as tools for visually displaying information, but stories provide a way to present the meaning of information in a way that is memorable.

2 Newton Montessori School

Stories and School Leadership Narrative competency has become a key competency for school leaders.

Being able to elicit and tell stories about the school can help with enrollment marketing and fundraising as well as the all-important task of creating a positive school culture.

The best reason to develop narrative competency is to strengthen the school community. Stories elicited from and told to students, teachers, and parents help reinforce shared values and celebrate the “core DNA” of the school.

Collecting stories from students, parents, prospective parents, and employees can provide insights that

“Stories give shape to lives. As people grow up, reach plateaus, or face crises, they often turn to stories to show them how to take the next step.”

— Carol P. Christ, Diving Deep and Surfacing (1980) Year in Review, 2017–2018

5

lead to greater satisfaction, higher retention, increased efficiency, and more innovative programming.

Telling stories can be a highly effective tool for communication. As author Patti Digh has said, “The shortest distance between two people is a story.”

A narrative message may also have greater impact than data. Facts about the school don’t generate a memorable “movie in the mind” for listeners the way a good story will.

interpreting patterns, imagining what might happen next, and making smarter choices than others.

Some argue that, whatever the reason, we “think in stories.” Author Jonathan Gottschall says humankind really ought to be referred to as Homo Fictus, because our brains are constantly connecting the dots of sensory input to form a familiar story-arc pattern as a way to make sense of what is happening around us.

composition of the earth, volcanoes, rocks, chemistry (the three states of matter), and creation stories from around the world. As children receive lessons and work on each of these individual subjects, their memory of the first Great Lesson helps them retain the information. The facts they discover as they do their work have greater meaning because they are understood in the context of the coherent, organizing story.

Are our brains “wired” for stories?

It’s possible, according to some researchers, that our neurochemistry may allow us to process stories more effectively than discrete data points.

Stories often have sympathetic characters with whom we identify— an empathetic response that is accompanied by the release of oxytocin.

Plot tension is experienced vicariously, but in our minds it is as if real threats and obstacles were present. The resulting stress reaction releases cortisol to focus our attention. The emotions triggered by stories may release dopamine, causing our brains to recall the impact of story events even if we forget the details, just as we store emotionally charged memories of our own experience.

One conjecture is that our brains became good at storytelling for survival purposes. This theory assumes that strong predictive abilities can help individuals make wise choices about what to do to avoid danger or leverage opportunities. Perhaps evolution favored those who were good at

“We are, as a species, addicted to story. Even when the body goes to sleep, the mind stays up all night, telling itself stories.”

— Jonathan Gottschall, The Storytelling Animal (2012)

Storytelling in the Classroom

Storytelling and School Culture

Maria Montessori recognized the powerful magic of storytelling long ago. Well ahead of her time in this, as in many areas, Montessori understood that stories provide meaningful context for information that would otherwise be difficult to absorb and recall.

A story’s narrative arc demonstrates the consequences of choices made by the main character. By reading or listening to the story, we can vicariously experience the possible impact of those actions. This is important, because we can’t experience everything firsthand. Both children and adults learn from tales of other people’s mistakes, achievements, and adventures.

The Five Great Lessons in the Montessori curriculum are intriguing stories that provide compelling context for disparate areas of study. The first Great Lesson, for example, tells about “The Beginning of the Universe and Earth.”

This story piques students’ interest in the universe, the solar system, the

Stories make us aware of a broader range of possible life choices and their potential consequences than we can know from our own lives. They influence the ways we think about the world. Whether it’s picking a restaurant, selecting a college, choosing whom to marry, or opting whether to go to Thailand or Tahiti on vacation, we often rely on tales of others’ experiences to learn how to make decisions. Author Carol P. Christ notes that stories can be especially instructive when we are facing a difficult choice.

In schools, the opportunities for sharing stories abound. The more we use narrative to teach children positive values, reinforce school norms with teachers and parents, and highlight what is special about the school community, the stronger the school becomes. What's your school story?

Left: Students enjoy a story at their Elementary Community Meeting.

4 Newton Montessori School

T H E I M PAC T O F S TO R I E S

E

ach month, the entire NMS Elementary community meets to share highlights of learning activities, celebrate birthdays and other special events coming up that month, and talk about NMS community values. Beth usually tells a story focused on a particular character trait that helps the protagonist solve a problem or reach a goal. At the June 2018 meeting, students were asked to name some of their favorite stories from the past year or so. Their recall of specific details after a period of months was a testament to the power of storytelling. Below are a few of their favorites and lessons they drew from them.

Adam’s Favorite Story: Heart Surgery in the Andes Based on a BBC news article about cardiologist Franz Freudenthal, who engaged traditional craft knitters in Bolivia to make tiny medical devices for pediatric heart surgery out of a super-elastic metal.

“My favorite was the story about the sister who was a knitter and the brother who became a doctor. He needed her help to save a baby’s life. Collaborating and using different skills helps you solve problems.”

Eva’s Favorite Story: Silly Jack Based on a traditional English folk tale about a boy who interprets everything literally and doesn’t apply what he has learned.

“There was the boy who dropped the coin he got for his work. His mother told him he should put his pay in his pocket. The next day he got paid with an egg and he put the egg in his pocket! He kept doing stuff like that. It was hilarious. You can’t just do what someone says. You have to think about it.”

Ben’s Favorite Story: The Lighthouse Keeper’s Daughter Based on the true story of Abbie Burgess, a young girl who kept fishermen safe during a terrible storm in 1856 by running her absent father’s lighthouse on Mantinicus Rock by herself for almost a month.

“I liked the one about the girl who ran the lighthouse in Maine by herself during a storm.

She was brave. The story showed kids can do important things.”

Maya’s Favorite Story: Enemy Pie Based on a very clever picture book by Derek Munson about friendship and conflict resolution.

“A boy hates the new kid and his dad says the best way to make someone you don’t like go away is to serve them Enemy Pie. The only problem is he has to pretend to be friends so the new kid will come to his house for dinner. After he spends time with the new kid, the boy likes him, so he freaks out when his dad says what’s for dessert! It shows your enemy can become your friend.”

Year in Review, 2017–2018

5

6th Gr ade Gr aduates Pave the Way for New NMS Middle School Progr am This past year, NMS made an exciting announcement: a middle school will be added to the program offerings for the 2019–2020 school year.

Since the school was founded in 2006, the initial total of 90 students has more than doubled, with 240 students enrolled for 2018–2019. Over that timespan, the number of students enrolled in the Elementary program has increased from 22 to 75. That pattern of growth aside…

Why a middle school?

The value of a K–8 education in the same school setting has been touted in numerous research articles. Academic achievement has been shown to be higher in K–8 schools than in schools that segregate grades 6–8 or co-locate them with grades 9–12, perhaps because students are able to focus more on learning than on “fitting in” with older peers.

NMS 6th graders have proven that young adolescents thrive when given opportunities to be independent, room to explore their interests, and academic challenges personally designed to extend their skills in all curricular areas.

NMS is prepared to deliver a high-caliber next step in their education.

Right: On the new middle school sign, the compass represents an enthusiasm to explore uncharted territory with both independence and guidance.

6 Newton Montessori School

Highlights of the 6th Gr ade Experience

Community Service

Academics

Social Experiences

6th graders are the eldest members of Year 3 (Y3) Student Council, leading younger students in International Peace Day, a Thanksgiving Food Drive, and Class Parent Appreciation. This year, the 6th graders led an additional pizza fundraiser to benefit a Montessori school in Florida that sustained damage from Hurricane Irma. They learned about operating a business in order to organize and advertise the fundraiser, ultimately raising a total of $883.17.

As a culminating academic experience, 6th graders have the responsibility to complete an independent research project. Students plan out a schedule for researching and preparing a presentation on a topic of their choice. This year’s topics included scoliosis, brain tumors, exoplanets, optical illusions, Julia Child, and Winston Churchill. Students present their findings to an audience of peers, parents, faculty, and trustees.

NMS 6th graders earn fun privileges, too! This year, they planned an overnight class trip in downtown Boston.

Activities included a scavenger hunt around Boston and a trip to Puzzle Break Newton. The trip came with responsibilities: students planned their own fundraising for the adventures they chose, which involved communicating with school administration, keeping track of a budget, and carrying out logistics as a team.

Below: The finished library is ready for readers of all ages.

THE 6TH GRADE CLASS GIFT In service and academics, 6th graders are leaders in the NMS community.

They have modeled how to give back to others in their Y3 Student Council efforts while also achieving advanced skills in various subject areas—even designing and constructing full-scale furniture in Design Lab. It seems only fitting that they chose to give back to Newton Montessori School by creating a Lending Library for the whole community to enjoy. Through the Lending Library, the students hope to inspire a love of reading.

In Design Lab, the 6th graders started by developing a plan for the library; then they formed teams to work on different parts of the design. Each week the teams were reshuffled, and their assignments changed according to the

progress made the week before. The students worked diligently, paid close attention to details, and demonstrated motivation and pride while creating this project together as a class.

Throughout the semester, the students deepened their understanding of the design process by creating plans and evaluating prototypes to make improvements. They also used a wide variety of tools and collaborated with their peers in the classroom.

The finished library, which is now registered as a Little Free Library, stands tall in the front hallway at NMS (affixed with a wooden owl sculpture, no less!), inviting anyone and everyone to borrow books and share the magic of reading.

Year in Review, 2017–2018

7

MEET JULIA TATSCH, MIDDLE SCHOOL PROGRAM DESIGNER AND LEAD TEACHER

A Look Ahead at the Middle School Progr am The NMS Middle School curriculum has been designed for highly motivated students who are ready to take responsibility for engaging fully in their own learning. The two-year program will encourage students to exercise even greater independence, empathy for others, and the willingness to persevere through challenges; it will provide both challenges and support to prepare students academically and socially for success in high school.

Devon Beidler, longtime Assistant Head of School and Learning Specialist, played a key role in developing the foundation for the Middle School curriculum with all these needs in mind. In the 2018–2019 school year Julia Tatsch, Middle School Program Designer and Lead Teacher, will focus fulltime on developing a detailed curricular plan that will feature many crossdisciplinary connections, off-site experiences, a micro-economy project, service learning, leadership, and more.

What do mountain photographer, cowgirl, and veterinary anesthesiologist have in common?

All are professions Julia Tatsch held before deciding to become a teacher. From Wyoming to Maine, from New Mexico to Massachusetts, Julia has visited and worked in a multitude of schools, Montessori and otherwise. Most recently, she taught middle school at nearby Milton Academy. She is so pleased to have found a healthy, thriving place like NMS to bring her experience and ideas.

NMS looks forward to welcoming its first Middle School students in 2019.

These pioneers will be inspired to engage fully, challenged to advance in all curricular areas, and empowered to walk into high school feeling capable and confident. We look forward to celebrating their achievements when they become the first NMS Middle School graduates in the spring of 2021.

Earlier in life, Julia earned her BA and MA in English Literature from Colby College and Middlebury, respectively. While she has worked with students of all ages, from infants to seniors in high school, middle school is where she finds herself most at home. Besides working with teenagers, she loves skiing as often as possible, gardening, photography, being on the water and spending time with her son, Owen, who will also be joining NMS in Lower Elementary.

Come say hello upstairs in the new Middle School classroom!

Julia is eager to get to know NMS students and families.

From top: The middle school classroom is prepared for learners; A collection of books offers a preview of the middle school reading list.

8 Newton Montessori School

“I never used to speak for myself. I would just agree with someone else. Working in small groups and being part of a close school community has helped me gain confidence.

I will always appreciate what I have learned at NMS.” — NMS 6th Grade Graduate Year in Review, 2017–2018

11

Introducing Bridge: A New Beginner Progr am Offering

Montessori philosophy is all about following the child’s needs—and close observation of students has revealed an opportunity for NMS to optimize a program for the older Year 2 students of the Beginner program.

Class placement is always designed with the child’s needs at heart, with the understanding that all NMS classrooms are supervised and taught by highly qualified teachers who deliver outstanding personalized curriculum, and who know and value each of their students. If you have any questions about class placement or the Bridge program, please reach out to Deanna Griffiths, Associate Admissions Director; Becky Alukonis, Beginner Division Leader; or Beth Black, Head of School.

Is Bridge for all Beginners?

Bridge is designed for children who turn three early in the school year, after September begins. Often children at this age demonstrate readiness for some of the academic aspects of Primary, while still benefiting from the lower teacher : student ratio and routine of a Beginner classroom, which supports students’ growing independence during transition times.

Children at this age benefit from a hybrid program to keep them engaged all year long (which staves off toddler “senioritis” come springtime!). It is important to note that most Montessori schools require that students turn three

by September 1 to enter Primary for developmental reasons, and children are placed in the Bridge classroom strictly based on age.

10

Newton Montessori School

My toddler does not fit that age range. Does my child need an experience like Bridge in order to be ready for Primary?

Experience has shown us that toddlers who turn three later in the school year do very well transitioning to Primary without going through a Bridge program. Following the Montessori philosophy, all teachers in the Bridge and traditional Beginner classrooms follow the individual child’s needs and introduce more advanced work whenever the child demonstrates readiness. Whether in Bridge or the second year of a traditional Beginner classroom, children continue to develop a general understanding of classroom norms and expectations which are beneficial when transitioning into Primary.

“The education of even a small child, therefore, does not aim at preparing him for school, but for life.”

— Maria Montessori Year in Review, 2017–2018

13

Building A Strong Future For NMS

Dear Friends of Newton Montessori School, As the Board Chair and a parent of three kids who are thriving at Newton Montessori School, I have had the pleasure to watch firsthand the growth and success of our school.

The wonderful NMS teachers and students continue to inspire me to volunteer my time, and as you read the following pages in the Year in Review, I invite you to allow yourself to be moved as I am. These pages are filled with stories and images of dedicated faculty, who create environments that inspire our students, empower them with opportunities to take real ownership of their learning, and challenge them right along their growing edge.

The students match their teachers’ energy and passion, and I am deeply encouraged by the community, inclusiveness, and compassion that I see developed among them.

Completing its twelfth year in operation, Newton Montessori School is growing and healthy. Our school shows the hallmarks of a maturing and recognized institution, as demonstrated by important accomplishments over the last fiscal year ending June 30, 2018: •

We launched a new 5-year strategic plan, which focuses on educational excellence, retention of students and faculty, growth of programming, and stewardship of resources.

•

We endorsed a new mission statement, which distills the essence of the amazing experience our school provides.

•

The school is in a strong financial position with healthy reserves of over $800,000.

•

It was a banner year for fundraising, which reached $161,063¹, benefiting from deep participation in the 2017 Annual Fund and a rejuvenating spring event at the New England Aquarium.

•

We reached school-wide enrollment of 226 students, our highest yet, with increases in Kindergarten, Grade 1, Grade 5 and Grade 6, demonstrating the high degree of confidence in the quality of our innovative Y3 curriculum and Elementary program.

•

We invested in our school facilities for the Beginners program and completed updates to our administrative offices.

•

We made critical investments in faculty and administrative teams, expanding our Enrichment and Elementary programs and paving the way for a successful future Middle School.

Through all these achievements, NMS is positioning itself as a premier Boston-area independent school known for its innovation and quality and whose graduates show character, confidence, and an intrinsic motivation to learn that serves them as they transition successfully to a wide range of independent and public schools.

On behalf of the Board of Trustees, I would like to thank Beth Black, the faculty and staff, and all of Newton Montessori School’s volunteers for their dedication to advancing the school’s mission. I hope you share my enthusiasm for the future of NMS and will show your support by making a generous contribution to the 2018 Annual Fund.

Sincerely,

Adrian DeDomenico Board Chair Newton Montessori School

12 Newton Montessori School

¹ Includes unrestricted gifts, pledges, restricted gifts, and ticket revenue.

BOARD OF TRUSTEES 2017–2018 Executive Committee * Adrian DeDomenico, Chair (Anna, P; Gabriel, P; Sophia, UE) * Brian Alfermann, Treasurer (Nora, P)

* Namita Mohta, Vice Chair (Vihaan, P; Ayaan, LE) * Cara Candal, Clerk (Eva, LE)

At-Large Members Parents of Current Students: * Jacqueline Angell (Clementine, P; Montgomery, FS) * David Bono (Abby, LE) Nick DeLeonardis (Bianca, P; Emerson, FS; Olivia, FS) Soorena Farboodmanesh (Kian, LE; Kourosh, UE) * Chad Hinkle (Petra, UE) * Lauris Lambergs (Sasha, UE) * Jay Mehta (Anya, LE) * Sarah Rahman (Ameer, LE; Gibran, UE) * Anna Turkova-Khan (Adam, P; Sasha, P)

Parents of Former Students: * Harit Doshi (Heer, FS) Community Members: Wendy Secor, Director of Admission and Financial Aid, Dana Hall School * Claudia Urrea, Associate Director for Pre-K–12 MIT Office of Digital Learning Linda Woodard, Independent Educational Consultant for middle school, secondary school, and college education planning, Chair Emeritus

NEW TRUSTEES 2018–2019 Brian Elworthy, (Bennett, B; Vivian) Rachel Scott, Assistant Director of Admission at Beaver Country Day School Kerry Stevens, Mathematics Teacher and Director of External Programs at Nashoba Brooks School

* Returning Board Member Student grade level as of 2017–2018 school year: B: Beginners

LE: Lower Elementary

P: Primary

UE: Upper Elementary FS: Former Student

Left: Art by Primary of 2017–2018 YearStudents in Review, 2017–2018

15

If you are interested in learning how to get involved with the NMS Board of Trustees, contact any leaders of the Board or the school.

The Board will host a recruitment event and info session on the Role of Trustees on Thursday, March 14, 2019 from 6:30–7:30 PM.

Building

PARENT ASSOCIATION 2017–2018

Community

Officers Jen Cardy, Co-President (Anna, P; Gabriel, P; Sophia, UE) Jaime Vines, Co-President (Petra, UE) Ashley Zimmel, Vice President (Keaton, P; Eleni, P)

What is the PA? The Parent Association is an organization of volunteers striving to strengthen the NMS community and serve the school. Parents and guardians of NMS students are automatically considered part of the PA, because we believe they play an essential role in shaping the NMS experience for each other, for staff, and most importantly, for kids. The PA’s two main priorities—organizing social and community-building events and demonstrating appreciation for NMS’s talented staff—were chosen in response to parent feedback.

Committee Chairs Leigh Cirasuolo (Declan, P; John, LE) Sabeena Chacko-Raskin (Luke, P; Meera, UE; Priya, UE) Muna Vitale (Sabah, UE; Concetta, FS) Meghan Murphy (Nora, LE) Tracy Goulding (Bryce, LE; Ethan, UE)

What is the PA Council? (New this Year!)

In 2018–2019, the Parent Association will be represented by a council of 6–10 parents/guardians nominated by the community. Forming the group toward the end of the 2017–2018 school year allowed us to solidify the number and type of events we can plan; and will allow us to balance volunteer efforts throughout the year; give parents more notice; and appropriately acknowledge the efforts of folks who help.

Student grade level as of 2017–18 school year: B: Beginners P: Primary

The council will include parents from all three divisions who value the NMS community, enjoy working with other parents, and can commit to serving for the duration of the school year.

LE: Lower Elementary UE: Upper Elementary FS: Former Student

More specifically, members of the PA Council will: • Class Parents

•

B1 B2 B3 B4

Kelly Ramappa, Karen Sulesky Matt Germak, Devon Germak Mercedes Leboreiro, Dan Toffling Raha Tajrobehkar, Bronwyn Melonas

•

P1 P2 P3 P4 P5 P6

Emily Robinson, Rose Gold Emma Woodward, Durlov Khan Fei Wang, Megan Hardin Abby Fischer, Amy Murphy Shadi Johnston, Erica DeRosa Florencia Halperin, Heidi SimpsonVranich

Take the lead organizing PA events, including the recruitment of additional volunteers as needed Attend Council meetings (4–5/year) to share ideas, problem-solve, and support each other’s efforts. (Note: Meetings remain open to all NMS parents) Represent NMS within the school community and as “ambassadors” outside the school—they will be the “front line” when the school needs parent help or perspective

Get Involved All NMS parents are automatically members of the Parent Association, and are always welcome to attend PA Council meetings throughout the year.

LE1 Catherine Sabatos-Peyton, Anna Curran LE2 Tracy Goulding, Salumeh Companieh, Meghan Murphy UE Sabeena Raskin, Salumeh Companieh

The PA Council members for 2018–2019 were nominated and selected in the spring of 2018. If you are interested in this leadership role for 2019–2020, be on the lookout this spring for more information about the nomination process!

Reach out to the PA leaders at any time by emailing pa@newtonmontessori.org.

14

Newton Montessori School

Staff and students join together in gratitude at an excellent Thanksgiving Feast.

Parent Association Events 2017–2018

Students dive into reading at the Scholastic Book Fair.

Teachers and students show school spirit by sporting their NMS Lands’ End apparel.

Students celebrate their NMS pride during Spirit Week.

Go Owls!

Families enjoy the photo booth at the “Dance Magic” Event.

Parents treat staff to delicious international meals for Staff Appreciation Week.

Year in Review, 2017–2018

15

Annual Giving Makes A Big

Through its Annual Fund and other fundraising efforts, NMS raises support for important projects and improvements throughout the school each year.

The 2017–2018 Annual Fund was a tremendous success—the dollars raised enabled progress towards all of the school’s special initiatives, including growing enrollment and financial aid opportunities, investing in extensive renovations to both indoor and outdoor facilities, and planning for the long term expansion of our programs.

NMS Fundraising Stats: Total Fundraising¹ $161,063

Overall Participation² 70%

Average Gift Size $624

Faculty/Staff Participation³ 100%

2017–2018 marked a return to our annual NMS Spring Social with Splash!

Parents, staff, alumni parents, and friends of the school got together for a formal evening of socializing at the New England Aquarium featuring cocktails, hors d’oeuvres, and live music. While exploring the colorful aquariums and penguin habitats, attendees completed a scavenger hunt and entered drawings to win a series of door prizes—including tickets to Hamilton the Musical’s Boston premier! After the first round of food and drinks, NMS presenters shared details of two exciting summer projects—renovations to the NMS Playground and a brand new state-of-the-art sound system for the Drama Program. Attendees pledged their support for both projects, making them officially available for students to enjoy on the first day of school in 2018! ¹ Includes unrestricted gifts, pledges, restricted gifts, and ticket revenue. ² Overall participation is measured as a percentage of 2017–2018 parents, staff, and board members.

3 Faculty/Staff participation is measured as a percentage of 2017–2018 full-time staff.

16 Newton Montessori School

Annual Fund Donors 2017–2018 Transformer ($5,000 +) l The Angell Family l David Bono and Holly Happe

Benefactor ($1,000 – $2,499) l Brian and Jessica Alfermann

The Attar-Vitale Family

¡ Beth Black and Keith Gillette

The Lewis Family

l The Candal Family

The Wang Family

Anonymous (3)

Anonymous (2)

The Chow Family Anonymous

Partner ($500 – $999)

¡ Devon and David Beidler

Lee Park and Adam Crystal

The Cohen Family

Bianka and Lee Eichelberger

l Salumeh Companieh and Soorena

The Elworthy Family

Farboodmanesh

Visionary ($2,500 – $4,999) Anonymous

l Sarah Rahman and Zaid Ashai l Adrian DeDomenico and Jennifer Cardy Lorrie Edwards and Martin Galese Masu Haque-Khan and Badar Khan

l Anna and Durlov Khan l Lauris and Ginta Lambergs The Raskin Family

The Fang Family

Roger Laham and Dayana Davidou

Jason Matos and Laura Gellis

Andrew Teman and Erica DeRosa

Jessica Hawks and Daniel Nelson

¡ Jed and Sarah Donnelly

The John Family

The Ekici Family

¡ Joseph Jolly and Susan Rivers

Megan and Matthew Feinberg Amy and Joe Hennessy

The Liu Family

l Jay and Swapna Mehta

Kristoff and Elizabeth Homan

Vaish Panchapakesa and Bharathan

Alaka Ray and Jason Jay

Kumaraguru

The Kher Family

The Perry Family

The Kleinerman Blecker Family

l Wendy Secor

Anjolie and Jacob Laubach

Tong and Xin Family

Victor Lee and Cui Wang

John Vranich and Heidi Simpson-Vranich

Mary Mazzanti and Jonathan Taylor (In

Kevin and Emma Woodward

Memory of Leah Margaret Mazzanti) Sohrab Dinshaw and Rashna Mehta

The Yum Family The Zimmel Family

The Mulliken Family

l ¡

2017–2018 Board Member

Robert and Julie Reimann

2017–2018 Staff Member

Shuyu Ren and Cuiyan Xin

Continues on Next Page

Andrew Popper and Heidi VanderbiltBrown McDonagh Wickremage Family The Winn Family

l John and Linda Woodard

Student Artwork

by Ethan Goulding, Grade 5

Year in Review, 2017–2018

17

Annual Fund Donors 2017–2018 (continued) Patron ($250 – $499)

Friend (up to $249)

Corporate Donors

Anonymous (3)

¡ The Hamill Family

AbbVie

Filiz M. Aslan and Scott C. Mohr

l Chad Hinkle and Jaime Vines

The AmazonSmile Foundation

John and Lauren Beshears The Dejam Family Judi Goldberg and Bill Dimmick

Claudine Hogan ¡ Jackie Hogan

The Huang Family

Bank of America BNY Mellon Dell Inc

The Fischer Family

¡ Vanessa Irzyk

Education First (EF)

Jonah and Lisa Gillette

¡ Mikail Jaikaran

Fidelity Investments

The Goulding Family

¡ Christiana Jamroz

IBM

Chandrajit Raut and Shilpa Grover

¡ Elyse Kalins

Intel Corporation

The Johnston Family

¡ Laurie Katz

John Hancock

Nicole and Hugo Liebrand

¡ Judith Kinner

Les Sablons

Kelly and Leona Mizer

¡ Beatriz Lares

Millennium Pharmaceuticals

Sean and Amy Murphy

¡ Lisa and Brian Levine

MSCI Inc

The Otero Family The Peyton Family ¡ The Sand Family

The Spier Family The Toffling Family

l Claudia Urrea

The Liu Family

Novartis

¡ Margarita Londono

Oracle Corporation

¡ Lauretta Maynard

Pfizer

¡ Stephen McDonough

Qualcomm

Jason McGuire ¡ Samantha Mello

State Street Bank Thermo Fisher Scientific

Adam and Bronwyn Melonas

Friend (up to $249) ¡ Rosie and Patrick Allen ¡ Ken Condon and Becky Alukonis

Anonymous (11) Bachman-Farago Family Milena and Shez Basaria ¡ The Bowring Family

¡ Holley Meyer

Yael and Gopi Mohan Meghan Murphy Kara Nemeth and Tom Chiaino ¡ Kathleen and Hugh O'Dowd

Pulin and Nikita Patel ¡ Katie Quann

Bingye Ren

¡ The Brooks Family

¡ Behnaz M. Rezaei

¡ Kim Burk

¡ Ashley Robinson

Sean and Lisa Burton ¡ Krissy and Pat Canastar ¡ The Machado-Carmona Family

The Robinson Family ¡ The Esch-Santiago Family

(In Memory of Brian J Esch)

The Chen Family

¡ Claudia and Thomas Schmiedigen

The Cirasuolo Family

¡ Michael Silverstone

¡ Emily Conklin

¡ Madeline Sosnowski

¡ Amanda Cusanno

¡ The Stiffler Family

¡ Andree DiCarlo ¡ Ashley and Adam Epstein ¡ Anny Espiritu ¡ Samantha Foley

A SPOTLIGHT ON GRANDPARENT SUPPORT

The Sulesky Family ¡ Priya Venkateswaran and Srinivas

Nyayapati David Yu and Angela Lin

¡ Kalpana and Anoop Garg

¡ Abby Zimage

¡ The Gionfriddo Family

¡ Paul Zmuda

Dan and Lauren Glidden ¡ Fiona and Allie Gohery ¡ Deanna Griffiths

18 Newton Montessori School

NMS is incredibly grateful to announce that the level of support received from Grandparent Donors in the 2017– 2018 school year was the highest in the history of the school!

This success is largely due to a Matching Gift Challenge spearheaded by a group of visionary NMS grandparents, who collectively agreed to match all gifts from grandparent and extended family members up to a total of $7,500. The total gifts received including the match amounted to $11,525.

Grandparent, Extended Family, and Alumni Support GRANDPARENT AND EXTENDED FAMILY DONORS

ALUMNI DONORS

Visionary ($2,500 – $4,999)

Patron ($250 – $499)

Transformer ($5,000 +)

Jodi Alfermann

Margaret Murphy

The Klevens Family

Benefactor ($1,000 – $2,499)

Friend (up to $249)

Benefactor ($1,000 – $2,499)

Dennis T. DeDomenico and Sandra

Dennis and Barb Alfermann

Brod Cathie and Mike Deiker

Hussein and Sabah Attar

Prabha and Brij Mohta

Analesa Berg

Ann-Ellen Hornidge and Ned

Muriel Bono

Murphy

l Parul and Harit Doshi

Anonymous

Partner ($500 – $999) Jack and Jeanine Cort

Sheila and Joe Cirasuolo The Frascatore Family

Partner ($500 – $999)

Matt House Penny Jolly and Jay Rogoff

The Ashai Family

Judy and Richard Lappin

Carol Brown

Renee and Jerold Levine

James and Kathleen Castracane

Travis McGrath

George Jolly and Caroline Seligman

Rashida and Mawdudur Rahman

Maris and Germaine Lambergs

Robert and Anne Rivers

Tun-Hou and Chwenching Lee

Thomas and Patricia Stillings

The Estate of William J. Olenio

Next Page: See how one alumni gift is taking teachers around the world.

(In Memory of William J. Olenio)

Mawdudur and Rashida Rahman are two of the visionary grandparents who helped to pioneer the Matching Gift Challenge.

Mr. and Mrs. Rahman live in Lexington, MA. Their daughter, Sarah Rahman, is a member of the Board of Trustees and their family has been a part of the NMS community since 2011. Their grandchildren, Gibran, Ameer, and Inaya, span Primary through Upper Elementary. We thank them for their continued support!

What do you appreciate most about your family’s time at NMS? The growth we have seen in our grandsons is impressive! They have a curious spirit about them, and are especially open-minded about trying new things. We can see the value of the NMS program through the experiences the boys are awarded each day.

What inspired you to give?

What do you hope is the impact of your gift?

The special attention and personalized learning NMS gives to the students is exceptional. You care about the students and we can see how genuine that is. We are inspired by the focus on innovation and growth at NMS. Not just in the physical sense (growth of the building or enrollment numbers), but of the educational programs and how the school is always looking to add more creative opportunities for the students.

We look forward to seeing how NMS will continue to do this in the future!

We hope other grandparents will join us in supporting NMS. It would benefit the whole community if more grandparents got to see and understand the impressive things the school is doing.

Maybe there could be an opportunity for them to visit the school, or share some of their history with the students.

The younger generations have so much to gain from the life experiences of their grandparents. We feel so lucky to live close to our grandchildren and are happy to support NMS.

Whether grandparents live near the school or visit from another country, students can benefit from their cultural sharing in the classroom.

Parents, talk to classroom teachers about arranging this opportunity!

Year in Review, 2017–2018 21

²

New! Faculty Tr avel Fellowship Alumni Parents Josh Klevens and Anna Sinaiko Invest in Teachers’ Professional Development

NMS teachers help children explore the globe every day in their classrooms. They “travel” with students to every continent, exploring different cultures, biomes, historical figures, and landmarks. To the Klevens family, it seemed only natural that teachers should enjoy their own first-hand explorations in countries around the world.

Josh Klevens and Anna Sinaiko— both Montessori students in their childhood—are now parents to three former NMS students: Talia, Sasha, and Reid. “All three kids had a great experience at NMS,” Josh says. “They learned a ton from great teachers and we enjoyed being part of the community. We appreciated the multicultural feel of the school, and the geographic diversity—so many families are from different countries.

Multiculturalism is built into the school’s curriculum, too.”

Above: Josh Klevens and Anna Sinaiko with their children, Reid, Talia, and Sasha.

20 Newton Montessori School

As they reflected on their positive experience, Josh and Anna felt a deep gratitude that motivated them to support

“The real preparation for education is the study of one’s self. The training of the teacher is something far more than the learning of ideas.

It includes the training of character; it is a preparation of the spirit.”

— Maria Montessori

the school: “We wanted to do whatever we could to help the school attract and retain the best caliber teachers.

These fellowships will provide a unique experience that is meaningful to them and also enriches the classroom environment.”

Their generosity achieves exactly that.

The NMS Summer Travel Fellowship provides funds to NMS faculty and staff members based on their individual written proposals for travel-based research during the summer. The intent is to offer fellowship recipients opportunities that will re-invigorate them as adult learners, deepening their ability to teach from what Montessori called the “spirit” within them.

In this inaugural year, two fellowships of $2,500 each were awarded. This past summer, Primary 2 teacher Amanda Cusanno traveled outside the US for the first time to explore Iceland. She visited a national park that is the dividing line between two tectonic plates, toured a Viking museum, and marveled at glaciers.

“My appreciation for this opportunity is unbounded,” Amanda shares, “and I am thrilled to share my travel experiences with colleagues and students!”

Primary 5 teacher, Sarah Chadwick journeyed to Peru. She visited a Reggio Emilia school in Lima, spent time learning about weaving in Cusco, and hiked Machu Picchu. Sarah was excited about this opportunity for many reasons: “I feel passionately about cultural exchange and feel that these experiences will enrich my life and carry over into my classroom. Next year students will be studying South America and I have great photos to share!”

Josh expresses a similar hope for the impact of these travels and more to come in future years. He envisions that “with the opportunity to travel to a country they have never visited, teachers can bring richer conversation to the classroom about cultures, foods, sights—just by having been there.”

“Plus,” he adds, “we feel that teachers deserve this experience, after all the hard work they do for students.”

From Top: Sarah Chadwick at Macchu Pichu; Sarah’s view of Cusco, Peru on her hike up to the Incan ruins of Sacsayhuaman; Amanda Cusanno at the Skógafoss waterfall in Iceland; A view of the Arch at Dyrhólaey (notice the rainbow in the background!).

Year in Review, 2017–2018

21

Data is based on draft year end report prepared on 8/1/2018.

Left: Art by first grade students of 2017–2018 Above: Art by third grade student in process

24

Newton Montessori School

2017–2018 Financial Report BALANCE SHEET Assets

2018 Total

2017 Total

Liabilities & Net Assets

Cash & cash equivalents

$2,997,297

$3,150,238

Current Liabilities

3,300,893

2,554,610

66,605

40,916

Total Current Assets

$6,364,796

$5,745,764

Total Property & Equipment, net

$1,221,913

$785,472

Accounts receivable Prepaid assets

2018 Total

2017 Total

Deferred revenue

4,992,717

4,110,915

Accounts payable

145,166

97,132

Accrued liabilities

469,355

368,925

Deferred rent

412,653

362,094

$6,019,871

$4,939,067

$412,653

$362,094

$6,019,871

$4,939,067

$1,566,837

$1,592,168

$7,586,708

$6,531,235

Total Current Liabilities Long Term Liabilities Deferred rent

Total Liabilities Net Assets Total Unrestricted Total Assets

$7,586,708

$6,531,235

Total Liabilities & Net Assets

INCOME STATEMENT Actual Revenue

Tuition & Fees

$5,115,775

Fundraising

Individual Contributions

$120,595 $13,560 $13,144

Fundraising

$147,300

Summer Program

$102,790

Corporate Contributions

After School & Enrichment

$460,864

Fundraising Events

Other Income

$63,337

Total

$5,890,065

Actual Expenses

Salaries & Benefits Facilities

$711,337

Financial Aid & Tuition Remission

$481,550

Program Expenses

$332,498

Administrative Expenses

$350,907

Fundraising Expense Total

Year in Review, 2017–2018

$147,300

23

$3,722,793

Total

$24,177 $5,623,262

9.

10.

Professional Development Annual Fundraising Helps Teachers Contribute to Their Field Conference Presentations

Certifications

Beth Black was a Keynote speaker at the Montessori Schools of Massachusetts (MSM) Heads of School Retreat (see page 2).

Justine Brooks earned her American Montessori Society (AMS) 9-12 certification to teach Upper Elementary from the Montessori Elementary Teacher Training Collaborative (METTC).

Michael Silverstone presented at the American Montessori Society Conference as a member of the Emerging Leaders Fellowship program.

Conference Attendance American Montessori Society (AMS) Conference in Denver, CO: Beth Black, Neus Carmona, Elyse Kalins, Lisa Levine, Katie Quann, Michael Silverstone National Council of Teachers of Mathematics (NCTM) Conference in Washington, DC: Paul Zmuda Montessori Schools of Massachusetts Conference: Becky Alukonis, Devon Beidler, Beth Black, Justine Brooks, Kim Burk, Neus Carmona, Ruth Clifford, Sarah Donnelly, Ashley Epstein, Samantha Foley, Christiana Jamroz, Lisa Levine, Jutta Lossner-Liang, Ashley Robinson, Mason Sand, Claudia Schmiedigen, Michael Silverstone, Kayla Stiffler, Priya Venkateswaran, Abby Zimage, Paul Zmuda

Amanda Cusanno earned her Early Childhood (ages 3-6) Montessori certification from the Montessori Institute of New England.

Sarah Donnelly earned her Master of Education degree in Special Education with a concentration in moderate disabilities PK-8 from Endicott College.

Kayla Hindle received a Sheltered English Immersion (SEI) Endorsement from the state.

Mary Evelyn Lucier has started to earn Montessori Elementary I (ages 6-9) and II (ages 9-12) certification at METTC. Christine Newsham earned her AMS Early Childhood certification from New England Montessori Training Education Center (NEMTEC).

Kayla Stiffler will complete her Montessori Elementary I (ages 6-9) certification from METTC this year.

Now in her 7th year at NMS, Sarah Donnelly is transitioning into the full-time role of Learning Specialist.

She recently completed her Master of Education Degree at Endicott College with a concentration in Moderate Disabilities for students in Pre-K to Grade 8. She completed her practicum this past year in the Special Education department at Angier Elementary in Newton.

Sarah loves both the challenges and triumphs of this new role, helping teachers find “that one missing piece that might be getting in the way of a child's success.”

Top: At the Montessori Schools of Massachusetts (MSM) Conference, keynote speaker Sandra Girlato energized teachers to practice mindful observation in the classroom.

Middle: Staff found a kindred owl at the MSM Conference.

Lower: Paul Zmuda attended the National Council of Teachers of Mathematics Conference (NCTM) in Washington, DC.

Year in Review, 2017–2018

27 25

American Montessori Society Conference Staff Members Represent NMS at National Conference in Denver, CO

Each year, thanks to the generosity of NMS Annual Fund contributors, our school has the opportunity to send a group of at least 4 teachers to the national conference of the American Montessori Society (AMS). This year, the participants were (below, from left to right): Lisa Levine (Lower Elementary 1 Teacher), Elyse Kalins (Beginner 2 Teacher), Katie Quann (Music Specialist), Beth Black (Head of School), Neus Carmona (Beginner 1 Teacher), and Michael Silverstone (Lower Elementary 2 Teacher).

This trip serves NMS on a number of levels: students benefit from attendees’ professional growth as they exchange new ideas and strategies to implement in the classroom; the school participates in a nation-wide network of accredited Montessori institutions; and attendees share a unique experience that strengthens their camaraderie and collaboration as educators.

Building Professional Capacity The act of staff taking part in a conference helps convey our school’s commitment to the advancement of Montessori education. The opportunity to take part in the conference supports staff in establishing or deepening their roles as professionals in the Montessori community. They become aware of opportunities to conduct and share research, serve on professional committees, present or publish their findings, and lay the groundwork for future participation at the national level.

Last year in San Diego, Krissy Canastar (NMS Diversity Coordinator and Drama Specialist) and Ruth Clifford (Upper Elementary Teacher) gave a presentation about anti-bias education practices at our school and beyond. This year in Denver, Michael Silverstone presented his research on removing obstacles to diversity, a project he conducted as a member of AMS’s inaugural cohort of its Emerging Leaders Fellowship.

26 Newton Montessori School

As Beth Black notes, the traveling and working together is also an investment towards advancing teamwork and trust for the long term. “Sending a team rather than an individual has additional benefits because teachers from different divisions get to enjoy one another’s company while traveling, which builds trust and opportunities for collaboration later,” she explained.

Left: The NMS group “meets” Maria Montessori.

Right: Beth Black attends the March for Our Lives in Denver, CO.

Highlights and Takeaways “Words to describe the Convention: massive, exciting, inspiring, awesome.

I appreciated the keynote speaker, Dale Dougherty, who is considered the ‘father of the maker movement’ and shared how aligned Montessori and the Makerspace movement are as they both believe what Maria Montessori said, that ‘the hand is the instrument of the mind.’

I walked away feeling proud of the work we are doing to extend student learning through our Makerspace.

Above: Katie Quann and Neus Carmona pose with the pink tower; Right: Michael Silverstone presents about Recruitment, Retention and Support of Male Montessori Faculty.

It was valuable to brainstorm with Katie [Quann] about how to open up communication between elementary teachers and specialists. Out of this, came the idea to meet up on Professional Development days to share student updates so that we can all meet our students’ needs better. It was also a special moment to attend Michael’s research presentation, and support his hard work and ingenuity. (Of course, we also had some fun, including visiting one of Denver’s many craft breweries and playing some hilarious games of ping-pong.)

“I sincerely had the most amazing time at the AMS conference in Denver. I got myself involved in an environment full of new learning opportunities from a wide range of people and places.

I learned from the keynote speakers and the AMS workshops without forgetting the great opportunity to learn from our lovely coworkers. These few days I engaged in matter-of-fact conversations about acclimating new staff to the Montessori philosophy and how to build a mentorship program at NMS. The keynote speaker Anna Deavere Smith inspired me profoundly while talking about how a school’s culture makes a difference in the lives of young people.

During the workshops, I focused my attention to learn about new ways to introduce math in the toddler classroom as well as learning from Frank Leto’s new and exciting songs for circle time.

I attended a workshop that focused on creating parent-children communities and how to better design toddler environments that suit their needs.

I felt a special connection with my inner Montessorian and the joy of what we do, and how we follow this philosophy, enhancing the lives of the children that we have in our care.”

“I had a wonderful four days at the conference. Major highlights for me were workshops that focused on the way in which Montessori is being used in social movements, discussed in one workshop run by young women using Montessori to take their classrooms to the next level of radical peace, another workshop about a tribal school in New Mexico using Montessori to support children’s endeavors to become fluent in their native language, and Dale Daugherty’s keynote address about lowering barriers to learning through the maker movement.”

— Neus Carmona, Beginner 1

— Elyse Kalins, Beginner 2

For me, the best part was getting the chance to hang out with NMS teachers in different divisions. I now have a greater picture of what happens in Beginners, some of the challenges and rewards of working with that age group, and just how caring and bright those teachers are!”

— Lisa Levine, Lower Elementary 1

Year in Review, 2017–2018

27

“This experience benefited me as a teacher and as a professional in so many ways. I was able to bring some things immediately into the classroom that I had learned about using storytelling, and refining the practice of observation to help students. The fact that NMS administration (and families) invest in staff in this way is wonderful, and is yet another demonstration of the kind of generous and caring spirit that resonates throughout our school community that makes it a truly extraordinary place to learn and work.”

— Michael Silverstone, Lower Elementary 2 “The most valuable experience I had was being surrounded by like-minded individuals as a whole. It was really inspiring to see presenters talk about their passions. It was also amazing to spend so much time with colleagues to learn more about them as people, but also brainstorm ideas to help make our program at NMS even better. One takeaway for me was how to approach our community service and service learning to make it the most meaningful for our students.”

— Katie Quann, Music Specialist “This conference has real value. Whether our teachers are presenting workshops for Montessori colleagues from around the country or attending sessions presented by others, conference participation allows them to enter a ‘stretch zone’ as professionals where they gain knowledge and skill that benefits our students.”

— Beth Black, Head of School

Left: The Drama Club takes the stage to perform Newsies; Top Right: Student stretch and warm up for their Ballet class; Lower Right: A student builds his own game in the Coding Enrichment class.

Umbrella Progr am 2017–2018 Children Enjoy a Wide Range of Adventures through the NMS Umbrella Program From Art-Ventures to Zumba, the Umbrella Program has you covered. This year we put on a Broadway-worthy production, learned how to code, spent our summer exploring with friends, and so much more! Whether it’s after school, on a vacation day, or over the summer, every day is a new adventure in NMS Umbrella Program.

And throughout all the fun, staff provide a safe, structured environment that integrates with our school day curricula so children can learn and grow.

Enrichment Classes Offered in 2017–2018: New! NMS Owls Athletic Club New! Glee Club New! Ballet New! Robotics Drama Art-Ventures Ukulele Woodworking Little Coders Happyfeet Soccer Zumba Creative Movement Yoga Kikstart: Multi-Sport

Left: Students in the NMS Owls Athletic Club practice basketball at the MacKenzie Center.

28 Newton Montessori School

Newton Montessori School Alumni:

We’d love to hear from you!

What have you been up to these days?

What are your fondest memories from NMS? How has NMS impacted who you are today?

Here’s how to get in touch:

QUALITIES OF NMS GRADUATES Caring We focus on the whole child and the whole world. Students learn to care for themselves, others, and the environment.

1. Send us a postcard 80 Crescent Avenue Newton Centre, MA 02459

Curious

2. Write us an email alumni@newtonmontessori.org

We nurture each child’s innate desire to discover and understand the world. Students are encouraged to explore their individual passions.

3. Connect on social media

Confident We build skills that result in earned self-confidence.

Caring, curious, confident children are successful in school and happy at home.

4. Our favorite... stop by and visit!

Students who exhibit these qualities are in high demand. In recent years, our Upper Elementary students have been accepted and continued their studies at both independent and public institutions, including Beaver Country Day School, Boston Latin School, Boston Trinity Academy, Brimmer and May School, Dana Hall School, German International School, Meridian Academy, Newton Country Day School, The Rivers School, Ursuline Academy, The Winsor School, and public schools of the Greater Boston Area.

The newest NMS alumni (our 2018 sixth grade graduates) stand tall after delivering speeches at the End of Year Ceremony.

Year in Review, 2017–2018

29

Toddler — Grade 8

32 Newton Montessori School