OFMHS Seniors 2022

SENIORS OA K

FA RM

MONTESSORI

2021-2022

MAKING AN IMPACT ON THE FUTURE TWO WORLD CHANGERS WHO HAVE MADE A LASTING IMPRESSION ON THE SCHOOL AND COMMUNITY

H IGH

SCH OOL

OFMHS SENIORS

CONTENTS

How did we get here?

Reflections on Lorene’s vision and how this program continues to grow and meet the needs of our students.

05

Capstone Projects

Ellie Cook

06

Alanna Woitalla

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Capstone Project: Ellie

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Capstone Project: Alanna

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Intersession Trip

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Senior Celebration & Pennant Signing

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Community

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Looking Back

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Foster care advocate, mentor and Bepko scholar

Cheerleader, community builder and critical thinker

Planning a Meal Train for DeKalb County Foster Families

Building a Collection of Novels with Good Representation

Upperclassmen head to Europe!

The hard work is finished, the future awaits.

Our students spend more than the normal eight hours a day together, this builds a feeling of family.

Whether these students were here four years or 14, the memories will not soon be forgotten.

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By the numbers Our high

school program just finished its fifth year. Much like our more established levels, a continued growth in enrollment will build this program to reach its full potential.

The Senior Capstone focuses on student’s long-term commitment a personal passion. Work includ literature review, primary resear thesis and presentation.

n the t to des a rch,

Editor

Communications & School Events Coordinator

12 Intersession

in·ter·ses·sion

A short break or mini-term between the tradiitional, standard academic terms.

When reflecting back on the last two years, it would be easy to focus on the difficulties; there were many.

However, for Ellie and Alanna, the last two years were spent growing and learning in an encouraging and hopeful environment, Oak Farm Montessori School. For many long term OFMS members, including myself, the familylike community can easily be taken for granted. Ellie and Alanna though had experienced a traditional model of education for their entire lives and finding OFMS, and the Montessori philosophy, was nothing short of monumental.

While COVID may have limited some aspects of campus life for the last two years, these seniors made the most of every moment.

Flip through the pages of this literary gift to our graduates, learn about how they exemplify the portrait of a graduate and how their passions are making an impact now and in the future.

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Community

If time is measured in quality instead of quantity, these two seniors have made memories that will last a lifetime.

Best wishes as you begin this next chapter, but never forget the journey of the story!

Nikole

BY THE NUMBERS Making a connection with families of Northeast Indiana, to share what Oak Farm Montessori School has to offer, has been at the forefront of our marketing from the beginning. Most people are unfamiliar with Montessori, and making a change from the traditional model of education requires confidence in the curriculum and an understanding of what makes us different.

This is why, from the very beginning of our school, we have required a tour prior to beginning the admissions process of enrollment. Without experiencing the independence, classroom environments and the role of the teacher/guide in the classroom, parents find it difficult to imagine what this syle of learning could look like for their child. As our school has grown, so has our ability to reach a broader group of prospective parents and families.

Word of mouth from current and past parents is still our top referral source and we wouldn’t want it any other way.

As OFMS becomes better known as a premiere Montessori school, through our dual accredidation of AMS and ISACS, social media, print and website traffic, many of our classrooms are at capacity. Our high school will be beginning its sixth year with the largest freshman class to date! With the addition of our Wellness Center, we have also been able to grow our sports program and look forward to offering high school sports this fall.

If you would like to tour or collaborate with our school, please visit our website, www.oakfarm.org, to find out how.

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SENIOR CELEBRATION 2022

HOW THE STORY BEGAN

H

ow many people find school meaningful?

This question was one of many that our founder, Lorene Dekko Salsbery, posed when she considered opening a school in Northeast Indiana. As she shares in her open letter about how Oak Farm Montessori began, Lorene admits that she never really connected to school herself and wanted to make a difference for her two young daughters. After touring over 25 different public and private schools in three different states, meeting with various educational leaders and serving on her own children’s school board, Lorene began a path that would touch the lives of thousands of children.

Her father, ‘Chet’ Dekko, taught his children the same values that he shared in his business life, “Only the educated are free.” But how do you provide choice in education if you don’t have financial freedom?

This was the question Lorene hoped to address by creating OFMS. Providing a high quality, individualized Montessori education that was economically affordable became her life’s work. With the support of the Dekko Foundation, the original building and parcel of land became the backdrop for what would become the sprawling

150+ acre campus that we have today.

The first class of 13 students has increased exponentially during the last twenty-one years as we serve over 320 students from six weeks through 12th grade. Many of our former students have returned to the ‘farm’ over the years because of the family like community that exists in each of the classrooms. Some return to help teach summer camps, others to volunteer and stay connected, a few have decided to enroll their own children at OFMS and one alumni is now a full time employee!

Over the years we have had new construction, remodeled old buildings, purchased additional land, dug out a pond, filled in said pond, added a state of the art Wellness Center and even ran a bed and breakfast at the middle school one summer!

While decisions about structural changes, property boundaries or expansion of faculty happen frequently, the one foundation that has not wavered is our commitment to Lorene’s vision of a world class Montessori school.

This is no small feat! As a nonprofit organization, we depend significantly on the grants we receive annually

“My dad always talked about education, financial freedom that comes with education, a free-market system, entrepreneurial-spirited students, problem-solvers and lifelong learners. I think he would be proud.”

from the Dekko Foundation, our annual fund, Tall Oak Gala and community supporters.

We ensure that our teachers are Montessori trained and invest $80,000 annually in continued education opportunities.

One of the greatest gifts Lorene provided to her beloved school, prior to her passing, was a blueprint for its future called, Vision and Values.

This document provides not only her vision of what the future holds for the school: focused governance, teacher training institute, educational clearinghouse and a partner to other Montessori schools, but also a detailed explanation of the core values she expects the school to uphold in its service to the students and families it serves. This important document guides our leaders, board, teachers and faculty to be the ideal portrait of Lorene’s four pillars: leadership, citizenship, life-long learner and emotionally literate.

SENIOR CELEBRATION 2022

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MAKING AN IMPACT I feel very prepared to be a good productive citizen, whether that is in life or future career.”

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W

hile soft-spoken senior Ellie Cook describes Oak Farm Montessori School (OFMS) as a second home, her own home has served as such for 38 children over the last ten years. Growing up in a biological family that serves foster children has impacted Ellie in all aspects of her life. “My main goal is to be an in-school social worker who will advocate for kids in foster care. The inner city has a lot of kids who come from poverty and need help.”

While some young adults are focused on themselves, Ellie’s goal is to obtain a Masters degree in Social Work to serve others. In preparation for this ambitious work, she has served as an intern at the school in two classrooms as well as coordinated meals to be distributed to other foster families in the area through her Capstone project.

Even though Ellie’s time at the school has been short, she shares how the school impacted her. “Before OFMS, I was shy and introverted.

Even when I first came here I felt welcome and a sense of belonging, I had never really felt that anywhere else.

Community and belonging are really the most important things here. I can talk to my teachers about anything.”

Arriving at the start of her Junior year, Ellie quickly immersed herself in the culture and traditions of the school. Her favorite celebration is Founder’s Day. The high school students write what they are thankful for on crepe paper streamers and then hang them from

Ellie receives a confirmation email from IUPUI that she has been awarded one of the esteemed Bepko Scholarships.

the tree near the school. “I really enjoyed the time to reflect and give thanks. I feel like we all got to pause and really think about the things that make our community so special.”

Having experienced both a traditional and Montessori model of education, Ellie says she prefers Montessori.

“They differ in the sense of not only acceptance, but preparedness. I feel very prepared to be a good productive citizen, whether that is in life or future career. In public school, it was more about academics and numbers. Here, it is different; teachers really care and allow you to pursue what you are passionate about.” While the small class number may not be

appealing to everyone, she is appreciative of the ‘family’ feeling of the school and does not think missing out on football games or large social gatherings outweighs the lifelong friendships she has created. “Even when they (teachers) would overhear me talking about an idea or concern in passing, they would stop and ask how they could support me to make it happen or resolve the problem. Let’s start going through the checklist.

Once that sense of stress is relieved, I can focus on what comes first and go from there.”

Ellie passes along this same encouragement as she works with younger students at the primary and lower elementary ages. Not only has this internship provided confidence in her skills for working with children, but she feels that the real life skills garnered from the process will prepare her for life after high school. “I know proper interview etiquette that will help me land future jobs and the opportunity to work with children ages 3 - 9 has provided me with knowledge and experience about the age group I intend to work with in the future.”

She shares that the pictures, drawings and words of love from the children bring her great joy and fulfillment.

“Many people talk to children like they are inferior.

At OFMS, students are respected; the teachers will get on their level and talk to them so that they feel valued; it’s really cool.”

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W

hen you first meet Alanna Woitalla, you could easily assume that her quiet demeanor is reflective of a shy personality. Oh, but you would be mistaken!

While it may take some time for her to open up and share, this young lady has many passions that she pursues with vigor. Alanna shared that she has always set the bar high for herself.

At a young age she became interested in gymnastics and a friend encouraged

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her to join a cheer team. Fast forward 13 years and this dynamic athlete has traveled near and far to practice and compete in a challenging and demanding sport. “The last two years I was on a worlds team that had three, 3 hour practices a week.

When you’re on that team, you are there to go to worlds.

It shaped me in a lot of ways, positive and negative,” she stated. Last year, even during Covid, Alanna was required to practice and train regularly. This meant she missed a lot of school to meet the gruelling schedule and workouts.

Her parents supported her though and she was able to maintain her grades and social connections as well.

While she did not cheer her senior year, she describes the decision as the right time to walk away; quitting is not in her vocabulary.

Competitive cheerleading is not something Alanna plans to pursue in college, but stated, “anything you spend that much of your life doing is going to affect you.”

Arriving at Oak Farm Montessori as a Junior, and during a pandemic, means that she did not have a lengthy tenure at the school. However, according to Alanna the welcoming community she was introduced to made her feel right at home immediately.

“I’ve always been an inquisitive person, but that type of learning is not feasible in a bigger school where they don’t have time

Alanna began cheerleading in 2010 after a friend suggested she might enjoy the sport. After 13 years of intense practices, long drives and lifelong frIendships she is ready to see where her next chapter in life leads her.

or resources. Here, teachers will say let’s take the time and figure it out. The joy of learning is definitely fostered here.” One of the greatest lessons that Alanna says she learned from her time here at OFMS is the ability to communicate; with teachers and peers. In her past she would feel overwhelmed with large assignments and felt the only option was to turn in work she was not pleased with or take a zero on the assignment.

“I feel like during my time here I’ve gotten a lot of self reflection and developed skills I’ll need for college. I didn’t realize how bad I was at time management. I’ve learned how to communciate my needs better and how reaching out to a teacher is not something to be looked down upon,” she reflected.

The faculty has supported her in many ways: college preparation, life skills, confidence and exploring interests to their fullest.

“I had a really hard time with college paperwork. It stressed me out and I would shut down. Rikki was helpful in encouraging me to get it done.” One of her favorite classes was math as well as the teacher, Doug. She shared that he challenged her to push herself while providing the confidence needed to accomplish goals. “I really appreciate how he let me explore and ask any and all of the questions I had,” she noted. Community is a big part of our school, within the high school and beyond.

Alanna loves the atmosphere of life long learning that she experienced at OFMHS. “We can have discussions about whatever we’re learning about or interested in. Others, students and teachers, get to learn too. It’s a ‘let’s do it together’ kind of process.”

Knox College in Galesburg, Illinois is the next stop for her. While she is leaving the door wide open for future pursuits, she shared that while completing her Capstone project, her interest in library sciences has been more than piqued. A voracious reader, compassionate human and critical thinker, Alanna would be an incredible asset to any profession she chooses.

You’re going to change a lot throughout high school.

Embrace it and just do it…you will change more than you realize.”

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FEEDING & FOSTERING

Capstone

ellie cook

After conducting my research on ways to help support foster families, I kept coming back to the idea of providing meals.”

I

t’s a family affair for Ellie Cook and her blended brood of biological and foster siblings. Over the last ten years, the Cook’s have had 38 children come through their home; some for a few days, others for months and one has even been adopted as a permanent member of their very active family.

When preparing for her yearlong Capstone project, Ellie immediately thought of finding a way to incorporate this important component of her life, fostering, with her passion to help others.

After researching books and online resources as to the greatest areas of need for foster families, she settled on providing meals. Having watched her mom struggle to

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“Every child deserves a champion, an adult who will never give up on them, who understands the power of connection and insists that they become the best they can possibly be.”

Rita F. Pierson

get children to appointments and school while also trying to run a household and have quality time with each of the children, Ellie knew the importance of a hot meal.

Hence, the formation of her project and development of a meal train for foster families in DeKalb County.

Through a series of Google forms, Ellie collected data from the families: address, food preferences, number of family members and any dietary restrictions, as well as a volunteer form to coordinate donations and timing of work. Winter storms delayed the original date, but a week later students and faculty met at the high school to prepare and deliver six nutritious meals. Volunteers also made

care packages that included hand decorated cards, state park passes, family board games and healthy sides and desserts.

Not only did this project impact local families, but it also planted the seed of serving others with her peers. Ellie plans to help underclassmen coordinate a meal train next year to serve foster families in Noble County while she is home for winter break. What was her take away from this project? “It was amazing to see everyone come together and put so much time and effort into meals for people they don’t even know, just out of the goodness of their hearts.

It was an amazing experience that neither my volunteers nor I will ever forget.”

presentations

LITERARY LEGACY alanna woitalla

M

irrors and windows....while most of us think of parts of our homes when we hear these terms, to the LGBTQIA+ community, it has a more far reaching meaning. The mirrors are the opportunites to see themselves reflected back in media; print, photographs or video. The term window refers to the ability to see others who may not look or act the same way as themselves. As a queer young adult, Alanna Woitalla, felt isolated and foreign when she read her favorite books.

Where were the characters who struggled with sexual identity or questioned their gender? The mainstream media is not always welcoming to people who do not fit a certain mold or lifestyle.

And there it was, the catalyst for her senior Capstone project; creating a collection of queer representation in literature. This was no small undertaking. Alanna can generally read a 300400 page novel in a few hours, but painstakingly documenting each of her

established critera meant an individual book could take weeks to pour over.

Using content analysis that included areas such as: instances of flirtatous thought, instances of discussions of queer identities and instances of homophobia were just a few of the twelve criteria Alanna created. While her original goal was much more ambitious than the four books she completed, she shared that the process was much more complicated than she or her teachers had imagined.

each criteria. While having a print out of her findings available to students in the library would be helpful, Alanna decided to add a 21st century caveat to the project. Each of the books in her collection will bear a specially crafted QR code with a colorful butterfly hovering near the top. Upon scanning the code, readers will have access to not only the data collected, but also a brief summary of each book, written by Alanna, that details her personal reflections of the story, plot and characters.

Working closely with our librarian, Alex Balle, the idea of starting with books given the Stonewall award made the most sense. This organization recognizes literature with exceptional merit in the gay/lesbian/ transgender/bisexual communities. Alanna chose four books that had not only been given this distinction, but also were works she was familiar with. After carefully analyzing the data, she input the findings into charts that document the occurances of

In her essay conclusion, Alanna shared, “This collection has so much personal relevance to me.

Even as a young adult, it took a lot of digging around to be able to find these novels.

When I was growing up, I wasn’t able to find them; so, this collection is not only for me, but for those of us in the queer community. For anyone who’s looking for this type of literaure, it will be right there for them, with no trouble to find.”

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THE WORLD IS OUR CLASSROOM Learning can take place wherever you are. Maria Montessori developed a curriculum she called Cosmic Education, whereby children were exposed to the connectivity of themselves to the world around them. “The child will develop a kind of philosophy which teaches this unity of the universe; this is the very thing to motivate his interest and to give him a better insight into his own place and task in the world,” she stated. Each fall and spring, high school students collaborate to choose, plan and execute a trip that will complement their curriculum and extend their knowledge of the global community.

These intersession trips can be exploring local offerings and life skill building or traveling out of the country as our upper classmen did this year on their trip to Ireland.

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I am really excited to travel! We are going to learn a lot about each other.”

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SENIOR CELEBRATION & PENNANT SIGNING

T

here are many options for young adults upon graduation from high school; trade school, college, joining the work force, military service, a gap year or starting their own business. At Oak Farm Montessori School we know that making choices about the rest of your life at such a young age can be both overwhelming and stress inducing. This is where our College and Careers expert, Rikki Colon, comes in to work individually with students and help them identify their interests, future plans and set them on the path to successfully making it happen. Whether that is filling out the exhausting FAFSA form, applying to colleges and companies or researching scholarships and grants, our small class sizes allow individual attention and personal assistance to help your student find the right path.

The high school also utilizes

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the Naviance system to help students identify strengths and interests to align with post secondary goals. Not only has this program been shown to improve student outcomes, but it helps connect real world learning to life.

One of the celebrations held during the final weeks of school is the pennant signing and hanging in the great hall. Underclassmen share words of affirmation to the seniors and the event culminates with the addition of a signature to the back of the school pennant where they will be attending or the hanging of their key to success should they pursue an immediate career or gap year. This ceremony is a bridge between the present and what is to become; acknowledging one season ending while another one has just begun.

Awards & Recognitions Ellie Cook: IUPUI Major: Social Services Honors College Bepko Scholarship Recipient: • Full tuition, fees, and books for up to four years: $30,000 annually • Two years of on-campus housing. The recipient will be required to live in the Honors Residential Based Learning Community (RBLC) during their freshman year.

• $2,500 stipend for a study abroad experience Alanna Woitalla: Knox College Undeclared • Knox founders scholarship: $8,000 • Trustees distinguished Scholarship: $27,000 • Knox Visit Scholarship $1,000 • Military Grant: $7,000 • Work study $1,500

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C

ommunuity; at Oak Farm Montessori School, this word encapsulates many attributes important to our students: friends, faculty, peers and mentors. One of the most complimentary comments we hear from current and former students is that their time at OFMS made them feel like they were part of a family, a second home for many.

Perhaps it is the Montessori foundation of multi-aged classrooms, the beauty and care given to each environment (indoors and outdoors) or maybe it is the mutual respect nurtured at even the youngest age that creates this feeling of extended family and community.

For our two seniors, arriving during their junior year meant that they were joining an already well connected group of students. How did they feel about this small school and the new environment they found themselves in? Ellie shares that, “I will always remember the sense of belonging and overwhelming love and support I received from OFMS students and staff.”

While Alanna was a little nervous about starting over in a new high school, after just a few weeks she encouraged her younger brother to also transfer to the school. “I was able to bond a lot more with people than I thought I would. The underclassmen mean a lot to me; I love getting to talk to them,” she commented.

Whether it is during community meetings each week, bi-annual intersession trips, game

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The school tradition that has meant the most to me would be hanging ribbons on the tree outside the high school for Founder’s Day.” nights or impromptu ice skating parties, the bond that these students have created through experiences and challenges will last far beyond the four walls and four year of our high school.

Students planned for a primitive camping trip to Michigan for their Fall intersession trip, but last minute transportation problems meant an emergency community meeting to come up with Plan B. Within an hour, students and faculty were adjusting their GPS to head south and spend a week exploring Kentucky.

COMMUNITY

This year the seniors decided to host a prom for the whole high school.

Teachers served as chaperones, an alumni was the DJ and students had a chance to dress up and party down.

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LOOKING BACK & MOVING FORWARD

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Not all of our students start in the infant room. Some families do not discover our school until their children are much older. What we have discovered though, is that whether your time is long or short, the impact remains the same. For those who only know a Montessori education, OFMS truly is a second home. For others who have experienced traditional education models, the intensity in which the Montessori philosophy envelopes their life can feel monumental.

Ellie and Alanna both attribute their confidence, perserverance and acceptance they achieved here to the family-like atmosphere they found at the high school. More importantly, these two young adults have touched the lives of future OFMS graduates.

Through mentoring, interacting with peers and sharing their Capstone projects, both of these students will leave an impact on underclassmen who will follow behind them.

This is a place where I always feel welcomed and accepted.

It’s almost like a second home, it’s awesome.”

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Oak Far

m

Montesso chool ri S

“To provide a Montessori environment that inspires students to reach their potential through meaningful work.”

est.

2000

Oak Farm Montessori School | 502 Lemper Road | Avilla, IN 46710 | 260.897.4270 | www.oakfarm.org