OFMHS Handbook 2024-25

High School

High School Introduction

“Imagination does not become great until human beings, given the courage and the strength, use it to create.” - Maria

Montessori

Welcome to Oak Farm Montessori High School, which was created to prepare adolescents for life’s opportunities.

Here at Oak Farm Montessori High School, we educate young people in accordance with the Montessori principles of purposeful work, respectful community, personal self-expression and practical life skills, to name just a few.

Our unique curriculum challenges each student to explore their world, think creatively and achieve independence. We believe that when the purpose of study is to participate fully in one’s community and help move it toward the future, adolescents have motivation for gaining expertise and truly working toward their own futures.

Overview of Program Structure

Oak Farm Montessori High School Curriculum is individualized by students in collaboration with teacher guides and provides bountiful opportunities to prepare for adulthood as well as citizenship.

OFMHS is an integration of the current research in adolescent brain development, best practices in education, STEAM and the Montessori philosophy. The goal of the program is to provide opportunities for students to gain self-confidence, self-knowledge, and practical life skills for adulthood while in a community that supports their creation of a personal vision for their present and future.

• Learner-centered individualized environment

• Teaching team of AMS credentialed teachers with additional adult resources

• Community partnerships

• Student-family-teacher partnerships with students leading

• Multi age groupings of Freshman & Sophomores and Juniors & Seniors

• Large blocks of work time

• Peer teaching

• STEAM integrated into curriculum

• Multi-sensory space

• Continuously refined to meet needs of young adults

OFMHS Program Believes

Young Adults are:

Active, self-directed learners

Vital members of the school community, NE Indiana and the global community

Responsible for their learning

Responsible for their commitments

Responsible to be honest and respectful

Curriculum and Instruction includes:

Integrated subject areas

Personal learning plans

Business experience and seminars

Long term projects

Environmental and Social Impact Projects

Independent study

Sense of community and social interaction with peer and the community

Community partnerships for job shadowing and internships

Mastery learning

Self-expression

Variety of learning styles

Multi-sensory space

InnoLab

Community service learning

Opportunities to work with the environment

Opportunities for in-depth learning

Teachers are:

Guides that facilitate learning

Advisor consultants for students

Role models of lifelong learning and healthy living choices

Creators of the prepared environment for adolescents and positive learning culture

Strong communicators with students, families and the community

Social Guidelines

Oak Farm Montessori School environments, which include time at school and schoolsponsored Intersessions and events, are designed to be learning-oriented, social, fun, and physically and psychologically safe. Students are expected to behave in a mature and responsible manner in accordance with the school’s mission. It is essential to the well-being and happiness of all that each person in the community be treated with due respect for individuality, personal dignity, rights and property.

The teachers have a responsibility for the health and well-being of the school community. If a teacher or staff member is aware of a violation of the social guidelines, they have the right and responsibility to intervene as they see fit. Potential consequences could range from personal conversations to parents coming to the location to pick up the student at the expense of the parent and family. Toward the goal of maintaining a physically and psychologically safe school community for everyone at OFMHS, we have the following guidelines for school and school trips:

Spreading negative or false information about OFMHS students, staff, faculty, or associates through any forum in or out of school is unacceptable. If there is any way that the information can be construed as negative, harmful, or abusive the sender(s) of that information will be viewed as contributing to an unsafe school community.

Students are expected to conduct themselves outside of school with respect toward any student, staff, faculty, tour-guide, server or associate of the school within the same guidelines that exist when in school. They are expected to respect all individuals that they come in contact with.

Students are not allowed to take pictures, video or audio of faculty, staff, or fellow students without permission.

Individuals contributing to an unsafe school community will be subject to appropriate consequences. It is impossible to list every potential infraction; therefore, students should keep in mind the mission of the school and their own personal integrity and should behave morally and responsibly.

Conduct Policy: Integrity, Respect, and Responsibility

We have confidence that all students will endeavor to interact with others respectfully, positively and with grace and courtesy. However, if adolescents do not follow these guidelines, they are supported by redirection toward making the necessary changes in their behavior. There are several types of negative interactions that affect oneself and the community. Generally, teachers will offer a reminder or a change in environment for the inappropriate behavior to stop. If the behavior persists, the advisor and student will have a meeting with the High School Administrator and/or the Director of Curriculum and Student Services. The family will also be contacted.

Formal Demonstrations of Learning

Oak Farm Montessori High School believes that it is important for students to have the opportunity to choose work which interests them, set goals and track progress in their own learning, take the time to develop deep understandings, reflect on the challenges and successes and then share these achievements with others.

Coaching, Mentors and Mentoring

Coaching is a process that has been articulated by M. Adler and T. Sizer (educational theorists). 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 is emphasized are: homework, writing, presentations, literature work, computer, and projects and activities in all content areas. The procedure is the following: information, student product, teacher, mentor and/or peer feedback and revision.

Mentors are an important component of the Oak Farm Montessori High School program. Beyond the regular guidance students receive from full-time faculty, students are given the opportunity to connect with adults with specialized knowledge in self-expression classes, pathway classes and project work. In particular, students are assisted in finding a suitable mentor for their Capstone project during their senior year.

Upper level students are also encouraged to mentor underclassmen through multi-age classes. In upper level pathway courses, for example, students who are taking advanced business and learning to run the bike shop will interact with 9th graders who are just beginning to learn about the opportunities this pathway has to offer. This opportunity to step into leadership positions and pass on learned skills helps our students develop the qualities 21st century employers are looking for.

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 program where experiential learning is the goal are electives and intersessions. Students who do not participate fully in any one of these areas do not receive credit on their transcript for that course.

Fall Trip and Intersession

Twice a year the regular schedule stops for Fall Trip and Spring Intersession; when students participate in two immersion studies lasting one week. Each Fall, the high school community will go on a Fall Trip that will focus on Exploration and Community Building.

Spring Intersessions: Outdoor Education and Cultural Immersion

Each student will have the opportunity to go on three spring intersession trips during their high school career. During 9th and 10th years, they will experience trips that are focused around ecology, hydrology, sociology and history as they travel to a rural and urban destinations, such as New River Gorge, West Virginia and to New York City, New York. During their 11th year, students will go on a cultural immersion trip, ideally focused on language immersion to Barcelona, Spain.

These excursions away from school will be tied to curricular projects. Since these trips are curricular in nature, students are expected to attend. Daylong trips will also be scheduled throughout the year. Information such as dates, location, and necessary items will be supplied in advance. OFMHS families should expect to pay $750 per year for field trip costs. A student’s invitation to the trips are based on attendance, behavior and good academic standing.

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 visionary. Students are asked to design their work to include each of the intelligences and reflect upon their growth in each area.

The Montessori Three Period Lesson

Montessori education employs the Three Period Lesson from Early Childhood through high school. What does this mean at the high school level?

The First Period sets the stage for learning by providing a framework; striking the imagination; and building upon existing knowledge. To fuel the learner’s imagination and ability to discern, create, and find meaning, the new information is discussed within a context.

• Begins with a Guiding Question on the student study guide, such as: How does government strive to insure justice? How do variables in an equation create a way of figuring out the information needed so that the method can be the same in a multitude of situations?

The Second Period provides time to practice, examine, and explore. This period is important because it is where the depth and breadth of learning occurs. This is the period that presents the greatest challenge to students, teachers, and family because it is not the same in every situation. The overarching guideline for teachers and family during Period Two is to be able to step back to clearly observe and keep the bigger picture in mind.

• For teachers, it involves the design of the work choices and is a time to observe carefully, determine what is needed, and guide, not rescue, students, which can be a fine line.

• For students, it is a time to learn from mistakes, to grapple with ideas, and ultimately to find success from owning their work and taking the responsibility for it, with no more assistance than is necessary.

• Work involves repetition, various approaches to the same topic, and multiple ways of experiencing and learning so that ultimately mastery is achieved. The curriculum has been purposefully designed to include both Individual and group work.

• For families, this means allowing their student to struggle and take responsibility for their own learning. This may require establishing more structure at home.

• It requires maintaining open and respectful communication among students, teachers, and family.

• Timely completion of the work allows for timely feedback, which is crucial for optimal learning.

• It cultivates stretching one’s abilities, staying organized, analyzing information, problem solving, persistence, taking initiative, written and oral communication, creativity, interaction and collaboration, adaptability, gaining confidence, leadership skills, and “aha’s.”

• In the first two years of high school, it fulfills 50% of a student’s overall grade because being able to practice the challenges before being asked to accomplish mastery is vitally important to life-long learning.

• In the last two years of high school, it typically becomes less guided, preparing the students for the time that is near when they will be completely on their own. As oversight of the practice toward mastery diminishes, so does the weight, which becomes 25% of the overall grade.

• Grades focus on effort, timeliness, and participation so students have the freedom to struggle and learn from their mistakes before demonstrating a level of mastery.

The Third Period part of the lesson is where students aim to demonstrate mastery of the concepts or skills.

• Mastery can be defined as demonstrating proficiency of a math concept on a test or by successfully applying or synthesizing information with a mastery of 70% or better.

• The student’s demonstration of mastery may take the form of performance or be evaluated with written assessments. If mastery is not attained, a student has the opportunity to revisit the material and retake the assessment.

Major Dispositions Defined

Academic Program

Oak Farm Montessori High School courses reflect the current Indiana High School Course Titles and Descriptions Requirements, newest research on developmental needs of adolescents, Montessori philosophy, current learning theories, STEAM, and the predictions of skills needed for a productive life in the 21st Century. 70% Mastery is required for credit in all course work.

Graduation Transcript Requirements

Additional Honors Diploma Requirements

• GPA of 3.0 or better

• Complete 8 credits of Honors level coursework

• Complete one of the following:

• Earn 4 credits in 2 or more AP courses and take corresponding AP exams

• Earn a composite score of 1250 or higher on the SAT and a minimum of 560 on math and 590 on the evidence based reading and writing section.

• Earn an ACT composite score of 26 or higher and complete written section

Additional Honors Diploma Requirements

Students who transfer to Oak Farm Montessori High School after the 9th grade will have graduation requirements adjusted upon admission based on prior course work.

Academic Policies Designations, Grades and

Assessments

GPA Calculation

Oak Farm Montessori High School grades on a percentage scale where 70% is minimum required for HS credit. Students receiving a score below 70 in a class term will be calculated as a 1 on the GPA and required courses must be retaken. Students receiving a score of below 70 in a subject area will not be eligible for Honors course work in that subject the following semester. Teachers may ask students for demonstrations of mastery of key skills prior to the student being enrolled if there are doubts about a student’s preparation for more advanced coursework.

For GPA calculation and other purposes, the following shows how class grades are converted to the standard 4.0 scale.

Weighted Grade Point Averages

All academic courses and some Pathway courses have an Honors component available. These components are offered as a way for students to challenge themselves and delve more deeply into areas of interest. In upper level courses this may consist of preparation for an AP exam. Students who wish to pursue Honors work in courses in which they are enrolled will sign up for this option during the first quarter of the class after examining the syllabus and signing an Honors Contract. After the first quarter students may not add or withdraw from Honors coursework which will be included in their grade calculation regardless of completion. An exception to this policy may be made if a student is carrying a course grade below 70%, if removing the student from Honors will bring the grade to a passing level.

Honors courses reward students with extra grade points, providing the student’s grade is a 70 or higher. Students enrolled in an Honors course receive 0.5 additional grade points. For example, if a student earns a 95 in an Honors course which has a value of 4 points, the student would earn 4.5 points in the GPA calculation instead.

Progress Reports / Transcripts

Progress reports will be sent home in October to describe skills and performance in all academic subjects. At the completion of the Fall and Spring semester, a report card will be sent home with a listing of enduring understandings covered that semester, and final percentage grade for each class, as well as the semester GPA. Transcripts are shared when requested.

Grades, Credits and Final

Exams

Class credit totals vary, but will be described in the syllabus at the beginning of each year or semester. Core class credit totals are explained in the course titles. Core classes are full year classes, with their final grades given at the end of the school year. Credits may be given at the semester to show that half of the curriculum has been completed, but the grade matching that credit can change by the end of the year. Final exams will be given in all core classes and will represent 30% of the total grade.

Homework and Preparation for Class

Oak Farm Montessori High School supports students achieving individual goals through the development of personal organizational skills. This understanding means that students who do not need direction in assignments will be able to create their own schedule for work outside of school. For guidance in what is expected for success we follow the National PTA, “The National PTA recommendations fall in line with general guidelines suggested by researcher Harris Cooper: 10-20 minutes per night in the first grade, and an additional 10 minutes per grade level thereafter (e.g., 20 minutes for second grade, 120 minutes for twelfth). High school students may sometimes do more, depending on what classes they take (see Review of Educational Research, 2006).” Student schedules allow for large amounts of individual work during the school day. The majority of work can be completed during this time as they grow in their executive functioning skills and after they learn the skill of time management.

Homework usually falls into one of three categories: practice, preparation, or extension. From Montessori’s Three Period Lesson, these are all Second Period explorations that prepare students for Third Period illustrations of mastery. OFMHS homework will general consist of the following:

• Mathematical concept/ skill practice

• Preparation for seminars, presentations of learning, assessments, and business projects

• Extensions for independent work

If a student is not prepared for class by either not having the required materials or the assignment, the rest of the class is inconvenienced by the wait required to obtain those materials or by having to do more work, either in writing or by discussion, in order to make up for the lack of participation by that one community member. For these reasons late work is unacceptable; repeated offenders will be asked to create a personal management plan. Habitual offenders may be asked to spend time outside of regularly scheduled classes. If a student is part of a sports team or other extracurricular activities, he/she will be in jeopardy of losing this privilege. Parents will be notified of late homework if it becomes common.

Academic Honor and Integrity Code

We, the students of Oak Farm Montessori School, believe in integrity and honor, and in order to affirm our trust as a community, each of us pledges to uphold our honor code at all times. I will maintain integrity inside and outside of school.

Honor and Integrity Code Violations include but are not limited to:

1. Plagiarism: the presentation, with intent to deceive, or with disregard for proper scholarly procedures of a significant scope, of any information, ideas or phrasing of another as if they were one’s own without giving appropriate credit to the original source. This includes the use of translation software for foreign language class work.

2. Unauthorized Assistance/Collaboration: giving unauthorized aid to another student or receiving unauthorized aid from another person on tests, quizzes, assignments or examinations. Unauthorized assistance includes providing information to another about an assignment or examination prior to the conclusion of the administration of such exams/assignments to all related sections of the course unless permitted by the instructor. This includes the use of Artificial Intelligence (AI) to complete/ create work.

3. Use of Unauthorized Materials: using or consulting unauthorized materials (including electronic devices) or using unauthorized equipment or devices on tests, quizzes, assignments, or examinations. This includes the use of math and science software that work out problems.

4. Unauthorized Dual Submission of Previous Academic Work: using any material portion of a paper or project to fulfill the requirements of more than one course unless the student has received prior permission to do so from the appropriate instructor(s).

Procedures for Handling Violations

If a teacher suspects an honor code violation, their first step should be to notify the High School Administrator and Director of Curriculum and Student Services of their suspicion. The teacher should then speak with the student as soon as practical after they have observed or learned about the alleged violation. The teacher should request a truthful explanation of the suspected violation, reminding the student of their obligation to uphold OFMHS’ Honor Code. If the student offers an explanation that satisfies the teacher that no violation has occurred, the teacher can report back to the High School Administrator and Director of Curriculum and Student Services that the issue has been resolved. If, however, the teacher remains concerned that a violation has occurred, the High School Administrator and Director of Curriculum and Student Services will pursue action. Depending on the severity and nature of the violation, action may include any of the following:

• The student and the student’s advisor will meet with the High School Administrator and Director of Curriculum and Student Services to view the school’s expectations on academic honesty.

• The student will face an academic penalty in consultation with the teacher.

• A copy of the reported facts from the case will be filed in the student’s permanent file.

• The teacher may require the student to redo or make up the work for no additional credit.

• The High School Administrator or the Director of Curriculum and Student Services will call home to inform the family of the incident.

• The student may be required to write a reflective statement or complete an educational component.

• The student will be placed on probation for a period of time.

OFMHS- Course Descriptions

Note regarding AP options:

AP in the course title indicates that this course is designed to be preparation for a specific AP exam.

(AP Option) in the course title line indicates that this course is not taught as preparation for any particular AP exam and will not be titled AP on student transcripts. Students who wish to prepare for an AP exam as part of this classwork may do so. If the student takes an AP exam and gets a 3 or higher in conjunction with the course, the course will be considered an “Honors” course on the student transcript and Honors credit will be given.

Note regarding Indiana equivalency: Where courses meet the description of a course described by the state of Indiana, the equivalency has been indicated in the description.

Passport and Capstone

Each student will work to research and write a formal reflection on their learning. This is the culminating project for their sophomore and senior years.

Passport: The Passport Presentation is to be completed at the end of the 10th grade year. It is a presentation of learning given to an audience of peers, faculty, and mentors detailing a student’s depth of knowledge. Each student will present publicly a selection of their work at Oak Farm Montessori High School and offer self-reflection detailing their challenges and successes, and making connections between each of their subjects of study. This is an opportunity for reflection and celebration. This project includes research, research paper, product and a formal presentation.

Capstone: Starting in their junior year, students will choose an advanced topic of learning in which they will perform research, develop mentors in the field of study, and they will develop an argumentative or aesthetic thesis that will be presented to the greater OFMS community.

The Senior Capstone focuses on the student’s long-term commitment to a personal passion. This project is the final time that the students move outside the walls of the school and engage with the community. Students completed a self-directed, personal growth project with the assistance of at least two mentors of their choosing. These students also completed a literature review, primary research, and wrote a thesis in addition to the project they planned as part of their Capstone work. This is the culminating work of their time at Oak Farm Montessori School.

Math

* All courses below meet or exceed the standards set by the Indiana Department of Education.

Algebra I: 2 credits required

Algebra I focuses on solving, writing, and graphing linear equations, linear functions, systems of linear equations, exponential functions, sequences, and quadratic functions, as well as adding, subtraction, multiplying, and factoring polynomial equations and solving and graphing radical functions and equations. Problem solving and real-life applications with business and science are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Algebra I uses the text Algebra I by Big Ideas Learning. Students who have not had Algebra in middle school should take this class.

Algebra II: 2 credits required

Algebra II focuses on solving, writing, and graphing linear equations, linear functions, systems of linear equations, exponential functions, sequences, and quadratic functions, as well as adding, subtraction, multiplying, and factoring polynomial equations and solving and graphing radical functions and equations at a deeper understanding than in Algebra I. Complex numbers, rational exponents, radical functions, exponential functions, logarithmic functions, rational functions, sequences, series, trigonometric ratios, and trigonometric functions are also used studied. Problem solving and reallife applications with business and science are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Algebra II uses the text Algebra II by Big Ideas Learning.

Analytical Algebra II: 2 credits

Analytical Algebra II builds on previous work with linear, quadratic and exponential functions and extends to include polynomial, rational, radical, logarithmic, and other functions. This course will also focus on the application of mathematics in various disciplines including business, finance, science, career and technical education, and social sciences, using technology to model real-world problems with various functions, using and translating between multiple representations. This course is not recommended for students interested in pursuing a STEM degree at a four year institution; this course may not prepare students for PreCalculus/Trigonometry. Note: Analytical Algebra II may affect the student’s ability to attend a particular postsecondary educational institution or enroll in a particular course at a particular postsecondary educational institution because Analytical Algebra II may not align with academic requirements established by the postsecondary educational institution.”

Geometry: 2 credits required

Geometry focuses on the study of formal logic, deductive and inductive reasoning. Topics include parallel lines, perpendicular lines, transformations, congruent triangles, relationships within triangles, quadrilaterals, higher-order polygons, similarity, right triangles, trigonometry, circles, circumference, area, and volume. Problem solving and real-life applications to science and engineering are interwoven within all skills learned. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Geometry uses the text Geometry by Big Ideas Learning.

AP Pre-Calculus: 2 credits

Pre-Calculus takes students to a deeper understanding of the concepts and skills learned in Algebra I, Algebra II, and Geometry with more complex problem solving and real-life applications to science, engineering, and business. This course also introduces more complex trigonometric concepts and formulas, as well as matrices, determinants, conic sections, parametric equations, polar equations, vectors, and the three-dimensional coordinate system. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. Pre-Calculus uses the text Precalculus with Limits by Cengage Learning.The course is designed to provide students with a strong foundation for calculus and other higher-level math and science courses. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

Math

AP Calculus AB: 2 credits

AP Calculus AB Calculus expands a student’s knowledge of topics like functions, graphs, limits, derivatives, and integrals. Additionally, students will review algebra and functions, modeling, trigonometry, etc. Calculus is made up of five strands: Limits and Continuity; Differentiation; Applications of Derivatives; Integrals; and Applications of Integrals. The eight Process Standards for Mathematics apply throughout the course. Together with the Content Standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. AP Calculus AB uses the text Calculus of a Single Variable by Cengage Learning. Students are expected to take the AP Calculus AB Test in May. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

AP Calculus BC: 2 credits

AP Calculus BC is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AP Calculus AB to different types of equations and introduces the topic of sequences and series. This course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions. The content of AP Calculus BC is designed to qualify the student for placement and credit in a course that is one course beyond that granted for AP Calculus BC. Technology, such as the graphing calculator, is integrated into all areas of study. Students take quizzes for feedback with a goal of mastery at a level of 80% or better. AP Calculus BC uses the text Calculus of a Single Variable by Cengage Learning. Students are expected to take the AP Calculus BC Test in May. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

Probability and Statistics: 1 credit

Probability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision making process. Probability and Statistics are made up of three strands: Data Analysis, Experimental Design, and Probability. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The eight Process Standards for Mathematics apply throughout the course. Technology, such as the graphing calculator, is integrated into all areas of study. Students take comprehensive tests for feedback with a goal of mastery at a level of 80% or better. The course does not incorporate a single textbook, but instead incorporates multiple sources for course content.

Finite Math: 1 credit

Finite Mathematics is an umbrella of mathematical topics. It is a course designed for students who will undertake higher-level mathematics in college that may not include calculus. Finite Math is made up of five strands: Sets, Matrices, Networks, Optimization, and Probability. The eight Process Standards for Mathematics apply throughout the course. Technology, such as the graphing calculator, is integrated into all areas of study. Students take comprehensive tests for feedback with a goal of mastery at a level of 80% or better. The course does not incorporate a single textbook, but instead incorporates multiple sources for course content.

English

English I, II, III & IV: 2 credits per year required (AP Option for IV)

Students engage in reading, writing, and the study of grammar, vocabulary and dialogue. They will explore a variety of literary traditions by querying history, identity, and expression throughout the world’s literary offerings. By engaging with a variety of genres, styles, and themes, we aim to open students’ eyes to the multitude of literary works that are available and to provoke them to question canonical works in a fresh way. Vocabulary is presented across the curriculum and is formally approached by using the Sadlier-Oxford Vocabulary Workshop. We will be working with both: grammar for reading and grammar for writing; diagramming and constructing sentences on multiple levels. The main focus will be on analytical writing skills and learning and experimenting with the fundamentals of essay writing. There will be a focus on creative writing throughout the year as well. Honors credit students will have additional reading and writing expectations throughout the year.

Creative Writing: 1 Credit

Creative Writing is designed for students to create original forms of descriptive writing, poetry, drama and fiction. Vocabulary development, creative writing techniques, and skills are explored.

Science

Foundations of Scientific Thinking: 4 credits required

This four semester curriculum has been designed for the 9th and 10th grade years to stimulate curiosity and render each topic meaningful and interesting.

Science instruction will focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation, by designing and conducting investigations, and by evaluating and communicating the results of those investigations. Each semester will present standards-based content through a combination of group and individual work on projects of relevance including connections to current global issues. Content from each of the four semesters is summarized below. Equivalent of Indiana 2 credits Biology and 2 credits Environmental Science

Biology: 2 credits required

In Biology, we begin the year studying how matter and energy cycle in ecosystems. We take a closer look at photosynthesis and cellular respiration and their roles in the cycling of carbon and the transfer of energy. We then look at the cells where these processes take place, including cellular structures and their functions. Next, we study inheritance and the variation in genetic traits. We end the year studying biological evolution.

Environmental Science: 2 credits

Environmental Science class began with looking at ecosystems: what makes up an ecosystem and how they function. Students observed several ecosystems on campus and described how they were or were not in equilibrium. We then studied some of the important cycles in ecosystems, such as energy and matter. We ended the first quarter with different forms and sources of energy. In the second quarter, we studied biodiversity and its effects on an ecosystem. We measured the biodiversity of two sections of prairie on campus and related the results to the health of each prairie. The study will be used to help in the restoration of the prairies on campus. We ended the semester by studying populations. Students created a game to model population changes or made a video addressing a problem due to human populations and providing a solution for this problem. In the second semester, students chose and developed their own environmental projects which they worked on throughout the semester and presented to their peers during the last week of school. Some chose to expand their population game or video from the first semester, and some chose whole new projects. Each included an educational component to teach others about concepts learned this year. We also looked at natural and anthropogenic resource cycles and pollution. We ended the semester by studying natural disasters.

Chemistry: 2 credits required (AP Testing Option)

Chemistry is a course based on the following core topics: properties and states of matter; atomic structure and the Periodic Table; bonding and molecular structure; reactions and stoichiometry; behavior of gasses; thermochemistry; solutions; acids and bases. Students enrolled in Chemistry compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction will focus on continuing to develop student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

AP Physics 1: 2 credits

This class is designed to cover the topics included in a typical, algebra-based, first semester college Physics 1 class. The curriculum includes the concepts of: kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque, and rotational motion. The course includes research, problem solving, and laboratory work in each of the above listed concepts. All students are expected to take the College Board’s AP Physics 1 test that is given during the month of May.

Anatomy & Physiology: 2 credits

Anatomy & Physiology is a course in which students investigate concepts related to Health Science, with emphasis on interdependence of systems and contributions of each system to the maintenance of a healthy body. Students explore basic cellular structure and function. From cells, students travel through the other systems of the body, exploring their specific cellular makeup and function. Such systems include: integumentary, skeletal, muscular,somatic, endocrine, lymphatic, urinary, respiratory and nervous systems. Through instruction, including many laboratory activities, students will understand the structure, organization and function of the various components of the healthy body in order to apply this knowledge as a basis for all health related fields.

Humanities

Foundations of Cultural Understandings: 4 credits required

This four semester curriculum has been designed for the 9th and 10th grade years to stimulate curiosity and render each topic meaningful and interesting. These classes will focus on the topics of World History, Geography, and Ancient Civilizations. The classes are equivalent to Geography and World History: 2 credits and World History and Civizilations: 2 credits.

Humanities focuses on enabling students to use geographical tools, research skills and historical concepts to deepen their understanding of current issues. The historical geography concepts used include change over time, origin, diffusion, physical systems, cultural landscapes, and spatial distribution/patterns and interaction/relationships. Students use the knowledge, tools and skills obtained from this course in order to analyze, evaluate, and make predictions about major global developments. Each semester will present standards-based content through a combination of group and individual work on projects of relevance including connections to current global issues and themes drawn from our Learning and Soft Skills Dispositions. Content from each of the four semesters is summarized below.

Humanities continued

Government: 1 credit, required

The United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed. Students understand the nature of citizenship, politics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Students examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. Analysis of how the United States interacts with other nations and the government’s role in world affairs is included in this course. Using primary and secondary resources, students will articulate, evaluate, and defend positions on political issues. As a result, they will be able to explain the role of individuals and groups in government, politics, and civic activities and the need for civic and political engagement of citizens in the United States. Equivalent to Indiana United States Government.

Sociology: 1 credit

Sociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across time, cultures, and in social settings and groups. This class allows students to go deep in their understanding of social issues within our community while learning about key models in the social sciences and the tools of social research (surveys, interviews, case studies). In addition, students will have the opportunity to interact with professionals who have careers in social services and research to find out how and why they chose these pathways. Equivalent to Indiana 1 credit Sociology and 1 credit Current Problems, Issues, and Events

US History: 2 credits required

Students will explore content drawn from history, philosophy, literature, language, arts and ideas that were developed during the enlightenment period and how they impacted the rise of a new nation, The United States of America. This class includes in-depth studies in American history, ethics, literature, and primary documents. Students will cover topics ranging from the foundations of the early American identity period through the Great Depression.

Business

Intro to Business: 1 credit required

Students will develop the foundational principles of entrepreneurship and business development. Each student will walk through the process of market research and developing a business plan. Students will also discuss the basic needs of healthy businesses and their impact on the local economy.

Personal Financial Responsibility: 1 credit required

For this course, students will learn about the skills needed to be independent and financially healthy adults. They learn about budgeting, investing, and career planning.

Economics: 1 credit required

The course analyzes economic reasoning and behaviors of consumers, producers, savers, investors, workers, voters, institutions, governments, and societies in making decisions through the Pathways and Business curriculum. Key elements of the course include the study of scarcity and economic reasoning; supply and demand; market structures; the role of government; national economic performance; the role of financial institutions; economic stabilization; and trade. This course credit is earned at the end of the Junior year.

Spanish

Spanish I: 2 credits required

Students will be introduced to the language and culture of Spanish speaking countries in order to develop their ability to communicate in Spanish, and gain an increased awareness of Spanish speaking people. The students will read, write, converse and listen to the Spanish language. Spanish will be spoken in class as much as possible. Grammar concepts are introduced in context and practiced in class. Daily review, conversation, and short story reading are included in class time as are group activities to develop vocabulary, dialogues, reading and listening comprehension, verb usage, and cultural information. Presentations will be assigned. Periodically a written and oral exam will be given to demonstrate understanding and mastery of the material

Spanish II: 2 credits required

Students will continue to develop their use and knowledge of the Spanish language. Students will read both independently and as a class group. They will write stories as a class and independently as well. Basic skills will be reinforced and more complex grammar concepts will be introduced in context. Students will continue their study and appreciation of Spanish culture. Spanish will be spoken in class as much as possible. Students are encouraged to use Spanish to communicate and participate actively in class. The four skills of reading, writing, speaking, and understanding will be further developed with group activities.

Spanish III: 2 credits

Students will further develop their ability to communicate effectively through speaking and improve their listening, reading, and writing skills. Spanish culture, history, and daily life will be further examined. Students are introduced to readings that develop vocabulary and are a basis for discussion. Advanced grammar concepts are looked at in context and are applied and used in speaking and writing assignments. Spanish will be spoken the majority of the time.

Spanish IV & V: 2 credits each

This class is focused on speaking, reading and writing. While the course will include a review of Spanish grammar, it is aimed at helping students achieve communicative competence at an intermediate level. Spanish will be spoken the majority of the time. Students will

• read various examples of Hispanic literature,

• engage in discussion and conversation,

• practice in listening and following discussions on current issues, telenovelas, movies

• write persuasive, descriptive and narrative pieces on a variety of themes/topics

• work on several cultural projects

Computer Science

AP Computer Science Principles: 2 credits

This is an introduction to programming course in computer science, programming experience is not required. although some students have had some previous exposure to programming. It emphasizes object oriented programming style and methodology. Concepts are presented in the context of working examples and exercises. Language syntax and computing paradigms are studied. Programming projects are used to reinforce key programming notions, including iteration, data types, functions, and objects. Projects may include graphics, string processing, and network applications. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

AP Computer Science Applications: 2 credits

AP Computer Science Applications introduces students to computer science through programming. Fundamental topics in this course include the design of solutions to problems, the use of data structures to organize large sets of data, the development and implementation of algorithms to process data and discover new information, the analysis of potential solutions, and the ethical and social implications of computing systems. The course emphasizes object-oriented programming and design using the Java programming language. Families are responsible for the cost of the test. OFMHS will sign students up for the tests and will send families an invoice. AP tests provide the opportunity to save on college tuition. In order to earn Honors Credit, students must take the AP test.

All secondary students are official members of the National FFA Association through our Oak Farm Montessori FFA affiliate membership, which covers all students participating in Erdkinder, Pull-out and Pathways. Any student can choose to participate in FFA activities throughout the school year on campus. We also welcome home school students to become members of our organization as part of this affiliate membership.

There also will be opportunities for FFA members to participate in FFA Conferences, Camps and Conventions for an additional charge to help cover the cost of transportation, housing, and registration fees. They also may be asked to help cover food expenses on these trips.

Pathways

Beginning Pathways I: 2 credits 9th-10th grade

This course offers incoming students a quarterly rotation through four of the high school’s hands-on application areas. Students develop entry level skills in each of these areas through expert faculty instruction, experiential learning and mentorship from older students. This sampling of the special programs offered at Oak Farm Montessori High School allows students to choose courses as they progress through the program which best meet their individual interests. All pathways work is connected to our business class, which allows students to develop businessplans and business organizational skills.

Mechanics: In the Bike Shop business pathway, students will be taught an introduction to mechanical skills in an industry standard environment.

Design: In the Innolab Maker Space pathway, students will be taught an introduction to design and operational skills with a 3D printer, large format printer, design computers, and other high tech equipment.

Agriculture and Land Management: For students who are interested in agriculture, plant and animal sciences or FFA, they can participate in this program on the farm and throughout the 10 biomes on our 150+ acre campus.

Hospitality: Through our coffee shop and community events students will learn the art of event planning and customer service in a fast paced professional environment. Students will learn the art of making coffee!

Professions

Professions is the time for students to take what they have learned in their Pathway and business class to participate in an area of study or work that contributes to their next stage of life.

Professions opportunities include independent study, internships and management positions within the pathways student run businesses. All independent study opportunities must be approved by the Director of Curriculum and Student Services. All internship opportunities must be approved by the College and Careers Coordinator.

Self Expression Courses

Health: required to graduate

Health and Wellness, a course based on Indiana’s Academic Standards for Health and Wellness provides the basis to help students adopt and maintain healthy behaviors. Health education should contribute directly to a student’s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health information (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum. Priority areas include: promoting personal health and wellness, physical activity, and healthy eating; promoting safety and preventing unintentional injury and violence; promoting mental and emotional health, a tobacco- free lifestyle and an alcohol- and other drug-free lifestyle; and promoting human development and family health. This course provides students with the knowledge and skills of health and wellness core concepts, analyzing influences, accessing information, interpersonal communication, decision-making and goal-setting skills, healthenhancing behaviors, and health and wellness advocacy skills.

Self Expression continued

Physical Education and Performing and Fine Arts Electives

Electives are experiential classes. Students choose these classes based on interest and are expected to participate fully. Grading for these classes is based on class participation and completion of assigned projects. Students who do not complete the elective class with a passing grade will not be given credit for that class. Some options include: aerial yoga, graphic design. music, painting & sculpture, theatre, robotics, photography, ceramics, stop motion animation, graphic design, video production, podcasting and metals. Classes may change each year to meet the interests of students.

School Policies

Secondary Attendance Policy:

Oak Farm Montessori School Secondary Program believes that there is a direct relationship between good attendance and high achievement. Students with strong school attendance achieve mastery learning, enjoy school, realize success, gain the necessary credits for graduation, and learn positive habits that carry over to their personal and occupational achievement. Additionally, because of the large amount of group and project based work the absence of one student drastically affects the success of all students in the group.

For these reasons, Oak Farm Montessori School requires 95% attendance rate each year for 7th-12th years. For less than 5% absences (excused or unexcused), any missed learning opportunities can be made up during the semester. Once a student has exceeded this 5% absence allowance, additional absences may result in an incomplete for that semester and the student may need to make up the missed learning opportunities in summer school to receive credit. With special permission and arrangements, students may organize to make up the work/ time during intersessions and other times outside of classes.

According to state law, student absences can only be excused for illness, legal matters, bereavement, observance of special and recognized holidays of student’s own faith, and visitation with a family or guardian who is a member of the United States armed forces or National Guard. In each case, official notice must support the absence. Parent notes will be kept on file in the school office but do not represent official notices and will not legally excuse student absence.

Six unexcused absences during a single year may result in the school revoking student parking passes until a family conference with the high school team to create a plan to prevent further absences.

Truancy

A guardian, or student age 18 or older, must contact the school before 9:30 a.m., if the student knows he or she is going to be absent. Otherwise, the school will assume that the student is truant and attempt to notify the student’s parents or guardians.

Late arrival

Attendance will be documented at 8:30 a.m. in the first period class. Students arriving after 8:30 a.m. will be recorded as tardy. When tardy, students have the responsibility of signing themselves in, calling the main office x1000 to report that they are present, and joining their class quickly and without disruption. Ten unexcused tardies will be deemed as excesive. Excessive tardies may result in a conference with family if they become disruptive to the educational environment, even if they do not yet violate the attendance policy. Escessive tardies may result in a loss of student parking privileges.

Leaving early

Students that need to leave before the end of the school day (3:30 p.m.) will receive an absence from the classes missed, except for school sponsored activities. Students have the responsibility of signing themselves out after speaking with the HS teachers and calling the main office x1000.

Appointments and Absences

Families should communicate planned absences in advance. All absences should be communicated with the attendance email at attendance@oakfarmschool.com. Students should communicate their absence with the teachers of the classes that they will miss. Doctor notes for appointments can be given to the High School Administrator.

Dating and Relationships

Our community is non-exclusive in all relationships. Since our program is built on community and inclusion, students must work with all members of the community at different times. Dating and close relationships are a natural part of development, however, students are not permitted to exercise the right of exclusivity while at school or on school trips. As in a workplace, public displays of affection are prohibited while at school and on school trips.

Dress Guidelines

All students should dress in a respectful manner that demonstrates awareness of the comfort level of others, both those who are a part of this community and those who are visiting. This means that one’s dress should not be sexually suggestive, violently suggestive, or suggestive of illegal substance use. All students must also keep up appropriate hygiene, which includes regular bathing, clean hair, and clean clothing. In keeping with Montessori philosophy, we aim for students to become increasingly aware of their clothing and its function. We hope that a student who wears something inappropriate will self-correct and refrain from wearing that item again, or even change into clothing available at school at his or her own volition. If clothing choices continue to be out of line with the mission and values of OFMHS, a family-student-teacher conference would need to be held. Students also need to be mindful of the weather and make clothing choices that allow them to be outside for extended amounts of time to get from building to building, or participate in outdoor activities.

Lunch, Snacks and Nutrition

Students may elect to participate in the school’s lunch program or choose to pack a lunch. Personal lunches should be nutritious and well balanced. Lunch should be aligned with the school’s “low sugar” policy. Microwaves are available for warm-ups and students may use the refrigerator to store their lunch. Students are not allowed to leave campus during lunch except with permission from family and the High School Administrator.

Students may drink tea or coffee at school with parental permission. Sugary drinks, candy, or desserts may be available during certain functions or celebrations, but it is not encouraged during school hours. Based on the recommendation of professionals, we attest that consuming too much sugar can impact their ability to focus. Refer to the school parent handbook for more details regarding a healthy diet.

Discipline

Students are expected to conduct themselves with respect for their community and their environment. Respect does not allow for abusive language or destructive behavior either toward another or toward oneself. If a lack of respect occurs, the student will be asked to step aside and speak to an adult. Any concerns will be reported to the family. OFMHS follows the Oak Farm Montessori Guiding Principles: Care of Self, Care of Each Other and Care of the Environment in each area in which we work. Students create guiding principles as a community and are expected to follow those throughout the year.

School Policies continued

Lockers

As the ideal Montessori environment is clean and tidy, the students are expected to keep their lockers and the areas around them clean. Included in this responsibility is the removal of perishable food after three days. Lockers are the property of Oak Farm Montessori High School. Students may not put decorations on lockers that do not align with the mission of OFMS. Removing decorations at the end of the school year is the responsibility of the student. Damage to lockers is not expected; however, should damage to a locker occur, the student responsible for the damage will be liable. All lockers are OFMS property and are for storage purposes only. Students should not put locks on any lockers. If the need arises, administration has the right to inspect the lockers at any time for health and safety reasons. The students are expected to respect the privacy of others, including their lockers. A student may not open another student’s locker unless they are given permission by the user of that locker. Locker privileges may be revoked at any time if students do not respet their own or other students’ lockers.

Trips

The students are expected to follow all school guidelines and any additional guidelines made by the teachers and chaperones on trips. If a student breaks a rule and the teacher feels that he/she is a threat to the well-being of the group, the teacher has the right to send the student home at the expense of the student’s family. The students are allowed to leave the group with permission from a teacher or chaperone, but they must go in groups of at least three and it is their responsibility to return to a meeting point at the designated time. The students must respect the local people at all times.

On camping trips, students will sleep in tents with other students. Students will not be in tents with adults, but adults will sleep in a tent in close proximity to the students. While on trips with housing or hotel accommodations, students and faculty may share a room. Privacy is of uppermost importance and faculty will respect this privacy. We will have multiple people in each room to avoid one faculty and one student being in the room together.

In a safe environment, students may be in the room or bathrooms on their own to promote privacy. The faculty and administration will make this determination in each instance.

Building and Grounds Policy

Oak Farm Montessori High School buildings are open between 8:00am and 4:00pm. HS Teachers will notify students of days that the school is open for additional work time. If students need to regularly arrive before 8:00am or stay after 4:00pm, they should enroll in the before or after school program or in an extracurricular activity. Please do not enter school property before or after school hours. The school is not responsible for students on school grounds except during school hours.

Any student can stay after school until 4:30 PM. Due to study tables, there is always a second faculty member in the building until this time. If a teacher or student initiates that they would like to work after school up until 4:30 PM, families must communicate the need for the student to join the study tables prior to 3:30 pm. If students are not working directly with a teacher, they need to work in the designated study tables room.

If a student plans to stay past 4:30 PM, prior plans must be made with the teacher and High School Administrator. This is to ensure that a second faculty member is present in the building. If the family has a regular plan for the student to stay late, the HS Administrator will ask for a plan/schedule to be created one week in advance.

Key Fob and High School Access

Students will be issued an Oak Farm Montessori School Key Fob. This fob is programmed specifically for each student; therefore, these fobs should not be shared or swapped. Entry to the buildings will be permitted during school hours only. These hours will be pre-programmed onto each Key Fob, so they will not work after hours. This will give access to the High School, Bike Shop and Wellness Center.

Key fobs are the property of Oak Farm Montessori and are issued to students only during the school year. They will be returned during the summer. In the event of a lost, missing or damaged Key Fob, responsibility to replace the fob will be at the expense of the student/family. It will be $10 to replace the Key Fob. If a student misuses the Key Fob, it can be taken away at the discretion of the High School Administrator or Chief Financial Officer.

Alcohol, Tobacco and Illegal Substances

Oak Farm Montessori School recognizes that the use of tobacco products is a health, safety, and environmental hazard for students, employees, visitors, and school facilities. The Board believes that the use of tobacco products, alcohol or illegal substances on school grounds, in school buildings and facilities, on school property or at school-related or school-sponsored events is detrimental to the health and safety of students, staff and visitors.

Oak Farm Montessori School recognizes that it has an obligation to promote positive role models at our school and to promote a healthy learning and working environment, free from unwanted smoke and tobacco use as well as alcohol and illegal substances for the students, employees, and visitors on the school campus.

No student, staff member or school visitor is permitted to use any tobacco products, alcohol or illegal substances at any time, including non-school hours (24/7) in the following locations or under these circumstances:

• In any building, facility, or vehicle owned, leased, rented or chartered by Oak Farm Montessori School;

• On any school grounds and property – including athletic fields and parking lots –; or

• At any school-sponsored or school-related event on-campus or off-campus.

• Further, no student shall be permitted to possess a tobacco product, alcohol or illegal substance while in any school building; while on school grounds or property; or at any school-sponsored or school–related event, or at any other time that students are under the authority of school personnel.

Driving Safety

Students are expected to drive carefully and respectfully at all times, and to exercise special caution where safety is an issue. In particular, drivers should give way to students who are using the walkway in front of the building. Students who drive recklessly will lose their driving privileges. (This includes and is not limited to: driving on sidewalks, driving on the grass, “peeling out”, and not following speed limits posted). Students must not use cell phones or text while their vehicles are in motion, especially in the school parking lots or driveways. All students should register their cars with the High School Administrator and display their parking permits.

Reminder: For the safety of everyone, please do not use a cell phone while your vehicle is in motion in the parking lots or on the Oak Farm Montessori School driveways. Once students are on campus, they will leave vehicles parked until the end of the school day, unless given specific permission for field studies or college coursework.

School Policies continued

Personal Electronics Policy/ Cell Phones

Personal electronic devices may only be used at school for meaningful learning purposes, with prior discussion and approval of the teachers, and with a teacher present in the room. Outside of approved classroom use, devices must remain stored in the locker for the school day. OFMHS students may use cell phones before and after school hours (except on the OFMS bus). Electronics will only be allowed on field study trips or outings where agreements and ground rules have been predetermined by the whole OFMHS community. Violation of those ground rules may result in the loss of electronics for the remainder of the trip or outing. If at any time a student is found to use electronics in a manner that is disrespectful or disruptive to the learning environment, the permanent loss of electronics privileges may occur.

Senior Privilege

Privileges are not rights, but an extension of trust from the community toward our respected senior class. Students who choose to use these privileges to disrupt themselves or the community can lose one or all of the privileges.

Seniors Privilege

1. Keep their cell phone on them during school hours.

2. Eat at a location outside of the dining hall.

3. Can leave campus during school hours (prior communication with parents and High School Administrator is required).

Graduation

After the completion of the requirements for graduation, students will walk in the graduation commencement ceremony. This is an honor and privilege for students. All students are expected to attend unless there is an unforeseen circumstance. Graduates are expected to follow OFMS dress guidelines for the event. This is a formal ceremony, and OFMS reserves the right to to set the decorum and dress guidelines for the ceremony. Caps may not be altered or decorated for the ceremony. These guidelines will be set to represent Oak Farm Montessori Schools values and the tradition of previous graduating classes. Cap and Gowns are required for graduates, and are purchased by the families. Information will be provided at the beginning of their senior year on how to purchase these items.

Computer Usage and Treatment and Technology Policy

Students are provided a computer for their use. Students will be expected to adhere to the Guiding Principles of computer usage. The computer, computer case and computer charger are all the responsibility of the student to take proper care. Damage due to carelessness and intentional misuse may result in the need to replace the computer or computer accessories at the expense of the family.

Students are permitted to use their own personal computers at school, but must still adhere to computer, network and internet usage policy as set by Oak Farm Montessori School. OFMS will not take any responsibility for personal computers that are damaged, lost or stolen while at school. OFMS provides a computer for each student that is sufficient for all academic work.

Listed below are the provisions of your agreement with Oak Farm Montessori School regarding computer network and Internet use. If any user violates this Policy, the student’s access will be denied, if not already provided, or withdrawn, and he or she may be subject to additional disciplinary action.

PERSONAL RESPONSIBILITY

By signing this policy, you are agreeing not only to follow the rules in this policy, but are agreeing to report any misuse of the network to the person designated by OFMS for such reporting. Misuse means any violations of this policy, or any other use that is not included in the policy, but has the effect of harming another or their property.

PERMITTED USE

A student who submits to OFMS, as directed, a properly signed policy and follows the policy to which she or he has agreed will have computer network and Internet access for the duration of his or her stay at Oak Farm Montessori School. Students and their family will be asked to sign a new policy at the beginning of each year for the duration of their time at OFMS before they are given computer network and Internet access.

ACCEPTABLE USES

A. Educational Purposes and Communicating with Families. OFMS is providing access to its computer networks and the Internet primarily for educational purposes. If you have any doubt about whether a contemplated activity is acceptable, you may consult with the person(s) designated by Oak Farm Montessori School to help you decide if a use is appropriate.

B. Unacceptable Uses of Network. Among the uses that are considered unacceptable and which constitute a violation of this Policy are the following:

1. Uses that violate the law or encourage others to violate. You may not:

a. Transmit offensive or harassing messages;

b. Offer for sale or use any substance the possession of which is prohibited by OFMS

c. View, transmit, or download pornographic materials or materials that encourage others to violate the law;

d. Intrude into the networks or computers of others; and

e. Download or transmit confidential, trade secret information, or copyrighted materials. Even if materials on the networks are not marked with the copyright symbol, you should assume that all materials are protected unless there is explicit permission on the materials to use them.

2. Uses that cause harm to others or damage to their property; including:

a. Engage in defamation (harming another’s reputation by lies);

b. Employ another’s password or some other user identifier that misleads message recipients into believing that someone other than you is communicating or otherwise using his/her access to the network or the Internet;

c. Upload a worm, virus, “Trojan horse,” “time bomb,” or other harmful form of programming or vandalism;

d. Participate in “hacking” activities or any form of unauthorized access to other computers, networks, or information systems.

3. Uses that jeopardize the security of student access and of the computer network or other networks on the Internet. For example, you may not:

a. Disclose or share your password with others;

b. Impersonate another user.

4. Uses that are commercial transactions. Students and other users may not sell or buy anything over the Internet.

5. Students should only download authorized programs. All software downloads must be approved by the High School Administrator.

C. Network Etiquette. All users must abide by rules of network etiquette, which include:

1. Be polite. Use appropriate language. No swearing, vulgarities, or suggestive, obscene, belligerent, or threatening language.

2. Avoid language and uses that may be offensive to other users. Don’t use access to make, distribute, or redistribute jokes, stories, or other material that is based upon slurs or stereotypes relating to race, gender, ethnicity, nationality, religion, or sexual orientation.

3. If applicable, don’t assume that a sender of e-mail is giving his or her permission for you to forward or redistribute the message to third parties or to give his/her e-mail address to third parties. This should only be done with permission.

4. If applicable, be considerate when sending attachments with e-mail (where this is permitted). Be sure that the file is not too large to be accommodated by the recipient’s system and is in a format that the recipient can open.

INTERNET SAFETY

A. General Warning; Individual Responsibility of Parents and Users. All users and their family/guardians are advised that access to the electronic network may include the potential for access to materials inappropriate for school-aged pupils. Every user must take responsibility for his or her use of the computer network and Internet and stay away from these sites. Parents of minors are the best guide to materials to shun. If a student finds that other users are visiting offensive or harmful sites, they should report such use to the person designated by the School.

B. Personal Safety. Be safe. In using the computer network and Internet, you may not:

1. Reveal personal information such as your home address or telephone number.

2. Use your real name or any other information that might allow a person to locate you without first obtaining the permission of a supervising teacher

3. Arrange a face-to-face meeting with someone you “meet” on the computer network or Internet without your family’s permission (if you are less than 18). However, regardless of your age, you should never agree to meet a person you have only communicated with on the Internet in a secluded place or in a private setting.

C. “Hacking” and Other Illegal Activities. It is a violation of the Policy to use Oak Farm Montessori School’s computer network or the Internet to gain unauthorized access to other computers or computer systems, or to attempt to gain such unauthorized access. Any use that violates state or Federal law relating to copyright, trade secrets, the distribution of obscene or pornographic materials, or which violates any other applicable law or municipal ordinance, is strictly prohibited.

D. Confidentiality of Student Information. Personally identifiable information concerning students may not be disclosed or used in any way on the Internet without the permission of a parent or guardian or, if the student is 18 or over, the permission of the student themself. Users should never give out private or confidential information about themselves or others on the Internet, particularly credit card numbers and Social Security numbers. A supervising teacher or administrator may authorize the release of directory information for internal administrative purposes or approved educational projects and activities.

E. Active Restriction Measures. OFMS utilizes filtering software or other techniques to prevent students from accessing visual depictions that are (1) obscene, (2) child pornography, or (3) harmful to minors. OFMS will also monitor the online activities, through direct observation and/or technological means, to ensure that students are not accessing such depictions or any other material that is inappropriate for minors.

PRIVACY

Network and internet access is provided as a tool for your education. OFMS reserves the right to monitor, inspect, copy, review, and store at any time, without prior notice, any and all usage of the computer network and Internet access, and any and all information transmitted or received, in connection with such usage. All such information files shall be and remain the property of Oak Farm Montessori School and no user shall have any expectation of privacy regarding such materials.

FAILURE TO FOLLOW POLICY

The user’s use of the computer network and Internet is a privilege, not a right. A user who violates this Policy shall, at a minimum, have his or her access to the computer network and Internet terminated, which Oak Farm Montessori School may refuse to reinstate for the remainder of the student’s enrollment at Oak Farm Montessori School. A user violates this Policy:

1. By his or her own action or by failing to report any violations by other users that come to the attention of the user.

2. If he or she permits another to use his or her account or password to access the computer network and Internet, including any user whose access has been denied or terminated.

OFMS may also take other disciplinary action in such circumstances.

FAMILY-SCHOOL PARTNERSHIP

Student- Led Family Conferences

Conferences are an important part of a student’s development into adulthood. Adolescents are given an opportunity to share what is important to them and know that the most important people in their lives, their family and teachers, care about what they have accomplished in the prior months at school. The process of allowing them to share in a more formal context of a conference lends importance and credibility to their work. It also provides them an opportunity to learn to make an agenda and lead a meeting, which are important life skills. In October and March, the conferences provide an important opportunity for students, their advisor and family to celebrate successes, assess status on current goals and share work the student values from classes. These conferences are not intended to address issues when the student is struggling. Such issues will be addressed as necessary through additional conferences called by the student, advisor, director or family.

Communications Between Family and School

When a teacher, administrator or director has concerns regarding a student’s behavior or activities, the teacher will discuss the issues with the student. If the teachers feel it necessary for the family to have specific information, they will ask the student to discuss it with the family and call the teacher or high school administrator 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 his/her family.

Programs for Families

Parenting adolescents in today’s times can be very stressful and confusing. The school offers resources on parenting adolescents and Family Education Nights throughout the school year.

OUR TEAM

School Closings or Delays

Notice of emergency closings or delays will be broadcast on the following radio and TV stations: WOWO (1190 AM Ft. Wayne), WMEE (97.3 FM Ft. Wayne) & Fort Wayne television stations 15, 21, and 33.

*Please note that there will be no before care on school delay days.

• A 1-hour delay means that students may begin arriving in their classrooms at 9:30. School will be open on 1-hour delay days for half-day students and the school lunch program will be as planned.

• A 2-hour delay means that students may begin arriving in their classrooms at 10:30. School will be closed to half-day students and the lunch program may be modified to a lunch menu that can be prepared for the normal lunch time.

Jon Agler

Amy Norton Rikki Colon Doug Desper

Katie Lautzenhiser

Michael Tyler Oakleigh Butler Solomon Boyce