OUR TEAM:
Nikole Albright Contributor
Kim Davidson Editor
Guest Contributors:
Nancy Bradtmiller, Upper Elementary Lead Teacher
Gena Grobarek, Ecoliteracy Coordinator
Linda Hoffman, Upper Elementary Lead Teacher
Michael Tyler Graphic Design
Bridget York Contributor
“To provide a Montessori environment that inspires students to reach their potential through meaningful work.”
Welcome to this year's edition of our Annual Publication of Illuminations, a testament to our collective commitment to nurturing the minds and spirits of our young learners. This year we are excited to spotlight a theme that is an integral part of our school’s vision and values: Ecoliteracy
Ecoliteracy, the understanding of the natural systems that sustain life on Earth, is not just a subject we teach but a fundamental philosophy that permeates every aspect of our curriculum. Our Montessori approach, with its emphasis on experiential learning, critical thinking, and respect for the interconnectedness of all living things, is perfectly aligned with the principles of ecoliteracy. This year, we illuminate our efforts to deepen our students' relationship with the environment, instilling in them both knowledge and a profound sense of responsibility.
In this edition, you will discover a myriad of initiatives and projects undertaken by our students and faculty, all aimed at fostering a deep, respectful, and knowledgeable connection with the natural world. From hands-on gardening projects, nature excursions, life sciences studies, and micro-economy opportunities to hosting Environmental Education workshops and community environmental efforts, our students have engaged with ecoliteracy in meaningful and impactful ways.
We are incredibly proud to implement an Ecoliteracy Project with the goal to expand learning beyond the classrooms and into the greater campus setting of the gardens, woodlands, wetlands, prairies, and conservation corridors. By integrating lessons on healthy living, community, earth education, environmental stewardship, gardening, and personal ownership; the Ecoliteracy Project enhances the programming for every student. The work of the students not only highlights their learning journey but also serves as an inspiration for our broader community. Through the articles to follow, you will see how our students are becoming thoughtful stewards of the Earth, ready to tackle the environmental challenges of tomorrow with compassion and creativity.
As you explore this publication, we invite you to reflect on the importance of ecoliteracy in education. Let us celebrate the achievements of our young environmentalists and continue to support them in their quest to make the world a better place. Together, we can cultivate a future where humanity lives in harmony with nature.
Thank you for your continued support and dedication to our school community. Enjoy reading and be inspired!
Warm regards,
Head of School
“The land is where our roots are,” Montessori wrote. “The children must be taught to feel and live in harmony with the Earth.”
By Bridget york, director of curriculum & Student ServiceS
Whenever I spend a few days visiting another school or attending a conference and I return to campus I am always reminded of the beauty of the natural world our campus provides. Within minutes, I hear joyful children’s voices from the woods or see a teenager engrossed in a new plant in the prairie and I am immediately reminded of the value of the experiences our students are able to have while learning on our expansive campus.
At each stage of human development, Montessori focused on meaningful work in the environment. Montessori wrote about the importance of outdoor play for early childhood and the importance of the 5 Great Lessons (Coming of the Universe, Coming of Life, Coming of Humans, Coming of Language and Coming of Numbers) to spark the imagination of the elementary child to respond to the world with awe and wonder. She wrote about the need for the adolescent to practice “adulting” and believed work on a farm would benefit their physical, emotional and spiritual development. OFMS offers deep
and purposeful ecoliteracy activities that are developmentally appropriate and build knowledge from infant to young adult.
Since 2000, outdoor learning has been integrated into every aspect of our daily schedule so it feels to our community less a “project” and more a way of life for our students and faculty. Having over 1400 hours of time scheduled outdoors every year, plus numerous unscheduled hours, confirms our school's commitment to Montessori principles and the belief that children learn best when exploring, discovering and interacting with nature are lived out in the daily routines of our students.
Ecoliteracy is defined as the capacity to comprehend the natural systems essential for life on Earth and to uphold a profound respect for and stewardship of these systems. RESPECT is a core value of Montessori and OFMS. Every classroom has guiding principles that identify ways we demonstrate respect for ourselves, each other and the environment. Ecoliteracy is an intrinsic component of Montessori philosophy because it focuses on respectful interactions between humans and their environment. From the primary child laying on their belly watching beetles move across the forest floor to the high school student leading a prairie burn to upper students finding their sit spot to observe a specific natural space throughout the year, OFMS provides a myriad of experiential learning to engage students to the world around them. Our students experience and observe from a young age the interdependencies of humans, the planet and the cosmos, which builds understanding of the role that nature plays in their lives and are empowered to make sustainable choices.
Montessori teachers strive to provide opportunities to teach that living in harmony is to understand cycles of nature and the interconnectedness of flora and fauna. For example, our students research, hypothesize and analyze the timing of pollinators blooming and bee populations.
“In order for children to grow into humans that
want to protect nature, they need to begin at an early age to create a relationship with the earth and its inhabitants.” Nancy Bradtmiller, OFMS Upper Elementary teacher, shares these wise words that research confirms. OFMS develops students that have a passion as well as the tools to live sustainably now and into the future. Our students, faculty and families come to OFMS with a desire to discover nature and grow in reverence to land as they explore all the opportunities our campus provides.
In summary, we know that parents choose OFMS because of the many opportunities to be present and learning in nature. Parent Eliane Crist shares why they have made a family decision to live in the Fort Wayne area so that their children can have this learning opportunity, “I believe that exposure to nature and outdoors is primordial for children’s mental health and to their learning experience. Being outdoors forces us to pause and use all our senses in the current moment as opposed to worrying about tomorrow's problems… We all have that experience with nature that is calming, such as the sound of water moving, the feeling of sun rays warming up our skin, the smell of rain, snow, etc.”
I think we can all agree that having students immersed in nature is fundamental to Montessori and Oak Farm Montessori School.
By gena groBarek, ecoliteracy coordinator B
The location of Oak Farm Montessori School was an intentional choice aimed at supporting Lorene Dekko Salsbery’s unique educational vision. An integral part of a Montessori education, Lorene wanted a strong ecoliteracy program centered around students feeling at home in the world of nature, which included instilling a deep understanding of our interconnectedness with nature, how impactful our actions can be, and the positive impact each and every student has on the world around them. Her vision included the accessibility of nature to all students at OFMS, essentially creating classrooms that integrate our outdoor spaces as an extension of the classroom.
Having our school located in a rural area has allowed our growing campus, spanning 150 acres, has allowed us to cultivate a variety of outdoor classroom spaces that are unmatched in uniqueness to Indiana. Under the guidance and expertise of Blue Heron Ministries’ Restoration Ecologist, John Brittenham, OFMS has mindfully created an OFMS Land Management Plan that
is dedicated to perpetuating Lorene’s vision of integrating outdoor spaces into the educational experience of our students.
In ecological terminology, a biome is defined as a large area characterized by its vegetation, soil, climate, and wildlife. Through ongoing land restoration and led by our Land Management Plan, OFMS strives to cultivate 10 different ecological biomes on our school campus to transform the landscape and serve as classrooms where place-based education is supported. Our school currently has mature forests, oldfields, ephemeral wetlands, a forested swamp, wet mesic prairie, prairie, an emergent wetland, and our two latest restoration projects - an open oak woodland and a mesic savanna. These dynamic ecosystems are living, breathing, and ever changing classrooms creating the backdrop where exploration and discovery can take place.
A walk through campus will usually result in finding students engaged in quiet observation of these spaces, a class in the forested swamp
delving deeper into learning about the water cycle, or groups of students conducting phenology studies. The symbiotic relationship between our school’s ecoliteracy education philosophy and its outdoor classrooms is an unmistakable reality. This is most evident in the students’ comfortability as they make their way around the many outdoor spaces on campus.
In November 2023, John and I had the privilege of hosting a tour at OFMS for the Environmental Educator Association of Indiana, diverging from the norm of indoor classroom tours. The focus was specifically on our outdoor classrooms, restoration efforts, student projects, and their integration into the curriculum. The challenge arose as we pondered how to capture the expansive student outdoor works and diverse ecosystems within a two-hour, two-mile tour
"I get excited when Oak Farm offers opportunities for our family to connect with nature on campus because the experiences reinforce the interdependence between us and nature for every age level," Tara, OFMS parent.
of our sprawling campus. John and I noticed the exceptional nature of our outdoor spaces, a testament to the collective dedication of teachers, students, and community volunteers who, over years, have invested their time, energy, and passion into transforming our land. Each natural space, in various stages of restoration, reflects meticulous planning and care, contributing to the creation of a diverse and distinctive landscape. In my opinion, the most beautiful aspect lies in the fact that our students are actively contributing to a legacy they can revisit – a landscape they have played a pivotal role in shaping.
Scan to learn more about the Oak Farm Montessori School Land Management Plan.
By Bridget york, director of curriculum & Student ServiceS
Welcome to a world where getting dirty is celebrated and wearing mud boots is a normal part of everyday life. A school where experiences with animals, nature studies and the outdoors are always present in your daily learning. A place where from the time you are able to open your eyes and see the wonder of trees, rocks and birds, you are outside experiencing the magic of the nature. Welcome to Oak Farm Montessori Ecoliteracy.
Our students are exposed to the natural rhythms of the seasons and delight in each opportunity to see, hear, touch, taste and smell the land and grow to appreciate the wonders of the earth. Our teachers act as guides balancing spontaneous experiences, as well as curating specific learning activities. At OFMS, students are immersed in the outdoors as explorers, creators and scientists.
“When children come into contact with nature, they reveal their strength.” Maria Montessori. Discovery of the Child. Ballantine Books. 1978. This strength develops as the infants discover
the woods and prairies in wagons. Once children can walk they climb the logs in the woods and jump with glee in the leaves. Every week a class of 3-6 year olds suit up in frogg toggs to adventure into the Kinderforest basecamps where they can cook over an open fire and see the season change from month to month. As students grow, at each level the campus gets bigger and they take on more responsibilities. 6-9 year olds walk compost after
"Oak Farm cultivates and engages our kids' curiosity daily with their outdoor environment. I love hearing snippets about the plants and animals they find. Ecoliteracy is one of my favorite things about the school," OFMS parent of four students, Janaya.
lunch each day, learn survival skills to navigate by the sun, build a fire and ice safety. 9-12 year old students grab a radio and let their teachers know they are off to their sit spot on campus to observe the changing dynamics throughout the school year and listen to nature, railroads and industry harmonize in the air. These students also have the responsibility of designing the Elementary gardens and ordering seeds for planting.
“Hey! A sheep is giving birth- come out to the barn!” The spring is filled with life at the Middle School Farm and students break away from lessons to experience a live birth. In addition, students are responsible for the care of the animals from cows to laying chickens to dwarf goats. Students at the Middle School are practicing economy through the Erdkinder (Montessori’s Children of the Land) program by selling farm products such as eggs, meat, vegetable plants, flowers and crafts. Our High School students are able to continue their
involvement in agricultural business and land management. Currently, a High School business plan is being presented to restore the barn on the northwest end of campus to raise and pasture cattle. In addition, High School students have been trained to keep our prairies healthy by periodically burning the land to give it the opportunity to regenerate.
“Look deep into nature, and then you will understand everything better., ” stated Albert Einstein. OFMS students begin as nature scouts and develop into caretakers of the land over the time they spend from infant to high school appreciating and understanding nature. OFMS students transform their experiences on our campus into lifelong personal commitments to preserve, protect and sustain the Earth.
By linda Hoffman & nancy Bradtmiller, upper elementary lead teacHerS
During the four seasons we experience in northern Indiana, you may have a favorite. You might enjoy the heat radiating up from the earth during the summer, or the silence of a morning snowfall during winter. Whatever your preference, there are days when you would rather just stay inside. Students have those days too. However, when a student gets dropped off at Oak Farm Montessori school they are not confined to just a building, but privy to 150 acres of classroom as well.
Studies have been done, and research has proven, that time outdoors is essential for the healthy development of the child (Pellegrini, A. D., Dupuis, D., & Smith, P. K. (2007). Play in evolution and development. Developmental Review, 27(2), 261–276. https://doi.org/10.1016/j.dr.2006.09.001. Stephenson, A. (2002). Opening up the outdoors: Exploring the relationship between the indoor and outdoor environments of a centre. European Early Childhood Education Research Journal, 10(1), 29–38. https://doi. org/10.1080/13502930285208821. The Commission on Ending Childhood Obesity. (2016). Ending Childhood Obesity. The World Health Organization, pages 20,37.) Maria Montessori knew this and implemented the joy of the outdoors in her approach to education. She saw the necessary connection between the development of the child and the outdoors. As Montessori stated, “Let the children be free; encourage them; let them run outside when it is raining; let them remove their shoes when they find a puddle of water; and, when the grass of the meadows is damp with dew, let them run on it and trample it with their bare feet; let them rest peacefully when a tree invites them to sleep beneath it's shade; let them shout and laugh when the sun wakes them in the morning as it wakes every
living creature that divides its day between waking and sleeping. When children come into contact with nature, they reveal their strength.” Maria Montessori. The Discovery of the Child. Ballantine Books. 1972.
Upper students use the OFMS campus to learn about phenology or "nature's calendar". Our students understand how the abiotic, non-living factors, influence the living. This includes the timing of biological events such as migration, bud emergence,
and color vibrancy as related to weather, seasons, and climate, as well as the study of plant and animal responses to seasonal changes such as daylight hours, temperature, and weather conditions.
Students also track the weather making note of precipitation, temperature ranges, and amount of daylight while observing how these affect biological events. Our students learn that weather is what we are experiencing today and climate is the average of what happens over an extended amount of time such as 30 to 40 years.
The practice of noticing and keeping track of cycles in nature, especially seasonal cycles, likely happened from the beginnings of human history. Long before there were written records, people paid attention to phenological events to help them prepare for life. The Early Europeans regularly recorded the names of plants, animals and insects, dates, commentary on the weather and other observations. This helped them learn when to expect and where to find plants for nutrition and medicine, causes of animal behaviors such as breeding, gestation, birth, migration, and insect activity.
We want our students to experience this love for place and have a desire to learn about it. Our hope with phenology is that as our students sit outside and journal about what they see, hear, smell, and feel they fall in love with the objects of their observations and yearn to learn more. We encourage them to draw the details of coloring, characteristics, and behavior.
Upper students have contributed as citizen scientists to the National Phenology Network. After observing a plant, students record observations
in a database used by people all over the United States. This meaningful work of phenology will be a tool scientists use to determine how populations respond to our changing climate. It will be used to predict whether flora and fauna populations will grow or shrink. This study will help upper students understand the world and specifically the area in which we live so they can make more educated decisions and live a little softer on our planet.
So Upper students get outside, no matter the season. They play outside, eat outside, write outside, walk outside, and read outside. This natural classroom with its biting wind, warm sunshine, soft mud, colorful rocks, variety of sticks, birds, insects, squirrels, falling leaves and emerging flowers is the place to learn, to wonder, and to be.
“We shall walk together on this path of life, for all things are part of the universe, and are connected with each other to form one whole unity. This idea helps the mind of the child to become fixed, to stop wandering in an aimless quest for knowledge. He is satisfied, having found the universal center of himself with all things." -Maria Montessori. To Educate the Human Potential. Pierson Publishing Co. 1947.
By kim davidSon, editor
Alumni Contributor: Abby Green (‘15)
Secondary Education: Carroll High School ('19)
Post Secondary Education: Indiana University, Bloomington (‘23)with a BS in Neuroscience and Sociology
Extracurricular: Ran cross country & track freshman & sophomore year at IU, member of Melanzana Women’s Little 500 team and back to back winners junior & senior year, Studied abroad in London, junior year
Currently: Lives in Chicago and works for Mathematica, a research and data analytics consulting company, in their Commercial Health and Life Sciences division.
“When I reflect on my time at OFMS and the emphasis placed on ecoliteracy, what comes to mind is integration, awareness, and accountability," Abby shared OFMS alumna Abby Green.
At OFMS, it never felt like our classrooms were defined by the concrete walls around us. So much of my most formative learning took place outside: in the woods, on the farm, etc. It instilled within me this belief that nature is both our best classroom and our best teacher. It feels as if every element of our education incorporates some level of environmental context.
That context had varying degrees of proximity: whether it was global, national, or local, there was a constant reminder that the way we interacted and learned about our environment mattered. There was always this sense that our environment wasn’t something that was separate or distinct from our other classes. It felt like everything I was learning was being synthesized to create a comprehensive world view. That awareness of the world around us translated to a deep sense of accountability. It wasn’t enough to learn about the environment “in” the classroom, we had to act. And while accountability can manifest in a variety of forms, it is something that belongs to everyone. Every person has a connection to the world we live in. Every person can take action.
In closing, Abby shared, "I’m so grateful for my time at OFMS and the role its emphasis on ecoliteracy played in allowing me to become the person I am today. I truly believe that every student can benefit from learning more about the environment, and, hopefully, that will enable them to better respect and protect the world in which we live.
Alumni Contributor: Ben Axel (‘15)
Secondary Education: Canterbury High School (‘19)
Post Secondary Education: Wabash College (‘23)
BA in Philosophy, Political Science & Economics (PPSE) with a minor in Spanish.
Extracurricular: Played baseball freshman & sophomore year, Studied abroad in Spain, junior year, member of Lambda Chi Fraternity & Vice President.
Graduate School: Wake Forest Graduate School of Business ('24) in North Carolina pursuing his Masters of Science Management. Student Ambassador for the Program.
As I started my interview with Ben, I asked him what one word comes to mind when reflecting on his time at OFMS, he shared “Responsibility. That is the word that comes to mind when I think about the learning at OFMS through the environmental sciences, eco-literacy and Erdkinder.”
At the end of the day, ecoliteracy is really about responsibility. Responsibility to the animals on the farm and knowing that this animal’s well-being was in my hands was one of the most concrete ways that ecoliteracy drives home how we each have a responsibility to the world around us.
As with many experiences in a Montessori education, there were multiple learnings interwoven into many of our lessons. One of my favorites was being in charge of an expansion project for the ducks’ and turkeys’ habitat; we were responsible for planning the expansion from ideation to implementation. To know that you were being entrusted with life decisions for animals gave us great ownership. Having that ownership was what impacted me the most.
Ben shares why the learning was not one thing, but instead..."the combination of having a teacher like Nancy Bradtmiller, combined with the proximity of our upper elementary classroom to the woods provided the most meaningful opportunities to learn from the natural surroundings.”
Learning about nature is important to be able to understand and respect your life and the impact
your actions have on others near and far. The emphasis on sustainable practices and being a responsible consumer of the earth greatly influenced my college thesis, "An Alternative Place: Rectification for Climate Migrants." Based upon my OFMS experience I had an awareness of how our actions in the US impact the world far beyond our borders. Without that experience, I am not sure I would have had the awareness of how our actions here (in the midwest) impact others around the world
Having the opportunity to use the campus and farm as a way to learn outside the classroom was very impactful. The freedom to explore the gardens, woods and other natural resources on campus provided an experience that I may not have had otherwise. These opportunities taught me that I do not have to be a nature enthusiast to need and appreciate the outdoors; at our core everyone needs space to enjoy the natural world around us.
By gena groBarek, ecoliteracy coordinator
Maria Montessori envisioned Erdkinder as an educational setting made for young adults, grounded in the principles of hands-on learning and practical life skills. She advocated for offering teenagers chances to engage in real-life experiences, such as agricultural work, woodworking, culinary arts, and entrepreneurship, which would not only enrich their academic knowledge but also foster independence, accountability, and a sense of community.
Doctor Montessori viewed Erdkinder as a comprehensive approach to education that respected the innate developmental needs of teenagers, emphasizing experiential learning, cooperation, and self-directed exploration within a supportive and purpose-driven setting.
OFMS has modeled the Erdkinder and Ag Pathways programs around the vision of Maria Montessori. When students get their hands dirty on the farm during Erdkinder, it's a big deal. They don't just learn about farming; they actually do it. Engaging in this meaningful work as part of their day has a profound impact on students, shaping their character, skills, and understanding of the world. Working on a farm offers students practical experiences in agriculture, teaching them about plant cultivation, animal care, and sustainable farming practices. Beyond learning about agricultural practices, students develop a strong work ethic, resilience, and problem-solving skills as they tackle the challenges associated in farm work. The physical labor involved promotes health and wellness while developing a deep connection to nature and the environment. Additionally, farm work cultivates a sense of responsibility and stewardship, as students witness firsthand the impact of their actions on the land and its resources. Through these experiences, students not only gain valuable life skills but also develop an appreciation for the interconnectedness of all living things, which was one of Lorene's visions for students at OFMS.
Working with animals and plants during Erdkinder can be transformative for students, as it introduces them to the concept of
responsibility beyond themselves. Caring for animals requires a commitment to their well-being, including feeding, grooming, and providing adequate shelter. Through this handson experience, students learn to prioritize the needs of other living beings, nurturing empathy, compassion, and a sense of accountability. They see the direct impact of their actions on the animals' health and happiness, instilling a sense of duty and connection. This newfound responsibility not only enhances students' personal growth but also lays the foundation for understanding the importance of empathy and stewardship in their broader interactions with the world around them.
At OFMS these experiences continue as students transition from middle school to high school and can choose to join the Ag Pathways. Much like the Erdkinder program in middle school, students with an interest in agriculture get to participate in this pathway, which emphasizes creating a vision for an agricultural business. Within the Ag Pathways program, students dive into various business models and expand their horizons by managing larger and more intricate projects, fostering a spirit of entrepreneurship and community engagement. At the middle school,
the farm manager tends to make land management decisions, but at the high school level, students are given the tools necessary to become the land managers for their farm area.
In the Erdkinder program we can see the foundational work students have gained throughout their elementary years. The work students do is the display of their growth, development, and readiness to embrace the challenges and opportunities of being young adults. The skills, values, and experiences cultivated during their formative years serve as the bedrock upon which Erdkinder and Ag Pathways builds, empowering students to flourish in such an immersive educational environment.
Students get to use the Ecoliteracy knowledge they gained through their journey from elementary to Ag Pathways, and demonstrate resilience, curiosity, and a deep-seated commitment to their own learning and personal development as well as that of the environment. Erdkinder and Ag Pathways not only represent a continuation of their educational journey but also points to the progress achieved by students as they begin their journey in this phase of their academic and personal growth.
Change is good, right? But, what if you are a young adult creating the foundation, plan, and vision for a new high school pathway program? In that case, change can also be challenging. Oak Farm Montessori High School Sophomores, Derek Hale and Sullivan McCreery, both know their way around a barn and are not afraid of hard work. Over the course of this past school year, I have followed them on their journey of laying the groundwork for the Ag Pathways program; both the celebrations and the struggles. Ultimately, these young men have learned to collaborate with adult mentors, think outside of the box to generate income, and learn to set goals and put systems in place for the next group of students to follow them. While neither has decided if they will return to this Pathway next Fall, they have established a new program that fulfills their mission of showing the importance of agriculture and its impact on humans.
What was the catalyst for starting the Ag program?
Our passion for animals, farming and agriculture. Just seeing this barn not being used and seeing the potential. Seeing the future with cattle there and being able to see a money making opportunity; grain fed vs. processed food fed, raise the cattle in a more humane way. While at the same time teaching anyone coming in to learn more than just caring for the animal; they not only learn how to help the animal survive, they can go into this pathway and learn the whole process.
How did you propose using the barn?
We (Derek, Sully and Grace Leighty) started talking about it last year. The three of us grew up in a farm
community and had a shared passion. We were moving hay and saw the potential in the barn. We could visualize the space and see where all the animals would go. It wasn’t set in stone yet, but we could see that there was already a fence posting there…this had already been set up and was just sitting there waiting on us. We decided to propose it to Crystal as a new Pathway. This was then proposed to Candice and Lauren and they thought it was a good idea too. Luckily, financially it also worked out well. We are trying to put down the scaffolding right now; it is a lot of work. Preferably, there would be juniors who would be there supporting us, but we are trying to set it all up and build it from the ground up. The physical building is there, but we had to put everything in place.
What animals are you hoping to have as part of the program?
Right now we are focusing on calves. We have partnered with a middle school student who is raising a calf for 4-H. We are sharing the space and responsibilities of care at the middle school since we do not have our barn ready to go. Ideally, we would raise feeder calves for butchering. We also have long term plans of having pigs. They are a fast turn around and very profitable. Our biggest challenge right now is there is not a water source at the high school barn. We are meeting with the Head of School and others to see what our options are to have a well dug and what the cost will be. Without water and fencing, we cannot keep animals. Our projects are big and long term, but they have the potential for big profit. We are giving big momentum to the Ag group next year.
Are there other aspects you want to include to supplement the program?
We also had a big meeting with a landscaper about growing native landscaping plants to also make money that way. Then, we also looked at growing pumpkins in a large patch to have another financial resource. They are easy to grow; plant the seeds, make sure they get the nutrients they need, and then sell in the Fall. Long term, we have thought about maybe having two paths under one large umbrella; one for animals and one for the land and plants. We may not be able to see it come to fruition. But we want to help set it up long term so that a good process is in place.
What are your top 3 needs going forward?
We have a lot of different projects going on to try to make money. Structural integrity in the barn right now is our biggest problem. We need to have a land manager or someone who owns their own barn, or a contractor to see what we need to make repairs and have the barn be ready to house the animals. Getting water and electricity to the barn is one of the biggest concerns right now, at this time it is not a safe environment. We need to figure out how much everything is going to cost and then evaluate the importance of what needs done first. It all comes down to money. I want the incoming sophomores to have an easier time and to leave an
imprint on those people to make it easier on the next group; laying a firm foundation for the next group.
After shadowing and talking with these young men all year, one thing is for certain…this is an investment for them; in their school, in themselves, and in the human-animal connection that they both exemplify in their husbandry. Sullivan summed up our conversation by saying, “It's not just a project or a pathway, it is a reflection of myself. Seeing what needed to be done and wanting to make that change. If you see an opportunity to make a change for the better, why wouldn’t you take that chance?”
By lauren moyer, cHief financial officer kim davidSon, Strategic partnerSHip director &
This is such an interesting question because we all look at numbers through our own lens. As I prepared to share the success of 2022 - 2023, I felt that sharing the story behind the numbers and why they are a celebration would help put more perspective to what we share each year.
I have been involved in the Fund Development of Oak Farm Montessori School from the beginning. In 2005, Lauren Moyer, Lorene and I sat down to discuss a 20 year plan for implementing Fund Development at our school. I am pleased to say that, with the exception of bequests and legacy gifts, the plan that was presented to Lorene and was given the go ahead is the one we are celebrating today.
Lorene understood how important it was for our school community to have ownership of the daily operations. She also knew that this would take time, so from the beginning our school has been challenged to reduce the operational needs from the Dekko Foundation and focus their support on the capital needs. This has allowed the school to move forward on mission critical capital projects without having to raise funds through a capital campaign. Each OFMS family has had the advantage of tuition cost that is well below the per student cost to operate the school. Through employee benefits, sibling discounts and needs based assistance, OFMS is able to allocate approximately $1 million dollars of tuition assistance each year. This is due to the annual operating grant from the Dekko Foundation, donations to the Tall Oak Fund through the Annual Fund, Day of Giving and Tall Oak Gala, and most recently the Scholarships for Education Choice through the Sagamore Institute (SGO).
The Tall Oak Gala (originally the Winter Wonderland) has grown from a gross income of $10,000 in 2008 to over $238,000 in 2023. Its growth and development over the past 20 years is the result of many things: the energy and care that our classroom faculty pour into our students each day that results
in the caliber of students that graduate from the high school, the many opportunities that our parents and faculty are given to build relationships and be engaged in the school community and the way that our local community has embraced our school and chooses to invest in it. This progression takes the time and effort of many. It is not due to one person, one event or one group. It is the collaborative effort of many, over many years, that has allowed us to be successful.
While on the surface, I am sure our celebration of income and percentage could feel like only the numbers matter; however, those numbers represent our community, the progress that has been in made with those outside of OFMS seeing the value in a Montessori education and choosing to invest in the important work that happens on our campus each day. During the fiscal year of 2023, we received an unexpected $50,000 gift to the SGO to support tuition assistance. During a meeting with the donor, something they said seemed to capture the essence of our school’s success in fund development and in growth in enrollment, “You can invest in a lot of private schools who are basically doing what traditional schools are doing, but what you are doing at OFMS is different and that is why we chose you.”
As we celebrate the success of 2022-2023 and our continued movement toward our financial goals, it is important to celebrate everyone who has helped our school be successful. The Oak Farm Montessori School community reaches beyond our faculty, parents, grandparents, board and founding family to local businesses, donors and organizations who invest their time, talent and treasure in our school. Thank you to everyone who has played a role in our school’s continued financial development.
80% Of all expenses directly support student learning
315 Individual Donors
55% Of our income comes from tuition, fees, fundraising, and investments
106 New Donors
$54,590.00 Raised through the school granting organization at the Sagamore Institute (SGO)
$394,708.23 Raised through financial gifts
37%
Of our expenses are covered by the Dekko Foundation grant. This is down from 72% in 2010
kim davidSon, Strategic partnerSHip director
Jeffrey Moyer, (‘16) graduated Cum Laude from University of Cincinnati with a degree in Finance and a minor in Real Estate. He will work as a real estate analyst for Gene B Glick in Indianapolis.
Jordan (Axel) Fiedler (‘13) and Ryan Worman (‘14) caught up with each other as they participated in a local fundraiser in February.
Elyse Niederholtmeyer (‘16) graduated from Ball State University with a Nursing Degree. She has accepted a position at Parkview Regional Medical Center and will be in The First Year RN Rotation Program.
Abby Murphy, OFMHS (‘20) graduated from Dickinson College with a degree in Psychology and will be attending Virginia Tech to pursue her Master’s Degree in Clinical Mental Health Counseling.
Alejandro Flores (‘14) graduated from Ball State University with a Masters in Architecture. He will be working at CSO Architects in Indianapolis as a Graduate Architect.
Andrew Green ('09)graduated from West Virginia School of Osteopathic Medicine in May and will be completing his residency in internal medicine at Summa Health Systems in Akron, Ohio. He is pictured here with his wife, Madison and daughter, Eleanor Grace whom they welcomed this past January.
3 years
April Adams
Sarah Bosworth
Oakleigh Butler
Melissa Kalkirtz
Kavin Ley
Amy Norton
Michael Tyler
Melissa Witt
Lisa Yde
We celebrate our faculty for years of service after 3,7,10, 15 & 20 years. Join us as we celebrate these faculty members’ time as part of our OFMS community.
7 years
Jon Agler
Lisa Bockelman
15 years of service of service of service
Flor Ortega
Leigha Vandezande
Congratulations to Kelly Williamson on receiving both her Masters of Education in Montessori Elementary Education Degree and her Elementary I Montessori credential from Trine University.
Congratulations to Jon Agler, High School Director on receiving his Masters of Educational Leadership in Administration from Purdue Fort Wayne.
If your family or business is interested in becoming one of Oak Farm Montessori School’s Day of Giving and Tall Oak Gala sponsors, please contact Nicole Lowe at nlowe@oakfarmschool.com.
502
260.897.4270
www.oakfarm.org
is turning 25! Save the date for our birthday party onJanuary24, 2025
Congratulations to our 2024 graduates!
We invite you to join us. All events are on the OFMS campus unless otherwise noted.
Fall Festival
September 27, 2024
3:30pm - 6:00pm
Day of Giving
November 8, 2024
Open House: Transitioning from Middle School to High School
January 16, 2024
6:00 - 7:30pm
25th Birthday Celebration Wellness Center
January 24, 2025 3:30pm - 6:00pm
The Tall Oak Gala Mirro Center
February 22, 2025 6:00pm - 11:00pm
Earth Fest April 25, 2025 3:30pm - 6:00pm
Graduation May 22, 2025 5:30pm - 6:30pm
Interested in a prospective student tour? Sarah Shanton-Cox, Admissions Director sshanton-cox@oakfarmschool.com
Want to support OFMS with time or talent? Nicole Lowe, Community Relations Liaison nlowe@oakfarmschool.com
Want to support OFMS with a financial gift? Do you have an Alumni milestone to share? Kim Davidson, Strategic Partnership Director kdavidson@oakfarmschool.com
Or you may visit our website: www.oakfarm.org/support to learn more.
