The vision of Baltimore Montessori Public Charter School is to nurture a love of learning in a small, family-like environment by providing an extraordinary and proven Montessori public school experience for families living in Baltimore City.

Our mission is to build a diverse and respectful community of joyfully engaged learners by providing a holistic Montessori environment that supports individual fulfillment, compassion, self-discipline, lifelong learning and a deep awareness of our responsibility to contribute meaningfully to our world.

Baltimore Montessori Public Charter School (BMPCS) celebrates, honors, and values diversity. We are committed to building an environment where all members of our community experience a sense of belonging and a connection to our mission. We believe diversity enhances learning experiences and provides a meaningful preparation for life. Montessori is our framework to honor individual identities and unite all members to work toward a just future.

Systemic inequities disproportionately affect global majority communities and historically underrepresented groups and identities. We recognize the inequities present in our school community, our city, and beyond that lead to opportunity gaps and disparate outcomes. We acknowledge that these injustices diminish essential voices and limit our community’s ability to thrive.

We commit to intentionally engage all stakeholders in the necessary individual and collective reflection, learning, and growth to actively dismantle and disrupt the implicit and explicit manifestations of inequities. We will empower our community to design and implement policies, practices, and standards to create a culture that supports individual fulfillment and community wellness. Together we will build an equitable, inclusive, and peaceful organization to achieve and sustain the promise of our mission for all.

II. GENERAL INFORMATION ABOUT THE SCHOOL

General Contact Information

1600 Guilford Avenue

Baltimore, MD 21202

Web: www.baltimoremontessoricharter.org

Tel: 410-528-5393

Fax: 410-528-8126

Main Office: office@bmpcs.org

Emmanuel Bonabe, Assistant Principal: ebonabe@bmpcs.org

Kerry-Ann Malcolm, Principal: kerry-ann@bmpcs.org

Hours of Operation

Daily Schedule:

Monday, Tuesday, Thursday, Friday: 8:00 am - 2:40 pm

Wednesday: 8:00 am - 12:00 pm*

*Early Release on Wednesdays allows time for collaborative planning and professional development.

Doors open at 8:00 for ALL students. Students who arrive after 8:15 are considered tardy and will need to sign in at the Main Office.

The Main Office is typically staffed between 7:45 and 4:00, Monday through Friday. Summer hours vary.

Up-to-date Calendar information is available in the Main Office, on ClassroomParent, and on our website.

Professional Days for the 2025-26 School Year (NO SCHOOL for students):

August

26th First Day of School for grades PreK4-8th grade

October

18th – Staff PD Day; Schools Closed for Students

November

4th – Staff PD Day; Schools Closed for Students

5th – General Election; Schools & District Office Closed

27th – Wellness Day; Schools & District Office Closed

28th–29th – Thanksgiving; Schools Closed

December

23rd–31st – Winter Break; Schools Closed

January

1st - Winter Break. Schools closed for staff and Students.

20th - Dr. Martin Luther King, Jr. Day. Schools closed for Staff and Students.

February

13th - Staff PD Day; Schools Closed

14th – Wellness Day; Schools Closed for Students & Staff (District Office is Open)

17th - President’s Day; Schools Closed

March

14th – Staff PD Day; SLP/Parent conference window, Schools Closed for Students

April

14th– 21st – Spring Break; Schools Closed

May

May 16th Staff PD Day; Schools Closed

26th – Memorial Day; Schools & District Office Closed

June

11th - School Ends 12th –13th, and 16th - Inclement Weather Make-Up-Day (If needed)

*Inclement weather closures could impact our schedule for professional development days.

School Closings and Delays & Inclement Weather Policy

In case of inclement weather, be sure to consult our website or listen to local news outlets for up-to-date information about weather-related schedule changes. Baltimore Montessori Public follows the same schedule for closings, delays, and weather-related early dismissal as BALTIMORE CITY SCHOOLS.

Typically, our office does not receive any advance notice of unexpected closures, and we are not able to participate in the decision process. For information about how decisions are made regarding closings and delays, please visit Baltimore City Schools' website.

• If school is delayed at all in the morning, there is NO Before Care.

• If school dismisses early due to weather, ALL afterschool activities, including extended days, are CANCELED.

ON WEDNESDAYS – In order for children to receive a full instructional day on Wednesdays:

• If school opening is delayed on a WEDNESDAY MORNING, there is no early release. Dismissal is delayed until our regular dismissal time of 2:40 pm.

Licensing and Accreditation

While there is no license on Montessori Education, we are committed to best practices as set forth by the Association Montessori Internationale (AMI), American Montessori Society (AMS) and the North American Montessori Teachers’ Association (NAMTA). We are partnered with the National Center for Montessori in the Public Sector (NCMPS), the National Coalition of Diverse Charter Schools, and collaborate frequently with local and national educators, consultants, and experts in Montessori, issues related to education, equity, social justice, and access, particularly as they apply to our diverse, public setting, and enjoy an ongoing relationship with highly regarded leaders in the world of Montessori education.

Our Children’s House program participates in accreditation with MSDE as well as EXCELS - Maryland’s quality rating and improvement system for licensed child care and early education programs.

Non-Discrimination Statement

Baltimore Montessori Public Charter School (BMPCS) is committed to diversity and equality. Accordingly, the school admits students and conducts all educational programs, activities, and employment practices without regard to race, color, religion, sexual orientation, marital status, ancestry, disability or any other legally protected classification.

III. GOVERNANCE/ORGANIZATIONAL STRUCTURE

Baltimore Montessori Public Charter School is governed by a Board of Directors. The Board has the ultimate responsibility for the success of the school and is accountable to the Baltimore City Public School System to ensure we meet the terms of our charter contract. The Board sets policy for the school and hires an executive director, who in turn, supervises the staff responsible for daily school management. The Board is responsible for ensuring that the school is in compliance with all laws and regulations and that the day-to-day operation of the school is consistent with the mission and accountability plan. In consultation with our Finance Committee, the Board develops and approves the budget and fiscal management plan for the school.

The Board performs most of its work through committees. These committees consist of Board members, parents, staff, and members of the community and provide an opportunity for parents to get involved in an area in which they are skilled and interested. To join a committee, parents can contact the executive director. The Board meets at least quarterly; exact dates and times are included in weekly updates and published on our website. At various events throughout the year, parents, staff, and board members will have the opportunity to share insights, offer input, and reflect on our mission, goals, and core principles.

Board of Directors for the 2025-2026 school year:

Michael Walton, President

Michael Walton is the founding principal of Atlantic Investment Associates, LLC (“Atlantic”), a real estate investing and consulting firm. In 2010, Atlantic joined Tower Hill Development and Consulting to form Tower Hill Atlantic (“THA”), a real estate investment management and advisory enterprise focused on value creation for its clients and partners. In addition, Atlantic helped form Community Ascension Partners and The Urban Entrepreneurial Ascension Project in 2022 to focus on neighborhood revitalization and economic empowerment.

Prior to his work at THA and Atlantic, Mr. Walton was a middle school history teacher followed by several years at MMA Financial, LLC (“MuniMae”), serving as the Head of Operations for MMA Realty Capital (MuniMae’s investment advisory business), and the President of MMA Advisory Services. In these roles Mr. Walton managed a fund with approximately $3 billion of investor assets.

Mr. Walton is a Founding Board Member, serving as President, for The Baltimore Montessori Public Charter School and a Member of the Board of Sponsors for the Loyola University Sellinger School of Business and Management. In addition, Mr. Walton sits on the board of the Baltimore Development Corporation (The BDC) and serves on the audit committee. Mr. Walton holds an MBA degree in Finance from The Wharton School of Business and a Bachelor of Arts degree in Business Economics from Brown University.

Allison Shecter, Vice-President

Ms. Shecter is an experienced certified teacher with a Master’s degree in Early Childhood Special Education from Johns Hopkins University and additional training in Montessori education and school administration. She is the original Founder of Baltimore Montessori Public and has served as the school’s Director for 13 years; she is a non-voting member of the Board. Ms. Shecter’s three children are graduates of Baltimore Montessori Public.

Jason Chamberlain, Treasurer

Jason Chamberlain, Managing Director Mr. Chamberlain is a Certified Financial Planner™ practitioner, and Chartered Retirement Plans Specialist (SM). Mr. Chamberlain successfully works with non-profit organizations in his community, helping organizations to establish investment policy statements, conduct investment manager searches and monitor their operational or endowment funds. Mr. Chamberlain has a B.A. degree in Economics from the University of Maryland Baltimore County. Jason is an active member of Morgan Stanley’s Association of Professional Investment Consultants and serves of the board of the Howard County Estate Planning Council. He is a past President of the UMBC Alumni Association and is a 2009 graduate of Leadership Howard County. Jason has been a member of the American Heart Association’s Executive Leadership Team for the Howard County Heart Ball. Jason, his wife Becky, and their children, William Josie and Russell, live in Baltimore City.

Donell Thompson, Secretary

Donell Thompson, Jr. is the Director of Secondary School Admissions at Gilman School. He also serves as a geometry teacher, advisor, coach, and mentor for high school students. He is a student-focused educational leader with a strong commitment to fostering a stimulating and safe learning environment. As a young boy, Mr. Thompson attended Mildred D. Monroe Elementary School, the current home of Baltimore Montessori Public Charter School. He later graduated from Gilman School, received his BA in Biology and Biochemistry from Dartmouth College, and a Master of Science in Educational Studies with certificates in Leadership in Independent Schools and Urban Education at the Johns Hopkins School of Education. Mr. Thompson is an avid triathlete, runner, DJ, and lover of music. He and his family live in Baltimore.

Barnett Brooks

Barnett Quinton Brooks was born and raised in Baltimore, Maryland. He attended public schools in the city after which he received a BA in History and an MS in History and Social Science from Morgan State University.

Mr. Brooks obtained his law degree from the University of Baltimore while working as an undercover police detective. After graduating from law school, he practiced law as in-house counsel, in his own practice, and as office managing partner for two national law firms. After serving as Senior Counsel Employment Law at Johns Hopkins Medicine, he returned to the private practice of Employment Law as Of Counsel with the Smithey Law group in Annapolis, Maryland.

Mr. Brooks lives in Canton with his wife, Caroline Popper. His hobbies include collecting books and historical documents.

Eric Evans

Mr. Evans is the Principal member of Eric Evans & Company (EE&C), a real estate development and advisory firm specializing in market research and analysis, development facilitation, and financial modeling. EE&C provides municipalities, community organizations, and private developers with substantive information, critical analysis, and well-reasoned action plans to assist in making sound development decisions.

Prior to founding Eric Evans & Company, LLC, Mr. Evans was with East Baltimore Development, Inc. (EBDI), where he project-managed the infrastructure improvements for the development of the Science & Technology Park at Johns Hopkins and served as the Special Assistant to the president and CEO. Mr. Evans also coordinated the Planned Unit Development approval process, serving as the chief liaison between EBDI and community leaders, neighborhood organizations, and a variety of Baltimore City agencies.

Prior to joining EBDI, Mr. Evans was an advisor with PricewaterhouseCoopers, LLP. Mr. Evans holds a Bachelor of Arts from Brown University, Juris Doctorate from Boston College Law School, an MBA from Boston College Carroll School of Management, and was a Fellow at the University of Pennsylvania’s Center for Urban Redevelopment Excellence.

Candace Everette

Candace Dickens is a youth and family advocate with a specialization in arts integration as it pertains to community engagement and child development. A parent of two BMPCS students, Candace has served as a parent volunteer, active member of the Parent Equity Committee and Culture of Excellence Committee to the board.

The intersectionality of her experiences and education includes an A.A. in Early Childhood Education, B.A in Communications and a current graduate candidate of the M.A in Arts Administration at Goucher College. In 2016, Candace founded A M.A.Y Project- youth performing arts program to support students in Baltimore City cultivate healthy relationships, public speaking, and develop performance readiness skills; transferable into any learning environment.

As a board member, she is eager to engage in equitable, solution- oriented decision making to best support our families, and faculty while further establishing relationships with community members, and stakeholders.

DeBrandon Jews

DeBrandon Jews has been in banking for 31 years in various roles. It all began with a work study program at Baltimore City College High School with the Bank of Baltimore. While attending Bowie State University, Mr. Jews worked during semester breaks with Educational Systems Employees Federal Credit Union in Bladensburg Maryland. After college several senior managers of the credit union left to join BB&T in Washington DC, they offered him an opportunity to be part of their new team with BB&T in the Washington DC offices. For the past 21 years, Mr. Jews has worked in various roles with BB&T now Truist ranging from Branch Management, Retail Lending to his current role of the last 17 years as a Treasury Sales Analyst here in Baltimore, Maryland. In this role, he helps commercial clients improve their efficiency by streamlining their accounts payable and receivables. In this current role, Mr. Jews was honored as their Annual Olympian Award Winner. The Olympian Award is BB&T’s premier client service and operational excellence award.

Mr. Jews is the proud father of DeBrandon Jews Jr. (29 years of age) Client Success Specialist for Uber and Jayden Jews (18 years of age). Jayden recently graduated Baltimore Montessori Public Charter School. She is now attending North Carolina Central University studying Kinesiology and Sports Medicine.

Mr. Jews is committed to giving back to the youth in his community. He has been a youth sports coach for several years and a volunteer at local organizations. Mr. Jews has been very active in the school PTA/PTO throughout the education of his children. Mr. Jews values the relationship and importance of the school, parent, and community partnership in the development of the whole child.

Lisa Kane

Lisa Kane is the President of Firefly Advisors, where she serves as a strategic advisor, coach or facilitator for nonprofit leaders. Examples of current or past clients include: Port Discovery Children’s Museum, Maryland Volunteer Lawyers Service, Teach for America Baltimore, The T Rowe Price Foundation, Ready at Five, Middle Grades Partnership, Johns Hopkins University, Brown Memorial Tutoring, Ingenuity Project, Maryland Humanities, Maryland Alliance for Public Charter Schools, Raising a Reader, the Campaign for Grade-Level Reading and Young Audiences of Maryland.

Prior to consulting, Lisa worked as a program officer at the Annie E. Casey Foundation. Most of her 17 year tenure was spent managing the Foundation’s Baltimore education and early childhood investments. During that time, she participated in many important collaborative initiatives in Baltimore and beyond, including the Baltimore Leadership In Action Program (focused on school readiness), and Henderson-Hopkins, a Johns Hopkins University Partner School. She also helped launch the Boston Parents Organizing Network, and launched the Baltimore Grade Level Reading Campaign, and served on the Baltimore City New and Charter School Advisory Board and the Henderson Hopkins School Board.

Until July 2017, Lisa worked for a few years at the Baltimore Montessori Public Charter School providing strategic guidance to the Leadership team of the school and helping implement special projects, as well as conducting outreach to connect Baltimore Montessori Public to key stakeholders to expand reach and to learn and collaborate with relevant initiatives and organizations. She now serves on their Board.Lisa received a B.A. from Bowdoin College, and a Master’s Degree in Public Health from Columbia University. She lives with her family in Baltimore. Her two children attended BMPCS.

Thibault Manekin

From the time he was little growing in Baltimore City, Thibault wrestled to understand why we as human beings seemed so divided. He continued to ask himself what truly causes those divides that separate races, cultures and communities, and can anything be done to bridge them? In 2002, he helped create Peace Players, a nonprofit with the mission of bringing together children from war-torn countries around the world through basketball and dialogue.

PeacePlayers has since worked with over 100,000 youth from over 22 countries around the world and has trained over 2,000 coaches/changes agents. Bothered by how real estate and the control of land seemed to have done more to divide us as people then actually bring us together, in 2007, Thibault moved back to Baltimore where he helped start Seawall, an impact driven company made up of passionate social entrepreneurs who believe in re-imagining the real estate industry as we know it. Seawall believes that all facets of the built environment should be used to empower communities, unite our cities, and help launch powerful ideas that create important movements.

In November of 2021, Thibault’s released his first book, Larger Than Yourself. Most importantly, Thibault is the proud husband of Lola Manekin and the father of Durban and Finley Manekin.

Martin Marren

Mr. Marren is the Principal of Marren Architects, Inc., an architecture firm he founded in 2003. He is active in the revitalization of Baltimore neighborhoods and has served as Principal-in-charge and Lead Design Architect for block renovations in Eager Park, Federal Hill, and Locust Point.

While his focus is on multi-family mixed-use projects, Marren has designed a wide range of buildings including assisted living facilities, co-working spaces, private homes, and condominiums. His work has earned recognition and awards for design excellence from Baltimore Magazine, the American Institute of Architects, and Baltimore Heritage.

Mr. Marren received a Bachelor of Science and a Master’s Degree in Architecture, and a Master of Science Degree in Civil and Environmental Engineering from the University of Illinois at Urbana-Champaign. He worked as an architect for eight years in Northern California before his relocation to Baltimore.

He is accredited by the American Institute of Architects and the National Council of Architectural Registration Boards and is licensed in Maryland and Pennsylvania. Mr. Marren serves as a Board Member of the Baltimore chapter of the American Institute of Architects.

He joined BMPCS’ Board of Directors in September 2014 and serves as chair of the Facilities Committee.

Schedule of Board Meetings for SY25/26

The Board of Directors meets at least quarterly to review policies and quarterly benchmarks, make recommendations on strategic initiatives, and monitor progress toward goals. Board members may be reached by contacting the school. Megh Rennard, the executive director, can be reached at megh@bmpcs.org.

Board meetings are a mix of in-person and virtual format. Access information is shared directly with families and available from the main office. Please visit our website to view a schedule of upcoming meetings.

Time for public comment is provided at the end of meetings. Click here to view our public comment policy.

What is a Charter School?

It is a free, public school of choice.
It has some autonomy. The school can use innovative methods of education.
It is accountable (fiscally and educationally) to the local school district, the children and families of the school and the public.
It is governed by a board of directors and run as a non-profit 501(c)(3) organization.
It is required to participate in the Maryland School Assessment.
It does not provide transportation.

Funding

As a charter school, we receive a per-pupil allotment each quarter for children ages five and older. Since this funding is not sufficient to cover all operational expenses, which include facility costs (mortgage, utilities, etc) and maintenance, we rely on the generous support of area businesses and foundations to fully fund our unique and ambitious programs. Charter school funding begins at the mandatory school age of five in Maryland; we receive partial funding for some of our three- and four-year olds.

Accountability Plan

As a charter school, we have the flexibility to use innovative methods of education while being highly accountable to our stakeholders, including our school’s families and the Baltimore City Public School System. We continue to work on ways to show our stakeholders evidence of our children’s great work each day. Since our environment is hands-on and individually paced, this is a challenging but important task. Our goal is to collect data from a variety of sources that will help us to more deeply understand each learner while also tracking growth on an individual and school-wide basis. We also develop a school performance plan based on the students’ needs.

General Grievance Policy

Please see Appendix A.

IV. EDUCATIONAL PHILOSOPHY

Our charter school is based on the principles of Montessori education, which is often referred to as “education for life.” Dr. Maria Montessori, who was the first female doctor in Italy, founded Montessori education in 1907. After observing and working with children in the inner city, Dr. Montessori devoted her energy to studying the process of normal child development and how human beings can reach their potential more fully. She identified positive human behaviors, such as a young child’s ability to concentrate, that are universal tendencies and designed educational materials and environments to encourage these traits. She field-tested the materials across ages, socioeconomic backgrounds, and cultures. As a result of Dr. Montessori’s great influence on child development and early childhood education and the success of her methods, there are over 3,000 private Montessori programs and several hundred public Montessori schools in the U.S. Baltimore Montessori Public is the first public Montessori school in Baltimore. We hope to become a model and expand the opportunities for Montessori public education in Baltimore City.

The Montessori philosophy embraces the whole child and his/her natural curiosity and love of learning. Children will reach their full potential both academically and socially when given the freedom to work actively with concrete, sequential materials within a carefully prepared environment with an open-ended curriculum. Teachers provide enough guidance to help children work toward independence and self-discipline. A multi-age classroom provides maximum opportunities for developing social and academic skills and modeling respectful behavior. It also gives older children a chance to demonstrate mastery of specific concepts by teaching them to their younger peers. Below is a more detailed look at the main components of Dr. Montessori’s philosophy. Each component is supported by current research.

The Role of the Guide

Montessori teachers are called guides to emphasize the type of role they have in the child-centered classroom. The guide’s role is that of a facilitator, guiding the child within the environment. The guide’s role is to actively observe the children, maintain an inspiring learning environment, give new lessons at the appropriate time and intervene when children need guidance or structure. The Montessori guide is a trained observer, who uses anecdotal records for a more authentic assessment of a child’s specific skills. In the classroom, guides repeat lessons when necessary and give new lessons when children appear to have mastered the material and are ready for the next sequence. Children move throughout the classroom, initiating active involvement with the materials made available by the teacher rather than waiting passively to be given information.

Our guides have high expectations of each child’s academic and personal potential. In Montessori, the guide’s objective is to assist the children in moving toward independence, while providing whatever guidance is necessary to ensure that the children make good decisions and engage in productive behaviors. With a level of guidance particular to each child, children choose their own work throughout the school day, allowing each child to develop a sense of personal responsibility and empowerment. High expectations and giving children a sense of control – both hallmarks of the Montessori classroom – are consistent with the literature on optimal classroom practices.

Freedom With Limits

Like adults, children thrive on having choice in and responsibility for their environment. Children are free to move about the Montessori classroom, while choosing work appropriate for their current stage of development. A sense that one is responsible for his/her own learning and can make choices fulfills a person’s need for autonomy and allows one to thrive. Being able to move and socialize within this structured environment enhances cognitive and social development. Although there is considerable freedom within the classroom, it is freedom within limits: children are limited by the amount and type of material that has been presented and by the requirement to be constructive and responsible with materials and behavior. Learning to make good choices and become self-disciplined is a major goal of Montessori education and education for life. Younger children or those with special needs may need to have more limited choices. This freedom within the classroom only works with a carefully prepared and organized environment and a nurturing, observant teacher. In the elementary classrooms, children will be required to accomplish specific academic goals by the end of the week and frequently use work plans to help structure their time. However, they may choose to work on one project all morning that incorporates goals in reading, writing, math, geography, science and art. The next day, for example, they may work on long division for an extended period of time. If the child is interested in the task and working appropriately, then s/he needs to be able to complete the activity without interruptions to foster cognitive growth as well as self-confidence and concentration.

Interest and Sensitive Periods

Another foundation of Montessori education is that the best learning occurs within contexts of interest (which is equally true of adults). Dr. Montessori created situational interest by designing materials that would appeal to the children’s natural curiosity while teaching specific skills. In addition, Montessori guides are specially trained to inspire children while presenting lessons and, through careful observation, to identify their interests and to use these same to motivate and inspire each individual child.

Finding the spark that will motivate each child to read occurs very easily in a Montessori classroom. Dr. Montessori believed there are sensitive periods in which certain environmental stimuli are especially interesting to children and that guides should therefore capitalize on these periods by providing an abundance of high interest activities at the right time. The influence of interest on learning has been clearly demonstrated in current research studies as documented in the book, Montessori: The Science Behind the Genius, by Paula Polk Lillard. Observing developmental levels and integrating their interests across the curriculum is what we call “following the child.” The goal of the Montessori environment is to allow each child to fully develop his or her intellectual skills, not to push the child in order to meet a normative schedule of development.

Learning from Peers

Children learn easily from their peers and flourish in a multi-age grouping that in many ways resembles a family. In the Montessori environment, learning from peers occurs naturally and daily. Students are grouped according to Montessori’s plans of development: ages 3-6 (pre-K - K), 6-9 (1st-3rd), 9-12 (4th-5th), 12-15 (6th-8th). The effectiveness of peer tutoring and collaborative learning for cognitive development and a positive social climate is clearly documented in current research. Not only does the younger child benefit from role models, but these groupings also give older children a chance to practice, refine, and teach their new skills--the ultimate test of mastery. An additional benefit of the multi-age grouping is that we plan for children to stay with the same guide for three years. This allows each guide to make meaningful and authentic connections with each student, as do the students with each other. Thanks to the multi- year grouping, the guide begins the year fully aware of returning students’ strengths and needs for each new school year.

Meaningful Contexts for Learning

Embedding knowledge in a meaningful context is associated with improved learning, increased interest, and a willingness to take on new challenges. Sometimes, children learn skills or information without understanding how to apply this knowledge beyond a classroom test. Montessori education follows the child’s interests and connects learning with real life experiences, naturally making for more meaningful contexts. Learning is also improved when the materials and concepts are seen in other situations. Since various subjects are integrated in the Montessori classroom by a single guide, children are easily able to assimilate new information.

Educating the Whole Child

Academic achievement alone does not prepare one for life. Montessori’s unique focus on the development of each person as a complete human being provides a strong foundation for success in all areas of life. The most common attributes associated with students of Montessori are an interest in learning, the ability to get along well with others, the capacity to think creatively, and the ability to express thoughts clearly and logically when writing and speaking.

V. ABOUT OUR LEARNING COMMUNITY

Guiding Principles

Children learn best when they are supported by highly qualified and nurturing educators, and treated with dignity and respect. Only in an environment where children feel safe and supported are they free to mature, develop, and reach their full potential. In accordance with our vision and mission, we strive to instill a deep love of learning and respect within the learning community. Through the teachings of Dr. Montessori, our school will focus on the development of self-discipline, order, and respect for others, resulting in a peaceful and harmonious school climate.

At Baltimore Montessori Public, where we are Making Montessori Public, we believe:

Every child deserves a high quality education.
Children must be treated with respect.
Children are born curious, creative and motivated to learn.
Children learn in different ways and at different paces.
Children learn best through hands-on experiences, real-world application, and problem solving.
It is critically important to provide a structure with clear expectations and consistent limits so children can develop a high degree of independence and autonomy.
Teachers must develop strong connections and trusting relationships with students and their families to foster optimal learning and growth.
School must be a safe environment and a joyful experience.
Schools need to provide a balanced approach that educates the whole child and fosters essential life skills.
Children are the hope for mankind.
Montessori is an ‘Education for Life.’

Guiding principles necessary to successfully implement our mission include:

Whole Child

Providing an integrated and open-ended curriculum that adheres to rigorous Montessori standards, informed by current research
Opportunities to go beyond memorization and repetition to a deep understanding of concepts, a thirst for knowledge, and a strong sense of self
Following the child and their unique interests, gifts, and needs
A dedication to observation and self-reflection as growth

Environment

Promoting independence through accessible and sequential materials and an orderly and safe environment
Creating an inviting and inspiring environment that joyfully engages the whole child and their natural curiosity
Use of mixed-age groupings and long work periods that maximize learning opportunities, cooperation, and self-confidence
Thoughtful integration of nature, movement, nutrition, the arts, practical life, and sensory experiences

Community

A commitment to ongoing professional development and family education to deepen our understanding of the Montessori philosophy and our unique mission
Use of active listening, acknowledgement and questioning as a means for thoughtful responses, emotional safety and effective communication
Ongoing discussions on the meaning of respect and how to build a trusting partnership among families and staff
Capitalize on our diverse strengths, positive role modeling, and clear mission to build a strong school community

Equity

Baltimore Montessori Public Charter School’s mission is to build a diverse and respectful community of joyfully engaged learners by providing a holistic Montessori environment that supports individual fulfillment, compassion, self-discipline, lifelong learning, and a deep awareness of our responsibility to contribute meaningfully to our world.

Located in the heart of Baltimore City, our school serves 550 students, ages 3 through 8th grade, from 26 Baltimore City zip codes; these students identify as 69% African American, 25% White, 3% Hispanic/Latino, and 3% Asian or more than one race; approximately 55% of students come from families considered economically disadvantaged.

Diversity is central to our school’s mission and identity; however, enrolling a diverse student body is only a first step toward creating a peaceful and equitable school community. In order to determine how students, families, and staff across demographic groups experience our climate, culture, and learning environments, Baltimore Montessori Public launched an equity audit in September 2018. This rigorous and intensive process identified focus areas and included recommendations to guide next steps.

We adopted the equity statement below in fall 2022, to provide a shared vision and framework to guide interactions and practices within our school and the broader community. This step will encourage accountability and ensure our commitment to equity is explicit and remains at the forefront of our work.

Peace Education is at the heart of the Montessori approach to learning, and alongside our efforts to create peace, we must also strive for equity and justice. By fully committing to this critical work, we better equip our community to fulfill the promise of our mission for all our students.

EQUITY STATEMENT

Montessori Across the Curriculum

The Montessori method is an educational approach designed to prepare children for life. At the heart of the method is the belief that children possess an innate curiosity about the world around them and a passion for learning. These natural inclinations translate into the child’s desire to engage in authentic, meaningful work.

The Three-Hour Work Cycle and the Three-Period Lesson

The Montessori workday is divided into two work cycles. The morning work cycle lasts approximately three hours, with a slightly shorter work cycle in the afternoon. Guides adjust the length of the work cycles as needed, based on the developing capabilities of the children as well scheduling of specials. During the morning and afternoon work cycles, children enjoy freedom with limits as they work on activities of their choosing under the gentle direction of the guide. These extended periods of uninterrupted work time provide the child with ample time to explore independently, to engage deeply with the materials, to absorb all that the curriculum has to offer, and to practice his or her focus, concentration, and inner discipline.

Within the three-hour work cycle, guides rely on the framework of the three-period lesson for presenting new concepts and leading children from a basic understanding to mastery. (A note about terminology: The work cycle can also refer to the manner in which a child chooses an activity, brings it to a mat or table to work on it, and then returns it to its proper place.) In the Children’s House and the Elementary level, beautifully crafted and carefully designed materials support new concepts. During the first period, Naming, the object, concept, or process is presented and introduced. The guide invites the child to explore the material in an appropriate way. During the second and longest period, Association/Recognition, the lesson is reviewed and reinforced. During the last phase, Recall, children demonstrate mastery of the concept often via testing mechanisms inherent in the material. With guidance and intervention available as needed, children repeat the first two steps as often as they need to before moving to the final phase.

Multi-Age Groupings

In the Montessori classrooms, children are grouped according to the different planes of development identified by Dr. Maria Montessori (ages 3-6, 6-9, 9-12, 12-14). This approach allows children to work at different paces in different areas. A child can move as far ahead as s/he is ready to in one discipline, but can also spend as much time as needed to master a concept s/he finds challenging. An additional advantage offered by the multi-age grouping is the increase in opportunities for collaborative, peer-to-peer learning. Children work together and learn from one another in a comfortable atmosphere of cooperation and support. A sense of community develops and strengthens, as does each child’s self-esteem. Guides can witness true mastery in action as a child shows s/he has so internalized a concept that s/he is ready to guide a peer toward his or her own mastery of the concept. A final advantage of the multi-age grouping is the strong sense of connection that develops between the children and their guide, and among the children themselves. Children who enter as a three or six year old will benefit from staying in the same class for three years. Our Upper Elementary classrooms include 4th and 5th graders. Our 6th graders become part of our Adolescent Community so they can acclimate to the standards of middle school prior to the high school choice process, where grades and standardized testing in 7th grade and the first quarter of 8th grade determine eligibility for criteria based high schools in Baltimore city.

Placement and Transition Visits

Students learn in mixed-age groupings that are organized into levels, based on Montessori’s planes of development and, for middle school, grade level bands in other City Schools:

Children’s House: PreK3, PreK4, and Kindergarten
Lower Elementary: 1st grade, 2nd grade, 3rd grade
Upper Elementary: 4th grade, 5th grade
Adolescent Community: 6th grade, 7th grade, 8th grade

Classrooms are all named for a different Maryland symbol. In the Adolescent Community, students rotate among content area guides. To support the acclimation of new students and increase access to our school, we also have a single-aged Kindergarten and a 1st grade classroom.

Class placement for rising students and new students is a very careful and thoughtful process. The purpose of the placement process is to find the best fit for every child, while ensuring optimal work partners and balance across all classrooms. We look at a variety of factors to create balanced and supportive learning communities across each level, including academic and social strengths and challenges, work habits, and learning styles.

In late spring, guides give input into the placement process by submitting detailed feedback for every student scheduled to move up. Along with additional input from special educators and other staff, this feedback is reviewed and balanced with information about new students and current class composition to create class groupings for the following year. Parents can share feedback with their child’s current guide during spring conferences; however, in order to keep our process equitable, parent input is only one component that must be balanced with other factors. Final determinations for class placement are made by the school leadership team.

In order to prepare students to move up, students in Kindergarten, 3rd grade, and 5th grade visit classrooms at the next level in late spring. These visits are structured to align with schedules and students’ developmental readiness for this experience and provide students with a mini orientation to the next level. Often, experiencing similar routines and seeing familiar faces can also help students to feel more comfortable about the transition.

The classrooms that children visit are based on scheduling and availability, and are not related to students’ actual class placement for the fall.

Due to the time involved with this process and the need to finalize schoolwide enrollment first, class placement notifications are typically sent out via email by mid-August.

Please reach out to your child’s guide or school leadership if you have questions about this process or concerns about your child’s readiness for the transition to the next level. We hope all families will maintain their enrollment with our school through 8th grade; however, if you are considering a different school placement please notify the main office at your earliest convenience for coordination support.

Staff

Our guides are certified educators. Most have dual certification (Montessori and State) and those in possession of only one certification are working toward the other. Children’s House classrooms have 2 educators: a guide and an assistant guide. In the Elementary classrooms, classrooms have a lead guide and are also supported by additional personnel: assistant guides and intervention staff. In the Adolescent Community, children are placed into classroom pods with content specialists leading smaller groupings; assistant guides and intervention staff provide further support at this level.

Support Services

As a Baltimore City Public School, we have support services personnel available to help our children. If your child has an IEP, he/she will receive services at our school. We have five full-time special education teachers, a full-time speech/language pathologist, several part-time staff including an occupational therapist, physical therapist, and psychologist, as well as a full-time Social Worker. We will first use a pre-referral process called the Student Support Team to develop and implement intervention strategies to help a struggling child be successful. Please contact your child’s guide first with any academic, social, emotional, or behavioral concerns, or for more information.

Arts Integration/Creative Expression

In a Montessori classroom, different subjects are not taught in isolation. Language, Mathematics, the Sciences and other disciplines are not taught at specific times and then set aside for the remainder of the school day. Rather, activities from different disciplines are interrelated for a more authentic learning experience. The Arts, Movement, and Music are similarly integrated into the curriculum and form a natural extension of the main curricular branches. Guides perform a variety of roles, and must be proficient in many fields. Fortunately, the extremely thorough training of a Montessori guide prepares our faculty to be masterful educators in a variety of subjects.

A Montessori classroom is also a place where children come to rely on the consistency and comfort of routines and order. Guides work to preserve the integrity of the three-hour work period, and there is a school-wide commitment to limit disruptions and distractions. This promotes a peaceful environment, a relaxed pace, and frees the child from artificial time constraints, all of which can interfere with the child’s developing concentration and focus. Mindful of the importance of having access to experts from different fields, the school brings in specialist teachers and artists, including fine art, physical education, and music; students receive exposure and instruction in these subject areas from these special guides on a weekly basis. Generally, any special instruction for which the children will need to leave their classroom is scheduled at the end of a work period, to minimize disruption. All special teachers work in concert with classroom guides to create a meaningful program of study which complements the child’s work in the classroom. Currently, Spanish is taught in 1st through 8th grade and offered as after school activities.

Afterschool Programming

Baltimore Montessori Public offers a range of after school clubs and activities. Extended day is provided by an outside vendor, Inheritance Academy.

Before care is available in the mornings for students who have signed up and are accepted beginning at 7:00 am. The latest a child can be dropped off for before care is 7:50 am.

In the Children’s House (PreK3-Kindergarten)

Through their senses, children aged 3-6 absorb all that the world around them has to offer. The rich environment of the Children’s House is carefully prepared to expose these absorbent minds to inviting and culturally diverse materials that are sure to captivate the interest of the young explorer. At this stage, many materials are geared toward mastery of self-care and care of their environment, and enable children to develop personal dignity and an awareness of their responsibilities as human beings. In many ways, the Children’s House mimics the home environment and provides children with a comfortable and safe space to begin their journey toward maturity. As they choose the materials that appeal to them, and are guided in their proper use, children begin to develop the inner discipline that is the ultimate reward of Montessori formation.

The work at the heart of the Montessori method takes many forms, and can be viewed as part of the following five curricular branches:

Practical Life exercises promote care of self, others, and the environment, develop coordination and strength, and encourage the growth of grace and courtesy. Examples of practical life lessons include:

Lacing shoes
Greeting a visitor
Polishing wood
Arranging flowers
Cutting fruits and vegetables
Spooning beans

Sensorial exercises invite children to explore the world around them by tasting, smelling, touching, and hearing. In this way, children acquire information, create perceptions, and begin to order and classify their environment. The sensorial materials isolate one concept, allowing the child to fully grasp the concept and pay close attention to details. Examples of sensorial exercises include:

Ordering wooden rods of different lengths
Sorting various items into special trays
Matching sound boxes
Experiencing objects in a mystery bag

Language exercises expose children to the richness and fullness of human language. The Montessori materials and curriculum are rich in vocabulary. Once the children have demonstrated attention to the task, the guide facilitates the learning of the associated language concepts. Learning letter sounds using the sandpaper letters is an important step toward beginning reading. Sample language lessons include:

Exposure to stories, poems, and songs
Tracing metal insets in preparation for handwriting
Tracing sandpaper letters
Creating words with the movable alphabet

Mathematics materials provide children with opportunities to understand fundamental mathematical concepts in a very concrete way, and provide a foundation for abstract reasoning. Sample mathematics lessons include:

The concept of zero
Using number rods and cards to relate numerical symbols to quantities
Introduction to notions of quantity
Using a bead frame to understand decimal place
Skip counting using bead chains

Cultural Studies lessons related to Geography, History, Biology, Botany, Zoology, Art and Music are integrated heavily into Practical Life, Sensorial, Mathematics, and Language lessons, and are in fact viewed as extensions of these areas of activity. Examples of culturally enriching lessons from these main curricular branches include:

Using land and water models to understand the earth’s formation
Classifying cards with pictures of children from around the world
Creation of a personal timeline
Beginning to understand the passage of time
Collages and rubbings of leaves, arts, and other elements of nature
Examining bugs and other objects from nature
Observing whether objects sink or float
Matching voice to bells

The Elementary Years (Lower Elementary: 1st-3rd; Upper Elementary: 4th-5th)

Elementary aged children (6-12) begin to move from the concrete to the abstract and seek to understand the world and their place in it with more depth and detail, for what Dr. Montessori called the “cosmic education.” Elementary students also begin to orient themselves toward the outside world, and organize field trips, attend cultural events, and engage with their larger communities in a meaningful way. This broadening of scope encourages the child to experience a sense of belonging to the rest of the world and is a reminder of the child’s position on the continuum of human existence. This connectedness in turn fosters a desire to be a responsible steward and citizen of the planet. As the children’s knowledge base begins to broaden dramatically, it is the role of the elementary guide to provide opportunities for these children to continue to develop their reason, intellect, and the qualities necessary to lead a fulfilling adult life.

With an integrated and inclusive approach, the Elementary curriculum is based on a series of connected narratives entitled the Great Lessons that build on the child’s foundations in Language, Music and the Arts, as well as Mathematics, Sciences, and all their branches. These Great Lessons provide a framework for children to learn:

The Story of the Creation of the Universe
The Timeline of Life
The Coming of Humans
The Story of Language
The Story of Numbers

A child who has an appreciation of these broad storylines is preparing for increasingly more specific and complex studies in each area. Since the children are very social at this age, they often work in groups.

Within this curriculum, continued emphasis is placed on the child’s gifts and interests, and other disciplines are integrated for a truly authentic learning experience. Questions from these young minds are honored, and children are encouraged in their pursuit of meaningful answers. Guides lead children toward accurate, appropriate information, and a premium is placed on the use of both primary sources and authentic nomenclature. Frequent use of visual aids, manipulative materials, and physical representations – timelines, maps, globes, and charts – support different learning styles and facilitate a strong foundation for abstract concepts. Through the Great Lessons, children deepen their understanding of their place in the universe, and form an understanding, appreciation, and respect for the richness of human diversity. Montessori children are often known to ask great questions and know how to seek the answers – an important life skill. The children use work plans and reflection to develop time management skills and self-discipline. The class participates in regular community meetings to solve problems, model respectful behavior, and reflect on their day. The integrated approach is one of the Elementary Montessori program’s greatest strengths, and facilitates exposure to an extremely broad curriculum. Often through hands-on projects, students are exposed to the realm of mathematics, earth science, biology, zoology, botany, technology, the world of myth, great literature, history, world geography, civics, economics, anthropology, and the basic organization of human societies. Their studies also cover the basics of traditional curricula: math facts, spelling lessons, vocabulary, grammar, sentence analysis, creative and expository writing and library research skills.

Here, the integrated elementary curriculum has been broken down into areas of study to provide an overview of each curricular area:

Language Arts curriculum emphasizes the development of strong composition, creative writing, vocabulary, and research skills. Students often use topics of interest from other subject areas to engage in research and writing activities. The study of grammar begins almost immediately after the child begins to read, during the sensitive period when he/she is extraordinarily interested in language. The children are introduced to the function of the parts of speech one at a time through many games and exercises that isolate the one element under study. In Montessori Education, a geometric symbol is assigned to represent each element of grammar. For example, a large red circle symbolizes verbs. The children use grammar boxes to analyze sentences once they have mastered the concrete symbols for parts of speech. Writing work takes a variety of engaging forms in the classroom from Writer’s Workshop, where students are guided in a structured exploration of the craft, to creative writing opportunities such as regular journaling, stories, plays, poetry, and class newspapers. As the move through the school, young writers and readers are consistently exposed to high quality, great works of literature, not only to elevate expectations but to instill in all students a respect for literacy and a love for the written and spoken word.

Mathematics is introduced through the “Story of Numbers” which helps the children understand the power of mathematics and fosters motivation to explore number concepts further. Similar to other subject areas in Montessori, arithmetic, algebra and geometry are interrelated. The lower elementary math curriculum offers the children hands-on experiences by applying math skills to a wide range of projects, activities and challenges. Memorizing basic math facts and understanding vocabulary are an essential part of the program; however, children also work with the golden beads and other concrete materials to develop their understanding of the concepts related to the four basic mathematical operations and the study of fractions. By the end of the lower elementary years, the children have developed a strong foundation and many are ready to make the passage to abstraction where they can begin to solve problems with paper and pencil. Montessori places great emphasis on the study of geometry. In the lower elementary classrooms, children study lines, angles and plane figures, as well as linear and cubic measurement. Determining arithmetic procedures in real situations becomes a major focus of the curriculum.

Cosmic Education instills in the children’s emergent reasoning mind a desire to explore their world. Geography, the study of our home (the Earth) opens the door to the elementary curriculum. The initial geography lessons are presented as exciting stories, accompanied by scientific demonstrations and impressionistic charts that spark the child’s imagination. Geography is fully integrated with the physical sciences as children study the Earth and its place in the universe. We begin by studying “the whole” which gives children a unique vision and holistic foundation for their education. Next, the children study how each part of the cosmos is related and contributes to the whole. The children become interested in how the world functions, as well as, their individual roles in contributing to society. The children’s interest, vocabulary and in-depth understanding of geography are developed through research, reports, experiments and field trips. The children study the regions, cultures, and natural resources of the United States typically beginning around age 5 and continuing at increasing depth each year. Detailed study continues one nation or continent at a time. Human history, basic needs and the passage of time are essential to the elementary curriculum.

Biology curriculum emphasizes the interdependence of all things in the universe. Plants and animals are an essential part of the elementary science and practical life curriculum. Giving children the opportunity to observe and care for living things (as much as possible in their natural environment), facilitates the knowledge and experience for a deep understanding and love of biology. The children study the anatomy, physiology and classification of living things using a variety of classroom/school resources. Engaging in research, writing reports, conducting experiments and journal writing are common experiences in the Montessori classroom. The children are introduced to the process and philosophy of science, to foster an appreciation and sense of wonder for the harmony of the universe.

Adolescent Community (6th - 8th grade)

The Adolescent Community responds to the unique developmental needs of young adolescents by anchoring meaningful academic study in a real-world context. The challenging and engaging AC curriculum prepares students for high school and beyond, while supporting community engagement and promoting lifelong learning.

Students rotate through different content-area-specific classrooms (English Language Arts, Global Studies, Science, and Math) and also engage in lessons in Technology, PE, and a range of arts options.

Communication

What to expect from the school in terms of school communications:

ClassroomParent

ClassroomParent is the school’s main communication platform for announcements, calendar events, and text messages. Follow these instructions to register and to learn how to view previously sent messages.

ClassroomParent automatically sends a WEEKLY NEWSLETTER over the weekend. To be sure you view the entire newsletter, click on the link at the bottom of your email to load the full message: “[Message clipped] View entire message.” The weekly newsletter includes upcoming calendar events and non-urgent messages and announcements.

Add support@classroomparent.com and mailer@email-support.classroomparent.com to your address book to ensure delivery.

A Spanish version of ClassroomParent is available. Click EN ESPAÑOL at the top of the page.

Hay una versión en español de “Classroom Parent.” Haga clic “EN ESPAÑOL” en la parte superior de la página.

For assistance with accessing ClassroomParent, please contact Jessica Singleton, Administrative Coordinator: jessicas@bmpcs.org or 410-528-5393.

Announcements

Based on community feedback, the school is working to reduce the volume of emails it sends. The school will only send midweek emails and texts for urgent or time-sensitive announcements. All other announcements will be included in the weekly newsletter sent directly from ClassroomParent over the weekend.

Classroom and Admin Newsletters

Parents can expect weekly newsletters from their child’s classroom and monthly newsletters from school administration and specials teachers.* These may come midweek or may be included in the weekend newsletter. (*Specials newsletters will begin in November.)

Family Calendar

In addition to posting calendar events on ClassroomParent, the school maintains a live Google doc version of our calendar available for viewing here. This year-long calendar is also included in the weekend newsletters.

Families may also wish to consult the BCPSS calendar. We adhere to these dates with the exception of early release days other than Wednesdays. If the BCPSS calendar indicates an early release day on a day other than Wednesday, we are in session.

Website

The school’s website calendar is used for general information that is suitable for sharing with the public: holidays and closures, Board meeting dates/times, etc. To protect confidentiality and promote safety, school-level events like field trips and activities are only posted through ClassroomParent.

Most staff emails are FIRSTNAME@bmpcs.org. Please allow 24-48 hours for a response. For emergencies, please contact the main office. If you are unsure of a staff person’s email, please contact the main office.

Contacting the Main Office

The main office can be reached via email (office@bmpcs.org) or by phone (410-528-5393). Please use this mailbox for general inquiries or to notify the office of an absence, late arrival, or early dismissal (please CC your child’s guide).

Family School Alliance

The school is grateful for an active and highly supportive parent-caregiver organization. The Family School Alliance (FSA) has a private Facebook group for families associated with the school to connect directly with each other. This page is managed and administered by the FSA. School staff may engage on their page in their personal capacity however this site is not monitored by school administration.

Questions

Your child’s guide is your primary point of contact for questions about their classroom experience.

Help

For assistance with communications, please contact Claudia Carias, Communications Assistant, in the main office: claudia@bmpcs.org or 410-528-5393.

Para obtener ayuda con las comunicaciones, comuníquese con Claudia Carias, Asistente de Comunicaciones, en la oficina principal.

Family Engagement

Forming a partnership with families is essential to the success of our mission. We plan several family education opportunities and community events to help families learn about the Montessori method and connect with others within our learning community. Our leadership team holds morning coffee discussions to help families feel comfortable at our school and provide an informal setting for asking questions. Parent Workshops will also be held at various times during the school year.

Families are invited to attend all teacher-parent conferences, attend at least one family education event, complete a scheduled classroom observation, and volunteer their time in other ways. Classroom observations can be scheduled between October and May, after the children have had time to adjust to their new environment. Families are encouraged to volunteer in a way that is convenient for their schedule. Volunteer opportunities include recess or carpool help, helping in the office, cleaning the playground and grounds, working in the garden, preparing materials at home for use in the classroom, assisting with our nutrition program, serving on a committee, and/or working on school improvement projects.

Family School Alliance (FSA)

Parents and caregivers at Baltimore Montessori Public Charter have an established organization to support the work of the school. If you are interested in joining the Family School Alliance, please reach out to Mr. Miquel (Mike) Anderson, our Community School Coordinator, mike@bmpcs.org.

VI. SCHOOL POLICIES AND PROCEDURES

Enrollment Information

Applications are typically available in early November and due in early-February to be eligible to participate in the lottery. Baltimore Montessori Public schedules several Open Houses in January and February for interested families to tour the school and ask questions. Applicants entering Baltimore Montessori Public abide by the same age and residency requirements as other BCPSS schools: Children must be five years old on or before September 1 to enter kindergarten (or three/four for preschool). In addition to other required documents (birth certificate, health forms, etc), we require two of the following for proof of address in Baltimore City: gas, electric, water or telephone bill; rent receipt; bank statement; or verifiable lease agreement. We are open to all students residing in Baltimore City. Demand typically exceeds the number of available seats for any grade, and we conduct an enrollment lottery to allocate spaces.

Lottery Policy

If the number of applications to enroll in Baltimore Montessori Public Charter School exceeds the number of spaces available, students will be selected for admission by lottery. There are specific exemptions to the lottery stated in the Title V, Part B Non-Regulatory Guidance Charter Schools Program through the Department of Education published in July 2004. These include children of founders, children of employees, and siblings. The number of children of founders/employees can only be a small percentage of the total enrollment. We will ensure that children of founders and employees each constitute no more than ten percent of the total enrollment of the school. As part of our commitment to the community of Greenmount West, Baltimore Montessori Public secured an enrollment waiver from Baltimore City Schools to ensure that every year, 8-10% of available seats are reserved for residents of our community. Unfortunately, Baltimore City Schools suspended this waiver for PreK-5th grade as of the 2021-22 school year, due to concerns about the impact of this waiver on enrollment at area schools. We continue to advocate for residents of Greenmount West to have priority for open seats and will update with any changes.

Lottery Procedure

During the lottery, names will be drawn by grade. Spaces will be offered in the order of names drawn, with every attempt to accommodate siblings. Remaining names will be placed in order of draw on the General Waiting List. If the number of applicants for a given grade does not exceed the number of available spaces, all applicants for that grade that are Baltimore City residents will be offered admission to the school. The General Waiting List will be cleared for each new enrollment period. Names will be drawn using a computerized program. The lottery date, time, and location will be posted on the website.

Sibling Preference Policy

We understand the importance of keeping siblings together and make every effort to accommodate families. We also recognize the convenience for parents/guardians to have all of their children in the same school; therefore, we give siblings preference in the enrollment process as allowable by law. A sibling is defined as a biological or legally adopted brother or sister. In order for siblings to be considered under the sibling preference policy, parents/guardians must complete and submit an application form for each child they wish to enroll in the school. If a separate application is not received for each sibling, the sibling will not qualify for the Sibling Preference Policy. During the lottery, names will be drawn by grade and any siblings listed on the application will be placed in the appropriate grade, space permitting. If the grade is full, the sibling will be placed on the waitlist, but with priority over other non-sibling applications. The Sibling Preference Policy is dependent on available space and does not guarantee enrollment for each sibling. In order for sibling preference to apply, the currently enrolled child must continue his or her enrollment at the school unless this child has aged out of our program.

Pick Up and Drop Off Information (Carpool)

During pick-up and drop-off, the safety of our children, families, and staff is our priority. We are located on a street with very heavy traffic, and at drop off and dismissal times, our school brings an additional 400+ families to the neighborhood, leading to congestion and occasional delays. We kindly ask for your patience and support as work to keep carpool running smoothly and safely. We also ask that you be mindful and courteous of other drivers, especially our neighbors. If you are interested in volunteering a few minutes of your day to help with carpool, please contact the school. You can help us to keep carpool running safely and smoothly for everyone by adhering to the following guidelines and procedures:

General Guidelines for Carpool:

All families are assigned a unique carpool number.
Morning Drop-Off and Afternoon Pick-Up take place at the main entrances to the school on Guilford Ave.
Please enter the carpool line by heading east on Lanvale St. and turning south onto Guilford. Please be courteous to other drivers. If you are entering the carpool line from Calvert, be mindful of drivers waiting on Lanvale to cross Calvert. Do not enter the carpool line by making a U-turn on Guilford or by pulling into the line on Guilford.
Please do not pull in front of other cars or in the bus lane.
Please make sure your carpool number is visible.
Please do not double park and allow your child to exit your vehicle in the street.
Cars and buses travel very quickly down Guilford; please use the crosswalks if you are walking and only cross Guilford at the corners. Please do not cut across the middle of Guilford.
Whether you are walking or driving, please follow the instructions from volunteers or crossing guards.

Morning Drop-Off and Afternoon Pick-Up:

Morning Drop-Off begins promptly at 8:00 am. Students not in class by 8:15 are considered late. Staff members will greet your children at your vehicle and welcome them into the school building where they will head straight to their classroom to begin their day. A free breakfast provided by the district is available beginning at 8:00 am. We ask all families to be especially mindful of the following:

Please make every effort to drop your child off at school on time. A delay of just a few minutes is very disruptive, and makes it harder for your child to begin his/her day in a peaceful manner.
Please note that for safety reasons, families may not park in the carpool lane during morning drop-off. If you wish to walk your child to the school doors, please do not park on the 1600 block of Guilford Avenue.

For students, Afternoon Pick-Up begins at 2:40 pm (12:00 on Wednesdays). Please make sure to be in the carpool by this time. Staff members will accompany your child from the front doors of the school to your vehicle. For safety reasons, every family is assigned a unique number that identifies their child(ren). This number should be displayed on the passenger side of your dashboard during pick-up. Anyone authorized to pick up your child from school, including all individuals listed on your Pick-Up Authorization Form, must know this number. If, in the event of emergency circumstances, an individual not on your Pick-Up Authorization Form needs to pick up your child, please inform the school office by phone, fax, or email. This individual will need to come into the school office and present photo identification before your child can be released to him/her. Please remember to keep your Pick-Up Authorization Form up-to-date and be mindful of the following:

Please arrive by 2:40 pm (12:00 on Wednesdays) for Afternoon Pick-Up. Many children find it very stressful to be picked up late. Parents who arrive after Afternoon Pick-Up concludes must find parking and enter the building to collect their children.
If you walk to school to pick up your child, please wait outside and provide your number to the staff person recording numbers. Please stay to the side and do not enter the building during afternoon pick-up. We need to maintain a close eye on the children at this time and limit traffic going through the doors.
If your child is being picked up by someone else or is going home with another child for a playdate, we need to have a note from the parents. Playdates cannot be arranged using the school phones.
If your elementary aged child is walking home without an adult, it is necessary to have a note signed by the parent or guardian on file.
In order for dismissal staff to focus on children exiting the building and entering their cars safely, early dismissal concludes at 2:20 pm on Monday, Tuesday, Thursday, and Friday and at 11:40 am on Wednesday.

Attendance Policy

Please make every effort to come to school each day and arrive on time. This gives your child the message of the importance of education. Missing school days is a disruption to his/her learning. Students who are excessively absent will be referred to Baltimore City’s Truancy Office. Families who arrive after drop-off concludes need to park and sign in their child at the office prior to entering the classroom.

Early Dismissal

Regarding Early Dismissal, we understand that there will be occasions when you need to pick up your child early for a doctor’s appointment or similar obligation. To ensure that your child is ready, please send in a note to the classroom guide letting them know the time that you will be picking up your child. When you arrive at school, please sign your child out in the office. As required by the school district, parents must sign an early dismissal form and provide written notification 24 hours in advance of an unscheduled early release. Whenever possible, we ask for your help in complying with this procedure.

In an effort to support regular attendance, we also suggest scheduling routine appointments after school or on Wednesday afternoon when it is feasible to do so.

Please note that Early Dismissal ends at 2:20 pm (11:40 am on Wednesdays). During carpooling, it is important to us that we maintain a positive and peaceful atmosphere, just as we do throughout the rest of the school day. In order to do this and maintain safe and efficient dismissal procedures, staff must be completely focused on children exiting the building and cannot monitor parents coming in and out of the building.

After early dismissal ends at 2:20 pm (11:40 am on Wednesdays), parents, family members or others picking up their children may not enter the building until the conclusion of afternoon dismissal at approximately 2:40 pm (12:00 pm on Wednesdays). This includes the back door as well. This is very important to ensure the safety of the children.

We understand that this may be an inconvenience but this policy must be strictly enforced. If you need to enter the building, you may come in before 2:40 pm (12:00 pm on Wednesdays) and sign in at the office. Also, it is very important to stay clear of the doors, front steps and walkway while waiting for your child so we can see the students walking to their cars safely. We greatly appreciate your patience, cooperation and support in following these procedures to ensure the safety of our children.

Student Records

The enrollment form that parents will complete after the lottery will require information regarding previous schools attended and special education status. We will encourage parents to secure copies of all special education records to facilitate the process. Baltimore Montessori Public will treat all student records with confidentiality and work to ensure that the information is accurate. Special education records will be kept in confidential folders in a locked cabinet in the school’s resource room. Other school records of the students will be kept in the cumulative folders in a separate locked filing cabinet in the office. According to FERPA, parents have the right to review the complete school records of their children. Parents may review their child’s record by making a request to the principal in writing 24 hours in advance. A staff member will be present to explain the record to the parents. Baltimore Montessori Public will not send or show student records to anyone outside the school system without first obtaining written permission. We will keep a record of any requests for a student's record, who requested the information, the reason for the request, and whether access to the record was provided.

Information, known as “directory information,” may be disclosed by the school system in accordance with the law without permission. “Directory information” means information contained in an education record of a student that would not generally be considered harmful or an invasion of privacy if disclosed, and may include the following information relating to a student:

The student’s name
Address and telephone number
Dates of attendance

When a Baltimore Montessori Public student enters or seeks to enter another school or institution having an educational program located either in or outside of Baltimore City, records will be forwarded to that school or institution upon the request of either the parent or the new school or institution.

Field Trips

Since consistency is so important for our young children in the Children’s House, we typically invite cultural resources to come to our school rather than taking the children out on traditional field trips. For the elementary ages, it is important for them to become involved with the community and aware of its wonderful resources. Field trips will be planned several times throughout the year. Our Upper Elementary and Adolescent Community plan “going out” trips to study areas of interest. Whenever possible, mini grants and class fundraisers are used to fund field trips, but occasionally, classes will need to collect funds from families in order to pay for these outings.

Parent/Guide Conferences

Three dates are built into the school calendar for the purpose of parent/teacher conferences. Progress reports and report cards are sent home at the middle and end of each quarter. We invite all parents and caregivers to participate in conferences three times per year. Please contact your child’s guide if you wish to meet at any other time during the school year. We thank you for your help in maintaining positive, close contact with your child’s guide.

Homework

A growing body of research suggests that giving homework as a matter of course does not necessarily benefit children. Homework can also be a source of stress and conflict for families. Montessori students work very hard during their work periods and at the end of a long day are ready for a rest. At times, a guide or special education teacher may work with the parent and student to practice specific skills at home.

In Upper Elementary and particularly in the Adolescent Community, students receive more traditional homework assignments, and are expected to complete some work outside of school to complete their expected goals.

For ways to support your child and the work s/he does in the Montessori classroom, consider using homework time to do the following activities instead.

Making a game with a deck of cards to practice math facts
Play board games
Make games out of learning new vocabulary or solving problems
Research a topic of interest
Keep a journal
Practice keyboarding on the computer
Read together
Spend time with family and friends.
Set aside time for reading aloud every day.
When schedules permit, eat meals together, and encourage your children to help with meal planning and preparation.
Visit the library, parks, and local museums and galleries, even if it’s just for a short time.
Try to spend time enjoying the outdoors.
Start a family project: Interview grandparents and other family members, make a family timeline, or plant a garden or a flower box.
Encourage your children to share by asking your children questions like, “What was the best thing that happened to you today?” or “Did anything funny (or sad, or unusual…) happen at school today?”
With your guidance, encourage your children to take care of transactions at the bank, grocery store, and other shops.

Guidelines for Healthy Snacks and Lunches

Growing minds and bodies need plenty of fresh fruits and vegetables, healthy fats and proteins, and properly prepared whole grains. Through our ambitious Seed to Table program, we learn together about how to grow healthy foods, prepare fresh ingredients, and enjoy nutritious meals together.

Please help avoid ingredients that have a negative impact on our health such as:

Dyes, artificial flavorings and other chemicals and additives
Partially hydrogenated oils and high fructose corn syrup
Items with an excessive amount of sugar
Soda and candy (not permitted at school, per Baltimore City Schools)

Your child’s guide may be in touch about other snack options as well as allergy considerations for your child’s classroom..

Baltimore City Schools provides a free breakfast and a hot school lunch to all students.

We appreciate your consideration of these guidelines when planning for your child’s birthday and other community celebrations.

Birthdays and Other Celebrations

If you are hosting a celebration outside the class and inviting some families from school, please be mindful of the impact of such celebrations on class life. Please do not send birthday invitations to school to be sent out. Please send the invitations outside of school, out of sensitivity to children not included in the celebration, and to avoid confusion with school-sponsored events. Joyful celebrations are a part of every childhood, and we thank you for your cooperation in ensuring these celebrations are mindful of our community.

In order to minimize distractions and respect our families' individual approaches to holidays, our school does not celebrate Halloween. Please do not send your children to school with candy or in costumes. Candy is not permitted in school at any time, per Baltimore City Schools as well as our own guidelines.

Bringing Things from Home

It is natural for children to want to share things that are special to them with their classmates. If they wish to do so, children may bring a book, something from nature, or a similar item to share. Since toys can occasionally be a source of distraction and create situations where conflicts arise, we ask children to leave toys at home. If it is not an item for sharing, please keep personal items at home.

Electronic Devices, Television, and Other Media

The Montessori method teaches us that children are happiest when they are engaged in activities that promote movement, discovery, creativity, and full participation in their environment. Children watching television and playing video games, however, are in a passive state, and less likely to engage in more fulfilling pursuits.

The media occupy a dominant role in our culture. While use of electronic devices like hand-held video games, television, and other media can have a place in our lives, inappropriate use can be very detrimental, particularly to developing minds. Though it can be difficult to do so, we ask parents to limit children’s exposure to “screen time,” especially before school and at other times during the school week. Parents can help older children make wise choices when it comes to judicious use of media.

Ultimately it is parents’ responsibility to guide children in appropriate use of electronic devices, television, and other media. Your support of the school’s position will do much to enhance your child’s classroom experience and bolster the benefits of the Montessori formation, particularly when it comes to focus, concentration, and attention span. We hope you will give this topic your consideration. For more information, please consult the resources section and review the updated Technology Policy and Acceptable Use (Appendix C).

Personal electronic devices are not allowed in our school environment. If they are seen, a staff member will respectfully take the item away until the end of the day. If this occurs a second time, the guide will call the parents to pick up the item. If a child is seen with an electronic device a third time, the device may be confiscated until the end of the year. We are not responsible for electronic devices that are brought to school. Thank you for your cooperation.

Recess

Recess is an important element of our daily schedule. Physical education, including productive outdoor play, is essential to the health and well-being of children. Recess is also an opportunity to practice important social skills, including collaboration, conflict resolution, leadership, and teamwork.

Students go outside every day unless the actual temperature falls below 30 degrees or it is raining. If the temperature is below 30, students will have indoor recess. Students may also have indoor recess during colder months if the wind speed is above 15 mph. Please be sure to dress your child appropriately with a coat, hat, and gloves. Please write your child’s name on outerwear tags. If your family requires support with securing cold weather gear, please notify the main office.

BMPCS values our students’ health, right down to their skin. To ensure skin health, we recommend the following:

Students are encouraged to wear hats that shade the face, ears, and neck. Wearing sunscreen is also recommended, and can be sent from home.

We are thankful for the trees and structures on our land that provide much-needed shade during play and work times. Students and teachers are encouraged to seek shade during peak sun hours (between 10am-2pm).

Staff will monitor student wellness and students’ needs for sun safety, including sunburn and heat exhaustion.

Because of the important social and academic benefits of recess, it is not permissible for students to miss their entire recess as a consequence for behavior or incomplete work. Withholding recess from the entire class as a consequence for some students’ actions is also not permissible. In order to keep recess safe and productive, students may be asked to stay back from recess for a brief period (5-10 minutes) to reflect on their actions, finish up a required task, or to process events before joining the group.

VII. EDUCATION FOR PEACE

“The child is both a hope and a promise for mankind.”

– Dr. Maria Montessori

Education for peace represents an additional core component of the Montessori philosophy and is interwoven into the curriculum across all age groups. At the heart of the Montessori program of education for peace is the belief that the child who has been protected, nurtured, and given the freedom and support to allow his or her innate capacities for inner discipline to unfold will develop to his or her full potential. It is this actualized child who will mature into an agent for peace in our world by embodying the deep respect and appreciation for self, others, and the universe that are the fruits of a Montessori education. It is the role of the Montessori guide to nurture and cultivate the seeds of peaceful living that live in each child.

To unify the Peace Education curriculum throughout the school and to promote meaningful thematic learning, Baltimore Montessori Public has adopted monthly core values and three school-wide commitments: We are kind, we are responsible, and we are focused. These themes are supported in the classroom by grace and courtesy lessons and community building exercises adapted to each level, as well as explicit instruction, and are celebrated through monthly Peace Pole gatherings, which help to connect our school family and maintain high standards for individual and community conduct.

Classrooms also employ mindfulness tools to heal from trauma and reduce the effects of stress. Classroom areas also include peace areas, with tools and materials to support students to navigate conflicts and resolve challenges peacefully.

“…humanity can hope for a solution of all its problems …only by turning its attentions and energies to the discovery of the child and the development of the great potentialities of the human personality.” – Dr. Maria Montessori

Conscious Discipline and Restorative Practices

Baltimore Montessori Public practices Conscious Discipline – an evidence-based, trauma-informed approach that utilizes an array of behavior management strategies and classroom structures that teachers can use to turn everyday situations into learning opportunities.

Restorative Practices are strategies used to help members of our school family to build community, strengthen relationships, and navigate conflict.

For more information about our approach to classroom management and disciplinary issues, please view our Prevention and Intervention Plan.

VIII. ASSESSMENT

“When dealing with children there is greater need for observing than of probing.”

-- Dr. Maria Montessori

The Montessori guide is a trained observer of the child. Regular, recorded observations of the child’s progress inform the basis of the child’s assessment records. Classroom guides use an appropriate combination of qualitative and quantitative assessment tools including mastery checklists and narrative reports. Guides also track growth using journals and portfolios, group discussions, self- and peer-assessments, curriculum-based assessments and regular meetings between the child and the guide. These regular observations also inform the guide’s plan of instruction for each individual child.

Built into many of the Montessori materials themselves are methods for self-testing, leading to self-correction. The child learns rapidly to assess his own progress and choose a new course if necessary. If a child is having difficulty, guides will intervene to offer help and guidance, but they are trained to stand back and observe the process if the child is progressing appropriately. Because of the precise sequence of most lessons, a child typically will not move onto the next series of lessons without mastering the first. The child and the guide both know when more practice is required, or if s/he is ready to move onto the next new lesson.

Part of our reflection and growth as a school is to understand the various assessments available and choose tools that will help us to more deeply understand each child’s learning needs, aid in lesson planning and demonstrate growth to our community and stakeholders. While we do not want to over test our students, we know that using multiple measures is best practice for assessing students’ skills and growth.

In keeping with our mission to develop a community of joyfully engaged life-long learners, beginning in first grade, every child participates in a goal-setting conference. Together with their guide and informed by a variety of assessment tools, students will reflect on their progress, identify areas of strength and challenge, and ultimately, devise an individual plan of growth to guide their daily practice and skills work.

Our comprehensive assessment plan is available in the main office.

Common Core State Standards (CCS)

We continue to align our Montessori curriculum with the Common Core State Standards adopted by Maryland. The CCSS specify skills and learning processes that are necessary for our students to be ready for college or careers in a global economy. The standards are based on effective practices from a state, national and international level. Thus far, we are excited to see an emphasis on literacy across the curriculum especially with writing and teaching for a deep understanding of concepts.

NWEA/MAP

Baltimore Montessori Public uses the Northwest Evaluation Association (NWEA) Measures of Academic Progress for students in Grades 1– 8. We chose to invest in NWEA because it is highly regarded nationally as an alternative, and perhaps a more relevant tool, for measuring academic achievement. NWEA is an adaptive computerized tool that provides teachers with detailed information about what students know in the reading, language and math strands and what they are ready to learn. Unlike many standardized tests, the NWEA is a measure of individual growth. The NWEA is administered three times a year and data is reviewed with parents at conferences.

State Assessments

Students in Grades 3-8 take state mandated assessments. Standardized assessments are one tool that we can use in conjunction with more meaningful assessments, to indicate areas of improvement and whether a student needs additional support.

We believe that all of our students are very capable. We continue to focus on providing an optimal learning environment that fosters a love of learning and the development of skills essential to be successful in life. We know that our students need to become effective communicators so our instructional priorities are focused on comprehending complex text, understanding the writing process, and explaining solutions to math problems.

We believe that if we establish high expectations and clear structures for great work, our students will achieve at higher levels across all assessments. The definition of achievement is not a high score but rather success through inquiry, effort, courage, skill, practice and perseverance.

IX. HEALTH AND SAFETY

We are committed to providing and maintaining a healthy and safe learning environment. As such, we have completed extensive renovations to the facility to prepare for school opening. This includes completing environmental assessments, installing new floor tile, painting, extensive cleaning, and installation of new doors, a security system and fence. We completed all of the necessary asbestos abatement and also located and updated the AHERA. A letter regarding the AHERA report is included at the end of this handbook. We are inspected by the fire and health departments annually.

School Safety

Our doors are always locked, and an intercom/camera buzzer system alerts us to visitors at our front entrance on Guilford and at the rear alley entrance. All visitors are required to sign in and out at the front desk. Parents can support our commitment to safety by always signing in at the office, displaying a “visitor” badge when visiting the school, and refraining from entering the building from 2:40 pm (12:00 pm on Wednesdays) until the end of dismissal. Parents can also support safety by signing out after each visit; during emergencies and drills, the sign out log is used to determine who is in our building.

We use green cleaners for general daily cleaning of the building. We provide bottled water for the students to drink regularly. Our schoolyard is completely improved into an engaging, interactive outdoor play and learning space with bees, orchards, and vegetable and flower beds. Volunteers to regularly pick up trash around the perimeter of the building and to do weeding of our garden beds are always welcome.

Fire Emergencies

A fire alarm system is installed along with sprinkler systems. Evacuation maps have been posted in the halls and classrooms. We schedule regular fire, lockdown, weather and intruder drills to practice for emergency situations. The children and staff will exit through the nearest doors to the playground and line up outside by class. The fire department is very pleased with our emergency procedures.

School Nurse

We have two full time nursing assistant at our school. They will document and contact parents/guardians in case of injuries or sickness. Please be sure to alert us of any allergies and medication needs your child may have. If your child is vomiting or running a fever, please keep him/her home from school. Your child needs to be free of a fever for 24 hours before coming back to school. In cases of other infections or contagious diseases, the nurse will provide specific guidelines. Please encourage your child to wash hands regularly.

X. ADDITIONAL RESOURCES

Montessori Associations

American Montessori Society (www.amshq.org)
Association Montessori Internationale (www.montessori-ami.org)
North American Montessori Teachers Association (www.montessori-namta.org)
The Montessori Foundation (www.montessori.org)

Montessori Information and Products

www.montessori-n-such.com
www.michaelolaf.net (Practical advice for using Montessori in a variety of settings)
www.nienhuis.com (Montessori materials)
www.montessoriconnections.com
www.earlychildhoodlinks.com
www.forsmallhands.com
www.hwtears.com (Handwriting without tears)
www.montessorimaterials.org
www.montessorioutlet.com

www.elearningtoys.com
www.montessorimadness.com

Books About Montessori

Montessori Madness by Trevor Eissler

The Absorbent Mind by Dr. Maria Montessori

The Secret of Childhood by Dr. Maria Montessori

The Child in the Family by Dr. Maria Montessori

The Advanced Montessori Method by Dr. Maria Montessori

From Childhood to Adolescence by Dr. Maria Montessori

Positive Discipline by Jane Nelson

Montessori Today by Paula Polk Lillard

How to Raise an Amazing Child by Tim Seldin

The Montessori Way by Tim Seldin

Montessori: The Science Behind the Genius by Angeline Stoll Lillard

A Parent’s Guide to the Montessori Classroom by Aline Wolf

APPENDIX A: GENERAL GRIEVANCE POLICY

Parent complaints will be addressed in a timely and consistent fashion. Disagreements should be resolved whenever possible among the people most closely involved while preserving positive relationships. We would ask that all parties come to the discussions assuming the good intentions of the other party. When parents have complaints or disagreements with any parties at Baltimore Montessori Public Charter School they should observe the following guidelines:

1. If the complaint involves a situation in the classroom, parents should seek to resolve the issue by discussing it with the classroom guide when students are not present.

2. If a resolution with the classroom guide is not possible, or if the complaint is with a school-wide policy or procedure, the parent should seek to resolve the issue by making an appointment to discuss it with school leadership, the principal and/or assistant principal. If resolution is not possible with any of the parties above, parents should address their concern with the executive director.

3. If resolution is not possible with any of the parties above, parents should address their concern to the Board of Directors.

4. Parents should also keep the following in mind when addressing a complaint to the Board of Directors:

a. Complaints should be made in writing and should include details of your efforts to resolve the issue in steps 1 and 2, and where the discussion broke down. This allows all parties involved to work from a consistent body of information.

b. The Board of Directors, in general, will not address a complaint based on hearsay or made on behalf of another parent or family.

c. The Board of Directors, in general, will not address a complaint if resolution with the appropriate individuals in Items #1 and #2 has not yet been attempted in good faith.

d. The Board of Directors reserves the right not to address a complaint that is made anonymously.

e. The Board of Directors, in general, will not address specific complaints about the performance of individual school employees in a public meeting. If such a complaint is brought at a public meeting, the Board will take the complaint under advisement and will provide an appropriate response at a later time.

f. The Board of Directors reserves the right to notify individual school employees about complaints brought against them. Parents may request that they are not personally identified as the party bringing the complaint.

5. If a parent complaint is not addressed to the satisfaction of the people involved, parents should notify the Board President that they are seeking resolution with the school district and they may contact the Charter School Liaison at the Baltimore City Public School System at 200 E. North Avenue.

6. This Grievance Policy (BMPCS 1.1) is not designed to supersede or supplant federal law and parent rights under The Individuals with Disabilities Education Improvement Act of 2004 and the Family Educational Rights and Privacy Act (FERPA) as amended, 1996.

ADDITIONAL INFORMATION FOR THE CHILDREN’S HOUSE

We are thrilled to offer our public Montessori program to three and four year olds. Children at this age have an absorbent mind; therefore, it is essential that they be provided with a consistent, nurturing and stimulating environment designed to meet their individual needs. Despite the lack of charter school funding for our youngest students, we are committed to including three and four year olds in our school. We look forward to supporting all of the children as they make wonderful discoveries and develop a strong foundation for the elementary years.

About Our Children’s House

The Children’s House is a carefully prepared learning space, designed with the three- to six-year old learner in mind. The environment is open and uncluttered to allow freedom of movement and to facilitate focus. Furniture is scaled to encourage independence and a sense of belonging. The beautiful materials that form the basis of the Montessori method promote concentration, coordination, self-discipline, and the development of strong work habits. In the Montessori classroom, learning occurs naturally, at a pace set by each child. There are no “teachers” in the traditional sense of the word in the Montessori classroom, only guides who are present to facilitate the work of learning that the child will do him or herself. Our guides are exceptional individuals, rigorously trained in Dr. Montessori’s method, who take very seriously the responsibility and honor of nurturing our learning community’s youngest members. Each guide possesses the sensitivity, compassion, and drive that are essential in educators of the very young. The role of the guide is to create a calm and ordered atmosphere, where children are free to pursue their interests and work at tasks of their choosing, enabling them to experience the joy and personal satisfaction that come from a sense of true accomplishment. The guide presents materials, observes the children, facilitates their interactions with each other, and ensures a meaningful learning experience for each child. She or he takes special care to help each child find his or her place in the learning community, ensures that each child’s gifts are nurtured, and that his or her individuality is preserved and deeply respected.

In the Children’s House, lessons and materials are oriented toward five areas of activity: Practical Life, where children learn to care for themselves, others, and the environment through lessons based on daily life and exercises of grace and courtesy; Sensorial, where children learn to order and classify the world around them through various sensory experiences, including touching, seeing, smelling, and tasting; Language, where children are exposed to the richness of language in a meaningful way; Mathematics, where concepts are presented with concrete materials, providing the child with an authentic grasp of basic mathematical principles as a solid foundation for abstract reasoning; and, Cultural Studies, where geography, history, natural and social sciences, art, and music are presented so as to enable the child to gain a greater understanding of the global community, and to discover his or her place in the universe. Children also enjoy time in the library, experience nature, and participate in additional opportunities for artistic and cultural enrichment. Throughout their years in the Children’s House, the children will remain with the same guide, deepening their connection to each other, and will work and learn in a mixed-age environment. This special connection to the Guide and the multi-age grouping contribute to the creation of a family-like atmosphere, where children support and learn from one another, model appropriate behaviors, and engage in positive social interactions. This formation will foster in each child the inner discipline, confidence, and social grace necessary to engage in the rich learning environment of the elementary program, and beyond.

Gradual Entrance

In order to facilitate the smooth integration of our youngest students, children will enter the Children’s House in different stages. Kindergarten and returning Pre-K 4 students begin together on the first day of school: Pre-K 4 and Pre-K 3 students will be phased in gradually to provide them with the individual attention needed to assimilate to a new environment.

Structure and Schedule

The Children’s House program runs from 8:00 to 3:10 (until 12:45 on Wednesdays).Our Prek3 ( 3 year old) have time for daily rest except on Wednesday due to the half day schedule.

In the Children’s House, consistency is key to the creation of a learning environment, where children feel comfortable and secure. As well, children need ample time to develop the concentration and focus required for a three-hour work cycle. For this reason, we require that all children attend the program all five days of the week. Attending for the full week also allows all children to be equal members of the community, and to reap the full benefits of the program.

Toilet Learning

Children learn to use the toilet independently at different ages.If your child hasn’t yet mastered this skill, you may wish to use training underwear, pull-ups or plastic coverings over the underwear. Please provide us with several changes of labeled clothing and a box of wipes for the classroom. We look forward to working together to help your child become an independent and confident learner.

Separation Anxiety

Transitioning into a new environment can be a source of anxiety for some parents and children. Our classroom staff provide warm reassurance to children who experience separation anxiety, and gently guide these children toward an engrossing activity. Families can help minimize challenges posed by separation by considering the following:

Make sure your child has had plenty of rest and breakfast;
Allow plenty of time in the morning to get ready for school;
Arrive a few minutes early for morning drop-off;
Be prompt for pick-up;
Discuss any concerns with the Guides privately.

Most children will quickly overcome their initial apprehension and come to view the classroom as a safe, enjoyable space. Oftentimes, it is helpful if the young child can walk in with the other students and know that we trust him/her to enter our environment independently. Some children will need a little longer to adjust to new environments and routines. Please feel free to discuss any concerns surrounding separation or any other concerns with your child’s guide, and know that the school community is here as a source of support and to meet every child wherever s/he is. We will be happy to work with you to make sure that your child’s school experience is a pleasant one.

APPENDIX C: TECHNOLOGY POLICY AND ACCEPTABLE USE

Technology Philosophy:

It is very important that each student and parent reads this document thoroughly. We have made significant changes for this school year.

Baltimore Montessori Public Charter School (BMPCS) believes technology offers valuable, diverse, and unique resources to guides and students that promote educational excellence. BMPCS is committed to helping students use educational technology as an effective educational tool and to develop technological literacy skills that are essential for success in school and beyond.

Use of technology within the school is to be used solely for educational purposes. Baltimore Montessori Public has taken precautions to restrict access to unacceptable information. However, it is important to understand that no solution is 100% perfect, and at times educational sites may be inadvertently blocked. Conversely, inappropriate sites may be unblocked.

General Network Use:

The network is provided for students to conduct research, access resources, and complete assignments. Access to network services is given to students who agree to act in a considerate and responsible manner. Students are responsible for positive behavior on school computer networks just as they are in a classroom or a school hallway. Access is a privilege - not a right. As such, general school rules for behavior and communications apply and users must comply with district standards and honor the expectations set forth. Administrators or teachers will review files and communications to maintain system integrity and ensure that users are using the system responsibly. Users should not expect that files stored on district servers will always be private or saved.

Internet / World Wide Web / Email Access:

Access to the Internet and e-mail will enable students to use thousands of libraries and databases. Within reason, freedom of speech and access to information will be honored. Families should be warned that some material accessible via the Internet might contain items that are illegal, defamatory, inaccurate or potentially offensive to some people. While our intent is to make Internet access available to further educational goals and objectives, students may find ways to access other materials as well. Filtering software is in use, but no filtering system is capable of blocking 100% of the inappropriate material available on the Internet. We believe that the benefits to students from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages but close supervision and adult guidance are essential.

User Expectations

Student users will:

Use telecommunications and technology devices for educational purposes only and only under the supervision of BMPCS staff
Use the computer as an educational tool only
Communicate with others in a respectful and courteous manner
Obey copyright laws and intellectual property rights of others
Maintain the privacy of personal name, phone number, address, password, and respect the same privacy of others
Log out of their account when leaving the computer unattended

Student users WILL NOT:

Use their computer for anything other than educational purposes
Post or transmit photographs or personal information about themselves and others without prior written consent from parent/legal guardian
Bypass the school system’s filtering server
Install personal software on computers or violate software licensing agreements or copyright laws
Friend a staff person on any social media,Twitter, or networking sites
Use YouTube without staff permission
Use any music websites without staff permission
Use any social media
Engage in cyberbullying
Rely on Wikipedia as a sole source of research information
Play unapproved games
Google inappropriate words/images/subjects
Shop online
Forge the identity of a user
Send inappropriate mass mailing or spam
Download photos or take photos for screensavers
Edit or change screen savers, appearance of desktop, or any of the presets on the computers.
Access or distribute abusive, harassing, obscene, offensive, profane, libelous, pornographic, threatening, sexually explicit, or illegal material
Deliberately waste or overload resources, such as printing large quantities of a document from a workstation
Attempt to monitor or tamper with another user’s electronic communications, alter or delete another user’s files or software without the explicit agreement of the owner
Attempt to circumvent or alter data protection, login credentials, security systems, or edit system settings and customization/appearance.
Students are not to use their school email account to sign up for non school approved sites and services
Computers are not to be used for personal/non school related tasks
Use telecommunications for commercial, purchasing, or illegal purposes
Use telecommunication in any other manner that would violate Baltimore City school board disciplinary policies
Create a shared google doc for the purposes of communicating with other students privately
Use their email for personal communication between students

Penalties:

Violation of the Technology Acceptable Use Policy may be a violation of the law, civil regulations, or Board Policy 812. Suspension of telecommunications privileges, school disciplinary action and/or legal action may result from infringement of this policy.

We have installed a monitoring program for the student computers and will be monitoring the use of the computers very closely this year. If it is found that a student has violated the rules listed above, violations will be reported to administration who will determine the consequence generally following these steps

1st violation: Warning

2nd violation: Loss of computer usage for 24 hrs

3rd violation: Loss of computer usage for a week

4th violation: Loss of computer usage for a month

5th violation: Loss of computer usage for the remainder of the school year.

Guidelines for Personal Electronics:

Students are not allowed to bring personal electronics to school. Students playing electronic games, sending messages, or “surfing” during school hours (and while in Extended Day) is contrary to BMPCS’s values, beliefs and policies. Misuse of individual laptops will result in revocation of the privilege. Similarly, iPods (or similar devices), cell phones, or other electronic entertainment devices are not allowed any time during the school day and should be stored in the student's locker or classroom unless the classroom guide has set forth another secure location. Students can only use cell phones (with a staff member’s supervision) for the purpose of contacting parents/guardians when arriving or leaving school or with school staff approval. If a staff person sees any of these devices during the day, they will be confiscated and given to the assistant principal. Parents and caregivers of Upper Elementary and Adolescent Community students must review and sign this form to accept the guidelines above before students can access school technology devices.

APPENDIX D: DISCIPLINE PROTOCOL

Follow this link to view our Prevention and Intervention Plan.

Bullying

All students have the right to a safe, supportive school environment. Bullying, harassment, or intimidation will not be tolerated.
Reporting an incident
Bullying can be reported by students, parents, staff members, or anyone who witnesses or is concerned about an alleged incident.
All reports will be investigated. The school principal (or designee) must investigate within two school days, and parents should expect to hear about resolution within two further school days. The principal also reports the investigation and action taken to the district office.

If the investigation concludes that bullying took place, the bully will be disciplined in accordance with the Code of Conduct.

Need to submit a bullying and harassment report? Use these forms:

Cyberbullying and online safety

Whether bullying takes place in person or online, it will not be tolerated at City Schools. Families should be aware of students' social media use and report any bullying or threatening communication using the online or print forms.

Resources

City Schools is working to make sure that all schools are positive places where students can feel safe and know they are respected and valued. If any member of a school community is concerned about bullying, he or she should speak with a teacher, counselor, principal, school police officer, or other member of the staff.

APPENDIX E: WHO TO GO TO FOR WHAT

Day-to-day operations and school safety
Instructional leadership and oversight
Student or family concerns
Oversee and support curriculum coordination and lesson planning
High School Choice oversight
Oversight of the IEP Team process
Special education meeting request

Kerry-Ann Malcolm - Principal

kerry-ann@bmpcs.org

443-857-9924

Instructional leadership, school culture, school operations, and safety
Special education meeting request
Support equity and restorative practices PDs

Special education transportation and Extended School Year Services

Emmanuel Bonabe - Assistant Principal

ebonabe@baltimoremontessoricharter.org

443-803-2892

Manage and redirect/respond to office@ emails
Support with coordination of admin schedules
Manage office communications, calendar, and regular family updates
Enrollment, registration, scheduling, withdrawals, lottery
Volunteer coordination and volunteer background checks
ClassroomParent

Janet Eldridge, Secretary

janet@bmpcs.org

Jessica Singleton - Admin Coordinator

Office Lead

jessicas@bmpcs.org

Claudia Carias, Communications Assistant

claudia@bmpcs.org

Leads the team that oversees BMI operations, including HR, Finance, Tech, Facility, Development
Development of partnerships and management of grant resources
Talent development
Support school infrastructure

Monica Donnelly - Managing Director

monica@bmpcs.org

Orders and purchases
Bookkeeping, reimbursements, bills, invoices, deposits
Facility services and coordination of repairs

Anna Muher - Operations Manager

anna@bmpcs.org

Charter contract, renewal, and advocacy
Policies, systems, and compliance oversight, including MOUs, facility usage, and insurance
Lead strategic plan and oversee accountability for school goals
Oversight of equity work
Board and organizational management
Manage and support School Principal and Managing Director
Stakeholder and community relations
Capital campaigns, development, fundraising, and budget
Serves as chief spokesperson for the organization

Megh Rennard - Executive Director

megh@bmpcs.org

Communication with parents and staff regarding student health concerns

Anya Coates– Nurse anya@bmpcs.org

Lead and manage all aspects of the IEP process
Special education meeting requests
Communicate, collect, and distribute from staff all paperwork needed for the IEP process (General Education Progress Reports, etc.)

Robbi Robinson - IEP Chair

robbi@bmpcs.org

Social-emotional support for students and families
Attendance follow-up

Maura Cassidy - Social Worker

maura@bmpcs.org

Student/family resources and support

Warren Shya - School Psychologist

warren@bmpcs.org

Family and community engagement
Attendance support

Miquel (Mike) Anderson - Community School Coordinator

mike@bmpcs.org

Aftercare and clubs

Jessica Singleton

jessicas@bmpcs.org

Updated 08/03/2025 Page