*Education is a natural process carried out by the child and is not

“Education is a natural process
carried out by the child and is
not acquired by listening to
words but by experiences in
the environment.”
--Maria Montessori
 What
it means that Denison is Title I this
 How
did Denison do on the School
Performance Framework
 How
Denison is providing an authentic
Montessori experience within Denver
Public Schools
 Denison
Received a Time Collaborative
We are a Title I school
What does this mean?
We are Title I because…
Our school has a high number of students who are eligible
for Free and Reduced Price Lunch.
We receive additional federal money to help increase student
achievement in our school.
Unified Improvement Plans (UIP) were written to clearly define
how Title I money will be spent. You are welcome to attend a
CSC (Collaborative School Committee) meeting or come to
the office to see the UIP.
CSC Meetings are held on the first Tuesday of the month
from 5:30-7:00pm.
We are Title I because…
All educational funds in our schools, including Title I, support a
standards based education.
1% of the district’s Title I budget will be distributed to schools for
parent involvement. You have the right to have input as to how this
money is spent. You can learn more by contacting your CSC parent
representative or attending a CSC meeting.
Highly Qualified Teachers
You have the right to know the qualifications of the teachers in your
You will receive a letter of notification in the Fall if your child is being
taught by a teacher who does not meet the federal requirements.
All of Denison’s teachers are Montessori trained (or in training) for
the level they are teaching
All of Denison’s teachers are highly qualified (or in the process)
through No Child Left Behind
All of Denison’s teachers are certified (or in the process) teachers in
All of Denison’s teachers are either ELA-E or ELA-S endorsed (or in
the process)
+ What is the State School
Performance Framework
The framework used, by the state, to provide information to
stakeholders about each school’s performance based on
the four key performance indicators:
 student academic growth
 student achievement
 achievement and growth gaps
 and postsecondary/workforce readiness.
Schools are assigned to a type of improvement plan based
on their performance across all of the indicator areas.
Title I Choice
All 1st-12th grade students in our school are eligible for Title
I Choice- this gives them the option to attend a higher
performing school (as determined by the School
Performance Framework) with transportation provided.
A letter will be mailed to your home by January
explaining your school choice options.
2013 School
Framework (SPF)
Purpose of SPF
The School Performance Framework (SPF) is a
comprehensive system to help schools focus on strengths
and areas for targeted improvement.
It takes into account a wide range of factors to give ratings
on how well each school supports student growth and
achievement and how well each school serves its students
and families.
What is the SPF?
DPS launched the SPF in 2008 to help ensure that all of our
schools are places of academic excellence.
The SPF is an important tool in measuring our progress
toward achieving our district vision – EVERY CHILD
DPS Shared Core Values
The SPF helps us:
Put Students First
Promotes Accountability
Ensures Equity
What Does the SPF Measure?
The levels of student achievement in a school are
measured in many different ways. A few key areas
that are measured include:
 Growth. How much improvement did students at
the school make over the course of the year?
 Status. Are students at the school achieving
proficiency in the content areas tested? What
percentage of students are at or above grade
 Achievement Gaps. Are there differences in the
level of achievement of groups of students of
different races, ethnicities, native languages or
socio-economic statuses?
What Does the SPF Measure?
Student Growth
Growth in Reading, Writing, Math on
Growth in Reading for young
children, grades k-2
Growth in English Language
proficiency for English Learners on
Growth on Graduation rates
Growth on ACT and College
Readiness measures
What Does the SPF Measure?
 Status
in Reading, Writing,
Math on TCAP
 Status in Reading for young
children, grades k-2
 Status in English Language
proficiency for English
Learners on WiDA ACCESS
 Status on Graduation rates
 Status on ACT and College
Readiness measures
What Does the SPF Measure?
Achievement Gaps
Gaps in Reading, Writing, Math on TCAP
Gaps in Reading for young children in
grades k-2
What Does the SPF Measure?
College and Career Readiness
Enrollment and performance in
Advanced Placement, IB and Concurrent
Enrollment (college level) classes
ACT Test Scores, both growth and status
On-Track to Graduate (Credits earned on
What Does the SPF Measure?
Parent Satisfaction and Student
Parent Satisfaction Surveys
Student Satisfaction Surveys
Parent Response Rates
Enrollment Rates
What are SPF Ratings?
Based on the
of overall
points earned,
receive one
of five overall
What are SPF Ratings?
Distinguished, 80-100% of
possible points (Blue)
Meets Expectations,
51-79% (Green)
Accredited on Watch,
40-50% (Yellow)
Accredited on Priority
Watch, 34-39% (Orange)
Accredited on Probation,
up to 33% (Red)
Our School’s Rating
Denison Montessori School achieved a
rating of Meets Expectations on the
2013 School Performance Framework
(SPF), which means that our school
Exceeds in Growth and Meets
Expectations in Status
Our rating is a tribute to the hard work and dedication of our
students, teachers, support staff and families.
Historical SPF Data
We’re moving up!
Looking Ahead
While we celebrate this tremendous success, our goal is to exceed district
expectations and achieve high status and high growth for all students.
In order to accelerate our progress and make sure that all of our students
are successful, we will continue to work and strive for improvements. We
Provide support to students and parents by using Montessori principles of
Grace and Courtesy to create a sense of community within the school
Increase Teacher and Student awareness of minority cultures, beliefs
and traditions through professional development and classroom
Denison will ensure the implementation of authentic Montessori math
lessons to support student in their mathematical language
development, ability to express their mathematical thinking (through
written, oral, visual or material means) and apply their mathematical
knowledge to real life applications.
Looking Ahead
What do our results mean for our staff?
Denison staff will receive professional development on:
 Montessori materials, extensions and parallel activities
 Grace and courtesy
 Minority cultures
 Bias Training
Denison staff will align Common Core State Standards, district
guidelines and Montessori curriculum including a school-wide
definition for mastery in these areas
Denison staff will also be working on strengthening our Montessori
implementation as well as ensuring that Montessori is aligned to
Common Core State Standards
Denison staff will increase the field trip and going out experiences
for elementary students
Looking Ahead
Ways to get involved…
Denison scored a 0 out of 3 points on attendance on the
SPF. Please ensure that your students are at school every
day and are at school on time.
Attend CSC and/or FDM or PAC meetings to contribute
your ideas on how we can increase community
involvement at Denison.
Participate in parent education and school community
activities. Bring your friends who are reluctant to attend.
More Information
If you would like more detailed information on the School
Performance Framework or on our school’s SPF rating,
pleas visit http://www.dpsk12.org/SPF
You may also obtain a copy of our SPF scorecard on the
website or you can pick one up in our front office.
Essential Elements of Successful Montessori
School in the Public Sector
This document was created in the late 1990s by several
Montessori organizations
American Montessori Society
Association Montessori Internationale
North American Montessori Teachers’ Association
Montessori Educational Programs International
Southwestern Montessori Training Center
Serves as a guiding document for Denison and the other
Montessori Schools
Montessori Teachers
Essential Elements
Employ Montessori teachers who
have Montessori credentials for the
levels they teach.
Maintain an active and open
recruitment for Montessori
credentialed teachers.
Budget for future Montessori
teacher education for nonMontessori credentialed teachers
Provide professional Montessori inservice by experienced
credentialed Montessori educators
Contract for on-going internal and
periodic external Montessori
consultation and/or professional
support as a follow up for
Montessori teacher education
Employ one paraprofessional per
classroom, each having received
Montessori orientation for that role.
What do we need:
Time and Money for
professional development
for Montessori teachers.
Money for
paraprofessionals and
1 per lower elementary
classroom in morning
1 for every 2 upper
elementary classrooms
2 per primary classroom
(licensing requirement)
Essential Elements
Employ an experienced Montessori
teacher to serve as curriculum
Employ a building
principal/educational leader who
has knowledge of Montessori
principles and curriculum through
Montessori coursework, Montessori
Administrator Credential and/or
annual conference exposure.
Maintain commitment to the core
Montessori curriculum and instruction
even with changes in administrative
Sustain and support of the central
administration through high profile
communications about program
Recognize that the best
implementation process is to begin
with the 2.5-6 age group and add
one age at a time for a gradual
What do we need:
DPS Montessori principal,
administrative assistant
and Teacher leaders are
working in collaboration to
inform DPS about
Montessori best practices.
Recruitment/Parent Education
Essential Elements
Provide Montessori parent
education programs that
promote understanding of
Montessori principles and
Develop an admission
process that informs parents
about the nature of
Montessori and seeks the
necessary commitment to
the program
What do we need:
Recreate our parent
engagement program to
best meet the needs of
Denison’s parent
community. Any
suggestions are greatly
Curriculum/ Environment
Essential Elements
 Offer a full complement of Montessori
materials purchased from Montessori
What do we need:
Money and fundraising for
Material purchasing and
Prepared environments
are the best they can be in
our building. Need for nap
room and computer lab.
Time for uninterrupted
daily work without.
Currently 4 days a week
uninterrupted AM and 4
days a week uninterrupted
PM for Elementary. Primary
has 5 uninterrupted AMs.
 Develop a classroom design that is
compatible with Montessori
“prepared environment” principles
 Create uninterrupted daily work
periods of 90 minutes to 3 hours,
considering the 3-hour work cycle as
 Integrate specialty programs (music,
art, physical education etc.) around
the uninterrupted work periods.
 Apply the appropriate multi-age
groupings: 6-9, 9-12, 12-15, 15-18
necessary for the diversity, flexibility
and reduced competition integral to
Essential Elements
 Use a process of reporting student
progress that is compatible with
Montessori and includes parent
conferences and authentic
assessment tools such as observation,
portfolio, performance assessment
with rubric etc.
 Implement state mandated
assessments in such a way that the
character of the Montessori program
is not compromised.
What do we need:
In a Montessori environment the teacher
works in concert with the children to drive
the curriculum. While we naturally follow a
rich scope and sequence for teaching
across the content areas, we are also
constantly assessing to see: (1) if the
content is resonating with each child, and
how; (2) where each child’s own interests
resides and how to support this selfdiscovery; and, (3) in what other ways
content can be shared with children so
that learners of all styles can find meaning
in their work. Through the Formative
Assessment and Scientific Observation
Denison also administers a number of
district and state assessments in Reading,
Writing, Math, Science and Social Studies.
This year, concerned staff and parents
have been working with the district so that
we can better administer these tests in a
way that supports our program. We will be
working as principals and teacher leaders
to submit a recommendation on the
possibilities and options for common
formative assessments and interims based
on the Montessori model. The ARE
department will also support this effort to
gather additional information on Montessori
programs, standards-based education,
and assessments.
Professional Development
Essential Elements
 Budget for continuing education
through Montessori workshops and
 Maintain membership with one or
more of the professional Montessori
organizations and seek Montessori
accreditation to assure consistent
What do we need:
Time & Money
Time Collaborative Grant
Denison has received a $10,000 grant towards planning on
how to better use our time.
Launched in 2012, the TIME Collaborative is a multi-year
investment in the development of high-quality and
sustainable expanded learning time (ELT) schools in five
states: Colorado, Connecticut, Massachusetts, New York,
and Tennessee. With guidance from the National Center on
Time & Learning (NCTL) and local partners in each state,
these schools and districts participated in an intensive
redesign process to completely rethink their school day/year
and add at least 300 hours to their learning schedule. These
schools will leverage additional learning time to empower
each student with the knowledge, skills, and experiences
essential for college and career success.
Fall Festival (This Saturday, October 26)
Spanish Class (October 29, 30 & November 2)
Grandparents/Special Friends Day (November 8)
Thanksgiving Feast (November 14)

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