FROM THE HEAD OF SCHOOL
The “What is” question
In the course of my career, I cannot fathom the number of times I have been asked, “What is Montessori?” At our recent, very successful and well-attended Open House on January 10, I was again asked that question many times. Anticipating the question, I can easily respond in a variety of ways, while keeping the essence of the message consistent. I stress that the Montessori method provides independence, intrinsic motivation, cooperative collaboration, global perspectives, service to others, unity of regard, respect for the individual, appreciation of differences, and being a citizen of the world. To that list, I will also add one that came up in a conference I attended years ago, where we all brainstormed an answer. “It is the discovery of the child, the realization of the specific function of the child in the formation of humans, and as a link between generations in mankind’s cultural evolution.” Whew! – pretty heavy stuff here, but I think you get the underlying sentiment.
What I love about the work I do is that it is always fresh, new, ever changing, open-ended. As a result, the “What Is” question has now taken a new direction for me. In “The Tao of Montessori,” I read a chapter that altered my perception of “What Is” in a new way. If we change Montessori from a noun to a verb, it forces us to recognize Montessori differently.
There is something very intangible about a Montessori program - that “unnamable breath that loves unconditionally the children in its care, that accepts and propels without judgment, that seeks to find commonalities to unite rather than separate.” The Tao of Montessori. This essence is one reason we encourage parents to observe and experience Montessori “in action.”
When we accept Montessori as a verb, an action and not as a thing, we elevate ourselves and realize that it cannot be labeled, but only lived and experienced. This acceptance can be transformative. I know it was for me, and I have been connected to Maria Montessori for over 35 years. I felt it as a wave of fresh air, a release from always saying and thinking much of the same way when asked “What is Montessori.”
I’ll close with a Montessori quote:
“I beseech you, do not go around speaking of an educational method that has convinced you…speak to everyone of the child and of his secret…the transforming energy which can act on the hearts of men and offer new solutions to our social problems.”
Gordon L. Maas, Head of School
NO LEFT TURN LEAVING RUFFING
Please be reminded that only right turns are allowed when leaving the school. A neighbor on Ashton contacted us to report that twice in the last week, she was startled to see a car leaving Ruffing headed directly at her as she waited at the stop on Ashton Road to turn west onto Fairmount. In each case, the driver quickly drove across Fairmount and then down Ashton. These actions could cause a serious accident. We appreciate your compliance with this request. We want to maintain a respectful relationship with our neighbors.
REPORT FROM THE BOARD OF TRUSTEES
At our most recent meeting, held on January 11, we reviewed the school's strategic financial plan. This document arose from our Strategic Plan and developed in 2008 and it provides a powerful tool to ensure we maintain our focus on goals and strategies that are important to Ruffing's future continued success. The financial plan is reviewed annually and updated to reflect our recent history and to project further ahead.
Our top five strategic goals are: increasing cash reserves to 25% of operating budget by 2012-2013 (this is a school "stability" marker recognized nationwide). actively supporting a professional development plan for our faculty and staff; continuously improving communications with all of Ruffing's constituencies; maintaining a strategic board and; actively supporting Ruffing's Development office. Three of these goals have financial implications - increasing cash reserves, professional development and the Development office - and our strategic financial plan shows that we are on track for success. This success can only be achieved through the support of our faculty and staff, our families and our supporters among the wider community.
As always, we invite you to attend the next Board meeting, which will be held on February 8 in the Middle School.
FINANCIAL AID APPLICATION DEADLINE APPROACHING!
Ruffing uses the online services of Financial Aid for School Tuition (FAST) to process applications. All information from FAST is kept confidential. Results are reviewed by the Financial Aid Committee, which makes awards based on need and the amount of financial aid funds available from the school’s 2010-11 operating budget.
To apply for financial aid for the 2010-11 school year:
• Log onto the School’s website at www.ruffingmontessori.net;
• From the Admissions menu, select Financial Aid and click on the “FAST” button at the bottom of the page;
• The application process is self-guided. You may navigate in and out of the program allowing you to partially complete an application and go back to it at another time. Online e-mail and a 24/7 helpline is provided (please do not call the school with questions);
• The charge for the application is $34.00, payable by credit card at the end of the session. If you do not have a credit card, or cannot budget the fee, please call the school for assistance;
• After completing the online application you will be required to mail your 2009 tax returns for both state and federal taxes with all schedules and W-2’s to:
FAST Processing
ISM
1316 North Union Street
Wilmington DE 19806-2594
Including Ruffing's name on the outside of the envelope will ensure faster processing of your application. (Call to request a self-addressed envelope.)
The online submission deadline for financial aid applications is February 5. Your 2009 tax return must be submitted to FAST as soon as possible following the online application process, but no later than March 5. FAST will not process your application until all required documentation is received, thus make your tax appointment early! Our goal is to have award determinations made by March 12. Priority will be given to applications submitted by the deadline. Ruffing has a limited amount of financial aid funds available and when the pool is awarded, no more aid will be available.
Feel free to call Debra Mitchell in the business office or email debram@ruffingmontessori.net if you have any questions.
H1N1 VACCINATION CLINIC FREE AND OPEN TO ALL on Sunday, January 31.
If possible, please pre-register for vaccination at: www.ccbh.net. Follow the link under H1N1. For more information on H1N1 clinics call: 216.201.2001 and select option 5. Children under 10 years who were vaccinated anytime before January 10 can receive their second dose. LOCATION: Cleveland Heights Community Center, One Monticello Boulevard, Cleveland Heights. Please do not call the school for information.
THE WEST WING
The Upper Elementary – “Self Propelled”
Walking into the Upper Elementary is always an adventure as you encounter children who are now part scientist, part philosopher, part politician, part poet and on this particular day, part playwright! Two students were at the computer writing dialogue for a play entitled, “Class Wars.” I asked them what it was, and they said, “it’s a parody of Star Wars, using the first three episodes, and we’re doing it because we love Star Wars, and we’re just having fun.” I was told that the characters would be the same, but have different names, and they were looking into filming it. The sets and props would be objects and materials from the classrooms in the Upper Elementary, as well as some wood and natural objects from a friend’s farm. Both Upper Elementary classes will be involved and there may be multiple “performances” around the school.
One of the hallmarks of the Upper Elementary environment is the “self-propelled” nature of the curriculum and our students. When ideas, such as this written assignment, ignite our children’s imagination, they are motivated, and even compelled to learn, create and thoroughly enjoy the process. Upper Elementary children are now able to consolidate knowledge, synthesize it, relate it and create something new. They will use writing skills, carpentry, art, music, movement, and design, all for this spontaneous activity. Their excitement, focus and organization were all part of just a day in the life, and another example of joyful engagement here at Ruffing.
50th ANNIVERSARY RUFFING TRIVIA QUIZ
Answer to December Quiz…. NO WINNERS this month.
Question: Name the two Ruffing graduates (Middle School classes of 1988 and 1996) who won individual Ohio high school swimming championships during their respective senior years (1992 and 2000) at Hawken School.
Answer: Adam Katz was Ohio champion in the boys’ 500 yard freestyle in 1992 and Emily Seidman won the girls 100 yard backstroke, as well as competing as part of a first place relay team, in 2000. Both were swim team captains at Hawken and continued their swimming at the collegiate level, Adam at Indiana University and Ohio State, Emily at Columbia University.
The quiz will return in February along with your chance to win a vintage Ruffing t-shirt for being the first correct respondent.
MIDDLE SCHOOL STUDENTS VISIT LOCAL GOVERNMENT MEETINGS
by Cary Seidman, Middle School History Teacher
In their history studies this year, Middle School students have explored the workings of government and law, both in the United States and abroad. In a curriculum strand that parallels our work on the Bill of Rights and amendments to the U. S. Constitution, students were assigned to find a local government proceeding , attend an evening meeting or session, report back to the class, and prepare a written report. Students’ accounts of their experiences generated a good deal of awareness of how local politics functions to meet the needs of citizens on the most basic levels. Students attended city council meetings in Cleveland Heights, Shaker Heights, Maple Heights, Beachwood, University Heights, South Euclid, and Bedford. One student saw a trial in the Shaker Heights Municipal Court, and others heard cases brought before the Boards of Zoning Appeals and Architectural Review in Shaker Heights.
Although many of the proceedings seemed rather tedious to the students, they gained an understanding of how government deals with the local and immediate needs of its constituents. The minute level of detail in the Shaker Zoning and Architectural Review cases created lively discussions on the justifications for government regulation and the extent to which a local government can pass judgment on what appear to be personal choices of citizens. Thanks to our Middle School parents for helping their young people find and attend such an impressive array of municipal government operations.
STANDARDIZED TESTING
Ruffing Montessori administers the Stanford Achievement Test (SAT) and the Otis-Lennon School Ability Test (OLSAT) to all fourth through eighth graders the week of January 25. Students take these tests in their comfortably familiar classrooms over four or five days. So what do these tests assess, why do we administer them, and how can we best prepare our children for the process?
According to Janet Wells, Learning Coach, “The SAT measures a student’s academic progress, while the OLSAT provides an index score which is similar to an IQ. The combined scores show if the child is working up to his ability. These tests give us a different view of the student than we see day to day in the classroom. Oftentimes the results are predictable. At times we learn something new.” Over time, we can compare tests to track individual growth. For this reason, if this is your child’s first crack at these tests, keep in mind that next year’s results are just as important as this year’s results, perhaps even more.
Bette Posch, Learning Coach, says, “It’s a good experience for children to go from the familiar to the unfamiliar. With each passing year they better grasp test taking terminology such as:all, never, only, and always. They also read more carefully and analyze words for meaningful prefixes, word roots, and suffixes.” Both Learning Coaches agree that these tests prepare our students for the plethora of such tests in high school.
As parents, you may wonder how you can help your child prepare. Discuss the process with your child, encourage his or her best effort and review the following test taking tips:
• Carefully listen to and read all directions.
• Manage your time.
• Don’t waste too much time on any one question.
• Answer the questions you know first.
• Remember to go back to skipped questions.
• Make certain you mark answers in the right place
• Fill in the bubbles completely.
• Check answers for careless mistakes.
• Work hard until the bitter end.
I, for one, cannot wait to put my child to bed early on Sunday night, to plan for her hearty, hot, protein-based breakfast (a rare event), to remind her to pack a good book to read should she finish a test section early and to wear a watch. Oh, and I will get her to school on time. As we wait for her results, I will try to practice what I preach and enjoy the process, look for continued progress from test to test, and remember that, according to Piaget and Gardner, intelligence is multifaceted, determined by genetics and environment, and we can’t all be good in every category. Lastly, we all know students who were poor test takers in elementary school, matured and even succeeded as adults. Standardized tests are important; they hold all students accountable for the same material, and they level the playing field in myriad school systems. Let us all use them as a learning experience. While we can be tempted to judge our child against so many others, it is imperative that we remember to judge her against herself over the years. Enjoy the process.
Kathie Freer, Director, Middle School
GRANDPARENTS AND SPECIAL PERSONS DAY MAY 7, 2010
Grandparent’s and Special Persons’ Day is fast approaching! This is our opportunity to give thanks and appreciation to our children’s wonderful grandparents and special persons in their lives. May 7 will be dedicated to honoring those grandparents and special persons and is a wonderful opportunity for them to visit and share our children’s classroom experiences.
We look forward to providing you with additional information about this special day, so look for future emails regarding this event. And remember, Grandparents’ and Special Persons’ Day is a time to honor and appreciate those individuals who love and support our children. This is not a fundraising effort, and there is no cost to attend.
Thank you in advance.
Sheri R. Stevens, Co-Chair GPSP Day