WHY CHOOSE MONTROSE SCHOOL?
Montrose School Offers a total curriculum for all children so that no field is diminished in importance. It offers focused teaching in the areas of a student’s unique gifts, and lessons at the appropriate levels in other areas. Classes are taught in skill-based developmental stages, meaning that children can be grouped for ability rather than by age.
The educational needs of the “whole child” are assessed which make it possible to help students learn what it means to be a good person and positive contributor to society. The special part of the lessons, when combined with the personalized curriculum, helps our students become happy, productive and successful people.
For children ages two and young three, we offer parents the essential environment for beginning learning. The post-infant who has parents that must work need a school placement that is a “workable care center” which is open the correct hours (7:00 a.m. to 6:30 p.m.) to accommodate both the parents and the child. Devoted and nurturing care for the young is promised with a safe, secure and loving family-like setting where you can leave your precious child and return for him or her.
Innovations: The comprehensive Toddler Curriculum is used for the two and young three-year-olds.
For older threes and fours, we offer a learning experience with a fully planned and implemented curriculum. We help the children learn to play together, create through singing and art, and demonstrate responsible living. For this age group, we use the PRE-KINDERGARTEN HOUGHTON MIFFLIN CURRICULUM. Both the STEAM (science, technology, engineering and math) and SPARK (sports, play and recreation for kids) are part of daily program.
For Children Age Five and Almost Six
For Children age five, almost six, many children need an environment which prepares them for Elementary School. Montrose School will assist the parents in appropriate placement of their child in a private or public school setting. This includes children who may have missed the public school kindergarten age cutoff. The daily curriculum is stimulating age appropriate and based on the strengths of the individual child. The HOUGHTON MIFFLIN CURRICULUM is used at both the Pre-Kindergarten and kindergarten levels. Field trips are planned on a regular basis to the many offerings in the immediate are as well as the Nation’s Capital.
SAIL (Summer Adventures in Learning)
This enrichment program is held the first two or three weeks of August following the end of the regular school year program which ends in July. Students who enroll in the SAIL program engage in a wide range of topics such as: computer challenges; indoor and outdoor games; fine and performing arts; athletic activities; swimming; STEAM (science, technology, engineering, math); journal writing; painting; and field trips.
Small Class Sizes
- No group is larger than 20 with small groups of no more than ten students per teacher (Kindergarten) to 5 students per teacher (two to three year old group).
- Balance between whole and small group instruction as well as individual progress.
- Responsive to individual learning styles and areas of intellectual and artistic strength.
- Learning Environment
- Children become involved in learning by experimenting, contributing, thinking and understanding. Involvement goes beyond the standard textbooks and lectures.
- Is student centered, rather than teacher centered;
- Stresses independence and cooperation;
- Is open rather than closed;
- Is accepting rather than judgmental; and
- Is flexible rather than rigid, in order to accomodate children’s multiple intelligence types as address by Dr. Howard Gardner.
- We take children from where they are.
- We plan to stretch their imaginations.
- We pay attention to children’s multiple intelligences.
- It’s ok not to be developmentally advanced in all areas of school work.
Potential for Giftedness
The educational predicament of each child is unique. Many times children with intellectual, artistic and creative talents see the world through different eyes. They think holistically and have their own learning styles. Children‘s talents become evident in many areas and ways such as the following:
- General intellectual ability
- Emotional intelligence
- Creative thinking
- Language facility
The usual classroom setting may not offer the freedom for these students to reach their potential. Boredom takes over and children withdraw or act out.