Junior High Summer Work—Chickens and Fences?

Junior High Summer Work—Chickens and Fences?

Long before the first day of school, the Junior High (which we call the Adolescent Program—AP) campus at Hollis Montessori was already buzzing with energy. Over several days this summer, AP students, guides, and families came together for hands-on work that keeps our small community thriving. They repaired the chicken tractor, weeded and tended the garden, began building a protective fence around the beds, and organized tools and supplies in the shed.

At first glance, it might look like simple manual labor. But in Montessori education — and especially in the Adolescent Program — there’s always more happening beneath the surface…

Learning Support in the Classroom

Learning Support in the Classroom

At Hollis Montessori, our goal is to provide an environment where all students can succeed academically, socially, and emotionally. We believe every child deserves to thrive at their own pace and in their own way. As our community has grown, so have the diverse learning needs of our students. This year, we are very pleased to have hired Nicole DeRosa in the newly created position of Learning Support Specialist.

Nicole supports both students and teachers in creating an inclusive, responsive learning environment, and ensures that each child receives the individualized attention and strategies they need to reach their fullest potential. We interviewed Nicole about the path of her career and how she came to Hollis Montessori School.

New Research on the Impact of Montessori Preschool

New Research on the Impact of Montessori Preschool

A new study by Angeline Lillard, one of the foremost education scholars studying Montessori education, has found that attending a Montessori pre-school has measurably positive impacts by the end of Kindergarten. The study, A national randomized controlled trial of the impact of public Montessori preschool at the end of kindergarten, found that students who attended Montessori preschools “had significantly better end-of-kindergarten outcomes for reading, short-term memory, executive function, and social understanding.” Interestingly, while there was no significant difference between the groups at the end of the 3 year old or 4 year old years, the significant differences appeared by the end of kindergarten.