Summary
Contact Info
Casa di Mir Montessori
90 E. Latimer Avenue
Campbell
, CA
95008
www.casadimir.org
Tel:
(408) 370-3073
Fax:
(408) 370-3153
Director:
Wanda Whitehead
office@casadimir.org
Admissions Director:
Karen Grimes Schuler
General Approach to Learning
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| Play-based with some structure |
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| Predominantly teacher-led instruction |
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Montessori |
Application Information
| Applications accepted |
After a face-to-face meeting at the school |
| Deadline for applications |
February 20 |
Key Statistics
| Student/teacher ratio |
8:1 |
| Age cutoff for enrollment |
2 years and 9 months |
| School year |
9/1/2008 - 6/15/2009 |
| Summer Program |
7/1/2009 - 8/1/2009 |
Kindergarten Placement
Parent Ratings
| Parents at this school would recommend this school to other parents. |
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| Quality of teaching |
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| Development of social skills and work habits |
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| Home-school connection |
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| Parent community |
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| Discipline |
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| Facilities |
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| Health |
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| Safety |
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| Handling of separation |
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Survey Information
Number of parents surveyed:
5
Director survey: Yes
Savvy Source survey: Yes
Parents who send their child to this preschool also like the following preschools:
General Info
Basic Stats
| Student/teacher ratio |
8:1
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| Average tenure for teachers |
7 yrs.
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% of teachers with:
| - Teaching credentials |
0%
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Transportation and Drop-off Policies
Transportation
Dropoff Procedure
Features of the Preschool
| Provide a kindergarten and elementary school program |
Yes
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| Affiliated with a religious institution |
No
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| Teach religious concepts |
No
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| Some experience serving children with special needs |
Yes
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| • On an individual basis. |
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Accreditation, Membership & Awards
| Accreditation by the National Association of Young Children |
No
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Other Accreditations
Facilities
| CONDITION OF FACILITIES RATING (4.6) |
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| Building, bathrooms, hallway |
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| Classroom equipment and furniture |
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| Outside play equipment |
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Facilities Include:
| Classrooms (with bathroom attached) |
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| Classrooms (with kitchenette attached) |
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| Music room |
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| Art room |
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| Library |
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Playground
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Director's Comments
Question to director: Do you have any additional thoughts on what parents should consider when looking at your school? Is there any advice that you would like to provide to prospective parents?
We believe the best way for you to determine whether a school is a good match for your child is by spending time in the classroom observing the program in action. We encourage you to call us to schedule an appointment for a tour and classroom observation.
School Philosophy & Day in the Life
School Philosophy and Mission
Casa di Mir's core philosophy is to encourage and nurture the whole child, true to Dr. Maria Montessori's educational vision.
Within each child is the innate joy in learning and the tremendous desire to grow healthy and strong-intellectually, emotionally, physically.
Each child learns and expresses himself in an individual way. Montessori's highly structured academic program and hands-on materials enable children to be free to work at their own pace in a non-competitive environment, either alone or with others.
The Casa di Mir ground rules are the core Montessori beliefs, including respect for each other and the classroom environment. We operate on the principle of freedom within limits. Creativity and learning flourish in this atmosphere of acceptance and trust.
Our Montessori learning environment fosters self-esteem, enables the child to master academic skills, entices curiosity, creativity, and the love of learning. It also encourages positive social skills such as effective communication and problem solving, and acknowledges the uniqueness of each child.
Typical Day-In-The-Life At This School
8:30 am: Each child is greeted with a personal handshake and welcoming "good morning" from the teacher.
After arrival children can choose from a number of learning centers:
- Practical Life
- Sensorial
- Language Arts
- Art
- Math
- Music
- Geography
- Snack
Children will receive individual or small group lessons in the above mentioned areas.
On Tuesdays, 5 year olds will participate in the "Great Books" program.
On Thursday, all students participate in a four subject rotation which includes Music, Art, P.E. and Gardening.
At approximately 10:30 children clean up, set their place for lunch and move to Circle Time. Circle includes games, songs, calendar and weather, group lessons and stories.
From 10:45-11:35 children play outside on the playground. They may choose sand play, play structure, wheel-toys, balls and large construction toys.
At 11:35 children clean up the playground and come inside for lunch.
At 11:50 children eat lunch together with the teachers. Grace and courtesy are emphasized at meal time.
At 12:30 children move into Circle which includes sharing, story and games.
Half Day chidren are dismissed at 1:00 pm.
Full Day children may stay until 3:00 pm.
Extended Day, from 1 pm - 3 pm includes individual and small group lessons, outside play time and snack. Napping time is available for children who need to nap.
Quality of Teaching
Teachers Are:
| OVERALL RATING: (4.4) |
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| Full of energy and seemingly happy in job |
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| Patient and affectionate with children |
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| Talks with children and listens carefully when they are talking with him/her |
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| Praises children for accomplishments and good behavior |
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| Provides feedback on what my child does during the day |
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| Shares insights on my child that are helpful and accurate |
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| Identifies my child’s strengths and weaknesses |
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| If necessary, provides additional support to my child during pickup and drop-off |
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| Resolves disputes quickly, calmly and fairly in a manner that allows children to learn from the dispute |
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| Notices children who are not on task and/or engaging with other children appropriately and quickly reengages them |
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| Manages the energy level of the children so that all children feel safe and able to learn |
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| Provides additional support to a child when s/he is clearly failing in her/his efforts |
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| Strikes the proper balance between active and quiet play for children |
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Director's Comments on Individualized Teaching
Individualized Teaching
Description of how teachers work with children who are
"behind," "excelling" or "different" from the majority of students
We observe each child carefully and work to meet each child's individual needs.
Home School Connection
Home-School Connection
| OVERALL RATING (4.7) |
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| Conducts an open house at start of school year |
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| Conducts a parent-teacher meeting at start of school year |
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| Conducts regular parent teacher conferences |
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| Provides summary of child’s learning at end of year |
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| Provides guidance on developmental goals for the following year |
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| Provides guidance on best Kindergarten and elementary schools |
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Director's Comments
Parent-Teacher conferences twice per year or more frequently by request.
Folders are sent home every Friday with a classroom newsletter, child's school work and general announcements.
Parent education meetings are held 2-3 times per school year.
Parent Back to School Night and Student-Parent Open House meetings are scheduled in Sept. and Oct.
Separation
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Small group sessions
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Abbreviated schedule at start of school year
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Director's and Parents' Comments
Director's Comments
The first two days of school are orientation days and are not full school days.
Parents' Comments
Parent #1
Drop-in is welcomed, however, they do not want the parents to disrupt. There are many ways the parents can be involved and visit, lunch time, snack time, individual reading with children, field trips. Therefore, the drop-in to observe is not needed by most parents.
Parent Community
| COHESIVENESS RATING (3.6) |
Parents:
Modes of Communication Between School and Home
Discipline, Health and Safety
Discipline
| OVERALL RATING (4.8) |
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| Parents at this school, on average, believe that conflicts between children:
are handled extraordinarily well in a way that not only gives me confidence in the safety of my child but also reassures me that my child (and his/her peers) are learning the early skills needed to socialize effectively with one another
| |
Overview
Director's Description of Approach Toward Discipline
Teachers model kindness and respect for children, each other, and the environment. Children are re-directed as needed. Positive reinforcement is given for appropriate behavior. Children are encouraged, with the teacher's help, to resolve conflict in a peaceful manner. Active listening and problem solving are key.
Director's Response to a Sample Discipline Scenario
Description of how teachers handle the following scenario: Child A and Child B are good friends and usually play together. One day, Child A decides to play with Child C and tells Child B, 'I don't want to play with you today. I'm playing with Child C instead.'
The teacher would bring child A and child B together to express their needs. The teacher would encourage the children to come to a compromise or an agreement. Teachers act as facilitators, helping the child to find his or her way through social challenges that may arise.
Health
| OVERALL RATING (4.9) |
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| Temperature and overall air circulation is comfortable |
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| Healthy and nutritious snacks are provided
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| Toys and furniture are cleaned regularly |
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Food Allergies
Medications
Safety
| OVERALL RATING (4.8) |
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| Screen and identify all visitors
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| Parents may not bring sick children to school where they may infect others |
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Kindergarten Placement & Tips
Parents' Admission Tips
Advice from Parents to Prospective Parents on Admissions
Parent #1
Since my son was sick on the day that most of the new students were evaluated, they did a separate K-evaluation of him.
