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COVID-19 Resource Center

Academic Planning


Greensboro Montessori School is using scenario-based planning to prepare for 2020-21, which means we are making concurrent plans for multiple operating models for the school year. Please note, we have three plans (A, B, and C), which are wholly independent and different from the three plans (which also happen to be named A, B, and C) released by the state of North Carolina.

When operating in any of our Plans, we follow guidelines from the Centers for Disease Control and Prevention (CDC) and the North Carolina Department of Health and Human Services (NC DHHS) to minimize the risk of exposure to COVID-19 on our campus. While we can never eliminate all risk, together each of our myriad strategies and tactics help minimize that risk. In order to protect vulnerable populations and respect the varying needs of our families, we also offer remote learning for students who remain fully enrolled and prefer to learn at home.

For the fall, we are planning an in-person start to the school year on Wednesday, August 19 under Plan A. Operating under Plan A is our preference for the entire 2020-21 school year, and the School is doing everything in our power to prepare ourselves, our campus, and our operations for this possibility.

During Plan A, we also offer concurrent remote learning for students who are required to go home for sickness or to self-quarantine per guidelines set forth by the NC DHHS. It is also available for families who remain fully enrolled and prefer their children continue to learn from home.

Under Plan A, the School follows guidelines issued by the CDC and NC DHHS for schools to safely reopen and operate in-person learning.

Plan B allows students in Toddler and Primary to remain on campus for in-person learning, even if external circumstances dictate our Lower Elementary, Upper Elementary, and Junior High divisions return to remote learning.

Under Plan B, the School can remain open as a child-care facility for Toddler and Primary students per guidance from the (1) North Carolina Department of Non Public Education, (2) NC DHHS, (3) the Guilford County Department of Public Health, and the (4) North Carolina Association of Independent Schools.
Plan C is the temporary suspension of all in-person learning and would require all students, Toddler through Junior High, to return to remote learning. Plan C only takes effect should circumstances arise that are beyond our control and prevent us from keeping Plan B in place.

Remote Learning

Despite our desire for sustained in-person learning, we are prepared to learn any and everywhere throughout 2020-21. The three main reasons a high-performing Remote Learning program might be necessary for 2020-21 are:

  1. If a family chooses to remain fully enrolled and would prefer their children continue to learn from home.
  2. If a student is sent home for illness, suspected illness, or suspected or known exposure to COVID-19. Students may also be sent home if a member of their household has a suspected or known exposure to COVID-19.
  3. If the School must operate under Plan B or C as compelled by statewide or local health conditions.

The School has two categories of remote learning, individual students in remote learning and an entire division in remote learning.

Individual Student in Remote Learning

Concurrent remote learning for an individual student is available any time during the school year. A student may be in remote learning because their family has chosen to remain fully enrolled and would prefer their child continue to learn from home. A student may also be in remote learning due the NC DHHS guidelines for illness, suspected illness, or exposure to someone with COVID-19.

Implementation and instruction for a student in remote learning is structurally different for each division and is personalized based on the student and their family. Factors considered in the implementation and individuation of remote learning for an individual student include, but are not limited to: the student’s learning style and needs; the length of time they will be in remote learning; their division; their family’s needs; and their teacher.

Each division — Toddler through Junior High — is building a metaphorical “bookshelf” with remote learning offerings and possibilities to support any student in remote learning at any given point in the school year. Since the teachers’ time is split between students physically in the classroom and students in remote learning, other teaching resources will be needed to support the individual student in remote learning. This may come from a designated remote learning faculty or an administrator who holds a relevant Montessori credential.

When it is determined that an individual student will be in remote learning:

  • The student’s teacher and the designated remote learning faculty or administrator meet.
  • They devise a plan for that particular student and situation.
  • They present the plan to the family and work with the family to finalize and implement the plan.
  • The plan is monitored and adapted as needed.
  • The older the child, the more similar the remote learning experience is to in-person learning
Entire Division in Remote Learning

An entire division may be in remote learning when statewide or local health conditions compel the School to move into Greensboro Montessori School’s operating Plan B or C. When an entire division is in remote learning, faculty and staff resources from that division are focused entirely on providing an high-quality remote learning program for every student in that division.

Remote Learning Overview by Division

Our remote learning program for each division varies to best meet the developmental abilities and needs of our students.

When an individual Toddler student or the entire division is in remote learning, the focus is on offering activities and opportunities to connect to our community for the student and their family. The School will:

  • Push out activities, resources, and project ideas.
  • Send home Montessori in the Home guidelines.
  • Send home recommendations for age-appropriate digital resources, like Montessori apps.
  • Provide live, age-appropriate lessons with Cultural Education teachers (songs, art, movement, etc.).
  • Provide one-on-one check-ins for the student and their teacher to stay connected and practice language.
  • Provide one-on-one check-ins for the families and their teachers to offer ongoing support and guidance.
  • Provide the full experience of division-specific and school-wide communications and virtual events, such as virtual parent coaching seminars, Head of School Huddles, and other virtual community events.
When an individual Primary student or the entire division is in remote learning, the student's age and learning style significantly factors into the remote learning plan. Remote learning tools may include, but are not limited to:
  • Primary readers, language workbooks, and math workbooks.
  • Montessori in the Home guidelines, along with age-appropriate projects and practical life tips.
  • Montessori app recommendations.
  • Some live and recorded morning meetings and Cultural Education lessons.
  • Other live lessons around specific content areas may be possible and will vary based on the age of the student, composition of their Pod, their length of time in remote learning, and how many other students are in remote learning. A designated remote learning faculty or administrator other than their Pod teacher may give the live lessons.
  • Age-appropriate weekly work plans or guides.
  • Weekly one-on-one check-ins for the student and their teacher to stay connected and review work from various subjects.
  • Weekly one-on-one check-ins for the families and their teachers to offer ongoing support and guidance.
For an individual Primary student in remote learning for an extended period of time, Montessori materials may also be checked out from the School. As with the live and recorded lessons, weekly one-on-one check-ins and regular communication may transfer to (or be shared by) a designated remote learning faculty or administrator. Primary families in remote learning will also receive the full experience of division-specific and school-wide communications and virtual events, such as parent coaching seminars, Head of School Huddles, and other community events.
When an individual Lower Elementary student is in remote learning:
    • The School's five Lower Elementary faculty will split their time, focus, and resources between in-person and remote learners. As a result, a designated remote learning faculty or administrator other than the student's teacher may be the daily contact.
    • The School will send home materials which may include custom work packets, workbooks, and Montessori materials.
    • The School will consider each family's unique situation and provide prioritization on which work to practice and complete on a student-specific work plan.
    • The student will have access to one to two Live Lessons or experiences each day, which may include:
      • An invitation to join morning meeting each day.
      • Dropping-in on in-person live lessons or watching the recorded lesson at a later time.
      • Participating in live lessons with Cultural Educators or watching the recorded lesson at a later time.
      • A dedicated remote learning faculty or administrator may also give individual lessons one to two times per week.
    • The student will have weekly one-on-one check-ins with their teacher, designated remote learning faculty, or administrator.
    • The student will have access to our Remote Learning Website and their own Google Suite account, so they can upload specific work to Google Drive for teacher assessment.
    • The student may have expanded project-based work, especially during the first weeks of school.

When the entire Lower Elementary division is in remote learning:
  • The School's five Lower Elementary faculty will devote their time, focus, and resources on remote learning.
  • The School will send home materials which may include custom work packets, workbooks, and other materials.
  • The School will provide prioritization on which work to practice and complete on level-specific work plans.
  • Students will have access to two Live Lessons or experiences each day, which may include:
    • Live lessons will be 30 to 45 minutes long, which will include time for students to apply the lesson and receive real-time feedback from their teacher.
    • Live lessons will be given by their teacher, Cultural Educator, and sometimes other Lower Elementary teachers.
    • Students may participate in the live lessons or watch the recorded lesson at a later time.
  • The student will have weekly one-on-one check-ins with their teacher.
  • The student will have access to our Remote Learning Website and their own Google Suite account, so they can upload specific work to Google Drive for teacher assessment.
  • The student will have expanded project-based work interspersed throughout regular lessons and schedules.

In Upper Elementary, the difference between an individual student's in-person and remote learning experience and schedule begins to narrow. Hallmarks of both in-person and remote learning for Upper Elementary students include:

  • Continued use of Google Suite, with extra support for rising fourth grade students.
  • Weekly schedules and work plans.
  • One-on-one student check-ins.

During remote learning, there will be a focus on long-term, individualized, or project-based work. Student work will be tracked and assessed via email and Google Suite.

If an individual Upper Elementary student is in remote learning:

  • The student has a weekly schedule for academic lessons, with students being able to join some live lessons or watch the recorded lesson at a later time.
  • The student's Cultural Education lessons maintain the same schedule as in-person, with students being able to join live or watch the recorded lesson at a later time.
  • Unscheduled lessons will arise, and a classmate can message the individual to tell them to tune in.
  • Some work may be guided by a designated remote learning faculty or administrator, rather than the student's teacher.

If the entire Upper Elementary division is in remote learning:

  • There will be an increased use of Google Suite, including Google Calendar and Google Classroom.
  • Zoom will be used occasionally for expanded features, like disabling the Chat and Breakout Rooms.

In Junior High, the difference between an individual student's in-person and remote learning experience and schedule continues to narrow. Hallmarks of both in-person and remote learning for Junior High students include:

  • Continued use of Google Suite, including Classroom, Calendar, Email, Drive, Docs, and Meet.
  • Students follow the same schedule whether in-person or remote, using Google Calendar.
  • One-on-one student check-ins.

During remote learning, there will be a focus on long-term, individualized, or project-based work. Student work will be tracked and assessed via email and Google Suite.

If an individual Junior High student is in remote learning:

  • When a student has a scheduled lesson, the teacher will broadcast via Google Meet for the student to join. The lesson will also be recorded.
  • The student's Cultural Education lessons maintain the same schedule as in-person. The lesson will also be recorded.
  • Unscheduled lessons will arise, and a classmate can message the individual to tell them to tune in.
  • Some work may be guided by a designated remote learning faculty or administrator, rather than the student's teacher.

If the entire Junior High division is in remote learning:

  • There will be a continued use of Google Suite.
  • Zoom will be used occasionally for expanded features, like disabling the Chat feature and Breakout Rooms.