Special Education

As a mother and advocate of the Montessori way, Castle Montessori Schools founder and Head of School, Varsha Patel and her team of dedicated teachers and administrators have set the bar when it comes to providing a top-notch education for the young.

In a day and time where many schools are cutting their staff members and faculty to save money in a tough economy, Patel’s approach runs counterintuitive to the trend.

The addition of two outstanding AMS/AMI Certified Montessori education experts on staff, each with over 15 years of experience, has catapulted Castle Montessori Schools of Carrollton, Flower Mound and McKinney into the position as the premier choice of North Texas parents seeking a high-quality Montessori education for their children.

Patel has recently made a substantial investment in the forward development of each school’s program through the addition of the schools’ first Education Program Directors.  The Primary Education Program Director specializes in children ages 3 to 6 years of age while the Toddler Education Program Director specializes in younger children ages 18 months to 3 years of age.

As part of the management team, the Education Program Directors work in concert with Patel to ensure that the quality of the education being delivered is consistent not only from classroom-to-classroom but also from school-to-school.

When it comes to the sometimes challenging aspect of toddler life, the Education Program Directors have many answers. A deep love for children in this age range is a must, and the Toddler Education Program Director serves as a direct resource for parents who oftentimes are at a loss when it comes to the behavior and emotions of their little ones.

“It’s exciting that we are able to not just provide for the care and education of the very young child, but we have now put in place more ways for parents to learn important things about their child. When I was a young mother, I would have loved to visit with an expert on toddlers about so many things,” Patel said.

“I know it can be very stressful to have a toddler, and parents can sometimes feel very isolated and alone. We want to make sure our families know we are here to support them,” Patel added.

Castle Montessori Education Program Directors are also available to help families set up a home environment which meets the developmental needs of their child, and also works with teachers to deepen their understanding of the needs of children.  This, in turn, maximizes the ability of the child to receive the full benefits of a Montessori education.

Both directors also work daily to provide continuing education support for teachers and their assistants by providing training in new courses as well as refresher courses. Patel believes the school’s teachers are free not only to teach, but to learn as well.  The position also serves to help with all areas of classroom management and acts as part of a unique teaching team which is focused on ensuring quality education for each and every child.

“I really believe in a team-based learning environment for our schools when it comes to our staff,” Patel said. “In this way, everyone feels supported and staff members know they always have somewhere to turn to gain or share new ideas for improving our educational processes.  “The Montessori way is certainly not just for children. It’s also a philosophy that transcends into all human interaction, if we allow it to do so,” Patel said.

“Dr. Maria Montessori dedicated her life’s work to helping children discover and nurture their potential, and through my schools I hope children gain a sense of community, a culture of respect, choice, and independence. I love the fact that in each of my schools we have created a place where children feel successful, at peace, and are actively engaged in purposeful and focused learning,” Patel said.

Each Castle Montessori School campus is built featuring state-of-the-art computer labs, indoor gymnasiums, outdoor playgrounds with upgraded play structures, music rooms with baby-grand pianos and closed-circuit monitoring security systems. A distinct sense of order and beauty is seen throughout each classroom.

All lead teachers (Directresses) are certified by the American Montessori Society (AMS), Association Montessori Internationale (AMI), or the Montessori Accreditation Council for Teacher Education (MACTE).  Teachers holding certifications from these organizations have undergone a rigorous two to three year Montessori training program and have achieved their teaching certificates only after having passed their exams and internship requirements.

Castle Montessori schools offer year-round programs for children ages 18 months to nine years, before and after-school care, nature study, music programs, computer programs, two foreign language programs (Spanish and Mandarin Chinese) as well as extra-curricular programs such as dance, martial arts, indoor soccer, golf, and more.

New students have a unique opportunity to spend time (free of charge) to ensure the transition period into Castle Montessori schools is an enjoyable and stress-free time.  Parents may bring their child into the school for as little as a few minutes or as long as several hours so that both parent and child can gradually adjust to the new school environment.

Parents are invited to visit the school anytime for a tour with or without an appointment. For more information, please contact the schools directly at www.CastleMontessori.com




By: Castle Montessori

Are you the parent of a child with a disability who thinks that your child needs an educational program during the summer? Does long summer breaks cause your child with emotional disabilities to regress in behavior? This article will discuss the definition of Extended School Year (ESY), and what services your child may be eligible for.

Extended school year is a term, to describe any special education and related services, which are given outside of the regular school year. School districts are required under the Individuals with Disabilities Education Act (IDEA), to offer extended school year services, if the child needs it to receive a free appropriate public education.

There have been quite a few court cases about ESY, as well as policy letters from state board of educations, and the Office of Special Education Programs (OSEP). Check your state board of education for any policy letters on ESY. On February 4, 2003 OSEP released a policy letter that states “A public agency may not limit extended school year services to particular categories of disability, or unilaterally limit the type, amount, or duration of these services.” ESY must be provided to the child, at no cost to the parent.

Children with disabilities can receive a lot of different services during ESY. They can receive educational services (reading, Math, written language), self help skills, functional skills to help them become independent, critical life skills, behavioral interventions, related services (occupational therapy, speech therapy, physical therapy). The list can go on and on. You must keep in mind that, your child must need ESY, in order to receive FAPE.

School districts are supposed to bring up ESY to parents in a timely manner, so that the any disagreements can be resolved at a due process hearing. In my opinion school districts rarely bring it up, unless a parent insists. Make sure that at your child’s annual review ESY is discussed.

By understanding what ESY is and how your child can benefit, will help you advocate for needed services for your child.




By: JoAnn Collins

RECENTLY The New York Times featured a front-page story about Latoya, a 16-year-old high school student. She was 11, she said, when her father began to beat and sexually abuse her. Her mother, who used drugs, had left the family. “Home,” the newspaper reported, “was an abandoned apartment with no toilet, or a room where she was too afraid to sleep.” However, Latoya was exceptional. Despite all of this, earlier this year Latoya was president of the National Honor Society at her high school and maintained a B average in honors classes.

What can assist a child even from a bad environment to do well in school? Often, a key to a good education is having a caring adult—preferably one or both of the child’s own parents—who is supportive and deeply involved in the child’s education. One high school senior felt this was so important that she was moved to say: “It is only with parental support that children can survive in school.”

Most teachers agree. A New York City teacher claimed: “For every student who does well and gets through the educational system—and there are many—there is a parent who was there every step of the way.”

Parental Support, an Important Key

Reader’s Digest last year explored the question, “Why do some students do better than others?” One of the conclusions was that “strong families give kids an edge in school.” Parents of such families provide their children with loving attention and impart to them proper values and goals. But one parent noted: “You can’t give the proper guidance if you don’t know what’s going on at school.”

A good way to find out is to visit. A mother who makes visits wrote: “When I walk the halls of my daughter’s school, I hear foul, obscene language. Kids are making out everywhere—if it were a movie, it would be rated X.” Such visits may help you to appreciate how difficult it is for children today to get a good education, as well as to live a moral life.

Significantly, the publication The American Teacher 1994 noted: “Students who have been victims of violence are more likely to say their parents have infrequent communications with school, such as individual meetings with teachers, parents’ or group meetings, or visits to the school.”

A concerned mother revealed what parents need to do. “Be there!” she said. “Let the school administration know that you’re interested in what your child is learning. I visit school often and sit in on classes.” Another mother emphasized the value of being a child’s advocate. She explained: “My children have gone to the office to speak to a counselor and have literally been ignored. When my child brought me in the next day, they bent over backward to help me—and my child.”

This mother of four boys also stressed the importance of taking an interest in school activities that directly affect your child’s education. “Attend open house, the science fair—anything your children may be doing that parents are invited to,” she said. “This gives you opportunities to meet your child’s teachers. They need to know that you view your child’s education as a very important part of his life. When teachers know this, they are more inclined to put time and extra effort into your child.”

Cooperation With Teachers

Some parents may feel that they have more important things to do on evenings when schools schedule special occasions for parents to interact with teachers. Yet, really, what is more important than making yourself available to those who are trying to help your children get a good education? Good parent-teacher cooperation is vital!

In Russia there is a fine provision to enhance parent-teacher cooperation. All school assignments are recorded in what is called a Dnievnik—a daily activity record that is combined with a calendar. A student must bring his Dnievnik to each class and make it available to the teacher on request. Students must also show the Dnievnik to their parents, who are requested to sign it each week. As Victor Lobachov, a Moscow father of school-age children, noted, “this information helps parents to keep acquainted with the assignments and grades of their children.”

Teachers today, however, often complain that parents fail to take an interest in the education of their children. One high-school teacher in the United States said that he once sent out 63 letters to parents informing them of their children’s poor academic performance. Only three parents responded by contacting him!

Truly, that is sad! Parents should be deeply involved in their child’s education, which is primarily their responsibility. An educator stated the matter correctly when he said: “The primary objective of formal education is to support parents in producing responsible young adults.”

Thus, parents should take the initiative in getting to know their child’s teachers. As one parent said, “the teachers need to feel free to call you at anytime.” And parents should welcome—even encourage—teachers to speak openly about their child. Parents should ask such specific questions as: Are you having any problems with my child? Is he respectful? Does he attend all classes? Does he arrive on time?

What if the teacher says something about your child that is not favorable? Do not assume that it is untrue. Unfortunately, many youths who appear to live honorable lives at home or at their place of worship are actually living a double life. So listen respectfully to the teacher, and check out what he or she says.




By: Flor Ayag