We have three "houses" in which children learn in. 

The Children’s House features vertical age grouping, meaning children, as young as four and as old as six, learn side-by-side. Younger children observe higher lessons and get excited about the next level. Older students self-confidently guide younger peers. And, by grouping ages this way, teachers stay with children longer enabling them to guide a child’s continuous progress in the most productive and nurturing manner. Hands-on activities keep children in touch with learning as they build concentration and an increasing sense of order during this period of rapid social and emotional development. The Montessori principles and curriculum are designed to foster characteristics that play a critical role in intellectual growth such as self-confidence, self-esteem, and self-control. When young children exhibit these qualities, they feel good about themselves and interact appropriately with their environment and peers, with little need for disciplinary tactics. There is purpose to everything we do in a Montessori Children’s House. The lead teacher presents lessons according to a sequential plan and observes the interest and ability of each child. Children learn at their own pace, self-selecting the lessons that best match their current abilities and desires. The role of the teacher is to guide each child along his or her own natural path of learning and achievement. Each Children’s House of multi-sensory learning is arranged into four main subject areas: Practical Life, Sensorial, Education for the Development of Logical/Mathematical Mind, and Education for Language Development.
Adapted from:  http://palenciamontessori.com/programsmontessori-method-curriculum/

NPMLC’s also services students first through fourth grade. These classes are often referred to as the E1 Class or Elementary 1 and E2 or Elementary 2.  On most days, you’ll find 24 children in our E1 class and E2 classrooms.  Students are involved in a variety of interesting tasks with the materials in our prepared environment. Although the children move about the room and freely talk with one another, they are engaged in their own work; some will seem completely absorbed, even without the direct oversight of a teacher. One student may be working on a Countries Around the World report and one may be doing math, another may be researching and our last student might be helping someone with a lesson he/she has already mastered. 

Look around! One teacher is working with one student on his/her reading while another teacher is introducing a new work to a small group of five students. Individual or small group lessons are a hallmark of the Montessori Method.

How do we make sure that children are getting through work and keeping a record of their progress? Each child keeps a weekly and daily record of their work in a individualized work plan. This activity helps us keep track of the work getting done, and it also teaches the valuable life skills of calendaring and record keeping. After the completion of a work plan they take an assessment to determine if they mastered the material or not. Additionally, students take the AIMSweb Assessment to track their literacy and math understanding and they receive a report card each trimester that summarizes their growth and accomplishments.