What Makes Sankofa’s Model Unique?

The Sankofa Way

At Sankofa Montessori, we BRIDGE standards based instruction with the Montessori approach. This means that we combine two educational methods to create a comprehensive learning experience. Standards-based instruction focuses on meeting specific educational standards or benchmarks set by our authorizer and the Georgia Department of Education. Our Montessori approach emphasizes student-centered learning, where students have more freedom to explore and learn at their own pace. It focuses on hands-on, experiential learning and encourages independence and critical thinking.

Our Curriculum

We utilize the Montessori curriculum and methodology for certain academic subjects but not others. We utilize the Montessori curriculum for science, social studies, and phonics instruction. We utilize the EL curriculum for our ELA instruction and utilize open resource for our Math curriculum. We supplement the curriculum with our Montessori materials for the subjects using a non-Montessori curriculum.

Multi-Age Groupings

Sankofa Montessori utilizes the multi-age grouping for first and second grade. Our third grade is a standalone grade to ensure that students are prepared to successfully transition to upper Elementary. Our fourth, fifth, and sixth-grade classes will be multi-aged with a mix of fourth, fifth, and sixth-graders.

A Child-Centered Learning Environment

• We utilize small group instruction supports this by enabling educators to tailor lessons to meet the specific academic needs of each child within a smaller, focused group. Small group instruction allows for more interactive, experiential learning opportunities where children can engage more deeply with materials and concepts. In small groups, children can work together, share ideas, and support one another, fostering a cooperative learning environment. Small group settings offer a balance of guidance and freedom, allowing children to explore concepts with teacher support while exercising autonomy in their learning process.

• Our classrooms aim to cultivate intrinsic motivation rather than relying on external rewards. Student feedback, is framed in a way that promotes self-improvement and personal growth rather than comparison with others or external validation. In our classrooms, feedback is given in a way that respects the student’s pace and effort, avoiding competition or judgment. It supports the child’s learning process without creating pressure, allowing them to build confidence and resilience. Our classrooms are designed to promote respect for both the learning space and the community of learners.

• Classroom management in our school focuses on creating a sense of shared responsibility among students and lead and co-guides. Emphasis is placed on community values, respect for others, and collaboration, which align with our goal of helping students grow academically, develop social skills, and empathy in a respectful, cooperative environment.

Freedom of Choice in Learning Within a Highly Structured Range of Options

• Starting with our Kindergarten students, we introduce learning areas where children can rotate through different works aligned to current standards, allowing them to choose the order in which they engage with each learning area, as long as they visit all learning areas by the end of their work time.

• This approach is closely aligned to individualized student data gathered from daily lessons, MAP data, and the Reading Remediation Pathway Phonics screener. By using this data, we are able to better align the activities within each center to meet the specific needs of each student, ensuring that every child receives the targeted support they need to be successful.

Freedom of Movement

• Students have the opportunity to move as they transition between groups and classrooms (Lower Elementary only) and can choose flexible seating options, such as sitting on rugs, while completing their independent work. Our goal with freedom of movement is to help students develop the skills needed to transition between activities without disrupting their own learning or the learning of others in the classroom community and to ensure that students are continuously working on lessons that extend and/or enrich their learning.

Continuous Observation of Students

We consistently observe our students and use data to inform our instruction.