February Calendar

Love in Action: How Inclusion Shapes Our Community

February often invites us to think about love and kindness. At Elizabeth Academy, we see love not as a single moment or holiday, but as something lived daily through belonging, friendship, and inclusion.

Inclusive education is essential for supporting students with disabilities—but it is also a powerful gift for every child. When students learn in environments where differences are expected and respected, they develop empathy, communication skills, leadership, and flexibility. These are lifelong skills that shape how children learn, collaborate, and care for others.

At Elizabeth Academy, friendship is not left to chance. It is modeled, practiced, and supported through multi-age classrooms, collaborative learning, and shared responsibility. Students learn how to invite others in, navigate differences, repair relationships, and value one another’s strengths.

Inclusive classrooms create stronger communities. Children grow up understanding that everyone belongs, that learning looks different for different people, and that community is something we build together.

How Families Can Support Friendship

• Talk openly and positively about differences
• Practice friendship skills at home, such as inviting others to play or problem-solving conflicts
• Encourage inclusive play and flexible activities
• Model kindness, patience, and respect
• Celebrate effort and growth in relationships
  

Inclusion is love in action. When all children belong, everyone benefits—and our community grows stronger because of it.

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Hi, my name is Chris (they/them) and I’m excited to be teaching American Sign Language at Elizabeth Academy this year. I grew up speaking ASL in my home and have family members who have gone on to become ASL certified interpreters. This language is very important to me and has shaped both my understanding of the world and many of my relationships. My approach to teaching and working with families centers around autonomy, choice, and accessibility. I am also a doula, a person who enjoys spending time in these gorgeous mountains we have nearby, and someone who is always listening to good music. 

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January Calendar

Mission in Motion: Why Families Stay: How Elizabeth Academy Builds Growth, Stability, and Long-Term Success

Choosing a school is one of the most important decisions a family makes — and choosing to stay is an act of trust. At Elizabeth Academy, we are deeply grateful for the families who partner with us year after year and who invest in a learning community rooted in belonging, independence, and meaningful growth.

Families often ask what makes Elizabeth Academy different. While every child’s journey is unique, we consistently see three reasons families choose to stay: long-term growth, intentional stability, and preparation for life beyond the classroom.

Growth That Builds Over Time: Montessori education is designed as a developmental journey, not a series of isolated academic years. Skills deepen through repeated practice, increasing independence, and meaningful application. Students grow academically, socially, emotionally, and functionally — often in ways that become most visible over time.

Because classrooms are multi-age and relationship-based, children develop confidence as leaders and learners. They revisit core concepts with increasing complexity, build resilience through productive struggle, and learn how to manage their own learning with guidance rather than constant direction.

Families often notice:

• Stronger communication and self-expression
• Increased confidence and independence
• Deeper concentration and problem-solving skills
• Genuine joy in learning and exploration
• Meaningful friendships across ages and abilities

These outcomes emerge through continuity, consistency, and trust in the process.

Stability Through Intentional Design: Stability does not mean standing still — it means growing thoughtfully and responsibly. At Elizabeth Academy, we invest deeply in strong systems that support students and staff: curriculum alignment, teacher development, collaboration with specialists and therapists, and ongoing reflection on best practices.

Our classrooms are intentionally structured to support diverse learners through predictable routines, hands-on materials, clear expectations, and individualized support within a shared community. This creates an environment where students feel safe to take risks, build skills, and develop a strong sense of belonging.

Families benefit from:

• Consistent communication and shared expectations
• Thoughtful transitions and long-term planning
• Strong adult collaboration supporting student success
• A community culture rooted in care, dignity, and respect

This intentional structure allows learning to remain joyful, responsive, and sustainable.

Preparing Students for Life, Not Just School: Our mission extends beyond academic achievement. We prepare students to become capable, thoughtful, and engaged humans — able to problem-solve, collaborate, advocate for themselves, and contribute meaningfully to their communities.

Through practical life experiences, collaborative learning, integrated supports, and real-world applications, students develop executive functioning, communication, responsibility, and adaptability. These skills serve them far beyond any single grade level.

Families often share that their children:

• Take greater ownership of their learning and responsibilities
• Demonstrate stronger social awareness and empathy
• Show increased flexibility and perseverance
• Build confidence navigating challenges

This is the heart of education that honors the whole child.

A Partnership That Matters: Education is strongest when families and schools work together. We value the trust you place in us and the shared commitment to nurturing each child’s growth. Your engagement, communication, and belief in the long-term journey make a meaningful difference.

As re-enrollment approaches, we invite families to reflect on the growth you’ve witnessed, the relationships your child has built, and the future you envision for them. We are honored to walk this journey alongside you.

Thank you for being part of the Elizabeth Academy community.

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All current families are required to complete continuing enrollment for the 26/27 school year. Continuing enrollment will be sent out on January 7th and due January 30th. You will receive a link to complete this through FACTS.

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December Events

Mission in Motion: Universal Design for Learning at Elizabeth Academy

A question we are frequently asked is:How does curriculum and instruction actually look in an inclusive Montessori setting?
It’s an important and complex question—because true inclusion is not just about placing students together. It is about designing learning so that every child can access rigorous, meaningful instruction. The answer begins with an essential framework we use across all programs: Universal Design for Learning (UDL).

Universal Design for Learning (UDL) is an evidence-based framework for curriculum design that plans for learner variability from the start. Instead of creating one version of a lesson and adapting it later, teachers design flexible pathways that allow students multiple ways to:

• Access information (representation)
• Engage with learning (engagement)
• Show what they know (expression)

This framework mirrors Montessori beautifully. Both approaches assume learner diversity, honor individualized pacing, and build independence through hands-on materials, visual supports, movement, repetition, and choice. In our inclusive environment, UDL is the backbone of how we plan schoolwide schedules, classroom workflows, lessons, units, and interventions.

A common misconception is that inclusion and UDL “teach to the middle” or lower expectations. In reality, UDL raises expectations through excellent planning, careful observation, and a deep understanding of each learner’s goals, strengths, and needs.

UDL does not dilute rigor.
UDL expands access to rigor.

In Montessori, this rigor is embedded in the materials themselves. For example, in Early Childhood, students explore the Stamp Game and the Bank Game—materials that teach place value and operations with regrouping, concepts typically introduced in the state standards two years later.

In an inclusive Montessori classroom, all students work with rich materials—just with different goals, levels, or supports.

The Stamp Game is a perfect example of how a single material can serve many learners through UDL.

The material includes small, color-coded tiles representing ones, tens, hundreds, and thousands. Depending on the student’s goals, the Stamp Game can support:

• Introductory place value
• Dynamic addition and subtraction
• Multiplication and division
• Following multi-step directions
• Visual discrimination
• Fine motor development (pincer grip)
• Executive functioning and sequencing

A neurotypical 4-year-old, a gifted learner, and a student with intellectual or developmental disabilities may all use the same material—each working at an appropriate, meaningful level. UDL and Montessori together, at their best include: shared materials, individualized pathways, consistent access to big ideas.

Because we design learning with UDL from the outset, our classrooms naturally support:

• Mixed-age groupings
• Inclusive peer communities
• Individualized learning plans
• High expectations for all
• Embedded therapeutic opportunities
• Meaningful participation for every learner

UDL is not something we “add on” to Montessori. It is the framework that ensures our Montessori model remains inclusive, rigorous, and developmentally supportive for children of all abilities.

This is how curriculum and instruction look in an inclusive setting—and how our mission of Enlightenment for Everyone is lived out each day through thoughtful design, purposeful materials, and responsive teaching. 

If you have other thoughts or questions about curriculum or instruction at Elizabeth Academy, please ask Sofia Rigolon, our Academics Director! She is always happy to engage in a conversation about curriculum, instruction, and inclusive Montessori practices.

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All current families are required to complete continuing enrollment for the 26/27 school year. Continuing enrollment will be sent out on January 7th and due January 30th. You will receive a link to complete this through FACTS.

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Hi, my name is Essie. Happy Dyslexia Awareness Month. Dyslexia is actually pretty common. One out of five people are dyslexic and lots of people don’t find out they are dyslexic until they are older. But luckily I was tested when I was younger and so my mom and dad helped me with schools and tutors and taught me all about it.  Dyslexia literally means “difficulty with words.” It doesn’t mean someone isn’t smart — it just means their brain processes written words and sounds in a different way. That means my brain works a little differently — when I read or write, information travels across both sides of my brain which can take longer and cause pressure. Like when I’m taking a test and it feels really hard — everyone else seems to be writing their answers while I’m still trying to figure mine out. I can hear the clock ticking, and I know I might be the last one to finish. In moments like that, I have to remind myself that dyslexia also makes me strong. Because of this I’ve learned to deal with disappointment and instead of it making me angry, it fuels me. I’ve learned that my brain also has some awesome strengths! I’m creative, I see the big picture, I like to solve problems, I’m good with people, and I don’t give up easily. Having dyslexia has made me strong and given me extra empathy toward others who struggle too. If you have dyslexia- I know it can be hard but remember it’s a super power. Lots of famous people like Walt Disney, Eleanor Rosevelt, Steve Jobs, and John Lennon had dyslexia too, and they changed the world in their own way! You can too!

November Events

Mission in Motion: The Art and Science of Belonging
“The greatest gifts we can give our children are the roots of responsibility and the wings of independence.” — Maria Montessori

In October, representatives from Elizabeth Academy attended the State of the Art (SOTA) Conference in Syracuse, New York—a national gathering of educators, researchers, and advocates leading the way in Inclusive Postsecondary Education (IPSE) and Think College initiatives. The conference highlighted innovative models that expand access to college for students with intellectual and developmental disabilities (IDD), and shared how inclusive higher education programs are transforming lives across the nation.

At Elizabeth Academy, we share this vision wholeheartedly. We believe that college and life preparation are for every student. Through our ongoing partnership with the University of Utah’s College of Education, Elizabeth Academy is contributing to the development of a new Inclusive Postsecondary Education (IPSE) pathway—one that builds upon existing Utah programs while advancing research and practice to make higher education more inclusive, rigorous, and accessible for all learners.

That said, we recognize that college may not be the end goal for every student—and that is perfectly aligned with the Montessori philosophy of following the individual. However, holding space for the possibility of college elevates our expectations and our practices, ensuring that every student, regardless of ability, is equipped with the skills, confidence, and independence to pursue a meaningful and self-directed life. Our ultimate goal is not simply college acceptance—it is a life of purpose, connection, and contribution.

Our rigorous Montessori curriculum lays the foundation for this success. Students develop strong executive functioning and independent life skills, learning to manage time, plan projects, collaborate effectively, and self-advocate. Learning goals are individualized within a rich academic framework that emphasizes conceptual understanding, mastery, and real-world application.

National research consistently shows that Montessori graduates outperform their peers in college and career readiness. A 2021 study in Frontiers in Psychology, for instance, found that Montessori-educated students demonstrate stronger academic achievement, social understanding, and executive functioning, and are more likely to report higher levels of well-being and satisfaction in adulthood. Yet, what remains largely unmeasured—and what Elizabeth Academy seeks to explore—is how an inclusive Montessori education can prepare all students, including those with IDD, for college and beyond.

This year, we are strengthening our assessment and accountability practices, aligning them more closely with Montessori and inclusive education research. These improvements ensure that we not only measure academic progress, but also capture the growth in independence, resilience, and curiosity that define lifelong learners.

Together with the University of Utah, we are not just implementing best practices—we are striving to define “better practices” that model what is possible when inclusion, independence, and rigor come together.

At Elizabeth Academy, college prep means life prep—for every student.

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Maria Montessori beautifully observed:“The attention of little children is continually being drawn to one thing or other on their walks. They stop to observe and admire things they see. They are like explorers. This is a preparation for the adaptation to the environment.”
— Maria Montessori

What Montessori so insightfully described over a century ago, we now understand through neuroscience as the foundation of executive functioning skills—the mental processes that help us focus, plan, remember, and regulate ourselves.

Executive functions are defined as “mental capacities that direct or cue the use of other mental processes and motor responses.” These skills rely heavily on the activation of the frontal lobes, the area of the brain responsible for attention, regulation, and self-control.

At the most foundational level, executive functioning begins with self-activation skills—the ability to be awake, alert, and ready to attend. Yet in today’s world, our environments are filled with countless sights, sounds, and experiences competing for our attention.

Research from the Association for Psychological Science (“Competing for Attention,” 2018) highlights that in preschool and classroom settings, background noise and visual clutter significantly reduce children’s ability to attend to instruction or caregiver speech. Young children are still developing the ability to filter multiple simultaneous stimuli—both auditory and visual—and even seemingly harmless distractions can interfere with learning.

This is why we are especially grateful for the classrooms at Elizabeth Academy. Our environments are intentionally designed to be calm, orderly, and free of unnecessary stimulation, allowing children to direct their focus toward meaningful work that strengthens their developing executive functioning skills.As you reflect on your own routines, consider this question:
When you think about your child’s daily environment—at home, in the car, or during play—are there opportunities for calm focus and exploration, or are there many things competing for their attention?

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