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Inspiring a Passion for Learning!

349 Willow Glen Dr., Kalispell, MT 59901

(406) 755-3826



We educate 1st - 6th grade and
 inspire a passion for learning!

Child-centered education:
Montessori education is a child-centered approach to teaching that is very different from traditional models of education. Teachers carefully consider each student's individual developmental and education level in an effort to meet the needs of the "whole child." 

Life-Long Learners:
We strive to provide a stimulating work environment that naturally draws children to learning  They are given the responsibility to choose what they want to work on and when. By allowing students to explore their own interests, their learning experiences are richer, more intense, and long-lasting.  Consequently our students love school and become life-long learners

Our classrooms are multi-leveled. Older, more experienced students guide and mentor younger students socially and academically. This fosters a greater sense of responsibility and confidence.  They participate in group activities both in school and in the wider community. Consequently, our students display unparalleled leadership qualities.




Shop with Amazon Smile and help your school earn money for supplies. https://smile.amazon.com/ch/81-0392766

We do participate in collecting BOX TOPS. Please save them up and bring them in. Easy way to earn money for our school.

School Closure

School closure due to weather conditions please remember that Kalispell Montessori School will close if Kalispell District #5 closes. Please listen to Bee Broadcasting radio stations and KOFI radio for announcements about school closures. The Flathead County School website also lists all school closures (they list both public and private schools) http://flathead.mt.gov/schools/closures.php 

Kalispell Montessori does not have late start school days. The school is closed if School District #5 has a late start.


Drop Off and Pick Up

Students need to be at school by 8:30 a.m. for outside stretches and running however once the running path becomes snow bound students will not run until it is clear of snow and ice in the spring (it’s also a little more challenging to run in snow boots). Please remember that school is dismissed at 3:15 p.m. Students should not be picked up any earlier unless there are special circumstances. It can be very busy prior to dismissal and the teachers need to dismiss their classes as a whole group. We are responsible for each and every student so check out is essential to make sure all students leaving the school are accounted for. All students must check out with their teacher before leaving.


2019-2020 School Calendar

2019-2020 Enrollment Form

Elem. I Supply List

Elem. II Supply List

Upcoming Events

School starts at 8:30am and ends at 3:15pm.

Pizza Friday – every Friday. $4.00 comes with milk. Milk only .50

Fine Arts – Art, Music and Spanish Classes

Winter P.E. Starts Jan. 10th Winter PE is quickly approaching! All students will leave the campus for P.E. and will be transported to and from the various P.E. locations by bus. The bus will depart at 1:30 p.m. and return by 3:15 p.m. each Friday. Written consent must be submitted to the front desk before the bus departs if parents plan on picking up children from his/her P.E. location. Also, if you arrive to pick up your child (ren) at school before the bus arrives at 3:15 p.m. on Fridays, please park in the lot instead of at the curb to ensure the bus has plenty of room to maneuver and park.  

Elem. II Winter Overnight January 30-31, 2020 E2 students will be headed up to Blacktail Mountain for a day of skiing, followed by an overnight stay near Syme’s Hot Springs (Alameda's Retreat). Permission slips are included with today’s bulletin. We need chaperones that are willing to drive, stay and supervise students on this exciting excursion. Forms and payment are due no later than January 24th. Checks should be made out to KME.   KME Geography Bee February 5 Every year Elementary II students participate in the National Geographic Geo Bee. To view study questions go to https://www.nationalgeographic.org/bee/study/ .  

KME Geography Bee February 5

Every year Elementary II students participate in the National Geographic Geo Bee. To view study questions go to https://www.nationalgeographic.org/bee/study/ .
KME Science Fair Feb. 20 All of our students are learning about the scientific method and beginning to work on their project in class. See attached information about science fair and a helpful timeline. While only grades 3-6 are able to compete and move on to county, we give our 1st-2nd graders a chance to participate in a group project in class, which they will present together the week of the science fair.  

Elem. II Glacier Symphony This field trip is in the morning of Friday February 21st. We will take a bus to FHS. We are leaving at 9:30am and returning at 11:30am.

 Montessori Walk About

I know we’ve already said it, but thank you to everyone who helped support the Montessori Mile this year! Our Montessori Mile Committee met its fundraising goal for this event, profiting over $2,500. This would not have been possible without the committee’s hard work and the help of volunteers, participants and sponsors!


We are excited to share your child’s progress so far with you, to celebrate their strengths, accomplishments and the challenges and mistakes that are promoting greater learning for them this school year. Yes, I said we will even celebrate the mistakes and challenges!!! 

With parent-teacher conference month coming up, I’d like to share a little bit about what our students have been working on here at school. No doubt you’ve heard all about wheat, the challenging works and seen the sourdough starter in E1. If your child is in E2, you have probably heard about the responsibilities and work load, planning, tales of Huck Finn or bits of afternoon Sentence Analysis or Geography lessons. Perhaps you saw your child do some works at Open House. Our math, language and cultural materials, and the expansive academic curriculum, are an important part of a Montessori education. However, there are a lot of things happening in the building that you might not see or hear about day to day, but they are just as important as the academic curriculum. Beyond and included in the processes involved in completing academic work, students are developing life skills within their environments. Here are a few things we work on daily, which can also be worked on at home:



We are working on embracing the art of making mistakes.

Mistakes are welcomed and even encouraged here. When an error occurs, hurray! A work or an interaction was attempted, which requires risk taking (vulnerability) and your child was up for the task. While children are working toward mastery of skills in academics, social, emotional and physical growth, there are bound to be errors along the way. The need for a safe place to practice taking risks and being supported in every attempt is vital for growth. Students are provided this space, guided by teachers through activities and a prepared environment, and they are also given the responsibility of contributing to it. Individual 1:1 conversations as well as weekly town meetings take place to support the community and its members in cultivating a positive, healthy environment together. 


We are working on evaluating and acknowledging our actions.

Accepting responsibility for our actions is a critical piece of the puzzle when it comes to growth! It might be more obvious when a teacher has marked a math problem that needs to be looked over and revisited. When it’s a peer interaction that didn’t go as planned or feedback from a teacher regarding behavior, those things might be harder to hear. Learning how to receive feedback and responding can open the door for growth! Without accountability, it’s hard to work on a problem and the undesired behaviors (and their outcomes) are reinforced. In the same way, learning how to reflect and acknowledge when we have had successful interactions or completed a work correctly is valuable for building positive habits. Affirmations may come from a teacher, parent or peer, but can also come from learning to reflect on your own work, acknowledging your own processes, evaluating their success and validating yourself.


We are working on being part of the solution.

A mistake was made. There was a conflict. Now what? No doubt, we parents and teachers have experience and wisdom to share. However, inviting the student to be part of the solution and to carry out his/her plan are the most important steps if we are looking for optimal growth. Knowing they can be trusted and will be expected to be part of the problem solving process is empowering. This may be a hard step for an adult who wants everything to go right. Or it might be hard at first if the child is used to having things done for them. Just remember, like anything, the more practice you give them (a.k.a. the more practice you have giving up some of the control), the better they will get at it (any task) independently. It communicates this message: you are capable. Through this practice they become more capable.


We are working on seeking out resources and building tool boxes.

Guiding and supporting is drastically different than solving the problem for them. At school we work on problem solving daily in a variety of situations. Jumping into problem solving is not always easy and it takes practice, time and patience to develop the ability to see a clear solution- if they could see it before, perhaps the mistake would not have happened. Or perhaps they saw options, but chose a path that didn’t work out. Helping students recognize their strengths and challenges, as well as what resources they have at their disposal, will help them in coming up with viable solutions to solve their problems and plan for future success. They made a mistake or need to solve a problem? Ok. Did they ask for help or clarification from an adult? Is there a material they can use to correct it or work at it? Can we find a helpful book? Is there a new habit that can be practiced as part of their routine (deep breaths, slowing down, acknowledging when something doesn’t feel right)?  Is there a peer that does this thing well? If so, what is their strategy? Would they like some suggestions to choose from? Helping them learn to seek out resources will further nurture their internal desire and ability to problem solve.


Lastly, I know this is a lot to read through, so we appreciate you taking the time. I would especially encourage you to share any concerns or WINS your child is experiencing- whether about home or school! Your child’s growth is always a WIN for us and we are fortunate to be a part of every student’s education and pursuit of life-long learning! Our doors are always open to you!