responsibility of all parties, adults and students, to teach, inspire, work and learn to the best of their abilities and to make the process transparent and ongoing. It is also important to note that the second and third periods provide important information about children who will require accommodations in order to learn successfully. Students with learning differences, with challenges outside of school and students who have not experienced Montessori from the start all often need special attention. It is the school’s responsibility to identify and support these children along the way. Measurement The Mountaintop faculty has developed another set of criteria called the "will be able to"s (or WBATs) to identify core skills and knowledge each student should acquire by the end of the three-year cycle. Students must acquire a baseline of knowledge and academic competence in order to find success at the next stage of their education. Outcomes Dr. Montessori provides this optimistic description: the whole life of the adolescent should be organized in such a way that will allow him or her, when the time comes, to make a triumphal entry into the life of society, not entering it debilitated, isolated or humiliated, but with head high, sure of himself or herself. Success in life depends on self-confidence born of a true knowledge of one’s capacities. Students are only truly educated when they learn in an environment that emphasizes skills, such as those acquired in the early years of Montessori, AND knowledge, the kind of deep understanding that takes place when the second period exploration is allowed to unfold fully. Montessori adolescents demonstrate remarkable academic aptitude. More importantly, their very adult entrepreneurship endeavors and responsibilities to the community provide the ultimate third period! 66