Frost Middle Events

picture of school logo frost falcon

ROBERT L. FROST MIDDLE SCHOOL

 Strengthening our Distance/Remote Learning Plan

 

Now that school closure remains to the end of the school year, the Robert L. Frost Middle School is shifting its remote learning plan to further adjust to the needs of our students.  The Department of Elementary and Secondary Education and Commissioner Riley is looking for districts and schools to continually enhance and refine remote learning practices with a deeper focus on two areas:

 

  • Further defining the recommended elements of a quality remote learning program, including a focus on teaching the content standards most critical for student success in the next grade level

 

  • Encouraging districts to move all students toward successful engagement in remote learning, with a focus on addressing fundamental needs.

 

Throughout this time, FRM will continue to support students by providing additional platforms to help them make progress.  The improvements to our remote learning efforts will support teachers, staff, students, and families.  FRM will continue to maintain connections with the community and our school’s next steps will include deeper connections with students. 

 

We have already begun to place an emphasis on applying the state’s suggested focus standards within various subjects at each grade level, and devoting time each week for enrichment.  FRM’s distance/remote learning program will continue to ensure that opportunities for connection are included throughout core instruction.  Separate group or individual check-ins focused on students’ social-emotional health and well-being will be available for FRM students as well as lessons in Social Emotional Learning (SEL).  Staff at all grade levels will engage families with individual phone calls to check on students’ well-being, to review feedback on student work, or encourage students to engage in remote learning.

 

Teachers will maximize student engagement by providing real-world application for learning, engaging students in project-based learning with clear links to supports for students, using games and self-paced learning platforms, and hosting celebrations of progress.  FRM is widely adopting co-planning and co-teaching opportunities among all teachers, especially in larger whole class instructional formats and the ability to create breakout groups assigned to specific teachers.  To support students’ physical and emotional health, we will offer opportunities for enrichment, exercise, and play. 

 

FRM will plan and communicate remote learning content in weekly doses.  Planning and organizing lessons, assignments, and meetings one week at a time will allow students and families to plan time for schoolwork within their own daily routines and needs.  FRM Teams will deliver messaging through email, Google Classroom, REMIND, and by phone.  FRM Teams will communicate assignments and meeting times before each week begins.  FRM Teams have contributed to a school-wide virtual meeting schedule, which is also available on the FRM webpage.  Teams will ensure that families and students can quickly zero in on the lessons and assignments that are required.  FRM will continue to align its efforts with LPS to communicate important information with families.  FRM will afford opportunity for families to meet regularly with teachers to address issues that a student may be having accessing or completing remote learning lessons, meetings, or assignments.

 

FRM will run regular virtual social emotional groups where students can connect with peers and support staff.  Staff will reach out to families who require checks for work completion and student engagement.  Teachers will provide regular feedback on student work, identifying positives and areas of growth.  Teachers will employ “live” and “video” learning opportunities to help students navigate remote learning assignments.  Teams are scheduling regular study halls for students to complete assignments at the same time through online conference platforms with the teacher.

 

We must meet students’ foundational needs.  FRM is committed to strengthening our remote learning practices across all grade levels.  Thank you again for partnering with the Frost Middle School to benefit our students/your children.

ROBERT L. FROST MIDDLE SCHOOL

 Distance/Remote Learning Plan

 Following Governor Baker’s announcement that schools will not re-open before May 4, 2020, DESE issued guidance to assist distance/remote learning plans.  Frost Middle School developed a remote learning model for its staff, students, and parents.

 

Frost Middle School students will benefit from this plan as we support our families through this crisis.  Our school’s plan relies on the Department of Elementary and Secondary Education guiding principles.  Distance/remote learning cannot replace students’ experiences with teachers, administrators, and support staff.  Frost Middle School has customized its own plan to best fit the needs of our school.  FRM is working hard to support students during these difficult times and responding to evolving conditions with remarkable care, flexibility, and creativity.  

 

FRM will continue to focus on the holistic needs of students in our community.  The safety and well-being of students, families, and staff will continue to be our top priority.  In addition to the CORE subjects, FRMs distance/remote learning lessons include on-going social-emotional learning, physical education, art, digital literacy, science exploration, and language intervention.  Our ability to connect with our students is essential to addressing students’ specific needs.

 

We do not expect remote learning to replace the traditional school day.  That said, Chromebook devices were afforded to every LPS family.  Please cut and paste the following link to view all of the online resources currently employed by Frost Middle School grade level teams.

 

https://padlet.com/emilycayon/wsd9kpfsx45 

 

In addition to online structures, distance/remote learning at FRM will take place in a multitude of ways:

  • Students will engage with resources in the natural world around them
  • Students will engage in unique opportunities in the arts or interdisciplinary work
  • Students will engage in a balance between learning through technology and ‘offline’ learning that supports students’ curiosity and understanding
  • Students will engage in hands-on projects and artistic creations that stem from students’ own passions and experiences
  • Students will engage in at-home experiments/writing assignments/reading for leisure
  • Students will engage in large-group video or audio conference calls, 1:1 phone or video calls, email, work packets, projects, reading lists, online learning platforms, and other resources.

 

FRM students will engage in meaningful and productive learning for approximately half the length of a regular school day.  FRM teachers’ “office hours” will be 9AM to 12PM each day, Monday through Friday.  Learning at FRM will take place via a combination of educator-directed learning and student self-directed learning.  Although teachers ARE NOT RESTRICTED from delivering new content, FRM’s focus will be on reinforcing skills already taught this school year and delivering instruction that deepens these skills. We recognize teachers and students may wish to introduce new material.  If so, FRM will consider equity of access and support for all students.  The distance learning experience will vary depending on students’ grade level, individual and family needs, access and capacity for remote learning (including access to technology and internet), and the ongoing health of students, families, and staff.

 

Responsibilities of FRM teachers during “office hours” will consist of the following:

 

  • Conducting virtual teacher to student interaction (ie. Zoom, FaceTime, Google Classroom)
  • Communicating one-to-one with students and their families upon request (ie. PHONE conversation, email, text, messenger, REMIND, etc.)
    • *Support with Spanish speaking families will be provided by select personnel

 

  • Reviewing work in Google Classroom; overseeing ‘Quizziz’ competitions; facilitating ‘Kahoot’ and Quizlet exercises; posting assignments on REMIND
  • Presenting audio/video learning opportunities (ie. PBS, Audible)
  • Providing performance feedback to students verbally and in writing in response to formative measures (ie. Kahoot, Quizlet, Edulastic, I-Ready, etc.)
  • Attending virtual IEP meetings when invited

 

Teacher responsibilities outside of 9AM to 12PM (12PM to 3PM) will include school business involving school administration, teacher planning with respect to curriculum and instruction and professional development.

 

FRM’s online tools will deliver lessons, provide individual student support, present instructional material and student assignments, connect students to each other and the teacher, and recite feedback on student work.  FRM will ensure all online learning platforms meet confidentiality and student privacy standards.  For students with moderate learning disabilities or English learners, DESE recommends that educators provide additional opportunities for connection. 

 

DESE and LPS recommend assessing student performance using “credit/no credit”.  FRM can incorporate other incentives to keep students motivated to continue their learning.  Before moving forward with determinations of “no credit,” FRM will strongly consider whether students have had equitable access to learning opportunities during this closure, keeping in mind the variety of technology, health, disability, and language challenges that may occur.

 

FRM Staff will track student completion of assigned work and keep a log of parent/student connections – to ensure we are following remote learning guidelines.

Picture of Frost Falcons logo

 

 

 

John T. Patterson, Principal                                                                                          33 Hamlet Street

Robert L. Frost Middle School                                                                        Lawrence, MA  01843

This email address is being protected from spambots. You need JavaScript enabled to view it.                                                                                           (978) 722-8810

Lawrence Public Schools Grading Policy

During COVID-19 Closure

Grades K-8

Grading (standards-based or traditional) from the first two trimesters or first three quarters (SY 2019-’20) will remain final.  During the current closure, LPS elementary and middle school principals will assess student performance using a designation of “credit / no credit” for a reasonable workload as recommended by the Department of Elementary and Secondary Education.  Schools will follow DESE guidance (see below) for determining credit/no credit. 

 

DESE Guidance Feedback on student work and grading:

·To the extent practicable, teachers should provide feedback on student work completed at home.  That said, if districts and schools have not already implemented policies regarding credit-bearing courses (determining credit for academic work at home), we strongly recommend that academic content be graded as “credit / no credit” so as to incentivize continuous learning while acknowledging the challenging situation we face.  Non-credit bearing courses, such as those for elementary and middle school students, could incorporate other incentives to keep students motivated to continue their learning.

 

·Before moving forward with any determinations of “no credit,” we strongly urge districts and schools to consider whether the students have had equitable access to learning opportunities during this closure, keeping in mind the variety of technology, health, disability, and language challenges that could occur.

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LPS agrees that remote learning does not intend to replicate the traditional school day.  Therefore, grading during this closure does not intend to replicate that of the traditional school day.  A school’s determination of “no credit” will not be made without ample evidence that the school afforded the student considerable flexibility with respect to whether the student had equitable access to learning opportunities during this closure, taking into account  technology, health, disability, and language challenges that may have adversely impacted academic performance.  Credit during the closure may be determined by, but not limited to:

 

·The extent to which students complete a portion of assignments to the best of their ability

·The extent to which students communicate with teachers and other school staff members about assignments to the best of their ability

·The extent to which students participate with teachers in Zoom, ‘Microsoft Teams’, or Google hangout classes to access the assignments to the best of their ability.

 

If a student does not complete any assigned work during closure despite emotional readiness, access to the technology and appropriate support for the work, they may receive a “no credit” designation, which will be determined in consult with the student’s family.

Frost Video Logo

Please click here for video from FRM Staff to students and families.

 

 

 

Enjoy

group of students posing with fire department

Student council members from the Frost Middle School organized a drive to collect socks for the homeless! The students hosted a sock hop dance and collected 500 pairs of socks.