Frost Middle Events

Frost Falcon Logo

Welcome Parents and Families -- FRM staff will be distributing important Information, school supplies, and curriculum materials on Monday, September 14Th and Tuesday, September 15th From 10AM To 6PM.

Check out the 20-21 Grade Level Brochures 

Frost Falcon Logo



OverviewAs we identify how to best deliver remote learning for the 2020-’21 school year, the quality of our experiences with students, families, and one another will determine whether our implementation plan meets the needs of all stakeholders (students, families, and staff).  To ensure overall success, FRM’s remote learning plan will be rooted in five grounding principles:  Safety, Sensitivity, Simplicity, Solidarity, Support.


VisionThe Robert L. Frost Middle School strives to provide a stimulating academic environment for the whole child.  We accept the responsibility of assisting and encouraging every child to meet this challenge.  FRM is committed to the development of a successful, moral, productive, and well-rounded citizen.  To accomplish our fundamental educational goals and priorities –

  • We accept the challenge of meeting students’ individual needs. 
  • We seek and foster parental involvement and community business partnerships. 
  • We share the responsibility, conjointly with students and parents, of ensuring learners of all ages achieve to the best of their ability and take full advantage of the education and services available. 


Remote Instruction:  To make remote instruction effective, FRM’s remote learning plan will include: 

  • Clear and consistent communication to students and parents;
  • Explicit and consistent rituals, routines, and scheduling;
  • Research-based and data-driven instructional strategies;
  • Digital and non-digital tools that are reliable, proven and appropriate for remote learning;
  • A focus on authentic learning, with students having voice and choice in assignments and creating products that have meaning for them.
  • The goal to engage 100% of our middle-school students in remote learning in some capacity.


Priorities for LearningVirtual learning experiences at all grade levels will be concentrated to three content areas:  Literacy, Math, Science.  Literacy instruction is provided through a blend of English Language Arts and Humanities content.  Students will engage in Art, Physical Education, and Social/Emotional Learning lessons as part of an integrated studies program.


Curriculum Alignment:  All curriculum and instructional materials are high quality, integrated with district assessment systems and technology platforms.  Educators have the ability to supplement instruction with vetted content as needed.  Educators can now spend more time planning for and providing individual student support instead of planning and delivering all content. 

FRM ELA instruction is delivered through Pearson’s “My Perspectives” with NEWSELA, Common Lit, and Scholastic acting as useful supplemental resources.  FRM Math instruction will derive from one source, the “Into Math” series published by Houghton Mifflin Harcourt (HMH), during the remote learning period.  The 2020 HMH publication is the most recent upgrade to its curriculum.  Teachers will use the HMH digital components to supplement instructional delivery and provide instructional intervention as well as Waggle and other online resources such as Khan Academy.  FRM Science instruction is guided by the Know Atom curriculum with supplemental text through RocketLit.  And the FRM Humanities program will pilot and vet a new curriculum also published by HMH.


Uniform Digital Learning PlatformsFRM staff and students will access all digital resources using CLEVER as its Learning Management System.  Digital resources include Google Classroom, HMH “Into Math” digital suite and its curriculum intervention supplement, entitled ‘Waggle’, Pearson online tools, Language Live, etc.


EquityStudents, staff, and families will be able to effectively access technology and use all content and technology platforms from home.  FRM staff will assist families with getting resources necessary to effectively support and monitor student learning.   Building community and digital competency is essential to fostering a healthy remote learning partnership while also helping students feel emotionally connected to teachers and each other.  Students must become proficient and confident with the technology they will be using.  Curriculum content will build on this foundation.


Parent OutreachFRM Teams will create consistent communication to students and parents, including establishing consistent meeting times.  The FRM remote learning schedule will include time for Teams to establish regular two-way communication with students and parents to monitor program effectiveness and adjust support strategies where necessary.  FRM Staff will develop communication that is culturally responsive and accessible, including providing written and verbal translation services.  Parent outreach measures should reveal parents’ experiences and challenges with remote learning.  FRM staff will provide explicit expectations for parent responsibilities with remote learning and offer ongoing resources and support for implementing and monitoring student learning at home.

Messages from the school will be thorough, streamlined, and predictable.  Parents need access to tech training and support, as well as knowing where and when to get information, the boundaries, and backup plans for off hours.


Instructional SupportFRM administrators, instructional coaches, advanced educators, and co-teachers will work closely with one another to collectively plan and problem-solve and to reflect on professional experiences and challenges.  All staff are assigned to necessary instructional and support roles.  Literacy, Math, and Science lessons at each grade level will be planned and, at times, delivered in teaching tandems.  Administration and instructional coaches will attend remote learning classes to aid day-to-day instruction.  Instructional Leadership Team meetings (ILT), grade-level team meetings, curriculum planning meetings, vertical meetings, data meetings, SPED meetings, Teacher Leader meetings, Advanced Educator meetings, Language Acquisition Team meetings are regularly scheduled throughout the remote learning schedule.  Job-embedded, discipline-specific professional development will be scheduled periodically throughout the school year.

Teachers will connect with each other on a regular basis.  All team and vertical meetings and team time is used for checking in on well-being, sharing instructional ideas, and grade-to-grade curriculum connections.  Teacher team collaboration will reflect on curriculum and remote teaching experiences.   Staff will be afforded more opportunity to partner with colleagues than if working in the traditional setting.


Program DeliveryFRM’s remote learning program delivery will be inclusive and holistic.  We will build relationships and a sense of community.  We will provide resources and instructional time to promote student and teacher well-being.  The FRM remote learning plan will include experiential learning, real-time feedback, and project-based learning.  The FRM remote learning plan will allow for opportunity for self-directed learning.  The FRM remote learning plan will identify and support students not effectively engaged in the remote learning experience.  The FRM remote learning plan will ensure students with disabilities receive the necessary supports and services outlined in individualized education plans while also ensuring accessible instructional materials.  The FRM remote learning plan will ensure English Learners receive all necessary supports and services through internal systems and incorporate programs and content specifically designed for EL’s.

Each grade level’s remote learning schedule consists of a homeroom period, four virtual academic periods (1 hour each), and an optional virtual Arts and Wellness Enrichment Camp.  Each grade level will be exposed to Art, Physical Education, and Social/Emotional Learning lessons on a rotating basis during the 8AM to 1PM school day.  Small group instruction will be part of each grade’s instructional interventions, offered periodically throughout three days per week.  Student daily schedules, complete with Zoom codes, will be provided to each student.


Instructional Delivery:  Synchronous “face-to-face” time will be used for interactive, engaging work.  It’s challenging, if not impossible, to corral all 30 students in a class for simultaneous online instruction.  Face-to-face time needs to be something active and engaging for students.  Students need opportunity to work in small groups.  Content may need to be simplified and pacing slowed down.  Teacher teams will consider specific questions when making decisions regarding curriculum:  What knowledge and skills have real leverage and staying power for students?  What do students need to know and be able to do when they move to the next grade?  Which practices transfer to other content areas?  (for example, constructing arguments, analyzing, building knowledge through texts, oral presentation.) 

Direct instruction works best with brief asynchronous video lectures and readings with frequent checking for understanding via embedded questions and exit slips.  Instructions need to be explicit, easy to find, and multimodal.  Not being in the same classroom with students means that step-by-step guidance and assignments must be in a consistent digital location, at a consistent time, crystal clear, and, if possible, providing students with a choice of written, audio, or video format.


Grading and Assessment:  Standards-based grading in the remote learning model will coincide with consistent, timely and relevant feedback.  Platforms like Google Classroom have built-in features that make it easy to give detailed feedback, and tools like FlipGrid, Formative, and Screencastify allow students to demonstrate to the teacher what they know and can do.  ‘Gamified’ assessment tools such as Quizziz, Quizlet, and Gimkit help to make learning fun and engaging.  To avoid the possibility of students’ submitting work that is not their own, summative assessments may include students creating videos, digital or physical art, essays, presentations, projects, and more.  What students produce may be scored with a rubric that emphasizes learning goals and is transparent about assessment criteria.


Results:  With strategic planning, standards-driven instruction, and reliable assessment tools, the FRM remote learning experience will bring about a heightened student awareness, an increase in students’ participation in conversations, a discovery of new questions worth asking and a desire to seek the answers, a re-imagining of new possibilities, students driving change, students taking action, and students making a difference.