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Lawrence Family Development
Charter School

"strengthening families
.
.
.
building community"


Test 1

Meeting the Needs of All Learners

LFDCS is committed to providing access for all students to a quality education in the least restrictive setting. We offer an inclusion model in which students identified with specific learning needs are educated among their peers with requisite support and modifications provided by certified Special Education teachers based on individual goals written into an Individual Education Plan.

External support for speech, occupational therapy and behavior management is contracted as needed to address specific needs, sometimes in a separate setting.

The Special Education program is supported by a strong Parent Advisory Council where parents have indicated high levels of satisfaction with program delivery, participation and results.

Read more: Test 1

Lottery Enrollment Information

 General Enrollment

Lawrence Family Development Charter School (LFDCS) is a public school operating under a charter granted by the Massachusetts Board of Elementary and Secondary Education and serves students in K-1 through Grade 8. Admission to the school is open to all eligible applicants in grades K-1 through Grade 4 who are residents of Massachusetts and fills vacancies in Grades K-1 through Grade 4; LFDCS does not backfill in grades 5-8.

LFDCS does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language or prior academic achievement when recruiting or admitting students 603 M.G.L. Chapter. 71 89(1); 603 CMR 1.05(2).

Parent(s) have the right not to have their child’s name used in the lottery—for example, a number would be assigned to their child in advance of the lottery. This option is a parent(s)’ right under state and federal law ensuring the privacy of the child. If a parent chooses to exercise this privacy right, they are required to check off the box on the attached application form, and a number will be assigned by the Student Services Coordinator prior to the lottery. Parent(s) of student applicants are informed that the Lawrence Family Development Charter School in accordance with M.G.L. Chapter 71, Section 89(g) shall release the names and addresses of students to a third party mail house upon request unless the parent or guardian of said student objects to disclosure of such information. If a parent of a charter school student and or applicant wishes not to have their child’s information released to a third-party mail house, the parent needs to check off the box on the bottom of the application form.

Eligibility Criteria for Admittance

Applicants must be a resident of Massachusetts to apply for admission and to attend LFDCS. Every applicant, regardless of sibling preference, residence or non-residence preference must complete an Enrollment Application prior to the deadline to be entered into the lottery. LFDCS also requests that proof of residency be submitted with the Application (verified upon acceptance to the school) in the form of:

  1. A Utility Bill (not water or cell phone) dated within the past 60 days
  2. A Deed, Mortgage Payment dated within the past 60 days or Property Tax Bill dated within the last year
  3. A current Lease, Section 8 Agreement or Landlord Affidavit 
  4. A W-2 form dated within the year or a Payroll Stub dated within the past 60 days 
  5. A Bank or Credit Card Statement dated within the past 60 days
  6. A Letter from an Approved Government Agency* dated within the past 60 days

*Approved government agencies:  Departments of Revenue (DOR), Department of Children and Families (DCF), Transitional Assistance (DTA), Youth Services (DYS), Social Security any communications on Commonwealth of Massachusetts Letterhead.

A child who is homeless is considered eligible to apply to the LFDCS lottery regardless of residency documentation, and the application of a homeless applicant will not be dependent on the submission of required documentation. Homeless applicants must provide reasonable proof (depending upon the circumstances or via an affidavit) of residency to receive an admission preference based on where they are currently or temporarily living. Homeless applicants will receive a residency preference based on their current or temporary residence within the City of Lawrence; however, Lawrence as a prior permanent residence does not provide a residence preference for admission. Potential students for the K-1 and K-2 programs must submit a birth certificate for proof of being four years old by September 1st (K-1 program) of the enrollment year and five years old by September 1 (K-2 program) of the enrollment year. Potential students in grades 1 (if applicable) and grades 2-4 must submit transcripts or a report card confirming successful completion of the grade prior to the one for which they seek admission by the end of the current school year, or in special circumstances where Summer School is required for graduation, due one week before the first day of school. Students applying to grade 1 without any K-1 or K-2 experience must be six years by September 1 of the enrollment year. LFDCS does not require potential students or their families to attend interviews or informational meetings as a condition of application, admission and attendance and does not administer tests to potential students or predicate acceptance for admission on results from any test of ability or achievement.

Application Process

Applications (approved by the Massachusetts Department of Education along with an enrollment policy) can be either picked up from the Student Services Coordinator at 10 Railroad  Street, Lawrence, MA or downloaded from the LFDCS website at www.lfdcs.org. After completing and signing the application, the application and proof of residency (confirmed if an admission offer is made) should be scanned and emailed to parentliaison@lfdcs.org or hand-delivered to the Student Services Coordinator at 10 Railroad Street, Lawrence, MA on or before the application deadline which is the last Friday of February at 4pm. LFDCS will not set any principal application deadlines or hold any enrollment lotteries for student admission for the upcoming school year until after January 1, and shall conclude its principal enrollment process no later than March 15 of each year. LFDCS gives reasonable public notice of at least one month of the application deadline which is the last Friday of February at 4pm and accepts applications in anticipation of a public lottery held on the second Wednesday of March* at 4pm each year. LFDCS publicizes, by January 15 of each year, the date of the lottery and the deadline for applications on its website (www.lfdcs.org), in local newspapers, on local radio programs, in a notice to all current families and in a flyer or poster in local businesses and organizations. Applications will not be accepted after the initial application deadline.

*Depending on the state submission the deadline for the lottery may be changed to the 1st Wednesday of March.

Lottery Procedures

LFDCS will determine the number of spaces available each year in each grade. In cases where there are fewer spaces than eligible applicants, applicants shall be accepted for admission by a lottery process. The lottery is held at the LFDCS Upper School gymnasium located at 400 Haverhill Street, Lawrence, MA and conducted in public with a neutral party drawing potential students’ names from the applicant pool each year certifying that the process is fair and that the selection is random. During the lottery, LFDCS will determine how many seats will be available annually for grades K-1 through Grade 4. Sibling applicants (children that share a common parent, either biologically or legally through adoption), residents or non-residents of students who attend the school at the time of an offer of admission is made receive a preference for admission over non-sibling applicants. Applicants who reside in the City of Lawrence receive a preference for admission over non-resident applicants; reasonable proof of current residency is required at the time an offer of admission is made. All applicants will be drawn via the lottery to establish a random lottery order for each grade. LFDCS draws the lottery using applicant names unless a parent chooses to opt out of having their child(ren)’s name(s) publicly used at which time a number will be assigned, and the parent will be notified of that number in advance. Preference for admission will then be taken into consideration. Admission offers will be made based on the number of seats available for each grade. LFDCS will place the names of applicants not offered admission, following the lottery, in the order they were selected. If the lottery process in a given year fails to adequately draw the sufficient number of applicants for enrollment, the school will hold a subsequent lottery after public notice has been advertised for a month and the required lottery process is followed. If admission was offered to an applicant from the waitlist who is not a sibling of another student who is currently attending LFDCS and would exceed the district charter tuition cap, the applicant should be skipped but kept on the waitlist. In cases where the enrollment of a student who is a sibling of a student who is already attending and LFDCS would exceed the district charter school tuition cap and has not admitted other students prior to admitting the sibling, the sibling may be offered admission and the Commonwealth of Massachusetts will provide tuition for the sibling, subject to appropriation.

Enrollment Process

Waitlists

LFDCS keeps a waitlist for the school year for which applicants sought admission for that year only. Applicants will be drawn from this waitlist during the school year for which the applicant sought admission if any openings occur prior to accepting new applicants according to sibling preference, resident and non-resident preference. If any openings occur in eligible grades, LFDCS will contact families by number rankings while taking into consideration preferences for admission. The order of the applicant’s placement on the waitlist may change depending on the preferences that exist at the time an offer of admission is extended, such as an applicant moving up on a waitlist due to sibling status. If a student or applicant stops attending LFDCS or declines admission, the next available applicant on the waitlist for that grade, subject to preferences at the time of admission, will be offered admission until the vacant seat is filled. No applicant will be admitted ahead of other eligible applicants on the waitlist unless said applicant is either a sibling of a currently enrolled student or a resident of Lawrence.

LFDCS maintains accurate waitlist records including applicant names (first, middle, last), dates of birth, home addresses of residence, telephone numbers and grade levels of applicants who were part of the lottery but did not gain admission. Applicants accepted from the waitlist for the school year for which the applicant sought admission are notified immediately by telephone and in writing and must notify the school within 10 calendar days to accept admission up until the last day of the current school year. If an applicant is chosen from the waitlist after the last day of the current school year up until 10 calendar days before the first day of school that the applicant sought admission, the applicant has 5 calendar days to accept admission. If an applicant is chosen from the waitlist 10 calendar days before the beginning of the school year up until February 15 of the school year the applicant sought admission, the applicant has 3 calendar days from the day they are notified to accept admission. If an applicant declines an offer of admission, the applicant must reapply if they wish to be considered again for admission. When a student stops attending the school for any reason up to February 15, LFDCS shall fill those vacant seats up to grade 4. LFDCS would draw from the waitlist for the school year for which the applicant sought admission depending on the grade by numerical rank, while also taking into consideration preferences for admission. Vacancies not filled after February 15 will move into the subsequent grade to be filled the following September in grades 1-4. Seats for applicants who have accepted an offer of admission to LFDCS but have never attended are exempt. Students who have withdrawn from the school, in accordance with the school’s withdrawal policy, would need to reapply for admission.

Application for Admission Requirements

The application for admission must be filled out, signed and either scanned and emailed to parentliaison@lfdcs.org or submitted in person to the Student Services Coordinator to be checked for accuracy along with a copy of the applicant’s birth certificate (K-1 and K-2 applicants only) and proof of residency (confirmed upon acceptance). The application does not require submission of the applicant’s social security number but requires the signature of one parent/guardian unless a court order indicates otherwise for an individual applicant. The application form includes all student information required by the charter school statute for the waitlist:  student name (first, middle, last), date of birth; city or town of residence; grade level; home address and telephone number. It is the parent or guardian’s responsibility to ensure that the information provided on the application form for admission is complete and accurate. Information provided on the application form, including grade applied for, may be corrected prior to the application deadline. If it is determined that any misinformation or false information is provided, the school will consider the application to be void, and if any offer of admission is made, it will be rescinded and the applicant unenrolled from the school. Parents or guardians have the right to receive this enrollment determination in their native language. The application form states a non-discrimination policy that states: LFDCS does not discriminate on the basis of race, color, national origin, creed, sex, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English language or a foreign language, homelessness or prior academic achievement when recruiting or admitting students 603 M.G.L. Chapter. 71 89(1); 603 CMR 1.05(2). There is also a notice on the application that states that LFDCS keeps a temporary file of the application packet for those who have been put on the waitlist for the school year for which the student sought admission. This application is kept on file until the last day of school of the school year for which the student sought admission. Before or on that date the parent(s) have the right to receive a copy of these documents; otherwise, the file is destroyed.

Growth Plan Requirements – SY’2023-2024 through SY’2029-2030

LFDCS has been approved for an expansion to increase enrollment from 800 to 1,000 students by 2030. LFDCS will increase its enrollment by 60 students in SY’2022-2023 (20 students in K-1, 20 students in K-2 and 20 students in Grade 1) and in SY’2023-2024 increase enrollment by 20 students each year at the K-1 level until it reaches its cap of 1,000 students by SY’2029-2030. LFDCS will not, in accordance with our growth plan, exceed the total number of students reported in LFDCS’s pre-enrollment submission to ESE in the previous spring in accordance with 603 CMR 1.08(5).

ANTICIPATED ENROLLMENT

Grades Served

 

 

SY

2023-24

SY

2024-25

SY

2025-26

SY

2026-27

SY

2027-28

SY

2028-29

SY

2029-30

IDEAL COHORT SIZES

K-1

 

104

104

104

103

104

104

104

100

K-2

 

105

104

104

103

102

103

103

100

1

 

105

104

103

102

102

101

102

100

2

 

105

104

102

101

102

101

101

100

3

 

84

104

101

102

101

101

100

100

4

 

84

80

100

100

100

100

101

100

5

 

81

80

78

98

99

99

98

100

6

 

73

78

78

77

97

98

98

100

7

 

69

73

77

77

77

97

97

100

8

 

70

69

73

77

76

76

96

100

TOTAL Enrollment

 

880

900

920

940

960

980

1000

1000

The figures provided above are projections and are subject to change based on natural fluctuations in enrollment that may occur (i.e., retentions). The primary entry point is in K-1 but LFDCS will backfill up to grade 4.

Glossary

Siblings are potential students who currently have a sibling attending the charter school at the time of the lottery or when an offer of admission is made. Siblings are children that share a common biological or legal parent or legally through adoption as opposed to children who may live in the same house but do not share a common parent. If a student moves out of the city but remains enrolled, that student’s sibling has preference in the admission even though they are non-residents at the time of the application.

Residents are students that live in the city in which the charter school is located. Residents enrolled in district, charter, private or parochial schools get equal preference. Students must be residents of the city at the time of application and at the time an offer of admission is made.

Non-Residents are students who live in Massachusetts but outside the city in which the charter school is located.

Programs & Partnerships 2

Programs & Partnerships

Partnerships & Programs that make our school a special place to teach – to learn – to volunteer

SCHOOL DAY PROGRAMS

Lawrence Family Development Charter School is open Monday through Friday beginning the last week in August through June from 7:45 a.m. – 6:00 p.m. The core academic day is 7 hours for grades 5-8, 7:45 a.m.-3:30 p.m., grades 3-4, 7:45 a.m.-3:20 p.m. and grades K-1 to Grade 2, 7:45 a.m. - 3:10 p.m. An extended day academic and enrichment program runs right after school until 6:00 p.m. for grade K-2 to grade 6 and until 5:00 p.m. for grade K-1 The following programs are integrated into the school day providing essential skills for high academic achievement and expanded opportunities and enrichment to foster the development of the whole child.

KINDERGARTEN

K-1 – Early Kindergarten for 4-year olds

The K-1 program, which is located at The Academy for Early Academic Preparation at 7 May Street along with K-2, and is comprised of six classrooms with fifteen students, each staffed by one certified teacher and one paraprofessional. These students advance in their second year to K-2, where class size is twenty students per group. Extensive language development, phonemic awareness and number sense are complemented by learning and play centers, music, art, fitness, Social/Emotional Learning and Spanish. A secure welcoming environment builds strong foundational skills for transition from K-1 to K-2.

K-2 – Regular Kindergarten for 5-year olds

Students who complete K-1 advance to K-2, a full-day academic program aligned with the Massachusetts Common Core Curriculum. Ready to learn at an accelerated pace, K-2 students are introduced to many technology and text-based programs in order to advance in oral fluency and reading. A full program of English and Spanish language instruction, supporting our dual-language mission, as well as mathematics, art, music, Social/Emotional Learning and physical education continue the advantages of a coordinated two-year program. Students are grouped in classes of twenty, each with a certified teacher; paraprofessionals are available to assist teachers as needed.

Early Literacy in K through Grade 4

LFDCS successfully implemented its reading instruction using a scientifically-researched core program with extensive planning and consistent progress monitoring. LFDCS uses the Journeys reading program in grades K-1 to 4, and grades 5-8 use novel units to teach the Massachusetts Common Core Standards. In each classroom in Kindergarten through grade 4 our teachers involve students in the five essential components of reading: phonemic awareness, systematic phonics, vocabulary development, reading fluency and reading comprehension. Grades 3-4 have a one-hour Language Arts block. Three times annually, student progress is monitored monthly using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and by Measures of Academic Progress (MAP). Based on this data, through our RTI (Response to Intervention) process, there is an additional 40 minutes of needs-based groups for focused instruction of Tier III students for specific attention to gaps in reading. The Accelerated Reader (AR) allows students to take quizzes on the computer after they have completed reading an AR book from the library independently. Students are given AR awards during the quarterly awards assembly for earning a certain amount of points or taking a certain number of quizzes.

Read Across America - School-wide, Read-Aloud Celebration

LFDCS joins schools across the country the first week in March to celebrate the birthday of Dr. Seuss (Massachusetts-born children’s author, Theodore Geisel) and to foster a love of reading to students. This tradition, organized by the Student Services Coordinator and the leadership team, invites community volunteers to visit LFDCS to read to individual or small groups of children, sharing their love of reading and its importance in life. Elected officials, police and fire officials, board members, bankers, business leaders and friends and families of LFDCS volunteer to read in assigned time blocks—energizing our school community with their presence and enthusiasm for reading. Grade eight students travel to the Academy and read Dr. Seuss books to the K-1 students. Each child in K-1, K-2, grade 1 and grade 2 receive a hard-bound copy of a Dr. Seuss book.

Mathematics

The school utilizes several resources in mathematics to meet the needs of each grade level. LFDCS uses Eureka Math which is aligned with the Massachusetts Common Core Standards. IXL Interventions provide support for students who are identified through Measures of Academic Progress (MAP) assessments which is given three times annually. Based on this data, through our RTI (Response to Intervention) process, students may be grouped for specific attention to gaps in mathematics. A Title 1 Mathematics teacher for grades 3-4 provides support for these critical years when students are learning the basics upon which the understanding of mathematical processes are built.

OTHER PROGRAMS

Special Education: Meeting the Needs of All Learners

LFDCS is committed to providing access for all students to a quality education in the least restrictive setting. We offer an inclusion model in which students identified with specific learning needs are educated among their peers with requisite support and modifications provided by certified Special Education teachers based on individual goals written into an Individual Education Plan. External support for speech, occupational therapy and behavior management is contracted as needed to address specific needs, sometimes in a separate setting. The Special Education program is supported by a strong Parent Advisory Council where parents have indicated high levels of satisfaction with program delivery, participation and results.

Dual-Language Program: Academic Fluency in English and Spanish

LFDCS is committed to the development and implementation of effective practices to support language acquisition and academic fluency in English and Spanish for all students. Dual-language fluency—building on the first language of Spanish while supporting proficiency in English—utilizes best practices to meet our priority funding goal. An evolving Sheltered English Immersion model, supporting vocabulary and content development in all subjects daily, and an academic Spanish language curriculum one period each day taught by native language educators supports parallel skills in two languages. All language instructors (English and Spanish) use Massachusetts Common Core Curriculum standards in English Language Arts to create lesson plans.

ESL: Supporting Needs of English Language Learners

LFDCS enrolls a student population that is 98.8% Hispanic. The overwhelming majority of students enrolling in kindergarten rank Spanish as their first or home language, necessitating a significant investment of personnel, resources and study in English Language Acquisition, particularly vocabulary development. Staff provides vocabulary-rich instructional support enhanced by visuals to increase vocabulary, comprehension and confidence. LFDCS is committed to the dual-language priority of our school (see above) and the mandates of English proficiency from the Massachusetts Department of Elementary and Secondary Education (DESE). Our program for English Language Learners (ELLs) is staffed by certified educators. Federal and state laws require that ELL students be assessed annually to measure their proficiency in reading, writing, listening and speaking English as well as the progress they are making in learning English. In fulfillment of these laws, ELL students are required to participate in ACCESS testing, which is based on the WIDA (World-Class Instructional Design and Assessment) English Language Development standards. Our goal is to provide support as long as a student needs it, and only when a student reaches a proficient level of English is support discontinued. LFDCS is in 100% compliance for all ESE ESL requirements.

Technology Program: Computers in Labs and in Classrooms

LFDCS recognizes the importance of preparing our students for their future through the integration of technology in our school and curriculum. Since our founding, computer labs and the skills they foster were foremost in our priorities. Multiple carts of Chromebooks enable 1:1 use in grades 1-8, and our youngest learners in K1 and K2 share multiple carts of iPads to use in class. All classrooms and resource rooms are equipped with short throw projectors and whiteboards. LFDCS is committed to Blended Learning by integrating technology into all parts of planning, assessment and instruction. LFDCS has a Digital Instructor to work with teachers to effectively integrate technology into instruction. To learn more about instructional technology and digital learning, please visit Digital Learning. Our students and teachers adapted to remote learning when necessary with high-level instruction because the technology and digital apps needed were already familiar.

Fine Arts Program: Full-Time Music and Art Program

LFDCS values the arts as a meaningful and essential component in the education and development of children. Participation in the arts opens children’s worlds and minds, exposes them to cultures and offers them opportunities to develop skills which enrich their lives. Art and music curricula at LFDCS are offered to all students K-1 through grade 8 by full-time, certified art and music teachers. Following the arts standards established by Massachusetts Curriculum Frameworks, children are exposed to diverse arts media and music expressions. Art and music have also been offered in after-school and summer enrichment and through an extraordinary 14-year partnership with Phillips Academy Andover which was halted because of COVID but we hope to restart this program again. Students in grades 3-8 learn and practice instruments each week with one-on-one student tutors from the Phillip’s Academy-Andover Chamber Orchestra. A music room and instrument practice center and art room at the Upper School are available for all LFDCS students to have art and music classes weekly. LFDCS looks for occasions for students to show their art and perform music throughout the year.

Physical Education: Health and Fitness, Grades K-1-Grade 8

LFDCS houses a state-of-the-art gymnasium built adjacent to its Upper School and is committed to the health and fitness of our students. Because the student population is growing, LFDCS began leasing a gym that once housed the city’s Jewish Community Center. Students in all grades participate in physical education (PE) classes weekly and are introduced to fitness, stretching, strengthening of muscles and breathing. Students learn individual and team fitness routines as well as team sports and sportsmanship. We hope to begin again this year our after-school fitness activities that include: soccer, a running club, volleyball, wrestling, karate, cheerleading, gymnastics (Youth Development Organizations partnership) and league basketball for girls and boys in grades 5-8.

Grade 7 & 8: Building Leaders through Teamwork

LFDCS offers a special teambuilding activity for students in grade 8 in place of academic classes on one day within the first two weeks of school. The program introduces students to their grade-level teaching team as they participate in a day of “outward bound” leadership challenges. These activities are intended to help students learn about classmates, teachers and themselves through lessons in building trust and friendships and build grade-level team of students and teachers that work, learn and succeed together. The goal of the program is to establish, right from day one of the school year, the importance of communication, working together, respecting each other’s’ views and opinions and to successfully complete the tasks assigned as a team.

"Opening Doors" Program: Successful Transition to High School

LFDCS invests in the futures of our graduates through our Opening Doors program. The Secondary School Coordinators work with every student in grades 5-8 and their families to understand the process of making the transition from LFDCS to high school and the many options and opportunities they may pursue. Workshops in SSAT prep and partnerships with area private secondary schools and youth organizations help connect our students to individuals and interests to broaden their experiences and vision. Connections to after school and summer enrichment, coordinated by the Secondary School Coordinators, introduces students to journalism, robotics, fine arts, theater, private schools and college campuses. Intensive attention to applications, essays and interviews are completed in early fall of eighth grade. A High School Fair for eighth grade students and their parents provides on-site information to all area schools including many of the top secondary schools in the United States. Application and acceptance rates of over 50% consistently send our graduates to bright futures. Some of the high schools that our students attend are: Academy at Notre Dame, Berkshire School, Bradford Christian Academy, Central Catholic High School, Clark School, Concord Academy, Darien High School, Deerfield Academy, The Derryfield School, Fryeburg Academy, Glastonbury High School, The Governor's Academy, Lowell Catholic High School, Maine Central Institute, Miss Hall’s School, Noble and Greenough, Notre Dame Cristo Rey High School, Pentucket High School, Pingree School, Phillips Academy (Andover), Ridgefield High School, St. John’s Preparatory School, St Mark’s School, The Academy at Penguin Hall, White Mountain School, Greater Lawrence Technical High School, Whittier Regional Vocational Technical High School, Lawrence High School and Methuen High School. After graduation, our Secondary School Coordinators support LFDCS graduates by tracking student progress to ensure positive experiences and retention. These services help to create outreach mechanisms and gatherings to reunite alumni in age-appropriate groups. By re-connecting alumni to LFDCS, it provides participation opportunities that build allegiances and support for the school. Many of our alumni are invited to speak at special events such as at the LFDCS graduation and fundraisers and invited to become trustees on the LFDCS Board of Trustees.

Community Service: Opportunities to Make a Difference

LFDCS was founded with a mission for high expectations for student success including the important lessons of life and leadership which are learned through service to others. Building a better community through the efforts of individuals at all ages is an important goal for our school. Keeping our school, neighborhoods and parks environmentally clean and free from graffiti, gathering food for hungry families, tutoring younger children with reading and math, maintaining the school gardens, and helping senior citizens study citizenship are some of the valuable projects our students participate in at LFDCS as part of community service and service learning. Grade 8 students are now required to do a Civics Project which is to develop civic knowledge, skills and dispositions as defined in the 2018 History and Social Science Curriculum Frameworks.

Libraries: Resources for Reading and Research (Upper & Lower Schools; Family Library at K-1)

LFDCS provides special places for reading and literacy throughout its facilities. A library for grades 3-4 in the Lower School contains thousands of donated and purchased books, kits for classroom and home lessons and space to work quietly on special projects. The Alekal Library at the Upper School provides fiction and nonfiction middle-grade literature, reference books and an internet-connected computer center to support student research, writing and learning. A Librarian/Media Specialist works out of the Upper School Library to support students’ in the Lower and Upper School use of technology in content, reading, research and digital citizenship.

Read more: Programs & Partnerships 2