Academic success begins with open and ongoing communication between home and school. The Lawrence School faculty and staff use the following tools to improve communication with parents/guardians and the community:

• PowerSchool Parent/Guardian/Student Portal (Access to attendance and grades)
  
  
• Connect-Ed Calls
  
  
• Mid-Quarter Progress Reports
  
  
• Quarterly Report Cards
  
  
• Week Ahead Emails
  
  
• School-Based Website
  
  
• Daily Notices
  
  
• Phone Calls

When filling out school forms and providing the school with parent/guardian phone numbers please be sure that the "home phone number" that you provide is the primary number that can be used to best reach you. Also, please provide us with a current email address.

In addition to the Lawrence School issuing mid-quarter progress reports and quarterly report cards, parents/guardians and students can access student grades and attendance at all times through the PowerSchool parent/guardian/student portal.

Access to your student’s grades and attendance through PowerSchool is being provided to you as another form of communication with teachers and administrators.  Usernames and passwords are required to access the system and will be different for parents/guardians and students. To obtain a Parent/Guardian account, please contact the main office. The following guidelines apply to the use of the Parent/Guardian/Student Portal:

1. Usernames and passwords are to be kept confidential.
   
   
   1. The district accepts no responsibility in the event the username/password is shared, given, stolen, or in any other way becomes the possession of a person other than the parent/guardian.
      
      
   2. If a username/password is compromised, the parent/guardian can contact the school to have the password changed.
      
      
2. Even though the Public Portal will be available at any time of day, there may be times when the system is down due to planned maintenance or an unplanned outage. Please check again later.
   
   
3. The district does not provide technical support for your home and/or work computer system.
   
   
4. All parent/guardian/student access to the Portal is monitored.
   
   
5. Even though you will be able to check your student’s progress 24 hours a day/7 days a week, teachers will generally post their grades within ten (10) school days of the assignment due date. Please realize that some assignments may take longer to grade. Please be patient. Do not contact teachers requesting a grade sooner than ten (10) school
   
   
6. Grades may be preliminary, and as such, may change over the course of the quarter. Moreover, additional grades, such as notebook check and participation may be factored in at the end of the quarter. Final grades will be determined solely by the teacher using all of their records, and final grades are not submitted until report cards are generated each quarter.
   
   
7. The online gradebook should be used as a reference point. To that end, look for patterns and trends in student grades as a basis for conversation with students, rather than focus on individual assignments in isolation. Please recognize that mistakes may occur at times. We recommend the following protocol:
   
   
   1. Speak with your student.
      
      
   2. Have your student talk to their teacher for clarification.
      
      
   3. Check teacher’s grading policy on syllabus.
      
      
   4. Contact the teacher.
      
      
   5. Request a meeting through the Guidance Department.
      
      
   6. Lastly, contact school administration.
      
      
8. Final quarter grades will be posted on the day report cards are distributed.
   
   
9. Attendance concerns should be addressed to the classroom teacher (class attendance) or the main office (daily attendance).

Terms of Use:

1. Access to the system is a privilege, and if it is abused, my account will be suspended and/or terminated.
   
   
2. The Falmouth Public Schools is not liable for any damages to my personal equipment incurred when connected to the PowerSchool system.
   
   
3. In consideration of using the Falmouth Schools’ network and having access to my student’s grades and attendance, I hereby release the Falmouth Public Schools, its officers and employees from any claims and damages from my use of the system.
   
   
4. I understand that the school will continue to distribute report cards at the end of each quarter.

As a community of learners, the Falmouth Public Schools recognizes that meaningful and relevant learning is situated both in the classroom and outside of the classroom. In alignment with the workforce and post-graduation learning environments, to achieve the goals for learning across our curriculum, students continue to engage with course materials and assignments beyond the scheduled times of class meetings or school days. Transfer of learning happens through practice and socialization of ideas. We subscribe to the core value that learning happens anytime, anywhere, and we prioritize student needs and interests and seek ways for them to access learning at a point aligned to their readiness.  

When we make decisions about learning, we have three key phases on which we focus: learn about it, practice it, and show it through evidence of learning. We use this approach to empower students to take ownership of their learning, including the pace and nature of personalization. Learning, and the work students complete to demonstrate their learning, should reflect their own efforts.

Falmouth Public Schools emphasizes collaboration within and across our community. Continued learning can be situated in public libraries, local businesses, and students’ homes. With the support of our Falmouth Learning Partners, anywhere you see this logo, please know that all Clippers are welcome to collaborate in that space. As a District, we work to support students’ access to resources, including internet connectivity, across our community. 

Intentions of Learning Outside of the Classroom

1. PREPARATION: exposure to a topic as an introduction to new concepts and ideas; such assignments may include reading, viewing a video, and other learning opportunities that do not result in a submittable product but are essential to continued learning.
   
   
2. PRACTICE: an opportunity for students to strengthen skills and concepts taught in the classroom by reinforcing them through continued learning opportunities related to the in-class instruction.
   
   
3. EXTENSION: an opportunity for students to apply, synthesize, problem solve, and/or transfer newly acquired skills to other situations and contexts. Learning and assignments that extend beyond the school day help students situate their learning in real situations to apply skills and concepts as evidence of learning. 

In addition to the forms of shorter, more routine opportunities to reinforce learning, students are also assigned longer-term projects from time to time. Such assignments extend skills and concepts taught in the classroom. Class time should be allotted for students to research and work on their project. Time spent outside of class on projects should continue as a natural extension of learning. Timelines should be clearly stated and include interim checkpoints at which students receive feedback from their teachers. 

Upon returning to school after a period of absences, a student has a length of time equal to the number of school days absent to make up missed work. Previously announced assignments/tests must be completed upon return. The responsibility is on the student to meet with the teacher to determine when the assignment/test is to be made up.

If any extenuating circumstances exist, the parent/guardian should contact the assistant principal or the guidance counselor. The assistant principal and/or guidance counselor will consult with teachers, department heads, the assistant principal, and principal when necessary. 

Expectations

We believe that within our school community everyone has a role in helping our students achieve success: 

• School Administration Teams 
• School administrators are responsible for engaging teachers and staff in active discussions about refining the intent and practice of continuing learning outside of the classroom. 
• They will invite the voices of teachers, families, and students to inform the ongoing conversation. 
• School administrators will also support teachers in their intentional design of learning (e.g., unit/lesson development, selection of instructional resources) both in and out of the classroom environment. 
• Teachers 
• Teachers are responsible for creating meaningful and reasonable assignments. 
• When teachers assign learning outside of school, there should be a specific purpose that is relevant to continued growth and fluency with ideas and skills, and teachers should provide feedback to students regarding the assignment and their learning in a timely manner. Such feedback may be in the form of individual, small group, and/or whole class and be formative in nature. 
• Parents/Guardians are responsible for providing time and space for students to engage in their continued learning. 
• Students are responsible to do their best and complete such learning and activities within the given deadlines.

We value time with families and will provide designated times when no additional work will be assigned beyond the school day.

We understand that there are times when students cannot complete their continued learning and maintain pace with their peers and expectations of the course. We encourage parents/guardians and students to communicate with teachers and administrators when issues arise that impact the student’s ability to maintain progress with their learning. We accept that these exceptions may occur from time to time.

Students who choose more rigorous classes, especially Advanced Placement (AP) classes, should expect to receive more practice work than other students. Students should consult with families, guidance counselors, and teachers regarding course selections and are responsible for finding balance between their academic and personal lives. Due to the nature of AP courses, there may be times during the school year (e.g., long weekends and vacations) that it is necessary for AP teachers to give student assignments in order to prepare students for AP exams.

A teacher will request that a student stay after school if it is apparent that the student is having difficulty in class. This is not a punishment but rather the desire to offer help so that progress may be made. Teachers will be available at least one afternoon a week, either on a Wednesday or Thursday, to provide the opportunity for extra academic help and make-up work. Late buses are available on Wednesdays and Thursdays. See “Bus Information.”

In an effort to provide students with an additional level of academic support, school administrators, with assistance from VIPS volunteers, will meet periodically over the course of the year on Saturday mornings. Students will be recommended by team leaders.

Report Cards are sent home after each 45-day term. Grades are determined by the individual subject teachers and are based upon the teacher’s standards of a student’s achievement and effort. All report cards must be examined and signed by a parent/guardian.

Parents/Guardians can expect a mid-term report for each school quarter or information from a teacher.

Parent/Guardian conferences may be scheduled at any time throughout the year by parents/ guardians, teachers, or counselors. Please contact your child’s team leader to schedule a conference.

This academic accountability system is designed to help ensure students are prepared to advance to the next grade level.  Each student must pass the four major subjects (math, English, science, social studies). If students do not pass, they will be mandated to attend and successfully complete our summer enrichment program. Team teachers follow a structured process to ensure the students are individually supported over the course of the year. The goal of the program is to collaboratively motivate staff, parents/guardians, administration, and the students themselves.  The program also introduces the students to the concept of attaining a certain amount of credits in order to be promoted to the next grade, which is the practice at the high school. More detailed information will be shared with families during the first week of school.

Requirements

All students must participate in physical education classes unless excused for medical reasons or other good reasons acceptable by the principal. Permission is also required in order for the student to re-engage in class activities after being excused. Unexcused lack of participation and/or failure to change into appropriate clothing will result in a point deduction from the final grade. A note of excuse from a parent/guardian is required should the time of nonparticipation be short. Prolonged excuses require a physician’s signature. Students are expected to demonstrate good behavior during all physical education activities.

Clothing

• T-shirts or polo shirt
  
  
• Shirts can have sport/team/college/school-related logos, can be No Guff Shirts, or any Falmouth shirt
  
  
• No fashion logos
  
  
• No tank tops, cut necks, or v-neck shirts
  
  
• Crewneck sweatshirts are allowed inside and outside
  
  
• Hooded sweatshirts are not allowed
  
  
• Shorts/pants may have sports-related logos on the front, no writing on the back
  
  
• Shorts shall not be any shorter than the tips of the student’s fingers when the student’s arms are fully extended down by sides
  
  
• Sneakers must be worn and securely fastened during class

Students receiving grades of B or better in all subjects each quarter qualify for the Honor Roll.  Students receiving all As qualify for High Honor Roll. In June of each year, one eighth grade girl and one eighth grade boy are chosen by vote of the faculty to be the recipient of the Honor Plaque. This represents the highest recognition achieved by a student at the Lawrence School.  The Honor Plaque is located in the Main Office.

1. A Philosophy of Integrity
   
   The Lawrence School is a school dedicated to the ethical attainment of knowledge by sincere, committed effort. Therefore, the Lawrence School community recognizes the crucial role of personal integrity in all academic endeavors and accomplishments. This tradition of co-curricular excellence can continue only if all accomplishments take place within a climate of honesty, respect, responsibility, and trust.
   
   
2. The Pillars of Honor
   
   The commitment to academic integrity rests upon four pillars: honesty, respect, responsibility, and trust. What do these four pillars of honesty, respect, responsibility, and trust mean at Lawrence School?
   
   
   1. Honesty
      1. Completing all academic tasks truthfully
      2. Acting and speaking truthfully and sincerely
      3. Exercising daily commitment to the highest standards of honesty in one’s actions, since any act of dishonesty reflects poorly upon a student and affects the entire school community
      4. Recognizing that student’s integrity is at stake regardless of who gives or receives the information; both are acts of dishonesty
      5. Remaining true to oneself, thus preventing damage to one’s most precious possession – one’s character.
         
         
   2. Respect
      1. Tolerating others, their views, and values
      2. Having a high regard for one’s own well-being, as well as that of others
      3. Extending thoughtfulness and understanding of others
         
         
   3. Responsibility
      1. Having a commitment to duty, including assigned duties and those for which one volunteers
      2. Recognizing the obligation to the ownership of one’s work, deeds, words, and actions
      3. Assuming personal accountability for doing the right thing
      4. Attending all classes on time, contributing to discussions, meeting academic deadlines, and performing to the best of one’s ability.
         
         
   4. Trust
      1. Having faith that others will act in an honest, respectful, and responsible manner
      2. Relying on the integrity, ability, and character of others
      3. Developing a mutual relationship between students and faculty that enhances the learning environment.
      4. At Lawrence School, all academic work submitted by students must be guided by the Honor Code.
         
         
3. Proactive/Preventative Measures
   
   Honest excellence in education requires a partnership in learning with administrators, teachers, parents/guardians, support staff, and students committed to daily interactions that reflect mutual respect and trust. Specifically in regard to the classroom, all have responsibilities in the following areas:
   
   
   1. Preparation for Class: In order for the teacher and student to be actively involved in a worthwhile classroom experience:
      
      
      1. Administrators, Teachers, Parents/Guardians, and/or Support Staff will:
         1. Foster classroom environments that allow for open communication, dialogue, and discussion among all present
         2. Be precise about expectations regarding student requirements for classroom work
         3. Support and help maintain a safe and orderly learning environment
            
            
      2. Students will:
         1. Bring all necessary materials to class
         2. Come to class with homework assignments prepared
         3. Make sure they understand teachers’ expectations for upcoming classes and ask questions if they do not fully understand
         4. Be actively involved as they prepare assignments for class
         5. Formulate questions that they might have about the material
            
            
   2. In Class:
      
      
      1. Administrators, Teachers, Parents/Guardians, and/or Support Staff will:
         1. Encourage honest, open, and fair classroom discussion, being respectful of different views
            
            
      2. Students will:
         1. Be in class on time
         2. Make good use of class time by being focused on the lesson, not engaging in side conversations
         3. Be respectful of the teacher and fellow students
         4. Take responsibility for carrying out a particular assignment in a collaborative situation, where applicable
            
            
   3. Exams:
      
      
      1. Administrators, Teachers, Parents/Guardians, and/or Support Staff will:
         1. Be available to help students prepare effectively
         2. Help students develop effective test-taking techniques.
         3. Develop exam questions that will be a meaningful test of the course content.
         4. Create an atmosphere conducive to fair and honest testing.
         5. Monitor the exam carefully to prevent cheating.
         6. Give due and careful consideration to student answers when evaluating them and assigning grades
         7. Address issues of dishonesty promptly, should they arise.
            
            
      2. Students will:
         1. Come prepared and put forth their best efforts.
         2. Read and follow directions carefully.
         3. Rely on their own preparation as they take the test; make an honest effort.
         4. Accept responsibility for what they know and what they don’t know.
            
            
   4. Assignments:
      
      
      1. Administrators, Teachers, Parents/Guardians, and/or Support Staff will:
         1. Specify clearly when collaboration with other students is permitted on the assignment. If collaboration has not been specified as permissible, the assignment must be the students’ individual honest efforts.
         2. Devise meaningful assignments that enhance and further the work done in the classroom.
         3. Give due and careful consideration when evaluating and assigning a grade to students’ work.
         4. Address issues of dishonesty promptly, should they arise
            
            
      2. Students will:
         1. Be good time managers; be realistic about the workload and plan ahead.
         2. Read and follow directions carefully.
         3. Seek only appropriate help from others.
         4. Give full and proper credit to all sources of information according to currently accepted
            
            
4. Violations to the Honor Code: Teachers’ expectations for all work are clearly stated. If a student is unsure of the requirements for any activity or assignment, to avoid a violation of the Honor Code, the student is responsible for checking for understanding with the teacher. Violations of the Honor Code include but are not limited to the following areas:
   
   
   1. Honesty:
      At Lawrence, cheating consists of offering or receiving information under circumstances when information is not to be shared. Cheating may also involve the act of plagiarism. This may be direct copying, but it may also be more complex than verbatim repetition. Cheating includes, but is not limited to:
      
      
      1. Copying and/or offering homework verbally, in written form, or by electronic means or obtaining homework answers from answer guide in texts
      2. Copying and/or offering answers on exams or quizzes verbally, in written form, or by electronic means.
      3. Pressuring other students to violate the honor code.
      4. Bringing in and/or using unauthorized information during class time, including information stored in a calculator or other electronic means.
      5. Having anyone, including parents/guardians or tutors, complete assignments and submitting the work as one’s own.
      6. Presenting collaborative work as independent work and independent work as collaborative (in group work, one person should not and will not bear the burden for the entire group assignment.)
      7. Fabricating data, information, or sources; attempting to pass off fabricated material as the result of genuine efforts.
      8. Submitting images and/or documents in whole or in part from the Internet or other sources without citation of the source(s), effectively claiming the work of another as one’s own.
      9. Using another’s ideas without proper citations.
      10. Using an individual’s personal statements without citations.
          
          
   2. Respect:
      
      
      1. Speaking with the intent of hurting another.
      2. Physically violating others.
      3. Defacing the property of the Lawrence School or the property of a member of the Lawrence School community.
      4. Displaying intolerance to another’s views and values.
         
         
   3. Responsibility:
      
      
      1. Not assuming the proper responsibility for one’s work, deeds, words, and actions, either those assigned or those for which one has volunteered.
      2. Refusing to acknowledge accountability for doing the right thing.
      3. Failing to attend classes on time or failing to fulfill academic expectations.
         
         
   4. Trust:
      
      
      1. Refusing unreasonably to collaborate with fellow members of the Lawrence School community.
      2. Failing to assume accountability for other’s trust in oneself.

Cheating to complete assignments or tests is a serious violation of school rules. The major forms of cheating are plagiarism and test dishonesty. Plagiarism is copying another’s work and submitting it as it were the original work of the student. Whether the source is copyrighted or not, printed or recorded, or a paper used by another student, if it is used without recognizing the source, plagiarism exists. Academic dishonesty and respect of copyright laws are also required in the use of computer information downloaded from another source. If you have any questions, check with your teacher prior to the completion of the assignment. Test dishonesty is the use of any means not specifically accepted or allowed by the teacher to obtain answers to a test or quiz.  Test dishonesty includes giving, receiving, passing or using in any way information about a test or quiz, whether in oral or written form. Note that the presence or use of cell phones or other electronic devices during exams is considered cheating unless specifically authorized by a teacher.

Any student found to have been academically dishonest will receive a zero (0) grade on the work in question.

The teacher must  provide  in  writing the  student’s  name  and  summary  of  the  incident  to  the Principal or designee. The teacher and/or an administrator will notify the parent/guardian. Any academic distinctions received will be rescinded if due process procedures uphold the finding of academic dishonesty.

The Lawrence School academic schedule operates on a six-day cycle comprised of letter days, A through F. The purpose of the six-day cycle is to create a rotation relative to the days of the week so that, for instance, Monday holidays don’t interfere with the same classes. Students and teachers will be reminded each day that it is Day A, B, C, D, E or F. A student will not, for example, have the same schedule every Monday, but will have the same schedule every A Day. The classes primarily affected by this six-day rotation are chorus/band/music and physical education/health.

The Lawrence School early release dismissal time is 11:55 am.

State law requires that English Language Learners (ELLs) receive instruction that is specifically designed to assist them in learning the English language and subject matter content and that a parent/guardian participates in the decision-making process. When a student enrolls in Falmouth Public Schools, the district will determine whether the student is an English Language Learner and the student will be placed in an appropriate instructional setting to support content and language learning.

Teacher Bell – 8:05

Students Enter Building – 8:10

Advisory – 8:15-8:27

Period 1- 8:29-9:17

Period 2 – 9:19-10:07

Period 3 – 10:09-10:56

• Teams 3 and 6
  • Lunch: 10:50-11:21
  • Period 4: 11:28-12:16
  • Period 5: 12:18-1:06
• Teams 1 and 4
  • Period 4: 10:58-11:46
  • Lunch: 11:46-12:16
  • Period 5: 12:18-1:06
• Teams 2 and 5
  • Period 4: 10:58-11:46
  • Period 5: 11:48-12:36
  • Lunch: 12:36-1:06

Period 6 – 1:08-1:55

Period 7 – 1:57-2:45

Dismissal – 2:45

LAWRENCE SCHOOL BELL SCHEDULE 2022/2023 Half Day/In-Service
Teacher Bell - 8:05 Students Enter Building -8:10 Students Warning Bell -8:14 No Advisory Period 2 8:15-8:38 Period 3 8:40-9:02  Period 6 9:04-9:26 Period 7 9:28-9:50 Period 1 9:52-10:15
3 and 6 1st Lunch		1 and 4 2nd Lunch		2 and 5 3rd Lunch
Lunch -      Period 4 -       Period 5 -	10:15-10:45 10:47-11:20 11:22-11:55	Period 4 -   Lunch -  Period 5 -	10:17-10:50 10:50-11:20 11:22-11:55	Period 4 -   Period 5 -  Lunch -	10:17-10:50 10:52-11:25 11:25-11:55