Elementary school zone: We’re sorry, but something went wrong (500)

Family Resource Center / School Selection

• Choosing a school for your child is an important decision, and one a parent should make after looking over what each school has to offer. Lowell is split into two zones – Zone 1 and Zone 2. You may select a school in the zone where you live, or you may select one of the citywide schools.

   

  It is suggested to choose three preferred schools during the registration process. Keep in mind that the Lowell Public School district is considered a “school of choice” district. Therefore, it should not be assumed that your neighborhood school will be available to you as your first choice due to space availability or minority/non minority federal mandates. Also, a specialized sub separate program that your child may require might only be available at certain schools.

   

  Additionally, it is important to consider the starting and ending times for each school, as well as your needs for before and after school care.

   

  • Please note that zones only apply for students in grades K-8.
  • Preschool families can pick any three schools; though we do encourage preschool families to select a school close to their home since there is no transportation for preschool. 
  • Students in grades 9-12 attend Lowell High School. There is no regular schoolbus transportation for high school students. High school students are encouraged to use the LRTA bus system. Students should see their guidance councillor to get a Charlie Card for free transportation to and from school on the LRTA.

   

  Use the link to our school map below to help you find out which schools are in your zone. When you open the map, simply click on the magnify glass on the top left of the page, enter your home address into the search area, and a red pin will drop on the map. You will then see a red icon representing each school building in your zone. Click on the icons for general school information, and click the link within the information screen to visit the school website. On each school website you can take a virtual tour of the building, and find out more about the school. All of the pertinent contact information for that building is also available for you. There is also a list of schools by their zone below the map link.

   

   

   

   

  Zone 1

  • Bailey Elementary School (PreK – 4)
  • Daley Middle School (5-8)
  • McAvinnue Elementary School (PreK – 4)
  • Morey Elementary School (PreK – 4)
  • Murkland Elementary School (PreK – 4)
  • Pawtucketville Memorial Elementary School (PreK – 4)
  • Stoklosa Middle School (5-8)
  • Wang Middle School (5-8)

   

  Zone 2

  • Butler Middle School (5-8)
  • Greenhalge Elementary School (PreK – 4)
  • McAuliffe Elementary School (PreK – 4)
  • Reilly Elementary School (PreK – 4)
  • Shaughnessy Elementary School (PreK – 4)
  • Sullivan Middle School (5-8)
  • Washington Elementary School (PreK – 4)

   

  Citywide

  • Bartlett Community Partnership School (PreK – 8)
  • Cardinal O’Connell Early Learning Center (PreK)
  • Lincoln Elementary School (PreK – 4)
  • Lowell High School (9-12)
  • Moody Elementary School (K – 4)
  • Pyne Arts Magnet School (PreK – 8)
  • Robinson Middle School (5 – 8)
  • STEM Academy (K – 8)

   

  If you have specific questions about the school you are always welcome to contact the school principal directly by phone or email. You can also always call the Family Resource Center at 978-674-4321. Our staff is available daily to assist families with all of their registration and school selection needs.

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• Detailed school zoning information is also available from the DCSS Transportation Department. Please contact that office at 431-1265 for assistance.

  You can look up the attendance zone of any address by using the E-Link site HERE. Simply type in “guest” as the username and “guest” as the password, then complete the prompts to access the information. NOTE: If you’re a parent in the DCSS and you’re looking to access your student’s zone information, bus information and more, please use the parent E-Link site HERE. The username is the firstname.lastname of the student and the password is your household ID or the student ID.

  You can also see school zones via a google map here: http://bit.ly/AttendanceZones

  NEW: Below is a how-to video that walks you through how to use our E-Link Site.

“Study area in the classroom of the elementary school”

Purpose:
Creation of a subject-developing environment conducive to harmonious development and
self-development of children with its subsequent formation.

Tasks:

–
Organization of a subject-developing environment for elementary school students,
contributing to the implementation of the competency-based approach;

–
Creation of conditions for effective implementation and development by students of the main
educational program of primary general education. nine0005

The modern school is a place where the child gets the experience of a wide range of
emotional and practical interaction with adults and peers in
the most significant areas of life for its development. Most of the time baby
spends at school. Thus, the development of a younger student largely depends on
rational organization of the subject-developing environment in the classroom.
Everything matters here: the color of the walls, the furniture, the division of space into
functional areas, the availability of space for independent games and the privacy of the child,
tired of forced constant communication with peers. nine0005

Therefore, the environment is important for the development of children. Everything that surrounds
child is not only a play environment, but also an environment that includes all
specific children’s activities. No child can develop
fully only at the verbal level, outside the objective environment.

Subject-developing
environment is represented by the following zones:

1.
Training area

2.
Information zone

3.
Play area (recreation area)

4.
Green zone

5.
Residential area

All
the above zones are very important, but today we will talk in more detail today
about the study area.

Training
zone includes:

–
educational furniture: desks arranged in 3 rows (5 desks in each), each of
which is equipped with a height adjuster. They have the color of natural wood and matte
surface. The distance between the rows is determined in accordance with the requirements
SanPiN;

–
workplace of the teacher;

–
dark green chalk board with a matte finish; nine0005

–
projector mounted on the ceiling on a tripod.

The created environment evokes in children a feeling of joy, emotionally positive
attitude to the school, the desire to attend it, enriches with new impressions and
knowledge, encourages active learning, promotes
intellectual development of school children.

The design of classrooms contributes to the artistic, aesthetic and
cognitive development of the child. Decorated in a contemporary style
simplicity of form, comfort and convenience due to a well-thought-out solution. artistic
the design side is characterized by a harmonious ratio of individual elements,
their submission to the whole. nine0005

Working to create a learning and development environment, much attention is paid to
basic requirements for equipping the educational process in accordance with
content content of educational subjects of the federal component
state standard of general education.

Cabinet design and methodological materials should not distract attention
schoolchildren from the content of the lessons. Use of moderately bright, pastel colors
(recommended green, yellow, orange, pink) and no too
small, sharp details will not overstrain the children’s eyesight; nine0005

–
The design of primary school classrooms should be aesthetic, simplicity of form,
comfort, thoughtful and made in the same style;

–
It is advisable to pay attention when designing primary school classrooms
state symbols and a healthy lifestyle and traffic rules.

In the office, it is necessary to create conditions for comfortable learning of schoolchildren, where
the child not only learns the material, but also rests, plays.

This
contributes:

1)
The division of the office into zones: training, play, green, information. nine0005

2)
Choice of colors to soothe and energize children in
different periods of study.

According to L.S. Vygotsky, the subject-developing environment has a special form, often
not external, but playful, imaginary, that is, internal.

Therefore, the subject-developing environment is most often associated with the subject
space that is identified with the gaming environment.

In the psychological and pedagogical literature, much attention is paid to the study
environment: subject, game, creative (M.Ya. Basov, P.P. Blonsky, A.B. Zalkin,
D.N. Uznadze, L.S. Vygotsky, L.S. Leontiev, D.B. Elkonin). nine0005

These researchers prove that the environment is the surrounding social,
social, material and spiritual conditions of existence of the child. subject
the environment performs a reciprocal function – it encourages the game, forms the imagination.
It is, as it were, the material environment of the child’s thoughts. Thus, the development
child depends on how he is brought up, how education is organized, where,
in what environment does it grow? Hence, in games there is a deeper,
the complex process of transformation and the conditions of what is taken from life, i.e. from
the child’s environment. nine0005

B
the design of the office environment should be strived for:

–
For maximum space and unclutteredness, clear lines, color and
style match.

–
To the subject orientation of the cabinet: the appropriate design is not only
contributes to the formation of students’ interest in the subject, but is also part of
“methodical piggy bank” of the teacher.

Requirements
to the primary school classroom:

A)
The primary school classroom must meet sanitary and hygienic conditions,
aesthetic and technical requirements:

Illuminate,
furniture condition;

Dimensions
aisles, distances between objects: between rows of double tables _ not
less than 60 cm, from tables to the longitudinal wall – at least 50-70 cm, from the first desk
to the training board – 2.4-2.7 m, the greatest distance from the last place of the student
from the training board – 860 cm, the height of the lower edge of the training board above – 80-90 cm.

B)
Green zone:

Variety
decorative flowers, preferably in a separate place;

Information
flower cards (flower name, family, etc.)

B)
Availability of the Healthy Lifestyle Corner:

Healthy
Lifestyle.

SDA.

OBZh.

Also in the classroom, a library of children’s books can be collected and a corner organized
reading. As E. Hubbard said: “The goal of teaching a child is to
make him capable of developing without the help of a teacher.” Indeed a corner
reading gives children the opportunity to systematically get acquainted with new
books, develop reading skills and develop reading skills. Except
classes, they can independently find something new and interesting for themselves. nine0005

I have prepared for you recommendations for organizing a study area in the classroom.

Assumed
zones

students
primary school spend a lot of time in his office, so he must
be as comfortable as possible and useful.

Students
elementary general education schools should be taught in the assigned to each
class classrooms.

Training
student area:

1)
Ceilings and walls of all rooms must be smooth, without cracks, cracks,
deformations, signs of damage by a fungus and allowing them to be cleaned
wet method using disinfectants

2)
Allowed in classrooms, classrooms, recreations and other premises
suspended ceiling equipment made of materials approved for use in
educational institutions, provided that the height of the premises is not
less than 2. 75 m

3) Floors
in classrooms and classrooms and recreation should have plank, parquet,
tile flooring or linoleum. When using tiles
the surface of the tile should be matte and rough, not allowing
slip. Floors must be free of cracks, defects and mechanical damage. nine0005

4)
All classrooms must have natural left-hand lighting

5)
The light apertures of classrooms are equipped with adjustable sun shades.
devices (lifting and turning blinds, fabric curtains) with a length of at least
window sill level. The use of curtains (curtains), including those with lambrequins,
or devices that limit natural light are not allowed. AT
Inoperative curtains must be placed in the piers between the windows.
It is forbidden to obstruct the light openings (from the inside and outside)
equipment, indoor plants or other items

6)
When using computer technology and the need to combine perception
information from the screen and keeping records in a notebook – lighting on the tables
students should be at least 300 lux.

7)
the board from the first desk should be at a distance of 2 m. From the last desk 8
m.

8)
The blackboard is equipped with local lighting – spotlights designed for
blackboard lighting. It is recommended to place luminaires above the top
edges of the board by 0.3 m and 0.6 m towards the class in front of the board. nine0005

9)
It is recommended to use the following paint colors: for ceilings – white, for
walls of classrooms – light colors of yellow, beige, pink, green,
blue for furniture (cabinets, desks) – the color of natural wood or
light green; for blackboards using chalk – dark green, for
doors, window frames – white.

10)
Each student is provided with a workplace (at a desk or table) in
according to his height.

11)
The main type of student furniture in elementary school should be a school desk
or a student table with an inclined surface of the working plane 7-15º. nine0005

12)
Student furniture should be made of materials that are harmless to
children’s health, and correspond to the growth and age characteristics of children and
ergonomic requirements.

13)
To select educational furniture according to the growth of students, it is made
color marking, which is applied to the visible side outer surface
table and chair in the form of a circle or stripes

14)
When equipping classrooms, the following dimensions of aisles and
distances in centimeters:

–
between rows of double tables – at least 60;

–
between a row of tables and an outer longitudinal wall – at least 50 – 70;

–
between a row of tables and an internal longitudinal wall (partition) or cabinets,
standing along this wall – at least 50;

–
from the last tables to the wall (partition) opposite the blackboard, –
not less than 70, from the rear wall, which is external, – 100;

–
from the demonstration table to the training board – at least 100; nine0005

–
from the first desk to the training board – at least 240;

–
the greatest distance of the last place of the student from the educational board – 860;

–
the height of the lower edge of the training board above the floor – 70 – 90;

–
the distance from the blackboard to the first row of tables in square or
transverse configuration with a four-row arrangement of furniture – not less than 300.

Angle
visibility of the board should be at least 45 degrees.

training
the teacher’s zone helps the teacher to arrange the entire pedagogical process according to
standards:

1) Furniture
for the organization of the workplace of the teacher includes a table for the teacher and a chair.

2) Table
for the teacher should be convenient for the teacher to work behind him, place on it
class magazine, 2-3 stacks of student notebooks, textbooks, didactic
materials. On the table it is allowed to install removable stands and tables for
demonstration of three-dimensional models. To accommodate computer hardware
equipment (computer, scanner, printer) you must have a separate table or
a teacher’s table with a tabletop size of at least 1500×630 mm. nine0005

3) For
rational placement and proper storage of educational equipment is necessary
a set of sections for various purposes, from which options are assembled
combination cabinets.

The decision of this teachers’ council is that teachers, in the future
adhered to the norms and rules of dividing the office into zones, and more specifically, training,
game, green, information; also followed the rules for choosing a color
design that helps to calm and activate children in different periods
learning. nine0005

During the internship, I came to the conclusion that in the offices
elementary school, all the norms for the design of the educational zone were met, everything corresponded
rules and well-formed.

In my future activities, I will also follow these rules, because
that it primarily affects the learning activities of students.

I
I think that the recommendations that I have proposed to you will be very helpful for you.
useful, because if you follow them, you will definitely succeed! Thank you
for your attention! nine0005

Subject-developing environment of primary school classroom | Material:

The subject-developing environment of the primary school classroom.

While working to create an educational and developing environment, much attention is paid to the basic requirements for equipping the educational process in accordance with the content of the subjects of the federal component of the state standard of general education. To organize the educational process, primary school classrooms have subject-developing zones: educational, play, green, information, sanitary and hygienic zones. nine0005

Study area. Desks are located – they are easy to rearrange, combine or move away; three-level chairs are regulated in accordance with the growth of students; teacher’s desk; educational boards: chalk, interactive, computer, mobile TV and video recorder; cabinets, they will separate the study space from the play area. They will contain books for reading outside school hours, toys, workbooks, art supplies and technology. The space should combine rigor and comfort, which are provided by a certain arrangement of objects and the selection of color preferences. nine0005

The information zone is located along the perimeter of the office and is represented by stands on the walls. The content of the stands reflects the life of Russia, region, city, class, information for parents. Stands are designed in color, which attracts the eyes of children, causing a desire to get acquainted with the information. Children’s creative works are placed on the stands.

Upholstered furniture (sofa and armchairs), coffee table, children’s toys and games are located in the play area. Children can enjoy spending time chatting and playing in the play area on the sofa and armchair. The organization and use of the play area is a prerequisite for maintaining and improving the health of younger students, here you need to feel the comfort and presence of homeliness, which is important, especially when teaching first graders. Classes in the play area have a positive effect on the general tone of the child, contribute to the training of the mobility of nervous processes, create a positive attitude and relieve static, psycho-emotional stress. nine0005

The organization and use of the play area is a prerequisite for maintaining and improving the health of younger students.

Green zone. It has a variety of decorative flowers, preferably in a separate place; flower information cards (flower name, family, etc.).

If there are a lot of flowers in the classroom, it allows you to bring up the diligence of children who care for them, love and respect for nature. In addition, it allows you to strengthen the created cozy and comfortable learning space. nine0005

Here we will also place an aquarium. For relaxation of children, as well as he will teach children how to care for animals.

A library of children’s books and a reading corner can be organized in the classroom. The reading corner gives children the opportunity to systematically get acquainted with books that are new to them, form reading skills and develop reading skills.

The development of visual-figurative thinking is achieved through the widespread use of various schemes and models, reference tables and algorithms in teaching. nine0005

In the design of the subject-developing environment of the office, one should strive:

– for maximum space and unclutteredness, clarity of lines, color and style correspondence.

– to the subject orientation of the classroom: the appropriate design not only contributes to the formation of students’ interest in the subject, but is also part of the teacher’s “methodological piggy bank”.

The design of the classroom and methodological materials should not distract the attention of students from the content of the lessons.