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Author: Alejandro Malespin

The Montessori Transition

Written by Alejandro Malespin on . Posted in Blog, Parent Education.

A common concern for Montessori parents is how their child will transition out of Montessori into a traditional setting. The question is valid but the concern may be overblown. Yes, there will be transition challenges. Those are an integral part of life – preschool to elementary, elementary to Jr. and Sr. High, to college, to a job, to marriage, to parenthood and on and on.

It is certainly nice if life can remain stable and unchanging (well, maybe not the 2:00 A.M. feedings.) But change is inevitable. The first transition for the Montessori child might tend to be more dramatic than for a child that didn’t have the privilege of attending a Montessori school. However, the ability to handle the change is better developed in the Montessori child.

 The Montessori child has developed coping skills

A traditional setting may not be as stimulating for the Montessori child. It may not offer the same opportunities for independent thought, learning and action. It might be more group oriented. It might be more teacher directed. Yes, it will require transition skills from your child. The good news is – your child has been developing adult coping skills all along in his or her Montessori experience. Even if your child can’t use all of the skills he or she has learned, they will not have gone to waste; they will not be lost. They will surface again and again as they are applied creatively to every day situations.

While non-Montessori students may be waiting for direction and instruction, the Montessori student will take the initiative and begin formatting plans for achievement. Though Montessori students have been raised in a non-competitive environment their training in initiative will give them a head start in competitive environments. Success also comes to the Montessori child because he or she already knows how to work with people; how to cooperate; how to collaborate.

The ultimate success that works in transition is that the Montessori student knows how to finish what she starts and that is not affected by whatever kind of environment she finds herself in. You don’t win unless you finish. Montessori children are great at finishing – and winning.

 The Montessori child takes initiative

There are going to be challenges but the advantage that your Montessori child takes with him or her are worth the minor inconveniences of transition.

by Edward Fidellow, www.crossmountainmedia.com

The Capstone Year in Early Childhood

Written by Alejandro Malespin on . Posted in Blog, Parent Education.

The Montessori early childhood classroom serves children from the age of 3 to 6 years. Ideally, children spend three years in this classroom. In Montessori, the 3rd year is often referred to as the Capstone Year. This year is equivalent to the traditional Kindergarten year. FMSL strongly recommends that a 3rd year student follows a 5 day schedule so that they can capitalize on all of the learning opportunities open to them in this important year and so they can have enough time to practise and process the year’s curriculum. The final year in early childhood is the harvest year for all the planting and intellectual tending that has gone on for the preceding years in preschool.

The Capstone Harvest
The 3rd year child’s learning explodes into an avalanche of reading and writing and math. All of the earlier preparation (practical life, sensorial) now finds academic outlets. The 3rd year child not only gains a wider breadth of knowledge but a deeper understanding of what they have learned and now is able to use this knowledge to enhance their own intellectual pursuits.

A Montessori education is not just cumulative in its learning; it is exponential in its understanding. The learning that happens in this final year of early childhood is not just adding another year’s knowledge but multiplying what is learned and applying it to what is to come. It is common for Montessori 3rd year graduates to be able to read well (and write) and to understand math far beyond addition and subtraction all the way to multiplication, division and geometry. Maybe even more significantly, the lifetime patterns of responsibility, goal setting, having a work ethic, working through mistakes, inquiry and curiosity are being firmly set.

The 3rd year in a Montessori classroom is also the year of mentoring. It is the year when the five year old is able to really help their classmates. This mentoring year is significant for two reasons. First, when you teach others, you really master the subject for yourself. Second, when you are asked to teach you demonstrate your mastery of the material. It is this mastery that produces the profound feelings of self-confidence and assurance that is the hallmark of Montessori students. Real achievement and real achievement demonstrated builds real self-esteem.

To miss this formative year that sets successful life patterns is to miss the ultimate advantage of this unique preschool experience.

Leaving the Montessori program before the capstone year often places a child into an educational setting that is not as advanced; nor one that allows for the initiative that has been carefully cultivated during the earlier preschool years. The child is often introduced to a different curriculum one that lacks the individual intellectual satisfaction that comes from exploring and discovering the wonderful world of learning found in Montessori.The essence of successful life is to be able to make wise choices. The Montessori 3rd year student is at a major threshold of exercising that wise decision making power. To lose that opportunity is to lose a significant part of the hard won success of the preceding years.

“Education is not the filling of a pail, but the lighting of a fire.”-  W.B. Yeats

The great gift of an education is not the accumulation of facts and statistics but the lighting of the fire of learning, discovery and joy. It is a gift that Montessori children have the privilege and pleasure of opening and using for a lifetime.

Adapted from The Kindergarten Year in Montessori by Edward Fidellow, www.crossmountainmedia.com

COVID: Heart to Heart

Written by Alejandro Malespin on . Posted in Announcements, Blog.

By Jessica Graham, M.D., Pediatric Emergency Physician and Thomas Hanff, M.D., Heart Failure Cardiologist; Current FMSL Parents

​Our gratitude to Jessica and Thomas for providing the following information to our community: MIS-C myocarditis is seen in children after a COVID-19 infection; vaccine-related myocarditis has been described in children after they receive the mRNA vaccine. Which poses the bigger danger for your child?

What is MIS-C?

Multisystem inflammatory syndrome in children is a rare inflammatory condition that occurs in children within 6 weeks after a COVID-19 infection. It can occur even if a child has an asymptomatic infection. This condition can cause inflammation of the skin, eyes, heart, lungs, kidneys, liver, brain and gastrointestinal system. The biggest concern is MIS-C myocarditis, which can cause low blood pressure, dilation of blood vessels in the heart, and a decline in heart function leading to heart failure.a

How common is MIS-C and what age group does it affect?​

Out of every 1 million children who get COVID, about 300 will get MIS-C. MIS-C is most common in children aged 6-10. b

Key points:

  • We don’t know why some children get sick with MIS-C after COVID while others have nota
  • All children with MIS-C need to be treated in the hospital, some in the pediatric ICUa
  • Most kids with MIS-C have excellent outcomesa

What are symptoms of MIS-C?

In addition to ongoing fever, children experience:c

  • Stomach pain
  • Bloodshot eyes
  • Rash
  • Diarrhea
  • Vomiting
  • Dizziness, lightheadedness

What is the treatment for MIS-C?

All children with MIS-C are hospitalized. During hospitalization, they receive serial testing (labs, ECGs, echocardiograms to look at heart). Treatment can include IV fluids, blood pressure support, IVIG (antibodies given through a vein), steroids, and/or biologic medications (powerful drugs that stop inflammation). Most children take daily aspirin and are followed by a cardiologist after hospitalization.a

What is the biggest danger of MIS-C?

In most children, the biggest danger is MIS-C myocarditis. Some children with MIS-C myocarditis have a depressed left ventricular ejection fraction (the heart pumps less blood when it squeezes), some have diastolic dysfunction (the heart does not fill normally between squeezes), and some have coronary artery dilation (the blood vessels that feed heart tissue are dilated/floppy). Almost all children with these findings recover well; however, long-term data is still being collected.

How can I protect my child from MIS-C?

Fortunately, although MIS-C can lead to severe illness, it is still a relatively rare outcome of COVID-19. However, for children of eligible age, vaccination to prevent COVID-19 remains one of the most effective preventive measures. The vaccine also protects against all the other complications of COVID-19, including death and debilitating long-COVID symptoms. In addition, you should continue to take everyday actions to prevent your child and entire household from getting COVID-19.d 

 What is Vaccine Related Myopericarditis?

Myocarditis is inflammation of heart muscle. Pericarditis is inflammation of outer lining of heart. Myopericarditis is when both the heart muscle and the outer lining are inflamed. In the case of vaccine related myopericarditis, the inflammation is thought to be in response to the mRNA COVID vaccine.

How common is vaccine related myopericarditis and what age group does it affect?

Out of 1 million people 16 or older who got the Pfizer vaccine, ~ 20 got COVID-related myopericarditis. e Vaccine related myopericarditis has never been described in a child <12; however, data on mRNA vaccine side effects are still being collected.

Key points:

  • Occurs mostly in male adolescents > 12 years old and young adults
  • Most cases have been described after the second dose of an mRNA vaccine
  • Most cases have occurred within a week of the vaccine
  • Most cases responded well to medicine and rest and felt better quickly
  • Most people return to normal activities after symptoms

What are symptoms of vaccine related myopericarditis?

  • Chest pain
  • Shortness of breath
  • Palpitations
  • Fever

What happens to kids when they have vaccine related myopericarditis and how are they treated?

When vaccine related myopericarditis was first described, all children were hospitalized and observed very closely. Some were treated with supportive care (fluids). Most children never needed any medical interventions. Now, most patients with this condition do not need to stay in the hospital but can be followed outpatient by their doctor.

How can I protect my child from vaccine related myopericarditis?

Your child will not get vaccine related myopericarditis if they do not get the mRNA vaccine. However, if they do not get the vaccine, they would be at higher risk of getting MIS-C or COVID-19

Table: Comparison of MIS-C Related Myocarditis Vs. Vaccine Related Myopericarditisf
​ ​MIS-C (149 patients) ​Vaccine-Related Myopericarditis (9 patients)
​Age ​​Median 7.5 years ​​Median 15.5 years
Sex ​Predominantly male  ​​Predominantly male 
Change in heart function (depressed LVEF)​​ 42% of patients  ​22% of patients
​Discharged on medication for heart ​3% ​none
​Recovery of heart function Full  ​Full

Take-home points:

  • MIS-C myocarditis affects younger patients compared to vaccine related myopericarditisf
  • MIS-C due to COVID is more likely than vaccine-related myopericarditis in the 5-11 age group
  • Children with COVID-19 vaccine-related myopericarditis generally have a milder illness and lower likelihood of cardiac dysfunctionf
  • Children with COVID-19 vaccine-related myopericarditis generally have a more rapid recovery compared to patients with MIS-C myopericarditisf
  • Children are recovering well from both MIS-C and vaccine related myopericarditis
  • Both of the authors plan to vaccinate our children (currently ages 3 and 8 months) as soon as we have the opportunity

 References

a. https://www.rheumatology.org/Portals/0/Files/ACR-COVID-19-Clinical-Guidance-Summary-MIS-C-Hyperinflammation.pdf

b.  Payne AB, Gilani Z, Godfred-Cato S, et al. Incidence of Multisystem Inflammatory Syndrome in Children Among US Persons Infected With SARS-CoV-2. JAMA Netw Open. 2021;4(6):e2116420. doi:10.1001/jamanetworkopen.2021.16420

c.  https://www.cdc.gov/mis/mis-c/hcp/provider-resources/symptoms.pdf

d.  https://www.cdc.gov/mis/mis-c.html

e.  Witberg G et al. Myocarditis after Covid-19 vaccination in a large health care organization. N Engl J Med2021 Oct 6; [e-pub]. (https://doi.org/10.1056/NEJMoa2110737. opens in new tab)

f.  Vaccine-related myocarditis is milder compared to MIS-C (Comparison of MIS-C Related Myocarditis, Classic Viral Myocarditis, and COVID-19 Vaccine related Myocarditis in Children. Trisha Patel, Michael Kelleman, Zachary West, Andrew Peter, Matthew Dove, AreneButto, Matthew E. Oster; medRxiv 2021.10.05.21264581; doi:https://doi.org/10.1101/2021.10.05.21264581)

Re-Enrollment for 2022-23

Written by Alejandro Malespin on . Posted in Blog.

We are happy and honored that you have entrusted us with your child’s education and look forward to continuing that relationship for the next academic year.

Re-enrollment for 2022-2023 is now open!

Every family should have received an email from enroll@mcsslc.com on 12/15/2021 called Enrollment for Returning Student explaining how to complete the re-enrollment process for the 2022-23 school year. The email was sent to the same parent/guardian who filled out the application & enrollment forms previously.

Open enrollment for new families begins January 14, 2022. We wish to preserve our current families’ spaces by enrolling your children first. Re-enrollment needs to be completed by January 14, 2022. After this date, spaces will be opened to new families and your child’s placement will no longer be guaranteed.

Save the Date/s

​Unable to attend? Don’t worry, recordings were made of these meetings and are available for watching at your convenience. ​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

If your child is eligible to move into a new program next fall, please consider attending the pertinent informational meeting about that transition. Parents of rising students will receive an email invitation to a virtual meeting for the following date/s:

  • Entering Lower and Upper Elementary 12/2/21, 6:30-7:30pm
  • Entering Early Childhood 12/9/21, 6:30-7:30pm
  • Entering Toddlers 12/15/21, 6:30-7:30pm

Enrollment details to note for 2022-2023 include the following:

  • The tuition increase this year is 6% school wide.
  • If you are considering the Extended Day option, we would encourage you to sign up sooner rather than later. Staffing is based on those who have selected this option during enrollment and we cannot always guarantee space for later schedule changes.
  • Registration and enrollment for Summer Camp 2023 will be conducted in late fall 2022.

If your child will not be returning for the 2022-2023 year, please email enroll@mcsslc.com to indicate your decision. Alternatively, log into FACTS Family Portal and click Apply/Enroll -> Enrollment / Re-enrollment and click the button “Will Not Enroll.”

If your family has elected not to return to FMSL next year, we recommend that you wait to relay that information to your child until closer to the end of the academic year. It has been our experience that children who are told in advance of such a change often lose their focus for the balance of the year, and begin the process of separation long before the change is imminent.

We understand that educational decisions are the result of a thoughtful, intentional process and we appreciate our families taking the time when they are considering re-enrollment for another school year. Do not hesitate to contact the Director of Admissions, Ramira Alamilla, at enroll@mcsslc.com if you have any questions or need assistance in this process.

Holiday Gift Giving Project 2021

Written by Alejandro Malespin on . Posted in Blog, Get Involved (P.S.A).

Each year FMSL looks for local charities to support as an opportunity for our entire community to participate in service learning projects. This year we have chosen to give to the IRC, The INN Between, and the Salvation Army. There are two ways to give this year:

  • Sign up for an item and bring it to the school (unwrapped) by December 10
  • Contribute financially to our sister nonprofit MEF and we will purchase items to give.
Choose an Item to Give
Give a Financial Gift

All items must be dropped off to the main entrance of the school by December 10. If you are unsure that you can get one of the items on the list by this time, please consider a financial donation so we may purchase items on the list.

  • The IRC is an organization that supports refugee families through a program called Light One Candle. This year we are supporting the Zarifi family of 8 from Afghanistan. The 6 children are ages 3 to 17. If you would rather make a monetary donation toward this cause you can donate here.
  • The Inn Between provides a safe refuge and dignified end of life care for the homeless here in Salt Lake City.
  • The Salvation Army is an international organization dedicated to meeting human needs without judgement.
  • MEF or Montessori Educational Foundation is the Foothill Montessori of Salt Lake’s sister nonprofit charged with various service learning and giving projects.​

If you have donated in-kind or financially please use the following donation receipt for your tax purposes.

Winter Sports 2022

Written by Alejandro Malespin on . Posted in Blog.

​FMSL partners with a local resort each year to allow our students a region specific experience of ski and snowboard lessons. This year, our Winter Sports Program will take place at Snowbird- January 12th, 19th, 26th, February 2nd and 9th. Students K-6th Grade are eligible to participate in Winter Sports and are automatically enrolled in the program.

Registration & Payment:

All eligible students will automatically be billed for Winter Sports- $350 for Kindergarten aged students and $325 for elementary aged students. The afore mentioned amount/s will be added to your FACTS incidental account. If your child will not be participating in Winter Sports please email Sabine at sabinebell@mcsslc.com to ensure that you are not billed.​

Expectations:

Please note the following expectations to help your child be ready to participate in the Winter Sports Program:

  • Respect, grace and courtesy are expected at all times.
  • Students are responsible for being prepared each week for Winter Sports.
  • Students are expected to carry and keep track of their belongings and equipment.
  • On the bus, students need to sit in their assigned seats and speak quietly with their seatmate.
  • Students must stay with their group, listen and follow directions.

If a student is disrespectful, fails to adjust their behavior, or disregards directions, they will be asked to sit out. Depending on the severity of the situation, they may be asked to miss the next lesson. No refunds will be offered.

Equipment:

It is recommended that you start looking into booking rentals for your student. When borrowing equipment from family or friends, be sure to have your child’s gear checked by a reputable shop. Children grow very quickly, so double check that their clothes and equipment fit them correctly. A list of swaps and shops can be found here.

Chaperones:

Chaperoning during Winter Sports is a great way to get your Parent Volunteer Hours in. It is also challenging, rewarding, and a lot of fun! Please review the guidelines and expectations linked here and if you are willing to commit we ask that you sign up by completing this short Google form.

The recording of the recent Information Meeting can be found here.

Courage

Written by Alejandro Malespin on . Posted in Blog, Parent Education.

The Montessori classroom provides daily opportunities to develop and practice courage.

It is amazing to observe the breadth of accomplishment that a Montessori environment fosters. Courage is not traditionally thought of as an educational outcome but then again Montessori is not traditional. For children, courage is the ability to try new things even if they are afraid and as they mature courage becomes the ability to do what is right and to do what is good.

For a child everything is new. That is the reality of childhood. The awesome task and purpose of childhood is to create the adult. Life takes courage to navigate and to become a fully functioning independent adult. It is this kind of courage that must be nurtured and practiced for it to become a practical virtue.

The courage to do what is right

We tend to identify courage with physical courage – running into a burning building, pulling people out of rivers etc. However, in real life every day common courage demonstrates itself in intellectual, emotional and spiritual settings. The courage to do what is right, to do what is good for others, to use our gifts, talents and opportunities well and wisely is the kind of courage practiced and displayed in a Montessori environment.

We well understand that the opposite of courage is fear. But for a child fear doesn’t yet have a definition. It is represented by an indistinct but palpable feeling of unease. For a child fear is “defined” by the unknown, the unfamiliar. (That is why Montessori children love and are so at home in their environments because of its constant sameness and familiarity.)

For the child, conscious fear starts from the unknown – the dog, the dark, strangers and then becomes attached to the inability (and frustration) of not being able to handle and control the environment – bringing it back to sameness. (Perfectionist children come to this earlier than others.) Then this fear attaches itself to the perceived rejection that comes from disapproval. The child, unconsciously thinks, that if I only do what is absolutely safe or what receives guaranteed adult approval I don’t have any reason to fear or face disapproval.

A sense of accomplishment and control

One of the hardest concepts for a new Montessori teacher to understand (and embrace) is that of not correcting children in the middle of their work. (This is particularly difficult for perfectionists and controllers.) Unless the child is damaging the material or endangering others or himself or being rude you let them continue. There are two outcomes to not correcting the child in the midst of the work. One, the child discovers his own mistake and corrects it which produces a sense of accomplishment and control. The second outcome is far more subtle. Because you are not corrected at every turn, you do not freeze up; you do not constantly look over your shoulder; you are not waiting for the next shoe to drop. You gain breathing room to make mistakes – that’s how we learn. In this way mistakes do not become the end of the universe or the world as we know it. The child is willing to try something new (which is an act of courage) without being weighed down with the fear of failure or reproof.

Not being corrected (all of the time) is the strange and unique Montessori training ground for courage. In trying something new the child gets to practice courage every day. Eventually, the child becomes used to trying new things without the overpowering fear of failure. The child learns to work their way through mistakes which becomes a normal part of life and the learning process – which is a significant part of adult life.

Life requires courage to live fully. The Montessori classroom provides daily opportunities to develop and practice courage.

 by Edward Fidellow, www.crossmountainmedia.com

Our Response to a Recent News Event Involving a Utah School.

Written by Alejandro Malespin on . Posted in Blog.

We are upset and deeply saddened by the events that took place at Maria Montessori Academy, a public charter school, in North Ogden. FMSL advocates for peace and tolerance. We are committed to providing a curriculum that embraces justice, diversity and equity; this includes teaching Black history in age appropriate ways. As members of the Utah Montessori Council we are actively working with our fellow educators to provide guidance and training that will ensure environments where everyone is welcome, valued and respected. We invite you to read this article from the New York Times to see what transpired. – Brandi & Margaret  

Montessori and the Myth of Low Student Teacher Ratios

Written by Alejandro Malespin on . Posted in Blog, Parent Education.

As parents we have to judge what makes a good educational program for our children. We ask our friends, we look at the school – is it clean and orderly and bright? We look at the children – do they seem happy? We observe the teacher – are they engaged and interested in the children? These are things that we can judge. And then we remember that we’ve heard that a low student–teacher ratio is important for a good educational approach and outcome. (It must be true because all of the governmental agencies are always trying to lower the ratios.)

Ratios aren’t critical

Low ratios are a myth as far as Montessori education is concerned. Traditionally, a low student–teacher ratio is desired if you are trying to make everyone do the same thing at the same time. (It is a lot like herding cats – the less you have, the easier it might be to perform.) Ratios aren’t critical in Montessori for three reasons.

  1. In Montessori education you do not teach classes (numbers) you teach children (individuals.)
  2. The goal in the classroom is not just to teach the material but to facilitate the child’s ability to learn on their own – which in effect makes the learning one on one.
  3. And because of the nature of the classroom where children are encouraged to help each other – the five year olds teach the four year olds and the four year olds teach the three year olds – you literally have more teachers than students.

Parents wonder still – “If there were fewer students wouldn’t my child get more attention from the teacher?” Interestingly, it is not just the amount of time your child needs but the amount of focused time (time spent directly on your child’s priorities and needs) that effectively contributes to their learning.

A Montessori teacher can be compared to a juggler who spins plates on a stick. They will begin spinning the first plate, then the second, third and fourth. They might go back and give the first plate a spin before spinning the fifth and sixth. They might then spin the second plate – and that first plate might need another spin before they get the seventh plate rotating. Likewise, the teacher notes each of their students and what it takes to power up the learning gyroscope in each child – so the child can keep the learning plates spinning on their own. A low ratio is good if you are driving the learning – not as consequential if you are leading it.

Now, because the teacher doesn’t spend all of their time driving the learning, they have time to study each child: to study their needs, skills, aptitudes and personality. All the ratios in the world are meaningless – unless you know your student.

The child is free to develop initiative

Ironically, there are many advantages of not having a low student–teacher ratio in the classroom.

  1. Children aren’t smothered by attention. They are given the opportunity to breathe and explore. The teacher does not feel compelled to guide and fill their every moment.
  2. Because the teacher does not dominate the society, the classroom becomes a community of interaction and learning. Cooperation is a virtue (instead of “Go back to your seat and mind your own business.”)
  3. With the adult not hovering and micromanaging, the child is free to develop initiative. This initiative creates the fantastic learning that comes out of a Montessori classroom (which a teacher would be hard pressed to produce in a traditional setting.)
  4. The child develops a personal sense of responsibility over the learning they have initiated.
  5. The child develops the ability to make meaningful choices – instead of just following directions.
  6. The power to choose wisely is a growing marker of maturity.
  7. Real choice making needs the opportunity to make mistakes, to correct them, to recover from them and to learn from them. (That is hard to do when someone is hurrying you along to get to the next lesson.)
  8. All of this allows the student to build confidence in themself. When the student assumes responsibility for the learning they begin to build confidence in their ability to navigate in the world as it is being opened to them through the classroom, the classroom community and the world of knowledge.

Montessori teachers have to train themselves in the art of not interfering with the internal learning process of the student. They have to train themselves to observe the child, to know how the child learns and how to allow the child to learn.

Ultimately, they have to learn how to help the child learn for themselves– which is always one on one.

by Edward Fidellow, www.crossmountainmedia.com

COVID Safety Measures Update

Written by Alejandro Malespin on . Posted in Blog.

The school’s COVID-19 Safety Protocols for 2021-22 can be found in the footer of the school’s website – https://mcsslc.com. The most recent updates are listed below:

5-11 year olds are now eligable for COVID Vaccinations

When fully vaccinated for COVID-19 (2 weeks after their final dose), FMSL will no longer require students to quarantine following an exposure.

  • Following an exposure, vaccinated students and their parents should remain vigilant for COVID symptoms and seek testing within 5-7 days.
  • Upon receiving the final vaccination shot, please submit your child’s vaccination record to covid@mcsslc.com.
  • Please note, face masks are still required to be worn indoors regardless of vaccination status.

Red Risk Level

FMSL will continue to operate at the Red risk level of our safety measures until further notice. The following adjustments have been made to various aspects of our plan.

  • Campus Access:Teachers in training and schools wishing to improve or develop their programs will be able to arrange on-campus observations. The following safety measures are in place for all visitors: proof of vaccination, masking, and health screening.
  • Hygiene & Cleaning Protocols: The benefit of bed rolls being laundered daily is being re-examined.
  • Program Elements: Food Prep- classrooms are able to resume shelf-works involving food prep for consumption by school and household pets. Teacher led classroom cooking projects may also be resumed; Field-trips & Presentations- classes may consider in-school presentations with the parameters mentioned above in place for all visitors.

Close Contacts

All EC-El classes have established assigned seating for lunch and spaces for resting. Classroom mapping of those assigned spaces will facilitate contact tracing of close contacts following a classroom exposure. Individuals determined a close contact will be required to quarantine; parents of students outside of the close contact zone will be able to choose whether their child quarantines or not. ​FMSL will continue to notify the classroom affected and the entire community when a positive case occurs within the student and staff bodies.

On-Site COVID Testing

FMSL has decided to move forward with implementing the UDOH’s on-site COVID testing program. The community is invited to attend a virtual Information Night on November 16 to hear details of the testing. An invitation will be sent closer to the date. So we can make the best use of our time that night, please submit your questions or concerns to margaretmcdonald@mcsslc.com in advance of the event. We are very grateful to the following parents for their help in facilitating this program:

  • Elena Dicus, JD/MHA, is an administrator at Primary Children’s Hospital. She has extensive experience in healthcare compliance and regulatory issues, as well as hospital and clinic operations. Her 2 year old Charlie is in Stars and has just learned how to perform his own nasal swabs!
  • Tera Purkey, MPH, is a program manager at BioFire Diagnostics. She just can’t get enough of diagnostic testing, so she’s teamed up to help coordinate COVID testing at FMSL. Her daughter June is an infant in the Sego Lily classroom.
  • Matthew Nicholaou is an Associate Professor and the Dumke Endowed Chair of the Medical Laboratory Sciences Department at Weber State University. He has worked as a clinical microbiologist at the Children’s Hospital of Philadelphia, earned a Doctor of Public Health in Infectious Diseases and Microbiology from the University of Pittsburgh, worked as a consultant for the US Department of Defense, and has over 20 years of expertise in infectious diseases and diagnostic testing. He also validated one of Binax’s first rapid antigen tests for detecting strep throat in pediatric patients. He is the father of Eleanor in Willows.
  • Sophie Lake has been a Toddler Teacher at FMSL for the past 12 years. She is the proud parent to Frankie (Willows) and Georgia (Moons) who have both attended FMSL since they were just 6 months old! She recently achieved her CNA (Certified Nursing Assistant) licence and is extremely excited to collaborate with this team as the health and safety of our community has always been a priority for her.