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Teaching and Learning Guide
September 1, 2020
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Updated September 1, 2020
Arlington Central School District Board of Education
Peter Bodnar
President
Mark Tornatore
Vice President
Board Trustees
Kelly Cahill Chenski
Dr. Linda Gaines
Dave Goddard
Edward L. McCormick
Charles McLeod, Jr.
Mary Anne Meaden
Marion Quinn
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Central Office Administration
Lorenzo Licopoli, Ph.D.
Interim Superintendent of Schools
Dr. Jonathan Alfred Brown
Deputy Superintendent
Dr. Tina DeSa
Assistant Superintendent for Pupil Personnel Services
Paul Finch
Interim Assistant Superintendent for Human Resources
Kevin Sheldon
Assistant Superintendent for Business
Dana Brown
Director, English Language Arts, Social Studies, and Libraries
Robert Carroll
Director, Data Services
Dawn Galente
Director, Math, Science and Engineering
Dr. Ellen McDonnell
Director, Innovative Technology
Vanessa Weeks
Director, Special Education
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Table of Contents
Click each title to be taken to that section.
Arlington Central School District Board of Education
Central Office Administration
Table of Contents
District Mission, Core Values and Strategic Objectives
Teaching and Learning Guide Overview
School Schedules
Delivery of Instruction
Technology
Curriculum
Grading
In-District Special Education Programs and Services for the Hybrid Model
English as a New Language (ENL) Program
General Education Student Support
Libraries: Classroom, School, and Public
Learning Materials
Continuing Education Program
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District Mission
Our mission is to empower all students to be self-directed, lifelong learners, who willingly contribute to
their community and lead passionate, purposeful lives.
District Core Values
We believe that all people have inherent value.
We believe that lifelong learning is essential for growth.
We believe that a community thrives when all members embrace their interdependence with compassion
and empathy.
We believe that potential can only be attained through commitment, resilience, and high expectations.
We believe that all people can learn.
We believe that change is essential for progress.
We believe that all people are responsible for their choices and actions.
Curriculum Instruction and Assessment Team Vision Statement
In Arlington, learning is: inclusive, dynamic, and engaging.
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District Reentry Plan
This Teaching and Learning Guide is designed to support the work of the District’s reentry plan. This
plan can be accessed by clicking this link.
Teaching and Learning Guide Overview
The Teaching and Learning Guide is designed to keep our school community informed of our efforts to
ensure learning in Arlington is dynamic, engaging, inclusive. This guide will be updated weekly and
released each Wednesday.
This document provides families with information aligned with our faculty guidelines for supporting
students and their families during this period. All ACSD faculty and administrators are committed to
providing support and guidance for students and their families during this time. Please know this is a
living document that will change as we obtain new information related to COVID.
Modifying teaching practices in such a radically different way is an enormous task; however, the
collegiality and collaboration we are seeing throughout the District is impressive. We deeply appreciate the
high level of professionalism of our faculty and staff and know that we will continue to strive to deliver
quality education in a difficult environment. Our teachers have participated in thousands of hours of
training since the spring to enhance the learning experience for all of our students in this period of
uncertainty.
We appreciate your patience and understanding as a necessary part of the process. Thank you.
The following pages are designed to clearly state our plan to ensure that we maximize learning for as many
students as possible.
● For technology support, please fill out the Parent Technology Form
● For special education questions, please contact our Director of Special Education, Vanessa Weeks,
[email protected] ● For curriculum-related, schedule, or more general questions please contact Dr. Jonathan Brown,
Deputy Superintendent, [email protected]
● For SchoolTool Parent Portal questions, please email [email protected]
● For parents needing help with Google Classroom, please visit the Google Classroom Resources
page on the Arlington COVID-19 webpage.
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Participation in Remote Only and Hybrid Program
The district completed a survey of its families on Monday, August 24, 2020. Families are committed to
their selections through the following time periods: Secondary - November 6, 2020 and Elementary -
December 4, 2020. Families, if they so choose may move their children to another model of instruction
after the end of the first quarter/trimester. On October 5, 2020, a survey will be sent to all secondary
families asking that they indicate their choice on instruction for quarter two. Please know that the choice
for the second quarter will determine each student’s placement for the remainder of the school year. All
surveys will be due no later than noon on October 9, 2020.
For elementary families, a survey will be sent on Monday, October 26, 2020, and will be due back no later
than noon on October 30, 2020. Families that do not respond will automatically have their child(ren)
placed in the Hybrid program. The choice families make for the second trimester will determine each
child’s placement for the remainder of the year.
School Schedules
Elementary Trimester Dates
Trimester 1 Trimester 2 Trimester 3
End Date December 4, 2020 March 19, 2021 June 25, 2021
Middle School Quarter Dates
Quarter 1 Quarter 2 Quarter 3 Quarter 4
End Date November 6, 2020 January 29, 2021 April 16, 2021 June 25, 2021
High School Quarter Dates
Quarter 1 Quarter 2 Quarter 3 Quarter 4
End Date November 6, 2020 January 25, 2021 March 26, 2021 June 25, 2021
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Elementary Grades K – 5 Hybrid Schedule as of October 5, 2020
Students enrolled in the hybrid program will receive instruction at the following locations on the following
days:
Cohort Monday Tuesday Wednesday Thursday Friday
A
(Maroon) In Person In Person
Remote
Independent
Work
Online Online
B
(Gray) Online Online
Remote
Independent
Work
In Person In Person
* During the week where Monday is a holiday, Monday’s events would occur on Wednesday
** Independent and Online work is done at home
Students will be assigned to cohorts by their respective school principals in the near future. Considerations
will be made in those decisions including siblings, concerns around work schedules, and child care to the
best of our ability.
For students in Cohort A, they will receive in-depth literacy and math instruction while in school on
Monday and Tuesday. Their day will be similar to how school traditionally operates. For students in
Cohort B, they will receive a combination of live remote learning (live) instruction in the special areas,
small group instruction led by a teaching assistant where deemed necessary by the classroom teacher, and
independent learning skill/content development activities.
On Thursdays and Fridays, Cohort B will receive in-depth literacy and math instruction while in
school. Their day will be similar to how school traditionally operates. For students in Cohort A, they will
receive a combination of live remote learning (live) instruction in the special areas, small group instruction
led by a teaching assistant where deemed necessary by the classroom teacher, and independent learning
skill/content development activities.
At the elementary level, each Wednesday is an Independent Work Day. Each classroom will have a live
Morning Meeting each Wednesday. If a teacher deems it necessary, small group instruction will occur for
select students. This day is to give students an opportunity to work at their own pace on independent
practice assignments
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Elementary Full Remote Schedule
There will be times where Hybrid students are using an online only schedule because schools may not be
open. This may include emergency closings. The school year will start for all students online. Each
school’s proposed online schedule is linked below.
School
Arthur S. May ASM
Beekman Elementary BES
Noxon Road Elementary NRES
Vail Farm ElementaryVFES
Overlook Primary OPS
Titusville Elementary TIS
Traver Road Primary TRPS
West Road Intermediate WRIS
Elementary Grades K- 5 Arlington Online Program
The Arlington Online Program is where students that have chosen the online version of school for the first
trimester will attend. These K-5 district wide classes will be taught by certified and experienced teachers
from across the school district. Students have been placed in classes with other students from their home
school, wherever possible. The time of instruction will fall within the range of the typical school day.
Though live instruction is a large part of the model, we will follow developmentally appropriate guidelines
in delivering instruction which means students will have frequent opportunities to learn, away from their
screens.
See the next page for the AHS Full Remote Daily the schedule.
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Arlington High School Full Remote Daily Schedule
All district students will participate in the Full Remote online learning program until October 5, 2020.
Students will receive live remote instruction on Monday, Tuesday, Thursday, and Friday each week.
Wednesdays are independent learning days. The bell schedule is posted below.
Period Time
1 9:00 - 9:30
2 9:35 - 10:05
Break 10:05 - 10:25
3 10:25 - 10:55
4 11:00 - 11:30
Break 11:30 - 11:50
5 11:50 - 12:20
6 12:25 - 12:55
Break 12:55 - 1:15
7 1:15 - 1:45
8 1:50 - 2:20
See the next page for the MS Full Remote Daily the schedule.
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LaGrange and Union Vale Middle School Full Remote Daily Schedule
All students will participate in the Full Remote online learning program until October 5, 2020. Students
will receive live remote instruction on Monday, Tuesday, Thursday, and Friday each week. Wednesdays
are independent learning days. The bell schedule is posted below.
Period Time
1 9:00 - 9:25
2 9:30 - 9:55
3 10:00 - 10:25
Break 10:25 - 11:00
4 11:00 - 11:25
5 11:30 - 11:55
6 12:00 - 12:25
Break 12:25 - 1:00
7 1:00 - 1:25
8 1:30 - 1:55
9 2:00 - 2:25
See the next page for the Arlington High School Hybrid and Remote Only Schedule
.
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Arlington High School Hybrid and Remote Only Schedule
Beginning October 5, we will use the schedule below to educate all Arlington High School students.
Students at Arlington High School are assigned to one of four cohorts. Students will be taught by the same
teacher whether they are in the remote only or hybrid cohort.
*Cohort 2 will be the Full Remote cohort
Method of
Learning Monday Tuesday Wednesday Thursday Friday
At School - Cohort 1(Blue) - Cohort 3 Cohort 4
Remote
Independent -
Cohorts
2*(Green),
3(Maroon),
and 4(Gray)
Cohorts 1,3,
and 4
Cohorts 1,2*,
and 4
Cohorts 1, 2*,
and 3
Remote Live All students Cohort 2*
LaGrange and Union Vale Middle Schools Hybrid and Remote Only Schedule
On the days where students are not reporting to school, they will have daily independent learning
assignments to complete. Students are expected and required to complete assignments on each day that
they are assigned.
For each day of the week, students are required to complete daily assignments. These assignments will be
used to complete daily attendance and should not be put off to be completed at a later time. If there are
issues preventing students from completing the daily assignment, they should notify their teacher
immediately to avoid any grading issues.
See the next page for the middle school schedule.
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Middle School
Monday Tuesday Wednesday Thursday Friday
Week 1
All
Cohorts Live Online
Cohort 1-
Blue
Cohort 3-
Green
Remote
Students
Live Online
Cohort 2-
Maroon Cohort 1-Blue
Week 2 Cohort 1-
Blue
Cohort 2-
Maroon
Cohort 2-
Maroon
Week 3 Cohort 1-
Blue
Cohort 2-
Maroon
Cohort 3-Green
Remote
Students
Live Online
Week 4 Cohort 1-
Blue
Cohort 2-
Maroon Cohorts Rotate
Delivery of Instruction K-12
Faculty will use Google Classroom as the platform for communicating with students. This includes posting
assignments, resources, and general announcements. Google Docs, Slides, Sheets, etc. can be uploaded to
Google Classroom.
The Guidelines for Google Classroom below have been shared with all teachers:
1. Ensure that guidance and directions for assignments are clear
2. Consider posting all student materials for the week at the beginning of the week
3. Ensure that due dates are clear and avoid single-day turn-arounds wherever possible
4. Consider recording lessons so that they can be posted for future review
5. Google Forms can be used to provide feedback to students
Google Meet is a video-conferencing tool that is available for teachers to use to conduct recorded or live
online instruction and meetings. Instruction that is recorded via Google Meet may be posted on a teacher’s
Google Classroom page. At this time, Google Meet is required for most live remote instruction. There are
some teachers with exemptions to this expectation. They have received extensive training in Zoom from
the Mid-Hudson Teacher Center and they have the ability to use Zoom with their respective classes if they
choose.
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Google Classroom
Teachers will add students to their Google Classrooms. Google Classrooms can be accessed at
classroom.google.com. Teachers are strongly encouraged, but not required, to invite parents and guardians
to receive weekly summaries from Google Classroom.
Arlington faculty and staff should click this link for more information about how to effectively use Google
Classroom. This link is only accessible to Arlington faculty.
Student Email Accounts
All students will be provided with email accounts that will be connected to their Google Classrooms.
Email for students in grades K-8 will be part of an internal system that does not receive or send emails
outside of Arlington. Students in grades 9-12 will have accounts with fewer restrictions.
Technology
We have received a number of requests from families who need Chromebooks in order for their children
to learn remotely. We want to do our best to provide Chromebooks to children that do not have access to a
Chromebook or laptop at home. Therefore, we are temporarily setting aside our priority list in order to
provide Chromebooks to students who need a device in order to participate in our remote learning
program.
We are moving toward a 1:1 model and have ordered enough Chromebooks to provide one to each
Arlington student. However, because Chromebooks are in short supply worldwide, we will not have all of
the Chromebooks by the time school starts in September. If your child currently has a Chromebook or
laptop at home, PLEASE do NOT pick up a device for them at this time. We want to prioritize those
students that don’t have access to a device to complete their learning.
You do NOT need to contact the district or school in advance - any family with a specific need can pick
up a Chromebook on the following days:
Dates and Times:
Thursday, September 3, 2020 from 1:00 pm - 5:00 pm
Friday, September 4, 2020 from 8:00 am - 12:00 pm
Location: Arlington High School
Enter the high school campus from the main entrance at the Route 55 traffic circle. Once you enter, there
will be staff to direct you. When arriving at the high school, we ask that you remain in your cars. To help
the process proceed as quickly and efficiently as possible, we ask you to do the following:
Write the names of the children in your household on a large piece of paper so that you can hold it
up for the Arlington employee to see.
Please make sure to arrive with your front passenger seat empty.
Stay in your vehicle while an ACSD employee approaches the car for your name.
Roll down your passenger side window.
Show the employee the name of your children
Remain in your vehicle while the ACSD employee scans the Chromebook for distribution.
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The employee will place the Chromebook on your front passenger seat after it has been scanned.
Each Chromebook will have a blank sticker on the back. When you return home, please write
the name of the student the Chromebook is assigned to on that sticker.
We thank you for your cooperation as we work toward providing Chromebooks to all Arlington students
during the 2020-2021 school year. This is one of many distributions we will perform until our goal of one
device for each student is achieved.
Technology Resources
There are a number of digital resources to support continued learning available to your child via this page
on the District website: Supplemental Online Resources for Students and Families.
For families needing help with Google Classroom, please visit the Google Classroom Resources page on
the Arlington COVID-19 webpage.
For families needing additional technology support with district programs or devices, please fill out the
Parent Technology Form.
Faculty with technology support needs should email their building helpdesk. Helpdesk emails are
available at this link.
Curriculum
Maps
The public views of curriculum maps for key Arlington courses can be found on the Curriculum,
Instruction, and Assessment section of the district website. The direct link to the maps can be found here.
K-5 Math Curriculum Tools
To support the K-5 Math instructional program, students will be given access to math tools in a variety of
ways. The link here outlines what tools are needed to align to the grade level standards. Printed sets of
these tools will be distributed to families through their elementary building, however, the link also
provides links to virtual tools that would be helpful as well.
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Grading
Elementary:
The traditional reporting system is in place for all elementary students. Some areas of the report card will
be marked as NE, not evaluated, due to a reduction in the standards that will be covered this year.
Secondary:
Each teacher is asked to post their grading policy for the quarter on the front page of their Google Class
page. The proposed grading system that was shared in a previous Town Hall is not being used at this time.
Attendance
All school districts are required by the New York State Education Department to report daily student
attendance.
Students that are learning online will report their attendance on their respective Google Classroom pages.
Teachers will discuss the procedure for attendance during an early meeting with students.
If there is anything that prevents a student from participating in either in-person or online learning, that
family should notify their child’s school as soon as possible. If we do not hear from a parent or guardian,
we will consider the student to not be in attendance that day. The student will be marked as an unexcused
absence.
We will notify parents of any changes to this practice if we receive different information from the New
York State Education Department.
Teachers will follow normal procedures in addressing students that are absent from school. It is important
that families ensure students are working daily. Should there be circumstances that prevent students from
regularly participating in on-line learning we ask that you notify your school principal.
Suggestions for Parents
Develop an at-home work schedule that provides consistency and supports your child’s learning needs.
Frequent breaks are a good idea. Students should not be working on their assignments all day.
If possible, set aside a quiet area in your home that your children use as their work space. This may be a
desk area in a common room or another office area.
Find time each day to be active, preferably outside, if possible. Take a daily walk. If you are not able to go
out, try some indoor activities, such as yoga.
Find time to relax and provide self-care for each member of your family. These are stressful times, so take
care of yourself and each other.
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Contact Information
Please contact your child's teacher if you have questions specific to a lesson or assignment or to discuss
your child’s progress. Teachers will continue to use email, their usual mode of communication, with
parents.
Please contact your child's school principal if you have questions specific to a specific school. Principals
will continue to use email for communication. Here are the email addresses of the principals:
Arthur S. May School: Sheri Primeaux, [email protected]
Beekman Elementary School: Matthew Latvis, [email protected]
West Road Intermediate School: Heather Ogborn, [email protected]
Noxon Road Elementary School: Dr. Kelly Murray, [email protected]
Overlook Primary School: Jessica Wheeler, [email protected]
Titusville Intermediate School: Rick Sutton, [email protected]
Traver Road Primary School: Cara Conrad, [email protected]
Vail Farm Elementary School: Claudine Khare, [email protected]
Union Vale Middle School: Scott Wood, [email protected]
LaGrange Middle School: Eric Schetter, [email protected]
Arlington High School: John Orcutt, [email protected]
Special Education Services
To the greatest extent possible, each student with a disability will be provided the special education and
related services identified in the student’s Individualized Education Program (IEP) consistent with the
need to protect the health and safety of students and staff. Until schools return to normal operating
conditions, the same flexibility with respect to IEP implementation for delivery of services during school
closures due to the COVID-19 outbreak continues to apply to the special education programs and services
whether delivered in-person and/or remotely (e.g., flexibility with respect to the mode and/or manner;
group or individual sessions; specific group size for related services, frequency, duration and location of
related services, and special class size ratio etc.)
During the 2020-2021 school year, due to the health and safety requirements that must be in place when
students return to school buildings, schools may not be able to provide all services in the same mode
and/or manner as written on an IEP. Schools will determine what methods will be utilized to deliver
special education programs and services to meet the needs of students with disabilities as they plan for
various types of instructional models including in-person and remote learning.
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Based on the manner of delivery of special education programs and services, access to the necessary
accommodations, modifications, supplementary aids and services, and technology (including assistive
technology) will be provided to meet the individual needs of students as recommended on their IEP.
In-District Special Education Programs and Services for the All In-Person Model
When Arlington schools are able to be in-person for all students, IEP recommended programs and
services will be offered as described in each students’ IEP.
In-District Special Education Programs and Services for the Hybrid Model
Elementary Students
Elementary students placed by the Committee on Special Education (CSE) in an 8:1+1 or 12:1+1 special
class for all core academic classes will attend school on Mondays, Tuesdays, Thursdays and Fridays.
Wednesday’s instruction will be online. Students will receive recommended related services in person.
Any in-person mainstreaming opportunities that enable students with disabilities to be educated with
nondisabled students to the maximum extent appropriate in accordance with the least restrictive
environment (e.g., lunch or specials) will be considered and implemented in accordance with NYSED and
DOH Guidance.
The implementation of programs and services for elementary students placed in a part-time special class
and part-time integrated co-taught classroom will be considered on a case-by-case basis.
Elementary students placed by the CSE in an integrated co-taught classroom will attend school according
to the group they are assigned to by the building principal.
Elementary students placed by the CSE in an integrated co-taught classroom and students with related
services only will receive recommended related services based on the arrangement of services agreed
upon by the parent and service provider. This arrangement may include in-person services or virtual
services or a combination of both modalities.
Middle School Students
Middle school students placed by the CSE in a 12:1+1 special class for all core academic classes will
attend school on Mondays, Tuesdays, Thursdays and Fridays. Wednesday’s instruction will be online.
Students will receive recommended related services in person. Any in-person mainstreaming
opportunities that enable students with disabilities to be educated with nondisabled students to the
maximum extent appropriate in accordance with the least restrictive environment (e.g., lunch or specials)
will be considered and implemented in accordance with NYSED and DOH Guidance.
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The implementation of programs for middle school students placed in a part-time special class and part-
time integrated co-taught classroom will be considered on a case-by-case basis.
Middle school students placed by the CSE in integrated co-taught classes and/or 15:1 special classes will
attend school according to the group they are assigned to by the building principal.
Middle school students placed by the CSE in integrated co-taught classes and/or 15:1 special classes or
related services only will receive recommended related services based on the arrangement of services
agreed upon by the parent and service provider. This arrangement may include in-person or virtual
services or a combination of both modalities.
Middle school students placed by the CSE in a resource room will attend school according to the group
they are assigned to by the building principal.
High School Students
High school students placed by the CSE in a 12:1+1 special class for all core academic classes will attend
school on Mondays, Tuesdays, Thursdays and Fridays. Wednesday’s instruction will be online. Students
will receive recommended related services in person. Any in-person mainstreaming opportunities that
enable students with disabilities to be educated with nondisabled students to the maximum extent
appropriate in accordance with the least restrictive environment (e.g., lunch or specials) will be
considered and implemented in accordance with NYSED and DOH Guidance.
The implementation of programs and services for high school students placed in a part-time special class
and part-time integrated co-taught classroom will be considered on a case-by-case basis.
High school students placed by the CSE in integrated co-taught classes and/or 15:1 special classes will
attend school according to the group they are assigned to by the building principal.
High school students placed by the CSE in integrated co-taught classes and/or 15:1 special classes or
related services only will receive recommended related services based on the arrangement of services
agreed upon by the parent and service provider. This arrangement may include in-person or virtual
services or a combination of both modalities.
High school students placed by the CSE in a resource room will attend school according to the group they
are assigned to by the building principal.
In-District Special Education Programs for the Online Model
If the District is completely online, special educators will follow any guidelines expected for general
education teachers. The special educator will consider:
o How will the work be made accessible and accommodated? o How will the work be tailored for the individual student? o How will the student work towards IEP goals? o How will progress on IEP goals be measured?
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Related Service Providers
Related service providers include Speech-Language Pathologists, School Social Workers, School
Psychologists, Occupational Therapists and Physical Therapists.
Related service providers will develop an arrangement for services based on the needs of each individual
student on their mandated student caseload. To the best of their ability, related service providers who are
providing IEP or 504 mandated services will continue to support all students in progressing towards their
individual goals. The arrangement for services will be tailored to the family and student’s needs and may
include a variety of delivery modalities, communication methods and resources.
Related service providers will attempt to create a schedule for ongoing communication with students,
parents and guardians. Parents and guardians should not hesitate to reach out to their child’s case manager
and/or related service provider with any questions.
Students receiving BOCES itinerant services will be contacted by their BOCES service provider to
develop an arrangement for services.
Parents and guardians that receive Parent Counseling and Training will be contacted by their provider.
Special education teachers, related service providers and families are reminded to maintain the
confidentiality of personally identifiable information regarding students who receive special education
services. Any information that providers need to share with specific students/families will be done so in
the most confidential manner under the circumstances.
Special Education Reading Teachers
Special education reading teachers will provide reading support.
Resource Room Teachers
Resource Room teachers will collaborate with students’ teachers, provide supplemental instruction and
implement program modifications and accommodations.
Program Teaching Assistants, Shared Teaching Assistants and One to One Teaching Assistants
Program teaching assistants, shared teaching assistants and one-to-one teaching assistants will be working
under the direction of the classroom teacher to support students with learning. In order to provide optimal
learning for students, the teaching assistants will be invited to share the teacher’s Google Classroom and
will collaborate with the classroom teacher in meeting the individual instructional needs of students.
Arlington Students Enrolled in BOCES Programs and State Approved Programs
Arlington students enrolled in special education programs that are not in Arlington schools will continue
to receive educational support from their CSE/CPSE recommended programs and should contact their
Arlington special education supervisor with any questions.
Parentally Placed Students Attending Private Schools Located in the Arlington District
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Parentally placed students attending private schools located in the Arlington District will continue to
receive educational support from their private schools. In addition, Arlington will provide supplemental
supports in accordance with the students’ IESPs. Parents should contact their Arlington special education
supervisor with any questions.
Parentally Placed Students Attending Private Schools Located in Another District
Parentally placed students attending private schools located in another district will continue to be
supported by their private schools and their public school district of location.
Communication
To the extent possible, meaningful parent engagement will be delivered in the parent’s preferred language
or mode of communication regarding the provision of services to their child to meet the requirements of
the IDEA. Such services and communications will be documented in Frontline.
Parents have received IEPs with the recommendations the CSE made at the annual review via the
Collaboration Portal through Frontline. Based on the mode for delivery of instruction, students will
receive their program according to the provisions of the District’s Special Education Plan.
Special Education teachers and related service providers will collaborate with parents/guardians
regardless of the mode for delivery of instruction. Staff will work to create a schedule for ongoing
communication with students, parents and guardians. Parents and guardians should not hesitate to reach
out to their child’s case manager and/or related service provider with any questions.
There will be collaboration between the committees on preschool special education (CPSE) and
committees on special education (CSE) and program providers representing the variety of settings where
students are served to ensure there is an understanding of the provision of services consistent with the
recommendations on individualized education programs (IEPs), plans for monitoring and communicating
student progress, and commitment to sharing resources.
Progress Monitoring
Teachers and service providers will continue to collect data, whether in-person or remotely, and use such
data to monitor each student’s progress toward the annual goals and to evaluate the effectiveness of the
student’s special education services.
Reports of progress to parents may be made via electronic means if progress reporting procedures
specified in the student’s IEP cannot be met with reasonable efforts.
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Initial Referrals
The CSE will take into consideration all factors that may have influenced the student’s progress during
school closures due to COVID-19. If the district suspects a student of having a disability, the special
education office will obtain parental consent for the necessary evaluations.
A referral may not be warranted if the reason for underperformance is due to school closures and a change
in the provision of education. All parent referrals and requests for referrals by school staff should be
considered as usual per the procedures in Commissioner’s Regulations section 200.4(a).
Evaluations will be conducted in-person as long as the district is permitted to do so. In the event that
school buildings are closed, staff will determine which evaluations may be performed remotely.
Reevaluations
Evaluations will be conducted in-person as long as the district is allowed to perform in-person
programming. In the event that school buildings are closed, staff will determine which evaluations may be
performed remotely.
CSE Meetings
CSE meetings will continue to be held virtually. The need for virtual meetings will be reassessed
periodically. Parents will receive the necessary documentation including Prior Written Notices and IEPs
via the Collaboration Portal through Frontline. Parents who wish to receive their documentation by
another means should contact the Special Education Office to discuss their needs.
English as a New Language (ENL) Program
New York State Identification Test for English Language Learners (NYSITELL)
The purpose of the NYSITELL is to assess the English language level of new students whose home or
primary language is other than English. A student’s score on the NYSITELL (Entering, Emerging,
Transitioning, Expanding, or Commanding) determines if he or she is entitled to receive ENL services
and the level of English language support.
ENL teachers will communicate with families about which students are required to take the NYSITELL.
Because this test needs to be administered in-person, the identification of ENL students will be on hold
until in-person school begins. In the meantime, ENL teachers will use progress monitoring tools (see
section below) to formatively measure English language proficiency and determine the level of services
required for students on an individual basis.
New York State English as a Second Language Achievement Test (NYSESLAT)
The NYSESLAT is typically administered every Spring. The NYSESLAT determines a student’s level of
English language proficiency (Entering, Emerging, Transitioning, Expanding, or Commanding) and
determines the level of English language support.
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Updated September 1, 2020
Progress Monitoring
Due to the administration of the NYSITELL being on hold until in-person school begins and due to the
NYSESLAT not being administered in 2020, teachers of ENL students are required to monitor student
progress in all areas of language acquisition: listening, reading, writing, and speaking. This progress
monitoring will provide teachers with information on student progress and areas in which students need
more academic support.
English as a New Language (ENL) Online Model
Kindergarten - Grade 8
Students who test at the Entering and Emerging levels receive a higher level of support. These students
receive stand-alone ENL instruction and integrated ENL/ELA instruction. Students who test at the
Transitioning, Expanding, and Commanding levels receive integrated ENL/ELA instruction. Please note
ENL teachers have flexibility in how ENL services are provided for students who test at the Commanding
level.
During online learning, ENL teachers will provide small group or 1:1 instruction for ENL students which
will be designed to support English language acquisition and English Language Arts standards and other
content areas.
High School
Students who test at the Entering and Emerging levels receive a higher level of support which combines
ENL, ELA, and content support (Entering = 3 periods, Emerging = 2 periods) Students who test at the
Transitioning and Expanding level receive one period of ENL support. The academic progress of students
testing at the Commanding level is monitored by the ENL teacher and the guidance department.
During online learning, ENL teachers will deliver lessons that address English language acquisition and
content area goals.
English as a New Language (ENL) Hybrid Model
Elementary
All ENL students (Entering, Emerging, Transitioning, Expanding, Commanding) will attend school on
Mondays and Tuesdays with Cohort A and receive ENL instruction. Students will receive integrated
ENL/ELA instruction on these days (in collaboration with classroom teachers). ENL students will then
participate in remote independent instruction with ENL teachers during the remainder of the week.
A selection of ENL students from each building will receive in-person instruction at school Monday,
Tuesday, Thursday, and Friday. ENL teachers will determine which students (on an individual basis)
require four days of in-person instruction. These students will typically be those who score at the
Entering or Emerging level. In our K-2 buildings (Overlook and Traver Road), ENL students will receive
ENL instruction in general education classrooms on Mondays and Tuesdays. On Thursdays and Fridays ,
ENL students will receive ENL instruction in the ENL classroom (they will not attend the general
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Updated September 1, 2020
education classroom, but will receive lunch, recess, and special). In our K-5 and 3-5 buildings (Vail
Farm, Titusville, West Rd, Noxon, Arthur S May), ENL students will attend all four days in the general
education classroom and will receive additional pull-out time with the ENL teacher.
Middle School
LaGrange Middle School
ENL students will receive in-person instruction on the days they are assigned to attend school. In
collaboration with content teachers, ENL teachers will teach a combination of push-in and pull-out
classes. These lessons will address English language acquisition and content area goals. ENL students
will receive online support from their ENL teacher when they are home for remote independent
instruction.
In the event that a newcomer (Entering level student) enrolls, this student will be eligible to attend in-
person classes for all four days.
Union Vale Middle School
ENL students will receive remote ENL support. This will be done in collaboration with content teachers.
High School
ENL students will receive in-person instruction on the days they are assigned to attend school. The ENL
teachers will also provide online support for students who are home working on remote independent
instruction.
A small group of ENL students will receive in-person instruction at school Monday, Tuesday, Thursday,
and Friday. ENL teachers will determine which students (on an individual basis) require four days of in-
person instruction. These students will typically be those who score at the Entering or Emerging level.
Translation
The Arlington Central School District is committed to providing information to families in their preferred
language. When viewing documents on the District website, use the Chrome browser to translate. There
is a dropdown menu that allows you to change the language.
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Updated September 1, 2020
We are also able to provide interpreters for phone calls and meetings. Teachers can request interpreters
from a list of district-approved interpreters. Please know that it is difficult to find interpreters with short
notice.
Resources and Supports for English Language Learners are available in the table below.
Recorded PDs from BOCES (various webinars)
Building Community: Maintaining Presence in Online Learning
L.I RBERN Youtube (recorded PDs)
The Impact of Trauma in the
Classroom (webinar)
Trauma & the Immigrant
Experience: Impact on Students & Families
Accommodations for ELLs on NYS
Assessments
Using Flipped Instruction to Create
Interactive Learning
Brief Videos on Resources:
Scaffolds for ELLs in the Digital Classroom
Read and Write: Free Chrome
Extension tool
Using DEEPL Translator
(outperforms Google Translate)
Other Helpful Resources: (PDFs)
Cyber Learning Environments for ELLs: PDF
Checklist for Increasing Academic
Language (good for ALL learners)
Scaffolded Lesson
Checklist/Planner
ELL Formative Assessment
Checklist
Virtual Co-Planning Template
NYS Bilingual Glossaries
ELA Bilingual Glossary ELA Regents Bilingual Glossary
Spanish House on Mango Street: La Casa en Mango Street
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Updated September 1, 2020
Using Google Translate: 4 minutes for Students
Using REWORDIFY: Teachers &
Students (FREE)
Times in Plain English (easy read
articles)
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Updated September 1, 2020
General Education Student Supports
If your student needs assistance with the assignment or coursework, you may do the following:
● Reach out to the teacher via email (or contact information provided by the teacher) to request help
with an assignment.
● If the student is struggling with assignments across their courses/subjects, reach out to the
guidance counselor to request extra support (Grades 6-12).
● If following the suggestions above does not result in a change, reach out to the assistant
principal/principal to discuss the academic struggles the student is experiencing.
If you are interested in learning more about our instructional programs and teaching strategies, regardless
of whether or not your student is struggling, please see the Curriculum & Instruction Administration
webpage for links, resources, and social media opportunities to receive tips and ideas.
If you are a teacher/staff member and are concerned about a student’s academic performance, you may do
the following:
● Reach out to the family to discuss support that may be needed (i.e. meals, at-home routine
suggestions, attending office hours, one-to-one check-ins with student/family and teacher, one-to-
one work with a TA).
● If the suggestions in the first bullet have been exhausted, please discuss the students’ needs with
the guidance counselor (if applicable), as well as the administrator. A referral to RTI/AIS may be
made, in a similar format, as it would be during a normal school year.
K-5 Reading/AIS Teacher Support
K-5 Reading Teachers can serve in any of the following roles, as chosen by the building principal and
reading teacher support for the purposes of best supporting reading intervention needs in their specific
communities:
● Be present on-site to support students in classrooms during hybrid teaching.
● Maintain a grade level support period during the school wide schedule, whether online and/or in
hybrid.
● Provide reading intervention services online, during online learning, as well as during hybrid
teaching, if preferred over presence in classrooms to meet student needs.
● Reading intervention services may take the format of small reading groups, one-to-one instruction,
book clubs, tutoring support, etc., in response to the needs of the students in the building
community.
● A variety of instructional materials may be used in response to the needs of the individual students
(i.e. Leveled Literacy Intervention, Wilson Reading). Leveled Literacy Intervention digital
materials will be released by the publisher by the end of October.
● Begin the school year working with reading intervention students from the 19-20 school year. As
previously identified Reading/AIS students build comfort with online/hybrid teaching, reading
teachers may discontinue services in RTIm Direct (online management system for AIS
instruction), as well as new students may be referred during the RTI/AIS process.
● Reading/AIS teachers are expected to have student contact during each period of the online/hybrid
daily schedule, as they would during a normal school day, outside of their lunch and prep periods.
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Updated September 1, 2020
● Reading/AIS staff in sister schools (Traver & West; Overlook & Titusville) are asked to
collaborate on meeting the needs of students in the transition grades between the two buildings.
● Reading/AIS teachers are expected to communicate regularly with families, as they would during
a normal school year.
● Reading/AIS teachers are not expected to hold regular instructional sessions on Wednesdays, but
to participate in the professional schedule in collaboration with classroom teachers.
K-5 Math/AIS Teacher Support
K-5 Math AIS Teachers can serve in any of the following roles, as chosen by the building principal and
math teacher support for the purposes of best supporting reading intervention needs in their specific
communities:
● Be present on-site to support students in classrooms during hybrid teaching.
● Maintain a grade level support period during the school wide schedule, whether online and/or in
hybrid.
● Provide math intervention services online, during online learning, as well as during hybrid
teaching, if preferred over presence in classrooms to meet student needs.
● Math intervention services may take the format of small math groups, one-to-one instruction,
tutoring support, etc., in response to the needs of the students in the building community.
● A variety of instructional materials may be used in response to the needs of the individual
students.
● Begin the school year working with math intervention students from the 19-20 school year. As
previously identified Math/AIS students build comfort with online/hybrid teaching, math AIS
teachers may discontinue services. New students may be referred during the RTI/AIS process.
● Math/AIS teachers are expected to have student contact during each period of the online/hybrid
daily schedule, as they would during a normal school day, outside of their lunch and prep periods.
● Math/AIS staff in sister schools (Traver & West; Overlook & Titusville) are asked to collaborate
on meeting the needs of students in the transition grades between the two buildings.
● Math/AIS teachers are expected to communicate regularly with families, as they would during a
normal school year.
Math/AIS teachers are not expected to hold regular instructional sessions on Wednesdays, but to participate
in the professional schedule in collaboration with classroom teachers.
Childcare Centers
Arlington CSD has partnered with local childcare centers in the past to support the transition of students
from pre-kindergarten into kindergarten, through the office of Dana Brown, Director of ELA, Social
Studies, and Library Media Services. Childcare centers should communicate directly with the families
they serve, if they are assisting the families in facilitating online learning. Childcare centers wanting to
stay informed about instructional programs and teaching strategies used in the Arlington CSD can access
the information on the Curriculum & Instruction Administration webpage for links, resources, and social
media opportunities to receive tips and ideas.
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Updated September 1, 2020
SchoolTool Parent Portal
Parent Portal Login
The Arlington Central School District uses a program called SchoolTool to manage our student records.
The Parent (SchoolTool) Portal provides parents and students with secure online access to see a student's
● Emergency Contacts
● Daily Attendance
● Course Schedules
● Progress Reports
● Report Card Grades
● Grades 3 - 8 NYS Assessment Scores
● NYS Regents Exam Scores
● Assignments (Grades 6 - 12)
It is our hope that the Parent Portal will greatly improve the partnership between schools, parents, and
students. Once you sign up for the Portal, see the link for information on downloading the
SchoolTool Mobile APP.
In order to access the Parent Portal:
1. Parents/guardians will need to complete the fillable PDF version of the Parent/Guardian Registration
form.
a. Save the file as follows: last name-first name (ie: smith-john.pdf).
b. Open the document on your computer.
c. Fill in all of the information (please list all children currently enrolled in the Arlington
Central School District on one form).
d. Each parent must complete their own form with their own email address.
e. Parent/Guardian must DIGITALLY SIGN the document. Once you click on the box
the document will walk you through the process.
f. Save the document again.
2. Attach the following documents in an email to [email protected]
a. The completed and signed Parent Portal Registration Form.
b. A copy of your photo identification.
3. You will receive an email with a link to join a Google Meet. You will then show your photo
identification to a member of the CAO staff to verify your identity.
4. Once the verification process has been completed your account will be created and you will receive
an email notification with a temporary password to access your account.
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Updated September 1, 2020
Parents and students should read the Parent Guidelines carefully.
Please allow 3 - 5 business days for us to enter your information. Once your information is entered into
our database, you will receive an email with a password so that you can securely login to the SchoolTool
Portal.
If you have any questions, please email the help desk at [email protected]. When requesting
assistance from the Parent Portal Help Desk it is necessary to supply some information to verify your
identity. Please give your full name and the name(s) and grade(s) of your children. All requests must
come from the email address that is registered to your name.
Note: There are NO family accounts and only the registered user has permission to access this account
with this email address and password. Passwords should not be shared with anyone.
SchoolMessenger
SchoolMessenger Login
Arlington uses the SchoolMessenger callout service to phone, email and text you about emergencies,
school closings, early dismissals, as well as to inform you about school activities and important dates.
● Each parent/guardian has a SchoolMessenger account, so each parent will receive messages on the
primary phone and email we have listed for you in SchoolTool.
● Non-custodial parents will now receive phone notifications (if we have your number), unless you
opt out using the new SchoolMessenger App.
● All parents/guardians who do not want to receive a 5:00 am closing/delay call must opt out using
the App. Please sign up for the SchoolMessenger App immediately so that you get the information
you want, the way you want it!
● The District has automatically added one primary phone number and one email per
parent/guardian to SchoolMessenger to receive notifications. If you want to receive messages at
any other phone number or email address, you must add this contact information through the App.
The SchoolMessenger App provides access to all the messages and information sent by the Arlington
Central School District. Accessible from any internet-enabled device, the SchoolMessenger App visually
displays and organizes alerts, notifications, and attachments for easy review and reference. The
SchoolMessenger App also allows you to customize how you receive communications from the school
and district. If you download the app on your mobile phone, you will be able to receive push notifications.
In order to access the SchoolMessenger App: You must have a valid email address and it must be listed in SchoolTool. If you have a SchoolTool
(Parent) Portal account, you will use your Parent Portal email address.
a. Download the SchoolMessenger App from the Apple App Store or Google Play Market, or
you can also access the SchoolMessenger App web portal at
https://go.schoolmessenger.com
b. After authenticating via the link sent to your email, return to the SchoolMessenger App
and sign in using your email and password.
c. You will see the message screen that lists any recent messages.
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Once you have created your account, your records will automatically link with your email address. You
can then:
● View the records associated with your account – student, staff, parent records.
● Review the last 30 days’ worth of messages for all your associated records.
● View your contact information and configure how you would like to receive notifications.
Be sure to check out the Questions and Answers page on our website.
Note: SchoolMessenger is the system that notifies parents of important school and district
announcements, including closings, delays, and other emergencies. For help with SchoolMessenger, email
Teacher Evaluations
Teacher evaluations are governed by NYSED Regulation 3012-D. This requirement, as of the writing of
this document, have not been waived for the 2020-21 school year. The Arlington APPR plan can be
found at this link. Teachers are observed multiple times throughout the year on specific areas of their
responsibilities with teaching and learning. For the 2020-21 school year, the following components are
scheduled to be the focus of our observation process:
1B, 1F, 2A, 2B, 3A, 3C, 3D, 3E, 4A, and 4C.
Please note that the District has not discussed, as of yet, the process for observing teachers for this school
year. These components could change.
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Updated September 1, 2020
Standardized Assessments
Beginning in grade 3, there are a number of standardized assessments students are required to take.
Please see the chart below to see dates for each assessment for the 2020-21 school year. NYSED has not
postponed or cancelled assessments for this year as of the writing of this document.
Please know that Arlington will NOT offer the SAT or the ACT this fall. Families in need of those
assessments are encouraged to plan accordingly.
Elementary/Middle Assessments Dates
NYSED ELA Assessment Grades 3-8 April 20 - 22, 2021
NYSED Math Assessment Grades 3-8 May 4 - 6, 2021
NYS Alternate Assessments March 8 - June 11, 2021
NYSESLAT - Speaking April 19 - May 28, 2021
NYSESLAT - Listening, Reading, and Writing May 17 - May 28, 2021
Grade 4 Science Performance May 25 - June 4, 2021
Grade 4 Science Written June 7, 2021
Grade 8 Science Performance May 25 - June 4, 2021
Grade 8 Science Written June 7, 2021
Source: http://www.p12.nysed.gov/assessment/schedules/2021/ei-test-schedule21rev.pdf
High School Assessments Dates
January Regents Week January 26 - 29, 2021
June Regents Period June 2 - 18, 2021
August Regents Period August 12 and 13, 2021
Source: http://www.p12.nysed.gov/assessment/schedules/2021/regents-exams-tentative-dates-2021.pdf
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Updated September 1, 2020
School Libraries
Guidelines on Classroom Library Usage
● Students will wash their hands before visiting the classroom library.
● Only several (1-3; depending on the size of the classroom library) students at a time will be
in the classroom library, in accordance with social distancing guidelines.
● Students will return books to a bin to quarantine for 72 hours before the book returns to the
classroom library.
School Library Access
Hybrid Online
Hours A schedule for independent
book checkout by students that
limits the number of people in
the library will be in place at
each school.
No students will be in the
library. Each school library will
have a schedule for curbside
pickup.
Book selection Elementary
● Students will use hand
sanitizer as they enter
the library.
● Students will browse
OPALS catalog online
and use the OPALS
reserve feature to select
books
● No shelf markers will
be used.
● There will be limited
physical browsing.
● Students will check out
eBooks via the SORA
app in their Google
Drive.
● Librarians will
maintain reading
choice boards for
students.
● Librarians will post
book trailers so
students know which
books are available.
● There will also be
displays of books for
● Students will be able to
browse OPALS catalog
online and use the
OPALS reserve feature
to select books (see
School Library website
listing at the end of this
section). (Click here to
learn how to search the
OPALS card catalog)
● Students will be able to
check out eBooks via
the SORA app in their
Google Drives.
● Librarians will maintain
reading choice boards,
libguides, and other
guides to help students
with independent
reading selections. (See
school library websites
listed below)
● Librarians will also post
book trailers for students
to know which books
are available.
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Updated September 1, 2020
checkout.
Secondary ● Students will use hand
sanitizer as they enter
the library.
● Students will be able to
independently browse
books while masked &
following social
distancing guidelines.
● Students will be able to
and encouraged to
reserve physical books,
as well as ebooks.
Book check-out ● This will be limited in
the building, and
curbside pickup will be
twice per week.
● Holds will be delivered
to classrooms.
● There will be
classroom checkouts of
librarian curated boxes
or crates of books.
● The number of books
that can be checked out
will be increased.
● The lending periods
will be increased.
● Curbside pickup will
occur twice a week;
There will be no person
to person contact.
● The number of books
that can be checked out
will be increased.
● The lending periods will
be increased.
Reserving/Holding
books
K-2 ACSD Book Hub order
Grs. 3-12 Online via OPALS
reserve function.
K-2 ACSD Book Hub order
Grs. 3-12 Online via OPALS
reserve function.
Book returns
● Indoor Library bins
● Curbside bins
● Library materials will
be quarantined for 72
hours upon return.
● Curbside bins
● Library materials will be
quarantined for 72 hours
upon return.
Instruction Librarians will provide lessons
available online.
Librarians will provide lessons
available online.
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Updated September 1, 2020
Clerks
● Clerks will organize
books for curbside
pick-up and deliver
books curbside.
● Clerks will assist with
online library
instruction and
materials.
● Clerks will assist with
sanitizing associated
with library
procedures.
● Clerks will deliver
holds to classrooms.
● Clerks will organize
books for curbside pick-
up and deliver books
curbside.
● Clerks will assist with
online library instruction
and materials.
Curbside Library Pickup
Who can use Curbside Pickup?
Students will have access to materials
located in their school library.
How does Curbside Pickup work?
Check the School Library Google Classroom or the
school library webpage and complete the Google
pick up request form.
Follow the directions in the confirmation email.
Use the pickup schedule (designated days and times)
Books will be bagged or boxed or banded together
and labeled.
When you arrive to pick up your items, follow the
posted signs.
What can I place on hold for pick up?
At this time, library books and Playaways
may be requested for pickup. Only one
Playaway at a time may be checked out.
What if I have items on hold but I’m feeling sick or
in quarantine, no longer want the items, or cannot
make the next pickup time?
If you are feeling sick, STAY HOME.
Call or email the school to cancel your items.
If requested books are not picked up after one week
they will be returned to the library collection.
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Updated September 1, 2020
How do I place a hold on an item?
Check your school library website and fill
out the available Google Form.
You may browse available titles via the
OPALS catalog.
Click here to learn how to search the
OPALS card catalog.
Use the OPALS reserve function.
When and where can I pick up my items?
You will be notified when your items are available
via email. Follow the instructions in the email.
Depending on the volume of requests, it may take 72
hours to pull your titles.
Pickup is at the school library from which you
requested your books.
How many items can I pick up using
Curbside Service?
Students may check out 10 books at a time.
Playaways may be checked out one at a
time.
When are my items due and where do I return
items?
The lending period for items is 2 weeks. There will
be special arrangements for families with pick-
up/return concerns.
Phone or email if you need a renewal.
It is preferred that items be returned to the lending
school.
Items may only be returned during pickup times.
Please follow the directions on signs at the school.
Who can pick up my items?
Anyone may pick up your items
Why do returned items still show up in my account?
All returned items are placed into a 72-hour
quarantine before checking them in.
Returned Items may stay on your account for up to a
week.
What is the process for safe handling of library
materials?
When books are returned to the library, library
materials will remain in a book bin for a total of 72
hours. After that time, using gloves, the library
personnel will take the books out of the bin, will check
in the books and then shelve them. When library
material is requested by a student, library personnel
will find the material on the shelf, will check out and
bag the material and then notify the student/family that
the material is ready for pickup. When the
student/family comes to the school to pick up the
material, they will park in a designated pickup space
and will call the school library. Someone will bring
out the library materials and will place them on the
front passenger seat of the car. Returned materials
will also be retrieved from the front passenger seat at
this time.
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Updated September 1, 2020
School Library Websites:
Arlington High School Joseph D’Aquanni West Road Elementary
Lagrange Middle Noxon Road Elementary
Union Vale Middle Overlook Primary
Arthur S. May Titusville Intermediate
Beekman Elementary Traver Road Primary
Vail Farm Elementary
Community Support from Public Libraries
All of the public libraries in our community have continuous activities and materials for families to access
for free. You may visit any of the websites below to learn more about applying for a library card online.
The Beekman Library is lending hot spots and laptops, and the Pleasant Valley library also has hot spots
to lend.
Beekman Library LaGrange Library
Pleasant Valley Library Poughkeepsie Public Library District
East Fishkill Community Library
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Updated September 1, 2020
Learning Materials
Use of Learning Materials
● Independent sets of materials will be utilized as much as possible (i.e. crayons, pencils).
● If it is necessary for students to use a communal set of supplies (i.e. microscope,
calculator), students will wash their hands before and after the use of the material. The
material will be sanitized, as appropriate.
Distribution of Materials to Students
Teachers may want to consider making the following materials available for student use at home:
● Go Math Workbooks
● Wilson Reading Student Materials and Workbooks
● Fundations Student Materials and Workbooks
● Classroom Library Books
● Leveled Literacy Intervention Book Packs (K-5 Reading/AIS students)
● Textbooks
● Materials related to hands-on courses
In order to get these materials to students, please utilize the school building’s procedure for curbside pick-
up. Teachers/School Principal will notify families of dates/times of curbside pick-up of materials. Please
organize curbside pick-up to include as many of the materials across courses as possible, to eliminate
multiple incidents of pick-ups for materials. Materials will be shipped to families unable to complete
curbside pick-up.
How to Match Students to Books
In the absence of formal Fountas & Pinnell or Scholastic Reading Inventory assessment (K-6), the
following may be utilized to quickly match a student’s reading level to a particular set of books:
● RAZ Kids/Reading A-Z (K-5)
● Five Finger Rule: Have the student read 100 words from a book and raise a finger for every word
that isn’t read correctly. If five fingers are raised, the book is probably too hard.
● Students may pick books they are interested in reading. If the book is too hard or too easy, they
may abandon the book, and choose another one.
● Please see school library and public library sections for ways to get books for students.
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Updated September 1, 2020
Continuing Education Program
An update about Continuing Education will be included in next week’s update.