Daniels Farm School Newsletter
From the desk of Mr. Kunschaft for the Month of February 2018
Printable Version- March 2018
Writing: We continue to work on our non-fiction writing unit. The students have been working very hard on making their writing easy to read. They have been rereading their “How to” books to make sure they are: leaving spaces between their words, starting sentences with a capital letter, and using ending punctuation. The students have also added exciting introductions and conclusions to grasp the reader’s attention.
Reading: In Fundations, we are working on blending CVC (consonant-vowel-consonant) words, both real and nonsense. We continue to build our toolboxes of strategies for reading. When your child brings home their independent reading books, please ask them to share with you the strategy they are using when they come to an unknown word. Please continue to practice sight words at home. This helps build your child’s fluency in reading.
Math: We are continuing our unit on geometry. This includes both 2D and 3D shapes. We have been sorting, comparing, describing, and identifying the various shapes. In addition, the students have been making real life connections to the shapes in the environment. We will be starting our new unit: How Many Do You Have? In this unit the students will focus on strategies to solve simple addition and subtraction problems, using manipulatives, drawings, and tools. The unit concludes with an introduction to teen numbers and ways compose and decompose numbers up to 20.
Science: We just had a visit from High Touch/High Tech for an interactive, in school field trip about animal homes. The focus was on where animals live and why they live in that environment. This focus tied nicely to our current science unit: Molecules to Organisms. Students have been looking at various habitats and why certain animals live in those habitats.
Extra: Handwriting – when your child practices writing at home, please make sure that they are using proper letter formation. We talk a lot in school about making your writing readable. All letters should start at the top. The top may be the middle of the line but we never start from the bottom up.
Fundations: In Unit 10 of Fundations, first graders will learn to add the suffixes –s, -ed-, and –ing to these words. We continue to review the –r controlled vowel sounds and the remaining vowel teams (oa, oe, ou, ow, oo, ue, ew, au and aw) in order to improve our reading. Remember to practice your trick words! There continues to be a trick word test each Friday in the classroom.
Writing: In Writing, we will begin studying poetry in the unit Music in Our Hearts: Writing songs and Poetry. Throughout this unit, students will write poems and songs with a focus on structure, experiment with powerful language, practice with language and word choice to capture feelings, as well as continue to revise and edit their work. The teachers continue to remind students to start sentences with capital letters and end sentences with the correct punctuation.
Reading: In Reading, we are exploring the strategy of Visualizing to improve comprehension of poetry and fictional texts. The children continue to independently read non-fiction and fiction and are being asked to retell giving facts on the subject or details about the story. The children are involved in Reader’s Workshop and working on both his/her fluency and stamina. The first grade teachers are very excited about the excellent reading they are seeing in their classrooms each day.
Math: In math, we will begin working in Unit 6 of Investigations. The students are reviewing and practicing combinations of 10. They will be introduced to story problems with missing parts and continue our work with story problems in both addition and subtraction. Please remember to work on Xtra Math at home. Math fact fluency and memorization should be starting to happen now in first grade.
Science: In Science we continue our work in the Light and Sound Waves Unit. First grade scientists will observe the vibrations that create sound waves, and begin to understand that changing the length of a vibrating object produces different sounds. Through hands-on experiments and cooperative work, scientists will draw conclusions about how sound travels in waves through solid objects, and use waves to transmit sound over a distance
Tips: Please remember that Special Person’s Day is on March 15th from 10:30: 12:00. We look forward to meeting all of our first grader’s special guests.
Fundations: We continue to work on vowel teams. We’ve worked on long a (ai, ay), and we continue working on long e (ee, ea, ey). From there we will work on the “oi” sound (oi, oy), and then move into long o (oa, oe, ow). Don’t forget to practice your trick words. All second graders are required to read and spell all 84 grade 2 trick words.
Writing: In writing we have completed our nonfiction unit. However, we will be doing research on animals that can be found in CT and will use this information we gather to write a research report using all we have learned in Writer’s Workshop. Mrs. Windsor and Ms. O’Neill will be collaborating with us to implement this project. Some animals the students will be researching are black bear, coyote, beaver, groundhog, and chipmunk.
Reading: We will be wrapping up our reading of expository non-fiction, focusing on articles and functional texts. Students will continue to ask questions, make connections and discuss new and interesting information they are learning. We have also discussed non-fiction text features in both reading and writing, so while reading non-fiction books at home, see what text features your second grader can point out to you and what we use these features for. During the second half of March, we will revisit the strategy of wondering in fictional texts. Students will practice supporting their thinking with evidence from the text.
Math: We continue to work on our unit on collecting, analyzing and representing data. We will soon begin our newest unit in math titled “How Many Floors? How Many Rooms?” In this unit, children will learn about growing patterns in ratios and equal groups. We start off by looking at “rooms” and “floors” of snap cube buildings and we learn how to create tables to represent the ratio relationships. Please ensure your child is practicing their math facts on a daily basis. Quick recall for both addition and subtraction facts, as well as memorization of these facts, is necessary for second grade. Also, please work on telling time to five minutes using analog clocks at home for extra practice, as well as counting coins (pennies, nickels, dimes, quarters).
Science: As we move into the next phase of our science unit, the students will make observations of plants and animals to compare the diversity of life in different habitats. They will compare the difference between river and forest habitats and will study prey and predators of beavers and woodchucks. In addition, the students will have the opportunity to describe how animals have adapted to land habitats and water habitats, which allows them to be protected from predators in these habitats. We will also be continuing our research project on a native CT animal that can be found in our ecosystem. Students thoroughly enjoy the hands-on activities, and are practicing recording their observations and conclusions in their Interactive Science Notebooks.
Social Studies: During the month of March, second graders will continue their studies of prominent figures in history, holidays and health. Students will also continue to learn about current events using Time for Kids magazine.
Extra: Thursday, March 15th is an early dismissal day, for afternoon and evening parent/teacher conferences (no lunch will be served).
Writing: In Writing, we will continue to work using our program, the Writing Workshop from Lucy Calkins. We will continue our unit on opinion writing. Students will grab their readers’ attention by stating their opinions in an interesting way, followed by at least three reasons to support their opinion and details for each reason. They will wrap up their pieces by creating a concluding paragraph that leaves their readers knowing exactly where the writer stands and, hopefully, persuading the reader to agree.
Reading: In Reading, we will continue to work on a variety of comprehension skills. We will review a variety of strategies and will being working on our latest skills: analyzing point of view and author’s purpose. Students can do this in their own reading at home. Remember, third grade students should be reading a minimum of 20 minutes each day/night at home. Encourage your child to read a variety of genres. We encourage students to read nonfiction to help them with their informational writing.
Math: In Math, we will begin a unit on fractions. Students will understand parts of a whole. They will learn the vocabulary: numerator and denominator. ***Please make sure your child can tell time on an analog clock.
Science: In Science, we have been learning about the human body. We began by focusing on the skeletal system and joints. Students will now learn about muscles and the nervous system.
Social Studies: Because third grade shares books on our social studies topics, we all cover the same information – just at different times. Mrs. Gomes’s class will study prairies while Mrs. Palermo’s class will learn about mountains. At the same time, Mrs. Pastir’s class will learn about oceans while Mrs. Dagan’s class will focus on forests.
Other: Students will have exposure to SBAC questions this month. They will have the opportunity to see what the computer test will look like and practice using examples in both math and language arts
Writing: Fourth graders are wrapping up the Writing Unit focusing on Persuasive Writing and Literary Essays. Students are completing a literary essay based on a short story they read in class. Their essays focus on the theme of the story and providing quotations and details from the story to support their thinking. Next, students will begin a new unit focusing on informational writing. Students will use several resources to research an idea related to immigration to write an essay and to create an informational booklet.
Reading: This year 4th grade is piloting a reading program similar to our new writing program. It is created by Teachers College Reading and Writing Project which is based out of Columbia University. Students will begin reading high interest non-fiction books and articles. They will learn to read in such a way that they can summarize a text and use text structures (compare/contrast, cause and effect, main idea/detail…) to help figure out the importance of the text.
Math: Students moved into Unit 6 – Fractions and Decimals. In this unit students work with fractions that represent halves, thirds, fourths, fifths, sixths, eighths, tenths and hundredths. They identify fractional parts of an area using pictures and rectangles, and they identify fractional parts of objects using pictures and mathematical notation. Students then make fraction cards that show area representations for fractions and mixed numbers. They compare fractions to landmark numbers 0, ½ and 1 and place fractions on a number line. Then they move into working with decimals. They start by representing and comparing decimals on a 10x10 square. Classes are also working on sample questions for the SBAC test.
Science: Students are continuing their exploration of electricity this month! Through hands-on activities and experiments in the classroom, students will be observing, questioning, and wondering about the remarkable role of electrical energy in their world. They have already learned about the three states of matter, the parts of an atom, and static electricity. This month students will be learning how to build simple, series, and parallel electrical circuits. They will observe how batteries and wires can transfer energy to light a bulb or make a motor run. Students will determine which materials are good electrical conductors and which are good insulators. Lastly, they will see how electricity in circuits can be transformed into magnetic effects as they construct an electromagnet.
Social studies: In social studies, the 4th graders are completing their unit on state and local government. It culminated with a visit from Representative Dave Rutigliano which will get the students ready for our trip to Hartford in May. Next, we will focus on the Northeast. We will begin with a look at the arrival of the first European settlers to the Northeast and discuss how they used the resources for trade. Then we will focus on how industry changed the region from one of small towns to one of heavily populated cities.
Other News: Fourth graders will be going on a Field Trip to the Eli Whitney Museum at the end of March. Permission slips will be sent home soon with more information. At the museum students will get to practice their electrician skills by building a reverse switch buggy.
Writing: In writing, the journalism unit is ending with the publication of their featured article. The next unit is research based informational writing. Students will do research on the events leading up to the American Revolutionary War for their writing.
Reading: In reading, students will be involved in the unit on ‘Challenges of Childhood’. The unit will focus on excerpts from such works as Hey World Here I Am and Knots in My Yo-Yo String. Skills involved are identifying point of view, perspective, and word choice.
Math: In math, students are continuing our unit on decimals. Students will learn to compare and order decimals based on their value. Students will also take on adding, subtracting, multiplying, and dividing with decimals in this unit.
Science: In science, students are continuing our unit on light, lenses and mirrors. Students will experiment with light as it passes through colored filters. They will examine the primary colors of light and how pigments help us to see different colors. Students will also take part in activities involving the properties of flat and curved mirrors, and the way light is refracted through concave and convex lenses.
Social Studies: In social studies, we have finished learning about the Original 13 Colonies, ending with the Southern Colonies. Students will be learning about the beginning events leading up to the Revolutionary War, focusing first on the Frontier and then the French and Indian War.
What do good readers do? This month we will focus on how good readers tune in to the author’s purpose for writing. There are three main reasons that authors write. An acronym that is used to help learn this is, ”It is easy as PIE: Persuade, Inform, or Entertain.” One of the first types children learn is persuasive. Children learn that authors persuade by getting you to do or try something. Examples of this type of text are: magazines, billboards, advertisements, reviews, opinions, and political ads. The second type is informational. Here, the author tries to inform you by giving you information and facts about a topic. Examples of this type of text are: non-fiction, documentaries, news articles, biographies, recipes, and historical and science texts. The last purpose for reading is entertainment. Here the author’s goal is to make you enjoy the story by keeping the reader’s attention with characters and events. Examples of this are: fictional, fantasy, mystery, comics/jokes, adventure and poetry. Children become solid at determining author’s purpose with multiple exposure to various mentor texts while examining their features. The structure of a biography is very different from that of a recipe or a mystery. Being able to recognize author’s purpose helps aid in comprehension.
A Parent’s Guide to Helping Your Child with Today’s Math: My child talks about working in pairs and groups. Is this helpful?
Research shows that students’ working together helps with understanding. It allows more time for all young people to talk about what they know and don’t know. During group problem-solving, teachers are actively listening to the students’ reasoning which, in turn, helps them better understand the students’ thinking.
There is still time in the classroom for students to work independently, and teachers know how important that is. Business and industry leaders say that the three “R’s” are still important but that new employees also need good communication skills and the ability to work in a team. From nea.org/parents
Kindergarten: The spring months offer lots of fun opportunities for art projects. Our kindergarten artists are about ready to begin drawing the human form. We use shapes to represent the parts of the human form in order to move away from stick renderings. We will spend several weeks working on drawings and connecting sight words with the figures.
First Grade: We have just begun to review the clay skills introduced last year: getting clay smooth, rolling clay into snakes, creating coils, and forming pinch pots. Once these skills are refreshed we will be making pinch pots to paint. We will also be continuing to experiment with three dimensional structures.
Second Grade: Second grade is taking time for a fun drawing project involving polar bears. We also created printed snowman cards using stencils, sponges, and stamping techniques. In the coming weeks we will be investigating radial symmetry designs.
Third Grade: Grade 3 artists have begun a unit on master painter Vincent van Gogh. We are studying how he structured his paintings. Rather than copying one of his works, we are using that structure to guide our own paintings paying particular attention to his use of space.
Fourth Grade: The four fourth grade classes are at different places in our scheduled lesson sequence due to the schedule interruptions. Two of our classes will be finishing their study of works by John James Audubon, while the other two classes have this unit already completed and have begun our next project which is a watercolor landscape.
Fifth Grade: Our grade 5 unit on papier mache masks has begun, and our artists have each been working on learning papier mache techniques, then deciding upon a character they wish to create. The student artists are encouraged to work from an illustration rather than relying on memory. All of this work is done in art class. However, special decorations may be brought in to enhance their creations such as wigs, hats, feathers, sequins, etc.
Kindergarten: Lessons for the month of March focus on the big concepts of fast and slow! Using the great example of the tortoise and the hare story student will sing and perform with an awareness of tempo, how fast or slow the music sounds. Using the Italian words largo and presto student will explore with classroom instruments (egg shakers) and kinesthetic activities (moving like a train) the concepts of fast and slow musical sounds
Grade 1: Lessons for the month of March will center on the concepts of long and short sounds including recognizing quarter and eighth note. Students will perform quarter and eight notes using the words ta and ti-ti. They are learning a song “take a rest” which identifies rests or musical silence. Also they will learn about the way their own voices can produce different sounds by switching voices, singing, speaking, whispering and shouting.
Grade 2: Lessons for the month will continue to enforce the concept of beat and rhythm with two line dance games first “Old Dan Tucker” and later “Clear the Kitchen” where each student will get to be the leader! They will also learn to play an ostinato (continual musical motive of notes C and F) to the song “Fre Jacque”.
Grade 3: Students will be starting the first lessons on recorder. They will learn the notes B, A and G. They will soon be playing recognizable tunes! Look out for Hot Cross Buns and Merrily we Roll Along! Please remind your grade 3 students to bring their instruments and books to music classes!
Grade 4: Students will also be playing recorder and exploring the full range of notes from middle C to high C on their instruments. They will be using the book “Its Recorder Time” to learn a variety of songs including “When the Saints Go Marching In” on page 24.
Grade 5: Students will be learning about melody, the way notes move to make a piece of music. Key focus will be on the lines and spaces, notes that move up or down by step or leap and notes that repeat. They will play a game called Melody Hunt, where they will find the correct line of music based on what tones they hear. Then they will discover the I, IV, and V chords in the key of C, and practice harmonizing simple melodies that use those chords, “Twinkle Twinkle Little Star” and “The Wacky Song”.
Kindergarten and First Grade: During the month of March the kindergarten and first grade students will be finishing up Pillo Polo and beginning Soccer. Dribbling, kicking, and shooting are skills that will be taught.
Second and Third Grades: Second and Third Grade during the month of March will be finishing Pillo Polo and begin Soccer. Dribbling, passing, shooting and gameplay will all be introduced during modified soccer games.
Fourth and Fifth Grade: Fourth and Fifth Grade will be finishing Pillo Polo and begin Soccer using the “Sport Education Model”. Designated coaches will assist their team in a warm-up, practice and gameplay. Other roles include: Assistant Coach, Fitness Trainer, Equipment Manager, and Referee. Students will develop skills used in soccer and learn how a proper game is played..
Speech and Language
Inferential comprehension is a form of comprehension. The answer to this type of comprehension question is not explicitly stated, rather it is implicitly formulated. The child must think about the prior knowledge or experience they already have with a topic and blend this with details they have learned from the story to answer the question. Many inferential comprehension questions begin with question words such as, “why, what if, how, and do you think…”.
Inferential comprehension also comes in various categories. Types of inferences to make are: Problem-Solution, Cause-Effect, temporal indicators, setting indicators, character’s emotions/intentions, and author’s purpose, to name just a few. Students may be more adept at making inferences of one particular type over some others. This type of comprehension is the focus for students in 2nd/3rd grade and continues well beyond the elementary age years. Asking your children inferential comprehension questions can help expand their higher order thinking and language skills
Media Center and Instructional Technology
Welcome to March Madness! Technology continues to motivate and inspire new learning. All of our NEW 5th Grade Chromebooks are in the classrooms! They will NOT be bringing them home until next year as 6th graders.
This month, our third, and fourth graders have begun participating in a program called, “Classroom Without Walls.” Through this program, children are partnered with children from our Bridgeport partner school. Using a program called “Google Hangouts,” children will be able to video chat with their partners. While they begin chatting, they will interview each other with some prepared ice breaker conversation starters. Would you rather ride a giraffe or an elephant and why? This year’s connection content will focus on language arts and social growth. The children will watch a short video in their home school and discuss with their own classmates before using the Google Hang Out to share ideas.
Our lower grades are wrapping up their coding lessons. Our kindergarten and first grade coders will conclude their coding instruction by coding movable mice to move through mazes by providing the needed commands. Our second graders will use their coding knowledge to create a coded story with movement, speech bubbles, and spoken dialogue to conclude their coding lessons. They are using the iPad app, Scratch Jr, a free app, to write and animate their stories.
In collaboration with second grade informational writing, we will begin researching Connecticut animals and how they live. The children will be meeting in the library based on their identified animal to conduct research and take notes.
March 19, acclaimed author Candace Fleming will be visiting Daniels Farm School to inspire reading and writing. We look forward to her visit.
The Read Across America event was another hit for our students. They helped create Dr. Seuss door decorations and raised $320 for the animal shelter in Trumbull. Dr. Seuss would be proud to know his legacy of being kind to animals continues in his name.
FOR EVERYONE: Please help your child remember to return books to the library on their Library Day. Thank you!
Offices of Social Worker & School Psychologist
One of the best stress relievers is exercise. Physically active children generally report happier mood and fewer symptoms of depression than children who are less active. Researchers have found that exercise seems to help children cope with stress.
Since our children are often engaging in sedentary activities like watching television and playing video games, it is important to encourage them to partake in opportunities for physical exercise. Daniels Farm PTA offers a great way for your kids to get in some extra exercise. The Kids Marathon starts soon and can benefit your kids both physically and mentally. Consider encouraging your child to participate!
Health/ Nurse's Office
Healthy Eating - What should my child eat?
Just like adults, children need to eat a wide variety of foods. Every 5 years, the U.S. Government releases a set of guidelines on healthy eating. The guidelines suggest balancing calories with physical activity. The guidelines also recommend improving eating habits to promote health, reduce the risk of disease, and reduce overweight and obesity. The guidelines encourage Americans ages 2 years and older to eat a variety of healthy foods. Suggested items include the following:
- Fruits, vegetables, unsalted nuts and seeds, and whole grains
- Fat-free or low-fat milk and milk products
- Lean meats, poultry, seafood, beans and peas, soy products, and eggs
Another important guideline is to make sure your children eat breakfast to spark the energy they need to focus in school. Not eating breakfast is often linked to overweight and obesity, especially in children and teens.
How can I help my child eat better? Use less fat, salt, and sugar.
- Bake or roast instead of frying. You can get a crunchy texture with "oven-frying" recipes that involve little or no oil.
- Choose and prepare foods with less salt, generally processed foods tend to have significantly more sodium than fresh or frozen foods . Have fruits and vegetables on hand for snacks instead of salty snacks like chips.
- Limit the amount of sugar your child eats. Choose cereals with low sugar or with dried fruits as the source of sugar
- Make half of what is on your child's plate fruits and vegetables
- Avoid oversized portions.
Four for fitness - Experts note that most Americans don't get enough potassium, calcium, vitamin D, and dietary fiber. Calcium builds strong bones and teeth. Potassium helps lower blood pressure and reduces bone loss. Vitamin D supports bone health. Dietary fiber promotes normal digestion and may help reduce the risk of heart disease, obesity, and type 2 diabetes. Here are some ways you can boost your children's intake of these nutrients.
- Dish up more fruit for breakfast, snacks, and desserts. Add dark green, red, and orange vegetables to stews and soups. Add beans (black, kidney, pinto), peas, and lentils to casseroles and salads. For meal planning ideas and healthy recipes, see Nutrition.gov.
- Serve more low-fat milk and milk products. If your child cannot digest much lactose, serve lactose-free products or fat-free milk and yogurt. (Lactose is the sugar in milk that may cause some people stomach pain and bloating when they drink milk or eat milk products.) Your child can also try soy or rice drinks enriched with calcium or vitamin D.
- Be active with your child outside in the sunlight to improve vitamin D levels naturally. Serve fresh, frozen, or canned salmon, shrimp, and light tuna (not albacore). For young children, you may serve fish in small portions totaling up to 12 ounces each week.
- Replace at least half of the refined grains (breads, pasta, rice) your child eats with whole-grain foods. Eat more bran. Check Nutrition Facts labels to find products high in dietary fiber. Look at the ingredients list to be sure that whole grains are one of the first items.
Think about the drink
- Replace at least half of the refined grains (breads, pasta, rice) your child eats with whole-grain foods. Eat more bran.
- Serve water or low-fat or fat-free milk more often as the drink of first choice.
- Reduce the amount of sugar-sweetened sodas and fruit-flavored drinks that your child drinks.
- Offer fresh fruit, which has more fiber than juice, more often than 100% fruit juice.
Limit fast food
- Order a side fruit bowl or salad instead of fries.
- Ask for sandwiches to be prepared without sauce
- Order "small." Avoid super-sizing.
Offer healthy snacks
- Try to keep healthy food in the house for snacks and meals for the whole family
- Offer such snacks as sliced apples, oranges, pears, and celery sticks. Or try whole-grain bread served with low-fat cheese, peanut butter, or soynut butter.
- Give your children a healthy snack or two in addition to their three daily meals to keep them energized.
- Read nutrition labels. Some foods, like snack bars, are not as healthy as they seem.
- But if the right foods are offered at the right times, snacks can play an important role in managing kids' hunger and boosting nutrition. A well-timed snack can even out spikes in hunger and provide a much-needed energy boost between meals.
- Snacks can keep younger children from getting so hungry that they become cranky, and they can keep older kids from overeating at larger meals. And for picky eaters of all ages, snacks can be added insurance that they're getting the necessary nutrients.
- This doesn't mean that giving your child a cupcake half an hour before dinner is suddenly a good idea. The best snacks are nutritious — low in sugar, fat, and salt. Fresh fruit and vegetables and foods that contain whole grains and protein are also good choices.
- But it's not just about what you offer as a snack — it's how much you serve and when. Pay attention to portion sizes and timing of snacks so they don't interfere with a child's appetite for the next scheduled meal.
- Kids who are allowed to graze all day long often have a hard time figuring out when they're truly hungry — one key to maintaining a healthy weight in childhood and later in life. A structured meal and snack schedule is one solution. You offer the meals and snacks at the same times each day, and your kids can decide what they want to eat and how much.
- Limit eating at home to specific areas such as the kitchen or dining room.
- Healthy Snack Ideas
- Fresh, frozen, or canned vegetables or fruit served plain or with low-fat yogurt
- Pretzels or air-popped popcorn sprinkled with salt-free spice mix
- Homemade fruit smoothies made with fat-free milk or yogurt and frozen or fresh fruit
- Dry cereals (with no added sugars) served plain or with low-fat or fat-free milk
Third Grade Physicals: All students enrolled in 3rd grade are required to have a health assessment/physical exam which must be performed between June 1, 2017 – June 1, 2018. Reminder letters will go out this week (weather permitting), if you have not yet submitted the required health assessment for your student. If you have not already done so, PLEASE schedule an appointment for your child as soon as possible. The Superintendent of TPS has instructed all building principals to exclude from school all students who are not compliant on June 2, 2018. Students may resume membership in TPS when the required health assessment has been submitted. The required State of CT Health Assessment Record (blue form) can be obtained by contacting the school nurse
Kindergarten Physicals: All students enrolled in kindergarten were required to submit a copy of their 5-year-old health assessment/physical exam by December 31, 2017. Reminder letters were sent out last week. If you received a letter please submit the required health form immediately. The Superintendent of TPS has instructed all building principals to exclude from school all students who are not compliant on June 2, 2018. Students may resume membership in TPS when the required health assessment has been submitted. The required State of CT Health Assessment Record (blue form) can be obtained by contacting the school nurse
If a student did not pass the Welch Allyn Spot Check Vision Screening performed in November of 2017, a copy of the vision screening report along with a referral letter was sent to parents on December 7, 2017. If you received a vision referral for your student you are required to have a licensed practitioner, MD or OD, complete the form which was enclosed with the referral letter, and return it to the school nurse as soon as possible. Reminder letters will be going out sometime this week or next.