WVCSD EdTalk & Photo of the Week: April 15, 2026

Across Warwick Valley CSD, learning is designed to be both purposeful and connected. From early literacy foundations to advanced, real-world applications, students are building skills that carry across classrooms, subjects, and grade levels.

At last week’s Board of Education meeting, a team of our elementary school administrators and teachers offered a window into the thoughtful, layered approach that shapes literacy instruction in the Warwick Valley Central School District’s elementary schools.

The process of learning how to read may seem simple – recognizing words on a page, reading aloud with fluency, answering questions about a story. But as the team shared, the process is far more intentional and interconnected.

At Warwick Valley, literacy instruction is grounded in what we call the “Warwick Way.” It is a comprehensive, districtwide approach that ensures every classroom balances explicit phonics instruction with a focus on comprehension and authentic reading and writing.

At the heart of this approach is a clear understanding of how reading develops. As outlined through Scarborough’s Reading Rope, skilled reading is not built from a single strand, but from many – the ability to recognize words and the ability to understand what those words mean – all woven together over time to create fluent, meaningful reading.

In classrooms, that understanding is broken down into four key components: word study, reading workshop, writing workshop and shared reading. Each plays a distinct role. Word study helps students “crack the code” of language, as students build foundational skills in phonemic awareness and phonics, learning to hear, manipulate, and connect sounds to print. Reading workshops provide space to practice and build stamina. Writing workshops allow students to apply what they’ve learned. And shared reading serves as the bridge, connecting skills and building confidence.

It’s a structure designed not just for learning, but for growth.

During the presentation, educators modeled what this looks like in action. In a first-grade classroom, students engaged in a hands-on phonics routine where students traced letters, said sounds, and built words—helping those skills become second nature.

In another example, shared reading demonstrated how fluency and comprehension develop together as students read alongside their teacher, listening, repeating and gradually taking ownership of a text. And in the writing workshop, students moved through the “I do, we do, you do” progression—a gradual release of responsibility, building independence as they crafted their own nonfiction pieces with clear structure and purpose.

These moments may seem small, but together, they point to something bigger: a deliberate shift from simply completing tasks to truly understanding how learning happens.

Literacy at Warwick extends well beyond the words inside a book. In art class, students connect stories to visual expression, analyzing illustrations and creating their own interpretations. In library media centers, they explore genres, connect research and develop digital literacy skills by learning not just how to find information, but how to evaluate and communicate it effectively.

Across grade levels and subject areas, students are building skills outlined in our Portrait of a Graduate, which defines the skills we want every student to leave with—becoming communicators, collaborators, problem solvers and lifelong learners.

And perhaps most importantly, they are developing a genuine love of reading.

Through read-alouds, independent exploration and meaningful engagement with texts, students are discovering that reading is not just a skill to master, but a tool for understanding the world around them.

None of this happens by chance.

The work shared that evening reflects a truly collaborative effort across our elementary schools led by Park Avenue Elementary School Principal Bill Biniaris, Sanfordville Elementary School Principal Johnna Maraia and Sanfordville Associate Principal Tim Ferraro, alongside educators Jen Disy, Alisa Kadus, Shannon Sforza, Matt Spicehandler, Alexandra Steinberg, and Aimee Urvater. Thank you!

Here are some highlights from our schools this week:

Park Avenue Elementary School
Third grade STEM students are busy working on their Oil Spill Clean-Up unit. Students have taken on the role of environmental engineers to solve a mystery in the fictional town of Greentown. They tested pH samples from across town and compared them to results from three years ago to identify where the water had become too acidic or too basic. By examining this data, classes were able to pinpoint the locations causing the pollution. Mrs. Cangialosi, STEM teacher, shared, “This lesson showed students how engineers track down environmental problems. Next, we’ll learn how to actually clean up oil spills!”

This week in Reader’s Workshop, second grade students are continuing their unit, “Stepping Into the World of Story,” where they are learning how to fully enter and experience the stories they read. They are exploring different genres of fiction, including realistic fiction, fantasy, historical fiction, and mystery. Ms. McCarren, second grade teacher, shared, “Students are working with partners who are reading the same genre to discuss how their reading is shaping the pictures in their minds. More specifically, our students are practicing visualization, using the author’s words to create clear and detailed mental images.”

Whether investigating pollution or visualizing a story, students are actively engaging in thoughtful, real-world learning.
 
Sanfordville Elementary School
Second-grade students at Sanfordville are engaged in a geography unit focused on understanding the differences between maps and globes. As part of the unit, students compare different types of maps, including political, physical, and thematic maps, with a variety of globes, such as desktop and inflatable models. They are learning that globes are spherical, three-dimensional models that more accurately represent the Earth’s shape, while maps are flat, two-dimensional representations that involve some level of distortion. Even with that distortion, maps offer important advantages, including the ability to show greater detail, ease of use, and the ability to highlight specific information like rainfall or population. By the end of the unit, students will be able to explain when it is more useful to use a map or a globe.

The Sanfordville 200 hallway recently hosted an impressive exhibition of fourth-grade writing, which students proudly shared with the school community. The display featured two main pieces: “The Best Part of Me” poems, where students wrote about a personal characteristic they value, and literary essays. In their essays, students analyzed character development, inferred emotions based on characters’ actions and thoughts, supported their ideas with evidence from the text, and made thoughtful connections.
From maps and globes to poems and literary essays, Sanfordville students are exploring, creating, and thinking deeply every step of the way.

Warwick Valley Middle School
The middle school proudly presented its annual Drama Club production of Matilda Jr. on the high school stage. After months of preparation, rehearsals, and dedication, our talented students brought this beloved story to life for the community. This annual production continues to be a highlight of the school year, celebrating student voice, creativity, and the joy of performance.

Under the direction of Ms. Mistler, and with the support of producer Mr. Peters, students spent countless hours refining their roles both on stage and behind the scenes. From learning lines and choreography to managing sets, lighting, and sound, the production reflected an impressive level of commitment and teamwork. Their work embodied the Portrait of a Graduate attributes, as students collaborated, communicated, and took creative risks in a truly authentic learning experience.

Their dedication and enthusiasm made this year’s production of Matilda Jr. an unforgettable experience for all.

Warwick Valley High School
Students in Ms. Fothergill’s College Statistics course are taking their learning beyond traditional problem sets and into real-world application through an innovative collaboration with AP Biology classes. Partnering with AP Biology teacher Ms. Touw, this cross-curricular effort highlights the meaningful connections between mathematics and science while deepening student understanding in both disciplines.

Currently studying the chi-square test for independence and goodness of fit, statistics students are exploring not only the mathematical foundations of the test, but also its powerful applications, particularly in the biological sciences. The chi-square test is a statistical tool used to determine whether observed data differs significantly from expected results, making it essential for analyzing experimental outcomes in fields such as genetics and ecology.

Through this collaborative initiative, Ms. Fothergill and Ms. Touw designed a peer-teaching project in which statistics students take on the role of instructors. Working directly with AP Biology students, they explain both the conceptual basis and practical use of the chi-square test. This allows biology students to move beyond memorization and develop a deeper understanding of why this statistical method is appropriate for analyzing their data.

In AP Biology, students frequently conduct experiments that require comparing observed frequencies with expected theoretical outcomes. Whether examining Mendelian genetics ratios or analyzing ecological population patterns, the ability to apply the chi-square test enables students to draw valid, evidence-based conclusions. With guidance from their peers in statistics, biology students gain confidence in interpreting their results with accuracy and purpose.

This interdisciplinary collaboration benefits both groups of students. Statistics students reinforce their own learning by teaching complex concepts, while AP Biology students gain valuable insight into how statistical tools support scientific inquiry. The partnership between Ms. Fothergill and Ms. Touw exemplifies how collaborative teaching can create richer, more authentic learning experiences.
By emphasizing both the “how” and the “why” behind statistical analysis, this project empowers students to think critically and make informed decisions based on data. It is a strong example of how Warwick Valley High School continues to foster innovative instruction that prepares students for success in college and beyond.

Together, these moments reflect a consistent throughline across the District: students are not just learning content, but developing the skills, confidence, and curiosity outlined in our Portrait of a Graduate, preparing them to navigate an increasingly complex world.

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Photo of the Week

Warwick Valley Middle School Drama Club students are seen performing during a dress rehearsal of Matilda Jr. on April 8, 2026.