Teaching and Learning
The purpose of the Avon Grove School District is to foster a learning environment for all students to be exceptionally well-prepared to succeed and lead full and meaningful lives.
- Curriculum
- Little Friends: Pre-K Early Learning Lab
- Dual Language Immersion Program
- Integration of Digital Knowledge
- Avon Grove Virtual
- Flexible Instruction Day (FID)
- Library Media Centers
Curriculum
The Avon Grove School District Office of Teaching and Learning directly supports the mission of the school district through the development and implementation of a rigorous curriculum, professional supports and learning for teachers and staff, and the organization of a comprehensive assessment plan that provides a full picture of each student’s strengths and needs.
The curriculum in the Avon Grove School District is directly aligned to the appropriate state or national standards for each course and organized around the Big Ideas students will take with them to each subsequent course in their educational career. The development and revision of curricular documents and expectations follows a multi-year cycle so that all curricular areas regularly monitor and adjust to the expectations for teaching and learning in the 21st century.
Professional learning in the Avon Grove School District is an ongoing process through which teachers, administrators and staff members work together to enhance practices that align with the Avon Grove School District Mission. Professional learning occurs through a variety of venues and formats, including online, blended, and direct sessions to support the unique needs of each adult. Professional learning also helps each employee maintain requirements as required through the Pennsylvania Department of Education for certification or state-mandated programs, such as new teacher induction for all professionals hired into AGSD.
Students in the Avon Grove School District participate in a comprehensive assessment program that provides important information to teachers, students, and parents regarding the progress of all students toward their learning goals and targets. Combining local assessments, state assessments (PSSA, Keystone, WIDA, etc.), and national assessments (AP, PSSA, SAT, Exact Path, etc.), teachers and administrators work together to analyze student performance and develop action steps to help all students reach their potential.
If you have any specific questions, please contact: Assistant Superintendent Dr. Jason Kotch.
Language Instruction Educational Program
Mission, Vision, and Philosophy
The Language Instruction Educational Program (LIEP) in the Avon Grove School District is built upon the Avon Grove School District vision and mission and is further defined by Avon Grove’s LIEP philosophy statement.
Mission
The purpose of the Avon Grove School District is to foster a learning environment for all students to be exceptionally well-prepared to succeed and lead full and meaningful lives.
Vision
All Avon Grove students are well prepared to create their futures.
Language Instruction Educational Program Philosophy
In the Avon Grove School District, the success of English Learners (ELs) is a responsibility shared by all. The Language Instruction Educational Program in the Avon Grove School District is comprised of two main components in accordance with federal and state legislative requirements (PDE, Educating English Learners):
- planned English language development instruction by a qualified ESL teacher, and
- adaptations/modifications in the delivery of content instruction and assessments by all teachers based on students' language proficiency levels and the Pennsylvania English Language Development Standards (PA ELDS) Framework for ELs as well as the Pennsylvania academic standards
All Avon Grove teachers strive to ensure that ELs are able to be actively engaged in the acquisition and application of English in familiar and unfamiliar settings through the integration of the English Language Development (ELD) standards. The role of Avon Grove’s English as a Second Language (ESL) teachers is to facilitate equitable learning experiences that promote social and academic language proficiency. The ESL teachers educate the whole EL by also involving families in the educational process. The teachers are advocates for equitable opportunities for all English Learners and model lifelong learning while being willing to evolve in times of educational change. An engaged EL will willingly participate and transfer their language skills across all levels of their academic and social lives.
Avon Grove’s LIEP is grounded in the belief that ELs should be immersed in meaningful and relevant experiences where the language is acquired and applied in all situations. Teaching methodologies deployed by ESL teachers include scaffolding and differentiation based on English language proficiency levels with a focus on language form and function. In addition, language is continuously acquired and refined in all content areas through practices like the gradual release of responsibility, total participation techniques, and modeling. Avon Grove’s LIEP recognizes the diverse needs of ELs and is therefore encompassed within safe, flexible, and responsive learning environments. Overall, Avon Grove’s LIEP ensures that all ELs are well prepared to create their own futures.
Instructional Models
Instructional Models
Pull-Out ELD Instruction: EL is pulled from other class time for direct ELD instruction in a separate setting
Self-Contained ELD Class: elective or extra class, not ELA replacement
Push-in ELD instruction: ESL teacher provides direct ELD instruction to ELs within the general education classroom setting
Mixed content classes (ELs and non-ELs): ELD instruction is incorporated into content instruction
EL-Only Content Classes: self-contained content class with only ELs
LIEP Classications
EL Bilingual
- Language Focus: Students should gain proficiency in both their native language and English with at least some instruction provided in the native language.
- Class Composition: ELs share the same native language.
Mixed Bilingual
- Language Focus: Approximately equal focus to English and a partner language, including content instruction in the partner language.
- Class Composition: ELs and non-ELs are placed together in the same classroom.
EL-Specific Transitional Instruction
- Language Focus: The student’s native language is used to support English proficiency acquisition, but proficiency in a student’s native language is not a program goal.
- Class Composition: ELs only.
Mixed Classes with Native Language Support
- Language Focus: The student’s native language is used to support English proficiency acquisition, but most instruction is provided in English. Support could be provided either inside or outside of the regular classroom.
- Class Composition: ELs and non-ELs are placed together in the same classroom.
EL-Specific English-only Instruction
- Language Focus: English language skills and content are the focus of instruction. The student’s native language is not used in either instruction or support.
- Class Composition: ELs only.
Mixed Classes with English-only Support
- Language Focus: English language skills and content are the focus of instruction. The student’s native language is not used in either instruction or support. Support could be provided either inside or outside of the regular classroom.
- Class Composition: ELs and non-ELs are placed together in the same classroom.
Additional Information
Pennsylvania Department of Education (PDE) Compliance Procedures
AGSD adheres to the following compliance procedures set forth by the Pennsylvania Department of Education:
Screening, Identification, and Placement
Reclassification, Monitoring, and Re-Designation
Parental Right to Refuse English Language Development Services
Title III Supplemental Program
The Avon Grove School District receives Title III federal funding annually. Title III, Language Instruction for English Learners and Immigrant Students, Part A provides supplemental funds to LEAs to improve the education of EL and immigrant children and youth, by assisting the children to learn English and meet challenging state academic content and student academic achievement standards. These funds may be used to supplement a wide array of educational services. The funds support activities that assist EL students in developing English language proficiency in comprehension, listening, speaking, reading, and writing, and in meeting the same challenging state academic content and student academic achievement standards as all children are expected to meet.
Additional Resources
The Language Instruction Educational Program, PDE
Little Friends: Pre-K Early Learning Lab
About Little Friends
The Little Friends Early Learning Lab at Avon Grove School District offers a high-quality, play-based preschool experience for children who will be four years old on or before August 31, 2026. Guided by the Pennsylvania Early Learning Standards, the curriculum emphasizes early literacy, STEM, social-emotional development, and physical development. A structured literacy approach is incorporated to build a strong foundation for reading, while hands-on, play-based learning fosters both academic and social skills to prepare children for kindergarten success.
Sponsored by Avon Grove High School, this program provides a unique real-world learning experience for high school students enrolled in Early Childhood I & II courses through the Family and Consumer Sciences department. Before participating, students must complete prerequisite Child Development coursework. Under the supervision of a certified teacher, preschoolers engage with high school students in a collaborative environment that benefits both age groups—helping our youngest learners thrive while offering high school students valuable hands-on experience in early childhood education.
Goals for Students
-
Provide a high-quality preschool experience aligned with Pennsylvania Early Learning Standards.
-
Foster early literacy and foundational skills through structured, play-based learning.
-
Develop social-emotional, cognitive, and physical growth in a nurturing environment.
-
Offer high school students real-world experience in early childhood education through hands-on engagement.
-
Create a pipeline for future educators by offering a multi-year experience for Avon Grove high school students.
Instructional Model
The Little Friends program follows the Pennsylvania Early Learning Standards, with a focus on:
- Early Literacy: A structured literacy approach that builds strong foundations for reading.
- Mathematics: Developmentally appropriate practices that build math concepts.
- Social-Emotional Skills: Activities that support children's social development and emotional growth.
- Physical Development: Opportunities to develop both fine and gross motor skills.
Children will engage in hands-on, play-based learning, guided by a certified teacher and supported by high school students gaining real-world experience in early childhood education.
Learn More About Little Friends
Application Process
- Applications are available via a Google form.
- Enrollment is open to children who will be four years old on or before August 31, 2026, and reside in the AGSD.
- Spots are limited to 15 students and filled through a lottery system.
- Families will be notified of acceptance by mid-June via email. If your child is not accepted into the program, you will be notified and offered the opportunity to be placed on a waiting list.
- A $50 non-refundable deposit is required upon your child's acceptance into the program to secure their spot.
The application deadline is March 13, 2026.
Sample Daily Schedule
Below is a sample schedule to give families an idea of what a typical day looks like at Little Friends:
| Time | Activity |
|---|---|
|
9:15-9:30 a.m. |
Welcome & Morning Circle |
| 9:30-10:00 a.m. | Literacy & Storytime |
| 10:00-10:45 a.m. | Hands-On Activities & STEM Learning Centers |
| 10:45-11:00 a.m. | Snack & Social Time |
| 11:00-11:30 a.m. | Gross Motor Play |
| 11:30-12:00 p.m. | Music & Art |
| 12:00-12:15 p.m. | Closing Circle & Dismissal |
FAQs
Who can apply for the Little Friends Early Learning Lab?
Children who will be four years old on or before August 31, 2026, and reside in the Avon Grove School District.
What are the program dates and times?
The program runs from October 6, 2026 - May 6, 2027 on Tuesdays through Thursdays from 9:15 a.m. to 12:15 p.m. Please note that students are expected to attend all three days.
How much does the program cost?
The tuition is $250 per semester (fall and spring). A $50 non-refundable deposit is required upon your child's acceptance into the program to secure their spot.
How do I apply?
Applications are now being accepted through March 13, 2026. Spots are filled through a lottery system. Apply online via our Google Form.
When will I know if my child is accepted?
Families will be notified of acceptance by mid-April 2026. If your child is not accepted into the program, you will be notified and offered the opportunity to be placed on a waiting list.
What will my child learn?
The program follows the Pennsylvania Early Learning Standards, emphasizing early literacy, STEM, social-emotional skills, and hands-on learning through play.
Who teaches the preschoolers?
A certified teacher leads the program, with Avon Grove high school students assisting as part of their Early Childhood Education training.
Where is the program held?
Classes take place at Avon Grove High School, inside a dedicated early learning classroom.
Will my child interact with high school students?
Yes! Avon Grove high school students assist under the supervision of a certified teacher, creating a supportive learning environment.
What happens if school is closed due to weather?
If Avon Grove School District is closed, Little Friends will be closed. For 2-hour delays, Little Friends will be closed. Updates will be communicated through the Talking Points messaging system.
Program Handbook
Contact
For more information or questions, please contact Michele Koenig, Program Lead Teacher at mkoenig@avongrove.org.
Dual Language Immersion Program
Avon Grove School District’s (AGSD) Dual Language Immersion Program offers a unique opportunity for incoming Kindergarten students. Since 2021, two Kindergarten classes have been added, with cohorts continuing through the elementary grades and into World Languages at the secondary level. Each class is composed of an equal mix of English and Spanish speakers to create a community of future-ready learners by integrating languages and cultures.
Dual Language Immersion Program K-12 Curriculum
Goals for Students
-
Develop high levels of bilingualism and biliteracy.
-
Achieve academic excellence in English and Spanish.
-
Foster appreciation and respect for diverse languages and cultures.
Participation
AGSD's Dual Language Immersion Program is open to all incoming Kindergarten students. Selection is based on a lottery system during Kindergarten registration. Younger siblings of current program students receive preference. If you are interested in DLIP, upon registering your child for kindergarten there is a section to note your interest.
Instructional Model
Avon Grove School District offers a 50/50 instructional model, with half of the instructional minutes in English and half of the instructional minutes in Spanish.
Learn More About DLIP
Contact
For more information, contact Emlyn Frangiosa, Supervisor of Teaching and Learning at efrangiosa@avongrove.org or your school principal.
Example of School Day
Avon Grove School District offers a 50/50 instructional model, with half of the instructional minutes in English and half of the instructional minutes in Spanish.
Kindergarten language allocation example:
| English | English | Choice | Spanish | Spanish | Spanish |
|---|---|---|---|---|---|
|
English Language Arts (Reading and writing in English) |
Encore | Lunch/Recess | Math | Science/Social Studies |
Spanish Language Arts (Reading and writing in Spanish) |
FAQs
Are there prerequisites for the Dual Language Immersion program?
No. All students are eligible for the Dual Language Immersion program, however, Avon Grove School District is dedicated to a 50-50 model of English speaking students and Native or Heritage Spanish speaking students. As with all classes, gender, academic/behavioral needs are balanced in each room. Class size is dictated by Board Policy 126.
How do I register my student for the Dual Language Immersion program?
Interest in the Dual Language Immersion program can be noted as part of the registration process on Power School Enrollment online or at your appointment with the registration staff. Families must indicate interest during the registration process to be entered into the lottery.
When will I know the results of the lottery?
Penn London will conduct their lottery before the end of the school year for next year’s students. Caregivers will be called to confirm participation in the program.
Are there additional opportunities for my student to join the Dual Language Immersion program after the kindergarten lottery?
Yes. Additional spots are added in first grade as well as if a student moves out of the program. Only students with experience in English and Spanish will be considered for the program after first grade.
Can my other children join the Dual Language Immersion program?
Younger siblings entering kindergarten will receive preference for a spot in the Dual Language Immersion program.
Which classes will be taught in English or Spanish?
Kindergarten- second grade have the following language allocation for courses:
English- English Language Arts (reading and writing in English), encore, lunch and recess
Spanish- Math, Science, Social Studies, Spanish Language Arts (reading and writing in Spanish)
As students progress through the grades, the language allocation will alternate between English and Spanish by day and at the secondary level, by course.
Will my student have more than one teacher?
Yes! Students will have one teacher who teaches in English and one teacher who teaches in Spanish. Students will see the teachers based on the rollercoaster schedule.
What is a rollercoaster schedule?
A rollercoaster schedule is a two day rotation, when students begin and end their day with a different language. For example:
Day 1- Spanish AM, English PM
Day 2- English AM, Spanish PM
This rollercoaster schedule allows students to balance beginning or ending their day in their non-dominant language. Research shows that this type of schedule builds stamina as well as allows for additional classes to be offered.
What if the Dual Language Immersion program is not a good fit for my student? Can they withdraw?
We do ask for caregivers and students to make a long term commitment to the Dual Language Immersion program, as language acquisition is a multi-year process. Biliteracy and bilingualism are not expected right away!
That being said, we want what is best for students, so if the program is not a good fit, teachers, administrators and caregivers should meet and create a plan to best support the success of the learner.
My student already speaks Spanish. Why would we register them for this program?
Native and Heritage Spanish speaking students benefit greatly from this program, as it cultivates biliteracy (reading and writing) and bilingualism (speaking and listening) in addition to celebrating hispanic heritage! Students who are literate in their first language are able to transfer those skills to a second language more fluidly, experiencing more success in school and beyond!
How can I help my student in a language I do not speak or read?
Don’t worry if you do not speak, read and write in both English and Spanish! Our online resources are easily accessible in both languages and there will be family fun nights that include practice on skills that are taught throughout the year.
Please read, write and speak to your child in whichever language is shared in your family. Students will continue to strengthen their understanding of language at home and in school with repeated practice.
How will I know if my student is progressing if I do not speak the other language?
Language takes years to learn and it is okay if you don’t hear your student using the non-native language at home. Students enrolled in English Language Development (ELD) are assessed annually using the ACCESS for ELs 2.0. Native English speakers and students who are not in the ELD program will not receive a language assessment until they reach the upper elementary grades.
All grades are based on skills that students have acquired in their classes and as a future ready learner but language is informally assessed in all grades. Updates on student progress will be shared during conferences.
Will my student stay with the same group of students throughout their educational career?
Yes, the cohort of students will progress through the grades together. Homeroom assignments will vary year to year but the cohort of students will remain the same.
Testimonials
"We are so pleased with the program and are excited that our younger daughter can also be part of it in a few years! The teachers are doing an amazing job and our daughter comes home smiling and excited to count/speak in Spanish every day!"
- Parent/caregiver
"We are so happy with the program and love the teachers and how far our little ones have come. As part of this cohort of families we have become so close as well and love the community we have built along with it. Thank you so much and can’t wait for next year!"
-Parent/caregiver
Videos
Integration of Digital Knowledge
AGSD Scope and Sequence of Digital Knowledge(opens in new window)
Digital Knowledge Philosophy
In the rapidly evolving landscape of the 21st century, technology has become an integral part of our daily lives, influencing the way we communicate, learn, work, and interact with the world. The Avon Grove School District believe the need to equip K-12 learners with comprehensive digital literacy is essential, as it fosters a generation of informed and empowered individuals who can navigate and contribute to the digital world responsibly and effectively. Our philosophy for the Digital Knowledge cross-curricular scope and sequence for K-12 learners encompasses the following principles and beliefs:
- Empowering Digital Citizenship: We believe in cultivating responsible digital citizens who understand the ethical implications, responsibilities, and potential impact of their actions within the digital environment. Teaching learners to utilize digital tools and platforms ethically and responsibly is vital for establishing safe and respectful digital habits.
- Enhancing Critical Thinking and Problem-Solving Skills: We believe in providing digital educational experiences that encourage critical thinking, analytical reasoning, and problem-solving abilities across all curricular areas. Learners should develop the capacity to evaluate information, discern credible sources, and utilize technology to address real-world challenges effectively.
- Fostering Digital Literacy: We believe in building a strong foundation of digital literacy. This includes proficient use of a variety of appropriate, ever-evolving digital tools.
- Promoting Adaptability and Lifelong Learning: We believe in developing enthusiastic and confident digital citizens by fostering a continuous love for learning, providing opportunities to acquire new skills, and staying current with evolving digital trends.
- Fostering Collaboration and Communication: We believe in an educational approach that promotes collaboration and effective communication through digital platforms. Learners work collaboratively, share ideas, and engage in constructive discourse. This prepares them for success in a connected world where cooperation and effective communication are essential.
- Ensuring Equity, Inclusivity and Accessibility: We believe in utilizing technology to create an inclusive learning environment that enables every student to access, thrive and participate fully in the educational process.
- Cultivating Digital Creativity and Innovation: We believe in nurturing creativity, innovation and entrepreneurship, in order to inspire and enable students to design and develop digital solutions. Through this process, learners will engage in a culture of ingenuity.
Conclusion:
The digital knowledge philosophy for K-12 learners in the Avon Grove School District embodies our commitment to preparing students for the challenges and opportunities of the digital age. Proficiency in these areas will prepare learners for future academic pursuits and careers in a technology-driven society. We aim to equip learners with the competencies necessary to succeed in an increasingly digitized world while upholding values of integrity empathy, and equity.
Purpose
The purpose of the Scope and Sequence of Digital Knowledge table is to define specific skills and the expected level of skill independence for each grade. The table identifies various digital competencies and can be used to guide educators in the following:
- Identifying curricular gaps in digital skill development
- Ensuring that digital skills are introduced, reinforced, and mastered in a logical and progressive manner from kindergarten through twelfth grade
- Ensuring that new or revised curriculum aligns with the district's core beliefs regarding digital citizenship, critical thinking, collaboration, and other stated values
- Informing professional development initiatives for teachers, ensuring they have the necessary skills and understanding to teach these digital competencies effectively
- Promoting the integration of digital knowledge across all subject areas
Avon Grove Virtual
Avon Grove Virtual (AGV) offers virtual (asynchronous) and blended (asynchronous & synchronous) courses during the school year and over the summer.
Students should contact their school counselor for during the school year options.
Summer courses are available for original and credit recovery. Original credit courses are taught by Avon Grove educators. Credit recovery courses are facilitated using Brandywine Virtual Academy's adaptive course format so students only complete the needed sections of each course.
Options
- AGV Summer Newsletter
- Original Credit Summer - AGHS Students
- Credit Recovery Summer - AGHS Students
- Frequently Asked Questions - FAQs
- K-12 School Year Options - District Residents
AGV Summer Newsletter
Original Credit Summer - AGHS Students
Students have the option to advance their studies by taking original credit courses through AGV. All original credit options are taught by AGHS teachers and will be facilitated through Schoology. Any AGHS student who qualifies for free or reduced lunch is eligible for tuition assistance.
AGV Newsletter - Course options, important dates, registration links, FAQ
Contact Ashley Penn for additional information.
Credit Recovery Summer - AGHS Students
Students are able to make up a class which they were unable to complete successfully and in most cases, obtain the necessary credit recovery to stay on track for graduation. All credit recovery options are offered through the Brandywine Virtual Academy (BVA) and registration is managed by AGHS. Any AGHS student who qualifies for free or reduced lunch is eligible for tuition assistance.
AGV Newsletter - Course options, important dates, registration links, FAQ
Contact Ashley Penn for additional information.
Frequently Asked Questions - FAQs
K-12 School Year Options - District Residents
Avon Grove School District is currently using Brandywine Virtual Academy (BVA) for virtual courses during the school year. Parents/caregivers of eligible resident students may contact one of our school counselors to explore this option. Families considering full-time cyber school are encouraged to talk with us about available options.
Penn London Elementary School - Grades K-1 - 610.869.9803
Avon Grove Intermediate School - Grades 2-5 - 610.869.2010
Avon Grove Middle School - Grades 6-8 - 610.869.3022
Avon Grove High School - Grades 9-12 - 610.869.2446
Flexible Instruction Day (FID)
Flexible Instructional Days (FID) may be used due to inclement weather, such as snow, during a school closing when the physical school buildings will be closed and school will occur online. A two-hour delay may also be converted into a Flexible Instructional Day if school buildings are unable to open. A flexible instructional day is to be treated like a regular school day in regards to attendance. If your student is absent on a flexible instruction day, please send in an absence reason as usual.
Penn London & Avon Grove Intermediate Schools
-
Students bring home Chromebooks to access the online, synchronous portions of their day. Students are permitted to use personal devices as well.
-
A Flexible Instructional Day (FID) is to be treated like a regular school day in regards to attendance. If your student is absent on a FID, please send in an absence reason as usual.
-
At the K-5 elementary level, students will log onto Schoology at 8:40 AM and access Google Meet to start the day with their teacher for morning meeting. If a two-hour delay converts to a FID, students should log on at 10:40 AM.
-
After morning meeting, teachers will review learning activities for students to complete asynchronously during the day. In the afternoon, teachers will be available via Google Meet for one hour to answer questions and support students as needed. Teachers will communicate the times when they will be available in the afternoon.
-
Students should return their Chromebooks to school on the next day of in person instruction.
-
If you have any questions, please do not hesitate to reach out to your teacher or building administrative team.
Avon Grove Middle School
- The middle school will follow this FID schedule.
- 7:30 AM to 9:30 AM - Asynchronous assignments
- 9:30 AM to 12:35 PM - Log into synchronous classes
- 12:35 PM to 2:30 PM - Asynchronous assignments
- Students are expected to log in to Google Meet for each class occurring between 9:30 AM and 12:35 PM. All Google Meet links are visible in each Schoology course. If a two-hour delay converts to a FID, students should log on at 9:30 AM.
-
Daily attendance will be taken in Homeroom (9:30 AM-9:45 AM), and teachers will take period attendance throughout the day.
-
Teachers will start each class period with live (synchronous) instruction, and will be available to answer any questions students might have.
-
Contact teachers through Schoology messaging for assistance.
Avon Grove High School
- The high school will follow this FID schedule.
- 7:30 AM to 9:35 AM - Asynchronous assignments
- 9:40 AM to 2:30 PM - Log into synchronous classes
- Students are expected to log in to Google Meet for each class occurring between 9:40 AM and 2:30 PM. All Google Meet links are visible in each Schoology course. If a two-hour delay converts to a FID, students should log on at 9:40 AM.
-
Daily attendance will be taken in Period 1/2 (9:40 AM-10:40 AM), and teachers will take period attendance throughout the day.
-
Teachers will start each class period with live (synchronous) instruction, and will be available to answer any questions students might have.
- Contact teachers through Schoology messaging for assistance.
Technology Support
-
Technology support during a flexible instructional day is available by submitting a ticket through the Web Help Desk link on our Students page.
-
For Google Meet links, login to Schoology or email the teacher.
-
SafeArrival will not send automated attendance messages during a FID but can accept absence reasons.
Library Media Centers
The Library Media Centers (LMC) in the Avon Grove School District are locations where students and teachers do not just examine information and the thinking of others, but instead create new pathways based on their own creativity. The LMCs are specifically designed to encourage the collaboration and creativity of students, dispelling the traditional view of this space being quiet and print-material focused.
The LMCs have spaces for creating, learning, quiet study, collaboration, technology, and class meetings. The resource catalog at all four LMCs is managed by the district librarian. Families can access online resources from the LMCs using the links below. Students can also access library applications from Clever.
Library Resources
AGSD Destiny Library System
Avon Grove Library
