West Hempstead Weekly Update

The most effective approach to K-12 literacy instruction combines systematic foundational skills with increasingly sophisticated reading, writing, and critical-thinking experiences: a comprehensive literacy framework that evolves with student development.

A Strong Foundation: K-2

The foundation is explicit, systematic phonics instruction. Children need to understand how letters map to sounds and how to decode unfamiliar words, through phonemic awareness activities, letter-sound correspondences, and decodable texts. Research strongly supports structured literacy at this level.

Alongside this, students need rich literature and language through interactive read-alouds, shared reading, and books at their interest level, building vocabulary, comprehension, and motivation to read.

Growing as Readers: Grades 3-6

As students gain independence with foundational skills, instruction shifts toward comprehension strategies, vocabulary development, and reading across text types. Students need explicit instruction in comprehending complex texts, drawing inferences, and thinking critically about what they read.

Preparing Critical Readers and Writers: Grades 7-8

Students apply literacy skills with increasing independence and sophistication:

• Advanced text analysis: examining author’s purpose, bias, perspective, and rhetorical technique; evaluating source credibility; distinguishing fact from opinion

• Academic writing: argument construction, evidence-based reasoning, discipline-specific conventions, research skills, citation, and multi-paragraph essays across content areas

• Digital literacy: navigating, evaluating, and creating digital texts, including how multimedia contributes to meaning

• Content area reading: domain-specific vocabulary, text structures, and discipline-specific thinking strategies

• Independent critical thinking: synthesizing multiple perspectives and forming well-reasoned, evidence-supported opinions

Consistent Across K-8

• Integrated writing instruction: expressing ideas clearly, understanding craft, with growing sophistication in organization, voice, and style

• Daily independent reading: student-chosen, “just-right” books, progressing from picture books to YA literature and non-fiction

• Ongoing assessment: early identification of struggling readers and targeted intervention, with more sophisticated diagnostics in upper grades

• Vocabulary development: word-learning strategies and morphology, increasingly tied to academic and content-area vocabulary

• Discussion and collaboration: regular opportunities to discuss texts and share interpretations

A Flexible, Responsive Approach

Instruction should flex to individual needs while holding high expectations for all. Some students need continued intensive foundational support; others are ready for advanced analytical work earlier. This differentiation matters most in grades 7-8, as students prepare for high school literacy demands.

What matters most is avoiding extremes: neither pure skills drill nor unstructured approaches serve students well. Systematic skill instruction inside a print-rich, intellectually engaging environment, growing more sophisticated over time, produces the strongest outcomes. By grade 8, students should be confident, critical readers and writers ready for high school and beyond.

A landmark study tracking British children's reading habits from age 10 to 16 found that kids who read for enjoyment made significantly greater cognitive gains than their peers — particularly in vocabulary. Researchers calculated that consistent pleasure reading (reading books often at 10, reading books and newspapers regularly at 16) translated into roughly a 14-point advantage in vocabulary, a 10-point advantage in math, and an 8-point advantage in spelling, compared to students who didn't read for fun.

Perhaps most striking: the boost from reading for pleasure outpaced the advantage typically associated with having a parent who holds a college degree. In other words, a love of reading can level the playing field in ways that matter.

This is exactly why our literacy goal this year isn't just about reading skills. It's about building genuine, lasting reading habits at home and at school. Every book a child picks up for fun is an investment in their vocabulary, their problem-solving, and their future.

PTA, PTSA, SEPTA, and the district are challenging your Elementary and Middle School Aged Children (Pre-K to 8th Grade) to create a video, poster, or essay on the topic of “Why is reading important for your health & wellness?”

NYS PTA will feature ALL submissions in some manner, so please submit your best ideas!

They also have a special artist category, for students whose physical, cognitive or mental health challenges meet the guidelines in the American Disabilities Act.

Back to School Nights at Cornwell Avenue and Chestnut Street

This week we welcomed families to Back to School Night at Cornwell Avenue School and Chestnut Street School. These evenings gave parents and guardians the chance to meet their child's teacher(s), tour the classroom, and learn more about the year ahead. A special thank you to our PTA and SEPTA for attending and for their continued support of our students and staff. We are grateful for such an engaged RamFam community!

Thank you for partnering with us to support your child's reading growth. Your responses help us plan family literacy activities throughout the year. This survey should take about 3 minutes to complete.

This week at George Washington, our 5th graders dug into one of social studies' biggest questions: Does geography determine history? Before diving into the "why," scholars built the "where": constructing compass roses by hand, plotting coordinates on world maps, and completing an exit ticket that asked them to place themselves within their town, state, country, continent, and hemisphere. It's a small but mighty first step, because understanding where we stand in the world makes it possible to understand how the world came to be. RamProud of the thinking happening in these classrooms this week.

WHe Rise Together

This week, classrooms in the seciondary school brought learning to life through hands-on collaboration and real-world application. Secondary students dove into a Project-Based Exploration of Artificial Intelligence, working in small groups to research, categorize, and problem-solve using laptops and shared planning charts. In Writing, Design, and Presentation classes, students partnered up to organize ideas and build out visual project boards together. Our Chemistry classrooms buzzed with lab activity as students recorded data, worked through calculations, and engaged in scientific discourse at their stations. And in Nutrition, Health, and Fitness, students collaborated at communal tables, applying classroom safety concepts in an interactive, community-style learning environment.

Across every subject, the throughline was the same: students working together, thinking critically, and taking ownership of their learning. Great things are happening in our classrooms every day.

Dear West Hempstead Community,

Every child in West Hempstead has a right to read, and every child in West Hempstead can learn to read. That belief sits at the center of everything WHe do in our classrooms, from the first phonics lesson a kindergartner encounters at Chestnut Street to the complex texts our seniors wrestle with at the Secondary School. Reading is not a privilege reserved for some students. It is the foundation on which every other opportunity in life is built: the ability to understand the world, to advocate for oneself, to dream bigger, and to walk through doors that would otherwise stay closed.

That foundation does not end in eighth grade; it becomes the platform for increasingly sophisticated literacy experiences throughout high school. Across disciplines, students build upon these skills as critical readers, effective communicators, researchers, and thoughtful consumers and creators of information, developing the competencies they need to become future-ready graduates.

This month's newsletter is a celebration of that philosophy in action. Inside, you will find the instructional practices, research, and daily commitments that our teachers and staff bring to this work, proof that when a caring community wraps itself around a child's literacy journey, remarkable things happen. RamFam, this is who WHe are: a district that refuses to let any student's potential go unrealized because of a skill WHe know how to teach. Let's keep rising together, one reader at a time.

The Power of 15 Minutes

Just 15 minutes of reading together each day can transform your child's entire educational journey. Research shows that children who are read to for just 15 minutes daily are exposed to over 1 million words per year, compared to only 282,000 words for children who aren't read to regularly.

For more, see the PDF below or visit: https://www.whufsd.com/page/district-literacy

New York's new law requires every district to publish enforcement data on its cell phone policy by September 1st. Ours is ready. Three of our four buildings, Chestnut Street, Cornwell Avenue, and George Washington, recorded zero incidents this year. West Hempstead Secondary accounted for all 345 incidents and 86 disciplinary actions districtwide. We ran the required demographic disparity analysis using the federal risk-ratio standard, a ratio of 2.0 or higher, and no student group met that threshold. No mitigation plan is required. WHe posted this report to our website ahead of the September 1st deadline.

We believe that strong communication between home and school is essential for student success. The PowerSchool Parent Portal is a powerful tool that helps bridge this gap, providing real-time access to your child's academic progress.

Access Your Account

Visit the Parent Portal Link below. If you haven't set up your account, please contact the school office for your Access ID code.

Why It's Important

• Monitor grades and attendance
• View teacher comments and feedback
• Track assignments and due dates
• Communicate directly with teachers
• Stay informed about school events and announcements

By regularly checking the Parent Portal, you can play an active role in your child's education, addressing any concerns promptly and celebrating their achievements together.

We encourage all parents and guardians to take advantage of this valuable resource. If you need assistance with the Parent Portal, please don't hesitate to contact your child's main office.

Together, we can ensure every student reaches their full potential!

Parent Portal Link

https://powerschool.whufsd.com/public/

How to Video

https://youtu.be/eNZs_AloU-c

Main Office Phone Numbers

Chestnut Street - 390-3150

Cornwell Avenue - 390-3140

George Washington - 390-3130

Secondary School - 390-3218

We’ve teamed up with MySchoolBucks, an online service where you can easily and securely pay for school meals using a credit/debit card or electronic check.

Using MySchoolBucks you can:

● Add funds to your student’s meal account

● View meal balances & cafeteria purchases

● Receive low balance alerts

Get started in 4 easy steps:

1. Download the mobile app or visit myschoolbucks.com

2. Create your free account

3. Add your student

4. Add funds to your student’s meal account

If you have any questions about getting started with MySchoolBucks call (855) 832-5226. For any general questions please contact your child’s school.

ONEPAY from MySchoolBucks offers a one-time annual fee option to SAVE YOU MONEY!

• Annual savings plan offers reduced program fees when using MySchoolBucks for meal and school payments

  
  

• Allows user to pay program fees upfront from their bank account (e-checks), with unlimited payments for 12 months

• Offers a choice of two program fee payment packages:

• Single Student for $12.95 per year
• Family Plan for $26.95 per year (2 or more kids)

*Both plans cover 12 months from initial signup to ONEPAY

If you have any questions, please call the Food Service Office.

Nasrin Urmye, Food Service Director
(516) 390-3275
urmyen@whitsons.com

• The Office of Teacher and Leader Development (OTLD) has released a new series of crosswalks connecting the New York State Portrait of a Graduate to the New York State Teaching Standards, the Professional Standards for Educational Leaders (PSELs – NYS Version), and the Culturally Responsive-Sustaining Education (CR-SE) Framework, alongside TeachingWorks High-Leverage Practices. These resources are designed to support coherence across educator preparation, teaching, and leadership practice.
• These resources help to illustrate how instruction, leadership, and culturally responsive practices support the development of Portrait of a Graduate attributes, provide a shared framework for aligning preparation, professional learning, and instructional practice, and support educator preparation programs (EPPs), school leaders, and educators in strengthening connections between teaching and student outcomes.

The Graduation Measures Initiative demonstrates the New York State Education Department’s commitment to transforming education in New York State to meet the expectations voiced by stakeholders and the challenges of the 21st century. While this is a monumental task that will take years to implement, it is essential to ensure New York State P-12 education meets the needs of all students, is culturally and linguistically responsive, and prepares our students for success in 21st century life, college, careers, service, and citizenry.

The Board of Regents has officially adopted the New York State Portrait of a Graduate. This development represents a significant step forward in our commitment to preparing students for success in an ever-evolving world.

The Portrait of a Graduate is the result of extensive collaboration, incorporating feedback from educators, families, students, and community members across the state. It's grounded in research and evidence-based practices, drawing from successful models implemented by school districts nationwide.

This framework envisions education where rigorous academics meet the real-world skills students need to thrive in our rapidly changing society. Our goal extends beyond college and career readiness – we're preparing thoughtful, engaged citizens who can contribute meaningfully to their communities.

What This Means for Our District:

• Current graduation requirements remain unchanged
• The state will provide implementation guidance by summer 2027 through their NY Inspires plan
• Full statewide alignment begins with students entering 9th grade in the 2029-2030 school year
• Our district may begin reviewing our current practices against the Portrait framework as we prepare for implementation

This adoption aligns perfectly with our district's mission to provide every student with the knowledge, skills, and experiences they need for lifelong success. We look forward to working with our school community as we explore how the Portrait of a Graduate will enhance our already strong educational programs.

More information about implementation will be shared as guidance becomes available from the state.

Recently, the Board of Regents approved the Portrait of a Graduate as a component of the state's new graduation measures. This portrait defines the six core attributes that students will possess upon graduating high schools in NYS. NYSED had created resources for educators and students to help them become familiar with the POG and how it will be integrated and rated by educators in the upcoming years. The statewide requirement for instruction to be aligned to the POG begins with students in the 2029 cohort (students entering grade 9 during the 2029-2030 school year). Below you will find a summary regarding the POG, along with some graphics:

Overall Vision

The NYSED Portrait of a Graduate presents a comprehensive, student-centered vision for success beyond high school. It emphasizes:

• Holistic development (academic, social, emotional, and cultural)
• Culturally Responsive-Sustaining Education (CR-SE)
• Future readiness for college, careers, and civic life

Six Interconnected Attributes of a NYS Graduate

Every graduate is envisioned to be:

1. Critical Thinker
2. Creative Innovator
3. Effective Communicator
4. Reflective and Future-Focused
5. Culturally Responsive
6. Global Citizen

For Students

• Students are the center of the Portrait. Their voice, identity, and aspirations matter.

• Skills like communication, collaboration, and critical thinking will be developed through real-world applications.
• Growth is supported across academic, social, emotional, and cultural dimensions.
• Schools will assess student progress using performance tasks, portfolios, and presentations.

For Educators

• Educators play a critical role in implementing the Portrait through instruction, relationships, and assessment.

• Use local relevance—connect learning to community issues and student interests.
• Embed Portrait attributes into interdisciplinary and project-based learning.
• Align instruction with NYS Learning Standards, SEL Benchmarks, and the CR-SE Framework.

• Collaborate with families, administrators, and community partners to support student success.

• Rate student proficiency/progress on these attributes

For Administrators

• Lead by setting the vision, aligning systems, and fostering a culture that celebrates Portrait attributes.
• Ensure inclusive and evidence-based instruction across the district.
• Support educators in embedding Portrait skills and assessing student growth.
• Promote shared responsibility among educators, families, students, and community partners.
• Align district practices with state standards and frameworks.

Background

The New York State Education Department (NYSED) is proposing amendments to Section 100.2 of the Commissioner’s Regulations based on recommendations from the Blue Ribbon Commission on Graduation Measures and the NY Inspires Plan. The goal is to ensure students graduate with essential life skills and knowledge for a changing world.

Key Changes

New Instructional Requirements:

· Personal Finance Education and Climate Education

· All public school students (K–12).

· Instruction must be completed by the end of each grade band:

o Elementary: Grade 4

o Middle: Grade 8

o High School: Grade 12

Phase-In Timeline

Requirement Middle & High School Elementary

Personal Finance 2026–2027 SY 2027–2028 SY

Climate Education 2027–2028 SY 2028–2029 SY

· Districts may implement earlier than required.

· Annual verification to the Commissioner during phase-in years.

Instructional Topics

Personal Finance: Budgeting, Credit/Debt Management, Earning Income, Risk Management, Savings & Investing.

Climate Education: Causes, Impacts, and Solutions for Climate Change.

NYSED will provide guidance to ensure culturally responsive, developmentally appropriate progression across grade bands.

Implementation Timeline

· Public Comment: Begins November 19, 2025 (60 days).

· Permanent Adoption: Anticipated March 2026.

· Effective Date: March 25, 2026.

What Administrators Need to Know

· Begin planning for integration of these topics into curricula.

· Prepare for annual verification requirements.

· Watch for NYSED guidance and resources to support implementation.

For more details, visit https://www.nysed.gov/

The Designing Learning framework is an educational approach #WHe uses to engage students and close the aspiration gap. The framework encompasses several key principles aimed at enhancing the learning experience for students and staff:

The Designing Learning framework consists of: Connection Before Content, Acceleration not Remediation, Rethinking Success Criteria, Higher-Level Thinking, Student Agency, Authentic Work, and Technology Infusion.

1. Connection Before Content: This principle emphasizes building strong relationships and belonging in the classroom. It recognizes that when students feel connected to their teachers and peers, they are more likely to be engaged and motivated to learn.

2. Acceleration, not Remediation: Rather than focusing solely on addressing deficits in students' knowledge or skills, this framework aspect promotes challenging students with content and tasks that allow them to excel and progress rapidly. It recognizes that students can achieve more when they are appropriately challenged.

3. Rethinking Success Criteria: This principle encourages educators to reconsider traditional notions of success and assessment. It involves clearly defining success in a given context and allowing for varied ways for students to demonstrate their understanding and mastery.

4. Higher-Level Thinking: The framework promotes critical thinking, problem-solving, and creativity among students. It encourages educators to design learning experiences that push students to engage in deeper levels of thinking and analysis.

5. Student Agency: Empowering students to actively participate in their learning is a fundamental aspect of the framework. It encourages students to set goals, make choices, and take ownership of their educational journey, fostering a sense of autonomy and responsibility.

6. Authentic Work: This principle advocates real-world relevance in educational activities. It suggests that students should work on tasks and projects that have meaning and application beyond the classroom, making learning more engaging and practical.

7. Technology Infusion: Recognizing the role of technology in the modern world, this aspect of the framework encourages the thoughtful integration of technology into the learning process. It aims to leverage technology to enhance and expand educational opportunities.

By Art Costa, Bena Kallick, and Allison Zmuda

There is a growing recognition that mastering subject-area knowledge alone will not be sufficient to prepare your children for their futures. They will need deliberate practice and focused attention to grow their capacity as efficacious thinkers to navigate and thrive in the face of unprecedented change. Habits of Mind are a universal framework for thinking and are as essential now as when we first introduced them 30 years ago. Habits of Mind are dispositions people use when confronted with problems and situations to which answers are not immediately apparent. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.

Email: drehman@whufsd.com
Website: www.whufsd.com
Location: 252 Chestnut Street, West Hempstead, NY,
Phone: 516-390-3000

Articles and blurbs may be enhanced/written with various AI tools.