In the quiet corridors, vibrant classrooms of RamCountry and beyond, extraordinary educators continue to shape student's futures through their dedication to teaching and learning. This week, WHe celebrate those who may prefer to remain unnamed but whose impact resonates throughout our community.

Among us are educational heroes who thoughtfully craft lesson plans late into the evening, stay after hours to guide struggling students, and find innovative ways to make lessons relevant and engaging. We have seen educators transform her classroom into a living museum, allowing students to experience historical moments through immersive activities. Others created a mentorship program pairing younger students with older ones, fostering community.

These dedicated professionals embody the spirit of our mission—connecting the past to the present and illuminating paths toward a more informed future. While they may shy away from recognition, their influence shapes minds and hearts, inspiring the next generation of historians, thinkers, and changemakers.

As WHe progress, let us acknowledge the dedication that fuels our community's growth and success. These educators' legacy lives in every student who leaves their classroom with a deeper appreciation for women's historical impact and a stronger sense of their own potential to shape history.

Our district continues to make strides in literacy development through strategic collaboration and targeted instructional approaches. The elementary principals, assistant superintendent for curriculum and instruction, and superintendent of schools have been actively engaging with staff across grade levels to refine and elevate our literacy program.

Recent data from a primary classroom provides an inspiring snapshot of student growth and potential. WHe are seeing remarkable progress, with multiple students demonstrating substantial reading level advancement. Our comprehensive approach—including targeted sight word recognition, phonetic skill development, and personalized instructional strategies—is yielding impressive results.

Out of this classroom data, WHe observed:

• Several students have already achieved more than one year of reading growth
• Consistent progress across different literacy skill areas
• Effective implementation of targeted reading interventions

This example illuminates what highly effective teaching can accomplish: helping every student progress and develop critical reading skills. By continuing to invest in professional development, personalized instruction, and collaborative planning, we create an academic environment where all students can thrive.

Our commitment remains steadfast: ensuring that each student receives the support and instruction needed to become confident, capable readers.

I want to celebrate another teacher who embodies the lifelong learning spirit.

She approaches each day as an educator and a fellow explorer on a journey of discovery. She attends conferences and immediately implements new inquiry-based methods in her classroom, turning theoretical concepts into practical engagement strategies that have her students buzzing with excitement.

What sets this colleague apart is how she dissolves the boundaries between professional development and daily practice. When facing challenges with student engagement in a concept, she contacted colleagues across districts to form a collaborative problem-solving group. She has utilized social media as we imagine, bringing best practices to support all learners.

Her classroom has become a laboratory where questions are valued more than answers. 'I can't' is not part of the classroom lexicon. "Instead, the class uses, 'How might we?' This simple shift has transformed how they approach obstacles.

Perhaps most impressively, she meets each student exactly where they are. When a student struggles with a concept as a special education student, she doesn't lower expectations. Instead, she learns strategies with her colleague to build a bridge while developing tailored materials that honor the student's abilities while supporting their development.

She reminds us that exceptional teaching isn't about perfect test scores or flawless lesson plans. It's about modeling what it means to approach each day with curiosity, humility, and unwavering belief in every student's potential.

Her example inspires us all to see education not as a job but as a calling—where every interaction offers an opportunity to learn, grow, and illuminate new possibilities for our students and ourselves.

We're proud to announce that our own Ms. Erin Holtkamp, ENL teacher at George Washington, and Dr. Katie DiGregorio, Director of Instructional Technology and ENL, represented the #RamFam at the Long Island Teachers' Institute 2025 (LITI25). Their presentation, "Personalized Learning Pathways: Harnessing Multilingualism to Support Inclusive Education for ELLs," was part of this year's theme: "Glob-ELL Perspectives: Embracing Inclusivity through Multilingualism & Multiculturalism."

The event, hosted at the Melville Marriott, brought together educators of English Language Learners from across Long Island. It was organized by the Regional Bilingual Education Resource Network in collaboration with the NYS Education Department and the Office of Bilingual Education and World Languages.

Ms. Holtkamp and Dr. DiGregorio shared innovative strategies for creating personalized learning experiences that leverage students' multilingual backgrounds to foster a more inclusive educational environment. Their presentation highlighted West Hempstead's commitment to supporting our diverse student population.

For those interested in learning more about their presentation materials, visit https://bit.ly/liti25inclusive

We congratulate Ms. Holtkamp and Dr. DiGregorio on their valuable contributions to this important educational forum and on representing our district's dedication to inclusive educational practices!

1. Advocating for Fair and Adequate Funding

Our district serves a diverse population, including economically disadvantaged students, private school students, English Language Learners, and students with special needs. However, the current state aid formula does not fully account for our unique demographic challenges. We urge community members to reach out to their local legislators and advocate for increased funding that reflects the true needs of all students in our district—whether they attend public or private schools.

1. Rising Transportation Costs

One of our biggest financial challenges is a $1.3 million increase in transportation expenses, partly due to a 30% cost jump from Nassau BOCES. With numerous routes (over 110 to over 100 schools), we are exploring efficiency audits, cooperative busing agreements, and optimized routing to help mitigate these escalating costs. But with impending changes to green buses, costs are being passed on to schools with devastating effects.

1. Escalating Operational Expenses

Costs continue to rise in multiple areas, including a 22% increase in general insurance, new flood insurance requirements, a higher ERS contribution rate, and projected healthcare cost hikes. These unavoidable expenses put additional strain on our budget and require us to find savings elsewhere without compromising student programs.

1. Innovative Cost-Saving Strategies

We are actively working to reduce expenses through an energy efficiency audit, staffing and scheduling reviews, contract renegotiations, and leveraging AI for administrative efficiencies. By making strategic adjustments, we aim to sustain high-quality education while maintaining fiscal responsibility.

1. Exploring New Revenue Sources

To offset funding shortfalls, we are pursuing additional grants, researching new tuition-based programs, and seeking partnerships with local businesses for sponsorship opportunities. These initiatives may help generate revenue and support essential student programs.

This past Monday, our Chestnut Street students enthusiastically participated in Reading Across America Day with a special Dr. Seuss theme! Children donned creative Cat in the Hat-inspired paper hats while gathering on our colorful classroom carpet for storytelling sessions.

The celebration continued throughout the school with a festive bulletin board display featuring student-made Cat in the Hat artwork. Paper plate cats showcased our students' artistic talents while honoring this beloved literary character with their distinctive red-and-white striped hats.

One highlight of the day included special guest readers sharing favorites like "Wild About Books" with our young learners. The joy of reading was evident in all our students' bright smiles and engaged faces.

Reading Across America Day reminds us of the importance of fostering a love of literature from an early age. Thank you to our dedicated teachers, staff, and volunteers who made this celebration a memorable experience for our Chestnut Street community!

What a vibrant week of discovery and learning WHe have experienced at Cornwell Ave.! Students have been actively engaged in developing critical literacy, mathematics, and scientific skills through dynamic, hands-on approaches.

Throughout the building, students were immersed in collaborative learning environments. Whether working in small groups, exploring texts about marine life, solving mathematical challenges, or investigating scientific concepts, young learners show incredible curiosity and enthusiasm.

We're particularly proud of how our teachers create inclusive, interactive learning spaces that encourage student participation and critical thinking. From carefully designed reading activities to collaborative problem-solving sessions, staff nurtures academic skills and essential social and teamwork abilities.

The beautiful weather has also allowed our students to enjoy the outdoors during recess, providing vital opportunities for physical activity, social interaction, and pure joy.

Thank you to our dedicated staff and supportive families who make these rich learning experiences possible.

At George Washington, our support staff are the unsung heroes who keep our school running smoothly. They create a warm, welcoming environment where learning and care go hand in hand. These dedicated professionals bring passion, expertise, and genuine compassion to their roles daily.

From the welcoming smiles in the main office to the careful attention in the health office, from the organized workspaces that support our teachers to the collaborative spirit that fills our hallways, our support staff embody the true essence of community. They are more than employees – they are the nurturing backbone of our school, supporting students and colleagues with unwavering commitment and joy.

Each day, they demonstrate that education is about relationships, support, and creating a space where everyone feels valued. Their hard work often happens behind the scenes, but its impact is felt in every classroom, every hallway, and every interaction.

To our amazing support staff: WHe see you, WHe appreciate you, and WHe are grateful for everything you do to make George Washington such a special place for learning and growth.

This week, our secondary school buzzed with the vibrant energy of learning and exploration. From science labs to collaborative workspaces, students dove deep into hands-on experiences that transform knowledge into understanding. In our experimental science classroom, students carefully designed and conducted investigations, learning to ask questions and seek answers through methodical observation and critical thinking.

Collaborative spaces came alive with the hum of teamwork, where students engaged in project-based learning that mirrors real-world challenges. They're not just completing assignments but creating authentic work that demonstrates their creativity, communication, and problem-solving skills. The classroom walls are alive with inspiration, decorated with motivational messages that remind everyone: "You are here to become the best version of yourself."

Whether working with delicate scientific equipment, collaborating on complex projects, or exploring digital landscapes of knowledge, our students are pushing their boundaries. They're learning that education is more than memorization—it's about developing the mental agility to adapt, analyze, and grow.

The spirit of kaizen resonates through every classroom, conversation, and moment of challenge and discovery. We're not just teaching students—we're empowering future innovators, thinkers, and leaders.

Our Rams Challenger Basketball program continues to shine with determination and spirit! This week marked an exciting milestone as the team competed in their first game against Valley Stream South High School, showcasing incredible teamwork, skill, and enthusiasm.

WHe are gearing up for our next home game on Tuesday, the 11th, when we'll host the Roslyn Bulldogs. The game is set to tip off at 3:45 PM, and we're finalizing the gym location.

A special shoutout to our outstanding roster of athletes and supporters:

• Megan Mummendey (Manager)
• Sabrina Simmons
• Tammy Ayodele
• Kimberly Rodriguez
• Jacob Sahadath
• Mayowa Banjoko
• Rafael Borja
• Ian Alvarez
• Isai Valet

These remarkable players embody the true spirit of athletic competition - bringing passion, teamwork, and joy to the court. We invite our entire school community to come out and support the Rams!

Parents, get ready for convenient, flexible child care for students in Pre-K through 6th grade! SCOPE Education Services is offering comprehensive before- and after-school programs at multiple West Hempstead school locations.

Choose from full-time or part-time schedules:

• Before school care from 7:00 AM until school start
• After-school care from dismissal until 6:30 PM
• Full-time monthly rates start at $308 for before school and $390 for after school
• Part-time options available with flexible day selections

Early bird registration begins March 1, 2025, for current SCOPE students and incoming kindergarteners. Open registration starts May 3, 2025.

An annual registration fee of $40 applies, with sibling discounts available. Subsidies are also available for income-eligible families.

Register now at scopeonline.ce.eleyo.com and secure your child's spot for the upcoming school year!

"I have learned over the years that when one's mind is made up, this diminishes fear." - Rosa Parks, civil rights activist whose refusal to give up her bus seat sparked the Montgomery Bus Boycott.

Conviction in your beliefs can help overcome fear. When you know what's right and stand firm in your principles, it becomes easier to face challenges. Your determination can not only change your own life but inspire others to act with courage as well.

K-3 Lesson: "Being Brave with Rosa Parks

For Teachers:

Lesson Objectives:

• Introduce students to Rosa Parks as a historical figure
• Help students understand the concepts of bravery and standing up for what's right
• Connect personal experiences to historical events

Materials:

• Age-appropriate picture book about Rosa Parks (suggestions: "I Am Rosa Parks" by Brad Meltzer or "The Story of Ruby Bridges" by Robert Coles)
• Drawing paper and crayons
• "Brave Heart" worksheet templates (heart shapes with lines inside for writing)

Lesson Plan:

1. Circle Time Introduction (10 minutes)
   • Sit in a circle and ask students: "What does it mean to be brave?"
   • Share simple examples of bravery appropriate for their age
2. Read Aloud (15 minutes)
   • Read an age-appropriate book about Rosa Parks
   • Emphasize how Rosa Parks decided what was right and stuck to it even though she was scared
3. Discussion (10 minutes)
   • Ask simple questions:
     • "Why did Rosa Parks stay in her seat on the bus?"
     • "Was she scared? What helped her be brave?"
     • "Have you ever had to be brave?"
4. Brave Hearts Activity (20 minutes)
   • Give each student a heart template
   • Inside the heart, have students draw or write (with help) one thing they believe is right
   • Below the heart, help them complete the sentence: "I can be brave about _______"
5. Share Time (10 minutes)
   • Let students share their brave hearts
   • Create a classroom display titled "Our Brave Hearts"
6. Closing (5 minutes)
   • Remind students that just like Rosa Parks, they can be brave when they decide what's right
   • Create a class motto: "When we know what's right, we can be brave!"

Assessment:

• Student participation in discussions
• Completion of Brave Hearts activity
• Ability to explain in simple terms why Rosa Parks was brave

For Parents:

Home Connection Activities:

1. Family Courage Stories
   • Share simple stories about times when family members showed courage
   • Ask your child what they learned about Rosa Parks at school
   • Discuss what it means to "make up your mind" about something important
2. Brave Moments Journal
   • Create a simple journal with your child
   • Each day, note one small brave thing they did (tried a new food, spoke up in class, etc.)
   • Remind them that being brave doesn't mean not feeling scared
3. "What's Right" Conversations
   • During everyday activities, ask simple questions like:
     • "What's the right thing to do when someone is lonely at the playground?"
     • "What's the right thing to do if you see someone drop something?"
   • Help your child connect making decisions about what's right with feeling brave enough to act
4. Picture Book Extensions
   • Check out additional picture books about courage and civil rights leaders from your local library
   • After reading, ask your child: "What did this person decide was right? How did they show bravery?"
5. "I Can Be Brave" Poster
   • Help your child create a simple poster with the quote "When my mind is made up, I can be brave!"
   • Decorate with their handprints or drawings of things they believe in

For Teachers:

Lesson Objectives:

• Analyze Rosa Parks' quote and its meaning in historical context
• Explore the relationship between conviction and courage
• Apply the concept to students' own lives and communities

Materials:

• Biography of Rosa Parks (age-appropriate)
• Documentary clip about the Montgomery Bus Boycott
• Journals for reflection
• Chart paper and markers

Lesson Plan:

1. Quote Analysis (15 minutes)
   • Display Rosa Parks' quote: "I have learned over the years that when one's mind is made up, this diminishes fear."
   • In small groups, have students discuss:
     • What does "mind is made up" mean?
     • How does deciding something firmly help with fear?
     • Why might Rosa Parks have said this?
2. Historical Context (20 minutes)
   • Provide background on segregation and the Montgomery Bus Boycott
   • Show a short, age-appropriate video clip about Rosa Parks
   • Discuss the risks Rosa Parks faced and the conviction she showed
3. Conviction vs. Fear Discussion (15 minutes)
   • Create a T-chart labeled "Conviction" and "Fear"
   • Ask students to brainstorm examples of how strong beliefs help overcome fears
   • Discuss: "How did Rosa Parks' conviction help her overcome fear?"
4. Personal Connection Activity (25 minutes)
   • Students write in journals about:
     • Something they strongly believe is right
     • A fear they have related to standing up for that belief
     • How having conviction might help them face that fear
   • Students create a "Conviction Statement" beginning with "I believe..." and "This helps me be brave when..."
5. Community Impact Discussion (15 minutes)
   • Discuss how Rosa Parks' individual action inspired others
   • Ask: "How can one person's courage create change in a community?"
   • Brainstorm small ways students can show conviction in their school community
6. Closing Reflection (10 minutes)
   • Students complete the sentence stems:
     • "I used to think courage was..."
     • "Now I think courage is..."
     • "One way I can show conviction is..."

Assessment:

• Journal entries showing understanding of conviction and courage
• Participation in discussions
• Completion of conviction statements
• Exit ticket connecting Rosa Parks' quote to personal experience

For Parents:

Home Connection Activities:

1. Family Values Discussion
   • Talk with your child about your family's core values and beliefs
   • Discuss how these convictions guide decisions even when they're difficult
   • Share age-appropriate examples of when you stood up for something you believed in
2. Media Analysis
   • Watch an age-appropriate movie or read a book featuring a character who shows conviction
   • Ask your child to identify moments when the character's beliefs helped them overcome fear
   • Connect to Rosa Parks' quote and experience
3. "Conviction in Action" Project
   • Help your child identify a small issue in your neighborhood or community that matters to them
   • Guide them in developing a simple plan to address it (writing a letter, creating signs, etc.)
   • Discuss any fears they have and how their conviction helps them overcome these fears
4. Decision-Making Practice
   • When your child faces a difficult choice, use the opportunity to discuss:
     • "What do you believe is right in this situation?"
     • "Once you decide, how does that affect your worry about it?"
   • Reinforce that making up their mind can help reduce uncertainty and fear
5. Historical Extension
   • Visit a local civil rights museum or explore online resources about the Civil Rights Movement
   • Discuss other figures who showed conviction in the face of fear
   • Help your child create a simple timeline of the Montgomery Bus Boycott

For Teachers:

Lesson Objectives:

• Critically analyze Rosa Parks' quote within the broader context of the Civil Rights Movement
• Examine the psychological relationship between conviction and fear
• Evaluate how personal conviction can drive social change
• Apply the concept to contemporary social justice issues

Materials:

• Primary source documents from the Montgomery Bus Boycott
• Rosa Parks' autobiography excerpts
• News articles and video clips (historical and contemporary)
• Digital presentation tools
• Discussion forum or collaborative document platform

Lesson Plan (can be expanded to multi-day unit):

1. Historical Analysis and Context (30 minutes)
   • Begin with a nuanced discussion of Rosa Parks' role in the Civil Rights Movement
   • Challenge the simplified narrative by examining Parks' long history of activism before the bus incident
   • Analyze primary sources including:
     • Parks' own recollections
     • NAACP documents
     • News articles from the time
   • Discuss how historical narratives are sometimes oversimplified and the importance of understanding the full context
2. Quote Analysis Workshop (25 minutes)
   • Present Rosa Parks' quote in context of her larger writings
   • In small groups, have students analyze:
     • The relationship between conviction and fear as psychological concepts
     • How conviction served as both personal and collective strength during the Civil Rights Movement
     • Whether conviction always diminishes fear or simply helps people act despite it
   • Each group creates a visual representation of their analysis
3. Psychological and Philosophical Perspectives (35 minutes)
   • Introduce concepts from psychology about courage, conviction, and fear
   • Present philosophical perspectives on moral courage and conviction
   • Students debate: "Is conviction a prerequisite for courage? Can one have courage without strong conviction?"
   • Connect to other historical figures who demonstrated the relationship between conviction and overcoming fear
4. Contemporary Applications Research (45 minutes)
   • Students research contemporary figures who demonstrate strong conviction in the face of fear
   • Focus on diverse examples across different fields and causes
   • Students identify:
     • The person's core conviction
     • The risks or fears they faced
     • How their conviction sustained them
     • The impact of their actions
5. Personal Conviction Exploration (30 minutes)
   • Students reflect on their own developing convictions:
     • What principles or beliefs do they hold most strongly?
     • What fears might prevent them from acting on these beliefs?
     • How might stronger conviction help them overcome these fears?
   • Students create a personal "Conviction-to-Courage" plan for an issue they care about
6. Social Change Analysis (40 minutes)
   • Examine how individual conviction scales to collective action
   • Analyze the organization of the Montgomery Bus Boycott as a case study
   • Discuss: "How does individual conviction transform into social movements?"
   • Students identify a current issue and map out how individual conviction could build toward systemic change
7. Culminating Project: "Conviction in Action" (multi-day)
   • Students choose from options:
     • Research paper analyzing a historical or contemporary figure whose conviction drove social change
     • Action plan for addressing a school or community issue, including strategies for building collective conviction
     • Creative project (podcast, documentary, art) exploring the relationship between conviction and courage
     • Oral history project interviewing community members about times when conviction helped them overcome fear

Assessment:

• Analytical essays on the relationship between conviction and courage
• Quality of research and critical thinking in culminating projects
• Participation in philosophical discussions
• Self-reflection on personal convictions and action plans

For Parents:

Home Connection Activities:

1. Ethical Dilemma Discussions
   • Introduce complex ethical scenarios during family discussions
   • Ask your teen to articulate their position and the convictions that underlie it
   • Discuss how having clear principles helps navigate difficult situations with less fear
2. Media Analysis and Critical Thinking
   • Watch documentaries or news segments about activists or changemakers together
   • Discuss the role conviction played in their actions
   • Analyze how media portrays the relationship between conviction and courage in different contexts
3. Personal Values Clarification
   • Help your teen identify and articulate their core values and beliefs
   • Discuss how these evolve over time and with experience
   • Connect to Rosa Parks' statement that she "learned over the years" about conviction diminishing fear
4. Constructive Action Guidance
   • If your teen expresses strong convictions about social issues:
     • Help them research the topic thoroughly from multiple perspectives
     • Discuss productive ways to act on their convictions
     • Talk about managing the anxiety that might come with speaking up
     • Emphasize that courage isn't the absence of fear, but acting despite it
5. Intergenerational Conversations
   • Facilitate discussions with older family members or community elders about:
     • Their experiences standing up for their beliefs
     • How their convictions developed over time
     • How the relationship between conviction and courage has manifested in their lives
6. Civic Engagement Opportunities
   • Identify age-appropriate ways for your teen to engage with causes they believe in
   • Discuss both the challenges and rewards of putting conviction into action
   • Reflect together on how the experience affects their understanding of courage

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

With "WHe" as our theme this year, #WHe are inspired to explore, discover, and achieve future wonders. Allow me to share some of the ways one could envision completing the idea of "WHe" throughout this remarkable journey:

• Wonder and Curiosity: Let us ignite a spark of wonder and curiosity in every aspect of our learning. Encouraging students and staff alike to question, explore, and seek knowledge beyond the ordinary.
• “WH”olistic Education: Emphasizing the growth of the whole individual – social, emotional, and academic. We aim to provide opportunities for personal development and well-being in addition to academic excellence.
• Empathy and Humanity: "WHe" stands for "We" as well, reminding us of our collective responsibility to foster empathy, compassion, and kindness. We will create a supportive and inclusive community where everyone feels valued.
• Waves of Change: As a theme, "WHe" also signifies the ever-changing tides of life. We will adapt to new challenges, embrace innovation, and be resilient in the face of uncertainty.
• Expressions of Art and Culture: "WHe" encompasses the essence of artistic and cultural expressions. We will celebrate creativity, appreciate diversity, and nurture talents in various forms.
• Wellness and Health: Prioritizing physical and mental health, creating a safe and nurturing environment where everyone can thrive and grow.
• Leadership and Collaboration: "WHe" represents collective wisdom and the power of collaboration. We will empower our students to be leaders in their own right while fostering teamwork and cooperation.

As #WHe embark on a new academic year, our district introduced three interconnected challenges that will shape our approach to education and personal growth. Under the banner of "WHe Over Me," "Stack the Days," and "The Obstacle is the Way," we're called to embrace collaboration, consistency, and resilience. These principles will guide us in fostering a supportive community, achieving sustainable progress, and transforming obstacles into opportunities. By focusing on these collective challenges, #WHe aim to create an environment where educators and students alike can thrive, learn, and grow together.

WHe Over Me​

Commitment: Prioritize the "we" over the "me." Our strength lies in our collective efforts. Let’s work together to create an environment where collaboration, teamwork, and mutual support are at the forefront. Whether it’s through Professional Learning Communities, cross-department collaboration, or simply supporting one another in daily tasks, remember that our combined efforts will lead to greater student success.

Stack the Days​

The Obstacle is the Way​

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.