CHESTNUT STREET SCHOOL, DISTRICT #27

From little acorns, mighty oaks grow.

From a four-room schoolhouse known as the Chestnut Street School, which served 86 children, District #27 has grown over the decades.

Around the turn of the century, the children of West Hempstead and Franklin Square shared a one-room school.

This was located at the junction of Nassau Boulevard and Dogwood Avenue. In 1911, the 29 families living in West Hempstead considered the need for a school for their children.

To receive state aid, Union Free School District #27 was formed in 1912. It covered 1650 acres, and the schoolhouse was to be built as near to the center of the District as possible. The site chosen for the school was Lot 6 and 8 Block 1, Hempstead Gardens Map. It was purchased for $3500. This was the start of the Chestnut Street School.

While the construction of the school building was going on, school was conducted in temporary quarters in a house on Ted Duryea's property on Woodfield Road. District #27 borrowed desks, seats, and blackboards from the Hempstead School District to conduct classes.

The members of the Board of Education for the year 1912 were Mr. P. Ohrtman, Mr. H.W. Rickmeyer, Mr. E. Losee, and Mr. W. Brenneke. The principal was Miss Mary A. Davern; the two teachers were Misses Elizabeth Van Vlick and Edith Slocum.

Toward the end of 1912, the school building was almost completed. It was now time to purchase some of the necessary supplies. The purchase orders read - 12 Arithmetics, 2 boxes of dustless crayons, and 3 Dictionaries, not to exceed $1.50 each. Another matter needed attention. An advertisement in a Hempstead newspaper stated that the School District had for sale "FRUIT TREES AND GRAPE VINES" on the Chestnut Street School site. There was only one bidder. The outcome was never mentioned.

In January 1913, the new four-room school building was completed. Miss Davern was given the assignment of arranging the classrooms. The "Intermediate" class was in the East Room, and the "Primary" was in the West Room on the lower floor. Miss Davern occupied the upper East Room; it is assumed that she taught the older pupils. The West Room was left vacant for the time being. Sometime early in February 1913, the students moved from the temporary schoolhouse to the Chestnut Street School.

Coal was used to heat the building. It was purchased for $4.50 a ton for pea coal and $6.50 a ton for furnace coal.

Hat tip to the Historical Society and Ms. McAvoy for sharing this information.

Persistence and Justice: Learning from Sonia Sotomayor

When most people hear Sonia Sotomayor, they think of the Supreme Court—legal opinions, groundbreaking decisions, and constitutional interpretation.

But the real story isn't just about jurisprudence—it's about an unstoppable force.

Sonia Sotomayor didn't just become a Supreme Court Justice; she rewrote the rules. She confronted systemic barriers for Latinos, immigrants, and underrepresented communities, strategically dismantled discrimination, and transformed American legal doctrine while facing persistent personal and professional challenges.

"I have learned over the years that when one's mind is made up, this diminishes fear; knowing what must be done does away with fear."

Lessons and Activities

Grades K-3: "The Little Judge Who Could"

Learning Objectives

• Understand the concept of persistence
• Recognize that setbacks are normal parts of success
• Develop a growth mindset approach to challenges

Classroom Activities

Story Time: "The Little Judge Who Could"

• Create a simplified, illustrated story about Sonia's journey
• Emphasize how she didn't give up when people doubted her potential
• Focus on her determination to stand up for what's fair

Resilience Puppets

• Use simple puppets to act out scenarios where persistence helps
• Example: A character overcoming language barriers or cultural challenges
• Connect to Sotomayor's story of being a child of Puerto Rican immigrants

Justice Scales Activity

• Have students create paper scales of justice
• On one side, they write a challenge; on the other, how they'll overcome it
• Discuss how persistence helps balance the scales

Family Connection Activities

Family Heritage Storytelling

• Encourage families to share immigration and adaptation stories
• Discuss how family history builds resilience
• Connect to Sotomayor's own family background

"Not Yet" Language

• Encourage parents to use "not yet" instead of "can't" language
• "You can't speak Spanish fluently yet, but with practice, you will!"
• Connect to how Sotomayor worked to overcome challenges

Persistence Chart

• Create a visual chart for home use
• Track times when children show persistence
• Celebrate small wins and improvements

Grades 4-8: "When Someone Says It Can't Be Done"

Learning Objectives

• Analyze how successful people overcome obstacles
• Develop problem-solving strategies
• Understand basic concepts of equality and justice
• Recognize the value of strategic thinking

Classroom Activities

Step-by-Step Change Workshop

• Identify unfair rules or situations in school or community
• Develop step-by-step approaches to making change
• Connect to how Sotomayor carefully navigated systemic barriers

"No" Is Just the Beginning

• Role-play exercises where students practice responding to rejection
• Study Sotomayor's strategic approach to overcoming societal challenges
• Brainstorm how to turn "no" into a new opportunity

Cultural Pride and Progress Project

• Students explore their own cultural heritage
• Develop presentations about community leaders who create positive change
• Practice persistence through constructive advocacy

Research Activities

Latina Leaders Timeline

• Create a timeline featuring Sotomayor and other persistent Latina leaders
• Identify common traits and strategies
• Analyze how these women overcame societal barriers

"Persistence Profile" Interviews

• Interview family members about times they showed resilience
• Compare their stories to Sotomayor's experience
• Identify common themes and strategies

Family Connection Activities

Family Constitution Discussion

• Create a family "constitution" with rights and responsibilities
• Discuss how rules can be changed when they don't work
• Connect to Sotomayor's work interpreting the Constitution

Failure and Learning Dinner Conversations

• Once a week, have everyone share a failure and what they learned
• Normalize setbacks as part of growth
• Relate to Sotomayor's philosophy of persistence

Grades 9-12: "Dissenting and Persisting"

Learning Objectives

• Analyze the relationship between persistence and social change
• Evaluate strategic advocacy and legal reasoning
• Develop personal resilience in academic and career pursuits
• Understand how systemic change happens incrementally

Classroom Activities

Case Study Analysis

• Conduct a detailed analysis of key Sotomayor cases
• Compare with other persistence-driven legal advocacy
• Evaluate which strategies were most effective

The Dissent Workshop

• Study Sotomayor's significant legal opinions and their impact
• Practice writing persuasive arguments for change
• Discuss the role of principled disagreement in democracy

Strategic Change Exercise

• Identify a current inequality or social justice issue
• Develop a multi-step strategy for addressing it
• Apply Sotomayor's incremental approach to creating lasting change

Research Projects

Latinos in Transformative Roles

• Research barriers faced by Latinos in professional fields
• Compare historical and contemporary challenges
• Analyze persistence strategies across generations

Leadership and Cultural Identity

• Research influential Latino leaders throughout history
• Analyze how cultural background influences leadership approach
• Explore intersections of identity, education, and social change

Career Readiness Activities

Resilience and Opportunity Portfolio

• Develop strategies for handling workplace challenges
• Create personal statements about persistence
• Practice reframing setbacks as opportunities

Advocacy Mentorship Program

• Connect students with local community leaders and professionals
• Develop questions focusing on persistence through challenges
• Create personal advocacy plans

"My Persistence Manifesto" Project

• Students develop personal manifestos on persistence
• Include specific strategies for academic and career goals
• Incorporate lessons from Sotomayor and other change-makers

Family Connection Activities

Intergenerational Success Stories

• Interview family members about persistence across generations
• Document family history of overcoming obstacles
• Celebrate cultural resilience and adaptation

Dialogue and Understanding Workshop

• Families practice respectful communication and empathy
• Discuss how understanding different perspectives leads to progress
• Relate to Sotomayor's approach to bridging cultural and legal divides

Assessment Guidelines

K-3 Assessment

• Observe students' approach to challenges
• Note language shifts from "I can't" to "I can't yet"
• Evaluate understanding through drawings and reflections

4-8 Assessment

• Assess problem-solving strategies when facing obstacles
• Evaluate quality of persistence profiles and interviews
• Monitor application of persistence concepts across subjects

9-12 Assessment

• Evaluate depth of analysis in case studies and research projects
• Assess quality and practicality of persistence strategies
• Monitor application of persistence concepts to personal goals

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.

2. 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.

3. 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.

4. 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.

5. 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.

As March winds down and April approaches, our classrooms are blooming with literacy activities! Just as spring showers nurture growing plants, our dedicated educators cultivate young minds through engaging reading and writing experiences.

In our preK classrooms, students explore colorful, rainbow-themed art projects while developing fine motor skills and expressing their creativity. Our tables are buzzing with activity as children draw, color, and share stories inspired by their artwork.

Meanwhile, our kindergarten students gather on their colorful reading carpet for daily story time, eagerly absorbing new vocabulary and concepts. These moments of focused attention and discussion are planting seeds of comprehension that will continue to grow throughout the spring.

As we move into April, WHe look forward to the "Literacy in Bloom," where families can witness the wonderful growth in their children's reading and writing abilities. Just as April showers bring May flowers, our consistent literacy practices are helping our students blossom into confident readers and writers!

Please remember to bring appropriate rain gear, as we'll be incorporating outdoor learning whenever the weather permits. There's nothing like a spring shower to inspire poetry and science observations!

This week at Cornwell Avenue showcased exemplary educational practices across our classrooms. Students demonstrated outstanding skills and sang beautifully during music instruction, where they connected with lyrics about positivity and self-expression.

Our teachers excelled at engaging students through thoughtful questioning techniques that promoted ownership of learning. Teachers deepened comprehension and critical thinking skills by asking students to explain their thinking—even for seemingly simple concepts. This approach was particularly effective during small group reading instruction, where students articulated their reading development and comprehension strategies.

The structured classroom environments provided excellent models for differentiated instruction. Support teachers and teaching assistants were strategically utilized to facilitate personalized learning experiences. Students benefited from movement-based activities that kept energy levels high while reinforcing academic concepts.

What stood out was how effectively teachers transitioned between activities while maintaining student engagement. The collaborative learning environments, with students working at tables and on classroom carpets, exemplified our commitment to creating spaces where all learners can thrive.

These instructional approaches—emphasizing student voice, structured support, and personalized learning—represent best practices we continue to share across classroom settings to benefit all Cornwell Avenue students.

What a journey of imagination and creativity! Our students have poured their hearts into crafting remarkable narrative pieces that capture the magic of storytelling. From tales of adventure to heartwarming personal experiences, each story represents hours of hard work, creativity, and personal expression. Ms. Reetz and Ms. Abbott's classes were thrilled to invite families, classmates, and staff to their Publishing Celebration on March 28th, where these young authors proudly shared the stories they had carefully developed. I wish you could have witnessed the RamPride in their eyes as they showcased their literary achievements and celebrated the power of their unique voices.

This Friday, a talented team of our 4th- and 5th-grade students proudly represented our district at the KidOyo Hackathon held at Bethpage High School. These young innovators spent the day collaborating, problem-solving, and coding creative solutions to real-world challenges alongside students from across Long Island. Their teamwork, perseverance, and enthusiasm for learning were truly inspiring. WHe are so proud of their efforts and grateful to the staff and families who supported them on this exciting journey!

We are excited to announce that our seniors have been conducting research and conducting interviews about their service-learning projects. These insightful conversations are helping to document and support their research while providing our seniors with valuable interview experience and a deeper understanding of community outreach efforts.

These interviews have offered our seniors a behind-the-scenes look at how various projects, policies, and plans are developed, implemented, and evaluated. These interviews capture both the challenges and successes of our service-learning approach.

Topics Explored Through Interviews

Discipline Systems

• Seniors investigated how discipline policies are created and enforced
• Interviews with administration revealed the balance between accountability and support
• Students explored restorative justice approaches being implemented

Food Service Operations

• Research included plans to interview cafeteria staff and nutrition coordinators
• Students learned about meal planning, dietary accommodations, and food sourcing
• The challenges of providing nutritious options while managing constraints were discussed

Support Services

• Seniors discussed how WHe connect with counselors, social workers, and resource specialists throughout the district
• Interviews focused on how support systems identify and assist students in need
• Students documented the coordination between different support departments

Safety Protocols

• Research covered emergency preparedness and day-to-day security measures
• Interviews provided insights into risk assessment and prevention
• Interviews with building-level committees can take place in the future
• Students examined how safety policies are communicated to the broader community

WHe are proud to see our seniors taking ownership of this initiative and building meaningful connections across our community.

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!

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.