West Hempstead Weekly Update

This week, our RamFam mourns the loss of Dr. Thornburg, a dear friend of West Hempstead. Some of us knew him as a professor, some as a mentor, and some as a colleague.

Dr. Thornburg did a great deal of meaningful work in our district. Most recently, he helped write and evaluate our RamPathways 21st CCLC grant, which opens new opportunities for our students beyond the school day. Over the years, he also led professional development for our staff on social-emotional learning, equity and access for all students, and Habits of Mind. Each time, he left us thinking more deeply about who we serve and how we serve them.

He was a true professional, a kind and caring soul, selfless, and a fierce advocate for every student. He shaped many of our paths as educators and the paths of so many others, and that influence will not be forgotten. He will be deeply missed.

Our thoughts are with his family, friends, and everyone whose life he touched.

_________________________________________________________________________________________________

Some people leave an imprint on us that extends far beyond the moments we share with them. Devin was that kind of person to me. His influence lives on in the questions he taught me to ask, the values he helped me clarify, and the way I choose to show up for children and colleagues each day. I am deeply grateful that our paths crossed, that I had the privilege of calling him both a colleague and a friend, and that I was changed by knowing him. His influence will live on in the many educators he inspired and the children whose lives will be better because of them. - Dr. Minicozzi

______

Devin was a warm, friendly face and a dedicated mentor who went above and beyond for us. He always showed up to support us, traveling great distances no matter what he was facing in his own life. I am so grateful for the wisdom, guidance and kindness that he shared. - Ms. Birnbaum

_____

I had the pleasure of working with Mr Thornburg through Ram Pathways. He was dedicated to making a difference in the lives of the students in West Hempstead and was always willing to lend a hand or help me any time I had any questions.

He will be extremely missed. May he rest in eternal peace. - Ms. Roessler

_____

Dr. Devin Thornburg was truly the most impactful mentor and encourager I ever had the privilege and honor of knowing. He was my first professor at Adelphi University when I was getting my Masters, and later became a dear friend and professional confidant. His contagious passion for education and his commitment and dedication to teaching permanently and positively influenced my career as an educator. He will be profoundly missed. - Ms. Silkes

_____

Dr. Thornburg embodied the very essence of a lifelong learner, always seeking knowledge and finding joy and purpose in lighting the candle of knowledge for others. He was a fierce advocate for literacy, equity, and the belief that every child deserves the opportunity to learn. Just as importantly, he understood that supporting students meant supporting the teachers who dedicate themselves to this important work. Devin championed educators, lifted others up, and inspired those around him to keep learning, questioning, and striving to do better.

On a personal level, I will always be grateful for the way he welcomed me into the Adelphi community. He made me feel that I had something meaningful to contribute, inviting me to guest lecture in his classes and generously sharing his knowledge, encouragement, and guidance when I stepped into my own role as an adjunct professor. Dr. Thornburg had a special way of making others feel valued, and part of something bigger than themselves.

Devin was the truest definition of an educator—not simply because of what he knew or taught, but because of how deeply he cared, how generously he shared, and how profoundly he influenced others.

His legacy will live on in the countless students, teachers, and colleagues whose lives he touched. What a privilege it was to know him, learn from him, and call him a friend. - Ms. Andrejko

_____

Devin Thornburg answered the question, “ Tell me, what is it you plan to do with your one wild and precious life?” by devoting his entire being, his entire self with unwavering passion and energy and commitment beyond measure to his students and Adelphi University- leaving a hugely impactful legacy. And so he lives on. - Dr. McCarthy

_____

Devin was a true presence whose intelligence, wit, kindness, friendship, and compassion inspired those around him to be the best versions of themselves. He had a remarkable ability to uplift others through both his words and actions. Devin was a gift to all who knew him, and I am a better person for having had the privilege of knowing him. - Ms. Reilly

_____

Dr. Thornburg made a meaningful impact on our support staff through his professional development, thoughtful guidance, and genuine care for the work we do. He always took the time to listen to our concerns and offered insightful ideas to help us provide the best possible support for our students. His kindness, compassion, and authentic investment in helping us grow as professionals made him truly special.

Thank you Dr. Thornburg for making a difference in the lives of our staff and students. We are grateful for all you shared with us and you will be deeply missed. - Ms. Lubliner

_____

Dr. Devin Thornberg was an innovative and kind professor whose deep commitment to culturally responsive education and thoughtful questioning helped me see my potential as an educational leader. I am honored to have been his student and will always be grateful for his guidance in turning my ideas about meaningful mentoring into actionable steps to support new teachers in our district. - Ms. Klein

_____

Devin and I were friends for almost 20 years. I first met him while I worked for the Hempstead School District, and we became friends when I was a student in Adelphi University's Leadership program. Have you ever met someone and felt a special connection but could not explain it? That is what I felt when I met Devin. Devin was one of the kindest and most caring people I have ever met. Devin was an angel. While I am not religious, I truly feel Devin was sent to us to find ways to make the lives of those around him, especially students of all ages, better. He was one of the few people who honestly worked for the betterment of mankind. He was selfless. He loved his students, the teachers he worked with, and his friends. No matter how busy he was (and he was very busy), he made time to speak with you over the phone or meet you for lunch. Those moments were brief, but meaningful.

My time with Devin was special. I literally owe him my life. Devin encouraged me and pushed me to do better academically. He believed that I had a gift to share with people. He invited me to speak to a group of students at Adelphi. He took me on as an adjunct in Adelphi's leadership program. I co-taught a course for future administrators. He was my biggest cheerleader, and Devin never asked for anything in return.

I last spoke to him in August. I could hear in his voice that he was tired. The cancer took hold. I convinced myself that he was not going to pass and this was a temporary setback. I thought to myself that Devin was too kind and gentle a person to suffer like that and too kind and gentle to be taken from us. I did not want to believe it. I am glad that I was able to tell him that I loved him.

Well, unfortunately, life goes on, and I know Devin would have told me to forget him and live my life; to take care of my family and to be the best teacher I can be for my students.

I will miss him dearly. - Mr. Coleman

Last Thursday, West Hempstead Secondary School was packed with readers, families, and detectives for Literacy Night 2026: Read Between the Lines. Thank you to everyone who came out and followed the clues with us. Our students explored, solved, discovered, created, and, most of all, showed what belonging looks like in a community that loves to read. A huge thank you also goes to the teachers, staff, librarians, and volunteers who turned our school into one big mystery to solve. You reminded all of us that there’s always more to the story.

Now for the confession. After a careful review of the evidence (the fingerprints, the footprints, and a very suspicious magnifying glass), I’m coming clean: I stole the Ram.

To our students: I’m sorry. Our Ram belongs to all of you, and I should never have taken him. In my defense, I only wanted to see how quickly West Hempstead’s best young detectives would crack the case. It was faster than I would have liked. Your questioning, close reading, and teamwork were exactly what good readers bring to every book they open. The Ram is back home safe, and I’m turning myself in to the true authorities on this case, our students and Board of Education.

Same school. New story. Thank you for making this one a great chapter.

With gratitude (and a little guilt),
Dan Rehman
Superintendent of Schools

This week WHe visited kindergarten classrooms at Chestnut Street, where our youngest learners were building the number sense that every later math skill depends on.

In one classroom, a small group played “Roll and Record.” Students rolled a die and recorded the number on a chart. Many recognized the dot patterns right away without counting. One student knew up to five on sight and then counted on by ones to reach six. Nearby, students took items out of an inventory bag and counted them. Every child found their own way to organize the objects first. With a little coaching from their teacher, such as lining items up or slowing down, they practiced one-to-one correspondence: one touch, one number.

Down the hall, students learned “Grab, Count, and Compare.” With a student helper, the teacher modeled the activity on the document camera. Students grabbed a handful of cubes, built a tower, counted it using the touch-and-count strategy, and colored in that amount on their worksheet. Then came the big question: which tower has more? Every student showed a thumb to agree or disagree, so no one was left out of the thinking. The teacher reviewed the rules, and students headed back to their tables ready to go.

These small moments build big foundations, and our kindergartners are off to a strong start.

The sun was shining for this year’s Chestnut Street Fall Festival, and our youngest Rams made the most of it. Students tossed bean bags, hooped cones, scooped their way through games, posed with scarecrows and a big red tractor (thank you grounds and facilities!), and walked through a pumpkin patch that filled the field.

This year’s festival also included a lesson in history. The West Hempstead Historical and Preservation Society joined us to teach students about Chestnut Street School’s story. Then they helped conduct the 114th ringing of the bell (thank you, Mr. Mayo!), which has looked over West Hempstead for more than 100 years. Watching our littlest learners pull the rope on a tradition older than their great-grandparents was something WHe won’t soon forget.

A big thank you to our PTA for helping with the activities and the pumpkin patch. They also provided activities that students will enjoy back in their classrooms, so the fun will keep going.

Thank you to the Historical Society, our PTA, and the Chestnut Street staff for giving our students a day full of joy, community, and connection to the place they call school.

This week WHe visited first and second grade classrooms at Cornwell, and WHe saw the building blocks of literacy at work.

In one first grade class, students were working in small reading groups. One group studied a picture of a tortoise, drew it, and labeled its parts: shell, neck, eyes, and legs. Their teacher checked in with other readers about their progress at the same time.

Next door, first graders were learning about “bonus letters” in Fundations. As they tapped out miss, kiss, and fuss, their teacher explained that the double s makes one sound and is tapped with one finger. Students also noticed the short vowel that comes before it.

In second grade, students wrote dictated sentences on whiteboards while their teacher moved around the room checking their work. Along the way she asked about digraphs (sh), suffixes (hunted), and r-controlled vowels: “How do you spell bird? Where’s the special part?” She kept asking about capitals and punctuation the whole time.

This is what focusing on what matters most looks like: explicit, joyful instruction that helps every child become a confident reader and writer.

This week WHe spent time in art, physical education, and music classes. In each one, students were thinking, creating, and working together.

In art, students reviewed 2D and 3D shapes and then learned about Wayne Thiebaud, the American artist famous for his paintings of cakes and desserts. Inspired by his work, students will draw a cake with a theme of their own, and they had plenty of creative ideas to share. Their teacher also asked them to recall what texture means and how it shows up in a cake. Then students looked at a sample showing how different kinds of lines can change the way a cake “feels.”

In physical education, two teachers introduced Newcomb, a volleyball-style game that builds throwing and catching skills. Students found their spots in the front and back rows, reviewed the boundaries, and identified the serving position. They also learned an important habit before every serve: call out the score, serving team first.

In music, students sang a “Pass the Pumpkin” round while their teacher coached them on tone, volume, and pitch. Then they moved to the rug, sat in a circle, and passed a ball on the steady beat. If you lost the beat, you were out, so everyone stayed focused.

Art, physical education, and music aren’t extras. They build creativity, teamwork, focus, and confidence, and that’s learning that matters.

At West Hempstead Secondary School, learning isn’t only for students. It’s for everyone in the building.

This week WHe saw it in a classroom where students worked on their own while adults moved from desk to desk, checking in, reading over shoulders, and giving feedback on the spot. Every student got attention, and every student was doing the thinking.

Down the hall, our science teachers became the learners. Working with partners, they took clusters of questions from recent state science exams in Earth and Space Science, Biology, Chemistry, Physics, and Grade 8 Science. They lined up each question with the standard it measures and talked through two questions: What story and real-world phenomenon tie the cluster together? And what does each question add? That work helps them design lessons that prepare students for the reasoning these exams ask for, not just the right answer.

This is kaizen, the practice of continuous improvement through small, steady steps. Our students improve a little each day, and so do our teachers and leaders. When the adults keep learning, students benefit.

At West Hempstead Secondary School, learning isn’t only for students. It’s for everyone in the building.

Learning for all. Better 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. This month's Golden Fleece is proof of that belief in motion: a district reading together, one classroom at a time.

At Chestnut Street, our youngest Rams are building the foundation, letters, sounds, and the confidence to try. At Cornwell, that foundation becomes fluency and habit, as teachers ask students not just whether they liked a book but what they noticed in it. At George Washington, readers are learning to look closely, tracing a character's turning point or a small quirky detail back to the choices an author made. And at the Secondary School, literacy becomes voice: the persuasive argument, the critical read of an image or a video, the tools students need to participate in their communities as engaged citizens.

Woven through every grade band is the same message from our PPS, ENL, and literacy teams: growth comes from small, consistent habits, not from a page count. A shared notebook, a reread favorite, a family conversation in whatever language feels most natural at home, all of it builds the same oral and written foundation. As Ms. Reilly reminds us, a single new word, noticed and used, expands a child's whole world.

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. I hope you'll join us for Literacy Night on October 22 at 6:30 pm at the Secondary School, and that you'll find at least one small routine in these pages to try at home this month. 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

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

This fall, the New York State Education Department announced a new initiative under its NY Inspires plan: identifying the learning standards most essential to deeper learning and future readiness. The goal isn’t to lower expectations. It’s to give teachers a clearer focus, so students can build lasting knowledge, apply what they learn, connect ideas across subjects, and show they’re ready for what comes next.

The work is grounded in two commitments that matter to us in West Hempstead: meaningful learning for every student, and alignment with the state’s Portrait of a Graduate. The state is rolling it out in phases. High school priority and support standards are expected in winter 2027, and K–8 standards in early summer 2027. Guidance, planning tools, and professional learning will come with each release.

NYSED is building this with educators, families, students, and community partners across the state. Our administratin and staff will follow it closely and keep you updated as resources come out. When the standards arrive, we’ll be ready to put them to work for our students.

On Monday, September 14, the Board of Regents heard a presentation on a significant change to how New York State students earn their high school diploma. Under the proposed "NY Inspires" framework, the state would sunset the current system of separate diploma assessment requirements and Regents exam passage, moving instead to one New York State diploma for all students, beginning with the graduating Class of 2028. The current tiers (Local, Regents, and Regents with Advanced Designation) would be replaced by a single diploma, with Advanced Designation becoming a seal or endorsement recognizing additional academic achievement.

Regents exams aren't going away. They'll continue to serve as a rigorous measure of student achievement against state learning standards, but passing them would no longer be a graduation requirement. In their place, districts like ours would rely on local assessment strategies, classroom evidence, and performance-based learning to demonstrate student readiness, alongside a new statewide high school assessment program tied to federal accountability requirements.

This is a multi-year transition. Regulatory amendments are expected to go before the Board for adoption in 2027, with full implementation for students entering 9th grade in the 2027–2028 school year and beyond. We'll continue monitoring this closely and will share guidance as more details become available, particularly regarding what this means for our current and incoming students.

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.