West Hempstead Weekly Update

Good evening, members of the Board of Education, families, residents of the West Hempstead and Hempstead communities, and Superintendent Rush of Hempstead.

I am here tonight to address the charter revision application submitted by Diamond Charter School, which seeks to temporarily incubate within the West Hempstead Union Free School District for up to two years while its permanent facility in Hempstead is completed.

As Superintendent of Schools for West Hempstead, my responsibility is to ensure our community is fully informed and to advocate for the best interests of our students and taxpayers. I want to clarify several critical points about this proposal.

I want to acknowledge the work Superintendent Rush and the Hempstead schools have done recently to strengthen their academic programming and expand opportunities for their students—progress that demonstrates the power of investing in our existing public schools.

District Involvement
First, the West Hempstead Union Free School District had no involvement in the selection of our community as a potential site for this charter school. This proposal was initiated entirely by Diamond Charter School and submitted to the SUNY Charter Schools Institute. We learned of this request only through formal notice from SUNY, which legally requires us to hold tonight's public hearing.

Position on the Proposal
I want to be clear: I do not support this application. My primary focus is and will always be the stability and success of the West Hempstead Union Free School District. Introducing an outside educational entity, even temporarily, creates unnecessary logistical and fiscal complications that do not serve the interests of our resident students.

Fiscal Impact
While Diamond Charter School indicates its intent to recruit primarily from Hempstead, its application acknowledges that it expects to enroll children from school districts across Nassau and Suffolk counties. Under New York State law, any West Hempstead resident who enrolls in this charter school would trigger a per-pupil tuition payment from our district budget to the charter school. This represents a direct financial risk to the programs and services we currently provide our students.

Transparency and Next Steps
The location the Diamond Charter School intends to occupy within our boundaries is 12 Westminster Road. We are committed to full transparency throughout this process. All comments made tonight will be recorded and forwarded to both the SUNY Trustees and the New York State Education Department for their consideration.

In closing, our district remains dedicated to providing an exceptional education for the children of West Hempstead within our own schools. We did not solicit this proposal; we did not participate in its development, and we do not believe it serves our community's best interests.

Thank you for your time and your continued commitment to our students.

[Your Name]

[Your Address]

[City, State ZIP]

[Email Address]

[Phone Number]

[Date]

SUNY Charter Schools Institute

State University Plaza

353 Broadway

Albany, NY 12246

New York State Education Department

Office of P-12 Education

89 Washington Avenue

Albany, NY 12234

RE: Opposition to Diamond Charter School's Application for Temporary Location in West Hempstead UFSD

Dear SUNY Trustees and NYSED Officials:

I am writing as a [parent/resident/taxpayer] of the West Hempstead community to express my strong opposition to Diamond Charter School's charter revision application seeking temporary incubation within the West Hempstead Union Free School District.

My concerns about this proposal include:

Lack of Community Input and Transparency The West Hempstead community had no involvement in the selection of our district as a temporary site for this charter school. This decision was made without consultation with local stakeholders, parents, or district leadership. Our community deserves a voice in decisions that directly impact our schools and tax dollars.

Financial Impact on Our District Under New York State law, every West Hempstead resident who enrolls in this charter school would require a per-pupil tuition payment directly from our district budget. This represents a tangible financial threat to the programs, services, and resources currently provided to our students. At a time when public school districts face ongoing fiscal challenges, diverting funds away from our neighborhood schools is unacceptable.

Disruption to District Stability Introducing an outside educational entity, even temporarily, creates unnecessary logistical complications and instability for our district. Our focus should remain on strengthening and supporting our existing public schools, not accommodating external organizations that do not serve our community's interests.

Questionable Need Diamond Charter School's own application acknowledges their intention to recruit students from districts across Nassau and Suffolk counties, not specifically to serve West Hempstead families. This raises serious questions about why our community should bear the burden of hosting this school when it is not designed to meet local needs.

Our Superintendent has made clear that this proposal does not serve the best interests of West Hempstead students and taxpayers, and I wholeheartedly agree. I urge SUNY and NYSED to deny this application and protect the integrity and financial stability of our public school district.

Thank you for considering community input in this important decision.

Sincerely,

[Your Signature]

[Your Printed Name]

Note to parents: Please personalize this letter with specific details about your family's connection to the district and any additional concerns you may have. Mass letters have more impact when they include individual perspectives and experiences. You can email: charters@suny.edu and CharterSchools@nysed.gov

WHe are thrilled to share some WHonderful news about our students' achievements and opportunities in the performing arts this week.

For the first time in our district's history, two of our talented students—Christopher Loria and Victoria Hasan—will be attending the New York State Theatre Education Association (NYSTEA) High School Conference at Villa Roma in Callicoon from January 9-11, 2026. Accompanied by their sponsoring teacher, Mr. Wayne Heckler, they'll join thousands of students from across New York State in this 29th Annual Conference, participating in immersive workshops focused on theatre education, performance, collaboration, and career pathways. This milestone represents an exciting expansion of opportunities for our students in the dramatic arts.

Additionally, WHe are RamProud to recognize twelve of our exceptional musicians who have been selected to perform in the Nassau Music Educators Association All-County Music Festival. These students—representing band, orchestra, and chorus across multiple divisions—will showcase their talents alongside the finest young musicians in Nassau County: Benjamin Mora, Elijah Woods, Nalah Vargas, Victoria Hasan, Luke Filincieri, Jaclyn Luong, Isabella Llanos, Kayla Wallack, Emma Pearlman, Avery O'Reilly, Lena Cheuk, and Christian Dominguez Espinosa.

WHe also celebrate Christian Dominguez Espinosa, Luke Filincieri, Valentina Imperioli, and Grace Shanley for their participation in the Long Island Strings Festival Association, further demonstrating the breadth and depth of musical talent in our schools.

These accomplishments reflect not only our students' dedication and passion but also the outstanding instruction and support they receive from our arts educators. Congratulations to all our performing artists—you make our district RamProud!

This week, our elementary schools—Chestnut Street, Cornwell Avenue, and George Washington—exemplified what it means to work together as a learning community. The theme of teamwork, collaboration, and learning from one another came alive in every corner of our buildings.

From welcoming new families to our district to teaching foundational phonics skills, leading engaging morning meetings, beautifying our learning spaces, developing physical education skills, and building reading proficiency, our staff and students demonstrated that we are all learners together. These moments remind us that education is a shared journey where everyone—whether student or adult—has something valuable to contribute and something meaningful to learn.

WHe are RamProud of the collaborative spirit that defines our elementary schools and grateful to our educators, staff, students, and families who make our community thrive. Together, #WHeRiseTogether to build a foundation for lifelong learning and success.

This week, our West Hempstead Secondary School students, under the guidance of Ms. Spallino, made a special visit to our 6th graders at George Washington Middle School to share their enthusiasm for Italian and World Languages. The presentation was designed to help students make informed decisions about their language studies for the upcoming school year.

Our secondary students did an excellent job showcasing the benefits of world language learning, even getting the 6th graders actively involved with a fun, interactive activity—learning "head, shoulders, knees, and toes" in Italian! It was wonderful to see our older students serving as ambassadors for our language programs and inspiring the next group of learners.

Thank you to Ms. Spallino and our student presenters for their dedication to promoting global awareness and language education in our district. Moments like these exemplify the collaborative spirit that makes our West Hempstead schools so special.

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

Dear West Hempstead Families,

Happy New Year! As WHe settle back into our routines after a restful winter break, we are excited to share the latest literacy updates from across our schools. The start of a new year offers a natural moment to pause, reflect, and set fresh intentions for growth. This January, we are encouraging our students to view their New Year's resolutions through the lens of reading and writing, focusing on small, realistic goals that build lasting habits.

In this edition of The Golden Fleece, you will find specific updates and home-support strategies tailored to every level of our district:

• Early Childhood: Discover how our youngest learners transition from phonemic awareness to confident writing.
• Primary Grades: Explore the specific literacy milestones for Grades 1-3 and learn easy ways to build vocabulary during your daily routines.
• Secondary Humanities: See how our older students are engaging in analytical writing and project-based learning to prepare for real-world tasks.
• Specialized Support: Read insights from our ENL department on how home languages power English learning, and get "cozy" reading tips from our PPS team and Literacy Coaches.

You are your child's first and most important teacher. Whether it is reading together for 10 minutes before bed, telling stories in your native language, or celebrating the effort your child puts into sounding out a tricky word, your partnership makes all the difference.

Let's make this a great month of learning together, one page at a time.

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

Access Your Account

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

Why It's Important

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

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

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

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

Parent Portal Link

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

How to Video

https://youtu.be/eNZs_AloU-c

Main Office Phone Numbers

Chestnut Street - 390-3150

Cornwell Avenue - 390-3140

George Washington - 390-3130

Secondary School - 390-3218

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

Using MySchoolBucks you can:

● Add funds to your student’s meal account

● View meal balances & cafeteria purchases

● Receive low balance alerts

Get started in 4 easy steps:

1. Download the mobile app or visit myschoolbucks.com

2. Create your free account

3. Add your student

4. Add funds to your student’s meal account

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

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

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

  
  

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

• Offers a choice of two program fee payment packages:

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

*Both plans cover 12 months from initial signup to ONEPAY

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

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

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

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

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

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

What This Means for Our District:

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

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

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

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

Overall Vision

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

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

Six Interconnected Attributes of a NYS Graduate

Every graduate is envisioned to be:

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

For Students

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

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

For Educators

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

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

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

• Rate student proficiency/progress on these attributes

For Administrators

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

Background

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

Key Changes

New Instructional Requirements:

· Personal Finance Education and Climate Education

· All public school students (K–12).

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

o Elementary: Grade 4

o Middle: Grade 8

o High School: Grade 12

Phase-In Timeline

Requirement Middle & High School Elementary

Personal Finance 2026–2027 SY 2027–2028 SY

Climate Education 2027–2028 SY 2028–2029 SY

· Districts may implement earlier than required.

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

Instructional Topics

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

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

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

Implementation Timeline

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

· Permanent Adoption: Anticipated March 2026.

· Effective Date: March 25, 2026.

What Administrators Need to Know

· Begin planning for integration of these topics into curricula.

· Prepare for annual verification requirements.

· Watch for NYSED guidance and resources to support implementation.

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

I am thrilled to extend a warm and heartfelt welcome as we embark on our 2025-2026 journey together. This year promises to be transformational as we unite under our powerful theme:

#WHeRiseTogether. This simple yet profound concept captures the essence of who we are and what we aspire to become as a unified educational community.

As we gather to begin this new chapter, I invite you to consider two fundamental questions that will guide our work together:

• Who is it you stand for?
• What is it you stand for?

These are not just philosophical prompts—they are the foundation of our collective mission to create schools where every student thrives.

#WHeRiseTogether embodies our commitment to the power of collective effort over individual achievement. In a world that often celebrates individual accomplishments, we choose to embrace the transformative potential of "We over me." When we prioritize our shared vision and work together as a cohesive team, we create a synergy that benefits everyone involved. Each educator, each staff member, and each student becomes a vital part of our collective success story.

This mindset requires a daily commitment to improvement, recognizing that small, consistent steps lead to significant progress over time. It requires the courage to step out of our comfort zones—individually and as a team—pushing boundaries and facing challenges head-on. This deliberate growth builds resilience and sharpens our collective awareness, preparing us to tackle even greater opportunities in the future.

Our Focus: At Least One Year's Worth of Progress

This year, we're committing to work that truly matters through three key results that will transform our learning environment:

Simplify Our Systems: We will eliminate redundant processes and reduce administrative burden, allowing you to focus on what matters most—teaching and learning. Our Burden Reduction Task Force will conduct monthly reviews to ensure we're streamlining rather than complicating your important work. Please see the email sent earlier in August for more information.

Strengthen Our Core Teaching Practices: We will provide protected collaborative planning time for grade-level and subject teams, renewed focus on the Plan-Implement-Evaluate cycle, and meaningful peer observation opportunities that honor your expertise and foster professional growth.

Support Innovation through Technology: We will integrate AI and technology tools that reduce administrative burden rather than increase it, providing professional learning that enhances your agency as educators and amplifies human connection rather than replacing it.

Navigating Change Together

As we implement these initiatives, I commit to leading with empathy, explaining the "why" behind our decisions, honoring the dedication that built our current systems, communicating early and often, and inviting ongoing dialogue. Your voice matters in this process—we need your wisdom and experience to succeed.

Creating Schools Where We All Rise

Together, we will create schools where:

• Work becomes great because curiosity drives it beyond obligation
• Students are seen, heard, and challenged to reach their full potential
• WHe have the time and support to focus on what matters most
• Collective triumph takes center stage over individual achievement

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.