West Hempstead Weekly Update

Dear School Community and Staff,

As school begins, it's the perfect time to focus on one of education's most fundamental principles: Meeting Kids Where They Are. This week, let's dive deeper into what this means and how we can prepare to implement it from day one.

Understanding the Motorcycle vs. Tricycle Principle

Remember the analogy: you wouldn't hand a toddler the keys to a motorcycle and expect them to ride safely. Yet in education, we sometimes forget this simple wisdom. Meeting kids where they are means recognizing that each child arrives with different experiences, skills, and developmental stages – and that's exactly as it should be.

What This Looks Like in Practice

In Our Kindergarten Classrooms:

• Learning happens through hands-on exploration and play
• Math concepts emerge through counting colorful manipulatives, sorting objects, and singing number songs
• Reading begins with recognizing that squiggles on a page have meaning
• Social skills develop through structured play and gentle guidance

In Our Elementary Years:

• Abstract thinking begins to emerge, but concrete examples remain crucial
• Students can handle more complex tasks, but still need clear, step-by-step guidance
• Peer learning becomes increasingly important
• Independence grows gradually with appropriate scaffolding

In Our Secondary School, Northside:

• Students grapple with identity and belonging while their brains undergo major development
• They can handle abstract concepts but need help connecting them to their lived experiences
• Social dynamics become more complex and require careful navigation
• They crave both independence and security

In Our Secondary School, Southside:

• Students can engage with sophisticated ideas and take ownership of their learning
• They're preparing for adult responsibilities while still needing guidance and support
• Individual interests and career paths begin to emerge more clearly
• They can contribute meaningfully to their own learning design

Preparing for Assessment and Differentiation

As we approach the new school year, here's how we'll put this principle into action:

Week 1-2: Discovery Phase

• Observation over evaluation: Watch how students approach tasks, what energizes them, and what challenges them
• Learning style inventory: Notice who learns best through seeing, hearing, or doing
• Interest surveys: Discover what sparks curiosity in each child
• Baseline assessments: Understand where each student is starting from, not to judge but to guide

Week 3-4: Relationship Building

• Individual connections: Learn each child's name, interests, and concerns
• Classroom community: Establish norms that honor different learning styles and paces
• Family partnerships: Connect with families to understand the whole child
• Safe space creation: Ensure every student feels valued for who they are right now

The Art of Just-Right Challenge

Meeting kids where they are doesn't mean keeping them there. It means starting from their current reality and building bridges to new learning. This requires us to become master observers and skilled differentiators.

For Our Teachers: Practical Strategies

• Flexible grouping: Students work with different peers based on the specific learning goal
• Choice in learning methods: Offer multiple ways to engage with the same concept
• Varied assessment: Allow students to demonstrate understanding in different ways
• Learning stations: Provide activities at different complexity levels
• Individual conferencing: Regular check-ins to adjust support and challenge levels

For Our Families: How You Can Help

• Share insights: Tell us what you observe about your child's learning style at home
• Celebrate growth: Focus on progress rather than comparison to others
• Maintain perspective: Remember that different doesn't mean deficient
• Trust the process: Allow time for your child's unique timeline of development

Looking Ahead: Building Our Foundation

As WHe enter the school year, remember that meeting kids where they are is both an art and a science. It requires:

• Patience as we get to know each student
• Flexibility as we adjust our approaches
• Collaboration as we share insights and strategies
• Faith in each student's capacity to grow

This Week's Reflection Questions

For Staff:

• How will you discover where each of your students is starting from?
• What systems will you put in place to track and respond to individual learning needs?
• How will you communicate your observations with colleagues and families?

For Families:

• What have you observed about your child's learning preferences and strengths?
• How can you help your child feel confident about starting where they are?
• What questions do you have about how we'll support your child's individual needs?

Coming Up Next Week

Next week, we'll explore Core Principle #2: Scaffold Learning (Like Building Blocks) and discuss how we'll create learning progressions that honor each child's starting point while building toward grade-level expectations.

Remember, the goal of meeting kids where they are isn't to keep them there – it's to meet them with respect, understanding, and the right support to help them grow into who they're meant to become.

Here's to a school year where every child feels seen, valued, and challenged at just the right level!

With excitement for the journey ahead,

The RamFam Leadership Team

Over the course of this two-week enrichment program, our multilingual learners focused primarily on developing their language and literacy skills in English through engaging, interactive activities that targeted listening, speaking, reading, and writing. Alongside this, they enthusiastically explored subjects such as math and science, applying their growing language skills to deepen understanding across the curriculum. The hands-on, collaborative nature of the program made learning both meaningful and fun, sparking curiosity and creativity as students experimented and discovered new ideas together. This combination of language development and academic exploration created a rich, memorable experience for all.

Tzenul Jaramillo, a student at the Secondary School, has been selected to participate in the prestigious 2025 New York State School Music Association (NYSSMA) All-State Performing Ensemble. Tzenul will perform as a Bb Clarinet player in the Symphonic Band during the All-State festival in Rochester, NY from December 4-7, 2025.

This honor represents an exceptional achievement, as thousands of students from across New York State auditioned for these coveted positions at solo and ensemble festivals this past spring. Tzenul's selection reflects not only their individual musical excellence but also the quality of our music education program at West Hempstead High School.

The All-State experience provides him with the opportunity to work with renowned conductors and perform alongside the most talented young musicians in New York State. We congratulate Tzenul on this outstanding accomplishment and recognize the dedication of our music faculty in preparing students for success at the highest levels.

The school year has not started, and the "hits" are already being recorded!

Dear West Hempstead RamFam,

Imagine your child curled up with a book, lost in a world of adventure, or penning a story that sparks their imagination. At West Hempstead UFSD, WHe are passionate about nurturing lifelong readers and writers, and it starts at home with YOU! Our schools—Chestnut Street (PreK-K), Cornwell Avenue (Grades 1-3), and George Washington (Grades 4-6), along with our Director of Humanities and Assistant Superintendent of Curriculum &Instruction, are here to share practical tips to make literacy a joyful part of your family’s daily life. Let’s dive in and explore how you can inspire your child to love reading and writing.

WHe have created a district webpage that can be found on all district sites, where we will share strategies and ideas that will help you support your child(ren). As well, we will create a monthly newsletter to keep you abreast of the latest happenings.

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 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.

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.