West Hempstead Weekly Update
This week, students in Ms. Wilken's Algebra 1 class at our secondary campus demonstrated exceptional mathematical thinking as they explored the key features of quadratic functions through real-world applications.
The class worked collaboratively to identify important elements, such as vertices, zeros, and intercepts, within practical contexts, including projectile motion, profit modeling, and architectural design. By connecting abstract algebraic concepts to tangible scenarios, students are developing both technical skills and an appreciation for how mathematics helps us understand and interpret the world around us.
"I'm incredibly proud of how engaged the students were in making these mathematical connections," Ms. Wilken shared. "When they can see how finding the vertex of a parabola helps determine the maximum height of a launched object or how calculating zeros reveals starting points, that's when math truly comes alive for them."
This hands-on approach to algebra instruction exemplifies our commitment to providing relevant, application-based learning experiences that prepare students for future academic and career success.
This week, Ms. Milliner delivered an insightful presentation to George Washington's parents covering critical topics for Quarter 4. She discussed heightened academic expectations as we approach year-end and growing concerns about cellphone usage and social media impacts on our students.
Drawing from insights in "The Anxious Generation," Ms. Milliner shared strategies for helping students develop healthy technology habits while nurturing essential social skills. The presentation sparked meaningful dialogue about balancing digital engagement with face-to-face interactions.
Parents received practical guidance for supporting their children through the final quarter while promoting overall well-being. Presentation materials are available through the website for those who missed it.
We thank all who attended and welcome continued conversation on these important topics!
This week, students in Ms. Tyler's AP Literature class engaged in profound academic discourse through a thought-provoking Socratic Seminar focused on Tim O'Brien's renowned Vietnam War novel, "The Things They Carried."
The seminar offered a platform for students to delve into a nuanced examination of the intricate themes of memory, truth, and the psychological effects of war. Participants demonstrated exceptional critical thinking skills as they examined how O'Brien's narrative techniques blur the lines between fact and fiction and how this serves to communicate deeper truths about the human experience during conflict.
What made the discussion particularly powerful was how students connected the literal and metaphorical "things carried" by soldiers to their own lives, recognizing how we all bear invisible burdens that shape our narratives and perspectives.
It was impressed by how the students moved beyond surface-level analysis to truly grapple with O'Brien's challenging questions about storytelling and memory. Their willingness to engage with difficult subject matter and listen respectfully to diverse viewpoints exemplifies the kind of thoughtful discourse we aim to foster.
This exercise in collaborative critical analysis not only deepened students' understanding of a significant literary work but also strengthened their abilities to articulate complex ideas and appreciate multiple perspectives--skills essential for success in higher education and beyond.
This week, Ms. Elias' elementary students dove into their new narrative nonfiction text, "Towers of Nashtifan," during Reader's Workshop. The class is working on two important literacy skills simultaneously: identifying vowel-consonant-e patterns in words and developing comprehension through recognition of the main idea and key details.
Students gathered on the reading rug for interactive lessons where they practiced their phonics skills and discussed the fascinating content about these ancient towers. Ms. Elias created a supportive learning environment where students collaborated with partners to locate and record words featuring the vowel-consonant-e pattern.
The classroom's engaging atmosphere was enhanced by clear learning objectives on the board: "Today I will listen to the narrative nonfiction book, Towers of Nashtifan. So I can recognize and locate words with vowel-consonant-e AND think about the text's main idea and key details."
Day 2 of this unit focused on building these foundational reading skills through thoughtful discussion and active participation. We're proud to see our young readers developing both technical reading abilities and deeper comprehension strategies simultaneously!
This week, our secondary school north campus students engaged in meaningful writing development with Ms. Roger's guidance. In a focused workshop environment, they worked diligently on revising their written pieces, paying special attention to word choice and vocabulary enhancement.
Ms. Roger's collaborative approach encouraged students to think critically about their language selections, helping them transform their writing from basic to sophisticated. This emphasis on thoughtful revision demonstrates our commitment to developing strong communication skills to serve students beyond the classroom.
The engaged atmosphere in the classroom highlighted our students' dedication to improving their craft. Ms. Roger provided personalized feedback and encouragement throughout the process. These writing workshops represent an important component of our comprehensive literacy program, which empowers students to express themselves with clarity and confidence.
This week, in Ms. Naughton's algebra class, students dove deep into solving systems of linear equations using the elimination method. The class began their journey into this fundamental algebra concept, which allows them to tackle real-world problems requiring multiple variables.
Ms. Naughton expertly guided students through eliminating variables by adding equations, demonstrating how this technique efficiently solves for one variable before substituting to find the other. The interactive whiteboard displayed clear examples showing how "we cancel out one of the variables by adding the two equations together!"
Working both independently and collaboratively, students applied their new skills to increasingly complex problems. The classroom walls featured supporting materials, including interactive charts and encouraging messages like "Don't decide you can't until you discover you can!"
Ms. Naughton's hands-on teaching approach and clear explanations helped students build confidence in this important mathematical concept, which forms the foundation for future work in mathematics and its applications across disciplines.
This week, Ms. Hicks's first-grade class dove into their non-fiction unit with the book "Born in the Wild." Students practiced making predictions before reading and engaged with new vocabulary, including the term "wean" which they learned means slowly removing young animals from their mother's milk.
During the lesson, students participated in "turn and talk" activities, sharing fascinating facts about how different animals care for their young. The discussions were lively, as children eagerly shared their newfound knowledge with classmates.
Ms. Hicks created wonderful opportunities for students to articulate what they learned about animal families and habitats. The conversations demonstrated how well our young learners are developing their listening skills and ability to recall information from texts.
It's WHonderful to see our first-graders so engaged with non-fiction literature and building their understanding of the natural world!
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
Consistency: Success isn’t built in a day; it’s built by stacking one good day on top of another. This year, focus on making each day count. Whether in lesson planning, student interactions, or professional development, let’s commit to consistent, daily progress. It’s the small, incremental gains that will lead to significant long-term achievements for our students and ourselves.
The Obstacle is the Way
Resilience: Every challenge we face is an opportunity in disguise. When obstacles arise—and they will—let’s face them head-on, knowing that overcoming these challenges will make us stronger and more effective educators. Embrace problems as pathways to growth, and let’s model this resilience for our students.
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.
About Us
Email: drehman@whufsd.com
Website: www.whufsd.com
Location: 252 Chestnut Street, West Hempstead, NY,
Phone: 516-390-3000
