West Hempstead Weekly Update

Thank you to everyone who took part in parent-teacher conferences this week. In classrooms, hallways, and offices across the district, families and educators sat down together to talk about each child’s progress, celebrate their growth, and plan the next steps.

Conferences looked a little different at each level. Kindergarten families walked past bulletin boards full of student work, students joined the conversation in some of our classrooms, and secondary families could meet with counselors about what comes next besides their child's teachers. The goal was the same everywhere: a real partnership centered on the child.

To our families, thank you for making the time and for your questions and insights. To our teachers, counselors, and support staff, thank you for the preparation and care that went into each conversation, and for the time it took. Our students do their best when home and school work together, and this week showed that partnership is strong here.

What a day! Our annual Literacy Parade filled the blacktop and fields with storybook heroes, fairy-tale royalty, pirates, superheroes, and more than a few beloved characters from the pages our students love most. Every costume was a small celebration of a book, a character, or a story that sparked a child’s imagination.

What made this year’s parade special was seeing our whole RamFam come together. Our secondary string musicians set the tone with live music. A group of student performers took the microphone to sing. Our teachers and staff joined in the fun too, with costumes of their own (a giant crayon box among them!). When older students lift up younger ones and adults model the joy of reading, our children learn that literacy isn’t just a school subject. It’s something we share as a community.

Thank you to the teachers, staff, and families who made the costumes, organized the route, and cheered from the sidelines. A special thank you to our student musicians and readers for showing our youngest learners what’s ahead of them.

Keep reading together at home, and ask your child which character they’d pick next year!

This week, our full district leadership team spent time in classrooms for Instructional Rounds at Chestnut Street School and George Washington Intermediate School.

Instructional Rounds are about learning, not evaluation. We go into classrooms to learn alongside our teachers and to celebrate the great work happening every day. We study what students are doing and what that tells us about our instructional system as a whole.

At Chestnut Street, we visited four kindergarten classrooms during writing workshop, literacy stations, morning meeting, and Fundations. We watched our youngest learners label pictures of their favorite foods and favorite people, working out letters and sounds to put their ideas into print. Our focus was intentional design. Every child works toward the same learning goal, and teachers adjust the support, materials, and ways children show what they know. As the CS team puts it: “We don’t just remove. We replace. We don’t just differentiate. We design with purpose.”

At George Washington, we visited Grade 4 and Grade 5 ELA and Grade 6 Science. We looked at how students move from a teacher’s mini-lesson into their own thinking, collaborating, and problem-solving, with scaffolds that open complex content to every learner while keeping expectations high.

Each visit ended with a team debrief. We named what we saw, found patterns across classrooms, connected them to our district key results, and agreed on next steps. Thank you to the teachers and students who welcomed us, and to Chestnut Street and GW for hosting.

Dear Parents and Guardians,

As the leaves turn and the days grow shorter, November is a perfect time to settle in with a good book and a good conversation. This month’s Golden Fleece carries a common thread from every corner of our district: literacy doesn’t end when the book closes.

You’ll see it in our youngest learners at Chestnut Street, who are discovering that print is all around us, from a sticky-note label on a cup to a grocery list written together. At Cornwell Avenue, students and families are invited to take on a 15-minute daily reading challenge, shifting the question from “Did you read?” to “What did you think about what you read?” At George Washington, literacy comes alive in art, physical education, and music, where words like texture and onomatopoeia take on new meaning. And at the Secondary School, we honor Native American Heritage Month by recognizing the poet Joy Harjo and exploring the power of perspective and storytelling.

Our district teams add to the conversation, too. Our Literacy Coach, Ms. Andrejko, offers grade-by-grade ideas for taking reading beyond the book, from fall walks to family recipes. Our PPS team encourages children to “stretch their thinking” by explaining why they believe what they believe. Our ENL teachers celebrate the George Washington Book Tasting, where every student saw their own story reflected on the page. And Ms. Reilly shares simple ways to build vocabulary one word at a time through everyday talk.

The message across all of these pages is the same: the most powerful literacy tool you have is conversation. Ask questions, listen closely, invite another point of view, and celebrate curiosity. You don’t need special materials or extra worksheets, just a few minutes together and a willingness to wonder.

We were also so grateful to see so many of you at Family Literacy Night on October 22. Watching our students work as young detectives to solve the mystery of “Who Stole the RAM?” was a joy, and a reminder of how much our students can accomplish when families and schools learn side by side.

Thank you for being our partners in growing strong readers, writers, and thinkers.

Happy Reading!

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.