West Hempstead Weekly Update

There was a typo in the Winter Educator. The second paragraph of the Pre-K article says, "Last year, of the 125 kindergartners at Chestnut Street, 75% attended the district’s pre-K program." There should not be a percent sign. It should read, " Last year, of the 125 kindergartners at Chestnut Street, 75 attended the district’s pre-K program.

Our youngest learners' faces are beautiful and integral to the rich tapestry of the American mosaic and the promise of our future. Each face, reflecting a unique background, culture, and story, contributes to the vibrant diversity that defines us as a nation. These faces embody the spirit of resilience, innovation, and inclusivity that are foundational to our shared values. As we nurture and educate these faces, we shape minds and cultivate a society where every individual's uniqueness is celebrated and cherished. In embracing and honoring the beauty and importance of these faces, we pave the way for a brighter and more harmonious future for all.

When students can transfer their learning to different situations, it reflects a deep understanding of concepts and their practical application. This ability goes beyond rote memorization, showing that students can analyze, synthesize, and apply knowledge to new and unfamiliar contexts. It indicates that learning has been meaningful and impactful, enabling students to solve problems creatively and think critically. "Y?" "I" believe that transferable learning skills are essential for success in the modern world, where individuals are often required to adapt to new challenges and environments. By fostering transferable learning, educators empower students to become lifelong learners and versatile problem-solvers.

GW buzzed with the vibrant energy of school life; moments of joy sparkle like the 4th of July, illuminating the journey of learning and growth. Whether it's the jubilation of a class victory in a reading challenge, the proud display of habits of mind guiding our actions, the intimate connection of working one-on-one with a teacher before the day begins, or the sheer delight of singing a song about purple potatoes with friends echoing through the hallway, these moments embody the essence of the school experience. They remind us that school is not just about academic achievement but also about building relationships, fostering creativity, and nurturing @RamPride.

Our secondary school students are learning creatively and it can be a transformative experience, enriching their education and preparing them for a dynamic world. Students can engage deeply with the curriculum by integrating innovative approaches such as project-based learning, arts integration, and real-world problem-solving. Creative learning environments nurture students' curiosity, critical thinking, and collaboration skills, empowering them to explore their interests and express their ideas. This approach enhances academic achievement and fosters a lifelong love of learning and the ability to adapt to new challenges with confidence.

The boys' basketball team's depth proved overwhelming for Carle Place in the Nassau B Boys' Final, leading to a resounding victory. Their cohesive teamwork, big front line, timely shooting, and bench players contributed to their success, showcasing their determination and skill throughout the game. With this win, they have earned the title of Nassau County Champions, a testament to their hard work and commitment to excellence on the court.

They will face Pierson in the Long Island championship/Southeast Regional semifinal at 4 p.m. on Monday at Center Moriches.

Professional Learning Communities (PLCs) are crucial in enhancing teaching practices and improving student outcomes in schools. By bringing educators together to collaborate, reflect on their teaching methods, and share best practices, PLCs create a supportive environment for continuous professional growth. PLCs also provide a platform for teachers to analyze student data, identify areas for improvement, and implement targeted interventions to meet the diverse needs of students. Moreover, PLCs foster a culture of collaboration and shared responsibility, where educators work together towards common goals. This collaborative approach benefits teachers and leads to improved student achievement, as teachers are better equipped to address the individual learning needs of their students. Overall, PLCs are instrumental in promoting a culture of excellence and continuous improvement in schools.

For much of human history, the primary challenge of technology lay in harnessing its potential in creating tools and systems that could improve our lives and expand our capabilities. From the invention of the wheel to the development of complex machinery, humans have constantly sought ways to leverage technology to make tasks easier, more efficient, and more productive.

However, the challenge has shifted as technology has advanced and become increasingly integrated into every aspect of our lives. Today, the primary concern is not just about creating and unleashing the power of technology but also about containing and directing its unleashed power. With the rise of artificial intelligence, big data, and interconnected systems, there is a growing awareness of the need to ensure that technology continues to serve us rather than undermine our well-being.

This shift in focus requires us to consider the immediate benefits of technological advancements and their long-term impacts. It calls for a more holistic approach to technology, one that considers not just the technical aspects but also the social, ethical, and environmental implications. It challenges us to think beyond mere innovation and progress and to consider how we can use technology to create a more sustainable and equitable future for all.

In K-12 schools today, there is a crucial responsibility to educate students about the implications of technology, particularly artificial intelligence (AI), and to think critically about its impact on society. Teaching students to think critically about AI involves understanding the technical aspects of how AI works and examining its ethical, social, and economic implications. Students should be encouraged to consider various questions about AI and its power. By equipping students with the skills to critically evaluate and engage with AI technology, K-12 schools can ensure that future generations are empowered to shape a positive and responsible relationship with technology.

“The New York State Testing Program began transitioning to a computer-based testing model in 2016 when the New York State Alternate Assessment (NYSAA) started using Dynamic Learning Maps (DLM). DLM is a computer-delivered adaptive assessment measuring a student’s achievement of the ELA and mathematics learning standards at a reduced level of depth, breadth, and complexity. This assessment provides the opportunity to customize the assessment to the individual abilities and needs of the student, is designed to measure a wide range of proficiencies of students, is more efficient to administer and score, and provides useful information to teachers to inform future instruction for the student. The NYSAA Science transitioned to DLM in spring 2018.

The transition to computer-based testing for the Grades 3-8 English Language Arts (ELA) and Mathematics testing program began with optional participation in computer-based field tests in 2016. This was followed by optional participation in CBT in the spring operational tests in 2017 and schools have been provided the opportunity to choose their testing format since that time.” - Betty A. Rosa, Commissioner

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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.

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.

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