West Hempstead Weekly Update

The arts have an extraordinary ability to enrich our lives and communities in profound and invaluable ways. They tap deep into human creativity and expression, allowing us to explore the full human experience. The arts provide a vital outlet for processing emotions, grappling with questions, and finding meaning and beauty in our world.

The Nassau All-County Art Exhibit is a powerful testament to the immense talent and creativity that exists within Nassau County's students. As you wander through the exhibit halls, you are immediately enveloped in a kaleidoscope of paintings, each young artist's vision and perspective on display. The colors, textures, and compositions leap off the "canvases."

Just as captivating are the musical performances punctuating the exhibit experience. You can't help but be swept away by these young musicians' passion and technical mastery. Their performances remind us of the transformative power of art to inspire and unite all people.

Whether expressed through material, sounds, or words, the arts give voice to our shared humanity. The Nassau All-County Art Exhibit spotlights our students' creative spirit and ability to find beauty and truth within themselves.

The Superintendent’s Student Advisory Council (SSAC) serves as a vital bridge between student voices and district leadership. Comprising passionate and engaged student representatives, the SSAC meets regularly with the Superintendent and Assistant Superintendents to discuss various topics, from curriculum and extracurricular activities to school culture and community engagement. This week, the SSAC presented its insights and recommendations to the Board of Education. Their presentation reflected the dedication and thoughtfulness with which they approach their roles as student leaders, offering valuable perspectives that will help shape the future of our district.

Grade 3 Fatima Mirza and Rashmi Withanchichi

Grade 4 Yan Estrada and David Nedd

Grade 5 Kiran Mathai and Jordan Thomas

Grade 6 Amalia Jimenez Delgado and Braydon Maras

Grade 7 Nalah Vargas and Orin DeStefano

Grade 8 Javon Campbell and Julia Ciminera

Grade 9 Nicholas Luong

Grade 10 Victoria Hasan

Grade 11 Brady Haberstroh

Grade 12 Michelet Sainvilus

Every inch of space is being utilized to spark curiosity and learning @WHChestnut. Cozy reading spots nestled about invite children to get lost in the magical world of stories. Quiet corners are transformed into engaging sensory spaces, one-on-one learning, and eye exams. Transitions between activity areas become learning opportunities, with number lines and letter trails lining the hallway floors. Every nook and cranny is intentionally crafted to nurture young minds through joyful exploration and discovery, from the sunlit classroom to the beautifully painted hallway enhanced by our Art Honor Society students and educator, Ms. Ross-Dinin.

Small group instruction plays a crucial role at Cornwell Ave. by providing targeted, personalized learning experiences that cater to the diverse needs of students. Staff can closely monitor student progress in small groups, provide immediate feedback, and tailor instruction to address individual strengths and weaknesses. This approach fosters deeper understanding, encourages collaboration, and builds confidence, ultimately leading to improved academic outcomes. Additionally, small group instruction allows for more meaningful interactions between teachers and students, creating a supportive learning environment where students feel valued and empowered to take ownership of their learning.

George Washington was energized as students engaged in lively discussions, their minds alight with intellectual curiosity. One group delved into the web of the US government, dissecting its intricate checks and balances with vigorous debate. Others grappled with mixed number operations down the hall, determined to master the mathematical concepts. Yet another class explored the thought-provoking artworks of the Hyperrealism movement, creating their vivid depictions of modern life with a critical eye. It was a stimulating exchange of ideas that sparked curiosity and critical thinking, igniting a passion for learning.

There has been a growing movement to amplify student voices and increase student involvement in decision-making processes at the secondary school level. The secondary school recognizes the value of seeking out and integrating student perspectives, as students offer a unique vantage point as those most directly impacted by instruction. The secondary school is developing more student-centered learning environments tailored to students' needs, interests, and lived experiences by elevating student voice. When students have an active role and real input, they build critical skills in leadership, communication, and civic engagement while feeling more invested in their education.

An AI Lesson Plan Generator's specific features and capabilities would depend on the underlying algorithms, data sources, and user requirements. Here are some suggestions for AI Lesson Plan Generators:

1. Personalized Learning Paths: The AI system could analyze a student's strengths, weaknesses, learning preferences, and goals to generate a personalized lesson plan tailored to their individual needs. This could include recommending specific topics, activities, and resources based on the student's unique profile.
2. Adaptive Learning: The AI generator could create lesson plans that adapt in real time based on the student's progress and performance. As the student completes assignments and assessments, the AI could adjust the lesson plan's difficulty level, pacing, and content to ensure optimal learning.
3. Cross-Curricular Integration: The AI could generate lesson plans that integrate multiple subjects or disciplines, helping students make connections and understand the interconnectedness of different fields. This could incorporate real-world examples, case studies, or project-based learning activities.
4. Differentiated Instruction: The AI system could generate lesson plans that cater to different learning styles, abilities, and preferences within a classroom. This could include providing alternative activities, materials, and assessments to accommodate diverse learners.
5. Gamification and Engagement: The AI generator could incorporate gamification elements into the lesson plans, such as badges, leaderboards, or interactive simulations, to increase student engagement and motivation.
6. Flipped Classroom Support: The AI could generate pre-class materials, such as video lectures, readings, and quizzes, to support a flipped classroom approach, where students engage with content before class and use class time for active learning and discussions.
7. Standards Alignment: The AI system could ensure that the generated lesson plans align with relevant educational standards, curriculum frameworks, and learning objectives, making it easier for teachers to comply with mandated requirements.
8. Collaboration and Project Planning: The AI could assist teachers in planning collaborative group projects or activities by suggesting appropriate tasks, roles, and resources based on the learning objectives and student profiles.
9. Assessment and Feedback Integration: The AI generator could incorporate formative and summative assessments into the lesson plans and provide suggestions for effective feedback and remediation strategies based on student performance.
10. Professional Development and Coaching: The AI system could analyze teacher preferences, teaching styles, and classroom dynamics to generate customized lesson plans and suggest professional development opportunities or coaching strategies to enhance teaching practices.

AI Tools for Lesson Plans

- Idea developed using Claude 3

Claude 3 for Lesson Planning, and Positioning AI Well

"Now onto the present use case…

Step One: Provide an Initial Prompt

As I explained back in September, when prompting LLMs for lesson planning, there are, at minimum, six criteria that your initial prompt should meet.

Your initial prompt should:

1. Encourage the LLM to take on a role that leverages pedagogically sound practices that fit with your own pedagogical outlook, such as formative assessments or active learning techniques.

2. Make clear the pedagogical context of the class session, such as the nature of the course in which it is found or the surrounding sessions’ content.

3. Enumerate the learning objectives that you intend to achieve with this session (or the standards that you aim to meet), such as understanding of a concept or mastery of a skill.

4. Clarify the practical constraints that the class session will be bound by, such as the length of the class session, the number of students you expect to attend, or the capabilities of the room in which it is held.

5. Present as much detail on your specific vision for the session as you want, such as that you want a given objective fulfilled in a specific manner (although, perhaps, you are open to the LLM filling in all the other details).

6. Tell the LLM what format you want its output to take, especially if it is non-standard for the genre."

For more, visit https://automatedteach.com/p/claude-3-lesson-planning-positioning-ai-well

“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

Please click here for more information.

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