West Hempstead Weekly Update

The Achievement Dinner is a special event where we honor our top 25 students and the staff members who have significantly impacted their lives. This evening is a celebration of excellence and gratitude, as these students have excelled academically, socially, and personally, thanks in part to the guidance and support of our dedicated staff. It is a testament to the hard work and dedication of our students and staff, and we are proud to recognize their achievements and their positive influence on each other. This event is a reminder of the importance of mentorship, support, and a caring community's power in shaping tomorrow's future leaders. A special thank you to Ms. Cathy DelRossi and Ms. Dina Reilly for organizing this beautiful event.

Misconceptions that need clarification

Coding of Expenses

First, regarding the budget and coding of expenses - one of the board trustees mentioned needing help locating and understanding certain budget codes. I directed our business official, Mr. Phillips, to consolidate three previously separate codes under one unified "doors" code. While "doors" may not be the most descriptive name, this consolidated code has properly been used to fund facility projects like boiler repairs. We sometimes need to be flexible and utilize funds from certain budget areas for unexpected needs. However, this is standard operating procedure, not mismanagement or an attempt to hide anything from the public.

The Use of Reserves/Revenues and Expenses

The second misunderstanding is the notion that the district is hiding money. Like all school districts, we maintain reserve funds as savings accounts. When creating the annual budget, our revenues must equal our projected expenses. We need more than the state aid we receive to cover all our costs, and our district has limited other revenue sources. So, just like most districts, we prudently utilize our reserve funds to balance the budget when needed. Our goal is to minimize using reserves and replenish them when possible at year-end. Unfortunately, we had no surplus to add to reserves last year, but these funds are crucial for managing uncertainties.

Building Occupancy

Another misconception is that our school buildings are underutilized or empty. I encourage you to visit and see the elementary reading classes on the auditorium stage or the occupational therapists, ENL teachers, and others sharing classroom spaces out of necessity.

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Unfortunately, despite a proposed tax levy increase of 2.34% and utilizing a major portion of our reserves, we still face difficult decisions for the upcoming school year. This is largely due to significant increases in health insurance and transportation costs totaling approximately $2.5 million.

Even after the tax levy increase, we are projecting a budget shortfall that will require us to excess eight teaching positions across the district. This is an unfortunate but necessary step to balance the budget.

We are still awaiting the Governor's budget proposal's final details on state aid. However, based on various indications, the aid will only partially cover our funding gap at best.

While these are challenging times, I want to assure everyone that we are committed to making responsible fiscal decisions while minimizing the impacts on student learning as much as possible.

Budget information can be found here: https://www.whufsd.com/page/school-budget-2024-2025

As for the ELA assessments at Cornwell Avenue, our third-grade students are tackling them with a focused, well-prepared mindset. Under the guidance of their dedicated teachers, the students have been diligently working through a structured process to hone their reading comprehension, writing, and analytical skills.

Through an overarching philosophy of reading and writing, targeted lessons, and practice exercises, the students learn effective strategies for closely reading passages, identifying key details, making inferences, and formulating well-reasoned responses. Their writing abilities are being sharpened through practice with various genres, proper grammar usage, and clear expression of ideas.

The teachers have left no stone unturned in equipping their students with the tools necessary to demonstrate their knowledge and abilities on the assessments. Their commitment to continued professional development has played a pivotal role, allowing them to stay up-to-date on the latest best practices and incorporate innovative techniques into their instruction.

We commend our exceptional third-grade teaching staff for their tireless efforts in preparing our students for success on these important assessments. Their dedication to ongoing learning and growth as educators inspires and directly benefits the students they serve.

It fills us with immense pride to witness our students wholeheartedly embrace their educational journey and take ownership of their learning. Their determination to reach their full potential is truly inspiring. Through hard work, perseverance, and a growth mindset, they have actively engaged in learning and asked thoughtful questions to expand their knowledge and skills.

Their curiosity and thirst for understanding will serve them well on assessments and throughout their academic and personal lives. We commend our students for their self-motivation, resilience, and commitment to continuous improvement. Their ability to take charge of their learning trajectory and strive for excellence is a testament to their character and will undoubtedly propel them toward remarkable achievements.

The induction ceremony for the Honor Societies at the Secondary School was a memorable event filled with RamPride, achievement, and a celebration of academic excellence. Students, parents, and faculty gathered in the school's auditorium, adorned with the school colors and banners of each Honor Society, creating an atmosphere of respect and honor. The ceremony began with a welcoming address, highlighting the importance of scholarship, leadership, service, and character, the core values of the Honor Societies. Inductees were called to the stage individually, where they were presented with their Honor Society certificates, signifying their commitment to these values. The evening was a testament to these students' hard work and dedication, as well as a reminder of the importance of these virtues in both academic and personal life.

Class Night is a time-honored celebration where each class showcases its spirit and camaraderie through various competitions and activities. Laughter fills the air as students eagerly participate in events ranging from spirited relay races to team-choreographed dances. The evening is brimming with RamPride as classes vie for the coveted title of Class Night champions. It's a time-honored tradition that fosters unity and school pride, creating memories that will last a lifetime.

Artificial Intelligence is a powerful tool that holds the promise of transforming the way teachers work. By leveraging AI, educators can streamline administrative processes, allowing them to devote more time and energy to what truly matters—fostering a rich and engaging learning environment for their students.

One key area where AI can significantly impact lesson planning is analyzing vast amounts of educational content and patterns and suggesting relevant resources and activities to enhance the curriculum. This saves teachers valuable time and creates more effective and engaging learning experiences for students.

Moreover, AI can assist in the production of high-quality teaching resources. From developing interactive multimedia content to generating reviews and assessments, AI tools can automate the creation of these materials, freeing teachers to focus on refining and delivering their lessons.

By harnessing the power of AI, educators can unlock new possibilities in teaching and learning. It's not about replacing teachers with machines but rather empowering them with tools that enhance their capabilities and enable them to make a greater impact in the classroom. As we continue to explore the potential of AI in education, we need to embrace these technological advancements as valuable allies in our mission to provide the best possible education for our students.

“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