WHe are proud to announce that four of our exceptional students have been selected to receive recognition through the Nassau Zone New York State Association for Health, Physical Education, Recreation and Dance (NYS AHPERD).

Congratulations to Daniella Llanos and Diego Idrogo from Cornwell Avenue Elementary School, Ryan Medica and Miguel Oyales from George Washington, and Nalah Vargas and Justus Filincieri from the Secondary School on this outstanding achievement!

This prestigious award recognizes graduating students who demonstrate:

• A commitment to physically active lifestyles
• Responsible behavior and leadership qualities
• A dedication to physical activity and wellness
• Overall excellence in Physical Education

Our Physical Education teachers carefully selected these students from among all graduating students across Nassau County schools. The award ceremony will take place in April, where each honoree will receive a certificate of recognition.

WHe commend these students for exemplifying the values and skills our Physical Education program strives to instill in all learners.

I want to bring to your attention a matter of concern regarding our school meal programs. We are monitoring proposed changes to the Community Eligibility Provision (CEP) program that could substantially impact our ability to provide meals to students.

Current proposals under consideration would raise the CEP eligibility threshold from 25% to 60% of students qualifying for free meals. This change could significantly reduce our district's federal reimbursement for our meal service programs.

If implemented, these changes could force difficult decisions, including:

• Increasing meal prices for students who don't qualify for free meals
• Limiting our participation in the CEP program
• Potentially discontinuing the program altogether

The consequences of such changes would be far-reaching. CEP has been instrumental in ensuring all our students have access to nutritious meals, reducing food insecurity, and providing the nutrition necessary for optimal learning and concentration in school.

I encourage you to make your voice heard on this important issue. Consider contacting your congressional representatives to express your support for maintaining the current CEP eligibility threshold and ensuring all eligible schools can continue providing students with free meals.

I greatly appreciate your advocacy for our students' nutritional needs.

Our district serves a diverse population, including economically disadvantaged students, private school students, English Language Learners, and students with special needs. However, the current state aid formula does not fully account for our unique demographic challenges. We urge community members to reach out to their local legislators and advocate for increased funding that reflects the true needs of all students in our district—whether they attend public or private schools.

2. Rising Transportation Costs

One of our biggest financial challenges is a $1.3 million increase in transportation expenses, partly due to a 30% cost jump from Nassau BOCES. With numerous routes (over 110 to over 100 schools), we are exploring efficiency audits, cooperative busing agreements, and optimized routing to help mitigate these escalating costs. But with impending changes to green buses, costs are being passed on to schools with devastating effects.

3. Escalating Operational Expenses

Costs continue to rise in multiple areas, including a 22% increase in general insurance, new flood insurance requirements, a higher ERS contribution rate, and projected healthcare cost hikes. These unavoidable expenses put additional strain on our budget and require us to find savings elsewhere without compromising student programs.

4. Innovative Cost-Saving Strategies

We are actively working to reduce expenses through an energy efficiency audit, staffing and scheduling reviews, contract renegotiations, and leveraging AI for administrative efficiencies. By making strategic adjustments, we aim to sustain high-quality education while maintaining fiscal responsibility.

5. Exploring New Revenue Sources

To offset funding shortfalls, we are pursuing additional grants, researching new tuition-based programs, and seeking partnerships with local businesses for sponsorship opportunities. These initiatives may help generate revenue and support essential student programs.

Chestnut Street Elementary halls were excited on Monday as our students started the week

with St. Patrick's Day celebrations! Students arrived sporting their brightest green attire, ready for a day of learning mixed with Irish-inspired fun.

Our young learners worked together to create elaborate leprechaun traps, complete with yellow streamers and colorful pom-poms. Larry the Leprechaun left cheeky notes ("You can't fool me!"), much to the delight of our determined trap-builders. The children's creativity and problem-solving skills were on full display.

Students continued their academic journey with hands-on activities at our learning centers in between leprechaun-catching attempts. Our classrooms were filled with laughter and engagement as students practiced writing skills, explored 3D shapes, and reinforced early literacy concepts.

The vibrant, diverse community that makes Chestnut Street special was evident in every classroom, with students supporting each other and sharing the joy of learning.

Spring is in full swing at Cornwell Avenue, and so is creativity! Our students participated in several engaging art activities across grade levels this week. In classroom 202, students displayed wonderful teamwork while working on colorful painting projects. Many students wore green to celebrate upcoming spring festivities, adding to the cheerful atmosphere.

Our young artists were spotted using watercolors to create beautiful masterpieces, with some adding shamrock designs to their artwork. The "Learning and Growing in 202" bulletin board showcases how our students thrive across all subjects, including Math, Writing, Reading, and Science.

In other news, several students enjoyed a special refreshment break with cold drinks, providing a moment to relax and build social connections. The smiles on their faces tell the story of a positive school environment where learning and friendship flourish.

As WHe continue through the school year, WHe are proud to see our students expressing themselves creatively while developing important academic and social skills.

Our classrooms were buzzing with hands-on learning and creative exploration this week at GW! Students embraced their inner historians by crafting authentic papyrus, connecting with ancient writing traditions through this fascinating process. Our budding engineers put their problem-solving skills to the test as they designed and built water filtration systems, applying real-world science concepts to address environmental challenges.

Writers were hard at work in our literacy workshops, thoughtfully editing and refining their pieces with guidance from teachers and peers. In mathematics, students deepened their understanding of fractions through interactive lessons and practical applications. Our hallways are undergoing a colorful transformation as collaborative art projects bring students together to create vibrant displays reflecting our diverse community.

WHe also celebrated Women's History Month with engaging studies of influential women who have shaped our world. From spirited classroom discussions to special projects, students explored women's remarkable contributions and achievements throughout history.

These rich learning experiences demonstrate how our students continue to grow as curious thinkers, skilled creators, and compassionate community members. We look forward to seeing what next week brings to our dynamic learning environment!

What a phenomenal week for the arts in RamCountry! Our secondary students' production of "Grease" was nothing short of extraordinary, bringing the vibrant world of Rydell High to life with incredible energy and talent.

From the moment the T-Birds and Pink Ladies took the stage, audiences were transported back to the fabulous fifties through outstanding performances, meticulously choreographed dance numbers, and those unforgettable classic songs. The iconic hand jive sequence at the dance drew spontaneous applause, while the T-Birds' car—a masterpiece of stagecraft—became a star in its own right!

Behind every great production stands an army of dedicated individuals. Led by Mr. Wayne Heckler, our student performers spent countless hours rehearsing, our technical crew ensured lighting, sound, and transitions, while our pit orchestra provided the perfect musical backdrop under excellent direction. Special recognition goes to our brilliant stage director and extraordinary music directors, whose expertise transformed our stage and elevated our students' performances.

To our directors, parent volunteers, and staff helpers—this production wouldn't have been possible without your vision, patience, and unwavering support. You created an environment where our students could take creative risks and grow as performers.

"Grease" wasn't just a show—it was a powerful reminder of the importance of arts education. Through this experience, our students developed confidence, teamwork, and problem-solving skills while creating memories that will last a lifetime.

The overwhelmingly positive feedback from our community confirms what we already knew: our students have set a new standard of excellence for our district's performing arts program.

Congratulations to everyone involved—you truly are "the ones that WHe want!"

Congratulations Director and Producer, Mr. Wayne Heckler, Music Directors, Ms. Natalia Antkowiak and Ms. Taina Brantley, Stage Director, Ms. Francine Romeo, Choreographers, Ms. Meilssa Dobbs, and Ms. Rachel Benson, and Pit Director, Mr. Dan DiPasquale.

Last but not least, congratulations to our thespians!

Lessons and Activities

Grades K-3: "The Little Jar That Could"

Learning Objectives

• Understand the concept of persistence
• Recognize that setbacks are normal parts of success
• Develop a growth mindset approach to challenges

Classroom Activities

1. Story Time: "The Little Jar That Could"
   • Create a simplified, illustrated story about Estée Lauder's journey
   • Emphasize how she didn't give up when people said "no"
   • Focus on her creativity in giving away free samples
2. Persistence Puppets
   • Use simple puppets to act out scenarios where persistence helps
   • Example: A character trying to learn to ride a bike, falling, but getting back up
   • Connect to Estée's story of persistent salesmanship
3. Jar of Dreams Activity
   • Have students decorate small jars
   • Inside, they place small papers with goals or dreams
   • Discuss how persistence helps dreams come true

Family Connection Activities

1. Kitchen Chemistry
   • Make simple, safe "beauty products" at home (like scented playdough)
   • Talk about how Estée started with homemade creams
   • Emphasize the trial and error process
2. "Not Yet" Language
   • Encourage parents to use "not yet" instead of "can't" language
   • "You can't tie your shoes yet, but with practice, you will!"
   • Connect to how Estée couldn't get into department stores "yet"
3. Persistence Chart
   • Create a visual chart for home use
   • Track times when children show persistence
   • Celebrate small wins and improvements

Grades 4-8: "Finding Your Path Around the Stone Wall"

Learning Objectives

• Analyze how successful people overcome obstacles
• Develop problem-solving strategies
• Understand basic entrepreneurial concepts
• Recognize the value of creative thinking

Classroom Activities

1. Obstacle Course Challenge
   • Create a physical or conceptual obstacle course
   • Students must find creative ways around barriers
   • Debrief by connecting to Estée's quote about "finding the route around the stone wall"
2. "No" Is Just the Beginning
   • Role-play exercises where students practice responding to rejection
   • Study Estée's guerrilla marketing techniques (like spilling perfume "accidentally" in department stores)
   • Brainstorm how to turn "no" into an opportunity
3. Mini-Entrepreneur Project
   • Students create a simple product or service
   • Develop basic marketing strategies
   • Practice persistence through multiple iterations

Research Activities

1. Women Entrepreneurs Timeline
   • Create a timeline featuring Estée Lauder and other persistent women entrepreneurs
   • Identify common traits and strategies
   • Analyze how these women overcame societal barriers
2. "Persistence Profile" Interviews
   • Interview family members or community members about times they showed persistence
   • Compare their stories to Estée Lauder's experience
   • Identify common themes and strategies

Family Connection Activities

1. Family Business Discussion
   • Discuss any family businesses or career journeys
   • Identify moments of persistence in family history
   • Connect generational experiences to Estée's quote about grandfathers coming from "old countries"
2. Failure Dinner Conversations
   • Once a week, have everyone share a failure and what they learned
   • Normalize setbacks as part of growth
   • Relate to Estée's philosophy of persistence

Grades 9-12: "The Mystical Ingredient of Success"

Learning Objectives

• Analyze the relationship between persistence and success
• Evaluate entrepreneurial strategies and business ethics
• Develop personal resilience in academic and career pursuits
• Understand brand building and market development

Classroom Activities

1. Case Study Analysis
   • Conduct a detailed analysis of Estée Lauder Companies' growth
   • Compare with other persistence-driven success stories
   • Evaluate which strategies were most effective and why
2. The Persistence Paradox Debate
   • Debate: "When is persistence productive vs. when is it time to pivot?"
   • Analyze examples from Estée's career and other entrepreneurs
   • Develop criteria for distinguishing between productive persistence and stubbornness
3. Brand Building Exercise
   • Develop a mock brand from concept to marketing
   • Create strategies for overcoming market rejection
   • Apply Estée's direct marketing approaches to modern contexts

Research Projects

1. Women in Business Historical Analysis
   • Research barriers faced by women entrepreneurs in Estée's era
   • Compare to contemporary challenges
   • Analyze how persistence strategies have evolved
2. Cosmetics Industry Ethics Project
   • Research ethical considerations in the beauty industry
   • Evaluate Estée Lauder Companies' approaches
   • Develop proposals for ethical persistence in business
3. Immigrant Entrepreneurship Study
   • Connect to Estée's quote about grandfathers coming from "old countries"
   • Research immigrant entrepreneurs' contributions to American business
   • Analyze how cultural resilience contributes to business persistence

Career Readiness Activities

1. Rejection Resilience Portfolio
   • Develop strategies for handling workplace rejection
   • Create personal statements about persistence philosophy
   • Practice reframing setbacks as opportunities
2. Entrepreneurial Mentorship Program
   • Connect students with local entrepreneurs
   • Develop questions focusing on persistence through challenges
   • Create persistence-oriented business plans
3. "My Persistence Manifesto" Project
   • Students develop personal manifestos on persistence
   • Include specific strategies for their academic/career goals
   • Incorporate lessons from Estée Lauder and other entrepreneurs

Family Connection Activities

1. Intergenerational Success Stories
   • Interview family members about persistence across generations
   • Document family history of overcoming obstacles
   • Connect to Estée's quote about grandfathers making their mark in America
2. Failure Resume Workshop
   • Families create "failure resumes" highlighting setbacks and lessons
   • Discuss how these experiences built resilience
   • Relate to Estée's philosophy of persistence through rejection

Assessment Guidelines

K-3 Assessment

• Observe students' approach to challenges
• Note language shifts from "I can't" to "I can't yet"
• Evaluate understanding through drawings and simple reflections

4-8 Assessment

• Assess problem-solving strategies when faced with obstacles
• Evaluate quality of persistence profiles and interviews
• Monitor application of persistence concepts in other subjects

9-12 Assessment

• Evaluate depth of analysis in case studies and research projects
• Assess quality and practicality of persistence strategies
• Monitor application of persistence concepts to personal goals and projects

Parents, get ready for convenient, flexible child care for students in Pre-K through 6th grade! SCOPE Education Services is offering comprehensive before- and after-school programs at multiple West Hempstead school locations.

Choose from full-time or part-time schedules:

• Before school care from 7:00 AM until school start
• After-school care from dismissal until 6:30 PM
• Full-time monthly rates start at $308 for before school and $390 for after school
• Part-time options available with flexible day selections

Early bird registration begins March 1, 2025, for current SCOPE students and incoming kindergarteners. Open registration starts May 3, 2025.

An annual registration fee of $40 applies, with sibling discounts available. Subsidies are also available for income-eligible families.

Register now at scopeonline.ce.eleyo.com and secure your child's spot for the upcoming school year!

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

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​

The Obstacle is the Way​

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.