West Hempstead Weekly Update

I am writing with hope, unity, and commitment toward our shared vision of ensuring every student in our learning community receives a high-quality education. As the Superintendent of Schools, I firmly believe in the transformative power of public education and its ability to shape the future of our society.

Public schools are the cornerstone of our democratic society, providing an equitable learning system that efficiently uses public resources to achieve desired outcomes. Our investment in public schooling is an investment in human capital, and the collective returns of this investment benefit not only individual students but our entire community. By investing in the education of our youth, we are investing in our society's future prosperity and well-being.

At the heart of our mission lies the belief that all students, regardless of their background or the school they attend, deserve an equal opportunity to achieve the common outcome standards set forth by NYSED. #WHe recognize that providing equal educational opportunities may require differentiation of programs and services, including additional support for those who need it most. Our obligation is to ensure that every school-aged child has access to the resources and support necessary to reach their full potential.

While defining minimum adequacy standards can be challenging, #WHe must strive to provide more than just a minimally adequate education. When some students receive an education that far exceeds minimum adequacy while others remain at a disadvantage, we fail to uphold the principles of equity and justice that are fundamental to our mission.

Together, #WHe can create a future where every student can thrive academically, socially, and emotionally, regardless of their circumstances. By working collaboratively with families, educators, and community partners, we can foster an environment that celebrates diversity, promotes inclusivity, and nurtures each student's unique talents and abilities.

Let us embrace this opportunity to reaffirm our commitment to excellence in public education. By prioritizing equity, embracing innovation, and fostering a culture of kaizen (continuous improvement), we can build a brighter future for our children and our community.

Thank you for your unwavering support and dedication to our shared mission.

State Aid for West Hempstead School District

Q: Did the West Hempstead School District receive more state aid in the final budget?

A: The district received $17,404 less in State Aid compared to the Governor's 2024-25 State Aid proposal.

You might have noticed the NYSED State Aid report in the local newspaper, which includes a comparison with UPK funding. The report shows the 2024-25 State Aid amount as $17,677,900, reflecting an increase of $925,593 or 5.53%. Within this increase, $216,000 is allocated to UPK funding, which is distinct and dedicated solely to the UPK program.

Attached to this post is a comparison that breaks apart the year-over-year change in State Aid of 5.53%.

Q: I thought original reports indicated the district was getting more funding. What was that about?

A: It seems there was some initial confusion around the budget numbers reported by the State. We received questions from the community that inadvertently included funding allocated specifically for Universal Pre-Kindergarten (UPK) programs as part of the overall K-12 education funding. However, the UPK funding is actually a separate line item from the general state aid provided to districts for K-12 education.

The misunderstanding likely stemmed from people incorrectly rolling the UPK funding amounts into the total K-12 state aid figures, making it appear that the district was receiving a larger increase in funding than was actually the case for the core K-12 budget. Once the UPK funding was properly separated out, the true K-12 state aid allocation numbers became clearer.

Q: So the district is getting slightly less state aid than expected? How significant is a $17,000 reduction?

A: While $17,000 may seem small for a school district budget, every bit of funding is critical. The district will need to assess how to absorb this modest reduction.

Q: Will this $17,000 cut impact any programs or staff positions?

A: A $17,000 reduction will NOT directly lead to major program cuts or layoffs. However, the district will still need to revise the budget to account for this slight shortfall in projected state aid. Due to the large increases in health care and transportation expenses, the district has already excessed eight (8) positions.

Low Income/Senior Exemption

Q: What changes were made to the exemption recently?

A: For the Nassau County 2024-25 fiscal year, the West Hempstead Board of Education has approved increasing the maximum income limit to qualify for these exemptions. This allows more seniors and low-income residents to potentially receive the exemptions. West Hempstead School District has had these exemptions in place since November 2013.

Q: How can I find out if I qualify and apply?

A: Please contact the Nassau County Department of Assessment as that department processes exemption applications and determines if a homeowner qualifies for property tax exemptions.

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

The second-grade students at Cornwell Ave. have been working hard on developing their metacognitive skills and learning how to think flexibly. To reinforce these important skills and share their knowledge, the second graders used the video discussion platform Flipgrid to create short video lessons for the first-grade students. Each second grader recorded themselves explaining a key concept related to metacognition, such as monitoring their thinking process or demonstrating strategies for flexible thinking when problem-solving. The first graders then watched the Flipgrid videos from their second-grade buddies and discussed how they could apply these metacognitive approaches to their learning. Having the second graders teach the concepts in a virtual format enabled the younger students to learn from their peers in an engaging, tech-friendly way.

Yes, We’re Using ChatGPT to Teach Higher Order Thinking, Here’s How

Dan Jones with Catlin Tucker, Jay McTighe, Dr. James Brauer Dan Fitzpatrick, and Dr. Lois Campbell

Teachers who have embraced ChatGPT have found that we can take students to the very top of Bloom’s taxonomy by shifting our thinking about the tool. This conversation discusses the traditional barriers to teaching higher-order thinking and how ChatGPT and other generative AI tools can help students apply, analyze, evaluate, and create.

Listen here.

“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