West Hempstead Weekly Update

Community Event - Wednesday, August 28, 2024 - 1 pm - 3 pm

Join us for a FREE Community Event on Wed, Aug 28th, from 1-3 PM at West Hempstead Secondary School. Games, activities, music, book swap & kosher ice cream! Fun for all on the field & behind the South Gym. Mark your calendars!

Welcome to the RamFam!

Please join me in welcoming the following educators and staff members:

Leah Alexander, School Monitor, Cornwell Avenue
Alexandra Archer, School Psychologist Leave Replacement, George Washington
Rashell-Lady Brundage-Johnson, School Monitor, Cornwell Avenue
Veronica Burrueta Gonzalez, Spanish Teacher, Secondary School
Lisa Cano, Art Teacher, Chestnut Street and George Washington
Sherian Cheuk, School Counselor .6, Secondary School
Rachel Cuomo, School Monitor, Chestnut Street
Jennifer DiGregorio, School Nurse, Secondary School
Stephanie Dittrich, Business Teacher, Secondary School
Elizabeth Fitzpatrick, Speech Teacher, HANC/Secondary School
Donna Galesi, School Monitor, Chestnut Street
Alexandra Genovese, Elementary Teacher, Cornwell Avenue
Valerie Giovanelli, Elementary Special Education Teacher, Cornwell Avenue
Eunice Hammonds, School Monitor, Cornwell Avenue
Angelique Rodriguez-Kaminski, George Washington
Rokeya Khatun, School Monitor, George Washington
Yorlenny Lopez, School Monitor, Chestnut Street
Robyn Milliner, Principal, George Washington
Ronal Rawal, Social Worker, George Washington
Zena Torres, School Monitor, Cornwell Avenue
Zachary Washor, Teaching Assistant, Cornwell Avenue
Stacey Wink, Special Education Earth Science Teacher, Secondary School

Scenes from Around the District

#WHe

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.

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.

Habits of Mind

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.