Friday, October 16, 2026
I have purchased Entenmann’s Little Bites muffins for a good part of the past 10 years. Since she was in kindergarten, my stepdaughter liked them as an occasional treat in her lunchbox or an after-school snack. As she got older, I’d often find an empty package in the kitchen garbage in the morning after a late-night snack.
My stepdaughter is now a junior in high school. As my family was preparing for the transition back to school in August, I asked her if she still wanted me to buy the fudge brownie and chocolate chip Little Bites. “No, thank you,” she said. “I don’t eat those anymore.”
While part of me was glad that she had moved toward healthier snack options, my heart ached a bit. She’s no longer little. Time is passing. She has grown. She’s changing.
In life, changes come upon us in many different ways. Some are routine, while others are less anticipated and take more time to make necessary adjustments. Schools experience change in much the same way.
Schools are often referred to as microcosms of society, meaning that they reflect the ideas, advancements and challenges we see around us. Schools carry a unique responsibility. We must remain a steady anchor for our community by preserving values and proven systems of support for students and families: strong leadership, consistent monitoring of student progress and meaningful community partnerships.
At the same time, we must actively innovate and grow our programs so that students are ready to participate in a changing world. Change is a defining characteristic of schools.
Some changes in schools are prompted by requirements from governing bodies such as the New York State Education Department. Across the state, educators are preparing for new high school graduation requirements and thinking carefully about what those changes will mean for students. They’re creating learning experiences connected to the newly adopted Portrait of a Graduate, with an emphasis on helping students develop the skills and competencies they will need to thrive in the future. Schools are also finding ways to incorporate new state standards in areas such as financial literacy and climate education. These changes are intended to offer schools opportunities to consider how best to prepare students for the world they will enter beyond the classroom.
In Valley Stream UFSD 13, we approach change as a team, thoughtfully considering how we can ensure that our offerings remain engaging and responsive to students’ needs and interests while preparing them for a successful transition to junior high school. Over the past few years, our district has adopted new curriculum programs that prioritize critical-thinking skills, collaboration, language development and student choice. We have also expanded purposeful use of technology by offering drone flight education. By thoughtfully redesigning our master schedule, we have created protected time for targeted skill instruction and supported a more intentional transition to junior high school for our sixth-graders.
Emotional well-being remains a priority. We have made changes to provide even more support in this crucial area of child development. We expanded the district mental health team and adopted a new character-education program.
Additionally, our learning environments have been enhanced with updated security systems, modernized classroom spaces, new playgrounds and dedicated sensory spaces.
Valley Stream UFSD 13 has also added opportunities for students to make community connections within their learning through newly created civic-awareness projects, an annual art show at the Henry Waldinger Memorial Library and increased participation in music festivals and performances.
All of this reflects the changes the district has undergone in recent years. These changes required intense reflection, shared decision-making and fiscal planning.
Schools operate with both steady and moving targets when building programs for students. There are standards and best practices that remain while requirements and opportunities advance.
Change is not easy. It can be scary, confusing and uncomfortable. But it is unavoidable. Who we are as a school district is determined by how we respond to change and adapt the ways in which we serve children and their families. Change allows us to reflect on how we operate as an organization within our community.
While my kitchen cabinet is missing Little Bites, the vacancy is ultimately a marker of growth. Perhaps a healthier, more dynamic snack is on the horizon.
Lorraine Radice, Ph.D., is the assistant superintendent for curriculum and instruction in Valley Stream Union Free School District 13.
