focus on stem

City offers new STEM summer program to hundreds of students

PHOTO: Stephanie Snyder

The city is offering 1,200 students a new opportunity to participate in free summer programs focused on science, technology, engineering, and math, Chancellor Carmen Fariña announced Thursday.

The summer STEM program will be available to students finishing second, seventh, and ninth grades — with 400 seats per grade — and will be hosted at sites throughout the five boroughs. It fits in with Fariña’s focus on stopping summer learning loss and on a few grades that she sees as crucial to a student’s success, especially seventh.

For students to be ready for third grade, Fariña explained after visiting second- and fifth-grade classrooms working on projects at P.S. 307 in Brooklyn’s Vinegar Hill, they must be reading at grade level, which STEM projects can help with in an interactive way. The fifth-grade class Fariña visited, for example, was in the midst of giving small group presentations for inventions like a wristwatch that monitors the blood-sugar levels of diabetic patients.

Seventh grade, Fariña said, was crucial to engage students who often get “disenfranchised from school” at that age, start dropping out, and have “a lot of social-emotional issues.”

And in tenth grade, Fariña said the goal is to give the students a more technical STEM education so that they will “decide that they not only want to go to college, but many of them may want to major in these areas.”

The city will give priority to high-needs students with good school attendance, an interest in science, and parents that will support their participation, Fariña said. City officials said they would also encourage students attending schools in the city’s School Renewal turnaround program to apply, along with English language learners and students with disabilities.

Chancellor Carmen Fariña visits P.S. 307 in Brooklyn’s Vinegar Hill.
Chancellor Carmen Fariña visits P.S. 307 in Brooklyn’s Vinegar Hill.

The summer pilot program, which Fariña said could be extended as after-school programs next year, has a price tag of $2 million, which will be paid for with public funds and a $500,000 grant from Microsoft through the Fund for Public Schools.

The NYU Polytechnic School of Engineering is providing curriculums for the seventh- and tenth-grade programs, which include topics like robotics, urban development, and sustainability. The second-grade program curriculum, which combines STEM concepts with other elementary science topics, was developed and implemented by the Boston Museum of Science and New York Hall of Science.

Ben Esner, the director of K-12 STEM education for the NYU Polytechnic School, said the school is committed to training 500 city teachers to bring engineering and technology into their classrooms over the next five years. (The school led a series of STEM programs for students over the last two summers called STEM Now, which Fariña lent her support to last July.)

A second-grade student at P.S. 307 in Brooklyn does a STEM-focused experiment manipulating water in class.
PHOTO: Stephanie Snyder
A second-grade student at P.S. 307 in Brooklyn does a STEM-focused experiment manipulating water in class.

The summer program will be led by 65 city teachers, and 40 instructors from the NYU Polytechnic Center for K-12 Education will provide support.

Applications for the programs, which run for four weeks for second-graders and five weeks for seventh- and tenth-graders, will be available later this month.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at [email protected]

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”