Framework

NYC Department of Education

NYC STEM Education Framework

Richard A. Carranza
Chancellor

Phil Weinberg
Deputy Chancellor
Division of Teaching & Learning

Anna Commitante
Senior Executive Director
Curriculum, Instruction & Professional Learning

Linda Curtis-Bey, Ed.D.

Executive Director STEM

52 Chambers Street
New York, NY 10007
© 2018
Published in 2015
Second Printing 2018
Acknowledgments
Saskia Traill, Ph.D. (Vice President, Policy & Research | TASC)
This Framework is a publication of the
Office of Curriculum, Instruction & Professional Learning.
PRIMARY WRITING & RESEARCH
Teneika Benn, Ed.D.
Citywide Instructional Lead, MSP and STEM
PROOFREADING & RESOURCES SUPPORT
NYCDOE Department of STEM: Linda Curtis-Bey, Ed.D.,
George Georgilakis, Nadya Awadallah, Ingrid Buntschuh,
Rosanna Castro, Kerry Cunningham, Rodbert Ellis, Tracy Fray-
Oliver, Adaliz Gonzalez, Denise McNamara, Ph.D.,  Carol
Mosesson-Teig, John Tom, Nicola Vitale,  Mary Lou
Wainwright, Beth Wehner, Nancy Woods
STEM Common Core Fellows: Rayhan Ahmed, Maria Baidan,
Alise Braick, Shelley Burt, Nancy Cande, Sharon Holliday,
Catherine Inniss, Diane Joyce, Jacquii Leveine, Eileen
McManus, Kerri Moser, Lauren Ravit-Franceskin, Brandon
Sabogal, Diana Sanchez, Amanda Solarsh, Samantha Stouber,
Edward Talentti, Edward Taveras, Luis Tejada, Gina Tesoriero,
Katherine Tsamasiros
Special thanks to all of the non-profit organizations and
external organizations who gave us feedback, especially
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Domain I: School Vision and Structures for Success . . . . . . . . 6
1.1 STEM Mission and Vision . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.2 STEM-centric Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.3 STEM Program Evaluation . . . . . . . . . . . . . . . . . . . . . . . . 13
1.4 Budget/Management of Resources . . . . . . . . . . . . . . . . . 15
Domain II: STEM Curriculum, Instruction, and Assessment . . 20
2.1 Academic Rigor and Instructional Quality . . . . . . . . . . . . 20
2.2 STEM-centric Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.3 Authentic Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . 28
2.4 Staff Capacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Domain III: Strategic Partnerships . . . . . . . . . . . . . . . . . . . . . . 35
3.1 STEM Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Domain IV: STEM College and Career Readiness . . . . . . . . . . 41
4.1 STEM Pathway Preparation for Elementary School . . . . . 41
4.2 Access to STEM college and career opportunities for middle
and high school students . . . . . . . . . . . . . . . . 45
4.3 Planning Student Outreach and Support for Pre-K–12 STEM
 Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Suggested Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

The New York City Department of Education STEM Framework iii

The New York City Department of Education

STEM Framework
An Introduction to the NYC STEM Education Why STEM education?
Framework “An editorial in the New York Daily News notes that “by 2020,
the…” U.S. economy will demand 123 million high-skilled
STEM is an acronym for the integration of the four disciplines
workers with strong backgrounds in science, technology,
of Science, Technology, Engineering, and Mathematics. In
engineering and math—a set of skills commonly called STEM.
practice, STEM education involves both formal (classroom) and
The problem is, only 50 million Americans will qualify for those
informal (after school) instruction across all grade levels (Pre-
jobs.” (http://www.nydailynews.com/new-york/ guest-stem-
K–12). STEM education prioritizes the study of science and
education-priority-article-1.1548624) STEM jobs are
mathematics, plus the meaningful integration of technology
overwhelmingly in high demand and will account for about 38%
and engineering design that offers opportunities for innovative
of all the high-skill jobs created; they are also typically among
problem solving while making science and mathematics
the highest paid. (http://www.usatoday.
relevant and engaging. STEM education includes a variety of
com/story/money/2014/10/14/jobs-for-college-grads-by
course options that integrate curriculum across content areas
metro/16046989/) The jobs that are available today are not the
such as computer science, robotics, sustainability,
jobs that were available to workers in the 20th, century and a
environmental studies, marine science, urban transportation,
20th century education will not adequately prepare today’s
financial literacy, urban gardening and farming,
students for the world they will need to navigate. The “new”
communication, green construction, facility maintenance, and
21st-century jobs require a growth mind-set, the ability to solve
health and wellness, to name a few. Many advocates of STEM
problems, think critically, be innovative, multitask and work
also incorporate the arts (as in STEAM), in addition to history
collaboratively with a diverse group of colleagues— colleagues
and literacy.
who may be younger, older, of a different cultural or racial
 background, or with different levels of education and
The New York City Department of Education STEM Framework 1
embrace the content and skills our students need to be
competitive not only in NYC or in the United States, but
globally.
With almost daily advances in technology, the world keeps
shrinking and becoming more and more accessible to its
citizens. Today there are libraries with no visible books, and
students make e-appointments with their advisors and take
MOOCs (Massive Open Online Courses) to name a few ways
in which technology has changed how people learn. Many
younger students are known as “digital natives”—those who
are born with a sixth sense for technology, as opposed to
older adults who are viewed as “digital immigrants” in need of
user guides and often the help of their students and children
to operate everything from their smartphones to their
entertainment systems. Being STEM-ready and digitally
literate is what our students need to be prepared for this new
global reality.
Which students need to be prepared for
STEM careers?
The simple answer is that ALL students need to be prepared
for STEM careers. Currently in the United States, there are
concerns about the achievement gaps that exist among the
various demographic groups, our rankings on international
experience. As educators, it’s important that we learn and
assessments, and the ability of all American students to meet
the skills demanded by the 21st-century STEM labor force.
(Gonzalez and Kuenzi, 2012) Although there has been an
increase in the number of people working in STEM occupations,
recruiting women and underrepresented minorities to complete
degrees and pursue careers in STEM remains challenging.
(Chen and Thomas 2009) The research suggests that many
women and underrepresented minority students enrolled in
college switch from STEM majors to non-STEM majors prior to
graduation, citing a lack of pre-college preparation or sensitivity
to their less-than-average grades received in STEM courses.
(Griffith, 2010)
Because of these higher education challenges, STEM
education in K-12 must provide access to students that have
been traditionally disengaged. The goals for all learners to
acquire the necessary content knowledge and skills in all core
disciplines; become digitally literate, critical, and innovative
thinkers; master 21st Century competencies; and to be ready
and highly motivated to pursue college (two and four year
degrees)and subsequently STEM careers. In 2010, 13 United
States federal agencies invested over 10 billion dollars in
programs designated to improve knowledge within STEM fields
and to increase the attainment of STEM degrees. ( U.S.
Government Accountability Office, 2012). In May 2014, Mayor
de Blasio announced the development of a tech talent pipeline
 to train New Yorkers for the tech sector, which represents
291,000 jobs and $30 billion in wages annually. (http://www1.
The New York City Department of Education STEM Framework 2
What is STEM education?
STEM education is a methodology that encourages students to
pursue inquiries and solve problems that are relevant to the
world in which they live. Using the engineering design process,
students identify problems, design possible solutions, and test
and evaluate those solutions until an optimal one is found.
Classroom experiences mimic real world scenarios and expose
students to problem-solving in a significant way. According to
the National Research Council (2013), “providing students a
foundation in engineering design allows them to better engage
in and aspire to solve the major societal and environmental
challenges they will face in the decades ahead” is pivotal. The
integration of mathematics, science, and engineering practices
in conjunction with digital literacy helps students recognize and
utilize the variety of perspectives that can be tapped into to
help unravel complex inquiries. These interdisciplinary forms of
exploration are compelling, as they promote student
engagement, agency, advocacy, and learning. (NSF 2010)
For teachers, STEM education provides unique opportunities to
grow their practice with their peers. It encourages risk taking,
innovation, and collaboration that enhances their professional
learning experiences and growth. Building a collaborative
learning community, where teachers work together with each
nyc.gov/site/forward/initiatives/tech-talent.page)
other, with partners, and across disciplines,
is necessary for a school to develop a fully integrated STEM
program. This includes providing opportunities for meaningful
integration of technology, where technology is in the hands of
the students and not controlled by the adults in the room.
Providing computer science and digital literacy learning
experiences at all grade levels helps students understand the
technology they use every day, think creatively, communicate
with others, persist in problem-solving, and gain skills that are
critically important in the 21st century. Students are not only
consumers of the World Wide Web but producers, innovators,
and makers who contribute to the web and to the growing
portfolio of social media tools. Computer science includes
robotics, web and app design, programming, coding, media
design, computational thinking, and more. Cornell University’s
Digital Literacy Resource website reminds us that “Digital
literacy is the ability to find, evaluate, utilize, share and create
content using information technologies and the Internet.”
(https://digitalliteracy.cornell.edu/welcome/dpl0000.html)
Digital literacy, real-world experiences, an understanding of
the content of each discipline, authentic problem-based
learning experiences, and the integration of technology and
engineering design call for a transdisciplinary approach to
learning that supports student inquiry and moves curriculum
 and instruction beyond content-area literacy and transdisciplinary approach that involves the organization of
interdisciplinary connections. This moving beyond is a

The New York City Department of Education STEM Framework 3

curriculum and instruction around authentic student questions
where concepts and skills are developed within real-world
contexts. Inquiry is at the heart of the transdisciplinary
approach, as students seek answers to questions raised by the
curriculum and themselves. Within a transdisciplinary
framework, students are still expected to meet content-area
standards (Stevens 2012), but this approach also nurtures a
student’s cognitive growth and involves a greater degree of
collaboration than other instructional models. It also requires
integrated teacher teams who share roles and systematically
and intentionally plan to cross discipline boundaries. (NCREL
1994)
work alongside other data and qualitative tools to help schools
develop a STEM culture that
integrates well with a school’s existing instructional mission and
vision, while shifting the disciplinary paradigm from
multidisciplinary and interdisciplinary toward instruction and
learning that is ultimately transdisciplinary [See Fig. 1].
Figure 1. Disciplinary Spectrum
Disciplinary Multidisciplinary Interdisciplinary

How is the NYC STEM Framework used? Transdisciplinary

The NYC STEM Education Framework is a tool that provides a

structured approach for schools seeking to organize and
develop the implementation of a STEM initiative whose results
are repeatable. It includes a readiness checklist of structures,
criteria, and systems and is not intended to be judgmental or Architecture of the NYC STEM Framework
evaluative.
The architecture of the STEM Education Framework is based
The architecture of the Framework is presented as a structure on four domains which are each subdivided into indicators
of domains, indicators, and criteria to support the evolution of with corresponding criteria.
a school’s initiative over time. The Framework is designed to
 Domain I: School Vision and Structures for Success
articulates a coherent STEM vision that is clear to all school
The New York City Department of Education STEM Framework 4
Domain II: Curriculum, Instruction, and Assessment
encourages a transdisciplinary approach to curriculum and
instruction that promotes student-centered inquiry, problem
based learning, and teacher collaboration.
Domain III: Strategic Partnerships engages community
based organizations (CBOs), higher education institutions,
businesses, and other external partners who offer STEM
education programs and support as a means of
encouraging school communities (administrators, teachers,
and students) and families in STEM learning.
Domain IV: College and Career Readiness prepares
students for STEM post-secondary education and careers
by providing equitable access to all students and provides
STEM educational experiences, beginning in elementary
school and continuing through middle and high school.
The criteria under each indicator describe the conditions
necessary to maximize the domain’s potential. The criteria
suggest a continuum of evolution, development, and readiness
which ranges from “Early” to “Emerging” to “Integrated” to
constituents and is successfully sustained by an innovative
STEM culture, budget, and program evaluation system.
“Fully Integrated.” Building and sustaining a viable STEM
program requires vital actions which include:
■
articulating a coherent mission and vision for the STEM
program that is integrated within the existing school’s
mission and vision and evident to all stakeholders;
■
creating structures and time for strategic planning that builds
capacity for continuous improvement; growing partnerships
with families and external STEM organizations;
■
ensuring the availability of STEM funding beyond the
planning and implementation phase; and providing
dedicated professional learning opportunities that allow
for teacher support and transdisciplinary curriculum
development. (Hanover Research 2011)
■
implementing structured Cycles of Learning that allow
schools to plan, implement, reflect, and adjust and to share
lessons learned, thus creating an ongoing feedback loop
that tracks, measures and modifies STEM instructional
models and teacher professional learning based on student
and teacher needs.
 The New York City Department of Education STEM Framework 5

Domain I: School Vision and Structures for Success

INDICATORS passion and being integrated into and vision are a) The school’s STEM
urgency among school-wide goals. established and mission and vision are
1.1 STEM staff members There is a limited are well-integrated established and
Mission and that focuses on sense of passion into school-wide explicitly integrated
Vision preparing students and urgency goals. There is a into school-wide
to be STEM- and among selected sense of passion goals. There is an
A STEM mission 21st-century ready. staff members and urgency obvious sense
and vision is that focuses on among many of passion and
integrated into the preparing students staff members urgency throughout
existing mission and to be STEM- and that focuses on the school that
b) Discussions about
vision of the school and 21st-century ready. preparing students focuses on
the school’s STEM
reflects a consensus to be STEM- and preparing students
mission and vision b) The school’s
among all stakeholders. 21st-century ready. to be STEM- and
are still taking STEM mission and
EARLY 21st- century ready.
place among vision have been b) The school’s STEM
a) The school’s some staff. communicated mission and vision are
STEM mission and EMERGING b) The school’s
and are known by communicated to all
vision are being some staff. staff and STEM mission and
a) The school’s STEM
developed. There INTEGRATED accessible to all vision are regularly
mission and vision are
is little evidence stakeholders. communicated and
developing and in the
a) The school’s FULLY INTEGRATED articulated by all
of a sense of process of
STEM mission stakeholders.

The New York City Department of Education STEM Framework 6

 INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.1 STEM Mission and for the overall benefit the value of to committed to STEM
Vision of the school collaborative STEM education and education and understand

(continued) community, practices and understand the value of the value of

c) A few members of the especially problem-based collaborative collaborative
school students. learning for the practices and practices and
community c) Some members of the overall benefit problem-based learning problem-based
are committed to STEM school of the school for the overall benefit learning for the
education and few community are community, of the school overall benefit
understand the value of committed to especially community, of the school
STEM education, and students. especially community,
collaborative
some c) Many members of the students. especially
practices and
understand school c) All members of the students.
problem-based learning
community are committed school community are

Artifacts that demonstrate a STEM-infused Mission and Vision

■
Agendas and minutes of meetings evidencing discussions of STEM integration into mission and vision
■
Evidence of the integration of STEM education within the Comprehensive Education Plan

■
Visibility and articulation of a STEM-infused mission and vision by stakeholders (e.g., social media postings, posters,
newsletter, bulletin boards)
■
Explicit opportunities for planning and professional learning to enhance STEM education within the school community

The New York City Department of Education STEM Framework 7

Domain I: School Vision and Structures for Success

 INDICATORS atmosphere atmosphere a) There is a positive a) There is a positive
supportive of supportive of atmosphere atmosphere
1.2 STEM-centric innovation and innovation and supportive of supportive of
Culture risk-taking among risk-taking among innovation and innovation and
a few members some members risk-taking among risk-taking
A school fosters of the school of the school most members among all school
an environment community. community. of the school stakeholders,
of innovation, community. including students.
risk-taking, and b) The school rarely b) The school
transdisciplinary encourages the occasionally b) School leaders b) School leaders and
collaboration that importance of encourages the and staff often staff understand
supports student a growth mind importance of encourage the and emphasize
centered inquiry use set and the a growth mind importance of the importance
of engineering role of failure set and the a growth mind of a growth
practices, digital and productive role of failure set and the mind-set and
literacy and project struggle in STEM and productive role of failure the role of failure
based learning. education. struggle in STEM and productive and productive
EARLY EMERGING education. struggle in STEM struggle in STEM
INTEGRATED education. education.
a) There is a positive a) There is a positive
FULLY INTEGRATED

The New York City Department of Education STEM Framework 8

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.2 STEM Culture (continued) centric c) Few school leaders, staff, students, and
parents understand centric culture the amazing students, and centric culture resources NYC
the importance and how goals resources NYC parents understand and how goals offers.
of leaving the and expectations are offers. the importance and expectations are
school building to developed of leaving the developed
d) School leaders and d) School leaders and
explore the built and shared school building to and shared
staff occasionally staff consistently
and natural world and among school explore the built among school
monitor the quality of monitor and
the amazing stakeholders. and natural world and stakeholders.
c) Some school their STEM c) School leaders, refine the quality
resources NYC the amazing
leaders, staff, centric culture staff, students, and of STEM-centric
offers. resources NYC
students, and and how goals parents understand culture and
offers.
d) School leaders and parents understand and expectations are the importance how goals and
staff are the importance developed d) School leaders and of leaving the expectations are
developing of leaving the and shared staff regularly monitor school building to communicated
a process to school building to among school and explore the built among school
evaluate the quality of explore the built stakeholders. review the quality of and natural world and stakeholders
their STEM c) Most school their STEM the amazing including students.
and natural world and
leaders, staff,

The New York City Department of Education STEM Framework 9

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.2 STEM-centric to electricity to arranged with flat labs are designed and collaboration.
support group tables and access and arranged e) Most classrooms/
Culture
work, project to electricity to with flat tables labs are designed
(continued)
based learning, support group and access to and arranged
e) Few or no
classrooms/labs and collaboration. work, project electricity to with flat tables

are designed and e) Limited based learning, support group and access to

arranged with flat classrooms/labs and collaboration. work, project electricity to

tables and access are designed and e) Some classrooms/ based learning, support group
 work, project based learning, and collaboration.

The New York City Department of Education STEM Framework 10

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.2 STEM-centric Professional interdisciplinary Professional interdisciplinary

Culture Learning lessons, units, Learning lessons, units,

(continued) Communities and curricula. Communities and curricula.

f) Few structures for (PLCs), and f) Limited structures for (PLCs) , and f) Some structures for

interdisciplinary Cycles of Learning. interdisciplinary and Cycles of Learning. interdisciplinary and

There are few trans There are limited trans
and trans
opportunities disciplinary work opportunities disciplinary work
disciplinary work
for educators to are established, for educators to are established,
are established,
collaborate on the such as collaborate on the such as
such as
development of teacher teams, development of teacher teams,
teacher teams,
 Professional for educators to for interdisciplinary Professional for educators to
Learning collaborate on the and trans Learning collaborate on the
Communities development of disciplinary work Communities development of
(PLCs), and interdisciplinary are established, (PLCs), and interdisciplinary
Cycles of Learning. lessons, units, such as Cycles of Learning. lessons, units,
There are regular and curricula. teacher teams, There are regular and curricula.
opportunities f) Multiple structures opportunities

The New York City Department of Education STEM Framework 11

1.2 STEM-centric Culture (continued)

Artifacts that demonstrate a STEM-centric Culture

■
Evidence of lesson plans, unit plans, course descriptions, and/or curriculum maps that integrate STEM content Analysis and
■

application of school survey data to support the development of a STEM-centric culture Evidence of STEM-centric Professional
■

Learning Communities and opportunities for participants to share their ongoing learning Student STEM-centric work posted
■

throughout the school and shared with stakeholders and families

 The New York City Department of Education STEM Framework 12

Domain I: School Vision and Structures for Success

INDICATORS practices across and achievement. a) The school has a a) The school has a
the school’s daily EMERGING process in process in place
1.3 STEM functions. place to regularly to purposefully
a) The school has a
Program EARLY monitor, evaluate, and effectively
process in place to
Evaluation monitor, evaluate,
and adjust STEM monitor, evaluate,
a) The school is
curricular and and adjust STEM
developing a and/or adjust
A school assesses instructional curricular and
process to monitor, STEM curricular
the level of practices in instructional
evaluate, and/ and instructional
implementation of its response to practices in
or adjust STEM practices in
STEM-integrated student learning response to
curricular and response to
mission and vision needs, teacher student learning
instructional student learning
and is able to make team feedback, needs, and teacher
practices in needs, progress,
adjustments as and student team feedback,
response to and achievement.
needed to increase progress and and student
student learning INTEGRATED
the coherence achievement. progress and
needs, progress, FULLY INTEGRATED
of policies and achievement.

The New York City Department of Education STEM Framework 13

 INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.3 STEM Program to engage in the and meets families, school team includes

Evaluation (continued) implementation of STEM infrequently, which fosters administration, and key families, school
education limited stakeholders and meets administration,
b) The school is
initiatives. implementation of STEM regularly to foster and all key
establishing a
b) The STEM education initiatives. implementation of STEM stakeholders and meets
STEM leadership team
leadership team b) The STEM education regularly to effectively
including
includes families and leadership initiatives. support and direct the
families and school
school team includes b) The STEM implementation of STEM
administration
administration leadership education initiatives.

Artifacts that demonstrate STEM Program Evaluation

■
Needs assessment and reflections by the school community (including but not limited to administrators, teachers, students,
and families) that represent the implementation of STEM education
■
Evidence of adjustments and/or modifications of STEM-centric curricular resources
■
Evidence of a STEM leadership team implementation plan

The New York City Department of Education STEM Framework 14

Domain I: School Vision and Structures for Success

INDICATORS 1.4 Budget/ Management of Resources School-based

decisions regarding support discussion allocations, and meets regularly to including families
the allocation of of funding needs, resources; these support a STEM and school
STEM funding allocations, and individuals may program’s long administration,
develop and sustain an resources for include but are term funding and meets regularly to
integrated STEM STEM education. not limited to the resource needs. effectively support
mission and vision to EMERGING school leadership These individuals a STEM program’s
address students’ team, community may include but are long-term funding
a) The STEM
learning needs. partners, and other not limited to the and resource
leadership team,
EARLY stakeholders. school leadership needs. These
including families
INTEGRATED team, community individuals may
a) The STEM and school
partners, and other include but are
leadership team, administration, a) The STEM
stakeholders. not limited to the
including families meets to support a leadership team,
FULLY INTEGRATED school leadership
and school STEM program’s including families team, community
administration, has long-term and school a) The STEM
partners, and other
been assembled to funding needs, administration, leadership team,
stakeholders.

The New York City Department of Education STEM Framework 15

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.4 Budget/ discussions about working with other made to work with other place to visit nearby

Management of with other schools or schools or partners and schools or partners and schools
partners and sharing share costs share resources with similar
Resources (continued)
costs. are considered. and/or costs. Plans are in STEM initiatives
b) There are no b) Decisions have been
b) Discussions to work
to discuss Decisions have partners and share visit and plan similar STEM
possibilities. been made to resources and/ with schools and partners initiatives are in
b) The school is part of a work with other or costs. Regular with place.
collaborative partnership. schools and opportunities to

The New York City Department of Education STEM Framework 16

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.4 Budget/ d) Limited tax levy funds d) Moderate tax levy STEM education place to support

Management of are allocated to STEM
education initiatives.
Resources (continued)
c) A plan is in place to
c) Plans are not in place to
secure needed grants,
secure
donations, and other
needed funding.
outside funding to support donations, and other
a variety of
funding is allocated to initiatives. and advance the
STEM education implementation of STEM
d) Sufficient tax levy funds
initiatives. education
are allocated to STEM
c) A plan is in place to initiatives.
education initiatives.
secure needed grants,
c) Needed grants, d) Ample tax levy funds
outside funding to support donations, and are allocated to STEM

initiatives, but the plan is and advance the other outside education initiatives.

not STEM specific. dedication to funding are in

 The New York City Department of Education STEM Framework 17
INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.4 Budget/ f) Staff has limited access f) Technology f) Technology technology, funding for

Management of to is sometimes is regularly STEM partners, and for

technology and inoperable for maintained. travel to
Resources (continued)
maintenance. extended periods of time. Support has to STEM conferences and
e) Funds for STEM
Equipment is often Support is lacking. be requested. events.
education are e) Funds for STEM
inoperable for e) Funds for STEM
limited to the f) Staff has on
extended periods of time. education include, but are education include, but are
cost of needed not limited to, the cost demand access
e) Funds for STEM not limited to, the cost
materials. Teachers often of personnel, to needed
education are of personnel,
compete materials, STEM technology,
limited to the cost of materials, STEM
for funding. specific resources, maintenance,
materials and specific resources, and
professional development. professional and support.
STEM-specific
resources. development, new

The New York City Department of Education STEM Framework 18

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

1.4 Budget/ are aligned to resources are g) Other resources g) Many other

Management STEM activities aligned to STEM are aligned to resources are

and a STEM activities and a STEM activities aligned to STEM
of Resources
centric culture. STEM-centric and a STEM activities and a
(continued)
g) Some other culture. centric culture. STEM-centric
g) No other resources
 culture.

Artifacts that demonstrate Budget/Management of Resources Budget

■

including the allocation of funds used for STEM education initiatives STEM
■

leadership team meeting agendas, minutes, etc.

■
Evidence of keeping accurate records of STEM resources being maintained ■

STEM grant award letters and records of donations given to STEM programs

The New York City Department of Education STEM Framework 19

Domain II: STEM Curriculum, Instruction, and Assessment

INDICATORS Instructional education program learning experiences world situations.

Quality promotes cognitively that encourage EARLY

2.1 Academic challenging, relevant, students to apply
Rigor and and authentic a) A culture of inquiry,
A well-defined STEM STEM concepts to real-
 engineering design content of are able to clearly Instruction is often evident across the
and practice, their work. articulate the student-centered, school community
innovation, EMERGING purpose and and most students (including with
and risk-taking content of are able to clearly students) and
a) A culture of inquiry,
is developing their work. articulate the among all
engineering design
in selected INTEGRATED purpose and stakeholders.
and practice,
classrooms. content of Instruction is
innovation, and a) A culture of inquiry,
Instruction is their work. always student
risk-taking is engineering design
usually teacher FULLY INTEGRATED centered, and all
developing in and practice,
centered, and students are able to
some classrooms. innovation, and a) A culture of inquiry,
students are clearly articulate the
Instruction is risk-taking exists in engineering design
often unable to purpose and
sometimes many classrooms and practice,
clearly articulate content of
student-centered, (including with innovation, and
the purpose and their work.
and some students students). risk-taking is

The New York City Department of Education STEM Framework 20

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.1 Academic supports do for differentiation English Language instructional supports

Rigor and
Instructional
Quality (continued)
b) STEM curricula
and instructional
not adequately to improve the Learners, students provide limited
provide emphasis achievement with disabilities, emphasis on
on academic and inclusion of and struggling academic rigor and
the use of
rigor and the use female students, students are not
21st-century skills.
of 21st-century underrepresented evident.
b) STEM curricula and Some supports
skills. Supports minorities,
 are provided for and struggling differentiation students. to improve the
differentiation students. to improve the b) STEM curricula achievement
to improve the b) STEM curricula achievement and instructional and inclusion of
achievement and instructional and inclusion of supports female students,
and inclusion of supports female students, consistently underrepresented
female students, emphasize underrepresented emphasize minorities,
underrepresented academic rigor minorities, academic rigor, the English Language
minorities, and the use of English Language use of 21st-century Learners, students
English Language 21st-century skills. Learners, students skills and provide with disabilities,
Learners, students Adequate supports with disabilities, effective and high and struggling
with disabilities, are provided for and struggling quality supports students.
for differentiation

The New York City Department of Education STEM Framework 21

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.1 Academic school’s STEM school’s STEM school’s STEM and effectively
Rigor and mission, vision, mission, vision, mission, vision, aligned to the
and expectations and expectations and expectations school’s STEM
Instructional
in selected STEM in some STEM in most STEM mission, vision,
Quality (continued) classrooms. classrooms. classrooms. and expectations
c) Teaching practices c) Teaching practices c) Teaching practices c) Teaching practices in all STEM
are partially are aligned to the are aligned to the are purposefully classrooms.
aligned to the

Artifacts that demonstrate Academic Rigor and Instructional Quality

 ■
Evidence of the integration and application of two or more STEM disciplines into curriculum maps, lessons, units, and/or syllabi
■
Evidence of instructional strategies promoting critical thinking skills and real-world problem solving, active learning and/or the
use of 21st-century skills (e.g., whole-group and small-group discussions, Socratic seminars, and project-based inquiry)
■
Evidence of lesson plans, teaching practices, student work, student contracts and/or parent/teacher conferences that
demonstrate alignment to school expectations in their STEM integrated mission and vision
■
Academic Intervention Services (AIS) programs geared toward STEM enrichment through the use of research validated
teaching practices

The New York City Department of Education STEM Framework 22

Domain II: STEM Curriculum, Instruction, and Assessment

INDICATORS and supports the align to State and on creativity, specific content
development of Common Core innovation and is sometimes
2.2 STEM-centric innovative thinking, Learning Standards. the explicit and integrated across
Curriculum engineering design, (continued) meaningful STEM disciplines
scientific and EARLY integration of and focuses
A well-defined digital literacy, technology to find on creativity,
a) Discipline-specific
STEM education computational solutions to real innovation and
content is rarely
program establishes a thinking, problem world problems. the explicit and
culture of inquiry that integrated across EMERGING
solving, and 21st meaningful
promotes STEM disciplines
century skills, which integration of
or focuses a) Discipline
 technology to find integrated across integration of specific content innovation and
solutions to real STEM disciplines and technology to find is purposefully the explicit and
world problems. focuses solutions to real and effectively meaningful
INTEGRATED on creativity, world problems. integrated across integration of
innovation and FULLY INTEGRATED STEM disciplines technology to find
a) Discipline-specific
the explicit and and focuses solutions to real
content is regularly a) Discipline
meaningful on creativity, world problems.

The New York City Department of Education STEM Framework 23

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.2 STEM-centric or after school the needs of all differentiate STEM b) Teachers
Curriculum with partner students. Student curricula to meet consistently
organizations where centered instruction the needs of all differentiate
(continued)
they are able to learn is rare. The STEM students. Student STEM curricula to
and apply STEM curriculum sparks centered instruction meet the needs
STEM programs
concepts in real world few students’ is limited. The of all students.
provide opportunities
situations. interest and STEM curriculum Instruction is
for students
b) Teachers engages few sparks some often student
to engage in
sporadically students. students’ interest centered. The
extracurricular
differentiate STEM b) Teachers and engages some STEM curriculum
activities in school
curricula to meet occasionally students. sparks many
 students’ interest purposefully STEM curricula to Instruction is mostly students’ interest
and engages many and effectively meet the needs student-centered. and engages all
students. differentiate of all students. The STEM students.
b) Teachers curriculum sparks all

The New York City Department of Education STEM Framework 24

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.2 STEM-centric disciplines. allotted during allotted during and

Curriculum c) Limited time is and/or after after school
allotted to support school to support to support
(continued)
c) Minimal time is STEM education STEM education STEM education
allotted to support including the including the including the
STEM education integration and integration and integration and
including the application across application across application across
integration and two or more STEM two or more STEM two or more STEM
application across disciplines. disciplines. disciplines.
two or more STEM c) Adequate time is c) Significant time is
 The New York City Department of Education STEM Framework 25
INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.2 STEM-centric design practices, including but not STEM education access to ALL
Curriculum the meaningful limited to the use experiences students to engage
integration of of engineering including but not in authentic
(continued)
d) STEM teachers technology, and design practices, limited to the use STEM education
minimally provide project-based the meaningful of engineering experiences
access to ALL learning. integration of design practices, including but not
d) STEM teachers technology, and the meaningful limited to the use
students to engage
occasionally project-based integration of of engineering
in authentic
provide access learning. technology, and design practices,
STEM education
to ALL students d) STEM teachers project-based the meaningful
experiences
to engage in regularly provide learning. integration of
including but not
authentic STEM access to ALL d) STEM teachers technology, and
limited to the use
education students to engage purposefully and project-based
of engineering
experiences in authentic effectively provide learning.

The New York City Department of Education STEM Framework 26

2.2 STEM-centric Curriculum (continued)
 Artifacts that demonstrate a STEM-centric Curriculum

■
Evidence of STEM-enriched curriculum maps, unit plans, and lessons illustrating opportunities for the student application
of STEM content and 21st-century skills utilizing the engineering design process and/or inquiry and that are aligned to
appropriate standards
■
Evidence of a pacing calendar that explicitly indicates the amount of time that is devoted to STEM curricula and the integration
of the four STEM disciplines
■
Evidence of STEM curricula that is differentiated via content, product, and/or process to meet the needs of all learners
■
Evidence of authentic learning experiences, such as project-based learning (PBL), for students to interact w/STEM
professionals, universities, and/or partners in STEM

The New York City Department of Education STEM Framework 27

Domain II: STEM Curriculum, Instruction, and Assessment

 INDICATORS aligned assessments collaborate to relevant, authentic, FULLY INTEGRATED
and consistently identify or develop performance-based
2.3 Authentic a) Teachers
monitors student relevant, authentic, assessments.
consistently
Assessments progress in order to performance-based INTEGRATED
and effectively
guide and encourage assessments.
a) Teachers regularly collaborate to
A well-defined student reflection and EMERGING
collaborate to identify or develop
STEM education self-assessment.
a) Teachers identify or develop relevant, authentic,
program engages EARLY
occasionally relevant, authentic, performance-based
students in relevant
a) Teachers collaborate to performance-based assessments.
and authentic STEM
sporadically identify or develop assessments.

The New York City Department of Education STEM Framework 28

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED
2.3 Authentic audiences (their opportunities presentations, and effectively

Assessments peers, families for students to journals, etc.) to use rubrics

and other self-assess and measure success. and authentic
(continued)
stakeholders), to present their There are some assessments
b) Teachers
answer questions work to authentic opportunities (projects,
sporadically
and receive audiences (their for students to portfolios, oral
use rubrics
feedback. peers, families self-assess and presentations,
and authentic
b) Teachers and other to present their journals, etc.) to
assessments
occasionally stakeholders), work to authentic measure success.
(projects,
use rubrics answer questions audiences (their There are regular
portfolios, oral
and authentic and receive peers, families opportunities
presentations,
assessments feedback. and other for students to
journals, etc.) to
(projects, b) Teachers (and stakeholders), reflect, self-assess
measure success.
portfolios, oral students) regularly answer questions and present their
There are no
presentations, use rubrics and receive work to authentic
opportunities
journals, etc.) and authentic feedback. audiences (their
for students to
to measure assessments b) Teachers (and peers, families
self-assess and
success. There (projects, students) and other
to present their
are infrequent portfolios, oral consistently stakeholders).
work to authentic

The New York City Department of Education STEM Framework 29

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.3 Authentic (continued) authentic formative assessments to guide next-step

c) Teachers and culminating periodically check decisions for
Assessments
sporadically use summative for understanding instruction and
 make curricular for understanding summative adjustments. to check for
adjustments. guide next-step assessments c) Teachers understanding,
c) Teachers decisions for to check for consistently provide students
occasionally instruction and understanding, and effectively with specific
use authentic make curricular provide feedback use authentic feedback and
periodic formative adjustments. and guide next periodic formative guide next-step
and culminating c) Teachers regularly step decisions for and culminating decisions for
summative use authentic instruction and summative instruction and
assessments to periodic formative making curricular assessments making curricular
periodically check and culminating adjustments.

The New York City Department of Education STEM Framework 30

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.3 Authentic stakeholders to by teachers and regularly used Learning are

plan, implement, stakeholders to by teachers and used effectively
Assessments
reflect, adjust and plan, implement, stakeholders to by teachers and
(continued)
share lessons reflect, adjust and plan, implement, stakeholders to
d) Cycles of
learned. share lessons reflect, adjust and plan, implement,
Learning are
d) Cycles of learned. share lessons reflect, adjust and
rarely used by
Learning are d) Cycles of learned. share lessons
teachers and
occasionally used Learning are d) Cycles of learned.
 Artifacts that demonstrate Authentic Assessments

■
Evidence of opportunities within curricula that allow students to demonstrate understanding of STEM content through the
development of innovative solutions to community-based projects
■
Evidence of engaging STEM professionals in the evaluation of authentic performance-based assessments
■
Evidence of the use of formative assessment to monitor student progress and benchmark (interim) assessments to enhance
student understanding and curricula
■
Evidence of a school schedule that provides time for teachers to regularly collaborate and develop authentic performance
based assessments

The New York City Department of Education STEM Framework 31

Domain II: STEM Curriculum, Instruction, and Assessment

INDICATORS knowledge in developed by the school’s capacity team and a group
order to support school leadership to implement of interested
2.4 Staff Capacity the successful team to build STEM education. teachers to build
implementation of teacher content EMERGING teacher content
A well-defined and pedagogical and pedagogical
STEM learning
STEM education a) A collaborative
experiences. knowledge knowledge
program builds plan is being
EARLY throughout the throughout the
teacher content developed by the
school year to school year to
and pedagogical a) A plan is being school leadership
support the support the
 school’s capacity school leadership enhance the collaborative knowledge
to implement team and lead school’s capacity plan has been throughout the
STEM education. teachers to build to implement developed by the school year and
INTEGRATED teacher content STEM education. school leadership enhance the
and pedagogical FULLY INTEGRATED team and all STEM school’s capacity
a) A collaborative
knowledge teachers to build to implement
plan has been a) A high-quality
throughout the teacher content STEM education.
developed by the and effective
school year and and pedagogical

The New York City Department of Education STEM Framework 32

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.4 Staff Capacity experiences (on- or least one learning practices and effectively share
(continued) off-site) to increase experience (on- or participate in twice research and
STEM content off-site) to increase yearly learning best practices
b) School
and pedagogical STEM content experiences (on- or and participate in
stakeholders
knowledge. and pedagogical off-site) to increase multiple learning
sporadically share
b) School knowledge. STEM content experiences (on- or
research and
stakeholders b) School and pedagogical off-site) to increase
best practices
occasionally share stakeholders knowledge. STEM content
but have no plans
research and best consistently share b) School and pedagogical
to participate
practices and research and best stakeholders knowledge.
in learning
participate in at purposefully and
 The New York City Department of Education STEM Framework 33
INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

2.4 Staff Capacity with educators among school consistently shared opportunities
(continued) from partner stakeholders and among all school are shared
organizations. with educators stakeholders and purposefully
c) Information about
c) Information about from partner with educators and effectively
STEM programs
STEM programs organizations. from partner among all school
and/or STEM
and/or STEM c) Information about organizations. stakeholders and
opportunities are
opportunities STEM programs c) Information about with educators
shared sporadically
are shared and/or STEM STEM programs from partner
with school
occasionally opportunities are and/or STEM organizations.
stakeholders and

Artifacts that demonstrate Staff Capacity

■
Evidence of opportunities (on- and off-site) that support professional learning in STEM content and pedagogy
■
Evidence of collaborative professional learning communities that support the implementation and refinement of best practices
through the use of inter-visitation
■
Evidence of digital (such as social media) or print media that inform all stakeholders of STEM programs and opportunities

The New York City Department of Education STEM Framework 34

Domain III: Strategic Partnerships

 INDICATORS and Sustaining
Partnerships.
3.1 STEM EARLY
a) The STEM
Partnerships
a) The STEM
A well-defined STEM
leadership team,
education program
including families
identifies and secures
and school
key partnerships with
administration,
families, local
are formulating a
community-based
strategy to develop
organizations (CBOs),
partnerships with
businesses, informal
local community
institutions of
based organizations
learning, and schools of
(CBOs), informal
higher education (two-
institutions of
and four-year programs)
learning , and
to enhance students’
schools of higher
learning experiences in
education (two- and
STEM Education.
four-year programs)
*See Conversation to enhance
Tools for Building students’ learning
experiences in
The New York City Department of Education STEM Framework 35
INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED
3.1 STEM Partnerships(continued) b) Family members and
STEM education. STEM education. a) The STEM
EMERGING INTEGRATED leadership team,
including families
a) The STEM
and school
leadership team, leadership team,
administration,
including families including families
have established
and school and school
purposeful
administration, administration,
and effective
are developing a have established
partnerships with
process to establish partnerships with
local community
partnerships with local community
based organizations
local community based organizations
(CBOs), informal
based organizations (CBOs), informal
institutions of
(CBOs), informal institutions of
learning , and
institutions of learning , and
schools of higher
learning , and schools of higher
education (two- and
schools of higher education (two- and
four-year programs)
education (two- and four-year programs)
to enhance
four-year programs) to enhance
students’ learning
to enhance students’ learning
experiences in
students’ learning experiences in
STEM education.
experiences in STEM education.
FULLY INTEGRATED
other mentors working in STEM career fields are
minimally engaged in encouraged to as partners happen yearly on Career in supporting
supporting support a school’s in supporting Day. a school’s
a school’s approach to STEM a school’s b) Family members and approach to
approach to STEM education. approach to other mentors working in STEM education.
education. b) Family members and STEM education. STEM career fields Opportunities for them to
b) Family members and other mentors working in Opportunities for them to are engaged as speak to students about
other mentors working in STEM career fields speak to students about partners and key their careers
STEM career fields are are engaged their careers stakeholders happen regularly.

The New York City Department of Education STEM Framework 36

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

3.1 STEM Partnershipsthat demonstrate similar participation in with other schools pre-K– leading to student and
(continued) interests in STEM off-site learning 12 that family
c) There are limited education. opportunities with STEM- demonstrate participation in
opportunities for centric similar interests in STEM off-site learning
the development of organizations. education. opportunities with STEM-
d) There are limited c) There are some
partnerships with other centric
opportunities opportunities for the
pre-K–12 organizations.
leading to student and development of d) There are some c) There are regular
local schools
family partnerships opportunities opportunities
to foster the d) There are regular c) There are similar interests in STEM and family participation in
development of opportunities for student purposeful education. off-site learning
partnerships with other and family participation in and effective opportunities with STEM-
schools off-site learning partnerships with other centric
d) There are
pre-K–12 that opportunities with STEM- schools organizations and higher
purposeful
demonstrate centric pre-K–12 that education institutions.
and effective
similar interests in STEM organizations and higher demonstrate
opportunities for student
education. education institutions.

The New York City Department of Education STEM Framework 37

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

3.1 STEM Partnershipseducation. communication is such as emails, families, about the

(continued) e) The school has irregular. websites, and school’s STEM education
e) The school is developed a e) The school newsletters, are initiatives. Tools
developing a plan that plan that maps regularly used to share such as emails,
maps out a out a process of communicates with all information. websites,
communication communication stakeholders, e) The school newsletters and
process with some with stakeholders focused including families, about purposefully social media
stakeholders on the school’s STEM and effectively platforms are
focused on supporting STEM education communicates used to share
supporting STEM educations but initiatives. Tools information with information.
all stakeholders, including
 The New York City Department of Education STEM Framework 38
INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

3.1 STEM Partnershipsprogress about higher education (two- and (CBOs), science rich from local
(continued) student’s four institutions, community-based
f) The school does not use experiences in year programs)to assess and schools of organizations
information from local STEM education. students’ progress about higher education (two- and (CBOs), science rich
community-based f) The school has a plan to student’s four institutions,
organizations use experiences in year programs)to assess and schools of
(CBOs), science information STEM education. students’ progress about higher education (two- and
rich institutions, from local f) The school student’s four
and schools of community-based occasionally experiences in year programs)to assess
higher education organizations uses information from STEM education. students’ progress about
(two- and four (CBOs), science rich local f) The school student’s
year programs)to assess institutions, community-based regularly uses experiences in
students’ and schools of organizations information STEM education.

The New York City Department of Education STEM Framework 39

3.1 STEM Partnerships (continued)

Artifacts that demonstrate STEM Partnerships

 ■
Evidence of off-site learning for students and families at STEM institutions and/or university partners ■

Evidence of collaboration, communication, and implementation between educators and STEM partners
■
Evidence of family engagement including but not limited to STEM family outreach surveys, STEM family events, STEM maker
fairs, and family communications
■
Attending ongoing professional learning experiences such as the DOE STEM Institute, which fosters forming new partnerships
and collaborations
■
Ongoing collaboration and inter-visitation among schools with similar interests in STEM education

The New York City Department of Education STEM Framework 40

Domain IV: STEM College and Career Readiness

 INDICATORS STEM degree (two or STEM education interact with school teachers
four-year) and/ or programs and middle and high and students.
4.1 STEM STEM career and interact with school teachers FULLY INTEGRATED
Pathway includes learning middle and high and students.
experiences outside a) There are ongoing
Preparation school teachers INTEGRATED
the school. opportunities
for Elementary and students.
EARLY a) There are regular for teachers
EMERGING
School opportunities and students
a) A process is being a) There are limited for teachers to visit middle
A well-defined STEM developed to opportunities and students and high school
education program provide for teachers to visit middle STEM education
provides early opportunities and students and high school programs and
college awareness to for teachers to visit middle STEM education interact with
all students, and students and high school programs and middle and high
introducing them to to visit middle STEM education interact with school teachers
the preparation and high school programs and middle and high and students.
required to pursue a

The New York City Department of Education STEM Framework 41

 INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.1 STEM provide limited c) The school, staff, growth mind-sets families in helping

Pathway guidance to and stakeholders and aspirations. their children

families to raise provide some develop positive
Preparation c) The school, staff,
awareness about guidance to growth mind-sets
for Elementary and stakeholders
the importance families to raise and aspirations.
School (continued) provide regular
of learning awareness about
b) There are few the importance guidance to c) The school, staff,
opportunities in
opportunities in families to raise and stakeholders
museums, parks, of learning
and out of school awareness about provide ongoing
gardens, etc. opportunities in
time that support the importance guidance to
b) There are limited museums, parks,
families in helping of learning families to raise
opportunities in gardens, etc.
their children opportunities in awareness about
and out of school b) There are regular
develop positive museums, parks, the importance
time that support opportunities in
growth mind-sets gardens, etc. of learning
families in helping and out of school
and aspirations. b) There are ongoing opportunities in
their children time that support
opportunities in museums, parks,
develop positive families in helping
c) The school, staff, and out of school gardens, etc.
growth mind-sets their children
and stakeholders time that support
and aspirations. develop positive

The New York City Department of Education STEM Framework 42

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.1 STEM Pathway Preparation for Elementary School (continued)

d) There are resilience, collaboration, the important guidance
limited or no promotion, and effort, self roles attendance, counselors to talk
opportunities for self-management discipline, punctuality, to students and
the administration play in college and persistence, homework, families about
and staff, career readiness. resilience, collaboration, the important
including guidance d) There are some promotion, and effort, self roles attendance,
counselors, to opportunities for self-management discipline, punctuality,
talk to students the administration play in college and persistence, homework,
and families about and staff, career readiness. resilience, collaboration,
the important including guidance d) There are regular promotion and effort, self
roles attendance, counselors, to opportunities for self-management discipline,
punctuality, talk to students the administration play in college and persistence,
homework, and families about and staff, career readiness. resilience,
collaboration, the important including guidance d) There are promotion and
effort, self roles attendance, counselors, to ongoing on going self-management
discipline, punctuality, talk to students opportunities for play in college and
persistence, homework, and families about the administration career readiness.
and staff including

The New York City Department of Education STEM Framework 43

4.1 STEM Pathway Preparation for Elementary School (continued)

Artifacts that demonstrate student access to STEM Pathway Preparation for Elementary School Evidence of
■

student voices during the preparation and facilitation of STEM-centric events (e.g., STEM career expo) Evidence of
■

middle and high school students tutoring and/or mentoring elementary students in STEM disciplines
 ■
“College Knowledge” and “College Talk” assemblies in which students gather to learn information about preparation for college
and STEM careers

The New York City Department of Education STEM Framework 44

Domain IV: STEM College and Career Readiness

INDICATORS STEM college middle and high A well-defined STEM with opportunities to
and career school students education program broaden their
4.2 Access to provides all students understanding of the
opportunities for
requirements of STEM courses. extracurricular tracks by providing post-secondary
pursuing and obtaining Few STEM activities, and all students access STEM education
degrees and/or careers mentorships STEM courses (on to electives, and STEM career
in STEM and includes and internship and off campus). extracurricular tracks by providing
learning experiences opportunities are Some STEM and enrichment all students access
outside the school identified. Only mentorships activities, STEM to purposeful
(continued) high-achieving and internship courses (on and off electives,
EARLY students are opportunities are campus); face-to extracurricular
placed. identified. High face and virtually. and enrichment
a) The school
(continued) achieving students STEM mentorship activities, STEM
prepares a EMERGING are placed. and internship courses (on- and
minimal amount of
(continued) opportunities off- campus);
students for post a) The school
INTEGRATED (with stipends face-to-face
secondary STEM prepares Some
or incentives if and virtually.
education and/ students for post a) The school
possible) are STEM mentoring
or STEM career secondary STEM sufficiently
(continued) and internship
tracks by providing education and/ prepares all FULLY INTEGRATED opportunities
limited access or STEM career students for post
(with stipends
to electives, tracks by providing secondary STEM a) The school
or incentives)
extracurricular Some access education and/ fully prepares
(continued)
activities, and to electives, or STEM career all students for

The New York City Department of Education STEM Framework 45

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.2 Access to middle and high and engagement program provides mentorships, and
STEM college school students with external opportunities for internships where
partners. students to engage in they are able
and career (continued)
extracurricular to apply STEM
opportunities for The STEM activities, concepts in real
world situations. Other students internships. families are aware of students who apply. All
Most families are need to apply to be identified and are and know the value of families are made
unaware of the value considered. Many available to most internships. aware of and know the
of the internships. families are unaware students. Most are identified and value of internships.
of the value of the matched with all

The New York City Department of Education STEM Framework 46

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

b) There are limited administration and staff counselors to talk to families about
opportunities for the including guidance students and the importance
 of attendance, families about counselors to talk to administration and staff
punctuality, the importance students and including guidance
homework, of attendance, families about counselors to talk to
collaboration, punctuality, the importance students and
effort, self homework, of attendance, families about
discipline, collaboration, punctuality, the importance
persistence, effort, self homework, of attendance,
resilience, discipline, collaboration, punctuality,
promotion, persistence, effort, self homework,
GPA and self resilience, discipline, collaboration,
management that play a promotion, persistence, effort, self
critical role in college and GPA and self resilience, discipline,
career readiness. management that play a promotion, persistence,
b) There are some critical role in college and GPA and self resilience,
opportunities for the career readiness. management that play a promotion,
administration and staff b) There are regular critical role in college and GPA and self
including guidance opportunities for the career readiness. management that play a
counselors to talk to administration and staff b) There are ongoing critical role in college and
students and including guidance opportunities for the career readiness.

The New York City Department of Education STEM Framework 47

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.2 Access to opportunities for (continued) and families to courses are

STEM college middle and high c) MIDDLE SCHOOL: learn about the limited.
Opportunities importance of c) MIDDLE SCHOOL:
and career school students
for students taking STEM The administration
 and staff including of taking STEM counselors courses beginning to students
guidance courses beginning regularly talk to in grade six. and families
counselors talk in grade six. students and c) MIDDLE SCHOOL: often about the
to students and c) MIDDLE SCHOOL: families about The administration importance of
families at least The administration the importance and staff including taking STEM
twice yearly about and staff including of taking STEM guidance courses beginning
the importance guidance counselors talk in grade six.

The New York City Department of Education STEM Framework 48

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.2 Access to school students and families to c) HIGH SCHOOL: The families at least
STEM college (continued) learn about the administration and twice yearly about
importance of staff including the importance
and career c) HIGH SCHOOL:
taking STEM guidance of taking STEM
Opportunities
opportunities for
courses are counselors talk courses, including
for students
middle and high limited. to students and computer science,
 AP courses, and guidance courses, including administration and taking STEM
four years of counselors talk computer science, staff including courses, including
math and science to students AP courses, and guidance computer science,
beginning in and families four years of counselors talk AP courses, and
freshman year. regularly about math and science to students four years of
c) HIGH SCHOOL: The the importance beginning in and families math and science
administration and of taking STEM freshman year. often about the beginning in
staff including c) HIGH SCHOOL: The importance of freshman year.

The New York City Department of Education STEM Framework 49

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.2 Access to for students and all students and 2- and 4- with regularly
STEM college families to learn families at least year colleges opportunities
about scholarships, once a year with (private and to learn about
and career
grants, financial opportunities public)on campuses scholarships,
opportunities for
aid and information to learn about and online; and, grants, financial
middle and high about attending scholarships, pursuing STEM aid and information
school students colleges; and, grants, financial careers. about attending
(continued) pursuing STEM aid and information d) The school provides 2- and 4-
d) Opportunities careers are limited. about attending all students year colleges
d) The school provides and families
 (private and careers. opportunities about attending public)on campuses
public)on campuses d) The school provides to learn about 2- and 4- and online; and,
and online; and, all students scholarships, year colleges pursuing STEM
pursuing STEM and families grants, financial (private and careers.
with ongoing aid and information

The New York City Department of Education STEM Framework 50 50

4.2 Access to STEM college and career opportunities for middle and high school students (continued)

Artifacts that demonstrate Middle and High School Student access to STEM College and Career Opportunities

■
Evidence of providing students and families with information (e.g., using social media or school website) about the processes
of obtaining internships, mentoring, and off-site learning experiences
■
“College Knowledge” and “College Talk” assemblies in which students gather to learn information about preparation (academic
and financial) for STEM college and careers
■
Evidence of student voice during the preparation and facilitation of STEM-centric events (e.g., STEM fairs and competitions)
 The New York City Department of Education STEM Framework 51

Domain IV: STEM College and Career Readiness

INDICATORS a) The school offers (guidance (guidance (guidance
limited guidance to counselor)offers counselor)offers counselor)offers
4.3 Planning elementary, some guidance to regular guidance to effective and
Student Outreach middle and high elementary, middle elementary, middle ongoing guidance
and Support for school students and high school and high school to elementary,
to support their students and their students and their middle and high
Pre-K–12 STEM
application to families to support families to support school students
Initiatives
and selection their application their application and their families
of schools to and selection to and selection to support their
A well-defined
and colleges of schools of schools application to
STEM education
that match and colleges and colleges and selection
program provides
their interests, that match that match of schools
students with many
experiences, their interests, their interests, and colleges
pathways in which to
background and experiences, experiences, that match
build their capacity in
abilities in STEM. background and background and their interests,
STEM-centric content,
EMERGING abilities in STEM. abilities in STEM. experiences,
abilities and
INTEGRATED FULLY INTEGRATED background and
professions. a) The school
abilities in STEM.
EARLY a) The school a) The school

The New York City Department of Education STEM Framework 52

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED
4.3 Planning c) The school exposure and students and professionals

Student Outreach provides experiences in families to provide to interact with

purposeful STEM careers. genuine exposure students and
and Support
and ongoing and experiences in families to provide
for Pre-K–12 STEM careers. genuine exposure
opportunities for
STEM Initiatives c) The school limited
student to develop and experiences in
opportunities for c) The school
(continued) agency, advocacy STEM careers.
student to develop provides regular
b) There are few and voice in
agency, advocacy and opportunities for c) The school
opportunities pursuing STEM
voice in student to develop provides
for STEM related pathways.
b) There are limited pursuing STEM agency, advocacy purposeful
professionals
opportunities related pathways. and voice in and ongoing
to interact with
b) The school pursuing STEM opportunities for
students and for STEM
coordinates related pathways. student to develop
families that professionals
regular visits and b) The school agency, advocacy
provide genuine to interact with
opportunities coordinates and voice in
exposure and students and
for STEM ongoing visits pursuing STEM
experiences in families that
professionals and opportunities related pathways.
STEM careers. provide genuine
to interact with for STEM

The New York City Department of Education STEM Framework 53

INDICATORS EARLY EMERGING INTEGRATED FULLY INTEGRATED

4.3 Planning STEM Initiatives opportunities for pursuing STEM helping students to

Student Outreach (continued) student to develop related pathways. complete STEM

agency, advocacy d) Provide limited related pathways.
and Support d) The school
and voice in support toward d) Provide regular
provides infrequent
for Pre-K–12
 support toward complete STEM d) Provide purposeful support toward complete STEM
helping students to related pathways. and ongoing helping students to related pathways.

Artifacts that demonstrate Planning Student Outreach and Support for STEM Initiatives ■

Evidence of student participation in STEM leadership team meetings

■
Student-generated proposals demonstrating interest in developing a particular program or initiative
■
Student surveys that access their interest in and knowledge of STEM-related pathways Logs of
■

internship hours and artifacts related to internship experiences

■
Evidence of peer mentoring and tutoring in support of completing STEM pathways

The New York City Department of Education STEM Framework 54

U.S. Department of Education, National Center for
Reference Education Statistics.

Cornell University Digital Literacy Resource. (2009). Retrieved

Chen, X., & Thomas, W. (2009). Students who study science,
from https://digitalliteracy.cornell.edu/welcome/dpl0000.
technology, engineering and mathematics (STEM) in post-
html
secondary education. NCES2009-161. Washington, D.C.:
Georgia STEM Education Department. n.d. STEM Program Standards For States, By States. Washington D.C. The
Certification rubric for Middle School. Retrieved from National Academies Press.
http://stemgeorgia.org/wp-content/uploads/2013/09/
New York City Department of Education’s Quality
STEM-Program-Certification-Rubric-for-Elementary
Review Rubric. Retrieved from http://schools.nyc.
School.docx
gov/NR/rdonlyres/8C11A001-7E78-469D-996F
Gonzalez, B., Heather, Kuenzi, J.J “Science, Technology, B0C3703CEA81/0/QualityReviewRubric1415.pdf
Engineering, and Mathematics (STEM) Education: A
North Carolina Department of Public Instruction STEM
Primer.” Congressional Research Service, August 1,
Education Schools and Programs NC STEM Attribute
2012.
Implementation Rubric. Retrieved from http://www.
Griffith, L., Amanda, “Persistence of Women and Minorities ncpublicschools.org/docs/stem/schools/rubrics/
in STEM Field Majors; Is it the School that matters?” elementary-school.pdf
Economics of Education Review, vol. 29, no. 6
Texas Education Agency. (2010). T-STEM Design Blueprint
(December 2010) p 911-922.
Rubric. Retrieved from http://www.tstemblueprint.org/
rubric/

U.S. Government Accountability Office, Science, Technology,

K-12 STEM Education Overview (2011).Hanover Research. Engineering, and Mathematics Education: Strategic Planning
Retrieved from www.hanoverresearch.com Needed to Better Manage Overlapping Programs across
Multiple Agencies. (2012). GAO-12-108.
National Research Council. (2013). Next Generation Science

The New York City Department of Education STEM Framework 55

Reference com/2012/05/what-is-transdisciplinary-literacy-and
instruction/

School-to-Work-Opportunities-Act of 1994.(1994). North

Stevens, K. (2012) What is Transdiciplinary Literacy and
Central Regional Educational Laboratory/ Retrieved from
Instruction. Retrieved from https://www.lessoncast.
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/
 sw3swopp.htm Instructional Technology Integration in K-12 Education.
Retrieved from http://www.nowhereroad.com/
Transdiciplinary Projects One Contribution to STEM
technology_integration/readings/shattuck.pdf
Education. (n.d.). Retrieved from http://www.
iteaconnect.org/mbrsonly/Library/SpecialInterest/
LBConferencePresentations/BOWEN%20
Transdisciplinary%20Projects%20Presentation.pdf

The New York City Department of Education STEM Framework

56
Suggested Readings

Becker, J. H. (2001). How are Teachers Using Computers in

Instruction. Retrieved from
https://www.stcloudstate.edu/
tpi/initiative/documents/technology/How%20Are%20
Teachers%20Using%20Computers%20in
%20Instruction. pdf

Shattuck, G. (2007). The Historical Development of