Full Stream Ahead (FSA)

Full Stream Ahead (FSA) is an innovative Science, Technology, Reading, Engineering, Art, and Math (STREAM) based initiative that will impact over 28 mathematics, literacy, science, social studies, and art teachers, as well as more than 1250 elementary and middle school students over a 3-year period. 

FSA will focus on three phases of planning, implementation, evaluation, and dissemination of a STREAM-based curriculum in three NYC Community School District 7 schools – PS 359, PS 369 and IS 584 – and three non-public schools – Immaculate Conception, St Raymond’s High School for Boys, and Cardinal Hayes High School. District leadership, school administrators, classroom teachers, English Language Learner (ELL) and bilingual support specialists, as well as library media, visual arts, and technology specialists will develop a pathway from elementary to middle school to support the effective use of a blended learning model to improve students’ academic achievement and promote digital literacy. 

FSA will support the development of a comprehensive plan for STREAM-based learning with a published curriculum map of units of study that spans from elementary through high school. The goals of FSA are to create a comprehensive evidence-based strategic plan for STREAM-based teaching and learning, build capacity for digital leadership, address the academic needs of students, and publish materials and artifacts for the dissemination of a STREAM-based curriculum to a broader community.

FSA will use a team-based approach to exploration and learning where students participate as designers, engineers, documenters, and strategists creating STREAM-based projects, aligned with NYS Math, Science, and ELA curriculum standards. Online tools such as Google Classroom, Nearpod AR/VR/MR, and Zulama, will provide an interactive curriculum platform, scaffolding student learning from grade to grade. For example, in elementary school, students will apply the fundamentals of game design to create board games from nonfiction texts, leading to the development of video games, at the middle and high school levels. While exploring the transition from playing games to designing games, students will engage in and exercise all the 4Cs – critical thinking, communication, collaboration, creativity – promoting an environment of 21st century learning across all content areas.

FSA will include professional development and mentoring of teachers, aimed at rethinking when, where, and how students complete different components of a learning experience. Learning spaces will become laboratories for hands-on, STREAM-based project development, integrating mobile devices, digital media, cloud-based collaborative spaces, game design principles, 3D printing, and AR/VR/MR experiences. 

The Digital Age Learning (DAL) team will partner with district and school staff to build a cadre of 16 teachers during phases 1 and 2. In phase 3, 12 additional teachers and specialists will join the cadre, setting the table for increased capacity and scaling the program beyond the grant period. Professional development will be provided both face-to-face and online and will be followed by in-classroom support and modeling. To promote the dissemination, DAL will also provide training and support for publishing program artifacts – program documents, materials, curriculum maps, and exemplary student work – on a District 7 Google Site that meets Creative Commons License standards and is handicap accessible. FSA will also include a comprehensive evaluation, designed by Metis Associates, to guide in the development and implementation of evidence-based tools to monitor program strengths and weaknesses during phases 2 and 3, thus maximizing opportunities for program modification.

Implementation work at IS 584x

The images show a process of first playing board games to build understanding about game fundamentals such as game materials, mechanics of play, game pawns and ending with students creating games and characters using a tool called Bloxels

Game Design Curriculum

The below link is to a website that provides an opportunity to learn the fundamentals of game design and analyze how a game is a story, as well as, how a story can become a game. The 3 modules in this course guide the teacher and students through a process of planning, creating, play testing and evaluating a board game from a fiction or nonfiction text. The modules include recommendations for advancing from a board game to a video game project. Although the modules use a specific fiction text as a guide, they can easily be modified to be used with any fiction or nonfiction text.
Check out more information HERE

Please visit this link to see previous Agendas


Links to Agendas can be found:

List One: HERE

List Two: HERE

List Three:  District 7 LTG 


Year Three Evaluation Survey

Find the survey  LTGYear3StudentEvaluationData.pdf 

LTG artifacts- Here shows a process that teachers went through in professional learning at IS 584x and CES359 of building their own games, which they did with Digital Age Learning.