Hyde Receives College Board’s Computer Science Female Diversity Award

Seniors Sherice Gomes (left) and Alwynique Prophet (right), both of whom enrolled in the AP CSP class that granted Hyde the 2019 College Board’s Computer Science Female Diversity Award.

Award Recognition and Defying Norms 

This Spring Hyde proudly received the 2019 College Board’s AP Computer Science Female Diversity Award. This honor recognizes the outstanding work and leadership that have gone into engaging more female students in computer science and computer science education. Out of 20,000 institutions that offer AP courses, Hyde was one of only 639 schools, just 3% of that total, to be recognized in achieving this award.

By providing access to computer science courses, Hyde is opening doors for our female students to learn more about not only the world of STEM, but also prepare them for in-demand jobs of the future. These courses will grant them opportunities to help solve some of society’s most challenging problems, ultimately driving innovation and creativity in the field.

Kathryn Anderson, Instructional Coach, Data Manager and Instructor of the AP CSP class at Hyde, said a key contribution to Hyde earning the award has been accessibility. She said, “a reason why a lot of women do not go into the computer science field is because they have this idea in their mind that it isn’t for them, as girls… and it isn’t accessible to them”.

Seniors Sherice Gomes and Alwynique Prophet feel that this course has granted them and other female students the opportunity to explore an interest in the field of computer science before college. Sherice credited Ms. Anderson for inspiring her to take the class. She gave Sherice the confidence that this field is something that women can pursue. Sherice explained the impact of the AP CSP course at Hyde as, “…a chance for more girls to challenge the gender dynamic or norms that… this field is only for boys… Thanks to Hyde, we’ll see more representation of women in the field”. One of Sherice’s favorite parts of the course was coding and designing their very own Mario platform game.

Middle School Completes a 2nd Successful J-Term

Gael Ortiz (right) and Casting Director and Development Producer Meghan Griffin (left), on facetime with an LA partner of DIGA/Coburn Communications.

When I Grow Up

During this year’s middle school J-Term, student Gael Ortiz had the opportunity to shadow  Casting Director and Development Producer Meghan Griffin from the media company, DIGA/Coburn Communications. Which allowed Gael to explore his interest in becoming an actor or movie editor. 

That afternoon Gael was able to meet with several members of the main division in the film production such as the casting directors, film editors, the production manager, and the development team. He also went behind the scenes to see the production and edits of the series, “Hot Ones”, the Youtube hot wings eating game show. 

Gael got very comfortable throughout the course of the shadowing and was highly interested in the editing department and process. He learned that failure is to be expected in this industry, numerous ideas get scrapped, and that editing is extremely tedious. Nonetheless, Gael was curious to learn more, and asked great questions to everyone there.

Hyde’s Elementary School Partners with the New York African Chorus Ensemble for Black History Month

 

The New York African Chorus Ensemble opening up the elementary school’s, school meeting.

Inspiring and Empowering a Community

Our elementary school eagerly partnered with the NY African Chorus Ensemble, which helped to create meaningful programs and lead workshops to create an authentic Black History Month experience at Hyde. Our students learned about African countries and traditions through hands-on projects, African dance workshops, a fashion show and trivia games on influential African American leaders in history. The program ended with a huge showcase in which our students’ wonderful classwork was celebrated and displayed to faculty, parents and the rest of the elementary school.

The New York African Chorus Ensemble is much more than a chorus. The ensemble celebrates diversity, and through its community outreach, runs multicultural festivals that connect the community to authentic African culture, traditions, and spirituality. President Joyce Adewumi said, “Spending time with the students during Black History Month has allowed us… to break down negative stereotypes that separate us and show our similarities… through music, dance, in any way we can… to celebrate humanity.”

Charmaine Mack, Director of Social and Emotional Programs, knows that these are experiences our students need the most because it gives them the opportunity to develop their self and social awareness, which she highlights, “…are key social competencies needed to be successful throughout life.” Our students become more aware of their own strengths and their unique potential that they can offer to the world. She said, “I think these experiences will forever live with our students as fun and powerful cultural experiences.”

A Historic Partnership: Hyde Partners with the NYU Steinhardt Teacher Residency Program

Dr. Allan Powe and his mentor Melissa Powell help students in Biology
 

Hyde is proud to announce our new partnership with the NYU Steinhardt Teacher Residency Program, which allows NYU resident teachers to teach alongside Hyde mentor teachers while completing their degree in education. Hyde teachers also have the opportunity to mentor the NYU residents. In turn, NYU is offering Hyde professional development opportunities and cutting edge educational technology tools. “The partnership enforces this idea at Hyde that teaching requires learning,” said Sarah Schoonmaker, the NYU-Hyde cite coordinator for the high school and the Director of Teaching and Learning for the high school. “As educators, our professional development never stops. NYU is teaching us new things and our teachers are mentoring their fellows.” 

 

Hyde was selected by NYU for our intense on character education, our commitment to a strong character culture, and of course the rigor of our academics. NYU was also particularly impressed by our co-teaching model. Program coordinators from NYU were especially impressed by Hyde faculty’s ability to meet the needs of all our students and our core belief that every child has a unique potential. Indeed, it was these components that initially drew resident teacher Dr. Allan Powe to Hyde. He was especially drawn to Hyde because of our focus on character education, he said, “I believe that a focus on social-emotional learning can be transformational personally and academically and so does Hyde.”

 

The Hyde-NYU partnership is just another way that Hyde continues to maintain its promise of academic  excellence. This historic partnership continues to promise highly qualified and highly motivated instructors, who are open to learn and grow along with their students. The director of the high school Celia Sosa is very excited for the future. Speaking on the program she said: “Our partnership with NYU continues to create a pipeline of great teachers. The alignment between NYU’s philosophy of education and Hyde’s mission and vision is clear. The training residents receive in the program, coupled with an ability to learn about our students, approach, and curriculum, prepares them to be effective. The partnership also creates additional leadership opportunities for Hyde teachers, many of whom are eager and ready to take on the mentor role.” 

 

Dr. Allan Powe provides one-on-one instruction to students in science class.

Dr. Allan Powe provides one-on-one instruction to students in science class.

 
 
Fellow Marissa Ippolito engages one of her eighth students, Xiomara Kirkland on the Revolutionary War. “What was the nickname the Americans gave the British troops, Xiomara? You got this!” (Spoiler: she got the answer right!)
From Left: Sarah Schoonmaker (NYU Coordinator), Marissa Ippolito (MS fellow), Allan Powe, Erik Wiedenmann (HS fellow), Joe Tarantino (HS English Teacher and mentor to Mr. Wiedenmann). Not pictured: Janelle Jarvis (Co NYU coordinator), Jessica Perkins (MS fellow), and Melissa Powell (HS science teacher and mentor to Mr. Powe)

MS Lacrosse & HS Volleyball- Hyde’s Newest Sports

Character education lies at the heart of sports, and that is why Hyde is proud to announce the addition of two new sports to our athletic program: high school women’s volleyball and middle school boys’ lacrosse. These new sports are expanding options for students and allow more students to explore their unique potential.

Empowering Women Through Sports

Kimberly Rivera, a high school special education teacher, and her assistant coaches, Sika Bediako and Geomari Fernandez, founded Hyde’s first high school volleyball team. Since launching the team, Ms. Rivera has seen her student-athletes’ communication both on and off the court improve. She has also seen her students forge new relationships that have contributed to the team’s success. “The feeling of achievement pushes them to be better, which in turn has a ripple effect with their academics,” Ms. Rivera said. “It is very meaningful to have a space on campus where women can come together and support each other and work toward a common goal.”

The 2019 Hyde Women's Volleyball Team!

Hyde’s 2019 Volleyball Team!

Welcome to Hunts Point, Lacrosse! 

Hyde has also introduced a new sport to Hunts Point-  lacrosse. Michael Griffin, the middle school boys lacrosse coach, feels that when students are faced with new experiences, they are best able to show courage, and when students show courage, they learn what they can accomplish. Lacrosse is also a sport that combines elements of many different sports that students enjoy like baseball, football, soccer, and basketball.

Hyde students in their first lacrosse game.

Hyde students at their first lacrosse game.

Most importantly, Mr. Griffin says he’s been thrilled to watch the valuable life lessons lacrosse has taught his players. “At the end of the day, winning or losing isn’t what’s important,” said seventh-grade lacrosse player, Enmanuel Hernandez. “Lacrosse has taught me so much about community. It is something that along with academics can take you to college. It fits in really well at Hyde because it has taught me a lot about concern and brother’s keeper for my teammates.”

Enmanuel Hernandez (middle) and his teammates Eric Rosario Jr. (left) and Edgar Garcia (right) take a break from practicing their skills at recess.

Enmanuel Hernandez (middle) and his teammates Eric Rosario Jr. (left) and Edgar Garcia (right) take a break from practicing their skills at recess.

Athletics don’t just provide students with fun and exercise, but they teach them the value of integrity and the importance of overcoming difficulty. Not only do Hyde coaches instruct the students on the fundamentals of the game, but they both feel that sports are one of the best ways for students to practice the Hyde Words and Principles. Mr. Griffin said: “Sports teach students invaluable life lessons. Sports lie at the heart of character education.”

Enmanuel gives his all at the CityLax Fall FUNdamentals clinic. Enmanuel and his teammates attend the clinic every Sunday.

Enmanuel gives his all at the CityLax Fall FUNdamentals clinic. Enmanuel and his teammates attend the clinic every Sunday.

Academic Excellence: Hyde Launches the AP Capstone Diploma Program

From left: Betsabed De La Rosa, Matthew Hittenmark, and Christian Deleon.

From left: Betsabed De La Rosa, Matthew Hittenmark, and Christian Deleon.

Hyde is one of only approximately 1,800 schools worldwide to implement the AP Capstone Diploma program―a program that allows students to develop the skills that matter most for college success, like research, collaboration, and communication. The Capstone program is comprised of two classes taken back-to-back: an AP Seminar and an AP Research course. The program is designed to give students adequate college preparation and exposure to topics covered in a collegiate setting. 

Students who score a three or higher in AP Seminar and AP Research and  four additional AP Exams of their choosing earn the AP Capstone Diploma. This represents the students’ exceptional academic accomplishment and fulfillment of college-level academic and research classes. Students who score a three or higher in both AP Seminar and AP Research earn the AP Seminar and Research Certificate. Hyde will start offering the program in the fall of 2019.

“We are excited to venture into the AP Capstone. It shows the rigor of our academics to be included in such an exclusive category, ” said Director of College Counseling, Matthew Hittenmark.  “Allowing students to engage in cross-curricular research is the pinnacle of our academic pedagogy.” 

Typically taken in tenth or eleventh grade, in AP Seminar students choose and evaluate complex topics and look at them from many different points of view.  They also identify credibility and bias in sources provided and develop arguments in support of their position. 

 “We discuss the world’s problems and how we can fix them,” said sophomore Christian Deleon. “We are given the tools to properly and respectfully discuss what’s going on in the world. I’m very honored to be in the class.”

AP Seminar is a project-based class with assessments such as research reports, written arguments, and presentations completed during the academic year. 

“AP Seminar not only helps us learn how to write essays with a clear argument, but it teaches us how to argue in a debate,” said sophomore Betsabed De La Rosa. “The class also strengthens our knowledge of topics and situations outside the classroom. I find myself using what I learned in class in my everyday life.” 

In the AP Research course, students design, execute, present, and defend a yearlong research-based investigation on a topic of personal interest. They boost their skills garnered in AP Seminar by learning how to approach and make sense of their research. The class will teach students to use ethical research practices and to compile, analyze, and synthesize academic research. AP Research is also a project-based course. Students’ final AP Research score will be based on their academic paper, presentation, and oral defense of their topic. 

Speaking on what the new partnership means, Mr. Hittenmark said: “Our students have the capacity to become powerful change agents in our community and beyond. Partnering with AP Capstone creates the vehicle for students to engage with real word problems in a collegiate atmosphere.” 

Matt Hittenmark engages student Angie Peña on biases in the media in the AP Capstone Course.

Matthew Hittenmark engages student Angie Peña on biases in the media in the AP Capstone Course.

Intercurricular Synergy: Teaching Robotics in Middle School

What combines science, technology, engineering, arts, and mathematics? Robotics, of course! 7th Grade Science Teacher, Curtis Redmon found that teaching students robotics creates a perfect kind of synergy between many different school subjects. Mr. Redmon has found that students are able utilize many different tools learned in other subjects. The robotics programs also let students explore their curiosity as many of the labs allow students to work independently. After coding on their Chromebooks, students were introduced to the EV3 robot made by LEGO. Students then learned each component of the EV3. All 150 students in grades 6th and 7th had took part in building the initial robot. Eventually, the challenges got harder and students had to complete a performance task of programming the EV3 to simulate a “tight rope” roll across a beam using one wheel. In the beginning, most performance task were modeled first by Mr. Redmon and Mr. Griffin, but as the unit progressed students began to write and execute their own programs.

Students collaborate on the "Robot Barrel Roll" lab where the goal is to program a robot to do a barrel roll.

Bringing robotics to Hyde was the vision of Middle School Director, Lex Zain and Dean of Curriculum, Sharilyn Fletcher. Both Ms. Zain and Dr. Fletcher had studied the benefits of having robotics programming in schools and decided that it would be a perfect fit for Hyde. Hyde is among one of the few schools in the country that offers robotics as a full-time course in Middle School. 

Having robotics at Hyde benefits students in many ways. The program gives students the ability and liberty to be as creative as they want and need to be in order to complete a task. “Just like a math problem, there are several different ways to the same outcome,” Mr. Redmon said. When students were assigned the “tight rope” tasks, Mr. Redmon said he was amazed at how many different ways students utilized to reach the same end result. 

Bryan Banegas (left) works collaboratively with a partner on the "Robot Barrel Roll" lab.

Bryan Banegas (left) works collaboratively with a partner on the “Robot Barrel Roll” lab.

The unit challenged the 6th and 7th graders to think outside the box and come out of their shells. One student who has particularly thrived through the robotics program is seventh-grader Bryan Benegas. “I love how interactive the class is,” said Bryan. “This class is preparing me for life. Robots are the future. I know it will give me a head for the future.” Through the robotics unit, Bryan says he learned how technology has and will affect the economy and his career choices.

One of Mr. Redmon’s favorite memories came during a task given called “The Grip”. In the beginning, students thought this was not doable. Until curiosity set in and they began to work on it. This task was to draw a design on paper and then have the robot draw the same design using the grip they built. Students designed and built a pencil grip or claw which holds the pencil. Students then programmed on their chromebooks a program that the robot would do to draw the same exact sketch they illustrated on paper. Mr. Redmon said:  “The outcome was amazing and the students were almost in disbelief that the robot they built, designed, and programmed is drawing their sketch on paper.”

"Before asking Mr. Griffin or me for help, I want you and your partner to try and problem solve," Mr. Redmon tells his seventh grade robotics class. He says he's been thrilled with the results of the course on his students, especially in the passions the course has ignited.

“Before asking Mr. Griffin or me for help, I want you and your partner to try and problem solve,” Mr. Redmon tells his seventh grade robotics class. He says he’s been thrilled with the results of the course on his students, especially in the passions the course has ignited.

Career Preparation: Hyde Partners with Here to Here & Futures and Options Program

Donovan
By Donovan Rice, Hyde Class of 2020

This summer, I had the opportunity to participate in Here to Here Futures and the Futures and Options program.  Every Monday, we had a workshop or would go on a field trip to different local businesses to see how they functioned. The rest of the week we worked in an internship at a local business. This is my second year with the program. I was also lucky enough to be joined by four of my classmates this year. We all worked in different locations. I worked at Zaro’s Bakery, and my classmates worked at Randall’s Island, the Bronx Borough President’s Office, and Krasdale Foods. 

I got the opportunity to work at the Zaro’s factory in the Bronx with the owner of the company, Michael Zaro. At first, when I was assigned to the job, I was really nervous because I’d never worked in a bakery before. By the end of the summer, I had a one-on-one connection with everyone in the bakery.  Every morning when I arrived, I would walk through each of the different departments, and answer about 30-40 checklist questions to make sure everything was running smoothly. I also helped to assign lot codes to each Zaro’s product. The job was difficult, but I am so thankful I got the opportunity to do it because it means that Zaro’s sees me as a responsible and capable employee. 

A big takeaway from the summer for me was to be outgoing. I think that being out of my comfort zone pushed me to be more outgoing and learn a lot of new skills. By opening myself up to people, and to feedback, I was able to gain a lot of responsibility. I was even offered a year-round job! 

 

Hyde’s Summer Leap Program Enriches Academics and Ignites Passions

IMG_3961 (1)

As Hyde’s Summer Leap Program concludes its fifth year, elementary school teachers continue to watch their students blossom. “We started the program because we want to make sure students are still learning over the summer and that all the great work teachers are doing is not lost over summer vacation,” said elementary school special education teacher and Hyde Summer Leap Program Director, Davina Davis. “We want students to really foster a love of reading and show them that they shouldn’t stop reading when the school year stops.”

The summer program has evolved to also include a Pre-K for rising Hyde kindergartners. Rising kindergartners, Camilla De Paz, and Leonela Pichardo are very excited to start at Hyde and said they have already learned a lot! “My favorite part [of the program] was writing my name. I can write my name now! We did reading too. We read pattern books,” said Camilla. “I learned how to write the date,” Leonela added. “We danced too.” Each week a different group of rising kindergartners attended a combination summer enrichment and Hyde orientation. “Teachers get to see if the students have any number sense yet or if they know how to write their name and date,” said Ms. Davis. Before the Pre-K program, many teachers students and their families felt they were starting the year without really knowing their Hyde community. “So we started learning about our incoming students and their families over the summer,” said Ms. Davis. “By getting families involved, this helps create and start a great relationship with parents, teachers, and students. We begin to build a community.” 

Special thank you to our Summer Leap partners: Councilmember Rafael Salamanca Jr. and D’Arrigo New York! 

In their own words: 

Every grade got to further hone their math skills by practicing addition, subtraction, multiplication and division and by doing number stories to bolster their mathematical comprehension. Math was rising third grader Abeyuwa “Starr” Uwoghiren’s favorite part of the summer. “I liked doing multiplication because it’s really fun for me, but my teacher made it even more fun for us. Every multiplication fact we did was a point towards getting an ice cream sundae! I can’t wait to learn more math this year,” said Starr pictured right with her friend Jada Paulino.

Every grade got to further hone their math skills by practicing addition, subtraction, multiplication, and division and by doing number stories to bolster their mathematical comprehension. Math was rising third grader Abeyuwa “Starr” Uwoghiren’s favorite part of the summer. “I liked doing multiplication because it’s really fun for me, but my teacher made it even more fun for us. Every multiplication fact we did was a point towards getting an ice cream sundae! I can’t wait to learn more math this year,” said Starr pictured right with her friend Jada Paulino.

Throughout the four weeks of summer enrichment, each grade was tasked with the One Hundred Book Challenge where every class had to read 100 books by the end of the program. Unsurprisingly, every grade met, and in some cases exceeded, the challenge! The One Hundred Book challenge had an especially large impact on rising third graders Maylin Reyes (left) and Jayson Sanchez (right). “My favorite part of the summer was when I learned about lightening. We read a book about lightening and now I want to know more,” Jayson said. “I want to read harder books now,” Maylin said. “This year I will challenge myself to read more chapter books!”

Throughout the four weeks of summer enrichment, each grade was tasked with the One Hundred Book Challenge where every class had to read 100 books by the end of the program. Unsurprisingly, every grade met, and in some cases, exceeded, the challenge! The One Hundred Book Challenge had an especially large impact on rising third graders Maylin Reyes (left) and Jayson Sanchez (right). “My favorite part of the summer was when I learned about lightening. We read a book about lightening and now I want to know more,” Jayson said. “I want to read harder books now,” Maylin said. “This year I will challenge myself to read more chapter books!”

Rising second grader, Jacob Dominguez especially enjoyed the math courses. “This summer I learned a lot of math” he said. “We did fun number stories and I learned how to count to a thousand!”

Rising second-grader, Jacob Dominguez especially enjoyed the math courses. “This summer I learned a lot of math” he said. “We did fun number stories and I learned how to count to a thousand!”

Rising first grader, Zoe Abreu said she learned a lot through play.“This summer I learned about sharing,” she said. “When I’m coloring and someone wants a color that I am using I let them share it with me and we both can use it.”

Rising first-grader, Zoe Abreu said she learned a lot through play.“This summer I learned about sharing,” she said. “When I’m coloring and someone wants a color that I am using I let them share it with me and we both can use it.”

“My favorite part [of the program] was writing my name. I can write my name now! We did reading too. We read pattern books,” said rising Hyde kindergartner Camilla De Paz.

“My favorite part [of the program] was writing my name. I can write my name now! We did reading too. We read pattern books,” said rising Hyde kindergartner Camilla De Paz.

“I learned how to write the date,” rising kindergartner Leonela Pichardo said. “We danced too.”

“I learned how to write the date,” rising kindergartner Leonela Pichardo said. “We danced too.”

 

Great Minds Think: Hyde Students Study At St. John’s Summer Academy

In addition to learning a lot in the classroom, Chelsea says that the program was also a great opportunity to meet new people and make friends from across the country.

In addition to learning a lot in the classroom, Chelsea said that the program was also a great opportunity to meet people and make friends from across the country.

At the beginning of July, three rising Hyde seniors and one rising junior attended the St. John’s Summer Academy at St. John’s College in Annapolis, Maryland. The St. John’s Summer Academy is a college summer program for high school students that is modeled after St. John’s discussion-based, interdisciplinary method of teaching through books. It also serves as a hands-on introduction to college life. Students are tasked with honing their reading, critical thinking, and discussion skills. They also get to take off-campus excursions. 

Chelsea Torres was accepted into the Revolution and Rebellion: Justice and Law program. The program examines the concept of revolution by exploring its role within social, political, and scientific life. Chelsea went to three different classes at St. John’s: a seminar, a language course, and a mathematics course. “The math class was definitely my favorite,” Chelsea said. “It taught me to view math in a more conceptual way.”  In addition to the courses, students could sign up for workshops. Chelsea went kayaking, made pottery, and took swing dance lessons. 

Nana Ampoma Mensah was accepted into the Freedom and Order: Creating Laws, Government, and Society program. In his program, students examined the concept of order out of chaos in the political, literary and scientific spheres. Students had to question whether governing structures restrict individual autonomy. Nana says the program was life-changing for him. “The big takeaway from the program for me was learning how to see things from other people’s perspectives,” he said. “Being in the program taught me that even my friend disagrees with me it doesn’t necessarily mean one of us is right and one of us wrong. Perhaps it means we just interpreted information in different ways. This program really opened my eyes.”

Special thank you to St. John’s College and Mr. Perry Lerner!

Students got to go Kayaking!

Students learned to kayak.

 

Nana took this photo of the moon using a high powered telescope as part of his science class

Nana took this photo of the moon using a high powered telescope as part of his science class.

 

The telescope Nana's science class got to use.

The telescope Nana’s science class used.