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Shoreham‑Wading River details STEM, next‑generation science and computer science rollouts
Summary
District STEM lead Joseph Palicelli told the board the district is implementing next‑generation science standards and a K–12 computer science plan, rolling out new courses and widening robotics and sustainability programs as part of a broader curriculum update.
Joseph Palicelli, the district STEM lead, gave the Shoreham‑Wading River Board of Education a wide‑ranging update on Dec. 10 outlining how the district is implementing next‑generation science standards, expanding computer science instruction and growing hands‑on STEM opportunities.
Palicelli said the district completed course updates in middle‑school science last year and is “executing” new earth science and biology courses this year, with plans to prepare chemistry and physics courses next year. “Our teachers have totally adapted their lessons,” he said, adding that teachers attended BOCES workshops and inter‑district professional development as part of that work.
The presentation described several concrete programs: a K–12 computer science plan that leverages existing platforms used in elementary grades; middle‑ and high‑school robotics teams (the middle school formed two teams because of enrollment); a virtual enterprise business capstone with dual‑enrollment opportunities; and sustainability projects including an apiary and hydroponics lessons that middle and fifth grade students will lead. Palicelli noted two student manuscripts in late stages and several Regeneron Science Talent Search applicants from the district.
Palicelli said the district is piloting new elementary math intervention tools linked to an MTSS plan, adding mid‑module assessments to better track student mastery, and has updated algebra and geometry sequences aligned to new math standards. He described classroom work where students design and run investigations — for example, experiments to measure moisture in popcorn kernels or light color effects on photosynthesis — as evidence of a shift to student‑designed hands‑on learning.
The presentation also covered teacher supports: peer observations, outside professional development, test‑generator tools aligned to standards and pilots of assessments tied to the new courses. Palicelli said the goal is to “see this all the way through to the exams” and to support chemistry and physics instruction next year.
Board members responded with brief thanks and positive feedback; no formal action was required. The board intends to continue monitoring implementation as the new courses and assessments move toward Regents examinations.
