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PSAL Fall Highlights - NEST+m Eagles

Girls Soccer are 8-0 led by Seniors Jade, Maliyah, Lauryn, Veronica, Joridis, Keira and Abigail. Big game Wed. 10/9 vs. undefeated Lab. Coach Rossbach has also taken over our social media account, creating stunning posts, engaging with the school community and keeping school spirit high.

Boys Soccer are 4-1 led by Seniors Kees and Max. We have a lot of talented underclassmen, and with the dedication of Coach Lexi and Coach Mitch, we are poised to stay towards the top of a tough division for a long time.

Girls Volleyball are 4-0 led by Seniors Tiernan, Ana, Ellis, Lena, and Morgan. Coach McLaughlin has had to be flexible and make a lot of adjustments with our gym under construction to start the year but our girls are already looking towards playoffs.

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PSAL Fall Highlights - East Houston Hawks

Girls Tennis are 1-7 since moving up a division after winning the city championship last year. Led by Seniors Raphaelle, Ali, and Jaya, we knew this transition would be hard but we’re up for the challenge.

Our Cross Country Team with no seniors for boys or girls, has had a great start to the season with a 2nd place finish for our boys at the PSAL Group run and NEST+m Junior Ramsey Hansen won the overall meet.

The girls team took 11th place and NEST+m 9th Grader Kylie Chan took 27th overall and was our top finisher on the team. Since joining with Bard in 2021 we have seen our team grow and improve dramatically thanks to Coach Drew Miller!

Boys Fencing just had their first two matches but we are off to a 1-1 great start to the season. Led by Seniors Connor and Edward, we will fight our way through this season with the help of Coach Basley.

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PSAL Fall Highlights - Individual Access Pilot Program

Stuyvesant High School Boys JV Football are 1-1 with one of our young student-athletes on the team. We support him and the Stuy Peglegs in their season.

Seward Park High School Girls Swimming are 4-1 with 11 of the 26 girls on the team coming from NEST+m. We wish them luck as they represent our school and community while competing in the pool.

Seward Park High School Boys Bowling are 5-1 with three NEST+m bowlers on the team. After a few hiccups with the start of the season, we hope they can continue their dominance in their division and compete for a title. Go Team!

Seward Park High School Boys Badminton are 2-1 with two NEST+m student athletes on the team. The school has a very competitive team and we are thankful that a couple of our students were able to participate. Good luck Seward Park Bears!

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Curriculum Night

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Back to School Bash

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Building Our Community Together

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Building Our Community Together

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Family Actions to Support our Community

Thank you for partnering with us to

Teach kindness and inclusivity
Celebrate and explore identity
Teach our kids how to recognize and confront racism and bias
Protect our community from slurs, bias based comments, and other harms
Ensure that kids & families know what to do and what will happen if our community norms are violated

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Partnering to Ensure a Safe & Inclusive Environment

Violations of A-831 and A-832 are serious - zero tolerance for bias and/or harassment
All students should know what to do if they witness, or are harmed by an incident of bias or harassment
On Friday we will review these regulations and the DOE behavioral expectations with families (9:30am)
These charts offer a simplified overview of the process

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Thank you for your partnership & support

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Ethos Focus: Inclusivity

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Norm Setting & Community Building in Spanish with Ms. Estrada

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Norm Setting & Community Building in Alg 2 with Ms. Bruckenthal

Using the Building Thinking Classrooms framework, we encourage students to do less “studenting” and more “thinking” in the mathematics classroom. This looks like…

Daily Algebra 2 work on vertical whiteboards
One marker per group, one minute per marker
Inquiry based tasks that have multiple approaches

In order to use this framework and daily routine, students worked together to create “Whiteboard Collaboration Rubrics” to set norms about mutual respect and effort.

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Honoring & Celebrating Identity in Global 9 with Nadia and Ms. Perl

Show and Question - Students had to bring an item that represented their interests or identity. Their classmates had to ask questions in order to find the significance of the item.
Profile Piece - Students created a collage profile piece that represented them. They wrote a paragraph to attach to their collage that explained aspects of their identity and explained the perspective they wanted to bring into the class. Students then wrote where they felt connected to in the world, we are in the process of attaching these all to a map in the back of the room. This allows us to simply look back and see what perspectives are in the school and understand where people are coming from when discussing difficult topics.

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Criticality in AP World History with Mr. Martin & Mr. Basley

One of the first assignments in AP World is a personal student map. Students chose a map that is important to them and holds some significance for them, and that usually includes many memories. Some common examples include:

A map of their neighborhood here in New York where they have lived most of their lives.
A map of the village abroad where they were born, or where their parents and grandparents are from, and that their family visits every year.
A map of a sleepaway camp that a student has gone to each year for the past several years.
A map from a favorite book series (i.e. Harry Potter) that the student treasures and that includes an important map that is relevant for both the plot and and the main characters.

Additionally, students engage in conversations around power structures in our society that influence the design of maps and how that impacts our lives. Students analyze maps in their lives as well as maps from the 1400s to uncover geographic bias in our world.

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Criticality in AP World History with Mr. Martin & Mr. Basley

Student Personal Map Exemplars

Mailin Ventura: This is a map of the town where a lot of my Puerto Rican family lived, and where my dad lived for 2 years of his life. We visit Rincon often and it’s definitely where I feel the most at home. I really like this map specifically because of how colorful it is. Rincon is a magical place and I think vivid colors are really representative of that. It has the most beautiful beaches and as you can see it’s not a very big town. I love that this map has the Rincon flag on it as well as different little descriptions all around the map. Rincon isn’t hard to navigate as there are only two main roads but this map makes the roads really clear with the colors used. The visuals on this map could also be very helpful, and they also make this map unique. I love the fact that they included the lighthouse on the map as that area is one of my favorite places in Rincon.

Cassidy Chen: This is a map of what is most commonly known as Brooklyn’s Chinatown—while it is exactly that, it is also the place I am lucky to call home. This map contains my favorite spots, home, and identity.

I have always admired my neighborhood’s culture for many reasons. You cannot walk more than a block without seeing the hustle of different street vendors, such as 369 BBQ, which sells my favorite fish tofu skewers, or famous shops like Kai Feng Fu Dumpling House. Growing up seeing the determination of the people who run my neighborhood has taught me what hard work looks like and reminds me to value perseverance. Brooklyn’s Chinatown was also where my grandparents, aunts, uncle, and mom first felt at home after immigrating to the United States. Knowing that there were people who spoke the same foreign language as them was so empowering that they decided to teach me Mandarin as I grew up. I am grateful to have grown up in a neighborhood that reminds me of my values and culture, as it has truly helped me form and recognize my identity.

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Criticality in English 9 with Ms. Turnowski & Mr Munter

One of the ways we encourage students to think critically about the world around them is to have productive discussions that help in both their academic and social lives. These conversations, or Socratic Seminars, will happen approximately once a month & will require students to think deeply about a “hot button” issue.
Our first Socratic Seminar centered around the debate over cell phones and whether or not they should be allowed in schools. Students explored both sides of the issue by reading a selection of editorials and discussing their opinions with their peers. They then crafted written responses that detailed their thoughts & feelings about the topic. Engaging in this process of critical thinking allowed students to develop a well-informed opinion about an issue of relevance to their own lives.

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Social Emotional Learning in Grade 9 Theater with Mr. Yusah

�When evaluating the priorities and values of a community, you can first look to their budget and their schedule. How do they spend their money and what do they make time for? ��At NEST+m students are required to take a 9th grade “theater” course where the explicit goals are character development, collaboration, & social-emotional growth.��We make time for this because particularly for our incoming freshman who are at the precipice of young adulthood, independence, and future planning,�these goals are essential.

Over the last 12 years Mr. Yusah has developed a curriculum that behaves more like an Advisory course on community-building and personal growth.

His philosophy: If students learn to trust themselves and each other (through both academic and social challenges), then they will be more inclined to take risks, explore deeper, and grow curious without fear of failure or disconnection.

That is why his “Introduction to Theater” course is packed with psychology lessons, fun-filled theater games, and collaborative projects. It is a place to prove that you belong.

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Social Emotional Learning in Grade 9 Theater with Mr. Yusah

�Course Units:

Marking Period 1: Students learn about vulnerability, empathy, shame, & worthiness through a series of videos and activities that bring the community together.�
Marking Period 2: Students challenge their vulnerability by studying “comedy improvisation” – an art form that demands collaboration, trust, friendship, & shared joy.�
Marking Period 3: Students explore and share “identity” projects through devised theater projects. Here they’ll share the diversity of perspectives and lived experiences across their immediate student community to strengthen empathy & connection.�
Marking Period 4: Students will activate their empathy by dabble in acting! As a culminating assignment, students will walk a mile in someone else’s shoes as they study and perform a monologue or dialogue scene from a theater/film script.

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Social Emotional Learning in AP English Literature with Ms. Swann-pye

We play the compliment game 4 or 5 times throughout the year. By the end, each senior gives and receives at least one compliment.

The goal is to foster listening skills and to build a space where all kids feel seen and respected.

Not only does this game help to create community, it also allows kids to feel safe enough to take social and academic risks during English class.

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Looking Ahead

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Upcoming Dates

October 14: Indigenous People’s Day (No School)

October 15:

Red Cross Club Drive Begins
Grade 10 WICKED 7pm Broadway Trip

October 23: Breast Cancer Awareness Day - wear pink

October 28 - October 31: Spirit Week

October 26: PSAT for Grade 11 only

November 1: Diwali (No School)

November 6: Election Day (No School)

November 7: End of Marking Period 1

November 7: AP Exam Registration & Ordering Deadline

November 20 & 21: Senior Photos

K-12 Open Houses

Volunteers Needed

October 16 (virtually)
October 20, November 16 and December 7 (in-person)