The Program
Learn about New York Future Problem Solving Program, Inc.
Discover what role fits you and how you can participate in NYFPS.
NYFPS In Action
Our program focuses on three key areas to allow us to enable us to succeed in our mission:
Six-Step Problem Solving Framework
Future Problem Solving (FPS) teaches a six-step approach which serves as a dynamic framework for creative thinking processes:
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Identify Challenges Related to the Topic or Future Scene
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Select an Underlying Problem
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Produce Solution Ideas to the Underlying Problem
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Generate and Select Criteria to Evaluate Solution Ideas
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Evaluate Solution Ideas to Determine the Better Action Plan
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Develop an Action Plan
Step 1
Challenges
Step 2
Underlying Problem
Step 3
Solutions
Step 4
Criteria
Step 5
Evaluate Solutions
Step 6
Action Plan
Integrating FPS Into The Classroom
Our program provides New York teachers the opportunity to integrate the six-step problem solving framework into their classroom instruction. FPS aligns with Common Core State Standards Initiative, STEM, and the National Association for Gifted Children (NAGC) Gifted Education Programming Standards as well as teach students the 21st Century Skills.
Curriculum Supplement
NYFPS offers a package for educators to bring the six step creative problem solving framework into the classroom. This component is a non-competitive implementation. Educators receive the materials and resources for the school year to teach FPS in their classrooms.
Competitive Components
Students compete in the following competitive components yearly. Teams which win first place in their divisions at the State Conference for each competitive component will receive an invitation to the International Conference.
JUNIOR DIVISION
(Grades 4 - 6)
MIDDLE DIVISION
(Grades 7 - 9)
SENIOR DIVISION
(Grades 10 - 12)
Gr 4 Gr 7 Gr 10 Gr 12
Engagement
Our team is active in promoting FPS and creative problem solving education throughout New York state. We have attended educators conferences and perform outreach to prospective candidate schools to participate in the program. For example, NYFPS has presented the program at NYC public schools' Chancellor and Principals meeting which provided exposure of the FPS program to leaders of one of the largest public schools systems in the U.S. The successful participation of NY schools in the program has also expanded awareness of the program among educators and parents across the state.
We also provide outreach resources and materials to promote engagement with the program. Explore these on our Resources page and some helpful ones below:
An International Community
As an affiliate of an international program, NYFPS is able to interact with educators across the U.S. and other countries on how to teach creative problem solving to students. Affiliates share ideas and education research. Participants who attend the annual International Conference are able to meet students across the globe and educators can similarly network with their peers.
FPSPI also works closely with international local affiliates such as Australia, Turkey, and China to teach problem solving in those countries. You can explore more about these efforts across the U.S. and internationally on the here.
Our Partners
Companies and organizations partner with NYFPS to support its mission and help students become the problem solving leaders of tomorrow as they grow through the program.
To maximize our impact, NYFPS not only has sponsorship partners, but we also partner with other organizations that have compatible missions. We work with our community partners on specific projects or making a greater impact toward our mission.
One of our community partners, Future Problem Solving Program of New Jersey, Inc., works closely with us on GIPS evaluations. By combining resources and people power, we are able to provide mutual assistance with any surges in demand for evaluators and also allow for cross pollination of evaluation ideas with our neighboring state affiliate. This partnership has allowed us to share best practices, identify process improvements, uncover new student error trends, and expose students to a more diverse pool of evaluator knowledge in feedback reports.
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