1. The Best Program
for Math and Science:
Lauren Foley July 23, 2013

2. The balanced, coordinated, supported
math and science curriculum ensures
the mathematic and scientific
literacy of the
future

3. A coordinated cycle of learning
combines Math, Science and
English Language Arts.
“Inquiry-based science and reading
emphasize a shared set of intellectual
processes”(Vasquez, 2008, p. 28).
“Supporting the development of students’
literacy skills will allow them to deepen their
understanding of mathematics concepts and
help them to determine the meanings of
symbols, key terms, and mathematics phrases,
as well as to develop reasoning skills that
apply across the disciplines” (Massachusetts
Curriculum Framework for Mathematics, 2011,
p. 17).

4. A Balanced Approach
 Connects Literature with Math & Science
 content related fiction & picture books
 informational text at a variety of reading levels
 articles from current newspapers &magazines
 A print-rich classroom
 illustrated word walls
 content anchor charts
 Daily writing about math and science
 observations, opinion pieces, explanatory text, procedures

5. Daily and Weekly
 Math
 frequent skills practice for fluency
 problem solving with a partner
 communicating strategies
 instruction in line with Common Core State Standards
 Science
 pose a question; design & conduct and investigation;
evaluate the results; revise as necessary
 research and apply new information
 record and communicate to others
 instruction in line with Next Generation Science
Standards

6. Highlights
 Hands-on and Minds-on
 Equity in learning
 Variety of learning and assessment methods
 Meets Common Core Standards for Math and ELA
 Meets Next Generation Science Standards

7. Hands-on and minds-on
“Becoming a scientifically
literate person requires the
ability to do, and an
understanding of scientific
inquiry” (Vasquez, 2008, p. 13).
“Asking students to talk about
mathematical concepts,
procedures, and problem
solving helps them understand
more deeply and with greater
clarity” (Chapin, O'Connor, &
Anderson, 2009, p. 7).

8. Equity in Learning
 Content is accessible for all students through
multiple approaches
 texts read aloud
 internet resources
 audio/video content
 assignments follow principles of Universal Design
 Students demonstrate mastery of content and
skills in a variety of ways
 written work
 presentations using music, art, drama
 groups, partners, independent
 in class and at home

9. Inquiry and Problem Solving
 Answer the questions “I Wonder…” and “What
would happen if…”
 Students develop research, critical thinking and
effective communication skills
 Balance of independent, partner, small group
and whole group settings to encourage
collaboration and respectful discourse
 Synthesize information from multiple resources

10. Balanced Assessment
before, during and after
Talking
 productive class
discussions
 respectful discourse
 an opportunity to
hear multiple points
of view
 support conclusions
with evidence
Drawing &Writing
 math & science
journals
 document thinking,
reasoning, changes
of opinion
 designed to identify
misconceptions,
reasoning, changes
in understanding
Traditional
 homework
assignments
 exit tickets
 quizzes
 pre- and post unit
assessments
 final projects

11. “Children are born investigators. In the early years of
life, children engage in and develop their own ideas
about the physical, biological, and social worlds and
how they work and, thus, can engage in scientific
and engineering practices beginning in the early
grades” (Pratt, 2012, p. 9).

12. Kindergarten
 A General Educator, Special Educator and
Paraprofessional for each classroom
 An ELL Educator for each grade level
 15 students per class in grades K1 &K2
 Predominantly play-based curriculum
 Guided inquiry, some student led inquiry
 Explicit instruction is scientific method and
mathematic foundational skills

13. Elementary
Grades 1 - 6
 A General Educator and Special Educator for
each classroom
 An ELL Educator for each grade level
 18 students per class
 Project Based Learning
 Guided and student led inquiry

14. Learning Environment
 Location of the school is optimal for outdoor
learning: garden, stream, forest, wetland etc.
 Design of the school is conducive to large scale
projects, demonstrations, parent workshops and
science fairs
 Materials for all subjects and grades are
organized, replenished and available for
immediate use

15. Support Systems
 For the classroom
 For the school
 For the teachers
 For the families

16. Classroom Support
 Planning time with co-teachers and facilitators
 A Science facilitator per 2 year grade span
 A Math facilitator per 2 year grade span
 A Literacy facilitator per 2 year grade span
 Mentor teachers identified and utilized - have
additional planning time and stipend
 Student support specialists: OT/PT, Psych, SLP

17. Administrators
 Well informed and well educated
 Enthusiastic about sharing personal interests in
math or science with students
 Proactively maintain a positive, professional,
atmosphere that encourages staff retention
 Ensure the school and teachers have current,
relevant curricula, technology and supplies

18. Community Support
 Provide parents and the community with
resources to encourage participation
 Ongoing series of parent workshops where community members
are involved in providing the training to parents
 Incentives, translation services, childcare, refreshments,
transportation, materials and school resources
 Homework resources: internet access, basic supplies, incentives
for involvement
 Encourage parents and community members to share areas of
interest in math or science with each other and their child’s
classroom

19. Professional Development
 Continuous and aligned with current frameworks
and learning theory
 Collaborative, relevant, active, engaging and
timely
 Identify and utilize grade level experts
 Considers broad needs and varied backgrounds
and learning styles of teachers
 All school, grade level, teaching teams and/or
individual training provided

20. TIME
TIME
TIME
TIME
TIME
TIME
TIME
TIME
Lots and Lots of…

21. References
Chapin, S., O'Connor, C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to
help students learn, k-5 (2nd ed.). Sausalito, CA: Math Solutions.
Massachusetts curriculum framework for mathematics grades pre-kindergarten to 12:
Incorporating the common core state standards for mathematics. (2011, January).
Retrieved July 21, 2013, from http://www.doe.mass.edu/frameworks/math/0111.pdf
All standards, all students: Making the next generation science standards accessible to all
students. (2013, June). Retrieved July 21, 2013, from http://www.nextgenscience.org/sites/
ngss/files/Appendix%20D%20Diversity%20and%20Equity%206-14-13.pdf
Pratt, H. (2012). The NSTA reader’s guide to a framework for K–12 science education
practices, crosscutting concepts and core ideas (Expanded ed.). Retrieved from http://
learningcenter.nsta.org/files/PB326X.pdf
Vasquez, J. A. (2008). Tools & traits: Highly effective science teaching K-8. Portsmouth, NH:
Heinemann.
Venn diagram of practices in science, math, & ELA. (n.d.). Retrieved July 21, 2013, from
Nsta.org website: http://nstahosted.org/pdfs/ngss/PracticesVennDiagram-BandW.pdf