2.1 Instruction Integrating Content

Self-Assessment: Prepared

Progress Rubric Look-Fors: At least 75% of all teachers provide at least one learning opportunity per week, in which their subject-area is explicitly, intentionally integrated with another subject-area (any subject area - the arts, humanities, other STEM subjects, CTE, etc.) requiring students to organize knowledge across disciplines. A teacher can create these opportunities by themselves, through their lesson plans, or in collaboration with other teachers.

To assess our progress with intentional cross-curricular integration, teachers were asked how often they explicitly design learning opportunities that connect their subject area with another discipline. While responses varied, the majority of teachers reported planning these integrated experiences at least once per week, meeting the expectation that 75% or more regularly engage in this practice.

Across grade levels and content areas, teachers intentionally weave together concepts from the arts, humanities, CTE, and other STEM subjects to help students organize knowledge across disciplines. These weekly opportunities allow students to apply skills in meaningful, real-world contexts for example, combining math with visual arts to model geometric concepts, integrating ELA with science to write evidence-based explanations, or connecting social studies themes with engineering design challenges. Many teachers also collaborate across teams to co-plan interdisciplinary tasks, ensuring alignment and coherence for students.

Through these purposeful, weekly connections, Wellcome Middle fosters deeper understanding, critical thinking, and authentic problem-solving as students learn to see how disciplines interact in the world beyond the classroom.

Our teachers were asked how often they explicitly and intentionally integrate their content with another subject area. The data refected is wide-spread but the majority integrate weekly.