An Introduction
The Stephen K. Hayt curriculum design demonstrates the thoughtful planning of our teaching and learning. The student's learning outcomes (curriculum framework statements) are aligned according to the Mathematics and Language Arts sub-topics.  This curriculum provides a quick and easy reference to the concepts students are learning and teachers are committed to teaching. 

The Language Arts sub-topic learning outcomes for grades K-8th grade are: 
  > Reading
    > Writing
    > Listening/speaking /viewing
    > Conventions/ grammar/usage/of the English language
    > Literature 

The Math K-8th  sub-topic learning outcomes are: 
     > Number concepts 
     > Measurement concepts
     > Functions / algebraic concepts
     > Geometric concepts
     > Statistics and probability concepts

  The teachers’ instructional strategies provide multiple paths to teaching reading and math in order to help student solve their own problems. Student learning is promoted in group setting. All students regardless of their age, grade or cognitive ability are encouraged to engage in the process of learning. Our teachers believe in the concept that all students are capable of learning if they are provided with the same opportunities and  resources.  We are proud of our teaching staff and their supportive efforts in making Stephen K. Hayt School a learning environment for all students. 

Our teachers are members of the learning community. Our teachers understand the importance role of the community in education and work collaboratively to establish relationships with colleagues, parents/guardians and the community to support student  learning and well-being.

The Language Arts and Mathematics State Goals are general statements of what students at Hayt School should know and be able to do as a result of their schooling:

Language Arts:
     > State goal 1:  read with understanding and fluency.
     > State goal 2:  understand explicit and implicit meaning in 
                               literature representing individual, community, 
                              national, world, and historical perspectives.
     > State goal 3:  write to communicate for a variety of purposes.
     > State goal 4:  listen and speak effectively in a variety of situations.
     > State goal 5:  use the language arts for inquiry and research to 
                               acquire, organize, analyze, evaluate, and 
                               communicate information.

Mathematics:
     > State goal 6:  demonstrate and apply a knowledge and sense
                                of numbers, including basic arithmetic operations, 
                                number patterns, ratios, and proportions.
     > State goal 7:  estimate, make, and use measurements of 
                                objects, quantities, and relationships and 
                                determine acceptable levels of accuracy
     > State goal 8:  use algebraic and analytical methods to identify 
                               and describe patterns and relationships in data, 
                               solve problems, and predict results.
     > State goal 9:  use geometric methods to analyze, categorize, 
                               and draw conclusions about points, lines, planes, 
                               and space.
     > State goal 10: collect, organize, and analyze data using 
                                statistical methods to predict results and 
                                 interpret uncertainty and change in practical 
                                 applications.

The Hayt School standard-based instructional learning environment is based on the learner centered approach. Students are engaged in the learning experience in a fundamentally different way, in which most of their work is done in small groups or teams (discussing, drawing, using calculators, and computers)  and individually to resolves problems of relevance to their lives. Peer tutoring and cooperative learning offer students at Hayt School options and choices in the way they learn. The students apply knowledge through performance tasks and they learn the basic skills through higher order thinking skills.

The teacher functions primarily as a coach, facilitator, and co-investigate, supporting students' active engagement as problem solvers and decision makers.

Primary Activities
> Listening to poems
> Sing songs play learning games 
> Participate in choral reading and dramatic plays
> Dictating and writing stories
> Discussing personal events
> Reciting rhymes
> Chanting finger plays

Intermediate /Upper Grade Activities
> Analyzing discussions
> Writing in journals/ portfolios
> Designing a web-page
> Creating and illustrate books
> Evaluating oral book reports
> Developing rules
> Using the word process/for classroom assignment
> Developing a power point presentation/science/social 
    studies/language arts
> Construct dioramas and murals
> Peer-tutoring
> Summarizing /story/newspaper article/
> Evaluating textbook for proper use

The Hayt School faculty use performance based assessment, conducted through observation and questioning as students are engaged in the learning process. The performance consists of two parts: a task and a set of scoring criteria or rubric. The task may be a product, performance, or a written piece to a question that requires the student to apply critical thinking skills. 

Some examples of performance-based assessments at Hayt School are:
     > Science projects
     > Metro-History Fair
     > Written compositions
     > Journalizing
     > Portfolios
     > Research projects
     > Autobiography
     > Playing musical instruments
     > Singing
     > Work of arts
     > Oral presentations

The Learning Outcomes represent knowledge and skills that require students to learn. The Hayt School faculty has aligned the Learning Outcomes with their curriculum, daily instruction, and assessment practices. Each grade level defines the accumulation of learning in which the student’s performance will be assessed.

K-8th Grade Instructional Strategies:
     > Authentic Instruction/ higher order thinking, bring real world math 
         problems to the classroom
     > Problem solving techniques
     > Coaching Model/ the teacher helps guide and act as a collaborator 
         in the student's learning
      > Computer-Assisted Instruction/ student interact with math programs
          or math related activities on the Internet 
     > Cooperative learning method/ students are able to select math
         learning activities and work in small groups
     > Mental arithmetic techniques
     > Multiple Intelligences Theory
      > Problem-Based Learning/ inductive learning method. No direction
         instruction. The students learn math problem solving as they
         work cooperatively.
     > Reciprocal Teaching/ students take turns being the teacher for a 
         pair or small group.
     > Simulations
     > Whole Math Instruction
     > Word Problems

The assessment or performance tasks in math include: math journals, portfolios, math games and puzzles, spreadsheets, charts/graphs, plans/blueprints, and open-ended items.