City School of the Arts (CSA) and Brooklyn Urban Garden Charter School (BUGS) each faced a similar design challenge with different focal points. As startup charter schools, both needed curricula that aligned with rigorous state standards while authentically integrating their specialized focus areas—arts at CSA and sustainability at BUGS. Many schools attempt integration through shallow connections: reading art-themed stories in history class or using sustainability-focused data sets in science. These approaches often fall apart in subjects like mathematics, where integration typically defaults to statistics while neglecting the rich potential in algebra and geometry. Both schools wanted integration that wasn't merely project-based or outcome-focused, but deeply embedded in the content itself.

How’d We Make It Happen?

1. Reframing Domain-Specific Creativity — We transformed how educators thought about creativity across disciplines. For CSA, we positioned "math as a language" and "algebra as an art form," emphasizing that artistic creativity in STEM doesn't come from decorative elements, but from the creative thinking required to explore, test hypotheses, and work within constraints. At BUGS, we focused on using mathematics to understand complex sustainability issues, helping students comprehend extremely large and small numbers crucial for grasping climate change concepts. We supported BUGS' "people, profit, planet" framework by showing how each domain could be explored through various disciplines.

2. Developing Skills-Based Rather Than Project-Based Integration — We moved beyond the shallow "project" approach to integration by identifying shared intellectual skills across domains. This meant having math classrooms analyze texts using the same strategies as English classrooms, or ensuring science and history classes applied the same algorithmic thinking taught in mathematics. By focusing on the underlying cognitive processes rather than superficial connections, we created truly transferable learning experiences.

3. Creating Authentic Cross-Curricular Experiences — At CSA, we developed discipline-specific approaches to their culminating school musical, "Moana Junior." Instead of simply having math students draw stage designs, they used coordinate planes and domain/range concepts to map the hero's journey. At BUGS, we restructured curriculum categories to highlight interconnections between sustainability concepts and core academic subjects, creating new frameworks for thinking about these relationships.

4. Involving Diverse Stakeholders in Iterative Design — We collaborated with teachers, administrators, and subject-matter experts to ensure our integrations were both authentic and academically rigorous. Through regular feedback sessions and revisions, we tested different approaches, abandoned what didn't work, and refined promising ideas. This iterative process ensured that the final curricula represented diverse perspectives and addressed practical classroom realities.

5. Aligning With Standards While Innovating — Throughout the process, we maintained a deep understanding of Common Core and New York State standards, ensuring that innovative integration methods would still prepare students for standardized assessments. Rather than seeing standards as limitations, we used them as frameworks within which creative integration could flourish.

Results

Our work with CSA and BUGS transformed their approach to curriculum integration, creating lasting impact for students and teachers alike:

• Deeper Understanding of Integration — Both schools developed a more sophisticated understanding of what true curricular integration means—not just flashy projects for Instagram, but daily learning experiences that connect disciplines at their foundations.

• New Curriculum Frameworks — We built comprehensive curriculum structures, particularly in mathematics and science, that provided teachers with clear pathways for authentic integration while maintaining academic rigor.

• Shift in Pedagogical Approach — Teachers began to identify and emphasize the shared intellectual skills across different subject areas, creating more coherent learning experiences for students who could now see connections rather than silos.

• Sustainable Implementation — Unlike one-off integrated projects that often fade after completion, our approach embedded integration into the everyday teaching practices, creating sustainable change in how subjects were taught.

• Enhanced Student Engagement — While not immediately measurable in standardized test results, teachers reported increased student engagement when concepts were presented through these integrated approaches, particularly among students who had previously struggled with traditional instruction.

By focusing on the inputs—the shared understanding of specific skill sets across different educational domains—rather than just the outputs, we helped both schools create truly integrated experiences that honored both their specialized focuses and the academic foundations their students needed to succeed.