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Our Partners

SEPUP and Lab-Aids work with various federally-funded projects to help reform the school science program at the local level. We provide technical assistance to these projects, who in turn provide a menu of services for local districts, including curriculum showcases, support in curriculum evaluation and implementation, and coaching and professional development.

For more information, click on the individual projects.

LASER (www.si.edu/nsrc)
National Science Resource Center, Washington, DC

The Leadership and Assistance for Science Education Reform (LASER) works to reform K-8 science teaching and learning through systemic planning across the country. Working with regional hubs, the project offers a variety of technical assistance and support, and has produced a variety of programs and publications to help local districts.

The SCI Center
Biological Sciences Curriculum Study (BSCS), Colorado Springs, CO

The Science Curriculum Improvement (SCI) Center is a program of the BSCS. Through the National Academy of Curriculum Leadership (NACL), the program seeks to reform high school (9-12) science teaching through a variety of professional development projects, publications, and detailed planning/implementation tools.

EDC K-12 Center (csedev.edc.org)
Education Development Center, Newton, MA

The K-12 Center seeks to develop local capacity for science teaching and learning, K-12, primarily to either rural or previously underserved areas of the country. A wide variety of technical support and planning services are available, including initial and follow-up planning seminars.

 

Look What Teachers
Are Saying...

The beauty of the SALI program is that it allows the instructor to teach relevant life science content, and at the same time, develops science process skills as well, and in a logical and developmentally-appropriate sequence. Another distinct advantage of the program is that it focuses on issues and tradeoffs, facilitating some really meaningful and engaging discussions revolving around bioethics. In the past, I feared appearing "preachy" about the issues that concern me, but now the discussions flow freely and objectively as an extension of the course. Finally, I find that I am able to modify lessons to meet the specific abilities and interests of my school's demography. Some lessons work better than others, and I can occasionally come up with suggested improvements, but my doubts that a single curriculum existed which could adequately meet the needs of my students have been erased.

Martin Byhower, Teacher
Palos Verdes, California