Funding for schools can be divided into three primary types: federal funds, state or local funds, and private or foundation funds. Schools and districts have successfully used all different types of funding to bring the patented ST Math approach to students across the country.
Title I is designed to improve academic achievement of disadvantaged students.
Why choose ST Math for your Title I funds?
ST Math's visual approach makes the program accessible to all learners. When students of all levels - whether English learners (ELs), special education, gifted, or economically disadvantaged - can problem solve without distractions, educators see dramatic increases in achievement.
"ST Math removes the language barrier and provides access to standards-aligned content. The program replaces intimidating word problems with visual word problems that cover the same standards and students are more inclined to persevere, building their stamina in problem solving." —Dr. Kalim Rayburn, Principal, Rea Elementary, Calif.
Title II builds systems of support for excellence in teaching and learning.
Why choose ST Math for your Title II funds?
MIND Research Institute - creators of ST Math - empowers teachers with professional learning to build a greater understanding of how students learn, develop their math content knowledge, employ strategies that impact student learning. A variety of professional learning offerings - including both online and in-person training and support - help teachers and administrators to deepen their math pedagogy and effectively use the ST Math program.
IDEA provides a free appropriate public education in the least restrictive environment for children with disabilities. IDEA funding is distributed based upon how many students in a given district have IEPs, or individualized education plans. IDEA funding may be used to provide special education services, early intervention, and RTI, or response to intervention.
Why choose ST Math for your IDEA funds?
ST Math was created by MIND’s co-founder neuroscientist, who experienced a learning challenge due to dyslexia and struggled with not only reading, but also math because of the heavy use of words and symbols in traditional math education. That personal experience inspired Matthew Peterson, Ph.D., to not only study how the human brain learns, but to go on and create a math program specifically designed to better align with how humans learn. As with ELs, students in special education really benefit from ST Math’s visual approach, where they can direct all of their cognitive efforts to solving the problem at hand. ST Math also has an intentionally simple design with no distractions and that keeps the focus on the learning.
Title III ensures language instruction for limited English proficient and immigrant students.
Why choose ST Math for your Title III funds?
In traditional math education, ELs can miss out on crucial opportunities to understand the meaning behind the math. Because so much of traditional math materials are word-heavy, there are language hurdles EL students must overcome before they can even begin to focus on math concepts. With the ST Math visual instructional program, language barriers are removed, giving ELs access to the same level of math rigor as other students.
Title IV offers funding for a well-rounded education, including up to 60% for STEM and the effective implementation of technology.
Why choose ST Math for your Title IV funds?
ST Math games include more than 35,000 puzzles with interactive representations of math topics that align to all state standards, with learning objectives that target key grade-level concepts and skills. ST Math is a flexible instructional tool that can fit easily into many different curriculum implementations, whether you are using ST Math to introduce, review or deepen understanding of mathematical concepts. In a computer lab, during designated classroom time, station-rotation, or at home - as long as students are using ST Math for 60-90 minutes per week, you will see gains in their math achievement.
This NSF competitive funding opportunity seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning.
ITEST supports projects that engage students in technology-rich experiences that: (1) increase awareness of and interest in STEM and ICT occupations; (2) motivate students to pursue appropriate education pathways to those occupations; and (3) develop STEM-specific disciplinary content knowledge and practices that promote critical thinking, reasoning, and communication skills needed for entering the STEM and ICT workforce of the future.
STEM+C supports research on how students learn to think computationally to solve interdisciplinary problems in science and mathematics. The program supports research and development that builds on evidence-based teacher preparation or professional development activities that enable teachers to provide excellent instruction on the integration of computation and STEM disciplines. Proposals should describe projects that are grounded in prior evidence and theory, are innovative or potentially transformative, and that will generate and build knowledge about the integration of computing and one or more STEM disciplines at the preK-12 level.
AISL seeks to advance new approaches to and evidence-based understanding of the design and development of STEM learning opportunities for the public in informal environments; provide multiple pathways for broadening access to and engagement in STEM learning experiences; advance innovative research on and assessment of STEM learning in informal environments; and engage the public of all ages in learning STEM in informal environments.
Funds are granted for charitable, scientific, literary or educational purposes or for the identification, ongoing evaluation, education of and services for children and adults with learning disabilities.
To increase understanding and expertise in fostering support of multi-language development when teaching mathematics. The proposed project must explicitly support the implementation of equitable and rigorous mathematics teaching that incorporates students' languages and cultures in their learning of mathematics.
To encourage the innovative use of technology and other tools to "help teachers and students visualize and concretize mathematics abstractions..." (Principles to Actions). When used appropriately, they can enhance other effective teaching and promote meaningful learning opportunities for students. The focus of the proposal should be on the mathematics being taught and innovative uses of the tools and technology.
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MIND Research Institute and our philanthropic partners are dedicated to ensuring that all students are mathematically equipped to solve the world's most challenging problems.
The ST Math School Grants Program provides funds to our education partners to help cover the cost of the program. We have over $1,000,000 in funding from our partners to help us reach the next 1,000,000 students.
Currently approximately 20% of ST Math schools receive donor funding from MIND’s philanthropic partners.