Sponsoring Company: InnerOrbit

AI tools can now generate NGSS-style assessment items in seconds — but how do we know these questions are truly three-dimensional, instructionally sound, and valid? This session examines new research on the promises and limitations of AI-generated assessments and contrasts them with human-designed, field-tested items grounded in real student data. Participants will leave with a clear, classroom-ready checklist for reviewing assessment quality—giving you the confidence to evaluate both AI-generated items and traditional assessments with the same high standards.

SPEAKERS:
Brendan Finch, Emily Miller

A core tenet of modern science standards is providing students with phenomena-based questions that assess their skills and knowledge across the three dimensions of the Next Generation Science Standards. As assessments become more three-dimensional, a new problem has arisen: how do we help students make sense of these high-demand questions? The key is providing students with a strategy to help them identify and parse essential information in the question. Using a two-column note strategy, students can effectively identify what the question is asking of them, sort essential information from non-essential information, connect prior knowledge, and use their notes to answer the question correctly. During this workshop, attendees will be introduced to the two-column note strategy for assessments and given an opportunity to practice it themselves. Participants will see several examples of student work from a diverse group of students and receive a digital poster to use with students in class.

TAKEAWAYS:
This workshop introduces a two-column note strategy to help students analyze complex phenomena-based assessments, improving test scores by identifying key information and connecting prior knowledge.

SPEAKERS:
Lori Boyer

Our collaborative team of teachers and researchers share a culminating engineering task from a 3-week integrated STEM unit. As the unit uncovers disproportionate negative outcomes from the COVID-19 pandemic, specifically for linguistic minorities, the engineering task challenges students to develop a solution to the lack of timely health information in languages other than English. First, we describe the task: Students analyze and interpret data about linguistic diversity in neighborhoods (quantitative) as well as data on the affordances and limitations of artificial intelligence versus human translation (qualitative). Then, we demonstrate how based on the data, students argue for how and with whom to pilot the design of a multilingual health emergency alert system for a future health crisis. Finally, we describe how to evaluate the engineering design task using a rubric.

TAKEAWAYS:
Attendees will learn our conceptual approach to developing an integrated engineering task that uses real-world data in the context of a future societal challenge (i.e., planning a response to a future health crisis using data from the COVID-19 pandemic).

SPEAKERS:
Stephen Kos, Alison Haas, Abigail Schwenger

This workshop will provide participants with strategies to use the ELIPSS feedback rubrics to assess a variety of skills within their courses and provide feedback that leads to student mastery. Student engagement with the science and engineering practices is necessary to help them meet the NGSS expectations. However, research has shown that it is not enough to provide assignments that cause students to USE particular skills; assessment of these skills is critical for student skill development. The Enhancing Learning by Improving Process Skills in STEM (ELIPSS) is an NSF-funded project that developed resources that aid instructors in aligning their intended outcomes, tasks, and assessments to address science practices and durable skills.

TAKEAWAYS:
-Overview of the ELIPSS rubrics and strategies for using rubric components in combination to assess targeted skills and science practices -Strategies for including skills in traditional content-based rubrics -Practice combining rubric categories to develop customized rubrics for your assignments

SPEAKERS:
Renee Cole, Juliette Lantz

How do we cultivate students’ ability to read and understand quantitative displays quickly and confidently? At the heart of NGSS is developing students’ skill in detecting and interpreting patterns in the natural world (SEP-Analyzing and Interpreting Data; CC-Patterns). In this hands-on workshop, participants will step “into students’ shoes” for a sequence of short bell-ringer investigations using historical, real-word primary-source graphs pulled from the Library of Congress. Working in small groups, educators will analyze real historical datasets, practice inquiry prompts designed for 5–10-minute bell ringers, and use a versatile formative rubric to assess understanding. We will model scaffolds for multilingual learners, neurodiverse students, and learners with limited math confidence. Participants leave with bell-ringer packs (sample graphs, teacher prompts, exit tickets, and a 3-level formative rubric) that can be used the next day in diverse classrooms.

TAKEAWAYS:
Participants will use short, primary-source graphs/data sets as 5–10-minute bell ringers that prompt both discipline-specific and historic sensemaking while applying a concise 3-level formative rubric to quickly assess students’ quantitative sensemaking.

SPEAKERS:
Michael Apfeldorf, Michael Lowry

Transform your classroom and make a lasting impact on education with one philosophical shift that puts learning back into the hands of students. Join one teacher’s journey to revolutionize assessments with renewed focus on critical thinking, creativity, collaboration, and communication. Research suggests that a standards-based electronic portfolio promotes a positive learning environment that emphasizes student mastery, develops self-regulated learning, and strengthens the classroom community. This real-world application in Physics confirms it! Explore how the systems approach has promoted equity and accessibility through universal design for learning (UDL) strategies and purposeful implementation of peer reviews, self-assessments, and revisions. See examples of how an “Ask 3” protocol and “Actionable Norms” positive behavior intervention shift student thinking from compliance to continuous growth. Let’s turn theory into practice and leave energized to effect change together.

TAKEAWAYS:
Participants will learn how implementing a comprehensive learner-centered electronic portfolio system with NGSS (& AP) standards-based grading plus a clear revision process can positively impact student learning to address the 4 Cs while it also transforms teaching into a more sustainable practice.

SPEAKERS:
Albert David Valderrama

Need to Complete

TAKEAWAYS:
Need to Complete

SPEAKERS:
Rachel Myers

Modeling is everywhere in NGSS, but too often it’s treated as a final product instead of a thinking process. This session reframes modeling as an iterative cycle of develop → revise → predict that makes student sensemaking visible at every stage. Participants will walk through the cycle themselves, starting with initial sketches, updating as evidence is introduced, and ending with predictive models. Alongside their own work, they will examine authentic student examples from lessons on seasons, energy systems, and engineering. To lower barriers, attendees will explore ready-to-use templates and a universal flowchart that help teachers choose the right modeling pathway for a given standard. Grounded in equity and accessibility, this approach ensures that modeling is not reserved for advanced learners, but a core practice that empowers all students to build, test, and refine ideas.

TAKEAWAYS:
Participants will gain tools—including modeling templates, prompts, and a decision flowchart—to support equitable student engagement in the complete NGSS modeling cycle.

SPEAKERS:
Reyna Rivera

Empower your teaching with “Supporting Multilingual Learners with a Science Scaffold Toolkit.” This session is designed for educators seeking effective strategies to help multilingual learners thrive in science classrooms. Explore a step-by-step science lesson sequence that integrates the Science Scaffold Toolkit—an innovative resource focused on supporting language development, facilitating science inquiry, and enhancing student engagement with scientific content. You'll learn how to leverage practical scaffolds such as vocabulary supports, sentence frames, and visual aids to make science accessible and meaningful for all students. Join us to gain hands-on experience, discover adaptable tools, and leave equipped to foster both language acquisition and scientific thinking in your multilingual learners.

TAKEAWAYS:
Participants will leave with the Science Scaffold Toolkit in hand, along with practical strategies for seamlessly integrating it into daily instruction—all aligned with the Next Generation Science Standards.

SPEAKERS:
Anthony Quan

This workshop will provide participants with strategies, practice, and feedback in writing skill-rich questions and assignments. Skills such as teamwork, critical thinking, and problem solving are important outcomes for STEM courses, but these skills are not always explicitly developed during class time. Research has shown that it is not enough to provide assignments that cause students to USE particular skills; questions and tasks must reveal use of these skills in student written work or group interactions. The ELIPSS project feedback-focused rubrics will be used to support efforts in constructing tasks that support student development of skills. Enhancing Learning by Improving Process Skills in STEM (ELIPSS) is an award winning, NSF-funded project that focuses on the development and assessment of durable skills and the NGSS science and engineering practices.

TAKEAWAYS:
-Evaluate questions for their ability to produce evidence of skills and support their development -Practice strategies for constructing questions in assignments that develop skills such as teamwork and critical thinking -Identify ELIPSS rubrics that support the assessment of these skills

SPEAKERS:
Renee Cole, Juliette Lantz

How can assessments support three dimensional sensemaking? Explore how the OpenSciEd Elementary assessment system illuminates the brilliance and strengths of students, teachers, and classroom communities as they figure out science ideas.

TAKEAWAYS:
OpenSciEd Elementary curriculum units have three-dimensional assessment opportunities woven throughout the unit. Five different assessment types work together as a system to support teachers, students, and the classroom community in responding to ideas, reflecting, and checking progress.

SPEAKERS:
Amy Belcastro, Gen Zoufal, Gail Housman

Overwhelmed by OpenSciEd? We were too! Come hear real (sometimes reluctant) teachers share what we’ve learned so far about the transition to a fully OpenSciEd curriculum. We will share practical tips to make Open SciEd easier for newbies, our experiences for a district planning the transition, and how we approached modifications for ELL, Special Ed and substitutes in our classrooms. We will also discuss best practices for scientist circles, notebooks, assessments and progress trackers. Come find that you are not alone in the transition.

TAKEAWAYS:
Practical ideas for implementation of OpenSciEd across middle school grades from real teachers who had to do it.

SPEAKERS:
Jayne Coughlin, Melissa Thomas, Samantha Genier

Grading that supports student sensemaking doesn’t have to keep you at school all night. Learn practical approaches to grading that prioritize three-dimensional sensemaking while using technology, collaboration, and existing resources—so you can support students and still have your evenings back.

TAKEAWAYS:
Giving meaningful feedback and assigning grades becomes easier with strong instructional materials and assessments in place—and technology can streamline the process without sacrificing effectiveness for students.

SPEAKERS:
Sarah Delaney

Videos are fun to watch, but they can be even more powerful when they help students think, talk, and show what they know. In this session, we will explore how to use Class CrunchLabs video supports to turn viewing into an interactive experience. Learn how to embed checkpoints, create choice-based reflections, and invite students to investigate instead of just observe. You will leave with ready-to-use strategies for building in meaningful assessment moments that are way more choose-your-own-adventure than sit-and-get.

TAKEAWAYS:
Learn how to transform Class CrunchLabs videos into interactive learning and assessment tools that spark engagement, surface thinking, and let students drive the experience.

SPEAKERS:
Jesse Semeyn, Spencer Martin

In this interactive session, we will explore the transformative power of science notebooks as a versatile tool for engaging and empowering ELs and high-needs students in science education. Unlike traditional one-size-fits-all approaches, science notebooks can be tailored to meet the unique needs and learning styles of diverse students. Participants will learn how to effectively implement science notebooks, allowing students to take ownership of their learning, build their own science resources, and foster creativity. We will delve into strategies for differentiation, language support, and fostering a safe and inclusive learning environment. Key Topics Covered: - Customizing Science Notebooks: Moving beyond rigid templates to empower student creativity. - Hands-Off Teaching: Allowing students to work through problems and build their own science resources. - Differentiation: Providing translated notes, vocabulary support, and drawing aids for ELs and high-needs students.

TAKEAWAYS:
Empower ELs and high-needs students by embracing flexible science notebooks, fostering creativity, and promoting inclusivity in science education.

SPEAKERS:
Elizabeth Warren

3D science assessments can be difficult for learners with skill set discrepancies. When students are given time to collaborate with other learners during data analysis and modeling tasks, this increases equity of learning in the classroom. Then, by independently reflecting and reevaluating group efforts, students are better able to synthesize personal ideas and provide solid evidence-based claims that truly reflect individual student achievement.

TAKEAWAYS:
Attendees will learn processes of 3D assessment using group and independent science performance tasks. Please bring an assessment from your practice to workshop, discuss, and receive feedback.

SPEAKERS:
Mallory Davis

Are you looking for an assessment that fosters collaboration, combats cheating, and connects content to the physical world? Discover the power of group exams. This workshop shares practical strategies for implementing physics group exams at all levels, from College-Prep to AP. We will cover the pedagogical research and personal classroom experiences, focusing on how these exams encourage students to apply their knowledge to solve tangible problems that align with the NGSS. Participants will engage in a sample group exam to experience the challenge and excitement firsthand. Participants will also gain strategies in using AI to efficiently design complex, three-dimensional tasks.

TAKEAWAYS:
Participants will gain a framework for creating authentic group assessments that challenge students to apply scientific principles to solve real-world problems in a high-stakes, low-stress environment.

SPEAKERS:
Justin Fournier

Sponsoring Company: InnerOrbit

How can classroom NGSS assessments provide an early, reliable window into readiness for state science tests? Explore district case studies—including findings from the CAST—that show how NGSS-aligned assessments can predict and support readiness for state science tests. We’ll dig into the data from district case studies and then demonstrate how to design 3D summative assessments in InnerOrbit so districts can recreate these patterns and monitor state test readiness with confidence. Whether you’re in California or another NGSS-aligned state, you’ll leave with concrete tools for monitoring state test readiness long before testing season.

SPEAKERS:
Emily Miller

This one-hour workshop is designed for secondary science educators in middle and high schools. Participants will learn about the significance of probing questions—open-ended inquiries that encourage deeper thinking and discussion among students. The session will begin with an introduction to the foundational concepts of probing questions and their role in transforming traditional instructional methods into more engaging, student-centered experiences. Through the lens of current educational research, including studies on active recall and cognitive load theory, attendees will explore the neurological impact of inquiry-based learning. Participants will gain insights into how probing questions enhance memory retention and strengthen neural connections, aligning with the NSTA's commitment to science literacy and evidence-based practices.

TAKEAWAYS:
Attendees will learn to use probing questions in secondary science education to boost student engagement and critical thinking. The workshop will share strategies for a question-rich classroom and highlight the benefits of inquiry-based learning for fostering curiosity and lifelong learning.

SPEAKERS:
Katherine Meraz, Dominic Ramos

There are often missed opportunities for teachers to foster creativity in the science classroom. Our session focuses on how we can develop creative thinking through the process of exploring pendulum motion. Together, we experience a learning sequence of how we can help students to think more divergently in problem solving versus convergently in the science classroom. In the session, we introduce the topic of scientific creativity and connect it to research literature. Additionally, we share a recent exploration of teachers’ ideas about creativity and link to a set of tested assessments that can be used pre/post to measure scientific creativity. An example middle school-level activity will be used to model how we foster divergent thinking in a force and motion activity. SEPs are modeled along with the DCI MS-PS2-5: Conduct an investigation and evaluate the empirical evidence to determine the relationship between the forces and the motion of an object.

TAKEAWAYS:
Participants will experience hands-on activities associated with the research in scientific creativity and discover practical ways to bring these ideas to their very own classroom. Assessment tools will be used to model a way to deepen learning and spark new insights as part of the activity.

SPEAKERS:
Kristell Yap, Lisa Martin

The goal of this session will be to highlight the advantages of using single column rubrics in the classroom and spark thinking around feedback and assessment. Single column rubrics can be used to emphasize feedback, give students more choice, and provide more opportunities for students to demonstrate their learning. The session will involve an in-depth introduction into single column rubrics, valuable group discussion on feedback and assessment in the classroom, and sample before/after rubrics and their uses (labs, science fair, pbls). Teachers will leave the session with a new strategy to try out in the classroom and access to a myriad of resources.

TAKEAWAYS:
Teachers will leave the session with a new strategy to try out in the classroom: single column rubrics. There will be a QR code resource folder to guide them in the future as they develop single column rubrics of their own.

SPEAKERS:
Zoe Vandervort

Discover how to use Project Based Learning to foster a learning environment where students produce original ideas, objects, and structures through STEM.

TAKEAWAYS:
Participants will learn how to effectively implement STEM PBL’s (Project Based Learning) by integrating the components of STEM and PBL in order to grow students' capacity for creativity, fun, and back-loaded learning in a STEM context.

SPEAKERS:
Adero Carter

Sponsoring Company: TCI

Join our session to learn how to harness the power of three-dimensional Performance Assessments! Beyond evaluating learning, these assessments offer students a meaningful context to demonstrate understanding. Explore the role of performance assessments in teaching core science concepts effectively.

SPEAKERS:
Nathan Wellborne

In this session, we will introduce the Center for Advancing Elementary Science through Assessment, Research, and Technology (CAESART) and its mission to address the urgent need for high-quality science instruction and assessment for all early elementary learners, particularly those who have historically had limited access to these opportunities, through research and technology. Featured opportunity: Participants will learn about and be invited to participate in an upcoming study launching this fall that examines the effects of a literacy-integrated science curriculum in kindergarten and grade 1. We will also discuss how to connect this work to the everyday realities elementary educators face, including integrating science into busy classroom schedules. The session will create space for dialogue with administrators and educators about current challenges, priorities, and opportunities to strengthen early science teaching and learning.

TAKEAWAYS:
Participants will learn about CAESART’s goals and upcoming opportunities to engage with efforts to strengthen early elementary science instruction and learning.

SPEAKERS:
Naomi Hupert

Integrating science and language arts has become more common practice since the release of the ELA Common Core State Standards and the Next Generation Science Standards. At this share-a-thon table, participants will learn about a two-day mini unit taught in first grade, where students participated in a variety of activities that provided opportunities for peer collaboration. First, they used data to identify characteristics of living things. Next, they used those characteristics to determine whether items were living or nonliving during different activities. Additionally, multiple areas of language arts were incorporated, including writing, listening, speaking, viewing, and visually representing. Finally, the lesson culminated in an outdoor scavenger hunt before students used their drawing and sentence-writing skills to demonstrate new knowledge. Activity ideas and handouts will be shared, including how to properly implement an outdoor scavenger hunt.

TAKEAWAYS:
Participants will learn to effectively integrate science and language arts while teaching students about living and nonliving things, as well as how to properly implement an outdoor scavenger hunt.

SPEAKERS:
Frances Hamilton

Tired of teaching in silos? This interactive session shows how AI tools and EduProtocols can transform planning into dynamic, cross-curricular learning. Participants will co-create a live science + social studies unit using Curriculum Genie, experiencing how AI accelerates design while keeping standards at the center. Along the way, we’ll embed EduProtocols that spark collaboration and engagement, and close with a Snorkl demo to model instant AI-powered formative feedback. Grounded in backward design, UDL, and cognitive apprenticeship, this session blends innovation with strong pedagogy. Attendees will leave with a replicable framework to break down silos, save planning time, and foster student agency—equipping learners to be effective communicators, tactful collaborators, and lifelong learners.

TAKEAWAYS:
Walk away with a replicable process for co-creating standards-aligned, cross-curricular units using AI. See how EduProtocols scaffold engagement and how Snorkl delivers instant feedback—giving you practical, ready-to-use strategies to boost student agency and break content silos.

SPEAKERS:
Christina Miramontes

Sponsoring Company: InnerOrbit

How do you design common assessments that teachers actually use, leaders can trust, and students benefit from? This session breaks down four types of common assessments—Growth Assessments, Curricular Benchmarks, CFAs, and Unit Assessments—and what each reveals about student learning. Drawing on real district examples and InnerOrbit’s Common Assessment Guide, we’ll explore common pitfalls, realistic implementation strategies, and how leaders can build a coherent system that supports instruction, collaboration, and meaningful data use.

SPEAKERS:
Erin Cooke, Jasmine Glasper-Nunez

Transform your review sessions into dynamic, student-centered sensemaking experiences with gamified station reviews! In this session, participants will engage with interactive science review stations designed to help students apply science and engineering practices while deepening their understanding of disciplinary core ideas. Using a variety of gamified templates and popular board games, presenters will model how game-style stations promote productive talk, collaboration, and reflection on science ideas. Participants will explore strategies for intentional grouping, differentiation, and scaffolding that keep every learner engaged and challenged. Leave equipped with creative tools and planning frameworks that make reviews purposeful, playful, and thought-provoking.

TAKEAWAYS:
Attendees will learn how to design gamified station reviews that engage students in sensemaking through collaboration, discourse, and application of science ideas. This session focuses on making review of content both meaningful and fun.

SPEAKERS:
Leah Talbert, Lani Patrick

In an era of widespread misinformation, cultivating scientific literacy is essential for preparing students to critically evaluate information and make informed decisions. This session explores evidence-based strategies for improving scientific reasoning and critical thinking in both high school and postsecondary science education. We will discuss how to integrate media literacy, primary literature analysis, and science communication into science curricula to equip students with the skills to navigate scientific claims in a digital age. Additionally, we will address common misconceptions, cognitive biases, and how to help students distinguish between credible science and pseudoscience. Participants will leave with practical strategies, assessment tools, and classroom-ready activities that promote science literacy across disciplines, with an emphasis on fostering collaboration between secondary and postsecondary educators to create a more cohesive approach to scientific reasoning.

TAKEAWAYS:
Gain a clear understanding of why scientific literacy is vital in combating misinformation and helping students critically evaluate scientific claims in today’s digital world.

SPEAKERS:
Cheryl Robertson

This hands-on workshop shares district-developed tools used by curriculum teams to create, analyze, and improve science assessments. Using a validated Assessment Screening Checklist and 3-D Analysis Document, participants will learn to evaluate items for phenomenon-driven questions and three-dimensional coverage. Participants will apply NGSS Evidence Statements and K-12 Progression documents to verify appropriate grade-level integration of DCIs, SEPs, and CCCs, while using the Hess Cognitive Matrix to analyze DOK levels. These field-tested tools, developed through district curriculum work, have proven successful in creating aligned assessments across secondary science. Participants will receive all freely accessible tools: Assessment Screening Checklist, 3-D Analysis template, and completed examples. Session includes guided practice with actual assessment items and time for analyzing participants' own assessments.

TAKEAWAYS:
This session provides concrete strategies for improving assessment quality through systematic analysis of three-dimensional alignment and student sensemaking opportunities.

SPEAKERS:
Mary Nelson

Portfolio-based assessments can make student sensemaking visible in a way that is equitable, asset-based, and holistic. This interactive presentation will walk participants through how one district in Los Angeles is constructing portfolio-based assessment in grades TK-12. This portfolio system is geared toward developing student self-confidence through asset-oriented feedback about their science sensemaking directly linked to the NGSS Performance Expectations. We will share examples of student portfolios across TK-12, supports that students needed to build those portfolios, and professional development teachers needed to design and evaluate this type of three-dimensional assessment. Participants will be invited to consider how to begin developing portfolio-based assessments in their own context.

TAKEAWAYS:
Participants will receive examples of portfolios and professional development structures needed to develop an assessment system that can be applied in a single classroom or district-wide.

SPEAKERS:
Jennifer Scholz

This 60-minute session explores what formative assessment truly is and how it can be successfully implemented in science classrooms. I will clarify common misconceptions and model effective strategies using a unit example from force and momentum. Through the lens of a project-based learning activity—the car crash safety project—participants will see how assessment can move beyond “gotcha” moments to become a powerful tool for student growth. Teachers will learn how to design formative assessments that allow students to revisit ideas, address misconceptions, and demonstrate mastery while engaging in meaningful, real-world science.

TAKEAWAYS:
Assessment isn’t about “gotcha”—it’s about growth. Through project-based learning, teachers can use formative or summative assessments that give students multiple chances to learn, revisit, and grow as scientists.

SPEAKERS:
Seung Yeon Lee

Videos are fun to watch, but they can be even more powerful when they help students think, talk, and show what they know. In this session, we will explore how to use Class CrunchLabs video supports to turn viewing into an interactive experience. Learn how to embed checkpoints, create choice-based reflections, and invite students to investigate instead of just observe. You will leave with ready-to-use strategies for building in meaningful assessment moments that are way more choose-your-own-adventure than sit-and-get.

TAKEAWAYS:
Learn how to transform Class CrunchLabs videos into interactive learning and assessment tools that spark engagement, surface thinking, and let students drive the experience.

SPEAKERS:
Jesse Semeyn

When students are given authentic opportunities to act as scientists, science becomes relevant, engaging, and meaningful. This session explores how phenomena, practices, students, and science ideas can be integrated into lessons and assessments to create equitable opportunities across diverse classrooms. Presenters will share strategies that align with the Framework for K–12 Science Education, Georgia Standards of Excellence, and NGSS Science and Engineering Practices. Lessons will show how small adjustments—such as offering open-ended inquiry or added scaffolding—can make the same activity accessible to gifted, general education, and co-taught classes. Equity will be emphasized through culturally relevant pedagogy, scaffolding, and differentiation so all students have an entry point. Classroom examples from Biology, including Protein Synthesis, Evolution, and Ecology, will anchor the discussion. Participants will leave with adaptable strategies and tools to support all learners.

TAKEAWAYS:
Discover strategies to equitably engage gifted, general ed, and inclusive classrooms. See classroom examples of student work and assessments that show learning in action. Leave with tools and frameworks to adapt these strategies for your own teaching.

SPEAKERS:
Madison Shelton, Holly Lewis

Are you wondering how to make grading motivational for students and less exhausting for teachers? Come learn to apply research-based strategies for providing feedback that is positive, efficient, and hopefully even joyful. This session will explore how to provide feedback in a way that accounts for the 3-dimensional nature of the NGSS by sharing the distinction between evaluating student knowledge about DCIs (which are often taught only once per grade band) and student sensemaking with the science and engineering practices and crosscutting concepts (which are taught multiple times per grade band). In our experience, grading and assessment systems often replicate and perpetuate unjust patterns of opportunities and achievement. This session will provide alternatives that teachers can use to mitigate these patterns of oppression. You will have opportunities to examine your own practice and consider new and inspirational ideas for your own classroom assessment.

TAKEAWAYS:
During this session, participants will identify grading practices that increase equity, use a protocol to provide asset-oriented feedback about the 3 dimensions of NGSS, and make a plan for moving toward more equitable, growth-oriented grading in your own classroom.

SPEAKERS:
Sara Dozier

How do we get students to focus more on the learning and less on the grade? The traditional points system makes this challenging. In this session, learn how to use Learning Progressions to assess student learning without points, including how to help students self-assess their own learning throughout a unit. This session will provide concrete examples, templates, and organizational systems currently being used in high school Biology & Astronomy classes (though this can be applied to other subject areas as well). Come get ideas for moving away from a points-based, grade-focused system and refocus students on the content and skills they are learning.

TAKEAWAYS:
Attendees will learn how to use Learning Progressions to assess student learning without points or percentages.

SPEAKERS:
J. Palmer

Three-D science assessments can be challenging to construct, especially to incorporate critical thinking skills. Join us as we explore the criteria for high-quality science assessments and discuss strategies for writing them. Your session leader is a widely-published writer of science assessments and curriculum, and he has a wealth of experience to share.

TAKEAWAYS:
When you write a science test, keep its focus on the science knowledge and skills that you want students to demonstrate. Clear focus = Useful, fair assessment!

SPEAKERS:
Joseph Berman

This session will present theoretical viewpoints and research, including the federally-funded M2-Si grant, that illuminate the value within funds of knowledge and how those perspectives lead to higher quality science. Researchers will share how their rigorous revision process infused students’ assets and families’ funds of knowledge into formative assessment activities. They will grant access to formative assessments and other materials for the science classroom that bolster students’ assets and involve their families along with preliminary findings. They will walk attendees through strategies that engage students’ voices and experiences, assessment materials and activities that can be shared with families, and resources to support bringing funds of knowledge into the science classroom.

TAKEAWAYS:
Attendees will learn about the Multilingual Multimodal Science Inventory (M2-Si) grant and research-backed findings. Researchers will share formative assessment activities, a modified task screener, and a family engagement template. Attendees will also leave with strategies and resources.

SPEAKERS:
Brittany York

Bring Jenga, Bounce-off, Ker-Plunk, and other kinetic games into the classroom for use as a phenomena-based assessment of Forces, Energy, or Newton's Laws of Motion (MS-PS2&3). Engaging and rigorous assessment through observing, writing, diagraming, and modeling of moving objects. Lessons and assessment frameworks provide opportunities for student differentiation through the addition of technology to collect data or to demonstrate understanding (video explanations made for class: YouTube, TikTok, Instagram, etc.)

TAKEAWAYS:
Attendees will receive lesson or assessment frameworks for using a wide-variety of kinetic and dexterity tabletop games to describe relative motion, forces that cause motion, energy transfer, or Newton's Laws. Attendees will also discuss opportunities for differentiation and cross cutting concepts.

SPEAKERS:
Christopher Skinner

Student success in science is inextricably linked to their ability to access and comprehend complex scientific texts, especially those found on standardized assessments. The challenge of helping students navigate the specific language, data, and question formats of these exams is more critical than ever. This workshop will provide science educators with research-based, actionable strategies to equip students to deconstruct and successfully respond to standardized assessment questions. Participants will go through the process of “writing in the margins”, a six step approach to breaking down any assessment question. Participants will learn how to teach students to analyze prompts, identify key vocabulary, and employ targeted strategies that bridge the literacy gap and unlock deeper content understanding for test-taking success.

TAKEAWAYS:
Teachers will engage in a proven assessment annotating process that increases state test scores. Resources will be shared to equip students with practical literacy strategies so that they can confidently tackle any science assessment.

SPEAKERS:
Elizabeth Davidson

This interactive workshop will equip teachers with strategies to integrate how scientific discovery fuels engineering innovation and vice-versa. Participants will engage in an engineering task that is aligned to the V-model of system engineering. We will then unpack that task by diving into how to design and assess engineering tasks in the classroom. By fostering a classroom culture that celebrates both inquiry and application, we can empower the next generation of innovators.

TAKEAWAYS:
Participants will walk away with the tools to take any student project and turn it into an engineering task that is easy to assess. This method is so simple any project can be turned into an engineering project.

SPEAKERS:
Leah Ward, Becky McKinney

Why do students hold on to misconceptions about scientific ideas even after instruction? Research in psychology reveals that cognitive biases—such as confirmation bias, anchoring, and availability bias—shape how people interpret evidence and make decisions. These biases influence not only our students but also us as educators. This interactive session examines how cognitive biases interfere with scientific reasoning and persistence of misconceptions. Participants will engage in activities to uncover their own biases, then explore classroom strategies that guide learners toward evidence-based reasoning. Emphasis will be placed on fostering critical thinking and metacognitive reflection to strengthen students’ ability to evaluate claims, question assumptions, and apply scientific practices with greater accuracy. Educators will leave with practical techniques to help students identify bias, challenge flawed reasoning, and build habits of mind essential for science literacy.

TAKEAWAYS:
Cognitive biases shape how students (and teachers) interpret evidence, often reinforcing misconceptions. By engaging in bias-awareness activities and embedding metacognitive reflection, educators can equip students to think more critically, evaluate claims, and reason scientifically.

SPEAKERS:
Chelsea Robertson, Cheryl Robertson

In this session, we will share how our district leverages state assessment data to identify patterns in student misconceptions and weaknesses, and then uses The Writing Revolution (TWR) strategies to directly address those gaps in science. By analyzing where students struggled on constructed-response and data analysis items, we can design intentional scaffolds that support students in writing to demonstrate their scientific knowledge—rather than losing credit due to incomplete or imprecise written responses. Participants will see concrete examples of how TWR sentence- and paragraph-level strategies (e.g., Because–But–So, sentence expansion, appositives, and subordinating conjunctions) are aligned to the types of reasoning and explanatory tasks required on the state exam. We will model how teachers can transform assessment data into targeted literacy-based interventions, helping students both strengthen their command of content and more clearly communicate their scientific reasoning.

TAKEAWAYS:
Teachers can leverage state assessment data to identify where students struggle with three-dimensional science tasks, then apply targeted writing strategies that support sensemaking and help students clearly communicate their scientific understanding on assessments.

SPEAKERS:
Lynn DiAndrea, Dr. Kristen Cummings

Grading is one of the most time-consuming tasks we face, often leading to teacher burnout and limited time or capacity to provide meaningful feedback. Regardless of the Learning Management System (LMS) that you use, instructors have access to a variety of built-in tools designed to make grading more efficient--without sacrificing quality. This poster presentation will showcase practical, efficient, research-informed strategies for leveraging tools in LMS platforms such as Canvas to streamline the grading process while maintaining the quality of feedback students receive.

TAKEAWAYS:
Viewers will learn about grading tools such as embedded rubrics, comment libraries, annotation tools, and video feedback to balance grading efficiency with personalized, student-centered feedback.

SPEAKERS:
Tanya MacMartin, Ed.D.

In the Genetic Counselor Challenge performance assessment, the students will demonstrate they understand genetic terminology, a specific genetic condition, Punnett squares, pedigrees and professional writing skills. Students are allowed a lot of choice which makes them engaged and invested in their final project. They will be creating a report for Claire and Ed to see the likelihood of them having a child with a certain genetic condition. Two possible options will be presented for the genetic condition: cystic fibrosis and hemophilia. However, teachers could use others. Students will create a pedigree using Punnett squares before writing a professional report for Claire and Ed. Students will be able to make the project their own by creating the family structure, which may include variations like twins or same-sex relationships. In addition, students are able to pick their challenge level, which allows some students to take it farther.

TAKEAWAYS:
Through the challenge problem, students will demonstrate their creativity, understanding of genetic terminology, Punnett squares, pedigrees and writing skills. This can be used as a summative, performance assessment. Teachers can make simple alterations to have it fit in with their curriculum.

SPEAKERS:
Kaitlyn Johnson

Over many years of teaching science, my students have completed projects that involve collecting and analyzing authentic data, then using digital media skills to communicate the results. For these projects, they are given three dimensions of creative choice: choice of topic, choice of medium, and choice of approach. For this session, I will share examples of their projects including presenting a professional-level poster analyzing infrared data on K-giant stars consuming their own planets for the American Astronomical Society conference, the correlation of lead contamination in waste rock dumps in a nearby mining district, a 3D model of the nearby stars using correct coordinates, a poster on their school-wide Mars exploration projects at the Lunar and Planetary Science conference, 3D animations on the features and formation of Earth's moon, a newsletter on astronomy topics, and more.

TAKEAWAYS:
Attendees will gain ideas for how to integrate student choice, digital media creation, and the analysis of authentic data into student projects to enhance creativity, engagement, and deeper learning in science.

SPEAKERS:
David Black

When we broaden our idea of assessment beyond traditional paper and pencil tests, we give our students the opportunity to demonstrate their learning in both creative ways and real world applications of Earth Science concepts.

TAKEAWAYS:
Assessment can take a number of different forms that are more relevant than traditional paper and pencil tests. These assessments are particularly valuable for Earth Science Students who struggle with traditional assessment.

SPEAKERS:
Vanessa Ueltzen

Sponsoring Company: Kognity

What happens when curriculum is treated as a tool instead of a script? This session invites educators into a reflective, discussion-driven exploration of how teacher agency transforms purchased curriculum into meaningful learning experiences. Using examples from Kognity’s science curriculum as a shared reference point, participants will examine common misconceptions about purchased programs, explore their affordances and limitations, and consider how deeply knowing students allows for intentional adaptation. While Kognity examples will anchor the conversation, the ideas and strategies discussed are applicable to any purchased curriculum. This session centers participant voice, shared experiences, and collaborative dialogue to surface practical approaches that make curriculum responsive, purposeful, and empowering for both teachers and students.

SPEAKERS:
Wayne Wright

In this session, participants will explore how daily questions can serve a dual purpose in the 8th grade science classroom: as formative assessments that provide quick insight into student understanding, and as social-emotional check-ins that open lines of communication and build stronger classroom connections. This session will highlight how a simple routine can foster both learning and belonging in the science classroom.

TAKEAWAYS:
Attendees will learn practical strategies for designing daily questions that not only track academic growth but also support student well-being.

SPEAKERS:
Julianna Lipson

What if students could learn science the way museum professionals design exhibits – through playful prototyping? In this workshop, participants will explore paper prototypes from Discovery Cube, a hands-on science museum in Southern California, then step into the role of exhibit designers themselves. Using paper, cardboard, markers, and tape, educators will build simple prototypes of interactive science exhibits that engage the public in making sense of phenomena. Through this process, teachers will experience how prototyping encourages creativity, iteration, and playful exploration while requiring students to distill NGSS disciplinary core ideas into audience-friendly interactions. Adaptable across grade levels, this low-cost approach supports multilingual learners, neurodiverse students, and others who may face barriers in traditional instruction. Attendees will leave with a classroom-ready strategy that transforms science learning into an engaging and inclusive practice.

TAKEAWAYS:
Attendees will learn how museum-style prototyping can transform science teaching, showing students how to explore phenomena, test ideas, and communicate understanding through hands-on, iterative, and inclusive design experiences.

SPEAKERS:
Tina Rolewicz, Laura Schmidl

Discover how multiple districts—urban, suburban, and rural—implemented OpenSciEd across grade bands and socioeconomic contexts through robust professional development and assessment-driven decision making. Case studies reveal practical strategies, challenges, and equity-focused solutions that build teacher capacity for three-dimensional instruction. Participants will be in student hat to explore how formative assessment practices—such as student work protocols, transfer performance tasks, and data-informed instructional shifts—were embedded into PD cycles. Learn how assessment evidence was used to monitor fidelity, guide reteaching, and track equitable outcomes across subgroups. The session also highlights adaptations and assessments for multilingual learners and students with disabilities. Attendees will leave with research-informed tools for PD design, leadership, and classroom assessment that promote access, agency, and success for all learners implementing OpenSciEd.

TAKEAWAYS:
Intentional, assessment-driven professional development empowers educators to implement OpenSciEd with fidelity and equity—ensuring all students, including multilingual learners and those with disabilities, can engage meaningfully in three-dimensional science learning.

SPEAKERS:
Edward Cohen

This session will introduce participants to the CA NGSS Toolkit for Student-Centered Assessment, a compilation of tools, processes, and resources designed to support educators at the district and classroom level in developing and implementing formative and summative assessment tasks that align to the NGSS. Participants will learn about ways the toolkit has been utilized to build assessment literacy in educators and support them in creating classroom performance assessments.

TAKEAWAYS:
Attendees will leave the session with several resources to support assessment task development as well as examples of classroom ready assessment tasks developed by San Diego County educators.

SPEAKERS:
John Spiegel, Rachel Myers

Discover how mastery learning and AI can support equitable 3D science assessments. Use provided learning scales and AI tools to build NGSS-aligned tasks. Engage in hands-on practice and leave with ready-to-use strategies and assessments for your classroom or team. This workshop is deeply rooted in the belief that all students deserve access to meaningful, rigorous, and transparent science learning experiences. By centering mastery learning and learning scales, we create a framework where success is not based on one-time performance but on clear pathways toward growth—supporting equity over uniformity. Key ways this workshop supports access, inclusion, diversity, and equity: Transparent Expectations: Learning scales break down abstract standards into student-friendly, observable progressions, helping all learners—especially multilingual students, students with IEPs, and those historically underserved in STEM—understand what success looks like and how to get there.

TAKEAWAYS:
By the end of the workshop, participants will be able to: Understand the role of learning scales in mastery-based instruction and assessment.; Use learning scales aligned to NGSS SEPs to create assessment tasks; and use AI tools to generate and refine 3D assessment items.

SPEAKERS:
Chrystal Anderson, Tamara Alt

The Model-Based Argument Critique Tool is an inclusive learning strategy that promotes deep student engagement by giving all students a structured, low-stakes entry point into scientific argumentation and evaluating student-created scientific models. We will use it to focus on the second law of thermodynamics (HS-PS3-4) in this workshop. The tool requires students to critique peers' claims, evidence from investigations, and visual representations of unseen processes like energy transfer and particle movement in a scientific model. Critiquing varied representations helps students evaluate diverse modeling approaches and meet the Systems and System Models requirement. In this workshop, we will review student work related to a phenomenon (e.g., a cooling coffee mug) and discuss how the tool's structure supports equitable classroom practices and values diverse student thinking for science success.

TAKEAWAYS:
Model-Based Argument Critique Tool is an inclusive and equitable strategy for teaching complex concepts like the second law of thermodynamics (HS-PS3-4), giving all students a low-stakes, structured entry point into scientific argumentation and model evaluation.

SPEAKERS:
Alex St. Louis, Jaclyn Murray

Using publicly released assessment items from the Maryland High School Life Science assessment, participants will analyze how each of the 3 dimensions are being assessed. Participants will focus on designing assessment items equitable for all learners, specifically for multi-language learners (MLLs). Participants will analyze questions to determine the language demands and objectives, using these demands and objectives to inform instructional design. Participants will examine accommodations and modifications that can be made to assessment items to make them more accessible for MLLs. Assessment items must focus on one language demand at a time for MLLs, ensuring that language objectives align with what is being assessed. Participants will explore sample items and learn to revise their own assessment items to allow students to write explanations which are reflective of their current writing abilities, allowing them to demonstrate their understanding of the 3 dimensions.

TAKEAWAYS:
Use the 3D Framework of NGSS to analyze publicly released items from MD Biology Assessments for components that could present challenges to diverse groups of learners with a specific focus on multi-lingual learners. Specific strategies to develop 3D assessments and support diverse learners.

SPEAKERS:
Andrew Collins, Edmund Mitzel, Jr., Ph.D.

How can we determine if classroom assessments support three-dimensional (3D) student learning? In this session, participants will explore how an adapted version of the NSTA’s Single-Point Rubric for Sensemaking (the Sensemaking Tool) can be used to evaluate an assessment’s ability to capture evidence of student sensemaking. We’ll begin by surfacing participants’ ideas about features of 3D assessment, then take a guided tour of the Sensemaking Tool to highlight essential criteria of 3D assessment. Participants will analyze a featured assessment through one criterion of the tool individually, then collaborate in teams to compare compiled evidence, identify strengths, and suggest improvements. Teams will share highlights with the whole group before closing with individual reflection on how their ideas and thinking about 3D assessment may have shifted. Participants will leave with a deeper understanding of key features of 3D assessment necessary to capture and support student sensemaking.

TAKEAWAYS:
Through guided analysis and collaboration, participants will actively engage with NSTA’s Sensemaking Tool to evaluate a featured assessment, identify evidence of criteria for student sensemaking, and reflect on the key features that make assessments authentically three-dimensional.

SPEAKERS:
Alan Berkowitz, Kevin Garner, Jenn Brown-Whale, Angela Hood

This session explores how the Question Formulation Technique (QFT) and research-based writing strategies can be combined to deepen student sensemaking in science. Participants will see how QFT engages students in generating their own questions around phenomena, fostering ownership and authentic connections to content. We will also highlight literacy strategies—such as Because–But–So, subordinating conjunctions, and sentence expansion—to strengthen student questioning and written explanations. Connections to Science and Engineering Practices (SEPs) and Crosscutting Concepts (CCCs) will be made explicit. Examples across grade levels will demonstrate how QFT and literacy scaffolds can work together to support three-dimensional assessment and instruction.

TAKEAWAYS:
Participants will learn how to blend QFT with research-based writing strategies to help students ask better questions, write to show their thinking, and make sense of phenomena through SEPs and CCCs. Ready-to-use classroom resources and modeled examples will be provided.

SPEAKERS:
Lynn DiAndrea, Dr. Kristen Cummings

Assessment and grading are an integral part of science instruction in the classroom, but they don't have to be scary or daunting. Working together, the science curriculum team and the assessment team have developed a process for creating a transfer task with a new phenomenon to gather information and assess student understanding of their application of the standards from a unit. This process asks students to apply learning in a new way, rather than fill in the blanks with key vocabulary or recite certain facts from DCIs. These types of tasks peek student curiosity and promote a feeling of calm rather than anxiety because they don't look like a "test".

TAKEAWAYS:
Participants will walk through the process that we use to create a transfer task for a unit of instruction. The process includes reviewing the standards, instruction from the unit, identifying a new phenomenon that the students can connect with, and designing the task.

SPEAKERS:
Miranda Orellana

Participants will be exposed to a variety of performance-based assessment in science (OECD TFS, AP items, etc.) to explore how multiple standards, learning targets, desired outcomes, and spread of rigor can be elicited from one scenario (e.g. phenomenon) that might anchor engagement and formative assessment towards mastery. Time will be spent with each participant's state standards and NGSS considerations in a selected course/subject with workshop tasks designed for group development towards an actionable scenario set that can be used immediately.

TAKEAWAYS:
Participants will leave this workshop with new skills and a targeted task for their students that is relevant, aligned to standards, rigor-appropriate, and designed to facilitate mastery.

SPEAKERS:
IV Bray

Participants will explore how a schoolwide focus on Claim-Evidence-Reasoning (CER) strengthens both literacy and science instruction through culturally responsive, phenomenon-based learning in preparation for the CAST (CA Science Test) and other statewide assessments3. Using an antibias lens, educators will examine how NGSS-aligned practices can be woven into existing initiatives such as the Science of Reading, Project-Based Learning (PBL), and Civic Engagement to support deeper understanding and improved outcomes on CAST and SBAC assessments. The session highlights how districts such as Pasadena Unified School District have built coherent systems connecting early literacy, STEM, and community action to create inclusive, justice-centered classrooms. Attendees will leave with replicable strategies and leadership tools that support schoolwide integration of NGSS while cultivating student voice, critical thinking, and agency in authentic, meaningful contexts.

TAKEAWAYS:
Integrate Equity and learn how aligning NGSS instruction with existing initiatives such as the Science of Reading, Project-Based Learning, and Civic Engagement can simultaneously advance inclusion, deepen understanding, and raise SBAC and CAST performance with an example schoolwide action plan.

SPEAKERS:
Leena McLean

Believe it or not, there’s still a place for paper in the modern classroom! Interactive notebooks have long been crucial in developing student knowledge, accountability, and ownership of learning, yet they remain a logistical struggle for many teachers. Don’t let glue or scissors get in the way of a great learning tool. In this session, attendees will explore multiple solutions to common notebooking concerns while deepening or developing their classroom notebook systems to meet their unique needs as educators as well as those of their students. Topics covered will include assessment, parent communication, classroom management, and organization. Integration of digital assignments with paper notebooks and printed workbooks will also be explored. Not specializing in one grade or science subject, this presentation will span multiple grade and cognitive levels and present solutions from diverse classrooms while identifying a range of needs, then designing solutions that work for you.

TAKEAWAYS:
Attendees will explore multiple solutions to common notebooking concerns while developing or deepening their classroom notebook systems to meet the unique needs of their students. Topics covered will include assessment, parent communication, classroom management, and materials organization.

SPEAKERS:
Mary Newell

Grading & Assessment Strategies will examine ways we teachers can streamline and enhance our approaches to measuring and reporting science learning. Classroom samples will be used to help navigate the many demands on teachers from standardized testing to 3-dimensional assessment to communicating results. To address the NGSS goal of elevating science practices, we will consider ways to pair extended learning tasks with short-form test questions to achieve balance in grade books while keeping students consistently engaged in phenomenon-driven sensemaking. Research from Understanding by Design, CHAMPS, and Joe Feldman will be used to determine how to ensure learners with a variety of needs are served by our assessment systems. Time-saving examples of how to adapt assessments to the rise of standards-based grading will be emphasized. Open resources from OpenSciEd, state testing banks, and NSTA will be used to share examples and work through how to implement the strategies presented.

TAKEAWAYS:
Middle and high school teachers will leave with multiple time-saving techniques to elevate their grade books. We will examine how going deeper with less assessments can reduce student and teacher fatigue while holding everyone accountable to the goals of NGSS.

SPEAKERS:
Sean Collins

How do we take the mystery out of abstract ideas for our kids? It’s elementary my dear, models are the answer! We will give you tools that will enable your kids to master the curriculum. We solve the mysteries so you can go back and use these ideas!

TAKEAWAYS:
Attendees will walk away with resources and lesson ideas that they can implement the next day they are in class. Not only will they have access to the resources shown, but they will also be able to get ideas where these resources can fit into their current curriculum for the year.

SPEAKERS:
Krystal Poloka

It’s hard to miss the growing importance and capabilities of generative AI. While first seen as something that needed to be avoided, especially by students, views about its usefulness and appropriateness are evolving. In this session, we will explore different AI platforms, how they can be used to lighten teacher workload, and most importantly how they can be used by students as an instructional tool. We will leverage Science Olympiad’s recent work exploring AI as a learning and competition tool to provide teachers with concrete examples as well as brainstorm solutions to current challenges that attendees may be facing.

TAKEAWAYS:
By attending this session, attendees will gain a better sense of AI options and capabilities as well as how those capabilities can be used to lighten their load while at the same time engaging their students in meaningful learning and problem solving.

SPEAKERS:
John Loehr

Discover how digital portfolios can transform assessment in middle school science by centering reflection, equity, and student voice. In this workshop, participants will explore how portfolios help all students—across diverse learning needs—document products from coursework, reflect on growth, and identify skills they are strengthening, while also aligning with NGSS practices of constructing evidence-based arguments. This session highlights how portfolios move toward a more holistic and equitable assessment approach, emphasizing skill development over traditional grades to instill a growth mindset. Attendees will examine classroom examples of student portfolios, including reflections that reveal growth over three years of science, and consider strategies for fostering inclusive, differentiated opportunities that make every student’s learning visible. The session will also provide hands-on experience: participants will build a sample digital portfolio to model for their students.

TAKEAWAYS:
Walk away with practical tools, templates, and strategies to implement portfolios that strengthen three-dimensional assessment and support equitable, student-driven reflection in middle school science.

SPEAKERS:
Whitney Koch, Kevin Rohn, Kristina Klammer

So far, most (legitimate) use of AI in schooling seems to focus on chat bots serving as personal tutors, to differentiate instruction. But what about using AI to help differentiate curriculum? Can AI help to generate ambitious science curricula tailored to each student? With AI and the Internet, can students explore their interests with others beyond the walls of their classrooms and the boundaries of existing content? In this session, we will imagine how educators and students might use technology for tailoring curricula so that every student can love learning, find their passion, explore career paths, and start to take ownership of their learning. Whether you have tried this or wonder how this might work, come to this session for ideas and strategies.

TAKEAWAYS:
Participants will learn how to take steps towards differentiating curricula with AI and the Internet no matter what their curricular situation—whether they have a scripted curriculum and standards-based testing or not.

SPEAKERS:
Nicholas Balisciano

Experience how leveraging genetic and environmental risk for complex disease as authentic phenomena supports student understanding through 3D teaching, learning, and assessment. Learn how the BSCS Anchored Inquiry Learning (AIL) instructional model develops student agency that leads to individual and community action. The NGSS calls for learning grounded in real world phenomena to ensure science learning is relevant to all students. The BSCS AIL instructional model succeeds the 5Es and utilizes culturally relevant societal challenges to anchor cycles of inquiry and sensemaking, culminating with student explanations. In this session, participants will 1) consider their ideas about teaching complex societal challenges, 2) experience 3D learning, sensemaking strategies, and science concepts required to evaluate genetic and environmental risks for complex disease, and 3) consider how societal issues as assessment tasks can motivate students and develop agency in addressing complex issues.

TAKEAWAYS:
The research-based BSCS Anchored Inquiry Learning instructional model succeeds the 5Es and leverages complex societal issues as anchoring phenomena/problems, culminating tasks, and performance assessments in 3D units of instruction to motivate students and develop agency in addressing these issues.

SPEAKERS:
Cynthia Gay

This presentation will present results from a test correction practice that enables students to earn back points by showing their understanding of missed exam questions. The test correction process requires students to provide scientific support to explain why a choice is correct and why their original choice was incorrect. This practice builds understanding of missed concepts and also improves learning and testing skills, both important parts of sensemaking. Example missed questions can also be used as a pre-assessment or as part of the review prior to an exam. Examples of the process and opportunities to practice corrections will be included in the session.

TAKEAWAYS:
Participants will leave with the ability to incorporate student examination of question choices into a pre- or post-assessment. Using this method can help increase student understanding of course objectives.

SPEAKERS:
Marjorie Rothschild

In an AI-driven world where information is easy to access, science educators must prepare and assess what students can do with their knowledge, not just what they know. This poster shares a classroom-tested strategy called Authentic Application Assessments that integrates higher-order thinking into a traditional test format. These assessments ask students to move beyond memorization toward true conceptual mastery by using their knowledge flexibly and creatively in unfamiliar contexts. Grounded in NGSS practices and Bloom’s Taxonomy, this approach allows teachers to assess students' ability to apply and authentically transfer ideas. Participants will explore example assessments from Chemistry and Advanced Chemistry classrooms, analyze student work, and be introduced to classroom strategies that prepare students to succeed in application-based assessments. Attendees will leave with a framework for developing their own assessments into tools for deeper learning.

TAKEAWAYS:
Transform traditional tests into tools for sensemaking. See how Authentic Application Assessments promote critical thinking and deeper learning by emphasizing not just what students know, but what they can do with their scientific knowledge.

SPEAKERS:
Steven Spangenberg

Attendees will explore a pilot study on the impact of immersive, simulation-based instruction on cultural competency development among first-year construction science students at a major university. Attendees will be introduced to the steps in the initial research, development and testing of the AI-driven avatar model which was conducted in the summer of 2025 and implemented in Fall 2025. Attendees will learn how the model scaffolds student engagement with interactive role-play with a culturally representative avatar. The avatar simulates real-world communication and management scenarios in domestic and international projects with diverse multicultural workforce environments that focus on safety, productivity, and inclusiveness in the architectural, engineering and construction (AEC) industry. Attendees will explore how the pre- and post-assessment research data, that includes a control group, revealed measurable improvements in students’ cultural awareness and interpersonal skills.

TAKEAWAYS:
Attendees will discover how engaging in an AI-driven avatar simulation can elevate construction science education by enhancing students’ communication and cultural skills to prepare them for leadership in diverse multicultural projects in the AEC industry through experiential learning.

SPEAKERS:
John Montalvo

Over six years, our department shifted from exploring NGSS practices to fully grading with competencies. Starting with pilots and progressing to school-wide implementation, we built a model where scientific skills are the foundation of learning and assessment. Content remains central, but it is reframed as the medium through which students demonstrate their skills—using Bloom’s levels to connect knowledge with practice. In this session, we will share the steps of our transition, lessons learned from piloting and scaling, and how we integrated NGSS-inspired practices into our own framework. Participants will see how skills-first science learning can strengthen lab performance, critical thinking, and student ownership.

TAKEAWAYS:
Learn how to transition to skills-first competency-based learning in science, integrating content through Bloom’s levels and NGSS practices while building a sustainable implementation process.

SPEAKERS:
Megan McLain, Joseph Grissom

In the Genetic Counselor Challenge performance assessment, the students will demonstrate they understand genetic terminology, a specific genetic condition, Punnett squares, pedigrees and professional writing skills. Students are allowed a lot of choice which makes them engaged and invested in their final project. They will be creating a report for Claire and Ed to see the likelihood of them having a child with a certain genetic condition. Two possible options will be presented for the genetic condition: cystic fibrosis and hemophilia. However, teachers could use others. Students will create a pedigree using Punnett squares before writing a professional report for Claire and Ed. Students will be able to make the project their own by creating the family structure, which may include variations like twins or same-sex relationships. In addition, students are able to pick their challenge level, which allows some students to take it farther.

TAKEAWAYS:
Through the challenge problem, students will demonstrate their creativity, understanding of genetic terminology, Punnett squares, pedigrees and writing skills. This can be used as a summative, performance assessment. You can make simple alterations to have it fit in with your curriculum.

SPEAKERS:
Kaitlyn Johnson

Three-dimensional science instruction has transformed assessment design, raising rigor and aligning student problem-solving processes with those of practicing scientists and engineers. Moving beyond rote recall, 3D assessments often require students to flexibly apply learning in novel scenarios. This shift has created challenges as teachers seek strategies to help students decode multimodal assessments and persist through multi-stepped processes. This presentation teaches educators to use the Universal Design for Learning (UDL) Framework to identify and plan around construct-irrelevant features that arise in 3D assessments. Participants will engage in a meta-model to unpack assessment complexity, apply UDL strategies to pinpoint barriers, and learn high-leverage approaches for fostering student persistence. Presenters will share methods for selecting and gradually fading assessment scaffolds that meet student needs without lowering rigor.

TAKEAWAYS:
Teachers will learn how the UDL framework equips students with strategies for tackling 3D assessments in OpenSciEd and similar, sensemaking curricula. Participants will see how UDL supports student persistence, understanding and engagement with rigorous assessments without reducing rigor.

SPEAKERS:
Daniel Sonrouille, Althea Hoard

Tired of digital overload and one-size-fits-all assessments? Explainers invite students to put pencils—and brains—back in motion. These hand-drawn, color-rich creations combine words, visuals, and annotation to reveal what students really understand about science concepts. Developed over eight years in a chemistry & physics classroom, Explainers transform assessment into an act of learning and reflection. Participants will see classroom-tested examples, learn the core design principles (“the non-negotiables”), and explore how Explainers align with NGSS and formative assessment goals. Walk away with templates, rubrics, and strategies for implementing this simple yet powerful practice that celebrates clarity, creativity, and comprehension.

TAKEAWAYS:
Discover how to spark deeper understanding with hand-drawn “Explainers” that make thinking visible, transform assessment into learning, and re-engage students through creativity, color, and clarity—no screens required.

SPEAKERS:
Matt Brady

High-quality formative assessment hinges on hearing every student’s thinking, yet many science teachers struggle to generate consistent, purposeful talk. We present a continuum of discourse structures, refined through a decade of Patterns Physics implementation, that gradually releases responsibility from teacher to students while supplying real-time evidence of learning. The continuum moves through three tiers: (1) low-barrier, community-building prompts that normalize participation; (2) academic discourse scripts that connect and synthesize disciplinary big ideas; and (3) data discussion scripts that guide equitable, student-led sensemaking with experimental evidence. Data discussions follow a consistent cycle supported by nested levels of scaffolding, from teacher-modeled organizers to fully student-run conversations. The result is a classroom in which all students talk, teachers glean actionable insights, and learners strengthen their STEM identities

TAKEAWAYS:
This session offers practical tools to engage all learners—especially multilingual students—in meaningful talk about evidence, helping teachers support student voice and build a culture of collaborative sensemaking. This work was featured in the Nov/December issue of The Science Teacher.

SPEAKERS:
David Savage, Stephen Scannell

Metacognitive reflection gives students time to think and evaluate their own thinking and learning strategies increasing their ownership of learning and academic growth. This session looks at research-based strategies, including studies focused specifically on science classrooms, which are easy to incorporate into daily teaching. As examples: How students respond to mistakes (WTIW – Why this is wrong?), considering how they reached an answer, putting new class activities in context (Why did we do this?) and improving scientific thinking skills with the ’I DREAM of A’ method which gives a framework for students to plan, monitor and evaluate their work. Come learn about the research, benefits and how to develop and support these skills in your science classroom.

TAKEAWAYS:
Participants will learn about metacognitive reflection, how it is helpful to students, as well as several easy techniques such as 'Why did we do this?' connecting activities to learning and WTIW - Why this is wrong? focusing on how mistakes can lead to better understanding.

SPEAKERS:
Alison Seymour

The presentation integrates spatial thinking as an instructional strategy using hands-on models and visualizations to help students understand concepts like protein folding and plate tectonics by visualizing them across different scales. By broadening assessment methods using real-world case studies, like tracing the spread of diseases via GIS data, to assess students' ability to mentally manipulate objects, identify patterns, and create their own spatial representations. This approach aligns with the NGSS practice of Developing and Using Models. The final activity leverages non-traditional examples, such as analyzing blueprints, playing chess, or using a GPS, to demonstrate the real-world application of spatial skills and promote the cognitive transfer of these abilities to science. This approach aims to deepen students' engagement and their ability to solve complex problems by connecting scientific concepts with a robust understanding of space and relationships.

TAKEAWAYS:
Spatial thinking is critical to science as it allows students to visualize, manipulate, and understand complex relationships between objects, systems, and phenomena. By developing this skill, learners move beyond memorization to grasp how different scientific concepts interact across various scales.

SPEAKERS:
Salvatore Garofalo, Stephen Farenga

How can elementary teachers assess science learning in ways that go beyond recall? This session introduces practical, low-prep strategies to capture students’ thinking across the three NGSS dimensions—Science & Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Participants will explore tools like science notebooks, quick formative probes, and discourse routines that reveal sensemaking. Leave with ready-to-use examples, adaptable rubrics, and protocols for engaging all students in meaningful three-dimensional assessment.

TAKEAWAYS:
By the end of the session, participants will: Understand the principles of three-dimensional assessment in elementary contexts. Have a toolkit of formative strategies to reveal and support student sensemaking. Leave with ready-to-use resources adaptable across K–5.

SPEAKERS:
Noelle Carter

What happens when high school science students become the teachers? In this culminating project, juniors in Anatomy & Physiology, Environmental Science, and Advanced Chemistry collaborated to design and lead hands-on science lessons for 4th–6th graders at a local elementary school. Each group chose a topic from their course, ranging from the respiratory system to invisible ink to mining practices, and transformed it into an engaging, age-appropriate experience. Through this authentic opportunity, students deepened their understanding, built collaboration and communication skills, and shared the joy of discovery by inspiring curiosity in younger learners. This session highlights student-created lessons, planning tools, and reflections that fostered both rigorous learning and community connection. Participants will discuss how this model could be adapted for their own classrooms.

TAKEAWAYS:
Participants will leave with a framework and ready-to-use materials, including a timeline, lesson plans, tips, rubrics, surveys, and feedback forms, to guide high school students in designing and leading science lessons for younger learners.

SPEAKERS:
Randi Bakken

How can a science department ensure that students encounter consistent assessment across different courses and teachers? In this session, we share how we built standardized rubrics and aligned assessment practices to define our skill and content expectations, communicate them clearly through consistent feedback, and grade fairly. By focusing on common language, calibration, and department-wide norms, we created a shared framework where students understand expectations and apply feedback more effectively, enhancing learning for both teachers and students. Participants will examine sample rubrics and tasks, engage in a short norming activity, and leave with strategies for strengthening accuracy, equity, and transparency in their own assessment systems.

TAKEAWAYS:
Discover how standardized rubrics and aligned practices make competency-based assessment more equitable, accurate, and transparent—ensuring consistent student experiences across courses, years, and teachers.

SPEAKERS:
Megan McLain, Joseph Grissom

This presentation outlines how to support teacher readiness for new state science assessments, as well as the challenges and celebrations of student performance. We will also delve into the development of classroom formative and summative assessments in alignment with three-dimensional standards. Examples of how to coach teachers through the specificity of language in preparation for student sensemaking during classroom activities and assessments. Although this is classified in the Biology strand, it applies to all subject areas and grade levels 3-12.

TAKEAWAYS:
Classroom assessment requires focus and careful attention to increasing student sensemaking abilities through careful attention to the language embedded in the three dimensions.

SPEAKERS:
David Jacob

This session focuses on building authentic assessments tied to agricultural phenomena. Teachers will role-play a condensed transfer task centering around a relevant agricultural phenomenon, analyze its components, and discuss the potential design of their own using a provided template. The session emphasizes how transfer tasks connect classroom learning to real-world challenges, encouraging students to apply science concepts meaningfully. Participants will leave with a blank and sample template to use in their own instructional setting.

TAKEAWAYS:
Agricultural transfer tasks give students authentic assessment opportunities where they can apply their science learning.

SPEAKERS:
Angela Gulotta, Brian Beierle

Sponsoring Company: InnerOrbit

How do we know if students truly understand science, and aren’t just memorizing? In the NGSS, that understanding emerges when students can make sense of a phenomenon they’ve never seen before. In this session, we’ll unpack how the three dimensions work together within 3D sensemaking assessments and explore how scaffolded 1D, 2D, and 3D question progressions help students build the skills needed to explain novel phenomena. Leave with practical strategies and ready-to-use scaffolds to support all learners on their path toward multidimensional sensemaking.

SPEAKERS:
Brendan Finch

Participants will gain insight into the interplay of three-dimensional learning and assessment by diving into a 7th grade learning sequence anchored in the phenomenon of a global biodiversity hotspot. Participants will engage with key instructional and assessment moments to learn how students study the challenges species face and use engineering design to enact a solution that protects and enhances biodiversity in their community.

TAKEAWAYS:
Attendees will discuss and make sense of how the use of three-dimensional formative assessments can strengthen instruction and student sensemaking in science.

SPEAKERS:
Laura Griffith, Stacey Vigallon, Andrea Frias

Building data skills in today’s learners can often feel very dry, but it’s arguably the most essential skill to succeed in the future workforce. And in a time where so many adults use data poorly to prove a point, why not use these “What not to do” stories to help teach these skills and build their digital literacy at the same time! In this session, we’ll describe multiple data misuses such as Cherry-Picking, Correlation vs Causation, and Sampling Bias to help learners see and interpret data through a more sophisticated lens. While highlighting the type of error, students also break down fundamental components of graphic organizers and how they should be decoded. Pulling from relevant and familiar examples of how data is misused in society to make arguments allows for a natural bridge to your 6 - 12 science classroom and builds confidence in analyzing the data you provide them!

TAKEAWAYS:
Attendees will be provided with multiple student-friendly examples of how data misuses and biases lead to argument fallacies that span the societal spectrum. They will also see the learning opportunities found within each example and how they can be implemented immediately in any 6-12 classroom.

SPEAKERS:
Ramy Mahmoud

In this session, we’ll dive into both formative and summative strategies that get students thinking out loud—whiteboarding, quick checks, CERs (Claim-Evidence-Reasoning), lab assessments, and project-based tasks tied to Science and Engineering Practices. But we won’t stop at theory—you’ll actually chew gum to model counting molecules and build a “mini airbag” with ziplock bags, Alka-Seltzer, and vinegar. Along the way, you’ll pick up ready-to-use activities, creative whiteboarding questions, practice problems, and quick digital reads to keep students engaged and make their thinking visible. Come ready to think like your students—and leave with strategies that will pop, fizz, and stick in your classroom.

TAKEAWAYS:
Make student thinking visible with engaging formative and summative strategies—whiteboarding, CERs, labs, and projects. Experience hands-on demos like gum molecule models and a mini airbag while leaving with ready-to-use activities, questions, and tools to spark curiosity.

SPEAKERS:
Kendia Herrington

Incorporating and assessing the science and engineering practices into summative assessments can be a challenge for educators. This session will allow participants to dive into the difference between proficiency scales and rubrics. Using a hands-on, collaborative approach, participants will get the opportunity to use proficiency scales aligned to the science and engineering practices to create, review and revise assessments. They will be provided sample assessments, rubrics and proficiency scales. Upon completion, the participants will utilize tools to identify the rigor of the assessment they built to ensure deeper learning from their students.

TAKEAWAYS:
Attendees will build a summative assessment using a proficiency scale aligned to the science and engineering practices then identify the rigor of the assessment utilizing tools to ensure deeper learning.

SPEAKERS:
Leah Ward, Becky McKinney

Join us to experience designing 3D summative transfer task assessments using the OpenSciEd curriculum and AI in order to evaluate student learning and assess mastery of NGSS performance expectations. Resources developed by Achieve’s Task Annotation Project in Science (TAPS) will be leveraged to ensure that assessments include the non-negotiables for NGSS assessment design including a focus on how science assessments can be more equitable. A four-point, mastery-based rubric scoring system will be introduced alongside a conversion strategy to input assessment scores into a percentage-based gradebook that reflect student mastery of NGSS performance expectations.

TAKEAWAYS:
Participants will walk away with a strategy for designing and implementing equitable 3D summative assessments that require sensemaking to meet the requirements of the NGSS and guidance for assessing student learning using a 4-point, mastery-based scale.

SPEAKERS:
Grace Sohn, Cari Williams

Participants will make sense of a phenomenon by engaging in 3D tasks that apply the Principles of Learning (How People Learn, 1999) and recommendations from the Framework (NRC, 2012). They will be given NGSS Core Ideas to use as they develop system models and construct explanations of this phenomenon. We will share examples of students' work to illustrate how this and similar 3D investigations were used in middle school classrooms and how they motivate all students to learn science. We will share examples of worksheets to support students in using and applying Core Ideas to phenomena, student self-assessment sheets, and rubrics. Participants will have open access to these tools, which can be used with any investigation, and will leave with an understanding of how to use them effectively in their own classrooms. We will also share examples of how this was communicated to parents so they can provide appropriate support at home.

TAKEAWAYS:
Participants will learn how to structure 3D investigations with the Principles of Learning in mind. They have access to several tools and sample parent communications that can be used with any 3D investigation and gain an understanding of how to use them to improve science learning for all students.

SPEAKERS:
Wil Van der Veen, Denise Magrini

Long trails terminated by heavy rocks called “sailing stones" were discovered along smooth valley floors in Nevada, California, and the surface of Mars. How are these heavy rocks moving across what seems to be desert? In this workshop, you'll learn what productive representations your students can use to assist them in bridging phenomena, words, pictures, and mathematics in kinematics. Can your students solve complex kinematics problems using pictures, graphs, and deep understanding? They will. Can they use real data from recently published journal articles to answer authentic questions in kinematics? They will. Can you assess them based on their performance with real data, instead of rote algebra? You will. Based on research on expert-like problem-solving, the framework attendees will work through takes a three-dimensional approach, requiring science practices and crosscutting concepts that go deeper than the rote algebraic manipulation.

TAKEAWAYS:
Attendees will learn how to use real data, pictures, and graphs to help students solve kinematics problems, deepen problem-solving skills beyond algebra, and design assessments that support inclusion and align with NGSS and Common Core.

SPEAKERS:
Christopher Moore

Sponsoring Company: InnerOrbit

What makes CAST items uniquely challenging for students—and how do the three dimensions of the NGSS show up in every question? We’ll dissect sample items through a three-dimensional lens, then connect those findings to classroom strategies—showing how scaffolding SEPs and CCCs throughout the year builds the sensemaking skills CAST requires. Leave with practical tools, routines, and question progressions that help students confidently tackle CAST’s multidimensional tasks.

SPEAKERS:
Emily Miller

Join us to explore how to use AI to assist in brainstorming NGSS-aligned phenomena that enhance 3D instruction and assessment and connect to students’ interests and identities. These tools come from the 5D assessment project, a collaboration between inquiryHub and BSCS Science Learning.

TAKEAWAYS:
Bring a focal Performance Expectation (PE) and a clear goal for learning and assessment. Leave with a refined list of potential aligned phenomena that elicit Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting Concepts (CCCs), while also connecting to students'

SPEAKERS:
Greg Benedis-Grab

Discover how to turn ordinary review activities into an immersive, escape room-style challenge that fosters student engagement and collaborative, critical thinking! Whether your classroom is 1:1 with devices or you're looking for an electronics-free activity, the strategies in this session can be adapted and applied to any age group or set of standards. Explore some examples of digital and paper puzzles and leave with practical strategies and an outline to create your own.

TAKEAWAYS:
Participants will complete a short group escape room challenge and then explore other ways that the concept can be applied to their specific classrooms. Participants will leave with an outline of a puzzle room they can expand on and utilize in the coming school year.

SPEAKERS:
Lisa Pitts, Lori Anderson

Students often bring deeply held misconceptions into science classrooms, and these ideas frequently persist despite instruction. Insights from cognitive psychology help explain why: memory structures, prior knowledge, and faulty schema all contribute to the resilience of misconceptions. This session explores how educators can move students from misconception to mastery by applying evidence-based strategies grounded in how the brain learns. Participants will examine practices such as retrieval practice, elaboration, and conceptual change teaching, with a focus on integrating them into daily instruction. Through interactive examples and lesson design applications, teachers will learn how to reinforce accurate scientific understanding, promote long-term retention, and create opportunities for students to actively reconstruct knowledge. Educators will leave with practical tools to help learners replace misconceptions with scientifically sound concepts.

TAKEAWAYS:
By leveraging strategies from cognitive psychology, such as retrieval practice, elaboration, and conceptual change teaching, educators can help students replace persistent misconceptions with accurate scientific understanding and strengthen long-term mastery.

SPEAKERS:
Chelsea Robertson, Cheryl Robertson

This session highlights how physics educators can lead and advocate for equitable access to rigorous science learning by using recycled household materials and free software in their labs and projects. In the workshop, participants will first experience one example of a summative assessment to build an “Egg Crash Cart” to protect an egg during a collision, modeling real-world safety systems such as crumple zones, airbags, and seatbelts. Student work samples will be shown that highlight how using everyday objects and freely available measuring instruments get kids closer to the physics of the project. Participants will then engage in discussion about how this style of project might address barriers in equity and sensemaking in their own physics instruction, and get time to collaborate on how to transform some of their own engaging labs into trash physics. Participants will leave with a digital folder of other lab and project examples, along with scoring rubrics and materials lists.

TAKEAWAYS:
Attendees will learn how to use low-cost, household-material design projects to provide equitable and engaging STEM assessments for all students without compromising high-quality three-dimensional NGSS Physics instruction.

SPEAKERS:
Jennifer Scholz, Pooja Gupta