By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

TAKEAWAYS:
1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

SPEAKERS:
Jim Short (Carnegie Corporation of New York: New York, NY)

Feeling overwhelmed by all there is to see and do at an NSTA conference on science education? Join us for an interactive exploration through the conference app and NSTA’s social media. By the end of the session, you will know just how to get the most from your conference experience in addition to building new networks with your science colleagues.

SPEAKERS:
Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

Hurricanes, flash floods, and wildfires. Climate change brings more extreme weather, and the results can be catastrophic to our communities. As the weather becomes more severe, there is an increased need for shelters that can be easily transported and assembled to provide relief shelter for families who have been displaced from their homes. In this session, attendees will engage in an authentic STEM inquiry implemented in third and fourth-grade classrooms. The inquiry was designed so that students would be able to explore homelessness caused by natural disasters and design a tiny house prototype for a family in need. Participants will learn about planning and implementing a place-based and integrated STEM inquiry during this session. A major focus will be on planning and sensemaking as students learn through authentic opportunities and real-world mathematics and science. The presenter will share experiences using the Design Thinking Framework and place-based methodology as a guide for implementing and designing integrated STEM inquiries. In addition, the presenter will give specific strategies for developing problem statements to engage students in empathetic responses within STEM inquiries. The presenter will also share specific strategies for developing empathy during STEM inquiries for elementary-aged students. Participants will have the opportunity to experience key parts of the inquiry and view student examples.

TAKEAWAYS:
1. Engage participants in NGSS-based engineering design challenge where participants are required to design a solution for homelessness caused by natural disasters (hurricane, floods, wildfire); 2. Learn the role of empathy in authentic STEM inquiries by using Design Thinking principles; and 3. Outline possible place-based strategies for implementing STEM inquiries in upper elementary classrooms that engage all learners in STEM.

SPEAKERS:
Jennifer Williams (Isidore Newman School: New Orleans, LA)

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

TAKEAWAYS:
A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

The NGSS is very complicated. The Institute for Quality Science Teaching at the Museum of Science and Industry provides professional learning opportunities for science teachers in Chicagoland and surrounding areas. Our approach is to ground everything we do in the NGSS and take a deep dive into all the elements of 3-dimensional learning. Professional learning programs at MSI are invested in helping teachers understand how to teach science effectively to meet these standards. Teachers in our programs learn science content in the context of 3-dimensional lessons, as instructors demonstrate instructional practices that enable NGSS-aligned teaching and learning. This presentation will review the basics of the NGSS, the 3 dimensions, how they’re combined in Performance Expectations, and the basics of enacting the NGSS in the classroom. If you need a refresher, just want a review, or still don’t have all those acronyms straight in your head, this is the presentation for you.

TAKEAWAYS:
Teachers will leave with a basic understanding of the structures of the Next Generation Science Standards and how they inform 3-dimensional standards and 3-dimensional science teaching.

SPEAKERS:
Lauren Slanker (Museum of Science and Industry: Chicago, IL), Karin Klein (Museum of Science and Industry: Chicago, IL)

The purpose of the presentation is to model how to flip a classroom from the traditional methods to more innovative methods to engage students. The participants will be able to create a deck by the end of the session. Participants will be given the background and research based strategies that Pear Deck uses to ensure that equity and inclusion are met while ensuring the seamless integration of the platform. Participants will be given the pedagogy of why this tool is needed in their classroom. Participants will be introduced to EdPuzzle and Screencastify to highlight how these tools can be used as well to flip their classrooms. A Pear Deck interactive slide will be presented to the audience. The audience will log in with the given code. As I present the audience will have my screen on their device. The audience will participate in a series of interactive activities designed to immerse them platform and give them the experience that students will have. The presentation is highly interactive with the first half of the presentation be using to interact with the platforms and the second half given for participants to explore and ask questions. The audience will be engaged with device-based activities from the beginning to the end of the presentation. The presentation style will be catch and release. I will capture their attention for some time and then I will release them to navigate through the platforms while I offer support. Attendees will learn how to create a Pear Deck, a screencastify recording and how to navigate through EdPuzzle to either create or utilize existing videos. Attendees will learn how to take the materials they are already using to flip them into a more blended learning model. The attendees will walk away with a Deck that can be used immediately in their classroom and my information to reach out to me if they have any questions during implementation.

TAKEAWAYS:
Participants will walk away with the basic knowledge of how to flip their classroom and be able to implement the strategies immediately into their classroom so that they are able to increase equity and inclusion.

SPEAKERS:
Cecelia Gillam (Hahnville High School: La Place, LA)

Finding support and collaboration, especially in rural settings, can be challenging for educators. The Interstate Science Collaborative (ISC) was formed by state science leaders from a handful of rural states to provide free professional learning for the teachers they serve. Fall and spring book study sessions and a summer learning series were offered with considerations toward equitable participation including making the sessions virtual, being mindful of schedules and capacity, and providing continuing education credits. Feedback from the sessions centered around appreciation from participants for the opportunity to connect with teachers from other states to discuss and share in conversations around common problems of practice. In addition to providing support for educators, the ISC became a safe space for the founding members to share challenges and successes in their own work. Join this presentation to learn about how to set up a professional community in your context that will not only support student learning but can also become a way to create the comradery and community we all need as educators.

TAKEAWAYS:
Participants will engage in whole and small group discussion to learn about and share strategies to build a professional community that not only focuses on how to improve student learning but also creates a support network for educators.

SPEAKERS:
Sharon Cates (Phenomenon Science Education: Amherst, MA), Christy Krenek (New Mexico Public Education Department: Santa Fe, NM), Shannon Wachowski (EdReports.org: Fort Collins, CO)

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

TAKEAWAYS:
Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

SPEAKERS:
Michael Lach (Township High School District 113)

One of the key features of the NGSS and other standards based on the Framework for K-12 Science Education is the idea that a “a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.” (NGSS Appendix A, p. 2) The NSTA Atlas of the Three Dimensions has a set of 62 maps that illustrate the how the elements of the three dimensions build on each other and connect to one another. Each map focuses on a particular topic and shows the progression students are expected to make in that topic from one grade-span to the next. Arrows connecting individual elements on a map indicate that competency in one element is useful in learning to achieve the other element. Educators can use maps to deepen their understanding of the standards to plan or improve curriculum, instruction, and assessment. This session will provide participants guidance on how to read the maps in the Atlas and use this powerful tool to deepen their understanding of elements of the standards.

TAKEAWAYS:
A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Use innovative video-assisted STEM activities, demonstrations, award-winning videos, and behind-the-crash-tests tours to teach the science of car crashes. Visit classroom.iihs.org for more information.

TAKEAWAYS:
Participants learn how to incorporate culminating STEM design challenges (Project Pedestrian Sensors and Egg-Carrying Paper Car Crash) into their curriculum to promote student awareness and understanding of how engineering and technology are used to build safer vehicles.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

NSTA Partnerships provide personalized professional learning experiences for groups of K–12 educators. Find out more about this NSTA opportunity that combines membership with access to resources, online tools, and the national network.

TAKEAWAYS:
Participants will discover the value of becoming a Partner with NSTA for groups of educators.

SPEAKERS:
Flavio Mendez (NSTA: Arlington, VA), Tricia Shelton (NSTA: Arlington, VA)

What are your #LeadershipGoals? All educators are leaders: in their classroom, department, institution, and personal life. During this workshop, participants will reflect on how they envision themselves as a leader, engage with a self evaluation tool, and consider the steps in developing an action plan for making change in their leadership life. Providing resources from the freely available, recently published guide Honoring Teachers as Professionals through AIP Publishing, the authors will share how university/K-12 partnerships led to increases in their own leadership capacity, building of professional networks, and improved professional development opportunities through self-reflective classroom research. We will discuss research and experiences around these partnerships, leadership in education, goal setting, and how participants can work towards the same.

TAKEAWAYS:
Participants will reflect on how they envision themselves as a leader, engage with a self evaluation tool, and develop an action plan for making change in their leadership life.

SPEAKERS:
Shannon Wachowski (EdReports.org: Fort Collins, CO)

Participants will be introduced to an ongoing partnership between Chicago Public Schools and Loyola University Chicago in which 40 K-8 teachers participated in a Master Teacher Leadership Cohort to support the rollout of a newly-adopted science curriculum. The cohort supports teachers in becoming leaders in their schools and across the district, ensuring a greater impact on underrepresented students by removing barriers to appropriate grade-level content and high-quality instruction. We will begin by highlighting activities from the cohort that develop teacher knowledge of the NGSS and best practices in science instruction, including learning cycle action plans and other strategies to make practice public and engage in collaborative problem-solving (20 min). We will then share strategies for the development of teacher leadership, including case study work, leadership self-assessment and goal-setting, and leadership breakout discussions, where teachers were invited to share individual areas of expertise in science teacher leadership. (15 min) We will then engage participants in preparing for two of the cohort activities: an instructional strategy share-out (“pineapple share”) and leadership breakout discussions. (15 min) We will end with thoughts from a teacher leader in the cohort about how to recruit, retain, and engage teachers in this type of community. (10 min)

TAKEAWAYS:
Participants will leave this session with the tools they can use to develop collaboration, leadership, and high-quality science instruction among science teacher leaders.

SPEAKERS:
Andre Botello (Chicago Public Schools: Chicago, IL), Julie Jacobi (Loyola University Chicago: Chicago, IL), Allison Grandberry (Chicago Public Schools: Chicago, IL), Kayla Cherry (Loyola University Chicago: Chicago, IL)

Learn about the novel approach taken by Illinois to include teacher voice in developing a statewide three-dimensional science assessment.

TAKEAWAYS:
Participants will learn about the process of developing a state-wide assessment written by local educators.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)

This session will showcase lessons from around the world focusing on the exchange of ideas and networking. Come view a film created using videos from teachers around the globe, and posters while engaging with other teachers looking to network internationally.

TAKEAWAYS:
This session will showcase lessons from around the world focusing on the exchange of ideas and networking. Come view a film created using videos from teachers around the globe, and posters while engaging with other teachers looking to network internationally.

SPEAKERS:
Alison Betz Seymour (Science Teacher: Winchester, 0)

In this session, participants will be introduced to a framework for identifying the features of a classroom culture that support equitable sensemaking. There are four main features: 1. Who is engaged in (or excluded from) classroom activity? 2. Who is treated as a "knower" in the classroom? 3. What ways of knowing are privileged in the classroom? 4. What science is practiced in the classroom? This framework is based off Kerri Wingert's Classroom Culture Investigations document and utilized as a foundational pieces of the OpenSciEd materials. Participants will unpack this framework and identify in sample pieces of student work and classroom videos examples of each one of these categories in action. They will be provided with tools and resources for self-assessing their own classroom culture including an exit ticket they can give to students to help inform the instruction. Examples of student work and instructional materials will be from the OpenScIEd instructional materials for middle school science.

TAKEAWAYS:
Classroom culture is critical to providing equitable sensemaking opportunities for all students.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Francisco, CA)

Participants will understand how to develop and effectively implement STEM curriculum units that include project based activities and performance based assessments. Participants will learn to help students answer complex questions and develop solutions for challenges and real-world problems. They will also assist students with extending and refining their acquired knowledge to routinely analyze and solve problems. By the end of this session: 1) Participants will gain a clear and coherent understanding of what a STEM PBL is and how it works. 2) Participants will be able to identify and create effective essential questions. 3) Participants will be able to identify and apply the components of a STEM PBL. 4) Understand how STEM PBL’s will impact instruction for participants and students. Agenda: What is PBL? Why is it important? How does a STEM PBL Work? How to effectively integrate journal reflections. Ways to Implement STEM PBL’s

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 (Clayton County Public Schools: Jonesboro, GA)

Explore EiE’s curriculum design principles for inclusivity and NSTA’s sensemaking pillars as tools to evaluate curricula for inclusivity and equity.

TAKEAWAYS:
Participants will leave this session with a framework for evaluating curricula with equity and inclusivity in mind.

SPEAKERS:
Diana Christopherson (Museum of Science, Boston: Boston, MA)

Learn about opportunities to become a change agent within your school, district, and beyond. Discussion will be around strategies and programs to support teacher advocates.

TAKEAWAYS:
Attendees will learn strategies and opportunities to support them in becoming change agents at various levels: within their school or district, local community, and state.

SPEAKERS:
Nicole Vick (Northwestern University), Maggie Moore (Hononegah High School: Rockton, IL)

Need FREE grant funds for STEAM education, but don't know where to start? This session unpacks how to engineer a grant proposal in 12 steps.

TAKEAWAYS:
From this session, educators will be able to: 1. describe grant types and grant funders; 2. illustrate the 12-step grant writing process; and 3. identify sources of grant funding.

SPEAKERS:
Bejanae Kareem (STEM & Grant Specialist: Jonesboro, GA)

This session explores two key challenges faced by elementary school teachers for promoting 3D learning as outlined by the Next Generation Science Standards (NGSS). These are: (1) how to make sense of 3D proficiency based on student responses to assessment tasks, and (2) how to use student responses to inform next steps in instruction. We will address these challenges by guiding participants as they explore a set of 3D assessment tasks that are freely available online. These tasks have been developed in collaboration with teachers for performance expectations in physical science, life science, and earth and space science. During the session, we will highlight how the tasks help elicit what students know and can do. Participants will then learn about the features of the associated rubrics and practice applying rubrics to make sense of student responses. We will also share how information from rubric use can inform next steps in instruction and engage participants in a discussion about instructional decision making. Through this process, participants will learn about rubric features that will inform their own creations and adaptations of rubrics. Furthermore, participants will learn about various resources that are freely available.

TAKEAWAYS:
Attendees will learn about the features of a new rubric that has been designed based on feedback from elementary school teachers. Through examples and discussions, attendees will learn how the rubric can help them evaluate student responses in a timely manner and provide detailed information about what students know and can do. This information can be valuable in linking student responses to 3D proficiencies and in determining instructional next-steps for teachers.

SPEAKERS:
Sania Zaidi (University of Illinois Chicago: Chicago, IL), Samuel Arnold (Research Assistant: Chicago, IL)

From cartoon strips to mini documentaries, students can create digital works that show their science understanding. Having an all in one tool like the iPad allows students to show growth in their understanding with exciting, creative projects. Capturing videos, sounds and photos begins the student journey in learning. This session will begin with the why and move into the how. Sharing free apps for creation, the presenter will demonstrate the power of student creation. We will also highlight the various ways to assess and publish these student projects.

TAKEAWAYS:
Attendees will leave this session with ready to go ideas for digital creation using iPad in the science classroom. Student samples from an 8th grade science classroom will be shared.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH)

In this session we will explore the experience of an instructional coach working with a fifth-grade teacher to engage students in three-dimensional learning using an NGSS curriculum at an urban school.

TAKEAWAYS:
This session will explore how instructional coaches can be leveraged in elementary schools to support teachers and students in implementing the NGSS.

SPEAKERS:
Alayla Ende (University at Buffalo, SUNY: Buffalo, NY)

We will model activities that link Latino folktales to science and ELA learning as a means to connect natural phenomena and culture.

TAKEAWAYS:
Attendees will walk away with Latin American folktales that connect to science phenomena for quick implementation in the classroom.

SPEAKERS:
Ivan Ochoa Martinez (Irene C. Hernandez Middle School for the Advancement of Science: Chicago, IL), Julio Mendez (Friedrich W. Von Steuben Metropolitan Science Center: Chicago, IL), Madison Delaney (Teacher: , IL)

Learn about the many resources available to help plan your viewing of the 2023 annular and 2024 total solar eclipses.

TAKEAWAYS:
In order to see the maximum coverage of the Sun in a solar eclipse, the most important detail is a clear sky and fewer clouds. According to current climate data, the best locations to observe each solar eclipse will be reviewed.

SPEAKERS:
Richard Thomas (Beacon High School: Naples, FL)

Come learn about simple, applicable strategies to support your students' executive function skills in the science classroom, with an emphasis on project planning, organization, flexible thinking, and time management.

TAKEAWAYS:
Attendees will identify the educational impact of the 11 main executive functions, as well as learn concrete strategies for supporting their students in both general and special education settings.

SPEAKERS:
Krista Northcutt (New Way Academy: Phoenix, AZ)

Small group instruction belongs in science too! Learn how to create and use formative assessments to support differentiated small group instruction.

TAKEAWAYS:
Attendees will learn how to support all students through differentiated small group instruction.

SPEAKERS:
Kristin Luthi (Gwinnett County Public Schools: Suwanee, GA)

It’s important to keep your finger on the pulse of what students are interested in beyond the walls of the classroom. By keeping up with pop culture and current events you gain a window to the world that a child sees. The trick is to capture that interest and use it to communicate academic content through a lens that stays with them. In this session we’ll see some effective tools that keep the message fresh and effective.

TAKEAWAYS:
Using pop culture interests can be more fun and engaging than putting a character on a worksheet.

SPEAKERS:
John Hawkins (Oak Hill School: Nashville, TN)

This study explored how Project MISE, an inquiry-based professional development, impacted the instructional practices of science teachers.

TAKEAWAYS:
Inquiry-based instructional practices

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA)

Wander your way through 30 different STEM stations to learn about resources, lessons, and teaching strategies to incorporate more STEM into your school and classroom. This farmer's market–type event brings together educators, authors, researchers, and leaders in early childhood through fifth-grade STEM education. Leave with a mindful of great ideas and be inspired!

TAKEAWAYS:
Pick up great ideas and be inspired during this farmer's market–type event.

SPEAKERS:
Sharon Bird (The NEED Project: Manassas, VA), Heather Pacheco-Guffrey (Bridgewater State University: Bridgewater, MA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Susan Erickson (Country School: Weston, MA), Sara Nelson (Iowa State University: Ames, IA), Constance Beecher (Iowa State University: Ames, IA), Elizabeth Dethloff (Robert R. Shaw Center for STEAM: Katy, TX), Christine Preston (The University of Sydney: Sydney, Australia), Catherine Scott (Coastal Carolina University: Conway, SC), Kristin Cook (Bellarmine University: Louisville, KY), Richard Cox, Jr. (Atrium Health), Annette Venegas (Kent School District: Kent, WA), Juliette Guarino Berg (The Town School: New York, NY), Katie Morrison (University Child Development School: Seattle, WA), Wendi Laurence (Create-osity: Park City, UT), Katrina Kmak (Park City Library: Park City, UT), Brittnie Hecht (Park City Library: Park City, UT), Diana Lockwood (Author & Executive Director), Godwyn Morris (Dazzling Discoveries / Skill Mill NYC: New York, NY), Bridget Miller (University of South Carolina: Columbia, SC), Christie Martin (University of South Carolina: Columbia, SC), Rebecca Kurson (Collegiate School: New York, NY), Cori Nelson (Winfield School District 34: Winfield, IL), Shelly Counsell (Self Employed Consultant: No City, No State), Belle Akers (Convent & Stuart Hall's Schools of the Sacred Heart: San Francisco, CA), Kathleen Tate (American Public University System: Charles Town, WV), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Beth Pesnell (Kansas State University: Manhattan, KS), Bill Burton (Tatnall School: No City, No State), Barbara Bromley (Hazelwood Elementary School: Lynnwood, WA), Kim Stilwell (STAFF - Director, Business Development: Arlington, VA), Nancy McIntyre (Robotics Education & Competition Foundation: Greenville, TX), Shari Haug (Science Olympiad: Oakbrook Terrace, IL), Jane Savatski (Janet Berry Elementary School: Appleton, WI), Katrina Pavlik (Deputy Executive Director: Oakbrook Terrace, IL), Mitchell Rosenberg (Kinderlab Robotics, Inc.: Waltham, MA), Tiffany Leones (Digital Promise: Washington, DC), Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA), Danielle Scharen (North Carolina State University: Raleigh, NC), Frances Hamilton (The University of Alabama in Huntsville: Huntsville, AL), Jennifer Williams (Isidore Newman School: New Orleans, LA), Anne Lowry (Aleph Academy: Reno, NV)

Informal science can be found every day in the world around us. Visit exhibitors at the Share-a-thon to learn about many of those incredible examples.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION: No City, No State)

See how tools developed within OpenSciEd units can support students’ progression of and engagement in SEPs and CCCs across a variety of unit contexts.

TAKEAWAYS:
Participants will leave with practical tools such as graphic organizers, general rubrics, and self- and peer-assessments that can be used to support students in incrementally building SEPs and CCCs in a variety of units.

SPEAKERS:
Dawn Novak (Science Educator: Grayslake, IL), Gail Housman (Northwestern University: Evanston, IL), Jamie Noll (BSCS Science Learning: Colorado Springs, CO)

Informal science learning opportunities can be so much more than a trip to the zoo or museum. The resources available at informal learning organizations can greatly strengthen or supplement those at formal learning institutions. Collaboration is key to achieving such results. In many cases, those partnerships are strengthened through the creation of formalized teams or committees. Quite often, that’s where the struggle begins. Frequently, teams are not structured to react quickly to changes and they don’t mature in a manner that provides stability as they age. Whether starting from scratch or reenergizing an existing team, it’s important to recruit members with the right skills and resources, engage them effectively and layout a structure that allows them to succeed… even during times when you can’t be there to lead them. The guidance discussed in this session will provide attendees with successful tips and K-12 examples that they can take with them as they improve informal science in their communities.

TAKEAWAYS:
Tips on building teams from scratch, reorganizing existing teams and laying the path for continued success.

SPEAKERS:
Brian Kutsch (National Science Teaching Association, eCYBERMISSION: No City, No State)

This session is intended to discuss the importance of formative assessment as a tool for guiding students and helping all students to make progress. A variety of formative assessment tools will be explored. Most importantly, the use of individual feedback on formative assessments will be demonstrated and we will discuss how this leads to improved metacognition and critical thinking skills for students. Attendees will see sample student work on formative assessments and accompanying sample teacher feedback. They will practice making comments of there own, in addition to discussing logistical concerns with the practice of individualized feedback.

TAKEAWAYS:
This session is intended to discuss the importance of formative assessment as a tool for guiding students and helping all students to make progress.

SPEAKERS:
Jennifer Maguire (Virginia Tech: Blacksburg, VA)

Misconceptions are both worrisome and problematic to STEM educators because students continue to build knowledge on their current understanding, negatively impacting their learning.

TAKEAWAYS:
In this session, participants will be provided with a framework to deconstruct, reconstruct, and construct (D.R.C. Model) the teaching and learning experience in the STEM classroom.

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA), Catherine Alexander (Franciscan Missionaries of Our Lady University: Baton Rouge, LA)

Hispanic students are a growing minority in school systems. However, the number of Hispanic students earning certificates and degrees in STEM fields at the post-secondary level is far below that of other students. To address this problem, Hispanic students and their families need to be introduced to STEM subjects (including hands-on activities) and STEM professionals (including professors and students majoring in STEM fields) beginning in elementary school. This communication and relationship building needs to continue in both middle school and high school. It then culminates with dual enrollment classes, mentorships, and internships at the community college level. In this presentation, you will be introduced to the RHiTA (recruiting Hispanics to achieve) program at Walters State Community College and the Hispanic STEM engagement pipeline. You will hear about the successes and the failures of this program and the plans for the future. You will be given tips and advice to create a similar program at your college.

TAKEAWAYS:
Develop and implement a pipeline from elementary school to community college in STEM subjects to engage Hispanic students.

SPEAKERS:
Kelly Moore (Walters State Community College: Morristown, TN), Elesha Goodfriend (Walters State Community College: Morristown, TN)

Explore connections between inquiry, project-based learning (PBL), and social-emotional learning (SEL) through a new essential practices guide. Learn strategies that build SEL skills, making PBL accessible to all students.

TAKEAWAYS:
In order to make project-based learning accessible for all students, the development of social-emotional skills must be intentionally planned and explicitly taught.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, NC)

This session is designed to help teachers deepen their understanding of the effective and practical strategies needed to facilitate a successful science fair competition or symposium in either a face-to-face or hybrid environment. Participants will be provided with a variety of instructional strategies and free curriculum materials to ensure that all students have access to a social learning platform that will encourage opportunities to collaborate with peers and mentors through intentional planning. The instructional strategies used in this presentation will promote student engagement, differentiation, and scientific understanding to help form a more inclusive learning environment within the classroom and within the district community.

TAKEAWAYS:
--Participants will experience a variety of impactful instructional strategies that promote authentic scientific research and presentation to promote access to equitable future opportunities for students regarding college and/or career endeavors

SPEAKERS:
Angela McMurry (The Ohio Academy of Science: Dublin, OH)

During the pandemic, STEM leaders took on the challenge of connecting PK-5 students with each other in inclusive community events that focused on expanding access to STEM learning. The Student Design Guild (SDG) is a program bringing students and families together in a Covid-safe environment. SDG had three goals in mind: continue to provide STEM outreach for elementary students, provide a sense of community at a time when schools looked different and new, and provide ways for students to make sense of the pandemic. The SDG united students through a common need and engaged them in STEM learning. Through the design thinking process (a human-centered problem-solving process) and STEM stations, the guild developed opportunities for students that included designing, creating, building, iterating and sharing, all to lay a foundation for developing essential skills necessary for secondary education / work-force readiness. Participants will -learn how to design their own district/school-based Student Design Guild -have access to a model for creating a streamlined district-wide program that expands access and participation in STEM learning view design thinking as a STEM practice -view design thinking as a STEM practice -receive a district-wide student design challenge and a variety of turn-key STEM Stations

TAKEAWAYS:
Learn about one district's model for creating district-wide programming that expands access and participation in STEM learning and understand how that model can be adapted to fit the needs of the user. Understand how to use the design thinking process as a STEM practice and receive a rubric for using design thinking. Have access to a district-wide design challenge and a variety of turn-key STEM Stations for students.

SPEAKERS:
Kristen Brohm (Innovation Center of St. Vrain Valley Schools: Longmont, CO), Colin Rickman (Innovation Lab Coordinator: Longmont, CO)

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (Penn State University: No City, No State), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Learn how to assist educators in facilitating purposeful STEM clubs for elementary girls, focusing on strategies promoting female student achievement, confidence, and interest in science.

TAKEAWAYS:
1. Strategies to establish and facilitate STEM clubs that are fun, develop collaboration, actively combat stereotypes, and provide students with female role models in the STEM community; 2. An exploration of options for club formats and in-class applications, possible equity protocols, as well as a discussion of potential barriers and possible solutions for educators; and 3. Tools and resources for further research and strategies.

SPEAKERS:
David Rosengrant (University of South Florida St. Petersburg: St. Petersburg, FL), Nicole Caltabellotta (Mt. Vernon Elementary: St. Petersburg, FL)

Resources and strategies to support P–12 and postsecondary students in STEM classrooms who have invisible illnesses/ health-impairment disabilities will be shared.

TAKEAWAYS:
Attendees will get an overview of resources and strategies that address the need for safe and equitable learning environments for P–12 and postsecondary students with invisible disabilities/ health-impairment illnesses in STEM classrooms.

SPEAKERS:
Nancy Grim-Hunter (Chicago State University: Chicago, IL)

This session will present attendees with an up-to-date literature review, as well as original research, regarding administrators knowledge and acceptance of evolution and evolution education law. After discussing the research, a virtual library of general resources will be shared with attendees that they bring back to their school and district administrators. Additionally, attendees will learn how to locate or create resources to add to this virtual library that are specific to their state standards, specific content areas, and local communities. The goal is that attendees will return to their schools and districts and be better able to participate directly or indirectly in Instructional Leadership Team roles in their communities in order to promote high quality science instruction for their students.

TAKEAWAYS:
Attendees will learn about our current understanding of administrators' knowledge of evolution and evolution education law and walk away with a virtual toolbox of resources that can be shared with building and district level administrators to better support quality science instruction.

SPEAKERS:
Blake Touchet (National Center for Science Education: Oakland, CA)

Engage students, families, and the community in STEAM through Family STEAM Nights in order to equitably build understanding and interest in STEAM.

TAKEAWAYS:
Participants will learn how to create, recruit, and implement a Family STEAM Night to engage students, families, and the community in STEAM.

SPEAKERS:
McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)