Ticket Price:

• $75 earlybird
• $100 advance

If you have not yet registered for the conference, you may purchase tickets when you register online.

Please note that if you are already registered for the conference and wish to purchase this ticket, click the "add to cart" button above.

Assessment tasks for NGSS classrooms are different from the typical tasks that require students to recall what they know. A Framework for K–12 Science Education and the NGSS call for assessment tasks that ask students to use and apply the three dimensions of science proficiency: disciplinary core ideas, scientific and engineering practices, and crosscutting concepts. With three-dimensional tasks, the expectation is that students will use and apply the three dimensions of science proficiency together to make sense of phenomena or solve problems.

In this session, we focus on designing three-dimensional assessment tasks for classroom use with an emphasis on assessment for teaching and learning. A good assessment task should provide actionable information of value to teachers and their students. Importantly, it should provide insight into how students are building toward an NGSS performance expectation.

How can we use performance expectations to construct assessment tasks that can be used during instruction? Participants will learn an approach for designing three-dimensional assessment tasks and explore how to use them formatively in classrooms to help students build toward the performance expectations.

Participants will also be able to preorder our assessment book Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

TAKEAWAYS:
Participants will learn: 1. what is meant by three-dimensional assessment; 2. how to design classroom-based assessment tasks aligned with the NGSS; and 3. how to make use of formative assessment tasks to support instruction.

SPEAKERS:
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (WestEd: No City, No State)

Ticket Price:

• $75 earlybird
• $100 advance

If you have not yet registered for the conference, you may purchase tickets when you register online.

Please note that if you are already registered for the conference and wish to purchase this ticket, click the "add to cart" button above.

This workshop is designed for instructional coaches and leaders who want to support their teachers in making the instructional shifts required by three-dimensional science standards. Participants will receive NSTA’s suite of instructional coaching tools and gain experience using the protocols and providing feedback.

TAKEAWAYS:
1. Become familiar with a suite of instructional coaching tools and protocols; 2. Gain experience using the instructional coaching tools and protocols; and 3. Identify ways to use the tools to provide feedback to teachers and document growth over time.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Kristin Rademaker (NSTA: Arlington, VA), Tricia Shelton (NSTA: Arlington, VA)

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 Universal Design for Learning (UDL) Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners (CAST, 2018). Instructional designers and teachers can use these principles to create learning environments that reduce barriers to access for all students, while keeping in mind the learning goals of the lesson. The three guiding principles of UDL are engagement, representation, and action and expression. In this session educators will be provided with examples of these principles in action in sample materials from OpenSciEd and classroom videos. In these examples, participating will identify how the materials have been purposefully designed with multiple avenues for engagement, representation, and action and expression. Additionally, they will identify the built-in supports for teachers to highlight student assets and to address potential barriers to learning for their local student population. Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

TAKEAWAYS:
Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

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

From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

SPEAKERS:
Sarah Bexell (University of Denver: Denver, CO)

We live in a data-driven world, and our students will be working in a data-driven workforce. Therefore, it is critical that our Pre-K-12 students learn foundational data literacy skills. However, currently these skills are too often only taught in upper-level classes. All students need these skills and all students, down to our little Pre-Kers, can work with and make sense of science data. Let’s make sure data is an equalizer, rather than another divider in our educational system and society! Join us as we explore what perception and learning science tell us about how our brains process data. We will experience research-based strategies and freely available resources to build science knowledge and self-efficacy through data. Finally, we will explore ways to adapt our existing curriculum activities and data visualizations to help our students more equitably access science. Through hands-on activities and group discussions, participants will leave more empowered to leverage data and data visualizations into their science content in purposeful ways for all learners. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall 21st century skills. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century for all students and ways to adjust existing curriculum to leverage data as entry points into science inquiry, sensemaking, and knowledge for all learners to see themselves in STEM.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, Rutgers University: Princeton, NJ)

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)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them. Leave with a collection of resources to move your professional learning forward no matter where you are on the sensemaking continuum.

TAKEAWAYS:
Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them. Leaders walk away with a consensus-building exercise for their team.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

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 (The University of Chicago: Highland Park, IL)

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)

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: Carbondale, IL)

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: No City, No State), Maggie Moore (Hononegah High School: Rockton, IL)

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)

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)

Let's discuss the expansion and availability of geospatial data (arcGIS, EJScreen, CalAdapt) to examine environmental justice issues in their own community and create climate resilience action plans for an authentic audience (city council, school district, state lawmakers).

TAKEAWAYS:
Attendees will explore strategies for using geospatial data to examine, interpret, and act on place-based environmental justice issues in their communities.

SPEAKERS:
Nancy Metzger-Carter (Sonoma Academy: Santa Rosa, CA)

Although group projects have been shown to increase learning and cooperation, bullying can sneak into student peer evaluations. Examples and alternatives to ghosting presented.

TAKEAWAYS:
Science classrooms are a great place for group projects to enhance learning, but students may unwittingly be ghosted from their group, ultimately making them seem like they are not a team player. We as teachers must be diligent against bullying/ghosting.

SPEAKERS:
Diane Huelskamp (Wright State University-Lake Campus: Celina, OH)

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)

Too many students fall for disinformation. Learning facts is not enough. New research shows students need more critical-thinking skills, and supplemental curriculum helps.

TAKEAWAYS:
Critical-thinking curriculum is available to help “inoculate” students against disinformation and science denial.

SPEAKERS:
David Hundsness (Critical Thinking Project: PACIFICA, CA)

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

TAKEAWAYS:
Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

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

Changing the world sounds like a tall order. But in reality, educators play their role to help change the world every day. Join Stephen Pruitt, former science teacher and science/policy leader, for a humorous, yet important discussion about the critical role of teachers in changing the world. Dr. Pruitt will share his experiences, both personal and professional, to remind us of the power of teachers in his life and as we recover from COVID. Dr. Pruitt has long been a member of NSTA and has worked for the national importance of science education and the support of teachers. His comical storytelling and somewhat unique look at the world will engage and inspire you as we all continue the fight against ignorance.

About the Speaker
Stephen Pruitt is the sixth president of the Southern Regional Education Board in July 2018. Under his leadership, SREB has continued its work on college and career readiness, postsecondary attainment, workforce preparation, learning environment, and support of the SREB states’ policy and education leaders to improve the education systems for each student.

During his career, Dr. Pruitt has amassed education policy, assessment, and instructional background at the local, state, and national levels.

Before coming to SREB, Dr. Pruitt was Kentucky’s state commissioner of education. At the national level, he had worked closely with state agencies and educators around the country to improve policy and practice in science education. In Georgia, Dr. Pruitt began his career as a high school science teacher and subsequently served in several roles for the Georgia Department of Education. Dr. Pruitt can be reached via email, [email protected], or followed on Twitter, @DrSPruitt.

SPEAKERS:
Stephen Pruitt (Southern Regional Education Board: Atlanta, GA)

Join the members of NSTA as they share how to create a classroom culture that supports equitable participation, and learn how to implement these best practices within your own classroom. A roundtable discussion will follow.

TAKEAWAYS:
Sharing of ideas on creating a classroom culture that supports equitable participation

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

1) Using Micro-Credentialing to Support Teacher Growth
This session features an innovative school/university partnership that utilizes strategic mentoring, high-quality professional development, and stackable competency-based micro-credentialing badges to improve STEM educator preparation.

2) The Importance of Being a Leader in Professional Organizations
Participants will discover ways to get involved in professional organizations, including NSTA and their state chapters, as to avoid the "essence drain" amid the challenges of education today.

3) Giving non-science majors the option to put the “A” in STEAM.
This session discusses how student learning can be assessed in a more equitable manner, allowing students the option to communicate comprehension using non-traditional responses.

SPEAKERS:
Angela McMurry (The Ohio Academy of Science: Dublin, OH), Dewayne Morgan (University System of Maryland: Adelphi, MD), Heather Minges Wols (Columbia College Chicago: Chicago, IL)

Creating an equitable classroom requires the creation of a learning community that integrates supports for all students to succeed. Learn how to use common strategies with intentionality to build a classroom community that supports sensemaking. In this session participants will learn strategies that allow you to take your students to the next level as a community.

TAKEAWAYS:
Participants will learn how different strategies can be used to support ALL learners to create a community that learns together.

SPEAKERS:
Megan Elmore (Glenn Westlake Middle School: Lombard, IL), Randie Johnson (Glenn Westlake Middle School: Lombard, IL)

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

TAKEAWAYS:
Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

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

An understanding of the structure of our educational system will allow us to better navigate this system in ways which promote social justice in the science classroom. Consequently, this session will start with a discussion of accountability reform initiatives (such as high-stakes testing) and the impact those mandates have had on science education. Thus, the first part of the session will focus on the interplay between reform initiatives and equity by examining how mandates worked to widen the achievement gap. The NGSS challenges states to make changes to their curricula and bring the focus back to science. We will then move to a discussion regarding how we can use the vision embodied in the NRC Framework to promote quality teaching practices in the science classroom and bring the focus to science instruction. Here we examine equity-driven practices that can work to promote social justice in the science classroom. Participants will identify components within the NCR Framework which promote equity by engaging all learners—specifically historically marginalized students—in the learning process.

TAKEAWAYS:
Accountability mandates such as high-stakes testing are working to funnel time and resources away from science instruction, however, 3D learning and inclusive practices can mitigate the effects of those mandates by promoting sound pedagogical practices.

SPEAKERS:
Klodia Saad (Dearborn Public Schools: Dearborn, MI)

Utilize recent findings about adolescent brain development to create an inclusive, participatory-engaged NGSS/STEM environment and quell disruptive behaviors before they start.

TAKEAWAYS:
NGSS "Rules of Engagement" for better classroom management.

SPEAKERS:
Julie A. Smith (Lennox Middle School: Lennox, CA)

EdReports science review is a by educator, for educator process that involves K-8 educators in the review of full year K-8 instructional materials that claim alignment to the Next Generation Science Standards (NGSS). This session will open by sharing research on the challenges educators face in finding quality materials and detail how EdReports aims to address those challenges. Participants will receive an overview of the science review tools, their creation, and components for both grades K-5 and 6-8 and examine characteristics of alignment to the NGSS and usability. They will engage in large group, small group, and pair share conversations to reflect on local priorities and to inform their own local adoption efforts. Educators will also learn about opportunities to engage as an EdReports reviewer in upcoming reviews, which includes NGSS training, an extended learning community, and a paid stipend for participation.

TAKEAWAYS:
Attendees will build an understanding of the challenges educators face in finding quality materials and how EdReports supports educators to address those challenges, through resources supporting smart adoption processes and opportunities to participate in educator-led review teams.

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

Toshiba America Foundation wants to work together with teachers who are looking for a better way to engage the community in STEM. Participants will hear from educators that have won money for their school and communities to implement STEM action projects.

TAKEAWAYS:
Participants will learn how they can receive cash awards and acknowledge for STEM action projects.

SPEAKERS:
John Anderson (Toshiba America Foundation: New York, NY)

Are you looking to fuel student engagement, incorporate real-world problem solving, and build empathy through STEM? If so, please join us to learn how the United Nations Sustainable Development Goals, student-created learning centers and STEM-based contests promote learner ownership and innovative problem solving. Since the SDGs highlight global inequalities, learning about them builds awareness and develops empathy. This, in turn, encourages students to consider STEM-based solutions to create a more sustainable future that also reduces barriers for underrepresented populations. Our classroom-ready resources allow students to self-select an SDG, become experts about its impact on the global community, and create an informative, interactive learning center. This process increases student interest and engagement and develops leadership skills. As people participate in these student-created centers, they learn about the SDGs and consider positive solutions for each. Ultimately, learning center participants are encouraged to become SDG ambassadors who spread global awareness. In addition, we will share how a systems-based approach for STEM contest integration not only forges STEM pathways, incorporates science and engineering practices, and expands career awareness, but also creates future-ready citizens who are equipped with skills to increase prosperity within our global community.

TAKEAWAYS:
Learn how the Sustainable Development Goals and the Engineering Design Process promote empathy, increase classroom participation, and spark innovative student-based solutions that reduce global barriers within underrepresented populations in order to create real-world change.

SPEAKERS:
Elizabeth Kaleta (John C. Dunham STEM Partnership School: Aurora, IL), Debby Nelson (Rotolo Middle School: Batavia, IL)

Data meetings are as much of a reality to K–12 teachers and students as high-stakes testing. In this session we will share a data tool, as well as the surprising results we have collected so far, to help teachers in understanding students' struggles by asking the students directly what aspect of the assessment they struggled with the most. Our findings are serving students and teachers by improving Tier 1 instruction planning and delivery as well as leading to a much richer and in-depth conversation during data meetings.

TAKEAWAYS:
Teachers will be given the knowledge and tools to implement our Metacognitive Data Tracker in order to improve Tier 1 instruction.

SPEAKERS:
Rocco Williams (Fort Worth ISD: Fort Worth, TX)

One of the most important factors for ensuring that all students experience science education that prepares them for future success is access to high-quality, standards-aligned instructional materials, especially critical for our nation’s Black, Latinx, multilingual, and low-income students. EdReports and NextGenScience provide evaluations of instructional materials to help identify these kinds of high-quality materials. The organizations co-developed the Critical Features of Instructional Materials Design resource to illustrate and provide unified definitions of features that ensure instructional materials can help students meet or exceed today’s science standards. The features described in this document are based on approaches to science learning and assessment described in A Framework for K–12 Science Education and subsequent research. This session leverages key features and illustrations to engage educators and developers in a conversation about the features and what they look like in materials.

TAKEAWAYS:
Attendees will develop an understanding of the importance of high quality materials for supporting students and teachers and discuss how to utilize the critical curriculum features for improving development and selection of curriculum materials.

SPEAKERS:
Jenny Sarna (Director, NextGenScience), Shannon Wachowski (EdReports.org: Fort Collins, CO)

Culturally relevant pedagogy embodies a professional, political, cultural, ethnical, and ideological disposition that supersedes mundane teaching acts; it is centered in fundamental beliefs about teaching, learning, students, their families, and their communities, and an unyielding commitment to see student success become less rhetoric and more of a reality. This session will aid in building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning. In this session, we will exhibit how to identify the key characteristics of culturally responsive lessons. Attendees will acquire lesson design methods that employ cultural competence and effective communication. Attendees will use collaborate boards during the presentation to respond and interact. Activities to exhibit how students identify with what they know in the classroom will be utilized to help educators make connections and apply this information when planning lessons.

TAKEAWAYS:
Building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning.

SPEAKERS:
Kelly Haynes (Baker High School: Baker, LA), Jennifer Norwood (Instructional Support Specialist), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)

The use of natural phenomena and driving questions to motivate student learning are key in the NGSS. With so many different science phenomena being posted for use in the classroom it can be difficult to determine what makes a good phenomenon and if that phenomena would be appropriate in all educational settings. The focus of this hands-on workshop is to give science teachers the tools needed to find, evaluate and use phenomena and driving questions for Performance Expectations that are consistent with the culture of their classroom. We will first explore and evaluate different phenomena used to teach the NGSS from various sources (websites, kits, science texts). Then we will apply cognitive learning theory and practices to those same phenomena and evaluate them considering different classroom cultures. Finally, participants will choose and discourse about alternative phenomena which might be used given different classroom cultures. The ultimate goal is to help science teachers evaluate and choose phenomena and create driving questions which can drive excellent science pedagogy in THEIR classrooms.

TAKEAWAYS:
Science phenomena and driving questions need to be tailored to the real-world of students in YOUR classroom

SPEAKERS:
Rob Keys (Cornerstone University: Grand Rapids, MI)

Learn how Ohio 4-H and the Ohio Academy of Science have partnered to offer the a free STEM entrepreneurial program for junior high and high school students. Educators will participate in activities that will showcase student-centered learning experiences that allows them to explore entrepreneurship in the formal classroom, home-school classroom or 4-H SPIN Club. The curriculum teaches students how to commercialize solutions to problems by developing a STEM Commercialization Plan or STEM Business Plan. The goal of the program is to create a culture of innovation. This is accomplished by focusing on the practical application of STEM and related fields and the development of an entrepreneurial mindset and the critical thinking skills students will need in the future.

TAKEAWAYS:
This session will provide the tools needed to expand student participation in STEM by connecting classroom educators to the broad community of 4-H officers, leaders and facilitators.

SPEAKERS:
Angela McMurry (The Ohio Academy of Science: Dublin, OH), Mark Light (The Ohio State University: Columbus, OH)

Student teaching and the first year of teaching can be unsettling experiences for preservice teachers. They have a million concerns and even more questions! This session brings together a panel of newly graduated seniors and new teachers to talk about their experiences and allow attendees to ask questions. A similar session was included at the Spring Engage conference in 2021 and it was highly attended, leading us to understand the importance of these types of dialogues for preservice teachers.

TAKEAWAYS:
Preservice teachers can be better prepared to student teach and begin their first jobs from new teachers who have just experienced interning or been through their first year.

SPEAKERS:
Natalie Johnson (Chestatee Academy), Lizz Holtz (Glenn C. Jones Middle School: Buford, GA)

1) Designing Projects to Address Community Needs
Join the presenter to discuss the benefits of creating connections between community needs and scientific studies to boost student engagement and increase the cultural relevancy of learning. Examples of community needs projects and full lesson plans will be given to all attendees.

2) Professional Learning Programs for Chicagoland at MSI
The Museum of Science and Industry supports teachers in enacting NGSS-aligned 3-dimensional teaching, facilitating after school programming, and manifesting whole school change through science leadership.

3) Pollinator Investigations with Budburst Community Science
Investigate local phenomena with Budburst, a community science project. Learn how to address the NGSS through student participation in authentic research on plant-pollinator interactions.

SPEAKERS:
Sarah Jones (Chicago Botanic Garden: Glencoe, IL), Lauren Slanker (Museum of Science and Industry: Chicago, IL), Karin Klein (Museum of Science and Industry: Chicago, IL)

The Carriel Garden is a space where students can explore and experiment in nature while learning about connections to society and citizenship. Starting from a school-wide lunch waste worm composting program, the Carriel Garden has flourished into problem-based learning experience for more than just science classes. This session focuses on the success and failures we have encountered along the way in creating a native pollinator patch, vegetable garden, and small school greenhouse at a junior high school in southern Illinois. The presenter, Mrs. Mellenthin, will share lessons she has experienced first hand with her 7th grade science students from learning the escape routines of monarch caterpillars, how to compost outside in Illinois winters, navigating the local farmers market to sell student grown plants, and techniques for running from gophers, deer, and other garden surprises. ;) Topics addressed in the session will include funding solutions, community connections, staff buy in, summer support, STEM connections, and many lessons learned. The session will end with an opportunity for participants to network with others, ask questions, and formulate solutions for their own school projects.

TAKEAWAYS:
Attendees will gain practical examples of problem based learning in a school garden and gain ideas on how to set up or tackle issues in their own school garden spaces.

SPEAKERS:
Amanda Mellenthin (Carriel Junior High School: O Fallon, IL)