So many data conversations fall flat because of current methods of data collection. What if we could vary the type and frequency we collect and analyze data using google forms and spreadsheets? This would allow us to have more in-depth conversations about what the data is say and how we can use it to move instruction forward. In this session, 5 different tools will be presented to teachers that allows them to collect data in different ways. With these tools, the focus is no longer on the past and why things happened, but focus on the future of what we can do to respond to the data.

TAKEAWAYS:
Educators will learn about and receive templates for multiple tools using google forms and spreadsheets to realize the vision of a good data conversation

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

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 (Education Development Center, Inc.: Waltham, MA), Samuel Arnold (Research Assistant: Chicago, IL)

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)

This session will provide an introduction to the freely available Next Generation Science Assessment (NGSA) Elementary (Grades 3-5) task portal (https://ngss-assessment.portal.concord.org/elementary-school) and the companion virtual learning community (VLC), Understanding Progress in Science (https://www.upinscience.org/). The NGSA Elementary tasks are multidimensional and aligned with NGSS performance expectations. They were co-developed with teachers and can work with any curriculum. The Understanding Progress in Science VLC provides additional resources, support, and community of practice dedicated to using assessment tasks formatively in elementary science. Participants can learn more about why and how to use NGSA Elementary tasks, get help understanding student responses and using rubrics, and discuss how to use student responses to guide instruction. During this Bring Your Own Device hands-on workshop, we will share examples of how teachers have used the tasks, sample student responses, and instructional next steps. Then we will guide attendees as they explore the NGSA Elementary tasks and consider how to integrate them into their teaching. Participants will also have the opportunity to explore the resources within the Understanding Progress in Science VLC that can support the formative use of tasks in their classrooms.

TAKEAWAYS:
Attendees will learn how to access and use two related, freely available online resources that support elementary teachers’ use of NGSS-aligned assessment and instruction: A website with tasks aligned with the performance expectations for Grades 3-5 and a virtual learning community around using assessments formatively in the classroom.

SPEAKERS:
Liz Lehman (American Medical Association: Chicago, IL), Brian Gane (University of Kansas: No City, No State), Sania Zaidi (Education Development Center, Inc.: Waltham, MA)

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)