Join us to find out how being mindful can reduce stress and other benefits. Share tips on how to incorporate mindfulness into your life. We will practice breathwork together and share in a meditation exercise.

TAKEAWAYS:
A sense of calm, peace, and balance.

This interactive session will highlight a summer professional learning course designed to prioritize social justice in the K-12 STEAM classroom. While most teachers held social justice orientations, Rightful Presence (Calabrese Barton & Tan, 2020), provided important connection to teaching practice.

TAKEAWAYS:
Teachers in the course used reflection and robust discussion to examine and identify their educational bias, teaching philosophies, and socially just teaching practices in STEAM. This interactive session will share strategies and reflection practices for teachers to bring back to their classrooms.

SPEAKERS:
Meltem Alemdar (CEISMC, Georgia Institute of Technology: Atlanta, GA), Katie Boice (Georgia Tech, CEISMC: Atlanta, GA), Ti'Era Worsley (The University of North Carolina at Greensboro: Jamestown, NC), Justina Jackson (CEISMC, Georgia Institute of Technology: Atlanta, GA)

Knowles Engineering teachers co-developed and piloted a scaffolded framework for integrating social justice into engineering design that we are excited to share with the NSTA community. Come ready to explore how to empower your science students through intentional engineering curriculum design!

TAKEAWAYS:
Attendees will interact with examples of empowered engineering curriculum, as well as apply the framework to their own classroom. Teachers will leave with concrete ideas for how to incorporate more social justice work into their own engineering curriculum in manageable and expanding ways.

SPEAKERS:
Katey Shirey (edukatey: Washington, DC), Emily Berman (Global STEM Challenges Program: Washington, DC)

This session will describe an NSF grant in progress to increase high school awareness of geoscience through field trips and activities. This grant was written by geoscience and education faculty. We will share some activities along with what we learned from the pre- and post- assessments.

TAKEAWAYS:
Attendees will participate in hands-on activities that have been prepared by geoscience faculty at Missouri S&T. The teacher ed. faculty at Missouri S&T will share ideas on how to implement and assess these. Student learning is enhanced when students are engaged in hands-on, field based learning.

SPEAKERS:
Amanda Meek (Professor: Rolla, MO), Michelle Schwartze (Missouri S&T: Rolla, MO)

Indigenization is receiving global attention. Why should we be concerned with Indigenizing and decolonizing our science instruction? Attend this panel discussion to learn how and why different countries are Indigenizing their science teacher preparation, science curricula, and science teaching.

TAKEAWAYS:
In order to advance the process of reconciliation with Indigenous peoples, it is essential that we Indigenize and decolonialize our curriculum and our teaching methodologies. This panel discussion will present ways Indigenizing the curriculum is being done in various international contexts.

SPEAKERS:
Patricia Morrell (retired: Corvallis, OR)

Come learn three discussion routines that can transform your science lessons: “I Notice, I Wonder, I Predict”, “Data Discussions”, and “Let’s Make Sense of It All”. Together we’ll explore key features of each talk, participate in enactments, and brainstorm ways to have more talk time in our lessons

TAKEAWAYS:
For young students, talking is learning as students learn as they talk through their own ideas and listen to the ideas of others. This session highlights three whole class science discussion routines that can transform elementary science lessons.

SPEAKERS:
Michelle Forsythe (Texas State University: San Marcos, TX)

Who belongs in marine sciences? Why does it matter? Join the NMEA Equity & Belonging committee for an interactive session which aims to advance dialogue on social equity & justice in these spaces. This session is for educators who are passionate about integrating marine concepts in their practice.

TAKEAWAYS:
The personal and professional narratives shared by the presenters will highlight tools and strategies to shift the power dynamics in your science classroom. A curated collection of resources to support more just and equitable science teaching practices will be shared.

SPEAKERS:
Rae Quadara (The University of Southern Mississippi Marine Education Center), Janice Williams (Pinnacle Education Services /NMEA /COLC: North York, ON)

What would it look like if we designed all aspects of the assessment system to prioritize impact on instruction and students? We will discuss key principles for designing systems, and examples and implications for state, district, and classroom assessments.

TAKEAWAYS:
Systems of assessment can center students and instruction, and simultaneously surface trustworthy information for decision-making–if they are intentionally designed to do so.

SPEAKERS:
Sara Cooper (Contextus: Lincoln, NE)

Learn how the STEM4Real Lesson Study (LS) can empower teachers to meet needs of diverse learners, especially those with disabilities and underrepresented communities. A case study with a court and community school shows how LS aids in the creation of NGSS-aligned culturally responsive lesson plans.

TAKEAWAYS:
Use a justice centered lesson plan template that connects to students’ lived experiences and identities, creates a learning experience where students from underrepresented communities feel seen and heard and cultivates a community affirming the inherent value of all people, regardless of background.

SPEAKERS:
Marie Gorman (STEM 4 Real: Crofton, MD)

The Framework and NGSS called for phenomena-based 3D learning experiences for all students. Unpack WHY this is important and HOW to make it a reality in your classroom. Take away phenomena and storylines to try in your classroom and strategies for making every student look forward to your class

TAKEAWAYS:
The shift to phenomena-based 3D learning brings the student to the center of the learning and uses their life experiences and approaches to sensemaking to drive the learning.

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

We will share how we implemented current educational research to create a learning environment that supports learners of all abilities.

TAKEAWAYS:
Attendees will understand the educational research supporting a shift away from traditional grading and describe methods of implementation that address issues of equity, differentiation, peer interactions, and more.

SPEAKERS:
David Frangiosa (Pascack Valley Regional High School District: Montvale, NJ)

During this session, participants will discuss the significance of culture in STEAM learning. Additionally, participants will obtain and practice using a tool to include culturally inclusive practices in STEAM lessons.

TAKEAWAYS:
Why are culturally inclusive strategies important in STEAM classrooms? How can you synthesize strategies that challenge and engage a diverse group of learners? In this session, we will reveal a planning tool that you can use to support learner success in STEAM classroom settings.

SPEAKERS:
Deanna Taylor (Interactive Learning Solutions LLC: Columbia, SC), Regina Ciphrah (Verbalizing Visions, LLC: Columbia, SC)

Our session will support science teachers in discovering and incorporating diverse and relevant experiences so ALL students can see themselves as scientists. We will review culturally responsive science instructional practices.

TAKEAWAYS:
1. Explore the tenets of Culturally Responsive Science Teaching; 2. Understand how all learning is cultural and the importance of access to diverse representation; and 3. Explore the components and values of an inclusive science classroom and the need for students need to see themselves.

SPEAKERS:
Tonya Woolfolk (Houston County Schools: Perry, GA), Patricia Morgan (Georgia State University: Atlanta, GA)

In today’s fast-paced world, chronic stress is common, but your mind and body can pay a high price. Learn to recognize overwhelming stress—and what you can do about it. Most importantly, learn how to use the power of your senses to relieve stress on the spot and stay calm, productive, and focused—no matter what life throws at you.

TAKEAWAYS:
Tips on how to manage stress.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: McLean, VA)

Sponsoring Company: Amplify

High quality instructional materials are essential for equitable access to science, but materials are only the start of the instructional journey! Examine the importance of YOUR role as a teacher in leveraging NGSS-designed curriculum to inspire your students to figure out phenomena.

Sponsoring Company: Carolina Biological Supply Company

Teachers will be introduced to the four elements of the anchoring phenomenon routine from OpenSciEd for Middle School. Teachers will experience how an anchoring phenomenon can motivate students to explore & explain real-world phenomena, & develop strategies for creating a driving question board.

SPEAKERS:
Cory Ort (Carolina Biological Supply Co.: Burlington, NC), Hoover Herrera (Carolina Biological Supply Co.: Cranford, NJ)

Sponsoring Company: VEX Robotics

STEM education needs to be inclusive. This workshop will discuss research proven methods for why STEM can help improve student participation in the classroom. Jason McKenna, Director of Education at VEX Robotics, will include examples and techniques that teachers can use in their own classroom.

SPEAKERS:
Jason McKenna (VEX Robotics: Pittsburgh, PA), Drew Ostry (Marketing Director: Greenville, TX)

Sponsoring Company: STEMscopes by Accelerate Learning

Engage in strategies to help your English Learners (EL) population make sense of science concepts and apply their science knowledge to real-world applications. We will explore a variety of strategies for differentiating instruction so that ELs can build their ability to communicate science concepts.

SPEAKERS:
Stacey O'Connor (STEMscopes by Accelerate Learning: Houston, TX), Suzan Morris (STEMscopes by Accelerate Learning: Foley, AL)

Sponsoring Company: PEER Physics

Are you passionate about engaging students in rich discourse and looking for strategies, norms, and protocols that can support this work? Join us for an interactive workshop to explore effective small-group and whole-class discourse techniques. Participants receive consensus building protocols.

SPEAKERS:
Valerie Otero (University of Colorado Boulder: Boulder, CO)

This session is intended for secondary science teachers with multilingual learners (MLLs). MLLs bring important science ideas that contribute to learning. This session will emphasize meaningful language instruction for all students and provide ideas for how to support emergent multilingual students.

TAKEAWAYS:
In this session, participants will engage with meaningful examples of teaching techniques to support higher-level thinking for all students, especially multilingual learners. These examples can be implemented in any secondary science classroom.

SPEAKERS:
Monica Davies Davies (AVID curriculum Developer: Bellevue, WA), Angela DiLoreto (Bellevue School District: Bellevue, WA)

Generating STEM interest through a place-conscious framework is a pathway for students to solve issues relevant to their community. Framing instructional methods within the place-conscious design allow important issues to be at the center of the curriculum.

TAKEAWAYS:
This session will explore how to design hands-on inquiry lesson developed from a place-conscious framework.

SPEAKERS:
Nicole Bookheimer (Pre-service Teacher: BILLINGS, MT)

Designing for justice means centering inquiry on phenomena that cross the artificial boundary between human and natural systems. The result is instruction that not only teaches students to understand the natural world, but broadens their perspectives on how humans fit into natural systems, what constitutes science, and what they can accomplish using science. In high school, some of the design problems that students are noticing in the world may feel overwhelming, but breaking them down using the ideas and practices of science can help students find hope and resilience. For example in OpenSciEd HS, students ask: Where should we focus efforts on treatment and prevention of cancer? What can we do to make driving safer for everyone? How can we slow the flow of energy on Earth to protect vulnerable communities? To answer these, students must use science ideas and practices to understand/think creatively about design problems that emerge from complex systems at the nature-human divide.

TAKEAWAYS:
NGSS-designed instruction that is oriented toward justice can not only teach students to understand the natural world, but broadens their perspectives on how humans fit into natural systems, what constitutes science, and what they can accomplish using science.

SPEAKERS:
Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Samantha Pinter (Norwalk Public Schools: Milford, CT), Jamie Noll (BSCS Science Learning: Evanston, IL)

Grounding in culturally-sustaining STEM as an asset pedagogy in context of an informal learning setting, we will focus on lessons learned in a Gullah community and share curriculum examples along with recommendations for culturally based STEM programs through the lens of our project’s stakeholders.

TAKEAWAYS:
Participants will (1) understand that within the STEM disciplines culture is a part of and embedded within underserved and underrepresented groups and communities and (2) identify ways to design and integrate community assets into project-based learning experiences.

SPEAKERS:
Fenice Boyd (Chair and Professorr: Columbia, SC), Regina Ciphrah (Verbalizing Visions, LLC: Columbia, SC)

Calling all diverse and experienced educators that impact students and their community. Learn how to win up to $10K with Shell sponsored teacher awards.

TAKEAWAYS:
Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

SPEAKERS:
Martha McLeod (Aransas County ISD: Rockport, TX), Amanda Upton (NSTA: Fresno, TX)

Washington County Public Schools, MD had adopted the definition of Acceleration as intentionally providing access to grade/course-level learning so students who have unfinished learning succeed in today’s learning experience. Underpinning this definition we have leaned on the work of John Hattie to identify 4 high-impact areas(relationships, scaffolds, clarity, feedback) of teaching and learning to frame our focus away from traditional remediation. This session will look at the practice of scaffolding instruction in the science classroom. Attendees will participate in collaborative discussions and experience the use of authentic classroom examples. These experiences will promote their own thinking of how our practical strategies can be transferred into their classrooms. Due to the organizational leadership role of the presenters, audience members will be able to have questions ranging from classroom implementation to curriculum integration discussed.

TAKEAWAYS:
The practical use of instructional scaffolds and the supporting strategies to increase access to student learning in science.

SPEAKERS:
Tara Ellis (Washington County Public Schools: Hagerstown, MD)

In this interactive session, we share important lessons learned through our work with states, educators, and developers to support equitable systems of science assessment. These lessons can help us develop better 3D assessment tasks, processes, and systems that lead to better outcomes for learners.

TAKEAWAYS:
Three dimensional assessment design is tricky - come join us to discuss how we can take a systems approach and develop better 3D assessments.

SPEAKERS:
Katie Van Horne (Concolor Research: Orlando, FL)

Come and learn how two different school contexts (rural and urban) are implementing science engineering practices through PBL experiences. Utilizing Engineering is Elementary resources as a model, teachers will share their instructional practices and strategies along with successes and challenges.

TAKEAWAYS:
Participants will be able to explain that SEPs can and should be integrated in a manner to meet the individual needs of a school’s community and make-up.

SPEAKERS:
Trudy Giasi (Valle Catholic Schools: Ste. Genevieve, MO), Andi Maddox (Director of Curriculum and Instruction: Kennett, MO), Brandy Hepler (Southeast Missouri State University: Cape Girardeau, MO)

We have developed a flexible, equitable assessment strategy that can be applied to all levels, grades and courses, that keeps students engaged and accountable. Even better, it can be scaled: used by an individual or by an entire district. We call this the Learning Progression Model.

TAKEAWAYS:
Attendees will understand how learning progressions are used to assess student learning, provide descriptive feedback, set goals, evaluate teaching, and report out achievement.

SPEAKERS:
Elise Naramore (Pascack Hills High School: Saddle River, NJ)

How can we provide access to learning to ensure students can succeed in today’s learning experience? We will look at the practice of scaffolding instruction in science and use classroom examples that can be transferred into your classroom. Q&A to follow.

TAKEAWAYS:
The practical use of instructional scaffolds and the supporting strategies to increase access to student learning in science.

SPEAKERS:
Jeffrey Longenberger (Washington County Public Schools: Hagerstown, MD)

The session will consist of modeling how to flip a traditional classroom. Participants will learn how to create a Pear Deck, use Screencatisfy and EdPuzzle to flip their classroom.

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 (Benjamin Franklin High School: La Place, LA)

This intervention combined purposeful planning and innovative academic vocabulary instruction. Easily replicable classroom strategies and examples will facilitate implementation and demonstrate how to make science accessible to all students, including minorities, economically disadvantaged, English

TAKEAWAYS:
Participants will strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, and explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences.

SPEAKERS:
Julie Jackson (Texas State University: Round Rock, TX)

In this unique curriculum, called BioScann, students become science experts, interpreting data to address a real-world challenge from their expert perspective. Students share their expertise in teams where communication and collaboration are essential to finding a final class solution to the problem. By showcasing a broad array of careers that require a range of training and education, we expose students to science careers that are in high demand; a major point being that STEM is for everyone! BioScann modules are web-based and free. The workshop will showcase a 3-day module designed for grades 7-9, but additional modules that focus on plastic pollution and antibiotic resistance are under development. And are expected to be released in 2023. Evaluations of the original BioScann module indicate that students show dramatic and sustained increases in life sciences interest and career awareness and demonstrate an increased ability to read graphs and interpret complex data.

TAKEAWAYS:
Engage in web-based curriculum that introduces students to a wide range of science careers. You will first experience the curriculum from the student perspective but will also be coached to deliver this free curriculum in your classroom. This curriculum is compatible with google classroom.

SPEAKERS:
Maggie Keeler (Senior Curriculum Specialist: Winchester, MA), Michelle Mischke (VP of Biotechnology Education Programs: CAmbridge, MA)

Studying the Heat Island Effect covers multiple standards and content areas, and is an excellent grounding phenomenon to discuss equity and justice in the classroom. Come to this hands-on workshop to run through this experience and learn about a framework to develop empowering engineering projects.

TAKEAWAYS:
Attendees will leave with a framework for developing engineering projects that integrate social justice, and will also walk through one of our developed projects on the Heat Island Effect.

SPEAKERS:
Emily Berman (Global STEM Challenges Program: Washington, DC)

While it may seem like there’s nothing you can do about stress at work and home, there are steps you can take to relieve the pressure and regain control. Stress wreaks havoc on your emotional equilibrium, as well as your physical health. It narrows your ability to think clearly, function effectively, and enjoy life. Effective stress management helps you break the hold stress has on your life, so you can be happier, healthier, and more productive

TAKEAWAYS:
Tips on how to relieve pressure and regain control.

SPEAKERS:
Azra Chughtai (NSTA: McLean, VA), Michelle Phillips (NSTA: Arlington, VA)

For anyone that has excitedly explained the power of phenomenon-based instruction or 3-dimensional learning and been met with a blank stare – this session is for you! Led by communication experts, this session is designed to help you create K-12 Science messages in succinct, compelling ways.

TAKEAWAYS:
Attendees will learn new ways to describe and explain the importance of 3-dimensional instruction and phenomenon based learning to key audiences, including parents and communities, lawmakers, and non-science educators.

SPEAKERS:
Adam Ezring (Collaborative for Student Success: Washington, DC), Josh Parrish (Collaborative for Student Success: No City, No State), Michelle Austin (Managing Director, SVP: Washington, DC)

It is a challenge to help students not only figure out science ideas, but how to work together and support each other. This panel of classroom teachers will explore how co-constructed community agreements, returned to throughout the year, can help students participate in a scientific community.

TAKEAWAYS:
Participants will understand how community agreements are used in OpenSciEd and other high school classrooms to support collective and equitable sensemaking.

SPEAKERS:
Rachel Patton (Denver Public Schools: Denver, CO), Joe Kremer (Denver Public Schools: Denver, CO), Samantha Pinter (Norwalk Public Schools: Milford, CT)

We will share a model of science home/school partnership, focused on families of young multilingual learners (MLs) that fuels their science and language learning across contexts, sparks their interest and self-efficacy in science, and can be leveraged to support their school science learning.

TAKEAWAYS:
Attendees will leave with concrete strategies, tools, and resources for building science partnerships with families of MLs that support language-enriched science experiences at home and mutually reinforce children's NGSS-aligned science and language experiences at school.

SPEAKERS:
Mandell Academy (Connecticut Science Center: Hartford, CT), Rachel Shurick (Connecticut Science Center: Hartford, CT), Becky Fahey (Connecticut Science Center: Hartford, CT), Cindy Hoisington (Education Development Center, Inc.: Holbrook, MA)

Much of the technology around us has been designed for persons with different needs. We can now set an alarm just by asking a device to do so. We can enter stores without touching doors, and read captions for the news on television while listening to music on earbuds. Online curriculum needs to mirror this type of access to give all students the ability to engage with content. Can the visually impaired student in a biology classroom use a microscope? Where are videos with captions for hearing impaired students? Can a student with limited dexterity independently access interactive slides? Deliberate planning of online lessons and selective use of virtual resources can help foster your students’ independence and alleviate barriers. Come learn from the experts.

TAKEAWAYS:
All students have unique needs in regards to online learning. Deliberate planning of online lessons and selective use of virtual resources can help foster your students’ independence and alleviate barriers.

SPEAKERS:
Christopher Like (Iowa Department of Education: Bettendorf, IA), Jennifer Bliss (Iowa Educational Services for the Blind and Visually Impaired: Iowa City, IA)

This session will focus on sharing instructional modules that have been developed to facilitate relationships between herbaria and high school students to highlight the importance of plants and preserving botanical specimens.

TAKEAWAYS:
Many times, plants are overlooked and considered less significant than animals. This is known as Plant Awareness Disparity. Participants in this session will learn about free instructional modules that will help high school students connect with plants through exploring their own botanical history

SPEAKERS:
Rachel May (Graduate Student: Livingston, TN), Kelly Moore (Tennessee Tech: Cookeville, TN)

This session will provide teachers, school leaders, and administrators a basic framework to implement an inclusive standards-based educational experience that addresses the whole child in a science lab setting through a typical peers/peer facilitation model to build equity in education.

TAKEAWAYS:
Attendees will be presented a step-by-step model that builds equity and implements special education science standards so students of all abilities can “do science” in a safe and trusting environment. Starting small and building relationships is essential to creating program sustainability.

SPEAKERS:
Katerina Flanders (Lambert High School: Buford, GA), Mary Nicoletti (Special Education Teacher: Sugar Hill, GA), Brittney Denier Cantrell (Forsyth County Schools: Cumming, GA)

How do we center students in NGSS units designed for a national audience? Join us to explore how a team of K-8 educators are developing resources and strategies that incorporate local phenomena, community needs, and the lived experiences of their students into their teaching of Amplify Science units

TAKEAWAYS:
Participants will become familiar with an approach used to localize national curricula and take away research-based and equity centered tools, resources and approaches they can use in their own efforts to localize their curricula and create an inclusive classroom environment.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Brad Street (IslandWood: SEATTLE, WA)

As education professionals seek to engage with Tribal entities to support Youth, they need resources to help ensure that they are stepping respectfully and intentionally. Learn about an Un-guidebook, supported by 100kin10, to help non-Native education professionals engage with Tribal entities.

TAKEAWAYS:
After this session, STEM educators will know more about building relationship with indigenous communities, and how both formal/OST, educators can use the Un-guide to create the first steps of a relationship with Tribal entities in their community and better support Tribal learners, especially youth.

SPEAKERS:
Kathy Hoppe (STEMisED, Inc: Rio Rico, AZ), Melinda Higgins (U.S. Dept. of Energy - Fossil Energy & Carbon Management: Washington, DC)

Listen, reflect and be challenged by district leaders who are leading change in the composition of high school Science and Math classrooms. Walk in the footsteps of DAV, a Biology student, as she is introduced to an educational experience designed to challenge her and her teachers' self-efficacy.

TAKEAWAYS:
The session will addressing some of the Systemic Barriers to Advanced Placement STEM Courses and future careers in STEM fields and reflect on ways we are changing the teacher and student efficacies about “math and science persons”

SPEAKERS:
Alina Castillo (Chapel Hill-Carrboro City Schools: Chapel Hill, NC), Valerie Sellars (Chapel Hill-Carrboro City Schools: Burlington, NC)

Sensemaking with the three dimensions is the focal construct we want to measure in science assessments - not the phenomenon or problem or the three-dimensions. Join us for a deep dive into centering sensemaking in 3D assessment design.

TAKEAWAYS:
Participants will leave with examples of 3D sensemaking in assessment tasks and activities for building better assessments that elicit sensemaking.

SPEAKERS:
Sara Cooper (Contextus: Lincoln, NE), Katie Van Horne (Concolor Research: Orlando, FL)

The WISE (Women in the STEM Economy) Women NOLA Mentorship program is a robust STEM mentorship program designed to expose, engage, and inspire young women to enter STEM careers

TAKEAWAYS:
Attendees will learn how to develop, engage, and implement a STEM focused mentorship for high school aged young women through an education-business partnership.

SPEAKERS:
Daphine Barnes (GNO, Inc.: BELLE CHASSE, LA)

Equity-mindedness and meaningful inclusion is achieved with identification and belonging in the biology curriculum. This NSF-funded research project uses the lived experiences and narratives of Black heritage and Gullah-Geechee African Americans to facilitate the learning of biology concepts.

TAKEAWAYS:
Attendees will learn about the connection between identification and belonging and equitable classroom practices and science content. The research literature is used to describe how the emergent themes from the free curriculum resources shared brings equity into the biology lesson.

SPEAKERS:
Catherine Quinlan (Howard University: Rockville, MD)

The NSTA Sensemaking Tool (adapted from the research-based NGSS Lesson Screener) is designed to help educators be critical consumers of curricular materials as well as create and/or revise science lessons to reflect the instructional shifts required by new standards (sensemaking). Join us to gain experience using the tool and facilitating criteria-based consensus conversations with colleagues.

TAKEAWAYS:
Recognize the critical aspects of sensemaking in a science lesson.

SPEAKERS:
Emily Mathews (NSTA: Skokie, IL), Kate Soriano (NSTA: Jersey City, NJ)

According to the US Bureau of Labor Statistics, 100% of the top ten fastest growing occupations between 2020-30 are STEAM-related professions! NOW is the time to leverage our students' learning tools to help them maximize their scientific literacy! Let's use what matters to them to inspire them!

TAKEAWAYS:
Attendees will learn tangible strategies to utilize in their classrooms TOMORROW in order to appeal to their STEAM learners and inspire them to engage in STEAM content in meaningful, creative, and solution-oriented ways!

SPEAKERS:
Shaneka Bullins (Founder and Owner: Lancaster, CA)

Learn how to blend career-connected learning with STEM learning using a suite of career awareness and exploration resources featuring diverse STEM professionals and workplaces. These freely available resources work well in both formal & informal settings for students in 3rd grade through college!

TAKEAWAYS:
ISB has free online videos & resources for career-connected learning. These can be used in formal classrooms & extracurricular programs to highlight nontraditional STEM careers & fields. They also help build systems thinking skills that are applicable and important for student success in any field.

SPEAKERS:
Sara Calder (Preservice Teacher: Seattle, WA), Miranda Johnson (Systems Thinkers in STEM Coordinator: Seattle, WA)

Sponsoring Company: STEMscopes by Accelerate Learning

Looking for an engaging and innovative way to get your students to understand the meaning of a word? Experience ways to zoom in and zoom out of science content using a variety of differentiated strategies. Take these ideas straight back to your classroom for immediate use or for interventions.

SPEAKERS:
Susan Arnette (STEMscopes by Accelerate Learning: Perdido, AL)

Sponsoring Company: Carolina Biological Supply Company

Why is science discourse important? How does it impact improving equity in a science classroom? How do teachers implement this strategy? Learn the answers to these and other questions as you explore engaging (STCMS) lessons from the Smithsonian. Leave with resource materials.

SPEAKERS:
Cory Ort (Carolina Biological Supply Co.: Burlington, NC)

Sponsoring Company: National Institute of Neurological Disorders and Stroke

Students' lived experience of brain disorders can strengthen lessons for Middle and High School science standards on structure/function. Validation of students as personal or cultural lived experience experts sets a foundation for their future learning, that is critical to achieve classroom equity.

SPEAKERS:
Rebekah Corlew (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD), Carlo Quintanilla (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD), Diana Andriola (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD)

Sponsoring Company: College Board

Come for an active conversation about helping introductory learners prepare for AP-level course work in STEM. We will align challenge areas identified using AP exam data with the Pre-AP Course Framework and explore instructional strategies to help students meet these challenges.

SPEAKERS:
Laura Casdorph (Virginia Department of Education: Henrico, VA), Mitch Price (College Board: Portland, ME)

Does your district have limited support for science in Elementary schools? Join us to explore recruiting classroom teachers to develop a science teacher leader community that supports quality science instruction in PreK-5 in all schools.

TAKEAWAYS:
Strategies for developing these science teacher leaders that can increase student performance/interest in science, fostering a science community among educators, enhancing their capacity in science education best practice, and developing their leadership skills.

SPEAKERS:
Amy Reese (Howard County Public School System: Ellicott City, MD), Jenn Brown-Whale (Maryland State Department of Education (MSDE): Randallstown, MD), Linda Wilson (Manor Woods Elementary School: Ellicott City, MD)

In this session you will take a closer look at STEM instruction in order to reflect on whether it is inclusive of all students and how to use innovative ideas to continue moving forward as a STEM educator.

TAKEAWAYS:
Attendees will have an opportunity to discuss and reflect on their own STEM instruction and focus on ways to include all students in STEM education regardless of abilities, language, or economic status.

SPEAKERS:
Pavel Escobedo Garcia (Principal: Ventura, CA), Adriana Guerra (E. P. Foster STEM Academy: Ventura, CA)

The purpose of this session is to explain how NGSS-aligned state assessments are developed alongside our state partners. We will use our Item Review Framework to analyze a sample item from New Meridian and ask participants to compare/contrast that with released items from their state. This comparison will provide teachers with the tools they need to review their own state assessment content and provide evidence for the changes they would like to see enacted within their state program.

TAKEAWAYS:
Teachers will leave with a better understanding of how state-wide assessments are created and the role educators can play in influencing the direction of those assessments.

SPEAKERS:
Christopher Lazzaro (New Meridian Corporation: austin, TX)

We focus on students’ science mindset vary over time when engaged in science inquiry activities and is there a difference between male and female students? Our quantitative research shows that the use of scientific inquiry as a teaching method directly impacts a females science growth mindset.

TAKEAWAYS:
A female's science identity weakens if elements such as self-efficacy, interest, and willingness to challenge themselves are missing. As students become more familiar with scientific inquiry, there is a deeper understanding of the science content, reducing the gender science achievement gap.

SPEAKERS:
Dr. Jennifer Hooper (Byron Steele High School: Converse, TX)

Many states are adopting policy that promotes the use of high-quality standards-aligned curriculum for all grade levels. However, educators may question the accessibility of these units for all students. In the Science Curriculum Adaptation Project for Special Educators (SCAPE) program, science specialists from the Massachusetts Department of Elementary and Secondary Education worked with special educators to adapt the NYU SAIL “Garbage” unit for students with moderate to severe disabilities. Science specialists provided learning activities around the structures and routines in the unit and guided teachers through key lessons. Teachers then identified barriers and used Universal Design for Learning (UDL) to adapt the unit for their students to access ideas and SEPs in the unit. Each teacher participant left with an adapted unit to pilot with students. In this presentation we will outline the program and share examples of adaptations made for students with disabilities.

TAKEAWAYS:
Session attendees will learn about a MA program designed to support special education teachers in using the high quality “Garbage” unit with their students. Attendees will also see examples of UDL-based adaptations that can be used with science students with moderate to severe disabilities.

SPEAKERS:
Angela Palo (Horace Mann School for the Deaf and Hard of Hearing: Brighton, MA), Casandra Gonzalez (Massachusetts Department of Elementary and Secondary Education: Everett, MA)

Students and presenters will share how they are making a positive impact in their community through interdisciplinary research and design thinking. During this interactive session you will learn how to teach students interdisciplinary research, interview skills and host a community showcase.

TAKEAWAYS:
It is hard for students to learn about complex problem such as climate change, water security through STEM fields only. By combining STEM research with other disciplines, students learning is deepened and it gives teachers a chance to collaborate with colleagues from other disciplines as well.

SPEAKERS:
Jim Birdsong (Monta Vista High School: San Jose, CA), Kavita Gupta (Monta Vista High School: Cupertino, CA)

What does engagement look like in a physics classroom? Movement, noise, and fun! Learn about how you can include all students in your physics classroom. Take home a sample lesson plan on 1-D kinematics and learn more about project-based learning, cross-curricular lessons, and real-world designing.

TAKEAWAYS:
Make physics accessible to all learners by encouraging curiosity, creativity, and promoting equity, inclusion, and engagement through an exploratory instructional strategy.

SPEAKERS:
Tita Anderson Lovell (Paul Duke STEM High School: Duluth, GA)

The GNOu Mechatronics Apprenticeship program showcases the framework of New Orleans' premier apprenticeship programs that was created through dynamic partnerships between 2-year community colleges and the manufacturing industry.

TAKEAWAYS:
The GNOu Mechatronics Apprenticeship program will showcase the framework used to create an apprenticeship program focused on advanced manufacturing- one of the leading new employment sectors. Attendees will learn how the partnerships were formed between the industry & 2-yr colleges.

SPEAKERS:
Osmar Padilla (Director of Workforce Programs: New Orleans, LA), Daphine Barnes (GNO, Inc.: BELLE CHASSE, LA)

Students in the general education science classes have multiple abilities by which they learn. With more districts turning to the use of technology in the classroom for all students, targeted technology can aid in deeper comprehension and retention of biological content.

TAKEAWAYS:
Biology is a difficult science to master with its broad content and specific terminology that can be tricky to understand, however for students with moderate/severe disabilities and ASD it can be more frustrating and more extensive supports need to be put into place to allow for student success.

SPEAKERS:
Jessica Minton (Houston High School: Germantown, TN)

Elders begin with storytelling that builds foundational knowledge, which leads to a familiar phenomena. This is followed by ongoing formative assessment that evaluates the progress during inquiry process. This, along with removing barriers to learning, results in an enjoyable, healing classroom.

TAKEAWAYS:
Construction of a rigorous, inquiry-driven, student-centered, culture-based classroom is demonstrated. With removal of the 10 most common barriers to learning, success is possible for all students. With the addition of humor and celebration, you will have a healing classroom that can change lives.

SPEAKERS:
Joel Truesdell (Kamehameha Schools Hawaii Campus: Hilo, HI)

This talk will describe ways in which science educators can utilize the science of early adversity and resilience to improve their classroom culture, mitigate the effects of early adversity on student performance, and provide students with strategies to improve their educational outcome.

TAKEAWAYS:
Attendees will learn the basics of the science of early adversity and resilience through the 6 pillars of trauma-informed care proposed by the Substance Abuse and Mental Health Services Administration (SAMHSA). An emphasis will be placed on strategies and suggestions educators implement.

SPEAKERS:
Chelsea Robertson (Assistant Professor: Wheeling, WV), Cheryl Robertson (University of Tennessee, Knoxvile: Knoxville, TN)

The path to science leadership is not always a clear and direct route. Join us as we share our path to science leadership and the numerous options for supporting teachers and leaders in promoting high-quality science instruction.

TAKEAWAYS:
1. An understanding of the science leader’s role in putting the pieces of the NRC Framework together for a coherent science program; 2. Ways to strategically plan and prioritize professional learning based on system and individual teacher needs; and 3. Developing a strategic and personal plan to adv

SPEAKERS:
Patricia Morgan (Georgia State University: Atlanta, GA), Tonya Woolfolk (Houston County Schools: Perry, GA)

Learn how we collaborated with local organizations and tribes to incorporate climate change focused phenomena rooted in the local community and the student’s interests and identities. We’ll share our framework for the learning, lessons learned and how it connects to a statewide ClimeTime project.

TAKEAWAYS:
Teachers will be provided an example of how to incorporate climate change and their local communities into a secondary science unit through collaboration with community partners and local tribes.

SPEAKERS:
Brad Street (IslandWood: SEATTLE, WA)

Research in climate change education indicates that knowledge alone is a poor predictor of student action toward addressing climate issues. Learn about how one high school is supporting students to connect local issues, climate and food justice through community partnerships and civic action.

TAKEAWAYS:
In this session you’ll learn about: A framework for education that integrates knowledge of place, interdependence, and student agency Current research in climate change education How food justice can be a powerful motivator that leads to student engagement and action

SPEAKERS:
Andrew Margon (Teacher: NY, NY), Jennifer Cirillo (Shelburne Farms: Shelburne, VT)

Conduct an activity that can be used to introduce students to the concept of energy justice and receive a scorecard that can be used to evaluate stories that highlight our current and future energy system and its impacts on people and communities.

TAKEAWAYS:
Attendees will learn about energy justice and use an evaluation scorecard as one strategy to enhance education about clean energy technologies while promoting literacy, systems thinking and critical thinking skills among learners.

SPEAKERS:
Dana Haine (UNC Institute for the Environment: Chapel Hill, NC)

Experience an inquiry-based dance class showcasing key pedagogical ideas that support all learners, creating equitable opportunities for engagement and access. Designed using a research-based model, and an inclusive framework, build instructional knowledge that transfers to the science classroom.

TAKEAWAYS:
Experience best practices for science instruction including elements like differentiation, student choice, the power of kinesthetic learning, and more, all wrapped up in a research-based instructional model using an inclusive framework approach.

SPEAKERS:
Isaac Stauffer (Amplify Science: Chicago, IL)

How do students' learning experiences change when we expand what constitutes science and engineering and begin to see science as part of social justice teaching? The Brilliance and Strength report pushes us to include these two ideas in the form of science activities, teacher planning and implementation, and materials development. Join us as we explore these ideas as they are applied to elementary science. We will provide some examples of what we think these goals mean for teaching and learning, discuss them, and then co-design others as a way to dive more deeply into justice-centered learning. Brilliance and Strengths Report: Equity foci 3 and 4 and Recommendations 6 and 8

TAKEAWAYS:
Science learning is part of social justice teaching and learning.

SPEAKERS:
Carla Zembal-Saul (Penn State: State College, PA), Heidi Carlone (Vanderbilt University Peabody College: Nashville, TN)

The NSTA Multicultural and Equity Committee invites you to attend our recruitment & informational social.  Refreshments will be served.

***Open to all interested

SPEAKERS:
Renata Casiel (Meetings Manager: Arlington, VA)

Looking to help your students reflect both as an individual and as a learning community as they make sense of the world around them? In this session, participants will explore tools and techniques that provide opportunities for students to develop their social and emotional skills.

TAKEAWAYS:
Participants will explore all of the tools and techniques that are provided in OpenSciEd units that allow students to improve their social-emotional learning skills as they reflect on community agreements, class discussions, and working as a team.

SPEAKERS:
Thomas Clayton (K-5 STEAM Specialist: Long Valley, NJ)

This session will provide resources for real life research and curriculum building opportunities in STEM. Come experience the passion of a veteran science educator who is continually finding new ways to enhance her own learning and wants to share her success with you!

TAKEAWAYS:
Teachers will leave with resources and ideas on how to synergize their own professional practices by participating in hands on research and learning opportunities that will provide them the tools to successfully introduce real- life STEM concepts into their own teaching.

SPEAKERS:
Camie Walker (Weber School District, Ogden, Utah: Farr West, UT)

This session is designed to support instructional leaders and teachers in considering what the key shifts called for in the NGSS and Framework look like in classrooms. Our team developed an observation tool through our work observing and coaching 76 schools adopting OpenSciEd. The observation tool identifies what to look for in classrooms around rigor, teacher’s responses to student ideas, students’ responses to each other’s ideas, vocabulary, key instructional moves, and student sensemaking. Attendees will unpack the tool and then use it with classroom videos to understand the focal areas. Next, we will examine examples of how schools have used the tool, including classroom observations, to guide PLC discussions, and to facilitate individual teacher reflections. Finally, participants will have an opportunity to plan how they might adapt and use the tool in their own contexts.

TAKEAWAYS:
Attendees will take away an observation tool that is designed to focus observers on the actions of teachers and students that indicate rigorous student sensemaking. Attendees will practice using the tool and consider how to use the tool in their context.

SPEAKERS:
Renee Affolter (OpenSciEd: Montpelier, VT), Benjamin Lowell (New York University: New York, NY), Hillary Paul Metcalf (Stanford University: Chelsea, MA)

Making core instruction accessible to a variety of English Learners isn’t rocket science! With intentional planning and implementation of best practices, you can support multilingual learners with deepening their understanding of science concepts AND developing their English language proficiency.

TAKEAWAYS:
Learn more about collaborating and intentionally developing resources for a range of English language learners.

SPEAKERS:
David Flores (Title III Resource Teacher: Charlotte, NC), Christina Mahar (English Language Resource Teacher: Charlotte, NC), Darlene Keyser (Charlotte-Mecklenburg Schools: Fort Mill, SC)

STEM and SELI explores how to bring social emotional learning practices to your science classroom.

TAKEAWAYS:
One main takeaway is that science teachers can use social emotional learning practices to both foster better working relationships with their students, and show students that science (like interpersonal relationship building) is applicable everywhere, and not just in the classroom.

SPEAKERS:
Ariella McCown (Educator: Baltimore, MD)

In this session, the presenters will share specific strategies and an intentional design for preparing elementary STEM teachers to create inclusive and equitable STEM classroms.

TAKEAWAYS:
Participants will learn about specific strategies to create inclusive STEM classrooms. Elementary STEM educators will model ways in which they have revised curriculum and integrated specific STEM pedagogy that is inclusive, culturally sustaining, and rooted in social justice.

SPEAKERS:
Bonnie Maur (Sacred Heart University: Monroe, CT)

Problematizing phenomena requires that tasks pose productive uncertainties related to a phenomenon or problem explicitly to students. During this interactive session, participants will analyze various assessments and artifacts for how problematizing is an integral part of the assessment.

TAKEAWAYS:
Participants will engage with well problematized assessment scenarios and will have access to these assessments for future use.

SPEAKERS:
Dawn Novak (Northwestern University: Grayslake, IL), Sara Cooper (Contextus: Lincoln, NE)

Participants will participate in several discussions focused on the general perception of STEM careers that students may have, as well as their own perceptions and biases surrounding the content and materials they incorporate in their instruction. Strategies will be provided for use in the classroom to engage student interest in seeing themselves in STEM, and foster space for their resilience and perseverance. Activities: Discussion: What does a scientist look like? Activity (Philosophical Circle): Participants will be given a scenario and tasked with determining their response to that scenario. Activity: Choose an item that symbolizes skills or qualities that are needed to persevere in STEM. Discussion: What do you do in your classroom to cultivate student perseverance and resilience?

TAKEAWAYS:
Attendees will takeaway strategies to engage student interest and perseverance in STEM.

SPEAKERS:
LaTonya Bolden (School Improvement Coach: Union City, GA), Marshai Waiters (Marietta Middle School: Kennesaw, GA)

Our session introduces an open-source data visualization tool, Map Spot, which creates spaces for participants to draw together personal and public accounts to illustrate claims about the places they live. Research shows that visualization tools can help youth understand the effects of disasters, the value of resilience, and how infrastructural improvements can support or even alleviate existing community resilience strategies. Besides Map Spot, we will demonstrate YARDs, a 14-session curriculum for middle school youth to advocate for building community resilience. Youth advocacy is an effective intervention for improving individual and group-level psychosocial outcomes and also built environment and community change. Our presentation will show how these two tools can help youth reflect on the effects of disasters in their communities, imagine what resilience to these disasters might mean, and advocate for infrastructural projects that will benefit themselves and the region.

TAKEAWAYS:
Besides Map Spot and YARDs, participants will learn how advocacy work can increase self and collective efficacy and connect youth to a broader network of local allies. In addition to the potential for infrastructural change, these social and individual psychosocial changes can enhance resilience.

SPEAKERS:
Mohsin Yousufi (PhD Student: Atlanta, GA), Allen Hyde (Assistant Professor: Atlanta, GA)

Culturally responsive pedagogy can help bridge the diversity gap in STEM. This session shares how our Dream City program supports all students in thinking like urban planners to design beautiful neighborhoods that are not only structurally sound but also inclusive and responsive to all who come.

TAKEAWAYS:
Attendees will have a chance to see how IMSA Outreach provides inquiry-based, hands-on STEM learning. Attendees will see how inquiry-based teaching and learning is, by its very nature, inherently culturally responsive and can leave with practical ideas to use in their own classrooms.

SPEAKERS:
Elaine Wu (Illinois Mathematics and Science Academy: Aurora, IL)

Project-based learning, a strategy used in STEM education, improves student outcomes across racial and socioeconomic backgrounds and reading and language proficiency levels (LER, 2021).

TAKEAWAYS:
Participants will experience project based learning while working to solve a real world problem.

SPEAKERS:
Falicia O'Mard (K-12 District STEM Coordinator: Suwanee, GA)

Students bring amazing intellectual resources to make sense of natural phenomena. Come learn how to notice and leverage them in your teaching.

TAKEAWAYS:
Culturally responsive education supports student sensemaking and learning in science. Inclusive science strategies help teachers learn to see students’ sense-making resources. These methods help us create and adapt curriculum that is equitable and justice centered.

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC), Philip Bell (University of Washington: Seattle, WA)

Empower our students to be solutionary thinkers with “think local, act global” as an important theme in student centered instruction. Create engaging 3D, phenomenon-based opportunities through a social justice lens and harness local and global community partnerships to deepen student learning.

TAKEAWAYS:
Create a solutionary approach to lesson planning connecting local and global environmental issues in California and Africa, while enhancing SEL. Using the 3D5E DO-KNOW-THINK Learning Sequence, teachers create STEAM-centered lessons for engagement, interdisciplinary active learning, and empathy.

SPEAKERS:
Marie Gorman (STEM 4 Real: Crofton, MD), Jacqueline Lafitte (Teacher: Hayward, CA), Leena McLean (STEM4Real: Honolulu, HI)

Join this hands-on workshop to explore phenomenon-based outdoor learning with (free) Eco-Engineering Challenges and Schoolyard Investigations, using a toolkit of research-informed easy-to-implement instructional strategies that promote equitable and inclusive student engagement.

TAKEAWAYS:
Participants will leave with instructional strategies and teaching resources they can implement immediately to create a more relevant, equitable and inclusive learning environment for phenomenon-based environmental and outdoor learning.

SPEAKERS:
Stephanie Miles (Villa Rica High School: Temple, GA), Patricia Morgan (Georgia State University: Atlanta, GA), Karan Wood (Environmental Education Alliance of Georgia (EEA): Acworth, GA)

Sponsoring Company: Savvas Learning Company

Take on the role of a consultant for NASA to design a system to model a rocket launcher. This challenge will highlight tools to support Gender Equity, Economically Disadvantaged Youth, English Learners, Students with Disabilities, and Advanced and Gifted Learners.

SPEAKERS:
Jessi Davis (Savvas Learning Co.: Paramus, NJ)

This uniquely inspiring and collaborative session invites participants to engage in the deep individual and collective work needed to transform educational systems and build a culture of responsiveness. This session offers an integrated approach between trauma-informed care, cultural competency, and restorative-resiliency practices. Strategies will be offered to ensure a fully restorative and healing-centered culture that is apparent in policy and action.

TAKEAWAYS:
Understand the impact of trauma on learning and advancing equitable policies for reducing adverse childhood experiences Embrace the power of social emotional learning to grow

SPEAKERS:
Marisol Quevedo Rerucha (National Parents Union: San Diego, CA)

(Providing all 3 presenters) Making sense of the world as part of a classroom community requires a classroom culture where all students feel like they belong and it is safe to participate, share their ideas, disagree, and productively struggle together. Participants in this session gain strategies and resources for developing and supporting the ongoing use of classroom norms.

TAKEAWAYS:
Classroom norms create a culture of equitable science learning.

SPEAKERS:
Edel Maeder (Rochester City School District: Hilton, NY), Zoe Evans (Bremen City Schools: Carrollton, GA), Kristen Moorhead (PLI, LLC: Mesa, AZ)

Deepen engagement for all students by showing them the power of science to impact their worlds.

TAKEAWAYS:
Participants will leave with practical strategies for empowering students to apply their learning to have a positive impact on their communities.

SPEAKERS:
Ben Talsma (Van Andel Education Institute: Grand Rapids, MI)

How do we adapt curriculum to support our emergent multilingual learners? How can we localize phenomena for science instruction? Participants will examine student work from multimodal language surveys and learn strategies to guide curriculum adaptations for more linguistically equitable learning.

TAKEAWAYS:
Participants will be provided with a language survey tool, example student work and a strategies list to help them make more linguistically inclusive curriculum adaptations and help localize phenomena for science instruction.

SPEAKERS:
Katherine McNeill (Boston College: Newtonville, MA), Samuel Lee (Boston College: Brighton, MA)

This session will feature a combination of presentation and interactive activities to provide classroom teachers with immediate feasible and practical implementation strategies to support all learners in their general education science classrooms.

TAKEAWAYS:
Attendees will leave this session with research-based and practical pedagogies of how they can support all learners, including students with disabilities in their general education science classrooms in their very next lessons.

SPEAKERS:
Lauren Madden (The College of New Jersey: Ewing, NJ), Dina Secchiaroli (Professional Learning Specialist: No City, No State), Sami Kahn (Princeton University: Princeton, NJ), Jonté Taylor (Penn State: University Park, PA), Lacey Huffling (Georgia Southern University: Statesboro, GA), Michele Koomen (Gustavus Adolphus College: Port Townsend, WA)

STEM classrooms should establish a welcoming environment in which all individuals can use their cultural knowledge and practices to make sense of the world.

TAKEAWAYS:
Approaches to identify and honor student lived experiences and cultures in STEM classrooms and communities

SPEAKERS:
Zachary Cue (UCLA STEM+C3 and Science Project: Reseda, CA), Richard Huynh (Science Coach: North Hills, CA), Justin Betzelberger (UCLA Science Project: Nolensville, TN)

Looking for an innovative way to bring to life the science vocabulary your students need to know? This session will cover a strategy to enhance the ol' word wall of the past into an engaging learning experience that is low prep for the teacher with maximum benefit for the student.

TAKEAWAYS:
Teachers will leave with the ability to create an engaging visual representation wall, knowledge of current brain science behind building vocabulary memory, and factors to consider when prioritizing key vocabulary words.

SPEAKERS:
CHRISTINA SPEARS (Director of Teaching Academy: Comfort, TX)

Educators will experience how 3D learning in any curriculum can be made into 5D learning if they have the pedagogical framing that identifies both phenomena types and supports phenomena adaptation. Specifically, place, student interests, and identities provide motivation to engage in sensemaking.

TAKEAWAYS:
Educators will learn to identify phenomena types, select related phenomena and use students' place, interests, and identities to promote equitable learning experiences. These pedagogical tools and framing will help educators turn 3D, NGSS-aligned phenomena-based units into 5D learning experiences.

SPEAKERS:
Leonard Kenyon (Maine Mathematics and Science Alliance: BRUNSWICK, ME)

STEM is a way of thinking and engaging in STEM skill-building activities can help students become better STEM thinkers. Every student benefits from these opportunities, but access is not equitable. Experience STEM skill-building activities that can be done with students of any age in any classroom.

TAKEAWAYS:
By the end of this session, participants will understand why it is important to provide opportunities for every student to develop STEM skills and simple ways to engage students in STEM thinking.

SPEAKERS:
Dodie Resendez (Region 4 Education Service Center: Humble, TX)

We will explore the what, why, and how of integrated science and language teaching. We will describe, illustrate, and model research-based strategies, tools, and resources teachers can use to support inquiry, sense-making, and language development with their young multilingual learners (MLs)

TAKEAWAYS:
Attendees will leave with some research-based strategies, tools, and resources to support planning and facilitation of language-enriched and inclusive science experiences that leverage science as a context for language and for building skills across the developmental domains with a focus on MLs

SPEAKERS:
Mandell Academy (Connecticut Science Center: Hartford, CT), Rachel Shurick (Connecticut Science Center: Hartford, CT), Becky Fahey (Connecticut Science Center: Hartford, CT), Cindy Hoisington (Education Development Center, Inc.: Holbrook, MA)

This session is presented by members of the Georgia Science Teachers Association Board of Directors and shares ways to incorporate literacy in science lessons using inclusive teaching strategies. The session will be a panel presentation that addresses using a broad range of analogies, a mix of textual and visual representations, inclusion of examples that include both women and ethnic minority groups, students with disabilities, use of funds of knowledge, a variety of learning exercises and assessments and the use of rubrics. Justin Harvey (GSTA Director) is submitting this proposal on behalf of the GSTA Board, but he is not one of the presenters. The panel of presenters include: Teresa Massey, GA District 10 Director Robert Bice, GA District 1 Director Jane Reed, District 2 Director Michelle Thompson, District 8 Director Kathryn Mullen, District 12 Director Melissa Niemi, GSTA President-Elect

TAKEAWAYS:
Participants will see how the need to consider diversity is important for all students learning science. Participants will gain research-based strategies for integrating diversity in science lessons that meet the needs of all learners.

SPEAKERS:
Teresa Massey (Graduate Student: Snellville, GA), Michelle Thompson (Effingham College and Career Academy: Rincon, GA)

Sponsoring Company: National Institutes of Neurological Disorders and Stroke

Students' lived experience of brain disorders can strengthen lessons for Middle and High School science standards on structure/function. Validation of students as personal or cultural lived experience experts sets a foundation for their future learning, that is critical to achieve classroom equity.

SPEAKERS:
Rebekah Corlew (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD), Carlo Quintanilla (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD), Diana Andriola (NINDS - National Institute of Neurological Disorders and Stroke: Bethesda, MD)

STEP UP is a national community of physics teachers, researchers, & professional societies. We design research-based materials to empower teachers, change culture, & inspire young women to pursue physics. The poster presents the research behind the design, evidence of impact and propagation model.

TAKEAWAYS:
Learn about research behind the design, and evidence of effectiveness behind classroom interventions that you can use to expand the narrow perceptions of physics and promote supportive classroom cultures to facilitate physics identity development, particularly for women.

SPEAKERS:
Nicole Murawski (Royal Oak High School (retired): White Lake, MI)

Here we share promising practices from a case study at Jackson-Reed High School, where we implement a framework focused on empowering young non-men to pursue engineering through student-led community engagement.

TAKEAWAYS:
We believe this framework is a promising strategy and can be easily implemented in a variety of classroom settings.

SPEAKERS:
Ella Davis (Student Intern: Washington DC, DC), Kimberly Jacoby Morris (STEM Program Coordinator: Ijamsville, MD)

Step-by-Step Skills explains how to break down a scientific skill into a series of steps. Presenters will provide examples from their own classroom as well as a framework for how to utilize the technique across multiple grade levels and science disciplines.

TAKEAWAYS:
Attendees will learn how to break down a scientific skill into a series of steps and why it is helpful for all learners, but especially those within a neurodiverse classroom.

SPEAKERS:
Catherine Beck (Randolph School: Huntsville, AL)

NMLSTA is the ONLY science teacher association devoted to meeting the unique needs of middle school science educators. Members of the NMLSTA Board of Directors will be on hand to share a variety of information about the organization.

TAKEAWAYS:
You will learn about NMLSTA activities during this conference, specifically our Share-a-Thon, and throughout the year, including various awards available to our members

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL)

This session presents a science and literacy instruction intervention aimed at helping improve student achievement on high-stakes standardized tests. This study found statistically significant results with medium to large effect sizes at multiple campuses. Findings contribute to research and practice by demonstrating how to make science education accessible to all students, including minorities, economically disadvantaged, English learners, and At-Risk students. It also advances knowledge about effective science and literacy instruction interventions. Participants in this session will learn how to strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences. Easily replicable classroom strategies and examples that may be used to facilitate implementation will be shared.

TAKEAWAYS:
Participants will strategically target academic vocabulary, visually display connections between inquiry activities and vocabulary, and explore opportunities for students to experience vocabulary in context, actively process word meanings, and practice using vocabulary to speak and write sentences.

SPEAKERS:
Julie Jackson (Texas State University: Round Rock, TX)

This session will provide educators with ideas for hosting STEM day/night for K-8 students (especially in Title I schools). Attendees will participate in hands-on STEM challenges that explore phenomena, require minimal preparation, and can be completed in 45 minutes or less. Educators will walk away with packets that include posters, supply lists, rubrics, and worksheets. This session will help attendees to facilitate and model simple Engineering Design Challenges that will engage ALL scholars.

TAKEAWAYS:
Attendees will learn how to coordinate a STEM day/night including scheduling ideas, resources. Attendees will receive packets for their respective grade levels/grade bands that include posters, supply lists, rubrics, and worksheets.

SPEAKERS:
Karelle Williams (The Main Street Academy: Lithonia, GA)

Queer people have been and are still marginalized in science and the world. Come learn simple tricks and strategies to affirm and represent LGBTQIA+ students in your classes. Teachers and teacher leaders of all grade ranges are welcome, but especially middle and high school educators.

TAKEAWAYS:
Attendees will learn how to affirm and represent queer identities so students feel safe, supported, and inspired to engage in science. Attendees will learn simple yet impactful methods to create classrooms that acknowledge and celebrate the diversity of their students.

SPEAKERS:
Jamie Kubiak (The Bronx High School of Science: Bronx, NY)

Discussion is how a classroom community makes sense of what it is investigating. But for that to happen, students need to actually be talking. Learn strategies for planning discussions, ensuring equitable access, and teacher moves to guide the conversation. It's time to get your students talking!

TAKEAWAYS:
Discussion is the way that a classroom community makes sense of what it is investigating, and there are tools and approaches that teachers can use to ensure that all students have access to this sensemaking.

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

A key aspect of the vision in A Framework for K-12 Science Education and Developing Assessments for the Next Generation Science Standards is how to develop assessments to advance equity. In this session, participants will use an equity framework developed to analyze three-dimensional assessment task

TAKEAWAYS:
Participants will use an equity framework that has been developed to support (re)designing assessment tasks to ensure accessibility by all students. Participants will use this equity framework to analyze example assessments for alignment.

SPEAKERS:
Dawn Novak (Northwestern University: Grayslake, IL)

This session will be about the importance of Observation as the first scientific skill that we can impart to our students; without it you cannot complete the rest of the practices. Observation can help our multilingual learners and diverse learners feel like they have a place in certain sciences that seemed inaccessible before due to language barriers. Certain teacher moves will be discussed that will strengthen observations as well as activities that the teachers will be able to recreate in their classroom to do the prep work for such a strong foundational skill. Activities will include: drawing, gallery walks, whole group/small group observation discussions. While this proposal requires me to have target grade range; I believe that this session would be great for all grade levels.

TAKEAWAYS:
Attendees will learn strategies to get their students to more easily make observations in their learning which will support the rest of the Science and Engineering Practices. Teaching moves that can be employed right away to reach all skill levels; in fact, show your diverse learners excelling!

SPEAKERS:
Margaret Morton (Lozano Elementary: Chicago, IL)

The SIOP Model is an effective research-based instructional model for meeting the academic needs of English language learners. Learn how to use it to support ELLs in your science classroom.

TAKEAWAYS:
1. The eight components to the SIOP model will be explained; 2. Examples of actual and effective classroom implementation of the SIOP model; and 3. Consideration for not only teaching science content but doing so in a culturally conscious manner will also be shared.

SPEAKERS:
Nadene Klein (Daniel C. Oakes High School: Elizabeth, CO)

This session will provide a definition and overview of Culturally Relevant and Sustaining Pedagogy (CRSP), discuss why CRSP is vital for educational and personal liberation, and explore middle level science CRSP lesson plans.

TAKEAWAYS:
This session will provide a definition and overview of Culturally Relevant and Sustaining Pedagogy (CRSP), discuss why CRSP is vital for educational and personal liberation, and explore middle level science CRSP lesson plans.

SPEAKERS:
Kiana Eaddy (St. Andrews Middle School: Columbia, SC)

Explore how engineering benefits English learners as you engage in lessons designed to foster engineering, science, and language learning for elementary students.

TAKEAWAYS:
Engineering activities can offer multimodal experiences for English learners that encourage their participation and contributions to the engineering classroom community and engage them in purposeful uses of language.

SPEAKERS:
Christine Cunningham (Museum of Science, Boston: Boston, MA)

We will dive into hands-on, STEM-based activities and technology resources such as ArcGIS and web apps, that educators can use right away to help students understand the sustainability and climate justice issues most relevant to their school and local community. We will present best practices for executing a successful eco-audit and using design thinking methodologies to foster critical thinking and problem solving. These methodologies will help students tap into community funds of knowledge by engaging local stakeholders in their process. These K-12 activities help students cultivate sustainability and climate science literacy while exploring the uneven and inequitable impacts of climate change on the communities that have the fewest resources to respond. Teachers will explore how to foster student action through the creation of data-driven policy or use student-driven Eco-Audit resources to implement a climate solution at their school.

TAKEAWAYS:
Teachers will explore how ArcGIS StoryMaps and other EcoRise resources related to climate data, mapping and climate justice can shape students’ understanding of the causes and impact of climate change within their community and foster student action.

SPEAKERS:
Brynn Johnson (Program Manager: New Orleans, LA), Zakhia Grant (EcoRise: Arverne, NY)

Sponsoring Company: College Board

Come for an active session about helping students prepare for AP-level course work in STEM. We will align challenge areas identified using AP Chem exam data and correlate these with the Pre-AP Chem Course Framework and explore instructional strategies to help students meet these challenges.

SPEAKERS:
Laura Casdorph (Virginia Department of Education: Henrico, VA), Mitch Price (College Board: Portland, ME)

Still confused about the basics of the NGSS? Need a refresher about what it is and why it matters? Come learn from the experts.

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:
Karin Klein (Museum of Science and Industry: CHICAGO, IL)

Learn how to select phenomena that matter to students and leverage students' questions to create a student-driven storyline. Participants will learn the design principles for adapting existing curriculum that honor students’ identities, voices, and ideas.

TAKEAWAYS:
Participants will learn two key aspects of designing equitable learning experiences for NGSS instruction: 1) making phenomena matter by considering community issues and student identities; 2) leveraging students’ diverse ideas and questions to drive instruction.

SPEAKERS:
Nelly Tsai (University of California, Irvine: Aliso Viejo, CA)

Geoscience Teaching Outdoors in NC cultivates an active and equitable geo-STEM learning ecosystem. Gain activities and discuss best practices for phenomenon-based learning about earth systems using technology and citizen science to support a diverse future workforce and STEM-literate public.

TAKEAWAYS:
Supporting a geo-STEM learning ecosystem of teachers, informal science centers and geoscience researchers can lead to integration of field experiences focused on locally relevant climate change impacts and solutions into instruction, sparking diverse students’ interest in geoscience careers.

SPEAKERS:
Sarah Yelton (UNC Institute for the Environment: Durham, NC)

Discover the recent research on females in STEM and learn how to take intentionally small, but powerful steps in your classroom to ensure that our future female problem-solvers have the confidence, encouragement, and motivation to change the world, one STEM field at a time!

TAKEAWAYS:
Teachers will discover the current reseach regarding girls in STEM and leave with six powerful ways to increase their interest,, motivation, and confidence in these fields.

SPEAKERS:
Dawn McCotter (Van Andel Institute for Education: Grand Rapids, MI)

School leaders play a large role in the adoption of high quality instructional materials and can impact change in this space. Participants will learn about how to utilize EdReports reviews of instructional materials and how to get started with the adoption process by setting an instructional vision.

TAKEAWAYS:
Participants will engage with EdReports reviews of instructional materials and how to use the evidence from the reports to make informed decisions based on local context. They will explore how to utilize EdReports resources to set an instructional vision as part of the materials adoption process.

SPEAKERS:
John-Carlos Marino (Science Lead: Philadelphia, PA), Shannon Wachowski (EdReports.org: Lander, WY)

You made the learning three dimensional in your classroom; now it's time to do the same for your grading.

TAKEAWAYS:
1. Ways to help students focus on learning more than gradesl 2. Systems of efficient grading that make meaningful feedback possible; and 3. Tips to have students participate in telling their learning story.

SPEAKERS:
Hannah Kiser (Pullman High School: Pullman, WA), Johanna Brown (Washington State OSPI: Pullman, WA)

How do we teach Tier 3 science vocabulary to students with limited English (or no English) and encourage success? We will share multiple strategies for teaching Tier 3 Academic Science vocabulary, as well as modalities that incorporate visual aids, manipulatives, and kinesthetic activities to engage

TAKEAWAYS:
1. Tier 3 strategies for teaching science; 2. The inclusion of visual and kinesthetic activities to engage ALL students; and 3. Forms of assessment for ALL level of English Language Learners.

SPEAKERS:
Karen Ziminski (EMK Academy for Health Careers: Boston, MA)

Equip all students with the ability to succeed. Two high school teachers pair up to create lessons for special education biology students to focus on student achievement.

TAKEAWAYS:
Gain ideas and strategies to help reach all students at all levels of learning.

SPEAKERS:
Jessica Minton (Houston High School: Germantown, TN)

What does equity look like in Elementary Science & Engineering instruction? Through this interactive experience, participants will explore the meanings of equity & diversity and examine strategies instructional leaders can use to increase equity in the elementary science classroom.

TAKEAWAYS:
Learners will leave with a clear understanding of three-dimensional science instruction, causes of inequity in science education, and applicable strategies instructional leaders & teachers can use to increase equity in science education in their classrooms.

SPEAKERS:
Felicia Pratt (Atlanta Public Schools: Conyers, GA), Warren Edwards (Atlanta Public Schools: Atlanta, GA), Lindiwe Ngubeni (Atlanta Public Schools: Atlanta, GA)

Are you an elementary teacher trying to make more time for science? You are not alone. One of the biggest barriers in elementary science is time. Join us as we address this through science integration. Explore using your ELA, ELD, History… standards to create rich science experiences for students.

TAKEAWAYS:
Through experiencing an integrated arc of learning, participants will leave this session understanding why other subjects should be integrated with their science lessons and how to lean on other content standards to create integrated standard based lessons.

SPEAKERS:
Nancy Wright (Hayward Unified School District: Hayward, CA), Channon Jackson (Alameda County Office of Education: Hayward, CA)

Come join the fun! During this session you will create tools you can use to differentiate your science instruction and provide for the diversity of your students’ needs. Strategies necessary to teach diverse learners science are provided. Participants will actively engage in hands-on activities.

TAKEAWAYS:
Participants will actively engage in hands-on activities modeled to deliver instruction using a multi-sensory approach. Materials and handouts are provided.

SPEAKERS:
Marianne Phillips (Texas A&M University-San Antonio: San Antonio, TX)

Engage in a mini design sprint to develop curriculum aligned exit tickets for use in your classroom. Together, we will use an equity framework and Universal Design to design exit tickets that support equitable sensemaking and 3D science learning. You will walk away with a set of exit tickets to asse

TAKEAWAYS:
Participants will leave with a set of exit ticket prompts to support 3D science learning in their classrooms. These prompts can be used to gain insight into their students’ experiences to support their 3D sensemaking.

SPEAKERS:
Katie Van Horne (Concolor Research: Orlando, FL), Dawn Novak (Northwestern University: Grayslake, IL)

Professional learning is critical for identifying and using high-quality instructional materials and can be provided in multiple ways. Join us as we examine criteria for choosing high-quality professional learning experiences in K-5 science. Participants will explore useful tools and just-in-time supports for personal professional learning that meet teachers where they are. We will collaborate to refine expectations for professional learning that supports K-5 learning. Participants will have a different lens for knowing the types of support that are critical when evaluating and implementing high-quality instructional materials Brilliance and Strengths Report: Recommendation 10, 12, 14

TAKEAWAYS:
Professional learning should be connected to curriculum materials and be flexible enough to meet teachers needs.

SPEAKERS:
Shelly LeDoux (The University of Texas at Austin: Austin, TX), Carla Zembal-Saul (Penn State: State College, PA), Heidi Carlone (Vanderbilt University Peabody College: Nashville, TN), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI)

Sponsoring Company: PEER Physics

Join us for an interactive workshop to explore how science practices can be used to build a more inclusive and engaging learning environment. Participants will explore the PEER Physics Learning Cycle and gain access to a phenomenon-driven Waves unit for high school physics and physical science.

SPEAKERS:
Valerie Otero (University of Colorado Boulder: Boulder, CO)

We are developing a framework of pedagogical methods and professional learning, with an emphasis on equity, that can be leveraged to support teaching with the NGSS no matter what curriculum is being used. Come tell us what you think!

TAKEAWAYS:
Teachers will gain a deeper understanding of high leverage pedagogical practices that directly support teaching with the NGSS, and strategies to implement some of these practices in the science classroom.

SPEAKERS:
Karin Klein (Museum of Science and Industry: CHICAGO, IL)

Go behind-the-scenes of a vehicle crash-test facility to learn about the latest research regarding equity issues and crash testing.

TAKEAWAYS:
Is crash testing biased against women? Exploring the reality of this question offers students and teachers an opportunity for real-world studies of nature of science topics such as correlation vs. causation as well as statistical data analysis techniques and other engineering practices concepts.

SPEAKERS:
Griff Jones (University of Florida: Newberry, FL), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA), Linda Jones (University of Florida: Newberry, FL)

Gradebooks can be a powerful tool for communicating student learning with students & families. Using open-source lessons, I will share a gradebook build design I have used to offer a fairer, comprehensive record of student learning with three-dimensional standards.

TAKEAWAYS:
Gradebooks are not a "necessary evil" for 3D learning. You will see a model gradebook and complete an example analysis of student work and practice with a gradesheet.

SPEAKERS:
Kerri Wingert (Good Question Research: Boulder, CO)

Marginalized groups have been historically overlooked in the typical classroom. Normalizing the classroom includes a shift in educator mindset, language, and behavior. What does this look like in a science classroom, often led by non-marginalized teachers?

TAKEAWAYS:
Culturally responsive tools to implement in your classroom right away

SPEAKERS:
Bridget Sparks (Princeton City Schools: Cincinnati, OH), Rashanna Freeman (Princeton High School: Cincinnati, OH), Melinda Cottrell (Princeton High School: Batavia, OH)

District leaders play a critical role in ensuring all students in their district have access to meaningful science experiences. The NextGenScience team shares lessons learned from work with state- and district-level leadership networks across the nation to plan for equitable science programs.

TAKEAWAYS:
Participants examine their definition of equitable science education and consider key strategies for school and district leaders to evaluate and design systems in ways that eliminate inequitable practices, engage stakeholders, and create a supportive context for learning.

SPEAKERS:
Jennifer Childress Self (NextGenScience: Los Alamitos, CA), Neelo Soltanzadeh (WestEd: San Francisco, CA)

STEM careers are for ALL students! Learn how to bridge the gap between STEM careers & classroom spaces by exploring proven strategies for hosting STEM professionals in your middle school classroom! Walk away with an engagement guide written for middle school teachers, by middle school teachers!

TAKEAWAYS:
Through the lens of equity and inclusion, participants will explore tips for sustained classroom-based STEM career exposure success (both in-person & virtual), including: selecting and preparing speakers, planning an engaging classroom visit, and maintaining relationships with STEM professionals.

SPEAKERS:
Michelle Pearson (Adams 12 Five Star Schools: Broomfield, CO), Cameron McKinley (Technology Integration Coach: Hoover, AL), Dr. Tehmina Khan (Stratford Board of Education: Stratford, CT), Kristen Record (Bunnell High School - National Network of State Teachers of the Year (NNSTOY): Bridgeport, CT)

School campuses and school gardens provide inspiring learning opportunities for supporting elementary students’ scientific sensemaking. Students have explicit experiences with science phenomena that are relevant and developmentally appropriate. Scientific sensemaking in the students' local school environment includes (1) access to authentic scientific phenomena, (2) meaningful integration of 3D learning (disciplinary core ideas, science and engineering practices, and crosscutting concepts) and the 5E learning cycle, and (3) multimodal classroom discourse focusing on engaging all students. Students revise and refine their scientific understanding over time in the outdoor classrooms, while also enhancing reading, writing, and communication skills. We will share elementary science lessons and stories that integrate 3D learning and the 5E learning cycle and deepen students' investigation of their local learning environment.

TAKEAWAYS:
Attendees will learn how to use outdoor learning environments to teach 3D/5E elementary science lessons. They will see how standards were used and integrated to develop both in person and virtual science lessons.

SPEAKERS:
Camryn Lochner (Teacher: No City, No State), Tess Mitchner Asinjo (Principal: Dayton, OH), Hannah Salaiz (Teacher: Beavercreek, OH), Michelle Fleming (Wright State University: Dayton, OH)

Justice-centered science instruction is a critical process for building transformative, empowering classrooms. The Climate Justice Toolkit for K-12 Educators provides resources and planning templates for creating community-driven, justice-centered science learning experiences for students.

TAKEAWAYS:
Classroom learning experiences that center local issues impacting students and their communities are more engaging and meaningful for students, especially for students traditionally underrepresented and underserved by science education.

SPEAKERS:
Pranjali Upadhyay (Educational Service District 112: Vancouver, WA), Rae Han (EarthGen: Seattle, WA), Stacy Meyer (Educational Service District 112: Vancouver, WA)

How do we build confident “do-ers” of science? Inspire curiosity, engagement, and science identity through the use of relevant and meaningful phenomena. Phenomena can come from real events and from student imaginations. Let student questions guide learning and exploration.

TAKEAWAYS:
Participants will leave with ideas for incorporating meaningful phenomena in their instruction and learn how phenomena can be a bridge to relevance and engagement for students. 3-Dimensional instruction provides a framework for students to figure-out science.

SPEAKERS:
Ashley Armstrong (Sanford Underground Research Facility: Rapid City, SD)

Admins, Supervisors & TLs: Do you need a new way to engage your teachers about equity issues? Focusing on diversity, technology, assessment, and more, we will model case-based pedagogy as a tool for your learning community to have tough discussions. K-5 Resources Provided (focus), 6-12 Available.

TAKEAWAYS:
School leaders will be able to use cases (short stories around a central dilemma) to create a layered dialogue bringing together multiple stakeholders in a learning community. Multiple cases will be provided as take-home resources and training material for attendees.

SPEAKERS:
Chelsea Sexton (University of Georgia: Athens, GA)

Have you given back assignments, after spending hours writing detailed comments, only to have students look at the grade, shrug, and stuff them away? Using feedback is an important and teachable skill. I will describe several effective approaches to get students to read and use that feedback.

TAKEAWAYS:
Attendees will develop of research-based rationale for practicing the skill of “Using Feedback”, that can be used to create a scoring rubric to guide student growth in this area. They will examine several examples of student work, and score them using the rubric.

SPEAKERS:
Elise Naramore (Pascack Hills High School: Saddle River, NJ)

Foster digital-age STEM learning ecosystems that address the 5 Cs (critical thinking, communication, collaboration, creativity, and culture) and close the digital divide for multilingual learners in the STEM classroom. Cultivate equitable, authentic, and digital learning environments.

TAKEAWAYS:
By emphasizing the six literacy domains (listening, speaking, reading, writing, viewing and representing), teachers can engage multilingual learners in STEM practices that position students and teachers as "co-inquirers' in the learning process. Explore opportunities that support sensemaking.

SPEAKERS:
Maria Cieslak (Center for Applied Linguistics: Cumming, GA)

Come learn how to use what we know about brain science to weave culturally responsive teaching and learning into science classrooms! We will explore tools to help all students become independent, successful learners who are active participants in their own learning. Resources provided.

TAKEAWAYS:
Teachers can use what we know about brain science to create culturally responsive learning environments by igniting student interest, making learning relevant to students, providing students with opportunities to actively process what they have learned, and giving them multiple chances to review.

SPEAKERS:
Janet MacNeil (Cambridge Public Schools: Milton, MA)

Do your students need help generating questions about phenomena? Come learn how to use the Question Formulation Technique (QFT) to help develop students ability to generate meaningful, relevant and thought provoking questions that will drive inquiry and coherence in your NGSS storyline unit.

TAKEAWAYS:
Teachers will experience using the QFT to help lead their students through the process of generating, categorizing, improving, and prioritizing questions to help drive inquiry with a focus on integrating Cross Cutting Concepts and developing student ownership of learning.

SPEAKERS:
Nicole Bolduc (Ellington Middle School: South Windsor, CT)

What does a grade mean in your class? Learn how to create a grading system that is accurate, bias resistant, motivational, and transparent.

TAKEAWAYS:
1. Understand the frameworks for creating an equitable gradebook that is accurate, bias resistant, and motivational; 2. Create a transparent gradebook that shows feedback and progress on course standards; 3. Explore assessment literacy within unit assessments, lab assessments and reassessments.

SPEAKERS:
Katti Bachar (Libertyville High School: Des Plaines, IL)

Minoritized students' underrepresentation in STEM are a result of cycles of marginalization that replay resounding narratives of socially constructed inferiority in STEM. Curricular experiences that counter deficit narratives support minoritized students in transforming their identitities in STEM.

TAKEAWAYS:
Attendees will learn about an effective curriculum and instructional model that supports minoritized students' achievement in STEM with a specific focus on enhancing their sense of efficacy and science identity.

SPEAKERS:
Layla/Ye Zang (Virginia Tech: Blacksburg, VA), Brenda Brand (Virginia Tech: Blacksburg, VA)

Come explore teaching strategies and supports for engaging in climate justice centered phenomena and issues. Youth are seeking this type of socio-ecological learning opportunities!

TAKEAWAYS:
Climate Ed Tools contain strategies to engage in climate justice instruction, to support climate change learning and communication among educator peers, and to get ideas for how to do this type of instruction in your own classroom.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Deb Morrison (University of Washington: Salt Spring Island, BC)

Sponsoring Company: School Specialty - FOSS

Join us for a hands-on experience and discussion as we consider the assets of our diverse students and how to leverage their funds of knowledge in science and engineering. Receive a toolbox of strategies the FOSS Project developed for educators to support universal access.

SPEAKERS:
Diana Velez (The Lawrence Hall of Science: Oakland, CA), FOSS Project Staff (The Lawrence Hall of Science: Berkeley, CA)

Sponsoring Company: Studies Weekly

Learn how to use phenomenon and inquiry to promote equitable talk and provide accessible entry points for all students during science class by using lesson design techniques such as concept building, student-driven inquiry, neutral prompting, localized vocabulary introduction, and processing time.

SPEAKERS:
Clayton Chamberlain (Studies Weekly: Orem, UT)

Join middle level educators and enthusiasts for a social hour. Meet old friends and make new ones! NMLSTA officers and board members will be available.

SPEAKERS:
Renata Casiel (Meetings Manager: Arlington, VA)

Science teacher leadership roles and responsibilities vary according to context. This session will present an activity designed to support science teacher leaders to identify their leadership roles and professional learning needs as it relates to their organizational context.

TAKEAWAYS:
Science teacher leader participants will have an opportunity to identify their roles and professional learning needs. Science teacher educators will leave with an activity that they can use in their context to develop professional learning supports for the science teacher leaders they work with.

SPEAKERS:
Sarah Stallings (Graduate Student: No City, No State)

Presentation of research findings from rural chemistry teachers in Georgia and ways to implement inquiry-based laboratory instruction in the classroom. Additionally, Georgia Department of Education will present new resources available for teachers aligned to NGSS and GSE.

TAKEAWAYS:
Attendees will walk away with a better picture of the views of chemistry teachers in rural schools regarding inquiry-based laboratory instruction. GaDOE is giving attendees access to digital resources to help combat many of the feelings of isolation or confusion with the depth of standards.

SPEAKERS:
Keith Crandall (Science Program Manager: Atlanta, GA), Robert Bice (Berry College: Mount Berry, GA)

Labs! Assessments! Feedback! Notetaking! Sharing teaching strategies and classroom practices that motivate ALL students and shift ownership of learning from the teacher to the student

TAKEAWAYS:
Increase student engagement for ALL learners by using these tried-and-true strategies and practices for labs, note-taking, feedback, and assessments.

SPEAKERS:
Hannah Crowder (Sacred Heart Schools, Atherton: Atherton, CA)

Who do children picture when they picture scientists? Do they picture themselves? Representation matters in engaging all learners in science. Attendees will explore and receive various free Natural Inquirer products that introduce students to the diversity of people and fields in the Forest Service.

TAKEAWAYS:
Natural Inquirer publications, created in partnership with the USDA Forest Service, help educators demonstrate that science is a human endeavor. Educators will be able to show their students that scientists are people from all cultures and backgrounds. Attendees will receive copies of all materials.

SPEAKERS:
Nissa McKinney (FIND Outdoors/Forest Service Cooperator: Athens, GA), Rachel Bayer (Environmental Education Specialist: Olney, MD), Jessica Nickelsen (Forest Service/ Natural Inquirer: Bogart, GA)

This session will go over formative assessment techniques that will improve student participation and reflection. A year long study performed on this homework technique indicated 99% student homework completion and an over 80% reattempt rate on assignments.

TAKEAWAYS:
Attendees will leave with the knowledge of how to create formative assessments to increase participation and reflection in the classroom.

SPEAKERS:
James Evans (Professor of Chemistry: Westerville, OH)

National Assessment of Educational Progress (NAEP) Frameworks are developed through a comprehensive, inclusive, and deliberative process​. The frameworks describe the content and format of a NAEP assessment​ including: (1) what to measure at each grade​, (2) how to measure it​, and (3) how achievement levels are to be represented. ​The frameworks are written for a diverse audience of educators, policymakers, and the public​. The NAEP Science Assessment covers: Physical Science, Life Science and Earth and Space Sciences. It includes four science practices (1) Identifying Science Principles (2) Using Science Principles (3) Using Scientific Inquiry (4) Using Technological Design. Results for grades 4, 8, and 12 are reported. In this session, members from the NAEP Steering and Development panels will give an overview of the recommendations for the NAEP Science Framework, gather ideas, answer questions, and provide information about submitting public comment.

TAKEAWAYS:
Attendees will have an understanding of NAEP, the recommended revisions to the NAEP Science Framework, and how to submit public comment on the proposed revisions.

SPEAKERS:
Heather Morley (Science Teacher: Hinesburg, VT)

Have you heard of FIRST, NMSI, the SMART Scholarship-for-Service Program, MATHCOUNTS or SeaPerch? With opportunities across the country, DoD STEM supports these and many other programs for students and educators. Attendees will learn about these programs and resources to improve STEM learning.

TAKEAWAYS:
Attendees will come away from this session with classroom resources for STEM lessons, curriculum and hands-on projects. Attendees will also learn about local and national programs supporting STEM initiatives including after-school programs, mentorships & fellowships.

SPEAKERS:
Jennifer Childress (Teacher: Washington, DC)

Join us on a deep dive into STEM comics — from webcomics to graphic novels, and how to effectively incorporate comics into an existing curriculum to teach content and the importance of sequence in science.

TAKEAWAYS:
How to effectively integrate comics and graphic novels into a STEM classroom and get students making their own to express what they know.

SPEAKERS:
Shari Brady (Kaleideum: Clemmons, NC), Matt Brady (Atkins High School: Winston-Salem, NC)

Learn how, working with Latinx communities, we’re developing a conceptual framework for a strengths-based approach that guides development of new resources and messaging to generate interest in STEM. Iterative prototype development and formative research are part of the project.

TAKEAWAYS:
Ideas for exploring community-based effort to increase STEM opportunities and resources for Latinx and other youth.

SPEAKERS:
Shawn Stevens (GBH Education: Watertown, MA)

Hispanic students are being disproportionally left out of STEM opportunities due to many barriers. One avenue to bridge this disconnect is through community outreach and relationship building with both Hispanic students and families while incorporating STEM activities.

TAKEAWAYS:
Participants will receive a template to begin building relationships with Hispanic students and families through community outreach events. This template will also include a scholarship list for undocumented/DACA students, a FAFSA guide, and an ideal student guide. All in Spanish and English.

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

This session will demonstrate drag, gravity, thrust and lift and how those forces are integrated into a unit that uses paper airplanes to explore science and engineering practices and disciplinary literacy techniques in reading and writing with Amelia Earhart, aviator & champion of women’s rights.

TAKEAWAYS:
Attendees will come away from this session with concrete resources on how key concepts in physical science can be embedded within an engaging unit using airplanes that also support student learning in the practices of science and engineering.

SPEAKERS:
Michele Koomen (Gustavus Adolphus College: Port Townsend, WA)

STEP UP is a national community of teachers, researchers, and professional societies. We design high school physics lessons to empower teachers, create cultural change, and inspire young women to pursue physics in college. Come learn about the free lessons, materials and supports for your classroom.

TAKEAWAYS:
Research shows classroom teachers play a pivotal role in their students’ physics identity development. Learn about actions you can take every day to support cultural change in your classroom and the field of physics. We will share our resources to support you with these student-centered lessons.

SPEAKERS:
Nicole Murawski (Royal Oak High School (retired): White Lake, MI)

Spend invaluable time with current Albert Einstein Distinguished Educator Fellow, Candyce Curry, exploring FREE RESOURCES from the U.S. Geological Survey website. This workshop will give teachers insight on finding & using, with minimal preparation, datasets from multiple sources within the website.

TAKEAWAYS:
Attendees will be presented with methods & strategies to use readily available data from the US Geological Survey to incorporate & improve their data literacy practices. This is an introduction to content specific data, resources, and suggested methods to modify/accommodate for differentiation.