Science coordinators from two public school districts in South Carolina will share how they are implementing a high-quality, open-education NGSS curriculum to support equitable three-dimensional science instruction for all students.

TAKEAWAYS:
We will share our implementation strategies, including how we recruited teachers as early adopters. Learn how we support teachers and students, partner with administrators and the community, manage materials, address challenges, and celebrate successes.

SPEAKERS:
Richard Phillips (Sumter School District: Sumter, SC), Holly Sullivan (Richland School District Two: Columbia, SC)

Seeking support in what to look for and how to provide feedback to best support teachers? We will share an observation tool, model a pre & post observation conversation, examine a range of coaching interventions, and consider action steps based on patterns that are observed in science classrooms.

TAKEAWAYS:
Leaders and coaches play an important role in supporting teachers as they shift to more student centered instruction. Participants will be provided with an observation tool and coaching interventions that promote trust and increase reflective practice to meet the needs of students and teachers.

SPEAKERS:
Renee Affolter (Boston College: Chestnut Hill, MA), Grace Lugo (Boston College OEI: No City, No State)

You have a coherent phenomenon-based learning plan for your students, and midway through, you get sick, or have jury duty-- now what?!? This session will highlight approaches to substitute plans that are flexible, easy to implement, and support student learning.

TAKEAWAYS:
When students are tasked with sensemaking and figuring out, day in and day out, it is easier to have that happen without the teacher present. Utilizing a quality curriculum that supports student coherence and phenomenon-based learning is the best tool to make that a reality.

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

Phenomena based science assessments allow students to transfer knowledge to new phenomena while using all three dimensions. As students demonstrate understanding they also deepen their learning. We will examine sample tasks and hear from students and teachers on their experiences with these tasks.

TAKEAWAYS:
Transfer tasks ask students to make sense of phenomena using 3D understanding. These tasks can provide continued learning while assessing students. Identifying key features and hearing from students and teachers for how to support these tasks can help teachers implement them in their own classrooms.

SPEAKERS:
Sarah Ridder (Boston College OEI: No City, No State), Thomas Clayton (K-5 STEAM Specialist: Berkeley Heights, NJ), Renee Affolter (Boston College: Chestnut Hill, MA)

How do we get more students to see their ideas as important and valuable? How do we get more students to be willing to share and build on others’ ideas? We will explore strategies and examples for adapting curriculum to help elevate student voice and perspective for more equitable sensemaking.

TAKEAWAYS:
Encouraging student voice and perspective can reposition students as knowledge makers and support their science identity and motivation. We will share strategies and classroom examples for promoting student voice as well as a way to think about adapting curriculum to support equitable sensemaking.

SPEAKERS:
Katherine McNeill (Boston College: Chestnut Hill, MA), Renee Affolter (Boston College: Chestnut Hill, MA)

Grading that supports student sensemaking doesn't have to keep you at school all night. Learn approaches to grading that prioritize 3D sensemaking and utilize technology, collaboration, and existing resources so you have can your evenings back.

TAKEAWAYS:
The process of giving feedback and assigning grades is easier when there are strong materials and assessments to build from, and technology can help make it faster without decreasing effectiveness for students.

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

Fostering collaborative discussions is an ongoing process to reflect upon often. Join two veteran OpenSciEd teachers as they share successful strategies to help students set their own goals, gain confidence in speaking with peers, and eventually engage in a more student-led learning experience.

TAKEAWAYS:
Attendees will walk away with a variety of effective, simple, and practical strategies or activities that will help students build confidence in talking with peers, reflect on and set personal goals for growth, and have a true voice in their own learning path. Strategies can be implemented immediatelyl

SPEAKERS:
Heather Galbreath (Lombard Middle School: Galesburg, IL)

Phenomena based science classrooms require students to listen, discuss, collaborate, and support one another as they uncover science ideas. But how do we assess those skills in order to provide feedback for students? We will examine tools and strategies for gathering and sharing data on these skills

TAKEAWAYS:
Students need to be able to listen, engage in discussion, work collaboratively, and support one another as they uncover science ideas. Often gradebooks do not communicate information about these skills. Participants will leave with tools that can help collect and share this data with all stakeholders.

SPEAKERS:
Thomas Clayton (K-5 STEAM Specialist: Berkeley Heights, NJ)

In Discourse with an Equity Lens in a Science Classroom participants will explain what it means to disaggregate science instruction and discuss the role of linguistic bias in science classrooms, explain the process of “figuring out”, and identify teacher talk moves and productive talk.

TAKEAWAYS:
Teachers can use discourse to promote sensemaking and affirm students’ science identity.

SPEAKERS:
Evelyn Larose (Science Program Director and Educational Consultant), Alicia Wedderburn (Science Instructional Coach: , MA)

Engaging students in phenomenon-based 3D science learning is challenging, and when students are absent it can feel impossible. In this session, participants will take away strategies for supporting absent students in staying engaged in learning when they miss classroom instruction.

TAKEAWAYS:
Participants will take away strategies for supporting absent students in staying engaged in learning when they miss classroom instruction.

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

In Strategies for Improving Writing in the Science Classroom, participants will learn how to disaggregate science writing through explicit science writing instruction. They will experience strategies that support students with drawing models and writing in science.

TAKEAWAYS:
Writing in science is a specific genre of writing, therefore students need to be explicitly taught how to deconstruct and construct science writing/models.

SPEAKERS:
Evelyn Larose (Science Program Director and Educational Consultant), Alicia Wedderburn (Science Instructional Coach: , MA)

In Using Reading Strategies to Create Access to Science Text, participants will identify the three text types (written, visual, and symbolic) in science classrooms. Discuss what makes a text complex or enabling. Experience strategies for analyzing text in science (ex: slow reveal graphs, Identify an

TAKEAWAYS:
We can utilize reading strategies to analyze science text.

SPEAKERS:
Alicia Wedderburn (Science Instructional Coach: , MA), Evelyn Larose (Science Program Director and Educational Consultant)